By Mark Shiu-Kee Shum, De-lu Zhang
One of the main civilized countries in heritage, China has a long-standing writing culture and plenty of chinese language texts became global treasures. despite the fact that, the way in which the chinese language train writing in quite a few nations in modern instances is little identified to the surface global, particularly in Western nations. certainly, the chinese language have had a longtime conventional approach to writing guide. even though, fresh social and political advancements have created the belief among either practitioners and researchers of a necessity for swap. while sure socio-political alterations, either in Mainland China and within the territories, acted as brokers for reform of the educating of composition, the form those reforms are taking has been because of many various affects, coming either from contained in the nations themselves and from international resources. Mainland China, Hong Kong, Taiwan and Singapore have each one constructed their very own method of the instructing of composition. Teaching Writing in chinese language conversing Areas goals to supply a correct photograph of the varied composition instructing contexts and ways in those 4 areas and international locations. this can be the 1st e-book that systematically introduces fresh advancements in educating composition in Chinese-speaking parts. It outlines present theories and paradigms originating either within the West and in China and Chinese-speaking territories and how within which those were tailored to fit many of the cultural contexts and studying environments. The evaluation is of relevance not just to the East, yet in the course of the world.
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Extra info for Teaching Writing in Chinese Speaking Areas
Sample text
C. Burdon, a British priest, was the first English teacher in the school. Then the post was taken over by an American priest, William Alexander Parsons Martin. Yet at that time, the main goal of English teaching was to train up translators to translate English texts into Chinese, or vice versa. Writing was not considered as important. So some schools did not have writing courses at all. Approaching the 20^^ century, Chinese teachers were employed to teach English. For example, in 1895, schools were set up to teach both Chinese and foreign languages.
On the whole, Melbourne students' texts showed more variation in their generic structure, while Hong Kong students' texts more consistently followed the generic structure suggested by their teacher, as shown in Table 5. Table 5. g. evaluating a situation, making a comparison, etc. Sequencing of stages Sequence followed broadly: (Qualification) ^ Orientation ^ Point of View & Evidence ^ Evaluation ^ Recommendation ^ Bibliography Uniform Ways of developing arguments mainly following structure: report offindings^ interpretation of data ^ implication of findings.
The choice of appropriate words is very important regarding the expressions of one's mind. But in English writing, the students, as a foreign language learner, tends to choose the wrong, inappropriate or inexact wordings. The result is that the language used would then be TEACHING E F L WRITING IN MAINLAND CHINA 35 unacceptable, nonsensical, or inexact in expressing the intended meaning or is not coherent with the style. In the choice of words, five factors are considered: formality, meaning, generality, idioms and figures of speech.