Sergei Eisenstein was labelled as a theory master of ＂montage＂ for a long time, but also film theory pioneer that seems to be somewhat ＂outdated＂ in the eyes of the modem people. In fact, he was one of the most im...Sergei Eisenstein was labelled as a theory master of ＂montage＂ for a long time, but also film theory pioneer that seems to be somewhat ＂outdated＂ in the eyes of the modem people. In fact, he was one of the most important figures who created a few of theories and also were good at film creation in the film history of over years. He was not only an outstanding master-level film director, but also film theorist who created rich thoughts to the world. He often discussed the film theories with intercommnnity by taking his own works such as Bronenosets Potyomkin for an example, and simultaneously connected paintings （especially the Oriental painting）, music, literature and others with new arts in the writing of theories, so that the construction of his own film theories was accomplished. The focus of this paper is the later consideration of Sergei Eisenstein on the film works structure. Also, his theoretical system and contemporary significance are rethought by studying a series of thoughts such as ＂works structure＂ , ＂dynamic characteristics＂ , ＂logarithmic spiral＂ , ＂golden section＂ and ＂passionate structure＂ .展开更多
Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the ...Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the choice of topics which determines the macro direction of the paper. Important as it is, it is difficult for the English majors to choose the most appropriate topics with idea-invested thesis statements instead of some factual statements. Therefore, in order to make clear of the status quo and underlying obstacles of topic choosing, this paper is to study on 98 samples from China University of Political Science and Law＇s junior English majors. By observing and analyzing their writings, the paper intends to fred out some possible and accessible methods to improve English majors＇ academic writing and offer some insights for teachers to make some adjustments in accordance with the status quo.展开更多
This paper describes a course designed to help Chinese undergraduate English-majors acquire competence in English research article （RA） writing. Such competence comprises three components： 1） discourse structure o...This paper describes a course designed to help Chinese undergraduate English-majors acquire competence in English research article （RA） writing. Such competence comprises three components： 1） discourse structure of an RA; 2） scientific thinking and reasoning; and 3） academic language. Participants were from one intact class of 28 senior English majors at a university in Shanghai. This course was experimental and designed to develop a scheme for teaching RA writing to the senior students in China. Students＇ RA writings throughout the semester were collected as the main data. Findings show that discourse knowledge, scientific thinking, and linguistic structure can be learned and transferred using these mediating tools： 1） the exemplars of sample RAs; 2） teacher＇s demonstration and feedback through mini-training sessions; and 3） analysis of genre and norms of RAs. The process-centered, theme-oriented and inquiry-based pedagogy adopted in the course may shed some light on English RA writing teaching practices to Chinese EFL learners.展开更多
This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and ...This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and L1 student writing in UK universities.Taking a longitudinal and cross-contextual perspective,the study explores corpora of L1 and L2 student writing gathered from three sources:EAP essays written by Chinese undergraduate students at an English Medium Instruction(EMI)university;argumentative essays written by English majors in the Written English Corpus of Chinese Learners(WECCL);and academic essays of English L1 students from the British Academic Written English(BAWE)corpus.Hyland’s(2005 a)model of metadiscourse was adopted to identify interactive and interactional devices in each corpus,and results were compared between different levels as well as across the corpora to reveal developmental features.Findings show marked differences in metadiscourse use between Chinese EMI students’EAP essays and English major students’EFL essays in mainstream state universities,whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays.Significant changes were also found between different year levels in two L2 essay corpora.The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts,with EAP instruction in the EMI institution having mixed effects on Chinese students’awareness and use of metadiscourse in essay writing.展开更多
Based on Burgess and Ivani?’s(2010) framework of the discoursal construction of writer identity, this paper explores the interaction between citation practices and identity construction in Chinese EFL learners’ MA t...Based on Burgess and Ivani?’s(2010) framework of the discoursal construction of writer identity, this paper explores the interaction between citation practices and identity construction in Chinese EFL learners’ MA thesis writing. A mixed approach of textual analysis and interviews was adopted to examine the citation features of MA theses and the identities Chinese EFL learners constructed through citation selection. It was found that students’ selection of citations reflects their linguistic identity, academic and disciplinary identity, as well as novice identity. Their citation practices project different discursive selves to readers. By adjusting the number and relevance of references, they intend to construct a knowledgeable and credible self. The use of ineffective citations and references not only projects an unfavorable impression on readers but reflects a lack of authorial identity. This study has significant implications for the teaching of academic English and the supervision of thesis writing.展开更多
文摘Sergei Eisenstein was labelled as a theory master of ＂montage＂ for a long time, but also film theory pioneer that seems to be somewhat ＂outdated＂ in the eyes of the modem people. In fact, he was one of the most important figures who created a few of theories and also were good at film creation in the film history of over years. He was not only an outstanding master-level film director, but also film theorist who created rich thoughts to the world. He often discussed the film theories with intercommnnity by taking his own works such as Bronenosets Potyomkin for an example, and simultaneously connected paintings （especially the Oriental painting）, music, literature and others with new arts in the writing of theories, so that the construction of his own film theories was accomplished. The focus of this paper is the later consideration of Sergei Eisenstein on the film works structure. Also, his theoretical system and contemporary significance are rethought by studying a series of thoughts such as ＂works structure＂ , ＂dynamic characteristics＂ , ＂logarithmic spiral＂ , ＂golden section＂ and ＂passionate structure＂ .
