英語寫作

前言

　　英語寫作水平是英語學習者英語能力的綜合體現(xiàn)，亦是反映其文化知識和交際能力的重要標志。本書以最新修訂的《高等學校英語專業(yè)教學大綱》為指導原則，旨在較為全面地反映本學科先進的教學理念和改革思路，力求富有特色、富有新意、富有啟發(fā)性，以激發(fā)學生的寫作興趣，拓寬學生的知識面，培養(yǎng)學生的學習能力、實踐能力，提高他們獨立思考及立意創(chuàng)新能力。　　本書是基于英語專業(yè)寫作教學講稿編寫而成。該講義在英語專業(yè)高年級寫作課程教學‘中使用已達六年之久，其間經(jīng)過編者、教師及學生的反復推敲與修改，最終得以《英語寫作》的教材形式面世。　　本教材具有以下三個特點：　　1.以精練應用文為基礎(chǔ)寫作先導　　應用文寫作部分置于其他文體寫作之前是本書的一大特色。主要基于如下思考：（1）日記、求職信、簡歷、推薦信、摘要等應用文寫作是普通文體寫作的基礎(chǔ)。如日記寫作，它源于學生的真實生活和內(nèi)心獨白，不僅易于上手、有感而發(fā)，而且對學生積累寫作經(jīng)驗、提高語言表達能力、積累寫作素材等十分有效。求職信、簡歷、推薦信等寫作是學生參與社會活動的敲門磚，已成為他們學習寫作規(guī)范的直接動因。摘要寫作則是學生日后撰寫評論性文章乃至學術(shù)論文時所必備的技能，也是提高他們分析問題、歸納總結(jié)及提煉作品精華等能力的有效方法。（2）隨著時代的快速變遷，求職信、簡歷、推薦信等應用文在內(nèi)容和格式上也有了明顯改變，初級階段寫作課程所學知識已不能滿足學生的實際需要，本教材中所涉及的多為與學生實際生活息息相關(guān)的實用文體，為日后完成眾多交際情境下的寫作提供了方便、快捷和規(guī)范的模板。　　2.以原創(chuàng)范文為實用寫作基石　　該書提供了大量體裁廣泛的范文，其中大部分實例為編者和美國學生的原創(chuàng)作品，部分范文來自于中國學生作文經(jīng)作者修改而成，這些真實、貼近生活的語料不僅傳授了寫作技巧，而且能讓學生從原汁原味的英語中汲取遣詞造句及語篇結(jié)構(gòu)知識，同時亦是他們不可多得的閱讀材料。這些風格各異的文章能使學生積累知識、開闊視野、啟迪思路、領(lǐng)悟妙機、豐富文采?！　?.以“過程體裁法”為教學指導原則　　不同交際目的決定了不同體裁文章的形態(tài)和結(jié)構(gòu)，作文教學不僅要加強基礎(chǔ)寫作能力的培養(yǎng)，而且應重視寫作的實際需要及文體寫作能力的提高。

內(nèi)容概要

　　《英語寫作》為高等學校英語專業(yè)教材，也可供其他英語學習者使用。其特點為：一是以精練應用文為基礎(chǔ)寫作先導，就是將日記、求職信、簡歷等應用文寫作置于其他文體寫作之前；二是以原創(chuàng)范文為實用寫作基石，書中范文大部分為編者或美國學生的原創(chuàng)作品；三是以“過程體裁法”為教學指導原則，即在介紹某種體裁的文章之前，先講授其特點，繼而引導學生對范文進行分析，以加強學生的體裁意識。

書籍目錄

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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