Effective Curriculum for Teaching L2 Writing Principles and Techniques 1st edition by Eli Hinkel ISBN 0415889995 978-0415889995

Part I Curriculum Foundations for L2 Writing and Language

1 Introduction: Effective Teaching and the Curriculum

Introduction

A Curriculum for Teaching

Curriculum Design and Access to Education

The Essentials of a Curriculum Design

Contemporary Views on Curriculum and Teaching Effectiveness

Building an Effective Curriculum for Teaching Language (and Writing)

Chapter Summary

Note

Further Reading on L2 Curriculum Development for Writing

References

2 What’s Valued in School Writing and Language?

Introduction

Writing Skills Valued in Schooling and on the Common Core

Grade-Level Writing Types and Learning Goals

Anchor Standards for Writing

Grade 5 and Grades 11–12 Writing Benchmarks

Past Surveys of School Writing

Language Skills Valued in Schooling and in the Common Core

Grade-Level Language Skills and Learning Goals

Anchor Standards for Language

Grade 5 and Grades 11–12 Language Benchmarks

Common Core Standards for ELLs

Chapter Summary

Notes

Further Reading

References

3 What’s Valued in College and University Academic Writing?

Introduction

Academic Writing Tasks and Student Texts

Types of Tasks in College and University Writing

Academic Writing Skills: Discourse Organization and Language

Critical Academic Writing Skills

Academic Writing Valued on the TOEFL and the Test of Written English

What’s Valued in the TOEFL iBT Writing

The Least that Academic L2 Writers Must Be Able to Do

To Conclude

Chapter Summary

Notes

Further Reading on L2 Academic Writing Skills

References

4 Second Language Writing and Language Learning

Introduction: Some Reasons for Neglect of Language Quality

The Baseline: L2 Reading, Writing, and Vocabulary

L2 Vocabulary and Writing

Analyses of L2 Academic Text and Writing: Identifying Curricular Domains

L2 Academic Writing and Areas of Difficulty

Error Gravity, Frequency, and Pattern Studies: The Editing Focus

Examples of Frequent Error Types in L2 Writing

Applications of L1 Composition Pedagogy to Teaching L2 Writing

L1-Based Analysis of Learning Needs: Discourse Organization Skills

Chapter Summary

Notes

Further Reading on L2 Writing and Language Learning

Further Reading on Error Correction and Editing Skills

References

Part II Curriculum Design for L2 Writing and Language Building

5 How to Design Effective Curricula for Language and Writing Courses

Introduction

Curriculum Nuts and Bolts

The First Order of Business: The Learning (and Teaching) Objectives

A Bit of History

Language Learning Objectives and Outcomes

Material and Unit Sequencing

The Essentials of Material Sequencing

Sequential Materials and Units

Non-Sequential Units

Sequencing and Reviewing for Language Building

A Special Note on Sequencing Vocabulary and Grammar Units

The Syllabus

Course Description

The Course Progression, Topics, and Schedule

Course Policies

Assessment and Grading

Assessing Learning

Small-Scale Assessments (Quizzes and Short Writing Tasks)

What Accompanies and What Follows: Coordinating Instruction

Making a Lesson Plan

Caveats, Predictable Pitfalls, and Other Important Notes

The Actual Lesson Plan

Template 1

Template 2

Chapter Summary

Notes

Further Reading

References

Appendix A Typical Rubrics and Needs Analysis Criteria for L2 Writing

Discourse (Global/Macro Organization)

Paragraph Division (one paragraph—one idea)

Local (Micro) Text Construction

Register (can also be referred to as:)

Grammar

Vocabulary/Lexicon

Punctuation, capitalization, spelling

Appendix B Analyzing Student Essays To Develop a Course Curriculum

Needs Analyses

Step 1

Step 2

Step 3

Sample Essay Score Sheet

Score Sheet Summary

6 Choosing Teaching Materials and Adapting Textbooks

Teaching Materials and Activities

Adapting Textbooks

Textbooks That Are Above Students’ Levels of Proficiency (The Most Common Situation)

