英語寫作手冊（中文版）

內(nèi)容概要

丁往道主編的《英語寫作手冊》這本書將帶給你專業(yè)的寫作指導(dǎo)和幫助，因?yàn)樗歉鶕?jù)實(shí)際教學(xué)中積累的材料編寫而成。全書共分10章，就文稿格式、選詞、造句，到整篇作文、研究論文和書信、簡歷等的寫法都有所講述，既可自學(xué)，又可備查。

作者簡介

　　丁往道教授，1924年生。安徽無為人。1946年畢業(yè)于四川大學(xué)外語系。1949年起歷任北京外國語學(xué)院（現(xiàn)北京外國語大學(xué)）英語系助教、講師、副教授、教授。1986～1987年任美國西華盛頓大學(xué)客座教授。1987～1990年任北京外國語學(xué)院培訓(xùn)部主任。1991～1992年任俄羅斯莫斯科語言大學(xué)客座教授。曾任中國語言教學(xué)研究會(huì)秘書長等職。著有《英語句子結(jié)構(gòu)與動(dòng)詞用法詳解》、《英語寫作手冊》、《英語文體學(xué)引論》、《中國神話及志怪小說一百篇》、《英詩入門》、〖WTBX〗Understanding Confucius〖WT〗。1993年擔(dān)任中央電大英語寫作課程教材《英語寫作基礎(chǔ)教程》主編。

書籍目錄

致教師
致學(xué)習(xí)者
第一章 文稿格式
?、?安排
?、?移行
?、?大寫
?、?標(biāo)點(diǎn)
?、?書法
　練習(xí)
第二章 用詞
　Ⅰ 詞的類型
?、?詞義
　Ⅲ 一般詞匯和具體詞匯
?、?習(xí)語
　Ⅴ 修辭格
　　1.明喻
　　2.隱喻
　　3.擬人
　　4.換喻
　　5.提喻
　　6.婉言
　　7.反語
　　8.夸大和縮小
　　9.移位修飾
　　10.矛盾修飾
　　11.頭韻
?、?詞典
　　1.詞典的用處
　　2.幾部好詞典
　練習(xí)
第三章 造句
　Ⅰ 完整句和不完整句
　Ⅱ 句子的類型
　　1.陳述句、疑問句、祈使句和感嘆句
　　2.簡單句、并列句、復(fù)合句和并列復(fù)合句
　　3.松散句、圓周句和對偶句
　　4.短句和長句
?、?好的句子
　　1.完整
　　2.連貫
　　3.簡潔
　　4.強(qiáng)調(diào)
　　5.多樣
　練習(xí)
第四章 段落
?、?好的段落
　　1.完整
　　2.連貫
　　3.過渡
　Ⅱ 段落的展開法
　　1.段落的設(shè)計(jì)
　　2.按時(shí)間展開
　　3.按過程展開
　　4.按空間展開
　　5.舉例和歸納
　　6.類比和對比
　　7.原因和結(jié)果
　　8.分類
　　9.定義
　　10.幾種方法的結(jié)合
　練習(xí)
第五章　完整的作文
　I.寫作步驟
　　1.總體規(guī)劃
　　2.提綱類型
　　3.打初稿
　　4.修訂初稿
　　5.謄寫定稿
?、?組織結(jié)構(gòu)
　　1.原則
　　2.開篇
　　3.結(jié)尾
　Ⅲ.文章類型
　　1.描寫文
　　2.記敘文
　　3.說明文
　?。?）舉例說明文
　?。?）分解與分類說明文
　?。?）類比與對比說明文
　?。?）因果說明文
　?。?）定義說明文
　　4.議論文
　練習(xí)
第六章　摘要和讀書報(bào)告
　I.摘要
　　1.摘要的用途
　　2.寫作程序
　Ⅱ.讀書報(bào)告
　練習(xí)
第七章　正式和非正式文體
　I.文體的涵義
?、?正式和非正式文體
　練習(xí)
第八章　論文
　I.步驟
　　1.選題
　　2.收集資料
　　3.分析資料、構(gòu)思、制定提綱
　　4.撰寫初稿
　　5.修改、定稿
　Ⅱ.格式
　　1.論文結(jié)構(gòu)
　　2.引文的使用
　　3.注釋的使用
　　4.書目
?、?范文
第九章　應(yīng)用文
　I.布告、通知
?、?致意、問候、祝賀、祝愿、吊唁等
　　1.致意
　　2.祝愿
　　3.祝賀
　　4.吊唁
?、?便條
　　1.約會(huì)
　　2.道歉
　　3.非正式邀請
　　4.請求
　　5.致謝
　　6.留言
?、?書信
　　1.格式
　　2.語言
　　3.信封的寫法
　V.履歷
　練習(xí)
第十章　標(biāo)點(diǎn)符號(hào)
　I.逗號(hào)（，）
?、?句號(hào)（。）
　Ⅲ.分號(hào)（；）
　Ⅳ.冒號(hào)（：）
　V.問號(hào)（？）
?、?感嘆號(hào)（！）
?、?引號(hào)（“”或‘　’）
　Ⅷ.圓括號(hào)（（））
?、?方括號(hào)（[　]）
　X.破折號(hào)（——）
　Ⅺ.斜線（／）
?、?斜體字和字下線
批改／校對符號(hào)
參考書目

