Escolar Documentos
Profissional Documentos
Cultura Documentos
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Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
[Chapter 1: Writing and Teaching Writing (pp. 1-30)]
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topic familiarity in writing activities evolve into an approach
schema development exercises: focusing on the
what Ss are required to write
parallel texts, reacting to photographs, requirements of particular
about
brainstorming tasks (Figure 1.5) subject areas or target
a set of themes/topics of interest
tailored to Ss at different levels by academic or professional
CONTENT and key areas of subject matter as
varying the amount of information communities
(subject-matter) organizing principles
form-function-content balance WAC classes (Bazerman
close relationship btw R and W
extensive reading providing R-W & Russell, 1994) or linked
structural, functional or process
connection with control of rhetorical courses in subject-
methods
structure of specific text-types specialist and writing
conducting research, group work course (Benesch, 2001)
C. Understanding Notions
1) The notion of context
- genres as responses to the purposes of different communities, professional, academic or social (Bruffee, 1986)
- genres in New Literacy Studies: how institutions, societies and cultures influence R and W, which only make
sense within wider social and cultural practices.
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2) the notion of discourse communities: membership as essential for understanding the specialist background K to
encode and decode texts appropriately.