Composition challenges and approaches for cyber physical systems

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英语作文研究报告

英语作文研究报告

英语作文研究报告Research Report on English Composition1. IntroductionEnglish composition is an essential aspect of language learning for students around the world. It provides them with opportunities to express their thoughts and ideas in a coherent and organized manner. This research report aims to explore various aspects of English composition, including its importance, challenges, and strategies for improvement.2. Importance of English CompositionEnglish composition plays a crucial role in developing students' communication skills. It enables them to convey their thoughts, feelings, and opinions effectively through written language. Moreover, it helps them enhance their critical thinking, analytical, and problem-solving abilities. Writing essays, reports, and other types of compositions allows students to explore different topics, analyze information, and present their arguments persuasively.3. Challenges in English CompositionDespite its significance, English composition poses several challenges for students. One of the most common obstacles is the lack of writing skills and vocabulary. Many students struggle with expressing their ideas clearly and coherently, leading to poorly written compositions. Additionally, they may face difficulties in organizing their thoughts, structuring their essays, and using proper grammar and punctuation. These challenges can hinder their ability to communicate effectively and achieve academic success.4. Strategies for Improving English CompositionTo overcome the challenges in English composition, students can adopt various strategies to enhance their writing skills. Some of the effective approaches include:- Reading extensively: Reading diverse materials such as books, articles, and essays can help students improve their vocabulary, grammar, and writing style.- Practicing regularly: Writing regularly on different topics can enhance students' writing skills, creativity, and critical thinking. They can start with short paragraphs and gradually progress to longer essays.- Seeking feedback: Receiving feedback from teachers, peers, or writing tutors can help students identify their strengths and weaknesses in writing. They can then work on improving their areas of weakness.- Learning from examples: Studying well-written compositions and analyzing their structure, language, and content can provide students with insights into effective writing techniques.- Using writing tools: Leveraging writing tools such as grammar checkers, plagiarism detectors, and online resources can assist students in editing, revising, and improving their compositions.5. ConclusionEnglish composition is a fundamental skill that students need to develop to succeed academically and professionally. By acknowledging the importance of writing, recognizing the challenges, and implementing effective strategies for improvement, students can enhance their writing skills and become proficient in English composition. This research report highlights the significance of English composition and offers insights into how students can overcome obstacles and excel in writing.。

2024年英语pets一级作文热点

2024年英语pets一级作文热点

2024年英语pets一级作文热点全文共3篇示例,供读者参考篇1Pets have always been an important part of our lives, providing us with companionship, love, and joy. In 2024, the role of pets in our society has become even more significant, with new trends and developments shaping the way we interact with our furry friends.One of the major trends in the world of pets in 2024 is the rise of technology in pet care. From GPS trackers and smart collars to automated feeding systems and interactive toys, pet owners now have access to a wide range of high-tech gadgets to monitor and care for their furry companions. These technological advancements not only make pet care more convenient and efficient but also help owners stay connected with their pets when they are away from home.Another important development in the world of pets in 2024 is the increased focus on pet health and wellness. As more people realize the importance of proper nutrition and regular exercise for their pets, there has been a growing demand forhigh-quality pet food, supplements, and healthcare products. Pet owners are also increasingly turning to alternative therapies such as acupuncture and chiropractic care to keep their furry friends healthy and happy.In addition to technology and health, the way we view and treat pets in 2024 has also evolved. Pets are no longer just animals that live in our homes; they are now consideredfull-fledged members of the family. This shift in perspective has led to a greater emphasis on pet adoption and rescue, as more people choose to give abandoned or mistreated animals a second chance at a loving home.Furthermore, the role of pets in society has expanded beyond the home in 2024, with more businesses and public spaces becoming pet-friendly. From pet-friendly cafes and restaurants to workplaces that allow employees to bring their furry friends to the office, pets are increasingly being integrated into our daily lives in new and exciting ways.Overall, the future looks bright for pets in 2024. With advances in technology, a focus on health and wellness, and a greater appreciation for the role that pets play in our lives, our furry companions are sure to continue bringing us joy andcompanionship for years to come. Here's to a future filled with wagging tails, purring cats, and happy pet owners!篇2Title: Hot Topics in the 2024 English Pets First Level CompositionIntroductionIn recent years, the concept of pets has been evolving rapidly, becoming an integral part of many people's lives. As we enter the year 2024, several hot topics have emerged in the English Pets First Level Composition. These topics range from the rights of pets to the impact of pets on the environment. In this article, we will explore these hot topics to gain a better understanding of the current state of pets in society.The Rights of PetsOne of the most prominent hot topics in the 2024 English Pets First Level Composition is the rights of pets. Many people believe that pets should be treated as more than just property, and that they deserve certain rights and protections. This includes the right to proper care, nutrition, and medical treatment. In recent years, several laws have been passed toprotect the rights of pets, but there is still much work to be done in this area.The Impact of Pets on the EnvironmentAnother hot topic in the English Pets First Level Composition is the impact of pets on the environment. While pets bring joy and companionship to their owners, they also have a significant impact on the environment. From the production of pet food to the disposal of pet waste, pets contribute to pollution and waste in various ways. As pet ownership continues to rise, it is essential to consider the environmental impact of pets and find ways to mitigate it.The Rise of Pet TechnologyWith the advancement of technology, pet ownership has also evolved. Pet owners now have access to a wide range of high-tech gadgets and devices designed to make pet care easier and more convenient. From automatic feeders to GPS tracking systems, these technological advancements have revolutionized the way we care for our pets. However, some people argue that relying too heavily on technology can detract from the personal bond between pets and their owners.The Role of Pets in Mental HealthPets have long been known to provide emotional support and comfort to their owners. In recent years, there has been a growing interest in the role of pets in mental health. Studies have shown that owning a pet can help reduce stress, anxiety, and depression, as well as improve overall well-being. As mental health continues to be a significant concern in society, the role of pets in supporting mental health has become an increasingly important topic in the English Pets First Level Composition.ConclusionAs we look towards the future of pets in society, it is clear that there are several hot topics that demand our attention. From the rights of pets to the impact of pets on the environment, these issues will continue to shape the way we care for and interact with our beloved animal companions. By exploring these hot topics in the 2024 English Pets First Level Composition, we can gain a better understanding of the challenges and opportunities that lie ahead in the world of pets.篇3Pets have always been an integral part of human society, providing companionship, joy, and even health benefits to their owners. In recent years, the relationship between humans andtheir pets has become even more prominent, as people increasingly view their furry friends as members of the family. Looking ahead to the year 2024, the role of pets in society is expected to continue evolving, with several key trends and developments to watch out for.One major trend that is likely to shape the pet industry in 2024 is the increasing interest in pet health and wellness. Just as humans are becoming more conscious of their own health and well-being, pet owners are also placing a greater emphasis on the welfare of their furry companions. This trend is expected to drive demand for premium pet food, supplements, and other products designed to keep pets healthy and happy. Additionally, advances in veterinary medicine and technology are likely to lead to a greater focus on preventive care and personalized treatment options for pets.Another important trend in the pet industry is the growing popularity of pet-friendly workplaces and public spaces. As more companies recognize the benefits of allowing employees to bring their pets to work, and more cities create pet-friendly parks and amenities, pets are becoming increasingly integrated into daily life. This trend is expected to continue in 2024, with morebusinesses and communities adopting pet-friendly policies and creating welcoming environments for pets and their owners.In addition to these trends, the way people acquire pets is also likely to change in the coming years. While traditional methods of obtaining pets, such as purchasing from a breeder or adopting from a shelter, will still be common in 2024, new options for acquiring pets are emerging. These include online platforms that connect prospective pet owners with reputable breeders and rescue organizations, as well as innovative approaches to pet adoption, such as "pop-up" adoption events and partnerships between pet stores and shelters. These developments are making it easier than ever for people to find their perfect pet match and provide a loving home for animals in need.Looking beyond the year 2024, the future of pets and their role in society is full of exciting possibilities. Advances in technology, such as the development of wearable devices for pets and artificial intelligence-driven pet care solutions, have the potential to revolutionize the way we interact with and care for our furry friends. Moreover, as awareness of animal welfare issues continues to grow, we can expect to see greater efforts toprotect and preserve the well-being of all animals, not just our pets.In conclusion, the year 2024 promises to be an exciting time for pets and their owners, with a number of key trends and developments shaping the future of the pet industry. From a greater focus on pet health and wellness to the increasing integration of pets into everyday life, there are plenty of reasons to be optimistic about the future of our furry companions. As we look ahead to 2024 and beyond, one thing is clear: pets will continue to play a vital role in our lives, bringing us joy, companionship, and unconditional love.。

