| 000 | 10732cam a2201717 a 4500 | ||
|---|---|---|---|
| 999 |
_c2372 _d2372 |
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| 003 | CaOEAGC | ||
| 005 | 20230101232039.0 | ||
| 008 | 960206s1996 onca b eng u | ||
| 016 | _a969300751 | ||
| 020 | _a0774735058 (pbk) | ||
| 035 | _a(OCoLC)35929941 | ||
| 040 |
_aCaOTU _beng _cCaOONL _dCaOONL _dOOU _dJCRC |
||
| 055 | 0 | 0 |
_aPE1128 _bH34 1996 |
| 100 | 1 |
_aHall, Ernest W. _q(Ernest Wayne), _d1950- |
|
| 110 |
_aUniversity of British Columbia, _bEnglish Language Institute |
||
| 245 | 1 | 0 |
_aReflecting on Writing : _bComposing in English for ESL Students in Canada / _cErnest Hall and Carrie S. Y. Jung. |
| 260 |
_aToronto : _bHarcourt Brace Canada, _c1996. |
||
| 300 |
_axvii, 328 p. : _bill. ; _c24 cm. |
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| 504 | _aIncludes bibliographical references. | ||
| 505 | _a"Reflecting on Writing: Composing in English for ESL Students in Canada is a process-oriented text for intermediate to advanced students preparing for academic studies in English-speaking settings. It views the teacher as a participant in the student's writing processes, not as an evaluator of the student's work. | ||
| 505 | _aEach chapter begins with a reading about writing that is intended to encourage student inquiry into the nature, history, and various uses of writing, and to promote a greater appreciation of its complexities. The reading is followed by activities related to the reading, and a reminder to keep a journal-Learning Record-of work related to the chapter. The Learning Record gives students a chance to review previous work, record their perceptions of the purpose and value of the work, and discuss successes, difficulties, and misunderstandings." (Book Cover) | ||
| 505 | _aTABLE OF CONTENTS | ||
| 505 | _aChapter One | ||
| 505 | _aReading: Writing and its Uses | ||
| 505 | _aFocus on Composing | ||
| 505 |
_aWriting Experiences
_tModel: Writing Experience Report _tYour Literacy Learning Experiences |
||
| 505 |
_aOperations in Writing _tOperations in the Writing Process _tGetting Ideas _tFour Important Elements of Writing _tModel: How the Reading Affects the Writing Process _tTalking to Write |
||
| 505 | _aLearning Record | ||
| 505 | _aChapter Two | ||
| 505 | _aReading: Learning to Write | ||
| 505 | _aFocus on Composing | ||
| 505 |
_aDeveloping a First Draft
_tModel: Finding a Topic _tBanking Ideas _tTo Make an Idea Bank _tModel: Making an Idea Bank _tModel: The Drafting Derby |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aGenerating Ideas
_tModel: Exploring a Topic |
||
| 505 | _aFocus on Language | ||
| 505 |
_aFacts versus Interpretations
_tDegrees of Interpretation |
||
| 505 | _aFocus on Composition | ||
| 505 |
_aThe Formal Paragraph in English
_tTwo Types of Paragraphs _tModel: The Formal Paragraph _tThe Controlling Idea _tSupporting the Controlling Idea |
||
| 505 | _aFocus on Language | ||
| 505 |
_aUsing Examples
_tSignaling Examples |
||
| 505 |
_aLanguage Units and Their Functions
_tModifying Language Units |
||
| 505 | _aChapter Three | ||
| 505 | _aReading: How Writing Has Shaped Human History | ||
| 505 | _aFocus on Composing | ||
| 505 |
_aNarrowing a Topic
_tModel: Thinking to Write |
||
| 505 | _aFocus on Composing | ||
| 505 | _aDescribing a Process | ||
| 505 |
_aEvaluating a Text
_tEvaluating to Revise _tModel: Revising a Process Description _tEvaluating by "Unwriting the Text" _tFinding the Controlling Idea _tFinding Supporting Points _tAdding for Balance |
