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Journal articles on the topic 'Chinese Writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Lee, Seung-hyeon. "Chinese Writing Class by the Chinese Writing Teacher’s Utilizing Chinese Characters Etymology." Han-Character and Classical written language Education 22 (May 30, 2009): 55–87. http://dx.doi.org/10.15670/hace.2009.22.1.055.

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2

Boltz, William G. "Early Chinese writing." World Archaeology 17, no. 3 (February 1986): 420–36. http://dx.doi.org/10.1080/00438243.1986.9979980.

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3

Wang, Sue, and Tammy Slater. "Syntactic Complexity of EFL Chinese Students’ Writing." English Language and Literature Studies 6, no. 1 (February 26, 2016): 81. http://dx.doi.org/10.5539/ells.v6n1p81.

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<p>Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of English on a similar task. The results indicate that there is a significant difference in the use of complex nominals, the mean length of sentences, and the mean length of clauses between the writings of EFL Chinese students and more proficient users. This study provides suggestions for EFL writing teaching, particularly writing at the sentence level.</p>

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Wang, Ying. "Medieval Chinese Autobiographical Writing." Medieval History Journal 18, no. 2 (October 2015): 305–45. http://dx.doi.org/10.1177/0971945815602083.

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From the 2nd century BC, the view emerged in China that the intent of the author is crucial to a poem’s composition and understanding. Writing was seen as the manifestation of the author’s inner spiritual nature and identity. Thus all writing was to some extent autobiographical; writing about oneself had to be indirect, rather than overt or blatant. There were a number of obstacles to the development of autobiography as a genre in China. A high value was placed on humility, and writers hesitated to focus on themselves, only rarely writing in the first person. They used different names for themselves, and unlikely literary forms, such as prefaces to works, or biographies of other people, or speaking through fictional characters. There was also resistance to autobiography, because it was thought that a life or career could only be assessed when it was over. There was still a substantial amount of autobiographical writing in ancient and medieval China. This article focuses primarily on the Tang and Song periods, and on the development of the literary form of the self-written epitaph; the earlier development of the genre and its later influence are also discussed.

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5

Bohm, Arnd. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (May 2001): 657–58. http://dx.doi.org/10.1632/pmla.2001.116.3.657.

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6

Staten, Henry. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (May 2001): 659–60. http://dx.doi.org/10.1632/s0030812900172517.

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7

Liu, Xiaokai. "Research on the Application of “Tree Analysis Diagram” to the Teaching of English Argumentative Writing of the Chinese EFL Learners." English Language Teaching 11, no. 3 (February 20, 2018): 137. http://dx.doi.org/10.5539/elt.v11n3p137.

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Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the “tree analysis diagram” to help Chinese EFL learners acquire the English thinking pattern. The current research compares the differences between the Chinese thinking pattern and the English thinking pattern; analyzes the effect of these differences on English writing and verifies the effectiveness of the “tree analysis diagram” in helping Chinese EFL learners developing the English thinking pattern and improving the quality of English writing by an experiment. The results of the research showed that the Chinese thinking pattern influences students’ English writing and the main problem is that the organizational pattern and the logic of the writing are not clear. After the application of the “tree analysis diagram”, the results showed that “tree analysis diagram” to some extent can help Chinese EFL learners avoid the influence of the Chinese thinking pattern; improve the ability of composing English writings with the English thinking pattern; develop the habit of conceiving and writing in English; arouse the interest for English writing and eventually improve the quality of English writing.

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Song Pyung-Nynul. "Present condition of Chinese writing culture and Chinese writing education of Korea." DONG-BANG KOREAN CHINESE LIEARATURE ll, no. 33 (December 2007): 55–76. http://dx.doi.org/10.17293/dbkcls.2007..33.55.

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9

Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

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10

Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.

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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thought patterns contributes a lot to the problem. So, this paper first gives a brief introduction to thought pattern and the relationship between thought pattern and language, then analyzes the main differences between Chinese and English thought patterns, followed by a description of the negative transfer of Chinese thought pattern in students’ writing, and finally proposes some practical and effective methods to help non-English majors learn to think as native English speakers do and improve their writing ability.

