高校英语写作教学模式与改革研究

针对北京林业大学大学英语写作教学的现状和弊端,在分析写作过程教学法特点的基础上,拟定了一套新的大学英语写作教学模式,并通过为期两年的实验对比教学实践证明了这一模式的有效性。与成果教学法相比,过程教学法可帮助学生理解和内化写作的全部过程,提高了学生的写作兴趣,通过写作过程的培养,学生逐步获得了写作技巧。     

Relating Performance on a Standardized Writing Assessment to Performance on Selected Academic Writing Activities

Our objective was to study the relation between (a) the kinds of writing skills that can be elicited in a relatively brief, standardized writing assessment and (b) several nontest indicators of prospective graduate students' writing skills. Various nontest indicators were considered as criteria, but a particular focus was the quality of students' course-related writing samples. Two such writing samples were collected from each participant, along with considerable information about the nature of these samples. Thus, we were able to analyze the conditions and circumstances under which performance on a standardized writing assessment is (and is not) related to performance on course-related assignments. The results reveal modest relations between writing assessment essays and the various nontest indicators of writing skill. Performance on the writing assessment exhibited the strongest relation with course-related writing samples, arguably the most compelling of the nontest indicators of students' writing ability. There was no indication that the relation between performance on the writing assessment and the quality of course-related writing samples may depend on particular characteristics of the writing samples.     

Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability

A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality.     

Writing by academics: a transactional and systems approach to academic writing behaviours

The literature on academic writing in higher education contains a wealth of research and theory on students’ writing, but much less on academics’ writing. In performative higher education cultures, discussions of academics’ writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains under-theorized, and the exact nature of the challenge of academic writing is understated at best and misunderstood at worst. This paper offers a new approach to academic writing, based on a transactional and a systems model, which aims to understand academic writing practices. This paper offers a new explanation of the challenge of academic writing, defining factors that enable and inhibit academics’ writing.     

利用校园网络提高学生外语写作能力的可行性分析

大学生外语写作能力在网络技术日渐发达的今天变得越来越重要,而目前国内外对于大学生外语写作教学的探讨大多只限于基于传统纸笔写作的研究。文章从英语教学模式改革的必要性和可行性角度出发,在对非英语专业大学生的电脑外语写作能力和写作偏好进行调查,并在数据分析的基础上,提出了基于校园网的自主学习写作模式。     

Writing Development Over Time: Examining Preservice Teachers' Attitudes and Beliefs About Writing

Since writing ability has been found to be a key indicator of school success and successful participation in the workplace, it is important for preservice teachers to receive effective preparation in the area of writing. Reflecting on personal writing experiences allows preservice teachers to examine their own attitudes and beliefs about writing and the effects their attitudes and beliefs may have on their pedagogical decisions in the future. This article describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction. The following three broad themes emerged related to key influences in the development of positive and negative attitudes towards writing: (a) having writing published or showcased increases positive attitudes towards writing, (b) creative opportunities and process-oriented teaching strategies provide the most meaningful writing experiences, and (c) negative feedback from teachers adversely impacts self-confidence in writing skills and leads to negative attitudes towards writing. Three themes related to views of writing instruction and pedagogical decisions for the future also emerged from the focus groups. These were: (a) embedding writing opportunities throughout the day helps provide quality writing instruction, (b) preservice teachers who struggle with writing mechanics are hesitant about teaching these skills to their future students, and (c) preservice teachers do not agree on one specific methodology for teaching writing or the amount of time that they will teach writing in the future.     

基于QQ网络平台职高英语写作训练模式的探讨

通过网络信息技术与英语写作教学的整合,尝试在职高英语写作教学中利用QQ网络平台的空间日志功能和QQ群空间的文件共享功能,设计有效的教学活动,探索一种新的英语写作训练模式。基于QQ网络平台的职高英语写作训练模式的操作过程包括：开通QQ空间、建立QQ群的前期准备阶段,作文布置的写作准备阶段,学生写作阶段,修改和重写阶段,作品展示阶段。其意义在于：为学生提供了开放性的英语写作环境,为学生提供了一个互动交流的英语写作平台,为学生提供了一个反思总结的英语写作平台,丰富了评价手段。     

Writing week-journals to improve the writing quality of fourth-graders’ compositions

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.     

大学英语课堂写作教学探析

文章主要从大学英语课堂写作教学法角度提出如何培养学生的写作兴趣和信心,提出来了写作前先采访、看漫画写作、趣味写作三种写作教学策略,提倡教师批改结合小组合作学习评价相结合的作文批改方式。     

写作智慧与智慧写作——现代应用文写作策略初探

现代应用文写作策略是写作主体自觉、积极的智力活动，是特定写作语境下为实现写作目的预先设计的写作方法、手段和措施，是写作行为的策划和写作活动的部署及构想，包括文本写作策略和文本包装传播策略，核心是写作应对思路和行为控制。现代应用文写作策略可以决定写作行为的成败，因此，认识现代应用文写作策略有益于应用写作实践，提高现代应用写作社会效益。同时还可以提升写作主体智慧的地位和价值，有利于主体创造才能的发挥和培养。     

Historical view of the influences of measurement and writing theories on the practice of writing assessment in the United States

