Proceedings of the 2015 International Conference on Social Science and Technology Education

Cognition-Based Rhetorical Appeals and the Teaching of English Composition

Authors
Zhang Jingwei
Corresponding Author
Zhang Jingwei
Available Online April 2015.
DOI
https://doi.org/10.2991/icsste-15.2015.174How to use a DOI?
Keywords
Cognition, Conceptual Integration, Rhetorical Appeal, Writing
Abstract

Nowadays, there is an increasing awareness of the upset situation concerning English writing among college English teachers. More and more teachers come to expose themselves to various but effective approaches to teaching writing in order to remedy the unsatisfying teaching situation. Process and product approaches are most commonly used in English writing teaching. However, these two approaches are observed to represent a reaction against each other. Teachers who favor the application of product approach to teach writing assume that students can produce good writing once they have mastered vocabulary and sentence of the language. But in such writing instruction, composing process skills are given relatively small role and to a certain degree students’ motivation and interests remain undeveloped. But when applying process approach to teach writing, more and more teachers realize the disadvantages of this so-called “enabling” approach.For the purpose of finding an effective model of writing instruction for students this thesis is intended to provide an introductory rhetorical model from cognitive perspective for teaching writing.

Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2015 International Conference on Social Science and Technology Education
Series
Advances in Social Science, Education and Humanities Research
Publication Date
April 2015
ISBN
978-94-62520-60-8
ISSN
2352-5398
DOI
https://doi.org/10.2991/icsste-15.2015.174How to use a DOI?
Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Zhang Jingwei
PY  - 2015/04
DA  - 2015/04
TI  - Cognition-Based Rhetorical Appeals and the Teaching of English Composition
BT  - Proceedings of the 2015 International Conference on Social Science and Technology Education
PB  - Atlantis Press
SP  - 651
EP  - 655
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsste-15.2015.174
DO  - https://doi.org/10.2991/icsste-15.2015.174
ID  - Jingwei2015/04
ER  -