9780472036899 - Teaching Effective Source Use: Classroom Approaches That Work by Mott-smith, Jennifer; Toma?, Zuzana; Kostka, Ilka (17 results)

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Paperback. Condition: New. Michigan Teacher Resource ed. A MICHIGAN TEACHER RESOURCE This is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers. The book's first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity. Subsequent chapters introduce the five approaches for teaching textual reuse-concept, discourse, sentence, process, response-and feature multiple ready-made lessons for each. The book's final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos.

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Paperback. Condition: new. Paperback. A MICHIGAN TEACHER RESOURCE This is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers. The books first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity. Subsequent chapters introduce the five approaches for teaching textual reuseconcept, discourse, sentence, process, responseand feature multiple ready-made lessons for each. The books final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos. Discusses a range of topics, including the ways that plagiarism has traditionally been cast in ethical terms, as well as the stereotyping of L2 writers as plagiarisers through a discussion of culture, language, and identity. It also looks at five approaches for teaching textual reuse concept, discourse, sentence, process, response featuring multiple ready-made lessons for each. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condition: Brand New. teacher edition. 224 pages. 10.00x7.00x0.75 inches. In Stock.

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Paperback. Condition: new. Paperback. A MICHIGAN TEACHER RESOURCE This is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers. The books first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity. Subsequent chapters introduce the five approaches for teaching textual reuseconcept, discourse, sentence, process, responseand feature multiple ready-made lessons for each. The books final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos. Discusses a range of topics, including the ways that plagiarism has traditionally been cast in ethical terms, as well as the stereotyping of L2 writers as plagiarisers through a discussion of culture, language, and identity. It also looks at five approaches for teaching textual reuse concept, discourse, sentence, process, response featuring multiple ready-made lessons for each. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condition: New. Michigan Teacher Resource ed. A MICHIGAN TEACHER RESOURCE This is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers. The book's first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity. Subsequent chapters introduce the five approaches for teaching textual reuse-concept, discourse, sentence, process, response-and feature multiple ready-made lessons for each. The book's final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos.