This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing.The subjects were eighteen traditional senior college students -- nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made. / Department of English

王益鈞. / "2006年12月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 230-238). / "2006 nian 12 yue" / Abstracts in Chinese and English. / Wang Yijun. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 230-238). / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第一節 --- 孫德謙生平簡介 --- p.1 / Chapter 第二節 --- 《六朝麗指》述略 --- p.6 / Chapter 第三節 --- 硏究動機及方法 --- p.9 / Chapter 第二章 --- 辨體 --- p.12 / Chapter 第一節 --- 引言 --- p.12 / Chapter 第二節 --- 主張駢散合一 --- p.14 / Chapter 〔1〕 --- 不爭文統 --- p.15 / Chapter 〔2〕 --- 宗師六朝 --- p.20 / Chapter 〔3〕 --- 駢散之功用 --- p.25 / Chapter 〔4〕 --- 孫氏「駢散合一」說探源 --- p.29 / Chapter 〔5〕 --- 小結 --- p.30 / Chapter 第三節 --- 駢文與律賦、四六之異 --- p.31 / Chapter 〔1〕 --- 駢文與律賦之別 --- p.31 / Chapter 〔2〕 --- 駢文與四六之異 --- p.35 / Chapter 〔3〕 --- 小結 --- p.39 / Chapter 第四節 --- 對某些駢文體裁的觀點 --- p.39 / Chapter 〔1〕 --- 書序 --- p.40 / Chapter 〔2〕 --- 贈序 --- p.43 / Chapter 〔3〕 --- 連珠 --- p.44 / Chapter 〔4〕 --- 七 --- p.47 / Chapter 〔5〕 --- 墓志 --- p.49 / Chapter 〔6〕 --- 論 --- p.50 / Chapter 〔7〕 --- 檄移 --- p.53 / Chapter 〔8〕 --- 章表牋奏啓 --- p.54 / Chapter 〔9〕 --- 賀牘 --- p.56 / Chapter 〔10〕 --- 小結 --- p.57 / Chapter 第五節 --- 風格 --- p.57 / Chapter 〔1〕 --- 「才氣」與「氣韻」 --- p.58 / Chapter 〔2〕 --- 「繁」與「簡」 --- p.63 / Chapter 〔3〕 --- 「疏」與「密」 --- p.68 / Chapter 〔4〕 --- 陰柔與陽剛 --- p.71 / Chapter 〔5〕 --- 質重與清空 --- p.73 / Chapter 〔6〕 --- 小結 --- p.75 / Chapter 第六節 --- 結語 --- p.76 / Chapter 第三章 --- 修辭 --- p.78 / Chapter 第一節 --- 引言 --- p.78 / Chapter 第二節 --- 對偶 --- p.79 / Chapter 〔1〕 --- 事對 --- p.83 / Chapter 〔2〕 --- 排偶 --- p.88 / Chapter 〔3〕 --- 駢枝 --- p.102 / Chapter 〔4〕 --- 小結 --- p.106 / Chapter 第三節 --- 用典 --- p.107 / Chapter 〔1〕 --- 用典的方法 --- p.100 / Chapter 〔2〕 --- 用典的原則 --- p.118 / Chapter 〔3〕 --- 小結 --- p.129 / Chapter 第四節 --- 鍊字 --- p.129 / Chapter 〔1〕 --- 代字法 --- p.130 / Chapter 〔2〕 --- 字「訛」 --- p.134 / Chapter 〔3〕 --- 虛字 --- p.135 / Chapter 〔4〕 --- 小結 --- p.139 / Chapter 第五節 --- 聲律 --- p.139 / Chapter 〔1〕 --- 自然諧協 --- p.144 / Chapter 〔2〕 --- 輕重緩急 --- p.146 / Chapter 〔3〕 --- 小結 --- p.148 / Chapter 第六節 --- 比興 --- p.148 / Chapter 第七節 --- 形容 --- p.151 / Chapter 第八節 --- 斷插足縮 --- p.154 / Chapter 第九節 --- 結語 --- p.159 / Chapter 第四章 --- 總結 --- p.161 / 附錄一：〈孫德謙年譜初稿〉 --- p.163 / 附錄二：〈孫德謙交遊名錄〉 --- p.225 / 附錄三：參考書目 --- p.229

University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

In the assessment, each student was marked by two raters, assigned at random to the student from a pool of 200 raters. These raters had undergone a series of instructional programs and training prior to the job. Each of the two raters gave seven scores to the script. As there was no minimum number of words as required in the writing assessment, a general belief would be generated that if there was insufficient content (as evidenced by a low score in "content") and poor organization (low score in "organization"), then the student would have written so few words that the chance of making mistakes in "vocabulary" (the 6th score) and in "punctuation" (the 7 th score) would be relatively small. In order to rectify the deficiency in marking, this study used three different methods to apply weights on the "vocabulary" score and on the "punctuation" score. For each method, the GENOVA program was used to calculate the reliability of the assessments. After due comparison, it was found that each of the methods used was able to raise the reliabilities of the assessments under investigation, and the most recommended method was to use students' scores in "content and in structure" as weights. / In writing assessment, there are quite a number of factors influencing the marking stability and the reliability of the assessment such as the attitude towards marking and consistency of markers, the physical environment, the design of the items, and marking rubrics. Even the methods to train markers have effects on the reliability of the assessment. Generalizability Theory was used in this research to analyze the Chinese writing assessment of the Territory-wide System Assessment (TSA) so as to improve the reliability of the assessment. / On the one hand, the study has examined the present mode of marking of the writing assessment in the TSA. This gives opportunity for improving the item-setting and the script-marking procedures of the assessment with a view to raising its reliability and giving valuable feedbacks to teaching and learning. On the other hand, the favourable results of applying weights to sub-scores will serve to provide a good example on improving marking rubrics in large-scale standardized tests of writing assessment in Chinese Language. vi / This study was a post-mortem analysis of the raw scores from a sample of 6,000 students who participated in TSA 2006. As there were three sub-papers, the sample consisted of 2,000 students from each sub-paper. Brennan's GENOVA program (1983) was used to calculate the reliabilities of the assessments. / TSA is a standardized test administered centrally by the Hong Kong Examinations and Assessment Authority every year. The target groups are students from Primary 3, Primary 6 and Secondary 3. TSA focuses on assessing students' basic competency on the three core subjects, Chinese Language, English Language and Mathematics. In contrast to the traditional Chinese writing assessment, there was no requirement on the minimum number of words produced by the student. An analytical approach was adopted to assess students' writing tasks. As a result of this measure, students who did well in some particular marking criteria would end up with a good overall performance. / 林玲芝. / Adviser: Kit Tai Hau. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 84-98). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lin Lingzhi.

published_or_final_version / Education / Master / Master of Education

University of Macau / Faculty of Education