如何写好商务英文电子邮件

本文详细地介绍了商务英文电子邮件的各个构成部分的写作要求和特点,并从词汇和句型的选用两方面探讨了商务英文电子邮件的基本写作原则,可以为写好商务英文电子邮件提供参考。     

商务英语电子邮件的写作范式

商务英语电子邮件是国际商务人员进行业务往来最普遍使用的一种联系手段。本研究从实践出发,分析了目前商务英文电子邮件写作中常见的五种问题,并选取了三种业务邮件,从写作方法和基本内容方面进行了探讨,力求形成一套完整而又可以重复操作的写作范式,期望研究结果有助于提高商务英文电子邮件的写作质量,并为商务英语写作教学提供参考。     

英文电子邮件的写作流程及特点

电子邮件是现代办公、商务和日常生活的重要交际媒介,英语电子邮件的写作是大学生应该具备的基本技能。本文分析了英文电子邮件的特点,具体阐述了英文电子邮件的写作流程和要点。     

商务英文电子邮件写作中应注意的问题

商务英文电子邮件是与国外商业客户进行交流的主要工具。本文对商务英文电子邮件的格式、原则及写作中应注意的细节进行了探讨。     

电子邮件——改变传统英语写作的新模式

Internet的迅速发展和广泛应用给教育带来了新的挑战和机遇。就英语写作教学而言,方便快捷的e-mail电子邮件,为英语写作教学展示了一个新的空间,通过e-mail进行写作从根本上改变了传统的英语写作教学模式。从电子邮件的特点入手,探讨e-mail在英文写作中的优势,并倡导英语教师在写作教学中使用e-mail,能更有效地提高英语写作效率及水平。     

中美学生电子笔友交流对英语写作能力提高的探究

2012年9月至12月期间,10名石家庄学院外国语学院大二学生与美国爱荷华州SaintAmbrose高校一年级新生,进行了电子邮件笔友交往。通过电子笔友形式,学生提高了英语写作能力,相对于写作课而言,笔友交流对学生学习英文写作具有明显的优势。通过词汇频率软件分析,进一步证明电子邮件笔友交流有利于学生英文写作的提高。     

日记“激活”初中英语写作教学

本文针对目前初中英语写作教学的现状,结合作者自身教学实践,就初中英语写作教学存在的实际问题、英文日记辅助英语写作教学的具体运用和相关注意事项等问题进行了探讨。     

支架式教学模式在高职英语教学中的应用——以英语教育专业“英文写作课程”为例

本文从分析传统英文写作教与学中存在的问题入手,提出了将支架式教学模式应用于英文写作教学中的理念,同时结合英语教育专业"英文写作课程"的教学实践,就具体的操作流程予以说明,以期能切实提高教学效果和学生的英文写作水平。     

电子邮件在辅助英语写作教学中的一些问题及对策

运用电子邮件辅助英语写作教学近年来已逐渐成为外语写作教学研究中的热点问题之一。现有的研究成果中论述较多的是电子邮件在写作教学中的优势和影响,对于它潜在的不利因素以及与教学法的结合问题则涉及甚少,这对于如何具体指导教学实践来说是一个不足。本文从这一角度出发,简述了电子邮件在实际写作教学中的常用模式,探讨其在辅助英语写作教学中的一些潜在的问题,并提出了一些相应的对策。     

电子邮件在大学英语写作教学中的作用研究

电子邮件写作教学是英语写作教学的一种方式。本文采用实证研究的方法,通过教学实验,考察了电子邮件写作教学对学生英语写作水平和非语言能力的影响。结果表明：电子邮件写作教学对提高学生的英语写作水平具有积极作用;电子邮件写作教学有助于培养学生的学习动机、自信心、自主学习能力、跨文化意识等非语言能力。     

体验英语写作教学资源平台在大学英语写作教学中的运用与评价

文章对高等教育出版社和清华大学杨永林教授共同开发的"体验英语写作教学资源平台"教学功能及研发理念进行了简要介绍。采用实验对比的研究方法检验了该平台在大学英语写作教学中的使用效果,数据统计分析结果显示:学生在使用该平台完成一学期的写作教学训练后,其写作能力有较显著提升,具体表现在内容表述、句式多变、语言正确等指标方面,写作成绩提高较为明显。     

Any Letter for me? Relationships Between an Elementary School Letter Writing Program and Student Attitudes, Literacy Achievement, and Friendship Culture

This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the dual role of teacher-researcher and worked for one school year with one teacher from each grade level from grade 1 to grade 5. The objective of the study was to explore the relationship between an innovative mailing program and children’s attitudes towards letter writing. This study employed both qualitative (conference with teachers) and quantitative (survey) methods. The author initiated the study with a presentation to the teachers (during a staff meeting) and to the children (in an assembly), systematically collected feedback from teachers to assess the program throughout the year, informed parents (through school newsletters), and assessed children’s attitudes towards both writing and letter writing at the beginning and end of the program. It was anticipated that the program would provide children with authentic writing experiences, foster positive attitudes towards writing, enhance their literacy skills, and in turn strengthen a “friendship culture” in the school by being coparticipants as readers and writers in the letter writing process. Data analysis indicated that children enjoyed the responsive letter writing process and that their self-perceptions as writers and their writing skills improved. Results support the introduction of an elementary school mailing program as a means to cultivate and strengthen positive relationships between pupils and invite family participation.     

自主性学习：提高大学英语写作教学水平的有效途径

针对目前大学英语写作教学在课程设置、教材编写、教学方式存在的问题,以及大学生写作能力普遍较低,难以适应社会需求的现状,文章提出把自主性学习原理应用在教学中,并进行了相关实践,结果表明,在大学英语写作教学中提倡自主性学习有很好的教学效果。     

Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.     

Almost 30 Years of Writing Research: Making Sense of It All with The Wrath of Khan

In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. Our final purpose was to describe the research we plan to do in the near future.     

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.     

Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy

This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3–5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3–4 years gained from literacy programs as much as did older children, aged 4–5, on all the measures assessed in our program.     

A Program for Facilitating Scholarly Writing

This paper abstracts an empirically based scheme for faculty development that helps faculty increase their productivity and satisfaction with scholarly writing. The step‐wise format focuses around workshops and office‐based contacts. Its steps include demystifying the writing process (e.g., belief that good writing is done in binges), generating momentum and ideas for writing (e.g., free writing), establishing self‐control in writing (e.g., contingencies), controlling mal‐adaptive self‐talk, and making writing more socially skilled. Faculty writers in this program have shown substantial increases in productivity and satisfaction over periods of at least two years. Success in implementing this program has borne little relationship to formal training or expertise of faculty developers as writers.     

英语写作教学与教学信息化——英文习作点评策略在平台上应用

写作课程一直是高校英语教学的基础以及必修课程。在英语写作教学策略的研究中,通过教学实践以及英语写作校级课题及其在推广应用过程中的反思,探讨学生习作在平台上共享与点评的过程对其提高写作水平的作用,并由此建立英语写作教学与教学信息化之间的紧密联系。     

Training and Scoring Issues Involved in Large-Scale Writing Assessments

Many states are implementing direct writing assessments to assess student achievement. While much literature has investigated minimizing raters' effects on writing scores, little attention has been given to the type of model used to prepare raters to score direct writing assessments. This study reports on an investigation that occurred in a state-mandated writing program when a scoring anomaly became apparent once assessments were put in operation. The study indicates that using a spiral model for training raters and scoring papers results in higher mean ratings than does using a sequential model for training and scoring. Findings suggest that making decisions about cut-scores based on pilot data has important implications for program implementation.