正文部分.docx
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正文部分.docx
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正文部分
I.Introduction
Learninglanguagecannotneglectwriting.Writingnotonlycanconsolidatethelanguagewehavelearnt,butalsoisoneimportanttooltocommunication.WritingabilitieshavebeenneglectedinChineforalongtime.Thewritingabilitiesofthestudentsareverypoor.Manystudentstodayfeeldeeplyinadequateordiscouragedwhentheytalkaboutthesubjectofwriting.Theyhavesomemisconceptionsormistakenideasaboutwriting.Thatledthemtounderrateormisjudgetheirowntalentsforwriting.Butwhatiswriting?
AsYuBaozhuasserts,"Sinceyoucanseehowadvantageous,necessaryandimportantwritingis,weneedtomakeclearwhatwritingis.Writingisbestthoughtofasaprocessofthinkingonpaperaboutatopic.Writinghereparticularlyreferstotheactivityintheclassroomcalled'classroomwriting’.Thiskindofessaywritingusuallyputsdemandsonstudentssuchaslimitedsubjects,aspecifiednumberofwords,andsometimesevenacertainform.Studentshavetomeettherequirementsoftheassignmentwhentheywrite.''(余宝珠,1004:
7)
Nowwehaveknowntheessaywritingisaprocess.Howcanwedevelopthestudents'writingability?
“Todevelopthestudents'writingability"meansthemultipletrainingofthe4abilities--listening,speaking,readingandwriting.Theyarecloselyinterrelated.Thisthesiswillgiveanaccountofstudiesonwritingprocessandrigidrulesforwriting.Italsoemphasizestheimportanceofthenewteachingconcept-student-centered.Itwillillustratesomeproblemsinwritingandgivesomesuggestions.
II.TheMultipleTrainingofthe4Abilities
Speakingoflanguageabilities,werefertothe4abilities-listening,speaking,reading,andwriting.Weneedtointegratetheminourteachingandlearning.Weusuallyusemorethanonesinglelanguageskillincommunication.Forinstance,onatelephone,weshouldlistenandspeaktoothers.Sometimesweshouldwritedownamessageandevenreadouttoknowwhetherwehavewrittentherightwords.Insteadofjusthavinglistening,thestudentscanhavespeaking,reading,andwritingpractice.ThiscanmotivatethemtolearnEnglish.Therearemanysituationsinwhichweusemorethanonelanguageskill.Itisvaluabletointegratethe4skills.
Astudentcanobtainthereadingabilitywithoutwriting.Butastudentcannotobtainthegoodwritingabilitywithoutmuchpracticeofreading.Readingisthesourceofwriting.Ontheotherhand,writingishelpfultoraisingtheabilityonreading.It'slogical.Ifyouwritemore,youwillunderstandthedifficultiesinwriting,andyouwillbewatchfulmoreonthegoodchoiceofwordsandwell-organizedsentences.Thusyouaresuretocomprehendandevaluateagoessay.
Speakingoflisteningandspeaking,theyplaythemostimportantrole.Byaroughestimation,Englishverbalphrases,whicharemostfrequentlyused,aremadeupofabout30or40verbs,andaboutadozenorsoprepositionsoradverbs.Ourvocabularyissmall,butitshouldnotstopusfromusingthesefewwordsdailyuntilitbecomesfluentinourthinking.Tocommunicatewithothers,wemustchoosethesuitablewordstoexpressourideas.Gradually,suchpracticewillhelptodevelopthewritingability.
Fromabove,wecanseethe4abilities-listening,speaking,readingandwritingarecloselyinterrelated.Onecannotobtainthewritingabilitywhichneglectingtheotherthree.Thuswecanseetodevelopthestudents'writingabilitymeansthemultipletrainingofthe4abilities.
III.ThewritingProcess
Justlikespeech,writingallowsustoconveyourideasandopinions.However,comparedwithspeech,writinggivesusmorefreedomtoexpressourselves.Itgivesusmoretimetoconsiderwhatmewanttosay,anditpermitsustowritedownwhatweareafraidtosayaloud.WangQiangclaims,"Inordertomotivatestudents,weshouldadvocateauthenticwriting;thatis,askourstudentstowritethingswewriteinrealityorthingstheywanttowriteabout.Inordertomaketheteachingofwritingeffective,weshouldadvocatetheprocessapproachtowrite;thatis;guidethestudentsthroughtheprocessofwriting.Webelieveweshouldmakestudentswanttowriteinthefirstplace,thenteachthemhowtowrite"(王蔷,2000:
138).Nowwehaveknownthatessaywritingisaprocess,butyoumightaskwhatthe"writingprocess"is.AccordingtoYuBaozhu,"Thewritingprocessisaparticularorderandleadingtoaspecificresult.Whenyoubegintolearnhowtowritewell,youmustfirstrealizeasimplebutoftenoverlookedfact.Thatis,whenyouwrite,yougothroughaprocess.Themoreawareyouareofthestepsyougothroughinthisprocessandthebetteryouareabletocontrolthem,themoreeasilyandsuccessfullyyouwillwrite.Ifyouarenotawareofsomeofthebasicstepsinthewritingprocess,orifyouhaven'tfoundthebestorderinwhichtheyarecarriedout,youwillprobablyfindwritingmuchmorefrustratingthanitneedstobe."(余宝珠,2004:
9).Generallyspeaking,Yuclaimsthat"classroomwriting"isafive-stepprocess:
generatingideas,organizingideas,writing,revising,andediting.Thefirsttwostepscanberegardedastheprewritingsteps,andthelasttwoastherewritingsteps.Thesestepsoftenoverlapandevenruntogether.Bymyself,writingitselfcanoftenbecomplex.Veryoften,thebestwaytotreatcomplexwritingistobreakitdownintoevensmallersteps:
findingatopic,narrowingthetopic,developingacentralidea,developinganoutline(usingbrainstorming),thefirstdraft,revising,proofreading,peercorrection,rewrite
IV.EfficientApproachestoImproveStudents’WritingAbility
4.1GoodPreparationsforWriting
4.1.1FormingaTopicSentence.
