The Analysis of Scaffolding Instruction Application in Senior High School English Writing Teaching —— Based on Students of Zuoyun High School in Datong

This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.

The Application of Thematic Progression in CET-4 Argumentative Writing Teaching

Based on the theoretical foundation of thematic progression construction, this paper introduces several common patterns of thematic progression and attempts to find applicability of patterns of thematic progression in the teaching of CET-4 argumentative writing from the perspective of discourse so as to show the implication of these patterns for the teaching of college English writing.

An Investigation on Pre-service English Teachers’ Perceptions Toward Using Portfolio Assessment in English Writing Teaching at Middle Schools

According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don't know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin's genre theory to resolve the existed problems of the Professional College English major's students in writing and enhance students' discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students' writing skills;(2) Whether the genre-based writing method is possible to increase students' interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students' writing achievement and enhance students' interest in English writing.

谈《The Practice of English Language Teaching》中的平衡活动法

平衡活动法是教育界一直很关注的一个热点话题。了解平衡活动法的基本内容、合理性和活动方法,探讨其在课堂教学中应注意的问题,对克服传统教学法的弊端,吸收交际法的精华和人本主义教学法"the wholeperson"的思想,改进我国的外语教学,具有积极的意义。

The Application of Noticing Theory to English Writing Teaching and Learning in China

"Noticing"is emphasized for its great influence on second language learning. Based on the previous related studies,this paper attempts to apply noticing theory to English writing teaching and learning in China by means of the enlargement of input,the implement of output-oriented activities and the focus on feedback.

A CiteSpace Analysis of the Research on College English Writing Teaching(1998-2018)

Based on CiteSpace,this paper visually analyzes references of 371 articles of college English writing teaching research collected in CNKI published between 1998 and 2018.Co-occurrence analysis of keywords demonstrated that the hot issues in college English writing research can be divided into 1) research on college English writing teaching;2) writing teaching mode;3) writing teaching feedback;4) writing teaching method and theory.In addition,informatization and networking are the development trends of writing teaching in the future.

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

New Thinking of Writing Teaching Based on Similarity Theory

The accumulation and reorganization of“article similar blocks”constitute people’s writing intelligence,which directly determines the writing ability of the article.The teaching of writing should focus on the core of students’writing intelligence,the construction of“article similarity block”,and the teaching should be organized and implemented according to the law of human brain thinking.The necessary screening and integration of similar blocks is the primary premise for the construction of“similar blocks”of the writing subject.It is undoubtedly an important task for writing teaching to construct these“similar blocks”in the cognitive structure of the subject.Article similarity block is always in a static state in the human brain.Only similarity activation can awaken and activate the sleeping“similarity block”,promote coupling resonance,and move towards similarity innovation.

The Application of TBA in English Writing Teaching

The theory of Task-based Approach(TBA), an influential language teaching and learning theory, was put forward by lan-guage teaching scholars and the second language acquisition researchers based on long-period study and practice. They contendthat it is important and useful to make full use of tasks in the classroom. The argument mentioned as above has had a great impacton the means of English teaching and studying in language learning. Nowadays, teaching English writing is becoming more andmore important, but there are many problems existing in English writing teaching in Chinese junior middle school. How to improvethe quality of English writing teaching and students' writing ability has become a focus in our education. In this study, TBA wastentatively applied in writing teaching as a way to help to improve the English writing teaching and students' writing ability.Task-based approach; task; English writing

Prevalence of Dyspareunia and Its Effect on Sexual Life among Gynaecological Clinic Attendees in Alex Ekwueme Federal University Teaching Hospital Abakaliki, Nigeria

Introduction: Dyspareunia is one of the most common complaints in gynae-cologic practice with tremendous effect on both quality of life and sexual rela-tionship of women. Objectives: To determine the prevalence of dyspareunia and its effect on sexual life among gynaecology clinic attendees in Alex Ekwueme Federal University Teaching Hospital, Abakaliki. Materials and Methods: A cross-sectional study was conducted on consenting participants between 12th May 2016 and 25th July 2016. Anonymous self-administered questionnaires were used collection information on dyspareunia and its effect on sexual life at the Gynaecology clinic. The data was analyzed using Epiinfo version 7.1.5. Results: One hundred and four (104) women participated in this study. Most of the women studied were Igbos (95.19%), and were mainly between the age ranges of 21 - 30 years (66.35%). Most of them were married (89.42%), and were also mainly of the Pentecostal denomination (40.78%). The mean age at coitarche was 20.6 ± 3.95 years. Prevalence of dyspareunia was 36% and only 16% sought medical help. The various responses to dyspareunia were avoidance of sex 11%, reduced frequency of intercourse 8%, less desire for sex 19%, while majority of women with dyspareunia tolerated it (62%). Conclusion: The prevalence of dyspareunia is high in our society afflicting young women in their reproductive years with associated enormous stress on their sexual life.

