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by Lynn M. Goldstein
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Writing Research & Publishing Guides
  • Author:
    Lynn M. Goldstein
  • ISBN:
    0472030167
  • ISBN13:
    978-0472030163
  • Genre:
  • Publisher:
    University of Michigan Press ELT (January 19, 2005)
  • Pages:
    176 pages
  • Subcategory:
    Writing Research & Publishing Guides
  • Language:
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    1736 kb
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    1102 kb
  • DJVU format
    1703 kb
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    4.1
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Michigan Series on Teaching Multilingual Writers). by. Lynn M. Goldstein.

Michigan Series on Teaching Multilingual Writers).

The Michigan Series on Teaching Multilingual Writers. University of Michigan Press.

Teachers and teacher educators will appreciate the Goldstein's thorough and well-grounded analysis. The Michigan Series on Teaching Multilingual Writers.

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Ann Arbor: The University of Michigan Press.

NJ: Lawrence Erlbaum, 93–108. Breuch, L. K. (2004). Ann Arbor: The University of Michigan Press. Goldstein, L. M. (2006).

Ann Arbor, MI: University of Michigan Press. 44. Grabe, . & Kaplan, R. (1996). Ann Arbor, MI: University of Michigan Press. 73. Losey, K. (1997). Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words

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The Michigan Series on Teaching Multilingual Writers.

Changing Practices for the L2 Writing Classroom: Moving Beyond the .

Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay.

Part of the Michigan Series on Teaching Multilingual Writers Series).

book by Lynn M. Part of the Michigan Series on Teaching Multilingual Writers Series). by Lynn M.

Although second language writing instructors know that providing effective written feedback is essential to any good composition course, beginning and seasoned teachers alike struggle with this challenging task. In Teacher Written Commentary in Second Language Writing Classrooms, Lynn M. Goldstein uses ample research and experiential evidence to explain both how and why teachers should comment on their students' writing assignments. Among the problems that Goldstein addresses are how to attend to the product without slighting the process, how to intervene in process without appropriating product, how to facilitate student comprehension and use of teacher feedback while promoting student independence, and how to respond efficiently while remaining attentive to individual student needs. While it may not necessarily reduce the time spent on commenting, the book will enable teachers and teachers-in-training to provide written commentary that will help their students to become stronger and more independent writers in English. This volume is the only source that contains such in-depth consideration of the issues and the range of practices within teacher written commentary and the only resource that focuses solely on issues of rhetoric and content in multilingual writing students' texts. Teachers and teacher educators will appreciate the Goldstein's thorough and well-grounded analysis. Lynn M. Goldstein is Professor, TESOL and Applied Linguistics, Monterey Institute of International Studies (CA).