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Dissertations / Theses on the topic 'Chinese Writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kang, Hana. "Computer-based Writing and Paper-based Writing: A Study of Beginning-level and Intermediate-level Chinese Learners’ Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293698412.

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2

Ng, Po-chu, and 伍寶珠. "Writing about women and women's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36259019.

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3

Wu, Kam-yin. "Chinese/Cantonese writing in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626342.

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4

Riha, Helena. "Lettered Words and Roman Letter Characters in Chinese Writing: A Study Of Alphabetic Writing in Chinese Newswires." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222045556.

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5

Wu, Kam-yin, and 胡錦賢. "Chinese/Cantonese writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626342.

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6

Cheung, Wai-ming. "Describing and enhancing creativity in Chinese writing." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36219964.

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7

Jiang, Haixin. "Female consciousness in contemporary Chinese women's writing." Thesis, University of Canterbury. English, 2000. http://hdl.handle.net/10092/4631.

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Contemporary Chinese women writers re-emerged after the Cultural Revolution (1966-1976). This thesis investigates a selection of stories by Chinese women writers published between 1979 and the end of 1990s. The investigation argues for an oppositional female consciousness and endeavours to demonstrate its various expressions in women writers' texts, covering such themes as love, family, career, intellectuals, working class, the female self, and social manners. Apart from the thematic concerns of female consciousness, the thesis also explores its expressions in unconventional narrative styles of representative women writers' texts. In conclusion, the thesis points out that female consciousness provided women writers, who live as women, a vantage-point from which they may view the self as well as others and society. In so doing, they write differently (from their male peers) and subversively.

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8

Tang, Wing-sze Cecilia, and 鄧詠詩. "A study of paragraphing in Chinese writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963213.

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Cheung, Wai-ming, and 張慧明. "Describing and enhancing creativity in Chinese writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36219964.

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10

司徒美儀 and Mei-yee Seto. "A study on the Chinese writing process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961873.

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Codeluppi, Martina. "Writing Memory : global Chinese Literature in Polyglossia." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA067/document.

