Chinese Students Writing In English

Chinese students are the largest international student group in UK universities today, yet little is known about their undergraduate writing and the challenges they face. Drawing on the British Academic Written English corpus - a large corpus of proficient undergraduate student writing collected in the UK in the early 2000s - this study explores Chinese students’ written assignments in English in a range of university disciplines, contrasting these with assignments from British students. The study is supplemented by questionnaire and interview datasets with discipline lecturers, writing tutors and students, and provides a comprehensive picture of the Chinese student writer today. Theoretically framed through work within academic literacies and lexical priming, the author seeks to explore what we know about Chinese students’ writing and to extend these findings to undergraduate writing more generally. In a globalized educational environment, it is important for educators to understand differences in writing styles across the student body, and to move from the widespread deficit model of student writing towards a descriptive model which embraces different ways of achieving success. Chinese Students’ Writing in English will be of value to researchers, EAP tutors, and university lecturers teaching Chinese students in the UK, China, and other English or Chinese-speaking countries.

Chinese students are the largest international student group in UK universities today, yet little is known about their undergraduate writing and the challenges they face. Drawing on the British Academic Written English corpus - a large corpus of proficient undergraduate student writing collected in the UK in the early 2000s - this study explores Chinese students’ written assignments in English in a range of university disciplines, contrasting these with assignments from British students. The study is supplemented by questionnaire and interview datasets with discipline lecturers, writing tutors and students, and provides a comprehensive picture of the Chinese student writer today. Theoretically framed through work within academic literacies and lexical priming, the author seeks to explore what we know about Chinese students’ writing and to extend these findings to undergraduate writing more generally. In a globalized educational environment, it is important for educators to understand differences in writing styles across the student body, and to move from the widespread deficit model of student writing towards a descriptive model which embraces different ways of achieving success. Chinese Students’ Writing in English will be of value to researchers, EAP tutors, and university lecturers teaching Chinese students in the UK, China, and other English or Chinese-speaking countries.

This bilingual English/ Mandarin text and workbook provides lessons, examples and exercises especially for Chinese students, to help them learn the art of writing. The book begins simply, focusing on sentences, followed by paragraphs. From here, all types of essays are practised, including narrative, descriptive, informative, persuasive, discussion, comparative, instructive and letter writing. The book is aimed mainly at middle school students, but people of any age can enjoy using this book to improve and practise their writing style.

This text provides teachers of English to Chinese students with information on the linguistic, cultural and pedagogical backgrounds of these students. It analyses the importance of this background, and offers information on successful classroom teaching methods and student learning strategies.

This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.

"This book encourages further conversation on the expanding circle in World Englishes, offering a detailed look at "China English" through the academic writing of Chinese students at a British university. The volume seeks to blur the simplistic binary of "Chinglish," a broad term often understood to encompass grammatical or lexical errors or seemingly "unnatural" expressions, and "China English," which the authors articulate here as its own variety, as evidenced in language use marked by predictability. The research framework begins with analyzing student essays in one program at the University of Manchester, predominantly made up of Chinese students. In highlighting recurring features and supported by online surveys of the students, the authors demonstrate how "China English" displays the systematicity in grammar and lexis observed in varieties of English. In focusing on academic writing, a genre which bears prominence in assessment, the book raises key questions about implications for teaching, what is considered appropriate language, and whether, rather than seeking to replace "standard English," the notion of what is "standard" might be broadened to encompass other varieties. The book further promotes implications beyond pedagogies, to include learning more broadly, marking, curriculum/policy, training and identity negotiation. This book will be of interest to students and scholars in language and education, World Englishes, sociolinguistics, and applied linguistics"--

An accessible guide to writing Chinese at the intermediate level An easy way to add more writing practice to the intermediate Chinese curriculum, this guide helps Chinese learners express themselves correctly on common everyday topics and for common social purposes. It is structured around the MPG teaching methodology for writing, which is model based, process oriented, and genre focused, to improve students' vocabulary and sentence- and paragraph-building skills. By providing sample texts with vocabulary, tips, and strategies for success in using those texts as models, this book will teach students to write biographical, creative, business, and personal content.