文章中,建立了液相色谱法同柱分析40%粉唑醇·嘧菌酯悬浮剂的含量的分析方法,以甲醇和水为流动相,使用CAPCELL PAK C18/5μm为填充料的不锈钢柱,检测波长为262nm。结果表明,在该方法中嘧菌酯、粉唑醇的标准曲线线性回归系数分别为0....文章中,建立了液相色谱法同柱分析40%粉唑醇·嘧菌酯悬浮剂的含量的分析方法,以甲醇和水为流动相,使用CAPCELL PAK C18/5μm为填充料的不锈钢柱,检测波长为262nm。结果表明,在该方法中嘧菌酯、粉唑醇的标准曲线线性回归系数分别为0.9995和0.9993,标准偏差分别为0.068和0.05,变异系数分别为0.34%和0.25%,平均回收率分别为99.67%和99.66%。展开更多
This article investigates the formative influence of voice on the argumentative writing performance of intermediate students of English. Its aim is to achieve a better understanding of how the students＇ voice develop...This article investigates the formative influence of voice on the argumentative writing performance of intermediate students of English. Its aim is to achieve a better understanding of how the students＇ voice develops in the revision process in relation to the rubric and the essay scores. The data consist of Chinese sophomores＇ multi-draft essays. As first-person pronouns are the most visible representation of a writer＇s voice, this article gives a detailed description of the features and developmental patterns of first-person pronouns （FPPs）. The results reveal that revision-induced changes in FPP can be beneficial to the quality of essay writing but only in a limited number of cases if the students are not formally instructed in voice, which carries pedagogical implications to empower students＇ self-identity in EFL writing.展开更多
文摘文章中,建立了液相色谱法同柱分析40%粉唑醇·嘧菌酯悬浮剂的含量的分析方法,以甲醇和水为流动相,使用CAPCELL PAK C18/5μm为填充料的不锈钢柱,检测波长为262nm。结果表明,在该方法中嘧菌酯、粉唑醇的标准曲线线性回归系数分别为0.9995和0.9993,标准偏差分别为0.068和0.05,变异系数分别为0.34%和0.25%,平均回收率分别为99.67%和99.66%。
文摘This article investigates the formative influence of voice on the argumentative writing performance of intermediate students of English. Its aim is to achieve a better understanding of how the students＇ voice develops in the revision process in relation to the rubric and the essay scores. The data consist of Chinese sophomores＇ multi-draft essays. As first-person pronouns are the most visible representation of a writer＇s voice, this article gives a detailed description of the features and developmental patterns of first-person pronouns （FPPs）. The results reveal that revision-induced changes in FPP can be beneficial to the quality of essay writing but only in a limited number of cases if the students are not formally instructed in voice, which carries pedagogical implications to empower students＇ self-identity in EFL writing.