章節(jié)摘錄

　　英語詞匯極多：《牛津英語詞典》收了四十多萬個(gè)詞。當(dāng)然并沒有人認(rèn)識(shí)或需要使用這么多詞。常人為了一般的目的只用其中很小的一部分。學(xué)習(xí)用英語寫作的學(xué)生應(yīng)先學(xué)會(huì)使用最有用也最常用的詞來表達(dá)自己的思想。有時(shí)初學(xué)者會(huì)誤用一些詞，但他用的詞往往并不全錯(cuò)，只是不恰當(dāng)、不準(zhǔn)確、不地道、或不生支有趣。因而對選詞的方法有基本的了解是會(huì)有幫助的?！　、?文體的涵義　　各種各樣的文章和作品，諸如故事、法律文件以及私人信件，有許多共同點(diǎn)。它們都使用普通詞匯，遵守同樣的詞法和句法規(guī)則，并按照常規(guī)使用標(biāo)點(diǎn)符號(hào)。換句話說，如果不使用英語的共核，任何人都寫不出英語文章，甚至也說不出能讓人理解的英語。　　但不同類型的文章還是有差別的。例如，私人信件總是用短而簡單的甚至不完整的句子，所用的詞匯大多數(shù)是日常談話中用的淺易詞匯，其中可能還有俚語。而法律文件就不同了：大多數(shù)句子長而復(fù)雜，多數(shù)詞屬多音節(jié)的大詞，其中還夾雜些一般人難以理解的專門術(shù)語?！　≌Z言的這種特殊現(xiàn)象就是文體特征?！拔捏w”(style)這個(gè)詞有幾層意思：它可以指一個(gè)作家習(xí)慣的或特有的使用語言的方式，也可指某一時(shí)期語言的最普遍的特點(diǎn)，還可指某一種文章的語言特色。style這個(gè)詞還表示文雅的風(fēng)格，例如人們有時(shí)說“He has no style”，就是說文章寫得不好。　　2. Colorful, Colored, and Colorless Words　　The writer builds with words, and no builder uses a raw material more slippery and elusive and treacherous. A writers work is a constant struggle to get the right word in the right place, to find that particular word that will convey his meaning exactly, that will persuade the reader or soothe himor startle or amuse him. He never succeeds altogether--sometimes he feels that he scarcely succeeds at　　all--but such successes as he has are what make the thing worth doing.　　There is no book of rules for this game. One progresses through everlasting experiment on the basis of ever-widening experience. There are few useful generalizations that one can make about words as words, but there are perhaps a few.　　Some words are what we call "colorful." By this we mean that they are calculated to produce a picture or induce an emotion. They are dressy instead of plain, specific instead of general, loud instead of soft. Thus, in placeof "Her heart beat," we may write "Hex heart pounded,throbbed, fluttered, danced." Instead of "He sat in his chair," we may say, "He lounged, sprawled, coiled."Instead of "It was hot," we may say, "It was blistering,sultry, muggy, suffocating, steaming, wilting."　　However, it should not be supposed that the fancy word is always better. Often it is as well to write "Her heart beat" or "It was hot" if that is all it did or all it was.Ages differ in how they like their prose. The nineteenth century liked it rich and smoky. The twentieth has usually preferred it lean and ecol. The twentieth century writer,like all writers, is forever seeking the exact word, but he is wary of sounding feverish. He tends to pitch it low, to understate it, to throw it away. He knows that if he gets too colorful, the audience is likely to giggle.　　See how this strikes you:"As the rich, golden glow of the sunset died away along the eternal western hills,Angelas limpid blue eyes looked softly and trustingly into Montagues flashing brown ones, and her heart pounded like a drum in time with the joyous song surging in her soul." Some people like that sort of thing, but most modem readers would say, "Good grief," and turn on the television.　　Some words we would call not so much colorful as colored--that is, loaded with associations, good or bad.All words--except perhaps structure words--have associations of some sort. We have said that the meaning of a word is the sum of the contexts in which it occurs. When we hear a word, we, hear with it an echo of all the situations in which we have heard it before.　　In some words, these echoes are obvious and discussable. The word mother for example, has, for most people, agreeable associations. When you hear mother you probably think of home, safety, love, food, and various other pleasant things. If one writes, "She was like a mother to me," he gets an effect which he would not get in "She was like an aunt to me." The advertiser makes use of the. associations of mother by working it in when he talks about his product. The politician works it in when he talks about himself.　　So also with such words as home, liberty, fireside,contentment, patriot, tenderness, sacrifice, childlike,manly, bluff,　limpid. All of these words, are loaded with favorable associations that would be rather hard to indicate in a straightforward definition. Thereis more than a literal difference between "They sat around the fireside."and "They sat around the stove." They might have been　　equally warm and happy around the stove, but fireside suggests leisure, grace, quiettradition, congenial company, and stove does not.　　