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| 文件类型： | 书 |
|---|---|
| 所有的著者/提供者： |
Linda Harklau; Kay M Losey; Meryl Siegal |
| ISBN: | 0805829547 9780805829549 0805829555 9780805829556 |
| OCLC号码： | 40460059 |
| 描述： | ix, 245 p. ; 24 cm. |
| 内容： | 1. Linguistically Diverse Students and College Writing: What Is Equitable and Appropriate? / Linda Harklau, Meryl Siegal and Kay M. Losey -- Pt. I. The Students. 2. "Pretty Much I Screwed Up:" Ill-Served Needs of a Permanent Resident / Ilona Leki. 3. Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshmen / Judith Rodby. 4. Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles / Jan Frodesen and Norinne Starna. 5. Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students / Yuet-Sim D. Chiang and Mary Schmida -- Pt. II. The Classrooms. 6. Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School / Beth Hartman and Elaine Tarone. 7. Classroom Instruction and Language Minority Students: On Teaching to "Smarter" Readers and Writers / Linda Lonon Blanton. 8. One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers / Dana R. Ferris. 9. Opening Our Doors: Applying Socioliterate Approaches (SA) to Language Minority Classrooms / Ann M. Johns -- Pt. III. The Programs. 10. Connections: High School to College / Nancy Duke S. Lay, Gladys Carro and Shiang Tien [et al.]. 11. University Support for Second-Language Writers Across the Curriculum / Kate Wolfe-Quintero and Gabriela Segade. 12. Immigrant Student Performance in an Academic Intensive English Program / Dennis Muchinsky and Nancy Tangren. |
| 其他题名： | Generation one point five meets college composition |
| 责任： | edited by Linda Harklau, Kay M. Losey, Meryl Siegal. |
| 更多信息： |
摘要：
"An increasing number of students graduate from U.S. high schools and enter college while still in the process of learning English. This group - the "1.5 generation" - consisting of immigrants and U.S. residents born abroad, as well as indigenous language minority groups, is rapidly becoming a major constituency in college writing programs. These students defy the existing categories in most college writing programs, as well as in the research literature. Experienced in U.S. culture and schooling, these students have characteristics and needs distinct from the international students who have been the subject of most research and literature on ESL writing. The intent of this volume is to bridge this gap and to initiate a dialogue on the linguistic, cultural, and ethical issues encountered when teaching college writing to U.S.-educated linguistically diverse students." "This book serves not only to articulate an issue and set an agenda for further research and discussion, but also to suggest paths toward linguistic and cultural sensitivity in any writing classroom. It is thought-provoking reading for college administrators, writing teachers, and scholars and students of first-and second-language composition."--BOOK JACKET.
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