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Cette thèse vise à examiner la représentation des mémoires fictionnelles dans le cadre global de la littérature chinoise contemporaine, en montrant l’influence du déplacement et du translinguisme sur les œuvres des auteurs qui écrivent soit de la Chine continentale soit d’outre-mer, et qui s’expriment à travers des langues différentes. Les quatre romans Zha gen (Prendre racine) par Han Dong, Balzac et la petite tailleuse chinoise par Dai Sijie, The Crazed (La démence du sage) par Ha Jin et Rou zhi tu (Beijing Coma) par Ma Jian seront comparés en tant qu’images des mémoires individuelles de la Révolution Culturelle et du mouvement pour la démocratie qui a eu lieu à Tian’anmen en 1989. Dans la première partie, nous discuterons les nouvelles approches théoriques qui configurent la littérature chinoise contemporaine comme une entité polyglossique et déterritorialisée. Dans la deuxième partie, nous nous concentrerons sur deux exemples d’autofiction, à savoir Zha gen et Balzac et la petite tailleuse chinoise, en comparant leur représentation du temps figuré comme une évolution identitaire de l’individu. Dans la troisième partie, nous analyserons les deux romans The Crazed et Rou zhi tu, en mettant en évidence le caractère spatial de la mémoire, transposé en forme de témoignage fictionnel. Finalement, dans la quatrième partie, nous explorerons les interactions entre la littérature chinoise et la littérature mondiale, en plaçant les cas analysés dans une perspective translinguistique. À travers la comparaison entre les versions chinoise, anglaise et française des romans, nous montrerons comment les mémoires déterritorialisées sont modulées par la traduction et l’autotraduction
This thesis aims to investigate the representation of fictional memories in the context of global Chinese literature, showing how displacement and translingualism affect the works by authors from the Mainland and from overseas, who express their creativity in different languages. The four novels Zha gen (Striking Root) by Han Dong, Balzac et la petite tailleuse chinoise (Balzac and the Little Chinese Seamstress) by Dai Sijie, The Crazed by Ha Jin, and Rou zhi tu (Beijing Coma) by Ma Jian are compared as reflections of individual memories of the Cultural Revolution and of the 1989 Tiananmen Square protests. The first part of the thesis addresses the new theoretical approaches configuring contemporary Chinese literature as a polyglossic and deterritorialised entity. The second part focuses on the analysis of two examples of autofictions, Zha gen and Balzac et la Petite Tailleuse chinoise, comparing their representation of time as reflected in the evolution of the individual. The third part explores the two novels The Crazed and Rou zhi tu, focusing on the spatial character of memory transposed in the form of a fictional témoignage. Finally, the fourth part investigates the interactions between Chinese literature and world literature, placing the cases analysed in a translingual perspective. The comparison between the Chinese, the English and the French versions of the novels shows how deterritorialised memories are modulated through translation and self-translation
La tesi esamina la rappresentazione narrativa della memoria nel quadro globale della letteratura cinese contemporanea, mostrando l’influenza di dislocamento e translinguismo sulle opere di autori cinesi che scrivono tanto dalla RPC quanto dall’estero, in cinese o in altre lingue. I quattro romanzi Zha gen (Mettere radici) di Han Dong, Balzac et la petite tailleuse chinoise (Balzac e la piccola sarta cinese) di Dai Sijie, The Crazed (Pazzia) di Ha Jin e Rou zhi tu (Beijing Coma) di Ma Jian saranno comparati come immagini di memorie individuali della Rivoluzione Culturale e delle proteste studentesche di Piazza Tian’anmen. La prima parte si incentrerà sulla discussione di nuovi approcci teorici che inquadrano la letteratura cinese come un’entità poliglossica deterritorializzata. La seconda sarà dedicata all’analisi comparata di Zha gen e Balzac et la petite tailleuse chinoise e metterà in evidenza la rappresentazione del tempo in termini di evoluzione identitaria dell’individuo. Nella terza parte, il paragone tra The Crazed e Rou zhi tu sottolineerà il carattere spaziale della memoria come testimonianza narrativa. La quarta parte, infine, esplorerà le interazioni tra la letteratura cinese e la letteratura mondiale da una prospettiva translinguistica. La comparazione tra le versioni in cinese, inglese e francese dei romanzi mostrerà come tali memorie deterritorializzate sono modulate dalla traduzione e dall’autotraduzione

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12

Zhu, Hong. "Cohesion and coherence in Chinese ESL writing." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40410.

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13

Ho, Man-wah Loretta. "Student interaction and writing competence within a paired writing classroom." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41758134.

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14

黃錦昌 and Kam-cheong Wong. "Chinese history textbook writing in late Ch'ing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207960.

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Wong, Kam-cheong. "Chinese history textbook writing in late Ch'ing China /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12228163.

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16

Shi, Shumei. "Writing between tradition and the West Chinese modernist fiction, 1917-1937 /." online access from Digital dissertation consortium, 1992. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9301519.

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17

Yu, Liwen. "Politicizing poetics the (re)writing of the social imaginary in modern and contemporary Chinese poetry /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841628.

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18

Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.

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This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgment task for L2 grammar knowledge, a receptive vocabulary test and a controlled-production vocabulary test for L2 vocabulary knowledge, and working memory span tasks in L1 and L2. Quantitative analyses using correlations, paired-samples t-test, analysis of variance and multiple regression revealed that L2 language proficiency is the most important predictor of L2 writing, followed by genre knowledge and L2 writing strategies. L1 writing ability and working memory capacity have slight impact as explanatory variables for L2 writing performance in the timed essay writing task.

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19

Meng, Zhaohui. "Writing to transform, Chinese graduate students' stories in epistemological learning of English academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45966.pdf.

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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.

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Thesis (Ph.D.)--City University of Hong Kong, 2006.
"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)

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21

Tuft, Bryna. "This Is Not a Woman: Literary Bodies and Private Selves in the Works of the Chinese Avant-Garde Women Writers." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12934.