实现梦想时面对的困难英语作文

实现梦想时面对的困难英语作文

实现梦想时面对的困难英语作文Overcoming Obstacles on the Path to Achieving DreamsPursuing one's dreams is a noble and admirable endeavor, yet it is often fraught with challenges and obstacles that can test the resolve and determination of even the most steadfast individuals. The journey to realizing one's aspirations is rarely a smooth and effortless one, as life has a way of presenting us with unexpected hurdles and setbacks that can threaten to derail our progress and cause us to question the feasibility of our goals. However, it is precisely in the face of these difficulties that our true strength of character and resilience are put to the test, and it is through the overcoming of these obstacles that we can ultimately emerge stronger, wiser, and more fulfilled.One of the primary challenges that individuals often face when striving to achieve their dreams is the fear of failure. The prospect of putting forth our best efforts, only to fall short of our desired outcomes, can be a daunting and intimidating prospect. We may find ourselves plagued by self-doubt, questioning our abilities and wondering whether we truly have what it takes to succeed. This fear of failure can manifest in a variety of ways, from procrastination andavoidance to a reluctance to take risks or step outside of our comfort zones. However, it is important to recognize that failure is an inevitable part of the journey to success, and that it is through our ability to learn from our mistakes and persevere in the face of adversity that we can ultimately achieve our goals.Another significant obstacle that individuals may encounter on the path to realizing their dreams is the lack of resources, whether financial, material, or social. Achieving one's aspirations often requires significant investments of time, money, and support from others, and without access to these necessary resources, the journey can become exponentially more challenging. This can be particularly true for individuals from underprivileged or marginalized backgrounds, who may face additional barriers to accessing the opportunities and resources they need to succeed. In such cases, it is crucial to be resourceful, creative, and persistent in seeking out alternative means of support, whether through networking, crowdfunding, or seeking out mentorship and guidance from those who have walked a similar path.Furthermore, the pursuit of one's dreams can often be met with resistance or skepticism from others, whether it be family members, friends, or even society at large. The pressure to conform to societal norms and expectations can be immense, and individuals may find themselves facing criticism, discouragement, or even outrightopposition from those around them. This can be particularly demoralizing, as the very people we rely on for support and encouragement may be the ones who are most resistant to our dreams. In such cases, it is essential to cultivate a strong sense of self-belief and to remain steadfast in our commitment to our goals, even in the face of opposition and skepticism.Despite these challenges, there are numerous strategies and approaches that individuals can adopt to overcome the obstacles they face on the path to achieving their dreams. One key strategy is to cultivate a growth mindset, which involves embracing challenges and setbacks as opportunities for learning and growth, rather than viewing them as insurmountable barriers. By adopting a mindset of resilience and perseverance, individuals can develop the mental fortitude and emotional resources necessary to persevere in the face of adversity.Another important strategy is to seek out support and guidance from others who have walked a similar path. This may involve seeking out mentors, joining support groups, or connecting with like-minded individuals who can offer advice, encouragement, and practical assistance. By tapping into the collective wisdom and experience of others, individuals can gain valuable insights and strategies for overcoming the specific challenges they face.Additionally, it is important for individuals to develop a clear and comprehensive plan for achieving their dreams, complete with specific goals, actionable steps, and contingency plans for addressing unexpected obstacles. By breaking down their larger goals into more manageable tasks and milestones, individuals can stay focused, motivated, and on track, even in the face of setbacks or challenges.Ultimately, the journey to achieving one's dreams is not an easy one, but it is a journey that is well worth the effort. By cultivating a growth mindset, seeking out support and guidance, and developing a comprehensive plan for success, individuals can overcome the obstacles they face and ultimately realize their aspirations. Through the process of overcoming these challenges, they can not only achieve their dreams but also develop a deeper sense of personal growth, resilience, and fulfillment.。

