Thoughts On "Writing Aphasia" Of Middle School Students

This article mainly investigate the representation, negative effect and cause of "writing aphasia" which is a pervasive phenomenon occuring in the writing of middle school students. The phenomenon of writing aphasia take such major forms as Thematic Sermonization, Emotional Inanition, Subject-matter Parochialism, Linguistic Formulation, Structural Stereotype, which can mainly attribute to the replacement of "individual discourse from genuine ego" with "collective discourse from non-ego", and that of "ego" with "others". Continuous and long-term existence of "writing aphasia" can easily result in comedown of interest in writing, may have an effect on the development of parole individuality and parole creativity, and even lead to the inordinateness of parole personality. Meanwhile, long-term collective aphasia in middle school students will endanger the future of out state, society, and nation. This article argues that writing aphasia in middle school students are correlated to such problems as those in writing learning, writing teaching, Chinese instructing, belonging to problem of education itself. However, writing aphasia is more related to social, historical, cultural and institutional reasons. Therefore, this artile doesn't limit its research perspective to the category of writing teaching/learning, but make most use of related theories in educatioin, psychology, and sociology, incorporating my own practice in writing teaching. To sum up, this article the alienation of educational context, deviation of Chinese instruction, and negative effects from social and cultural context are the underlying reasons to cause writing aphasia in middle school students.