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College Application Writing Course Writing Training Reform.doc

College Application Writing Course Writing Training Reform.doc

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College Application Writing Course Writing Training Reform

College Application Writing Course Writing Training Reform Abstract: Although the vast majority of writing on behalf of the Teachers of writing papers are no longer writing course as a theoretical courses to teach, but rather focus on writing for training as the central organization of teaching, the result is still hard to truly realize the quality and efficiency of teaching writing classes. Crux of the problem lie? Writer from the put right “talk”, “practice” relationship, the establishment of a scientific training system, optimize the training methods and reform evaluation, assessment mechanism, the application of writing courses in colleges and universities to reform and exploration, the atmosphere in the classroom and the quality of writing has made a more significant results. Keywords:: “talk” and “training”; training; with reality; evaluation mechanism First, put right “talk”, “practice” relationship, stressing that “practice” of the dominant In my opinion, in the “talk” and “practice” relationship, there should be on a “training” oriented “talk” service to “practice.” A large number of college writing class to “practice”, “talk” the phenomenon of widespread dislocation in order to “talk” mainly “practice” around “talk” change, “practice” only “talk” the contents of a certain a partial a “deeper impression” or “knowledge transformation” [1], it is not only fragmentary, accidental, and writers can not move emotions. Thus, the mechanization of training to do the more the students feel more numb, thinking the more rigid, and writing clearly runs counter to the purpose of the training. To this end, the author in writing training, pay special attention to do the following three points: first, to “talk” as a “practice” before the guidance. That is a real issue to be resolved to provide to students, sparking emotional experience of students and lead to “promising but as” the writing impulse. Teachers will be writing theory to the corresponding requiremen

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