Synthesis Writing
阅读作业3
Passage oneThe writing of a historical synthesis involves integrating the materials available to the historian into a comprehensible whole. The problem in writing a historical synthesis is how to find a pattern in, or impose a pattern upon, the detailed information that has already been used to explain the causes for a historical event.A synthesis seeks common elements in which to interpret the various parts of a historical event. The initial step, therefore, in writing a historical synthesis, is to put the event to be synthesized in a proper historical perspective, so that the common elements or strands making up the event can be determined. This can be accomplished by analyzing the historical event as part of a general trend or continuum in history. The common elements that are familiar to the event will become the ideological framework in which the historian seeks to synthesize. This is not to say that any factor will not have a greater relative value in the historian' s handling of the synthesis, but rather that all factors are interrelated when viewed in a broad historical perspective.The historian, in synthesizing, must determine the extent to which the existing hypotheses have similar trends. A general trend line, once established, will enable these similar trends to be correlated and paralleled within the conceptual framework of a common base. A synthesis further seeks to determine, from existing hypotheses, why an outcome took the direction it did ; thus, it necessitates reconstructing the spirit of the times in order to assimilate the political, social, psy-chological, etc., factors within a common base.As such, the synthesis becomes the logical construct in interpreting the common ground between an original explanation of an outcome (thesis) and the reinterpretation of the outcome along different lines (antithesis). Therefore, the synthesis necessitates the integration of the materials available into a comprehensible whole which will in turn provide a new historical perspective for the event being synthesized.1. Which of the following would the author be most concerned with?A. Finding the most important cause for a particular historical event.B. Imposing a pattern upon varying interpretations for the causes of a particular historicalevent.C. Attributing the many conditions that together led to a particular historical event to a singlemotive.D. Determining when hypotheses need to be reinterpreted.2. The most important preliminary step in writing a historical synthesis would be ____.A. to accumulate sufficient reference material to explain an eventB. analyzing the historical event to determine if a "single theme theory" applies to the eventC. determining the common strands that make up a historical eventD. interpreting historical factors to determine if one factor will have a greater relative value3. The best definition for the term "historical synthesis" would be____.A. combining elements of differing material into a unified wholeB. a tentative theory set forth as an explanation for an eventC. the direct opposite of the original interpretation of an eventD. interpreting historical material to prove the history repeats itself4. A historian seeks to reconstruct the "spirit" of a time period because ____.A. the events in history are more important than the people who make historyB. existing hypotheses are inadequate in explaining historical eventsC. this is the best method to determine the single most important cause for a particular actionD. varying factors can be assimilated with a common base5. Which of the following statements would the author consider false?A. One factor in a historical synthesis will not have a greater value than other factors.B. It is possible to analyze common unifying points in hypotheses.C. Historical events should be studied as part of a continuum in history.D. A synthesis seeks to determine why an outcome took the direction it did.Passage TwoRanch LifeTo many people ranch life means the Wild West. Many children dream of becoming cowboys or cowgirls and leading romantic adventurous lives. But ranch life is in fact a hard business, demanding strength and a great deal of work.Most ranches are located in flat open country where there is plenty of grass for the cattle tofeed on. Ranchers raise cattle for the meat that people eat. Since meat is a favorite food of people everywhere, ranching is a very important job. Ranching is one of the oldest and biggest" industries in the world.Like all other kinds of farming, ranching is a difficult job. Dry weather or rainstorms can destroy the food needed for the cattle or the cattle themselves may become sick and die. The rancher must always be on guard against the dangers that nature can create.History of RanchingA long, long time ago, at the very beginning of civilized life, people began to keep cattle. These people were wanderers, driving their herd from place; to place, looking for fresh grass and water. Later, men began to settle in the places where the food and water were plentiful. They built houses for themselves and shelters and yards for their animals. These were the first ranches. CowboysRanch life has always centered around the cowboy, one of the most colorful people in the history of the American West. Stories about cowboys are very popular in America and all over the world. People think of cowboys as free people, unafraid to battle with wild animals, living close to nature, with the trees and the sky and the stars. Today there are far fewer cowboys, and they no longer live as they did. But their hold on the imagination is still strong. The old-time cowboy is the hero of many books, films and songs. He is a national hero and a treasured part of the national past.The American cowboy first appeared in Texas around 1836. Soon ranches spread and cowboys were working in almost every part of the West. .Cowboys' lives centered around the rbundup and the cattle drive. Every winter and summer the cattle fed at the ranch. In the spring and autumn the cowboys rounded up the cattle, and separated the beef cattle from the rest of the herd, and drove them over many miles of open. Country to the nearest railroad station. From there the cattle were sent to slaughterhouses. In the 19th century, railroads were few and far between. Driving the cattle was a long hard job. There was danger' from cattle thieves. The cowboy rose at sun-up to start the cattle moving. They drove them all day through the heat or dust or wind. The men were often on horseback 15 hours a day. Cowboys had to be skillful and strong. They had to be skilled horsemen and good gunmen. Their clothing was made for protection. The wide-brimmed hat was worn to protect them from the sun,dust and the rain. The gun protected them against Cattle thieves.Now much of the adventure has gone out of the cowboy's life. He no longer has to struggle with thieves. Most ranches are quite close to railroad stations, so the long cattle drive is a thing of the past. Modern inventions have taken over many of the cowboy's old jobs. The modem cowboy must often be a technician himself in order to use the new devices for the. care of cattle and for the running of the ranch.adventurous a. 冒险的civilize v. (使)文明herd n. 畜群roundup n. 聚拢slaughterhouse n. 屠宰场wide-brimmed a. 宽边的the Wild West 荒野西部（美国）Texas 得克萨斯（美国州名）1. Choose the correct answer according to the content:1. The passage is. mainly about ____.A. cowboys and their lifeB. cowboys in modern timesC. the building of the fast ranchesD. the dangers nature can create for cowboys2. Ranching is a very important job because ____.A. it is interesting and adventurousB. people like the life of a cowboy or a cowgirlC. people everywhere like to eat meatD. it can make a lot of money3. Cowboys today ____.A. live as they did beforeB. live a modern lifeC. are often on horseback 15 hours a dayD. usually live far away from railroad stations4. In the past cowboys had to be good gunmen because _____.A. they also hunted while driving their cattleB. they used guns to round up their cattleC. they 'had to battle with those who stole their cattleD. they often struggled with other cowboys for good places5. According to the passage, ____.A. most of the modern ranches are far away from the railroad stationsB. slaughterhouses are usually located near the ranchesC. in the past the roundup and the cattle drive were the most important activities of the cowboysD. cowboys today still have to fight against cattle thieves.2. Choose the best answer for the underlined part;1. Many children dream of becoming, cowboys or cowgirls and leading romantic adventurous lives.A. excitingB. interestingC. fantasticD. legendary2. The ranchers must always be on guard against the dangers that nature can create."A. be careful aboutB. fight againstC. be ready forD. avoid3. These people were wanderers, driving their herd from place to place, looking for fresh grass and water.A. homeless peopleB. cowherdC. horsemenD. roamers4. Today there are far fewer cowboys, and they no longer live • as they did. But their hold on the imagination is still strong.A. powerB. attractionC. insistenceD. influence5. In the 19th century, railroads were few and far between.A. rareB. far from each otherC. available to few peopleD. far away3. Translate from English into Chinese:1. But ranch life is in fact a hard business, demanding strength and a great deal of work.2. Dry weather or rainstorms can destroy the food needed for . the cattle, or the cattle themselvesmay become sick and die.3. Ranch life has always centered around the cowboy, one of the most colorful people' in thehistory of the American West.4. People think of cowboys as free people» unafraid to battle with wild animals, living close tonature with the trees and the sky and the stars.5. In the spring and autumn the cowboys rounded up the cattle, and separated the beef cattle fromthe rest of the herd, and drove them over many miles of open country to the nearest railroad station.4. Answer the following question in English within 80 — 100words:What changes have happened to the cowboy's life?。
WhatisaSynthesisEssay
The Writing Lab – D204d/asc/writing425-564-2200What is a Synthesis Essay?The main purpose of a synthesis essay is to make insightful connections. Those connections can show the relationship(s) between parts of a work or even between two or more works. It is your job to explain why those relationships are important. In order to write a successful synthesis essay, you must gather research on your chosen topic, discover meaningful connections throughout your research, and develop a unique and interesting argument or perspective.A synthesis is not a summary.A synthesis is an opportunity to create new knowledge out of already existing knowledge, i.e., other sources. You combine, “synthesize,” the information in your sources to develop an argument or a unique perspective on a topic. Your thesis statement becomes a one-sentence claim that presents your perspective and identifies the new knowledge that you will create.Before writing your synthesis1.Narrow a broad or general topic to a specific topic:In a short essay, completely covering a large topic is impossible, so picking a specific, focused topic is important. For example, the broad topic of global warming would need to be narrowed down to something more specific, like the effects of automobile exhaust on an ecosystem.2.Develop a working thesis statement:A working thesis statement should include a rough idea of your topic and the important point youwant to make about that topic. Writing this statement at the top of a rough draft or outline and looking at it often can help you remain focused throughout the essay. However, the thesisstatement that you begin with is not set in stone. If you find that your essay shifts topic slightly, you can change your thesis in later drafts so that it matches your new focus.3.Decide how you will use your sources:After completing your research and gathering sources, you may have a large or overwhelmingamount of information. However, the purpose of a synthesis essay is to use only the most important parts of your research, the information that will best support your claim. At this point, you must decide which sources, and/or which parts of those sources, you will use.anize your research:Now, decide the order in which you will present your evidence, the various arguments you will employ, and how you will convince your readers.Writing your synthesisThe following synthesis essay is from Reading and Writing across the Curriculum (2001, pp. 91-97). In this essay, the author found various sources on the same topic (the purposes of U.S. forces in Vietnam) and used certain parts of those sources to support the thesis statement. The guiding ideas of the paper—the thesis statement at the end of the first paragraph and the corresponding topic sentences—are highlighted in gray.The increasing American involvement in Vietnam can be traced to atleast three flawed attitudes. The first was a belief that the United States was on the side of right and justice and that the communists were the aggressors. The second was the assumption that Ho Chi Minh and the Viet Cong had little grass-roots support in the South and that the people of South Vietnam welcomed American protection. The third was the unshakable confidence in the military’s ability to accomplish anything it wa nted owing to the superiority of the American fighting man and his technology-a beliefinstilled by a long history of wars fought and won by U.S. troops. This combination of self-righteousness and arrogance blinded America to therealities of the situation in Vietnam.America was sure that its military intervention in South Vietnam was morally right. Defenders of the war saw the conflict in terms of the forces of evil (communism) against the forces of good (freedom). Supporters of intervention believed that to refuse aid was to abandon the peaceful and democratic nation of South Vietnam to “communist enslavement” (“Public