The purpose of this study is to examine the interactions among measurement theories, writing theories, and writing assessments in the United States from an historical perspective. The assessment of writing provides a useful framework for examining how theories influence, and in some cases fail to influence actual practice. Two research traditions are described to classify measurement theories (test-score and scaling), and three research traditions are proposed for classifying writing theories (form, idea and content, and sociocultural context). The results of this study trace the impact of measurement and writing traditions on writing assessment practices within selected time periods during the 20th century in the United States. One of the major findings of this historical analysis is that measurement theory has had a strong influence on writing assessments, while writing theory has had minimal influence on writing assessments. We also found support for the idea that a new discipline of writing assessment has emerged. This new discipline combines multiple fields including the writing, composition, and measurement communities of scholars, and it has the potential to set the stage for the future of writing assessment in the 21st century.     

试析后方法视角下大学英语教师在写作教学中的角色

大学英语教师在写作教学中的角色对学生的写作能力有着重要的影响.为了提高大学英语教师写作教学的效率和学生的英文写作能力,在分析大学英语写作教学现状的基础上,从后方法的视角就大学英语教师在写作教学中的角色定位和转换问题进行了探讨.     

国际汉语教学中写作方式对于写作效果影响的个案研究

如何提高汉语二语学习者的写作能力是国际汉语教学中一个重要的问题。本研究尝试通过一个小型实验,观察直接写作法、翻译写作法和提纲写作法这3种不同的写作方式对于3位写作者写作过程和写作成品的影响,分析3种写作方式各自的优缺点。研究结果显示,提纲写作法能比较好地平衡写作时间与作文质量之间的矛盾,具有一定的优势。研究同时发现,在西方二语写作中受到较高评价的翻译写作法并不适合于汉语二语学习者。     

小组活动在英文写作教学中的运用

在英语四项基本技能中,写是难以掌握的一种,但它在英语教学中却是薄弱环节。很多教师片面地认为写作是一种独立的个体活动,其实在写作教学中运用小组活动也能够有效地提高学生的英文写作能力。本文通过讨论写作与小组活动的关系,并结合实际的教学活动,提出了几种在写作课中进行小组活动教学的方法。     

Writing plan quality: Relevance to writing scores

If writing matters, how can we improve it? This study investigated the nature of writing plan quality and its relationship to the ensuing writing scores. Data were drawn from the 1998 Provincial Learning Assessment Programme (PLAP) in Writing, which was administered to pupils in Grades 4, 7, and 10 across British Columbia, Canada. Common features of writing quality were qualitatively identified in a sample of writing plans across the three grade levels. An analytic scoring scheme based on (i) identified features of writing quality in writing plans, (ii) evaluative terms commonly used as criteria to measure writing performance in both large-scale and classroom assessments, and (iii) theory and research in writing, was developed and used to assess a sample of 1,797 writing plans. Correlation and regression analyses were used to determine relationships between quality of writing plans and writing scores. Evidence of features of writing quality in writing plans was associated with higher writing scores. Identification of features of writing plan quality provides valuable instructional information to promote student writing.     

大学英语写作:融传统汉语写作于英语过程写作

长期以来如何进行有效的英语写作教学始终困扰着众多英语教师。他们既意识到过程写作在培养学生们实际写作能力方面起到的作用 ,又担心传统汉语写作对英语写作造成的影响。本文试图分析两者的可兼容性并提出对策     

The structural relationship between writing attitude and writing achievement in first and third grade students

This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences writing achievement in a unidirectional manner, (b) writing achievement influences writing attitude in a unidirectional manner, and (c) the effects of writing attitude and achievement are bidirectional and reciprocal. The model that best fit the data was based on the assumption that writing attitude influences writing achievement. In addition, the direct path between attitude and achievement in this model was statistically significant. Although third grade students were better writers than first grade students, there was no statistical difference in younger and older students’ attitude towards writing. In addition, girls were more positive about writing than boys, but there was no statistical difference in their writing achievement related to gender. This research extends models based on the cognitive and language processes of writing to include the role of attitude, which is an affective component of motivation.     

Writing to learn writing skills – a case study

The paper describes a case study in which the main objective is to understand how engineering students can improve their writing skills, regarding spelling and syntax, when taught specifically on these issues. The methodology Writing To Learn is applied in two courses and, making use of the written texts, the students’ writing skills are assessed and evaluated. In one course, writing skills are taught and assessed and in the other they are only assessed. The comparison allows conclusions on the success of teaching writing skills, the influence of text styles and the differences between basic and advanced writing skills. It was found that writing skills were successfully taught, particularly with regard to basic writing skills. Advanced writing errors are twice as common as basic writing errors. Schematic writing styles favour a reduced number of writing errors.     

小学高年级习作教学的要求与特点——对语文课程标准第三学段习作教学目标的认识

正确认识小学高年级阶段的习作目标,对促进整个写作教学改革有着重要的意义。小学高年级习作教学的目标概括表现在三个方面的内容:(1)让学生初步掌握四种文体的写作方法,提升习作能力;(2)强调写作既要珍视自我感受,又要学会传意交流;(3)要提高写作速度,适应社会发展需要。理解了这三点,就把握了小学阶段习作教学改革发展的方向。