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11

An, Xuehua, and Mingying Xu. "Conjunctive Adverbials in Chinese ESL Postgraduates’ Expository Writing." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1243. http://dx.doi.org/10.17507/jltr.0906.13.

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Conjunctive adverbials perform important cohesive and connective functions in discourse. Logically linking sentences into paragraphs and paragraphs into an essay might impose great challenge for ESL learners. This paper investigated the use of conjunctive adverbials in the expository writings of Chinese postgraduate students. Learner corpus of 365 pieces of writings was compiled for analysis. The findings indicated that the participants tended to use additive and sequential types of linking adverbials than adversative and causal types. The results also showed that the students relied more heavily on a limited set of conjunctive adverbials and were not aware of the writing registers.

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12

Williams, Philip F., Henry Y. H. Zhao, and John Cayley. "Abandoned Wine: Chinese Writing Today." World Literature Today 72, no. 2 (1998): 454. http://dx.doi.org/10.2307/40153976.

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13

Kozelsky, Z. D., Y. E. Kiselevich, and T. V. Privorotskaya. "Romanization of chinese hieroglyphic writing." Language and Culture, no. 9 (June 1, 2017): 31–36. http://dx.doi.org/10.17223/24109266/9/5.

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14

Ping-Kwan, Leung. "Writing between Chinese and English." World Englishes 19, no. 3 (November 2000): 399–404. http://dx.doi.org/10.1111/1467-971x.00188.

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Yuxin, Jia, and Cheng Cheng. "Indirectness in Chinese English Writing." Asian Englishes 5, no. 1 (June 2002): 64–74. http://dx.doi.org/10.1080/13488678.2002.10801089.

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16

Guan, Connie Qun, Charles A. Perfetti, and Wanjin Meng. "Writing quality predicts Chinese learning." Reading and Writing 28, no. 6 (February 20, 2015): 763–95. http://dx.doi.org/10.1007/s11145-015-9549-0.

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17

Chang, Han-liang. "Naming animals in Chinese writing." Sign Systems Studies 29, no. 2 (December 31, 2001): 647–56. http://dx.doi.org/10.12697/sss.2001.29.2.13.

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Naming, according to Sebeok, constihttes the first stage of zoosemiotics. This special but common use of language acrually inaugurates more complicated procedures of human discourse on non-human kingdom, including classification of its members. Because of language's double articulation in sound and sense, as well as the grapheme's pleremic (meaning-full) rather than cenemic (meaning-empty) characteristic (according to Hjelmslev). Chinese script is capable of naming and grouping animals randomly but effectively. This paper attempts to describe the said scriptorial "necessity of naming" (Kripke) in classical Chinese by citing all the creatures, real or fabulous, with a /ma/ (horse) radical.

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18

Chow, Rey. "Derrida and Chinese Writing - Reply." PMLA/Publications of the Modern Language Association of America 116, no. 3 (May 2001): 660. http://dx.doi.org/10.1632/s0030812900172529.

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19

Leo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.

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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students.

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20

김영민. "Chinese Writing Class Based on Linking Reading with Writing." Journal of Chinese Language and Literature ll, no. 74 (April 2016): 127–50. http://dx.doi.org/10.26586/chls.2016..74.006.

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21

Borchigud, Wurlig. "Between Chinese Nationalism and Soviet Colonisation: A Chinese Orientalist's Narration of Inner and Outer Mongolia (1926–1927)." Inner Asia 4, no. 1 (2002): 27–46. http://dx.doi.org/10.1163/146481702793647605.

