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Dissertations / Theses on the topic 'Xin wen xie zuo'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Lai, Sing-chi. "A contemporary psychological approach to analyzing Liu Xie's theory of writing in Wen-Xin Diao-Long Cong xian dai xie zuo xin li xue fen xi "Wen xin diao long" zhi xie zuo si wei guo cheng li lun /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960248.

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2

Chan, Chi-shing. "The effectiveness of a genre approach to teaching primary school students expository writing = Wen lei gong neng xie zuo jiao xue fa dui xiao xue sheng shuo ming wen xie zuo de xiao guo yan jiu /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2575211x.

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3

Seto, Mei-yee. "A study on the Chinese writing process : ending = Zhong wen xie zuo si wei guo cheng : wen zhang de jie wei /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25917195.

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4

Tong, Wun-sing. "The application of systemic functional grammar in Chinese practical compositions : the teaching of news reporting = Xi tong gong neng yu yan xue zai shi yong wen jiao xue shang de ying yong yan jiu - yi xin wen gao xie zuo jiao xue wei li /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755559.

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5

Sit, Fung-ming Joyce. "A study of the composing process of primary six pupils starting = Xianggang xiao liu xue sheng Zhong wen xie zuo si wei guo cheng : wen zhang de kai shi /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960406.

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6

Chan, Lai-wa, and 陳麗華. "The investigation of the effectiveness of process writing method to enhance the practical writing ability of international school students who learn Chinese as a second language = Guo cheng xie zuo jiao xue fa dui ti sheng guo ji xue xiao Zhong wen wei di er yu yan xue sheng xie zuo ying yong wen zhi cheng xiao yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209681.

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7

Lam, Wai-man, and 林惠文. "Chinese writing performance of Hong Kong secondary school students with dyslexia problems in Chinese language subject of HKCEE = Xianggang du xie zhang ai xue sheng zai zhong xue hui kao Zhongguo yu wen ke de pian zhang xie zuo biao xian." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211024.

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This thesis is aimed at analyzing dyslexic students’ features of written texts in Hong Kong using systemic functional linguistics. Text analytic method was adopted in comparing the texts written by dyslexic students with those written by normal students based on the systems of transitivity, theme, mood and modality. The study has further developed the concept of word density within the framework of systemic functional linguistics, putting forward the proposition of using “functional word density”, i.e. transitivity density, theme density and mood density, to analyze the language features of students with dyslexia, in the hope of shedding some light on teaching writing skills to these students. Research findings indicate that dyslexic students generally display strong capabilities in presenting specific concepts while their emotional concepts, however, are relatively weak. These students’ density of lexicon regarding material, behavioral and existential processes is higher than that of normal students but their word density of psychological and relationship processes is comparatively lower. When writing descriptive essays, narrative essays and argumentative essays, dyslexic students’ lexical density of psychological process indicates less variation than normal students. This shows that students with dyslexia are generally less flexible in expressing emotions and always fail to adapt to different genres by adjusting remarkably their use of psychological words. As a matter of fact, dyslexic students tend to be insufficient in expressing emotions. When it comes to essay writing, this “low-level of emotionality” reduces their lexical density of psychological words which will in turn undermines students’ performance in descriptive essays. Nevertheless, when doing narrative or commentary writing, these students’ proven word density is somewhat higher than that of normal students. The findings may pave the way for further research on alternative approaches in teaching writing skills to the students. It is also noteworthy that dyslexic students display similar tendency to normal students in terms of theme, mood and modality density. However, these students are good at using conjunctions while weak in connectives and modal adjunct. From the perspective of education, remedial and alternative approaches may be considered for the sake of dyslexic students. It is proposed that these students, in order to compensate for their lack of emotional lexicon, may express feelings by narrating daily occurrences and teachers may support by providing them with lexicon of relevant genres to strengthen their data bank on emotional lexicon.
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Education
Doctoral
Doctor of Education

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8

Luk, Pei-yee, and 陸姵而. "A Study on the Chinese writing difficulty of junior secondary students with dyslexia in Hong Kong = Xianggang chu zhong du xie zhang ai xue sheng de Zhong wen xie zuo kun nan yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211026.

