Full Description
Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.
Contents
Acknowledgments
James P. Lantolf: Foreword
Chapter 1. Introduction
Chapter 2. Key Principles and Concepts
Chapter 3. Legal Writing: Context and Pedagogy
Chapter 4. Legal Writing: Findings and Implications
Chapter 5. Graduate Academic Writing: Context, Concepts and Pedagogy
Chapter 6. Graduate Academic Writing: Findings and Implications
Chapter 7. Engineering Writing: Context and Pedagogy
Chapter 8. Engineering Writing: Findings and Implications
Chapter 9. Implications and Considerations for Other Contexts
References
Index
