Do students' beliefs about writing relate to their writing self-efficacy,apprehension, and performance?

This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write.     

大学英语写作的要求、问题和对策

“写”是英语语言学习的一个重要能力，通过分析大学英语写作的问题与困境，提出改进英语写作教学，提高学生写作能力的方法与策略。     

写作诗学:超拔、意味、过程及其他

写作在本质上是自适以他适,自超以他超。写作的“超拔”性对作者而言是自超,对读者而言,则是他超。一部好作品应该有意味,只有当意味包含了真诚与智慧,才能产生好作品。写作还应当遵循一定规律：重过程,轻结论。     

Cognitive processing of Chinese characters,words, sentences and Japanese kanji and kana: An introduction

Reading and Writing -     

写作的心理治疗与辅导:功能、原理及其应用

写作具有宣泄、抚慰、重构认知功能,从而在心理治疗中发挥着独特的作用。写作治疗的基本原理包括:降低压力经验的通达性,减少闯入记忆;形成叙事连贯,达到因果认识与领悟;对事件整合和重构,建构另种生活故事;把问题外化。写作治疗与辅导中的治疗性写作主要包括了日记、信件、自传和主题写作等类型。     

Ann Browne,Developing Language and Literacy 3–8

Reading and Writing -     

Table of Contents

Pedagogical Support for Classroom Collaborative Writing Assignments The Collaborative Nature of Writing Collaborative Writing and Pedagogical Theory Challenges to Integrating Collaborative Writing in the Classroom The Role of the Professor in Classroom Collaborative Writing Assignments Practical Benefits of Using Collaborative Writing in the Classroom Conclusion The Range of Collaborative Writing Opportunities Brief In-class Collaborative Writing Assignments Larger Collaborative Writing Projects Conclusion Constructing Collaborative Writing Assignments The Writing Process The Writing Assignment The Collaborative Writing Assignment Forming Groups, Training Students to Be Effective Collaborators, and Managing Collaborative Groups Forming Groups Training Students to Be Effective Collaborators Managing Collaborative Groups Conclusion Collaborative Writing and Computers Why Use Computer Technology to Teach Collaborative Writing? What Problems Might Arise in Using Computer Technology to Teach Collaborative Writing? Conclusion Grading Students' Collaborative Writing Projects Fairness The Problem of Cheating Rubrics Methods of Assigning Grades Conclusion Conclusions and Recommendations References     

Ruyu Hung. Education between speech and writing: Crossing the boundaries of Dao and deconstruction (London: Routledge, 2018)

Abstract

This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is published in 2018. The symposium is composed of four articles by four authors. They are “Introduction” by the author of the book; Morimichi Kato's “Writing, History, and Playfulness: A dialogical review of Ruyu Hung's Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction”; Xu Di's “Think Beyond Dichotomy: Discussant paper on Education Between Speech & Writing by Dr. Ruyu Hung”; and Chia-Ling Wang's “Buddhist unconsciousness: A language beyond phonocentrism and graphocentrism in postgraphocentric education”. This symposium creates new possibilities of understanding and exploring Eastern Asian philosophy of education.     

Argumentative writing: theory,assessment, and instruction

Reading and Writing - Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These...     

写作何以成为哈佛大学唯一一门必修课程——南希·萨默斯与赫明珠、于海琴的对话

写作是一种用文字和隐喻标记世界的方式,是一个引领学生批判地、深度地阅读和有效地、清晰地书写的过程,是一个让学生发现自己真正关心所在和写出自己所思所想的路径。写作课在美国高校通常是必修课,旨在培养学生的书面沟通能力和批判性思维。哈佛大学说理文写作课程创建于1872年,如今是本科生的唯一一门必修课。对话从南希·萨默斯完成的著作以及她对中国的关注开始,依次展开缘何倾情于写作教育、为何关注修订和反馈研究领域、如何创立哈佛本科生写作工程、因何设立研究生写作工作坊等话题。在对话过程中,萨默斯将所获成功归结为喜爱阅读、喜欢写作,指出学习写作是本科生学习科目的一种方式,认为写作是帮助学生确定人生方向的力量,强调写作是本科教育的核心、修订是写作的核心。另外,萨默斯还对学生写作者的修订策略、对学生写作者的反馈、工作坊中的写作伙伴、一万个小时定律、说与写的关系、写作时内心的恐惧、避免抄袭或剽窃等话题进行了阐述。     

大学写作学的体系建构及其学理的增补和异延

写作学成为独立学科既是学界同仁多年来奋斗的目标对象,也是一个不证自明的事实。但是,学术是要求证明的,首先是写作学理论体系的问题,由此指涉思想资源、学术典范以及从学理性增补和异延的意义上确立其命题域,从而建构一个立体的写作学体系。     

Cognitive predictors of arithmetic,reading, and spelling in Brazilian Portuguese-speaking children

Reading and Writing - We examined the contribution of a major predictor of basic literacy ability—phoneme awareness—to individual differences in two arithmetic computation tasks: a...     

Blog、BBS和E—mail在大学英语写作教学中的应用

Blog、BBS和E—mail是网络中功能强大的信息交互平台,有效地发挥它们在英语写作教学中的优势,就能够形成别具特色的教学方法,从而改善并丰富传统的写作教学。笔者充分发挥网络的集成功能和跨越时空限制等特点,将网络信息技术与大学英语写作教学相整合,很好地弥补了传统教学方式的不足,提高了教学效率。     

大学中文专业新闻写作教学之关键

新闻写作是大学中文专业写作课的重要教学内容之一.新闻写作的关键在选材,选材的主要标准有新闻价值、宣传价值、文学价值等.我国大学中文专业新闻写作教学理论二十多年一贯制,普遍忽略新闻写作选材以及选材主要标准这一重大关键问题.今后大学中文专业新闻写作教学和教材建设应把新闻价值、宣传价值和文学价值列为重要内容,以切实解决大学中文专业新闻写作教学的关键问题.     

Historical argument writing: the role of interpretive work,argument type,and classroom instruction

Reading and Writing - This study examines whether and how five novice history teachers incorporated writing into their instruction. We analyzed observations, student writing, teacher feedback and...     

Examining vocabulary,reading comprehension,and content knowledge instruction during fourth grade social studies teaching

Reading and Writing - Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study...     

浅谈学生作文中的"真实、虚假、虚构"

作文教学是语文教学的重点之一,学生作文出现"太真实"或"太虚假"的现象屡见不鲜,原因何在,如何正确理解"真实、虚假、虚构",写出高质量的文章,是值得语文教师共同探讨的话题.     

Effects of a read aloud intervention on first grade student vocabulary,listening comprehension,and language proficiency

Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first...     

Proofreading by students: implications of executive and non-executive components of working memory in the detection of phonological,orthographical, and grammatical errors

Reading and Writing - The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical...     

The role of reading difficulties in the associations between task values,efficacy beliefs,and achievement emotions

Reading and Writing - The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations...