The master ______________ how to perform the new technique.
prostrated
performed
required
demonstrated
It is foolish of Tom to use all his life’s savings to_________ in such a risky venture.
interview
inspect
invalid
invest
Have you heard the planning committee's______________ for solving the city's traffic problems?
practice
routine
proposal
ritual
A _______________ is a limited number of something, such as goods imported into a country, which is officially
allowed.
cashflow
capitalization
quota
commodity
I practice_____________ for the flexibility of my body and the relaxation of my mind.
yogurt
yogi
yogi
yoga
“Lawmakers are starting to get more and more of an understanding of how_________ is affecting everyone,”
said a Democrat who wants a ban on state contracts that rely on offshore labor.
outsourcing
streamlining
benchmarking
embarking
When you borrow money from someone, you then______________ them.
ore
ox
owe
own
Confucius_____________ tuition according to their ability to pay.
charged
donated
deprived
concealed
________________________ , he would not have recovered so quickly.
Had he not been taken good care of
Had he been not taken good care of
He hadn’t been taken good care of
He had been not taken good care of
The car struck a lamppost as I________________ it.
had parked
was parking
did park
have parked
I wish I _______ a memory like yours.
have
would have had
would have
had
Mrs. Reynolds has been our teacher since__________ .
January
two months
always
a few weeks
We found_______________ in the car for one more person.
it to be a lot of rooms
there were too many rooms
there were plenty of rooms
there to be room
He taught me ___________________ .
how should I write English
how wrote English
how write English
how to write English
The typical lounge bar is laid out with a wall-to-wall bar lining one side of the establishment, small circular tables that seat no more than four people, and a special area for standing, ______________ .
the crowd exceed seating capacity
on the crowd exceeding seating capacity
should the crowd exceed seating capacity
for the crowd exceeding seating capacity
In many colleges and universities today, students are required to take one ethnic studies course about a culture other than their own. A student might, for example, take a course about African American culture, Chinese culture, Arab culture, or Latin American culture. Ethnic studies classes are ___1___ by many colleges and universities today because the United States has become a country of diverse cultures. In the past, many
___2___ came to the United States from all parts of the world-from Africa, the Middle East, Latin America,
Asia, and elsewhere. ___3___ , the United States today is a multiracial and multiethnic society.
Ethnic and racial diversity, however, can ___4___ conflict and even violence when people from different groups do not understand one another. Yet, experts suggest that people of very different __5___ can live
together harmoniously if they learn to understand each other and respect each other’s differences. One way to bring about the kind of understanding and respect for other people’s cultural and ethnic differences is to have college students take an ethnic studies class. In these classes, students study another culture’s values, customs, religions, and ways of thinking.
A simplistic view of writing would assume that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. Fortunately, no one holds this view today. The process of writing requires an entirely different set of competencies and is fundamentally different from speaking. The permanence and distance of writing, coupled with its unique rhetorical conventions, indeed make writing as different from speaking as swimming is from walking.
One major theme in pedagogical research on writing is the nature of the composing process of writing. Written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally. Further, students exhibit a number of different styles and preferences in their composing processes. The upshot of the compositional nature of writing has produced writing pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
Recognition of the compositional nature of writing has changed the face of writing classes. A half century ago, writing teachers were mostly concerned with the final product of writing: the essay, the report, the story, and what that product should look like. There is nothing inherently wrong with attention to any of the above criteria. But in due course of time, we became better attuned to the advantage given to learners when they were seen as creators of language, when they were allowed to focus on content and message, and when their own individual intrinsic motives were put at the center of learning.
The entire essay is about____________________________________.
how to write a good essay.
how the teaching of writing changed from being process-oriented to being product-oriented
how the teaching of writing changed from being product-oriented to being process-oriented.
the process to revise a writing piece.
A simplistic view of writing would assume that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. Fortunately, no one holds this view today. The process of writing requires an entirely different set of competencies and is fundamentally different from speaking. The permanence and distance of writing, coupled with its unique rhetorical conventions, indeed make writing as different from speaking as swimming is from walking.
One major theme in pedagogical research on writing is the nature of the composing process of writing. Written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally. Further, students exhibit a number of different styles and preferences in their composing processes. The upshot of the compositional nature of writing has produced writing pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
Recognition of the compositional nature of writing has changed the face of writing classes. A half century ago, writing teachers were mostly concerned with the final product of writing: the essay, the report, the story, and what that product should look like. There is nothing inherently wrong with attention to any of the above criteria. But in due course of time, we became better attuned to the advantage given to learners when they were seen as creators of language, when they were allowed to focus on content and message, and when their own individual intrinsic motives were put at the center of learning.
This essay implies that the author favors ___________________________________
the traditional ways of teaching writing.
teaching students how to revise an essay.
process-oriented writing instruction.
product-oriented writing instruction.
A simplistic view of writing would assume that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. Fortunately, no one holds this view today. The process of writing requires an entirely different set of competencies and is fundamentally different from speaking. The permanence and distance of writing, coupled with its unique rhetorical conventions, indeed make writing as different from speaking as swimming is from walking.
One major theme in pedagogical research on writing is the nature of the composing process of writing. Written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally. Further, students exhibit a number of different styles and preferences in their composing processes. The upshot of the compositional nature of writing has produced writing pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
Recognition of the compositional nature of writing has changed the face of writing classes. A half century ago, writing teachers were mostly concerned with the final product of writing: the essay, the report, the story, and what that product should look like. There is nothing inherently wrong with attention to any of the above criteria. But in due course of time, we became better attuned to the advantage given to learners when they were seen as creators of language, when they were allowed to focus on content and message, and when their own individual intrinsic motives were put at the center of learning.
How does the author view the relationship between writing and composition?
Writing is a compositional process.
Writing and composition are totally the same.
Writing is more important than composition
Composition is more important than writing
A simplistic view of writing would assume that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. Fortunately, no one holds this view today. The process of writing requires an entirely different set of competencies and is fundamentally different from speaking. The permanence and distance of writing, coupled with its unique rhetorical conventions, indeed make writing as different from speaking as swimming is from walking.
One major theme in pedagogical research on writing is the nature of the composing process of writing. Written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally. Further, students exhibit a number of different styles and preferences in their composing processes. The upshot of the compositional nature of writing has produced writing pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
Recognition of the compositional nature of writing has changed the face of writing classes. A half century ago, writing teachers were mostly concerned with the final product of writing: the essay, the report, the story, and what that product should look like. There is nothing inherently wrong with attention to any of the above criteria. But in due course of time, we became better attuned to the advantage given to learners when they were seen as creators of language, when they were allowed to focus on content and message, and when their own individual intrinsic motives were put at the center of learning.
. According to the essay, which of the following statements is TRUE?
How a writing piece is produced is irrelevant to the product itself.
We have to care about students’ writing products only.
In addition to the writing product, we have to pay attention to how the product is generated.
Students cannot learn anything from the writing process, such as brainstorming, revising, editing, etc.
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