On the College English Writing Problems and solutionoriented approaches英語畢業(yè)論文

1、on the college english writing problems and solution-oriented approachesabstract this paper focuses on college english writing in a common problem in three areas, namely, the essay structure, content and language, and explored the reasons for these problems, thereby teaching of writing and writing f

2、rom the perspective of two changes made a number of the corresponding solution. key words english writing; writing teaching strategies; writing changes abstract: this article mainly discusses the problems in college english writing, including the text structure, content and language skills, and rese

3、arches the causes of those problems, thus puts forward some corresponding solutions to those problems from two perspectives: the teaching and correcting of the writing. key words: english writing, teaching strategies, correction of writing writing to judge the merits of the main three-pronged: the c

4、ontent, structure and language. today, although the english writing of university students have made some achievements, but regardless of the teaching of writing from the usual or college english four, six essays look at all there are many problems, such as the content of monotonous theme is not cle

5、ar, lack of supportive arguments arguments; text structure and less a reasonable sentence structure, paragraphs and sentences between the connection is not smooth; linguistic issues, such as to avoid the phenomenon, chinese english, grammatical errors, word errors. the reason for the main reaction i

6、n the following areas: language basics are not sound, as well as ethnic chinese and english two different modes of thinking lead to problems, such as articles often in english language, but the chinese way of thinking, chinese flavor was too strong. english language mainly in the following differenc

7、es: 1, the british national emphasis on abstract thinking, han ethnic re-thinking in images. 2, the british idea of national subject-object dichotomy of thinking, chinese nationalism, object integration. 3, the british national emphasis on formal logic, the han ethnic re-dialectical thinking. englis

8、h-speaking peoples in the thinking on the formation of a small to large, from near to far, from some of the to the whole mode of thinking. han nationality has led to an overall priority, from big to small, from pre-to post-mode of thinking. english passages are often the beginning of the first in di

9、scourse directly turned a deaf ear, its position clear. the chinese at the beginning of the article, often like to first introduce the background, environment, and then slowly rise to the theme. chinese re-parataxis and form loose god poly. the english re-shape together, buckle-style multi-faceted d

10、iscourse was extended in order to form connected, and therefore more emphasis on convergence, relying on logic, organization and adhesive means to achieve consistent results. 4, at the end. english and chinese at the end of the article emphasized the broad full text of the anaphora at the beginning.

11、 however, there are still certain differences, mainly the lighter end of the english language, attitude and objective, while the more serious end of the chinese language, tend to resort to using emotional tactics as well as its readers sympathy or emotions. these differences in students caused by a

12、negative article in the migration phenomenon. english writing is a complex thought processes, perception of cognitive ability, thinking skills, language skills, organizational ability and ability to have a very high self-monitoring requirements. first, the choice of words (word), sentences (sentence

13、), then group-segment (paragraph), written (composition). kroll has made to express their views, writing, who must take into account the structure of at least four levels: the whole text, paragraph structure, sentence structure and word structure. in recent years, a number of linguists english corpu

14、s-based study found that: english language communication is not just by word or phrase used to achieve a fixed, while 90% of the natural discourse by those who are in between these two the semi-fixed plate (chunk) structure to achieve a , the experts subdivided into sections as follows: first, words

15、 and phrases, that is, in the traditional sense of the word; second match; 3 is a common language; fourth sentence frame citation language. to learn how words and writing in english, sentences, moupian, first of all to the accumulation of knowledge of english language. krashen believes that writing

16、skills development and the process of second language acquisition same, that comprehensible input low affective filter. he also believes that writing comes from a large number of interest or pleasure based on the conscious active reading. second language learners by reading both the acquisition of m

17、orphology and syntax, but also to experience the organizational structure of the article and the authors writing skills, while the english language in which perceived social and cultural, which will apply to their own knowledge of english writing, so that their own the expression of the language awa

18、y from those ridiculous forms. study break rolls to write about if god. to expand the amount of english reading, full of real-corpus input, improve their english writing skills are an important way. first of all to learn the appropriate terminology, writing the choice of words should do the followin

19、g aspects: 1, to distinguish body language, written and spoken body body. 2, clearly part of speech, the term multi-sexual, derived words. 3, the use of idioms. 4, identifying meaning. synonyms and polysemous situation. 5, pay attention to spelling. writing, spelling mistakes often occur, capitaliza

