PROVIDING THE STUDENTS WITH EFFECTIVE FEEDBACK IN THE WRITING PROCESS

This paper focuses on providing effective feedback for the students in the writing process.Excessivemarking is defective as it reduces their motivation,whereas minimal marking is recommended as itimproves their inner drive for writing.In addition,there are other forms of feedback,such as peerfeedback,comments and face-to-face discussions.The students are required to act on the feedback totheir own advantage.It has been proved that the proposed correcting method is time-saving,chal-lenging and efficient.

On Peer Feedback Strategies of Process Writing in College English Class

Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.

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.

Principles in Teaching Process Writing in a Learner-centered Classroom

English writing is always a headache for both learners and teachers in ESL class. In this paper I will make an in-depth investigation of teaching writing in a Chinese ESL classroom based on my teaching experience as well as some literature review, and then propose some feasible measures constructed on the learner-centered principles and approaches, with the hope that they might help to bring along better results in my future teaching attempts.

Some Knacks of Studying English Writing： From My Own Learning Experience

A learner's stages of L2 development are connected by his or her L1 and culture. It is, accordingly, of paramount impor-tance to understand the second language learners' culture and learning process and better assist them through this process in theway of teaching them English writing.This essay has demonstrated several elements which affect learners' English writing throughmy own experiences, such as different cultures, reading and correct recognition of writing, and the writing process.

An Integrated Approach to the Teaching of English Writing

English writing, as a basic language skill for second language learners, is being paid close attention to. How to achieve better results in English teaching and how to develop students＇ writing competence remain an arduous task for English teachers. This paper introduces three writing approaches that are currently popular in English writing teaching field, i.e., the product approach, the process approach and the genre approach, and offers some discussion on the three approaches each approach shows its strengths and weaknesses, but meanwhile they are largely complementary. Then this paper attempts to propose an integrated approach which is not only a synthesis of the above three approaches, but also draws on some experiences of traditional Chinese language teaching methods.

Some principles of applying CLT to teaching English writing in China

Communicative Language Teaching approach is widely accepted in English-speaking countries. This article briefly introduces What is Communicative Language Teaching and its influence on the instruction of English composition. After that, it puts forward some principles that teachers of English writing should adhere to when trying to employ this teaching method in China.

A Case Study of Dynamic Assessment in EFL Process Writing

动态评估源于教学法和认识论的相互构成关系,它的理论基础是维果斯基的最近发展区理论的发展观。该理论认为教授与评估是不可分割的,学生未来的发展是依靠师生共同努力使学习者跨越最近发展区实现的。本文不但介绍了动态评估理论,并以此理论为支撑总结出一个英语写作教学的动态评估框架。依此框架展开的个案研究证明,对话式的教学不但有助于提高学生的写作兴趣,而且能提高学生的写作能力。本研究不仅对教学实践具有启发,而且也是国内英语写作教学中的一次创新。

You Blog： An Exploratory Study of EFL Students＇ Blogging Experience in the Thai-Japanese Weblog Exchange Project

Weblogs, writing logs on the web, have been popularly used as an instructional tool to facilitate, reading and writing instructions in ESL （English as a Second Language）/EFL （English as a Foreign Language） classrooms. This study employed weblogs to support the writing process of Thai EFL students and provided an opportunity for them to participate in a Thai-Japanese weblog exchange project. The results showed that student bloggers： （1） enjoyed blogging due to their perceived reading and writing incentives, the exchange of cultural knowledge, and networking; and （2） employed the writing process to complete their written assignments. Findings suggest that weblogs can foster EFL learners＇ motivation, development of reading and writing skills, and development of cultural knowledge, and facilitate their writing process via cyberspace.