Hearings” 977).President Johnson painted a picture of a “small and brave” nation beleaguered by communist aggression. The president asked “only that the people of South Vietnam be allowed to guide their country in their own way” (Joh nson, ”War Aims” 976). Congress had already agreed; in its Gulf of Tonkin resolution in 1964, it accused the communists of carrying out an unprovoked attack on American naval vessels and said that this attack was only part of a larger attack on the “freedom” of the South (971). Some of the fighting men tendedto see the war in black-and-white terms, with the communists as evil and Americans as good. After witnessing some brutalities committed by the Viet Cong, one soldier wrote: “I wanted to go down and kil l all those…bastards…Those slobs have to be stopped, even if it takes every last believer in a democracy and a free way of life to do it” (“War of Atrocities” 974).The official position was that America was acting out of purely altruistic means. Both Johnson and Congress insisted that the United States had no “territorial, military or political ambitions.” In addition to saving the grateful South Vietnamese, a million of whom had “voted with their feet against communism” (Public Hearings” 977), America w as reaffirming theworld’s faith in its resolve. The free peoples of the world were counting on America to defend South Vietnam, said Johnson (“War Aims” 975-76), and to abandon Vietnam would be to shake their confidence in America and her word. The price of withdrawal would be the freedom of fourteen million people, the honor of our own country and eventually, the security of the free world,”said a Young Americans for Freedom representative in 1965 (“Public Hearings” 976).In reality, the position of the United States was impractical and doomed to failure. South Vietnam was not the free state threatened by communist “enslavement” that the U.S. government described. It had been independentonly since 1956; and Ho Chi Minh was not trying to conquer new territory but to reunify the recently divided nation of Vietnam. The American view of communist “aggression” is given an interesting perspective by Arthur Schlesinger, Jr., who pointed out that to the Chinese the United States appeared to be the aggressor. How would we feel, he asked, if the Chinese had 400,000 troops in Southern Mexico and were busy putting down a pro-U.S. revolution there? The question “of who the aggressor is depends a good deal on who looks through what glass and how darkly, he argued (978). South Vietnam was no bastion of democracy, either. The South Vietnamese government did not hold promised democratic elections in 1956 because it knew that thecommunists had popular support in the country. Even the government admitted that South Vietnam’s political situation was “deeply serious” with“repressive actions” frequently being committed (“U.S. Policy on Vietnam” 128). The American-supported Diem government was so unpopular that widespread protests against it led to a successful coup in 1963. The people of South Vietnam resented American troops and resisted “Americanization,” even on the smallest scale. An American Quaker in Vietnam wrote of a South Vietnamese schoolteacher chastising the arrogance of an American soldier for throwing candy to Vietnamese schoolchildren, just as if he were throwing bread crumbs to pigeons. The schoolteacher charged that the Americans were “making beggars of our children, prostitutes of our women, and communists of our men” (“Americanization” 978). United States was defending South Vietnam againstthe will of much of the population, and American motives were not as selfless or benevolent as the government claimed. Despite Congress’s assertion thatthe United States “has no territorial, military, or political ambitions in that area” (“Joint Resolution” 971), the containment of communism iscertainly a territorial and political ambition of sorts, and Congress viewed the security of South Vietnam as “vital” to American national interest. And when, in the course defending the country, American troops committed actions such as the destruction of the village of Ben Tre (the commanding officerlater explained, “We had to destroy the village to save it”) it becameobvious that the United States was not working on South Vietnam’s best interests (“Slaughter Goes On” 13). Instead, it was concerned mainly with defeating the communists at all costs, even if the country it was supposed to be defending was destroyed in the process.In 1963 the White House believed that all its military goals in Vietnam could be accomplished by the end of 1965, predicting that only a few military advisors would be needed by then (“U.S. Policy in Vietnam. The military solution was seen as the correct one: the White House statement, while conceding that “improvements are being energetically sought,” asserted that the “military program in South Vietnam has made progress and is sound in principle.” When the Congress was confronted with and apparently unprovoked attack by North Vietnam on two of its destroyers, however, it authorized the president to treat the situation as a war (even though it never declared war) and to send in unlimited amounts of men and supplies. From a few military advisors sent to Vietnam in 1961, the American troop commitment was to escalate to more than 500,000 in 1969. But even with such vast manpower, the United States was unable to inflict “permanent setbacks” against the Viet Cong and North Vietnamese. Washington decided that this was due to North Vietnamese infiltration of the South, and so it increased the bombing of suspected supply routes from the North. During the three years preceding the Tet Offensive, the U.S. Air Force dropped almost as much bomb tonnage on Vietnam as had been dropped by American forces during World War II (Slaughter Goes On” 13). In 1967, President Johnson claimed that the bombing wascreating “very serious problems” for North Vietnam (Johnson, “Bombing” 972). But the next year the Rand Corporation warned that the infiltration had not been reduced significan tly and that it could not see a “decisive” American victory in the “foreseeable future” (“Slaughter Goes On” 13). In spite of this, the bombing was escalated for years, increasing civilian casualties. The United States was forgetting the lesson Hitler learned in World War II with his bombing of Britain< : bombing does not break the resolve of the population; it strengthens it. The North Vietnamese newspaper Nhan Danpointed out that the bombings only served to “further incense” the population of North Vietn am (“Slaughter Goes On” 13). In spite of all this, the American public was ready to believe the government’s assurance of impending victory that it took the “devastating” Tet Offensive of 1968 (a coordinated attack bythe North Vietnamese and the Viet Cong on more than one hundred towns and cities in the South) to impress upon it the reality of just how costly and difficult it would be for the United States to win the war.In the End, it was two misguided assumptions that embroiled the United States in the military and political chaos of the Vietnam War: the self-righteous belief that the political system that worked for Americans would work for everyone else and that the South Vietnamese welcomed American military intervention; and the arrogant assumption that sheer numbers and firepower would subdue a popularly supported insurrection. When we emerged, ten years later, these attitudes had been severely shaken. It would take many years for the United States to begin regaining its self-confidence.Works Cited [*]Johnson, Lyndon. Public Papers of the Presidents of the United States : Lyndon B. Johnson (1966), 395. Rpt. As “President Johnson States his War Aims (1965).”The American Spirit: United States History as Seen by Contemporaries. Ed. Thomas A. Bailey. 4th ed. Vol. 2 Lexington: Heath, 1978. 975-76.---Weekly Compilation of Presidential Documents. Vol.3. 476 (20 March 1967) [reporting speech of 15 Mar. 1967]. Rpt. As “President Johnson Defends the Bombing (1967)” in Bailey 972-973.“Joint Resolution.” Department of State Bulletin 51 (24 Aug. 1964): 268. Rpt. In Bailey 970-72.Kastenmeier, Ed. Vietnam Hearings: Voices from the Grass Roots. Garden City, N.Y.: Doubleday, 1966. 38-40. Rpt. As “Public Hearings in Wisconsin” inBailey 976-77.Munson, Glenn, ed. Letters from Vietnam. New York: Parallax, 1966. 104, 118. Rpt. As “War of Atrocities” in Bailey 974-75.Peace in Vietnam : A New Approach in Southeast Asia. A Report Prepared forthe American Friends Service Committee. New York: Hill and Wang, 1966. 1 Rpt. As “Americanization of South Vietnam” in Bailey 977-78.Schlesinger, Arthur. The bitter Heritage. New York: Houghton, 1967. 36-37. Rpt. As “The Americanization of South Vietnam” in Bailey 978-79.“Slaughter Goes On.” T he New Republic 24 Feb. 1968: 13.U.S. Policy on Vietnam.” White House Statement, 2 Oct. 1963. Department of State Bulletin 44 (21 Oct. 1963): 624. Rpt. In The Viet-Nam Reader: Articles, and Documents on American Foreign Policy and the Viet-Nam Crisis. Ed. Marcus G. Raskin and Bernard B. Fall. Rev. ed. New York: Vintage, 1967. 128-29. [*] The works cited page appears here exactly is it does in the original sample paper; therefore, the particular citation style may be out-of-date.。
Synthesis(怎样写Synthesis)
整理人： 报告人：
Definition
Definition of synthesis essay
A synthesis is a combination, usually a shortened version, of several texts. A synthesis is not a summary. A synthesis is an opportunity to create new knowledge out of already existing knowledge.
sources.
Difference between summary and synthesis
Shows what the original authours wrote.
Not only reflects your knowledge about what the original authors wrote, but also creates something new out of two or more pieces of writing.
one unified entity.
Presents a cursory overview.
Forcuses on both main ideas and details.
Demonstrates an understanding of the overall
meaning.
Achieves new insight.
Addresses one set of information(eg.article,chapte r,document) at a time Each
synthesis英文作文
synthesis英文作文"英文，"Synthesis is the process of combining different ideas, information, or elements to create a new whole. It involves taking different pieces and putting them together to form a cohesive and comprehensive whole. In my experience, I have found synthesis to be a valuable skill in both academic and professional settings.In my academic life, I often need to synthesize information from multiple sources to support my arguments or research. For example, when writing a research paper on climate change, I had to gather data from variousscientific studies, government reports, and news articles.I then had to synthesize this information to present awell-rounded and evidence-based argument in my paper. This process helped me to develop a deeper understanding of the topic and strengthened my critical thinking skills.In my professional life, synthesis has been crucial in problem-solving and decision-making. For instance, when working on a project with a team, we often have to synthesize different perspectives and ideas to come up with the best solution. By combining our individual insights and experiences, we were able to create innovative andeffective strategies to overcome challenges and achieve our goals."中文，"综合是将不同的想法、信息或要素结合起来，创造一个新的整体的过程。
分解与合成英语作文
分解与合成英语作文Title: The Art of Decomposition and Synthesis in English Composition。
In the realm of English composition, the processes of decomposition and synthesis play pivotal roles in crafting compelling and cohesive pieces of writing. These two techniques, though seemingly contradictory, work hand in hand to refine ideas, enhance clarity, and engage readers. In this essay, we delve into the intricacies of decomposition and synthesis, exploring their significance and application in English composition.Decomposition: Unraveling the Complexity。
Decomposition involves breaking down complex ideas, topics, or arguments into smaller, more manageable components. It is akin to dissecting a puzzle to understand its individual pieces before assembling them into a coherent whole. In English composition, decompositionserves several crucial purposes:1. Clarity Enhancement: By dissecting a topic into its constituent parts, writers can elucidate each component with greater clarity. This clarity not only aids the writer in understanding the subject matter but also ensures that readers can follow the logical progression of ideas without confusion.2. Analysis and Evaluation: Decomposition facilitates a deeper analysis of the subject matter by allowing writers to examine each component independently. This analytical approach enables writers to evaluate the strengths, weaknesses, and interrelationships of the various elements, thereby fostering critical thinking and insight.3. Focus and Organization: Breaking down a topic into its essential elements helps writers maintain focus and organize their thoughts effectively. By delineating clear subtopics or themes, writers can structure their compositions in a logical and coherent manner, ensuringthat each point receives adequate attention and support.4. Audience Understanding: Decomposition also enables writers to tailor their content to the needs and preferences of their audience. By identifying the key components of a topic and considering their relevance and significance to the target audience, writers can create content that resonates with readers and addresses their interests and concerns.Synthesis: Integration and Cohesion。
专业英语写作Chapter 6 Abstract Writing
Abstract: (Body part) Key words:
***The body part***
1. Only one paragraph is needed. 2. Imperative sentences, exclamations, formulas and tables, etc. are not permitted. 3. Comments, explanations and interpretations are not needed. 4. Third person should be used, for example: this paper, it, etc. 5. Passive voice is often used. 6. Present tense, past tense, and present perfect tense are often used in writing an abstract. 7. Sentences used should be clear and concise.
