What do student writers benefit from pre-writing discussions？

Given that speaking plays a fundamental role in writing, this paper reports on a one-year program of the training of student writers. This training program consists of three parts： a pre-training investigation over learners＇ needs and expectations, various forms of the pre-writing discussions over different stages of the program, and a post-training investigation to get the feedback from the learners.

PEP五上Unit4 What can you do A Read and write教学设计

一、教学目标1.知识目标(1)听懂,会说。"Mother Goat is ill.We can help her.OK,just do it!"等句型,并能在情境中运用。(2)巩固句型。What can you do?I can…2.能力目标(1)通过阅读,能完成Read and write的句子回答。(2)能培养学生的阅读兴趣。3.情感目标帮助别人是一种美德,鼓励学生力所能及地帮助别人。二、教学重难点重点:掌握句型What can you do?I can…并能熟练运用。难点:理解Mother Goat is ill.Just do it!三、教学步骤1.Warm-up and

基于port write事件触发的RapidIO节点动态管理方法

针对现有大规模的综合化电子信息系统中RapidIO节点管理实时性不强、CPU资源占用多的问题,提出了一种基于port write事件触发的RapidIO节点动态管理方法。该方法利用RapidIO交换芯片的port write包上报退网或者入网的节点信息,通过该信息动态管理RapidIO网络中的所有节点。工程应用实测结果表明,该方法实时性高,CPU资源占用少。

A Comparative Analysis of Syntactic Complexity in Applied Linguistics Abstracts Written by Chinese Novice Writers and Native English Advanced Writers

The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features that L2 learners can employ, as well as suggest which features they should focus on in English academic writing. To achieve this, all samples were analyzed for rhetorical moves using Hyland’s five-rhetorical move model. Additionally, all sentences were evaluated for syntactic complexity, considering measures such as global, clausal and phrasal complexity. The findings reveal that expert writers exhibit a more balanced use of syntactic complexity across moves, effectively fulfilling the rhetorical objectives of abstracts. On the other hand, MA students tend to rely excessively on embedded structures and dependent clauses in an attempt to increase complexity. The implications of these findings for academic writing research, pedagogy, and assessment are thoroughly discussed.

基于iWrite英语写作教学与评阅系统2.0的应用个案研究

iWrite2.0是新开发的提高英语写作教、学、研水平的教学与评阅智能批改系统。基于对该系统的使用个案研究发现:iWrite 2.0优点在于操作便捷、反馈内容较为全面以及能提高学生的写作自主学习能力;不足之处在于对错误类型标注和点评建议精准度不佳,以及抄袭检测功能欠缺等。在总结应用的基础上,提出智能与人工评阅相结合、灵活运用参数设置等建议。

What is the Most Effective Method of Error Correction in L2 Writing?

The efficacy of error correction and various kinds of correction approaches is one of the key issues in second language writing faced by both teachers and researchers. The current paper reviews the definition of error correction and examines the different views on whether error correction in L2 writing should be corrected. In particular, the paper discusses and analyses the three common correction methods: direct correction, peer feedback and indirect correction. Teachers are encouraged to weigh and analyze the advantages and disadvantages of these methods according to the current literature, employ the most beneficial error correction method in L2 writing, and adapt its suitability to their teaching context.

利用FETCH/WRITE方式实现PC机与S7PLC的直接通讯

介绍了西门子S7系统PLC和计算机通讯的几种方式,着重阐述了FETCH/WRITE通讯方式的组态配置、原理、报文格式等内容;同时描述了计算机通讯模块的TCP/IP Socket通讯的原理、程序流程图、多线程操作、以及如何利用VC++2005实现整个同模块。

在Write中编辑图像

Write是Windows 3.1中的一个字处理应用程序,用它不但可以建立和打印文件,也可以对图像进行编辑处理,但怎样在Write中编辑图像,还不为一般的Write使用者所熟悉,本文将对此作一介绍。 要编辑粘接或链接的图像,可以从Write内启动Paintbrush对图像加以修改,然后,再继续处理Write文件。

ASP.NET中Response.Write()方法的优势与不足

ASP.NET中Response.Write()方法在是初学阶段经常使用的一条输出语句。在Response.Write()方法中隐含着ASP.NET的很多基础知识。初学者在总结和实践的过程中会得到很多的收获。

Challenges for Graduate Writers

The ability to write effectively is becoming increasingly important, and instruction in writing is thus assuming an increasingly role in second language education, particularly the relationship between composition studies and second language studies has come to attract significant attention. The purpose of this paper is to discuss issues on academic writing confronted by student writers at graduate level. The conclusion of this paper will present some possible solutions to these problems.

Whadda they sayin?=What are they saying?

Americans speak fast in their daily conversationsand it is sometimes difficult for ESL/EFL learnersto understand them.This is because they often speakin a“short cut”—a relaxed way evolved throughmany years.Sometimes they even write in a

雅思写作教师教学认知调查——“Learning to Write”视域下的案例研究

在“learning to write”视域下,本质性案例研究以Hyland提出的二语写作中五个知识维度为理论框架,采用问卷调查及课堂观察,揭示了某培训机构中雅思写作教师的教学认知情况。同时,基于研究发现,研究者也提出了对雅思写作教师培训、教研的建议及教学启示。研究发现,1) 所有研究对象对“内容知识”维度的教学认知相对充分,且自身在教学实践中也相对侧重;2) 所有研究对象对“体裁知识”这一维度在理论层面上的主观认知较为模糊甚至明显匮乏,但在具体教学实践中却有个体化、碎片化的实践体现。同时,对“环境知识”这一维度的认知也相对匮乏,如对目标读者定位的不全面和对写作背景文化偏向的不了解;3) 虽有个体倚重方向的差异,研究对象对“系统知识”和“过程知识”的教学认知相对充分。除此之外,基于研究发现,相关教师、教学培训启示也进一步在文中进行了阐述。

