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教育学论文:写作课程的国际视角

时间:2015-05-27 10:31:35 来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
写作课程:国际视角
 
介绍
 
根据塞缪尔约翰逊博士所说,修辞是现代交流通信的基本,然而,写作的重要性却被忽略了。这部分写作可以解释的原因为写作不是一项新发明,因此普遍写作是被当做理所当然的(写作系统)。而且,由于对修辞研究和系统的改进把握很熟悉也几乎完全被忽略了(写作系统)。在美国,在大学的课程中没有对于写作水平的国家标准。然而,每年花更多时间在学校系统写作程序上的人比全世界其他国家更多。不幸的是,这些对社会慷慨的贡献却继续导致糟糕的写作,模仿成分,和一贯的高文盲率。在这里,在雪城大学,写作105和205几乎是所有专业的要求。然而,并不是所有的学校,大学以及其他的大学都遵循同样的要求。然而,这一要求是独特的因为它并不是在每个地方都存在成立。因此,雪城大学试图解释这一写作课程要求,它可能有助于大学写作水平超过全世界其他的国家。
 
Writing Curriculums: An International Perspective 
 
Introduction: 
 
According to Dr Samuel Johnson, rhetoric is essential to modern-day communication. Yet, the importance of writing is being overlooked. In part this can be explained for the reason that writing is not a new invention, thus universally writing is being taken for granted (“Writing System Alternativs”). Further, due to the familiarity of rhetoric research and improvement to the system is also almost completely being ignored (“Writing System Alternativs”). In the United States there are no national standard writing curriculums required at university levels, however more capita per year is spent on writing programs in school systems here than other countries throughout the world. Unfortunately, these generous contributions to society continue to result in poor writing, unoriginal composition, and a consistently high illiteracy rates (“Writing System Alternativs”). Here, at Syracuse University, writing 105 and 205 are required for almost all majors. However, not all schools throughout the university, and other universities abide by the same requirements. Subsequently, this requirement is to some extent peculiar because it does not exist everywhere. Thus, in attempting to explain the writing curriculum requirements at Syracuse University it may be beneficial to consider writing requirements at university levels throughout other countries around the world 
 
International (Writing) Curriculum Summaries: 
 
In an article written by Alistair Ross, a Professor of Education at the University of North London, Ross notes that it was not until 1988 that a national curriculum was taken upon by the United Kingdom. Prior to 1988 branches of learning, including writing classes, were strongly suggested but not mandatory (Ross). Today, English writing programs in the UK are required from ages 5 to 16, but thereafter are no longer mandatory (Ross). However, it is important to recognize that this national curriculum does not include writing course requirements for students attending universities in the United Kingdom. #p#分页标题#e#
 
Similar to the UK, Japan also has a national writing curriculum that extends until college. In an article about Japanese educational systems, taken from the Department of Education, education in Japan is described as “very rapid” (Mackey). National curriculums from elementary to high school cover an array of material that ranges from Japanese writing to Humanities (Mackey). After the completion of high school many students attend universities throughout the country, however at this point curriculum https://sv1.123helpme.com/servlet/p1.PaperAdminControllerrequirements (including writing) are no longer applied (Mackey). Thus there is no national writing curriculum or any other required courses for college students in Japan. 
 
Contrary to the absence of university requirements in the United States, UK, and Japan, universities throughout South Korea universities encompass course curriculums that require an assortment of programs, including several writing courses (“Education in Korea”). South Korean university requirements are unique to others in the world, because although students enter college with a major and a field of study, all students take the same courses (“Education in Korea”). These college courses that the South Korean curriculum require include general courses, such as writing, because they are preparing students for the working world after they graduate (“Education in Korea”). In other words, all students take the same courses because it is assumed they will all be entering the same job place afterwards. In which case, unlike other countries South Korean curriculums include writing programs, although their system is not necessarily better by any means. 
 