Voices used in abstracts
1. Presently, the passive voice is frequently used in English abstracts. It is thought that more information is gathered in the beginning part in this way, which highlights the meaning. 2. The active voice is occasionally but increasingly used. And the person “we” is used. The sentence with active voice is regarded to be clear, forceful, and concise.
英语写作practicalwriting
back
Messages
Example 2
单击此处添加正文，文字是您思想的提炼，请尽量言简意赅的阐述观点。
back
01
借条一般包括时间、正文、署名等。
02
时间须写在右上角，包括年、月、日。
03
正文应具体写明向谁借了什么东西、数量多少等。
04
文字要简明扼要。
格式
Examples
[June 23, 2008] Borrowed from [the Computer Department a computer]. [Peter Young]
请假条常用结尾语：
Exercise
Write a note asking for sick leave. 今天，你因发烧不能上英语课，给Dr. Coleman写一 张英文请假条，并附上医生的证明。
November 18, 2013
Dear Dr. Coleman, I’m terribly sorry that I won’t be able to attend the class today. I have a fever and have to stay in bed. I enclose a medical certificate from the doctor and ask for a sick leave of one day. Hoping you will excuse my non-attendance. Yours respectfully Wang Tongxie 王童鞋
学术写作文献分析的英文
学术写作文献分析的英文A Literature Analysis" with more than 1,000 words, without any additional title or punctuation marks in the main body.Academic writing is a crucial aspect of the scholarly landscape, serving as the primary means of disseminating research findings, exchanging ideas, and advancing knowledge within various academic disciplines. The process of academic writing involves a complex interplay of skills, strategies, and conventions that scholars must navigate to effectively communicate their work to the broader academic community. This essay aims to provide a comprehensive literature analysis of the key elements and considerations associated with academic writing, drawing insights from various scholarly sources.One of the fundamental aspects of academic writing is the importance of clarity and concision. Effective academic writing requires the author to convey their ideas and findings in a clear, coherent, and well-structured manner, ensuring that the reader can easily follow the narrative and understand the key points being made. Researchers such as Sword (2012) emphasize the need for academic writers to adopt a straightforward and accessible writing style,avoiding overly complex language and jargon that may hinder the reader's comprehension. Additionally, the organization and structure of the written work play a crucial role in enhancing the clarity and coherence of the content, as highlighted by Swales and Feak (2012).Another essential element of academic writing is the incorporation of relevant and credible sources to support the author's arguments and claims. Academic writing is inherently based on the synthesis and analysis of existing literature, requiring the writer to engage with and critically evaluate the work of other scholars in the field. The effective use of citations and references not only strengthens the credibility of the written work but also demonstrates the author's engagement with the broader academic discourse (Hyland, 2015). Proper citation practices, such as those outlined in style guides like the Publication Manual of the American Psychological Association (APA) or the Modern Language Association (MLA) style, are crucial in ensuring the accurate and ethical use of sources.Closely related to the use of sources is the importance of maintaining objectivity and impartiality in academic writing. Scholars are expected to approach their research and writing with a critical and unbiased perspective, avoiding the introduction of personal biases or subjective opinions that may undermine the credibility of the work (Booth et al., 2016). This objectivity is often achieved through the use of formal and impersonal language, as well as thecareful consideration of multiple perspectives on a given topic.Another significant aspect of academic writing is the need to adhere to disciplinary conventions and genre-specific requirements. Different academic disciplines may have their own unique writing styles, formatting guidelines, and expectations regarding the structure and content of written works. For instance, the conventions for a research article in the natural sciences may differ from those of a literature review in the humanities (Swales & Feak, 2012). Understanding and adhering to these disciplinary norms is crucial for ensuring that the written work is perceived as credible and appropriate within the specific academic context.The development of academic writing skills is not a straightforward process but rather a continuous journey of learning and refinement. Researchers have highlighted the importance of providing explicit instruction and targeted feedback to students and early-career scholars to help them develop the necessary skills and strategies for effective academic writing (Hyland, 2016). This may involve the use of writing workshops, peer-review processes, and the incorporation of writing-focused assignments within academic curricula.In addition to the technical aspects of academic writing, the role of language proficiency and cultural considerations cannot be overlooked. For scholars whose first language is not the language ofpublication, the process of academic writing may present additional challenges related to vocabulary, grammar, and the nuances of academic discourse (Curry & Lillis, 2004). Addressing these linguistic and cultural barriers through language support services, collaborative writing, and the cultivation of a diverse and inclusive academic community can contribute to the overall success and accessibility of academic writing.Finally, the ethical considerations surrounding academic writing, such as the avoidance of plagiarism, the accurate representation of research findings, and the responsible use of data, are of paramount importance. Adherence to ethical standards not only preserves the integrity of the academic enterprise but also fosters trust and credibility within the scholarly community (Resnik, 2015).In conclusion, academic writing is a multifaceted and complex endeavor that requires the mastery of a range of skills, strategies, and conventions. From the importance of clarity and concision to the ethical considerations surrounding the use of sources and the adherence to disciplinary norms, the literature analysis presented in this essay highlights the key elements that contribute to effective academic writing. By understanding and applying these principles, scholars can enhance their ability to communicate their research findings, engage with the broader academic discourse, and ultimately advance knowledge within their respective fields.。
sat机考文法rhetorical_synthesis做题方式
sat机考文法rhetorical synthesis做题方式1. 引言1.1 概述SAT（Scholastic Aptitude Test）是美国大学入学考试之一，由美国大学理事会（College Board）组织管理。
SAT的机考文法部分涵盖了阅读理解、单词和句子填空、修辞逻辑和写作策略等多个题型。
其中，Rhetorical Synthesis题型是该部分中的一个重要内容。
1.2 文章结构本文将围绕SAT机考文法中的Rhetorical Synthesis题型展开讨论，详细介绍该题型的特点、解题策略和技巧。
希望通过阐述这些内容，能够帮助考生们更好地应对SAT机考文法部分的挑战。
1.3 目的文章的目的在于为读者提供有关SAT机考文法中Rhetorical Synthesis题型的全面指导。
通过介绍相关知识点以及解题技巧，帮助读者加深对该题型的理解，并且提高解题效率和准确性。
同时，文章还将强调SAT文法考试在大学申请中的重要性，并给出一些建议和方法用于备考和应对。
以上是关于“1. 引言”部分内容的清晰撰写，请参考。
2. SAT机考文法测试介绍：2.1 SAT考试概述：SAT（Scholastic Assessment Test）是美国高中生升入大学的入学考试之一。
它评估学生在阅读、写作和数学方面的能力。
SAT分为两个部分：数学和证明能力测试（Math Test with Calculator and Math Test - No Calculator），以及阅读和写作语言测试（Reading Test, Writing and Language Test和Essay）。
其中，文法部分是阅读和写作语言测试中的一个重要组成部分。
2.2 文法部分介绍：SAT文法部分主要考察学生对英语语法规则和修辞手法的理解。
该部分涵盖了有关句子结构、标点符号使用、修饰词汇、并列结构、逻辑一致性等多个语法知识点。
通过此部分的测试，考官可以评估学生在写作方面的能力，并检验他们是否能够应用正确的语法规则来完善文章。
总而言之英语高级表达作文
In Conclusion: The Art of Synthesis in EnglishEssaysIn the realm of academic writing, the art of synthesisis paramount. It is the skill that ties disparate ideas, arguments, and evidence into a coherent and persuasive narrative. The ability to synthesize information not only demonstrates a writer's command of the subject matter but also their ability to communicate complex ideas effectively. In English essays, this skill is often showcased in the conclusion paragraph, where the writer brings together all the threads of their argument to form a satisfying and impactful ending.The conclusion paragraph serves several purposes. Firstly, it provides a sense of closure, wrapping up the essay in a tidy manner that leaves the reader with a clear understanding of the main points. Secondly, it reinforces the essay's main argument, ensuring that the reader remembers the key ideas long after they have finished reading. Finally, it leaves the reader with a lasting impression,巩固他们在读者心中的观点，并激发他们进一步思考或探索的欲望。
ap 英语语言与写作题型2024
ap 英语语言与写作题型2024全文共10篇示例，供读者参考篇1Hello everyone! Today, I'm going to talk about the AP English language and composition test in 2024. It's a big deal for us students, so it's important to be prepared!First of all, let's talk about the multiple-choice section. It can be a bit tricky, but don't worry! Make sure to read the passages carefully and pay attention to the questions. Sometimes the answers can be found right in the text. Also, watch out for tricky questions that try to trick you with similar-sounding choices.Next, let's talk about the free-response section. This is where you really get to show off your writing skills! Make sure to read the prompts carefully and plan out your response before you start writing. Remember to use specific examples and evidence to support your points. And don't forget to check your grammar and spelling - those little mistakes can add up!In conclusion, the AP English language and composition test in 2024 is a challenge, but with some practice and preparation, you can do it! Just remember to stay calm, read carefully, andtake your time. Good luck to all of us taking the test - we've got this!篇2Title: My Experience in AP English Language and Composition Test 2024Hey guys, today I want to share with you my experience in taking the AP English Language and Composition test in 2024. It was a challenge, but I learned a lot and had fun too!First of all, let me tell you about the multiple-choice section. There were a lot of reading passages and questions to answer, but I tried to stay calm and focus on each one. Some questions were easy, but others were tricky. I used strategies like eliminating wrong answers and going with my gut feeling. I also tried to pace myself so I wouldn't run out of time.Next, let's talk about the essays. There were three of them –a synthesis essay, a rhetorical analysis essay, and an argument essay. It was a lot to write in a short amount of time, but I planned out my ideas before starting each one. I made sure to use evidence from the passages and incorporate my own analysis. And I tried to vary my sentence structure and use strong vocabulary to impress the graders.One thing I struggled with was time management. I wish I had practiced more timed writings before the test so I could get used to the pressure. But I did my best and completed all the essays, so that's a win in my book!Overall, the AP English Language and Composition test was tough, but I'm proud of myself for taking on the challenge. I know I'll improve with practice and hard work. And who knows, maybe one day I'll be a pro at writing awesome essays!That's all for now, guys. Thanks for listening to my story. Good luck to all of you who are thinking about taking the AP English Language and Composition test in the future. You can do it!篇3Hi everyone! Today I'm going to talk about the AP English Language and Composition test in 2024. It's a super important test for high school students who want to show off their English skills.The test has three parts: multiple-choice questions, a synthesis essay, and a rhetorical analysis essay. Themultiple-choice questions are like a big reading comprehension test where you have to answer questions about differentpassages. The synthesis essay asks you to combine information from different sources to make an argument. The rhetorical analysis essay is all about analyzing how an author uses language to persuade their audience.To do well on the test, you have to study hard and practice a lot. Make sure you read a variety of texts and practice writing essays. It's also a good idea to work on your grammar and vocabulary so you can express your ideas clearly.But don't stress too much! Remember, the test is just one part of your overall application to college. Just do your best and show off all the hard work you've put into preparing. Good luck, everyone! Let's ace that AP English test in 2024!篇4Hi guys, today I wanna talk about the English language and writing exam in 2024. It's super important to be prepared for this exam and do your best to get a good grade. So let's break it down together!First off, in the English language part of the exam, you'll need to show off your skills in reading, writing, listening, and speaking. Make sure to practice your reading comprehension so you can understand the texts and answer the questions correctly.Writing is also crucial, so work on your grammar, vocabulary, and sentence structure to write clear and engaging essays.Next, for the writing part of the exam, you'll need to show off your creativity and organization skills. Make sure to plan out your essays before you start writing and include a clear introduction, body paragraphs, and conclusion. Try to use a variety of sentence structures and vocabulary to make your writing more interesting.In the speaking part of the exam, make sure to practice speaking clearly and confidently. Work on your pronunciation and fluency, and don't be afraid to express your opinions and ideas. Practice talking about different topics and responding to questions in English.Overall, the key to acing the English language and writing exam in 2024 is practice, practice, practice. Make sure to study regularly, work on your weaknesses, and seek help from your teachers or tutors if you need it. With dedication and hard work, you can do great on the exam and show off your English skills. Good luck, guys! Let's crush it together!