浅谈爱伦·坡对哥特小说的超越

艾德加·爱伦·坡的小说风格奇特恐怖,充满了神秘感。神秘感是作家苦心追求的一种效果,坡将卓绝的、独创性的心理描写和大量的内心独白放置在作品中完成神秘感的构建,揭露人性丑恶的本质。他不但继承哥特小说传统,而且超越了哥特小说而形成新一代恐怖小说风格。     

Adapting Levels 1 and 2 of Kirkpatrick’s model of training evaluation to examine the effectiveness of a tertiary-level writing course

This study adapts Levels 1 and 2 of Kirkpatrick’s model of training evaluation to evaluate learning outcomes of an English as a second language (ESL) paragraph writing course offered by a major Asian university. The study uses a combination of surveys and writing tests administered at the beginning and end of the course. The survey evaluated changes in students’ perception of their skills, attitude, and knowledge (SAK), and the writing tests measured their writing ability. Rasch measurement was applied to examine the psychometric validity of the instruments. The measured abilities were successively subjected to path modeling to evaluate Levels 1 and 2 of the model. The students reported that the module was enjoyable and useful. In addition, their self-perceived level of skills and knowledge developed across time alongside their writing scores but their attitude remained unchanged. Limitations of Kirkpatrick’s model as well as lack of solid frameworks for evaluating educational effectiveness in applied linguistics are discussed.     

I thought to myself: what a long way I’ve come … : teacher writing for professional learning

As governments the world over continue to advocate the importance of teacher professional learning, researchers and practitioners continue to explore ways to enact that learning in meaningful ways. The value of narrative for teacher education has been widely discussed and several studies show that learning is significant when teacher–writers engage in written dialogue. This article is a critical, narrative-based account of the professional learning of Orly, an Israeli teacher. Written reflection and narrative play a crucial mediating role in her learning. This practitioner inquiry explores narrative writing as a means of learning, empowerment and professional renewal for Israeli educators. The author presents multiple ways in which language from a professional learning context can connect with classroom practice and discusses the dialogical nature of this kind of learning.     

学生写作中人文意识缺乏的原因分析

目前状况下无论是中学还是大学,学生习作中人文意识的缺乏是严重的,其原因是综合性的.因此要想改变这种局面,真正、彻底地根治学生作文中人文意识缺乏这一问题,一方面要在写作教学中改变单一的模式化倾向,根据写作综合性特点,进行教学丰富性的探索;另一方面还必须着力于大环境的解决,使大环境成为具有浓郁的人文氛围的育人场所.只有这两者共同努力,才能在不断培养学生人文精神的基础上,增加习作的人文意识.     

英语写作素质培养探讨

从系统论和认识发展规律的角度,提出了英语写作素质培养的步骤:英语写作基本技能的培养;补充英语篇章结构知识,加强篇章写作的逻辑思维训练;提高学生英语表达词汇水平;勤写多练。     

《西游记》文体特征的再认识

以《西游记》早期版本世德堂本为依据,研究了校者华阳洞天主人和作序者的意图,认为胡适在《中国小说考证》中提出的"神话小说"的观点并非确切,反而远离了早期版本所提示的"寓言"之作的特质.     

让英语谚语在篇章中升华

英语谚语引用是英语运用实践的一种独特现象，它使英语表达生动形象，多姿多彩，闪烁出思想智慧的光辉和语言艺术的采。适当而恰当地运用这一语言表达形式，能够使篇章寓意深刻。韵味隽永，浪漫笔，丰富了语言表达方法。     

Extraordinary Animals and Expository Writing: Zoo in the Classroom

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed.     

论以“三不朽“说为特征的儒家人生价值观

文化的精华部分集中表现为哲学。中华传统哲学的最大成就是人生哲学 ,儒家的人生价值追求集中体现为“三不朽”说。儒学之所以两千多年来具有持久和深邃的魅力 ,其重要一点就在于深切关注并回应当下的现实人生 ,为解决现实人生问题提供价值资源 ,为人类生存提供价值座标追求 ,是我们抵制拜金主义、享乐主义和极端个人主义的思想武器     

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.