大学英语课程教学要求(中英双语版)CollegeEnglishCurriculumRequi

大学英语课程教学要求(中英双语版)CollegeEnglishCurriculumRequi

College English Curriculum RequirementsWith With a a a view view view to to to keeping keeping keeping up up up with with with the the the new new new developments developments developments of of of higher higher higher education education education in in China, deepening teaching reform, improving teaching quality, and meeting the needs of of the the the country country country and and and society society society for for for qualified qualified qualified personnel personnel personnel in in in the the the new new new era, era, era, College College College English English Curriculum Curriculum Requirements Requirements Requirements (Requirements (Requirements (Requirements hereafter) hereafter) hereafter) has has has been been been drawn drawn drawn up up up to to to provide provide colleges colleges and and and universities universities universities with with with the the the guidelines guidelines guidelines for for for English English English instruction instruction instruction to to to non-English non-English major students.Because Because institutions institutions institutions of of of higher higher higher learning learning learning differ differ differ from from from each each each other other other in in in terms terms terms of of teaching teaching resources, resources, resources, students’ students’ students’ level level level of of of English English English upon upon upon entering entering entering college, college, college, and and and the the the social social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and and individualized individualized individualized College College College English English English syllabus syllabus syllabus to to to guide guide guide their their their own own own College College College English English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College College English English English has has has as as as its its its main main main components components components knowledge knowledge knowledge and and and practical practical practical skills skills skills of of of the the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance accordance with with with their their their aptitude aptitude aptitude so so so as as as to to to meet meet meet the the the specific specific specific needs needs needs of of of individualized individualized teaching.The The requirements requirements requirements for for for undergraduate undergraduate undergraduate College College College English English English teaching teaching teaching are are are set set set at at at three three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after after studying studying studying and and and practicing practicing practicing English English English at at at school. school. school. The The The basic basic basic requirements requirements requirements are are are the the minimum level that all non-English majors have to reach before graduation. Intermediate Intermediate and and and advanced advanced advanced requirements requirements requirements are are are recommended recommended recommended for for for those those those colleges colleges colleges and and universities universities which which which have have have more more more favorable favorable favorable conditions; conditions; conditions; they they they should should should select select select their their their levels levels according to the school’s status, types and education goals.Institutions Institutions of of of higher higher higher learning learning learning should should should set set set their their their own own own objectives objectives objectives in in in the the the light light light of of their their specific specific specific circumstances, circumstances, circumstances, strive strive strive to to to create create create favorable favorable favorable conditions, conditions, conditions, and and and enable enable enable those those students students who have who have a relatively higher English proficiency proficiency and stronger and stronger capacity capacity for for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be be able able able to to to understand understand understand English English English radio radio radio and and and TV TV TV programs programs programs spoken spoken spoken at at at a a a speed speed speed of of about about 130 to 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. points. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ basic basic basic listening listening listening strategies strategies strategies to to facilitate comprehension.2. Speaking: S tudents should be able to communicate in English in the course of Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics topics in in in English. English. English. They They They should should should be be be able able able to to to give, give, give, after after after some some some preparation, preparation, preparation, short short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are are expected expected to to be be able able to to use use basic basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics topics at at at a a a speed speed speed of of of 70 70 70 wpm. wpm. wpm. With With With longer longer longer yet yet yet less less less difficult difficult difficult texts, texts, texts, the the the reading reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of of specialty, specialty, specialty, and and and newspaper newspaper newspaper and and and magazine magazine magazine articles articles articles on on on familiar familiar familiar topics, topics, topics, grasping grasping the main ideas and understanding major facts and relevant details. They should be be able able able to to to understand understand understand texts texts texts of of of practical practical practical styles styles styles commonly commonly commonly used used used in in work work and and daily daily life. life. life. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ effective effective effective reading reading reading strategies strategies while reading.4. Writing: Students Students should should should be be be able able able to to to complete complete complete writing writing writing tasks tasks tasks for for for general general purposes, purposes, e.g., e.g., e.g., describing describing describing personal personal personal experiences, experiences, experiences, impressions, impressions, impressions, feelings, feelings, feelings, or or or some some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies. 5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation translation from from from English English English into into into Chinese Chinese Chinese should should should be be be about about about 300 300 300 English English English words words words per per hour whereas the speed of translation from Chinese into English should be around 250 250 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation translation should should should be be be basically basically basically accurate, accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary:S tudents should acquire a total of 4,795 words Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among among which which which 2,000 2,000 2,000 are are are active active active words. words. words. (See (See (See Appendix Appendix Appendix III: III: III: College College College English English Vocabulary.) Students should not only be able to comprehend the active words but but be be be proficient proficient proficient in in in using using using them them them when when when expressing expressing expressing themselves themselves themselves in in in speaking speaking speaking or or writing.Intermediate Requirements:1. Listening: Students Students should should should generally generally generally be be be able able able to to to follow follow follow talks talks talks and and and lectures lectures lectures in in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, views, to to to state state facts facts and and and reasons, reasons, reasons, and and and to to to describe describe describe events events events with with with clear clear clear articulation articulation and basically correct pronunciation and intonation.3. Reading: S tudents should generally be able to read essays on general topics in Students should generally be able to read essays on general topics in popular popular newspapers newspapers newspapers and and and magazines magazines magazines published published published in in in English-speaking English-speaking English-speaking countries countries countries at at at a a speed speed of of of 70 70 70 to to to 90 90 90 wpm. wpm. wpm. With With With longer longer longer texts texts texts for for for fast fast fast reading, reading, reading, the the the reading reading reading speed speed should should be be be 120 120 120 wpm. wpm. wpm. Students Students Students should should should be be be able able able to to to skim skim skim or or or scan scan scan reading reading reading materials. materials. When When reading reading reading summary summary summary literature literature literature in in in their their their areas areas areas of of of specialty, specialty, specialty, students students students should should should be be able able to to to get get get a a a correct correct correct understanding understanding understanding of of of the the the main main main ideas, ideas, ideas, major major major facts facts facts and and and relevant relevant details.4. Writing: Students should be able to express, by and large, personal views on general general topics, topics, topics, compose compose compose English English English abstracts abstracts abstracts for for for theses theses theses in in in their their their own own own specialization, specialization, and and write write write short short short English English English papers papers papers on on on topics topics topics in in in their their their field. field. field. They They They should should should be be be able able able to to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: W ith the help of dictionaries, students should be able to translate With the help of dictionaries, students should be able to translate on on a a a selective selective selective basis basis basis English English English literature literature literature in in in their their their field, field, field, and and and to to to translate translate translate texts texts texts on on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into into English English English should should should be be be around around around 300 300 300 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students Students should should should acquire acquire acquire a a a total total total of of of 6,395 6,395 6,395 words words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs programs produced produced produced in in in English-speaking English-speaking English-speaking countries countries countries and and and grasp grasp grasp the the the gist gist gist and and and key key points. points. They They They should should should be be be able able able to to to follow follow follow talks talks talks by by by people people people from from from English-speaking English-speaking countries countries given given given at at at normal normal normal speed, speed, speed, and and and to to to understand understand understand courses courses courses in in in their their their areas areas areas of of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain certain degree degree degree of of of fluency fluency fluency and and and accuracy accuracy accuracy on on on general general general or or or specialized specialized specialized topics, topics, topics, and and and to to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their their main main main ideas ideas ideas and and and details. details. details. They They They should should should be be be able able able to to to read read read English English English articles articles articles in in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of of specialty, specialty, specialty, to to to express express express their their their opinions opinions opinions freely, freely, freely, and and and to to to write write write within within within 30 30 30 minutes minutes expository expository or or or argumentative argumentative argumentative essays essays essays of of of no no no less less less than than than 200 200 200 words words words on on on a a a given given given topic. topic. The The text text text should should should be be be characterized characterized characterized by by by clear clear clear expression expression expression of of of ideas, ideas, ideas, rich rich rich content, content, content, neat neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into into Chinese Chinese Chinese fairly fairly fairly difficult difficult difficult English English English texts texts texts in in in literature literature literature related related related to to to their their their areas areas areas of of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese Chinese should should should be be be about about about 400 400 400 English English English words words words per per per hour hour whereas whereas the the the speed speed speed of of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The The above-mentioned above-mentioned three three requirements requirements serve serve as as as reference reference reference standards standards standards for for colleges and universities in preparing their own College English teaching documents. They They could, could, could, in in in the light the light of their respective c ircumstances, make due adjustments circumstances, make due adjustments to the the specific specific specific requirements requirements requirements for for for listening, listening, listening, speaking, speaking, speaking, reading, reading, reading, writing writing writing and and and translation translation translation at at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account account the the the school’s school’s circumstances, colleges colleges and and and universities universities should should follow follow follow the the the guidelines guidelines guidelines of of of the the the Requirements Requirements Requirements and and and the the the goals goals goals of of of their their their College College English teaching in designing their College English course systems. A course system, which which is is is a a a combination combination combination of of of required required required and and and elective elective elective courses courses courses in in in comprehensive comprehensive comprehensive English, English, language language skills, skills, skills, English English English for for for practical practical practical uses, uses, uses, language language language and and and culture, culture, culture, and and and English English English of of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in in listening listening listening and and and speaking speaking speaking should should should be be be fully fully fully considered, considered, considered, and and and corresponding corresponding corresponding teaching teaching hours hours and and and credits credits credits should should should be be be adequately adequately adequately allocated. allocated. allocated. Moreover, Moreover, Moreover, the the the extensive extensive extensive use use use of of advanced advanced information information information technology technology technology should should should be be be encouraged, encouraged, encouraged, computer- computer- computer- and and and Web-based Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College College English English English is is is not not not only only only a a a language language language course course course that that that provides provides provides basic basic basic knowledge knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, tool, but but but also also also has has has humanistic humanistic humanistic values. values. values. When When When designing designing designing College College College English English English courses, courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All All the the the courses, courses, courses, whether whether whether computer-based computer-based computer-based or or or classroom-based, classroom-based, classroom-based, should should should be be be fully fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English English is is is better better better will will will find find find room room room for for for further further further development. development. development. College College College English English English course course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. English. It It It should should should ensure ensure ensure that that that students students students make make make steady steady steady progress progress progress in in in English English English proficiency proficiency throughout their undergraduate studies, and it should encourage students’ individualized individualized learning learning learning so so so as as as to to to meet meet meet the the the needs needs needs of of of their their their development development development in in in different different specialties.IV. Teaching Model In view of the marked increase in student enrolments and the relatively limited resources, resources, colleges colleges colleges and and and universities universities universities should should should remold remold remold the the the existing existing existing unitary unitary unitary teacher- teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ students’ individualized individualized individualized and and and autonomous autonomous autonomous learning. learning. learning. The The The new new new model model model should should should combine combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position position of of of students students students and and and the the the leading leading leading role role role of of of teachers teachers teachers in in in the the the teaching teaching teaching and and and learning learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges Colleges and and and universities universities universities should should should explore explore explore and and and establish establish establish a a a Web-based Web-based Web-based listening listening and and speaking speaking speaking teaching teaching teaching model model model that that that suits suits suits their their their own own own needs needs needs in in in line line line with with with their their their own own conditions conditions and and and students’ students’ students’ English English English proficiency, proficiency, and and deliver deliver deliver listening listening listening and and and speaking speaking courses courses via via via the the the intranet intranet intranet or or or campus campus campus network. network. network. The The The teaching teaching teaching of of of reading, reading, reading, writing writing writing and and translation translation can can can be be be conducted conducted conducted either either either in in in the the the classroom classroom classroom or or or online. online. online. With With With regard regard regard to to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t e achers’ lectures, and online coaching, as well as the monitoring and eachers’ lectures, and online coaching, as well as the monitoring and management management of of of learning learning learning and and and coaching. coaching. coaching. It It It should should should be be be able able able to to to track track track down, down, down, record record record and and check the progress o f learning in of learning in a ddition addition addition to to teaching and coaching, and attain t o to to a a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One One of of of the the the objectives objectives objectives of of of the the the reform reform reform of of of the the the teaching teaching teaching model model model is is is to to to promote promote promote the the development of individualized study methods and the autonomous learning ability on the the part part part of of of students. students. students. The The The new new new model model model should should should enable enable enable students students students to to to select select select materials materials materials and and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes Changes in in in the the the teaching teaching teaching model model model by by by no no no means means means call call call for for for changes changes changes in in in teaching teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy philosophy and and and practice, practice, practice, and and and in in in a a a shift shift shift from from from a a a teacher-centered teacher-centered teacher-centered pattern, pattern, pattern, in in in which which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered student-centered pattern, pattern, pattern, in in in which which which the the the ability ability ability to to to use use use the the the language language language and and and the the the ability ability ability to to learn independently are cultivated in addition to language knowledge and skills, and also also to to to lifelong lifelong lifelong education, education, education, geared geared geared towards towards towards cultivating cultivating cultivating students’ students’ students’ lifelong lifelong lifelong learning learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation Evaluation is is is a key component in a key component in College English teaching. A comprehensive, objective, objective, scientific scientific scientific and and and accurate accurate accurate evaluation evaluation evaluation system system system is is is of of of vital vital vital importance importance importance to to to the the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an an effective effective effective means means means to to to adjust adjust adjust their their their learning learning learning strategies strategies strategies and and and methods, methods, methods, improve improve improve their their learning efficiency and achieve the desired learning effects.The The evaluation evaluation evaluation of of of students’ students’ students’ learning learning learning consists consists consists of of of formative formative formative assessment assessment assessment and and summative assessmentFormative assessment refers to procedural and developmental assessment conducted conducted in in in the the the teaching teaching teaching process, process, process, i.e., i.e., i.e., tracking tracking tracking the the the teaching teaching teaching process, process, process, providing providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in in implementing implementing implementing the the the computer- computer- computer- and and and classroom-based classroom-based classroom-based teaching teaching teaching model. model. model. It It It includes includes 。

