《英语写作基础教程》第七章和第八章导学
英语写作教程第七讲
英语写作教程 English Writing Course Lecture 7. Logic Division of Ideas 第七讲:观点的逻辑分类 吉林化工学院外国语学院副教授：林罡请参考教材《英语写作基础教程（第三版）》第二、三、六章二零一三年七月Lecture 7 Logic Division of Ideas (1)Prewriting: Group Ideas Logically (1)Essay Model: Logical Division of Ideas (3)Part I. Organisation: Logical Division of Ideas (5)Developing a Logical Division Topic (5)Using examples to support (6)Practice: Examples (7)Introducing Examples (8)Practice: Developing Logical Division Paragraphs (9)Writing Assignment: Logical Division of Ideas Group Essay (10)Part II. Grammar and Mechanics (11)Model Essay: Appositives and Adjective Clauses (11)Restrictive and Non-restrictive Appositives (13)Practice: Commas with Restrictive and Non-restrictive Appositives (14)Restrictive and Nonrestrictive Adjective Clauses (16)Practice: Commas with Restrictive and Non-restrictive Adjective Clauses (16)Practice: Commas / Capitalisation Review (17)Part III. Sentence Structures: Complex Sentences with Adjective Clauses (18)Subject Pattern Adjective Clauses (19)Practice: Subject Pattern Adjective Clauses (20)Object Pattern Adjective Clauses (21)Practice: Object Pattern Adjective Clauses (22)Practice: Adjective Clause (22)Writing Assignment: Sentence Combining (23)Part IV The Writing Portfolio (25)Step 1. Prewrite to get ideas (25)Step 2. Organise the idea. (25)Step 3. Write the Rough Draft (25)Step 4. Edit the Rough Draft. (25)STEP 5. Write the Second Draft (27)STEP 6. Write the Final Draft. (27)Part V. Vocabulary to Enhance your Writing (28)Lecture 7 Logic Division of IdeasIn this lecture, you will expand your knowledge of essay writing. You will learn how to organise a large, complex topic by grouping ideas together and discussing each group in a separate paragraph. This method of organisation, called logical division of ideas, is useful for many kinds for writing, from business letter and memos to college essays and research papers.Prewriting: Group Ideas LogicallyB. Divide the list of sports on the workbook. There is more than one possible way to divide the list. First, decide what your categories will be and label the chart. You may have more or fewer categories than there are columns in the chart. If you need more columns or more space in each column, add them.Essay Model: Logical Division of IdeasPart I. Organisation: Logical Division of IdeasWhen you write an essay, you must divide your topic into paragraphs. One method of dividing a topic is to use time order. Another method of dividing the topic might be to write about the various causes of the event. To do this, you would group them into social, political, and economic causes and write about each group separately.Dividing a topic by grouping ideas that have something in common is called logical division of ideas. You can organise the information on many topics by this method. For example, you can divide the topic of sports into individual sports and team sports, or summer, winter, and year-round sports, or sports played with a ball, and sports played without a ball, and so on.Developing a Logical Division TopicUsing examples to supportPractice: ExamplesIntroducing ExamplesPractice: Developing Logical Division ParagraphsWriting Assignment: Logical Division of Ideas Group Essay Work with a group of four to six students and write a four or five-paragraph logical division essay on the topic “kinds of Good Lies”. A different student will write each paragraph, and one student will prepare the outline.1.Discuss as a group ways to write a funnel introduction. After your discussion, assignone person to write the introductory paragraph.2.Discuss as a group ways to write a concluding paragraph. Assign one person to writethe conclusion.3.Assign a different student to write each body paragraph.4.Assign one student to write a detailed outline.5.After you have completed your rough drafts, edit and revise each paragraph in yourgroup. Exchange papers and check each other’s work. Check each body paragraph especially for adequate supporting examples. Make any necessary corrections or revisions. Then combine your paragraphs into one essay (type in Document Format) and check it for completeness and coherence. Refer to the Editing Checklist. Finally, check the outline and clip it to the essay before handing it in.Part II. Grammar and MechanicsModel Essay: Appositives and Adjective ClausesAs you read the model essay, look for sentences that contain the words who, which, in which, on which and that. Underline the clauses that begin with these words.Restrictive and Non-restrictive AppositivesPractice: Commas with Restrictive and Non-restrictive Appositives Underline the appositive in each of the following sentences. Then decide whether it is necessary or unnecessary and write necessary or unnecessary in the parentheses following each sentence. Finally, add commas to separate an unnecessary appositive from the rest of the sentence.Write pairs of sentences containing appositive on your own. In one sentence, make the appositive unnecessary (non-restrictive). In the other sentence, make it necessary (restrictive). Underline the appositives and add commas if necessary. You may write about holidays in your country or about any other topic.Restrictive and Nonrestrictive Adjective ClausesPractice: Commas with Restrictive and Non-restrictive AdjectiveClausesPractice: Commas / Capitalisation ReviewPart III. Sentence Structures: Complex Sentences with Adjective ClausesSubject Pattern Adjective ClausesPractice: Subject Pattern Adjective ClausesObject Pattern Adjective ClausesPractice: Object Pattern Adjective ClausesPractice: Adjective ClauseWriting Assignment: Sentence CombiningPart IV The Writing PortfolioNow let’s complete the writing process you began at the beginning of this lecture. Write an essay discussing different types of television programs that students in your class watch. Follow these steps in order to write a good essay.Step 1. Prewrite to get ideasThis is the step you completed at the beginning of the lecture.Step 2. Organise the idea.Step 3. Write the Rough DraftStep 4. Edit the Rough Draft.STEP 5. Write the Second DraftWrite SECOND DRAFT at the top of your WWJ (Weekly Writing Journal). Write the second draft of your composition. Then ask your partner to proofreading.STEP 6. Write the Final Draft.After your partner returns your composition, write a neat final copy to hand in for final evaluation. Write Final Draft at the top of your paper.Part V. Vocabulary to Enhance your WritingUsing your English-English dictionary to study the following pairs of words, and then write out the difference.ANSWERS FOR LAST WEEK’S VOCABULARY STUDIES。
英语写作基础教程课件.
