Details
Target Audience(Age): College, Adults
Developing Chinese (3rd Edition) is a set of systematic Chinese language teaching materials foradults that embodies the teaching concept of “development” and adopts the modelof “integrating comprehensive language ability cultivation with specializedlanguage skills training”, which can be divides into three levels (elementary,intermediate and advanced) and six series (comprehensive, speaking, listening,reading, writing and elementary reading and writing), with a total of 28volumes.
Developing Chinese (3rd Edition) Intermediate Writing Course(I) is a writing textbook of the
Developing Chinese series, which isapplicable for learners who have studied the elementary Chinese courses such as
Developing Chinese Elementary Comprehensive Course (II) and
DevelopingChinese Elementary Reading and Writing Course (II), or those who are at intermediatelevel of Chinese Learning. The textbook consists of 14 lessons, each of whichis made up of parts such as essay evaluation, model essay reading, model essayanalysis, writing practice and after-school composition. The writing trainingof model essays mainly focus on the introduction of characters, expression ofopinions or views, narration of events, etc. Each model essay is organized in timeorder or deduction structure. Through this textbook, students can understandthe basic features of Chinese chapter structure and master common vocabulary orsentence patterns in order to improve their writing skills.
About the Author
Li Quan, Editor-in-Chief, is a professor and doctoral supervisorat the School of Chinese Studies and Cultural Exchange, Renmin University ofChina. Professor Li is also a member of the National Steering Committee forPostgraduate Education of International Chinese Language Education, vicepresident of the Beijing Language Association, executive director of the InternationalSociety for Chinese Language Teaching, and editorial board member of variousjournals such as
Chinese Teaching in the World and
AppliedLinguistics.
Editorial Review
(1) Respect the characteristics ofChinese language and pay attention to the practice of special Chinese sentencepatterns.
Practice targets the articulation andexpression of phrases and segments, paying special attention to the fusedsentences in Chinese discourses.
(2) Integrate reading and writing andgive full play to the demonstration effect of model essays.
The model essays are of moderate length andappropriate difficulty, and are exemplary and imitable in terms of languageexpression and structural organization.
(3) Focus on writing practice andhighlight link design and writing process training.
The links are interlocked and progressive fromthe reading of model essays to writing practice, and then to the assignment andevaluation of essays.
(4) Pay attention to in-depth essayarrangement and systematic assessment.
Brainstormingis carried out when assigning essays, and gains and losses are analyzed whenevaluating essays, so that learners can continuously improve their writinglevel in the process of “preparation-writing-feedback”.
Suggestion The textbook consists of 14 lessons in total, and each lesson is suggested to finish in 2 class hours.