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During the period of economic expansion and openness to personal expression and individuality following Deng Xiaoping's reforms, the Chinese avant-garde women writers engaged in a project of resistance to the traditionally appropriated use of the female body, image, and voice. This resistance can be seen in the ways they consciously construct a private space in their fiction. In this dissertation, I argue that this space is created by presenting alternative forms of female sexuality, in contrast to the heterosexual wife and mother, and by adding details of their own personal histories in their writing. Key to this argument is the Chinese concept of si (privacy) and how the female avant-garde writers turn its traditionally negative associations into a positive tool for writing the self. While male appropriations of images of the female body for political or state-authored purposes are not new to the contemporary period or even the twentieth century, the female avant-garde writers are particularly conscious of the ways in which their bodies are not their own. Moreover, contemporary criticism that labels the works of the female avant-garde writers as self-exposing, titillating, and trite overlooks the difference between authorial intent and commercial or political appropriation, which has led to a profound misunderstanding of these works. In addition, it has also led to a conflation of the female avant-garde writers' works with those of the later body writers. Therefore the purpose of this dissertation is to provide a closer look at the concept of si-privacy and how it intersects with various forms of self-writing, as well as how it is used as a narrative strategy by three contemporary female authors, Xu Kun, Lin Bai, and Hai Nan. Specifically, I consider the similarities and differences in the ways that these authors create and orient themselves in both their memoirs and their self-referential fiction.

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22

Hung, Yueh-Nu. "What is writing and what is Chinese writing: A historical, linguistic, and social literacies perspective." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/280352.

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Many misconceptions and misunderstandings about what writing is pervade in the field of literacy research and practice, and often school children from almost every household bear the brunt of misguided literacy research and inappropriate literacy practice. This dissertation examined the nature of written language generally and the nature of Chinese writing specifically from historical, linguistic, and social literacies perspectives. The problems with the evolutionary concept of writing development are discussed in depth. Several possible explanations for this evolutionary account of writing are discussed, and these are followed by some alternative ways to understand the historical change of writing. The Chinese writing system is examined in detail in order to present a prime example of a non-alphabetic writing system that has been in use and serving its language users effectively for thousands of years. The unique strategies of character formation and word formation of Chinese writing make it possible to create new vocabulary without increasing the number of signs. The use of phonetic component in semantic-phonetic compound characters builds the connection between oral and written Chinese. Chinese writing is a modern logograph that works, and it is a proof that the alphabet is not necessarily the final stage towards which all written languages must proceed. The choice of a writing system has to be understood from the linguistic and socio-cultural background of the language community. Every written language is ambiguous as it is redundant, and every written language has both phonographic and logographic elements. There is no pure written language. Different writing systems represent different linguistic levels, but all written languages of different writing principles are semiotic system in which symbols are used to communicate meaning. A distinction between word or character recognition and reading whole real text is made, and it is argued that using the experimental results of the former to suggest the process and teaching of the latter which resembles the reading in real life is misleading and very inappropriate. When researchers focus on the word or character level of reading, there are more dissimilarities than similarities among different written languages. However, when the reading of whole text in real life situation is studied, the process of making sense of print is similar across all different writings. At the end of this study, research on Chinese word recognition and reading process is reviewed, and some suggestions for literacy practice are made.

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De, Bono Francesca. "Chinese American women's writing : the emergence of a genre." Thesis, Queen Mary, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245439.

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Go, Ann Loi. "The writing development of Chinese and Vietnamese newcomer students /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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Wong, Sui Fai. "The politics of representation in contemporary ethnic Chinese writing." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/71950/.

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With the increasing mobility of the Chinese to the West, there has been an increase in publication and popularity of literary works by ethnic Chinese writers living in the West. This thesis proposes to investigate the image of China and the West in ethnic Chinese writing focusing on autolbiographies and novels, and to explore the role of 'representation' in the diffusion of these texts, a topic that has not yet been systematically and substantially studied. Since ethnic Chinese writers are immigrants or descendants of immigrants who live in-between nations, cultures or languages, the representational issue is examined from both Western as well as Chinese standpoints, using theories developed by Michel Foucault, interpreted by Edward Said and Xiaomei Chen. Different representations of China and the West affect divergent, and often contradictory, receptions of these texts between Western audiences and Chinese readers. The thesis suggests that through negative depictions of China, ethnic Chinese bestsellers in the West concede to a Western positional superiority which assigns China to the position of culturally and politically inferior Other. This in turn often entails criticism of the West and a rejection of these books in China or in the ethnic Chinese community in the West.