如何应对学术挑战英语作文

如何应对学术挑战英语作文

如何应对学术挑战英语作文Facing academic challenges in English composition canbe daunting, but with the right approach, you can overcome them effectively. Here are some strategies to help you navigate and excel in your academic writing endeavors:1. Understand the Prompt: Before diving into your essay, make sure you thoroughly understand the prompt. Identifykey requirements such as the topic, scope, formatting guidelines, and any specific instructions provided by your instructor.2. Research and Gather Information: Conduct thorough research on the topic to gather relevant information and supporting evidence. Utilize reputable sources such as academic journals, books, and credible websites to ensure the accuracy and validity of your content.3. Develop a Clear Thesis Statement: Craft a conciseand focused thesis statement that outlines the mainargument or position of your essay. Your thesis should be specific, debatable, and relevant to the prompt.4. Outline Your Essay: Organize your thoughts and ideas by creating a detailed outline before you start writing. Divide your essay into logical sections such as introduction, body paragraphs, and conclusion, and outline the main points and supporting details for each section.5. Write Clear and Coherent Paragraphs: Each paragraph should focus on a single main idea or topic and belogically connected to the overall argument of your essay. Use topic sentences to introduce the main point of each paragraph and provide supporting evidence and analysis to strengthen your argument.6. Use Proper Citation and Referencing: When incorporating external sources into your essay, be sure to cite them properly according to the required citation style (e.g., APA, MLA, Chicago). This includes both in-text citations and a reference list or bibliography at the end of your essay.7. Revise and Edit Your Essay: Take time to revise and edit your essay to improve clarity, coherence, and overall quality. Check for grammar, punctuation, and spelling errors, and ensure that your writing flows smoothly and effectively communicates your ideas.8. Seek Feedback: Consider seeking feedback from peers, instructors, or writing tutors to gain insights into areas for improvement in your writing. Constructive feedback can help you identify strengths and weaknesses and refine your writing skills.9. Practice Regularly: Like any skill, academic writing improves with practice. Dedicate time to regular writing exercises, essay assignments, and academic projects to hone your writing skills and build confidence in your ability to tackle academic challenges in English composition.10. Stay Organized and Manage Your Time Effectively: Plan your writing process carefully, set realistic deadlines, and allocate sufficient time for research,writing, revision, and editing. Stay organized by creating a writing schedule or checklist to keep track of your progress and ensure that you meet all assignment requirements and deadlines.By following these strategies and approaches, you can effectively address academic challenges in English composition and enhance your writing skills for academic success.。

创意绘画英文作文

创意绘画英文作文

创意绘画英文作文全文共2篇示例,仅供读者参考创意绘画英文作文1:Title: Unleashing Creativity through Art: Exploring the World of Creative PaintingIntroduction:Art has long been celebrated as a medium through which individuals can express themselves, evoke emotions, and transcend boundaries. Within the realm of art, creative painting stands out as a vibrant canvas where imagination knows no limits. In this essay, we delve into the captivating world of creative painting, exploring its essence, significance, and the myriad ways it inspires and empowers individuals to unleash their creativity.Understanding Creative Painting:Creative painting encompasses a spectrum of techniques, styles, and approaches that go beyond traditional methods ofrepresentation. It transcends the confines of realism, inviting artists to explore abstract concepts, experiment with unconventional materials, and challenge established norms. From surreal landscapes to abstract expressions of emotions, creative painting offers a platform for artists to channel their innermost thoughts and visions onto the canvas.Importance of Creative Painting:At its core, creative painting fosters innovation, critical thinking, and self-expression. By encouraging individuals to think outside the box, it cultivates a sense of curiosity and openness to new possibilities. Moreover, creative painting serves as a therapeutic outlet, allowing individuals to alleviate stress, express complex emotions, and gain insights into their subconscious mind. Additionally, it plays a pivotal role in cultural enrichment, serving as a medium for social commentary, cultural reflection, and historical documentation.Inspiration and Sources of Creativity:Creativity is a multifaceted phenomenon, influenced byvarious factors such as personal experiences, cultural influences, and environmental stimuli. For artists engaged in creative painting, inspiration can be found in the beauty of nature, the complexities of human emotions, and the intricacies of everyday life. Moreover, artists often draw inspiration from other forms of art, literature, music, and even scientific discoveries. By integrating diverse sources of inspiration, artists can infuse their work with depth, meaning, and originality.Techniques and Approaches:Creative painting embraces a wide range of techniques and approaches, each offering unique opportunities for artistic exploration. From bold brushstrokes to delicate textures, artists employ a myriad of techniques to convey their message and evoke emotions. Some artists may prefer spontaneous improvisation, allowing their intuition to guide the creative process, while others may meticulously plan each element of their composition. Whether working with acrylics, watercolors, oils, or mixed media, artists have the freedom to experiment with different materials and techniques to achievetheir desired effects.Challenges and Rewards:While creative painting offers boundless opportunities for self-expression and innovation, it is not without its challenges. Artists may grapple with self-doubt, creative blocks, and the pressure to meet external expectations. Moreover, the process of translating abstract ideas into tangible forms can be inherently challenging. However, overcoming these obstacles often leads to profound insights, personal growth, and a deeper understanding of one's artistic voice. Ultimately, the rewards of creative painting far outweigh the challenges, as it offers a means of connecting with others, leaving a lasting impact, and leaving a mark on the world.Conclusion:Creative painting transcends the boundaries of traditional art forms, offering a vibrant canvas for self-expression, innovation, and exploration. As artists embark on their creative journey, they tap into the depths of their imagination, infusingtheir work with meaning, emotion, and authenticity. Through creative painting, individuals not only enrich their own lives but also contribute to the cultural tapestry of society, inspiring others to see the world through a new lens. In a world where conformity often stifles creativity, creative painting serves as a beacon of freedom, empowering individuals to unleash their imagination and create art that resonates with the soul.创意绘画英文作文2:Title: Creative Painting: Unleashing Artistic IngenuityArt is a universal language that transcends boundaries and speaks to the depths of human emotion and imagination. Among the myriad forms of artistic expression, painting stands out as a canvas for boundless creativity. In this discourse, we delve into the realm of creative painting, exploring its significance, techniques, and the profound impact it leaves on both artists and viewers alike.To embark on a journey of creative painting is to embark on a voyage of self-discovery and innovation. It is a process wherein artists transform mundane blank canvases into vibrant tapestries of color, texture, and meaning. Everybrushstroke is a manifestation of their thoughts, emotions, and experiences, woven together to convey a narrative that resonates with observers on a visceral level.At the heart of creative painting lies the fusion of imagination and technique. Artists harness a diverse array of tools and mediums, from traditional brushes and acrylics to digital platforms and mixed media, to bring their visions to life. Experimentation becomes second nature as they explore unconventional methods and push the boundaries of conventional artistry. Through trial and error, they uncover new possibilities, breathing life into their creations with each daring stroke.One of the most captivating aspects of creative painting is its ability to evoke a myriad of emotions and interpretations. Each piece serves as a mirror reflecting the artist's psyche, inviting viewers to immerse themselves in its depths and derive their own meanings. Whether it be an abstract composition bursting with energy or a serene landscape imbued with tranquility, the power of artistic expression lies in its ability to forge connections and foster dialogue acrosscultural and linguistic divides.Moreover, creative painting serves as a catalyst for social change and introspection. Artists often utilize their craft as a means of shedding light on pressing issues, sparking conversations, and challenging societal norms. Through poignant imagery and symbolism, they confront injustices, advocate for marginalized communities, and provoke thought-provoking discourse. In doing so, they harness the transformative power of art to incite positive change and inspire collective action.Furthermore, the act of creating art is inherently therapeutic, serving as a sanctuary for the mind and soul. Engaging in the process of painting allows individuals to escape the rigors of daily life and immerse themselves in a world of boundless possibility. It fosters a sense of mindfulness and presence, enabling artists to channel their innermost thoughts and emotions onto the canvas with cathartic release. In this way, creative painting becomes a form of self-care, nurturing mental well-being and fostering resilience in the face of adversity.In conclusion, creative painting stands as a testament to the enduring power of human creativity and imagination. It transcends linguistic and cultural barriers, forging connections and fostering empathy among individuals from all walks of life. Through experimentation, innovation, and introspection, artists breathe life into their creations, leaving an indelible mark on the world and inspiring generations to come. As we navigate the complexities of the modern world, let us embrace the transformative potential of creative painting as a catalyst for change, growth, and enlightenment.。

