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1.
英语议论文写作教学在专业英语基础教学阶段占有重要地位。对学生来讲,英语议论文写作是英语专业四级测试（TEM-4）的一个弱项。典型地表现在学生写前没有构思的习惯、用汉语式的思维模式进行英语表达和缺乏足够的英语议论文输入。文章基于国内外写作构思的相关性研究提出了培养学生构思性写作的意识、构建英语议论文语篇结构和增加英语议论文的输入量,以达到促进英语议论文写作教学的良好效果。 相似文献
2.
遵循指标体系编制原则,通过文献分析、调查修订,得出议论文写作能力的测评指标体系。通过探索性因素分析和验证性因素分析,论证了议论文写作能力测评的指标体系。高中生议论文写作能力框架主要由8个写作一级指标,包括搜集和积累材料的能力、思维能力、审题立论能力、选择论据能力、论证能力、语言表达能力、书写能力和修改能力及22个二级指标构成。 相似文献
3.
文章以写作教学中的过程写作法为理论基础,并将21世纪英文报论坛版应用于写作教学当中,通过阅读和写作任务相关的语篇来增加学生的语言输入,培养学生的英语思维能力及语感,并提高学生的实际写作水平。 相似文献
4.
议论写作是培养学生理性思维的重要途径。现行人教版普通高中课程标准实验教科书《语文》在习作程序、思维训练、"网络作文建议"及写作命题方式上都体现了积极意义。但现行教材议论阅读教学与议论写作教学脱节严重,二者无法形成互动互补的关系;逻辑知识片面,修辞知识及写作策略知识缺位,还无法完全应对写作教学实际。高中语文教材应根据以上不足增加相应的阅读鉴赏篇目和议论知识及训练计划,这是扎实推进议论写作训练的需要,并不违逆课改精神。 相似文献
5.
语言与思维密切相关,英汉民族各不相同的两种思维模式决定了英汉议论文的篇章结构有各自的特点。写作的目的是表达思想、实现交际。为了保证交际的顺畅进行,英语议论文理所当然应该用英语民族人的思维方式来组织结构,尽量避免汉语文章结构的负迁移。因此,在日常的英语专业写作教学中,教师很有必要努力探索语篇教学的方法并大力开展语篇教学。 相似文献
6.
西方古典修辞学“争议点”理论起源于法庭论辩,“争议点”意为“分歧”或“冲突”。当代学界对“争议点”理论的研究呈多元趋势。这一理论为高中英语议论文写作提供了崭新的研究视角,并有利于提高学生的写作能力和综合能力,促进学生之间的合作学习等方面都起着至关重要的作用。 相似文献
7.
语言教学的最终目标是培养学生利用书面或口头形式进行交际的能力.笔者在多年的教学实践中,根据学生特点,注重对学生初步的基本写作能力的培养,并逐步增加难度,提高层次,初见成效,本文就此谈些体会. 相似文献
8.
The primary concern of this paper is to address the issue of discrepancies between teachers intuitively defined stronger and weaker student argumentative writings.There exists a problem in Chinese university EFL writing classrooms that the teachers’remarks on student compositions are often found to be rather vague or even unhelpful.Remarks such as Needs further amendment and You wrote just like the way you speak cannot supply students with explicit reasons of what is really needed for their writing improvement.Affirming the dialectal view on text-context relationship held by Systemic Functional Grammar(SFG),the theoretical propositions of Rich Feature Analysis(Barton,2004) are contended to a sound solution to the problem proposed by this paper.To demonstrate its feasibility,the paper followed the gist of Rich Feature Analysis to analyze a corpus of four argumentative writings on same topics.The paper consolidates "the spoken-written continuum"(Barton,2004,p.64),and concludes stronger argumentative writings should own at least one of the following properties: product-like,condensed,recursive,coherent,distanced,and open to scrutiny.The absence of lexical density and nominalization constitutes the main reason for writing deficiencies by tertiary students.The implications for learning the register of schooling are discussed. 相似文献
9.
A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of writing samples contributed not only to what counts as “good argumentative writing” in that classroom, but how her instructional conversations with a group of 11th grade students revealed a shift in her “argumentative epistemologies” for teaching literature-related argumentative writing. We examine simultaneously the impact of instructional conversations on the evolution of the socially constructed definitions of good argumentative writing and the teacher’s shifting argumentative epistemologies by tracing the teacher’s socially constructed definitions of good argumentative writing in the instructional conversations around argumentative writing samples as they evolve and change over time.
