Individuality, creativity, comprehensiveness, practicality and sociality constitute the basic elements of writing behavior: writing subject, writing carrier, writing receiver and writing object.
Elements of writing carrier
(Writing carrier mainly refers to the author's tools for writing activities and the condensation of writing results. Which is the article. ) 1. The most intuitive writing tools are paper and pen. 2. Language is the tool and carrier of thinking. 3. Another important carrier is the "text structure" and "style" formed on the basis of language.
The difference between literary language and practical language
1. Literary language has internal reference and practical language has external reference. (Endophore expresses the truth of art and obeys a poetic and emotional logic. Externality refers to the real world beyond language symbols, which must symbolize the logic of real life and stand the test of real life. )
2. Literary language has poetic psychological connotation, while practical language has clear and single meaning. 3. Literary semantics should be constantly updated and practical language should be standardized.
The way to construct the subject's mind: experience reading experience
How does the object enter the subject's mind?
1. Note that it is a door; Attention is the beginning and foundation of cognition.
2. "Needs and interests" are internal driving forces, and bytes control the goal orientation of cognition. 3. "Knowledge and experience" is the basic condition of cognition, which affects the depth and breadth of cognition. 4. "Thought, concept and emotion" have great influence on cognition. 5. "Thinking level" affects the depth of cognition. 6. "Psychological stereotype" has a potential impact on cognition.
How writing materials are generated: spiritualization, value judgment, concrete feelings and discovery.
Features: fuzziness, plasticity, subjectivity and objectivity, requirements: appropriateness, novelty, authenticity and typicality.
Characteristics of experience: 1 Experience is the unity of truth and imagination, introspection and observation, and subjectivity and objectivity.
2. How to study 1 in the course of "Stylistic Writing" for self-taught teachers' majors. Understand the nature of the course and the examination objectives. "Stylistic Writing" is a compulsory course for Chinese Language and Literature Teachers College in the self-taught higher education examination, and it is also a professional course to cultivate and test the knowledge and ability of stylistic writing for self-taught candidates.
Writing course is an important professional ability course for Chinese language and literature majors in normal universities in China. In the writing course, basic writing is a professional basic course, which is offered at the junior college level. Stylistic writing is a professional improvement course, which is offered at the undergraduate level.
The content of "basic writing" is writing, basic knowledge and common stylistic writing, and "stylistic writing" is a course based on it, which is an improvement of "basic writing" and its content is the main literary genre writing and academic paper writing in modern China. The purpose of offering the course "Stylistic Writing" for Chinese Language and Literature major (undergraduate) in the self-taught examination of higher education is to make the self-taught candidates who already have a junior college degree in Chinese language and literature major further master the knowledge of writing academic papers in major literary genres and improve their writing ability.
Stylistic writing is a specialized course of knowledge and ability. The nature of this course can be summarized into four aspects: ability, theory, comprehensiveness and practicality, among which ability is the main nature. The main teaching goal of stylistic writing is to improve students' writing ability, so that students can learn to write major literary genres and academic papers, so ability is the main feature of this course.
Meanwhile, stylistic writing has its own theoretical knowledge system. Learning stylistic writing needs to master the necessary stylistic theoretical knowledge, so it has theoretical characteristics. Writing is a comprehensive mental activity of thoughts, feelings, experiences, knowledge and writing skills. Stylistic writing theory also involves the knowledge of many disciplines, so this course has comprehensive characteristics in both knowledge and ability.
Finally, the acquisition of ability requires repeated practice. Without your own writing practice, it is impossible to improve your writing ability and deeply understand writing theory. Therefore, this course requires arranging writing training in class and participating in writing practice after class, which is the practical feature of this course. Based on the above four properties, it can be said that stylistic writing is a course that combines theory with practice, knowledge acquisition with ability improvement, and stylistic writing knowledge learning with stylistic writing ability training.
According to the purpose and nature of the course, the examination goal of stylistic writing is to measure candidates' mastery of the theoretical knowledge of major literary genres and academic papers, as well as their writing level. Specifically, it includes the following three items: memorizing and understanding the main theoretical knowledge of novels, poems, essays, dramas, reportage, essays and academic papers.
The memorization of the concept, classification and meaning of style accounts for about 20% of the examination content; The understanding of stylistic features, writing methods and writing requirements accounts for about 30% of the test content. I will use the theoretical knowledge of novels, poems, essays, dramas, reportage, essays and academic papers to analyze and evaluate the works in the above styles.
This item accounts for about 10% of the exam content. I have high stylistic writing ability, and can write novels, poems, essays, dramas, reportage, essays and academic papers, especially essays, novels and essays.
This item accounts for about 40% of the exam content.
3. What is the focus of basic writing? It is divided into two parts: 1 is the basic writing part.
2 is the application writing part. The basic writing part is the basic theory, basic knowledge and methods of general article writing, in order to cultivate students' basic ability to write general articles and some basic problems in article writing, such as how to establish the purpose of writing, how to collect and use materials, how to organize and sort out these materials, how to group paragraphs, make sentences and wording, and express them in perfect words after careful revision.
In the part of applied writing, the theoretical knowledge and methods of commonly used applied stylistic articles are taught to improve the writing ability of various stylistic articles actually applied in students' work. As far as I know, there is no noun in the basic writing exam to explain this statement, so it is necessary for you to write an applied article, such as signing a contract or something.
4. Introduction to Literature Foundation The literature foundation includes modern Chinese, ancient Chinese, writing, literature introduction, China ancient literature, China modern literature, China contemporary literature and foreign literature.
1. Modern Chinese includes six chapters: introduction, language, writing, vocabulary, grammar and rhetoric. The introduction introduces the basic knowledge of language and literature and the basic characteristics of modern Chinese. The other five chapters expound relevant theories with special topics and analyze specific language and literature phenomena in various aspects in combination with practice.
2. Writing: including basic theories and knowledge such as theme, subject matter, structure, expression and language. Stylistic theory: news, communication, prose and other narrative styles, ideological criticism, literary criticism, essays and other epistemological styles, as well as the writing theory and operational skills of popular science essays, investigation reports and other applied styles.
3. Modern literature in China: According to the development of modern literature in China and the characteristics of new-democratic revolution in China, it can be divided into three periods. Part I: Literature during the May 4th Movement and the First Revolutionary Civil War (1917-1927); Part II: Literature during the Second Revolutionary Civil War (1927-1937); Part III: Literature in War of Resistance against Japanese Aggression Period and People's Liberation War Period (1937- 1949). Firstly, it summarizes the literary history of each period, and then focuses on the main writers and works of each period.
4. Introduction to literature: including introduction, literary activities, literary production, literary consumption and acceptance. The introduction discusses the nature of literary theory and the construction of China's contemporary literary theory. The remaining four parts discuss the essence of literature and various aspects of literary phenomena respectively, and reveal the basic characteristics of literature and literary phenomena from different aspects.
5. Contemporary literature in China: Taking 1949 China literature since the founding of the People's Republic of China as the main research object, we pay attention to the development and characteristics of literature itself, and consciously make a comprehensive observation of the respective texts of six literary genres: poetry, prose, reportage, novel, drama literature and film and television literature in the historical process of contemporary China for more than 40 years, thus forming an open historical theoretical framework.
6. Ancient Chinese: ancient Chinese pronunciation, grammar, vocabulary, rhetoric, punctuation, annotation, translation, and common sense of ancient culture. Teaching pre-Qin philosophers' essays, rhymes, Tang and Song poems and other selected works according to the times and styles requires mastering more than 1000 commonly used words, mastering ancient Chinese phonetics and grammar knowledge, and reading ancient Chinese documents.
7. China Ancient Literature: Understand the history and laws of the development of China ancient literature, master the basic theories and knowledge of China ancient literature, and select the representative works of major writers in various historical periods.
