An Overview of Theoretical Foundations of Computer-Aided English Writing

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ahp-topsisi英文参考文献

ahp-topsisi英文参考文献The field of decision-making has long been a subject of interest and study, with various methodologies and techniques developed to aid in the process. Two prominent approaches in this domain are the Analytic Hierarchy Process (AHP) and the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). These two methods have been widely applied in diverse contexts, from business and management to engineering and environmental studies. In this essay, we will explore the theoretical foundations and practical applications of AHP and TOPSIS, with a focus on the existing English-language references that have contributed to the development and understanding of these techniques.The Analytic Hierarchy Process (AHP), developed by Thomas L. Saaty in the 1970s, is a multi-criteria decision-making (MCDM) method that allows decision-makers to structure complex problems into a hierarchical framework. This approach involves the decomposition of a decision problem into a hierarchy of criteria, sub-criteria, and alternatives, enabling the systematic evaluation and prioritization of various options. The key steps in the AHP process include thepairwise comparison of elements within each level of the hierarchy, the calculation of local and global priorities, and the synthesis of these priorities to determine the overall ranking of alternatives.One of the seminal works on AHP is Saaty's book "The Analytic Hierarchy Process" (1980), which provides a comprehensive introduction to the method and its underlying principles. This publication has been widely cited and has served as a foundation for numerous subsequent studies and applications of AHP. Another influential reference is Saaty's article "Decision making with the analytic hierarchy process" (2008), which delves into the theoretical and practical aspects of the AHP methodology, including the use of eigenvalues and eigenvectors in the pairwise comparison process.In addition to Saaty's contributions, other researchers have expanded upon and refined the AHP approach. For instance, Dyer and Forman (1992) explored the use of AHP in group decision-making, highlighting the importance of consensus-building and the integration of individual judgments. Bhushan and Rai (2004) authored a book titled "Strategic Decision Making: Applying the Analytic Hierarchy Process," which provides a comprehensive guide to the application of AHP in various strategic contexts.The Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), on the other hand, is another MCDM method that wasintroduced by Hwang and Yoon in 1981. TOPSIS is based on the concept of identifying the ideal and anti-ideal solutions and then ranking alternatives based on their relative proximity to these ideal points. This approach involves the normalization of decision criteria, the calculation of weighted normalized decision matrices, and the determination of the ideal and anti-ideal solutions.One of the seminal works on TOPSIS is the book "Multiple Attribute Decision Making: Methods and Applications" by Hwang and Yoon (1981), which presents the theoretical foundation and practical applications of the TOPSIS method. Another influential reference is the article "TOPSIS: A comprehensive review of the method and its applications" by Behzadian et al. (2012), which provides a thorough review of the TOPSIS methodology, its variants, and its applications in various fields.The integration of AHP and TOPSIS has also been a subject of interest among researchers. Combining the strengths of both methods, the AHP-TOPSIS approach has been utilized in a wide range of decision-making scenarios. Afshari et al. (2010) explored the integration of AHP and TOPSIS for the selection of the best alternative in a group decision-making context. Dağdeviren et al. (2009) applied the AHP-TOPSIS approach for the selection of the best maintenance strategy in a manufacturing system.The existing English-language references on AHP and TOPSIS have significantly contributed to the understanding, development, and application of these decision-making techniques. These publications have provided a solid theoretical foundation, practical guidance, and case studies that have aided researchers, practitioners, and decision-makers in various fields. The continued exploration and refinement of these methods, as well as their integration with other decision-making approaches, will undoubtedly lead to further advancements in the field of multi-criteria decision analysis.In conclusion, the Analytic Hierarchy Process (AHP) and the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) are two prominent MCDM methods that have gained widespread recognition and application. The existing English-language references on these techniques have played a crucial role in advancing the understanding and practical implementation of these decision-making tools. As the field of decision-making continues to evolve, the insights and contributions from these seminal works will continue to guide and inspire future research and applications in this domain.。