文摘Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the choice of topics which determines the macro direction of the paper. Important as it is, it is difficult for the English majors to choose the most appropriate topics with idea-invested thesis statements instead of some factual statements. Therefore, in order to make clear of the status quo and underlying obstacles of topic choosing, this paper is to study on 98 samples from China University of Political Science and Law＇s junior English majors. By observing and analyzing their writings, the paper intends to fred out some possible and accessible methods to improve English majors＇ academic writing and offer some insights for teachers to make some adjustments in accordance with the status quo.
文摘This paper describes a course designed to help Chinese undergraduate English-majors acquire competence in English research article （RA） writing. Such competence comprises three components： 1） discourse structure of an RA; 2） scientific thinking and reasoning; and 3） academic language. Participants were from one intact class of 28 senior English majors at a university in Shanghai. This course was experimental and designed to develop a scheme for teaching RA writing to the senior students in China. Students＇ RA writings throughout the semester were collected as the main data. Findings show that discourse knowledge, scientific thinking, and linguistic structure can be learned and transferred using these mediating tools： 1） the exemplars of sample RAs; 2） teacher＇s demonstration and feedback through mini-training sessions; and 3） analysis of genre and norms of RAs. The process-centered, theme-oriented and inquiry-based pedagogy adopted in the course may shed some light on English RA writing teaching practices to Chinese EFL learners.
基金supported by Research Development Fund of Xi’an Jiaotong-Liverpool University and Jiangsu Ministry of Education Philosophy and Social Sciences Funding Scheme.
文摘This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and L1 student writing in UK universities.Taking a longitudinal and cross-contextual perspective,the study explores corpora of L1 and L2 student writing gathered from three sources:EAP essays written by Chinese undergraduate students at an English Medium Instruction(EMI)university;argumentative essays written by English majors in the Written English Corpus of Chinese Learners(WECCL);and academic essays of English L1 students from the British Academic Written English(BAWE)corpus.Hyland’s(2005 a)model of metadiscourse was adopted to identify interactive and interactional devices in each corpus,and results were compared between different levels as well as across the corpora to reveal developmental features.Findings show marked differences in metadiscourse use between Chinese EMI students’EAP essays and English major students’EFL essays in mainstream state universities,whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays.Significant changes were also found between different year levels in two L2 essay corpora.The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts,with EAP instruction in the EMI institution having mixed effects on Chinese students’awareness and use of metadiscourse in essay writing.
基金supported by China National Social Sciences Grant entitled “A Genre-based Study of the Dynamic Interdiscursive System in Chinese and English Professional Discourse”(NO.17BYY033)
文摘Based on Burgess and Ivani?’s(2010) framework of the discoursal construction of writer identity, this paper explores the interaction between citation practices and identity construction in Chinese EFL learners’ MA thesis writing. A mixed approach of textual analysis and interviews was adopted to examine the citation features of MA theses and the identities Chinese EFL learners constructed through citation selection. It was found that students’ selection of citations reflects their linguistic identity, academic and disciplinary identity, as well as novice identity. Their citation practices project different discursive selves to readers. By adjusting the number and relevance of references, they intend to construct a knowledgeable and credible self. The use of ineffective citations and references not only projects an unfavorable impression on readers but reflects a lack of authorial identity. This study has significant implications for the teaching of academic English and the supervision of thesis writing.