8. Foreign literature: divided into two parts: Europe and America and Asia and Africa, with European and American literature as the main part. Divided into three parts. The first romantic literature from ancient times to the beginning of the nineteenth century; This novella is a critical realism literature in the middle and late19th century. The second part introduces European and American literature in the first half of the 20th century. This course focuses on modern European literature since the Renaissance and gives more space to critical realism literature with high achievements. While paying attention to introducing the unit knowledge of literary history, it focuses on analyzing important writers and their representative works to cultivate students' ability to understand and analyze literary phenomena and literary works.
5. How to study 1 in the course of "Stylistic Writing" for self-taught teachers' majors. Understand the nature of the course and the examination objectives. "Stylistic Writing" is a compulsory course for Chinese Language and Literature Teachers College in the self-taught higher education examination, and it is also a professional course to cultivate and test the knowledge and ability of stylistic writing for self-taught candidates. Writing course is an important professional ability course for Chinese language and literature majors in normal universities in China. In the writing course, basic writing is a professional basic course, which is offered at the junior college level. Stylistic writing is a professional improvement course, which is offered at the undergraduate level. The content of "basic writing" is writing, basic knowledge and common stylistic writing, and "stylistic writing" is a course based on it, which is an improvement of "basic writing" and its content is the main literary genre writing and academic paper writing in modern China.
The purpose of offering the course "Stylistic Writing" for Chinese Language and Literature major (undergraduate) in the self-taught examination of higher education is to make the self-taught candidates who already have a junior college degree in Chinese language and literature major further master the knowledge of writing academic papers in major literary genres and improve their writing ability. Stylistic writing is a specialized course of knowledge and ability. The nature of this course can be summarized into four aspects: ability, theory, comprehensiveness and practicality, among which ability is the main nature. The main teaching goal of stylistic writing is to improve students' writing ability, so that students can learn to write major literary genres and academic papers, so ability is the main feature of this course. Meanwhile, stylistic writing has its own theoretical knowledge system. Learning stylistic writing needs to master the necessary stylistic theoretical knowledge, so it has theoretical characteristics. Writing is a comprehensive mental activity of thoughts, feelings, experiences, knowledge and writing skills. Stylistic writing theory also involves the knowledge of many disciplines, so this course has comprehensive characteristics in both knowledge and ability. Finally, the acquisition of ability requires repeated practice. Without your own writing practice, it is impossible to improve your writing ability and deeply understand writing theory. Therefore, this course requires arranging writing training in class and participating in writing practice after class, which is the practical feature of this course. Based on the above four properties, it can be said that stylistic writing is a course that combines theory with practice, knowledge acquisition with ability improvement, and stylistic writing knowledge learning with stylistic writing ability training. According to the purpose and nature of the course, the examination goal of stylistic writing is to measure candidates' mastery of the theoretical knowledge of major literary genres and academic papers, as well as their writing level. Specifically, it includes the following three items: memorizing and understanding the main theoretical knowledge of novels, poems, essays, dramas, reportage, essays and academic papers. The memorization of the concept, classification and meaning of style accounts for about 20% of the examination content; The understanding of stylistic features, writing methods and writing requirements accounts for about 30% of the test content. I will use the theoretical knowledge of novels, poems, essays, dramas, reportage, essays and academic papers to analyze and evaluate the works in the above styles. This item accounts for about 10% of the exam content. I have high stylistic writing ability, and can write novels, poems, essays, dramas, reportage, essays and academic papers, especially essays, novels and essays. This item accounts for about 40% of the exam content.
6. According to your own reality, talk about the experience of learning thesis writing course. The purpose of graduation thesis defense is different for the organizer-school and the respondent-graduation thesis author. The purpose of organizing graduation thesis defense is simply to further investigate the thesis, that is, to further investigate and verify the author's understanding of the topics discussed in the thesis and his ability to demonstrate the topics on the spot; Further investigate the depth and breadth of the graduation thesis author's mastery of professional knowledge; Check whether the graduation thesis is completed by the students themselves.
