This paper first analyzes the current obstacles of English writing and teaching under the traditional writing teaching model. Then based on constructivism and input-out theory, relying on Iwrite, we conducted a one-year experimental teaching. The experimental class adopts the online and offline hybrid writing teaching based on Iwrite, while only traditional offline teaching is adopted in control class. By comparing the results of pretest and post-test, students’ scores of the experimental class increased from 37.3 to 70.4, which is a big improvement in contrast to the rise from 35.3 to 56.5 in control class. Additionally, on the one hand, Iwrite platform can provide real-time feedback so that students can make modifications in time to practice writing many times. On the other hand, teachers can design targeted teaching based on statistics of mistakes in students’ writing from Iwrite. Therefore, the author proposes that it is essential to establish the mixed model of online and offline English writing teaching.

It has been a long time that college English writing has been a difficult point in teaching. It is a piece of good news that education informationization has been increasing, which has brought opportunities to it. This paper mainly discusses how to apply the blended teaching model to college English writing teaching. We try to construct a blended college English writing teaching model by developing massive online learning resources, relying on the online writing platform and improving the diversified evaluation system. What's more, this article further demonstrates a teaching case about the application of this model to practical teaching, which encourages students to "learn through practicing" and "learn to practice" in the real environment. On the one hand, blended teaching relieves the difficult dilemma of writing teaching. On the other hand, it can meet students' individual learning needs, improve students' self-learning ability as well as the quality of writing teaching and students' English writing ability.

Higher vocational colleges attract increasing number of students, who have many choices after graduation, such as hunting jobs, pursuing bachelors' degree at home and abroad for further study. This diversity leads to the fact that the students have different needs in their learning English. Moreover, different students have different foundation and ability in learning English. Therefore, English teaching in vocational colleges is faced with great challenges. If the students are taught in the same way, it will have a negative impact on their future development. In this essay, the idea of students' needs-oriented individualized and self-service college English teaching mode is put forward based on years' practice. The mode combines graded teaching and classified guidance to maximize English teaching and learning in higher vocational education. It tries to meet students' diverse demands. It has been applied into practice and achieved good results.

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The trajectory of successfully completing an undergraduate educational program, attaining postgraduate employment, and beginning advanced degree programs was examined using the Baccalaureate and Beyond Longitudinal Study (B&B: 2008/2012), a large U.S. nationally representative longitudinal sample survey of college graduates who completed the requirements for a baccalaureate degree. The third cohort of this longitudinal study was used to compare participants’ status at the time of graduation and four years post-graduation. It was hypothesized that graduates whose post baccalaureate employment experiences related to their baccalaureate majors would be more likely to enroll in additional advanced degree studies, and that the post-baccalaureate field of study would be similar to the undergraduate major among those who pursued a graduate degree. Race, gender, disability, and immigration status were entered as control variables. Findings show that within two years, 42.1% of graduates had initiated postsecondary education. These data indicate that graduates were more likely to pursue degrees which were similar to their baccalaureate degree majors. If their bachelor degree majors were health professions, the likelihood that they pursued graduate-level health professional training and related sciences were highest (p<.001). By attending and finishing college, baccalaureate degree recipients heavily invest in their career by using their financial and non-financial resources. College students with fewer resources are less likely to successfully graduate, attain post-graduate employment in their field, and pursue post-baccalaureate studies. Instituting a competency-based curriculum in baccalaureate programs may improve opportunities for students to gain successful employment experiences, increase labor market outcomes, thus narrowing the divide between students with and without financial and non-financial resources.