Writing as a Supplement： Jacques Derrida＇s Deconstructive Reading of Rousseau＇s Confessions

The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first list some of the significations into which Derrida disperses （forced, as he asserts himself, by an ＂inassimilable residue＂ in the text itself） the meaning that he has already construed as apparently simple during the first moment of deconstructive reading （i.e., ＂the doubling commentary＂）; the author will then go on to enquire into the operations which enable Derrida to arrive at these self-conflicting significations. The main aim of this essay is to demonstrate that it is not language alone that disables the philosophy of Rousseau and enables the philosophy of Derrida. When Derrida attempts to support his philosophy through an analysis of Rousseau＇s theory of language and the alleged contradictions in Rousseau＇s texts, he misinterprets basic tenets of these texts in order to make them conform to the presuppositions of the deconstructive approach. The ＂reversal＂ and ＂displacement＂ of metaphysical conceptuality in the text of the Confessions is made possible after the text has had meanings transposed into it from a plurality of other texts. Derrida attributes to the text significations he discovers by construing, explicating and over-reading passages that occur elsewhere in Rousseau＇s total oeuvre （especially in the Essay on the Origin of Languages）.

Three-Dimensional World of Similes in English Fictional Writing

The paper offers a three-dimensional linguosemiotic study of similes, which implies integral analysis of their semantic, syntactic, and pragmatic aspects. Such an approach to the study of similes is quite new as they have been hitherto considered either from a literary viewpoint as one of the stylistic expressive means of language or in the philosophy of language in correlation with metaphor. The three-dimensional linguosemiotic methodology of research has enabled us： （1） to reveal the cognitive, psychological, and metaphorical essence of similes and work out the invariant conceptual model which remains unchanged throughout their structural-semantic variation in the text; （2） to single out pragmatic features of similes, the set of which defines their linguistic status as a language-in-use construct, i.e., textual phenomenon; （3） to study the denotational-cognitive aspect of similes pointing out the parameters according to which similes have been differentiated into semantic types and subtypes and （4） to generalize the syntactical aspect of similes and define the set of their structural modifications in the text conditioned both by the intralinguistic regularities and by pragmatic factors. Therefore, we have worked out an interdisciplinary theory of similes implying the synergy of the data of linguistic, literary, cognitive, and psychological studies

Discussion about the Bachelor Thesis of Japanese Major in University

Currently, Bachelor thesis of Japanese major＇s main problems is related to the topics of the irrational, writing both impetuous attitude, which led to poor quality of the article, is worrying. There are many causes of the problem, and you can relax from the writing language requirements, the timing of mentor, and guiding additional academic writing courses in a bid to solve them.

Julia Lovell as a Faithful Rewriter in Translating Chinese Literary Text： The Version of A Dictionary of Maqiao as a Case in Point

As a professional translator, Chinese history lecturer and academic writer, Julia Lovell has made a lot of contributions in translating modem Chinese literary works into English. But the field of translation studies has not given due attention to her so far. Based on her own practice and understanding of translation, she presented the notion of faithful recreation as her translation principle. This article sheds light on how she implemented her translation notion in the process of her translation, taking her version of A Dictionary of Maqiao as a case to examine the effectiveness of her work under the guidance of faithful recreation. The discussion mainly focuses on the sound level, the grammatical level, pragmatic level, and original creativity

Theory of Textual Patterns and Discourse Coherence in Students＇ English Writing

The present study applies ＂Textual Patterns＂ like ＂general-specific＂ and ＂claim-counterclaim＂ to explore discourse coherence in Chinese students＇ English writing. The study confirms the function of the textual patterns as macro-structures for discourse interpretation and production, and proves textual patterns as effective tools in identifying and solving problems with discourse coherence in Chinese EFL （English as a Foreign Language） learners＇ writing.

一个踏足东西半球的客家基督徒世家初探：从《王氏家谱》说起

2003年冬，笔者在美国哈佛大学从事学术研究时，星期日上午到波士顿华人布道会守礼拜，因而认识了王志信先生。当王先生知道我其中一个研究课题是关于客家人的历史与文化时，他告诉我自己也是客家人。后来，笔者与王先生作了两次比较详细和深入的访谈。

Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison

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.