BUILDING GENRE KNOWLEDGE traces the writing of four multilingual graduate students in engineering and computer sciences over time, offering a window into the writers' processes in developing increasingly sophisticated knowledge of academic and professional genres. These in-depth longitudinal case studies follow the writers' trajectories through the overlapping settings of writing classrooms, disciplinary content classrooms, and scholarly research. The writers' texts, interview discussions, professors' feedback, and classroom experiences together construct a rich picture of the conflicts that they encounter and the learning resources available to them in different settings over time. Through close examination of the stories of these writers, BUILDING GENRE KNOWLEDGE articulates a theory of genre knowledge development that allows for complexity across individuals, communities, and tasks. After first outlining an accessible model of genre knowledge that encompasses multiple knowledge domains, the book explores the ways in which writers develop increasingly sophisticated genre knowledge as they move through their graduate education. Adopting an interdisciplinary perspective, BUILDING GENRE KNOWLEDGE provides a unique look into the processes of building genre knowledge while offering a dynamic theory of those processes that is inclusive of both monolingual and multilingual writers-a necessary move in today's linguistically diverse classrooms. It will therefore be of great interest to researchers and practitioners in both first and second language writing studies. CHRISTINE M. TARDY is an Assistant Professor of Writing, Rhetoric, and Discourse at DePaul University in Chicago, where she serves as Graduate Director and teaches courses in writing, teacher education, and applied linguistics. She has taught English as a second or foreign language in the U.S., Czech Republic, Japan, and Turkey. She has published extensively in the areas of genre and discourse studies, second language writing, and academic writing instruction.

Adopting an interdisciplinary perspective, BUILDING GENRE KNOWLEDGE provides a unique look into the processes of building genre knowledge while offering a dynamic theory of those processes that is inclusive of both monolingual and multilingual writers—a necessary move in today’s linguistically diverse classrooms. It will therefore be of great interest to researchers and practitioners in both first and second language writing studies.

The editors of WRITING IN KNOWLEDGE SOCIETIES provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education.

The Best of the Independent Rhetoric and Composition Journals 2011 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals.

Theory has been used widely in the field of second language writing. Second language writing specialists—teachers, researchers, and administrators—have yet to have an open and sustained conversation about what theory is, how it works, and, more important, how to practice theory. Practicing Theory in Second Language Writing features fourteen essays by distinguished scholars in second language writing who explore various aspects of theoretical work that goes on in the field.

Common sense tells us that verbal communication should be a central concern both for the study of communication and for the study of language. Language is the most pervasive means of communication in human societies, especially if we consider the huge gamut of communication phenomena where spoken and written language combines with other modalities, such as gestures or pictures. Most communication researchers have to deal with issues of language use in their work. Classic methods in communication research - from content analysis to interviews and questionnaires, not to mention the obvious cases of rhetorical analysis and discourse analysis - presuppose the understanding of the meaning of spontaneous or elicited verbal productions. Despite its pervasiveness, verbal communication does not currently define one cohesive and distinct subfield within the communication discipline. The Handbook of Verbal Communication seeks to address this gap. In doing so, it draws not only on the communication discipline, but also on the rich interdisciplinary research on language and communication that developed over the last fifty years as linguistics interacted with the social sciences and the cognitive sciences. The interaction of linguistic research with the social sciences has produced a plethora of approaches to the study of meanings in social context - from conversation analysis to critical discourse analysis, while cognitive research on verbal communication, carried out in cognitive pragmatics as well as in cognitive linguistics, has offered insights into the interaction between language, inference and persuasion and into cognitive processes such as framing or metaphorical mapping. The Handbook of Verbal Communication volume takes into account these two traditions selecting those issues and themes that are most relevant for communication scholars. It addresses background matters such as the evolution of human verbal communication and the relationship between verbal and non-verbal means of communication and offers a an extensive discussion of the explicit and implicit meanings of verbal messages, with a focus on emotive and figurative meanings. Conversation and fundamental types of discourse, such as argument and narrative, are presented in-depth, as is the key notion of discourse genre. The nature of writing systems as well as the interaction of spoken or written language with non-verbal modalities are devoted ample attention. Different contexts of language use are considered, from the mass media and the new media to the organizational contexts. Cultural and linguistic diversity is addressed, with a focus on phenomena such as multilingual communication and translation. A key feature of the volume is the coverage of verbal communication quality. Quality is examined both from a cognitive and from a social perspective. It covers topics that range from to the cognitive processes underlying deceptive communication to the methods that can be used to assess the quality of texts in an organizational context.

The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.