1. Further testing and verifying the author's understanding of the thesis and his ability to demonstrate the topic on the spot is one of the purposes of organizing graduation thesis defense in colleges and universities. Generally speaking, from the papers submitted by students, students' understanding of their own papers and their ability to demonstrate topics can be roughly reflected. However, due to various reasons, some problems have not been fully expounded, some may be limited to the overall structure, some may not be developed due to space constraints, and some may be that the author thinks this issue is not important or does not think it is necessary to elaborate; Some of them are probably the weak links that the author deliberately avoided because he couldn't go deep or didn't know clearly, and some may be the shortcomings that the author didn't realize at all. By asking and answering these questions, we can further find out what the author didn't do in-depth analysis, so as to understand the students' knowledge, understanding depth and ability to demonstrate the topic on the spot.
Secondly, the second purpose of organizing graduation thesis defense is to further investigate the depth and breadth of professional knowledge mastered by the author of graduation thesis. Through the examination paper, we can also see the depth and breadth of the knowledge that students have mastered. However, the main purpose of writing graduation thesis is not to examine the depth and breadth of students' knowledge, but to examine students' ability to analyze and solve problems independently by comprehensively using what they have learned, and to cultivate and exercise their ability to conduct scientific research. Some knowledge used by students in writing papers has been mastered and can be used comprehensively; Some may have a little knowledge and have not turned it into their own knowledge; Others may mechanically copy other people's articles, and the basic meaning is not clear. At the defense meeting, members of the defense team put forward some unclear, unlucky, incomplete, inaccurate and imperfect opinions in the paper, so that the author can answer them on the spot, so as to test whether the author has a deep knowledge base, creative opinions and sufficient and solid reasons for the issues discussed.
Third, the third purpose of graduation thesis defense is to examine whether students finish their graduation thesis independently, that is, to test the authenticity of graduation thesis. Writing graduation thesis requires students to complete it independently under the guidance of teachers, but it is not done under the strict supervision of teachers like exams, but in a long period of time (usually one semester), it is inevitable that a few unconscious students will take chances and cheat by various means. Especially in open universities such as TV University and Correspondence University, students have a wide range, a large number, a large number of students, loose organization and uneven quality, and it is difficult to put an end to unhealthy trends such as ghostwriting and plagiarism. Instructors must be strict, but it is difficult for a teacher to guide multiple students on different topics and different ranges of papers. The defense team or defense committee is composed of more than three teachers, so the ability to identify the thesis is stronger. Through the questions and defense at the defense meeting, cheaters can be exposed, thus ensuring the quality of graduation thesis.
For the respondent (the author of graduation thesis), the purpose of defense is to pass, graduate on time and get a diploma. If students want to successfully pass the graduation thesis defense, they must understand the purpose of the graduation thesis defense organized by the above-mentioned schools, then make targeted preparations, continue to further scrutinize and study the related issues in the thesis, make the basic materials mentioned in the thesis accurate, and thoroughly understand the basic theories and viewpoints of the article.
