高校应用写作教学中的困惑与出路

应用写作以其广泛的社会需求而受到高校的关注,但在教学中存在着一些问题,主要有:不重视任课教师的选配、任课教师职称评定难、任课教师的理论教学与写作实践脱节、学生的言语能力与写作水平下降。为切实解决高校应用写作教学中存在的问题,为社会培养复合型应用人才,学校领导要充分重视,从政策上予以保证;同时,教师要从事一些秘书写作工作,将理论与实践结合起来。而重视教材建设等,是解决上述问题的重要措施。     

电子病历的现状与难点分析

探讨电子病历的发展现状及难点问题。查阅相关文献,比较分析电子病历的国内外现状,总结其实施过程中的难点问题。电子病历的法律、技术、管理方面的难点问题有待进一步解决。电子病历的实施是一个复杂的系统工程,需要各个方面的努力。     

Usability Research in the Writing Lab: Sustaining Discourse and Pedagogy

Redesigning Purdue's Online Writing Lab (OWL) presented the opportunity for collaboration among Writing Center and Professional Writing Program members. While the article briefly describes the OWL redesign process, the argument focuses on collaboration and presents a model for sustainable intraprogram collaboration. Following Hawhee, usability research is defined as “invention-in-the-middle,” which offers a model for understanding research process as part of the infrastructure of new media instruction as described by DeVoss, Cushman, and Grabill. This article offers four stakeholder perspectives on the process of participatory technology design: of writing center administrators, graduate students, technical writing practitioners, and writing program graduate faculty members. The model asserted by this article presents a dynamic understanding of expertise and of fluidity in the roles of participants. Collaborative usability research, seen as invention-in-the-middle, contributes both to long-term sustainability of technological artifacts as well as the discursive interactions among stakeholders whose work supports these artifacts.     

Collaborative writing in multiple discourse contexts

Research in computer-supported writing has traditionally compared electronic communication with oral, face-to-face communication to identify the benefits and weaknesses of each, as if they entailed dichotomous choices. In this article, we challenge that view and argue instead that any form of communication and its educational usefulness is shaped by the situation in which it is used, the backgrounds and goals of the participants, the institutional and technological setup, and the intended purpose of the medium. Three modes of communication in one graduate course are examined — oral discussion, synchronous written discussion on a local area network, and asynchronous written postings on an email list set up for the class. It was found that patterns of participation, topic introduction, and topic development differed across the three communication modes, but that the three were interwoven with each other and embedded within the larger classroom context and forms of knowledge creation in the class. Thus, rather than examining different communication media separately, researchers interested in understanding computer-supported collaborative writing need to look at how different media are used to create a meta-medium, which is established by the discourse community involved.     

墨水直写、喷墨打印和激光直写技术及其在微电子器件中的应用

直写技术是一种新型微加工技术,其加工过程不需模板并可在亚微米至厘米范围实现材料加工成型.墨水直写、喷墨打印和激光直写作为最常用的直写技术,具有强大的二维、三维成型能力和优异的成型精度,可实现金属、陶瓷、聚合物、水凝胶等复杂构型的程序化构筑,被广泛应用于微电子、组织工程、微流控等领域.阐述了这3种直写技术的构型原理和材料选择,重点介绍了其在微电子器件制造中的应用,讨论了当前研究的难点和热点问题,并对其未来发展趋势进行了展望.     

Why Teachers Must Learn: Student Innovation as a Driving Factor in the Future of the Web

User innovation is the key to the development and vitality of technology. As Huatong Sun wrote, “expanding the scope of localization practices and linking user localization efforts” to design cycles—including pedagogical design—will help bridge the gap between what teachers/designers create and what skills users/students need and want. This article theorizes the role of modern composition students and teachers as co-constructors of productive spaces for learning critical inquiry based on students’ statuses as digital natives. It focuses on a class of first-year composition students who reshaped an assignment to fit their own needs within the physical classroom and also enacted a shift to a virtual classroom. While doing so, they provided ways for each class member to individualize space within that digital environment, and they focused their project on examining the ways in which social networking forums colonize their daily lives. This article argues that by letting student innovation drive pedagogical practice—just as social media creators let user innovation drive the digital structures they produce—composition teachers can be assured of having a text for critique that blurs the lines between “private” student underlife and “public” classroom practice and legitimizes the creation of student-produced learning spaces. Using critical and cyberfeminist theories as lenses, this article draws conclusions about the future of computer usage in composition pedagogy based on students’ abilities to re-appropriate physical and digital classroom space.     

探究汉字智能书写及其算法

汉字智能书写已经广泛应用在PC、手写板、税控机,手机、学习机、导航仪、PDA等各众多办公与嵌入式领域,具有极为重要的作用。该文首先分析了汉字智能书写优点,其次,对汉字智能书写算法原理和汉字智能书写算法分析进行深入的探讨。最后,对汉字智能书写性能实验结果进行讲解,具有一定的参考价值。     

Improving ESL writing using an online formulaic sequence word‐combination checker

Writing correct English sentences can be challenging. Furthermore, writing correct formulaic sequences can be especially difficult because accepted combinations do not follow clear rules governing which words appear together in a sequence. One solution is to provide examples of correct usage accompanied by statistical feedback from web‐based applications for learners to emulate. The goal of the study was to investigate whether such a dedicated web‐based program that provides instant examples of correct word combinations and detailed results of who used these examples, where and when, can improve students' writing. Data were collected from 74 ESL (English as a Second Language) undergraduate students divided into control and experimental groups, who performed formulaic sequence tests, wrote passages in English, followed by interviews with members of the experimental group. The results show that students who used the software outperformed those who did not, on the tests and the overall grades for their writing. Implementing formulaic sequence check programs in writing classes to help students decide which words can appear together, under which circumstances, and in which context is recommended.