大学写作学的体系建构及其学理的增补和异延

写作学成为独立学科既是学界同仁多年来奋斗的目标对象,也是一个不证自明的事实。但是,学术是要求证明的,首先是写作学理论体系的问题,由此指涉思想资源、学术典范以及从学理性增补和异延的意义上确立其命题域,从而建构一个立体的写作学体系。

大学写作学教学的困境及应对策略

随着社会对于写作能力的重视,写作教学也受到了普遍关注。但是目前的大学写作教学还存在诸多问题,比如写作学科的非独立性、写作课时少与内容多的矛盾、学生读书少且读书质量不高、写作训练缺乏持续性,等等。解决这些问题既需要写作课任课教师的努力,也需要学校、学生等多方面的努力。

体育院系《大学应用写作学》教学内容和课程体系改革初探

本文从增强学生综合素质出发, 对 《大学应用写作学》的现状、原因等进行了调研, 提出了 《大学应用写作学》教学目标、教学内容。

Writing Haiku in a Second Language： Perceptions, Attitudes, and Emotions of Second Language Learners

The aim of the current study is to discuss the value of poetry writing in an L2 （second language） by investigating perceptions, attitudes, and emotions of 20 EFL （English as a Foreign Language） college freshmen regarding writing Japanese poetry, haiku in English. This paper first discussed issues and uses of literature in L2 contexts and addressed the current empirical inquiry into L2 haiku writing as a method for L2 learning. The study was designed as a qualitative research which investigated the participants＇ reflection on writing L2 haikus for six weeks in an EFL college writing course. The data obtained was analyzed by using the coding system and showed that writing haiku in the target language was a challenging but valuable task for L2 learning among the EFL students. Especially haiku composition allowed them to develop their L2 linguistic awareness

Language chunks and college English writing

This paper focuses on using language chunks in college English writing. Based on the psychological theory of memory mechanism, the linguistic theory of lexical approach, together with the analysis of students＇ compositions, the author argues that writing through language chunks is effective and practicable. Methods in implementing language chunks in writing are provided as an important part in this paper.

The Importance of E-assessment in College English Writing

We focused on the e-assessment in college English writing issue from an online assessment tool perspective. Different from previous inquiries, this research addressed the importance of e-assessment in the study of college English writing. In particular, we aim to examine the importance of the e-assessment. We start with a brief introduction of e-assessment. An additional discussion of the use of e-assessment is also provided. We end the study with the conclusion that e-assessment plays an important role in college English writing. We identify in our study that the forms and the effectiveness of assessment in writhing have direct effect on learners＇ understanding of the curriculum of college English writing and determine their capacity to make advances in college English writing. As a result, we can propose that e-assessment plays a critical role in the learning experience in college English writing.

Motivating Community College Students When Teaching Argumentative Rhetorical Style Using a Documentary： Devil＇s Playground

Competence in academic writing in college is a challenging as well as an engaging task for many college students. Argumentative writing and acknowledging the counterargument is one of modes that is introduced in freshman classes; however, college students approach writing with a certain mindset. Learning to write in different modes could be exciting when taught utilizing a film or a documentary. Using a documentary, such as Devil＇s Playground, writing professors not only initiate interest in culture learning and cultural understanding but also motivate students to use argumentation to foster critical thinking as well as cultural understanding.

A Study of Writing Test in CET-4

The paper discusses the ＂Writing Test＂ in College English Test - Band Four in two aspects. One is the design of the ＂Writing＂ form; the other is the scoring process. From the discussion the paper comes to a conclusion that the ＂Writing Test＂ in CET-4 should be reformed in two ways： the single style of the ＂Writing＂ structure should be changed to various styles in design, and the ＂global scoring＂ principle used in marking the writing should be changed to ＂local scoring＂. At last, the author suggests some ways of how to put the reforming into reality,

