基于能力本位的高职商务英语写作课程一体化设计

文章以商务英语写作课程的一体化设计为例,阐述了根据能力本位教育理念进行的课程一体化设计的目标应以就业为导向,其课程设计始终贯穿核心技能和专业技能,其课程实施采用任务主导、双线并行的模式,其课程评价多元化,以此使学生获得岗位操作能力并具备从事某一职业所必须的实际能力。     

现代汉语方言写作试论

在20世纪80年代开始,有不少作家公开称“用现代汉语方言进行写作”。方言写作有历史渊源,但方言写作从古到今都面临许多困难,特别是在普通话在全国全面推广的今天。     

本科生创造性实践能力培养与毕业论文写作

教育的宗旨是实现人的发展,创造性和实践性是人的本质特征,只有把创造性实践能力培养作为终极目标的教育才能称之为人的教育。高等教育作为培养高级人才的教育理应将创造性实践能力培养作为终极目标。毕业论文写作因其写作过程的自主性、写作方式的开放性、写作过程与写作结果（论文）并重评价的综合性等特征,使其在本科生创造性实践能力培养中具有得天独厚的优势。充分发挥这些优势,制定并实施科学的“毕业论文写作方案”、“毕业论文写作过程与结果并重评价的指标体系”以及“毕业论文写作教学监控管理办法”,是实现本科生创造性实践能力培养的有效途径。     

Classroom computer experiences that stick: Two lenses on reflective timed essays

Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students’ undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either method would independently. A quantitative approach appears to provide support for the hypotheses, revealing that students mention media-related experiences three times as often as they mention specific professors. A qualitative, close-reading approach both challenges and supports the hypotheses. The construct of media-related experiences includes mundane, instrumental encounters with computers as well as transformative experiences with them. This hybrid research methodology supports the identification of those transformative experiences and thus provides validity evidence for the use of reflective timed-essay responses in guiding endorsements of specific classroom practices.     

“This test makes no freaking sense”: Criticism, confusion, and frustration in timed writing

Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback.     

Native and nonnative rater behavior in grading Korean students’ English essays

The purpose of the study is to investigate rating behavior between Korean and native English speaking (NES) raters. Five Korean English teachers and five NES teachers graded 420 essays written by Korean college freshmen and completed survey questionnaires. The grading data were analyzed with FACETS program. The results revealed Korean raters’ inferiority in measuring linguistic components. Furthermore, the Korean raters were more severe in scoring grammar, sentence structure, and organization, whereas the NES raters were stricter toward content and overall scores. In addition, the analysis of the raters’ responses on survey discovered that the NNS raters’ perception spread into content and grammar as the most difficult feature to grade, while all NES raters thought content as the most difficult. Based on these research findings, future research suggestions and implications are discussed.     

从杨红樱现象看儿童文学出版的三个成功因素

21世纪以来,国内儿童文学市场因为杨红樱系列作品的出现而不断升温,竞争日益激烈.本文以杨红樱作品为案例,分析了其在作品创作、市场营销和走向世界这三个方面的具体做法,并认为这是儿童文学出版成功的三个重要因素.     

意识时间的还原——论史铁生的写作之夜

史铁生的“写作之夜”体现了他从关注外部世界到关注内部世界的的转变。“写作之夜”源于史铁生对时间的独特把握,他在现实生活中遭遇痛苦,因而突破自然时间的限制,进入到意识时间之中。意识时间才是史铁生的真正时间,它总被自然时间所遮蔽。“写作之夜”正是意识时间的文学还原。     

Story writing skills of adults with a history language-impairment

The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation. The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar, punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults with LI showed no difference from the comparison group in the length of their stories as measured by total number of words. The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood.     

The False Paths, the Endless Labors, the Turns Now This Way and Now That: Participatory Action Research, Mutual Vulnerability, and the Politics of Inquiry

Participatory Action Research (PAR) and its many variants are rapidly gaining prominence as viable research tools and methodological alternatives to address histories of exploitation, surveillance, and social exclusion, deeply embedded in mainstream research. However, it is at this transgressive intersection of theory, action, expertise, power, and justice that a host of new challenges to the conduct of research in collaboration with and not just on, or for subordinated people, emerges. This article attempts to intimately describe the challenges of using PAR methods to revise Paulo Freire’s notion of critical consciousness in the context of a parent organizing group and a youth research project, while taking seriously the speed bumps, multiple subjectivities, implicit racism, sexism, classism, and politics of knowledge production that are too often obscured behind published academic writing.