计算机英语论文（中英双语）[精华]

稀疏表示计算机视觉和模式识别从抽象技术的现象已经可以开始看到稀疏信号在电脑视觉产生重大影响，通常在非传统的应用场合的目标不仅是要获得一个紧凑的高保真度表示的观察信号，而且要提取语义信息。

非常规词典在字典的选择中扮演了重要的角色，衔接的差距或学习、训练样本同来获得自己提供钥匙，解出结果和附加语义意义信号稀疏表示。

理解这种非传统的良好性能要求词典把新的算法和分析技术。

本文强调了一些典型例子：稀疏信号的表现如何互动的和扩展计算机视觉领域，并提出了许多未解的问题为了进一步研究。

稀疏表现已经被证明具有非常强大的工具，获取、表示、压缩高维信号的功能。

它的成功主要是基于这个事实，即重要类型的信号(如声音和图像，稀疏表示很自然地就固定基地或串连这样的基地。

此外，高效、大概有效算法说明基于凸优化一书提供了计算这样的陈述。

虽然这些应用在经典信号处理的铺垫下,已经可以在电脑视觉上形成一个我们经常更感兴趣的内容或语义，而不是一种紧凑、高保真的表示。

一个人可能会理所当然地知道是否可以有用稀疏表示为视觉任务。

答案很大程度上是积极的：在过去的几年里，变化和延伸的最小化已应用于许多视觉任务。

稀疏表示的能力是揭示出语义信息，大部分来自于一个简单但重要的性质数据：虽然照片所展示的图像是在非常高自然的空间，在许多同类应用中图像属于次级结构。

也就是说他们在接近低维子空间或层次。

如果发现一个收集的样本分布，我们理应期望一个典型的样品有一个稀疏表示理论的基础。

然而，想要成功地把稀疏表示应用于电脑视觉，我们通常是必须面对的一个额外的问题，如何正确选择依据。

这里的数据选择不同于在信号处理的传统设置，基于指定的环境具有良好的性能可以被假定。

在电脑视觉方面，我们经常要学习样本图像的任务词典，我们不得不用一个连贯的思想来贯穿工作。

因此，我们需要扩展现有的理论和稀疏表示算法新情况。

自动人像识别仍然是最具有挑战性的应用领域和计算机视觉的难题。

在理论基础实验上，稀疏表示在近期获得了显著的进展。

江苏学位英语作文万能模版

江苏学位英语作文万能模版Crafting a Compelling Graduate-Level English Essay in Jiangsu: A Comprehensive GuideAs a graduate student in Jiangsu, the ability to compose well-structured and engaging English essays is a crucial skill for academic success. The process of writing a graduate-level essay can be daunting, but with a clear template and a systematic approach, you can effectively communicate your ideas and showcase your depth of understanding. In this comprehensive guide, we will delve into the key elements that make up a compelling graduate-level English essay in the context of Jiangsu.1. Understanding the Prompt and Defining the ScopeThe first and arguably the most crucial step in writing a successful graduate-level essay is to thoroughly understand the prompt or the assigned topic. In the context of Jiangsu, the prompt may vary depending on the course, the program, or the specific requirements set by the institution. It is essential to carefully read and analyze the prompt, identifying the key aspects that need to be addressed. Thisincludes understanding the purpose of the essay, the target audience, and the specific requirements or guidelines that must be followed.Once you have a clear understanding of the prompt, it is important to define the scope of your essay. This involves identifying the main focus areas, the depth of analysis required, and the specific perspectives or angles you intend to explore. By clearly defining the scope, you can ensure that your essay remains focused and cohesive, addressing the key aspects of the prompt in a comprehensive manner.2. Conducting Thorough Research and Gathering Relevant InformationGraduate-level essays in Jiangsu are expected to demonstrate a deep understanding of the topic and a strong command of the relevant literature. This requires conducting extensive research, gathering information from a variety of reliable sources, and critically analyzing the information to identify the key themes, theories, and arguments that are relevant to your essay.In the context of Jiangsu, you may need to consult a range of resources, including academic journals, books, government publications, and online databases. It is important to carefully evaluate the credibility and relevance of the sources you use, ensuring that the information you incorporate into your essay isaccurate, up-to-date, and aligned with the specific requirements of your prompt.3. Developing a Coherent and Well-Structured EssayA well-structured graduate-level essay in Jiangsu should have a clear and logical flow, guiding the reader through your arguments and insights. The essay should typically consist of an introduction, body paragraphs, and a conclusion.The introduction should