20、tion, and punctuation issues. second, to be trained on how to write correct sentences. analysis of english language are, you can make full use of the morphological changes of word order and function word to express grammatical relations. it is sentences focus on the form of collusion, structural int

21、egrity, moral of the sentence in order to form; while the main use of english word order and grammatical function word to express the relationship between the typical analysis of language. sentence focus on ideas of coherence, not seeking structural integrity, intention to vote in order to form sent

22、ences. english, on the contrary, the sentence must be maintained among the components in the person, sex, number, when the meaning of consensus. (1) the subject-predicate complete. (2) word order appropriate (3) relationship consistent. sentence do the following five elements: the meaning and struct

23、ural integrity, coherence between words, words, simple, focusing on the content emphasized the diversity of sentence. also note that the main clause of the link structure of english; in the main clause of the connection structure, the structure of chinese subordinate conjunctions are often used in p

24、airs to indicate the main clause and the logical relationship between sentences, such as if . then, because . so, while . but unless otherwise . and so on. however, in english, where such structures do not exist pairs of connectives, the two conjunctions can only keep one. writing in english learner

25、s to use these structures, they can put these syntactic features of chinese to migrate to the clause in english can easily lead to such a structure in conjunction application errors. at the same time, teachers should change the emphasis on the teaching of language points explained, contempt sentence

26、 contrast to the sino-british phenomenon, there are significant differences in sentence for comparison. in other words, in teaching english and the gap between the need to extract relatively large areas, combined with text or student essays appear in the typical sentence for classified briefings to

27、deepen the students the impression that in order to enable students to conduct language output, try to avoid committing these errors. cultural differences increase the contrast, especially in the intensive reading class to introduce the contents of the western way of thinking, and comparison of chin

28、ese thinking, so that students on the english-language two kinds of thinking, there are different effects of visual experience. once again, paragraphs and whole chapters to enhance writing skills. paragraph is an integral part of the article, but also a self-contained, relatively independent whole.

29、it is usually the subject sentences, extended sentences, and the composition of the end of sentences. 1, subject sentence. subject sentences reveal the contents of the center section and placed at the beginning of the paragraph. from the rhetorical point of view, the subject sentence is appropriate

30、to compare simple sentence, so that the reader easily understand the thrust of the paragraph. 2, extended sentences. extended sentence content must be around the theme sentence, supporting sentence subject. 3, the end of the sentence. the end of the sentence is the sentence echoes the subject, it is

31、 usually derived extended periods presented results. there are several ways to begin paragraphs, such as by time started, according to the process started, according to spaces expand, according to the law for example, start by analogy and contrast started, according to causal analysis started, accor

32、ding to classification commenced or combination of several methods. each paragraph can be a rational layout and logical reasoning, then the article could be ripe for the entire piece perfectly. before writing the article, teachers can organize students to start a panel discussion on a topic, or take

33、 the form of classroom debate, so that the subject of an article in students all-round, three-dimensional deep discussion; the same time, teachers can be collected perspective to show up in the form of the outline and guide the students to classify ideas - positive or negative, primary or secondary,

34、 cause or result, positive or negative and so on. structured, you can ask students to the various viewpoints to add the appropriate over-expression, in order to improve or enhance the students writing the text difficult to achieve consistency in this weak link. in exploring the writing on the basis

35、of the specific teaching methods, then the next we should discuss how to write correcting the problem. modify the general use of writing in three ways: teacher reviews, peer revision and their own change. teacher reviews the paper must first be in need of feedback errors. identified the need feedbac

36、k error contains the following three steps: first, to understand the english language learners writing the most common type of error. the correctness of language point of view, the error can be divided into five kinds: the first one is morpheme errors, including verb tense, word formation, noun-verb

37、 consistency, as well as the definite article, singular and plural, possessive, etc. in error; second is the word error, like the election of the word, word type, usage, idioms, pronouns, etc. error; third is the syntax errors, such as sentence structure, write continuously sentence, sentences and o

38、ther errors in the film; article four kinds of a technical error, such as punctuation, spelling, etc. errors; fifth species other errors. the second is to understand the differences in the type of error. as the learners academic background, mother tongue (or dialect), the target language exposure, e

39、motional factors, learning styles, language, the different levels, the type of error will differ. finally, the error feedback to determine the priority principles. the first error is a holistic look at an error or a local error. overall error refers to errors that affect the overall understanding; l

