This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a con...This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a continuation group, a MAFW group, and a control group, each with30 learners. A pretest and a posttest were used to gauge L2 writing development. Results showedthat the continuation task outperformed the MAFW task not only in enhancing the overall qualityof L2 writing, but also in promoting the quality of three components of L2 writing, namely, content,organization, and language. The finding has important implications for L2 writing teaching andlearning.展开更多
This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students pre...This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.展开更多
Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirec...Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.展开更多
Microrobots play an essential role in early diagnosis and precision medicine with the increasing demands for controllability in bio-medicine and micromanipulation,which can complete the pre-designed behavior under ext...Microrobots play an essential role in early diagnosis and precision medicine with the increasing demands for controllability in bio-medicine and micromanipulation,which can complete the pre-designed behavior under external stimulation.However,most microrobots are currently made of a single material system and focus on fabricating a driving module as the main structure of microrobots.This hinders the integration of diverse functions in one microrobot to fulfill the complex application.Here,a multi-material and multi-module hand-microrobot based on femtosecond laser direct writing technology is proposed,which has a pH-responsive capturing module and a magnetic-responsive transportation module(MRTM).This microrobot can not only respond to pH for capturing and releasing objects,but also respond to magnetic fields for cargo delivery even with obstacles.The two responding modules of the hand-microrobot are fabricated independently,and can collaborate with each other to achieve the delivery of target objects like polystyrene(PS)microsphere(10µm)or 786-O cell by capturing,transporting,and spatial rolling.Besides,the MRTM can be locally fabricated on any prefabricated static structure,so that the whole microrobot can achieve controllable motion.This strategy is expected to be used to manipulate cells,deliver drugs for precise treatment,and environmental treatment.展开更多
This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its ...This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.展开更多
This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency...This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency,severity,and alignment with human scoring criteria.Results show that AI exhibits high self-consistency and adapts effectively to different scoring roles(e.g.,teacher vs.highstakes rater).However,AI scores were more lenient than human raters and demonstrated divergent evaluation focuses—prioritizing narrative coherence and emotional depth,while teachers emphasized linguistic accuracy and richness of detail.The findings suggest AI’s potential as a supplementary assessment tool,offering rapid,holistic feedback,but highlight the need for further calibration to align with educational standards.Implications include exploring hybrid evaluation models that leverage the strengths of both AI and human raters to achieve more equitable,efficient,and pedagogically meaningful writing assessments.展开更多
This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)sum...This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.展开更多
The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song D...The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song Dynasty,writings by Ouyang Xiu's family and epitaphs by his colleagues crafted a balanced narrative emphasizing both his official duties and literary merits,thus constructing a dual image of him as a principled remonstrator and a literary master.In the Southern Song Dynasty,official historiography gradually eroded his complex persona as a political reformer by selectively trimming political disputes and emphasizing his literary lineage,ultimately establishing him as a cultural exemplar beyond factional strife.Throughout this evolution of historical writing,Ouyang Xiu's sharpness as a remonstrator was gradually obscured in historical texts,while his image as a literary master,revered by all,became firmly established.The reshaping of Ouyang Xiu's image in historical writings across the Northern and Southern Song dynasties not only reflects the logic of selecting scholar-official role models under the influence of official ideology but also reveals the inherent pattern whereby individual distinctiveness fades into symbolic construction in historical writing.展开更多
Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompati...Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.展开更多
Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are graduall...Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are gradually increasing,and the requirements for writing are also getting higher and higher.In the English curriculum standards for senior high schools(2017 edition),the Ministry of Education also further improved the requirements of high school students'listening,speaking,reading and writing skills.In high school English textbooks,each unit of the article often contains a variety of rhetorical devices,but high school students cannot skillfully use rhetorical devices in the continuation writing.Therefore,it is necessary to explore the use of rhetorical devices in post reading continuation.This paper analyzes the application of rhetorical devices in the continuation of high school reading.Using the output oriented teaching method in teaching to help students understand and apply.The purpose is to let high school students understand the embodiment of rhetorical devices in English articles;Be able to master and skillfully use rhetorical devices in the continuation writing.This paper decides to explore and study rhetorical sentence patterns to help students increase their ability to write English and improve their appreciation of the beauty of the English language.展开更多
Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of ma...Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of manufacturingstrategies.However,their high conductivitycauses severe impedance mismatch,limiting EWAperformance.3D printing requirements also constrainthe dielectric properties of printable grapheneinks,hindering the integration of high-performanceabsorbers with advanced manufacturing.This studyproposes a polyacrylic acid(PAA)gel-mediated3D porous graphene oxide(GO)aerogel multiscaleregulation strategy.Precise gel content control enablesdual-gradient tuning of the rheology(Benefitingdirect ink writing(DIW))and dielectric loss(Enhancing EWA)of GO/PAA composites and reduces aerogel density(6.9 mg cm^(-3)from28.2 mg cm^(-3)).Thermal reduction decomposes PAA into amorphous carbon nanoparticles anchored on reduced graphene oxide(rGO),enhancingimpedance matching and absorption via synergistic 0D/2D interfacial polarization and conductive loss.The optimized rGO/PAA aerogelachieves a minimum reflection loss(RL)of-39.86 dB at 2.5 mm and an effective absorption bandwidth(EAB)of 8.36 GHz(9.64-18 GHz)at3.2 mm.Combining DIW and this aerogel,we design a metamaterial absorber(MA)with dual material(dielectric loss)and structural gradients.This MA exhibits an ultrawide EAB of 14 GHz(4-18 GHz)with a total thickness of 7.8 mm.This work establishes a coupled design paradigmof“composition-structure-performance,”providing an engineerable solution for developing lightweight,broadband EWA materials.展开更多
Cell engineering is transitioning from“making cells express products”to“directly manufacturing functional structures inside cells.”This perspective outlines two-photon polymerization(TPP)-based direct writing of p...Cell engineering is transitioning from“making cells express products”to“directly manufacturing functional structures inside cells.”This perspective outlines two-photon polymerization(TPP)-based direct writing of polymerizable biocompatible materials to enable programmable micron-scale three-dimensional(3 D)functional architectures within living cells,thereby overcoming the limitations of simple endocytosis or phagocytosis.We highlight scalable workflows that couple bulk intracellular loading of biocompatible photoresists with automated TPP writing,and discuss how end ogenous proteins,biocompatible monomers,or biomate rials can be incorporated into these platforms as crosslinking elements to mitigate immune rejection and toxicity.This paradigm elevates the cell from a mere reaction vessel to an active factory,with direct implications for in vivo sensing,tracking,and precision drug delivery.However,key challenges remain,including establishing standardized material libraries,implementing autofocus and pose-adaptive control,and co-designing device architectures together with cellular functions.We anticipate that“intracellular 3 D printing”will provide a novel interface between synthetic biology and micro/nano-fabrication.展开更多
This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability o...This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.展开更多
With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implicat...With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.展开更多
Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be address...Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.展开更多
The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the stud...The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.展开更多
Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, ...Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.展开更多
Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, esp...Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.展开更多
文摘This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a continuation group, a MAFW group, and a control group, each with30 learners. A pretest and a posttest were used to gauge L2 writing development. Results showedthat the continuation task outperformed the MAFW task not only in enhancing the overall qualityof L2 writing, but also in promoting the quality of three components of L2 writing, namely, content,organization, and language. The finding has important implications for L2 writing teaching andlearning.
文摘This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.
文摘Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.
