寫作教程（第3冊）

前言

　　隨著改革開放的曰趨深入，社會各界對外語人才的需求持續(xù)增長，我國英語專業(yè)的招生規(guī)模逐年擴大，教學(xué)質(zhì)量不斷提高。英語專業(yè)本科生教育的改革、學(xué)科建設(shè)及教材的出版亦取得了巨大的成績，先后出版了一系列在全國有影響的精品教材。21世紀(jì)的到來對英語人才的培養(yǎng)提出了更高的標(biāo)準(zhǔn)，同時也為學(xué)科建設(shè)和教材編寫提出了新的要求.隨著中國加入世界貿(mào)易組織，社會需要的不是僅僅陸英語的畢業(yè)生，而是思維科學(xué)、心理健康、知識面廣博、綜合能力強，并能熟練運用英語的高素質(zhì)的專門人才。由于中學(xué)新的課程標(biāo)準(zhǔn)的頒布，中學(xué)生英語水平逐年提升，英語專業(yè)本科生入學(xué)時的基礎(chǔ)和綜合素質(zhì)也相應(yīng)提高。此外，大學(xué)英語（公外）教育的迅猛發(fā)展，學(xué)生英語能力的提高，也為英語專業(yè)學(xué)生的培養(yǎng)提出了嚴(yán)峻的挑戰(zhàn)和更新更高的要求。這就規(guī)定了21世紀(jì)的英語教學(xué)不是單純的英語培訓(xùn)，而是英語教育，是以英語為主體，全面培養(yǎng)高素質(zhì)的復(fù)合型人才。教材的編寫和出版也應(yīng)順隨這種潮流?！　榱擞訒r代的挑戰(zhàn)，作為我國最大的外語教材和圖書出版基地之一的上海外語教育出版社（外教社）理應(yīng)成為外語教材出版的領(lǐng)頭羊。在充分調(diào)研的基礎(chǔ)上，外教社及時抓住機遇，于新世紀(jì)之初約請了全國25所主要外語院校和教育部重點綜合大學(xué)英語院系的50多位英語教育家，在上海召開了“全國高等院校英語專業(yè)本科生系列教材編寫委員會會議”。代表們一致認同了編寫面向新世紀(jì)教材的必要性、可行性和緊迫性，并對編寫思想、教材構(gòu)建、編寫程序等提出了建議和要求。而后，外教社又多次召開全國和上海地區(qū)的專家、學(xué)者會議，撰寫編寫大綱、確定教材類別、選定教材項目、討論審核樣稿。經(jīng)過一年多的努力，終于迎來了第一批書稿。

內(nèi)容概要

　　《寫作教程（第3冊學(xué)生用書）》貫徹“以功能文體為突破口的跨文化交際法”?！秾懽鹘坛蹋ǖ?冊學(xué)生用書）》共分十八個單元，每個單元包括五大板塊，分別是導(dǎo)言、范文、寫作技巧、課上寫作和課后作業(yè)。此外，每單元還精選了“名言”，用于加深對單元主題和寫作技巧的理解。

書籍目錄

UNIT 1 FIRST-PERSON NARRATION
 PART Ⅰ LFADIN
 Task 1：An Experience of Selling Something
 PART Ⅱ SAMPLE WRITING
 Dreamhouse
 Task 2：Comprehension and Style
 Task 3：Writing a Critique
 PART Ⅲ WRITING TECHNIQUES
 Types Of Narration
 The Elements of a Narrative
 Selection of Details
 First-Person Narration
 Revising First．Person Narration
 Unit Summary
 PART Ⅳ IN．CLASS ACTIVmES
 Task 4：Battle Royal
 Task 5：Elements of the Story“Homc Stretch”
 Task 6：Detail Selection in“Dreamhouse”
 PART Ⅴ AFTER-CLAsS ACTIVITIES
 Task 7：The Best/Worst of Times
 Task 8：Narrating Your Own Experience
 Task 9：Technology and I
 Task 10：Other Topics for First-Person
Narration
　……
UNIT 2 THIRD-PERSON NARRATION
UNIT 3 DECRIPTION OF A PLACE
UNIT 4 DESCRIPTION OF A PERSON
UNIT 5 INTERCULTURAL COMMUNICATIVE COMPETENCE:DESCRIBING
SCENIC SPOTS
UNIT 6 EXPOSITION BY EXAMPLE AND DEFINITION
UNIT 7 EXPOSITION BY PROCESS AND CAUSE-EFFECT
UNIT 8 EXPOSITION BY CIVISION-CLASSIFICATION AND
COMPARISONCONTRAST
UNIT 9 COESIVE DEVICES(1):LOGICAL AND GRAMMATICAL
COHESION
UNIT 10 SYNOPSIS
UNIT 11 BOOK REPORT
UNIT 12 FORMAL LETTERS
UNIT 13 TERM PAPER
UNIT 14 COHESIVE DEVICES(2):LEXICAL COHESION
UNIT 15 ARGUMENTATION(1)
UNIT 16 ARGUMENTATION(2)
UNIT 17 ARGUMENTATION(3)
UNIT 18 INTERCULTURAL COMMUNICATION:REGISTER VARIATION AND
THOUGHT PATTERNS
PEFERENCES

章節(jié)摘錄

　　The job I took after my freshman year at college was certainly satisfying in terms ofpay and schedule. This job， in the office of a vocational center for women， attracted memainly because the pay was so good. As for the schedule， I never had to arrive earlier than9 A.M. or leave later than 5 P.M. After about a week in this job， however， I was bored.Since ！ did not have a social work degree or counseling experience， I was not allowed towork with clients. Instead， my duties were to handle the offices paperwork. I keyboardedand filed correspondence and filled out countless forms. I soon realized that the good payand the pleasant schedule didnt make up for my general job dissatisfaction. The timeseemed to creep by.　　When I began my job hunt at the end of my second year in college， I looked less at thepay and schedule of available jobs and more at whether the jobs had any people contact.Luckily， I found what ！ had been looking for in a job waiting on tables at the local coffeeshop. Compared to the office job， waiting on tables did not shine in terms of pay or sched-ule. Although my average weekly pay was roughly equal to my office salary， the pay variedfrom week to week because 1 depended on tips for much of my income. Additionally， myschedule was more hectic~ than the office schedule had been. The hours were longer， and worked odd shifts~ that changed from week to week. Even with the unpredictable payand hour， however， I enjoyed my job. Juggling~ different tasks and being on my feet allday were demanding， but time passed very quickly. Moreover， the job gave me ample op-portunity to use my skills with people. I loved the contact I had with customers. These fa-vorable working conditions far outweighed the disadvantages of less steady pay and morestrenuous work than my old office job.　　Now when I look for jobs， I consider three factors： pay， schedule， and job satisfac-tion. My office job offered good pay and a good schedule but didnt make use of my skillswith people and left me dissatisfied. By contrast， although waiting on tables offered lesspay and an unpredictable schedule， it was much more satisfying because I got to work di-rectly with people. Working at these two jobs has taught me that job satisfaction is muchmore important to me than the pay and schedule.

編輯推薦

　　理念新穎：培養(yǎng)高素質(zhì)、復(fù)合型外語創(chuàng)新人才為理念；　　特色鮮明：將人文、科學(xué)知識融入教材；　　體系完備：覆蓋知識、技能、文化等科目，總數(shù)超過150種；　　陣容強大：全國30余所著名高校百余位英語教育專家編寫。

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