Learning to write in an online writing center: The effect of learning styles on the writing process

One of the main advantages of online learning materials is that they can be adapted for students with different learning styles. This article presents a study and a methodology to investigate whether students with different learning styles make use of the potential flexibility of online learning materials, i.c. in the context of an online writing center. The study aims to investigate the effect of learning styles on (a) the students' approach to the writing task (process), and (b) on the letters they write (product). Twenty students each completed a module on writing ‘bad news’ letters designed for Business Communication courses. Their reading and writing processes were recorded. The letters were also graded to determine their quality. An effect of learning style was found: Active and Reflective writers approached the task differently, but only in the beginning of the process. In this early stage Reflective learners were more likely to focus on the theory section than Active learners. This suggests that writers with different learning styles tackle the learning materials in different ways, often in line with the preferences that characterize their learning styles. However, no effect of learning style on text quality was found.     

A study on the use of computerized concept mapping to assist ESL learners’ writing

This study aims to examine the effect of using computerized concept maps during the pre-writing phase on learners’ writing performance. The research questions were: (1) What are the impacts of different computerized concept mapping treatments (no-mapping, individual-mapping, and cooperative-mapping) on writing performance for learners of different writing proficiencies (high-level, middle-level, and low-level)? (2) Does the quality of the concept maps constructed cooperatively exceed the quality of the concept maps constructed individually? (3) Does the map quality correlate to the learner’s writing performance?     

Reflecting upon the Past,Sitting with the Present,and Charting our Future: Gail Hawisher and Cynthia,Selfe Discussing the Community of Computers & Composition

This interview with Gail Hawisher and Cynthia Selfe highlights themes of collaboration and access, in addition to the importance of the work people in the community of computers and writing contribute nationally and internationally to the field, to rhetoric and composition, and to other disciplines. Both Hawisher and Self reflect upon thirty years of scholarship in Computers and Composition as well as discuss present initiatives with the Digital Archives of Literacy Narratives and Computers and Composition Digital Press, in addition to charting our future with a turn to the global.     

食品科技论文英文摘要的写作原则与技巧

讨论了食品科技论文英文摘要(含题名、关键词)的写作技巧。对英文题名的结构和字数要求以及英文摘要的时态和语态进行了分析,对容易出错的冠词、介词、数词、单复数、标点符号等问题进行了说明。     

关于高职高专院校应用文写作课的教学思考

“应用文写作”是高职高专院校面向全校学生所开设的一门应用性和技能性的公共基础课。目前应用文写作教学从观念转变到课程设置、教学体系的规范到教学方式方法的改革与创新,都存在着许多较为突出且亟待解决的问题和误区;通过对应用文写作教学活动全过程三个主要环节的分析,结合传统与现代、他人观点与自身感受,试图在如何创新教学方法上有所突破。     

A brief history of computer support for writing centers and writing-across-the-curriculum programs

I trace the evolution of computer support for writing centers and writing-across-the-curriculum (WAC) programs. Calling attention to differences in the rate of adoption and in the type of technology favored by scholars in each area, I discuss their adoption of technology within the context of their varying instructional goals. I consider early work, beginning in the 1970s, in computer-aided instruction (CAI), the development of computer-based management tools, the growing importance of style- and grammar-analysis software, word-processing programs, electronic networks through the 1980s and into the early 1990s, and the rise of interest in using the World Wide Web to support the missions of writing centers and WAC programs. I conclude by speculating briefly on future directions for technological support for writing centers and WAC programs.     

Students’ reflection on online self-correction and peer review to improve writing

Reflection is considered as a mental process of an individual’s internal problem-solving activity and rarely observed in face-to-face instruction. As a consequence, students have few opportunities to observe and learn from each other. This study aimed to arouse students’ reflection on both self-correction (one’s own problem-solving process in writing) and peer review (peers’ problem-solving process in writing) to improve their texts in an online system. A sample of 95 undergraduate students was recruited to write a reflective journal, which was analyzed by content analysis to compare their reflection on self-correction with peer review in writing. Results of this study revealed that reflecting on the differences between self-correction and peer review enabled students to monitor, evaluate, and adjust their writing processes in the pursuit of text improvement. In their reflective journals, students claimed that self-correction helped them detect grammatical errors (local revision) while peer review allowed them to view their own texts from others’ perspectives. Based on others’ perspectives, they could make further revisions on text development, organization, or style (global revision). Through reflection on self-correction and peer review, students were willing to provide further support to peers and learn from each other in the process of writing.     

利用毕业设计提高学生自学和写作能力的尝试

本文将作者在国外学习的经验和回国以后的实际工作相结合,提出在毕业设计的完成过程中采用写文献综述和定期举行研讨会(seminar)的方法,提高学生自学和写作能力的经验和看法.建议指导教师在毕业设计中鼓励学生自选题目,自立方案,独立完成题目,总结了如何通过毕业设计提高学生自学和写作能力,如何改革大学本科部分专业选修课评分标准的一些经验和方法.     

C语言案例教学之文件读写

鉴于C语言的重要性．许多高校都将它作为计算机相关专业的编程入门语言。文件读写是C语言的一个关键知识模块，针对该模块抽象难学的问题，提出运用案例教学法以帮助学生更好地掌握其中的原理和要点，给出完整的教学案例，讨论案例教学的实施过程。通过案例教学，学生能对文件读写有直观和深刻的理解。     

Computerization as a means of cultural change: On the relations between information theories and the idea of an information society

Since World War II the concept of Information has received several new definitions. Information can be understood as knowledge in general, as theoretical, formalized knowledge in general or as knowledge related to specific domains or specific representational forms. Because of these mutually inconsistent concepts the common traits are to be found in a perspective transcendent to those theories. The central cultural changes, it is argued, take place on the level of the societal knowledge infrastructure, evolving from the knowledge infrastructure of the industrial societies as a long-term secularization process, resulting in new forms for representation and manipulation of knowledge. The process is seen as rooted in changes of the primary domains for knowledge extraction and in a change in the human relations to the languages in which we interpret the relations to nature.