The findings suggest that the interactional construction of “good argumentative writing” in instructional conversations was influenced by the broader instructional context (e.g., a testing regimen), by the teacher’s argumentative epistemologies for what counts as good writing, and by the conversational interaction of teachers and students in classroom lessons. 相似文献
10.
本文运用实证研究的方法。调查学生在英语电子邮件键友活动中遇到的困难，如写作能力不足、键友不回信、电脑操作上的困难、文化冲击等．探讨相应的解决方法，并根据调查研究的结果，对进一步开展英语电子邮件活动提出了若干建议。 相似文献
11.
针对初、高中语文教学在语文知识方面的语法知识、文言文阅读、论述文阅读、写作四大板块上的衔接需求,在相对应的继续教育课程设置上有具体体现,取得较好效果,真正做到为一线中学语文教学服务. 相似文献
12.
从中西思维方式的差异的角度，分析了对中国学生英语议论文段落结构的负迁移现象。提出在教学中，向学生传授英汉语言文化和中西思维方式差异的知识，引导学生用西方人的思维方式来组织英语段落结构。尽量避免汉语文章结构对英语议论文写作的负迁移。 相似文献
13.
从中西思维方式的差异的角度,分析了对中国学生英语议论文段落结构的负迁移现象。提出在教学中,向学生传授英汉语言文化和中西思维方式差异的知识,引导学生用西方人的思维方式来组织英语段落结构,尽量避免汉语文章结构对英语议论文写作的负迁移。 相似文献
14.
This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies. 相似文献
15.
The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian essay writing guides to support students’ development of a questioning, critical viewpoint. Thirty publically available guides were chosen from a range of university types, and sourced from central student learning units and humanities disciplines. Findings of this documentary analysis show that some guides provide too little context for essay writing as an academic practice, and conceptualise definitional, instructional and procedural aspects of the task in ways that may not align with intended outcomes. The conclusion indicates a need for further research about the teaching of argumentative essay writing. 相似文献
16.
Improving preservice teachers’ argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers’ scientific argumentative writing. The participants were 47 preservice primary teachers who enrolled in a Developmental Psychology course, and one lecturer. Preservice teachers progressively acquired the vast majority of aspects involved in scientific argumentative writing. The most important difficulties experienced by the preservice teachers revolved around intertextuality and the creation of theses. Key conclusions on this teacher education experience are presented in the final section of the paper. 相似文献
17.
批判性思维作为创新能力的核心部分,长期以来在教学中被忽视。批判性思维的缺乏又集中体现在英语专业学生在论文(包括毕业论文)写作中存在大量的问题和困难。根据国外的相关研究以及本文作者的教学实践,文章认为可以利用论文(包括毕业论文)写作指导的教学过程对学生进行批判性思维能力的培养。只要采用恰当的教学方法和模式,将有利于学生批判性思维的形成,提高论文(包括毕业论文)写作能力和毕业论文质量。 相似文献
18.
汉字书法当前正面临书写对象、书写方式和书写工具三项重大变化。面对这样的历史机遇和挑战,传统的汉字书法研究和书法教育面临一系列的改革创新问题,电脑硬笔书法便应运而生,有关它的理论、实践、教育普及等,提上了日程。在实践的基础上,概括了它的特点与优点,并提出了研究方向。 相似文献
19.
叙传性序文作为序体文学重要之一类向为研究者所瞩目,但关于汉代叙传性序文何以产生、盛行,其与传体文学尤其是后世之自传之异同,却鲜有研究涉及。笔者以为,汉代的叙传性序文盛行,就其本身的生发而言,主要体现在叙事学意义上的独具特色：而外部因素则与碑铭的兴盛、民间清议尤其是郡书的盛行有重要的渊源关系。 相似文献
20.
提出了议论文写作中思维的起点以及思维向纵深发展、思维向横向发展、思维向逆向发展等观点。强调了学生参加社会实践和认真学习马列主义、运用辨证唯物主义观点分析问题、解决问题对提高思维能力的作用。 相似文献
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