英語(yǔ)寫(xiě)作

前言

　　英語(yǔ)寫(xiě)作水平是英語(yǔ)學(xué)習(xí)者英語(yǔ)能力的綜合體現(xiàn)，亦是反映其文化知識(shí)和交際能力的重要標(biāo)志。本書(shū)以最新修訂的《高等學(xué)校英語(yǔ)專業(yè)教學(xué)大綱》為指導(dǎo)原則，旨在較為全面地反映本學(xué)科先進(jìn)的教學(xué)理念和改革思路，力求富有特色、富有新意、富有啟發(fā)性，以激發(fā)學(xué)生的寫(xiě)作興趣，拓寬學(xué)生的知識(shí)面，培養(yǎng)學(xué)生的學(xué)習(xí)能力、實(shí)踐能力，提高他們獨(dú)立思考及立意創(chuàng)新能力?！　”緯?shū)是基于英語(yǔ)專業(yè)寫(xiě)作教學(xué)講稿編寫(xiě)而成。該講義在英語(yǔ)專業(yè)高年級(jí)寫(xiě)作課程教學(xué)‘中使用已達(dá)六年之久，其間經(jīng)過(guò)編者、教師及學(xué)生的反復(fù)推敲與修改，最終得以《英語(yǔ)寫(xiě)作》的教材形式面世?！　”窘滩木哂幸韵氯齻€(gè)特點(diǎn)：　　1.以精練應(yīng)用文為基礎(chǔ)寫(xiě)作先導(dǎo)　　應(yīng)用文寫(xiě)作部分置于其他文體寫(xiě)作之前是本書(shū)的一大特色。主要基于如下思考：（1）日記、求職信、簡(jiǎn)歷、推薦信、摘要等應(yīng)用文寫(xiě)作是普通文體寫(xiě)作的基礎(chǔ)。如日記寫(xiě)作，它源于學(xué)生的真實(shí)生活和內(nèi)心獨(dú)白，不僅易于上手、有感而發(fā)，而且對(duì)學(xué)生積累寫(xiě)作經(jīng)驗(yàn)、提高語(yǔ)言表達(dá)能力、積累寫(xiě)作素材等十分有效。求職信、簡(jiǎn)歷、推薦信等寫(xiě)作是學(xué)生參與社會(huì)活動(dòng)的敲門磚，已成為他們學(xué)習(xí)寫(xiě)作規(guī)范的直接動(dòng)因。摘要寫(xiě)作則是學(xué)生日后撰寫(xiě)評(píng)論性文章乃至學(xué)術(shù)論文時(shí)所必備的技能，也是提高他們分析問(wèn)題、歸納總結(jié)及提煉作品精華等能力的有效方法。（2）隨著時(shí)代的快速變遷，求職信、簡(jiǎn)歷、推薦信等應(yīng)用文在內(nèi)容和格式上也有了明顯改變，初級(jí)階段寫(xiě)作課程所學(xué)知識(shí)已不能滿足學(xué)生的實(shí)際需要，本教材中所涉及的多為與學(xué)生實(shí)際生活息息相關(guān)的實(shí)用文體，為日后完成眾多交際情境下的寫(xiě)作提供了方便、快捷和規(guī)范的模板?！　?.以原創(chuàng)范文為實(shí)用寫(xiě)作基石　　該書(shū)提供了大量體裁廣泛的范文，其中大部分實(shí)例為編者和美國(guó)學(xué)生的原創(chuàng)作品，部分范文來(lái)自于中國(guó)學(xué)生作文經(jīng)作者修改而成，這些真實(shí)、貼近生活的語(yǔ)料不僅傳授了寫(xiě)作技巧，而且能讓學(xué)生從原汁原味的英語(yǔ)中汲取遣詞造句及語(yǔ)篇結(jié)構(gòu)知識(shí)，同時(shí)亦是他們不可多得的閱讀材料。這些風(fēng)格各異的文章能使學(xué)生積累知識(shí)、開(kāi)闊視野、啟迪思路、領(lǐng)悟妙機(jī)、豐富文采?！　?.以“過(guò)程體裁法”為教學(xué)指導(dǎo)原則　　不同交際目的決定了不同體裁文章的形態(tài)和結(jié)構(gòu)，作文教學(xué)不僅要加強(qiáng)基礎(chǔ)寫(xiě)作能力的培養(yǎng)，而且應(yīng)重視寫(xiě)作的實(shí)際需要及文體寫(xiě)作能力的提高。