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Loh, Ka-yee Elizabeth. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing Cong Zhong wen zuo wen yan jiu Xianggang xiao xue sheng de qing yi biao da neng li /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38300928.

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Lui, Hoi-ming, and 雷凱明. "The processing units of writing Chinese characters: a developmental perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4833019X.

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Writing development has generally been assumed to be parasitic to reading development (e.g. Van Orden, Jansen op de Harr, & Bosman, 1997). However, recent studies suggest that writing may not be entirely dependent on reading. Among the limited number of writing studies, the majority of them focus on alphabetic scripts such as English. Chinese script, which is non-alphabetic, receives less attention in writing research. It has been suggested that three sub-character units – stroke, logographeme and radical – are involved in the character writing process. However, their roles in writing are still not clear and their influences on writing and writing development have not been systematically addressed. The present study aimed at studying the relevant processing units in writing development. Before investigating the roles of different sub-character units in writing, a corpus was established to identify a set of logographemes which can capture the use of logographemes among primary school students. The properties of logographemes were studied, including the lexicality and the frequency across different grades. After the identification of logographemes, the roles of radical, logographeme and stroke in writing from grades one to six were investigated using a delayed copying task of pseudo-characters. Pseudo-characters were composed varying orthogonally in radical frequency, number of logographemes, and number of strokes. The results show that logographeme number and radical frequency affected the writing performance of students across the six grades. This suggests that both logographeme and radical are prominent processing units across writing development. Significant effect of stroke was found when the logographeme number and the radical frequency were high. This suggests that stroke is a prominent processing unit when the logographemes and radicals are less accessible. It is interesting that the stroke effect was found to be reversed in some specific occasions. Distinctiveness of logographemes is suggested to explain the phenomenon. Finally, the overall results are discussed in terms of the grain size theory (Ziegler & Goswami, 2005).
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy

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Chan, Ting-man Samuel. "Fostering process approach to Chinese writing through cognitive strategy instruction." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278308.

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Zhu, Jing. "PRACTICES IN TEACHING ACADEMIC WRITING A COMPARISON OF WRITING TEACHERS IN CHINA AND THE US." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/959.

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This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

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Chan, Ka Lon. "Process writing and effectiveness of correction symbols in high school EFL writing." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525505.

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Lam, Susan Y. Y. "Huishi Fawei : the theoretical writing of Tangdai (1673 - after 1752) /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20381578.

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Chan, Ting-man Samuel, and 陳定文. "Fostering process approach to Chinese writing through cognitive strategy instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961460.

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Chiu, Wing-shan Sharon, and 招詠珊. "The effectiveness of the genre approach to Chinese practical writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30503875.

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Lam, Yin-wan, and 林燕雲. "Senior secondary students use of web-logs in writing Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37198361.

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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.

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Grotz, Jurgen-Ludwig. "Chinese writing systems for visually impaired persons : analysis and assessment." Thesis, SOAS, University of London, 1996. http://eprints.soas.ac.uk/29536/.