The comma (,)
4. Nonrestrictive clauses and phrases are Set off by commas. 5. Commas set off parenthetical elements. 6. In dates, a comma is used to separate the day and the year if the order is month-day-year, no comma need be used If the order is day-month-year.
right
12
Arrangement
13
Arrangement
14
Arrangement
Hyphen
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Article
a/an/the
Preposition of/in/at/on…
Coordinating conjunctions and/or/but….
Infinitives
to+…
Question mark ?
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Word division (P2)
-le Single letter Two-letter ending Hyphen Double consonants The last word of a page
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Focus 1 Manuscript Form (P1)
Capitalization 1. proper names 2. key words in titles 3. the first words of sentences
Arrangement 1. two centimeters at the top 2. two centimeters at the bottom 3.one and a half centimeters on the left 4.one and a half centimeters on the
《英语写作基础教程》讲义-英语写作基础教程
《英语写作基础教程》讲义Chapter 1 Using Proper WordsChoice of wordsbuild up a large vocabularythe recognition vocabularythe active vocabulary2. Approaches to the building up a vocabularyLearning words from a word-list or from a dictionary.(2) Learning words from speech and writing (context)E.g. KillHe killed the man.He killed the dog.They killed the proposal.Please kill the engine.She is dressed to kill.You are killing me.She killed her child with kindness.He took a snack to kill his hungry.He killed every day at the park.He killed himself with overworkHe killed the spirit of the group.The news killed their hope.These flowers kill easily.He killed three bottle of Whisky in a week.Kill one ’s appetiteKill peaceKill the moodKill marriageII. Using words correctly1.overcome Chinglish2. Beware of archaisms, obsolete words, anachronisms and newly-coined wordsWords or meaning of words which are no longer in common used but occur in special text (e.g. Religious works) and poetry are called archaic.Words or meaning which have gone out of use altogether are called obsolete.Words that are inappropriate for the time about which one is writing are called anachronisms3.Avoid slangChapter 2 Make Correct and Effective Sentences1. Basic elements of a sentence2. what is a sentence?3. Typical English sentence pattern: Subject +predicateCoach Dietz exemplified this behavior by walking offthe field in the middle of a game , l eaving her team ata time when we needed her.I need to find a new roommate. I need to find a new roommatehave now isn't working out too well have now isn't working out too well.Well done! What a day!George in Beijing ? Susan a singer?To return from our digressionA run-on sentence consists of two or moresentence —or a semicolon.)Comma splices join two complete sentences with a comma.”and “he needed to buy eggs for Joey went to the grocery store, for he needed to buy eggs for supper.3. The position of modifiers(2) Reference of person(3) Vague ComparisonIV. Coherence(5) The balanced sentenceVI. The kinds of sentencesIn structure: (1) a simple sentence(2) a compound sentence(3) a complex sentence(4) exclamatoryRhetorically:Loose SentencePeriodic sentenceThe balance sentenceThe cumulative sentenceThe anticlimactic sentenceRhetorical questionA. Declarative, Interrogative, Imperative and Exclamatory SentencesAccording to their use, sentences are declarative, interrogative, imperative or exclamatory. A declarative sentence makes an assertion or a statement. An interrogative sentence asks a question. An imperative sentence expresses a command or a request. An exclamatory sentence expresses a strong feeling or emotion, such as surprise, pain, or joy.B. Simple, Compound, Complex, and Compound-Complex SentencesAccording to their structure, sentences are simple, compound, complex, or compound-complex.SIMPLE SENTENCEA simple sentence has only one subject and one predicate-verb, but it may contain more than one object, attribute or adverb. Short simple sentences are usually emphatic; they have special clarity and provide variety when used with longer sentences.e.g. 1. He is a good student.2. Would you tell the way to the Astor Hotel?3. Do not disturb your brother!4. When did you join the club?5. What a lovely girl she is!COMPOUND SENTENCEA compound sentence consists of two or more independent clauses (or simple sentences) related toeach other in meaning, and linked by a coordinating conjunction (and, but, or, so, for, etc.) or by a semicolon without a conjunction. Coordinated ideas should be compatible and roughly equal in importance, or take shape one by one in orderly sequence.e.g. 1. The heavy rain started suddenly, so we stopped planting the trees.2. Jack wanted to go swimming, but his wife wanted to go shopping.3. Her son studies History; her daughter majors in Chemistry.COMPLEX SENTENCEA complex sentence contains one main (or principal) clause and one or more dependent (or subordinate) clauses, with a connective word denoting the relation between the two parts. The dependent clause mayplay the part of a subject, an object, a predicative, an attribute, or an adverbial in the main clause. As arule, the major idea is expressed in the main clause and the idea or ideas of lesser importance in the subordinate clauses.e.g. 1. The government banned the high-blood-pressure pills because they produced side effects.2. Although the shop advertised same-day service, my car was not ready for three days.3. These apple trees, which my father planted three years ago, have not borne any fruit.COMPOUND-COMPLEX SENTENCEA compound-complex sentence contains at least two main clauses and at least one dependentclause —a combination of a compound and a complex sentence.e.g. 1. After I returned to school following a long illness, the math teacher gave me make-up work, but the history teacher made me drop her course.2. When the power line snapped, Tom was listening to the stereo, and Teresa was reading in bed.3. Lisa disliked walking home from the bus stop, because the street had no overhead light and it was lined with abandoned buildings.C. Loose and Periodic SentencesA loose sentence puts the main idea before all supplementary