provide an overview of the topic, clearly stating the thesis or the main argument of the essay. The body paragraphs should then systematically develop and support your thesis, using evidence, analysis, and critical reasoning to build a compelling case. Each body paragraph should focus on a specific aspect or argument, with clear transitions between them to ensure the overall coherence of the essay.The conclusion should summarize the key points of your essay, reaffirm your thesis, and leave the reader with a clear understanding of the significance and implications of your work. It is important to ensure that the conclusion does not simply restate the introduction, but rather offers a synthesis of the ideas and insights presented throughout the essay.4. Incorporating Relevant Theories, Concepts, and ScholarlyPerspectivesGraduate-level essays in Jiangsu are expected to demonstrate a strong understanding of the theoretical and conceptual foundations of the topic. This involves integrating relevant theories, models, and scholarly perspectives into your essay to support your arguments and provide a solid academic foundation for your analysis.Depending on the specific prompt or the field of study, you may need to draw upon a range of theoretical frameworks, such as organizational theory, behavioral economics, or social constructivism. It is important to carefully select and apply these theories and concepts in a way that enhances the depth and rigor of your essay, rather than simply listing them without a clear purpose.Additionally, you should engage with the scholarly discourse on the topic, incorporating the perspectives and insights of relevant experts and researchers. This not only demonstrates your familiarity with the existing literature but also allows you to situate your own arguments and ideas within the broader academic conversation.5. Maintaining a Formal and Academic Writing StyleGraduate-level essays in Jiangsu are expected to adhere to a formal and academic writing style. This involves using precise and concise language, avoiding colloquialisms or slang, and maintaining a tone that is objective and analytical.It is important to pay attention to the grammar, syntax, and sentence structure of your essay, ensuring that your writing is clear, coherent, and free of errors. Additionally, you should follow the appropriate citation style, such as APA or MLA, to acknowledge the sources you have used and maintain the academic integrity of your work.6. Revising and Editing for Clarity and CoherenceWriting a graduate-level essay is an iterative process, and it is essential to allocate time for revising and editing your work. This involves carefully reviewing your essay to ensure that the arguments are well-developed, the structure is logical and coherent, and the overall writing is clear and concise.During the revision process, you should pay attention to the flow of your essay, the transitions between ideas, and the overall coherence of your arguments. You may also need to refine your language, improve the clarity of your explanations, and ensure that your essay adheres to the specific requirements and guidelines set by your institution in Jiangsu.By following this comprehensive template for writing graduate-level English essays in Jiangsu, you can effectively communicate your ideas, demonstrate your depth of understanding, and achieve academic success in your graduate studies.。

读后续写任务在大学英语教学中的运用【论文】

读后续写任务在大学英语教学中的运用摘要：写作教学是大学英语教学的重要组成部分, 研究发现读后续写这一写作任务形式能够通过协同促进英语学习。

文章拟通过梳理文献的形式回顾读后续写的理论基础, 讨论其促学效果, 以及在教学中可能影响其促学效果的因素, 以期为大学英语教学中读后续写任务的应用提供一些新思路和新方法。