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AbstractThis essay questions the nature of ‘Chinese orientalism’ vis-à-vis the Western model of ‘orientalism’. It examines the dialectics of the interconnection between Chinese civilisation/nationalism and Soviet communist colonisation/modernisation, and how these shape and limit the perceptions of a Chinese scholar politician, Ma Hetian, in his travel writing about Inner and Outer Mongolia in the mid 1920s. Unlike most travel writings which focus on cultural differences of the ‘inferior’ others as study object and aesthetic idol, Ma's was a political travel writing, which represents his Chinese Nationalist Party and the Chinese Republican government in relation to its internal frontier Inner Mongolia and the independent ‘Outer Mongolia’ (the MPR) at the time. This political travel writing challenges Kojin Karatani's coherent though essentialised reinterpretation of orientalism from its specific sociocultural contexts and geopolitical positions. Similarly to Western orientalists, Ma had an authority to speak of his ‘inferior’ Inner Mongol objects as their civiliser as well as to represent his ‘helpless’ Outer Mongol ‘brothers’ as their national guardian. However, unlike many orientalists (Western and non-Western), Ma's politically charged Sinocentric position and often chauvinistic attitude towards Mongols align him closer to his ‘enemy/friend’ – Soviet Russia.

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22

VRHOVSKI, Jan. "Apologeticism in Chinese Nestorian Documents from the Tang Dynasty: Notes on Some Early Traces of Aristotelianism in China." Asian Studies 1, no. 2 (November 29, 2013): 53–70. http://dx.doi.org/10.4312/as.2013.1.2.53-70.

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Founded on the fact of otherwise deep connections of Nestorianism to the Aristotelian philosophy, this article hopes to shed some light on the possibility of a concurrent transmission of Aristotelianism (with Nestorianism) to China. This writing proposes that the transmission already took place during the early period of the presence of this form of Christianity in China. Taking a brief look into some representative writings about the Nestorian doctrine written in the Chinese language, this writing hopes to establish some modest, though still relevant, connections between Aristotelian concepts on the one hand, and some fragments of the mentioned Chinese writings on the other.

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23

Li, Danling. "Chinese or English? Writing Practices of Users from Mainland China on Instagram." International Journal of Languages, Literature and Linguistics 3, no. 2 (June 2017): 53–57. http://dx.doi.org/10.18178/ijlll.2017.3.2.110.

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24

Yeung, Lorrita. "Dialectics versus polemics in Chinese rhetoric: A study of indirection in Chinese and Chinese ESL argumentative writing as compared with English argumentative writing." Chinese as a Second Language Research 8, no. 1 (April 24, 2019): 29–55. http://dx.doi.org/10.1515/caslar-2019-0002.

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AbstractThis study investigates Chinese indirection in argumentative writing. It examines whether there is a fundamental difference between Chinese and English rhetoric in their preferred method of argument, as suggested by instructional materials on how to argue effectively (Liu, Lu. 2005. Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing 14. 1–18). A comparative analysis of 90 argumentative essays respectively written by expert Chinese and English writers, and advanced Chinese ESL learners reveals that while the English essays tend to adopt a polemical style that persuades by defeating opposing arguments, a significant proportion of the Chinese essays show a dialectical style which examines opposing positions without taking sides and yet rising above them to resolve conflicting issues. A significant number of Chinese ESL writing follow a similar dialectical pattern although not as frequently as their expert writers. A cultural explanation is attempted to account for the phenomenon. It is also argued that the dialectical model, while subsuming earlier rhetorical models adopted for analyzing Chinese writing, may hold the key to studying Chinese differences from the English in written arguments.

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최윤경. "Chinese Writing Assignment through Language Exchange." Language & Information Society 32, no. ll (November 2017): 331–60. http://dx.doi.org/10.29211/soli.2017.32..011.

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26

Zhang, Lan, Li Yin, and Rebecca Treiman. "Chinese children's early knowledge about writing." British Journal of Developmental Psychology 35, no. 3 (December 26, 2016): 349–58. http://dx.doi.org/10.1111/bjdp.12171.

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27

Mercado, Stephen C. "Writing Chinese History From Declassified Files." International Journal of Intelligence and CounterIntelligence 30, no. 3 (May 10, 2017): 640–42. http://dx.doi.org/10.1080/08850607.2017.1297129.

