指向“学-练-评”一体化的高中英语应用文写作探究——以人教版(2019)高中英语教材B1 U1 Reading for Writing为例

本文借鉴高中英语“三段七步”读思写整合教学模式,结合具体教学课例,探究高中英语应用文写作课堂“学-练-评”一体化的有效路径。课例以建议信写作为目标,通过“读”“思”“写”三个阶段的活动对建议信的文体特征进行学、练、评,从而达成知识的学习理解、应用实践和迁移创新。基于本课教学实践,本文提出以下应用文写作教学建议:精“学”范文,聚焦文本特征,确定读写目标,促进学的高效输入;“练”“评”结合,应用文体特征,落实课堂目标,实现以评促学、以评促练,从而提升学生的应用文写作能力。

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.

An application of Genre-based Teaching Approaches into the teaching of English reading and writing

There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.

An Integration of Meaning-Focused and Form-Focused Approach in EFL Reading and Writing——a Conceptual Inquiry and Experiment

Whether to adopt the meaning-oriented or form-oriented approach in EFL teaching has been in hot academic debate in the past decades. This paper investigates the literature contribution on these two methods, attempts an integration of the two,and introduces a teaching experiment of EFL reading and writing at China Agricultural University.

The Effect of Reading-based Writing On Enhancement of Senior Three Students’ Writing Ability

This paper is aimed at studying the effect of reading-based writing instruction on the improvement of senior three students’writing capability.By analyzing students’reading materials from the sample test papers,students are able to notice the distinctive characteristics of the target language ranging from words,expressions,sentence structures and paragraph structures,which is beneficial to students’writing.

Reflections on Observing ESL Reading and Writing Course at University of Ottawa

This article is about some reflections after observing an ESL Reading and Writing Course at the University of Ottawa.Compared to the English teaching situation at my university which is facing colossal challenges of reformation, four aspects are highlighted as the enlightenments: Use the online platform as a scaffold to help students climb up English rather than an arbitrary monitor of the students' after-class English study; Reading and writing interweave, with writing taking priority to reading in Reading and Writing Course; The teacher respect students very much in class rather than behave in a ruling attitude; Grammar matters than expected.

The Study of the Effect of "The Process Writing Based on Reading-writing Portfolios" on Students'Writing Ability

In order to deal with the problem that exists in current teaching of English writing,this thesis aims to explore a new process writing approach which combines process-based approach with portfolios assessment.

读后续写训练提升英语学习效率——以Module 3 Unit 1 Reading and writing部分的教学设计为例

义务教育英语课程标准（2011年版）指出：＂高中英语课程应着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养用英语进行思维和表达的能力。＂读后续写是结合阅读理解进行练习、提高外语学习效率的好方法 （王初明,2012）。它要求教师在完成传统的语言知识与能力培养的同时,关注教学中思维能力和思维习惯的培养。在读后续写过程中,教师应鼓励学生独立思考、大胆构想,

Intertextuality Revisited:Reflections on Subject in Process,Textual Analysis and Reading/Writing Behavior in Cyberspace

Often regarded as one crucial concept in the current of poststructrualistic thought,intertextuality is influential with regard to its application in discursive perspective and literary criticism.This paper argues that the notion should also be understood in the theoretical backdrop of how the concept of subject is constructed in the 1960s.Two critics are specifically mentioned in the discussion:Julia Kristeva’s psychoanalytic understanding of the subject in process that stresses the transpositions of signs in both textual and contextual meanings complicates the once delimited register of textuality,while Roland Barthes,with his claim of the demise of the author,appeals for a reevaluation of the conventional grasp of the idea of the writer and the reader,and their relations with the text.This paper will conclude with one of the most significant derivations of intertextuality—hypertextuality.Relevant to how modern subjects in the era of digitalization read and write,this latter concept materializes,in cyberspace,the documents of printed media,and substantially demonstrates the liquification of information on the Internet.

An Experiment on Effects of Writing by Reading among First-Year English Majors in Lanzhou University

本文章首先简单介绍了Krashen的输入假设和Swain的输出假设,然后基于这两个理论,说明读写之间的相互关系。最后用实验证明以读促写通过大量的阅读输入提高写作输出水平的方法是非常有效的。

Reading-Writing Connections

Reading and writing are both processes dealingwith language. In a view of invention, lanaguage pro-vides an important foundation, language is not justthe passive copying of an extralinguistic reality,

On How to Cultivate Listening,Writing,Speaking,and Reading Abilities in English Learning

This paper focuses on the relationships of the four basic abilities in English acquisition,namely listening,speaking,reading,and writing and puts emphasis on the discussion of how to acquire these four abilities.

Improve Writing by Combining Reading and Writing

This paper gives the reason why writing in teaching has not been improved greatly in recent years and provides someactive suggestions of improving writing teaching.

Cultivation of Reading,Writing,and Critical Thinking in the Teaching of Selected Readings in American Literature

Selected Readings in American Literature is a required course for the third year of English major,and it is also a compulsory course for the Bachelor Degree of English Language and Literature at School of Foreign Languages,Leshan Normal University.The course uses the combination of English literary reading and course paper writing to develop students’English reading and writing skills,while focusing on the cultivating critical thinking skills of English majors.

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.

The Role of Reading in EFL Writing Curriculum

As an attempt to explore the role of reading in EFL writing classes,the paper aims to prove appropriate reading sections can contribute to writing improvement in EFL context and provide a series of EFL writing instructional recommendations based on the analysis of theoretical and pedagogical perspectives associated with the relationship between reading and writing,the contributions of reading in EFL writing classes as well as the critical reviews of reading-assisted writing.

A Diary Study of the Impact of Extensive Reading on English Writing

Motivated by the continued growth of research on extensive reading and positive results from a variety of studies (e.g. Bell,2001; Nash &Yuan,1992; Nation, 1997), an investigation is conducted on the impact of extensive reading on college students’ writing per-formance over a 20-week period. Data are collected from multiple sources, mainly including teacher and learners’ diaries, together with aninterview and writing tests. The results of the study show that extensive reading can enhance learners’ writing skills and promote a positiveattitude toward writing.