英语自考小作文

英语自考小作文的魅力与挑战In the world of self-education, the English self-study composition holds a unique position. It is not just asimple task of putting pen to paper; it is an exercise in language mastery, creativity, and self-discipline. Theallure of the English self-study composition lies in its ability to challenge and nurture the student simultaneously, offering a platform for intellectual growth and personal expression.The charm of the English self-study composition starts with its versatility. Unlike traditional essays, whichoften follow a set structure and format, the self-study composition offers complete freedom to the writer. It canbe a narrative, descriptive, argumentative, or even a creative piece, depending on the writer's choice and the topic at hand. This flexibility allows students to explore various writing styles and techniques, thus enhancing their writing skills.However, the beauty of the English self-study composition is not just skin-deep. Beneath its versatile exterior lies a rigorous demand for linguistic proficiency.The writer must possess a solid grasp of vocabulary, grammar, and sentence structure to convey their ideas effectively. This demand for linguistic precision forces students to delve deeper into the nuances of the English language, thus broadening their linguistic horizons.Moreover, the self-study composition challenges the writer's creativity. Given the freedom to choose their own topics and approaches, students are encouraged to think outside the box. They are presented with an opportunity to explore their imaginations and express their unique perspectives through their writing. This creative process not only fosters innovation but also cultivates a sense of ownership and pride in their work.However, the road to mastering the English self-study composition is not without its challenges. The process of writing can be arduous, especially when dealing with complex topics or unfamiliar subjects. The writer must投入significant time and effort to research, plan, and draft their compositions. This demands a high level of self-discipline and dedication.Furthermore, receiving feedback and critiques on one's writing can be a daunting task. Constructive criticism can often feel like a personal attack on one's work, but it is crucial for improving one's writing skills. The writer must learn to accept and incorporate feedback, using it as atool for growth and improvement.Despite these challenges, the rewards of mastering the English self-study composition are immense. The confidence and satisfaction gained from writing a well-constructed composition are unparalleled. Moreover, the ability to express oneself effectively in English opens up a world of opportunities, both academically and professionally.In conclusion, the English self-study composition is a dynamic and rewarding exercise that challenges and nurtures the writer. It is a testament to the power of self-education, allowing individuals to grow and express themselves through the medium of English writing. While it may present its own set of challenges, the rewards of mastering this skill are worth the effort.**英语自考小作文的魅力与挑战**在自学领域中,英语自考小作文占据了独特的位置。

新课程标准下,初中英语作文评分小准

新课程标准下,初中英语作文评分小准Here is an essay on the topic of "New Curriculum Standards and Evaluation of Middle School English Compositions" that is over 1000 words, written in English without any additional title or punctuation.The implementation of the new curriculum standards has significantly impacted the assessment and evaluation of middle school English compositions. These standards aim to foster a more comprehensive and holistic approach to language learning, emphasizing not only linguistic proficiency but also critical thinking, creativity, and effective communication. As educators grapple with the challenges and opportunities presented by this shift, it is essential to examine the implications for the assessment of student writing.One of the primary focuses of the new curriculum standards is the development of students' ability to express their ideas clearly and coherently. This emphasis on effective communication requires a shift in the evaluation criteria used to assess middle school English compositions. Rather than solely focusing on grammatical accuracy and mechanical skills, the assessment process now places greater emphasis on the organization, clarity, and logical flow of the writtenwork.Educators must now consider the overall structure and cohesion of the composition, evaluating how well the student has constructed their arguments, developed their ideas, and connected the various components of their writing. This holistic approach encourages students to think critically about the purpose and audience of their compositions, leading to more thoughtful and engaging written work.Moreover, the new curriculum standards highlight the importance of creativity and originality in student writing. Assessments now place greater value on the student's ability to generate unique perspectives, employ innovative language techniques, and demonstrate a personal voice within their compositions. This shift challenges students to move beyond formulaic approaches and to embrace their individual strengths and perspectives as writers.Alongside the emphasis on communication and creativity, the new curriculum standards also emphasize the development of critical thinking skills. Assessments now require students to demonstrate their ability to analyze, synthesize, and evaluate information, as well as to construct well-reasoned arguments supported by evidence. This shift encourages students to engage more deeply with the subject matter and to approach their writing with a more analyticaland reflective mindset.The implementation of these new assessment criteria has necessitated a corresponding change in the evaluation process itself. Educators are now required to adopt more nuanced and multifaceted approaches to assessing student writing, moving away from the traditional reliance on numerical scores or simplistic rubrics.One emerging approach is the use of holistic scoring rubrics, which provide a more comprehensive and qualitative assessment of the student's overall performance. These rubrics may consider factors such as content development, organization, language use, and adherence to task requirements, with each element weighted according to its relative importance within the specific writing assignment.Additionally, the new curriculum standards encourage the use of formative assessment strategies throughout the writing process. This approach involves providing students with ongoing feedback, guidance, and opportunities for revision, rather than relying solely on a summative evaluation at the end of the assignment. By engaging students in a continuous cycle of reflection, feedback, and improvement, educators can foster a deeper understanding of the writing process and support the development of essential skills.Another key aspect of the new assessment framework is the emphasis on student self-evaluation and metacognitive awareness. Students are now expected to engage in self-reflection, analyzing their own writing strengths, weaknesses, and areas for improvement. This process encourages students to take a more active role in their learning, fostering a sense of ownership and responsibility over their writing development.The implementation of the new curriculum standards has also led to a greater emphasis on the use of technology in the assessment of middle school English compositions. Digital platforms and tools now allow for more efficient and comprehensive evaluation, enabling educators to provide detailed feedback, track student progress, and facilitate collaborative learning experiences.For example, the use of online writing platforms can enable real-time feedback and revision, allowing students to receive guidance and support throughout the writing process. Additionally, the integration of automated scoring systems and natural language processing algorithms can assist educators in the initial assessment of student work, freeing up time for more in-depth, qualitative feedback and individualized instruction.However, the implementation of these new assessment practices is not without its challenges. Educators must navigate the complexitiesof balancing the need for standardized evaluation with the recognition of individual student strengths and learning styles. Additionally, the transition to more holistic and formative assessment approaches may require significant professional development and support to ensure consistent and equitable implementation across schools and districts.Despite these challenges, the shift in assessment practices under the new curriculum standards represents a positive step towards a more comprehensive and student-centered approach to middle school English education. By emphasizing effective communication, creativity, critical thinking, and self-reflection, these new assessment frameworks have the potential to foster a deeper understanding of language and a greater sense of agency and ownership among students.As educators continue to navigate this evolving landscape, it is essential that they remain committed to ongoing professional development, collaborative problem-solving, and a willingness to adapt and refine their assessment practices. Only through this sustained effort can the full potential of the new curriculum standards be realized, ultimately leading to the development of well-rounded, confident, and capable writers among middle school students.。

