The author and series editors
Introduction
Section One: Explanation
1. Why teach writing?
1.1 Introduction
1.2 What to teach?
1.3 Different students: different needs
1.4 Conclusion
2. The roles of writing
2.1 Differences between writing and speaking
2.2 Differences between writing and reading
2.3 Writing and power
3. Speaking and writing
3.1 Distinguishing features of spoken and written language
3.2 Lexical density
3.3 Stylistic choice
3.4 Conclusion
4. The organization of written texts
4.1 Introduction
4.2 Layout
4.3 Social function
4.4 Clause relations
4.5 Discourse relations
4.6 Conclusion
5. Approaches to the teaching of writing: process
5.1 Introduction
5.2 Models of the writing process
5.3 Protocols
5.4 Problems of the process approach
5.5 What writers need to know
5.6 Conclusion
6. Approaches to the teaching of w! riting: genre
6.1 Introduction
6.2 Communicative events and communicative purposes
6.3 How genres change
6.4 Reader expectation and schematic structure
6.5 Defining typical and less typical examples: communicativepurpose
6.6 Genre and social structures
6.7 Conclusion: process and genre
Section Two: Demonstration
7. Writing in language teaching
7.1 Identifying purpose
7.2 What writers need to know
7.3 Conclusion
8. Writing in business and professional settings
8.1 Writing in different contexts
8.2 Business and professional contexts
8.3 Conclusion
9. Writing in academic and study settings
9.1 Introduction
9.2 The intellectual /rhetorical approach
9.3 The social / genre approach
9.4 Structure and organization
9.5 Argumentation
9.6 Style
9.7 Conclusion
10. Teaching writing skills
10.1 Introduction
10.2 Pre-writing
10.3 Composing and drafting
10.4 Revising and editing
10.5 Conclusion
11. Responding to student writing
11.1 Introduction
11.2 Four basic roles
11.3 Audience
11.4 Assistant
11.5 Evaluator
11.6 Examiner
11.7 Conclusion
Section Three: Exploration
12. Exploring writing in the classroom
Glossary
Further reading
Bibliography
Index
Acknowledgements