Hyland, Ken. 　著

内容

目次

SECTION ONE: CONCEPTS AND ISSUESCHAPTER 1. A CONCEPTUAL OVERVIEW OFWRITING 1.1 Text-oriented research and teaching 1.1.1 Texts as autonomousobjects 1.1.2 Texts as discourse 1.2 Writer-oriented research and teaching1.2.1 Writing as personal expression 1.2.2 Writing as a cognitive process1.2.3 Writing as a situated act 1.3 Reader-oriented research and teaching1.3.1 Writing as social interaction 1.3.2 Writing as social construction1.3.3 Writing as power and ideology 1.4 Conclusions and readings 2. KEYISSUES IN WRITING 2.1 How is writing different from speech? 2.2 How iswriting related to literacy? 2.3 What is an expert writer? 2.4 How dogenres differ? 2.5 How does writing express identity? 2.6 How does writingexpress social relationships? 2.7 What is the impact of new technologies onwriting? 2.8 How should we teach writing? 2.9 Conclusion and readingsSECTION TWO: APPLYING WRITING RESEARCH 3. RESEARCH-BASED WRITING COURSES 3.1WRIT 101: Process in practice 3.2 Genre in primary classrooms: The NSW K-6syllabus 3.3 Go for Gold: writing for a reason 3.4 Readings 4.RESEARCH-BASED MATERIALS, METHODS AND RESOURCES 4.1 Research writing: Anadvanced EAP textbook 4.2 WordPilot 2000: corpora assisted writing 4.3Writing networks: Interaction in an ESL computer workshop 4.4 Writingportfolios: Pedagogy and assessment 4.5 Conclusion SECTION THREE:RESEARCHING WRITING 5. RESEARCH PRACTICE AND RESEARCH ISSUES 5.1Practitioner research 5.2 Researching texts 5.3 Researching writers 5.4Researching readers 5.5 Readings 6. RESEARCH CASES 6.1 Questionnaireresearch on readers' beliefs and practices 6.2 Experimental research on peerresponse training 6.3 Text analysis research on email businesscorrespondence 6.4 Learner corpora research on hedging and boosting 6.5Interview research on the writing needs of nurses 6.6 Protocol research onthe writing process 6.7 Diary research on the research process 6.8 Casestudy research of workplace writing 6.9 Ethnographic research on teacherwritten feedback 6.10 Literacy practices research among adolescent groups6.11 Conclusions and readings SECTION FOUR: REFERENCES AND RESOURCES 7. KEYAREAS AND TEXTS 7.1 Literacy 7.2 Rhetoric 7.3 Sociology of scientificknowledge / Social construction 7.4 Professional communication / ESP 7.5First language writing 7.6 Second language composition teaching 7.7Pragmatics 7.8 Translation studies 7.9 Literature 7.10 Mass print media8. KEY SOURCES AND TERMS 8.1 Books 8.2 Journals 8.3 Professionalassociations 8.4 Principal writing conferences 8.5 Email lists and bulletinboards 8.6 Internet sites 8.7 Databases 8.8 A glossary of some key termsReferences