information; in other words, it puts first things first, and lets the reader know what it is mainly about when he has read the first few words. The reverse arrangement makes a periodic sentence: the main idea is expressed at or near the end of it, and it is not grammatically complete until the end is reached. The reader does not know what it is mainly about until he finishes reading it.Compare:1. She was offered a professional contract after winning the Olympic gold medal for figure skating, according to newspaper reports.2. According to newspaper reports, after winning the Olympic gold medal for figure skating, she was offered a professional contract.The main idea of both sentences is the fact that she was offered a professional contract. This idea is put at the beginning of the first sentence and at the end of the second, thus making one a loose sentence and the other a periodic one. Besides, the first part of the first sentence is complete in structure, but that of the second are only prepositional phrases and cannot be called a sentence without the second part. Loose sentences are easier, simpler, more natural and direct; periodic sentences are more complex, emphatic, formal, or literary.D. Short and Long SentencesShort sentences are usually emphatic, whereas long sentences are capable of expressing complex ideas with precision, because it may contain many modifiers. Short sentences are suitable for the presentation of important facts and ideas, and long sentences for the explanation of views and theories, or the description of things with many details.The following passage, which describes how a man saved a drowning girl, makes good use of short sentences.He crouched a little, spreading his hand under the water and moving them round, trying to feel for her. The dead cold pond swayed upon his chest. He moved again, a little deeper, and again, with his hands underneath, he felt all around under the water. And he touched her clothing. But it evaded his fingers. He made a desperate effort to grasp it ⋯He laid her down on the bank. She was quite unconscious and running with water. He made the watercome from her mouth, he worked to restore her. He did not have to work very long before he could feelthe breathing begin again in her; she was breathing naturally. He worked a little longer. He could feel herlive beneath his hands; she was coming back. He wiped her face, wrapped her in his overcoat, lookedround into the dim, dark gray world, then lift her and staggered down the bank and across the fields.---D. H. LawrenceIn contrast to short sentences, long sentences are particularly useful for presenting a set of complex,interlocking ideas. They are common in legal, political and theoretical writing, which depends onmodification for accuracy. In fiction long sentences are sometimes used to describe a person, a thing or ascene.Mrs. Chalmers was kind of fat and her hair was pretty blond and her complexion was soft and pink andshe always looked as though she had been in the beauty parlor all afternoon. She always said “My, you’re getting to be a big boy ”to Peter when she met him in the elevator, in a soft voice, as though shewas just about to laugh. She must have said that fifty times by now. She had a good, strong smell ofperfume on her all the time, too.Mr. Chalmers wore pince-nez glasses most of the time and he was getting bald and he worked late at hisoffice a good many evenings of the week. When he met Peter in the elevator he would say, “It ’s getting colder, ”or “It ’s getting warmer, ”and that was all, so Peter had no opinion about him, except that helooked like the principal of a school.But now Mrs. Chalmers was on her knees in the vestibule and her dress was torn and she was crying andthere were black streaks on her cheeks and she didn ’t look as though she ’d just come from the beauty parlor. And Mr. Chalmers wasn ’t wearing a jacket and he didn ’t have his glasses on and whaht a h d a i r hewas mussed all over his head and he was leaning against the Early American wallpaper making thisanimal noise, and he had a big, heavy pistol in his hand and he was pointing it right at Mrs. Chalmers.---Irwin ShawAlthough series of short and long sentences can both be effective in individual situations, frequentalternation in sentence length characterize much memorable writing. After one or more long sentencesthat express complex ideas or images, the pitch of a short sentence can be refreshing. Look at thefollowing example:We are now so easily misled by vision. Most of the things before our eyes are plainly there, notmistakable for other things except for the illusions created by professional magicians and, sometimes,the look of the light of downtown New York against a sky so black as to make it seem a near view ofeternity. Our eyes are not easy to fool.Similarly, a long sentence that follows a series of short ones can serve as a climax or summing-up thatrelaxes the tension or fulfills that expectation created by the series, giving readers a sense of completion.Here is a good example:We now have, as a result of modern means of communication, hundreds of words flung at us daily. Weare constantly being talked at, by teachers, preachers, salesmen, public officials, and motion-picturesound tracks. The cries of advertisers pursue us into our very home, thanks to the TV —and in somehouses the TV is never turned off from morning to night. Daily the newsboy brings us, in large cities, from thirty to fifty enormous pages of print, and almost three times that amount on Sunday. We go out and get more words at bookstores and libraries. Words fill our lives.VII. sentence varietyChapter 3 Developing ParagraphsChapter 3 Developing Paragraphs1. Basic structure of paragraphsTopic sentence:It states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one or two areas that can be discussed completely in the space of a single paragraph. The specific area is called the Controlling idea.Supporting sentences:It develops the topic sentence. That is, they explain the topic sentence by giving reasons. Some of the supporting sentences that explain the topic sentences about gold are.Concluding sentence:It signals the end of the paragraph and leaves the reader with important point to remember.E.g.There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.What is the topic sentence?The topic sentence is the first sentence in a paragraph.What does it do?It introduces the main idea of the paragraph.How do I write one?Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about. What are supporting sentences?They come after the topic sentence, making up the body of a paragraph.What do they do?They give details to develop and support the main idea of the paragraph.How do I write them?You should give supporting facts, details, and examples.What is the closing sentence?The closing sentence is the last sentence in a paragraph.What does it do?It restates the main idea of your paragraph.How do I write one?Restate the main idea of the paragraph using different words.Write a paragraph describing what a polar bear looks like.above shapebesideDifferencesSimilaritiesThe following words can help you to write a good sequence paragraph. Helper Words:subsequentlyChoice ParagraphThe following words can help you to write a good choice paragraph: Helper Words:The following words can help you to write a good explanation paragraph: Helper Words:consequentlyhenceChapter 4 Summarizingserve as a model for how you divide and write the essay.Have I rephrased the authorweaknesses? Why? What did the author do well? Not well? Why? II. Requirements for summary writingomitting the detailsreducing the examplessimplifying the descriptionseliminating all repetitionmaking phrases do the work of clauses or sentencesusing general words instead of specific wordsusing the shortest possible transitionsavoiding figurative language3. revisionConclusionA summary is a shortened version of someone else's writing or thoughts.Summaries vary in length and amount of details depending on a teacher's requirements, the length of the original source (article, book, passage) and the purpose of the summary; however, all summaries must: ·be shorter than the original source (article, book, passage) approximately one third the length of the original source;·include the main idea of the original source in your own words;·include major details (also known as supporting ideas) in your own words;·should not include your knowledge, ideas or opinion unless your teacher requests it.·identify the author, title of article, title of publication, where published, publisher, year of publication, and page information, at the top of the page of your summary (or in-text.)Chapter 5 Essay WritingChapter 5 Essay WritingBasic OrganizationIntroduction (beginning)Body (middle)Conclusion (end)Introduction ParagraphWhat is an introduction paragraph?The introduction paragraph is the first paragraph of your essay.What does it do?It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important.How do I write one?1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement.2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay.Example:Hockey has been a part of life in Canada for over 120 years. It has evolved into an extremely popular sport watched and played by millions of Canadians. The game has gone through several changes since hockey was first played in Canada.Supporting ParagraphsWhat are supporting paragraphs?Supporting paragraphs make up the main body of your essay.What do they do?They develop the main idea of your essay.How do I write them?1. List the points that develop the main idea of your essay.2. Place each supporting point in its own paragraph.3. Develop each supporting point with facts, details, and examples.To connect your supporting paragraphs, you should use special transition words. Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.Summary ParagraphWhat is a summary paragraph?The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a "conclusion."What does it do?It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.How do I write one?1. Restate the strongest points of your essay that support your main idea.2. Conclude your essay by restating the main idea in different words.3. Give your personal opinion or suggest a plan for action.Example:Overall, the changes that occurred in hockey have helped to improve the game. Hockey is faster and more exciting as a result of changes in the past 120 years. For these reasons, modern hockey is a better game than hockey in the 1890s.II. Steps Essay writingPrewriting EssaysWhat is the prewriting stage?The prewriting stage is when you prepare your ideas for your essay before you begin writing. You will find it easier to write your essay if you build an outline first, especially when you are writing longer assignments.Six Prewriting Steps:1. Think carefully about what you are going to write. Ask yourself: What question am I going to answer in this paragraph or essay? How can I best answer this question? What is the most important part of my answer? How can I make an introductory sentence (or thesis statement) from the most important part of my answer? What facts or ideas can I use to support my introductory sentence? How can I make this paragraph or essay interesting? Do I need more facts on this topic? Where can I find more facts on this topic?2. Open your notebook. Write out your answers to the above questions. You do not need to spend a lot of time doing this; just write enough to help you remember why and how you are going to write your paragraph or essay.3. Collect facts related to your paragraph or essay topic. Look for and write down facts that will help youto answer your question. Timesaving hint: make sure the facts you are writing are related to the exact question you are going to answer in your paragraph or essay.4. Write down your own ideas. Ask yourself: What else do I want to say about this topic? Why should people be interested in this topic? Why is this topic important?5. Find the main idea of your paragraph or essay. Choose the most important point you are going to present. If you cannot decide which point is the most important, just choose one point and stick to it throughout your paragraph or essay.6. Organize your facts and ideas in a way that develops your