To mitigate the impact of noise and inter-ference on multi-level-cell(MLC)flash memory with the use of low-density parity-check(LDPC)codes,we propose a dynamic write-voltage design scheme con-sidering the asymmetric p...To mitigate the impact of noise and inter-ference on multi-level-cell(MLC)flash memory with the use of low-density parity-check(LDPC)codes,we propose a dynamic write-voltage design scheme con-sidering the asymmetric property of raw bit error rate(RBER),which can obtain the optimal write voltage by minimizing a cost function.In order to further improve the decoding performance of flash memory,we put forward a low-complexity entropy-based read-voltage optimization scheme,which derives the read voltages by searching for the optimal entropy value via a log-likelihood ratio(LLR)-aware cost function.Simulation results demonstrate the superiority of our proposed dynamic write-voltage design scheme and read-voltage optimization scheme with respect to the existing counterparts.展开更多
The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features ...The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features that L2 learners can employ, as well as suggest which features they should focus on in English academic writing. To achieve this, all samples were analyzed for rhetorical moves using Hyland’s five-rhetorical move model. Additionally, all sentences were evaluated for syntactic complexity, considering measures such as global, clausal and phrasal complexity. The findings reveal that expert writers exhibit a more balanced use of syntactic complexity across moves, effectively fulfilling the rhetorical objectives of abstracts. On the other hand, MA students tend to rely excessively on embedded structures and dependent clauses in an attempt to increase complexity. The implications of these findings for academic writing research, pedagogy, and assessment are thoroughly discussed.展开更多
当前,大语言模型(Large Language Model,LLM)在语言写作教学中的创新潜力日益显现,其中创意写作作为培养学生情感表达、批判性思维与创新能力的重要手段,正面临教学模式僵化、教学资源匮乏、评价模式单一等现实挑战,LLM的发展为其带来...当前,大语言模型(Large Language Model,LLM)在语言写作教学中的创新潜力日益显现,其中创意写作作为培养学生情感表达、批判性思维与创新能力的重要手段,正面临教学模式僵化、教学资源匮乏、评价模式单一等现实挑战,LLM的发展为其带来了新的机遇。为此,文章从世界知识、涌现能力、心理理论、思维链、硅基样本等角度分析了LLM在创意写作教学中的适用性,提出了基于LLM的创意写作应用框架,以通过多媒体创意激发和交互式创意激发相结合的形式,在写作过程中融入动态分析与个性化反馈。基于此框架,文章开发了相应的LLM4Writing平台,并在上海市S小学开展了为期5周的案例实践。案例结果表明,在LLM的技术赋能下学生在创意构思和表达能力等方面取得了显著进步,同时写作兴趣与创意潜力得到了有效激发。文章通过研究,旨在为LLM在创意写作教学中的应用提供理论基础和实践指导,推动写作教学模式创新和写作教学质量提升。展开更多
二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提...二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。展开更多
This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveragi...This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."展开更多
Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in lin...Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.展开更多
Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout t...Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.展开更多
The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based wri...The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.展开更多
Conversation B Susie:I know.Pencils are also better for drawing.You can make lines lighter or darker.Sam:But you have to sharpen pencils or add lead to them.Susie:You do.But pencils last longer than pens.Pen ink can d...Conversation B Susie:I know.Pencils are also better for drawing.You can make lines lighter or darker.Sam:But you have to sharpen pencils or add lead to them.Susie:You do.But pencils last longer than pens.Pen ink can dry out,but pencil lead doesn’t.Sam:But words look neater when you write in pen.Susie:They do.So,which pen do you want?Sam:One with blue ink,thanks.展开更多
If a Chinese teenager were to describe my appearance,he or she would note:tan skin,straight black hair,almond-shaped eyes(杏眼),and an average height and weight.Upon being asked to list my interests,I would say:playin...If a Chinese teenager were to describe my appearance,he or she would note:tan skin,straight black hair,almond-shaped eyes(杏眼),and an average height and weight.Upon being asked to list my interests,I would say:playing musical instruments,reading,writing,painting,dancing and going out with friends.I enjoy all kinds of food and music,and I do well in school while making time for family and friends.In many ways,I’m just like any typical Chinese teenager-except I live in the United States.展开更多
One day,my friend asks me what my dream is.I think about it for some days.Then I tell my friend I have many dreams.I want to be a teacher,so I can teach my students all I know like my teachers.I like drawing and if I ...One day,my friend asks me what my dream is.I think about it for some days.Then I tell my friend I have many dreams.I want to be a teacher,so I can teach my students all I know like my teachers.I like drawing and if I can draw what I see,that will be great.I want to travel around the world and see different places.Maybe I can be a writer and write down all the stories on the trip.When I grow up,I go to college and I can be a scientist.I will work hard and make the world better.展开更多
In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriate...In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.展开更多
The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,wr...The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.展开更多
基金supported in part by the NSF of China under Grants 62322106,62071131,U2001203,61871136the Guangdong Basic and Applied Basic Research Foundation under Grant 2022B1515020086+1 种基金the International Collaborative Research Program of Guangdong Science and Technology Department under Grant 2022A0505050070the Industrial R&D Project of Haoyang Electronic Co.,Ltd.under Grant 2022440002001494.
