An Analysis of English Majors’ Writing Ability and Improvement Strategies: a Case Study on Zucc English Majors’ Tem-4/8 Performances
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毕业设计（论文）开题报告
（含文献综述、外文翻译）
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题 目 英语专业学生写作能力分析和提高策略 --以城院学生四八级作文为例 An Analysis of English Majors’ Writing Ability and Improvement Strategies: A Case Study on ZUCC English Majors’ TEM-4/8 Performances
姓 名 俞星星
学 号 30608160
专业班级 英语0603
所在学院 外国语学院
指导教师（职称） 指导教师（讲师）
二○一○年 五 月 二十 日
毕业设计（论文）
开 题 报 告
（包括选题的意义、可行性分析、研究的内容、研究方法、
拟解决的关键问题、预期结果、研究进度计划等）
RESEARCH PROPOSAL
An Analysis of English Majors’ Writing Ability and
Improvement Strategies: A Case Study on ZUCC English
Majors’ TEM-4/8 Performances
1. Purpose and Significance Thanks to the globalization, the demand for the bilingual workers is on the rise. As English majors, we believe that what we can do to be more competitive in this increasingly globalized world is to have a solid command of this language. The certificates such as TEM-8(Test for English Majors Band Eight) is a must but what really matters is what ability the students really have possessed and could be employed at ease. Upon reflecting on the TEM-4 (Test for English Majors Band Four) /TEM-8 scores the seniors have acquired, we clearly learn that there is still quite a room for improvement, especially when it comes to writing. Some students still find it tough to put pen into the paper and work out a satisfactory essay; some are hard-pressed to express themselves smoothly in the writing; still some tend to produce Chin-glish works. Actually, all these are standing in the way of global communication and cultural interaction, which may be a major part in our future work. Therefore, English majors should place high value on honing this skill, not only for juggling exams but also for the sake of our future career. This paper tries to analyze the writing ability of the English majors, who have spent the four years specializing in English learning, especially ZUCC-ers while focusing on rendering improvement skills and strategies that are feasible and effective. This paper also suggests the gap between what we have achieved and what we should achieve, judging from the standards set in TEM-4/TEM-8 and the test scores the seniors gained in the previous TEM-4/ TEM-8 exams, which, I believe, will not only facilitate our understanding of the goals, the rating standards of TEM-4/TEM-8 and the expectations our educators place on us, but also serve as the guide for our academic advisors, whose instructions definitely play a pivotal role in our progress. And with a heightened awareness of the importance of writing on the part of the students and the more attention paid to the training of particular writing skills on the part of the teachers, English majors’ writing ability will surely be raised.
2. Current Literature Review According to Wanxiaohui(万晓卉)，grammar, syntax and wording errors as well as the lack in writing skills training are what hamper the improvement of English Majors’ writing ability. Also, in Gaocaifeng(高彩凤)，Xujie(徐洁)，and Bairuifang(白瑞芳)’s article, we clearly learn that the gap between outstanding English learners and poor ones looms especially large when it comes to writing and several factors should take the blame. “Those who spend more time in mapping out the overall structure in the preliminary writing stage tend to yield better works but a great many students are likely to use L1 in the L2 writing. Meanwhile, we educators may have paid too much attention to the grammar and structure, while ignoring the importance of relevant skills’ training” (24). Undoubtedly, writing is a complicated task that encompasses the input of knowledge, output of ideas and thoughts, as well as the usage of particular skills that could make the structure more logical and the content more exciting. It is also assured by Jean Wyrick who claims that good writers are made—simply because effective writing is a skill that can be learned. He also renders some pump-primer techniques that we could employ in our writing, say, listing, free-writing, looping, interviewing, dramatizing the subject and sketching. As English majors, who are supposed to outperform other students, we should spend more time in trying on various means and reach out for the feasible and practical skills for our own use. For instance, as Wyrick mentioned in the book Steps to Writing Well, writing a good thesis and developing paragraphs in logical terms can always serve the purpose well, especially in exams. He also suggests that we should try to select a subject that will interest, amuse, challenge, persuade, or enlighten our readers. And if our subject itself is commonplace, we should find a unique approach or an unusual, perhaps even controversial, point of view. As regards the paragraph development, he suggests that by adding more supporting evidence—specific examples and details—to this paragraph, the writer has a better chance of convincing the reader. In his perspective, personal experiences, memories, observations, hypothetical examples, reasoned arguments, facts, statistics, testimony from authorities, many kinds of studies and research—all these and more can help us make our points clear and persuasive. Actually, we English major students should approach writing in a more systematic and sensible way—we should not only try hard to improve the overall structure, but also attach high importance to the separate units such as the improvement of sentences, wording and transitional signals. To some extent, the improvement of wording, sentence forms and structure could be made after intensive training, but what also counts in the writing is the demonstration of one’s critical thinking and creative thinking that can hardly be cultivated in a short time. Therefore, we need to work hard to develop a sense of critical thinking and creative thinking, which, without any doubt, requires both the students’ and the teachers’ efforts. Jishourong(汲寿荣) pointed out that since our educators are used to applying product approach which requires students to do their work alone and the teachers commenting and correcting all by themselves, it may exert negative impact on the cultivation of students’ essential thinking skills since the teachers may put forward the corresponding feedbacks and require the students to revise accordingly. Therefore Cherry Campbell states in her book Teaching Second Language Writing—Interacting with Text that conferencing as a means of responding to students’ drafts in progress is preferred although it demands excessive time. And a combination of conferencing, written comments on the drafts, and peer review could also be adopted as to cultivate students’ thinking skills. To sum up, there is still a large room for improvement as regards our writing ability. Some pertinent skills should be cultivated and under the guidance of professional educators, we can be a better writer. Given the current level, we should also resort to the fundamental improving ways such as widening knowledge scale and increasing the awareness of critical and creative thinking.
