交互式数字叙事:加拿大Writing New Body Worlds阅读治疗新探索

文章基于相关研究文献与语料,对加拿大WNB阅读治疗实践进行梳理与归纳。WNB首次使用交互式数字叙事技术,构建面向公众的阅读治疗平台,以其交互式特征,融合了阅读和治疗引导两个过程,提供可访问的非临床方式,可面向大规模人群实现预防性健康干预。基于数据与计算的精准化阅读治疗是数字人文视角下的新变革,更具推广应用价值;以在线阅读平台建设为依托,推进实施平台化的阅读和治疗应成为未来发展方向之一;基于阅读形态与体验因技术赋能而改变的现状,图书馆应发挥引领作用,积极收集、创建或协助创建数字故事,推进阅读推广、服务与治疗的融合性发展,成为社区建设促进者、历史欣赏者和社区参与倡导者,也使阅读借助交互式数字叙事这一新载体,更好地发挥变革的力量,促进健康与幸福。

Deep-subwavelength single grooves prepared by femtosecond laser direct writing on Si

It is well known that femtosecond laser pulses can easily spontaneously induce deep-subwavelength periodic surface structures on transparent dielectrics but not on non-transparent semiconductors.Nevertheless,in this study,we demonstrate that using high-numerical-aperture 800 nm femtosecond laser direct writing with controlled pulse energy and scanning speed in the near-damage-threshold regime,polarization-dependent deep-subwavelength single grooves with linewidths of~180 nm can be controllably prepared on Si.Generally,the single-groove linewidth increases slightly with increase in the pulse energy and decrease in the scanning speed,whereas the single-groove depth significantly increases from~300 nm to~600 nm with decrease in the scanning speed,or even to over 1μm with multi-processing,indicating the characteristics of transverse clamping and longitudinal growth of such deep-subwavelength single grooves.Energy dispersive spectroscopy composition analysis of the near-groove region confirms that single-groove formation tends to be an ultrafast,non-thermal ablation process,and the oxidized deposits near the grooves are easy to clean up.Furthermore,the results,showing both the strong dependence of groove orientation on laser polarization and the occurrence of double-groove structures due to the interference of pre-formed orthogonal grooves,indicate that the extraordinary field enhancement of strong polarization sensitivity in the deep-subwavelength groove plays an important role in single-groove growth with high stability and collimation.

Scoring and Consequential Validity Evidence of Computer-and Paper-Based Writing Tests in Times of Change

Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom writing assessments.The present mixed-methods study used Shaw and Weir’s(2007)sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education.Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers(N=456 texts,152 per teacher)to examine the scoring validity of CB and PB tests.The teachers’perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests.Findings revealed that the assessment modality impacted teachers’scorings,perceptions,and preferences.The teachers awarded higher scores to original and transcribed handwritten texts,particularly text organization and language use.The teachers’perceptions of text quality differed from their ratings,and physical,psychological,and experiential characteristics influenced their preferences for assessment modality.The results have implications for the validity and fairness of CB and PB writing tests and teachers’assessment practices.

A Study on the Correlation Between LIWC Word Categories and Chinese Composition Writing Performance of Fourth,Fifth,and Sixth Grade Students

This study focuses on the analysis of the Chinese composition writing performance of fourth,fifth,and sixth grade students in 16 selected schools in Longhua District,Shenzhen during the spring semester of 2023.Using LIWC(Linguistic Inquiry and Word Count)as a text analysis tool,the study explores the impact of LIWC categories on writing performance which is scaled by score.The results show that the simple LIWC word categories have a significant positive influence on the composition scores of lower-grade students;while complex LIWC word categories have a significant negative influence on the composition scores of lower-grade students but a significant positive influence on the composition scores of higher-grade students.Process word categories have a positive influence on the composition scores of all three grades,but the impact of complex process word categories increases as the grade level rises.

A Study on the Effects of Different Interaction Combinations and Language Levels on Continuous Writing in Online Environments

This study was conducted with non-English sophomore students,aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment,and compare the differences in lexical alignments and composition quality of learners with different interaction combinations and language levels in the same continuous writing task through experiments.The results show that the mean values of the word-phrase alignment of the paired group were higher than those of the individual group in different interaction combinations,and the two groups showed significant differences;in terms of composition quality,the individual group was better than the paired group,but there was no significant difference between the two groups in terms of task continuation.Secondly,the word-phrase alignment and composition scores of the different language-level groups were higher than those of the same language-level groups,and there was a significant difference between the two groups in terms of word-phrase alignments,but not in terms of composition scores.The results of this study can be useful and informative for second language teachers in future continuous teaching in online environments.

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.

Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.

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.

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 Effectiveness of Peer Feedback in EFL Writing

Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.

Giving More Open Feedback on Student Writing

Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.