关键词：读后续写; 写作任务; 互动协同; 英语教学;Abstract：Teaching writing is an essential part of college English teaching. Researches show that the continuation task as a writing task facilitates English learning through interactive alignment. In this paper, researches regarding the continuation task will be reviewed to examine its theoretic foundation, effect on learning, and factors that may affect its efficacy in teaching. At last, approaches on its application in college English teaching will be proved.Keyword：the continuation task; writing task; interactive alignment; English teaching;任务是外语教学的有机组成部分, 好的任务能够激发学习兴趣、创设情境、调动语言储备、促进语言输出, 最终促进语言学习。

在大学英语教学中, 写作始终占据着重要地位。

商务英语写作Unit 1 An Overview of Business Letter Writing[精]

and for being successful in the jobs, and applicants who have job-
related values in areas such as integrity, service, and safety to ensure that
there is
Concreteness
• Your writing should be vivid, specific and
definite rather than vague, general and abstract, especially when you are requiring a response, solving problems, making an offer or acceptance, etc.
• They have a
decided advantage in regard to freight charges
• Messrs. Smith and
Richardson have been informed that they would receive an answer in a few days.
shipment.
to 10 tea-sets in
shipment was found.
We/I attitude
You attitude
1. A large sale of our
products will make our company more profitable.
2. We are in need of fund
• This letter is to inform • Since you are our

新世纪实用英语写作目录+第一章

2. 粘连句（Run-On Sentences）................................................................. 19
3. 误置修饰语（Misplaced Modifiers）...................................................... 21
1. 不定代词作主语（Indefinite Pronouns as Subjects）............................. 25
2. 复合主语（Compound Subjects）........................................................... 25
4. SVOiOd 句型（Subject + Transitive Verb + Indirect Object +
Direct Object）.......................................................................................... 6
第三节
基本句型的扩展 Expanding Basic Sentence Patterns............................ 8
1. 增添法（Addition）................................................................................... 8
目录
Contents
第一章
英语句子写作 English Sentence Writing ....................................................... 1

手写英语作文批改系统的发展背景

手写英语作文批改系统发展背景英语作文1英文作文：In today's educational landscape, the development of a handwritten English essay grading system is of great significance. Traditional methods of grading English essays are often time-consuming and labor-intensive. Teachers have to spend hours poring over each essay, carefully reading and making comments. This not only takes up a lot of their precious time but also can be quite tiring. Moreover, there is a certain degree of subjectivity in traditional grading. Different teachers may have different standards and opinions, which can lead to inconsistent grades.For example, imagine a teacher who has to grade dozens of essays in a short period of time. The pressure is immense. They might rush through the grading process, resulting in less detailed feedback for students. Students, on the other hand, have to wait a long time to get their feedback. This delay can be frustrating and may even affect their motivation to improve.In such a context, the need for a handwritten English essay grading system becomes apparent. This system can help reduce the burden on teachers and provide more consistent and timely feedback to students. It can analyze essays quickly and accurately, highlighting grammar mistakes, spelling errors, and areas for improvement. With the help of such a system, teachers can focus more on teaching and guiding students, while students can get immediate feedback and make progress more efficiently.中文翻译：在当今的教育环境中，手写英语作文批改系统的发展具有重大意义。

