Chapter 2. Learning to write
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Ken Hyland
Abstract
This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
Abstract
This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
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Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
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Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
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Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
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Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
-
Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
-
Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
-
Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
-
Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