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According to the statistics of the Education Bureau, 6248 junior secondary students had been identified with special learning difficulties in 2014. The incidence rate of this group of students suffering from dyslexia is about 80%. This dissertation explores and investigates the Chinese writing difficulties of the junior secondary students with dyslexia encountered from the perspectives of teachers and students. The research consists of two studies. Study1 aims atinvestigating the language teachers’ perceptions of the difficulties of dyslexia students in Chinese writing, teachers’ strategies of helping them, and their related professional training. By using a tailor-designed survey, a profound understanding about the teaching measures applied on dyslexic students can be reached. Throughout the study, 106teachers (with 40 Primary 4-6 teachers and 66 junior secondary teachers) were invited to fill in the questionnaires. The study showed that only about 30% of the respondents were trained to teach the students with dyslexia. Other respondents gave advice to students upon their own judgments, which failed to tackle the difficulties comprehensively. The respondents also stated the writing problems of dyslexic students which include inadequate words, misuse of vocabularies, poor grammatical sentences, and problems in orthographical encoding process. Teachers could mainly use brainstorming and mind-mapping to help students solving their writing problems. Case studies were conducted in Study 2 for 3 students (Grade 7, 8, 9) with dyslexia (aged13, 14 and 15respectively), who were diagnosed by educational psychologists. This study used the framework of Process-writing to analyse the processes of dyslexia students in writing their composition. By employing the Chinese Writing Scale, “Think Aloud” protocol and interview, the stages of pre-writing, writing and reviewing of the dyslexia students were disclosed while they were composing their writing and investigated the difficulties they were confronted with. The finding showed that dyslexic students were in lack of planning strategy in their pre-writing stage. Thus, students experienced “Pause” and “Edit” processes mainly due to slow decoding of the Chinese characters. As dyslexic students rarely reviewed their products, they faced the problems of lacking cognitive strategy and serious problems in orthographical encoding process. In addition, with their poor ability to put oral language into written form, dyslexic students often missed and failed to present the ideas in full. The groundbreaking aspect of this study is that this thesis is the first to employ the process-writing model, think-aloud protocol and students interview as the framework for qualitative analysis of the Chinese writing difficulties confronted by dyslexic students in Hong Kong. Through this comprehensive framework, the new processes in the Chinese writing and their difficulties were identified which will shed light on the analysis of the difficulties of dyslexia students in future research in Chinese writing or bilingual writing.
published_or_final_version
Education
Doctoral
Doctor of Education

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9

Sim, Seok-hwa. "The use of blogging to enhance the learning of chinese writing in secondary school students in Singapore Zhong wen wang zhi xie zuo dui ti sheng Xinjiapo zhong xue sheng xie zuo neng li yu tai du zhi cheng xiao yan jiu /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888022.

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Cheung, Shui-man. "The causes of errors in composing in Chinese by Hong Kong students (case studies) = Xianggang zhong xue sheng Zhong wen xie zuo cuo wu cheng yin/." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31220605.

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11

Lam, Yin-wan. "Senior secondary students use of web-logs in writing Chinese a case study = Xianggang gao zhong xue sheng zhong wen wang shang ri zhi xie zuo ge an yan jiu /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37198361.

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12

Wong, Yan-nar. "The development of Chinese writing curriculum in primary school in Hong Kong, 1975-1990 Xianggang xiao xue Zhong wen xie zuo ke cheng de fa zhan (1975-1990) /." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B31959118.

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13

Cheng, Mei-yi, and 鄭美儀. "The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209120.