近几年八上期中英语作文

近几年八上期中英语作文In the realm of English education, the midterm composition has long been a pivotal aspect of assessing students' language proficiency and their ability to express complex ideas coherently. Over the recent years, there has been a noticeable evolution in the themes and styles of English compositions assigned during midterms, reflecting societal changes, educational reforms, and a growing emphasis on critical thinking and creativity. This essay aims to explore the trends observed in midterm English compositions over the past few years, providing insights into the shifts in educational focus and the skills valued in language learners.The Evolution of Themes1. Globalization and Cultural Exchange: With the world becoming increasingly interconnected, compositions have started to reflect themes of cultural diversity and global awareness. Students are often asked to write about their experiences with foreign cultures, their understanding of global issues, or the impact of globalization on their local communities.2. Technology and Its Impact: The rapid advancement of technology has not gone unnoticed in English education. Compositions may prompt students to discuss the role of technology in modern life, the ethical considerations of newinventions, or the challenges and opportunities presented by the digital age.3. Environmental Concerns: As environmental issues gain prominence, students are encouraged to write about sustainability, climate change, and the importance of ecological preservation. These compositions often require research and a deep understanding of the subject matter.4. Personal Growth and Development: There is a continued focus on personal narratives and self-reflection. Students might be asked to write about their personal challenges, achievements, or the lessons they have learned, which fosters introspection and emotional intelligence.Changes in Assessment Criteria1. Originality and Creativity: Markers are placing a higher premium on original ideas and creative expression. Students are encouraged to think outside the box and present their thoughts in a unique manner.2. Critical Thinking: The ability to analyze and critique is now more important than ever. Compositions often require students to evaluate different viewpoints, construct logical arguments, and support their claims with evidence.3. Language Proficiency: While always important, the use of sophisticated vocabulary, complex sentence structures, and correct grammar continues to be a significant part of the grading process.Teaching Approaches and Pedagogical Shifts1. Student-Centered Learning: There has been a move towards more student-centered learning, where compositionsare tailored to the interests and experiences of the students, making the writing process more engaging and relevant.2. Integration of Technology: The use of digital toolsfor drafting, editing, and submitting compositions has become more common, preparing students for the technological demands of the future.3. Peer Review and Collaboration: Encouraging peer review and collaborative writing exercises has been shown to improve the quality of compositions and foster a sense of community among students.Challenges and Opportunities1. Keeping Up with Societal Changes: As society evolves,so too must the themes and content of compositions. Educators face the challenge of staying current and relevant.2. Balancing Standardized Assessments: There is a need to balance the creativity and originality encouraged in compositions with the requirements of standardized tests, which can be restrictive.3. Supporting Diverse Learners: Ensuring that all students, regardless of their linguistic or culturalbackgrounds, have the opportunity to excel in composition writing is an ongoing challenge.ConclusionThe midterm English composition has evolved to become a dynamic and multifaceted assessment tool. It not only evaluates students' language skills but also their ability to engage with the world around them. As educational practices continue to adapt to a changing global landscape, the midterm composition will remain a critical component of English language education, reflecting the values and priorities of our times.In conclusion, the recent years have seen a significant shift in the approach to midterm English compositions, with a greater emphasis on critical thinking, creativity, and the integration of technology. These changes reflect a pedagogical evolution that aims to prepare students for the complexities of the modern world, where effective communication and a global perspective are essential. As educators continue to innovate and adapt, the midterm composition will likely continue to evolve, offering students a platform to express their ideas and engage with the world in meaningful ways.。

大学英语课程教学要求(英文版)

College English Curriculum RequirementsWith a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students' level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students' ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China's social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school's status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for general purposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English V ocabulary.) Students should not only be able to comprehend the active words but be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to statefacts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speaking countries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic. The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinesefairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary:Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school's circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system, which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students' cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress inEnglish proficiency throughout their undergraduate studies, and it should encourage students' individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students' individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students' English proficiency, and deliver listening and speaking courses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students' learning and self-assessment, teachers' lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students' lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students' learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students' autonomous learning, and is particularly important in implementing the computer- and classroom-based teaching model. It includes students' self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students' in and outside of classroom activities and online self-learning data, keeping files on students' study results, and conducting interviews and holding meetings. This allows students' learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self'-Assessment/ Peer Assessment Forms for Students' English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students' all-round ability to use English. These tests aim to assess not only students' competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students' ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students' test scores, but take into account teachers' attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects' of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description,teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students' status and their academic credits, regulations of assessment, students' academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested that these credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers' teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based CollegeEnglish Teaching ModelThe new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers' lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher's role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students' independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- and Web-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers' arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students' online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students' English Competence Instructions:1. The Self-Assessment/Peer Assessment Form for Students' English Competencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school's College English syllabus.2. Teachers can introduce to students the skills listed in the Self-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessment atregular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Students are expected to assess their own or their classmates' English competencein the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results of self-assessment or peer assessment, and with reference to the directions given below, students can arrange for learning at the next stage.。

