Language learning: writing skills Books

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Book SynopsisHow lovely to discover a book on the craft of writing that is also fun to read . . . Alison asserts that the best stories follow patterns in nature, and by defining these new styles she offers writers the freedom to explore but with enough guidance to thrive. ―Maris Kreizman, VultureA Publishers Weekly Best Book of 2019 A Poets & Writers Best Books for WritersAs Jane Alison writes in the introduction to her insightful and appealing book about the craft of writing: “For centuries there’s been one path through fiction we’re most likely to travel― one we’re actually told to follow―and that’s the dramatic arc: a situation arises, grows tense, reaches a peak, subsides . . . But something that swells and tautens until climax, then collapses? Bit masculosexual, no? So many other patterns run through nature, tracing other deep motions in life. Why not draw on them, too?W. G. Sebald’s Emigrants was the first novel to show Alison how forward momentum can be created by way of pattern, rather than the traditional arc--or, in nature, wave. Other writers of nonlinear prose considered in her “museum of specimens” include Nicholson Baker, Anne Carson, Marguerite Duras, Gabriel García Márquez, Jamaica Kincaid, Clarice Lispector, Susan Minot, David Mitchell, Caryl Phillips, and Mary Robison.Meander, Spiral, Explode is a singular and brilliant elucidation of literary strategies that also brings high spirits and wit to its original conclusions. It is a liberating manifesto that says, Let’s leave the outdated modes behind and, in thinking of new modes, bring feeling back to experimentation. It will appeal to serious readers and writers alike.

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Book SynopsisJapanisch schreiben lernen kann so einfach sein: Sie lernen die Silbenschriften Hiragana und Katakana kennen. Der Band stellt einfache Wörter vor, die zum Grundwortschatz gehören, und zeigt Ihnen dann, wie sie geschrieben werden. Und dann können Sie nichts falsch machen, wenn Sie die vorgegebenen Zeichen einfach abschreiben.

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Book SynopsisThis volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).Table of ContentsNote: The volume is completed with an e-book that includes practical examples of the instructional programs and materials of the book intended for teachers, novel researchers and so on. The link to the e-chapter for the applicable book-chapter is given directly below the chapter in the table of contents. There is an additional e-chapter for chapters 4, 5, 6, 8, and 9. All e-chapters are available in full Open Access with a CC-BY-NC license on Figshare. List of Figures and Tables Note to Reader Introductory Part: Strategy Teaching for Learning to Write and for Writing to Learn 1 Design Principles for Teaching Effective Writing: An Introduction  Raquel Fidalgo, Karen R. Harris, and Martine Braaksma 2 Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses  Steve Graham and Karen R. Harris 3 Description and Analysis of Strategy-Focused Instructional Models for Writing  Patricia Robledo-Ramón and Jesús N. García 4 Writing-to-Learn Instruction That Works  Lauren Foxworth and Linda H. Mason E-chapter 4 SRSD for RAFT Writing  Linda H. Mason and D. Paul Haspel Learning to Write: Design Principles in Teaching Writing 5 Developing Writing Skills through Cognitive Self-Regulation Instruction  Raquel Fidalgo and Mark Torrance E-chapter 5 CSRI Program on Planning and Drafting Strategies: Sessions and Supportive Instructional Materials Raquel Fidalgo, Mark Torrance, and Begoña López-Campelo 6 Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research  Karen R. Harris and Steve Graham E-chapter 6 POW, TREE and TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and Tips  Karen R. Harris and Steve Graham Writing to Learn: Design Principles for Writing to Learn 7 An Instructional Approach for Improving Reading and Writing to Learn  Linda H. Mason 8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing  Isabel Martínez, Mar Mateos, and Elena Martín E-chapter 8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 years old students) to Enhance Content-Learning through the Integrated Use of Reading and Writing  Isabel Martínez, Mar Mateos, and Elena Martín 9 Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text  Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, Rebeca Cerezo, Estrella Fernández, Ellian Tuero, and Julia Högemann E-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-Toll  Julia Högemann, Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, and Antonio Valle Concluding Chapters 10 Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended  Charles A. MacArthur 11 Fostering Student Writing through Intervention Research: An Examination of Key Components  P. Karen Murphy, Carla M. Firetto, Mengyi Li, Liwei Wei, and Rachel M. V. Croninger 12 Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs  Gert Rijlaarsdam, Tanja Janssen, Saskia Rietdijk, and Daphne van Weijen Index

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Book SynopsisLearning and Teaching Writing Online: Strategies for Success takes a fresh look at the challenge of supporting writers online, and reports on research from around the world to offer a range of learning and teaching strategies. The main themes are feedback in online environments, collaboration through online environments, and course design for online environments. This book is designed for higher education practitioners who are interested in exploring pedagogic approaches for giving feedback and supporting collaborative writing online. It will also appeal to researchers of writing development and technology enhanced learning.

