华科英语写作考试

Part II
Section A (5%)
(1) The most frequently used strategy was compensation strategy, and the learning strategies demonstrated significant correlation with listening proficiency.
(2) A strategy questionnaire survey and four listening comprehension tests were conducted on 120 non-English major students in Tianjin Medical University to identify the students’ learning strategies. The SPSS was employed to analyze the data collected.
(3) This study suggests that teachers can help their students become more effective listeners by encouraging them to apply a variety of learning strategies to listening tasks.
(4) This paper aims at providing some information on language learning strategies of non-English majors in China and discussing their relationship to listening comprehension.
(5) The final results indicate that non-English major undergraduates were able to describe their use of a wide range of learning strategies.
Order:（4 ）（2 ）（5 ）（1 ）（3 ）
Section B (15%)
网络交往对大学生道德品质的影响研究
A Study of Cyber-Communication Influence on Morality Character of the University Students
摘要：
本论文探讨了网络交往的特征及其对大学生道德品质的影响。

该论文采用问卷调查法，就网络交往对当代大学生道德品质所造成的负面影响, 对北京大学678名本科生进行了随机调查, 分别从道德认知、道德情感、道德意志、道德行为等四个方面进行了初步的探讨。

结果表明，这些负面影响是由网络交往自身的特点、大学生自身的因素以及各种社会因素共同作用所造成的。

关键词：网络交往cyber-communication , 大学生university students,
道德品质morality character, 负面影响negative influence
Translation for reference:
A Study of Cyber-Communication Influence on Morality
Character of the University Students
The paper studies characteristics of cyber-communication and its influence on the university student’s morality characters.
By means of the questionnaire, 678 undergraduates from Peking University are randomly sampled. It explores the negative influence of cyber- communication on the contemporary university students in terms of four aspects, namely moral cognition, moral emotion, moral will and moral conduct.
As a result, it is revealed that all the negative influence is caused by the characteristics of the cyber-communication itself, the subjective factors of the university students themselves as well as various kinds of social factors.
计算机网络对大学生活的影响研究
Impact of Computer and Internet on College Students’ Study Li fe
本研究是为了了解计算机和网络对当前高校学生学习生活的影响，以及学生的个人特征和计算机网络经验与这种影响之间的关系。

研究采用问卷收集数据，浙江大学650名学生被随机抽样参与研究。

研究结果表明，当前高校学生认为计算机和网络对他们学习生活中的许多方面都产生了积极影响；性格等因素对他们的观念有不同程度的影响。

impact 影响questionnaire 问卷randomly selected(sampled) 随机抽样perceptions 观念This paper is designe d to find out the impact of computer and the Internet on college students’ study life and how their personal characteristics and cyber experiences would influence such impact.
The study used a questionnaire to collect data and 650 students from Zhejiang University were randomly selected to participate in the survey.
The results show that computer and the Internet have active influence on current college students’ study life in many aspects and different personal characteristics have different impacts on st udents’ perceptions about computer and Internet.
Abstract 1
①Discourse analysis involves many aspects such as cohesion, coherence, adjacency pair, turn-taking, text type, and so on. ②Among them context plays a key role in the analysis. ③So the present paper intends to focus its discussion on the functions of context in discourse analysis.
④Through the study the paper finds full explanations about the function of context in the following aspects: firstly, context can help listeners or readers to define reference; secondly, it can also help to establish and accumulate presupposition; thirdly, context can help hearer detect conversational implicature. ⑤Those functions are very influential in discourse analysis as well as in language acquisition.
Abstract 2
①Although teacher and peer feedback, together with required revision, is a common component of the process-approach English as Second Language (ESL) writing classroom, the effect that the feedback and revision process has on the improvement of student writing is as yet undetermined. ②The researcher analyzed eleven ESL student essay in detail: categorizing the types and sources of revisions made according to Faigley and Witte’s (1981) taxonomy of revisions, evaluating the first and final drafts of students’essays, and recording students’verbal report during revision. ③While the majority of revisions that students made were surface-level revisions, the changes they made as a result of peer and teacher feedback were more often meaning-level changes than those revisions they made on their own. ④It was also found that writing multiple drafts facilitated in overall essay improvement.
Keys for reference
Abstract 1 Background: ①, ②Research question: ③Results: ④Conclusion: ⑤Abstract 2 Background and Research question: ①Method: ②Results: ③, ④
1. 考试时间
（1）口语考试时间：第15周-17周随堂
（2）写作考试时间：第17周周四下午（未定）
2. 考试形式及题型
（1）口语考试（总40分）
形式：每3-5个考生为一组，每组从课程口语部分的10个话题中随机抽取1个话题，15分钟准备，15分钟考试（平均每个同学不超过2分半
钟的表达时间，回答问题占5分钟）。

每个话题附有若干子话题：
每组考生可以共同选择其中某一个子话题进行交谈等（形式不限），
也可以分别选择不同的子话题。

列出的子话题仅供参考，考生也可
以在不脱离抽到的话题的条件下自由发挥。

注意事项：
* 请各组考生按抽签决定的顺序和时间到平时上课的教室参加考试并签到。

* 考试时考生如果查看甚至照读准备的内容，不给成绩。

* 考生必须自己制作醒目的姓名卡，考试时别在衣服上，以供考官记录成绩。

（2）写作考试（总30分）：
题型：信函写作10分+摘要句子排序5分+摘要汉译英15分
形式：开卷，（只可携带纸制课本，笔记本，词典等，不可携带并使用任何电子工具，如电子词典，快译通，手机，笔记本电脑等。

如需携带
手机考试时必须关机。

）
时间：60分钟
注意事项：
* 由研究生院安排统考，具体考场安排届时见研究生院网页。

* 考试安排中会列出班号，上课的时间，教室，教师姓名等信息，各考生一定要到自己上课所在班级相应的考场参加考试并签到，否则造成成绩缺失的，后果自负。