文摘To mitigate the impact of noise and inter-ference on multi-level-cell(MLC)flash memory with the use of low-density parity-check(LDPC)codes,we propose a dynamic write-voltage design scheme con-sidering the asymmetric property of raw bit error rate(RBER),which can obtain the optimal write voltage by minimizing a cost function.In order to further improve the decoding performance of flash memory,we put forward a low-complexity entropy-based read-voltage optimization scheme,which derives the read voltages by searching for the optimal entropy value via a log-likelihood ratio(LLR)-aware cost function.Simulation results demonstrate the superiority of our proposed dynamic write-voltage design scheme and read-voltage optimization scheme with respect to the existing counterparts.
文摘The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features that L2 learners can employ, as well as suggest which features they should focus on in English academic writing. To achieve this, all samples were analyzed for rhetorical moves using Hyland’s five-rhetorical move model. Additionally, all sentences were evaluated for syntactic complexity, considering measures such as global, clausal and phrasal complexity. The findings reveal that expert writers exhibit a more balanced use of syntactic complexity across moves, effectively fulfilling the rhetorical objectives of abstracts. On the other hand, MA students tend to rely excessively on embedded structures and dependent clauses in an attempt to increase complexity. The implications of these findings for academic writing research, pedagogy, and assessment are thoroughly discussed.
文摘当前,大语言模型(Large Language Model,LLM)在语言写作教学中的创新潜力日益显现,其中创意写作作为培养学生情感表达、批判性思维与创新能力的重要手段,正面临教学模式僵化、教学资源匮乏、评价模式单一等现实挑战,LLM的发展为其带来了新的机遇。为此,文章从世界知识、涌现能力、心理理论、思维链、硅基样本等角度分析了LLM在创意写作教学中的适用性,提出了基于LLM的创意写作应用框架,以通过多媒体创意激发和交互式创意激发相结合的形式,在写作过程中融入动态分析与个性化反馈。基于此框架,文章开发了相应的LLM4Writing平台,并在上海市S小学开展了为期5周的案例实践。案例结果表明,在LLM的技术赋能下学生在创意构思和表达能力等方面取得了显著进步,同时写作兴趣与创意潜力得到了有效激发。文章通过研究,旨在为LLM在创意写作教学中的应用提供理论基础和实践指导,推动写作教学模式创新和写作教学质量提升。
文摘二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。
文摘This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."
文摘Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.
文摘Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.
文摘The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.
文摘Conversation B Susie:I know.Pencils are also better for drawing.You can make lines lighter or darker.Sam:But you have to sharpen pencils or add lead to them.Susie:You do.But pencils last longer than pens.Pen ink can dry out,but pencil lead doesn’t.Sam:But words look neater when you write in pen.Susie:They do.So,which pen do you want?Sam:One with blue ink,thanks.
文摘If a Chinese teenager were to describe my appearance,he or she would note:tan skin,straight black hair,almond-shaped eyes(杏眼),and an average height and weight.Upon being asked to list my interests,I would say:playing musical instruments,reading,writing,painting,dancing and going out with friends.I enjoy all kinds of food and music,and I do well in school while making time for family and friends.In many ways,I’m just like any typical Chinese teenager-except I live in the United States.
文摘One day,my friend asks me what my dream is.I think about it for some days.Then I tell my friend I have many dreams.I want to be a teacher,so I can teach my students all I know like my teachers.I like drawing and if I can draw what I see,that will be great.I want to travel around the world and see different places.Maybe I can be a writer and write down all the stories on the trip.When I grow up,I go to college and I can be a scientist.I will work hard and make the world better.
基金supported by the Macao Science and Technology Development Fund(FDCT)(No.0071/2023/RIB3)Joint Research Funding Program between the Macao Science and Technology Development Fund(FDCT)and the Department of Science and Technology of Guangdong Province(FDCTGDST)(No.0003-2024-AGJ).
文摘In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.
文摘The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.
