以小组讨论促进英文写作

随着大学英语教学改革的开展,如何把英语写作课进一步转变成以学生为中心的课堂教学已成为一个亟需关注的新课题。文章从"写'与'说'"的关系出发,描述了利用小组讨论的方法进行英语作文修改的过程,提出了可能产生的问题。     

刍议海明威写作的"冰山原则"

海明威开创的“冰山原则”写作风格对文学界影响很大,他的这一写作风格是通过一系列的文学作品逐渐形成并完善的。本文结合海明威的代表作《老人与海》,简要分析了“冰山原则”的创作理论和写作特色,以及“冰山理论”的影响和作用。     

企业文化应用——国企解困的可行途径之一

国企解困是目前我们面临的问题之一,也是一项复杂的系统工程。国家为此进行过政策扶持和资金支持,众多企业家和学者也从不同方面进行过研究。本文力图从一个新的视野、尝试从CC应用的角度,并结合案例,对我国国企解困进行分析。     

Cognitive and learning difficulties and how they affect access to IT systems

In October 2005, the IBM Human Ability and Accessibility Center and T.J. Watson Research Center hosted a symposium on “cognitive and learning difficulties and how they affect access to IT systems”. The central premise of the symposium was the recognition that cognitive and learning difficulties have a profound impact on a person’s ability to interact with information technology (IT) systems, but that little support is currently being offered by those systems. By bringing together internationally renowned experts from a variety of different, but complementary, research fields, the symposium aimed to provide a complete overview of the issues related to this topic. This paper summarises the discussions and findings of the symposium.     

Integrating writing into psychotherapy practice: A matrix of change processes and structural dimensions.

Research on therapeutic writing indicates that it can offer a range of physical and psychological benefits. There is no consensus, however, concerning how writing achieves these benefits. To address this question, the authors propose a matrix framework with emotional-cognitive change processes (what can be activated) along its horizontal dimension and abstract-concrete structure (how the processes are activated) along its vertical dimension. On the horizontal dimension, writing can encourage clients who are distant from their emotional world to approach or to modulate emotional intensity, and to create meaning and coherence. Along the vertical dimension, these processes can be activated through tasks that vary in structure, including programmed writing, diaries, journaling, autobiography, storytelling, and poetry. Finally, the authors consider constraints on writing that apply to particular client groups. The matrix framework is meant to encourage clinicians to use therapeutic writing and to assist researchers in framing questions to advance our knowledge of writing as a therapeutic practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How does Bennett Woods Elementary School produce such high reading and writing achievement?

The authors developed a grounded theory about how a school serving relatively advantaged children produces high reading and writing achievement compared with schools serving similar populations of students. The school's faculty is reading and writing focused, and students experience many books as they receive explicit, demanding instruction (i.e., about how to read words, comprehend, write) connected to content learning. The school offers a positive, motivating environment. In sum, many elements that potentially supported achievement were identified, including explicit teaching of skills in the context of much reading, writing, and content learning, which is consistent with balanced perspectives on reading and writing development. A major hypothesis in the grounded theory is that even with relatively advantaged populations, great efforts may be required to produce high reading and writing achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analysis of writing instruction for adolescent students.

There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4-12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (- 0.32). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

浅析英语写作存在问题及解决方法

英语写作作为一项普遍的技能,越来越受到用人单位的重视,但目前大学英语写作中却存在着一些问题,影响大学生英语写作水平的提高。教师和学生应充分认识这些问题,采取有效措施,提高大学生的英语写作能力。     

提高大学英语作文评改的有效性的实验与分析

针对大学英语教学中传统的作文评改所反映出的问题，进行广泛调研，从实验目的、方法、过程及结果等方面进行详细描述，提出了提高大学英语作文评改方式的措施及方法．     

中国古代诗学中的创作灵感论

“灵感”最早是西方宗教中的概念，本意是“神的昭示”和“灵气”．在中国古代诗学论著和作品中没有出现过现代意义上的“灵感”一词，但是对创作心理状态的描述则颇早。介绍了“灵感”一词的渊源，整理了我国古代诗学论著或作品中与之相关的描述，并进行了归类和分析。探讨了创造和把握灵感的方法。