岩土领域内几个SCI期刊

岩土领域内几个SCI期刊1. Canadian Geotechnical Journal 加拿大岩土工程学报1963年开始出版，世界上发行量最大的三家岩土工程学术期刊之一，以刊登有关基础、隧道、水坝、边坡问题精彩文章及相关学科的新技术、新发展而闻名月刊 SCI期刊主编：Dr. Ian Moore, Queen's University/rp-ps ... de=cgj&lang=eng/ehost/d ... #db=aph&jid=35Hmonthly ISSN : 1208-6010 影响因子 Impact factor: 0.542 NATL RESEARCH COUNCIL CANADA, RESEARCH JOURNALS,MONTREAL RD, OTTAWA, CANADA, K1A 0R6Published since 1963, this monthly journal features articles, notes, and discussions related to new developments in geotechnical and geoenvironmental engineering, and applied sciences. The topics of papers written by researchers, theoreticians, and engineers/scientists active in industry include soil and rock mechanics, material properties and fundamental behaviour, site characterization, foundations, excavations, tunnels, dams and embankments, slopes, landslides, geological and rock engineering, ground improvement, hydrogeology and contaminant hydrogeology, geochemistry, waste management, geosynthetics, offshore engineering, ice, frozen ground and northern engineering, risk and reliability applications, and physical and numerical modelling. Papers on actual case records from practice are encouraged and frequently featured.2. Geotechnical Engineering, Proceedings of ICE 岩土工程/journals/英国土木工程师协会（ICE）主办，集中了岩土工程实践中的所有方面内容，包括工程实例、工程设计讨论、计算机辅助设计等SCI期刊双月刊影响因子(2006): 0.286Geotechnical Engineering covers all aspects of geotechnical engineering including tunnelling, foundations, retaining walls, embankments, diaphragm walls, piling, subsidence, soil mechanics and geoenvironmental engineering.Presented in the form of reports, design discussions, methodologies and case records it forms an invaluable reference work, highlighting projects which are interesting and innovative.Geotechnical Engineering publishes six issues per year.ISSN 1353-2618 (Print)ISSN 1751-8563 (Online)Impact Factor (2006): 0.2863. Géotechnique, Proceedings of ICE土工国际著名的有关土力学、岩石力学、工程地质、环境岩土工程的岩土技术期刊，每期只刊登几篇文章，都是鸿篇巨著。

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AnOverviewofTheoreticalFoundationsofComputer-AidedEnglishWriting