Cultural and Academic Meetings in the Writing Classroom： China and the West

With growing numbers of Chinese students entering Western universities, cultural understanding is of increasing importance, not least in higher education. Without a good understanding of the academic conventions of Western universities, Chinese students, and undergraduates in particular, are at a disadvantage in the multi-cultural classroom. Lack of knowledge of structural influences on higher education, including teacher-student relations, reference management practices, and assessment procedures, are likely to lead to failure and disappointment. This paper, which is based on writing workshops conducted at Beijing University and in Sweden （Kristianstad University and Linnaeus University） in 2014, focuses primarily on writing practices and conventions because written texts are the main means of assessment in higher education. Addressing four key problems encountered by Chinese undergraduate writers in Western universities, namely lack of familiarity with the structure of academic papers, lack of focus on relevant issues, copying and pasting without giving proper reference, and inadequate understanding and mastery of the conventions of academic English, this paper argues for greater awareness of cultural differences between the Chinese and Western systems of education. Not until this has been achieved can Chinese students realize their full potential at Western universities.

Negative transfer in Chinese college students＇ English writing

Second language learners make errors in both comprehension and production in their Inter-language, and learners＇ errors have all along been one of the main focuses on language pedagogy. Based on the theoretical study of Inter-language, transfer, Contrastive Analysis and Error Analysis as well as the correlations among them, this paper concentrates on some production errors caused by negative transfer. Some typical inter-lingual errors made by Chinese-speaking English learners are categorized and analyzed from the syntactic perspective and lexical perspective. Hopefully by such an analysis of language transfer, the characteristics of Chinese-speaking English learners＇ Inter-language will be revealed, and it might be helpful for English teaching and enhancing learners＇ English proficiency.

Research on How to Improve Students＇ English Writing Ability in CET-4

As a main international communication tool, English is becoming more and more important in China. Listening, speaking, reading, writing are the four basic skills of English. Nowadays, many college students fred that writing is the most difficult thing in their English study, especially in CET-4. With the hope of improving college student＇s writing ability, this paper aims to analyze some effective ways on how to improve students＇ writing ability.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.

A Study of the Flipped-Classroom Model in Teaching Practical English Writing

Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.

The Discussion on Teaching of Writing Based on the Error Analysis of Vocabulary in College Students＇ English Writing

At first, this paper presents the origin, developments and main view of Error Analysis. Then, based on the theories of Error Analysis, this paper collected and analyzed 398 errors in 30 compositions randomly selected from CLEC, written for the exam of CET-4. The results showed that errors were mainly expressed form the aspects of usage of words and forms, and rooted from three sources, the shortage on knowledge of grammar and the lack of standardization on language usage, intralingual transfer and the interlingual transfer. Then, this paper touched upon the principles and methods of English writing to provide with some suggestions for the teaching of English writing in China.

Negative Lexical Transfer of Native Language in Chinese College Students＇ English Writing

This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.

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.

Analysis of using network resources to improve the effect of college English reading and writing teaching

The difference between the college English reading and writing class which is supported by network and the traditional courses is that teachers and students use information technology to complete the study task and achieve the teaching objectives in the process of teaching and learning. The role of the teacher is a guider and organizer, the teaching is student-centered teaching. This paper takes the teaching practice in reading and writing class as an example, explain how to use video file, screen demonstration, chat rooms, BBS, E-mail and other different multimedia network technology and approach, how to make full use of multimedia network resources in teaching college English reading and writing, how to improve the teaching effect.

AN EXPLORATORY STUDY OF ENGLISH WRITING STRATEGIES

Writing is an indispensable part of college English learning. However, the present situation of college English writing teaching in China is far from satisfactory. Although many studies have been carried out concerning college English writing and teaching, very few of them explored the writing strategies adopted by non-English majors in their composing process. It is expected that the investigation of writing strategies can help to discover what students actually do in composition writing, and consequently provide some insights into the teaching of college English writing. The research question addressed in this study is 'What strategies are used by non-English majors in their writing process?' The descriptive analysis of the results showed that Chinese non-English majors did employ diverse strategies in their composing process. Among the six strategy groups, memory strategies were the most frequently used. Compensation strategies were the next, while affective strategies were given the least attention. As for the specific writing strategies, the strategy of using discourse connectives was used most frequently by students, the strategy of discussing feelings with others was the least among their choice. These findings provided much insight into college English writing and teaching.

Instructors' Debate over Error Feedback on Chinese International Students' Academic Writings in a U.S.University

As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.