基金financial support of the National Key R&D Program of China(Grant Nos.2024YFB4607402 and 2016YFA0200500)National Natural Science Foundation of China(NSFC,Grant Nos.61975213,61475164 and 61205194)International Partnership Program of Chinese Academy of Sciences(GJHZ2021130)。
文摘Microrobots play an essential role in early diagnosis and precision medicine with the increasing demands for controllability in bio-medicine and micromanipulation,which can complete the pre-designed behavior under external stimulation.However,most microrobots are currently made of a single material system and focus on fabricating a driving module as the main structure of microrobots.This hinders the integration of diverse functions in one microrobot to fulfill the complex application.Here,a multi-material and multi-module hand-microrobot based on femtosecond laser direct writing technology is proposed,which has a pH-responsive capturing module and a magnetic-responsive transportation module(MRTM).This microrobot can not only respond to pH for capturing and releasing objects,but also respond to magnetic fields for cargo delivery even with obstacles.The two responding modules of the hand-microrobot are fabricated independently,and can collaborate with each other to achieve the delivery of target objects like polystyrene(PS)microsphere(10µm)or 786-O cell by capturing,transporting,and spatial rolling.Besides,the MRTM can be locally fabricated on any prefabricated static structure,so that the whole microrobot can achieve controllable motion.This strategy is expected to be used to manipulate cells,deliver drugs for precise treatment,and environmental treatment.
文摘This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.
文摘This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency,severity,and alignment with human scoring criteria.Results show that AI exhibits high self-consistency and adapts effectively to different scoring roles(e.g.,teacher vs.highstakes rater).However,AI scores were more lenient than human raters and demonstrated divergent evaluation focuses—prioritizing narrative coherence and emotional depth,while teachers emphasized linguistic accuracy and richness of detail.The findings suggest AI’s potential as a supplementary assessment tool,offering rapid,holistic feedback,but highlight the need for further calibration to align with educational standards.Implications include exploring hybrid evaluation models that leverage the strengths of both AI and human raters to achieve more equitable,efficient,and pedagogically meaningful writing assessments.
文摘This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.
基金an initial outcome of the Research on the Interactive Relationship Between Biographies and Epitaphs in Ancient China,a project(ID:24BZW023)supported by the National Social Science Fund of China。
文摘The historical image of Ouyang Xiu constructed during the Song Dynasty evolved from a multifaceted portrayal that balanced his political and literary achievements into a singular cultural symbol.In the Northern Song Dynasty,writings by Ouyang Xiu's family and epitaphs by his colleagues crafted a balanced narrative emphasizing both his official duties and literary merits,thus constructing a dual image of him as a principled remonstrator and a literary master.In the Southern Song Dynasty,official historiography gradually eroded his complex persona as a political reformer by selectively trimming political disputes and emphasizing his literary lineage,ultimately establishing him as a cultural exemplar beyond factional strife.Throughout this evolution of historical writing,Ouyang Xiu's sharpness as a remonstrator was gradually obscured in historical texts,while his image as a literary master,revered by all,became firmly established.The reshaping of Ouyang Xiu's image in historical writings across the Northern and Southern Song dynasties not only reflects the logic of selecting scholar-official role models under the influence of official ideology but also reveals the inherent pattern whereby individual distinctiveness fades into symbolic construction in historical writing.
基金financially supported by the National Key Research and Development Program of China(Nos.2024YFB4607402 and 2016YFC1100502)the National Natural Science Foundation of China(Nos.51673208 and 61975213)。
文摘Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.
文摘Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are gradually increasing,and the requirements for writing are also getting higher and higher.In the English curriculum standards for senior high schools(2017 edition),the Ministry of Education also further improved the requirements of high school students'listening,speaking,reading and writing skills.In high school English textbooks,each unit of the article often contains a variety of rhetorical devices,but high school students cannot skillfully use rhetorical devices in the continuation writing.Therefore,it is necessary to explore the use of rhetorical devices in post reading continuation.This paper analyzes the application of rhetorical devices in the continuation of high school reading.Using the output oriented teaching method in teaching to help students understand and apply.The purpose is to let high school students understand the embodiment of rhetorical devices in English articles;Be able to master and skillfully use rhetorical devices in the continuation writing.This paper decides to explore and study rhetorical sentence patterns to help students increase their ability to write English and improve their appreciation of the beauty of the English language.
