Research on the Linguistic Features of Lu Xun’s Works and the Cultivation of Middle School Students’ Writing Ability

Abstract

This investigation closely examines whether the distinctive language habits of Lu Xun can breathe new life into middle-school writing exercises. Widely hailed as modern China’s literary father, Lu Xun played freely with the spoken tongue, layered bold rhetorical moves, and spun tight, sometimes jarring narratives that still shape how young people read and write today. The fieldwork mixes corpus techniques—sifting word frequencies, clause counts, and image clusters—across four staple texts—with a quasi-experimental classroom trial involving 120 eighth graders from three different schools. Lexical, syntactic, and rhetorical fingerprints appear clearly in the data and then get stitched into a twelve-week workshop anchored in peer review, guided imitation, and public reading. Theory breathes by pairing social constructivist ideas with genre-based practice, trying to show that an old writer can sit comfortably at the same desk as a student. Post-lesson tests reveal the Lu Xun group outpaces controls in word-range stretch, clause-web density, and general piece quality, results that teachers say they can actually see when papers come in. Along the way, the project hands shelf-ready protocols for spotting literary linguistics, affirms the gut feeling those stories—from any century—can boost writing craft, and leaves educators with concrete, bookish tricks to make the next round of essays feel a little more alive. The evidence collected in this study strengthens ongoing calls to sustain a demanding literary core in today’s middle-school syllabus. At the same time, it affirms the value of sharpening students’ technical prose and expanding their grasp of local and global cultures.