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- Author: Lisa Gerrard
- Publisher: Houghton Mifflin Harcourt P
- ISBN: 9780155983151
- Category : Computers
- Languages : en
- Pages : 260
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This reference handbook surveys research on the central issue associated with the teaching of unprepared writers. Though basic writing has only been recognized as a distinct area of teaching and research since 1975, the existing bibliographic texts already seem limited due to their age or lack of annotation. This volume provides current and extensive bibliographic essays and will help to define this new field of study for teachers and researchers. Following an introduction that summarizes the origins and significant texts in basic writing, the book is divided into three sections, Social Science Perspectives, Linguistic Perspectives, and Pedagogical Perspectives. The first section, which contains three essays, views the field through the lens of social, psychological, and political issues. The second section, also containing three essays, examines contributions made from studies of grammar, dialects, and second-language acquisition. The third section, in its four essays, focuses on the design, development, administration, and evaluation of basic writing courses, the use of computers in basic writing classrooms, the role of the writing lab, and the preparation of basic writing teachers. An appendix that reviews current textbooks for basic writing courses is also included, as well as an index. This book will be a valuable resource for teachers of basic writing, in education courses and workshops that train teachers and tutors, and in fields such as linguistics, technical writing, and Teaching English as a Second Language. It will also be an important addition to public and university libraries and many education programs.
This text provides a variety of practical and theoretical approaches to computer classroom design. Pedagogical, ethical, and political issues are discussed as well as nuts-and-bolts construction, adapting teaching styles to a CAI environment, use of specific hardware and software, and speculation regarding future electronic learning environments.
Computers are gradually infiltrating all stages of the writing process. Increasingly, teachers, writers, students, software developers, technical authors, and computer scientists need to learn more about the effective use of computers for writing. This book discusses how computers can help support writing. It explores the issues associated with using computers to train and help writers, concentrating on computational and user aspects and reviewing practical, economic and institutional issues. Noel Williams balances theoretical and practical concerns, to meet the needs of researchers and practising trainers of writing. There is also a brief evaluation available software products, together with advice about the major considerations and pitfalls of working on custom-made software. The book is based on five years of research by the Communication and Information Research Group (CIRG) at Sheffield City Polytechnic into the value of computer-based approaches to training and helping writers. The work was funded and supported by the Training Agency, IBM, AT&T, Rolls Royce, NAB and GEC. The Computer, the Writer and the Learner is for people who are using, or are thinking of using, computers to teach or support writing, and for designers of computer-based writing systems. Many such people are unaware of the nature and use of existing systems, and of the possibilities they offer. Developers often lack detailed knowledge of other projects and of the range of users' needs. Although the bias of the book is towards the teacher, trainer and student, most of the content deals with issues that developers will want to know about.
Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume: *the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students; *seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices; *attention to both theory and practice, but with an emphasis on practice; and *articles about non-traditional students, multiculturalism, and writing across the disciplines. The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.