College English Writing Instruction in the Big Data Era - From the Process Approach Perspective

2019 ◽  
Vol 53 ◽  
pp. 161-180
Author(s):  
Yi Liu ◽  
Yang-Hee Kim
Keyword(s):  
Big Data ◽  
Writing Instruction ◽  
Process Approach ◽  
College English ◽  
English Writing ◽  
English Writing Instruction

scholarly journals The Construction of Teaching Model on College English Writing from the Perspective of Cognitive Genre

2016 ◽  
Vol 9 (10) ◽  
pp. 31
Author(s):  
Hao Wenjuan ◽  
Liang Rui
Keyword(s):  
Critical Thinking ◽  
Goal Orientation ◽  
Writing Instruction ◽  
Theoretical Basis ◽  
Process Approach ◽  
College Writing ◽  
Teaching Model ◽  
College English ◽  
English Writing ◽  
Knowledge Content

<p>Teaching is a spiral rising process. A complete teaching should be composed of five parts: theoretical basis, goal orientation, operating procedures, implementation conditions and assessment. On the basis of the genre knowledge, content-based approach and process approach, this text constructs the Teaching Model of College Writing Instruction, in order to give the better guide to teaching and improve the students’ ability of critical thinking and writing.</p>

scholarly journals College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

2017 ◽  
Vol 10 (7) ◽  
pp. 150 ◽  
Author(s):  
Junhong Ren
Keyword(s):  
Second Language Acquisition ◽  
Writing Instruction ◽  
Language Learners ◽  
Mainland China ◽  
Psychological Needs ◽  
College English ◽  
English Writing ◽  
Language Input ◽  
English Writing Instruction ◽  
Language Output

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

Research on Approach to English Writing Instruction Based on CAE

2014 ◽  
Vol 945-949 ◽  
pp. 3546-3549
Author(s):  
Jun Lu ◽  
Chun Xiao Zhao ◽  
Rui Hua Xu
Keyword(s):  
Writing Instruction ◽  
Modern Science ◽  
Process Approach ◽  
Process Writing ◽  
Traditional Teaching ◽  
Daily Lives ◽  
English Writing ◽  
Quasi Experimental ◽  
Multi Media ◽  
English Writing Instruction

With the boom of modern science and technology, computer and Internet have melted into human’s daily lives; also it has been affecting the traditional teaching modes. By means of computer and multi-media, the traditional English teaching instructions have altered dramatically. This paper mainly introduces what CAE is, the application of CAE in one of approaches to English writing instruction---process writing approach and its function on students’ writing abilities. A quasi-experimental research is designed in the quantitative part of the study including 12 weeks’ intervention. The procedures are pretest, writing instruction, posttest and data analysis. The result from this research indicates that the process approach by means of CAE in writing instruction is an effective approach to improve students’ writing interests and abilities.

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