篇5Hello everyone! Today I want to share with you about the AP English Language and Composition test in 2024. It's a super important test for students who want to show off their English skills and writing abilities.First of all, let's talk about the multiple-choice section. This part of the test is all about reading passages and answering questions about them. It can be tricky because you have to really understand the text to get the right answer. But don't worry, just take your time and read carefully. Pay attention to details and keywords that can help you pick the correct answer.Next up is the argument essay. This part is where you get to express your own opinions and ideas. You'll be given a topic and you have to write a strong argument supporting your point of view. Remember to back up your arguments with evidence and examples to make your essay convincing. And don't forget to use good transitions to make your essay flow smoothly.The synthesis essay is the last part of the test. In this section, you'll be given multiple sources on a topic and you have to combine them to form a coherent argument. It's like putting together a puzzle, so make sure to read and analyze the sources carefully before writing your essay. And again, use evidence from the sources to support your arguments.Overall, the AP English Language and Composition test is all about showing off your reading and writing skills. So practice reading different types of texts and try writing essays on various topics to prepare. And most importantly, believe in yourself and stay confident during the test. Good luck, everyone! You got this!篇6Hey guys! Today I'm gonna talk about English language and writing skills. So, like, English is super important 'cause we gotta use it all the time - in school, at work, and even just hanging out with friends. And, like, writing is a big part of English 'cause we gotta write essays, stories, and stuff like that.First off, let's talk about how to improve our English language skills. One way is by reading books, magazines, and even like, comics! Reading helps us learn new words and improve our vocabulary. Also, we can watch movies and TV shows in English to practice listening skills and pick up some cool phrases.Next, let's chat about writing skills. When we write, we gotta make sure our ideas are organized and our sentences make sense. We should start with an introduction, then have paragraphs for our main points, and finish off with a conclusion.And, like, don't forget to use punctuation and capital letters in the right places!Another tip for writing is to practice, practice, practice! We can write in a journal, do creative writing exercises, or even write letters to our friends or family. The more we write, the better we'll get at it.So, yeah, English language and writing are super important skills for us to learn. Let's keep reading, practicing, and improving our English skills every day! Let's rock those essays and stories, guys! Woo hoo!篇7Title: My AP English Language and Writing Test AdventureHey guys, guess what? I just took the AP English Language and Writing Test, and let me tell you, it was quite the adventure! I want to share all the details with you.First of all, the test had three sections: Multiple Choice Questions, a Synthesis Essay, and a Rhetorical Analysis Essay. The multiple-choice questions were a bit tricky, but I managed to answer most of them correctly. I just had to remember all those grammar rules and rhetorical devices we learned in class.Next, we had to write a Synthesis Essay. We were given a bunch of sources to read and analyze, and then we had to come up with a cohesive argument based on the information. It was definitely challenging, but I think I made some good points in my essay.Finally, we had to write a Rhetorical Analysis Essay. We were given a text to read, and we had to analyze how the author used rhetorical strategies to persuade the audience. I had to break down the text and explain how each strategy contributed to the overall message. It was tough, but I think I did a decent job.Overall, the AP English Language and Writing Test was a real test of my language and writing skills. It pushed me to think critically, analyze texts, and write persuasively. I'm proud of myself for making it through, and I hope I did well on the test.Now, I just have to wait for my scores to come back. I'm a little nervous, but I know I worked hard and did my best. No matter what happens, I'm proud of myself for taking on this challenge. Who knows, maybe I'll even get that coveted score of 5! Wish me luck, guys!篇8Title: My Adventures in AP English Language and Composition ExamHi everyone! My name is Lily and I am in the 5th grade. Today, I want to tell you all about my exciting experience taking the AP English Language and Composition exam in the future!So first of all, what is the AP English Language and Composition exam? Well, it's a super important test that high school students take to show colleges how good they are at reading and writing. It's like a big challenge to see if you can think critically and write really well.I started preparing for the exam by reading lots of books and practicing my writing every day. I even asked my big sister to help me with some of the harder stuff! She's in high school and she's really smart, so she was a great study buddy.On the day of the exam, I was so nervous but also so excited!I walked into the classroom feeling like a real teenager ready to conquer the world. The test was tough, but I remembered all the tips and tricks I had learned during my preparation.I finished the exam feeling proud of myself for working so hard and giving it my all. And you know what? I even got a goodscore! I couldn't believe it! I celebrated with a big ice cream sundae and felt like a total rockstar.In conclusion, the AP English Language and Composition exam was a challenging but rewarding experience. I learned so much and grew so much as a writer. Who knows, maybe one day I'll be a famous author thanks to this test! Thank you for listening to my story!篇9Hello everyone, my name is Amy and today I want to talk about the AP English Language and Composition exam in 2024. It's a big deal for us students and I know we're all a little bit nervous about it. But don't worry, I'm here to give you some tips on how to do well on the exam!First of all, make sure you know the format of the exam. There are multiple choice questions, a synthesis essay, a rhetorical analysis essay, and an argument essay. It's a lot to cover, but if you practice each type of question, you'll be more prepared on exam day.Next, work on improving your vocabulary and grammar skills. The exam will test your ability to understand and analyze different types of writing, so it's important to have a strongfoundation in English language. Read books, articles, and essays to expose yourself to different writing styles and vocabulary words.Another tip is to practice writing essays regularly. The more you practice, the better you'll get at organizing your thoughts and formulating strong arguments. Remember to pay attention to your introduction, body paragraphs, and conclusion – they all play a key role in a well-written essay.Lastly, don't forget to study rhetorical devices and techniques. These are important tools used by writers to persuade their audience and make their writing more effective. By understanding how these devices work, you'll be able to better analyze and respond to the passages on the exam.In conclusion, the AP English Language and Composition exam is a challenging but manageable task if you prepare well. Remember to familiarize yourself with the format, improve your language skills, practice writing essays, and study rhetorical devices. Good luck to all of us taking the exam in 2024! Let's do our best and show off our English language skills!篇10Hey everyone! I'm so excited to share with you all about the AP English Language and Composition exam in 2024. It's gonna be super cool and I want to make sure you know everything you need to know to do your best on the test.First off, let's talk about the multiple-choice section. This part of the exam has a bunch of reading passages and questions that test your understanding of different types of texts. You'll have to analyze the author's purpose, tone, and main ideas. It sounds kinda tricky, but if you practice and pay attention in class, you'll do great!Next up is the free-response section. This part is where you get to show off your writing skills. There are three different essays you have to write, including an argumentative essay, a rhetorical analysis, and a synthesis essay. Just remember to organize your thoughts, use evidence from the passages provided, and make sure your writing is clear and easy to understand.One tip I have for preparing for the exam is to practice writing essays and reading different types of texts. Try to read newspapers, magazines, and online articles to get a feel for different writing styles. And don't forget to ask your teacher for help if you're struggling with anything.Overall, the AP English Language and Composition exam is a great opportunity to show off your skills and challenge yourself. So keep calm, study hard, and you'll do awesome! Good luck, everyone!。
英语作文类型汇总
英语作文类型汇总1. Narrative EssaysNarrative essays tell a story and often focus on a single event or a series of events. They are written in the first person and can be a personal experience or a fictional story.2. Descriptive EssaysDescriptive essays aim to paint a vivid picture of a person, place, object, or experience. They use sensory details and figurative language to engage the reader's senses.3. Expository EssaysExpository essays explain or inform. They are often used to describe a process, define a term, or explain a concept. These essays are typically written in the third person.4. Persuasive EssaysPersuasive essays, also known as argumentative essays, aim to convince the reader to adopt a certain point of view or take a specific action. They require a clear thesis and strong supporting arguments.5. Comparative EssaysComparative essays compare and contrast two or more subjects. They often use comparison and contrast words like "similarly," "however," "in contrast," and "on the other hand."6. Cause and Effect EssaysThese essays explore the reasons behind an event or situation (cause) and the consequences that result from it (effect). They can be structured to discuss causes first and then effects, or vice versa.7. Critical EssaysCritical essays analyze and evaluate a work of literature, film, or other forms of art. They often involve close reading and interpretation of the text, and they may include personal opinions.8. Reflective EssaysReflective essays are personal and introspective. They allow the writer to reflect on an experience, event, or idea, and to consider its significance and impact on their life.9. Process Analysis EssaysProcess analysis essays break down a complex process into smaller steps. They explain how something is done, how it works, or how it can be achieved.10. Definition EssaysDefinition essays provide a clear and precise definition of a term or concept. They often explore the nuances and different interpretations of the term.11. Illustrative EssaysIllustrative essays use examples to explain a concept or to support an argument. They are similar to expository essays but place a greater emphasis on specific examples.12. Classification EssaysClassification essays organize items into categories based on shared characteristics. They define the categories andprovide examples of items that fit into each one.13. Evaluation EssaysEvaluation essays assess the quality of something, such as a book, movie, or policy. They provide criteria for the evaluation and then judge the subject against those criteria.14. Research PapersResearch papers involve extensive research on a topic and present an argument or findings based on that research. They are often used in academic settings and require propercitation of sources.15. Personal StatementsPersonal statements are often written for collegeapplications or job applications. They provide insight intothe writer's background, experiences, and aspirations.16. Opinion PiecesOpinion pieces express the writer's personal views on a topic. They can be persuasive, but they are more casual andsubjective than formal persuasive essays.17. Review EssaysReview essays provide a critical analysis of a book, movie, play, or other work. They summarize the work and offer an evaluation of its strengths and weaknesses.18. Synthesis EssaysSynthesis essays require the writer to combine information from multiple sources and to create a new argument or analysis based on that information.19. Creative WritingCreative writing essays can take many forms, such as short stories, poems, or scripts. They allow the writer to express themselves artistically and creatively.20. Argumentative EssaysArgumentative essays are similar to persuasive essays but focus more on presenting a well-reasoned argument supported by evidence. They often involve refuting opposing viewpoints.Each type of essay has its own structure, style, and purpose, and understanding these differences is key to writing effectively in English.。
