體驗英語寫作2學(xué)生用書

前言

　　赤日炎炎的夏日，漸次消去；習(xí)習(xí)送爽的秋風(fēng)，迎面撲來。暑期沉寂了一陣的清華園，隨著新學(xué)期的開始，又逐漸恢復(fù)了往日的活力與喧鬧。與此同時，《體驗英語寫作》的編輯工作，也接近了尾聲。作為本套教材的編者，我的心中不免稍有釋然，感受這片刻的寧靜。靜思之余，浮想聯(lián)翩，編寫過程中師生同心，相互砥礪，撰寫妙文，共創(chuàng)輝煌的生動情景，歷歷在目，揮之不去，思之愈彰——寒意料峭的初春，SARS肆虐的5月，綠荷滿塘的仲夏，酷熱炙人的初秋，目睹了我們體驗挑戰(zhàn)的痛苦，見證了我們戰(zhàn)勝自我的歡愉，預(yù)示著能力發(fā)展的巨大推動力量！　　以下，采用追溯回顧（retrospection）和自然描述（naturalism）的方法，談?wù)勎以陂L期的英語寫作教學(xué)過程中逐漸形成的一些理論見解和心得體會，旨在進(jìn)一步展示“體驗英語寫作”的要旨，闡述從“痛苦寫作”到“快樂寫作”、從“快樂寫作”到“學(xué)術(shù)寫作”三級跨越式能力培養(yǎng)模式，品味“我思故我寫”這一命題的教育學(xué)底蘊。目的只有一個，那就是和大家一起，共同探索走向“成功寫作”（how to become a successfulwriter）之路的“心路歷程”（heart-felt pilgrimage ofprogress in our English writing）?！　≡谶^去的15年問，就自身的教學(xué)與科研工作而言，我仿佛同英語寫作結(jié)下了不解之緣。1989-1991年期間，我在美國康州中央大學(xué)英語系做訪問學(xué)者，兼攻應(yīng)用語言學(xué)（17ESQL）碩士學(xué)位。從那時開始關(guān)注英語寫作教學(xué)研究，并且利用那里豐富的圖書資料和便捷的網(wǎng)絡(luò)查詢系統(tǒng)，完成了一篇有關(guān)寫作研究的課程論文，受到了導(dǎo)師的好評?；貒院?，經(jīng)過進(jìn)一步的修改，該篇論文以“Trends in the Teaching of Writing”為題目，發(fā)表在歐洲語言協(xié)會會刊上xmguage Learning Journal（Yang，1995）之上。從此以后，英語寫作便逐漸成為自己教學(xué)與科研中的一個主要內(nèi)容。

內(nèi)容概要

《體驗英語寫作2(學(xué)生用書)》依據(jù)“言為心聲”的準(zhǔn)則，鼓勵學(xué)生書寫言之有物、筆端有情的文章；遵循“文為人生”的信條，啟迪學(xué)生的社會責(zé)任感；實施“研究型寫作計劃”，培養(yǎng)學(xué)生的創(chuàng)造性。

書籍目錄

Pretace 前 言 I
A General Syllabus for OurWriting Class課程介紹 vii
UNIT 1 LetMeTellYOu aScienceStow 1
科幻世界
UNIT 2 Free Writing Again 25
果真如此
UNIT 3 Hope Is One Thing＆Reality Is Another 47
感受沖突
UNIT 4 It"S Fun to Complete O Fairy Tale in English 71
童心爛漫
UNIT 5 I Completed an Outline for My Big Project 89
學(xué)術(shù)初戀
UNIT 6 I Want to Say More About My Big Project 107
妙思如泉
UNIT 7 IfYou Need a Good Abstract，Why Not TryEAME? 161
軟件時代
UNIT 8 Progress of a Happy Pilgrim 197
快樂寫作
References參考書目 233