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This study aimed to explore Hong Kong primary school students’ development of story writing in Chinese, by examining the fluency, structure and organization ability, and communication ability. It was a basic research that adopted qualitative and quantitative research methodologies. In total, 2823 pieces of Chinese story writing were collected from three Hong Kong primary schools; 1200 samples were randomly selected for analysis in details. In analysing the selected samples, the total numbers of words and sentences were first identified. Then, the type of structural organization with reference to story schema, and their communication elements were studied. Finally, the data were used for additional statistical analysis. The study showed that primary school students’ ability in writing Chinese stories was developmental and with variety of ability within each class level. The fluency, structure and organization ability, and communication ability were gradually improved when students got older. This study has four major findings. First, the total numbers of words and sentences were increased at each grade level. Difference in the total numbers of words and sentences within the same class level was significantly found in Primary Four and difference became larger in Primary Five and Six. Second, the story schema which students constructed in their story writing was more and more complex as they grew up. Third, the older subject students could write much more rich contents in the beginning and ending of story. Fourth, the older subject students were more skilled at using the communication elements in the beginning of story, and expressing major theme through the story writing. The study’s results enrich the understanding of the theories of the language development of children and their story writing. It also provides valuable information for the researchers in the related areas, and the teachers who teach Chinese and design Chinese writing curriculum. However, this study is only an exploratory attempt to study Hong Kong primary school students’ development of story writing in Chinese; further verification of its findings and test are needed. 本研究旨在探討三所香港小學生的中文故事寫作能力發展。研究是一項基礎研究，採用質性和量性的研究方法，分析研究對象中文故事寫作的流暢性、結構組織能力和傳意能力。本研究從三所小學搜集了2823篇中文故事寫作研究樣本，再以隨機抽樣的方式抽取1200篇作為分析之用。最後，對所得的數據會進行統計分析，以了解研究對象的中文故事寫作能力發展。研究結果顯示，研究對象的中文故事寫作能力具發展性和差異性，會隨?年級的增長，在流暢性、結構組織能力和傳意能力方面的表現會有所提升。流暢性方面，研究對象寫作的「總字數」和「總句數」均隨?年級逐年的上升而穩步增加，而各級研究對象的表現均有明顯的差異，並在小四年級開始擴大。結構組織能力方面，研究對象在中文故事寫作中應用的故事結構圖式，隨?年級的增長而趨於複雜。按研究對象的故事結構組織能力，大致上可以把他們分成三段發展階段。第一組為小一和小二，第二組為小三和小四，第三組為小五和小六。研究對象的開端鋪敘能力和故事結構組織能力一樣，大致可以分為三段發展階段。結尾鋪敘能力方面，亦是隨?年級的增長而鋪敘更多的故事內容。不過，敘述觀點卻沒有呈現發展的趨勢。傳意能力方面，研究對象雖然會隨?年級的增長，更能在故事的開端部份加入傳意元素，但能夠在中文故事寫作的開端部份加入傳意元素的研究對象不多，而且較多集中在高年級。至於透過故事寫作傳達主題思想方面，小三至小六年級中，明顯有較多研究對象能夠在中文故事寫作中傳遞主題思想。本研究探討了三所小學生的中文故事寫作能力發展，研究的結果豐富了兒童語言發展和故事寫作理論，亦為進行相關研究的學者，以及規劃中國語文寫作課程或教學的教師，提供了有價值的資料。不過，本研究是一項初步的探索性研究，所取得的發現有待進一步證實和發展。
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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14

Liu, Chi-mi. "A study of using conjunctions in the Chinese composition of Form 3 students = Zhong san xue sheng zhong wen xie zuo shi yong guan lian ci de qing kuang /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472571.

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15

Kwan, Che-ying. "A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.

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Kong, Ching-man Paula. "The effectiveness of genre approach to teaching book report writing to senior secondary students Wen lei gong neng jiao xue fa zai du shu bao gao xie zuo jiao xue de cheng xiao /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38203376.

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Lui, She-lin. "News magazines in the PRC in the new millennium : issues of constraint and performance Zhongguo xin wen zhou kan de jing ying zhuang kuang he yun zuo /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B31972536.

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Lau, Tan-king. "A preliminary analysis of the use of vocabulary in Chinese writings by Hong Kong primary 3 students Qian xi Xianggang xiao san xue sheng Zhong wen xie zuo de ci hui yun yong /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42926051.

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You, Man-man. "Xin gao zhong Zhong wen ke "ming zhu ji gai bian ying shi zuo pin" xuan xiu dan yuan tan jiu A study of the elective "famous literacy works and adaptations of literature into films" of the new senior secondary school Chinese curriculum /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554895.

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He, Jiahua. "Li yong shi xiang gong ju jin xing xie zuo qian gou si xun lian dui zuo wen cheng ji de ying xiang : kong zhi zu qian hou ce zhun shi yan she ji = The influence of prewriting training by using visual tools on achievement in Chinese composition : control group pre-test and post-test quasi experimental design /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b18517511a.pdf.

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21

Tang, Wing-sze Cecilia. "A study of paragraphing in Chinese writing primary 1 to primary 6 students in H.K. = Zhong wen xie zuo : duan luo yan jiu : Xianggang xiao yi zhi xiao liu duan luo mo shi de fa zhan jie duan /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31963213.

