The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

The Impact of Coordination Methods on the Enhancement of Business Writing

Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems.     

论文化差异对英语写作的影响

提高英语写作水平是英语学习者的一个难题。本文试图从中英两种语言在措词、造句、谋篇布局和文体等方面所表现出来的差异来论述文化差异对英语写作的影响,以使学生意识到这两种语言的差异,帮助学生克服母语的负面影响,写出符合英文表达习惯的纯正英文。     

《红字》中的字母“A”的含义解析

《红字》使作者Nathaniel Hawthorne一举成名。主要是他象征手法的应用极大地增强了他的作品的艺术效果。文章将对文中出现的字母“A”的集中象征意义作出解析,使读者对此有更深的理解。     

英语学习者写作中搭配错误的个案研究

根据搭配的相关理论，选取英语专业学生的英语作文为语料，分析这些作文中搭配错误的特点及成因，并据此为教学提供建议。     

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.     

赵嘏、杜牧卒年与《唐诗类选后序》作年考论

有学者认为<唐诗类选后序>撰于"咸通元、二年间"或"咸通三年前后",并据此和其他"根据"考订赵嘏卒于大中十二三年,否定杜牧卒于大中六年.经过分析考证,张祜卒于大中八年,杜牧则卒于大中六年底,且顾陶前后两序之撰写时间极为接近,均是大中十年先后所撰,因此赵嘏即约卒于大中八年.     

高职院校应用文写作教学设计初探

按照“实用性、科学性、易学性”的标准,高职院校的应用写作课程应力求突出培养应用文写作能力,以“简明知识,强化训练”为原则组合教学内容,加强训练的科学性、实效性,突出写作训练中的难点、重点,以贴近学生的职业需要。     

高职院校应用文高效课堂的评价

以学论教是评价课堂高效的标准之一,本文从学生课堂参与程度、学生书写应用文水平、学生实际工作能力三个方面来评价高职院校应用文高效课堂的开展情况,以推动应用文教学工作的进步,进而提升学生的综合素质,促进学生的成长。     

论应用写作教师的知识与能力结构

应用写作教学的终极目标是通过师生互动和写作实践活动让学生获得应用写作知识、能力和素质。在应用写作教学活动中,教师起主导作用。为了顺利实现应用写作教学目标,应用写作教师必须具备完备的知识体系和能力体系。知识结构主要包括应用写作专业知识、语言学知识、逻辑学知识、相关理论知识及其他多学科知识;能力结构主要包括准确把握教学内容的能力、获取和运用信息的能力、教学组织能力、文章写作及批改能力、科研能力。