章節(jié)摘錄

　　Critical Thinking＆Innovative Writing　　批判思維與創(chuàng)新寫作· I Introduction　　Currently，we are having a heated discussion in China about the efficiency of English　　teaching and learning（英語教學(xué)實效性）．Admittedly，there are many things that are related to a careful discussion of this problem．Among other major problems you may have already observed，how to develop the critical thinking of students has long been a bottle-neck issue（瓶頸現(xiàn)象）that has not received due attention and appropriate treatment in our education tradition for long．When it comes to this point，you begin to wonder：How is such a serious issue related to our immediate concern－h(huán)ow to write a science story in our writing class?It depends．All depends on how you look at the relationships between creative expressing，imaginative writing，and critical thinking．　　As you fully understand，rich imagination is an important source for good science stories in our time．"Your words sound pedantic．Give me something more real，"you say impatiently and become eager to know more．Take it easy！Let us tr），to think about these big questions before taking some practical examples．Where do we get imagination?How can we be more creative?Or，in a word，how can we write a science story that is both well-written and unique?You do not want to write something trite（千人一面的文章），do you?Keep this point in mind and you will soon realize why learning how to develop critical thinking should be one of the major concerns in our writing class．II What Goes Wrong with a Traditional Way of Teaching?　　If we take up a critical point of view（批判性觀點），we can identify many problems ln the current education practice．For instance，in a traditional classroom，we iust urcle students to memorize what we give them and seldom encourage them to think about a given issue from their own perspective．Nor do we ask them to go one more step and learn to examine the target issue from different perspectives to try to understand it on a well．　　。nformed，interactive，creative，and critical foundation of conceptualization（在充分了　　解、互動創(chuàng)新、批判接受基礎(chǔ)上的理解）．The unfortunate result of such ignorance is that　　some potential abilities in the development of creativity，critical thinking，and individuaI． ism（創(chuàng)新性、批判性、個性化發(fā)展）might be suppressed（受到遏制）．In the long run（長此以往），this practice will do more harm to the whole society and the vitality of the society （社會活力）will be greatly reduced．Scientifically or academically speaking（不論是從科學(xué)角度來講，還是從學(xué)術(shù)角度而言），this phenomenon will also form a hindrance（形成障礙）in our search for a more objective understanding of the physical world around us Any important discovery in science and technology can never do without an initial Pedagogically speaking（從教育學(xué)業(yè)的角度來　　說），this problem also tends to induce many negative effects（負(fù)面影響）．Some major　　problems caused by the lack of emphasis and training in this respect can be summarized as follows：　　1 Students fail to learn how to think independently（缺乏獨立思考能力）．　　2 Their autonomy in creation and production is jeopardized as well（阻礙自主創(chuàng)新）．　　3 Their research potential is not activated（研究潛勢缺乏激勵）．　　4 Learning becomes a process of passive knowledge transition（學(xué)習(xí)成為被動知識的傳送過程）．　　5 Self evaluation and self management do not receive due attention（忽略自我評價與自我管理）．III What Goes Wrong with a Traditional Writing Class?　　We think that these negative things are also some big problems that threaten a successful writing class in a language learning context．Among them，critical thinking deserves a special consideration．We have observed for long that a more serious problem our student writers encounter in their writing is not"how to write"（如何表達(dá)的問題）but"how to think"（如何思考的問題）．A complaint often heard from the students"side is"I don"t know what to write in my writing class．"What is covered under this complaint could be a more intriguing problem that student writers have to face，namely，how to develop their potential in critical thinking．More specifically，this statement implies the difficulty in knowing how to take a position independently and how to express oneself on a well informed，objective，and critical foundation of argument．This could be the case especially when student writers are engaged in argumentative or academic writing（議論文寫作或?qū)W術(shù)寫作）．　　As writing instructors，we have the same problems in our work．There have been so　　many competing theories（理論競現(xiàn)）in our field that we do not know which is good for our immediate concerns（解決眼下問題）．There are also so many methods that we do not know which IS suitable for our class．1 he dilemma we have in both cases IS that we do not have enough time，money，and energy to try each of them and see which will work（起 作用）．In a situation like this，we need some critical thinking to come in and help US make a sensible decision．IV Why Critical Thinking in Our Writing Class?For student writers，the same thing is true．You cannot expect to find a panacea（萬靈藥）to solve all the problems you may have in your studies．Meanwhile，we have to admit that English writing is a rather demanding iOb．A good performance in this respect means a lot of things．Creativity（創(chuàng)造性），imagination（想像力），motivation（學(xué)習(xí)動機(jī)），life experience（生活經(jīng)驗），language proficiency（語言能力），and proper practice（適度 實踐）are some major factors that will make a successful writer in English．In relation to the focus of our discussion，you may well raise a question like this："Yes，　　critical thinking could be something I need．But how can I relate it to my training in English　　writing?"This is a really good question．It will take more time than we can afford here if you want a satisfactory answer．What seems to be more urgent is that you need some tips and incentives（激勵措施）to help you write a good science story this time．So，all we want to say about this terminology（術(shù)語）is：Critical thinking may mean a lot of things． In your case，all you need to do is：Try to be different on a reasonable condition（充滿理性的與眾不同），if you want to have some critical thinking in your writing practice．As you can see from the bold words（黑體字），there are two principles you need to follow if you hope to apply this concept to your writing task：Try to be different while also trying to be reasonable．How well you can make a balance between the two（取舍得當(dāng)）will definitely be a good indication of how well you have succeeded in using this magic power——critical thinking——in your writing training．Are you ready for it?

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