中国大学生非英语专业学生写作教学研究
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摘要
本文旨在探讨当前大学非英语专业学生的二语即英语写作问题。作者首先就当前的写作教学现状进行了分析，然后将讨论的焦点放在了学生的写作认识和教学方法两个方面上。就写作认识这一点，作者主要从学生的学习心理这一角度提出了一系列的建议：帮助学生认识到写作的重要性；给学生恰当、及时的反馈信息；简化英语写作过程，驱除学生对英语写作的畏惧心理。就学生写作中出现的主要问题，本文主要从教学方法方面进行探讨。作者首先对大学非英语专业学生写作练习中出现的主要问题进行了分析，然后对英语写作教学史上一系列相关教学方法进行了批判性的回顾，最后从教学方法方面提出了自己的看法。作者主张将语篇范文教学法与过程教学法相结合，应用于英语写作教学中。过程教学法有许多优点，主要体现在其为英语写作课堂注入了活力；能充分考虑到学生所经历的整个写作过程，而不仅仅是写作结果。而其本身所具有的局限性使得该教学法不能很好地解决二语写作学生在写作过程中所遇到的问题。因此作者在本文中提出将范文教学法与过程法相结合，以弥补过程法的不足。范文教学法不同于传统的以语篇为基础的教学法，其优点在于该方法从语篇和文体的角度出发，不仅从语言上，而且从文体上帮助解决语言形式方面的问题。一方面，教师可以直接地就某一范文进行分析，使得学生了解优秀范文和失败文章的特点；另一方面，教师可以间接地将该方法应用于教学中，鼓励学生养成良好的阅读习惯，广泛地接触优秀范文。这样，加上学生自身丰富的想象力，可以逐渐培养起学生良好的写作意识，从而解决文章该如何写，以及写什么的重要问题。
This thesis discusses EFL writing teaching for non-English majors in Chinese colleges and universities with a strong desire to find effective approaches to it. The author first presents the current unoptimistic teaching situation, and then focuses on two aspects to solve the problems: students' understanding of EFL writing and the teaching approach of EFL writing. Regarding the problems in students' negative attitude and vague understanding of EFL writing, the author poses some suggestions from the perspective of students' learning psychology: having students realize the importance of English writing; giving students appropriate response; and demystifying the writing process into several stages and helping students dispel frightening preconception on writing. The main solution is given from the perspective of teaching approach. The author advocates incorporating the text-model approach with the process approach by reviewing the main writing teaching approaches in ELT history. The process approach to writing teaching has many positive aspects, and much of its value has derives from its invigorating effect on classroom writing practices and its recognition of the importance of the experiences that learners bring with them to the classroom. However, it has its limitations and cannot be seen as answering all the needs of EFL/ESL students. The text-model approach is put forward to make up the defects of the process approach. Developed on the basis of the text-based approach, the text-model approach takes advantage of the strengths of the discourse approach and genre approach and aims at solving the problem of form both linguistically and generically. Following this approach, the teacher can provide good models for writing indirectly by encouraging good reading habits and directly, when appropriate, by analyzing textual characteristics. Having access to authentic text models, students can add to their own imaginative resources and become aware not only of how to write, but of what to write.
This thesis discusses EFL writing teaching for non-English majors in Chinese colleges and universities with a strong desire to find effective approaches to it. The author first presents the current unoptimistic teaching situation, and then focuses on two aspects to solve the problems: students' understanding of EFL writing and the teaching approach of EFL writing. Regarding the problems in students' negative attitude and vague understanding of EFL writing, the author poses some suggestions from the perspective of students' learning psychology: having students realize the importance of English writing; giving students appropriate response; and demystifying the writing process into several stages and helping students dispel frightening preconception on writing. The main solution is given from the perspective of teaching approach. The author advocates incorporating the text-model approach with the process approach by reviewing the main writing teaching approaches in ELT history. The process approach to writing teaching has many positive aspects, and much of its value has derives from its invigorating effect on classroom writing practices and its recognition of the importance of the experiences that learners bring with them to the classroom. However, it has its limitations and cannot be seen as answering all the needs of EFL/ESL students. The text-model approach is put forward to make up the defects of the process approach. Developed on the basis of the text-based approach, the text-model approach takes advantage of the strengths of the discourse approach and genre approach and aims at solving the problem of form both linguistically and generically. Following this approach, the teacher can provide good models for writing indirectly by encouraging good reading habits and directly, when appropriate, by analyzing textual characteristics. Having access to authentic text models, students can add to their own imaginative resources and become aware not only of how to write, but of what to write.