锻炼英语小作文带翻译
锻炼英语小作文带翻译Title: The Importance of Practicing English Writing。
English writing is an essential skill that many learners strive to improve. Whether for academic, professional, or personal reasons, mastering English composition can open doors to various opportunities and enhance communication abilities. In this essay, we will explore the significance of practicing English writing and how it contributes to overall language proficiency.First and foremost, regular writing practice strengthens language skills. Just like any other skill, writing improves with practice. By consistently engaging in writing exercises, learners become more proficient in grammar, vocabulary, and sentence structure. Through repetition and correction, they develop a better understanding of English conventions and gain confidence in expressing themselves effectively.Moreover, writing provides a platform for self-expression and creativity. It allows individuals to articulate their thoughts, opinions, and experiences in a coherent manner. Whether it's composing essays, journal entries, or creative stories, writing enables learners to explore their ideas and convey them with clarity. This creative outlet not only enhances language proficiency but also fosters critical thinking and analytical skills.Furthermore, writing promotes active learning and retention. When learners write about a topic, they are required to research, organize information, and synthesize ideas. This process reinforces learning and helps commit new vocabulary and concepts to memory. Additionally, the act of writing engages multiple cognitive processes, such as comprehension, analysis, and synthesis, which leads to deeper understanding and retention of the material.In addition to academic benefits, practicing English writing enhances communication skills. In today's globalized world, proficiency in English is highly valued in both professional and social contexts. Effective writtencommunication is essential for conveying ideas, persuading others, and building relationships. Whether it's drafting emails, reports, or presentations, the ability to communicate clearly and concisely can greatly impact one's success in various fields.Moreover, writing fosters cultural awareness and empathy. Through writing, learners are exposed to different perspectives, cultures, and experiences. They learn to empathize with others and develop a greater appreciationfor diversity. By reading and writing about diverse topics, learners broaden their horizons and become more culturally competent communicators.Additionally, practicing English writing improves academic performance. Many academic assessments, such as standardized tests, essays, and research papers, require strong writing skills. By honing their writing abilities, learners can effectively communicate their ideas and demonstrate their understanding of course material. Strong writing skills not only lead to higher grades but also prepare individuals for success in higher education andbeyond.In conclusion, practicing English writing is paramount for language learners seeking to enhance their proficiency. It offers numerous benefits, including improved language skills, enhanced creativity, active learning, better communication abilities, cultural awareness, and academic success. Therefore, learners should dedicate time andeffort to regular writing practice to reap the rewards of effective communication and linguistic proficiency.Title: 练习英语写作的重要性。
知道有哪些好处英语作文
知道有哪些好处英语作文Title: The Benefits of Writing English Compositions。
Writing English compositions offers numerous advantages that extend beyond language proficiency. In this essay, we will explore some of the key benefits derived from composing essays in English.Firstly, writing English compositions enhances language skills. Engaging in the process of structuring sentences, selecting appropriate vocabulary, and organizing ideas improves both written and spoken English proficiency. Through practice, learners become more adept at expressing themselves effectively, thus boosting communication skills crucial for various personal and professional endeavors.Secondly, composing English essays fosters critical thinking and analytical abilities. When crafting an essay, individuals must formulate coherent arguments, support them with evidence, and anticipate counterarguments. Thisprocess cultivates cognitive skills such as logical reasoning, problem-solving, and the ability to evaluate information critically. Consequently, students develop a sharper intellect capable of discerning complex issues and arriving at well-informed conclusions.Furthermore, writing English compositions nurtures creativity and self-expression. Essays provide a platformfor individuals to explore their thoughts, experiences, and perspectives. Through writing, individuals can unleashtheir imagination, experiment with different writing styles, and convey their emotions effectively. This creative outlet not only enhances writing skills but also promotes personal growth and self-awareness.Moreover, English compositions facilitate cultural exchange and cross-cultural understanding. As English is a global language, composing essays in English enables individuals from diverse linguistic and cultural backgrounds to communicate and share ideas. By engagingwith texts written by authors from various cultural contexts, learners gain insights into different worldviews,traditions, and societal norms. This exposure fosters empathy, tolerance, and appreciation for cultural diversity, contributing to global citizenship and intercultural competence.Additionally, writing English compositions enhances academic performance and educational attainment.Proficiency in English is a valuable asset in academia, as many educational institutions worldwide use English as the medium of instruction. Through writing essays, students develop essential academic skills such as research, analysis, and synthesis, which are crucial for success in higher education. Moreover, strong writing skills are often correlated with higher academic achievement across disciplines, providing students with a competitive advantage in their academic pursuits.Furthermore, English compositions promote career advancement and employability. In today's globalized world, proficiency in English is increasingly sought after by employers across various industries. Effective written communication skills are particularly valued in professionsrequiring frequent interaction with international clients, stakeholders, or colleagues. By honing their writing skills through composing English essays, individuals enhance their employability and open up opportunities for career growth and advancement.In conclusion, writing English compositions offers a myriad of benefits encompassing language development, cognitive growth, creative expression, cultural enrichment, academic success, and career advancement. By engaging in the process of composing essays in English, individuals can cultivate essential skills and competencies that are invaluable in both personal and professional contexts. Therefore, embracing English composition as a learning tool not only enhances linguistic proficiency but also equips individuals with the skills and attributes necessary to thrive in an increasingly interconnected and competitive world.。
写作的重要性及意义英语作文
写作的重要性及意义英语作文英文回答：In the tapestry of human experience, writing occupies an indispensable role, leaving an indelible mark on our collective consciousness and shaping the very course of history. Its significance is multifaceted, weaving together a vibrant tapestry of expression, learning, and societal progress.As a Medium of Communication:Writing serves as a potent bridge across time and distance, enabling us to communicate ideas, experiences, and emotions with unparalleled precision and permanence. Through the written word, we transcend geographical and temporal boundaries, connecting with minds both near and far, past and present.Preservation of Knowledge:Humankind's accumulated wisdom and insights would dissipate into obscurity without the written record.Writing immortalizes ideas, preserving them for generations to come. From ancient scrolls to modern scientific journals, writing ensures that knowledge is not lost but rather passed down as a legacy to future generations.Intellectual Stimulation:The act of writing stimulates critical thinking, analysis, and synthesis. It forces us to organize our thoughts, articulate our ideas, and confront differing perspectives. Through writing, we not only conveyinformation but also refine and deepen our understanding of the world around us.Creativity and Expression:Writing is an inexhaustible source of creativity andself-expression. It allows us to explore our imaginations, delve into our emotions, and communicate our uniqueperspectives. From novels to poetry to scientific treatises, writing provides an outlet for our inner thoughts and feelings, enriching the cultural landscape.Social Transformation:Throughout history, writing has played a pivotal rolein social movements and political revolutions. By disseminating ideas and rallying public opinion, written works have inspired change, challenged injustice, and shaped the course of nations. From the Magna Carta to the Declaration of Independence, writing has proven to be an invaluable force for societal transformation.个人发展：On a personal level, writing fosters self-reflection, growth, and healing. It allows us to process our experiences, identify patterns, and gain a deeper understanding of ourselves. Through writing, we can explore our motivations, fears, and dreams, unlocking a path toward personal growth and fulfillment.中文回答：写作的重要性及意义。
Imaginative Writing
Imaginative WritingLast Sunday, when I woke up, I heard my mother's calling, `Help! Help!' but I could not find her. I looked around the house. Suddenly, I saw a tidy little creature under a chair and it was moving its hands. It was my mother! Oh! I did not believe my eyes! My mother became 20cm tall!I was frightened and did not know what to do! I picked up my tidy, little mother in my hands and took her on my bed. I had to take care of her every minute. I put her carefully in my pocket and took her to see a doctor, but the doctor could neither give me a reason for her to change smaller nor help her change back to normal size. Since I found no solution to the problem, I took my mother home. On my way home, she slipped out of my pocket, and nearly fell onto the ground. I was so frightened that I held her tightly. Luckily, I took her safely home. Ihad to feed her and help her in whatever way she needed. I hoped my mother could grow back to her normal size. I did not want my mother to be so small.In the evening, while my mother was sleeping, I sat beside the bed and looked after her. She looked like a doll. How pity she was! I could not control myself. My tears ran out of my eyes, and it dropped down on my mother's face. Suddenly, she became bigger and bigger. After a few minutes, she changed back to her normal size. I was surprised to ask my mother what had happened, however, she did not know. I thought that was the most exciting experience in my life.。
Discourse synthesis in integrated second language writing assessment