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28

Tan, L. H., J. A. Spinks, G. F. Eden, C. A. Perfetti, and W. T. Siok. "Reading depends on writing, in Chinese." Proceedings of the National Academy of Sciences 102, no. 24 (June 6, 2005): 8781–85. http://dx.doi.org/10.1073/pnas.0503523102.

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29

Li, Jing. "A Brief Analysis of the Positive Significance of ‘Three Minutes Before Class’ to Chinese Writing Teaching in Primary Schools Based on the Core Literacy of Chinese." Lifelong Education 9, no. 7 (December 8, 2020): 92. http://dx.doi.org/10.18282/le.v9i7.1478.

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Chinese learning consists of four parts: listening, speaking, reading, and writing. The teaching process of Chinese writing in primary schools is inseparable from the practice of “listening, speaking and reading”. “Three minutes before class” not only can effectively exercise the ability of students’ listening, speaking, reading, and can stimulate students’ interest in writing. In addition, it can also implement the cultivation of Chinese core accomplishment in writing teaching and comprehensively improve the comprehensive quality of students, which lays a good foundation for students’ Chinese writing and thus promotes the improvement of their writing level.

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30

Rosalin, Kelly. "A Brief Analysis on Error in Indonesian Beginner Level Students’ Chinese Composition." Humaniora 5, no. 2 (October 30, 2014): 960. http://dx.doi.org/10.21512/humaniora.v5i2.4034.

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Indonesian Chinese students at beginner level often encounter difficulties in writing. Qualitative research is used in this article, through the collection of midterm essays from first-year Binus University students, the author classified students’ error in writing into some categories, and analyzed them to help teachers and students during the Chinese Writing Class. During the Chinese writing learning process research found out that there are errors occur in wrong usage of word usage, punctuation, Chinese character writing, and the error of addition, omission, ordering, and selection are commonly found in grammatical errors.

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31

금지아. "Chinese poetry education utilizing Korean-Chinese Poetry Paintings: Chinese Poetry in Highschool Chinese Writing Textbook." EDUCATIONAL RESEARCH 45, no. ll (June 2009): 143–63. http://dx.doi.org/10.17253/swueri.2009.45..006.

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32

Liu, Xinghua, and Clare Furneaux. "Argument structures in Chinese university students’ argumentative writing." English Text Construction 8, no. 1 (July 10, 2015): 65–87. http://dx.doi.org/10.1075/etc.8.1.03liu.

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Situated within a Systemic Functional Linguistics genre paradigm, this study adopted a function-based linguistic approach to examine the argument structures in English writing produced by Chinese university students of English as foreign language (EFL). Their English writing was contrasted with three other sets of argumentative essays in order to explore differences and similarities in the use of argument structures. The four sets of essays were produced by three groups of university students: native English- and Chinese-speaking university students and Chinese university EFL students. Participants’ interviews and questionnaire responses were also collected. The study found that most native English-speaking participants used an analytical arguing strategy, while most Chinese-speaking university participants preferred a hortatory argument structure both in their English and Chinese writing. It was also found that Chinese participants’ English writing was influenced by both English and Chinese.

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33

Lee, Sy-Ying, and Stephen Krashen. "Writing Apprehension in Chinese as a First Language." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 27–37. http://dx.doi.org/10.1075/itl.115-116.02lee.

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Abstract First year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.

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34

Feng, Ma. "Teaching on Chinese Writing in Binus University." Humaniora 2, no. 1 (April 30, 2011): 696. http://dx.doi.org/10.21512/humaniora.v2i1.3086.

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Combination of practice teaching Chinese as a foreign language in BINUS University, this article takes the Chinese writing teaching as an example, and analyses “as the student core, as the fun concept” writing modes. Firstly, serious explain: increasing the vitality of classroom teaching, using multimedia methods to make students get interested in; Secondly, article practice: making the written expression be the basis and revealing true feelings as commander, constantly pursue the aesthetic article; Thirdly, feedback and communion: using Facebook, Binusmaya, Binusblog, Chinese newspapers and other channels of interaction to communicate between teachers and students. Through the three steps, we could select the theme which students loved, create a relaxed atmosphere in the writing class, and then the students will be pleasure of writing gradually.

