Experience English Writing 3 (Student Book) (Student Book)

Author: Yang Yonglin
Publisher:
Publish Date: 2005-09-01
Features: The corpus used in the "Experience English Writing 3 Teacher's Book" consists of student writings and teacher feedback examples, providing learners with opportunities for mirror learning, facilitating observation and comparison. Student writings are categorized, reflecting individual learning processes and developmental trajectories. Guided by the principle "words reveal the heart," students are encouraged to write meaningful and emotionally engaging articles. Following the belief "writing reflects life," students' social responsibility is nurtured. The "Research Writing Program" is implemented to cultivate creativity. "Experience English Writing" (Writing Learning Corpus) features three major sections: unit selections, thematic collections, and a showcase of outstanding works, offering rich content with convenient access. It includes 18 "genre-based writing" modules, well-organized and comprehensive. Links to selected student authors' works are established, enabling insights into individual writing behavior changes, skill development, and the joys of process writing and process-based assessment. Texts can be dynamically browsed, compared, and analyzed, making them highly user-friendly. "Experience English Writing" (Research Report Presentation Documents) includes presentation documents for various research reports, showcasing "research writing," teaching effectiveness, and the advantages of "collaborative learning." Reviewing these reports allows one to experience the essence of joyful writing, explore the mysteries of academic writing, and inspire potential for autonomous innovation. The development of "Experience English Writing" primarily addresses numerous "bottlenecks" in China's English teaching process, advocating a student-centered teaching philosophy while integrating advanced foreign writing concepts and training methods to rapidly and effectively improve Chinese students' English writing skills. The following features are included:
1) Combined with corpus linguistics research, a 800,000-word corpus of Chinese students' English essays was developed over five years.
2) Each essay in these databases is accompanied by teacher comments, revision suggestions, and feedback, facilitating autonomous learning.
3) Detailed records are maintained for each student's writing, reflecting individual "learning process records" and "skill development trajectories," benefiting both follow-up research and dynamic analysis for writing teachers to enhance teaching quality.
4) Student assignments from different academic backgrounds and proficiency levels are systematically categorized, highlighting cognitive characteristics and learning differences among groups, making comparative and reference studies easier.
5) Through the implementation of the "Research Writing Program" (Big Projects) training model, students develop research skills and experience the joys of academic writing. This book is the first volume.