Discipline-Specific Writing: Theory into practice

✍ Scribed by John Flowerdew (editor), Tracey Costley (editor)

• Publisher: Routledge
• Year: 2016
• Tongue: English
• Leaves: 232
• Edition: 1
• Category: Library

✦ Synopsis

Discipline-Specific Writing provides an introduction and guide to the teaching of this topic for students and trainee teachers. This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic. With chapters from practitioners and researchers working across a wide range of contexts around the world, Discipline-Specific Writing:

• Explores teaching strategies in a variety of specific areas including science and technology, social science and business;
• Discusses curriculum development, course design and assessment, providing a framework for the reader;
• Analyses the teaching of language features including grammar and vocabulary for academic writing;
• Demonstrates the use of genre analysis, annotated bibliographies and corpora as tools for teaching;
• Provides practical suggestions for use in the classroom, questions for discussion and additional activities with each chapter.

Discipline-Specific Writing is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Contents
List of figures
List of tables
List of contributors
Chapter 1: Introduction
Background to this edited collection
Discipline-specificity and disciplinarity
Discipline-specific writing
Discipline and genre
Discipline-specificity and English for Specific Purposes
Approaches and issues in teaching discipline-specific writing
Overview of this edited collection
Bringing it all together
Note
References
Chapter 2: Investigating local sociocultural and institutional contexts for discipline-specific writing
Theoretical background and literature review
Practical applications
Discussion questions and activities
Acknowledgements
References
Chapter 3: Developing writing courses for specific academic purposes
Background
Practice
Conclusion
Discussion questions and activities
References
Chapter 4: The role of grammar in the discipline-specific writing curriculum
Introduction
Grammar and writing: a brief history
Developing an academic writing course from a genre and text-based perspective
Case study of an English for Science course
Discussion
Conclusion
Discussion questions
Additional activities
Acknowledgements
Notes
References
Chapter 5: Approaches and perspectives on teaching vocabulary for discipline-specific academic writing
Introduction
Theoretical concerns related to discipline-specific vocabulary
Identifying discipline-specific vocabulary
Different kinds of discipline-specific vocabulary
Using discipline-specific vocabulary in writing
Practical applications
Conclusion
Discussion questions
Activities
References
Chapter 6: Using genre analysis to teach writing in the disciplines
Genre-based teaching in ESP
The impact of genre-based teaching on student writers
A genre-based activity sequence for writing courses
Conclusion: transferability of genre knowledge
Discussion questions
Activities
Notes
References
Chapter 7: Teaching writing for science and technology
Introduction
Theoretical concerns related to teaching disciplinary writing
The laboratory report: describing language and disciplinary context
A practical application
Conclusion
Discussion questions
Additional activity
Acknowledgements
Note
References
Chapter 8: Using annotated bibliographies to develop student writing in social sciences
Introduction
Adopting an academic literacies perspective
Academic literacies and our teaching contexts
Annotated bibliographies
Principles for the use of annotated bibliographies
The annotated bibliography process
Conclusion
Discussion questions
Further activities
References
Chapter 9: Discipline-specific writing for business students: research, practice and pedagogy
Introduction
Conceptualising writing for business studies
Pedagogical applications
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Conclusion
Questions for individual reflection or collaborative discussion
Notes
References
Chapter 10: Teaching English for research publication purposes with a focus on genre, register, textual mentors and language re-use: a case study
Part 1: theoretical background
Part 2: Teaching language re-use in a classroom
Conclusion
Discussion questions
Activity
Notes
References
Appendix
Chapter 11: Introducing corpora and corpus tools into the technical writing classroom through Data-Driven Learning (DDL)
Introduction
Theoretical background and literature
Corpora and corpus tools in DDL
Applying DDL in the discipline-specific writing classroom: writing author biographies
Conclusion
Discussion questions
Activities
References
Chapter 12: Critical literacy writing in ESP: perspectives and approaches
Introduction
What is meant by ‘critical literacy’?
Why critical literacy in ESP?
A critical literacy model
Implementing critical literacy writing in the ESP classroom
A critical literacy writing module: writing a business memo in an email
Conclusion: shared critical literacy practices
Discussion questions
Suggested activities
References
Chapter 13: Towards a specific writing language assessment at Hong Kong universities
Introduction
Literature review
The context: EAP writing in Hong Kong universities
The DELTA project
The DELTA writing rubric
The DELTA task
Discussion and conclusions
Discussion questions and activities
References
Appendix 1: DELTA Writing Marking Scales and Descriptors
Index