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35

Teng, Xuan, and Xinhui Zhou. "A Study of the Effects of Collaborative Writing on the Development of Chinese Senior High School Students’ Discourse Competence." International Journal of Linguistics 12, no. 4 (August 24, 2020): 214. http://dx.doi.org/10.5296/ijl.v12i4.17376.

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Although writing is an important skill, the writings of many high school students in China in general lack cohesion and coherence. As the Chinese National English Curriculum Standards for High School (2017) mentioned, the cultivation of senior high school students’ discourse competence is of great importance. However, traditional teaching methods paid little attention to student writing at the discourse level. In recent years, collaborative writing has been introduced to writing classes, and most researchers examined its effect on students’ writing interests andwriting scores. The purpose of this study is therefore to investigate whether collaborative writing has a positive effect on students’ discourse competence. Specifically, it seeks to explore the effect of collaborative writing on students’ textual cohesion and textual coherence.Students’ writing assignments were analyzed using Coh-Metrix 3.0. Their interaction was analyzed through the perspective of sociocultural theory. The results showed that collaborative writing effectively promoted senior high school students’ textual cohesion and coherence. It also mediated their co-construction of knowledge about discourse through peer-peer scaffolding, which led to higher level of discourse competence.

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36

Lu, Chunxia, and Rosukhon Swatevacharkul. "A Pedagogical Framework for Teaching Chinese College English Learners’ Argumentative Writing via Infusion of Critical Thinking." World Journal of English Language 11, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.5430/wjel.v11n1p1.

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To compose an argumentative writing essay for a Chinese college student is a challenging activity as argumentative writing requires the high-order skills such as analysis, evaluation, reasoning. These skills are also termed as critical thinking skills. Thus this paper proposed to teach Chinese college English learners to compose an argumentative essay through the approach of infusing critical thinking skills into argumentative essay writing classes. It also put forward a pedagogical framework to facilitate Chinese college argumentative writing teachers to develop students’ argumentative writing ability.

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37

Hu, Min. "Toward the understanding of Chinese ESL writing." English Today 30, no. 1 (February 5, 2014): 55–59. http://dx.doi.org/10.1017/s0266078413000576.

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It is worth noting that an increasing number of international students, especially Chinese students, have been flooding into English-speaking countries such as the United Kingdom, the United States or Australia in pursuit of advanced knowledge and better academic environments. As ESL students are enrolling in writing courses in colleges and universities, teachers are confronted with problems that non-native speakers bring to the class when it comes to their academic writing. The problems are more serious than they appear to be. For one thing, according to Reid (1993: 774), there is a dramatic difference between native students and ESL students in ‘the needs, backgrounds, learning styles, and writing strategies’. For another, the situation becomes worse due to ‘considerable diversity even among ESL students in terms of language and cultural backgrounds, prior education, gender, age, and ESL language proficiency’ (Reid, 1993: 774). Although there is not a single solution which is effective in solving complex ESL issues, teachers would be in a better position to understand their ESL students' writing problems if they were to learn about the distinct nature of L2 writing shaped by linguistic and cultural differences. In this article, the author, who was once a Chinese ESL student in the USA and is now an EFL teacher in China, explores how English writing differs from Chinese writing and how these differences lead to Chinese ESL students' difficulty with English writing. This article is expected to increase ESL practitioners' awareness of the urgency for them to recognize and deal with these differences in order to teach L2 writers effectively, to treat them fairly and thus provide them with equal opportunities to achieve academic and professional success.

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38

Yin, Wengang, Shengxi He, and Brendan Stuart Weekes. "Acquired Dyslexia and Dysgraphia in Chinese." Behavioural Neurology 16, no. 2-3 (2005): 159–67. http://dx.doi.org/10.1155/2005/323205.

