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Record Nr. |
UNINA9910462663203321 |
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Autore |
Grutsch McKinney Jackie |
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Titolo |
Peripheral visions for writing centers [[electronic resource] /] / Jackie Grutsch McKinney |
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Pubbl/distr/stampa |
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Logan, : Utah State University Press, 2013 |
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ISBN |
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1-4571-8419-2 |
1-299-13925-6 |
0-87421-916-7 |
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Descrizione fisica |
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1 online resource (164 p.) |
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Disciplina |
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Soggetti |
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Writing centers |
English language - Rhetoric - Study and teaching |
Report writing - Study and teaching (Higher) |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; Acknowledgments; 1. Introduction: Cognitive Dissonance; 2. Story Vision; 3. Writing Centers Are Cozy Homes; 4. Writing Centers Are Iconoclastic; 5. Writing Centers Tutor (All Students); 6. Conclusion: The End of the Story or the End of the Center?; Appendix: Survey Results; References; Index; About the Author |
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Sommario/riassunto |
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"Peripheral Visions for Writing Centers aims to inspire a re-conception and re-envisioning of the boundaries of writing center work. Moving beyond the grand narrative of the writing center--that it is solely a comfortable, yet iconoclastic place where all students go to get one-to-one tutoring on their writing--McKinney shines light on other representations of writing center work. McKinney argues that this grand narrative neglects the extent to which writing center work is theoretically and pedagogically complex, with ever-changing work and conditions, and results in a straitjacket for writing center scholars, practitioners, students, and outsiders alike. Peripheral Visions for Writing Centers makes the case for a broader narrative of writing center work that recognizes and theorizes the various spaces of writing center labor, allows for professionalization of administrators, and sees |
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tutoring as just one way to perform writing center work. McKinney explores possibilities that lie outside the grand narrative, allowing scholars and practitioners to open the field to a fuller, richer, and more realistic representation of their material labor and intellectual work"-- |
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2. |
Record Nr. |
UNINA9910791601303321 |
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Autore |
Agustín Llach María Pilar |
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Titolo |
Lexical errors and accuracy in foreign language writing [[electronic resource] /] / María Pilar Agustín Llach |
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Pubbl/distr/stampa |
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Bristol ; ; Buffalo, : Multilingual Matters, 2011 |
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ISBN |
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1-84769-418-7 |
1-84769-416-0 |
1-283-22475-5 |
1-84769-476-4 |
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Descrizione fisica |
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1 online resource (xiii, 247 p. ) : ill |
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Collana |
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Second language acquisition ; ; 58 |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Rhetoric - Study and teaching |
Vocabulary - Study and teaching |
Second language acquisition |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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pt. 1. Lexical competence and lexical errors -- pt. 2. Lexical error production in young Spanish learners' written compositions. |
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Sommario/riassunto |
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Lexical errors are a determinant in gaining insight into vocabulary acquisition, vocabulary use and writing quality assessment. Lexical errors are very frequent in the written production of young EFL learners, but they decrease as learners gain proficiency. Misspellings are the most common category, but formal errors give way to semantic-based lexical errors as proficiency increases, likewise, the direct influence of the L1 also reduces in favour of more elaborated transfer mechanisms and L2 influence. The different categories of lexical errors indicate the stage of learning. This book uses a study of |
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young EFL learners to suggest that lexical accuracy is a crucial component of writing assessment, and that lexical errors are useful in predicting writing quality. |
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