內(nèi)容概要

　　《英語(yǔ)寫(xiě)作》為高等學(xué)校英語(yǔ)專業(yè)教材，也可供其他英語(yǔ)學(xué)習(xí)者使用。其特點(diǎn)為：一是以精練應(yīng)用文為基礎(chǔ)寫(xiě)作先導(dǎo)，就是將日記、求職信、簡(jiǎn)歷等應(yīng)用文寫(xiě)作置于其他文體寫(xiě)作之前；二是以原創(chuàng)范文為實(shí)用寫(xiě)作基石，書(shū)中范文大部分為編者或美國(guó)學(xué)生的原創(chuàng)作品；三是以“過(guò)程體裁法”為教學(xué)指導(dǎo)原則，即在介紹某種體裁的文章之前，先講授其特點(diǎn)，繼而引導(dǎo)學(xué)生對(duì)范文進(jìn)行分析，以加強(qiáng)學(xué)生的體裁意識(shí)。

書(shū)籍目錄

CHAPTER ONE PRACTICAL WRITNGI．Keeping JournalsII．Writing SummariesIII．Writing ResponsesIV．Writing a Book ReportV．Cover Letters and ResumesVI．Recommendation LettersVII．Writing News StoriesCHAPTER TWO WRITING PERSONAL ESSAYSI．Narrative EssaysII．Descriptive EssaysCHAPTER THREE WRITING EXPOSITORY ESSAYSI．Organizing Expository EssaysⅡ．Writing the IntroductionIII．Writing Body ParagraphsIV．Writing the Concluding ParagraphV．The Development Pattern of EssaysCHAPTER FOUR WRITING ARGUMENTATVE ESSAYSI．Three Important ToolsⅡ．Writing the IntroductionIII．Writing the BodyⅣ．The Length of the Essay：Approximate Paragraph CountV．Selecting the Points for the ThesisVI．Rethinking the Focous and ThesisVII．Developing an Outline：Topic SentencesVIII．Anticipating OppositionIX．Writing the ConclusionX．Organizing Argumentative EssaysCHAPTER FIVE WRITING CRITICAL ESSAYSI．Process of CriticismII．InterpretationIII．Technical AnalysisIV．EvaluationCHAPTER SIX WRITING LITERARY RESEARCH PAPERSI．Research ProcedureII．Deciding on a TopicHI．Gathering ReferencesIV．Formulating ThesisV．Creating Bibliography CardsVI．Creating Note CardsVII．Outlining the Thesis or Statement of PurposeVIII．Writing the IntroductionIX．Documenting SourcesBIBLIOGRAPHY

章節(jié)摘錄

　　I have taught English for many years，and from my observation of students’learning behavior， I have learned that there are three types of students depending on how well they interact with the material，their ability to comprehend the importance of assignments and their attitude while in class． The category breaks down as follows．"the first type of students understand the importance of each part of the class，and they comprehend what they are learning；the second type of students want to do well，but they have a hard time knowing what is important；the third type of students consider the class a waste of time，and they complain about the work they need to do to pass the course．　　The first type of students know good grades are not given，but are earned by their ability to understand the material and apply it．They pay attention to the material presented in class and know what’s important．They understand that one extra hour means instant reinforcement of the learned contents．Missing a class is not an option for these students，because theydo not want to miss anything that could be explained in class．Also，this type of students actively listen to see what the teacher says will be on a test or is important to know．They study everything because they do not want to miss anything important．Not only do they stuay the material，but they interact with the teacher in class．This type of students are successful since they understand how the class works， what the teacher wants and can apply it．　　The second type of students want to do well，but they run into difficulties．Although they are willing to do what the teacher asks，t}1ey do not interact with the material in a meaningful way． They also understand the importance of being in class．Even though they are present，They may be absent-minded in class．Unfortunately，They miss out on important information and are vague about what to look for when studying．They do not study everything equally like the first type of students，but they try to pick out what they think the teacher will ask．While they may interact in class，they are not asking enough questions in order to understand the material．This type of students do do well in class but struggle to stay on top ofthe material．　　The third type of students are annoying because they believe they deserve a good grade．But they lack the seriousness to succeed．They do not pay a~ention to what is being presented in class nor do they want to do extra activities to solidify the material．Another reason they may not understand the material is that they are not willing to attend every class for the flail two hours．Also， they waste the other students’time by complaining about the class bein “stretched．”If they would listen，they would find out everything they need to know，thus，reducing their out-of-class studydme．They do not read for meaning or actively read their textbook．They believe that they should be given a good grade because they paid for the class．

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