main idea. Once you have chosen the most important point of your paragraph or essay, you must find the best way to tell your reader about it. Look at the facts you have written. Look at your own ideas on the topic. Decide which facts and ideas will best support the main idea of your essay. Once you have chosen the facts and ideas you plan to use, ask yourself which order to put them in the essay. Write down your own note set that you can use to guide yourself as you write your essay.Writing EssaysWhat is the writing stage?The writing stage is when you turn your ideas into sentences.Five Writing Steps:1. For the introduction, write the thesis statement and give some background information.2. Develop each supporting paragraph and make sure to follow the correct paragraph format.3. Write clear and simple sentences to express your meaning.4. Focus on the main idea of your essay.5. Use a dictionary to help you find additional words to express your meaning.Editing EssaysWhat is the editing stage?The editing stage is when you check your essay for mistakes and correct them.Editing Steps:Grammar and Spelling1. Check your spelling.2. Check your grammar.3. Read your essay again.4. Make sure each sentence has a subject.5. Make sure your subjects and verbs agree with each other.6. Check the verb tenses of each sentence.7. Make sure that each sentence makes sense.Style and Organization1. Make sure your essay has an introduction, supporting paragraphs, and a summary paragraph.2. Check that you have a thesis statement that identifies the main idea of the essay.3. Check that all your paragraphs follow the proper paragraph format.4. See if your essay is interesting.Publishing EssaysWhat is the publishing stage?The publishing stage is when you produce a final copy of your essay to hand in.Publishing Steps:1. Make a paper copy of your essay.2. Show your work to your teacher, tutor, or parents.3. Ask them for hints on how to improve your writingIII. Types of outlinesThe outline quickly and clearly shares your content and thesis with the reader. In the early stages of your research, an outline will help you to organize your ideas and material. Later in the research process, a more detailed outline will help you unify and refine your final paper. Whether formal or informal in style, outlines aid clear thinking and well-developed ideas.The most important rule for outlining form is to be consistent!An outline can use topic or sentence structure.A topic outline uses words or phrases for all entries and uses no punctuation after entries. Advantages: presents a brief overview of work and is generally easier and faster to write than a sentence outline.A sentence outline uses complete sentences for all entries and uses correct punctuation. Advantages: presents a more detailed overview of work including possible topic sentences and is easier and faster for writing the final paper.You should start your outline by identifying your thesis statement. Then you clarify the progression of your argument as follows:I. Use Roman Numerals to identify the section of your paper. (e.g. Arguments for, Arguments against, background information, biographical information, Evaluation, etc)A. Use Capital letters under each Roman Numeral (Be sure to indent!) to present your arguments within those sections. (e.g. under a paper section called "Advantages of studying at ISP" you may have international community, International Baccalaureate, competitive education).1. Use numbers to list the details or facts that you will use to back up the claims made by the Capital letters.Sample outlineThesis: The war on drugs will do far more to control and eliminate illegal drug use in the USA than will the legalization of drugs.I. Epidemic proportions of drug problem in last decade have prompted efforts at all levels of society to address problemA. Three pronged effort of President's war on drugs - overview1. enforcement2. education3. treatmentB. Legalization also proposed by many as solution - overview of sketchy implementation planII. Arguments in favor of legalizationA. Takes away criminal element1. citation of Amsterdam experiment - Goldblatt2. analogy to legalized prostitution in Europe, NevadaB. Government can control drug quality and quantity1. FDA supervision2. more personnel and support requiredC. More revenue to support prevention and education1. estimates of revenue by Scheffer study2. analogy to revenue from state liquor operations - Maine, OklahomaIII. Arguments against legalizationA. Violates moral/ethical principles of country1. Taber's assessment of constitutional intention2. Heritage Foundation studyB. Makes drugs permanent fixture of society1. analogy to prostitution - Rosenburg study2. normalization lowers standards - Whitten's studyC. Encourages greater drug use by wider spectrum of users1. Post Vietnam study of mid size American cities2. Impact on middle class and youth - Fallow's viewsD. Subsidizes addiction with public money1. Amsterdam argument - Goldblatt's rebuttalE. Does not address causes of addiction - inner city survey from 1996IV. Three pronged war on drugs addresses supply, prevention, treatmentA. Coordinated law enforcement efforts at local, state, federal levels1. Legislative intent - McMurphy Bill2. sample cases from PA, MA, DC, CAB. Education - treatment programs at state - local levels1. success of NA based programs2. statistics on welfare cost saving3. 1997 Florida based studyC. Attention to factors encouraging drug dealing - addiction1. poverty and lack of education - Wilson data2. low self-esteem, lack of hope - AMA's new policy initiative3. lack of community involvement with youth - Center for Urban Studies position paperV. War on drugs clearly better than legalizationA. War on drugs is long range solutionB. War on drugs addresses underlying causesC. War on drugs consistent with country's valuesD. War on drugs will eventually end widespread drug useIV. Types of WritingNarrationNarration1. What is narration?The method of development in which the writer tells a story to support a point. Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.2．