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Composition Challenges and Approaches for Cyber Physical SystemsKaiyu Wan, Danny Hughes, Ka Lok ManComputer Science and Software Engineering, Xi’an Jiaotong-Liverpool University,Suzhou, China.{ kaiyu.wan , daniel.hughes, ka.man } @Tomas KrilaviþiusInformatics Faculty, Vytautas Magnus University Kaunas, Lithuaniat.krilavicius@Abstract— A wide variety of programming abs tractions have been developed for cyber-phys ical s ys tems. Thes e approaches provide s upport for the compos ition of cyber-phys ical s ys temsfrom generic units of application functionality. Thispapers urveys the current s tate-of-the-art in compos ition mechanis ms for cyber physical systems and reviews each approach in terms of its s upport for compos ition analys is, re-us e and adaptation. Wethen review approaches for modeling and verifying cyber-phys ical application compos itions and conclude by propos ingpromis ing research directionsthat will addres stheseshortcomings.Keywords: composition mechanisms, programming paradigms, cyber physical systems.I.I NTRODUCTIONRecent years have seen a proliferation of development approaches for networked embedded systems, each of which can be applied to build Cyber Physical Systems (CPS). These approaches include monolithic paradigms such as embedded C, modular approaches such as Java ME [1] and Contiki [2], static component models such as NesC [3], dynamic component models such as OpenCOM [4] and LooCI [6] and service-oriented approaches such as REMORA [7]. These approaches each offer distinct mechanisms for composing applications from units of generic functionality.While the research community has provided a rich variety of development paradigms to date little attention has been paid to analyzing the specific trade-offs offered by each approach and discussing how a particular composition mechanism may be matched to the requirements of the final application composition. For example; a monolithic approach provides very little support for reconfiguration but allows for whole-program analysis and verification. Conversely, a dynamic component model may allow for unlimited reconfiguration but at the expense of whole-program analysis and verification. This paper seeks to analyze these trade-offs in detail.Automated validation and verification of application compositions holds particular benefits in the field of CPS, where limited resource availability demands that applications operate within strict constraints. While significant work has been performed on analyzing and verifying the composition of applications [8], [9], this field remains largely theoretical and current verification and validation approaches cannot be used effectively with popular embedded composition mechanisms.This paper aims to first clarify the specific trade-offs offered by current composition mechanisms and in particular to show how current composition mechanisms relate to archetypal application requirements. We also survey available application composition models and highlight those with particular potential in the field of CPS. F inally, we identify what is needed to bridge the gap between current composition mechanisms and verification and validation approaches; proposing an agenda for future research in this area.The remainder of this paper is structured as follows. Section 2 discusses the characteristics of Networked Embedded Systems. Section 3 surveys application composition mechanisms for Networked Embedded Systems. Section 4 discusses the some of the most know composition models, which might be the candidates for networked embedded systems. Section 5 identifies key research challenges in this area. Section 6 proposes a methodology for composing and modeling networked embedded applications. Finally, Section 7 discusses directions for future work.II.CYBER PHYSICAL SYSTEMSCyber-Physical Systems (CPS) are integrations of computation with physical processes, wherein networked embedded computers monitor and/or control physical processes based upon local (i.e. in-network) and remote (i.e. back end) computational models [10]. CPS tend to feature a tight coupling between physical and software components and may be required to operate for long periods without human intervention. As CPS continuously interact with the physical world, the behavior of a CPS must change in order to maintain optimal operation in the face of changing environmental conditions and operational contexts. In addition, CPS often involve mobile system elements and may be required to operate on battery power alone for extended periods. Typical applications of CPS include: health monitoring systems, traffic monitoring and control, process control, energy conservation and environmental monitoring [11]. Many of these systems are safety critical and thus demand a high degree of assurance, however, verifying and validating these CPS is complicated by a number of factors including heterogeneity, unreliable978-1-4244-9177-3/10/$26.00 ©2010 IEEEnetwork communication, mobility and a tight coupling with the physical environment [12]. In combination, these characteristics introduce a level of uncertainty that is difficult to capture using traditional formal modeling techniques. The special characteristics of CPS are reviewed below:A.HeterogeneityCPS demonstrate a high level of heterogeneity in terms of the devices that comprise the system. This may include:Sensor nodes with a small amount of memory connected via low-bandwidth unreliable wireless networks,Mobile devices such as smart-phones operating over GSM-based technologies.High-end work stations and servers connected via reliable wired networks.This level of complexity demands rich support for the modeling of underlying technologies. This may include not only a variety of specification information, but also probabilistic models to predict factors such as the reliability of wireless connections or patterns of mobility.B.Unreliable NetworkingMany CPS applications operate over ad-hoc wireless networks and in power constrained environments. The strict power constraints of this environment preclude the provision of reliable networking, and thus communication in many CPS must be considered unreliable. F urthermore, the degree of unreliability exhibited by a CPS will vary according to environmental conditions. F or example; a wireless network link may be reliable in good weather but fail during heavy rain due to absorption of microwave signals by rain water. These externalities cannot be modeled in a deterministic fashion and thus to be successful, any modeling approach for CPS must allow for the use of probabilistic models to predict network performance.C.MobilityCPS that incorporate mobile devices present an even higher degree of complexity. In mobile systems, devices may be forced to interact opportunistically as dictated by their communication range and unpredictable patterns of device movement. For example: in a vehicular network, interactions may be possible only when two vehicles come within range of each other. While in a subset of scenarios, the movement of mobile nodes may be predictable, in the majority of CPS, patterns of movement will be dictated by unpredictable factors such as movement of people, animals or vehicles. As with unreliable networking, this necessitates consideration of probabilistic models to predict the movement of nodes.D.Tight Environmental CouplingEven in statically deployed CPS, a tight coupling with the environment means that system externalities require greater consideration than in traditional distributed systems. F or example, a system deployed in an uncontrolled environment such as a flood plain [30] will be subject to a much greater variance of environmental conditions than a system deployed in a lab setting. For example, the wide temperature swings that occur from summer to winter, affect the speed at which crystal oscillators operate and must be considered if fine-grained time synchronization is required. Two approaches allow for the modeling of such environmental factors. Either, the performance of all system elements should be modeled in all possible conditions (though this would clearly lead to state explosion), or a feedback loop must be incorporated into system models that allows the behavior of the model to be adjusted based upon empirical observations of system behavior in different environmental conditions.III.C OMPOSITION M ECHANISMSKey composition mechanisms for CPS include monolithic design, object orientation, application modules, component-based software engineering and service orientation. Section III.A to II.E reviews each type of composition paradigm, focusing on the advantages and disadvantages of each approach in the context of CPS.A.Monlithic DesignMonolithic application development approaches are inherently static, with application functionality set at compile time. Modifying system functionality in monolithic systems therefore requires wholesale replacement of the code-image and suspension of application functionality. Embedded C is a key example of a monolithic programming approach for embedded systems.Monolithic approaches clearly offer limited scope for software reconfiguration as it is not possible to insert new functionality into the system after compile-time. Furthermore, without a clear modularization of systems functionality, any modification to the code-base carries with it the risk of unintended effects on unrelated areas of application functionality. The disadvantages of monolithic approaches are enumerated in more detail in [4]. Monolithic approaches are similarly poor in terms of their support for re-use. Even if a monolithic application contains reusable elements, there is no systematic way for a 3rd party developer to isolate and re-use these system elements.A key advantage of monolithic design approaches is that they afford the possibility of static analysis prior to deployment of application functionality, this allows for exhaustive testing of system functionality [3]. In contrast, dynamic modularization approaches such as reconfigurable component models and service oriented approaches do not allow for exhaustive testing, as new application functionality may always be injected after deployment.Monolithic design approaches thus offer a high degree of predictability, but little or no support for dynamism. As argued in Section II, dynamism is a key characteristic of CPS and therefore monolithic approaches are particularly poorly suited for CPS in general. Nevertheless, monolithic approaches may be suitable for those CPS with very static requirements and that demand highly predictable application behavior.B.Object OrientationObject Orientation (OO) provides a form of static modularization of application functionality, wherein reusable objects can be composed together at compile-time to realize application functionality. However, OO approaches provide no support for the dynamic addition of application functionality after compile-time, and like monolithic approaches reconfiguration usually requires the wholesale replacement of the code image. Examples of OO approaches for CPS oriented approaches include embedded C++ [28] and Java ME [1].Through modularization of systems functionality, OO approaches make it easier to re-use third party functionality across different application compositions. In addition OO modularization makes it easier to adapt and evolve existing software, reducing the tendency for changes in one area of application functionality to have unintended consequences in other areas of functionality. As application functionality is fixed at compile-time, OO approaches afford the same possibility for static analysis as monolithic design. However, they do not allow for runtime modification of a subset of system functionality.When considering the dynamism and predictability trade-offs of OO design, it can be seen that OO affords the same opportunities for static analysis as monolithic design, while facilitating the modification and evolution of application functionality. However, OO approaches do not allow for the dynamic injection of new functionality at run-time. While thisis a better fit with the characteristics of CPS than monolithic design the level of dynamism that is possible remains limited.C.Application ModulesThe notion of application modules separates common, low-level system functionality such as process encapsulation, memory management and networking from higher-level application-centric functionality. Application modular composition approaches view system-level functionality as fixed and unlikely to change, while application modules are more likely to be dynamically deployed at run-time. Examplesof development environments that support application modules include the Contiki Operating Systems [2] and the SQUAWK embedded Java Virtual Machine (JVM) [1].By separating application functionality into dynamically deployable modules, application modular approahces allow for coarse-grained adaptation of system functionality over time. However, this is at the level of applications, which are themselves treated as indivisible units of functionality. In the case of Contiki [2] application modules are realized in C usinga monolithic approach. In the case of SQUAWK [1], application modules are realized in Java using an OO approach.In all cases, updating application functionality requires the replacement of an entire module. Worse still, updating low-level system functionality requires the replacement of the entire Operating System image, causing significant disruption to the application at run-time. F urthermore, application modular approaches do not allow for the re-use of fine-grained functionality.In contrast to Monolithic or OO approaches, the use of application modules imposes significant additional analysis overhead, as all combinations of application modules must be tested together to ensure reliable operation. In reality this is likely to be impossible, as new application modules may be introduced by third parties sometime in the future. In terms of adaptability, the potential