chpater 2 writing process
最成功的作家的英语作文
The most successful writers are often those who have mastered the art of storytelling, developed a unique voice, and have the ability to connect with their readers on an emotional level. Here are some key characteristics of successful writers in English composition:1. Mastery of Language: Successful writers have a deep understanding of the English language, including grammar, syntax, and vocabulary. They use language effectively to convey their ideas clearly and engagingly.2. Originality: They bring fresh perspectives and unique ideas to their work. Originalityin thought and expression sets their writing apart from the rest.3. Strong Narrative Skills: Whether writing fiction or nonfiction, successful writers are adept at crafting compelling narratives that draw readers in and keep them engaged.4. Emotionally Resonant: They have the ability to evoke emotions in their readers, making the audience care about the characters, the story, or the message being conveyed.5. Discipline and Persistence: Successful writing often requires a high level of discipline and the persistence to revise and improve their work over time.6. Understanding of the Audience: Knowing the target audience and tailoring the writing style and content to suit their interests and needs is crucial for a writers success.7. Adaptability: The most successful writers are able to adapt their writing to different genres, formats, and platforms, whether its a novel, a screenplay, a blog post, or a social media update.8. Continuous Learning: They never stop learning and improving their craft. This includes reading widely, attending workshops, and seeking feedback from peers and mentors.9. Marketing Savvy: In todays digital age, successful writers also understand the importance of marketing their work through social media, public speaking, and other promotional activities.10. Resilience: Rejection is a part of the writing process, and successful writers are resilient, using feedback to improve their work rather than being discouraged by it.11. Attention to Detail: They pay close attention to detail, ensuring that every sentence,paragraph, and chapter contributes to the overall quality and coherence of their work.12. Cultural Sensitivity: Successful writers are aware of cultural nuances and are sensitive to the diversity of their readership, ensuring their work is inclusive and respectful.13. Ethical Integrity: They maintain high ethical standards in their writing, avoiding plagiarism and respecting the work of others.14. Innovation: They are not afraid to experiment with new forms, styles, and technologies in their writing.15. Passion: Above all, the most successful writers have a passion for storytelling and a commitment to their craft that drives them to continually produce highquality work. By embodying these characteristics, writers can increase their chances of success in the competitive world of English literature and composition.。
熟能生巧英语作文书
熟能生巧英语作文书IntroductionThe adage "practice makes perfect" holds true especially in the realm of language learning. English, being a globally recognized language, offers a gateway to communication, knowledge, and opportunities. This composition book aims to guide learners through the process of honing their English writing skills through consistent practice and thoughtful reflection.Chapter 1: The Power of Daily Writing- The Habit of Writing: Encourages the establishment of a daily writing routine.- Journaling in English: Provides tips on how to maintain an English journal.- Reflective Writing: Highlights the importance of reflecting on personal experiences in English.Chapter 2: Expanding Vocabulary- Word of the Day: Introduces a method for learning a new word daily.- Thesaurus Exploration: Offers strategies for discovering synonyms and expanding vocabulary.- Colloquial Language: Delves into the use of idiomatic expressions and slang.Chapter 3: Grammar and Structure- Basic Sentence Structures: Breaks down simple, compound, complex, and compound-complex sentences.- Common Errors to Avoid: Identifies typical mistakes and offers corrections.- Tenses and Voices: A comprehensive guide to English tenses and the use of active and passive voice.Chapter 4: Building Coherence- Paragraph Writing: Teaches how to write a coherent paragraph with a central idea.- Transition Words: Lists and explains the use of transition words to improve flow.- Logical Sequence: Provides techniques for organizing thoughts logically.Chapter 5: The Art of Essay Writing- Understanding the Prompt: Guides on how to analyze and respond to essay questions.- Argumentative Essays: Offers advice on constructing persuasive arguments.- Narrative and Descriptive Writing: Explores the techniques for storytelling and vivid descriptions.Chapter 6: Enhancing Creativity- Creative Writing Prompts: Provides prompts to inspirecreative writing.- Poetry and Prose: Introduces the basics of writing poetry and prose in English.- Writing a Short Story: Gives a step-by-step guide to crafting a compelling short story.Chapter 7: Editing and Proofreading- The Editing Process: Explains the importance of editing and how to approach it.- Proofreading Techniques: Offers practical tips for catching and correcting errors.- Peer Review: Encourages the value of peer review in improving writing.Chapter 8: Preparing for Exams- Academic Writing: Focuses on writing skills required for academic success.- IELTS and TOEFL: Provides specific strategies for high-stakes English proficiency exams.- Exam Practice: Includes sample essays and compositions for practice.ConclusionThe journey to mastering English writing is a continuous one, filled with challenges and rewards. This composition book serves as a companion on that journey, equipping learners with the tools and confidence to express themselves effectively in English.Appendices- Appendix A: Grammar Reference- Appendix B: Commonly Confused Words- Appendix C: Vocabulary Lists by Theme- Appendix D: Sample Essays and CompositionsAbout the Author[Your Name], a seasoned English teacher with years of experience in language instruction, has compiled this book to share insights and strategies that have proven successful with students of all levels. The goal is to inspire a lovefor the English language and to empower learners to communicate with clarity and confidence.。
Business Writing chapter 1
3. Writing techniques
1) Conversational Style In a good letter a conversation is held. The reader must be made to forget that he is reading a letter. People who write with a sense of personal contact have a better chance to make what they say interesting and convincing.
Concreteness（具体） 具体）
Business writing should be vivid, specific and definite rather than vague, general and abstract.
Courtesy(礼貌） 礼貌）
By courtesy we mean treating people with respect and friendly human concern. They consider the reader’s desires, problems, circumstances, emotions and probable reactions to their request.
5.Consequent upon the changes made, you will be in charge of the general office . As a result of the changes made, you will be in charge of the general office.