3. Key Points and Possible Difficulties The paper mainly addresses English majors’ writing ability, focusing on the analysis of that of ZUCC-ers. By analyzing the seniors’ TEM-4/ TEM-8 performance, the paper could give us a general picture and enlighten us to evaluate our writing more objectively. In the meantime, the paper will propose on how to polish our wording, sentence use, paragraph development, overall structure building as well as reshape of our own thinking. The paper also tries to illuminate the teachers, suggesting what they can do as to lead us towards better. So based on the frame, the paper can be developed into three parts: Firstly, focusing on the writing performance of 2000-2004 ZUCC test-takers in TEM-4 and that of 2000-2002 in TEM-8 and putting forward the analysis of the existent problems. Secondly, advancing suggestions on writing improvement. Thirdly, eliciting advice for teachers. The possible difficulties of this topic are that the data-collecting process may be time-consuming and it may be hard-pressed for us to work out a perfect questionnaire that could help figure out all the problems that hamper in the English writing.
4. Approaches and Methods The research will be conducted on the basis of the data-collection and statistics analysis, which I mean picking up the previous writing scores the seniors have earned as well as collecting some of the problems we English majors encounter in writing by sending out questionnaires, which, I believe, will somewhat expose the problems standing in the way. By digging into the root causes of the writing inefficiency, we can better understand the barriers that stand in our way, therefore we may approach our writing more sensibly. An all-round research of TEM-4 and TEM-8 performance will be carried out and after a careful study, I will take a heavy reading so as to better explore the feasible strategies, thus putting forward more objective suggestions to our educators.
5. A Tentative Outline
1. Introduction
2. English Majors’ Writing Performance in TEM-4 and TEM-8 2.1 ZUCC Students’ Writing performance in TEM-4 2.1.1 Analysis of TEM-4 writing part 2.2 Writing performance in TEM-8 2.2.1 Analysis of TEM-8 writing part
3. Expected Performance in TEM-4 and Rating Standards in the Writing Part
4. Expected Performance in TEM-8 and Rating Standards in Writing Part
5. Analysis of Writing at Different Levels in Previous TEM-8
6. Common Problems Confronting English Majors’ Writing 6.1 Viewpoints of Some Experts 6.2 Viewpoints of ZUCC Students
7. Suggestions on the Writing Performance Improvement 7.1 Interpretation of the Topic 7.2 Wording 7.3 Structure and Paragraph Development 7.4 How to Cope with “Chinglish” 7.4.1 Unnecessary Words 7.4.2 Sentence Structure 7.5 Cultivation of One’s Creative and Critical Thinking in a Systematic Way
8. Implications for teaching 8.1 Changes in Teaching Purpose 8.2 Changes in Teaching Methods 8.2.1 Practical Methods Our Educators could Adopt
9. Conclusion
6. Work Schedule (The date indicated is the deadline for each stage)
October 31 ,2010-- -Meet supervisors and discuss possible topics and references.
November 20 ----Decide on the topic and start writing the research proposal and literature review
December 20 ---- Defend the proposal.
December 30--- Finish the literature review
( February 3: the Spring Festival )
February 28 ,2011 ----Finish the first draft of the thesis
March 15 --- Get the feedback of the first draft from supervisors
April 20 -----Finish the second draft based on the feedback
May 23----Finish the final draft
May 31--- Defend the thesis
June 10 --- Finish the follow-up work.
7. References
[1] Campbell, Cherry. Teaching Second Language Writing: Interacting with Text [M]. Beijing: Foreign Language Teaching and Research Press, 2004.