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Deng, Yong-shi. "A study of paragraphing in Chinese writing : primary 1 to primary 6 students in H.K. = Zhong wen xie zuo : duan luo yan jiu : Xianggang xiao yi zhi xiao liu duan luo mo shi de fa zhan jie duan /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248935.

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Lavoix, Valérie. "Liu Xie (circa 465-circa 521), homme de lettres, bouddhiste lai͏̈c et juge des poètes." Paris, INALCO, 1998. http://www.theses.fr/1998INAL0008.

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L'itinéraire de Liu Xie, reconnu de son vivant comme clerc et promoteur du bouddhisme mais auteur du plus célèbre traité de critique littéraire chinois (le Wenxin Diaolong), esprit de littérature en dragon ciselé), est extrêmement révélateur de l'intégration des activités bouddhiques et littéraires en son temps et en son milieu, procédant par comparaison avec des personnages contemporains. La thèse évalue le sens des informations livrées ou tues par les sources historiques au sujet de Liu Xie et propose un tableau de la Chine du Sud autour de l'an 500 (cercles et polémiques littéraires) : essor du bouddhisme laïc, du végétarisme, des monastères ; politique de la cour envers les moines, les poètes et les lettrés). On analyse les multiples collaborations de Liu Xie avec le moine Sengyou (445-518) et ses œuvres bouddhiques personnelles ; La partie pamphlétaire du "Miehuo Lun" (Pour anéantir les idées fausses) fait l'objet d'une traduction inédite. On discute les dates controversées de la composition du Wenxin Diaolong (circa 500) et de la mort de Liu Xie, sa relative indépendance de vue vis-à-vis de la réforme poétique promue par Shen Yue (441-513), et celle des compilateurs du Wenxuan (anthologie). A l'égard du Wenxin Diaolong, l'exploration des significations du titre du traité éclaire l'ambition de l'auteur et les enjeux fondamentaux de la critique littéraire à son époque. Une traduction commentée du chapitre "Mingshi" (illustration du poème) traite les problèmes d'interprétation posés par la rhétorique du traité (en prose parallèle), compare ses jugements avec ceux de critiques contemporains et postérieurs et illustre une perspective de lecture nourrie par l'ensemble de l'étude
Liu Xie, author of China's most famous treatise of literary criticism (Wenxin Diaolong), the mind of literature in a chiselled dragon, was in his lifetime better recognized as scholar and promoter of Buddhism, his career is almost a paradigm of the integration of Buddhism and literature in his times and milieu, comparing him with his contemporaries. The dissertation proceeds to evaluate the information about him given or left unmentioned by historical sources, and to offer a historical panorama of Southern China around ad 500 (literary circles and controversies ; the rise of lay Buddhism, vegetarianism and monasteries ; the policies of the court regarding monks, poets and literati). It studies the numerous instances of collaboration between Liu Xie and the monk Sengyou (445-518), as well as his own buddhist works : the pamphlet section of "Miehuo Lun" is here translated for the first time in western language. The dissertation also discusses the controversial dates of the compilation of Wenxin Diaolong and of LIu Xie's death, demonstrates the relative independence of his views regarding the poetic rules upheld in his time by Shen Yue (441-513), and also the independence of the compiles of the Wenxuan from Wenxin Diaolong itself, understanding the meanings of the title of the treatise brings into light its author's ambitions as well as the fundamental stakes of literary criticism in that time. The translation of, and commentaries upon, the "Mingshi" chapter highlight the problems of interpreting Liu Xie's rhetoric (in parallel prose), compare his judgments with those of contemporary and posterior critics, illustrating the overall reading of the text proposed by the dissertation

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Bizais, Marie. "Pensée de la forme : forme de la pensée dans le Wenxin diaolong (esprit de littérature) du poéticien chinois Liu Xie (ca. 465-521)." Paris, INALCO, 2008. http://www.theses.fr/2008INAL0015.