基于“i Write写作教学与评阅系统”的大学生英语写作客观特征值分析

随着“i Write写作教学与评阅系统”在英语教学中的使用,写作教学模式发生了很大的改变。此系统使用一年后,本研究对该系统上大学一、二年级五个班的3416份作文进行了英语写作客观特征值分析,研究结果表明学生作文形符量能够达到四级要求,句长适中,词汇四级占比较高,但是类符、词元及词族较小,Nation Family level 3及学术词汇占比低,句法复杂度及可读性Flesch-Kincaid Grade Level较低,学生之间的差异相当大,学生作文水平有待提高。

How to Write English Titles, Abstract and Key Words for Folklore Papers： Practice and Analysis

Folklore research entails field trips, serve as secondary role. Writing of title, abstract and while textual study and circumstantial investigation merely keywords for folklore papers differs from that of other types of articles. Proceeding from writing strategies and linguistic features, the authors intend to share their experience with fellow researchers.

Class Central慕课课程How to Write an Essay教学设计分析

调研了美国Class Central网站发布的“2023年250门全球最受欢迎在线课程榜”19门英语写作类MOOC课程。How to Write an Essay被列为250门全球最受欢迎MOOC课程之一,源于其优质的教学设计:世界顶尖大学及其丰富的在线课程经验、优秀师资,教学目标注重培养学习者技能、终身学习理念以及抛锚式教学模式,这对于在线课程建设和教学具有借鉴意义。

To Write Self and World with Fun——Culture Mode in L2 Writing

The English writing is a fundamental and critical skill for English learners who they perform disatisfactorily in both classrooms and national writing tests. Culture Mode is hereby proposed The mode proposed is consisted of two parts: the compilation of reading materials and the reform of teaching process. An action research is conducted and interview is held to explore the efficacy of it to stimulate the students' interests in writing by reading crossculturally, to develop their writing skills by recording their daily life or their observation of the society, to cultivate their critical thinking by writing responses after each session of practice.

Security Threats to Business Information Systems Using NFC Read/Write Mode

Radio Frequency IDentification(RFID)and related technologies such as Near Field Communication(NFC)are becoming essential in industrial contexts thanks to their ability to perform contactless data exchange,either device-to-device or tag-to-device.One of the three main operation modes of NFC,called read/write mode,makes use of the latter type of interaction.It is extensively used in business information systems that make use of NFC tags to provide the end-user with augmented information in one of several available NFC data exchange formats,such as plain text,simple URLs or enriched URLs.Using a wide variety of physical form factors,NFC-compatible tags(wireless transponders)are currently available in many locations with applications going from smart posters,contactless tokens,tap-and-go payments or transport ticketing to automated device configuration,patient identification at hospitals or inventory management within supply chains.Most of these applications handle sensitive processes or data.This paper proposes a complete security threat model for the read/write operation mode of NFC used in Next Generation Industrial IoT(Nx-IIoT)contexts.This model,based on a wellknown methodology,STRIDE,allows developers and users to identify NFC applications vulnerabilities or weaknesses,analyze potential threats,propose risk management strategies,and design mitigation mechanisms to mention only some significant examples.

Students With Intellectual Disability Learn How to Write With Motivation and Joy

Reading and writing can be seen as two sides of the same coin but have different demands for the writer and the reader to handle.The aim of this article is to focus on writing,how to create texts when students have intellectual disabilities and how students with intellectual disabilities have improved their writing skills through an intervention study.Writing will be highlighted from different perspectives,mostly about how writing can be supported through a structural way of working.When it comes to reading and reading difficulties,many studies have been done from different aspects of these topics.Most of these studies are among students with typical intellectual development.Studies about writing development and difficulties are fewer in number than studies about reading,but these are also mostly about children with typical development.When it comes to students with intellectual disability,studies about reading are rare and even rarer when it comes to writing.With this article,we will shed light on how writing difficulties can occur in general development and also when students have intellectual disability.The intervention study presented in this article will give some examples of how teachers can support every student’s writing development.

For a Real Generic and Textual Competence in Written Production Among Secondary School Students in Algeria. What Relationship to Writing?

If,linguistically speaking,writing constitutes one of the two faces in the form of which discourse can be emitted,his place and his evaluation in didactics of the languages make anchor the feathers of the researchers in the field.To write or“to produce,to put in situation,to make happen in the direction of enaction”requires the mobilization of a generic and textual competence thus leading to the writing of different types of text according to various situations of communication.In language classes,our students often experience difficulties related to the practice of writing,sometimes causing inhibitions and avoidance strategies.We conducted a research entitled“For a real textual and generic competence in the written productions of high school students in Algeria(the case of three high schools of French Médéa)”.This research is part of several hypotheses corroborated by field surveys with a sample of students from three high schools of Medea.Our pupils,especially at the three secondary school,write very little.If they write,they do so in short texts.The approaches by type of texts(the argumentative,the narrative,the descriptive…)dominate.The pre-text process is often underestimated.The genre,whether literary or non-literary,is rarely taken into account in written production.Our work advocates a reconsideration of gender as an input for the improvement of writing.It defends writing process rather than handwriting transmission.The pre-text,whether collaborative or individual,must be taken into account.The project is an essential concept for implementing a writing project.

Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language:A Literature Review

Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.