| dc.contributor.author | Chojnacka, Katarzyna | |
| dc.contributor.author | Salski, Łukasz | |
| dc.date.accessioned | 2015-12-17T10:56:25Z | |
| dc.date.available | 2015-12-17T10:56:25Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | K. Chojnacka, Ł. Salski, Authentic writing in the (foreign language) classroom – contradictory or doable?, [in:] FLOW. Foreign Language Opportunities in Writing, eds. J. Majer, Ł. Salski, Łódź University Press, Łódź 2011, p. 225–231. | pl_PL |
| dc.identifier.isbn | 978-83-7525-564-5 | |
| dc.identifier.uri | http://hdl.handle.net/11089/15702 | |
| dc.description.abstract | Writing practice does not have to be useless and boring. It can even serve wider educational goals, sensitizing students to social and political problems. This paper shows how Amnesty International Urgent Action Letters can be used to make classroom writing practice focused and meaningful. At the same time, writing tasks designed around Urgent Actions can provide students with valuable examination practice. Such tasks can show students that writing tasks, as well as writing itself, can be useful in modern world. | pl_PL |
| dc.language.iso | en | pl_PL |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl_PL |
| dc.relation.ispartof | “FLOW. Foreign Language Opportunities in Writing”, eds. J. Majer, Ł. Salski, Łódź University Press, Łódź 2011; | |
| dc.title | Authentic writing in the (foreign language) classroom – contradictory or doable? | pl_PL |
| dc.type | Book chapter | pl_PL |
| dc.rights.holder | © Copyright by Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2011 | pl_PL |
| dc.page.number | [225]-231 | pl_PL |
| dc.contributor.authorAffiliation | University of Łódź. | pl_PL |
| dc.contributor.authorBiographicalnote | Katarzyna Chojnacka graduated from the Teacher Training College at the University of Łódź where she now studies Slavic Philology. Being also a human rights educator in Amnesty International, she combines EFL teaching with human rights to incorporate notions of human rights, tolerance and solidarity into English Language Teaching with the use of authentic materials. | pl_PL |
| dc.contributor.authorBiographicalnote | Łukasz Salski received his PhD in applied linguistics from the University of Łódź where he teaches TEFL methodology and English composition at the Institute of English. He has also worked as a pre-service and in-service EFL teacher trainer for teacher training colleges, the INSETT Project, and post-graduate programs. His research interests include the writing process, individual writer differences, as well as contrastive rhetoric. | pl_PL |
| dc.references | Amnesty International. www.amnesty.org. | pl_PL |
| dc.references | Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Addison Wesley Longman. | pl_PL |
| dc.references | Elbow, P. 1998. Writing with Power. New York: Oxford University Press. | pl_PL |
| dc.references | Elbow, P. 2000. Everyone Can Write. New York: Oxford University Press. | pl_PL |
| dc.references | Gryca, D. and J. Sosnowska. 2004. Oxford Repetytorium z języka angielskiego. Oxford University Press. | pl_PL |
| dc.references | Hedge, T. 2005. Writing. Oxford: Oxford University Press. | pl_PL |
| dc.references | White, R. and V. Arndt. 1991. Process Writing. Harlow: Longman. | pl_PL |
| dc.references | Williams, J. 2005. Teaching Writing in Second and Foreign Language Classrooms. Boston: McGraw-Hill. | pl_PL |