Omitting, Adding, Changing, and Refocusing

Modifying Activities and Adjusting the Expected Outcomes

Supplementing and Adding

Textbooks That Are Below Students’ Levels of Proficiency

Personalizing Irrelevant and Poorly Suited Contents and Topics

Multi-Use and Computer Scanning Text Modification Techniques

Choosing Supplementary Readings

A Commonplace Dilemma of Supplementary Reading

Teaching the Strategies for Adapting Readings

Strategy 1

Strategy 2

Modifying Text in Listening Selections

Listening Follow-Up Tasks and Activities

Chapter Summary

Note

Further Reading

References

Part III Language-Focused Curriculum Elements

7 Language Focus: Teaching Academic Vocabulary, Collocations, and Pre-Fabs

Introduction: Academic Vocabulary Learning in Every Lesson

The Importance of Vocabulary in Writing (and Other Language Skills)

The Teacher’s Job

Vocabulary Learning and Retention

Cross-Curricular Strategies and Techniques for Vocabulary Teaching and Learning

Ineffective Vocabulary Learning Techniques

Effective Teaching Techniques

Techniques for Building Up Learners’ Vocabulary Base

Teaching Collocations and Lexical Phrases

Vocabulary Substitution Clusters for Academic Writing

Teaching and Learning a Few Essential Prefixes and Suffixes

Teaching and Learning Dictionary Uses

Vocabulary Teaching Techniques in Contexts of Other Language Skills

A Note on Flash Cards

Chapter Summary

Further Reading

References

8 Language Focus: Teaching Academic Grammar for Writing

Language Teaching and Construction Grammar

Construction Grammar: Foundations and Assumptions

What? Memorize?

Key Advantages

Teaching Academic Language with Prefabs

Noticing and Analyzing Academic Texts

Teaching and Learning How to Notice and Analyze Grammar Features

A Few Considerations for Teaching Noticing and Text Analysis

Error Correction and Teaching Editing

Strategy Training for Self-Editing and Building Independence

The Essentials and the Basics

Slightly Beyond the Basics

Chapter Summary

Further Reading

References

Appendix A Sentence Stems for Written Academic Discourse

Openings/Introductions

Negative Openings with Countable Nouns

Thesis/Topic Statements

Secondary Purpose

Rhetorical Mode/Discourse Organization Statement

Introducing Review of Literature and Evidence from Readings

Other Types of Sentence Stems for Essay Development

Appendix C

Appendix D Most Common Noun Phrases Found in Academic Prose

Nouns with Prepositional Phrases

Prepositional Phrases Followed by the Of-phrase

Appendix E

Contrasting Pairs of Adjectives for Paraphrasing

Appendix F Most Common Lexical (Word and Phrase) Hedges Found in Academic Prose

Frequency adverbs as hedges (in declining order)

Quantifiers as hedges

Formal Hedges for Academic Writing

9 Language Focus: From Text to Discourse

Discourse and Idea Structuring in L2 Writing

Curricular Perspectives on Teaching Academic Writing

Academic Discourse Conventions and the Text Discourse Markers

Outline—Step 1

Textual Outline—Step 2

Textual Outline—Step 3

Evidence (Thesis Support) and Academic Register

Evidence in L2 Academic Writing

Academic Register and Academic Language

Chapter Summary

Notes

Further Reading

References

Appendix A

Thesis Support

Main Point 2—Thesis Support

Appendix B

The Basic and Most Important Punctuation Rules

Appendix Curriculum-Development Checklists

Course Design

Analyses of the Learning Context

Establishing Learners’ Skills and Abilities

Needs Analysis

Learning Objectives and Outcomes

Evidence and Assessments

Resources to Help Learners Achieve Learning Objectives

Unit and Material Sequencing

Syllabus

Lesson Plan(s)

Index