Overview

Writing is one of the most challenging skills for a language learner to acquire due its sheer complexity, and language teachers are faced with a demanding task in the teaching and testing of writing. A great deal of research on different aspects of writing has been carried out to date, however despite the abundance of publications in this field, few books aim to offer insights into teaching and learning writing for early career teachers that shed light on writing instruction in jargon-free discourse. This book aims to fill this perceived gap through presenting relevant conceptual and theoretical frameworks of second language writing research and shedding light on the implications of the recent research findings in a clear and practice-oriented style. In this way, it is intended as a companion book for language teachers who include writing as a part of their courses, in particular, new teachers as they embark on their teaching careers.

“This book is a welcome resource in the education of language teachers. It is well known that learning to write in a second language and teaching others to do the same can be challenging. Readers of this volume are supported both intellectually and affectively as they learn how to meet the challenge.”
— Diane Larsen-Freeman, Professor Emerita of Education and of Linguistics, University of Michigan

“This timely and broad-based collection promises to provide key insights in and for the fields of writing pedagogy and writing assessment, written by an array of experts working in diverse locations. Presented in a teacher-friendly way, each chapter offers ideas that teachers can immediately try out in their own classrooms.”
— Martin East, Professor of Language Education, The University of Auckland

“Do you want to know how to best teach second language writing? Then put Insights into Teaching and Learning Writing on your required reading list! This book is a must-read for early-career writing practitioners. It encompasses the work of renowned scholars who provide explicit, theoretically grounded and research-informed guidance on how to approach various aspects of second language writing pedagogy. Read this book and learn from the best!”
— Elena Cotos, Associate Professor of Applied Linguistics, Iowa State University

“This book provides a comprehensive overview of current theory and pedagogy in the teaching and assessment of L2 writing. Rich in theoretical insights and practical examples it provides a valuable resource for teachers, curriculum designers, graduate students and others interested in approaches to the teaching of writing.”
— Jack C. Richards, Victoria University Wellington and University of Sydney

Sample

Contents

Preface (pp. xv-xx)
Hassan Mohebbi, Yijen Wang

1. Teaching writing for academic and specific purposes (pp. 1-12)
Helen Basturkmen

2. Integrating awareness of academic reading into teaching writing in an additional language (pp. 13-26)
Mahmoud Altalouli, Mary Jane Curry

3. Complexity, accuracy, and fluency in writing (pp. 27-44)
Lee McCallum, Niall Curry

4. Teachers’ pedagogical knowledge and assessment literacy (pp. 45-55)
Deborah Crusan, Ali Panahi, Hassan Mohebbi

5. Testing issues in writing (pp. 56-70)
Chengyuan Yu

6. Teacher cognition, pedagogical practice, and meeting student needs in L2 writing (pp. 71-86)
K. James Hartshorn

7. Individual differences and writing instruction (pp. 87-100)
Olena Vasylets, Rosa M. Manchón

8. Learner autonomy and writing (pp. 101-113)
Rachael Ruegg

9. Collaborative writing: Theory, research, and implications (pp. 114-126)
Tomohito Hiromori

10. Written corrective feedback (pp. 127-138)
Minh Thi Thuy Nguyen, Willy Renandya

11. Dynamic written corrective feedback (pp. 139-154)
Kendon Kurzer

12. Feedback on student writing for early career teachers: Effective strategies for teacher, peer, and self-feedback (pp. 155-166)
Grant Eckstein

13. Technology and second language writing instruction (pp. 167-179)
Yijen Wang, Ali Panahi

14. Future directions in writing research (pp. 180-193)
Rosa M. Manchón, Ronald P. Leow

Index (pp. 194-196)