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The purpose of this study is to analyse and assess Chinese writing systems for visually impaired persons. The study provides a general description of the Chinese character script, the reform of Chinese language and the reform of Chinese character script. It reviews past and contemporary Chinese writing systems for visually impaired persons and gives a general description of the currently used Chinese writing systems for visually impaired persons. The different Chinese writing systems for visually impaired persons are discussed and the nature of the relationship between speech and writing in Chinese is taken into account. The discussion concludes that change to the existing writing systems for visually impaired persons is essential in order to provide for the full and equal participation of visually impaired persons in Chinese society and culture. The theoretical possibilities for achievable and worthwhile improvements to the systems are assessed. The assessment is set in a wider context by taking into account developments in other societies, notably Japan and Korea, where there are similarities in problems associated with non-alphabetic scripts. Developments in communications and computer technology and their relationship to visually impaired users are also considered. The results of field research conducted in China, Hong Kong, Taiwan and Britain are used to put these assessments into perspective. The field research constituted a pilot study since no previous such studies had been made. It was concerned with visually impaired users' perceptions of Chinese script and Chinese writing systems for visually impaired persons. The thesis of this work is that significant improvements could be brought about by changing Chinese writing systems for visually impaired persons. Key issues for such improvements are identified and a framework for change is established. To illustrate the framework and the issues which might arise in its implementation 1000 Chinese characters have been encoded with Braille symbols but no attempt has been made to achieve a comprehensive encoding. This could and should be left to bodies in China, entrusted with the detailed elaboration and practical implementation of the changes.

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Liao, Jianling. "The impact of interactive discussions on L2 Chinese composition writing." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/543.

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Grounded in both interactionist and collaborative learning theories, this study empirically investigates the effects of interactive second language (L2) practice on subsequent individual L2 Chinese composition writing. In L2 classrooms, the learning of writing is often treated as an individual act. However, researchers (Hamdaoui, 2006; Susser, 1994; Weissberg, 2006) have argued that writing should be socially situated, and collaborative learning of L2 writing may generate the cognitive skills needed for the development of L2 writing ability. Two forms of interactive discussion were investigated: online text chat communication and face-to-face (FTF) oral discussion. Six third-year Chinese L2 learners participated in this study. The participants conducted five online-chat and five FTF pair discussion tasks. Upon completing each interactive task, students immediately wrote a 350-character composition independently on the topic that was addressed in the interactive session. Interviews were also conducted individually with the participants to elicit learner perception data. The primary results indicated that both mediums had benefits for the development of L2 Chinese writing in both cognitive and social dimensions, including improving L2 composition writing fluency and heightened motivation for learning Chinese writing. The collaborative pattern and the transfer process, however, differed between the two mediums. The collaborative pattern in the online chats was relatively equal, whereas the collaborative pattern in the FTF conversations was relatively unequal. The transfer process from the online chats to post-chat composition writing was more of a parallel process, whereas a more selective transfer pattern was seen from the FTF sessions to the post-FTF composition writing. The FTF conversations also stimulated a deeper thinking process and activated higher-level cognitive skills. In summary, the findings in this study support the integration of interactive practice in the learning of L2 Chinese writing.

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Pan, Xiaofei. "Investigating the development of syntactic complexity in L2 Chinese writing." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6242.

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This present study investigates the development of second language (L2) Chinese learners’ writing by 1) subjective ratings of essay quality, 2) a battery of objective measures representing the general syntactic complexity as well as specific syntactic features, and 3) the sources of verb phrase complexity used by learners of different institutional levels. This study first compares the subjective ratings of the essays written by learners across four institutional levels and then uses Cumulative Linked Model to examine the contribution of the objective measures of linguistic features to the essay ratings. This study further identifies a number of sources used by learners to construct complex verb phrases, which is an important contributor of the essay rating, and compares the amount of usages by learners at different institutional levels. The purpose of the study is to better understand L2 Chinese learners’ syntactic development in writing from multi-dimensional perspectives, and to identify the most crucial elements that determine the quality of writing. This study recruits 105 L2 Chinese college learners to write a narrative essay and an argumentative essay according to the prompts. Each of the writing sample is rated by two independent raters according to the holistic ACTFL Proficiency Guidelines, as well as the analytic rubric which was adapted from the ESL Composition Profile for this study. The derivation of syntactic complexity measures was based on the rank scales of lexicogrammar in Systemic Functional Linguistics (Halliday & Matthiessen, 2014), involving 12 features at the levels of clause complex, clause, and verb phrase, some of which represent constructions unique to Chinese. A series of statistical tests, including Kruskal-Wallis tests, Dunn’ tests, Spearman’ correlation tests, and CLM are performed to answer that research questions. The findings show that 1) learners’ overall writing quality measured by holistic and analytic ratings do not show significant differences across the first several academic years; 2) higher-level learners are more heterogeneous in writing ability than lower-level learners; 3) phrasal complexity contributes more to the essay quality than clausal complexity; 4) syntactic complexity features that learners develop fastest hardly overlap with those that contribute most to the essay rating; 5) complex verbal phrases come from 10 different sources and the composition of complex verbal phrases remain stable across the groups; and 6) essay types makes significant differences in terms of holistic and analytic ratings, use of syntactic complexity features, as well as their contribution to the essay ratings. From the pedagogical view, this study points out that instruction should focus more on complexity at the phrasal level, especially nominalization and complex verb phrases, that play a more important role to determine the writing quality. Some of the current focus in instruction may not necessarily lead to better quality or higher proficiency in Chinese writing.