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Understanding how the mappings between orthography and phonology in alphabetic languages are learned, represented and processed has been enhanced by the cognitive neuropsychological investigation of patients with acquired reading and writing disorders. During the past decade, this methodology has been extended to understanding reading and writing in Chinese leading to new insights about language processing, dyslexia and dysgraphia. The aim of this paper is to review reports of patients who have acquired dyslexia and acquired dysgraphia in Chinese and describe the functional architecture of the reading and writing system. Our conclusion is that the unique features of Chinese script will determine the symptoms of acquired dyslexia and dysgraphia in Chinese.

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39

Qu, Feng. "Two Faces of the Manchu Shaman: “Participatory Observation” in Western and Chinese Contexts." Religions 9, no. 12 (November 26, 2018): 388. http://dx.doi.org/10.3390/rel9120388.

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Russian anthropologist Shirokogoroff and Chinese ethnographers have provided different understandings of Manchu shamanism. The former approach is centered in the psychological dimension based on the Western context while the latter approach focuses on the ritual and sacrificial systems based on a non-Western Chinese context. However, an in-depth analysis of Chinese ethnographic writings shows that the Chinese context also embodies aspects of existing Western concepts. Due to the fact that both approaches have problems in writing cultures, the author suggests that a constructive dialogue between the Western experience and Chinese experience should be conducted in reconstruction of shamanism theories.

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40

오석환. "7th curriculum Chinese writing textbook Problem point of Chinese poem interpretation." Journal of Korean Classical Chinese Literature 17, no. 1 (December 2008): 367–97. http://dx.doi.org/10.18213/jkccl.2008.17.1.013.

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41

Li, Chieh, and Ronald Nuttall. "Writing Chinese and mathematics achievement: A study with Chinese-American undergraduates." Mathematics Education Research Journal 13, no. 1 (April 2001): 15–27. http://dx.doi.org/10.1007/bf03217096.

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42

Lee, Si-chan. "A Case Study on 'Chinese Writing' Class." Journal of Chinese Literature 71 (May 30, 2018): 85–111. http://dx.doi.org/10.31985/jcl.71.5.

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43

Dittgen, Romain, and Gerald Chungu. "(Un)writing “Chinese Space” in Urban Africa." China Perspectives 2019, no. 4 (December 1, 2019): 3–7. http://dx.doi.org/10.4000/chinaperspectives.9597.

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44

Liu, Haiyong. "Teaching Advanced Chinese Writing to Heritage Learners." ITL - International Journal of Applied Linguistics 156 (2008): 169–78. http://dx.doi.org/10.2143/itl.156.0.2034430.

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45

Fang, Yang. "Teaching Russian Language Writing to Chinese Students." Procedia - Social and Behavioral Sciences 154 (October 2014): 292–96. http://dx.doi.org/10.1016/j.sbspro.2014.10.154.

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46

DU, HANG. "Chinese Writing and Calligraphy by LI, WENDAN." Modern Language Journal 96, no. 1 (March 2012): 144–45. http://dx.doi.org/10.1111/j.1540-4781.2012.1316.x.

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Shu, Hua. "Chinese writing system and learning to read." International Journal of Psychology 38, no. 5 (October 2003): 274–85. http://dx.doi.org/10.1080/00207590344000060.

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Chang, Sheng-Tai, Henry Y. H. Zhao, and John Cayley. "Under-Sky Underground: Chinese Writing Today 1." World Literature Today 69, no. 3 (1995): 644. http://dx.doi.org/10.2307/40151571.

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Yeung, Pui-sze, Connie Suk-han Ho, David Wai-ock Chan, and Kevin Kien-hoa Chung. "A Simple View of Writing in Chinese." Reading Research Quarterly 52, no. 3 (December 9, 2016): 333–55. http://dx.doi.org/10.1002/rrq.173.

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Liu, Haiyong. "Teaching Advanced Chinese Writing to Heritage Learners." ITL - International Journal of Applied Linguistics 156 (2008): 169–78. http://dx.doi.org/10.1075/itl.156.15liu.

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