Essential Featuresa. Context--the writer makes clear what happened, when, where, and to whom1.) There is a plot that involves escalating conflict between characters, between a person andher-/himself, or between people and nature or some other force.2.) The conflict sets up an imbalance, a tension that a reader wants resolved, and that finally is.3.) The setting places the events in a definite time period and particular location4.) The events happen to a combination of round characters, the best of whom perform in ways that are unpredictable, yet ultimately consistent with their own individual personalities and motivations, and lesser personages.b. Point of view--the writer takes a consistent point of view in relation to the action, writing either as a participant (first person -- using "I") or as a spectator (third person -- using "he," "she," "it," "they").c. Selection of detail--the writer focuses only on the actions and details that further the story and promote the point, minimizing or eliminating others.1.) Expression of feelings2.) Dialogue--direct quotes of what the characters say to each otherd. Organization--the writer organizes the events of the story in a chronological order using time transitions.e. Purpose —there's a reason for telling the story. One way to find it is to complete the statement, "The moral of the story is..."2. Why do writers use narration?a. To entertainb. To reportc. To instructUltimate goal: to tell an entertaining story yet also bring readers to a clear understanding of a larger issue.3. How can readers and writers tell narration from the other MODs? They can ask:a. Does something happen between people and people or people and outside forces? What happens?b. Where is the tension?c. How is the conflict resolved?d. Do characters dialogue with each other? Are there direct quotations?e. What kinds of feelings are brought out?f. What is "the moral of the story?"The more of these items which appear, the more likely it is narration.4. How does one write essays with it?a. Determine an audience and purpose in telling the story--a broad instructive point it may make about human nature or the ways of the world. Who needs to have this information in order to have a more satisfying life?Determining the audience and purpose helps the writer select details and events.It also keeps him/her from wasting time developing a pointless essay.b. Context —Establish the setting of the essay, the world in which the action takes place, in the first paragraph or two.Give the characters real names and include a capsule portrait of each--a one or two sentences or phrases that captures the personalities of the main ones.State where the events take place using place names that could be found in an atlas, and/or describing items such that Spielberg's set dresser wouldn't have much trouble knowing what to get or where to put them.Use time indicators: breakfast, afternoon tea, midnight, sunrise, almost noon, first, then, next. . .c. Keep a consistent point of view throughout the essay, writing either in the first or third person throughout. Eliminate any "you" or "your" that creeps into a sentence by revising it.d. Select details and events that serve a worthwhile purpose, but not so much that there is an excess of information that is ultimately boring.。
《英语写作基础教程》Avoid Chinglish
Improve the following Chinglish sentences
• 1. My home has a dog. • 2. If I do not study hard, I would be backward. • 3. Never learn from me, since you are not so strong as I am. • 4. We played very happily last night. • 5. We will study to swim next week. • 6. His age is very young.
• 4. Have you eaten? Where have you been? • These sentences are used as forms of greeting. • How are you? How are you doing? How are things?
6. Differences between Chinese and English modes of thinking
• 4. my mum went to the shops to buy things for me yesterday. • My mum went shopping for me yesterday.
4. Improper grammar
• 1. Because it was very late, so they had to go home. • Because it was very late, they had to go home. • 2. Looking from the mountaintop, the city appears very beautiful. • Seen from the mountaintop, the city appears very beautiful.
(3.1-3)英语写作教学大纲
《英语写作》课程教学大纲课程代码: 3040107课程名称：英语写作英文名称：A Handbook of Writing课程类型: 必修课总学时： 64 讲课学时：32 实验学时：32学分： 4适用对象: 英语专业高年级学生先修课程：综合英语一、课程性质、目的和任务本课程适用于大学专科英语专业学生。
通过本课程的教学，学生可以了解必要的英语写作基础知识，培养熟练的英语写作能力，提高学生在信息时代用英语进行信息交流的能力。
学习本课程，要求学生具备一定的英语、阅读及写作方面的知识，要求学生掌握概要、摘要的写作规范和一般要求；掌握读书报告或其他种类报告的书写规范，并且内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体；写作课结束时，学生应能够了解英语论文写作，并初步掌握基本修辞方法进行高一级的英语写作。
二、教学基本要求通过本门课程的系统学习，学生应了解基本的英语写作理论知识，即写作格式、遣词造句、修辞法、工具书的使用、句型等基本语言理论知识，合格文章的标准，即切题、连贯、简洁和长短句结合等写作技巧，以及主题句的写法、段落的结构和小结的写法等。
在实例分析的基础上，学生必须掌握各种句型的使用、主题句的含义和运用、段落的结构和写法等。
教学的重点是段落的写作，尤其要注重主题句的写法和展开。
三、教学内容及要求本课程教学总时数为64学时，其中讲授学时为32时，实践教学为32学时。
第一章：Using Proper Words教学时数：4学时教学重点：词的基本种类以及如何进行词的选择。
教学难点：近义词的辨析教学内容：第一节：Types of Words第二节：Choice of Words第三节：Synonyms第四节：Some Good Dictionaries第二章：Making Correct and Effective Sentences教学时数：12学时教学重点：1. 句子结构的完整性、主谓的一致性、如何用连词连接句子、复合句中的主句以及正确使用时态；2.有效的句子，包括句子的统一性、连贯性、准确性；句子的变化和句子的强调。
英语写作基础教学大纲- 《英语写作基础》课程教学大纲
2009《英语写作基础》课程教学大纲一、课程性质与教学目的：《英语写作教程基础》是英语专业基础阶段一门重要的实践课程，着重培养学生英语写作的基本技能。
掌握句子、段落以及应用文写作的基本理论和技巧，写出主题较为突出、内容较为完善、语言较为通顺、格式符合要求的短文。
二、教学对象本课程的教学对象是高等专科英语专业的学生或具有同等水平的自学者.三、教学要求：通过系统学习和刻苦训练，使考生最终掌握教材所规定的全部写作基本概念、基本理论和基本用法。
最终能写一般的书信，通知便条，请贴、问候及记叙文、说明文和个人简历等。
格式正确，语言得体，内容完整，条理清楚，语法正确，快速写作速度为每小时200词。
四、教学内容：（一）、《英语写作教程基础》教学内容为：第一章：正确选词(Using Proper Words)1.词类（Types of Words）_2.选词（Choice of Words）3.同义词（Synonyms）4.好字典（Some Good Dictionaries）学习目的与要求：掌握英语的词类及如何正确选词，用词）第二章：使句子正确有效（Making Correct and Effective Sentences ）1.正确造句（Correct Sentences）2.同位语从句和附属字句（Coordination and Subordination）3.有效的句子（Effective Sentences）学习目的与要求：掌握各种句子结构，正确有效的造句。
第三章：段落（Developing Paragraphs）1.段落的种类（Types of Paragraph）2.段落的写作方法（Ways of Developing a Paragraph）学习目的与要求：掌握段落的写作的基本理论和基本要求，并能按照要求运用基本理论，指导自己的段落写作。
对段落的主题句、统一性、连贯性等重点要熟练掌握并达到综合运用。
英语写作基础教程(第三版)chapter
and a few books - are here. (4). introduce a summarizing clause after a series of
h
11
一、Manuscript Form
1. Arrangement
(10) attention: Never begin with a comma(,), a period(.), a colon(:), a question mark (?), an exclamation mark(!)