[2] Gillman, Steven. How to Develop Your Critical Thinking Skills [A]. Ezine Articles[EB/OL]. 1 Jan 2010. http://ezinearticles.com/?How-To-Develop-Your-Critical-Thinking-Skills&id=1004309
[3] How to Write a Good Thesis Statement. [EB/OL] Writing Tutorial Services. 2008. Indiana University Bloomington. 1March 2010 http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
[4] How do I Go about Writing a Good Thesis Statement [A]. Cliffsnots [EB/OL]. 1 Jan 2010. http://www.cliffsnotes.com/Section/How-do-I-go-about-writing-a-good-thesis-statement-.id-305408,articleId-29281.html
[5] Kinneavy, James L, and John E. Warriner. Elements of Writing [A]. Writing Today[M]. Ed. Pharr Donald. Berkley: Fort Worth,2003.
[6] Langan, John. College Writing Skills [M]. New York: McGraw-Hill,2005.
An Analysis of English Majors’ Writing Ability and
Improvement Strategies: A Case Study on ZUCC English
Majors’ TEM-4/8 Performances
According to the TEM-4 syllabus, junior English majors should produce a work that is to the point, structured, grammar-error-free and fluent in the language use with a minimum of 150 words within 35 minutes. Also TEM-8 syllabus indicates that senior English majors are supposed to work out a formal-style essay that is convincing, fluent in the language use, clear and logical in structure with a minimum of 400 words within 45 minutes. Our practical experiences inform us that it is by no means an easy task for those who hope to create a satisfactory essay that could please the raters, which makes the improvement of writing ability and skills especially important. Therefore, this paper tries to analyze the writing ability of the English majors, especially ZUCC-ers while focusing on rendering improvement skills and strategies that are feasible and effective. This paper also suggests the gap between what we have achieved and what we should achieve, judged from the standards set in TEM-4/TEM-8 and the test scores the seniors gained in the previous TEM-4/ TEM-8 exams, which, I believe, will benefit both we English learners and our advisors. In the light of Yanminggui(严明贵)，grammar, spelling and phrasing errors are common errors we English major students would commit. In terms of Fan’s (范暄暄) viewpoint, the intralingual errors committed by the advanced learners are more than that of the beginners. Moreover, in the light of the book—A Guide to the Writing in TEM-8, the most obvious problem in students’ English writing is the common usage of Chinglish—misshapen, hybrid language that is neither English nor Chinese but that might be described as “ English with Chinese Characteristics” ( Joan Pinkham, qtd.) As far as I am concerned, spelling errors are not difficult to be avoided if the students could be more careful and conscientious in the writing and checking. But for the grammar and phrasing errors, the students should try to improve their basic language knowledge and skills. Also being influenced by the mother tongue, students would often write the essay in the so-called Chinglish language, which can only be avoided after intense reading and borrowing. Accordingly, some suggestions are rendered to improve English major students’ writing performance. Niewei(聂巍) and Huangfurui(皇甫睿) point out in their paper that a good interpretation of the topic is the first step to create a satisfactory essay in TEM-4/TEM-8. And a proper outline also counts much in facilitating the writing. They also indicate that many students would memorize the so-called classic essays and then try to use these paragraphs in any occasion. There is no denying that it is a good way to save more time in the writing, but it may also negatively impress the raters. When it comes to the wording, John Langan suggests that the first step to employ the right words is to improve spelling by consulting the dictionary, keeping a personal spelling list, mastering commonly confused words, learning key words in major subjects and also studying a basic word list (530-531). The second step is to distinguish the words that are commonly confused because they have the same sounds but different meanings and spellings(535). Then comes the third step, namely, the students should have an effective word choice. Langan states that one way we can show sensitivity to language is by avoiding slang, clichés, and pretentious words(546). In my viewpoint, it is very important for us to use formal language in the writing in TEM-4/8. Moreover, Nie and Huang stress in their paper that the cultural differences between the east and the west would directly influence the overall structure of the writing. Chinese students may approach the essay in a very obscure and indirect way but in TEM-4/8 writing test, students had better be more straightforward and stress their main points in the beginning of the essay. (2) Undoubtedly, a good thesis statement is the prerequisite of a good essay. According to the Writing Tutorial Service, Indiana University, Bloomington, the thesis statement serves to test your ideas by distilling them into a sentence or two; to better organize and develop your argument; to provide your reader with a “guide” to your argument. So it is crucial to our success by producing a desirable thesis statement. To some extent, the improvement of wording, sentence forms and structure could be made after intensive training, but what also counts in the writing is the demonstration of one’s critical thinking and creative thinking that can hardly be cultivated in a short time. Therefore, we need to work hard to develop a sense of critical thinking and creative thinking, which, without any doubt, requires both the students’ and the teachers’ efforts. Ji(汲寿荣) pointed out that since our educators are used to applying product approach which requires students to do their work alone and the teachers commenting and correcting all by themselves, it may exert negative impact on the cultivation of students’ essential thinking skills since the teachers may put forward the corresponding feedbacks and require the students to revise accordingly. Therefore Cherry Campbell states in her book Teaching Second Language Writing—Interacting with Text that conferencing as a means of responding to students’ drafts in progress is preferred although it demands excessive time. And a combination of conferencing, written comments on the drafts, and peer review could also be adopted as to cultivate students’ thinking skills. To improve writing, teachers should play their part to improve the writing skills on the part of the students. As Cherry Campbell put, “The trouble, as I see it, is that most of the teachers have no idea of literary grace or power. They have been taught a mass of Don’ts and shouldn’ts. In my long years of schooling certain teachers stand out as geniuses because they had enthusiasm for life and for the subjects they taught. Most teachers have been so badly taught by such suppressors and rule-makers that they have no enthusiasm left to instill. They make stupid and unwilling students stupider and unwillinger. But the art and joy of writing depend on the opposite of suppression—expression, enthusiasm, fire delight, grief, and horror—the eagerness to move others to the feelings that move oneself.”
