中期汇报-internationalwritingacrossthecurriculumconference.pptVIP

So, it seems that we can conclude: Rote memorizing and applying formulaic templates are typical characteristics of students’ way of writing, which have easily seen consequences: not helpful for developing students’ critical thinking ability distorts students’ understanding of the nature of writing does not help students transfer knowledge from one writing situation to another change from early on, probably middle school, which is a tough project, especially in an exam-oriented situation large class (usually around 60 at middle school, 50 at college level) faculty interest given their heavy work load high-level administrative support Challenges Main references Bean, John C. 2011. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Second Edition) [M]. San Francisco: Jossey-Bass. Ruan, Zhoulin. 2014. Metacognitive awareness of EFL student writers in a Chinese ELT context [J]. Language Awareness, 23: 1-2, 76-91. Wu, Dan. 2010. Introducing Writing Across the Curriculum into China: Feasibility and Adaptation [D].Clemson University. * * WAC and China What does writing in English look like in another part of the world? Li Gao gaoli93@nwsuaf.edu.cn Northwest AF University IWAC 2016 Why conducting the research? What is it about? What did I get? Challenges Location of my university Northwest AF University a key national comprehensive university directly under the administration of the Ministry of Education 29,294 students (21,827 undergrad + 7467 grad) 24 colleges (departments, institutes) and Graduate School, covering disciplines of agriculture, science, engineering, economics, business, liberal arts, law, philosophy, history, medicine, education, arts, etc.. Why conducting the research? Something I notice fro