Student Journals and Student-constructed Questions in a Primary Mathematics Classroom

Eleven Grade 6 students from a class of 26 Canadian children (comprising both Grade 5 and Grade 6 students) were the focus of a 15-week study on students' mathematical learning through writing, where Student Journals (SJ) and Student-Constructed Questions (SCQ) were used by the class teacher as an integral part of her lessons on common and decimal fractions. Student interviews, classroom observations and a teacher interview complemented the analysis of SJ and SCQ. Both writing tasks evidenced students' mathematical learning, but while the SCQ indicated students' fraction knowledge more clearly, the SJ did not communicate students' understanding of fractions as well as student's verbal discussion and explanations did.     

Everything is illuminated: What big data can tell us about teacher commentary

What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (Connors and Lunsford, 1988, Lunsford and Lunsford, 2008, Moxley and Joseph, 1989, Moxley and Joseph, 1992, Schwartz, 1984, Sommers, 1982, Stern and Solomon, 2006), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment.     

Interest in an expository text: How does it flow from reading to writing?

This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found.     

中外文医学核心期刊英文题名分析与思考

[目的]对比分析中外文医学核心期刊英文题名特征,为提高中国作者撰写论文英文题名能力与提高医学核心期刊学术水平提供借鉴。[方法]分别从五种国际高影响力外文医学期刊与五种中文医学核心期刊中选取同期发表的150篇论文的英文题名进行对比分析。[结果]在题名词数、冠词与中心词的使用、题名构成形式、副标题的使用及其他书写习惯等方面,中外文期刊存在较大差异。[结论]中国作者应在语言学方面提高正确率,使题名准确、简洁又具体。同时,在规范题名写作与提高写作质量方面,国内期刊应适度学习国际知名期刊的做法,以增加被检索引用的几率。     

谈诸葛亮形象的塑造对写作的一点启示

《三国志演义》在塑造诸葛亮这一军事统帅形象时,巧妙地把诸葛亮因主观上的失误而导致的失败归之于客观上的不可为;艺术地略写失败的结局,而详细展开能表现其神机妙算的情节,使诸葛亮的形象在失败中闪光,行文中赞颂之情充满字里行间,从而把诸葛亮刻画成了智慧的化身、常胜的统帅。鉴赏诸葛亮形象的塑造,可以从中得到对写作有意义的一些启示。     

从翻译目的论角度重新思考严复“把翻译当创作”

在翻译目的论的观照下,翻译中的诸多因素,如译者的作用,接受者的角色以及原语文本的地位等都在这一新的理论视角中出现了新的意义,这些理论参数为我们重新思考、评价严复的"把翻译当创作"提供了一个新的视角,冰释我们心中诸多的疑团。     

关于《出版物上数字用法的规定》修订的建议

讨论国标《出版物上数字用法的规定》中存在的问题及其成因,并提出修订的建议.     

高考英语书面表达评分标准的问题与建议

随着新课程改革的不断深入,教学理念逐步更新,学生的英语水平也在逐渐提高,但沿用多年的高考英语书面表达的评分标准并没有与时俱进,已经不能完全适应英语教学改革的要求。笔者认为,与《课程标准》相对照,它存在对学生的书面表达能力要求偏低的问题;与托福等考试的写作评分标准相比较,其整体评分方式不确定度相对较大,分项式描述不尽合理。针对上述问题,本文提出了"改良的整体评分法"的建议。     

朱自清、朱光潜的写作理论

在现代写作理论史上，朱自清，朱光潜的研究成果是很有价值的理论遗产。“二朱”身为名作家，学，兼具中西学术，语的深厚修养，在写作理论方面的建树更具视野开阔，见解深刻的特色，当前写作理论应认真研究，从中汲取营养。     

试论现代写作学理论范畴的逻辑系统

现代写作学的理论建构只能走自我创建之路。现代写作学的范畴研究 ,从“老八块”到“新八论” ,朝着动与静、人与文、知与行、宏与微四结合的方向发展 ,形成了由“写作现象”、“写作行为”、“写作内核”三大系列构成的逻辑系统 ,显示出由表及里的包容性和由里而外的生发性