Writing clearly an editing guide 3rd edition

A book on useful explanations, grammar exercises, and self-help strategies to address common language needs of multilingual students. Writing Clearly: An Editing Guide 3rd Edition provides useful explanations, grammar exercises, and self-help strategies to help students learn from their language errors and help instructors become better aware of the common language needs of multilingual students.

These errors often impede a readers understanding of the sentence and are something the instructors should focus on first when assisting multilingual students. These errors do not cause as much misunderstanding as global errors, but they may be prevalent in English language learner writing and something the students will want to correct. The focus of all chapters and units in the book is on helping students become better editors of their own work and understand the grammatical and rhetorical principles behind clear writing.

The book is particularly useful for instructors who are not familiar with the types of errors students from multilingual backgrounds make in writing and want to both familiarize themselves with the reasons for the errors as well as provide practical explanations and exercises to help their students improve their sentence-level grammar. It includes a helpful glossary on common language errors.

Authentic writings model application of grammar points. Corpus-informed approach to vocabulary gives the series an academic feel. By combining research sources with an annotated bibliography this reference title locates the sources that offer practical solutions to business and technical communication problems. 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 , 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.

At the high intermediate and advanced level, second language writing errors do tend to fall into a limited number of categories. The 15 types of errors covered in this book are those which writing teachers encounter day in and day out, semester after semester. So this book is well-conceived on that count. But is it really necessary to present students with almost pages of text to be covered in one semester, assuming one hopes to improve their writing in all these areas? Or is it reasonable to ask students to buy this book if only certain chapters will be covered during the semester?

Moreover, if the book is to be a supplement to a reader or other materials used to prompt student writing, can we expect students to read so much analysis of errors and do so many different exercises in addition to writing and revising drafts of other assigned essays? It might be a better strategy to give students interesting, well-written essays to read both as models and as the basis for writing prompts, have them write a draft, select common errors, and then hand out copies of problematic student text anonymously for peer editing.

There is no question that exercises based on the writing of the students in the class are always more immediately interesting to them than made-up, error-laden essays and indifferent prose on American social issues that may or may not engage the student reader.

Given such reservations about this kind of textbook—in the main, its overabundance of material for reading and exercises—it can still be recommended as a supplement to other course work in composition provided that the instructor takes the time to select from it judiciously. If this book is used in an intensive English class this abundance of material may be more suitable, but for a typical university ESL class, which may meet only three hours a week, there is simply too much material here.

Ellis, R. The study of second language acquisition. Oxford: Oxford University Press. Books have varying amounts of wear and highlighting. We are not able to ship internationally. Your satisfaction is guaranteed! Items ship in quality packaging within 3 business days. From United Kingdom to U. Ships from the UK. Former library book; may include library markings.

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Condition: UsedAcceptable. No highlighting. All pages and cover are intact, but spine and cover show above average wear.

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