to dynamically replace application functionality allows for coarse-grained system evolution without necessitating the suspension of application functionality and is thus a significant improvement over monolithic or OO design.ponent-Based Software EngineeringComponent Based Software Engineering (CBSE) emphasizes the separation of concerns into self-contained black boxes of functionality which can easily be re-used [4]. In CBSE, all component dependencies should be modeled as explicit interfaces and components should have no implicit dependencies. This reification of dependencies allows for the possibility of automated compatibility checking between components. CBSE encompasses both static and dynamic component models as described below.Static Component Models: NesC [3] is perhaps the best known and most widely deployed component model for WSN and is used to implement the TinyOS operating system [29]. NesC provides an event-driven programming approach together with a static component model. The static nature of the component model means that unlike dynamic approaches, NesC components cannot be dynamically rewired to support reconfiguration. Thus modification of a NesC composition after deploy-time necessitates complete replacement of the code image on each mote and re-starting of the application. As with monolithic and OO approaches, the static nature of NesC allows for whole-program analysis and optimization [6]. However, unlike monolithic or OO approaches, developers have much richer support for re-using generic functionality between compositions, thus allowing for easier tailoring of functionality at compile-time, but not at run-time.Dynamic Component Models: OpenCOM [4] and RUNES [5] are examples of dynamic component models, which allow for the tailoring of application compositions not only at compile-time, but also at run-time, allowing for any aspect of system functionality to be dynamically updated without significant interruption the distributed application. OpenCOM is a general purpose, run-time reconfigurable component model that has been deployed in a number of CPS scenarios [30] [31]. OpenCOM features a small, platform independent run-time kernel and components may be developed using a variety of programming languages including C, Java and Python. The RUNES middleware [5] brings dynamic CBSE to more embedded devices. As with OpenCOM, RUNES has been realized in both C and Java [2].CBSE provides better mechanisms for the fine-grained re-use of application functionality than any of the approaches reviewed so far. In addition, Dynamic component models provide an excellent platform to manage changing application requirements and environmental conditions. However, the fluidity of application compositions and the ability to injectnew code at run-time makes it essentially impossible to exhaustively test reconfigurable component based software prior to deployment. In addition, run-time reconfiguration requires some form of run-time kernel and therefore increases the overhead of these approaches.E.Service OrientationService Oriented Architectures (SOA) build on the foundation of CBSE, extending the component model with semantic descriptions of services. Semantic descriptions allow for the discovery and re-use of 3rd party services at run-time. Until recently, SOA were considered to introduce too much overhead in CPS scenarios, which often contain embedded devices, however, recent work such as [32] and [33] have demonstrated that this may be feasible in some CPS environments.Pohl et al. [32] apply loosely-coupled service bindings to the problem of industrial automation and control on a powerful sensor and actuator platform. Pohl argues that loosely coupled services are a promising model for binding components on sensor networks, as they promote interoperability, service discovery and allow for the re-wiring of bindings at run time. REMORA [33] is a SOA for embedded systems that attempts to reduce the complexity of application development and service re-use through an event driven programming paradigm similar to that demonstrated by NesC [3].Like CBSE, SOA allow for the creation of dynamic application compositions based upon re-usable units of functionality. However, through the provision of semantic descriptions, SOA goes a step further, allowing for the possibility of the automated discovery and re-use of third party functionality at run-time without the intervention of the development. This represents the ultimate in flexibility and dynamism, however, it is extremely difficult to model, test and verify. In addition, SOA require both a run-time kernel to support reconfiguration and also the storage and transmission of semantic information within the network.F.Review of Composition Mechanisms for CPSTable 1 provides a brief summary of the features of each composition mechanism.Table 1 – Summary of Composition Mechanism FeaturesExhaustive Analysis PossibleSupportfor ReuseSupportforAdaptationat RuntimeOverheadMonolithic Easy None None LowestObject Orientation EasyFinegrained.None LowApplication Modules DifficultCoarse-grained.CoarsegrainedMediumComponent Based ImpossibleFinegrained.FinegrainedHighService Oriented ImpossibleFingrained.FinegrainedHighestSection IV now reviews current approaches to modelingapplication compositions, considering the suitability of theseapproaches for use with the composition mechanisms reviewedin this section.IV.M ODELLING A PPLICATION C OMPOSITIONSA number of different compositionality models have beenproposed for CPS. The best known include Multi-ModeAutomata (MMA) [9], Timed Process Algebras [14] andHybrid Automation [17].MMA [9] is based on finite automata with differentscheduling modes that are reflected in the different locationsof automata. In this model, two-fold composition is used.Hierarchical scheduling defines a tree where leaves representelementary components and their associated schedules andnon-leaf nodes represents a composite component has its ownscheduling policy under which the subcomponents arescheduled. Separate MMAs are used to define each sub-systemand these are then composed together to form a whole system.Scheduling information is shared using a Multi-modeResource Interface that abstracts over the internal events andshows only relevant information. Timed process algebras suchas [14] and [15] and timed automaton [16] provide anabstraction of continuous behavior and describe schedulingexplicitly using interleaved semantics to compose separatecomponents. Hybrid automaton [17] and hybrid processalgebras [18], [19], [20] combine continuous evolution anddiscrete changes to model systems behavior, and composeseparate processes and automata using interleaving semantics.Hierarchical hybrid models, e.g. [21], [22], combine bothparallel composition and agent architectures for modeling andcomposition of hybrid systems. More details on diversecompositional modeling techniques for hybrid systems can befound in [23], [24].While these approaches form a promising base formodeling and analyzing static CPS systems created usingmonolithic or OO approaches, these models do not incorporatefunctional requirements such as: scheduling, powerconsumption and security. In addition, these models do notprovide sufficient mechanisms to manage the increasingdynamism of application compositions that is being driven byCBSE and SOA approaches. Extension of current approachesis therefore required if they are to support dynamiccomposition approaches such as CBSE or SOA.V.R ESEARCH C HALLENGES FOR C OMPOSITION M ODELSAND C OMPOSITION A NALYSIS A PPROACHESAutomated composition is a cost-effective technique ofengineering reliable systems. Effective component-basedsystem design depends on two properties: compositionalityand composability. If these two features are not satisfied, thedeveloped systems will not behave as expected and may behard to maintain.Composibility is a measure of the degree to whichcomponents can be assembled in various combinations tosatisfy specific user requirements. It is clear from theanalysis performed in Section III that run-timereconfigurable component models and SOA offer optimalsupport for composability of application functionality,allowing for the composition to be changed at run-time.Compositionality: an application is compositional if the emergent behavior of the application may be derived formthe behavior of its constituent parts. Compositionalsemantics thus provide a way to derive the meaning ofany composition from its constituent parts. As describedin Section IV, hybrid process algebras are a promisingapproach to ensuring the compositionality of componentsor services.As described previously, Cyber-Physical Systems (CPS) are inherently heterogeneous in their components, design requirements and infrastructure. In addition to functional properties, CPS are subject to a wide range of physical requirements, such as dynamics, power, physical size along with systems-level requirements, such as safety, security and fault tolerance. Therefore, it is critical that the research community develop modeling methods that take into accountall of these requirements. The characteristics of CPS make it difficult to ensure a clean separation of concerns in the face of complex interactions and a multi-tiered system architecture. Key research challenges regarding the composition of CPS include the following:Composition Modeling for Functional Properties: Static analysis and model checking have been widely used forsystems to verify functional properties. Model checking isa generalized technique that is capable of searching verylarge state spaces for undesirable conditions and assuringthat the system cannot reach such conditions. Staticanalysis and checking techniques for software are nowwidely used for bug-finding and more comprehensiveanalysis of industrial software. However in CPS, thebehavior of systems may adapt to the change of externalcontexts, which in most cases are rich and non-deterministic. Therefore further research needs to beconducted to achieve comprehensive context analysis andchecking capability for the wide range of interactingproperties critical to system behavior.Composition Modeling for Non-Functional Properties: Further research needs to be conducted in CPS technologyso that Quality of Service (QoS) guarantees can beprovided at the component level to guarantee emergentsystem-wide performance. The relative importance ofsecurity, privacy, robustness, interoperability, extensibility, and mobility, as well as safety, must bespecified and carefully verified.Composition Modeling for Physical Properties: CPS may have a wide range of physical requirements such asdynamics, power, physical size and memory etc, and thusthe verification of these physical properties may vary.When components are integrated together, compositiontools and approaches are needed to check and guaranteethat physical properties are still satisfied.Composition Modeling for Components Interfaces: Research is needed towards checking the open systems interface. This should include tools (e.g., based on static analysis and model checking) that can check the interoperability of components and generate evidence for their composability and other properties.Composition Modeling for Interface Coordination: CPS are usually extensible systems, where components can join inad hoc way. Current efforts to address interoperability areat the level of network connectivity. This will not be sufficient for future CPS. New systems will be required toorchestrate the interactions between devices and betweendevices and human users, and to assure that the device actions can be coordinated and carried out in real time.In order to provide reliable and holistic composition models for CPS, the current fragmented methods must be replaced by much more inter-operable concepts for components, properties, and system representation. The models should have rich semantics including a shared semantic interface based on both physical and computational systems concepts. However, the class of models (computational, physical, properties) available today is impoverished relative to the systems we are seeking to build.VI.P OTENTIAL M ETHODOLOGIES FOR M ODELLING ANDA NALYSIS OF C OMPOSITION IN CPSModeling and verification of CPS is complicated by their heterogeneous nature as well as their sheer complexity. A cyber physical system can be modeled by either a structural/architectural specification (how their components: sensors, actuators and processors work; and how they are interconnected together) or behavioral specification (showing the response of each component to an internal or external event). Existing modeling techniques for cyber physical systems rely upon semantics to represent the relationship between the cyber and physical features of a CPS, which is necessary for accurate modeling of any system. Generally speaking, mathematical formalisms (e.g. hybrid automata [25] and process algebras [26]) and description languages such as Labeled Hybrid Petri Nets [27]) are popular candidates for modeling CPS.Key themes from the literature have suggested that hybrid systems are a very versatile tool for the specification and analysis of CPS models. Over the years, process algebras have been widely and successfully used in a wide range of problems and in practical applications in both academia and industry for the specification and analysis of many different systems. Recently, through novel language constructs and well-defined formal semantics, several hybrid process algebras have been developed. They can be reasonably and effectively used to give formal specifications of various system designs including electronic system design [23]. In addition to the traditional simulation analysis of such designs, various sophisticated process algebraic analysis approaches or techniques (e.g. algebraic reasoning, formal verification and linearization algorithms) can be applied to such designs described in process algebra based formalisms.Based upon the critique above, we strongly believe that。

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