1
了不起的比尔盖茨
摘要菲茨杰拉德的代表作《了不起的盖茨比》为我们生动展示了二十世纪二十年代“爵士时代”的生活画卷，但在表面的繁华下又隐藏着浓浓的悲凉。
《了不起的盖茨比》标志着菲茨杰拉德的最高成就。
艾略特曾评论说菲茨杰拉德是继詹姆斯之后美国文学迈出的又一步，是美国现代文学史上最优秀的作品之一。
小说反思了一个空前繁荣、物质过剩时代的美国梦的破灭，展现了美国梦对人们日常生活的消极影响。
另一方面，书中体现了美国梦对所有角色的影响。
那时的人们对金钱有强烈的欲望，他们天真的以为幸福是构筑在金钱之上。
对于整个美国来说盖茨比是个独特的例子，盖茨比个人的困境和失败实际上是整个美国的。
这部小说讽刺了美国梦的虚幻和不真实，是不可能实现的。
本篇论文主要分析书中人物，特别是主要人物在美国梦传奇下的嘲讽与悲怆。
毫无疑问，盖茨比的嘲讽与悲怆是不可避免的，在这种社会环境下，没有人能逃脱悲剧的命运，这不仅是盖茨比一个人的而是整个社会的嘲讽与悲怆。
关键词：美国梦；盖茨比；嘲讽及悲怆AbstractF. Scott Fitzgerald‟s masterpiece The Great Gatsby shows us a vivid picture of the 1920s with its superficial prosperity and underlying sadness. The Great Gatsby, with its depiction of “the Jazz Age”, marks the highest point of F. Scott Fitzgerald‟s artistic achievement. T. S. Eliot once concluded that it was the “first step that American fiction has taken since Henry James”. The Great Gatsby is one of the greatest novels in Modern American literature. It is a highly symbolic meditation on the disintegration of the American Dream in an era of unprecedented prosperity and material excess.On one hand, Fitzgerald shows a running theme of how the American Dream affects all of the characters in The Great Gatsby. People of that time have strong mind of pursuing money. They innocently believe that happiness lies in wealth. The representation of Gatsby as unique to America signifies that Gatsby‟s personal dilemma and failure are the dilemma and failure of American nation, thus satirizing the illusory nature of the American Dream and impossible to attain it.This thesis will attempt to explore how the characters especially the title roles in this novel represent the irony and pathos to the legendry of the American Dream. Undoubtedly Gatsby‟s irony and pathos is inevitable and nobody can escape from the tragic fate in this kind of society. In this novel, it is not only Gatsby‟s irony and pathos but the irony and pathos of the whole American society.Key words：American Dream；Gatsby；irony and pathosContentsChapter 1 Introduction (1)1.1 Introduction of the novel (1)1.1.1 Plot (1)1.1.2 The background of the novel (1)1.1.3 The process of writing the novel (2)1.1.4 The influence of the novel (2)1.2 A brief introduction of F. Scott Fitzgerald (3)1.2.1 F. Scott Fitzgerald‟s life (3)1.2.2 F. Scott Fitzgerald‟s influence (3)Chapter 2 American Dream (4)2.1 The meaning of the American Dream (4)2.2 The decline of the American Dream in the 1920s (4)2.3 Gatsby‟s American Dream (5)2.3.1 To get wealth (6)2.3.2 To get back his lost love (7)Chapter 3 Irony and pathos in the novel (9)3.1 Irony and pathos to Gatsby (9)3.1.1 Gat sby‟s belief in the American Dream (9)3.1.2 Daisy‟s unworthiness (9)3.1.3 Gatsby‟s refusal to admit Daisy‟s essence (11)3.1.4 The relation between Gatsby and other people (13)3.2 Irony and pathos to other characters (14)3.2.1 Daisy Buchanan (14)3.2.2 Tom Buchanan (15)3.2.3 Myrtle Wilson (15)3.2.4 George Wilson (16)3.2.5 The common people in the novel (16)Conclusion (18)References (21)Acknowledgements (22)Chapter 1 Introduction1.1 Introduction of the novelThe Great Gatsby is a novel by the American author F. Scott Fitzgerald and it is his masterpiece. It shows us a vivid picture of the 1920s with its superficial prosperity and underlying sadness. The failure of the American Dream and the crisis of value are well reflected in characters and the details of the novel.The Oxford Companion to American Literature had said that The Great Gatsby was his finest novel, sensitive and symbolic treatment of themes of contemporary life related with irony and pathos to the legendry of the American Dream.1.1.1PlotA young man named Nick Caraway, who came to New York City in spring of 1922. He became involved in the life of his neighbor at Long Island, Jay Gatsby, a very rich man, who entertained hundreds of guests at his party. Gatsby revealed to Nick, that he fell in love with Nick‟s cousin Daisy before the war. At that time he was poor. However, Daisy married Tom Buchanan, a rich but boring man of good social position. He persuaded Nick to bring him and Daisy together again. “You can‟t repeat the past,” Nick said to him. Gatsby tried to convince Daisy to leave Tom, who, in turn, revealed that Gatsby has made his money from bootlegging. So they asked Daisy whom she loved. Daisy began to sob helplessly and said she did love Gatsby once but she loved Tom too. Daisy, driving Gatsby‟s car, hit and killed Tom‟s mistress, Myrtle Wilson, unaware of her identity. Gatsby remained silent to protect Daisy. Tom told Myrtle‟s husband Wilson it was Gatsby who killed his wife. Wilson murdered Gatsby and then committed suicide. Nick was left to arrange Gatsby‟s funeral, attended only Gatsby‟s father and one former guest. Nick returned to his Midwest home, reflecting on Gatsby‟s dreams and the sad and cyclical nature of the past.1.1.2 The background of the novelThe novel takes place following the First World War. American society enjoyedprosperity during the roaring 1920s. The American economy soared, bringing unprecedented levels of prosperity to the nation. Prohibition, the ban on the sale and consumption of alcohol mandated by the Eighteenth Amendment to the Constitution (1919), made millionaires out of bootleggers. Sprawling private parties managed to elude police notice. The chaos and violence of World War I left America in a state of shock, and the generation that fought the war turned to wild and extravagant living to compensate. The traditional conservatism and timeworn values of the previous decade were turned on their ear, as money, wealth, and exuberance became the order of the day.In this period, jazz music blossomed, the flapper redefined modern womanhood. The era was further distinguished by several inventions and discoveries of far-reaching importance, unprecedented industrial growth and accelerated consumer demand and aspirations. The Roaring Twenties was marked by a general feeling of discontinuity associated with modernity, a break with traditions. Everything seemed to be feasible through modern technology.1.1.3 The process of writing the novelWith The Great Gatsby, Fitzgerald made a conscious departure from the writing process of his previous novels. He started planning it in June 1922, after completing his play The Vegetable, and began composing it in 1923. Unlike his previous works, Fitzgerald intended to edit and reshape Gatsby thoroughly, believing that it held the potential to launch him toward literary acclaim. He told his editor Maxwell Perkins that the novel was a consciously artistic achievement and a purely creative work — not trashy imaginings as in his stories but the sustained imagination of a sincere and yet radiant world. He added later, during the editing process, that he felt an enormous power in me now, more than he has ever had.1.1.4 The influence of the novelWritten in 1925, The Great Gatsby is one of the greatest literary documents of this period. After it was republished in 1945 and 1953, it quickly found a wide readership and is today widely regarded as a paragon of the great American novel, and a literary classic. The Great Gatsby has become a standard text in high school and university courses on American literature in countries around the world and is ranked second in the Modern Library‟s lists of the 100 best novels of the 20th century.1.2 A brief introduction of F. Scott FitzgeraldFrancis Scott Key Fitzgerald (September 24, 1896— December 21, 1940) was an American author of novels and short stories. Fitzgerald is considered a member of the “Lost Generation”of the 1920s. He finished four novels, This Side of Paradise, The Beautiful and Damned, Tender is the Night and his most famous, The Great Gatsby. A fifth, unfinished novel, The Love of the Last Tycoon was published posthumously. Fitzgerald also wrote many short stories that treat themes of youth and promise along with despair and age.1.2.1 F. Scott Fitzgerald’s lifeFitzgerald was raised in St. Paul, Minnesota. Though an intelligent child, he did poorly in school and was sent to a New Jersey boarding school in 1911. Despite being a mediocre student there, he managed to enroll at Princeton in 1913. Academic troubles and apathy plagued him throughout his time at college, and he never graduated, instead enlisting in the army in 1917, as World War I neared its end.There he met and fell in love with a wild seventeen-year-old beauty named Zelda Sayre. Zelda finally agreed to marry him, but her overpowering desire for wealth, fun, and leisure led her to delay their wedding until he could prove a success. With the publication of This Side of Paradise in 1920, Fitzgerald became a literary sensation, earning enough money and fame to convince Zelda to marry him.However, Zelda suffered a nervous breakdown and Fitzgerald battled alcoholism, which hampered his writing. He published Tender Is the Night in 1934, and sold short stories to The Saturday Evening Post to support his lavish lifestyle. In 1937, he left for Hollywood to write screenplays, and in 1940, while working on his novel The Love of the Last Tycoon, died of a heart attack at the age of forty-four.1.2.2F. Scott Fitzgerald’s influenceFitzgerald was the most famous writer of 1920s America, an era that he dubbed “the Jazz Age”. He is widely regarded as one of the greatest American writers of the 20th century.Chapter 2 American Dream2.1 The meaning of the American