Never ends with 【 “ ( h-
h
20
二、 Punctuation
3. The Dash / Hyphen (-)
(1). indicates a break in thought or a change in tone, or a speaker's confusion or hesitation e.g. Many people went there - did you go?
2. The Period (.)
(1). used at the end of a declarative sentence, a mildly imperative sentence, and an indirect question
(2). Abbreviations U.S.A. a.m.
(3). Three spaced periods make the ellipsis mark
英语写作基础 课件
way toward the shore with plummet and soundingline and you waited with beating heart for something
to happen?
The ___ girl is so cute.
2.durable/ lasting a _____ pair of shoes 3. country, nation, state, land
mother ___ ____ documents European ____ ____ wide
√ √
Exercises
kind, honest, just, generous, sympathetic, warmhearted, selfless, brave, honorable
Guidelines about the choice of words
• Use common or informal words for general • • •
Chapter 1 Manuscript Form and Punctuation
1. Arrangement ※ Write on every other line ※ Don’t write to the very edge of the page ※ Title: a. capitalized: except articles\prep\conjunctions b. punctuation: (no full stop, question mark is proper)
Words
Figures of Speech
英语写作基础教程(1)
第 二 章 用 词 (Using Proper Words)
第三章造句
(Making Correct and Effective Sentences)
第四章
段 落 (Developing Paragraphs)
第 六 章 完 整 的 作 文 (Composing Essays)
第七章 应用文(Writing for Practical Purposes)
Chapter one
Manuscript Form and Punctuation 1. why is it important to write in correct
manuscript? 2. What are the rules for titles?
Focus 1 Manuscript Form (P1)
学习方法例举
根据自己的情况，选择不同的学习方式： 方式一：如果你能够写出语法基本正确的句子和
段落，那么，你就可以直接开始学习第六章（完整的 作文）或第七章（应用文写作）。将前面四章的学习 内容作为自学内容，如：标点符号的运用、信件的格 式等；
方式二：如果还没有自信能写出语法基本正确的 句子和段落的同学，可以从第一章开始逐章学习。基 础学习准备好后，对教学重点的内容也就容易把握了。
教学重点
1. 第六章“短文的写作” (Composing Essays) 2. 第七章“应用文的写作” (Writing for Practical Purposes)
巴基斯坦驻华大使鸿德致辞
非常感谢院长先生。谢谢您做介绍时的友好言辞。今天我们很 高兴来到这里。我夫人与我为有这次机会再次来到贵校访问感到 荣幸。感谢贵校对我们的欢迎，特别感谢鸿德学院的热情接待， 我们为此感到不胜荣幸，谢谢你们，我们此行带来了大使馆统和 巴基斯坦人民的良好祝愿。
英语写作基础教程第三版课后答案
英语写作基础教程第三版课后答案1、—Is this Tony’s history book?—No, it isn’t ______.（）[单选题] *A. himB. his(正确答案)C. heD. himself2、She _______ so much _______ her mother. [单选题] *A. looks; like(正确答案)B. looks; forC. looks; afterD. looks forwards; to3、Could you please ______ why you can’t come to attend the meeting? [单选题] *A. explain(正确答案)B. understandC. giveD. reach4、77．You can watch TV when you finish________ your homework. [单选题] *A．to doB．doC．to doingD．doing(正确答案)5、I’m still unable to make myself_____in the discussion, which worries me a lot. [单选题]*A.understandB.understood(正确答案)C.understandingD.to be understood6、The hall in our school is _____ to hold 500 people. [单选题] *A. big enough(正确答案)B. enough bigC. very smallD. very big7、--What would you like to say to your _______ before leaving school?--I’d like to say"Thank you very much!" [单选题] *A. workersB. nursesC. waitersD. teachers(正确答案)8、The news is?_______. We are all _______ at it. [单选题] *A. exciting;?excited(正确答案)B. excited;?excitingC. exciting;?excitingD. excited;?excited9、74．In England people drive________. [单选题] *A．on the left(正确答案)B．in the leftC．on leftD．