引文
Alias, N. and Hussin, S. 2002. 'E-learning in a writing course at Tenaga National University'. TEFL Web Journal.
Anson, C. M. 1989. Writing and Response. Illinois: National Council of Teachers of English.
Badger, R. and White, G. 2000. 'A process genre approach to teaching writing'. ELT Journal 54/2: 153-160.
Bamforth, R. 1993. 'Process vs. genre: anatomy of a false dichotomy'. Prospect 8/1-2: 89-99.
Bello, T. 1997. 'Improving ESL learners' writing skills'. ERIC Digest: March.
Biber, D. 1988. Variation across Speech and Writing. Cambridge: Cambridge University Press.
Boughy, C. 1997. 'Learning to write by writing to learn: a group-work approach'. ELT Journal 51/2: 126-135.
Byrne, D. 1996. Teaching Writing Skills. London: Longman Publishing Group.
Campbell, O.J. 1939. 'The failure of freshman English'. English Journal: College Edition 28: 177-185.
Carroll, J.B. 1966. 'The contributions of psychological theory and educational research to the teaching of foreign languages'. Valdman 1966: 93-106.
Caudery, T. 1998. 'Increasing students' awareness of genre through text transformation exercises: an old classroom activity revisited'. TESL-EJ: 3/3.
Christensen, T. 1984. 'Teaching English to non-English majors at Sapporo University'. Journal of the Faculty of General Education of Sapporo University 24: 35-53.
Connor, C. 1996. Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing. Cambridge: Cambridge University Press.
Connor, U. and Farmer, M. 1990. 'The teaching of topical structure analysis as a revision strategy for ESL writers'. In B. Kroll (Ed.) Second Language Writing. Cambridge: Cambridge University Press.
Daiker, D. A. 1989. 'Learning to praise'. In C. M. Anson (Ed.) Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989: 105.
Daiker, D. A. and Morenberg, M. 1990. The Writing Teacher as Researcher. Portsmouth, NH: Boynton/Cook Publishers, Inc.
Edlund, J. 2003. 'Teaching ESL writers: issues of grammar, style, and evaluation'
http://UniversityWritingCenterHome
Elbow, P. 1979. Writing without Teachers. Oxford: Oxford University Press.
Ellis, R. 2000. Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Ellidokuzoglu, H. 'Treatment of errors and the acquisition learning distinction'. http://maxpages.com/thena/treatment-of-errors
Flower, L.S. and Hayes, J.R. 1981. "A cognitive process theory of writing". College Composition and Communication 32/4: 365-387.
Flowerdew, J. 1993. 'An educational, or process approach to the teaching of professional genres'. ELT Journal 47/4: 305-316.
Freeman, A. 1993. 'Show and tell? The role of explicit teaching in the learning of new genres'. Research in the Teaching of English 27/3: 222-251.
Gabrielatos, C. 2002. 'EFL writing--product and process'. http://www.gabreilatos.com/EFLWriting.htm
Gebhard, J. G. 1996. Teaching English as a Foreign or Second Language. U.S.A: The University of Michigan Press.
Gee, S. 1997. "Teaching writing: a genre-based approach". In G. Fulcher (Ed.), Writing in the English Language Classroom: 24-40. Hemel Hempstead: Prentice Hall Europe ELT.
Gere, A. R. 1988. Writing and Learning. New York: Macmillian Publishing Company.
Grabe, W. and Kaplan, R.B. 1996. Theory & Practice of Writing. New York: Addison Wesley Longman.
Haley, M.H. and Rentz, P. 2002. 'Applying SLA research and theory to practice: what can a teacher do?' TESL-EJ: 5/ 4.
Harvey, M. 2002. 'The nuts and bolts of college writing'. http://www.nutsandboltsguide.com/process.htm
Hedge, T. 1988. Writing. Oxford: Oxford University Press.