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Book SynopsisTransitions in Writing addresses the experiences of writers as they move between contexts of writing and juggle new and different demands. Spelman Miller and Stevenson bring together research by scholars in a range of settings across the world who approach transition from different standpoints. Transition is often conceived of as a change in setting, coinciding with physical or temporal relocation, such as between stages of an educational or professional career. However, writers also manage more local, micro-level transitions as they move between genres, registers and rhetorical moves to meet the demands of the task. The combination of both macro- and micro-level perspectives on transition offers a novel, broad conception of the types of change a writer encounters, and illustrates a range of methodological approaches appropriate to exploring such transitions.Table of ContentsList of Figures and Tables Transitions in Writing: An Introduction  Kristyan Spelman Miller and Marie Stevenson 1 Transition in Students’ Reading and Writing: The Case of A-Levels to University in the UK  Sally Baker 2 Transitions into Post-Graduate Study: Developing Writers at a British University  Clare Furneaux 3 Crossing the Divide between Writing Cultures  Ellen Krogh 4 Facilitating Non-Native English Speaker Students’ Transition to Writing for the Disciplines: A Study of Learning Transfer  Veronica Ong 5 “They Don’t Want My Opinion Do They?”: Authorial Identity and Transitions into and within Higher Education  Ann Everitt-Reynolds, Moira Maguire and Brid Delahunt 6 Transitioning to Academic Success: Textual Change and Reflexivity in the Writing of International Postgraduate Students  Margaret Kettle and Mary Ryan 7 Writing and Speaking: Children Moving between Modalities  Victoria Johansson, Viktoria Åkerlund and Birgitta Sahlén 8 Crossing the Line: Trading Across Semiotic Systems in the Visual and Performing Arts  Bronwyn James 9 Reflective Writing: A Transitional Space between Theory and Practice  Marie Stevenson, Bronwyn James, Arlene Harvey, Minkang Kim and Eszter Szenes Index

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Book SynopsisThis book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.Table of ContentsList of Figures List of Tables Notes on Contributors 1 Writing Intervention Research in Authentic Classroom Contexts: A Brief Introduction  Fien De Smedt, Renske Bouwer, Teresa Limpo and Steve Graham Part 1 Conceptualizing a Writing Intervention 2 Writing Instruction and Intervention Research: A Historical and Theoretical Perspective  Steve Graham Part 2 Designing High-Quality Interventions Research in Writing 3 Designing and Reporting Interventions: From a Blueprint to a Systematic and Analytic Description  Fien De Smedt 4 Designing Large-Scale Intervention Studies to Identify What Works in Writing  Kausalai (Kay) Wijekumar, Puiwa Lei and Herb Turner 5 Single Participant Designs: A Successful Method for Validating Writing Instruction  Jean Schumaker Part 3 Implementing Writing Interventions in Authentic Classroom Contexts 6 Practice-Based Professional Development for Scaling Up Writing Interventions: Lessons Learned and Challenges Remaining  Karen Harris, April Camping and Debra McKeown 7 Implementing Interventions in Authentic Classroom Contexts Researching with Professional Communities through Building Research Practice Partnerships  Judy Parr, Debra Myhill and Rebecca Jesson 8 Fidelity of Implementation  Amy Gillespie Rouse 9 Response to Intervention as a Framework to Implement Writing Interventions: Opportunities and Challenges  María Arrimada Part 4 Evaluating the Effectiveness of Writing Interventions 10 Guidelines for the Validation of Writing Assessment in Intervention Studies  Renske Bouwer, Elke Van Steendam and Marije Lesterhuis 11 Process Measures as Input for and as Outcome of Writing Intervention Studies  Nina Vandermeulen 12 Evaluating the Effectiveness of Writing Interventions: Motivational Outcomes  Sharon Zumbrunn and Roger Bruning 13 Qualitative and Mixed Methods in Assessing Writing Interventions  Anna Hall, Beth Beschorner, Kelley White and Qianyi Gao 14 On Multilevel Modeling in Writing Research: An Example  Huub van den Bergh and Sven De Maeyer 15 Reflections on Some Key Issues in Research on Writing Interventions  Charles A. MacArthur Index

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