Language TestingDOI: 10.1177/02655322093401922009; 26; 561 Language Testing Lia Plakans Discourse synthesis in integrated second language writing assessment /cgi/content/abstract/26/4/561The online version of this article can be found at: Published by:can be found at:Language Testing Additional services and information for/cgi/alerts Email Alerts:/subscriptions Subscriptions:/journalsReprints.nav Reprints:/journalsPermissions.nav Permissions:/cgi/content/refs/26/4/561 CitationsLanguage Testing 2009 26 (4) 561–587 Discourse synthesis in integrated second language writing assessmentLia Plakans The University of Iowa, USAAs integrated tasks become more common in assessing writing for a cademic purposes, it is necessary to investigate how test takers approach these tasks. The present study explores the processes of test takers undertaking r eading-to-write tasks developed for a university English placement exam.Think-aloud protocols and interviews of university-level non-native w riters of English were collected to capture the writers’ composing processes.These data were analysed to determine if the tasks elicited an academic writing p rocess of discourse synthesis and to identify what language issues were present. The results revealed some writers use discourse synthesis subprocesses in composing responses to the reading-to-write tasks, with apparent d ifferences across writers. Language difficulties that emerged for writers were vocabulary knowledge and use, as well as stylistic concerns.The i mplications of the study suggest that reading-to-write tasks may elicita discourse synthesis process that could be used for validity evidence insome contexts and lead to more appropriate placement into academic w riting courses.Keywords:academic writing, discourse synthesis, integrated tasks,l anguage testing, writing assessmentIn assessing academic writing, the integration of modalities such as listening and reading is increasing as a means to improve v alidity, enhance authenticity, and provide test takers with content on which to write (Feak & Dobson, 1996; Read, 1990; Weigle, 2004). Over the past 30 years, both writing-only and integrated writing tasks have been utilized in assessing writing; h owever, past research has c oncentrated more on writing-only tasks (Hamp-Lyons & Kroll, 1996; Weigle, 2002, 2004), with attention recently increasing for the integrated tasks. A number of studies have compared w ritten p roducts of integrated tasks with that from writing-only tasks (Cumming, Address for correspondence: Lia Plakans, The University of Iowa, Teaching and Learning, N529 Lindquist Center, Iowa City, IA, USA, 52242; email: lia-plakans@© The Author(s), 2009. Reprints and permissions: /JournalsPermissions.navDOI:10.1177/0265532209340192562Discourse synthesis in integrated second language writing Kantor, Baba, Erdosy, Eouanzoui, & James, 2005, 2006; Gebril, 2006; Watanabe, 2001). For example, in a study of prototype writing tasks for the Internet-based Test of English as a Foreign Language (iBT TOEFL), Cumming et al. (2005, 2006) found essays written for integrated tasks differed significantly from independent tasks in lexical, syntactic, rhetorical and pragmatic features. Differences in these d iscourse features across English proficiency levels were also found. However, less is known about the c omposing processes that test takers actually employ when undertaking integrated test tasks. As a result, those using scores from integrated tasks make infer-ences about English language competence without input regarding the process undertaken by the writers. To gain insight into compos-ing processes elicited by these tasks, the present study explored processes of university-level non-native writers of English as they responded to reading-to-write test tasks developed for a u niversity English placement examination.I Backgroun dLanguage testing process and strategy studies aim to ascertain if test takers complete the designated task in a way that relates to the c onstruct or processes in the target language use situation (Ascensión, 2005; Cohen, 1984, 1998, 2007; Cohen & Upton, 2007; Plakans, 2008, 2009; Rupp, Ferne, & Choi, 2006). Essentially, test developers must determine if test takers actually are doing what it is assumed they are doing to make reasonable inferences about the language products and scores derived from particular tests. Thus, processes that test t akers use to approach various test tasks are a validity-related con-cern (Bachman, 2002, 2004; Cohen, 2007). Most process and strategy research has only examined test takers’ thinking when completing selected-response or short constructed-response items, but their approa c hes to performance-based tasks, such as r eading-to-write, have remained relatively unexplored. A deeper understanding of these tasks and how they affect test takers’ thinking would c ontribute to the development, validity, and use of integrated tasks.In the field of second language writing, reading-to-write tasks have appeared in studies of composing processes (Bosher, 1998; Cumming, 1989; Zamel, 1983), but these studies have largely focused on the impact of writers’ individual characteristics on their w riting p rocesses. To study composing processes e licited by i ntegratedLia Plakans 563 tasks, the s ynthesized process of writing with other m odalities, such as r eading, also requires attention (Esmaeili, 2002). However, most s tudies of L2 composing processes have focused on writing with l imited a ttention to reading processes, with some e xceptions (Basham, Ray, & Whalley, 1993: Cohen, 1994). Although there exists no accepted construct of second language (L2) writing (Cumming, 1997) or of integrated L2 reading-writing (Hirvela, 2004), first l anguage (L1) composition theory offers a framework of c omposing processes in academic reading-for-writing that may be useful in clarifying an underlying construct for i ntegrated tasks.1 Discourse synthesis processL1 academic writing has been conceptualized and researched as a constructive meaning-making process of reading for writing called discourse synthesis (Ackerman, 1991; Greene, 1993, Lenski, 1998; Marsella, Hilgers, & McLaren, 1992). Spivey and King define d iscourse synthesis:Some hybrid reading-to-write tasks involve discourse synthesis, a process in which readers (writers) read multiple texts on a topic and synthesize them.They select content from the composite offered by the sources—content that varies in its importance. They organize the content, often having to supply a new organizational structure. And they connect it by providing links between related ideas that may have been drawn from multiple sources (1989, p. 11).Research by Spivey (1984, 1990, 1997) has shaped the notion of discourse synthesis in reading for writing tasks by exploring ‘ t ransformations’, or subprocesses, of writers in several types of academic writing, such as reports and comparisons. In particular, she has studied the transformations of organizing, selecting, and con-necting, which are processes originally studied in reading research. As a result, the reading p rocess is situated more centrally in the discourse synthesis composing p rocess, and reading and writing are integrated within each sub p rocess. Spivey’s findings revealed that writers utilized a meaning-making process that involved organizing ideas as they read and wrote, selecting from readings, and integrating ideas based on inferences from texts. Writers used cohesion m arkers to make connections within and across texts. These findings led her to conclude that organization, selection, and connection, ‘are the very basis of reading, writing, and learning in almost any domain knowledge’ (1997, p. 191).564Discourse synthesis in integrated second language writing2 Studies of composing processes in integratedlanguage testing tasksTest-takers’ composing processes in responding to reading-to-write test tasks have been described in several studies. Cohen (1994) studied the strategies of five Portuguese speakers when writing sum-maries in English and found that writers with medium proficiency used fewer strategies than those with higher levels of English pro-ficiency. Interestingly, however, the writer with the lowest level of proficiency used the most strategies. Esmaeili (2002) conducted a study with 34 intermediate ESL adult learners who took two tests: one with reading and writing tasks thematically related to each other and the other with unrelated tasks. He concluded that the reading and writing processes could not be viewed as separate in integrated tasks. Ascención (2005, 2008) did a validation study of two r eading-to-write tasks: a summary task and a reflective essay. She coded the resulting think-aloud protocols following a discourse synthesis framework (Spivey, 1984, 1997). Her findings confirmed the existence of dis-course synthesis as an underlying construct; however, the reflective essay elicited more cognitive operations than did the summary. Similarly, Plakans (2008) compared processes in reading-to-write and writing-only tasks, finding a greater difference across writers on the reading-to-write tasks, but more pre-writing planning elicited by the writing-only tasks. These researchers have provided a foundation for understanding composing processes employed in integrated writ-ing assessment by incorporating reading into the writing process, using discourse synthesis as an underlying construct, and comparing writer processes across tasks. Further study illuminating writers’ processes in composing integrated tasks in relation to a possible construct of academic writing should provide test developers more guidance in creating integrated tasks and give test users increased confidence in interpreting the scores that result from such tasks.II MethodsThe present study examines the composing processes of writers undertaking reading-to-write tasks and addresses first the f ollowing research question: Do L2 writers use discourse synthesis when c omposing reading-to-write tasks?Secondly, although discourse synthesis has been developed and studied largely in the context of L1 reading and writing, scholars inLia Plakans 565 L2 writing (Silva, 1993) argue that L2 writing should not be seen as a simple derivative of L1 writing. For that reason, a s econd research question considers the language difficulties that arise d uring the c omposing process: What language-related issues occur for L2 w riters when responding to reading-to-write tasks?1 Context for assessmentThis study focused on the writing section of an English placement exam at a large US Midwestern university. The final purpose for the writing test task is to assess whether the test taker’s level of academic writing and grammar is sufficient for academic coursework. Since the exam is also used to determine subsequent English as a second language (ESL) coursework, a second purpose is for placement into, or out of, ESL writing courses at the university level. Currently, the writing section contains an independent writing-only task; however, the ESL program has considered changing to an integrated reading-writing task because the ESL writing courses include instruction on synthesizing reading and writing, and research has shown that such synthesis is a common assignment in academic coursework (Braine, 1989; Carson, 2001; Horowitz, 1986), the target language use s ituation for the placement exam. However, before making this shift to an integrated task, more information is needed, particularly evidence for validity. Since previous research has looked at the products of integrated tasks, the present study sought to understand the process that test takers used in completing them. An initial study of these placement tasks compared the integrated and independ-ent w riting tasks, finding that the integrated tasks elicited a more interactive process (Plakans, 2008). Due to these results, the present study investigated the processes of the integrated tasks in more detail for evidence of discourse synthesis.2 P articipantsSix L2 writers were recruited from ESL classes at the university. The participants were typical of ESL students at the university based on their TOEFL scores, nationalities, degree status, and academic majors (see Table 1).11 These writers had participated in a larger study that compared reading-to-write and writing-only tasks, of which this data is a subset.566 Discourse synthesis in integrated second language writing 3 Reading-to-write tasksTwo reading-to-write tasks were developed for the study with the additional prospect for use in the English language p lacement e xamination administered by the ESL program. Given this c ontext, the program was consulted in the task development process to deter-mine purpose, use, and constraints on the tasks. After c onsulting the p rogram, three topics were selected for pilot testing: population growth, technology, and globalization/cultural borrowing. Using these topics, argumentative tasks were developed because of their c ommon occurrence in academic assignments (Cumming et al., 2005).2 Two paragraph-length readings presenting different o pinions on each of the topics were piloted and revised for parallel readability. Task instruc-tions asked test takers to take a position on the topic and support it with examples, both personal and from the readings. The instructions also warned the writers about copying and proper citation of the r eadings. Tasks were piloted for content, clarity, and time constraints. The population growth topic proved too difficult for writers who had not considered the topic beforehand, thus leaving techno l ogy and globalization/cultural borrowing as the two t opics used in this study (see Appendix A for task instructions and readings).4 Data collectionThree types of data were collected: think-aloud verbal protocols, interview responses, and test takers’ written products.Table 1 Participant informationName*First language Paper-based (CBT) TOEFL Major/Graduate (G) or Undergraduate (U) student EduardoSpanish —**Computer science (U)MegumiJapanese 630 (276)Asian languages & literature (G)SangminKorean 610Business (G)Ji-HyunKorean 567Pre-dentistry (U)WeiChinese 520 (190)Biochemistry (U)Mei Chinese 573Statistics (G)*Pseudonyms used.