Holmes, N. 2002. 'The use of a process-oriented approach to facilitate the planning and production stages of writing for adult students of English as a foreign or second language'.
http://www.DevelopingTeachers.com
Ji Shao-bin, 2001. 'Reading vs. writing'. The Weekly Column: Article 80. http://www.eltnewsletter.com
Johns, A.M. 1990. 'L1 composition theories: implications for developing theories of L2 composition'. In B. Kroll (Ed.) Second Language Writing: Research Insight from the Classroom. Cambridge: Cambridge University Press.
Johnson, D.M. 1992. Approaches to Research in Second Language Learning. New York: Longman.
Kaplan, R.B. 1987. 'Cultural thought patterns revisited'. In U. Connor and R.B. Kaplan (Ed.) Writing across Languages: Analysis of L2 Text Reading. MA: Addison-Wesley.
Knoy, T. 2000. 'Overcoming Chinese-English colloquial habits in writing'. The Internet TESL Journal: 6/2.
Krajka, J. 2000. 'Using the internet in ESL writing instruction,' The Internet TESL Journal 11.
http://iteslj.org
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. 1984. Writing: Research, Theory and Applications. Oxford: Pergamon.
Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
Lautamatti, L. 1990. 'Coherence in spoken and written discourse'. In U. Connor and A. Johns (Ed.) Coherence in Writing. Washington, D.C.: TESOL.
Martin, J.R. 1989. Factual Writing: Exploring and Challenging Social Reality. Oxford: Oxford University Press.
Massi, M. P. 2001. 'Interactive writing in the EFL class: a repertoire of tasks'. The Internet TESL Journal: 7/6.
http://teslj.org
Myles, J. 2002. 'Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts'. TESL-EJ: 6/2.
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Otlowski, M. 1998. 'The writing process and CALL: Hypermedia software for developing awareness of structure in writing'. Computer Assisted Language Learning 11/4: 419-425.
Porto, M. 2001. 'Cooperative writing response groups and self-evaluation'. ELT Journal 1:38-46.
Qi Shou-hua, 2002. Success in Advanced English Writing, Shanghai: Shanghai Foreign Language Education Press.
Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press.
Raimes, A. 1985. 'What unskilled ESL students do as they write: a classroom study of composing'. TESOL Quarterly 19/2: 229-258.
Rodrigues, R.J. 1985. 'Moving away from the writing-process workshop'. English Journal 74: 24-27.
Schmidt, D. 1991. 'Writing in mass class'. In A. Gere (Ed.) Roots in the Sawdust: Writing to Learn Across the Disciplines: 104-116. Urbana, IL: National Council of Teachers of English.
Sengupta, S. and Xiao, M. K. 2002. 'The contextual reshaping of beliefs about L2 writing: three teachers' practical process of theory construction'. TESL-EJ: 6/ 1.
Silva, T. and Matsuda, P.K. 2001. Landmark Essays on ESL Writing. New Jersey: Lawrence Erlbaum Associates, Inc.
Swales, J. 1990. Genre Analysis. Cambridge: Cambridge University Press.
Swain, M. 1995. 'Three functions of output in second language learning'. In G. Cook and B. Seidlhofer (ed.) Principle and Practice in Applied Linguistics. Oxford University Press.
Tang, F. Lixing. 2002. 'The change of winds in teaching ESL/EFL writing.' 2002年全国大学英语教师暑期研修班学术报告提纲之七，外语教学与研究出版社.
Taylor, B.P. 1981. 'Content and written form: a two-way street'. TESOL Quarterly 15/1: 5-13.
Tono, Y. and Kanatani, K. 1996. 'EFL learners' proficiency and roles of feedback: towards the most appropriate feedback for EFL writing'. Annual Review of English Language Education in Japan 6: 1-11.
Tribble, C. 1996. Writing. Oxford: Oxford University Press.
Tsang, W.K. 1996. 'Comparing the effects of reading and writing on writing performance'. Applied Linguistics 2: 211-227.
Tsang, W.K. and Wong, M. 1993. 'Investigating the process approach to writing'. JALT Journal 15/2: 163-179.
Werlich, E. 1976. A Text Grammar of English. Heidelberg: Quelle & Meyer.
Whalen and Menard, 1995. 'L1 and L2 writers' strategic and linguistic knowledge: a model of multiple-level discourse processing'. Language Learning 3: 381-418.
