ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses

This empirical study examines ChatGPT as an educational and learning tool.It investigates the opportunities and challenges that ChatGPT provides to the students and instructors of communication,business writing,and composition courses.It also strives to provide recommendations.After conducting 30 theory-based and application-based ChatGPT tests,it is found that ChatGPT has the potential of replacing search engines as it provides accurate and reliable input to students.For opportunities,the study found that ChatGPT provides a platform for students to seek answers to theory-based questions and generate ideas for application-based questions.It also provides a platform for instructors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses.For challenges,the study found that ChatGPT,if unethically used by students,may lead to human unintelligence and unlearning.This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to differentiate between meticulous and automation-dependent students,on the one hand,and measure the achievement of learning outcomes,on the other hand.Based on the outcome of the analysis,this study recommends communication,business writing,and composition instructors to(1)refrain from making theory-based questions as take-home assessments,(2)provide communication and business writing students with detailed case-based and scenario-based assessment tasks that call for personalized answers utilizing critical,creative,and imaginative thinking incorporating lectures and textbook material,(3)enforce submitting all take-home assessments on plagiarism detection software,especially for composition courses,and(4)integrate ChatGPT generated responses in classes as examples to be discussed in workshops.Remarkably,this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software.To maintain their effectiveness,similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.

Experiment of Adopting the Learner Blog in CALL-based Practical English Writing Course

The learner blog is adopted in the instruction of CALL-based Practical English Writing course for A-level non-Eng lish major sophomores in our school in the spring this year.After examining how the program is implemented in detail,sugges tions are provided for future instructors in this related program.To ensure the program a good start,it is advisable for instructors to set aside a certain time to help each student to create a blog account in the beginning.Besides,it is requisite to provide stu dents with blogs titles with elaborate design and with the evaluation and further comment of the blog in the course of face-toface communication.Using of blogs in CALL-based Practical English Course is helpful in improving students'writing quality,in gearing up self-introspection for participants,in creating cooperative learning community,in fostering autonomous learning and cooperative learning,in building up communicative channels between students and instructors and among students themselves.

Alternative Design of Postgraduate English Writing Course

This paper presents an alternative design of postgraduate English writing course to meet the requirement of the current postgraduate English teaching reform.The author believes that efficiently-organized writing activities based on practical needs could refresh teaching frame- work and consequently assist postgraduates in English writing.

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

The Practice of ＂Flipped classroom＂ in the Reading and Writing Course of College English

The reform of college English should focus on the ways to improve the practicing ability. This ability should be based on the improvement of students, which is the fundamental aim of reform on the college English. In order to cope with this problem, ＂flipped classroom＂has many advantages. By Giving definitions to the ＂flipped classroom＂, this dissertation analyzed the differences between the regular class and the ＂flipped classroom＂ and carried out a new way to improve the reading and writing course： we can take advantage of multimedia and new internet technology.

Validity Study on the Test Paper of the Academic English Reading and Writing Course

The aim of this study is to conduct the validity analysis of the test paper of the academic English reading and writing course referring to the freshmen of non-English majors in a university of Technology in Shanghai.The validity is mainly analyzed from these three aspects:the content and construct validity,the reaction process,and the internal structure of the test paper.And the principles of language assessment in the design of the test paper are given in this study.The validity study was also conducted in a class with 42 freshmen,and the scores of them were analyzed through the internal correlation coefficient from Statistic Package for Social Science(SPSS)25.0.Finally,the validity of the test paper is concluded.

A Comparative Study of Teacher and Peer Feedback in ESL Writing Course

Feedback occupies an essential position in the ESL context. The purpose of this paper is to compare the advantages and disadvantages of teacher and peer comment and also review studies related to ESL learners' attitudes towards teacher and peer feedback. Many studies have revealed that teacher feedback has played an important role in L2 writing process. However, with the continuing research of L2 language writing pedagogy, it is argued that peer review could be a complementary teaching technique aiming to assist learners' higher thinking process and follow-up editing.

SOME THOUGHTS ON A COURSE IN WRITING FOR ADVANCED STUDENTS

Two groups of advanced students (one, a class of 11 postgraduate students, and theother, a group of eight teachers) followed two separate but similar five month non-creditcourses in writing and rhetoric given at the Guangzhou Institute of Foreign Languagesin the fall and early winter of 1979-80.

基于产出导向“促成”环节的英语写作微课程设计——以How to write a business memo为例

文章概述了产出导向法(production-oriented approach,POA)的基本理论框架以及其中“促成”环节的流程,探讨了基于POA的大学英语写作课程的产出任务及教学流程,并从写作微课程实例出发,分析了“促成”的教学环节与教学安排,从内容促成、语言促成两方面探讨了基于促成环节的英语写作微课设计。

国际法课程论文写作中的学生能力培养

国际法课程论文写作对增强学生学科信息收集处理能力、信息归纳叙述能力,提高思维创新能力、知识应用能力具有重要意义。学生在“国际经济组织法”课程论文实践中存在选题不当、论述不达、规范不合、时间统筹不够等问题。文章提出激发学生对于国际法课程论文写作的兴趣、培养学生的国际法课程论文写作综合能力的建议。

融合文学与编辑出版学的书评写作课程实践教学探析——基于“人文阅读与书评写作”课程的研究

书评写作不仅是帮助学生提升写作能力的方法之一,还是引导学生进行学术研究入门的切实可行的方式,是进行阅读推广与校园文化建设的重要途径。在当下的汉语言文学专业课程体系中,专门性的书评写作课程相对缺失。在教学内容与教学方法方面融合文学与编辑出版学,是书评写作教学值得探索的途径之一。这种探索,还需要拓展教学内容,及时吸纳“文学生活”研究、“出版评论”研究等学科新知;创新写作实训方式,引导学生走进出版业界与社会性阅读空间;深化书评研究,推动其为文学研究做出学术贡献。

