First, I don't know how to put forward a proposition. An academic article must have a theme, and the theme is the direct display of the theme. Our homework requires students to choose their own topics, but students are used to propositional composition, and they don't know how to draw their own opinions from the original materials, let alone how to express the central point of their articles. The most common thing about the latter is that they don't use proper words or sentences to define and introduce their basic ideas. In putting forward propositions, students' common misconduct is to put forward grand propositions, which are too grand and inappropriate to cover the whole subject, leading to the inability to go deep; Or I don't know the theme of refining, and the title of the article is complicated, such as including facts and values. This leads to an article with too much content, loose structure and random writing.

Second, I don't know how to demonstrate the problem. The central proposition of the article needs to be demonstrated, but students generally don't know how to demonstrate the core points of their own articles, and often have problems such as discussion center deviation and random replacement of concepts. Students don't know that proving viewpoints requires arguments, and they don't know what arguments are, and they don't know that propositions need multiple arguments to prove.

Third, I don't know how to check academic literature. In order to ensure the originality of academic papers, it is necessary to understand the relevant research of predecessors. There is a set of tools and methods for searching academic literature. Students basically don't know where to find research literature, or even what academic websites or databases to search.

Fourth, I don't know the difference between me and my predecessors. It is very important that academic norms cannot be copied, but students generally do not have this awareness. In the 10 year of undergraduate course, if I assign academic assignments, the results often disappoint me. Freshmen, in particular, have no idea what plagiarism is and what homework is done independently. A lot of homework is to copy different people's words, paste and make up articles. Students in the course of Writing and Communication seldom completely copy their own words, but often copy other people's ideas (which will be changed later, of course).

Fifth, I don't know how to use academic language. In the first draft of homework handed in by students, there are many colloquial words or expressions, and they lack the awareness and ability to use academic language.

Sixth, you can't write long articles. My homework generally requires more than 3000 words. If the homework is 5000 words to 1000 words, students can submit homework, but the quality of the article is poor. They can't write complicated articles, and they can't arrange the structure of articles reasonably.

How to carry out academic training;

First of all, define the courses aimed at thinking training. All kinds of courses, including Chinese, do not provide the thinking training needed for writing. The only Chinese class related to writing thinking training needs more appreciation and imitation of American literature. Chinese class basically does not require students to understand and analyze materials. Although many middle schools are now engaged in "research-based" learning, it obviously has not achieved the effect of ideological training.

Second, the intensity of composition training has increased. Related to writing ability, the curriculum of middle schools in China is Chinese, especially composition. The requirements for composition in middle schools are far from the intensity of thinking training. The college entrance examination only needs a composition of less than 800 words. The usual composition only needs a few hundred words. Students' language use ability has not been improved. In Tsinghua University's writing class, students are required to write long articles of 1000 words, and the complexity of the articles is much higher than that of middle school compositions. However, the initial ability of students who just entered the university is far from this requirement.

Thirdly, compared with English writing training, Chinese writing training is lacking. Writing training is clearly defined in American primary and secondary education and is a part of its mother tongue education. Their training includes clear requirements for putting forward opinions and demonstrating opinions. They have reading requirements since kindergarten. In primary and secondary schools, there are clear requirements for writing training in each grade. For example, in Florida, there are requirements for listening, speaking, reading and writing in the first grade of primary school, and the requirements are different. The first aspect is "understanding the type and intention of the text". One of the requirements is to be able to write an opinion fragment about a book, introduce its theme and author, and why, express an opinion, provide evidence of the opinion and the meaning of the ending. The second aspect is "the generation and spread of writing", which requires paying attention to a topic under the guidance and support of adults and adding details as needed to strengthen writing. The third aspect is "research construction and providing knowledge", and one of the requirements is to participate in the research and writing projects enjoyed by * * * *; The second requirement is to recall information from experience or collect information from provided sources, and answer questions with the guidance and support of adults. As can be seen from the above requirements, Florida students' writing training is centered on ideological training from the beginning.