Laser direct writing of Ga_(2)O_(3)/liquid metal-based flexible humidity sensors

Flexible and wearable humidity sensors play a vital role in daily point-of-care diagnosis and noncontact human-machine interactions.However,achieving a facile and high-speed fabrication approach to realizing flexible humidity sensors remains a challenge.In this work,a wearable capacitive-type Ga_(2)O_(3)/liquid metal-based humidity sensor is demonstrated by a one-step laser direct writing technique.Owing to the photothermal effect of laser,the Ga_(2)O_(3)-wrapped liquid metal particles can be selectively sintered and converted from insulative to conductive traces with a resistivity of 0.19Ω·cm,while the untreated regions serve as active sensing layers in response to moisture changes.Under 95%relative humidity,the humidity sensor displays a highly stable performance along with rapid response and recover time.Utilizing these superior properties,the Ga_(2)O_(3)/liquid metal-based humidity sensor is able to monitor human respiration rate,as well as skin moisture of the palm under different physiological states for healthcare monitoring.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

A Study on Direct Feedback and Indirect Feedback in Graduate Students' Writing

Feedback plays a central role in writing development. However correcting students' writing is one of the most timeconsuming tasks for our senior English teachers. By conducting a survey of direct feedback and indirect feedback in students writing the author tries to test the influence of direct feedback and indirect feedback in graduates' writing.

Finding your scientific story by writing backwards

To succeed,a scientist must write well.Substantial guidance exists on writing papers that follow the classic Introduction,Methods,Results,and Discussion(IMRaD)structure.Here,we fill a critical gap in this pedagogical canon.We offer guidance on developing a good scientific story.This valuable—yet often poorly achieved—skill can increase the impact of a study and its likelihood of acceptance.A scientific story goes beyond presenting information.It is a cohesive narrative that engages the reader by presenting and solving a problem,with a beginning,middle,and end.To create this narrative structure,we urge writers to consider starting at the end of their study,starting with writing their main conclusions,which provide the basis of the Discussion,and then work backwards:Results→Methods→refine the Discussion→Introduction→Abstract→Title.In this brief and informal editorial,we offer guidance to a wide audience,ranging from upper-level undergraduates(who have just conducted their first research project)to senior scientists(who may benefit from re-thinking their approach to writing).To do so,we provide specific instruction,examples,and a guide to the literature on how to“write backwards”,linking scientific storytelling to the IMRaD structure.

Periodic transparent nanowires in ITO film fabricated via femtosecond laser direct writing

This paper reports the fabrication of regular large-area laser-induced periodic surface structures(LIPSSs)in indium tin oxide(ITO)films via femtosecond laser direct writing focused by a cylindrical lens.The regular LIPSSs exhibited good properties as nanowires,with a resistivity almost equal to that of the initial ITO film.By changing the laser fluence,the nanowire resistances could be tuned from 15 to 73 kΩ/mm with a consistency of±10%.Furthermore,the average transmittance of the ITO films with regular LIPSSs in the range of 1200-2000 nm was improved from 21%to 60%.The regular LIPSS is promising for transparent electrodes of nano-optoelectronic devices-particularly in the near-infrared band.

A Review ofTeachers’ written feedback in EFL Writing in China and Its Implications

The types of teachers’ written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers’ written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers’ feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers’ feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers’ written feedback.

ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses

This empirical study examines ChatGPT as an educational and learning tool.It investigates the opportunities and challenges that ChatGPT provides to the students and instructors of communication,business writing,and composition courses.It also strives to provide recommendations.After conducting 30 theory-based and application-based ChatGPT tests,it is found that ChatGPT has the potential of replacing search engines as it provides accurate and reliable input to students.For opportunities,the study found that ChatGPT provides a platform for students to seek answers to theory-based questions and generate ideas for application-based questions.It also provides a platform for instructors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses.For challenges,the study found that ChatGPT,if unethically used by students,may lead to human unintelligence and unlearning.This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to differentiate between meticulous and automation-dependent students,on the one hand,and measure the achievement of learning outcomes,on the other hand.Based on the outcome of the analysis,this study recommends communication,business writing,and composition instructors to(1)refrain from making theory-based questions as take-home assessments,(2)provide communication and business writing students with detailed case-based and scenario-based assessment tasks that call for personalized answers utilizing critical,creative,and imaginative thinking incorporating lectures and textbook material,(3)enforce submitting all take-home assessments on plagiarism detection software,especially for composition courses,and(4)integrate ChatGPT generated responses in classes as examples to be discussed in workshops.Remarkably,this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software.To maintain their effectiveness,similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.

A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners＇ English Writing

This study was designed to investigate the effect of written corrective feedback （WCF） on junior English learners＇writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program.Results included error distribution and WCF＇s effect on the subjects＇ writing. Specifically, the number of localerrors dropped more significantly than that of global errors. Both direct feedback （DF） and indirect feedback （IF）worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word,DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting ontheir own errors. For Chinglish and word order errors, however, IF＇s role was very limited in revision andcorrection, due to students＇ inefficient syntactic knowledge. This study indicated that WCF had varying effects fordifferent types of errors and a combination of DF and IF might be more helpful. In addition, positive input andcertain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.