White, E.M. 1994. Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. San Francisco: Jossey-Bass.
White, Rand and Arndt, 1991. Process Writing. London: Longman.
Williams, J.D. 1989. Preparing to Teach Writing. California: Wadsworth Publishing Company.
Willis, J. 1996. A Framework for Task-Based Learning. London: Longman.
Witte, S.P. 1983. "Topical structure and writing quality: Some possible text-based explanations of readers' judgments of students' writing". Visible Language 17: 177-205.
Zamel, V. 1981. 'Writing: the process of discovering meaning'. TESOL Quarterly 16.
Zamel, V. 1983. 'The composing processes of advanced ESL students: six case studies'. TESOL Quarterly 17/2:165-87.
蔡虹，英语学生写作中的词类混用现象[J]，解放军外国语学院学报，第25卷第3期：58-61，2002年月。
陈立平，从阅读与写作的关系看英语写作教学中的范文教学[J]，解放军外国语学院学报，第23卷第6期：67-69，2000年11月。
陈琦，从作者自身的视觉分析英文写作体验-个案研究[J]. 北京第二外国语学院学报，2001年第4期：13-18。
高芳，句子意识与写作教学[J]. 解放军外国语学院学报，第24卷第1期：68-72，2001年1月。
贾雪睿，李晓石，汉英语篇逻辑模式对比分析[J]. 外语学刊，2001年第4期：94-99。
孙晓青，外语思维和母语思维[J]，外语界，2002年第4期：16-20。
石晓玲，多媒体计算机与英文写作教学的改革[J]，外语界，2001年第6期：22-25。
王娟，论英汉文体特征的差异[J]，解放军外国语学院学报，第24卷第3期：27-31，2001年5月。
王立非，写作知识与课后作文练习对大学生英语写作能力的影响[J]，解放军外国语学院学报，第25卷第3期：73-77，2002年5月。
王苹，刘文捷，中西思维差异与大学英语写作[J]. 外语界，2001年第5期：66-71。
王文宇，文秋芳，母语思维与二语写作---大学生英语写作过程研究[J]，解放军外国语学院学报，第25卷第4期：64-67，2002年7月。
肖福寿，论二语写作教学中的PPTB模式[J]，北京第二外国语学院学报，2001年第4期：8-12。
张在新等，我国英语写作教学中的主要问题[J]，外语教学与研究，1995年第4期。
Anson, C. M. 1989. Writing and Response. Illinois: National Council of Teachers of English.
Badger, R. and White, G. 2000. 'A process genre approach to teaching writing'. ELT Journal 54/2: 153-160.
Bamforth, R. 1993. 'Process vs. genre: anatomy of a false dichotomy'. Prospect 8/1-2: 89-99.
Bello, T. 1997. 'Improving ESL learners' writing skills'. ERIC Digest: March.
Biber, D. 1988. Variation across Speech and Writing. Cambridge: Cambridge University Press.
Boughy, C. 1997. 'Learning to write by writing to learn: a group-work approach'. ELT Journal 51/2: 126-135.
Byrne, D. 1996. Teaching Writing Skills. London: Longman Publishing Group.
Campbell, O.J. 1939. 'The failure of freshman English'. English Journal: College Edition 28: 177-185.
Carroll, J.B. 1966. 'The contributions of psychological theory and educational research to the teaching of foreign languages'. Valdman 1966: 93-106.
Caudery, T. 1998. 'Increasing students' awareness of genre through text transformation exercises: an old classroom activity revisited'. TESL-EJ: 3/3.
Christensen, T. 1984. 'Teaching English to non-English majors at Sapporo University'. Journal of the Faculty of General Education of Sapporo University 24: 35-53.
Connor, C. 1996. Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing. Cambridge: Cambridge University Press.
Connor, U. and Farmer, M. 1990. 'The teaching of topical structure analysis as a revision strategy for ESL writers'. In B. Kroll (Ed.) Second Language Writing. Cambridge: Cambridge University Press.
Daiker, D. A. 1989. 'Learning to praise'. In C. M. Anson (Ed.) Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989: 105.
Daiker, D. A. and Morenberg, M. 1990. The Writing Teacher as Researcher. Portsmouth, NH: Boynton/Cook Publishers, Inc.
