| dc.contributor.author | Salski, Łukasz | |
| dc.date.accessioned | 2015-12-17T10:57:12Z | |
| dc.date.available | 2015-12-17T10:57:12Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | Ł. Salski, The dynamic model of writing and its implications for the FL classroom, [in:] FLOW. Foreign Language Opportunities in Writing, eds. J. Majer, Ł. Salski, Łódź University Press, Łódź 2011, p. 53–60. | pl_PL |
| dc.identifier.isbn | 978-83-7525-564-5 | |
| dc.identifier.uri | http://hdl.handle.net/11089/15705 | |
| dc.description.abstract | The dynamic model of writing proposed by Matsuda (1997) is intended to visualize the complexity of interrelationships between the writer, text, and reader in second language writing instruction. Contrary to the static model, the dynamic model assumes an active role of the writer and acknowledges the writer‘s contribution not only to the text, but also to communication with the writer, and—as a consequence—accounts for intercultural interaction and negotiation of meaning. Because in the context of foreign language writing Matsuda‘s dynamic model is usually unrealistic, this paper proposes a model of foreign language writing which combines features of both the static and dynamic models to illustrate the unique complexity of foreign language writing. | 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 | The dynamic model of writing and its implications for the FL classroom | pl_PL |
| dc.type | Book chapter | pl_PL |
| dc.rights.holder | © Copyright by Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2011 | pl_PL |
| dc.page.number | [53]-60 | pl_PL |
| dc.contributor.authorAffiliation | University of Łódź. | 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 |
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