Conversely,　some words　have　bad　associations.Mother suggests pleasant things, but mother-in-law does not. Many mothers-in-law are heroically lovable and some mothers drink gin all day and beat their children insensible, but these facts of life are beside the point. The thing is that mother sounds good and mother-in-law does not.　　Or consider the word intellectual. This would seem to be a complimentary term, but inpoint of fact it is not,for it has picked up associations of impracticality and ineffectuality and general dopiness. So also with such-words as liberal, reactionary,　communist, socialist,　capitalist,radical, schoolteacher, truck driver, undertaker,operator, salesman, huckster, speculator. These convey　　meanings on the literal level,　but beyond that--sometimes, in some places--they convey contempt on the part of the speaker.　　The question of whether to use loaded words or not depends on what is being written.　The scientist,　the scholar, try to avoid them; for the poet, the advertising writer, the public speaker, they are standard equipment.But every writer should take care that they do not substitute for thought. If you write, "Anyone who thinks that is nothing but a socialist ( or communist or capitalist )" you have said nothing except that you dont like people who think that, and such remarks are effective only with the most naive readers. It is always a bad: mistake to think your readers are more naive than they really are.　　But probably most student writers come to griefnot with words that are colorful or those that are colored but with those that have no color at all. A pet example is nice, a word we Would find it hard to dispense with in casual conversation but which is no longer capable of adding much to a description. Colorless words are those of such general meaning that in a particular sentence they mean nothing. Slang adjectives, like cool ("Thats real cool"),tend to explode all over the language. They are applied to everything, lose their original force, and quickly die.　　Beware also of nouns of very general meaning, like circumstances, cases, instances, aspects, factors, relationships, attitudes, eventualities, etc. In most circumstances you will find that those cases of writing which contain too many .instances of words like these will in this　　and other aspects have factors, leading to unsatisfactory relationships with the reader resulting in unfavorable attitudes on his part and perhaps other eventualities, like a grade of "D." Notice also what "etc." means. It means　　"Id like to make this list longer, but I cant think of any more examples."　　--Paul Roberts　　3. What We Want from Sports　　Students in our school have one thing in common--an interest in sports. According to their different intentions in taking part in sports, they fall into three groups.　　Many students go to the playground when they feel tired after a few hours of study. These students put much more stress on their study efficiency than the fun of sports. They just want to go back to their classrooms from the playground with a clearer and quicker mind. Thus they dont actually care whether they can enjoy themselves on the playground. Most of them choose long-distance running, the kind of exercise which few real sports enthusiasts like. So this group of students can be well labelled as study-oriented participants.　　Students that make up the second group are real sports lovers. Sometimes they even put aside their studies for a match. They take part in the sport that interests them most, not caring whether it is most beneficial to their health. They may be called fun-oriented sports participants.　　The third group want beauty from sports. Boys want to become Strong; girls want to be slim and graceful. Those who consider sports the only way of reducing　　weight also belong to this group. They are very careful in choosing the kind of exercise they do, and are afraid that certain sports may ruin their figures. Horizontal bars and parallel bars are the boys choice, and the hula hoop is now　　the girls favorite. The appropriate name for this group may be beauty-oriented sports participants.　　No matter which group we belong to, we all benefit from sports. If you look around the campus, you will find that bookworms have disappeared, and, instead, there are healthy, strong, clever, modernized students everywhere.　　——Student

