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16832263 |
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20190328103108.0 |
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110617s2011 miu b s001 0 eng |
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|a acquire
|b 1 shelf copy
|x policy default, Sel/rjc, 2012-05-07
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|b re04 2011-06-17
|i re04 2011-06-17
|w rd06 2011-06-17
|a xe09 2012-05-03 2 copies rec'd., to CIP ver.
|f rg07 2012-05-11 Z-CipVer (OT)
|e tc12 2013-02-28 bib. update
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|a 2011023791
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| 020 |
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|a 9780472034765 (pbk. : alk. paper)
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|a 0472034766 (pbk. : alk. paper)
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|a (OCoLC)ocn731536370
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|a DLC
|c DLC
|d YDX
|d YDXCP
|d XOR
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|d BWX
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|d DLC
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|a pcc
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|a PE1128.A2
|b F474 2011
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|a 808/.0428071
|2 23
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| 100 |
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|a Ferris, Dana.
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| 245 |
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|a Treatment of error in second language student writing /
|c Dana R. Ferris.
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| 250 |
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|a 2nd ed.
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| 260 |
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|a Ann Arbor :
|b University of Michigan Press,
|c c2011.
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| 300 |
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|a xx, 219 p. ;
|c 23 cm.
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| 490 |
0 |
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|a The Michigan series on teaching multilingual writers
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| 504 |
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|a Includes bibliographical references and index.
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|a Machine generated contents note: ch. 1 Is Error Treatment Helpful for L2 Writers? -- Definitions -- Error -- L2/Second Language Writers -- International Students -- Late-Arriving Resident Immigrants -- Early-Arriving or Generation 1.5 Students -- Perspectives on Error Correction -- A Brief History -- Second Language Acquisition and Its Implications for Error Correction -- Challenges to Error Correction in L2 Writing Classes -- Arguments for Continued Error Treatment -- Error Feedback Helps Students Revise and Edit Their Texts -- Error Feedback Leads to Accuracy Gains over Time -- Students and Teachers Value Error Feedback -- Written Accuracy Is Important in the Real World -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- ch. 1 Notes -- ch. 2 Research on Corrective Feedback in L2 Writing -- Effects of Corrective Feedback on Student Writing -- Adequacy of Teacher Feedback -- Student Uptake of Error Feedback -- Teacher Correction and Timed Student Revision -- Teacher Correction Followed by Out-of-Class Revision -- The Influence of Error Feedback on Student Revision -- Effects of Error Feedback on Student Accuracy over Time -- SLA Studies of Written Corrective Feedback -- Classroom Studies of the Effects of Corrective Feedback over Time -- Research on Feedback Approaches -- Focused and Unfocused Feedback -- Direct and Indirect Feedback -- Explicitness of Feedback -- Effects of Error Feedback across Different Linguistic Categories -- Global and Local Errors -- Treatable and Unbeatable Errors -- Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students' Written Accuracy -- Alternate Forms of Error Feedback -- Error Correction and Revision -- In-Class Grammar Instruction -- Error Charts -- Student Views of Error Treatment in Writing Classes -- Possible Directions for Further Research -- Methodology -- Questions for Further Research -- Longitudinal AND Contextualized? -- Effective versus Ineffective Error Treatment -- Student Views and Individual Differences -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- ch. 2 Notes -- ch. 3 Preparing Teachers of L2 Writers to Treat Student Error -- Understanding the Problem -- Teachers' Error Treatment Strategies May Not Always Be Effective -- Teacher Preparation Programs May Not Adequately Address Error Treatment -- Teachers May Have Philosophical Objections to Error Treatment -- Preparing Teachers for Error Treatment: Five Principles -- 1.Teachers