Loading...

Cognitive Linguistic Explorations of Writing in the Classroom

by Rod Case (Author) Gwendolyn Williams (Author) Peter Cobin (Author)
Monographs XVI, 166 Pages

Summary

Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.
This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the authors
  • About the book
  • This eBook can be cited
  • Contents
  • List of Figures
  • List of Tables
  • Preface
  • List of Abbreviations
  • Introduction
  • Chapter 1 Overview of Cognitive Linguistics
  • Chapter 2 Models of Writing Instruction
  • Chapter 3 Metaphor and Writing
  • Chapter 4 Event Structures in Children’s Writing
  • Chapter 5 Making Connections across Studies
  • Bibliography
  • Appendix
  • Index
  • Series index

Rod E. Case, Gwendolyn M. Williams
and Peter Cobin

Cognitive Linguistic
Explorations of Writing
in the Classroom

About the authors

ROD E. CASE is an associate professor who teaches courses in TESOL and applied linguistics. His research interests include the development of interlanguage pragmatics and the workings of language and cognition across content areas.

GWENDOLYN M. WILLIAMS is Associate Professor of English to Speakers of Other Languages Education at Auburn University. Her primary research interests include second language writing and issues surrounding international students’ participation in content area education.

PETER COBIN holds a Ph.D. in cognitive linguistics from Rice University. He has taught language learners ranging from ages 6 to 60 years in Japan, China, Russia, and the U.S., and he is currently an elementary teacher of English language development in Nevada, U.S.A.

About the book

Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.

This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Details

Pages
XVI, 166
ISBN (PDF)
9781787073456
ISBN (ePUB)
9781787073463
ISBN (MOBI)
9781787073470
ISBN (Softcover)
9781787073449
Language
English
Publication date
2019 (November)
Tags
Applied Linguistics English Language and Literatures
Published
Oxford, Bern, Berlin, Bruxelles, New York, Wien, 2019. XVI, 166 pp., 4 fig. b/w

Biographical notes

Rod Case (Author) Gwendolyn Williams (Author) Peter Cobin (Author)

Rod E. Case is Associate Professor of Teaching English as a Second Language at the University of Nevada, Reno. His research interests include the development of interlanguage pragmatics and the workings of language and cognition across content areas. Gwendolyn M. Williams is Associate Professor of English to Speakers of Other Languages Education at Auburn University. Her primary research interests include second language writing and issues surrounding international students’ participation in content area education. Peter Cobin holds a Ph.D. in cognitive linguistics from Rice University. He has taught language learners ranging from ages 6 to 60 years in Japan, China, Russia, and the U.S., and he is currently an elementary teacher of English language development in Nevada, U.S.A.

Previous

Title: Cognitive Linguistic Explorations of Writing in the Classroom