DreamAmerica was described as a Dream of a Land with new opportunities and equal chances for everyone.In America one might hope to satisfy every material desire and thereby achieve happiness. It is deceptive because it proposes the satisfaction of all desire as an attainable goal and identifies desire with material. The American Dream is the firmly held belief that everyone has the opportunity to achieve their goals and become rich and prosperous if they only work hard enough.The term “American Dream” was first used by James Truslow Adams in his book The Epic of America. The original idea of the American Dream is about moral values and the pursuit of happiness. But the pursuit of happiness was soon turned into the pursuit of wealth and ultimately to greed.2.2 The decline of the American Dream in the 1920sOn the surface, The Great Gatsby is a story of the thwarted love between a man and a woman. The main theme of the novel, however, encompasses a much larger, less romantic scope. Though all of its action takes place over a mere few months during the summer of 1922 and is set in a circumscribed geographical area in the vicinity of Long Island, New York, The Great Gatsby is a highly symbolic meditation on 1920s America as a whole, in particular the disintegration of the American Dream in an era of unprecedented prosperity and material excess.Fitzgerald portrays the 1920s as an era of decayed social and moral values, evidenced in its overarching cynicism, greed, and empty pursuit of pleasure. The decadent parties and wild jazz music epitomized in The Great Gatsby by the opulent parties that Gatsby throws every Saturday night resulted ultimately in the corruption of the American Dream, as the unrestrained desire for money and pleasure surpassed more noble goals. When World War I ended in 1918, the generation of young Americans who had fought the war became intensely disillusioned, as the brutal carnage that they hadjust faced made the Victorian social morality of early-twentieth-century America seem like stuffy, empty hypocrisy. The dizzying rise of the stock market after the war led to a sudden, sustained increase in the national wealth and a newfound materialism, as people began to spend and consume at unprecedented levels. A person from any social background could, potentially, make a fortune, but the American aristocracy— families with old wealth— scorned the newly rich industrialists and speculators. Additionally, the passage of the Eighteenth Amendment in 1919, which banned the sale of alcohol, created a thriving underworld designed to satisfy the massive demand for bootleg liquor among rich and poor alike.Fitzgerald positions the characters of The Great Gatsby as emblems of these social trends. Nick and Gatsby, both of whom fought in World War I, exhibit the newfound cosmopolitanism and cynicism that resulted from the war. The various social climbers and ambitious speculators who attend Gatsby‟s parties evidence the greedy scramble for wealth. The clash between “old money” and “new money” manifests itself in the novel‟s symbolic geography: East Egg represents the established aristocracy, West Egg the self-made rich. Meyer Wolfshiem and Gatsby‟s fortune symbolize the rise of organized crime and bootlegging.As Fitzgerald saw it (and as Nick explains in Chapter 9), the American Dream was originally about discovery, individualism, and the pursuit of happiness. In the 1920s depicted in the novel, however, easy money and relaxed social values have corrupted this Dream, especially on the East Coast. The main plotline of the novel reflects this assessment, as Gatsby‟s dream of loving Daisy is ruined by the difference in their respective social statuses, his resorting to crime to make enough money to impress her, and the rampant materialism that characterizes her lifestyle. Additionally, places and objects in The Great Gatsby have meaning only because characters instill them with meaning: the eyes of Doctor T. J. Eckleburg best exemplify this idea. In Nick‟s mind, the ability to create meaningful symbols constitutes a central component of the American Dream, as early Americans invested their new nation with their own ideals and values.2.3 Gatsby’s American DreamRise fr om bed………………………………..6.00 A.M.Dumbbell exercise and wall-scaling……........6.15-6.30 ……Study electricity, etc……………………………7.15-8.15 ……Work……………………………………………8.30-4.30 P.M.Baseball and sports……………………………..4.30-5.00 ……Practice elocution, poise and how to attain it ….5.00-6.00 ……Study needed inventions………………………..7.00-9.00 ……GENERAL RESOLVESNo wasting time at Shafter‟s or [a name, indecipherable]No more smoking or chewingBath every other dayRead one improving book or magazine per weekSave $5.00 {crossed out} $3.00 per weekBe better to parents (Fitzgerald, 2003: 231)From the table in Chapter Nine, we know Gatsby did have an energetic schedule in his childhood, such as getting up at six in the morning, beginning to study electricity at a quarter past seven, and until seven to nine in the evening studying needed inventions. It seems that not a seconds to be lost. He also has a wonderful general resolves, which set strict demands on himself, such as not wasting time, no more smoking, read one improving book or magazine per week and save $500 per week. Anyway he was dreaming to better himself all the time in order that he could get rich some day. He believed he could achieve his dream by his efforts.2.3.1 To get wealthThe title character of The Great Gatsby is a young man, around thirty years old, who rose from an impoverished childhood in rural North Dakota to become fabulously wealthy. However, he achieved this lofty goal by participating in organized crime, including distributing illegal alcohol and trading in stolen securities. From his early youth, Gatsby despised poverty and longed for wealth and sophistication —he dropped out of St. Olaf‟s College after only two weeks because he could not bear the janitorial job with which he was paying his tuition.One part of Gatsby‟s ideal or his first dream is to get rich. He has been longing to get rich and stand out among rich people. In his youth he worships a wealthy and dissolute man named Dan Cody, who makes himself many times a millionaire. He isinfatuated with Daisy because he is amazed at Daisy‟s beautiful house and shining motor cars, and other aspects of an elegant life. All of her luxurious life makes him overwhelmingly aware of youth and mystery that wealth imprisons and preserves, and makes him think that the rich can be safe and proud above the hot struggles of the poor. So Gatsby, full of drive, attempts to reach his goal of getting rich.Besides becoming wealthy is the most important for love affair. Large fortune cannot have been obtained honestly. Gatsby did business with Wolfsheim, a gambler. Gatsby made lots of money also from distributing illegal alcohol and trading in stolen securities. Gatsby is sensitive and idealistic, almost divine in his dedication to his love and faith. After gotten money, Gatsby got luxurious possessions:At high tide in the afternoon I watched his guests diving from the tower ofhis raft, or taking the sun on the hot sand of his beach while his twomotor-boats slit the waters of the Sound, drawing aquaplanes over cataractsof foam. On week-ends his Rolls-Royce became an omnibus, bearing partiesto and from the city between nine in the morning and long past midnight,while his station-wagon scampered like a brisk yellow bug to meet all trains.And on Mondays eight servants, including an extra gardener, toiled all daywith mops and scrubbing-brushes and hammers and garden-shears, repairingthe ravages of the night before. (Fitzgerald, 2003: 52)What is more, he believes anything could buy in money. He thinks money can buy love and happiness, so it seems to him that dreams quite reasonable. But he never realizes this is a common dream. Tracing back the source of the dream we know it is a popular dream in America. It originates from the gold rush in American history. In that period, the bourgeoisie blows its own trumpet that American is a “golden world”. They say everyone has the same opportunity to make a fortune so long as he or she toils honestly.2.3.2 To get back his lost loveThough Gatsby has always wanted to be rich, his main motivation in acquiring his fortune was his love for Daisy Buchanan, whom he met as a young military officer in Louisville before leaving to fight in World War I in 1917. Gatsby immediately fell in love with Daisy‟s aura of luxury, grace, and charm, and lied to her about his own background in order to convince her that he was good enough for her. Daisy promised to wait for him when he left for the war, but married Tom Buchanan in 1919. Gatsbydedicated himself to winning Daisy back, and his acquisition of millions of dollars, his purchase of a mansion on West Egg, and his lavish weekly parties are all merely means to that end.Daisy was the first nice girl Gatsby had ever known. Gatsby found her exciting desirable. It amazed him — he had never been in such a beautiful home before. Daisy came from wealthy family. At that time Gatsby was a penniless young man. He lied about his background to make her believe that he was worthy of her. As a matter of fact, he had no such facilities-he had no comfortable family standing behind him and he was liable at the whim of