By W. Somerset Maugham
Packed with willing observations, autobiographical notes, and the seeds of a lot of Maugham's maximum works, A Writer's pc is a special and exhilarating look at a superb writer's brain at work. From approximately 5 many years, Somerset Maugham recorded an intimate magazine. In it we see the budding of his incomparable imaginative and prescient and his striking occupation as a author. protecting the years from his time as a younger clinical scholar in London to a professional international traveller world wide, it really is playful, sharp witted, and continuously revealing. surely one among his most vital works, A Writer's Notebook is a needs to for Maugham fanatics and somebody drawn to the artistic procedure.
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Extra info for A Writer's Notebook
Knowledge of registers . Knowledge of idiomatic expressions . Knowledge of cultural references Strategic competence Assessment . Evaluating communicative situation or test task and engaging an appropriate discourse domain . Evaluating the correctness or appropriateness of the response Goal setting . Deciding how (and whether) to respond to the communicative situation Planning . Deciding what elements of language knowledge and background knowledge are required to reach the established goal Control of execution .
Rather, for each testing situation, a de®nition of the ability, or construct, of interest must be developed that takes into account the test takers, the purpose of the test, and the target language use situation. In Chapter 2, reference was made to various formulations of the components of language ability in applied linguistics research, beginning with the work of Hymes (1972). Current scholarship in the ®eld seems to have arrived at a consensus position that communicative language ability ± or the ability to use language to achieve genuine communicative function ± consists of interactions between aspects of language knowledge, on the one hand, and strategic competence, on the other, as set forth by Bachman (1990) and modi®ed by Bachman and Palmer (1996).
In a composition course, we may be interested in knowing whether students are able to organize a comparison/contrast essay, and thus the students' knowledge about music would not be part of the construct we are trying to measure. On the other hand, if a student chose this task for a music history course, the instructor would most likely be interested in knowing about the students' ability to write about music, and thus would include this knowledge as part of his or her construct de®nition. It is important to remember, as Alderson notes, that constructs are not so much `psychologically real entities that exist in our heads,' (2000: 118) but abstractions that we de®ne for a particular assessment purpose.