writing

摘要： Recently,there has been a growing concern about low literacy performance levels among children and adolescents(Deshler&Hock,2007).According to the latest National Assessment of Educational Progress(NAEP)data released in 2007,34%of fourth-graders are classified as reading below baseline(Lee,Grigg,&Donahue,2007).The rate is even worse for children with learning disabilities(MD).Thus,improving literacy performance for these children was a primary concern for both teachers and researchers.Much of the current research focuses on the role of phonological instruction in improving literacy performance,however this present study explores a different choice.Since researchers have found data on children with dyslexia using morphology as a compensatory strategy in reading(Casalis,Colé,&Sopo,2004),it is important to investigate morphological interventions as a means of improving literacy performance in children with learning/reading difficulties,troubled readers and poor spelling.Although morphological awareness is more related to phonology or syntax than spelling and reading(Siegel,2008),it has received less attention from researchers and educators(Nunes,Bryant,Hurry,&Pretzlik,2006).For example,morphological instruction was not considered in the comprehensive review of the National Reading Panel published in 2000(National Institute of Child Health and Human Development,2000).With increased interest in morphological teaching,two compositions examining morphological teaching have been published in the last two years.However,they summarized the findings of the study more in a narrative rather than a statistical way.A recent synthesis by Reed(2008)examined seven published studies on morphological instruction and examined the effect of morphological instruction on three reading outcomes,including word recognition,spelling,and vocabulary development.

摘要： Halliday’s register theory is one of the important theories in the field of functional grammar.Halliday believed that register is a“functional variant of language”,a form of language change resulting from the change of situational context.Register consists of three parts:field,tenor,and mode.Register theory has been proved to be tremendously useful in English teaching and learning.This paper aims to briefly introduce the application of register theory in teaching college English writing.

摘要： Emotion is an indispensable factor in English writing.However,product-oriented teaching has paid too much attention to the interior form of writing with ignoring the emotional factors.Based on the analysis of emotional barriers and corresponding drawbacks caused by the traditional teaching method,this study proposes both communicative approach and process-oriented approach to help college students develop positive emotions in English writing.

摘要： 在这个互联网普及的时代,书信已逐渐被替代,但是它所代表的含义却是无法被取代的。Now more than ever,kids can learn about the importance and historical significance of card and letter writing.The practice helps to improve writing skills and literacy(读写能力).It also draws on a centuries-old tradition of writing,sending,and receiving letters,postcards,and greeting cards.Letter writing can be fun and personal.That''s what Samantha Webre,a third-grade teacher at Woodvale Elementary School in Louisiana,wants her students to experience.

摘要： Teacher:Why is your homework in your father’s handwriting(笔迹)?Pupil:I used his pen!

摘要： Culture and tradition are the soul of a country.When a country loses its culture and tradition,it is difficult for it to make progress.Chinese people protect their culture and traditions.I have learned about Chinese culture and tradition at school.

摘要： Opening Report of Masters of Mongolian Education is an im portant step to write a graduation thesis.The supervisor’s guidance is helpful for improving students writing ability and cultivating their habit of identifying and correcting m istakes.It is also the condition for successfully completing their graduation thesis.

摘要： This qualitative study utilizes a heteroglossic perspective and discourse analysis methodology to examine why and for what purposes three Korean-American third-graders engaged in translanguaging practices while writing in a Korean heritage language(HL)classroom in the U.S.translanguaging refers to bilingual speakers’natural strategy when they utilize their full language linguistic repertoires from their two languages.In performing the analysis of translanguaging purposes,I categorize the students’written translanguaging purposes into four categories:sociolinguistic,metalinguistic,sociocultural,and metacognitive.The findings show that the emergent bilingual students utilize their linguistic resources from both their languages through translanguaging,and their translanguaging demonstrates their sociolinguistic competence,metalinguistic awareness,sociocultural understanding,and metacognitive insight.The fluid way that the students translanguaged while writing suggest that they were employing their integrated linguistic resources,rather than utilizing each language separately to write.The findings substantiate the use of heteroglossic perspective to explain bilingual students’utilization of two languages while writing.

摘要： The teaching process of English writing in the colleges can be carried out with more effective and innovative approaches in the network milieu,and the concept of collaborative learning can also become the basic teaching philosophy of English writing.The teaching conditions of English writing in some colleges and universities were analyzed.In general,the overall teaching conditions suffer from many deficiencies,which become the aspects for developing English writing teaching activities based on collaborative learning in the network milieu.Achieving the teaching outcomes of either collaborative English writing or English writing on the basis of collaborative learning is not easy.This paper will analyze the difficulty of college English writing teaching based on collaborative learning in the network milieu,and put forward specific suggestions for teaching.

摘要： The aim of this study is to identify the development patterns of subject-verb agreement acquisition by Chinese learners of English across different proficiency levels.Data are drawn from 150 written responses from Chinese Learner English Corpus across three groups:secondary school tests,CET 4,and CET 6.The study establishes clear proficiency influence on the absolute accuracy of subject-verb agreement.However,slight signs of regression are examined in CET 6 writings.Possible theoretical and pedagogical implications are discussed.

摘要： Through taking the characteristics of multimedia technology into consideration, this paper exploresvarious teaching strategies to improve the emotional experience in primary and middle schools' Chinese writing, by adopting multimedia technology to create different scenarios. The teaching methods by the usage of multimedia can cultivate students' healthy mentahtv, enrich their emotional experience, direct their emotionalorientation and increase the interest and controllabihty of writing education, in order to release their mind tothe full extent and effectively stimulate their writing.

摘要： Through taking the characteristics of multimedia technology into consideration, this paper exploresvarious teaching strategies to improve the emotional experience in primary and middle schools' Chinese writing, by adopting multimedia technology to create different scenarios. The teaching methods by the usage of multimedia can cultivate students' healthy mentahtv, enrich their emotional experience, direct their emotionalorientation and increase the interest and controllabihty of writing education, in order to release their mind tothe full extent and effectively stimulate their writing.