It is still further possible to observe more countries, however through extensive research it is apparent that requiring writing courses is not common for foreign countries (or the United States) at a university level. Countries included on the list for not requiring writing courses include Chile, Argentina, France, Australia, etc… More information about the curriculums for each of these countries can be looked at in greater depth, however this information is redundant, tedious, and unnecessary. Subsequently, from the information available, and lack there of, there are definite implications, inferences, and conclusions that can be drawn about the writing curriculums around the globe. 
 
Discussion: 
 
From an international perspective, the lack of writing requirements may have many indications/significances. First off, the absence of required writing courses may be explained by intensive entrance exams. Such exams found throughout Europe and other countries including Japan, require students to have an already extended background in writing. Another explanation, that is not thoroughly discussed, but can be inferred is that countries simply do not have the budget to spend enormous amounts of money on programs that may or may not help their citizens. And although there is no substantial information explaining the reasons for requiring writing courses in South Korea, it is clear that curriculums there are not necessarily better because although they cater to the needs of all jobs they completely overlook the idea of specific fields of study completely. #p#分页标题#e#
 
In further discussing international perspectives of required writing courses, it is also important to note that there is not extended information covering this topic. In finding any information about this, it is necessary to look at absolutely everything. This includes, encyclopedia information about countries, to newspaper articles about the changes in curriculums, to the specific requirements of universities throughout a country. And even afterwards, there is relatively little information presented. Thus, it can be concluded that countries are possibly overlooking the importance of writing or do not view citizen writing in their country as a problem. 
 
Conclusion: 
 
Taken as a whole, it is difficult to pinpoint why or why not writing programs are not generally required in colleges around the world. Upon researching this subject, many articles were inconclusive, non-credible, or merely did not have information pertaining to the topic of international writing programs at a university level. Reverting back to the relatedness of international writing curriculums in comparison to writing curriculums of the United States, there appears to be no relevance. Further, the United States spends more capita per year on writing programs than any other country (“Writing System Alternativs”). Thus setting the US aside from other countries in one aspect to say the very least. This capita expenditure may signify a greater concern for writing from the United States, however this statement is merely an inference. Further, throughout observing international writing course requirements and comparing them to those of the United States, thus there also appears to be no relatedness to the of Syracuse University requirements of writing 105 and 205 either. To understand the issue of writing requirements at Syracuse University it is clear that other aspects of writing and course curriculums need to be looked at, rather than using information about international university writing curriculums. 
 
Works Cited 
 
“Education in Korea 2002-2003.” Ministry of Education & Human 
Resources Development, Republic of Korea p. 38-46 (2003). 5 February 2003 http://www.studyinkorea.go.kr/Files/Educa.zip. 
 
Mackey, Kim. “More Aspects of the Japanese Educational System.” The Department of Education 11:19:21 –008 (1998). Case Study. 13 February 2003 http://mathforum.org/epigone/math-teach/spixblumbla/3.0.5.32.19980816111921.007f0eb0@alaska.net 
 
Ross, Alistair. “Curriculum Changes and Educational Change in the UK (England).” Child Research Net 2001. 10 February 2003 http://www.childresearch.net/CYBRARY/EVISION/2001/GB07_E.HTM. 
 
“Writing System Alternativs: Writing Systems of the World.” Oz Ideas and Innovations 2002, Australian Center for Social Innovations. 2 February 2002. America Online. 12 February 2003 http://home.vicnet.net.au/~ozideas/writintro.htm. #p#分页标题#e#
 
Works Consulted 
 
Sorenson, Sharon. “Encouraging Writing Achievement: Writing across the Curriculum.” ERIC Digest: ED327879 (1991). 10 February 2003 http://www.ericfacility.net/ericdigests/ed327879.html. 
 
Tilton, Bob. “Writing and General Education.” Advance Archive on the Web 8 May 2001. 10 February 2003 http://www.advance.uconn.edu/010508ge.htm. 
 
Wall, Martha. “A Return to Style: Style as the Centerpiece of Freshman Composition.” BYU. The World Wide Web. 12 February 2003 http://www.uiowa.edu/~mmla/abstracts/88a.html.
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