an impersonal government to be blown anywhere about the world. When Gatsby left for the war, though she cried and cried, Daisy married rich man Tom Buchanan, with more pomp and circumstance than Louisville ever knew before.Gatsby dedicated himself to winning Daisy back, making her the single goal of all of his dreams and the main motivation. Gatsby made his fortune through criminal activity, as he was willing to do anything to gain the social position he thought necessary to win Daisy. To Gatsby, Daisy represents the paragon of perfection—she has the aura of charm, wealth, sophistication, grace, and aristocracy.He makes a lot of money and begins to implement his plans, step by step, to “buy”Daisy‟s love. “The modesty of the demand shook me. He had waited five years and bought a mansion where he dispensed starlight to casual moths— so that he could …come over‟ some afternoon to a stranger‟s garden”( Fitzgerald, 2003: 105-106).It‟s hard to imagine a wealthy man who did illegal dealings and bootlegging could stick to pure love of his early youth for five years in such a materialistic society. Gatsby bought a house in West Egg, so that he could look across the bay to see Daisy‟s house. By inviting people that came from everywhere to attend these parties, he only hoped that one day daisy would notice that and also came to attend them so that they could meet again and he could win daisy back, recovering the love he had lost.Assuming that he can buy Daisy‟s love by exhibiting his wealth, Gatsby becomes committed into using his money to impress Daisy. Though Gatsby makes a great effort for his American Dream, in the end his dream fails completely since the woman he loves is a corrupt product of modern society.Chapter 3 Irony and pathos in the novel3.1 Irony and pathos to GatsbyIn one sense, the title of the novel is ironic; the title character is neither “great” nor named Gatsby. He is a criminal whose real name is James Gatz, and the life he has created for himself is an illusion.3.1.1 Gatsby’s belief in the American DreamBut I didn‟t call to him, for he gave a sudden intimation that he was contentto be alone — he stretched out his arms toward the dark water in a curiousway, and, far as I was from him, I could have sworn he was trembling.Involuntarily I glanced seaward — and distinguished nothing except a singlegreen light, minute and far away, that might have been the end of a dock.(Fitzgerald, 2003: 29)That green light was where Daisy lived. That light represents Gatsby‟s hopes and dreams for the future. It is the symbol of Gatsby‟s great dream, his love for Daisy, and attempt to make that love real.Gatsby‟s irresistible longing to achieve his dream, the connection of his dream to the pursuit of money and material success, the boundless optimism with which he goes about achieving his dream, and the sense of his having created a new identity in a new place all reflect the coarse combination of pioneer individualism and uninhibited materialism that Fitzgerald perceived as dominating 1920s American life.Further, Gatsby impresses Nick with his power to make his dreams come true— as a child he dreamed of wealth and luxury, and he has attained them, although through criminal means. As a man, he dreams of Daisy, and for a while he wins her, too. In a world without a moral center, in which attempting to fulfill one‟s dreams is like rowing a boat against the current, Gatsby‟s power to dream lifts him above the meaningless and amoral pleasure-seeking of New York society.3.1.2 Daisy’s unworthinessAs a young woman in Louisville before the war, Daisy was courted by a number ofofficers, including Gatsby. She fell in love with Gatsby and promised to wait for him. However, Daisy harbors a deep need to be loved, and when a wealthy, powerful young man named Tom Buchanan asked her to marry him, Daisy decided not to wait for Gatsby after all.Gatsby‟s decision to take the blame for Daisy demonstrates the deep love he still feels for her and illustrates the basic nobility that defines his character. Disregarding her almost capricious lack of concern for him, Gatsby sacrifices himself for Daisy. The image of a pitiable Gatsby keeping watch outside her house while she and Tom sit comfortably within is an indelible image that both allows the reader to look past Gatsby‟s criminality and functions as a moving metaphor for the love Gatsby feels toward Daisy.The instant her voice broke off, ceasing to compel my attention, my belief, Ifelt the basic insincerity of what she had said. It made me uneasy, as thoughthe whole evening had been a trick of some sort to exact a contributoryemotion from me. I waited, and sure enough, in a moment she looked at mewith an absolute smirk on her lovely face, as if she had asserted hermembership in a rather distinguished secret society to which she and Tombelonged. (Fitzgerald, 2003: 24)This is the impression that Daisy left Nick when nick met Daisy at the first time. Nick Caraway is sensitive and intelligent; he alters his evaluation of others as he learns more about them. He preserves a rational mind that makes him also realize what is wrong with Gatsby. Gatsby, on the other hand, is idealistic and romantic. His personality remains unchanging and static. His view of life remains one-sided and unreal at the end. For Gatsby, the material world has always been unreal and only the world of dreams essentially real. Born in a society where inexhaustible possibilities seemed to dwell in the white palaces of the rich, Gatsby saw their accumulated booty as the instruments of their secret charm. His dream is timeless and incorruptible, but the woman and the world to which he makes his dream are both mortal and corrupted. So his dream is doomed to fail.“Was she killed?”“Yes.”“I thought so; I told Daisy I thought so. It‟s better that the shock should all come at once. She stood it pretty well.” (Fitzgerald, 2003: 192) According to the dialogue, it reflects Daisy was cold-blooded and ruthless. From the above, we know the real Daisy. But Gatsby still loves her. This is the main reason why Gatsby‟s dream cannot come true. When Gatsby fell in love with Daisy, he knew thatDaisy was extraordinary, but he didn‟t realize just how extraordinary a “nice” girl could be. She vanished into her rich house, into her rich, full life, leaving Gatsby— nothing. After the war, Gatsby got rich, but Daisy got married. He only got several times to be with her and know her. The green light where his lost lover lived is dim and far away. He never knew what his dream and his hope really were.In reality, however, Daisy falls far short of Gatsby‟s ideals. She is beautiful and charming, but also fickle, shallow, and bored. Nick characterizes her as a careless person who smashes things up and then retreats behind her money. Daisy proves her real nature when she chooses Tom over Gatsby in Chapter 7, then allows Gatsby to take the blame for killing Myrtle Wilson even though she herself was driving the car. Finally, rather than attend Gatsby‟s funeral, Daisy and Tom move away, leaving no forwarding address.To Gatsby, Daisy is his true love. Daisy is in love with money, ease, and material luxury. She seems to love Gatsby, but not of sustained loyalty or care.3.1.3Gatsby’s refusal to admit Daisy’s essenceGatsby was a good man: he was lenient and understanding to common people, honest and helpful to his friends, faithful and persistent to his love. He did well both in army and in business, though his business was unlawful. The only reason was it‟s just a way to achieve his life goal, to win his love. On the other hand, Daisy, the girl Gatsby persuaded all his life, was not worthy. She was the representative of money worshipers; even her voice is full of money. Maybe she loved Gatsby once, but her love was not real, not persistent. As Gatsby went to war, she kept silent a while, but she became active soon. She was again keeping half a dozen dates a day with half a dozen men. Because she wanted her life shaped immediately— and the decision must be made by some forces of love, of money, of unquestionable practicality that was cloze at hand. So naturally, she married to wealthy Tom. Five years later, she would like to love Gatsby again because at this time Gatsby was wealthy and famous. When she was forced to make a choice between Tom and Gatsby, she didn‟t know who would give her more wealthy, more comfortable life. As Tom told her that Gatsby got rich out of bootlegger, she knew what kind of future would be like if she chose Gatsby. So she stood by her husband‟s side naturally. To her, money was the basis. Pleasure-seeking was her living rule. Daisy had a fair body, more fair dress, but she was a wicked and selfish woman. Gatsby took such a woman as a goal in his life. We can‟t say this is not sad.But in fact Gatsby also unconvinced about the love between him and Daisy. The。
Chapter 2 数据类型
Chapter2 Constants, Variables, and Data Types
2.1 introduction
A programming language is designed to help process certain kinds of data consisting of numbers, characters and strings and to provide useful output known as information. The task of processing data is accomplished by executing a sequence of precise instructions called a program. These instructions are formed using certain symbols and words according to some rigid rules known as syntax rules (or grammar).
