The production of written discourse is a complex and challenging activity that requires the student-writer to combine linguistic, cognitive, metacognitive, and communicative skills. Equally challenging - and provocative at the same time - is its teaching, as it requires the educator to possess knowledge and skills in order to effectively create learning and teaching environments, with which the traditional model has failed to equip them.
This book, prompted by the above observations, aims to familiarize educators with contemporary socio-cognitive and socio-cultural approaches to the production of written discourse, which have emerged from the critique of the traditional model for its ineffectiveness - and this goal is dedicated to the first part of the book. The second part presents the basic principles that should govern an effective learning and teaching environment, derived from the aforementioned theoretical approaches, while the third part, the most practical one, presents specific teaching techniques and strategies that support the educator in implementing these principles in practice.