摘要
Abstract:Languageteachersarefrequentlyconfrontedwithmultiplerolestheyhavetoplayinteachingwritingonundergraduatelevel:beinganadviser,aninstructor,asupervisor,areaderandagrader.Itisoftenhardforateachertoswitchfromoneroletoanotherandprovidestudentswithpracticable,applicableinstructions.Theconventionalpre-writingandafter-writinginstructionsareconvenientandhelpful.Oftenforstudents,concreteandspecificcommentscanhelpthemmorethanpost-writingcomments,whichleavesmoresuggestionsandhopetostudentsthanspecifichelp.Inmodeledcompositiontheteacherofferssuggestionsinthebeginning,attheend,andmosthelpfully,inthemargins.Thesespecificformsofsuggestionscancomeinbothcontentandform,andcaninvolvemacroandmicrolanguagepoints.Differentgenresofinstructionofwritingcanbemodeled.Themodelscanbegivenorally,inwriting,byelectronicandconventionalmeans.Keywords:instruction,composition,undergraduatewritingIntroductionInteachingcomposition,teacherssometimeslamentsforbeingunabletohelpwithcontentandform,withstructureaswellasexpression.Forlowerintermediatelearners,inparticular,veryfundamentalorgrammaticalaspectscanappearasveryurgentifthesemeanagoodstarting-pointtomakeprogress.Theymayexpecttheteachertoimparthisorherexperienceinplanning,formattingandoutliningthewholeprose.Theymayalsoexpecthimorhertogivetheexpertiseastotheapproachandattitudetospecialgenre,suchasEST.Tofulfillsuchademandingtasksuccessfully,itisindeednecessarytobreakthewholeprosewritingintosmallbitsandtomakeitmanageableandapproachable.Insuchcase,asingleparagraph,ratherthananentirelyessaymaybemoreusefulthanalongtextasthebasisonwhichtosetthemodels……
出版日期
2011年06月17日（中国期刊网平台首次上网日期，不代表论文的发表时间）