Edlund, J. 2003. 'Teaching ESL writers: issues of grammar, style, and evaluation'
http://UniversityWritingCenterHome
Elbow, P. 1979. Writing without Teachers. Oxford: Oxford University Press.
Ellis, R. 2000. Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Ellidokuzoglu, H. 'Treatment of errors and the acquisition learning distinction'. http://maxpages.com/thena/treatment-of-errors
Flower, L.S. and Hayes, J.R. 1981. "A cognitive process theory of writing". College Composition and Communication 32/4: 365-387.
Flowerdew, J. 1993. 'An educational, or process approach to the teaching of professional genres'. ELT Journal 47/4: 305-316.
Freeman, A. 1993. 'Show and tell? The role of explicit teaching in the learning of new genres'. Research in the Teaching of English 27/3: 222-251.
Gabrielatos, C. 2002. 'EFL writing--product and process'. http://www.gabreilatos.com/EFLWriting.htm
Gebhard, J. G. 1996. Teaching English as a Foreign or Second Language. U.S.A: The University of Michigan Press.
Gee, S. 1997. "Teaching writing: a genre-based approach". In G. Fulcher (Ed.), Writing in the English Language Classroom: 24-40. Hemel Hempstead: Prentice Hall Europe ELT.
Gere, A. R. 1988. Writing and Learning. New York: Macmillian Publishing Company.
Grabe, W. and Kaplan, R.B. 1996. Theory & Practice of Writing. New York: Addison Wesley Longman.
Haley, M.H. and Rentz, P. 2002. 'Applying SLA research and theory to practice: what can a teacher do?' TESL-EJ: 5/ 4.
Harvey, M. 2002. 'The nuts and bolts of college writing'. http://www.nutsandboltsguide.com/process.htm
Hedge, T. 1988. Writing. Oxford: Oxford University Press.
Holmes, N. 2002. 'The use of a process-oriented approach to facilitate the planning and production stages of writing for adult students of English as a foreign or second language'.
http://www.DevelopingTeachers.com
Ji Shao-bin, 2001. 'Reading vs. writing'. The Weekly Column: Article 80. http://www.eltnewsletter.com
Johns, A.M. 1990. 'L1 composition theories: implications for developing theories of L2 composition'. In B. Kroll (Ed.) Second Language Writing: Research Insight from the Classroom. Cambridge: Cambridge University Press.
Johnson, D.M. 1992. Approaches to Research in Second Language Learning. New York: Longman.
Kaplan, R.B. 1987. 'Cultural thought patterns revisited'. In U. Connor and R.B. Kaplan (Ed.) Writing across Languages: Analysis of L2 Text Reading. MA: Addison-Wesley.
Knoy, T. 2000. 'Overcoming Chinese-English colloquial habits in writing'. The Internet TESL Journal: 6/2.
Krajka, J. 2000. 'Using the internet in ESL writing instruction,' The Internet TESL Journal 11.
http://iteslj.org
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. 1984. Writing: Research, Theory and Applications. Oxford: Pergamon.
Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
Lautamatti, L. 1990. 'Coherence in spoken and written discourse'. In U. Connor and A. Johns (Ed.) Coherence in Writing. Washington, D.C.: TESOL.
Martin, J.R. 1989. Factual Writing: Exploring and Challenging Social Reality. Oxford: Oxford University Press.
Massi, M. P. 2001. 'Interactive writing in the EFL class: a repertoire of tasks'. The Internet TESL Journal: 7/6.
http://teslj.org
Myles, J. 2002. 'Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts'. TESL-EJ: 6/2.
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Otlowski, M. 1998. 'The writing process and CALL: Hypermedia software for developing awareness of structure in writing'. Computer Assisted Language Learning 11/4: 419-425.
Porto, M. 2001. 'Cooperative writing response groups and self-evaluation'. ELT Journal 1:38-46.
Qi Shou-hua, 2002. Success in Advanced English Writing, Shanghai: Shanghai Foreign Language Education Press.
Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press.
Raimes, A. 1985. 'What unskilled ESL students do as they write: a classroom study of composing'. TESOL Quarterly 19/2: 229-258.
Rodrigues, R.J. 1985. 'Moving away from the writing-process workshop'. English Journal 74: 24-27.