Jemaa el-Fnaa Public Square： A Cultural and Literary Source in Ben Jelloun＇s The Sand Child and The Sacred Night

The purpose of this article is to analyze the significance of a special space, which has a particular meaning in Tahar Ben Jelloun＇s work： the public square of Jemaa el-Fnaa, Marrakesh＇s Medina Quarter. For Tahar Ben Jelloun, the well-known French Maghrebian writer, the process of writing begins with the emergence of creative evidence in speech. It is the matrix of his writing. Thus, an oral perspective is sketched out, a whole game of fleeting narratives told in the public square. This space is an ideal one that draws its elements from orality and contributes to the preservation of traditional knowledge and the implementation of common values participating in a collective memory. How does Ben Jelloun seize the voices that already exist in the real Public Square in order to engage them in his narrative？ A closer examination of the text enables us to unpick the process of Ben Jelloun＇s narrative strategies. In the public square, the picture that emerges is that two essential elements reveal the organization of the narrative： the cultural source and the literary source.

INTEGRATION OF TRADITIONAL CHINESE WRITING AND PROCESS WRITING APPROACHES IN TEACHING EFL WRITING

This paper adopts a pedagogical approach to theteaching of English writing to EFL learners of interme-diate or advanced level in China.The teaching ofwriting has been a problem to Chinese EFL teachers fora long time.On the one hand,they want to make anattempt to adopt fashionable and effective Englishwriting approaches,like process writing.On the otherhand,they are frustrated by the traditional Chinesewriting method.Some of our language educators arealways struggling against the influence of our tradi-tional Chinese writing method.A negative attitudetowards our mother tongue writing approach has beenestablished or accepted by most of our EFL teachers,which result in the EFL learners’panic in their Eng-lish writing course because they are afraid of being ac-cused of writing a Chinese composition in Englishwords.Needless to say,this kind of teaching stylecannot be effective and is frustrating instead.The au-thor presents an integrated and practical solution tothis problem and discusses the applicability of the ap-proach.The author discusses how we can effectivelyintegrate the traditional Chinese writing method andthe popular process writing approach in teaching Eng-lish writing.

THE PROCESS APPROACH TO WRITING

IntroductionIn China.the method for teaching writing for science students is always regarded as most difficult.Howto teach writing and to comment on or mark students’writing are frequently discussed topics.In thispaper.I will report on what I have done in my writing class.Process ApproachThe‘process approach’to writing is not a new approach:it has been around since the early 1970s.It isalso called a‘multiple drafts process’and consists of generating ideas(pre-writing/input):writing a firstdraft with an emphasis on content(to‘discover’meaning/author’s ideas):writing second and third(andpossibly more)drafts to revise ideas and ways to communicate of these ideas.

SELF-REGULATION IN COLLEGE ENGLISH WRITING

本文是关于在非英语专业大学英语写作教学中引入自我监控理论,帮助受试对自己的写作过程进行自我监控,以便提高大学生英语写作水平的一项实证研究。本研究以非英语专业102名一年级学生作为受试,分为实验班和控制班进行研究。研究结果表明,通过对写作过程的自我监控,受试的英语写作水平得到了提高。受试通过运用诸如annotation、graphic organizer、mnemonics、checklists等自我监控策略,不仅只关注语言表层错误,而且开始关注文章内容、文章结构等整体因素。

Towards English Writing Research with Chinese Characteristics

This essay first reviews the history of English writing research in China, focusing on the way that though Chinese students negotiated multiple languages and cultures, nationalism and positivism oriented most teachers and researchers to treating native English speakers as the target audience of student writing. The essay then reviews the research reported in this special issue. These studies have advanced English writing research in China by examining writing at secondary, college, and graduate levels, the multi-dimensional feedback that student writers receive, and identity construction in student texts. The essay concludes by pointing out avenues for future research in this area.

IMPROVING LEARNER MOTIVATION IN EFL WRITING THROUGH ON-LINE LEARNING

This paper introduces process writing approach, and theories of learner motivation and learner autonomy. A fieldwork experiment is conducted on the comparison of on-line learning and traditional face-to-face learning to find out whether on-line learning can improve learners' writing ability and learners motivation in EFL writing. The results show that on-line learning with its distinctive advantages where process writing approach can be carried out relatively easily can arouse learners' intrinsic motivation and enhance learner autonomy, thus improving learners' writing ability significantly.