||
| 505 |
_aFocus on Language
_tAdding Signals to Show Time Order |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aTwo Purposes for Describing a Process
_tModel: Process Description 2 _tRevising by Substituting: Changing the Focus _tSubstituting With the Passive Voice: Depersonalizing the Text |
||
| 505 | _aFocus on Language | ||
| 505 |
_aForming the Passive
_tOmitting the Agent |
||
| 505 |
_aRelative Clauses
_tOne Function of a Relative Clause _tAnother Function of a Relative Clause _tPosition of Relative Clauses _t"That" in Relative Clauses |
||
| 505 | _aChapter Four | ||
| 505 | _aReading: Recording Information in Non-Literate Societies | ||
| 505 |
_aFocus on Composing
_tOther Ways to Depersonalize |
||
| 505 |
_aFocus on Composition
_tUnwriting a Larger Text |
||
| 505 | _aFocus on Language | ||
| 505 |
_aDeleting the Relative Pronoun
_tPrepositions in Relative Clauses |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aObserving the Drafting Process
_tModel: Thinking During the Drafting Process _tSix Types of Thinking |
||
| 505 |
_aFocus on Composition _tLevels of Coherence |
||
| 505 | _aFocus on Language | ||
| 505 |
_aShowing Added Information
_tInternal Addition Signals _tOther Addition Signals |
||
| 505 | _aFocus on Composing | ||
| 505 | _aRevising by Adding | ||
| 505 |
_aEditing for Parallel Structures
_tOther Parallel Structures |
||
| 505 | _aAdding Explanations | ||
| 505 |
_aFocus on Language
_tSignaling Explanations |
||
| 505 | _aChapter Five | ||
| 505 | _aReading: The World's Writing Systems | ||
| 505 | _aFocus on Composition | ||
| 505 | _aIntroduction to the Essay | ||
| 505 |
_aThe Essay
_tModel: Student Essay _tThe Formal English Essay |
||
| 505 | _aFocus on Composing | ||
| 505 | _aWriting versus Composing | ||
| 505 |
_aComposing an Essay
_tModel: Drafting the Essay Body |
||
| 505 | _aBeginning the Writing Process: Narrowing the Topic | ||
| 505 |
_aGetting Ideas: Making an Idea Bank
_tOrganizing the Essay: Grouping Ideas _tPlanning the Paragraphs: Reducing the Groups _tFinding Controlling Ideas: Naming the Groups _tControlling the Essay Body: Finding an Interpretation _tSupporting the Comment: Ordering the Paragraphs _tPutting Ideas into Text: Drafting the Essay Body |
||
| 505 |
_aFocus on Composing
_tThe Thesis Statement |
||
| 505 | _aFocus on Language | ||
| 505 |
_aShowing Causes and Effects: Three Types of Signals
_tType 1: Internal Cause-Effect Signals _tType 2: Linking Cause-Effect Signals _tType 3: Prepositional Cause-Effect Signals |
||
| 505 |
_aOther Cause-Effect Structures
_tType 4: Nouns of Cause-Effect _tType 5: Verbs of Cause-Effect |
||
| 505 | _aChapter Six | ||
| 505 | _aReading: The Origins of Writing | ||
| 505 | _aFocus on Composition | ||
| 505 | _aGeneral versus Specific | ||
| 505 |
_aProfiling Levels of Detail
_tModel: One Type of Profile _tModel: Another Type of Profile |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aAnother Purpose for Profiling
_tRevising by Adding |
||
| 505 | _aFocus on Language | ||
| 505 |
_aOther Modifying Clauses
_tModel: Student Essay _tFunctions of Subordinate Clauses |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aEditing for Sentence Forms
_tCommon Mistakes in Sentence Form |
||
| 505 | _aChapter Seven | ||
| 505 | _aReading: Speaking and Writing | ||
| 505 | _aConversing and Composing | ||
| 505 |
_aFocus on Composing
_tSubordinating for Unity |
||
| 505 | _aFocus on Language | ||