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Cette étude du premier et unique traité sur la littérature de l'histoire de la Chine classique composé autour de 500 montre comment son auteur Liu Xie concevait ce que l'on désigne couramment comme genre, style et écriture d'auteur. Le chapitre 1 pose les fondements. Il revient sur la discussion de l'ordre des chapitres en reprenant la question à sa source, à partir des différentes éditions qui nous sont parvenues. Il dégage ainsi une architecture d'ensemble du livre. Dans cette structure, quatre chapitres traitent des questions de forme. Les deux premiers sont l'objet d'étude du chapitre 2: "Tixing" (Corps et nature) et "Fenggu" (Vent et ossature). Le corpus est introduit, traduit et annoté. Le commentaire qui suit porte sur les concepts-clés de ces textes. La prise en compte de la catachrèse et de la syllepse révèlent que le corps littéraraire est à la fois normatif et individuel, que l'ossature est une tension structurante et que le vent désigne un rythme qui communique l'émotion. Enfin, le chapitre 3 relie théorie et pratique. Il relie le genre décrit dans le chapitre "Songzan" (Eloge et Célébration) avec les composées par Liu Xie lui-même. Le chapitre est traduit, puis commenté. Les prescriptions de Liu Xie sont enfin considérées dans une confrontation avec les célébrations qui closent chacun des chapitres du traité. Cette étude ouvre donc la réflexion sur l'établissement d'un discours normatif ainsi que sur les questions théoriques concernant l'individualité d'une écriture qui continuent d'intéresser les spécialistes de la littérature
This very study of the first and only treatise on literature in Classical Chinese history composed around 500 shows how its author Liu Xie conceived what is usually called genre, style, and author's writing. Chapter one lays the foundation. It deals with the discussion on the overall architecture of the book by looking back on the different editions that were transmitted. It offers an interpretation of the architecture by discussing the order of the chapters which has been challenged in the past century. Within this structure, four chapters are related to the issue of form. Chapter two focuses on the first pair of these chapters, i. E. "Tixing" (Body and Nature) and "Fenggu" (Wind and Bone). This body of texts is these texts. A reflection on catachresis and syllepsis brings us to demnostrate that a literary body can be booth normed and individual, that the bone is a structuring tension, and the wind is a rhythm that carries emotions. Chapter three links theory and practice. It links the genre described in the chapter "Songzan" (Praise and Celebration) with the celebrations composed by Liu Xie himself. The chapter is first translated and studied. Liu Xie's prescriptions are compared with the characteristics of the celebrations that close each of the chapter of the treatise. This research thus reflects upon the establishment of a normative discourse and on theoretical issues involving an individualized writing which is still a field mediation for specialists of literature

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Lam, Ho-kwong, and 林浩光. "Liu Xie's Wenxin Diaolong and Sikong Tu's Shipin : a comparative study in stylistics = Liu Xie "Wen xin diao long" yu Sikong Tu "Shi pin" feng ge xue bi jiao yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hdl.handle.net/10722/209585.

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Chu, Wan-kam. "An evaluation of the genre approach to prose writing in matriculation level Chinese literature = Wen lei gong neng jiao xue fa yu yu ke Zhongguo wen xue ke san wen chuang zuo zhi ying yong ji xian zhi." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004001X.

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Li, Fuli. "A stress and coping perspective on creativity : a reward for creativity policy as a stressor in organizations = Cong ya li he ying dui de jiao du li jie chuang xin : zu zhi chuang xin jiang li zheng ce zuo wei yi zhong ya li yuan / Li Fuli." access full-text access abstract and table of contents, 2009. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-mgt-b30082468f.pdf.

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Thesis (Ph.D.)--City University of Hong Kong, 2009.
"Submitted to Department of Management in partial fulfillment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references (leaves 158-173)

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Ess, Hans van. "Von Ch'eng I zu Chu Hsi : die Lehre vom Rechten Weg in der Überlieferung der Familie Hu /." Wiesbaden : Harrassowitz Verl, 2003. http://catalogue.bnf.fr/ark:/12148/cb399100727.

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Chan, Kung Fong. "Cong jiao yu zhong "gai zao" nü xing : yi "Guangdong Sheng li di yi nü zi shi fan xue xiao" wei ge an yan jiu (1907-1938) /." View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202004%20CHAN.

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Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004.
Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.

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Zhang, Qiong. "Ambivalence & ambiguity Chinese-American literature beyond politics and ethnography = Mao dun qing jie yu yi shu mo hu xing : chao yue zheng zhi he zu yi de Meiguo Hua yi wen xue /." Shanghai : Fu dan da xue chu ban she, 2006. http://books.google.com/books?id=cQ1IAAAAMAAJ.

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