in left10、--Whose _______ are these?? ? ? --I think they are John·s. [单选题] *A. keyB. keyesC. keys(正确答案)11、-Do you have tickets for Friday? -Sorry, we've got _____ left. [单选题] *A. eitherB. none(正确答案)C. no oneD. neither12、I’ve _______ a job interview today. [单选题] *A. haveB. had(正确答案)C. hasD. have gone to13、The Titanic is a nice film. I _______ it twice. [单选题] *A. sawB. seeC. have seen(正确答案)D. have saw14、Customers see location as the first factor when_____a decision about buying a house. [单选A.makeB.to makeC.making(正确答案)D.made15、One thousand dollars a month is not a fortune but at least can help cover my living（）. [单选题] *A. billsB. expenses(正确答案)C. pricesD. charges16、_______ win the competition, he practiced a lot. [单选题] *A. BecauseB. In order to(正确答案)C. Thanks toD. In addition to17、Modern plastics can（）very high and very low temperatures. [单选题] *A. stand(正确答案)B. sustainC. carryD. support18、Tomorrow is Ann’s birthday. Her mother is going to make a _______ meal for her. [单选题] *A. commonB. quickC. special(正确答案)D. simple19、Jack can speak Japanese, and his brother can _______ speak Japanese. [单选题] *A. tooB. also(正确答案)C. eitherD. as well20、( ) No matter _____ hard it may be, I will carry it out. [单选题] *A whatB whateverC how(正确答案)D however21、57．Next week will be Lisa's birthday. I will send her a birthday present ________ post. [单选题] *A．withB．forC．by(正确答案)D．in22、In winter, animals have a hard time_____anything to eat. [单选题] *A.to findB.finding(正确答案)C.foundD.to finding23、--What’s your _______, Jim Green?--Jim. [单选题] *A. full nameB. first name(正确答案)C. last nameD. family name24、Don’t read in bed. It’s _______ your eyes. [单选题] *A. good atB. good forC. bad atD. bad for(正确答案)25、In order to find the missing child, villagers _______ all they can over the past five hours. [单选题] *A. didB. doC. had doneD. have been doing(正确答案)26、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke27、--Miss Li, could you please help me _______ math problem？--OK. Let me try. [单选题] *A. look upB. work out(正确答案)C. set upD. put up28、Three ______ died of water pollution last winter. [单选题] *A. hundreds of villagersB. hundred villagers(正确答案)C. hundreds villagersD. hundred of villagers29、I don’t think he will take the case seriously,_____? [单选题] *A.don’t IB.won’t heC.does heD.will he(正确答案)30、These two films are very interesting. I like them _____. [单选题] *A. eitherB. neitherC. allD. both(正确答案)。
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《英语写作基础教程》第七章和第八章导学
第七章Writing for Practical Purposes (应用文写作)
应用文指在我们日常生活和工作中为了交际而进行的写作。
要求掌握通知、问候、便条、信函、简历等的写法。
1．通知的写法
写通知一定要简单明了，重点突出，格式要平衡、美观。
一般通知的内容包括：
(1) 时间(指活动的日期、具体时间)；
(2) 地点；
(3) 活动内容；
(4) 报告者情况介绍(如活动是讲座或报告)；
(5) 其它必要内容。
2．问候、祝贺、感谢、唁电的写法
英语写问候、祝贺等，都有一定格式，一般包括被问候者姓名问候、祝贺等具体内容及问候、祝贺者姓名。
贺卡有新年卡、圣诞卡、生日卡、婚礼卡、感谢卡、慰问卡等，其中，多有固定格式，可参阅教材里的例子。
3．便条的写法
便条是最简单的信件。
在日常生活和工作中临时遇到一些需要对别人说的事情，就可以留一张便条。
写便条的语言一般比较口语化，格式也比较随便，不必写出写信人和收信人的地址，也不必写信尾的套语，在写日期时可以省略“年”的部分。
4.书信的写法
书信分私人多信和事务书信两大类。
英语书信，尤其是事务书信有比较严格的格式要求，包括以下六个部分：
(1)信首。
包括寄信人的地址及写信日期；
(2)收信人地址。
私人书信这部分一般省略；
(3)称呼；
(4)书信正文；
(5)信尾套语；
(6)签名。
私人书信与事务书信在格式上不完全一样。
事务书信的格式比较严格，用词也比较讲究、正式。
写申请信、推荐信、介绍信等都有一套较固定的格式，可参阅教材中的实例。
5．个人简历的写法
在求职、求学等情况时需要写个人简历。
英语个人简历的写法要求有比较严格的格式，但是由于不同的目的，内容并不完全一样。
简历—般包括以下部分：姓名、住址、婚姻状况、个人著述、参加何种学术组织、外语程度、证明人等。
写个人简历要求语言准确、简练，格式正确，还要求版面安排美观。
《英语写作基础教程》上面有应用文写作的范文，请认真阅读。
第八章Preparing Research Papers （论文）
一、论文写作过程一般有五个步骤(steps)
1. 选题（choosing a topic）
2. 收集资料( collection information)
3. 分析资料、构思、制定提纲(analyzing the information, organizing ideas and working out an outline)
4、撰写初稿(writing the first draft)
5. 修改和定稿(revising the draft and finalizing the paper)
二、论文的结构(components of a paper)
1. 论点和提纲(thesis statement and outline)
2. 引言(introduction)
3. 主体(body)
4. 结尾(conclusion)
5. 注释及书目(in-text notes and works cited)
三、注意事项
1. 引文的使用(use of quotations)
有两种引用：直接引用和间接引用。
使用引文要注意三点：一是尽量少用；二是要将引文自然地溶入论文之中；三是要注明出处。
2. 注释的使用（use of notes）
（1）在论文中使用某原著中的观点或事实时，必须在脚注或尾注中注明资料的来源。
避免剽窃之嫌。
（2）注释的格式（note forms）
有脚注和尾注两种。
3. 书目（works cited）
书目置于注释之后，单独成页。