ZhiJiangLiu,ZiYuLiuGuangxiNormalUniversity

ThepracticeofComputer-AidedLanguageLearning(CALL)inforeignlanguagewritingclassesisjustifiedbycertainconceptsineducation.Fromboththecognitiveandsocialperspectives,sometheorieshavebeenforwardedinseekingtoexplainthebene⁃fitsofwritingteachinginComputer-AidedLanguageLearningen⁃vironment.Amongthemthefollowingthreetheoriesaremorein⁃fluential:thecognitivewritingprocesstheory,theconstructivism-basedlearningtheoryandthecollaborativelearningtheory.Infact,thethreetheoreticalfoundationsfortheinstructionofcollegeEnglishwritinginComputer-AidedLanguageLearningenviron⁃mentaresupplementalortosomeextent,overlapeachother.1.CognitiveWritingProcessTheoryIngeneral,therearemainlytwoapproachesconcerningtheteachingofwriting,namelyproductapproach,whichfocusesontheformandtheend-resultorproductofwriting,andprocessap⁃proach,whichputsanemphasisontheprocessorstagesofwrit⁃ing.Astheresearchintolearningprocessadvances,peoplebegintoviewlearningasadynamicprocesswhichinvolvesboththecon⁃structionofknowledgebyoneselfandtheinteractionwiththerestoftheworld.Inlightofwriting,peoplealsocometoanagreementthatwritingshouldnotbeviewedas“solitaryactivity…withoutthepossibilityofinteractionorthebenefitoffeedback,foritselfmakestheactofwritingdifficult.”(Byrne,1998:89).Generatingideas,alsoComputer-AidedLanguageLearningbrainstorming,istohelpwriterstaptheirlong-termmemoryandgenerateavarietyofideaspertinenttothewritingtopic.Focusingdealswiththeoverallpurposeofwritingthearticle.Structuringisaboutdecidingtheoutlinewhichwillguideyoutopresentideasinalogicalway.Theabovethreestagesareconductedbeforetheactualwritingofanarticle,thustheyformtheprewritingstagewhichmayincludesuchactivitiesasgroupdiscussion,brainstorm⁃ingthewritingtopicandthelike.Drafting,thebeginningoftheactualwriting,istoputthewriter’sthoughtintowrittenwordsforreaderstoread.Multipledraftsareproducedwitheachinfluencedbyfeedbackfromteachersandpeers.Evaluatingdevelopsinthereformulationandfeedbackactivities,withchecklistsareem⁃ployedineachfeedbackwhichfocusesoncontent,structuralorga⁃nizationandlanguageofdraftsforamendment.Reviewingisstandingbackfromthedraftandlookingitfromthecomprehen⁃siveperspectivestocheckwhetheritissatisfactoryessay.Tosumup,thestage-based,collaborativeprocesswritingpracticeenablesstudentstofocusfirstlyonexpressingandcom⁃municatingtheirideaswithoutfearofform,andlaterpolishtheirwritingwiththeaidofpeersorteachers.Attemptingtocapturetherecursive,notlinear,natureofwriting(Raimes,1985),thecogni⁃tivewritingprocesstheorybreaksdownthewholewritingtaskin⁃toitssmallconstituentparts.Inthisway,writingmaybeseemedlessdauntingandmoremanageabletoEFLwriters.Furthermore,thewriter-readerinteractionswilllikelyleadtoafriendly-orient⁃edatmosphereforwriterstoexpresstheirrealthoughtsoastopro⁃ducewritingsthataresubstantialincontent.2.Constructivism-BasedLearningTheoryConstructivismisatheoryabouthowpeoplelearn.Itstandsincontrasttomechanicalconceptionsofthinkingandaction,andemphasizesthelearner’sroleinconstructingmeaning,whichisopposedtosimpletransmissionfromteachertostudent(Duffy&Cunningham,1996).Constructivistapproachtolearningempha⁃sizesthelearners’activeparticipationinauthentic,challengingprojectsthatmayinvolvetheirpeerclassmates,teachersandex⁃pertsinthelearningcommunity,wherestudentsarecenteroflearningandtheteachersorexpertsserveastheguides,monitors,helpers,tutorsandfacilitators.Studentswhoareengagedinactivelearningconstructknowledgebyconstantnegotiationandthencreationofmeaning,insteadofjustreproducingwhatistransmit⁃tedtothem.Peoplelearnbestwhentheyconstructtheirownun⁃derstandinginapositiveway.Therapiddevelopmentofcomputertechnologyhasgreatim⁃plicationsfortheconstructivistapproachtolanguageeducation,whichoffersatremendousamountofinformation,channelsforcre⁃ativityanddevelopment,onlineenvironmentforsynchronousand

