英語(yǔ)寫(xiě)作

前言

　　當(dāng)您開(kāi)始閱讀本書(shū)時(shí)，人類已經(jīng)邁入了2l世紀(jì)。　　這是一個(gè)變幻難測(cè)的世紀(jì)，這是一個(gè)催人奮進(jìn)的時(shí)代，科學(xué)技術(shù)飛速發(fā)展，知識(shí)更替日新月異。希望、困惑、機(jī)遇、挑戰(zhàn)，隨時(shí)隨地都有可能出現(xiàn)在每一個(gè)社會(huì)成員的生活之中。抓住機(jī)遇，尋求發(fā)展，迎接挑戰(zhàn)，適應(yīng)變化的制勝法寶就是學(xué)習(xí)——依靠自己學(xué)習(xí)，終生學(xué)習(xí)?！　∽鳛槲覈?guó)高等教育組成部分的自學(xué)考試，其職責(zé)就是在高等教育這個(gè)水平上倡導(dǎo)自學(xué)、鼓勵(lì)自學(xué)、幫助自學(xué)、推動(dòng)自學(xué)，為每一個(gè)自學(xué)者鋪就成才之路。組織編寫(xiě)供讀者學(xué)習(xí)的教材就是履行這個(gè)職責(zé)的重要環(huán)節(jié)。毫無(wú)疑問(wèn)，這種教材應(yīng)當(dāng)適合自學(xué)，應(yīng)當(dāng)有利于學(xué)習(xí)者掌握、了解新知識(shí)、新信息，有利于學(xué)習(xí)者增強(qiáng)創(chuàng)新意識(shí)，培養(yǎng)實(shí)踐能力，形成自學(xué)能力，也有利于學(xué)習(xí)者學(xué)以致用，解決實(shí)際工作中所遇到的問(wèn)題。具有如此特點(diǎn)的書(shū)，我們雖然沿用了“教材”這個(gè)概念，但它與那種僅供教師講、學(xué)生聽(tīng)，教師不講、學(xué)生不懂，以“教”為中心的教科書(shū)相比，已經(jīng)在內(nèi)容安排、編寫(xiě)體例、行文風(fēng)格等方面都大不相同了。希望讀者對(duì)此有所了解，以便從一開(kāi)始就樹(shù)立起依靠自己學(xué)習(xí)的堅(jiān)定信念，不斷探索適合自己的學(xué)習(xí)方法，充分利用已有的知識(shí)基礎(chǔ)和實(shí)際工作經(jīng)驗(yàn)，最大限度地發(fā)揮自己的潛能，以達(dá)到學(xué)習(xí)的目標(biāo)。　　歡迎讀者提出意見(jiàn)和建議。

內(nèi)容概要

　　當(dāng)您開(kāi)始閱讀《英語(yǔ)寫(xiě)作》時(shí)，人類已經(jīng)邁入了2l世紀(jì)。這是一個(gè)變幻難測(cè)的世紀(jì)，這是一個(gè)催人奮進(jìn)的時(shí)代，科學(xué)技術(shù)飛速發(fā)展，知識(shí)更替日新月異。希望、困惑、機(jī)遇、挑戰(zhàn)，隨時(shí)隨地都有可能出現(xiàn)在每一個(gè)社會(huì)成員的生活之中。抓住機(jī)遇，尋求發(fā)展，迎接挑戰(zhàn)，適應(yīng)變化的制勝法寶就是學(xué)習(xí)——依靠自己學(xué)習(xí)，終生學(xué)習(xí)。

書(shū)籍目錄

Part OneThe Book ReportPart TwoThe Whole CompositionI. FormatII. OutlineA. Deciding on a topicB. Formulating a thesisC. Collecting detailsIII. Types of WritingA. Narration1. Guidelines for effective narrationB. Description1. Description of a person2. Description of a place3. Description of an object4. Description of a sceneC. Exposition1. Exemplification2. Process Analysis3. Division and Classification4. Cause and Effect5. Comparison and ContrastD. Argumentation1. From Your Argumentative Thesis2. Focus on the Concerns and Knowledge of an Appropriate Audience3. Tailor Evidence to the Argumentative Thesis4. Develop Evidence with Adequate and Appropriate Support1) Definition of important terms2) Verifiable facts3) Examples, including personal experience4) Recognized authority on the subject5) Quotations, especially from an authority6) Statistics5. Provide Clear and Obvious ConnectionsPart ThreeProcess of Writing a Research PaperI. Choose a suitable topicA. Finding a topicB. Narrowing the topicII. How to researchA. Exploring the libraryB. Following a search strategy1. Reference works1) General encyclopedias2) Specialized encyclopedias3) Biographical references4) Unabridged dictionaries5) Books6) Periodicals7) Other sourcesC. Evaluating sources for relevance and reliabilityD. Preparing bibliography cards1. How to take notes on your cards1) Note cards that summarize2) Note cards that paraphrase3) Note cards that quote4) Personal note cards5) Alternatives to note cardsE. Reading and taking notesIII. The thesis and outlineA. Arriving at the thesisB. Constructing a preliminary outline1. Focusing on a hypothesis2. Constructing a preliminary outlineIV. Expand notes into a draft, then into a paperA. Preparing the first draftB. Incorporating notes into the flow of a paperV. Follow the MLA style of in-text citationsA. The MLA style1. Author in signal phrase, page number in parentheses2. Author and page number in parentheses3. When to include a title4. Unknown author5. A work with two or more authors6. A multi-volume work7. A novel, a play, or a poem8. Indirect source9. Parenthetical citation of two or more worksB. Endnotes and footnotesC. Spacing and punctuationD. Preparing a list of works citedPart FourA Sample Research Paper后記英語(yǔ)寫(xiě)作自學(xué)考試大綱

章節(jié)摘錄

　　Henchards life experience was complicated and full of unexpected events. His tragedy can be said to have been brought about by his own character. His impulsiveness and jealousy caused his estrangement from his wife, daughter and his friends.　He was isolated and doomed to suffer the consequences incurred by himself. From his point of view, we can conclude the Henchard was a typical representative of the old type peasant of the 19 century England.　He embodied the degenerating rural society and economy. He was honest and upright,　but conservative and narrow- minded. He was experienced in his hay trussing, but lacked the modem scientific knowledge and administrative ability: All these were the distinct characteristics of the peasants of his generation.　　Farfrae, the former .partner and later competitor of Henchard, on the other hand, represented the emerging new force of the countryside. He was intelligent, knowledgeable and open to new ideas. The competition between Henchard and Farfrae reflected the competition between the traditional and the modem ways of production. The conflict between them reflected that of the two generations. The failure and death of Henchard signaled an endto the traditional rural life and the backward mode of production.

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