媒體關(guān)注與評論

　　中文版前言　　《英語寫作手冊》初版于1984年，是根據(jù)英語寫作課實(shí)際教學(xué)中積累的材料編寫而成的。出版后頗受讀者歡迎，曾多次重印。該書不僅被很多大學(xué)用作英語專業(yè)教材，而且被許多翻譯工作者和英語自學(xué)者用作參考書。1994年出了修訂版，對全書內(nèi)容做了很大程度的修改和補(bǔ)充，使它能更好地滿足教學(xué)和自學(xué)的需要?！　”緯糜⒄Z寫成。隨著學(xué)習(xí)和使用英語的人日益增多，我們不斷收到要求出一個(gè)中文版的來信。這個(gè)要求是合理的，因?yàn)榉怯⒄Z專業(yè)的學(xué)生可能希望提高用英語寫作的能力，但不一定需要學(xué)會(huì)有關(guān)寫作的英語說法和用英語討論作品。所以我們將全書的講解部分譯為中文，在個(gè)別地方也做了修改和補(bǔ)充，保留了英語例句、例段和范文，從而編成這個(gè)中文版?！　∪珪卜?0章，就文稿格式、選詞、造句，到整篇作文、研究論文和書信、簡歷等的寫法都有所講述。我們希望這本書對各專業(yè)和學(xué)生和愿意學(xué)習(xí)英語寫作的工作者都會(huì)有所幫助?！　κ褂帽緯膸熒团笥?，我們建議先通讀一遍，以了解各章的內(nèi)容，再結(jié)合自己的需要，細(xì)讀有關(guān)的章節(jié)。例如想知道學(xué)位論文或研究報(bào)告怎樣寫，有什么規(guī)格上的要求，即可細(xì)讀第八章。又如想知道逗號(hào)、句號(hào)等究竟應(yīng)放在引號(hào)內(nèi)還是引號(hào)外，便可查閱第十章第Ⅶ節(jié)?！　∥覀儫岢罋g迎使用本書的師生和各界朋友提出批評意見，以便我們今后修訂時(shí)參考。

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