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Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.

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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.
Department of English

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Cheng, Kwok-ying Elaine. "The effects of introducing stroke sequences on the writing of Chinese characters in primary-one students of Hong Kong." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279101.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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41

Peng, Gao. "On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two writing strategies I selected in this study are Julia's (in James 2000) 8-step writing strategy and Englert's (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flower's (1989) theory of writing process but with different steps in guiding writing. According to their different functions, these two strategies can stand for two main kinds of writing strategies at present. The study included two questionnaires and two writing tests designed for fifteen Chinese students who were chosen randomly in grade 3 of a middle school. Through the analysis of these questionnaires, the students’ attitude to writing and the functions of writing strategies were collected in order to keep the two tests reliable and authentic. And then, the pre-test was used to evaluate these students' primary level of English writing; in the post-test, these students were divided into three groups: the first two groups received two writing strategies and the last one was no strategy group. The comparison of their writing results between the two tests were analysed. Both writing strategies groups in the post-test showed the effectiveness of the given writing strategies . Two writing strategies were chosen for this study according to the research objects' English level and cognitive capability. And the fifteen research objects chosen in Chinese middle school represent the average level of Chinese ESL learners in writing. The analysis of their results in both tests focused on the content of their writings and writing elements, such as, vocabulary, grammar, organization. In the qualitative research of the study, the 8-step writing strategy is shown to be the more effective one for 13-15 years old Chinese ESL learners.

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Zhang, Qing. "Academic writing in English and Chinese : case studies of senior college students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.

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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

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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

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Chan, Sing-pui, and 陳聲珮. "A study of Hong Kong young children's early Chinese character writing development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50643265.

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Due to a scarcity of research on young children’s Chinese character writing development and learning, there is insufficient empirical evidence to support the practices of helping young children learn to write in the context of Hong Kong. Grounded on the views about the nature of Chinese language and from the perspective of emergent literacy, this study looked into young children’s Chinese character writing forms under free writing conditions and focused attention on categorizing the forms and identifies the developmental patterns. In consideration of the purpose of study to pursue a better understanding about the field of study, this study used qualitative methods to research. The design adopted a strategy of multiple-case study, longitudinal approach and qualitative data collection methods. Data analysis employed an inductive and analytical approach incorporating some quantitative techniques to aggregate results in order to generate findings. The categorization of writing forms gave rise to a classification scheme based on aggregated time-order emergences of writing categories. Synthesis of the findings led to identifying the developmental patterns that was framed by a general progression of two-stage development. Under a pattern of gradual change in the two-stage development, variations of writing forms indicated patterns of variability in relation to the stroke, component, and character units of Chinese character, which encompass a range of linguistic features including stroke-order writing. These findings revealed child’s underlying knowledge in Chinese characters, which will be useful for the educational field. The findings contribute to a tentative theory of early Chinese character writing about children demonstrating a gradual progression in two stages embracing individual differences in forms and time of development in early Chinese character writing during the preschool years. Insights derived from the findings of this study enabled the author to discuss the relation of the unique nature and characteristics of Chinese character to children’s learning to write, and point to inadequacies of some current thinking and practices. The thesis ends with educational implications of orthographic-focused Chinese character writing instruction and research implications of the tentative framework of understanding.
published_or_final_version
Education
Doctoral
Doctor of Education

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Heng, Hartse Joel. "Acceptability and authority in chinese and non-chinese english teachers' judgment of language use in english writing by chinese university students." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54047.

