正文部分.docx

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