A Tentative Exploration of College English Writing Teaching with the Ge⁃neric Approach of Sydney School

This research proposal focuses on a tentative exploration of teaching procedures for college English writing with the ge-neric approach of Sydney School.This research will mainly adopt a qualitative research methodology,which aims to figure out the contextual configuration and generic structural potential as well as the register of a specific genre and assist students to write arti-cles of the target genre through teaching procedures like deconstruction,joint construction,and independent construction.

A Discussion of Intensive Reading Teaching of College English

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Research on the reform of English writing teaching mode and its system construction under the background of information age

Today’s society has entered the information age, people’s thinking and learning methods have undergone great changes. This brings opportunities and challenges for the College English Writing Teaching. Based on the large background data in order to analyze the main problems of traditional college English teaching of writing based on proposed the idea of the University Teaching of English Writing from teaching objectives, teaching resources, teaching methods, students and life and relationships, and evaluation system. With the development of society and the times, the traditional English teaching model can not meet the needs of students. They urgently need to learn academic English knowledge for the future professional learning and research in the basic culture of academic quality. On the current status of teaching academic English at home and abroad, the author proposes a set of academic English writing class build system, and by way of comparative tests to verify the effectiveness and practicality of the system. We analyzed domestic and composition of the English examination system intelligence related applied research, put forward the theory of Constructivism basis, writing intelligent examination system to practical tools, built on Teaching of English Writing English Writing intelligent examination system so as to promote English writing teaching reform, autonomous learning ability to improve students’ English writing skills

The Improvement of Writing Teaching for English Major and the Intervention of Culture in Chinese Universities

The new era context puts forward new requirements for the writing teaching for English majors in Chinese universities,and the intervention of culture has become a necessary content of writing teaching.Combined with the shortcomings of English writing teaching in universities in China,based on the analysis of the positive significance of cultural intervention in writing teaching,this paper focuses on the basic strategies of cultural intervention,that is,to clarify the cultural implication behind the complicated English vocabulary;collect relevant cultural materials according to the teaching content of writing class;for the idioms often used in writing,compare the cultural differences between China and the West.Cultural intervention contributes to the improvement of writing teaching,but it could not become the main content of writing teaching.Mastering the writing methods and skills of various styles is still the main goal of writing teaching.

On the Application of Reading-to-Write Approach to English Writing Teaching in Senior Middle School

As one of the four basic skills of language teaching and an aspect of communicative competence,writing seems to be the weakest one among senior school students in China.Most of teachers have had such experiences that although we spend a lot of time marking on the students'writing,but only to find the corrections and comments ignored.The students pay little attention to responses and regard revision of their writing as a punishment.Starting from the perspectives of modern linguistic theory,the pressing demands of the new curriculum,and the practical needs of student development,the study analyses the prevalent misconceptions about writing.The author proposes an assumption of integrating the teaching materials with Reading-to-Write Approach in the senior school writing teaching.To examine the validity of the Approach,about one-year action research is carried out in an ordinary high school,adopting the methodology of literature survey,questionnaire survey,interview,testing and so on.The results of the experiment showed that the approach had a more positive impact on students'writing attitudes and habits than traditional teaching methods.This approach helped them much more in word usage,longer sentences,content,and text structure or development.Besides,the students'compe?tence of interaction and cooperation were enhanced,Therefore,the approach in writing teaching is effective.

A Study of Appling Online Writing Website to English Writing Teaching: A Structured Critical Review and Evaluation of OWL Online Writing Lab

This report is to evaluate an online writing website. The name of the online resource is the Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/). This website at Purdue University offers writing resources and instructional materials for both teachers and students for in-class or out-of-class teaching and learning of writing. Its interactive, integrative, and pragmatic approach to the teaching and learning of writing on the Internet deserves our attention.

The Enlightenment of Metaphors in Titles on English Writing Teaching

Based on non-English majors＇ textbooks, this paper discusses the functions of metaphors in titles of texts and places a major emphasis on enlightenment of metaphors in titles on English writing teaching. And through analyzing metaphors in titles, it is suggested that in daily writing teaching, teachers should bear the cultivation of students＇ metaphorical thinking from analyzing titles in mind; teachers also design some writing tasks with metaphors in titles and select textbooks with metaphor-rich texts

Reform and Innovation of Creative Writing Teaching——Modular Teaching Design and Personalized Process Evaluation

In recent years,creative writing courses have attracted much attention in China,but there is a lack of relevant research on the practice of creative writing courses at present.Teachers are faced with such problems as vague teaching objectives,complex teaching contents,and lack of practical schemes.Moreover,it is difficult to evaluate the results of creative writing courses comprehensively and truly.Through the modularized combing of the course content and the establishment of personalized process evaluation scheme,we have realized the creative inspiration and creative practice guidance for students in creative writing course teaching,and enhanced the students’participation in the course and practical ability.