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Developing Written Communication Skills Through Integration of the Three Modes |
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Resource Category: |
Language Resource
Cultural Resource |
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Description: |
Traditionally, writing in the foreign language curriculum has focused on the writing product, emphasizing the development of grammatical and syntactic accuracy. Current research supports a process approach. The challenge for foreign language teachers is to integrate writing into language instruction from the very beginning. National Standards provide a framework for teaching written communication through the integration of the three modes of communication. |
| Editorial Board Review: |
This is Chapter nine in the TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION, Second edition. The chapter is oriented in a major way to writing: L1 and L2; successful and unsuccessful writing; relation to other language competencies; writing research and foreign language teaching. The chapter also relates to the development of written communication through the integration of the three communicative modes in elementary, secondary education, and beyond. Teaching writing as both product and process are examined. Means of giving learners feedback through a variety of means. The episodes help teachers design homework or activities in elementary or middle school and high school. The case studies examine writing activities that do not work and the integration of peer revision into the writing process. |
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Bibliographic Information: |
Shrum, Judith L. and Glisan, Eileen W. (2000). Developing Written Communication Skills Through Integration of the Three Modes. In Teacher's Handbook: Contextualized Language Instruction (Second Edition,, pp. 219-53). Boston: Heinle & Heinle.
ISBN: 978-1413004625 |
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Internet Address: |
http://www.heinle.com |
| Keywords: |
Elementary and Middle Levels, Feedback, Integration of Communicative Modes, Peer Revision, Proficiency-oriented Writing, Response to Writing, Scoring Methods, Secondary Level, Task-oriented Writing, Writing as Communication, Writing Process |
| National Standards: |
Communication: Interpersonal
Communication: Interpretive
Communication: Presentational |
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Language of Resource: |
English |
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Target Language(s): |
Spanish , Chinese , Quechua, German , Tamil , French , Korean , Turkish, Hindi , English , Arabic , Japanese , Hausa , Yoruba , Kiswahili |
| Instructional level: |
Four-year College/University |
| Educator Level: |
University Professor |
| Area of interest: |
University Teacher Education |
| Cultural topics: |
Assessment
Big C
Communication
Interpersonal
Interpretative
Little C |
| Copyright Information: |
Status:
Protected by copyright
Other: |
| Acquisition Information: |
Points of Acquisition:
Downloadable from Internet
POA Comments:
Heinle & Heinle |
Price
(Total Cost): |
0.00 |
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