printf(“%d %d %d\n”,32767,32767+1,32767+10); printf(“\n”); printf(“Long integer values\n\n”); printf(“%ld %ld %ld\n”,32767L,32767L+1L,32767L+10L);
}
Output
பைடு நூலகம்
Real constants
Single character constants
String constants
大学一年级英语教材
大学一年级英语教材IntroductionThe first year of college is an exciting time for students, especially when it comes to learning English. A well-designed English textbook plays a crucial role in setting a solid foundation for students' language development. In this article, we will explore the key components and features that make a great first-year English textbook.Chapter 1: Basic Vocabulary and GrammarThe first chapter of a first-year English textbook should focus on introducing basic vocabulary and grammar. It should include essential words and phrases that are commonly used in everyday conversations. The grammar section should cover fundamental topics such as verb tenses, sentence structure, and parts of speech. Building a strong vocabulary and understanding grammar rules are essential for students' language acquisition.Chapter 2: Reading and ComprehensionReading comprehension skills are vital for students to understand written texts in English. This chapter should include a variety of reading passages, such as short stories, news articles, and informational texts. The exercises following the passages should test students' understanding of the main ideas, supporting details, and vocabulary. Additionally, comprehension questions should encourage critical thinking and foster students' ability to analyze and interpret texts.Chapter 3: Listening and SpeakingDeveloping listening and speaking skills is crucial for effective communication in English. The third chapter should provide students with ample opportunities to improve their listening and speaking abilities. It should include dialogues, audio recordings, and activities that promote interactive conversations. Through these exercises, students can enhance their listening comprehension, pronunciation, and oral fluency.Chapter 4: Writing SkillsA comprehensive first-year English textbook should dedicate a chapter to developing writing skills. This section should cover various writing genres, such as descriptive essays, narratives, and argumentative texts. It should guide students through the writing process, including pre-writing, drafting, revising, and editing. Furthermore, the textbook should provide examples, writing prompts, and peer review activities to foster creativity and critical thinking in students' written expression.Chapter 5: Cultural AwarenessIn an increasingly globalized world, understanding different cultures is essential. A well-rounded first-year English textbook should include a chapter dedicated to cultural awareness. This section should introduce students to the customs, traditions, and values of English-speaking countries. It can include topics like holidays, celebrations, famous landmarks, and cultural practices. Additionally, activities that promote cross-cultural communication and appreciation should be incorporated to help students develop a global mindset.Chapter 6: Review and AssessmentThe final chapter of a first-year English textbook should provide a comprehensive review of the topics covered throughout the book. It should include review exercises, quizzes, and assessments to gauge students' understanding and progress. This chapter should also serve as a preparation for end-of-semester or end-of-year examinations. A clear and concise summary of the main concepts and skills learned should be included to facilitate effective review.ConclusionA successful first-year English textbook should effectively combine vocabulary, grammar, reading, listening, speaking, writing, and cultural awareness. It should provide clear explanations, engaging activities, and ample opportunities for practice. By incorporating these elements, students will be equipped with the necessary language skills and cultural knowledge to thrive in their English learning journey.。
Chapter 2, 翻译的过程, 2014.
分析：这里“带”不是“携带”的意 思，油灯并没有拿走，“ 一明一暗” 说的是灯光闪烁不定。(另外，这里 “离开”指离开棋局，译文中没有译 出这一层意思) 。 试改译为：Some of them withdrew and left the room, leaving the oil lamp flickering there.
The Four-phase Process in Translating
The four basic processes in translating consist of (1) analysis of the source text, (2)transfer from source to target language, (3) restructuring in the target language, and (4) testing of the translated text with persons who represent the inteded audience. (Nida 1999: 146).