Schmidt, D. 1991. 'Writing in mass class'. In A. Gere (Ed.) Roots in the Sawdust: Writing to Learn Across the Disciplines: 104-116. Urbana, IL: National Council of Teachers of English.
Sengupta, S. and Xiao, M. K. 2002. 'The contextual reshaping of beliefs about L2 writing: three teachers' practical process of theory construction'. TESL-EJ: 6/ 1.
Silva, T. and Matsuda, P.K. 2001. Landmark Essays on ESL Writing. New Jersey: Lawrence Erlbaum Associates, Inc.
Swales, J. 1990. Genre Analysis. Cambridge: Cambridge University Press.
Swain, M. 1995. 'Three functions of output in second language learning'. In G. Cook and B. Seidlhofer (ed.) Principle and Practice in Applied Linguistics. Oxford University Press.
Tang, F. Lixing. 2002. 'The change of winds in teaching ESL/EFL writing.' 2002年全国大学英语教师暑期研修班学术报告提纲之七，外语教学与研究出版社.
Taylor, B.P. 1981. 'Content and written form: a two-way street'. TESOL Quarterly 15/1: 5-13.
Tono, Y. and Kanatani, K. 1996. 'EFL learners' proficiency and roles of feedback: towards the most appropriate feedback for EFL writing'. Annual Review of English Language Education in Japan 6: 1-11.
Tribble, C. 1996. Writing. Oxford: Oxford University Press.
Tsang, W.K. 1996. 'Comparing the effects of reading and writing on writing performance'. Applied Linguistics 2: 211-227.
Tsang, W.K. and Wong, M. 1993. 'Investigating the process approach to writing'. JALT Journal 15/2: 163-179.
Werlich, E. 1976. A Text Grammar of English. Heidelberg: Quelle & Meyer.
Whalen and Menard, 1995. 'L1 and L2 writers' strategic and linguistic knowledge: a model of multiple-level discourse processing'. Language Learning 3: 381-418.
White, E.M. 1994. Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. San Francisco: Jossey-Bass.
White, Rand and Arndt, 1991. Process Writing. London: Longman.
Williams, J.D. 1989. Preparing to Teach Writing. California: Wadsworth Publishing Company.
Willis, J. 1996. A Framework for Task-Based Learning. London: Longman.
Witte, S.P. 1983. "Topical structure and writing quality: Some possible text-based explanations of readers' judgments of students' writing". Visible Language 17: 177-205.
Zamel, V. 1981. 'Writing: the process of discovering meaning'. TESOL Quarterly 16.
Zamel, V. 1983. 'The composing processes of advanced ESL students: six case studies'. TESOL Quarterly 17/2:165-87.
蔡虹，英语学生写作中的词类混用现象[J]，解放军外国语学院学报，第25卷第3期：58-61，2002年月。
陈立平，从阅读与写作的关系看英语写作教学中的范文教学[J]，解放军外国语学院学报，第23卷第6期：67-69，2000年11月。
陈琦，从作者自身的视觉分析英文写作体验-个案研究[J]. 北京第二外国语学院学报，2001年第4期：13-18。
高芳，句子意识与写作教学[J]. 解放军外国语学院学报，第24卷第1期：68-72，2001年1月。
贾雪睿，李晓石，汉英语篇逻辑模式对比分析[J]. 外语学刊，2001年第4期：94-99。
孙晓青，外语思维和母语思维[J]，外语界，2002年第4期：16-20。
石晓玲，多媒体计算机与英文写作教学的改革[J]，外语界，2001年第6期：22-25。
王娟，论英汉文体特征的差异[J]，解放军外国语学院学报，第24卷第3期：27-31，2001年5月。
王立非，写作知识与课后作文练习对大学生英语写作能力的影响[J]，解放军外国语学院学报，第25卷第3期：73-77，2002年5月。
王苹，刘文捷，中西思维差异与大学英语写作[J]. 外语界，2001年第5期：66-71。
王文宇，文秋芳，母语思维与二语写作---大学生英语写作过程研究[J]，解放军外国语学院学报，第25卷第4期：64-67，2002年7月。
肖福寿，论二语写作教学中的PPTB模式[J]，北京第二外国语学院学报，2001年第4期：8-12。
张在新等，我国英语写作教学中的主要问题[J]，外语教学与研究，1995年第4期。