Actually, it is exactly what our educators should cultivate. According to Songjihong(宋继红), our educators could improve students’ writing in three ways. First, since most sentences in students’ works are much too stubborn and uniform, our educators could set up some requirements, say, the students should write Phrase+ Simple Sentence, Compound Complex Sentence, Inverted Sentence, Double Denial Sentence, etc. After a long while, the students would have a sense of different sentence structure and they would try to express themselves in a different way. Second, since the content of some students’ writing is quite conventional, our educators could select some English works, extracting the impressive expressions, sentences and words and ask the students to borrow what they have learnt in their own writing. Third, our educators could also make the best use of the internet. For instance, since many daily notifications are also spread out through QQ or e-mails, then our educators could require the students to write these announcements in English. What’s more Joan Pinkham pointed out some means we could employ to cope with Chinglish. For instance, any words that perform no useful function in the sentence should be edited out. Second, we should use specific words rather than some abstract ones that would undermine straightforward communication. On the part of the teachers, they should change their teaching ways, making the class more active and inspiring. Donald A. McAndrew, who spends his work days teaching college and secondary teachers of English at Indiana University of Pennsylvania shows us a brand-new teaching model in the writing courses.
“ Here they will choose their own topics to write about. They will draft and revise in class. They will work with other students who will read their drafts and try to help improve them, and they will meet one-to-one with me to talk about their developing drafts. They will read what they decide they need to read to help with their pieces of writing and with their growth as a writer. They will turn in only their best papers for grades, and they will have a say in that grade. Here there won’t be tests, lectures, raising hands, desks in rows, and a teacher up front. But there will be portfolios, peer response, talk, movement, groups, conferences, and everybody, including the teacher, writing things that are important to them, sharing those pieces for feedback and revision.” ( Donald A. McAndrew 32)
Writing skills can only be honed after a large amount of practice. In the first place, we should be aware of our comparatively poor writing performance in the TEM-4/8. And then we should study carefully the rating standards of both exams. Learning from high score-winners is also a good way to perform better in the test. To approach the writing more at ease, we English major students should improve our writing in an all-rounded way: a reasonable interpretation of the topic, the proper usage of wording as well as a balanced structure and paragraph development would meet the demands. Meanwhile, our educators should adopt some practical methods to better serve their purpose in teaching the writing.
Works Cited
[1] Campbell, Cherry. Teaching Second Language Writing: Interacting with Text [M]. Beijing: Foreign Language Teaching and Research Press, 2004.
[2] Gillman, Steven. How to Develop Your Critical Thinking Skills [A]. Ezine Articles[EB/OL]. 1 Jan 2010. http://ezinearticles.com/?How-To-Develop-Your-Critical-Thinking-Skills&id=1004309
[3] How to Write a Good Thesis Statement. [EB/OL] Writing Tutorial Services. 2008. Indiana University Bloomington. 1March 2010 http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
[4] How do I Go about Writing a Good Thesis Statement [A]. Cliffsnots [EB/OL]. 1 Jan 2010. http://www.cliffsnotes.com/Section/How-do-I-go-about-writing-a-good-thesis-statement-.id-305408,articleId-29281.html
[5] Kinneavy, James L, and John E. Warriner. Elements of Writing [A]. Writing Today[M]. Ed. Pharr Donald. Berkley: Fort Worth,2003.
[6] Langan, John. College Writing Skills [M]. New York: McGraw-Hill,2005.