Towriteagoodparagraph,theWriterfirstneedstodecideuponhispurposeinwriting.Inordertocommunicatetheideainaneachparagraph,thewritercandothisbystartinghisideainatopicsentence."Thetopicsentenceisanemphaticallyplaced,explicitstatementofthecentralideainaparagraph.Asthewriterwritesacomposition,heisresponsibleforkeepinginmindhispurposefirmlyandcontinuallysignalingittohisreader.""Atopicsentencedoestwothings:
a.Itlaysdownthesubject;B.Itputsforththemainideaaboutthesubject.Thefirststepinwritingatopicsentenceistochooseasubject-oneweknowsomethingabout,obviously.Thenextstepistosaysomethingaboutthesubjectinonesentence."(麻保金,陈明发,RebeccaNewfeld,2004:
135).Accordingtothis,atopicsentenceincludestwoparts:
Topic+ControllingIdea.Forinstance,
Smokingcigarettesisharmfultoyourhealth.
TopicControllingIdea
Agoodtopicsentenceisnottoogeneralnortoonarrow.
Exerciseisgoodforyou.(Toogeneral)
Aneroticexerciseisgoodforyourhealth.(Suitable)
Tosumup,therearefoursteps:
(1)Choosingatopic.
(2)Narrowingatopic.(3)Outliningtheidea(4)Formingatopicsentence.Rememberthattopicsentencemustbevivid,stimulating,andexciting,sothatitcapturesthereader’sinterest.“…Thetopicsentenceshouldsetthetone-forexample,humorous,whimsical,reflective,orsatirical-andsuggestthemethodbywhichyouwilldeveloptheparagraph.Thetopicsentencecancomeattheendoftheparagraphorsomewhereinthemiddle,butusually,itisthefirstsentence.”(JohnMcCall,2005:
17).
4.1.2CollectingInformation
Beforewriting,thefiststepthestudentshouldtakeistocollectasmuchinformationaspossibleconcerningthetopicorthethesis.Theyarevaluablematerials.Inasense,themorematerialsyoucangather,themorelikelyyouwillbeabletowriteacompositionrichinthoughtandpersuasiveinargument.Thissuggeststhatweshouldreadasmuchaspossibletoknowmoreaboutthelatestdevelopmentinscienceanddailylife.
Now,Let'sseeanexercise:
Peoplehavedifferentpreferencesforspendingleisuretime.Somepeopleareveryactivephysically,andlikespendingtheirfreetimerunning,swimming,playingfootballortennis.Otherpeoplewouldratherspendtheirleisuretimeinmorequietways,likereadingorlisteningtomusic.Comparethewaysofspendingleisuretime.Whichtypeofactivitiesareyoumorelikelytochoose?
Why?
Fromthispassage,thestudentsshouldexplainthefeaturesandadvantageofthetwotypesofactivities.First,thestudentshouldwritedowntherelevantideas.Forinstance:
Activeactivities
Jogging,swimming,football,tennis,etc.
Makebodystrong
Goodforheart
Manypeopleexercise
Makefriends
Worktogether,thereforeteamwork
Chooseyourowntime
Quietactivities
Calm,relax,thereforegoodforthemind
Groupactivities
Discussing,listeningtomusic,interesting
Goingtomoviesconcerts,etc,wonderful
Individual
Mypreferredtypeofactivity
Reasons
Examples
Youmayorganizethesematerialsandchoosetheusefulones,thenwriteouttheoutlineasfollows:
I.Activeactivities
A.Healthforbody
1.Goodforheart
2.Makeyoustrong
B.Groupactivities
1.Makefriends
2.Learntoworktogether/teamwork
II.Quietactivities
A.Healthforthemind
1.Youcanbecalm
2.Youcanrelax
B.Examples
1.Listeningtomusicisinteresting
2.Goingtomovies,concerts,iswonderful
III.Mypreferredtypeofactivity
A.Reasons
B.Examples
Intheprocessofarrangingyourrawmaterialsaccordingtoacertainstandard,youareonthewaytoorganizeacoherentandunifiedcomposition.
4.2AvoidingChinglish
"Chinglish,acoinagefromChineseEnglish,isanonstandard,abnormalEnglish.ItcomesfromtheChinesestudents'wronguseofEnglishwords."(麻保金,陈明发,RebtllaNenfeld,2004:
301).WhenChinesestudentsarefacedwithEnglishwritingthefirsttime,theycannotwriteinthesamewayasanactiveEnglishspeakerdoes.Tosome
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