**Eduardo had graduated from high school in the USA, so had not taken the TOEFL.2 Summarizing is also a common academic skill and often found in writing assessment; however, Shi (2004) found that more citation problems occurred in summarization, a problem that the ESL program strongly wanted to avoid.Lia Plakans 567 The purpose of the think-aloud method is to make inferences about thought processes while participants complete a task (Ericsson & Simon, 1993). Think-aloud protocols have been used to determine test-taker strategies, to study validity/reliability (Cohen, 1998; Green, 1998), and to uncover the composing processes of writers (Flower, 1994; Flower & Hayes, 1981). In this study, each participant received instruction and training on the think-aloud procedure, and then com-posed their responses to the tasks while talking aloud.3 Writers were not given time limits to complete the task (writers were informed when one hour had passed), and those silent for longer than 20 s econds were reminded to continue talking, each being a method used to improve think-aloud data (Russo, Johnson, & Stephens, 1989).As all writers were composing essays in English, not their first language, the issue of language choice in the think-aloud sessions required consideration (Machón, Murphy, & Roca de Larios, 2005). During pilot think-aloud sessions, writers were allowed to use any language while thinking aloud, and while most chose English, two used their first language. In their follow-up interviews, these two writers expressed confusion and frustration with writing in English and speaking in their first language concurrently. Thus, during the actual writing sessions, writers were encouraged to use English, but told they may use their first language as needed. In the follow-up interviews, all writers were asked about this issue. Surprisingly, three writers, Eduardo, Ji-Hyun, and Wei, felt that talking while writing helped them. It moved their thinking along and assisted in proofreading, although Ji-Hyun said it was distracting at times. Mei and Sangmin said talking in English was a problem because they had to translate many of their thoughts from their first language. The other four writers said that they think in English when writing in English, so translation was not necessary.After data collection, the think-aloud protocols were transcribed and divided into segments best described as ‘idea units’ (G reen, 1998) for coding. The segmenting was checked with a co-rater to assure reliability. Written essays from the think-aloud sessions were collected and used to identify writing segments as well as to provide evidence of source use.Participants were interviewed before and after the writing s essions. Prior to the writing sessions, participants were asked about their 3 All think-aloud instructions, training, and procedures were pilot tested in advance with similar non-native speaking participants.568Discourse synthesis in integrated second language writing general background, interest in and experience with reading and writing in their L1 and L2, and their thoughts about writing tests. These i nitial interviews lasted approximately 20–30 minutes each. Following the writing sessions, they were interviewed in 20-minute sessions regarding their composing processes, the tasks and topics, as well as the think-aloud experience.5 AnalysisThe discourse synthesis framework was used in this study to explore composing processes in the reading-to-write tasks because it provides a synthesis of reading and writing, and is supported by empirical evidence. Based on Spivey (1997) and Ascención (2005), the categories of organizing, selecting, and connecting were used to categorize participants’ discourse synthesis into the following s ubprocesses (with examples from think aloud protocols):(1) Organizing occurs when writers think about the overall s tructureof their writing and the structure of the readings.Example: [writer reads first sentence] ‘this is the topic s entence’.(2) Selecting is when they read and choose ideas from the r eadings.Example: ‘Now I’m gonna refer to the idea of Schaffer. … okay’(3) Connecting includes both linking ideas in their writing andconnecting the ideas in the readings with their own.E xample: [writing] ‘While Schaffer says that, ah the. …What’sthe subject? Technology …. Technology? So technology is the subject. … okay …’Another category used in coding was monitoring which included a sub-category for language d ifficulties as described below:(4) Monitoring is when they consider the topic, evaluate their ownwriting, and express affect.Example: ‘Hmmm ... yeah it’s a good topic … really good topic.’(4a) L anguage difficulties are separated in this coding to e xamine how the composing process may differ for L2 writers, i ncluding segments where writers choose vocabulary, translate from their L1, and make syntax-related decisions.Example: ‘how to say [Chinese spoken] … ah [sighs]’Some segments in writers’ transcripts did not fit the four described subprocesses; therefore, three additional subprocess categories were added: (5) reading the prompt, (6) reading the source text, and (7) w riting. In the final analysis, the subprocesses of reading the prompt and the source texts were combined.Lia Plakans 569 Two raters applied this coding scheme to 900 segments of t hink-aloud transcripts, achieving an acceptable rate of inter-rater reliability correlation coefficient of r = 0.83. After checking for reliability, segments on which raters disagreed were discussed by two raters and a final coding was determined. Data were a nalysed in NVivo7, software from Qualitative Research Software used for coding, searching data, and modeling. As the subprocesses can be considered nominal variables, frequency totals were counted for each subprocess as well as across writers. These frequency counts were divided by the total segments in the think-aloud protocols for each writer and presented in the results section as percentages.To provide more depth to the research results, the written products were analysed for source use by first dividing each essay into idea units, followed by the two raters separately marking the ideas in the units that originated in the source texts, either as direct quotation, paraphrase, or summary. The inter-rater reliability of this rating was acceptable with a correlation coefficient of r = 0.84. For each writer, the total number of idea units was divided by the number of idea units using source texts to provide the percentage of source text use for each writer. The purpose of this analysis was not to provide ratings or investigate discourse features of the written products as other larger scale studies have done (Cumming et al., 2005, 2006; Gebril, 2009; Watanabe, 2001), but rather to see if writers’ processes of discourse synthesis actually resulted in the use of source texts in their writing.III Results1 A discourse synthesis processTable 2 provides the frequency and percentage of each discourse synthesis subprocess in the think-aloud protocols for the six p articipants, revealing higher occurrences of organizing, s electing, and c onnecting among four of the writers: Eduardo, Megumi, Sangmin, and Ji-Hyun. Their percentages of discourse synthesis use ranged from 31% to 38% of their think-aloud segments. The other two writers, Wei and Mei, only spent 13% and 5% of their think-aloud protocols on discourse synthesis subprocesses. For most writers, more connecting and organizing occurred than selecting, perhaps because the latter subprocess was exclusively focused on the source texts while organizing and connecting included thinking about the writers’ own ideas and writing as well as the source texts.570 Discourse synthesis in integrated second language writingT a b l e 2 D i s c o u r s e s y n t h e s i s s u b p r o c e s s e s i n w r i t e r s ’ t h i n k -a l o u d p r o t o c o l sW r i t e r E d u a r d oM e g u m iS a n g m i n J i -H y u n W e i M e iT o t a lT a s k t o p i cC u l t u r eT e c h .T e c h .T e c h .C u l t u r eC u l t u r eO r g a n i z i n g 3414 2013 1918 7 5 6 4 43 9010S e l e c t i n g 13 6 14 9 5 5 1511 6 4 11 54 6C o n n e c t i n g 4619 14 9 1413 2317 6 4 1110412T o t a l d i s c o u r s e s y n t h e s i s 93384831 3836 4534 18136524227T o t a l t h i n k -a l o u d u n i t s *237154105132142130900*T h e t o t a l t h i n k -a l o u d u n i t s i n c l u d e s u b p r o c e s s e s i n b o t h T a b l e s 2 a n d 3.Lia Plakans 571To illustrate further the difference in the discourse synthesis subprocesses across writers, Figure 1 presents a bar graph with the percentages of organizing, selecting, and connecting for each writer. These results clearly show that Mei and Wei used c onsiderably less discourse synthesis in their composing processes than the other four writers. Mei did some organizing but little selecting or connecting, while Wei used each subprocess but considerably less f requently than the other writers. These two writers had lower l evels of p roficiency, based on their TOEFL scores, which may have n ecessitated more attention to language difficulties and writing than to discourse syn-thesis. Also, both writers were assigned the topic of cultural borrow-ing, which may lend itself to specific personal e xamples, leading writers to use source texts less in their composing, than the technol-ogy topic. However, Eduardo also wrote on this topic and had high frequencies of discourse synthesis subprocesses. Lastly, both Mei and Wei were native Chinese speakers, which may have implica-tions for the transfer of first language writing and source use as has been studied in contrastive rhetoric (Connor, 1996). However, Wei attended an English language high school in Belize and explained, in his interview, that all of his instruction in writing had been in English. He felt uncertain that he could write in his first language, Chinese. On the other hand, Mei described using translation as a w riting strategy, which appeared in her think-aloud protocols when she chose words. In her case, the conventions of source use when writing in Chinese, which researchers have suggested differs from that of English (Scollon, 1994; Shi, 2004), may be impacting her process; however, Pennycook (1996) has warned this issue is very complex and requires close, contextual, and c ulturally sensitive handling.These differences and similarities among writers are not c onclusive given the small number of tasks and participants, but they empha-size the complexity of an academic writing construct and, therefore,5101520Figure 1 Percentage of segments coded for discourse synthesis subprocesses572Discourse synthesis in integrated second language writingthe challenge in interpreting integrated task results due to the i nteraction of many factors such as proficiency in L2, topic affect, and L1 w riting conventions.With the inclusion of the other subprocesses, which are presented in Table 3, writing and monitoring were the most frequent subpro-cesses for all participants, followed by connecting, organizing, and language issues. These results are similar to those of Ascensión (2005). More specifically, the participants with more segments coded as d iscourse synthesis spent less time on writing and more on m onitoring than those who used less discourse synthesis. As both monitoring and discourse synthesis may include metacognitive processes, these writers consistently employed more of this level of t hinking in their composing processes. In contrast, the two w riters with less discourse synthesis and lower proficiency, may have s truggled more with the language demands of the task and, thus, attended more to writing than to higher order thought processes.Frequency of occurrence presents only part of the picture, as the subprocesses include a variety of actions. How the writers used organizing, selecting, and connecting will be described in more detail across writers and followed by a discussion of language issues.a Organizing:During the organizing subprocess, writers were planning content, structuring their essays, and using strategies to understand the readings. Examples from writer’ think-aloud pro-tocols are presented in Table 4. Both before and during writing, all writers spent time brainstorming and arranging the content for their essays when organizing. For example, as shown in Table 4, Eduardo articulated his main argument in a thesis statement. Two writers, Megumi and Sangmin spent time organizing to support their reading by identifying aspects of the rhetorical structure, and summarizing the main ideas for each reading.Table 3 Other subprocesses in writers’ think-aloud protocols7 3 9 6 7 71914 5 43426 81 9 LanguageissuesMonitoring89385938242335273525262026830 Reading 16 710 7 5 5 8 6 8 5 6 4 53 5 Writing32142818313025197654584525028Lia Plakans 573b Selecting: When selecting, writers considered parts of the source texts for their essays; examples are given in Table 5. Five of the w riters scanned and reread portions of the readings to use in their essays, as shown in the upper rows of Table 5; however, they varied in other actions. Eduardo, Megumi, and Ji-Hyun reread parts of the readings and responded to inferences about the authors’ m eanings. These three also focused on the mechanics of citation, such as find-ing the author’s name and checking for proper paraphrasing. As contrasted with the other participants, only one segment of Mei’s think-aloud transcription was coded as selecting. In this segment, she responded to an idea from the source text.Wei chose a particularly creative approach to selecting. He first reread the readings, incorporating two ideas from them; however, he also created a fictional supporting statistic and attributed it to a credible newspaper. This strategy reveals his understanding that authoritative support is valued in academic writing, but it may also show an inclination to falsify support, which would not be accept-able in academic writing. Perhaps, he simply felt that the goal was to complete the task in order to display his writing ability and didTable 4 Organizing ActionWriter Segments from think-aloud protocols Arranging essay contentEduardo ‘my topic sentence, or my thesis is that globalization does not affect culture …’Sagmin‘I change my mind, I would rather go three kind of paragraph, one overview,one cons of technology and one pros.’Ji-Hyun‘And then, okay I’m gonna talk about my position and then how I think about [pa*7]my opinion abouts about development of technology.’Wei ‘okay … next one [paragraph] that will be belief … belief’Mei‘okay the advantages and then the disadvantages …’Identifying rhetorical structures Megumi[reading source text] ‘So these are topic sentence and the following sentences are the details of this topic sentences.’Summarizes source textSangmin‘uh, the author also admits that it brings great effect on our daily lives … but it also will have the effect of making poor countries, poorer, but not using all materials that were had been used inmanufacturing goods and previous period.’*‘pa’ indicated a pause of x seconds in the think-aloud. For pauses less than five sections ‘…’ was used.。