神州教育24asynchronouscommunicationandalike.Withacurriculumfocus⁃ingonstudentroleinlearningacquisition,computer-aidedwrit⁃ingisundoubtedlytoprovidemanychancesforstudentstoac⁃quireknowledgeandskillsinanauthenticsetting.Moreover,un⁃derthecomputer-aidedwritingcontext,sufficientpeerinterac⁃tionandcollaborationwhicharehighlystressedinconstructivistapproachofeducationareapttobeguaranteed.3.CollaborativeLearningTheoryAnothertheoreticalframeworkthatfacilitatestheuseofcom⁃putersandInternetresourcesinwritingteachingandlearningiscollaborativelearningtheory.Acentralbeliefincollaborativelearningtheoryisthatwritingisasocialactandlearningtowriteisasocialprocess.Bruffee(1984),aleadingadvocatorofcollabor⁃ativewriting,definescollaborativelearningasakindofpedagogi⁃caltechniquetoinstructstudentslearning,bywhichstudentsworkwithpeersinacollaborativemethodandacquiretheaca⁃demicdiscoursesmorequicklythanthosewhoworkindividually.Inthecontextofcollaborativelearning,usuallytheteacherssetsomeproblemsandorganizethestudentstoworkthemoutinacooperativeway.Thusthefollowingtwofeaturesdominatecollab⁃orativelearningideas.First,collaborativelearningputsanempha⁃sisongroupwork.Guidedbytheteamspirit,membersofthesamegroupdependoneachother,workcollaborativelyandcon⁃tributetheirownefforttothegroup.Bywayofsharinginforma⁃tion,exchangingandnegotiatingviews,theycompletetasksto⁃getherasagroup.Moreover,theirsocialskillsarecultivateddur⁃ingthiscollaborativegroupworkaswell.Second,collaborativelearningcreatesanenvironmentthatadvocateslearninginasub⁃stantiveandauthenticdiscoursecommunity,insteadofteachers’pouringinfactsandstudents’passivelyacceptingwhathasbeentaught.Groupinteractionandcooperationpromotesanequallearningatmospherewherethestudentsaregiventheopportunitytoexpress,hearandexchangeideasanddifferentpointsofview.Throughtheinteractiveandnegotiationprocess,eventuallyanagreementmaybereachedamongthegroupmembersastohowtoaccomplishacertainlearningtask.Toreachsuchanunderstanding,discussionandnegotiationareindispensable.Participantsdiscussaboutfeaturesofthewrit⁃ingtasksuchascontent,styleandaudience.Theyinteractinthediscussiontoreachconsensusonthecommongoal,whichisnotnecessarilyagreeduponatonetimeandsometimesthecycleofplanning,draftingandrevisingmayberepeatedagainandagain.Students’writingisgenerallyimprovedwhentheyreceivecom⁃mentsorfeedbackfromtheirpeers,andlikewisepeerswhoofferfeedbacklearnfromthestudentstheyhavehelpedandfromtheinteractionactivityperse.Generallyspeaking,learninginacollaborativeenvironmentcanarouselearners’motivation,improvestudents’socialskills,cultivatesupportiveclassclimateandreduceanxietyoflearningthetargetlanguage.Tosumup,moderntechnologiesandresources,likecomput⁃ersandtheInternet,supportacognitiveapproachtolanguagelearning.Theyofferlearnersmaximumopportunitytobeexposedtolanguageinmeaningfulcontextandtoconstructtheirownindi⁃vidualknowledge.Accordingtotheconceptsexplainedinthethe⁃oryofconstructivelearningandofcollaborativelearning,asocial⁃izedwritingenvironmentguaranteesthatwritingisproducedinacollaborativeway,whichisalsothenormofprocesswritingap⁃proach.Therefore,computer-assistedwritingteachingcanfinditsstrongtheoreticalbaseinthecognitivewritingprocesstheory,con⁃structivism-basedlearningtheoryandcollaborativelearningtheo⁃ry.Bibliography:[1]Beatty,K.2003.TeachingandResearchingComputer-as⁃sistedLanguageLearning[M].London:PearsonEducationLimit⁃ed.[2]Belisle,R.1996.E-mailactivitiesintheESLwritingclass[J].TheInternetTESLJournal.2(12):4-10.[3]Blatt,I.2000.Internetwritingandlanguagelearning[A].InG.Brauer(eds.)WritingacrossLanguage:AdvancesinForeignandSecondLanguagePedagogySeries[C].Stanford:AblexPub⁃lishingCorporation.89-98.[4]Byrne,D.1998.TeachingWritingSkills[M].London:Longman.[5]Chapelle,Carol.2001.ComputerApplicationinSecondLanguageAcquisition[M].Cambridge:CambridgeUniversityPress.Introductionofthewriters:1、ZhiJiangLiuwasbornonDec.29th,1981,inXinji⁃ang,China.NowworkingasalecturerinGuangxiNormalUniversity.Researchdirections:Crossculturemanage⁃ment;Humanresourcemanagement;BusinessEnglishTeaching2、ZiYuLiuwasbornonAug.2th,1986,inHengyang,China.NowworkingasalecturerinGuangxiNormalUni⁃versity.Researchdirections:EnglishTeaching;Interpreta⁃tion