of L2 writers need to study aspects of grammar that are particularly problematic for non-native speakers of English -- 2.Teachers of L2 writers need practice in recognizing and identifying errors in student writing -- 3.Teachers of L2 writers need practice in developing lessons and teaching grammar points and editing strategies to their writing students -- 4.Teachers of L2 writers need to understand the principles of second language acquisition and of composition theory -- 5.Teachers of L2 writers should become familiar with language structures needed for different task types and academic disciplines -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- Appendix 3.1 -- ch. 3 Notes -- ch. 4 Responding to Student Errors: Issues and Strategies -- Choosing Which Errors to Mark -- Comprehensive versus Selective Error Correction -- Errors versus Style -- Criteria for Selective Error Feedback -- Consider Errors Common to L2 Writers -- Recognize That Different Students May Make Distinct Types of Errors -- Students' English Language Learning Backgrounds -- The Influence of Specific L1s -- Differences in L2 Proficiency -- Decide How to Prioritize Feedback for Individual Students -- 1.Global versus Local Errors -- 2.Frequent Errors -- 3.Structures Discussed in Class -- Timing of Error Correction -- Options for Corrective Feedback -- Option 1 Indirect versus Direct Feedback -- Option 2 Error Location versus Error Labeling -- Option 3 Marking Broader versus Narrower Categories of Errors -- Option 4 Codes versus Symbols versus Verbal Comments -- Option 5 Textual Corrections versus Endnotes -- Option 6 Alternatives to Written Error Correction -- Following Up Corrective Feedback -- Avoiding Burnout -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- Appendix 4.1 -- ch. 4 Notes -- ch. 5 Beyond Error Correction: Teaching Grammar and Self-Editing Strategies to L2 Student Writers -- Helping Students Understand the Importance of Editing -- Training Students in Self-Editing Strategies -- Helping Students Become Aware of Their Most Pervasive Error Patterns -- Educating Students about Principles of Successful Self-Editing -- Teaching Specific Editing Strategies -- Training Students to Look at Problem Areas -- Encouraging Students to Track Their Progress -- Teaching Students How to Edit under Time Pressure -- Providing Grammar Support -- A Sample Mini-Lesson Sequence -- Mini-Lessons for "Untreatable" Errors -- Selecting and Adapting Text Models for Mini-Lessons -- Providing Additional Resources for Self-Study -- Peer- and Self-Editing Workshops in the L2 Writing Class -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- Appendix 5.1 -- Appendix 5.2 -- ch. 5 Notes -- ch. 6 Beyond Error Treatment: Academic Language Development for L2 Writers -- Reading for Writers -- Text Selection of Reading Material -- Analyzing Vocabulary in a Text -- Examining Syntactic Structures in a Text -- Readability -- Analyzing Written Language for Style and Rhetorical Effectiveness -- Designing Classroom Activities -- The Role of Extensive Reading -- Reading for Language Development: A Summary -- Acquiring Vocabulary for Writing -- Vocabulary Learning -- The "Right" Vocabulary -- Collocations -- Paraphrasing and Citation -- Vocabulary Analysis -- Analyzing Texts for Lexical Variety -- Lexical Bundles -- Evaluating and Editing Students' Own Texts -- Syntactic Development -- Syntactic Structures for Analysis, Instruction, and Application -- Using Corpus Findings and Methods for Writing Instruction -- Corpus-Informed Resources -- Corpora in the Classroom -- Concluding Thoughts -- Questions for Discussion and Application -- Further Reading -- ch. 6 Notes -- Postscript: Summary and Putting It All Together -- Language Development Sequence for Writing Teachers -- Before Teaching the Course -- During the Course -- After Teaching the Course -- Concluding Thoughts.
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| 650 |
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0 |
|a English language
|x Study and teaching
|x Foreign speakers.
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| 650 |
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0 |
|a English language
|x Rhetoric
|x Study and teaching.
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| 650 |
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0 |
|a Report writing
|x Study and teaching.
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| 650 |
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0 |
|a English language
|x Errors of usage.
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| 650 |
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0 |
|a Second language acquisition.
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| 999 |
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|c 332242
|d 332241
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| 942 |
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