寫作教程（第3冊(cè)）

前言

　　隨著改革開放的曰趨深入，社會(huì)各界對(duì)外語(yǔ)人才的需求持續(xù)增長(zhǎng)，我國(guó)英語(yǔ)專業(yè)的招生規(guī)模逐年擴(kuò)大，教學(xué)質(zhì)量不斷提高。英語(yǔ)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(jī)，先后出版了一系列在全國(guó)有影響的精品教材。21世紀(jì)的到來對(duì)英語(yǔ)人才的培養(yǎng)提出了更高的標(biāo)準(zhǔn)，同時(shí)也為學(xué)科建設(shè)和教材編寫提出了新的要求.隨著中國(guó)加入世界貿(mào)易組織，社會(huì)需要的不是僅僅陸英語(yǔ)的畢業(yè)生，而是思維科學(xué)、心理健康、知識(shí)面廣博、綜合能力強(qiáng)，并能熟練運(yùn)用英語(yǔ)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(yǔ)水平逐年提升，英語(yǔ)專業(yè)本科生入學(xué)時(shí)的基礎(chǔ)和綜合素質(zhì)也相應(yīng)提高。此外，大學(xué)英語(yǔ)（公外）教育的迅猛發(fā)展，學(xué)生英語(yǔ)能力的提高，也為英語(yǔ)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(yǔ)教學(xué)不是單純的英語(yǔ)培訓(xùn)，而是英語(yǔ)教育，是以英語(yǔ)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(shí)代的挑戰(zhàn)，作為我國(guó)最大的外語(yǔ)教材和圖書出版基地之一的上海外語(yǔ)教育出版社（外教社）理應(yīng)成為外語(yǔ)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(shí)抓住機(jī)遇，于新世紀(jì)之初約請(qǐng)了全國(guó)25所主要外語(yǔ)院校和教育部重點(diǎn)綜合大學(xué)英語(yǔ)院系的50多位英語(yǔ)教育家，在上海召開了“全國(guó)高等院校英語(yǔ)專業(yè)本科生系列教材編寫委員會(huì)會(huì)議”。代表們一致認(rèn)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(duì)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(guó)和上海地區(qū)的專家、學(xué)者會(huì)議，撰寫編寫大綱、確定教材類別、選定教材項(xiàng)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(cè)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(cè)學(xué)生用書）》共分十八個(gè)單元，每個(gè)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(duì)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(yǔ)創(chuàng)新人才為理念；　　特色鮮明：將人文、科學(xué)知識(shí)融入教材；　　體系完備：覆蓋知識(shí)、技能、文化等科目，總數(shù)超過150種；　　陣容強(qiáng)大：全國(guó)30余所著名高校百余位英語(yǔ)教育專家編寫。

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