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dc.contributor.authorScott, Robert Bruce
dc.date.accessioned2005-09-12T18:29:00Z
dc.date.available2005-09-12T18:29:00Z
dc.date.issued1988-01-01
dc.identifier.issn1043-3805
dc.identifier.urihttp://hdl.handle.net/1808/631
dc.description.abstractThis paper presents a coherent framework for syllabus design in English as a Second Language instruction. A case is given for a discourse level focus in the ESL classroom, from beginning stages of learning through advanced levels. Then, three rhetorical modes, critical analysis of fiction, truth-searching logical conversation, and classical argumentative essay writing, are suggested as the central activities in a content-based, textbook-free, and highly individualized ESL program.
dc.format.extent2247590 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Kansas. Linguisitcs Graduate Student Association
dc.relation.ispartofseriesKansas Working Papers in Linguistics;
dc.rightsThis work is made available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. For more information, please see http://creativecommons.org/licenses/by/4.0/.
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectEnglish language-- Study and teaching
dc.titleMaking Sense In ESL: A Set of Three Rhetorical Structures
dc.typeWorking Paper
kusw.oastatusna
dc.identifier.doi10.17161/KWPL.1808.631
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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This work is made available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.  For more information, please see http://creativecommons.org/licenses/by/4.0/.
Except where otherwise noted, this item's license is described as: This work is made available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. For more information, please see http://creativecommons.org/licenses/by/4.0/.