(3) Assessment of target text: (a) readability (b) conforming to generic and discoursal conventions (c) judging adequacy of translation for specified purpose.” (2001: 21)
(1) Comprehension of source text:
(a) parsing(理解，解析) of text (grammar and lexis) (b) access to specialised knowledge (c) access to intended meaning
学术英语写作总结-学术英语写作总结
专业英语写作考点总结Part ІAcademic English Writing （专业英语写作）Chapter 1 Six Considerations in Academic Writing1、Academic writing is a product of many consideration : audience, purpose,organization, style, flow and presentation.（学术写作六要素：写作对象，目的，组织结构，文体特征，表达连贯和宣讲或宣读）。
2、Organization usually has the following four parts : 问题-解决方法包括四个部分(1)description of a situation （描述情况）(2)Identification of a problem （甄别问题）(3)Description of a solution （描述解决方法）(4)Evaluation of the solution （评估解决方法）3、Formal Grammar Style：（正规的语法风格）(1) Generally avoid contractions （一般来讲避免使用略缩词）例：won’t改为will not(2)Use the more appropriate formal negative forms （使用更为适宜的正规的否定形式）例：not...any改为no not...much改为little not...many改为few (3)Limit the use of “run-on” expressions, such as and so forth and etc. （限制使用多个词连用的表达法）例：句子内不能出现and so forth和etc.出现时应将省略的部分扩展出来。
(4)Avoid addressing the reader as you(except, of course, if you are writing atextbook or other instructional materials). （避免向读者说“你”）例：You can see the results in Table 1.改为：The results can be seen in Table 1.(5)Be careful about using direct questions. In some fields they are common, while inothers they are not. （使用直接引语时需谨慎）例：What can be done to lower costs?改为：It is necessary to consider how costs may be lowered.或者We now need to consider how costs may be lowered.(6)Place adverb within the verb. （将副词放于动词词组内）例：This model was developed by Krugman originally.改为：This model was originally developed by Krugman.(7)Consider whether you should split infinitives.（考虑是否该使用割裂不定式）例：We need to adequately meet the needs of those enrolled in the program. (8)Aim for an efficient use of words. （目的是为了有效地使用词汇）例：There are some inorganic materials that can be used by bioengineers in the process of tissue engineering that have been shown to be very promising.改为：Some inorganic materials used in tissue engineering have shown great promise.习题：（1）You can use this model to analyze the effects of several parameter changes.错误：使用了you。
运营管理》-课后习题答案
Chapter 02 - Competitiveness, Strategy, and Productivity3. (1) (2) (3) (4) (5) (6) (7)Week Output WorkerCost@$12x40OverheadCost @1.5MaterialCost@$6TotalCostMFP(2) ÷ (6)1 30,000 2,880 4,320 2,700 9,900 3.032 33,600 3,360 5,040 2,820 11,220 2.993 32,200 3,360 5,040 2,760 11,160 2.894 35,400 3,840 5,760 2,880 12,480 2.84*refer to solved problem #2Multifactor productivity dropped steadily from a high of 3.03 to about 2.84.4. a. Before: 80 ÷ 5 = 16 carts per worker per hour.After: 84 ÷ 4 = 21 carts per worker per hour.b. Before: ($10 x 5 = $50) + $40 = $90; hence 80 ÷ $90 = .89 carts/$1.After: ($10 x 4 = $40) + $50 = $90; hence 84 ÷ $90 = .93 carts/$1.c. Labor productivity increased by 31.25% ((21-16)/16).Multifactor productivity increased by 4.5% ((.93-.89)/.89).*Machine ProductivityBefore: 80 ÷ 40 = 2 carts/$1.After: 84 ÷ 50 = 1.68 carts/$1.Productivity increased by -16% ((1.68-2)/2)Chapter 03 - Product and Service Design6. Steps for Making Cash Withdrawal from an ATM1. Insert Card: Magnetic Strip Should be Facing Down2. Watch Screen for Instructions3. Select Transaction Options:1) Deposit2) Withdrawal3) Transfer4) Other4. Enter Information:1) PIN Number2) Select a Transaction and Account3) Enter Amount of Transaction5. Deposit/Withdrawal:1) Deposit —place in an envelope (which you’ll find near or in theATM) and insert it into the deposit slot2) Withdrawal —lift the “Withdrawal Door,” being careful to remove all cash 6. Remove card and receipt (which serves as the transaction record)8.Chapter 04 - Strategic Capacity Planning for Products and Services2. %80capacityEffective outputActual Efficiency ==Actual output = .8 (Effective capacity) Effective capacity = .5 (Design capacity) Actual output = (.5)(.8)(Effective capacity) Actual output = (.4)(Design capacity) Actual output = 8 jobs Utilization = .4capacityDesign outputActual =n Utilizatiojobs 204.8capacity Effective output Actual Capacity Design ===10. a. Given: 10 hrs. or 600 min. of operating time per day. 250 days x 600 min. = 150,000 min. per year operating time.Total processing time by machineProductA B C 1 48,000 64,000 32,000 2 48,000 48,000 36,000 3 30,000 36,000 24,000 460,00060,00030,000Total 186,000 208,000 122,000machine181.000,150000,122machine 238.1000,150000,208machine224.1000,150000,186≈==≈==≈==C B A N N NYou would have to buy two “A” machines at a total cost of $80,000, or two “B” machines at a total cost of $60,000, or one “C” machine at $80,000.b. Total cost for each type of machine:A (2): 186,000 min ÷ 60 = 3,100 hrs. x $10 = $31,000 + $80,000 = $111,000B (2) : 208,000 ÷ 60 = 3,466.67 hrs. x $11 = $38,133 + $60,000 = $98,133 C(1): 122,000 ÷ 60 = 2,033.33 hrs. x $12 = $24,400 + $80,000 = $104,400Buy 2 Bs —these have the lowest total cost.Chapter 05 - Process Selection and Facility Layout3.Desired output = 4Operating time = 56 minutesunit per minutes 14hourper units 4hourper minutes 65output Desired time Operating CT ===Task # of Following tasks PositionalWeightA 4 23B 3 20C 2 18D 3 25E 2 18F 4 29G 3 24H 1 14 I5a. First rule: most followers. Second rule: largest positional weight.Assembly Line Balancing Table (CT = 14)b. First rule: Largest positional weight.Assembly Line Balancing Table (CT = 14)c. %36.805645stations of no. x CT time Total Efficiency ===4. a. l.2. Minimum Ct = 1.3 minutesTask Following tasksa 4b 3c 3d 2e3f 2g 1h3. percent 54.11)3.1(46.CT x N time)(idle percent Idle ==∑=4. 420 min./day 323.1 ( 323)/1.3 min./OT Output rounds to copiers day CT cycle=== b. 1. inutes m 3.224.6N time Total CT ,6.4 time Total ==== 2. Assign a, b, c, d, and e to station 1: 2.3 minutes [no idle time]Assign f, g, and h to station 2: 2.3 minutes3. 