.

0 (hodnocen0 x )

BK

Příručka

Harlow : Longman, 1991

ISBN 0-582-02444-7

000086100

Rekat.

Introduction i // 1 Glimpsing the process 11 // ? Composing aloud 11 // 2 Generating 17 // 2.1 Brainstorming 18 // 2.1.1 Brainstorming by the teacher 19 // 2.1.2 Brainstorming by the students 20 // 2.2 Using questions 22 // 2.2.1 Discovering: Using students’ questions 22 // Variation 1: Questions for sharing information about yourself Variation 2: Questions for sharing information about countries Variation 3: Questions for surveys // 2.2.2 Discovering: Using given sets of questions 25 // Variation 1: Cubing Variation 2: Classical invention Variation 3: The personal poster Variation 4: The mixed bag of functions Variation 5: The SPRE/R approach Variation 6: The personal response approach // 2.2.3 Focusing on what the reader needs to know 30 // 2.3 Making notes 33 // 2.3.1 Making unstructured notes 33 // 2.3.2 Making structured notes 34 // 2.4 Using visuals 35 // 2.4.1 Using single pictures 35 // Variation: Using magazines // 111 // 2.4.2 Using picture sequences Variation 1: Using readers Variation 2: Using cartoons Variation 3: Using abstract picture sequences 37 // 2.4.3 Completing maps and plans 41 // 2.5 Using role play/simulation 42 // 3 Focusing 44 // 3.1 Discovering main ideas 45 // 3.1.1 Fastwriting 46 // 3.1.2 ? Loopwriting Variation 1: Loopwriting by the teacher Variation 2: Loopwriting by students 47 // ? 3.1.3 Loopwriting and conferencing 48 // 3.2 Considering purpose 49 // 03.2.1 Detecting writers’ reasons for writing Variation 1: Writing a letter to a newspaper Variation 2: Same event, different angle Variation 3: Eyewitness accounts 49 // 3.2.2 Selecting and rejecting ideas Variation: Guessing the purpose 55 // 3.2.3 Sifting data 58 // 3.2.4 Transforming personal experiences Variation: Journal exchanges 62 // 3.2.5 Establishing a viewpoint Variation 1: Viewpoints on things Variation 2: Viewpoints on places Variation 3: Establishing an attitude 64 /

3.3 Considering audience 69 // 03.3.1 Reconstructing the reader Variation 1: Using newspaper texts Variation 2: Using advertisement texts 69 // 3.3.2 Clarifying information 72 // 3.3.3 Sharing ‘expert’ knowledge Variation: Interviewing an expert 74 // 3.4 Considering form 75 // 03.4.1 ? Comparing characteristics of text-types Variation: Newspaper scan 75 // 3.4.2 Varying the form 77 // IV // 4 Structuring 78 // 4.1 Ordering information 79 // 4.1.1 Grouping ideas into frameworks 79 // 4.1.2 Using statement prompts 83 // 4.1.3 Considering priorities 85 // 4.2 Experimenting with arrangements 89 // 4.3 Relating structure to focal idea 94 // 4.3.1 Personal anecdotes 94 // 4.3.2 People’s lives and achievements 96 // 5 Drafting 99 // ? 5.1 Drafting by the teacher 100 // 5.2 Beginning, adding, ending 102 // 05.2.1 Beginning and ending effectively 102 // 5.2.2 Considering ways of beginning Variation 1: Matching openings and methods Variation 2: Bad openings 103 // 5.2.3 Considering ways of ending Variation: Completing texts 106 // 5.2.4 Adding information Variation 1: Students supply information Variation 2: Enlisting the help of the word processor Variation 3: Using planning cue cards 108 // 5.2.5 Writing a complete text: The mini-saga Variation: Competition texts 112 // 5.2.6 Writing a complete text: Group composition 114 // 6 Evaluating 116 // 6.1 Assessing the draft 117 // 6.1.1 Developing criteria for evaluation 117 // 6.1.2 Becoming your own critic Variation: Listening to recorded drafts 121 // 6.2 Responding 124 // ?6.2.1 Reading and responding: Teacher to student 124 // 6.2.2 Reading and responding: Teacher to class 128 // 6.2.3 Reading and responding: Student to student 130 // 6.3 Conferencing 131 // 6.3.1 Continuing and improving the draft 131 // 6.3.2 Responding to student self-evaluation 133 // 7 Re-viewing 136 // 7.1 Checking the context 137 //

7.2 Checking connections 138 // 7.2.1 Testing logical links 139 // 7.2.2 Testing cohesive links 144 // Variation 1: Analysing cohesive devices in a text // Variation 2: Unscrambling // Variation 3: Testing the cohesion of one’s own text // 7.3 Checking divisions 151 // 7.3.1 Segmenting 151 // 7.3.2 Paragraphing problems 154 // 7.3.3 Cutting-and-pasting 154 // 7.4 Assessing impact 156 // 7.4.1 Conveying mood, attitude and feeling 157 // Variation 1: Changing the impact // Variation 2: Creating mood // Variation 3: Using language to signal attitude // 7.4.2 Signalling an opinion 161 // 7.4.3 Highlighting the focal idea 166 // 7.4.4 Adjusting the style 168 // 7.5 Editing, correcting and marking 172 // 7.5.1 Correcting the language 172 // 7.5.2 Dealing with trouble spots 174 // 7.5.3 Proof-reading and editing 174 // ? 7.5.4 Marking 175 // ? 7.5.5 Marking collaborative work 177 // i // 7.6 Taking final stock of the product 177 // Appendix 1 : Illustration of a structuring process 179 // Appendix 2: A specification for evaluation criteria 182 // Appendix 3: An example of a feedback sheet 183 // Bibliography 186