Focused on scholarship in rhetoric and composition over the past quarter-century, Concepts in Composition: Theory and Practice in the Teaching of Writing
is designed to foster reflection on how theory impacts practice,
enabling prospective teachers to develop their own comprehensive and
coherent conception of what writing is or should be and to consider how
people learn to write. This approach allows readers to assume the dual
role of both teacher and student as they enter the conversation of the
discipline and become familiar with some of the critical issues.
Each chapter addresses a particular theoretical concept relevant to
classroom teaching and includes activities to help readers establish
the connection between theoretical concepts and classroom lessons. A
major premise is that only when prospective writing teachers understand
this relationship will they be able to teach effectively. The chapters,
designed to facilitate this understanding, include:
*an
overview of a significant concept in composition that has generated
scholarly attention, and in some instances, critical controversy over
the past 25 years;
*writing assignments and discussion prompts to foster further exploration of the concept;
*thought-provoking articles;
*bibliographies for further research; and
*suggestions for classroom activities to apply the concept in a pedagogical context.
The text is enriched by seven chapters authored by invited scholars
with expertise in particular concepts of composition. Two
appendixes--"Developing Effective Writing Assignments" and "Developing
a Syllabus" enhance the pedagogical usefulness of the text.
This book contains thirty activities at elementary level, all of them dealing with topics which form part of everybody's daily lives , for example, families and leisure activities. The only materials the teacher and class need are the board, paper, and pens. The instructions are clear and easy to follow, and the authors have provided additional methodological support in a short Introduction.
This book contains thirty activities at elementary level, all of them dealing with topics which form part of everybody's daily lives , for example, families and leisure activities. The only materials the teacher and class need are the board, paper, and pens. The instructions are clear and easy to follow, and the authors have provided additional methodological support in a short Introduction.
New Headway now provides a seamless syllabus progression from beginner to upper-intermediate level. It takes a clear and structured approach to grammar. Grammatical structures are introduced in context, with questions that encourage students to work out the rules for themselves. A comprehensive 'Grammar section' provides a useful reference before, during or after the lesson. Integrated skills work is an important feature of the course. Supportive Teacher's Books at each level, Teacher's Resource Books and Workbooks
