Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

College English Writing Instruction from the Perspective of Text Linguistics

This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.

The Study on College English Writing Based on Multi-dimensional Feed-back Mode

The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.

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.

A Cognitive Approach to the Teaching of College English Writing

One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂

Causes and Remedies of Chinglish in College Students＇ Writing

Based on the English-Chinese contrastive analysis of some famous linguists, this paper employs lots of examples to illustrate the causes and remedies of Chinglish in the writing of college students. The causes come mainly from syntactical incompetence, inadequate exposure to authentic English and students＇ adherence to the Chinese thinking mode. The most essential ways to reduce Chinglish are to build students＇ awareness of the distinction between the two languages, to increase the exposure to authentic English and practice writing more often so as to adjust students＇ Chinese thinking mode to that of English.

A Tentative Exploration of College English Writing Teaching with the Ge⁃neric Approach of Sydney School

This research proposal focuses on a tentative exploration of teaching procedures for college English writing with the ge-neric approach of Sydney School.This research will mainly adopt a qualitative research methodology,which aims to figure out the contextual configuration and generic structural potential as well as the register of a specific genre and assist students to write arti-cles of the target genre through teaching procedures like deconstruction,joint construction,and independent construction.

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.

Peer Feedback in College SLW Classroom

Writing, as one of the four major language skills, has been playing the same important role in China＇s ESL （English as a second language） classroom as the other three ones. Peer feedback is viewed as one of the effective ways experimented in foreign language writing classroom. Literature shows that different researchers do it in different ways in their contexts. In Chinese college SLW classroom, the peer feedback activities can be tried by following ＂pre-peer feedback＂, ＂while-peer feedback＂ and ＂post-peer feedback＂. The ＂pre-peer feedback＂ is the core that can assume the later steps and the activity quality.

An Empirical Study of the Washback of CET-4 Writing

This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.

Analysis of students＇ problems in writing with reference to theory of cohesion and Error Analysis

This paper is to advocate the necessity of Error Analysis （EA） and cohesion in college English writing teaching. By analyzing the causes of the cohesive errors, the paper wishes to catch the attention of readers to the benefits EA brings to writing teaching and the seriousness of the problems concerning cohesion in writing, and hopes that these implications for college English writing teaching would be of great significance.

An Approach to Teaching CET-4 Writing

English writing is gaining great attention and emphasis in Zhongkai University of Agriculture and Technology syllabus, and having an important role to play in learning and communicating. However, of the five items of CET-4 （listening, reading, vocabulary, cloze and writing）, writing remains the most difficult. Some new methods and activities are needed to maximize the efficiency of traditional methods and keep students interested in this course. This paper provides a step-by-step description of an integrated approach and activities in a writing course for non-English major students, which combines reading with writing and makes teaching writing become an integrated and interesting process.

LETTERS

Ilove being able to keep up with the latest China news via your magazine,even from so far away.I am a professor and I am writing to let you know that both teachers and students of our college enjoy reading your magazine,especially the column＂Characteristic Chinese,＂which helps us to learn more about Chinese language and culture.Although reading reports online is very convenient,we still enjoy receiving China Today regularly by post.

TEACHING WRITING IN THE COLLEGE ENGLISH CLASSROOM

Introduction College English Language Teaching (CELT) is a special term for teaching English to non-English major students in Chinese universities. Nowadays in CELT, more and more attention is being paid to writing. This trend seems to have been reinforced by the inclusion of a writing test in the National College English Test, which has great influence on CELT in China. However, because of time limitations on CELT courses, usually four or five hours a week, it is quite impossible to plan a specific writing course. As a result, it has to be integrated into other courses-in most cases into reading courses. In Chongqing University (Chongda), for instance, writing is included in Intensive Reading. Although writing is combined with other English courses, it has not been fully integrated. In other words, the course including writing is divided into two parts which have nothing at all to do with each other.