40、ocal error is the understanding of the overall significance of the error does not have an impact. second look at the wrong frequency. whether individual or collective, high-frequency high-frequency errors errors, teachers should be given priority feedback. the third essay to see whether it is becaus

41、e the type of result in the likelihood of the grammar, vocabulary, technical and other errors. depending on the error and then determine the feedback approach. 1, direct feedback and indirect feedback. direct feedback refers to the teacher to correct student writing mistakes direct, indirect feedbac

42、k is through symbols, language code, language, writing tips and other means that students in the errors, but do not give correct. indirect than direct feedback feedback has more advantages. teachers pointed out that the students writing a mistake but does not provide the right answer, so you can for

43、ce the students to think, and then modify. this will help students a sense of responsibility, and awareness of the error, modify the error, the end to avoid the mistakes throughout the writing process to develop good study habits and effective learning strategies. reposted elsewhere in the paper for

44、 free download http:/ 2, suggesting that feedback and marking feedback. prompt feedback that teachers by giving an error circle, draw lines, tick and other means to indicate the existence of the error, but does not specify what is wrong, or what kind of error. tagging feedback is to use the symbols,

45、 codes, or methods such as cue to indicate the wrong location, but also pointed out that what is wrong committed by the students, or illustrating the type of error. 3, coding feedback (code identification) and language feedback (verbal cue). 4, close to the end of the feedback and feedback. nearest

46、feedback refers to the place where students make mistakes marking out its errors, or modify the error and the end of the feedback is the back of the student essay with some brief comments to point out the errors and the proposed changes to the error. brown to learners at different stages of language

47、 proficiency of language errors committed is divided into four stages, namely, random phase, beginning to bear phase, system phase and stable stage. in the previous two stages, the learners for the use of language structure in a completely non-system of the state, its performance typically can not b

48、e self-modification of the wrong, even though the teacher to point out the mistakes, he can not be modified. in the latter two stages, the learners errors are systematic, learners can modify their own mistakes, or modify the teacher or peers that error. according to the needs of teachers at differen

49、t stages of the feedback given in the corresponding way, a flexible manner. changes in their own self-monitoring can be used to study (self-regulation learning, srl) strategy, srl refers to the need to learn the knowledge and skill of their own thinking, and behavioral effects of the implementation

50、of control process. srl attention in the 1980s, the reason is because it emphasizes the learners autonomy and responsibility. self-monitoring of writing refers to writing to achieve their goals of self-thinking, emotions and activities, including raising the quality of writing ability, and written a

51、rticles. writing self-monitoring involves the following areas: self-editing, self-observation, self-judgment, self-reactive, self-directed, notes, memo checklists, error analysis and teachers revisions. metrics for the content, structure and language. writing for writing self-monitoring plays an act

52、ive role in raising the level of the first writers to monitor and help manage their own writing process, their own learning outcomes can make a positive response, and secondly, not only to regulate the process of writing can also monitor the writing the results, such as the right amount of monitorin

53、g can help writers determine their own writing goals, writing content, completion time, as well as to identify wanted to write and has been written about the content of what shortcomings and gaps between. students aware of the rich contents, logical chapter in the structure and precise language is t

54、o ensure a good article, three key factors. outlining in advance, self-monitoring, self-evaluation, self-correction can help students become independent learners improve their writing ability to inspire enthusiasm. self-monitoring allows students passively waiting for teachers to explain the marking

55、 becomes active writers; through the presentation of these writing strategies, and repeated practice, and eventually become an automatic writing mode, so that students can become more independent of their own articles more accountable. inspire students to understand their own writing in the process

56、of cognition inherent in the rules of the promotion of writing self-initiative. students in the teaching of writing to import self-monitoring strategies, not only allows students to language surface errors, but also allow them to focus the content of the article, articles, the overall factor structu

57、re. we have examined the teacher reviews and their own modified way, but these two approaches have some limitations, such as the changes themselves vulnerable to restrictions on their own perspectives and knowledge of teachers reviews though have a teachers knowledge of the benefits of a rich and au

58、thoritative, but because heavy workload of teachers can not be exhaustive, unable to make timely feedback from each article, therefore, modify the composition may well be a necessary companion complementary approaches. companion amendment has not been taken seriously and the use of reason is because

59、 people for the effect of changes there has been doubts, they worry about whether students will remain in the changes in those surface issues (vocabulary and grammar) at the expense of a higher level of article content and structures. according to evidence the existence of these problems, for three reasons: 1) the students own grasp of language structure is not solid; 2) the student sh