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This study solicits Chinese and non-Chinese English teachers’ judgments of linguistic (un)acceptability in writing by presenting teachers with essays by Chinese university students and asking them to comment on unacceptable features. Studies of error and variation in first and second language writing studies have often focused on errors in writers’ texts (see Bitchener & Ferris, 2012), but recent sociolinguistic perspectives used in this study take a broader view, considering variations from standard written English in light of the globalization of English. These perspectives, including world Englishes (Canagarajah, 2006; Matsuda & Matsuda, 2010), English as a Lingua Franca (Horner, 2011; Jenkins, 2014), and translingual (Canagarajah, 2013; Horner, Lu, Royster, & Trimbur, 2011) approaches to L2 writing, are applicable to academic English writing in international contexts. This study thus adopts a non-error-based approach to teachers’ reactions to nonstandard language use in Chinese students’ English writing, using the construct of “acceptability” (Greenbaum, 1977). The study includes two parts: first, it solicits a group (n=46) of Chinese (n=30) and non-Chinese (n=16) English language teachers’ judgments of (un)acceptability by presenting teachers with seven essays by Chinese university students and asking them to comment on unacceptable features. Second, in follow-up interviews (n=20), the study examines teachers’ explanations for accepting or rejecting features of students’ writing and the ways in which they claim the authority to make these judgments. Using these methods, the study is able to determine which lexical and grammatical features of the texts the Chinese and non-Chinese participants judge to be unacceptable, how participants react when they encounter putative features of Chinese English and English as a Lingua Franca, and how they describe their authority to make judgments of linguistic unacceptability. The study finds wide variation in the features of the texts that participants judge as unacceptable, and identifies some possible differing priorities in the Chinese and non-Chinese teachers’ judgments. It also describes how participants from both groups claim authority in judgments, variously positioning themselves as mediators, educators, and language users. The study adds to a body of scholarship which suggests that the identification of “errors” in writing is highly variable and contextual.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Ho, Man-wah Loretta, and 何敏華. "Student interaction and writing competence within a paired writing classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41758134.

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Zheng, Bin. "Negotiating languages and literacies : intermediate level Chinese heritage learners' essay writing." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44352.

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With the interrelated trends of globalization and immigration, Chinese heritage language (CHL) learners have become a noticeable and growing constituent in language programs in postsecondary institutions. Despite impressive oral vernacular proficiency, they typically lack formal and sophisticated registers and their HL literacy is often underdeveloped. Although it has been widely acknowledged that the major goal of university HL education is to cultivate formal registers and develop literacy for academic or professional success, the research literature includes very few studies on university CHL learners’ Chinese literacy, and particularly essay writing proficiency. This thesis investigates intermediate level CHL learners’ HL essay writing, providing a detailed description of the unique features of their Chinese essays by close examination of their writing samples both on local and global levels. Furthermore, from the sociocultural perspective of literacy, the study explores the CHL learners’ daily language and literacy practice through one on one semi-structured interviews, which offers a greater understanding of the factors that have contributed to the existing features of their essay writing. This study finds that the CHL learners’ essay writing demonstrates their active use of all the language and literacy resources in their language repertoire. Their essay writing also shows certain amounts of hybridity and syncretism, characterized by a lack of formal vocabulary, transfer of syntax, organization and rhetorical strategies from the dominant language- English, on the one hand, their use of certain sophisticated words and set phrases, on the other hand, reflects the HL assets that they bring to Chinese classes and language production. Furthermore, the interviews reveal that English, Mandarin and Cantonese are practiced in different domains of the CHL learners’ lives, with English as their dominant language. Their literacy activities are far more mediated by English than Chinese, and their use of Mandarin and Cantonese is more oral than written. The thesis concludes that the ecology of the languages and literacies in the CHL learners’ lives strongly influences the features of their essay writing on both local and global levels.

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Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.

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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.

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鍾銑玲 and Sin-ling Jenny Chung. "Examining the quality of argumentation in the English and Chinese writing of adult native speakers of Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243046.

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