基金supported by ZJNSF LZ25E030006Zhejiang Provincial Key Research and Development Program(2024C01157)+2 种基金NSFC under Grant Nos.52473267 and 52401249the National Key Research and Development Program of China under Grant No.2021YFB3501504Zhejiang University Ningbo“Five in One”Campus Project(K-20213539)。
文摘Three-dimensional(3D)-printedgraphene aerogels hold promise for electromagneticwave absorption(EWA)engineering due to itsultralow density,outstanding electromagnetic dissipationwith the flexibility and precision of manufacturingstrategies.However,their high conductivitycauses severe impedance mismatch,limiting EWAperformance.3D printing requirements also constrainthe dielectric properties of printable grapheneinks,hindering the integration of high-performanceabsorbers with advanced manufacturing.This studyproposes a polyacrylic acid(PAA)gel-mediated3D porous graphene oxide(GO)aerogel multiscaleregulation strategy.Precise gel content control enablesdual-gradient tuning of the rheology(Benefitingdirect ink writing(DIW))and dielectric loss(Enhancing EWA)of GO/PAA composites and reduces aerogel density(6.9 mg cm^(-3)from28.2 mg cm^(-3)).Thermal reduction decomposes PAA into amorphous carbon nanoparticles anchored on reduced graphene oxide(rGO),enhancingimpedance matching and absorption via synergistic 0D/2D interfacial polarization and conductive loss.The optimized rGO/PAA aerogelachieves a minimum reflection loss(RL)of-39.86 dB at 2.5 mm and an effective absorption bandwidth(EAB)of 8.36 GHz(9.64-18 GHz)at3.2 mm.Combining DIW and this aerogel,we design a metamaterial absorber(MA)with dual material(dielectric loss)and structural gradients.This MA exhibits an ultrawide EAB of 14 GHz(4-18 GHz)with a total thickness of 7.8 mm.This work establishes a coupled design paradigmof“composition-structure-performance,”providing an engineerable solution for developing lightweight,broadband EWA materials.
基金the funding from the National Key Research and Development Program of China(No.2024YFB4607701)the Zhejiang Provincial Natural Science Foundation of China(No.LZ25E050001)+2 种基金the National Natural Science Foundation of China(No.52275294)State Key Laboratory of High-performance Precision Manufacturing(No.HPMKF202412)Zhejiang Province’s 2025‘Pioneer Leading Swan+X’Science and Technology Program(No.2025C02122).
文摘Cell engineering is transitioning from“making cells express products”to“directly manufacturing functional structures inside cells.”This perspective outlines two-photon polymerization(TPP)-based direct writing of polymerizable biocompatible materials to enable programmable micron-scale three-dimensional(3 D)functional architectures within living cells,thereby overcoming the limitations of simple endocytosis or phagocytosis.We highlight scalable workflows that couple bulk intracellular loading of biocompatible photoresists with automated TPP writing,and discuss how end ogenous proteins,biocompatible monomers,or biomate rials can be incorporated into these platforms as crosslinking elements to mitigate immune rejection and toxicity.This paradigm elevates the cell from a mere reaction vessel to an active factory,with direct implications for in vivo sensing,tracking,and precision drug delivery.However,key challenges remain,including establishing standardized material libraries,implementing autofocus and pose-adaptive control,and co-designing device architectures together with cellular functions.We anticipate that“intracellular 3 D printing”will provide a novel interface between synthetic biology and micro/nano-fabrication.
文摘This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.
文摘With the increasing number of college students enrollment,non-English major students have paid much attention to error correction and peer feedback on writing.This article sheds some light on the benefits and implication of peer feedback on college English teaching.
文摘Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.
文摘The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.
文摘Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.
文摘Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.