关于写习惯的英语作文
关于写习惯的英语作文Title: Cultivating Writing Habits: A Pathway to Mastery。
In the realm of personal development, cultivatinghabits is akin to planting seeds of productivity and growth. Among these habits, writing stands out as a fundamental skill, indispensable in both personal and professional spheres. In this discourse, we delve into the significanceof fostering writing habits, exploring its benefits and offering practical strategies for its cultivation.First and foremost, writing habits serve as the cornerstone of effective communication. Whether one aspires to articulate ideas eloquently, craft compelling narratives, or simply express thoughts coherently, a consistent writing practice is paramount. Through regular engagement with the written word, individuals hone their ability to structure ideas, refine language proficiency, and convey messageswith clarity and precision.Moreover, writing habits nurture creativity and self-expression. In the process of putting pen to paper orfingers to keyboard, individuals embark on a journey of introspection and exploration. They delve into the depthsof their imagination, giving voice to their innermost thoughts, feelings, and perspectives. Through this creative outlet, they cultivate a deeper understanding of themselves and the world around them, fostering personal growth andself-awareness.Additionally, writing habits facilitate cognitive development and critical thinking. As individuals grapple with complex ideas and concepts through writing, they engage in higher-order cognitive processes such as analysis, synthesis, and evaluation. They learn to discern patterns, draw connections, and formulate arguments, thereby sharpening their intellect and enhancing their problem-solving skills.Furthermore, writing habits are instrumental in professional advancement. In today's knowledge-based economy, the ability to communicate effectively throughwritten correspondence, reports, and presentations is highly valued across various industries and sectors. Those who possess strong writing skills often enjoy a competitive edge in the job market, as they are better equipped to convey ideas persuasively, collaborate productively, and influence stakeholders effectively.Given the myriad benefits of writing habits, the question arises: how can individuals cultivate and sustain them? The answer lies in adopting a systematic approach and integrating writing into daily routines. Here are some practical strategies to consider:1. Establish a Writing Routine: Set aside dedicated time each day for writing, whether it's early in the morning, during lunch breaks, or in the evening. Consistency is key to building momentum and making writing a habitual practice.2. Start Small: Begin with manageable writing goals, such as writing for ten minutes each day or completing a single paragraph. As confidence and proficiency grow,gradually increase the duration and complexity of writing tasks.3. Experiment with Different Forms: Explore various genres and styles of writing, from journaling and creative fiction to academic essays and professional articles. Diversifying writing experiences fosters versatility and adaptability.4. Seek Feedback: Solicit constructive feedback from peers, mentors, or writing groups to gain insights into strengths and areas for improvement. Embrace critiques as opportunities for growth and refinement.5. Embrace Imperfection: Recognize that writing is a process of iteration and refinement. Don't let fear of imperfection inhibit creativity; instead, embrace experimentation and revision as integral parts of the writing journey.In conclusion, writing habits are invaluable assets that empower individuals to communicate effectively,unleash creativity, stimulate cognitive faculties, and advance professionally. By embracing a systematic approach and incorporating writing into daily routines, individuals can embark on a transformative journey of self-discovery and skill development. As they cultivate the habit of writing, they embark on a pathway to mastery, unlocking boundless potential and possibilities.。
persuasivewritingpersuasivewriting
Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages of this book for classroom use. No other part of this publication may be reproduced in whole or part, or stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or oth-erwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 555 Broadway, New York, NY 10012.Cover design by Vincent Ceci and Jaime LuceroInterior design by Vincent Ceci and Drew HiresInterior illustrations by Drew HiresISBN 0-590-20934-5Copyright © 1998 by Tara McCarthy. All rights reserved.Printed in the U.S.A.TABLE OF CONTENTSSskills to plan and compose effective pieces of persuasive writing.BOOK FEATURESA Gradual Build-Up of Analysis SkillsThe three sections of this book lead students from understanding the legitimate elements of persuasion, to recognizing persuasive strategies when we are the audience, and finally to selecting the persuasive approaches that will be most effective in bringing others around to our point of view in different situations.A Gradual Build-Up of Synthesis SkillsThe culminating activity in the book is writing a persuasive essay. To prepare for this challenging and rewarding task, students move along graduated steps: a persuasive sen-tence here, an informal persuasive paragraph there, a group discussion of TV commercials,opportunities to act out debates orally, invitations to apply what they’ve just learned to characters in literature and to debates between historical movers-and-doers. Each activity builds upon preceding ones, integrating learned skills with new ones to practice. With lots of synthesizing activities like these under their belt, most students will experience success in writing the essay.Reproducibles Designed To Build, Not RepeatEach reproducible page encourages the student to add his or her own particular ideas to a strategy you’ve discussed with the class as a whole. By completing and organizing the completed pages, the student compiles a unique, individual reference source that reflects his or her own discoveries.Activities for Students with Various Interests or ModalitiesThe Additional Activities that conclude each Part are designed to appeal to a heteroge-neous group of kids. For example, your students who learn best through an aural-oral modality can watch and listen to TV to analyze persuasive techniques, or organize debates on topics that interest them. Students who are visually oriented can analyze posters and photos that “sell” opinions. For your students who learn well through physical activity,there are suggestions for skits and plays in which characters act out their points of view.5TO THE TEACHER67EXPLORINGTHE ELEMENTS OFPERSUASIONSTATING OPINIONSTwo Points of ViewAs a start-up, students can use what they know best: themselves.What You’ll NeedFor each student, two copies of the reproducible on page 23Procedure1.Distribute the reproducible. Students work with a partner.Each partner lists on one profile page what she or he considers her or his own talents and best qualities, and on the second profile page, the partner’s talents and best qualities.2.Partners exchange partner profile pages, skim to compare them with their own self-pro-file pages, and then discuss together:• What two points of view do the two profiles present?(my own and my partner’s)• What’s different about the profiles? What’s the same?• Is there anything that surprises you in your partner’s profile of you?Is there anything you disagree with?• What do you learn by studying another person’s view of you?8。
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Synthesis Writing (Sun) Sun1Sun ChunjuanProfessor Guo ShuqingAdvanced—Writing (0901011019)17Nov.2011Failed Compulsory Education System in AmericanIn modern society, most people think it is an important and responsible process for students to receive education from the school. And people hold that education is not only a part of culture [1], but also an important reference for students’ jobs [2]. Thus, it seems that compulsory education plays a key role in the education field. However, the facts always go against the intentions. Compulsory education also brings a lot trouble to American society at the same time. For example, kill the children’s interests, limit their thoughts and put a lot pressure for their job employment.To begin with, it is a failure not to consider the problem of human diversity and individual instructions before the establishment of the compulsory education system. There is no accounting for tastes. Everyone has their own interests. Thus, one teacher in a class is not enough to take care of everyone, and teachers have to cast all the instructions into one uniform pattern (Murray N. Rothbard). As a result, students’ interests are not developed and they are absent-minded in the class. After a long time, they learn little from the class so that more illiteracy and ignorance appear in the America in spite of the attendance law (Samuel L. Blumenfeld). “Y ou can lead a horse to water but you can’t make him drink.” Y ou compel them to have the boring class and they just sit there without thoughts. It’s just a waste of time.Sun2Therefore, from the above examples, interest is very important to students and individual instruction is necessary for their development.Besides, the tyranny of compulsory schooling is also a factor to lead the failure. Students are taught to step the way that teachers have paved for them. There are just obedience but no creation and discoveries (John Taylor Gatto). Thus it’s a ruled and boring life without new things. And it was explained in the article “Formal education ought to be compulsory in the United States”,“CE makes kids accept being a tool of the working machine; just a part in a soulless mechanism.” It ruins the students’ inspiration and independent thoughts. No wonder do the students have no logic thinking and fall more behind than their pioneers at careers. Thus, the two authors also are angry with the dogmatism. They points out students should be gifted with freedom of thinking.What’s more, the system also put a lot burden on the graduated employees. Because a good job usually is mainly depended on an excellent college transcript (2). However, the fact is a student only with the knowledge cannot be equal to the job. They need more experience. Thus, compulsory education is turning out more idles and ignorance (Samuel L. Blumenfeld ). The superficial knowledge they have learned in the school is almost useless on their job unless they integrate book knowledge into practical experience.With all the disadvantages of education system presented above, some people will oppose it because they think there are also some advantages. For example, compulsory education makes the high diploma. And the higher diploma you get, the higher wages youwill get [1]. After all, high diploma is closely connected to the employment and payment inSun3today. However, another intention of implement compulsory education is that the law forces the classroom is full of students so that the education establishment can obtain more benefits from students (Samuel L. Blumenfeld). More and different levels students lead to a low quality class. Therefore, it is hardly to get a real high diploma. The situation always is that students have high diploma but appear amazing low ability. In a word, to some extents, compulsory education brings more disadvantages.In conclusion, education is an important process for people to improve themselves, so a proper system is especially important for a country. Otherwise, both students and country will suffer a lot from it.Work cited:[1] “Formal education ought to be compulsory in the United States”, Jan.27,2010,[2]http:// …[3]Murray N. Rothbard (1926-1995), a dean in Austrian School, economist, economic historian, libertarian political philosopher “Human Diversity and Individual Instruction”, Ludwig von Mises Institute, Sept.09,2006, retrieved on Mar.25,2010 from/daily/2226.[4] Samuel L. Blumenfeld, “Are compulsory School Attendance Laws Necessary?”, March,1991, /freedom/0391c.asp.[5] John Taylor Gatto, “The Tyranny of Compulsory Schooling”, School Survival, August 26,2005, retrieved on Oct.21,2010 from http://www.school-surival,net.。