7. Provide a required reading list for writing works. I wonder if I can use [1] Liu Hao to write basic writing. Beijing: China Central Radio and TV University Press, 1985 [2] Pei Xiansheng's New Writing Draft (Revised Edition) Nanjing: Jiangsu Education Press, 1994 [3] edited by Qian Da? Applied writing? Chengdu: Sichuan People's Publishing House, 1998 [4] Liu Xiqing's General Theory of Writing Beijing: Beijing Publishing House, 1983 [5] Zhu's Modern Writing Beijing: People's Daily Publishing House, 1986 [6] Xiansheng's New Writing Draft. Guangzhou: Sun Yat-sen University Press, 1996 [8], edited by Yu Meng and Xiao Deming. Write official documents. Beijing: China Personnel Publishing House, 199 1 [9], faith editor? Modern economic writing? Lanzhou: Lanzhou University Press, 2000 [10] Wen Bin, edited by Chu Guogang? Civil servant practical writing? Beijing: Renmin University of China Press, 1997 [1 1] Ouyang Zhou, editor? Modern practical economic writing? Changsha: Central South University of Technology Press, 1997 [12] Ma Zhengping On Writing Behavior Chengdu: Southwest Normal University Press, 1995 [13] An Introduction to Zhang and article study Jinan: Shandong Education Press,/kloc-0. Encyclopedia of new official document writing? Nanning: Guangxi People's Publishing House, 1998 [15] Writing Tutorial edited by Lu Qing Shanghai: East China Normal University Press, 1984 [16] General Writing Tutorial edited by Lu Deqing (revised edition) Beijing: Higher Education Press,1999.
[18] Sun and Wang Xiaodong wrote College Students' Writing and Examples. Shantou: Shantou University Press, 2004 [19] A Course of New Applied Writing edited by Yu Bing. Shenyang: Liaoning People's Publishing House 1995 [20] Modern Writing edited by Zhu. Beijing: People's Daily. Guangzhou: Guangzhou Economic Publishing House, 1999 [24] Wang Shouxun's Writing Grand View Foreign Trade Education Press, Beijing: 1987 [25] Yang Editor? Civil servant practical document writing? Beijing: Police Education Press, 1993 [26] On the structure of articles edited by Yang Yinhu Changchun: Jilin Literature and History Publishing House, 1990 [27] Wang Guangzu and Yang Yinhu edited writing Shanghai: East China Normal University Press, 2000 [28] Ye Taiping's writing ability Jinan: Shandong Literature and Art Publishing House, 65438. Article writing? Changsha: Central South University of Technology Press, 1998 [3 1] Jin Zhenbang Stylistics Changchun: Northeast Normal University Press, 1994 [32] Modern Writing Course Beijing: Higher Education Press, 2000 [33] edited by Luo? Practical business documents? Nanning: Guangxi People's Publishing House, 1998 [34] Yang Runhui's financial writing. Beijing: Higher Education Press, 200 1 [35] Liu Yu's writing psychology. Changchun: Northeast Normal University Press, 1990 [36] Li Fulin and Zhu Ruoqian's Introduction to Paper Writing. Ocean Press, 1993 [37] Yang Wenfeng writes modern economic literature. Beijing: Renmin University of China Press, 2000 198 1 [39] Summary of Gao Ruiqing's literary writing Changchun: Northeast Normal University Press, 1988 [40][ America] William W. 1984 [4 1] Yang Wenfeng, editor-in-chief of practical economic document writing Beijing: Renmin University of China Press, 2004 [42] Zhang Deshi's applied writing Beijing: Higher Education Press, 2003. Civil servant practical writing? Changchun: Jilin People's Publishing House, 1989 [45], editor-in-chief of Practical Economic Document Writing, Beijing: Renmin University of China Press, 2004 [46] and Hua, editor-in-chief of Practical Business Document Writing, Beijing: capital university of economics and business Press, 2002 [47], editor-in-chief of Financial Professional Writing, Beijing: Renmin University of China Press, 2003. Practice and guidance of official document writing course? Guangzhou: Sun Yat-sen University Press, 1999 [50] Editor? College writing course? Beijing: Higher Education Press, 1987 [5 1] New Practical Writing Skills Beijing: China Social Publishing House, 1997 [52] Writing Course for Lin Teachers College Fuzhou: Fujian Education Press, 1999 [53] Cheng Modern Applied Writing Hangzhou: 2002 [54] Han Hai's Modern Applied Writing Course. Hangzhou: Zhejiang University Press, 2002 [55] Du Fulei and Kong Fanfang's Modern Applied Writing. Beijing: China People's Public Security University Press, 2003 [56] Sun's Applied Writing Course. Shantou: Shantou University Press, 2004 [57] Cheng.