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长期以来,在写作研究领域和课堂写作教学中,衡量学生写作的重点往往停留在完成稿(the Written product)上,而很少考虑产生于写作过程中的各种因素,以及这些因素对完成稿的影响。我们较为熟悉的传统写作教学方法通常是先由教师讲授写作要点、分析文章类型和题材结构,等等。然后,学生按照教师所教的内容和所规定的条条框框练习写作。教师在批阅学生的完成稿时,衡量的标准通常则以语句是否通顺、条理是否清楚、结构是否合理、用词是否得当为主。遗憾的是,学生写的文章常常内容空洞
For a long time, in the field of writing research and classroom writing teaching, the emphasis on measuring students’ writing tends to stay on the Written product, with little consideration on the various factors that result from the writing process, Impact. We are more familiar with the traditional writing teaching methods are usually taught by teachers, writing points, analyze the type of article and the structure of the subject, and so on. Students then practice writing according to what the teacher teaches and the prescribed rules. Teachers in the review of the completion of the students’ draft, the standard is usually measured by the statement is fluent, the rules are clear, the structure is reasonable, the terms are appropriate. Unfortunately, the articles written by students are often empty