基于OBE模式的药学研究方法与论文写作课程建设及改革

为切实提高药学专业研究生的科技论文写作能力,本课程组基于OBE教育理念,梳理和分析了“药学研究方法与论文写作”课程教学中现存的问题,探索该课程教学改革和实践。文章通过修订课程教学大纲、优化教学内容、教学手段多样化、加强过程式评价、增加学生实践训练、跟踪式多级评价方式等方面探讨药学研究方法与论文写作课程教学改革,以期为培养研究生科学思维能力,提高和培养研究生科研写作能力和素养、提升人才的创新能力。

课程思政视角下大学英语写作课驱动环节设计

全人教育是产出导向法(Production-oriented Approach,POA)的重要理论基础,将产出导向法运用于课程思政建设,在理论上具有可行性和合理性。英语写作课是英语课程思政的重要阵地之一,产出导向法在理论上与英语课程思政建设的要求和目标有着很多契合点。产出导向法在大学英语写作课程思政中具有独特的优势,可以借此分析课程思政视角下大学英语写作课驱动环节设计需考虑的问题,并以某外国语大学英语专业二年级写作课为例,探讨融入思政元素的大学英语写作课驱动环节设计方案。

产出导向法背景下《英语写作》课程思政总体设计及实施路径研究

产出导向法在高校英语写作教学中广泛推广并取得了丰硕的教学研究成果,它的教学理念---学习中心说、学用一体说和全人教育说不仅培养英语专业学生独立自主,解决了当下英语教学中学用分离的问题,而且对贯彻实施课程思政的指导思想,培养学生的正确的意识形态、建立正确的思想价值体系奠定了理论基础。因此,产出导向法助力英语写作课程一定可以实现立德树人的思政目标。

写作教学中读者意识的培养——以湖南大学主题写作课“广告文化”为例

在写作训练中,读者意识的培养是突破写作瓶颈的关键之一。问题意识不强、论证缺乏逻辑、文章前后不一致等常见的问题都可能与读者意识的缺失有关。通识写作课程将读者意识的培养渗透到写作训练的不同环节,在确定选题阶段设置自我评价表,针对文章预设的读者进行提问,帮助学生提出有价值的问题。在分析论证阶段设置辩论环节,从读者角度探究问题、调整论述,使论述有的放矢。在初稿完成阶段,展示与互评让学生身兼作者与读者双重身份,全方位检验读者意识,为修改文章提供标准。学生经历作者与读者身份的几次互换,通过突破作者身份局限来促进读者意识的培养。读者意识的培养不仅有助于优化写作,还有着改进研究思路、丰富研究方法、启迪研究价值取向的重要意义。

基于ChatGPT的学生写作思维训练系统研究

聊天生成预训练转换器(Chat Generative Pre-trained Transformer,ChatGPT)是一种基于大型语言模型的工具,能够模拟人类写作过程,提供即时反馈和创意激励。ChatGPT的出现革新了教学方法和学生学习方式。文章首先分析ChatGPT对学生写作思维的影响,然后设计基于ChatGPT的学生写作思维训练系统,并对该系统进行测试。结果表明,该系统响应时间较短、用户满意度和准确性较高、稳定性较强。

国际中文“高级写作”智慧课程知识图谱设计

为打造国际中文“高级写作”智慧课程,本文尝试设计了该课程的知识图谱,将课程知识分为学习者应该掌握的“应知”知识和想要学习的“欲知”知识两类,通过梳理《等级标准》、学术论著、经典教材等资料,择取“应知”知识;再通过调查和分析150位中文学习者的需求情况,确定“欲知”知识;最后,基于二者确定知识图谱的基本概念,并使用Protégé工具构建图谱本体,以期助力智慧课程的科学建设和按需推荐。

科技论文写作与学术道德规范课程建设研究

科技论文写作与学术道德规范是高校开设的一门必修实践课程,同时科技论文写作是学术交流和知识传播的重要形式。针对目前高校在科技论文写作与学术道德规范课程建设过程中存在的教学内容不全面、课程过于理论化、学术道德缺乏连贯性的问题,对科技论文写作与学术道德规范课程建设进行研究和探索。该文以科技论文写作与学术道德规范课程建设为背景,从教学内容、教学计划、教学方法和考核方式多个维度出发,设计了一个较为全面和详细的课程建设方案。实践表明,该文提出的课程建设方案,提高了课程的教学效果和教学质量,全面提升了学生的科技写作能力和学术道德素养。

基于OBE理念的应用本科院校工匠精神培育与实践--以大学写作课程为例

应用本科院校写作课程为例,详细分析了OBE理念与工匠精神的内涵,针对培养应用本科院校学生工匠精神的重要性,以大学写作课程为依托,重点阐述了通过OBE理念培育学生工匠精神的路径,其中涵盖了加大校企合作力度、创新升级教学模式以及积极开展实践课程等,旨在提高应用本科大学生写作能力,以期为应用型本科院校培养人才提供参考和借鉴。

高校通识写作课教学的“具身化”策略及实践路径探析

高校通识写作课致力于培养学生跨学科的知识结构和批判性思维的能力,注重学生价值和人格的塑造。但传统“离身”的写作教学模式无法充分激发学生的主动性、提升学生的参与感。通过搭建教学情境、促进通感联觉、重视实践活动等“具身化”教学策略,可以充分发挥学生的主体性和主动性,帮助学生实现知识的联系、转换、迁移,促进学生感性与理性的平衡发展,这也是通识写作课与传统大学语文类课程的核心区别。