420182.6 copiers /2.3OT Output day CT ===4.420 min./dayMaximum Ct is 4.6. Output 91.30 copiers /4.6 min./day cycle==7.Chapter 06 - Work Design and Measurement3.Element PR OT NT AF job ST1 .90 .46 .414 1.15 .4762 .85 1.505 1.280 1.15 1.4723 1.10 .83 .913 1.15 1.050 41.00 1.16 1.160 1.15 1.334Total4.3328. A = 24 + 10 + 14 = 48 minutes per 4 hours.min 125.720.11x70.5ST .min 70.5)95(.6NT 20.24048A =-=====9. a. Element PR OT NT A ST1 1.10 1.19 1.309 1.15 1.5052 1.15 .83 .955 1.15 1.09831.05 .56 .588 1.15 .676b.01.A 00.2z 034.s 83.x ==== 222(.034)67.12~68.01(.83)zs n observations ax ⎛⎫⎛⎫===⎪ ⎪⎝⎭⎝⎭ c. e = .01 minutes 47 to round ,24.4601.)034(.2e zs n 22=⎪⎭⎫⎝⎛=⎪⎭⎫ ⎝⎛=Chapter 07- Location Planning and Analysis1.Factor Local bank Steel mill Food warehouse Public school 1. Convenience forcustomers H L M –H M –H 2. Attractivenessof building H L M M –H 3. Nearness to rawmaterials L H L M 4. Large amountsof power L H L L 5. Pollutioncontrols L H L L 6. Labor cost andavailability L M L L 7. Transportationcosts L M –H M –H M8. Constructioncosts M H M M –HLocation (a) Location (b)4. Factor A B C WeightA B C1.Business Services 9 5 5 2/9 18/9 10/9 10/92.Community Services 7 6 7 1/9 7/9 6/9 7/93.Real Estate Cost 3 8 7 1/9 3/9 8/9 7/94.Construction Costs 5 6 5 2/9 10/9 12/9 10/95.Cost of Living 4 7 8 1/9 4/9 7/9 8/96.Taxes 5 5 5 1/9 5/9 5/9 4/97.Transportation 6 7 8 1/9 6/9 7/9 8/9 Total 39 44 45 1.0 53/9 55/9 54/9 Each factor has a weight of 1/7.a . Composite Scores39 44 457 7 7B orC is the best and A is least desirable.b . Business Services and Construction Costs both have a weight of 2/9; the other factors each have a weight of 1/9.5 x + 2 x + 2 x = 1 x = 1/9c . Composite ScoresA B C53/9 55/9 54/9B is the best followed byC and then A.5.Locationx yA 3 7B 8 2C 4 6D 4 1E 6 4Totals 25 20-x =∑x i= 25 = 5.0 -y =∑y i= 20 = 4.0 n 5 n 5Hence, the center of gravity is at (5,4) and therefore the optimallocation.Chapter 08 - Management of Quality1. ChecksheetWork Type FrequencyLube and Oil 12Brakes 7Tires 6Battery 4Transmission 1Total 30ParetoLube & Oil Brakes Tires Battery Trans.2 .The run charts seems to show a pattern of errors possibly linked to break times or the end of the shift. Perhaps workers are becoming fatigued. If so, perhaps two 10 minute breaks in the morning and again in the afternoon instead of one 20 minute break could reduce some errors. Also, errors are occurring during the last few minutes before noon and the end of the shift, and those periods should also be given management’s attention.4break lunch break3 2 1 0∙ ∙ ∙∙ ∙ ∙ ∙∙∙ ∙ ∙ ∙∙∙∙∙∙∙ ∙∙∙ ∙∙ ∙ ∙∙ ∙ ∙∙∙Chapter 9 - Quality Control4. Sample Mean Range179.48 2.6 Mean Chart: =X ± A 2-R = 79.96 ± 0.58(1.87) 2 80.14 2.3 = 79.96 ± 1.083 80.14 1.2UCL = 81.04, LCL = 78.884 79.60 1.7 Range Chart: UCL = D 4-R = 2.11(1.87) = 3.95 5 80.02 2.0LCL = D 3-R = 0(1.87) = 0680.381.4[Both charts suggest the process is in control: Neither has any points outside the limits.]6. n = 200 Control Limits = np p p )1(2-±Thus, UCL is .0234 and LCL becomes 0.Since n = 200, the fraction represented by each data point is half the amount shown. E.g., 1 defective = .005, 2 defectives = .01, etc. Sample 10 is too large.7. 857.714110c ==Control limits: 409.8857.7c 3c ±=± UCL is 16.266, LCL becomes 0.All values are within the limits.14. Let USL = Upper Specification Limit, LSL = Lower Specification Limit,X = Process mean, σ = Process standard deviationFor process H:0096.)200(1325==p 0138.0096.200)9904(.0096.20096.±=±=}{capablenot ,0.193.93.04.1 ,938.min 04.1)32)(.3(1516393.)32)(.3(1.14153<===-=σ-=-=σ-pk C X USL LSL XFor process K:.1}17.1,0.1min{17.1)1)(3(335.3630.1)1)(3(30333===-=σ-=-=σ- C X USL LSL X pk Assuming the minimum acceptable pk C is 1.33, since 1.0 < 1.33, the process is not capable.For process T: 33.1}33.1,67.1min{33.1)4.0)(3(5.181.20367.1)4.0)(3(5.165.183===-=σ-=-=σ- C X USL LSL X pk Since 1.33 = 1.33, the process is capable.Chapter 10 - Aggregate Planning and Master Scheduling7. a. No backlogs are allowedPeriodForecast Output Regular Overtime Subcontract Inventory Beginning Ending Average Backlog Costs:RegularOvertimeSubcontractInventoryTotalb. Level strategyPeriodForecastOutputRegularOvertimeSubcontractInventoryBeginningEndingAverageBacklogCosts:RegularOvertimeSubcontractInventoryBacklogTotal8.PeriodForecastOutputRegularOvertimeSubcontractInventoryBeginningEndingAverageBacklogCosts:RegularOvertimeSubcontractInventoryBacklogTotalChapter 11 - MRP and ERP1. a. F: 2G: 1 H: 1 J: 2 x 2 = 4 L: 1 x 2 = 2 A: 1 x 4 = 4 D: 2 x 4 = 8 J: 1 x 2 = 2 D: 1 x 2 = 2Totals: F = 2; G = 1; H = 1; J = 6; D = 10; L = 2; A = 44. Master Schedule10. Week 1 2 3 4Material 40 80 60 70Week 1 2 3 4Labor hr. 160 320 240 280Mach. hr. 120 240 180 210a. Capacity utilizationWeek 1 2 3 4Labor 53.3% 106.7% 80% 93.3%Machine 60% 120% 90% 105%b. Capacity utilization exceeds 100% for both labor and machine in week2, and for machine alone in week 4.Production could be shifted to earlier or later weeks in which capacityis underutilized. Shifting to an earlier week would result in addedcarrying costs; shifting to later weeks would mean backorder costs.Another option would be to work overtime. Labor cost would increase dueto overtime premium, a probable decrease in productivity, and possibleincrease in accidents.Chapter 12 - Inventory Management2. The following table contains figures on the monthly volume and unit costs for a random sample of 16 items for a list of 2,000 inventory items.a. See table.b. To allocate control efforts.c. It might be important for some reason other than dollar usage, suchas cost of a stockout, usage highly correlated to an A item, etc.3. D = 1,215 bags/yr. S = $10 H = $75a. bags HDS Q 187510)215,1(22===b. Q/2 = 18/2 = 9 bagsc.orders ordersbags bags Q D 5.67/ 18 215,1== d . S QD H 2/Q TC +=350,1$675675)10(18215,1)75(218=+=+=e. Assuming that holding cost per bag increases by $9/bag/yearQ ==84)10)(215,1(217 bags71.428,1$71.714714)10(17215,1)84(217=+=+=TC Increase by [$1,428.71 – $1,350] = $78.714. D = 40/day x 260 days/yr. = 10,400 packagesS = $60 H = $30a. oxes b 20496.2033060)400,10(2H DS 2Q 0====b. S QD H 2Q TC +=82.118,6$82.058,3060,3)60(204400,10)30(2204=+=+=c. Yesd. )60(200400,10)30(2200TC 200+=TC 200 = 3,000 + 3,120 = $6,1206,120 – 6,118.82 (only $1.18 higher than with EOQ, so 200 isacceptable.)7. H = $2/month S = $55D 1 = 100/month (months 1–6)D 2 = 150/month (months 7–12)a. 16.74255)100(2Q :D H DS2Q 010===83.90255)150(2Q :D 02==b. The EOQ model requires this.c. Discount of $10/order is equivalent to S – 10 = $45 (revised ordering cost)1–6 TC74 = $148.32180$)45(150100)2(2150TC 145$)45(100100)2(2100TC *140$)45(50100)2(250TC 15010050=+==+==+=7–12 TC 91 = $181.66195$)45(150150)2(2150TC *5.167$)45(100150)2(2100TC 185$)45(50150)2(250TC 15010050=+==+==+=10. p = 50/ton/day u = 20 tons/day200 days/yr.S = $100H = $5/ton per yr.a. bags] [10,328 tons 40.5162050505100)000,4(2u p p H DS 2Q 0=-=-=b. ]bags 8.196,6 .approx [ tons 84.309)30(504.516)u p (P Q I max ==-=Average is92.154248.309:2I max =tons [approx. 