| 505 |
_aFour Reductions and the BE Verb
_tAppositive Reductions _tPrepositional Reductions _tAdjective Clause Reductions _tAdverb Clause Reductions _tA Special Group of Verbs _tActive Verbs of Reaction _tPassive Verbs of Reaction _tCommon Verbs of Reaction |
||
| 505 | _aFocus on Composition | ||
| 505 |
_aThe Information Structure
_tModel: Topical Structure Analysis |
||
| 505 | _aFocus on Composition | ||
| 505 |
_aThe Essay Introduction
_tModel: Introductory Paragraph |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aWriting the Introductory Paragraph
_tModel: Drafting the Introduction |
||
| 505 |
_aFocus on Composition
_tAnalyzing the Introduction: Four Typical Features |
||
| 505 |
_aFocus on Composing
_tDeveloping the Introduction |
||
| 505 | _aChapter Eight | ||
| 505 | _aReading: Differences in Patterns of Writing and Speaking | ||
| 505 |
_aFocus on Composition
_tAnalyzing the Introductory Paragraph |
||
| 505 |
_aFocus on Composing
_tModel: Comparison Idea Bank |
||
| 505 | _aFocus on Composition | ||
| 505 |
_aThe Comparison Essay
_tThree Methods of Comparing |
||
| 505 |
_aFocus on Composing
_tMaking Comparison Meaningful |
||
| 505 | _aFocus on Language | ||
| 505 |
_aSignaling Similarities and Contrasts
_tOther Ways to Show Differences and Similarities |
||
| 505 | _aFocus on Composition | ||
| 505 |
_aThe Essay Conclusion
_tModel: Concluding Paragraph |
||
| 505 |
_aFocus on Composing
_tAnalyzing the Conclusion: Four Typical Features _tWriting the Concluding Paragraph |
||
| 505 | _aChapter Nine | ||
| 505 | _aReading: The Composing Problem: Writing and Thinking | ||
| 505 | _aFocus on Composing | ||
| 505 |
_aArguing a Position
_tModel: Argument Paragraph _tOrdering Points in the Argument |
||
| 505 |
_aFocus on Composition
_tModel: Argument Essay _tThree Patterns of the Argument Essay |
||
| 505 |
_aFocus on Language
_tShowing Concession and Contrast |
||
| 505 | _aFocus on Composing | ||
| 505 |
_aAnalyzing the Composing Problem
_tTips for Time Management in an Essay Writing Test _tTest Writing Time Budget |
||
| 505 | _aFocus on Language | ||
| 505 |
_aChanging Text Focus
_tDevices for Changing Text Focus |
||
| 505 | _aChapter Ten | ||
| 505 | _aReading: Writing and Power | ||
| 505 | _aFocus on Composing | ||
| 505 |
_aUsing Sources in Your Writing
_tParaphrasing Sources _tQuoting Sources _tCiting Sources _tCitation Style _tModel: Citations _tCiting References |
||
| 505 |
_aFocus on Language
_tChanging Text Focus _tMore Devices for Changing Text Focus |
||
| 505 |
_aFocus on Composing
_tEvaluating a Formal Essay |
||
| 505 |
_aEpilogue
_tWidening the Focus |
||
| 505 |
_aAppendices
_tAppendix I: Epigram Credits _tAppendix II: Answers to Vocabulary Exercises |
||
| 505 |
_aSignal Tables
_tCommon Example Signals _tCommon Signals to Show Time Order _tTime Signals Which Combine Two Sentences _tCommon Signals of Addition _tCommon Signals of Explanation _tCommon Cause-Effect Signals _tCommon Signals of Comparison _tFunctions of Signal Types _tCommon Signals to Show Concession and Contrast |
||
| 650 | 0 |
_aEnglish language _xTextbooks for foreign speakers. |
|
| 650 | 0 |
_aEnglish language _xComposition and exercises. |
|
| 700 | 1 | _aJung, Carrie S. Y. | |
| 856 |
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991033947119705161 _zCheck the UO Library catalog. |
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| 942 |
_2z _cBK |
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