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• Acknowledgements-- Introduction-- Feelings about grammar--
• 1. Competitive games--
• 2. Collaborative sentence-making games--
• 3. Awareness activities--
• 4. Grammar through drama--
• 5. Miscellany-- Bibliography.
• (source: Nielsen Book Data)

Cognitive, affective and drama activities for EFL students This is a resource book for teachers containing material for a wide variety of games which can be played in the English language classroom. Each game focuses on one or more points of English grammar. A specification is given for each game, describing its level, materials needed, grammar points practised and time required. Grammar Games enables teachers to integrate grammar practice into their classes in novel and motivating ways.
(source: Nielsen Book Data)

• Music
• Colors/fruits and vegetqables
• Family
• House
• Clothes/home appliances
• Days of the week/weather
• Months and seasons
• Cardinal and ordinal numbers
• Time
• Transportation/time
• Activities
• Parts of the body/the five senses
• Food/the table
• Travel/the airport
• Irregular past tense verbs
• Irregular past tense verbs
• Occupations
• Descriptions (adjectives)
• Sports
• Electronic equipment.

• Contents: P. Prior, Foreword. Preface. Games and Frames: When Writing Is More Than Writing. The Beginnings of Change: Learning and Teaching Undergraduate Academic Literacy Games. Stepping Into the Profession: Writing Games in Master's Programs. Redefining the Self: The Unsettling Doctoral Program Game. Juggling and Balancing Games of Bilingual Faculty. Bending the Rules. The Paradoxical Effort After Coherence in Academic Writing Games. Appendices.
• (source: Nielsen Book Data)

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
(source: Nielsen Book Data)
This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education. Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers. In addition to the notion of situated practice, the other powerful concept used as an interpretive framework is captured by the metaphor of "games"--a metaphor designed to emphasize that the practice of academic writing is shaped but not dictated by rules and conventions; that writing games consist of the practice of playing, not the rules themselves; and that writers have choices about whether and how to play. Focusing on people rather than experiments, numbers, and abstractions, this interdisciplinary work draws on concepts and methods from narrative inquiry, qualitative anthropology and sociology, and case studies of academic literacy in the field of composition and rhetoric. The style of the book is accessible and reader friendly, eschewing highly technical insider language without dismissing complex issues. It has a multicultural focus in the sense that the people portrayed are from a number of different cultures within and outside North America. It is also a multivocal work: the author positions herself as both an insider and outsider and takes on the different voices of each; other voices that appear are those of her case study participants, and published authors and their case study participants. It is the author's hope that readers will find multiple ways to connect their own experiences with those of the writers the book portrays.
(source: Nielsen Book Data)

• Contents: P. Prior, Foreword. Preface. Games and Frames: When Writing Is More Than Writing. The Beginnings of Change: Learning and Teaching Undergraduate Academic Literacy Games. Stepping Into the Profession: Writing Games in Master's Programs. Redefining the Self: The Unsettling Doctoral Program Game. Juggling and Balancing Games of Bilingual Faculty. Bending the Rules. The Paradoxical Effort After Coherence in Academic Writing Games. Appendices.
• (source: Nielsen Book Data)

This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education. Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers. In addition to the notion of situated practice, the other powerful concept used as an interpretive framework is captured by the metaphor of "games"--a metaphor designed to emphasize that the practice of academic writing is shaped but not dictated by rules and conventions; that writing games consist of the practice of playing, not the rules themselves; and that writers have choices about whether and how to play. Focusing on people rather than experiments, numbers, and abstractions, this interdisciplinary work draws on concepts and methods from narrative inquiry, qualitative anthropology and sociology, and case studies of academic literacy in the field of composition and rhetoric. The style of the book is accessible and reader friendly, eschewing highly technical insider language without dismissing complex issues. It has a multicultural focus in the sense that the people portrayed are from a number of different cultures within and outside North America. It is also a multivocal work: the author positions herself as both an insider and outsider and takes on the different voices of each; other voices that appear are those of her case study participants, and published authors and their case study participants. It is the author's hope that readers will find multiple ways to connect their own experiences with those of the writers the book portrays.
(source: Nielsen Book Data)