3,098 bags] c. Run length =days 33.10504.516P Q == d. Runs per year = 8] approx .[ 7.754.516000,4QD ==e. Q ' = 258.2D= 20 tons/day x 200 days/yr. = 4,000 tons/yr.TC =S QDH 2I max + TC orig. = $1,549.00 TC rev. = $ 774.50Savings would be$774.5015.RangePHQD = 4,900 seats/yr. 0–999 $5.00 $2.00 495 H = .4P 1,000–3,9994.95 1.98 497 NFS = $50 4,000–5,9994.90 1.96 500 NF6,000+ 4.85 1.94 503 NFCompare TC 495 with TC for all lower price breaks:TC 495 = 495 ($2) + 4,900($50) + $5.00(4,900) = $25,4902 495TC 1,000 = 1,000 ($1.98) + 4,900($50) + $4.95(4,900) = $25,4902 1,000 TC 4,000 = 4,000 ($1.96) + 4,900($50) + $4.90(4,900) = $27,9912 4,000 TC 6,000 = 6,000 ($1.94) + 4,900($50) + $4.85(4,900) = $29,6262 6,000Hence, one would be indifferent between 495 or 1,000 units22. d = 30 gal./day ROP = 170 gal.QuantityTCLT = 4 days,ss = Zσd LT = 50 galRisk = 9% Z = 1.34 Solving, σd LT = 37.313% Z = 1.88, ss=1.88 x 37.31 = 70.14 gal. Chapter 13 - JIT and Lean Operations1. N = ?N = DT(1 + X)D = 80 pieces per hour CT = 75 min. = 1.25 hr.= 80(1.25)(1.35) = 3C = 45 45X = .354. The smallest daily quantity evenly divisible into all four quantities is3. Therefore, use three cycles.Product Daily quantity Units per cycleA 21 21/3 = 7B 12 12/3 = 4C 3 3/3 = 1D 15 15/3 = 55.a. Cycle 1 2 3 4A 6 6 5 5B 3 3 3 3C 1 1 1 1D 4 4 5 5E 2 2 2 2 b. Cycle 1 2A 11 11B 6 6C 2 2D 8 8E 4 4c. 4 cycles = lower inventory, more flexibility2 cycles = fewer changeovers7. Net available time = 480 –75 = 405. Takt time = 405/300 units per day = 1.35 minutes.Chapter 15 - Scheduling6. a. FCFS: A–B–C–DSPT: D–C–B–AEDD: C–B–D–ACR: A–C–D–BFCFS: Job time Flow time Due date DaysJob (days) (days) (days) tardyA 14 14 20 0B 10 24 16 8C 7 31 15 16D 6 37 17 2037 106 44SPT: Job time Flow time Due date DaysJob (days) (days) (days) tardyD 6 6 17 0C 7 13 15 0B 10 23 16 7A 14 37 20 1737 79 24EDD:Critical Ratiocompleted on day 14. After the completion of Job A, the revised critical ratios are:completed on day 21. After the completion of Job C, the revised critical ratios are:Job D has the lowest critical ratio therefore it is scheduled next and completed on day 27.The critical ratio sequence is A –C –D –B and the makespan is 37 days.b.ardi Flow time Average flow time Number of jobsDays tardy Average job t ness Number of jobs Flow timeAverage number of jobs at the center Makespan==∑=FCFS SPT EDD CR26.50 19.75 21.00 24.75 11.0 6.00 6.00 9.252.86 2.14 2.27 2.67c. SPT is superior.9.Thus, the sequence is b-a-g-e-f-d-c.。
2024年英语写作课教案英文版
2024年英语写作课教案英文版一、教学内容This teaching plan is based on Chapter 5 of the English writing textbook for senior high school, which focuses on narrative writing. The detailed content includes the basic structure of a narrative essay, techniques for vivid description, and how to create an engaging plot.二、教学目标1. Students will be able to understand the elements and structure of a narrative essay.2. Students will learn to use various descriptive techniques to make their writing more vivid and engaging.3. Students will be able to write a narrative essay witha clear plot and welldeveloped characters.三、教学难点与重点The main difficulties and focuses of this lesson are:1. How to effectively use descriptive language to createa vivid setting and characters.2. How to organize the plot in a logical and engaging manner.3. How to provide constructive feedback to peers to improve writing skills.四、教具与学具准备Materials needed for this lesson include:1. Whiteboard and markers for the teacher to demonstrate and illustrate key points.2. Handouts with writing prompts and descriptive language exercises.3. Peer evaluation sheets for students to provide feedback.五、教学过程1. Introduction (10 minutes)Engage students with a practical scenario: Sharing a personal experience that inspired them.Introduce the objectives of the lesson and briefly go over the structure of a narrative essay.2. Presentation (20 minutes)Explain the elements of a narrative essay, including setting, plot, characters, and resolution.Provide examples of vivid descriptions and techniques to engage the reader.Discuss how to organize the plot in a logical sequence.3. Guided Practice (15 minutes)Give students a writing prompt and guide them through the process of brainstorming ideas and creating an outline.Conduct a group discussion to share and provide feedback on the outlines.4. Independent Practice (20 minutes)Instruct students to write a narrative essay based on their outline.Encourage them to use descriptive language and focus on the structure of the essay.5. Peer Evaluation (15 minutes)Students exchange their essays with partners and provide constructive feedback using the evaluation sheets provided.6. Sharing and Reflection (10 minutes)Select a few students to share their essays with the class.Discuss strengths and areas for improvement in their writing.六、板书设计The board will display the following information:1. The structure of a narrative essay.2. Key descriptive techniques and phrases.3. The writing process steps: brainstorming, outlining, writing, and revising.七、作业设计Homework:1. Revise the narrative essay based on the feedback received.2. Write a reflective paragraph on the writing process, discussing what they found challenging and how they overcame it.Sample Homework Answer:I found it challenging to create vivid descriptions in my narrative essay. However, after incorporating techniques such as using sensory details and strong action verbs, my writing became more engaging. I also realized the importance of organizing my thoughts through an outline before starting to write.八、课后反思及拓展延伸1. Reflection:Assess the effectiveness of the teaching methods and the students' understanding of narrative writing.Consider any adjustments needed to better support students' learning.2. Extension Activities:Provide additional writing prompts for students to practice narrative writing.Encourage students to explore different writingstyles and techniques reading diverse narrative texts.重点和难点解析一、教学内容：描述性语言的使用和情节的组织1. 五感描述：教授学生如何运用视觉、听觉、嗅觉、味觉和触觉来描述场景和人物，使作文更具立体感。
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Unit Two The Writing ProcessI Free-writing: A Student ModelThere are lots of things I get annoyed by . One of them that comes to mind is politishans. In fact I am so annoyed by them that I don’t want to say anything about them the last thing I want is to write about them. Another thing that bothers me are people who keep complaining about everything. If you’re having trouble, do something about it just don’t keep complaining and just talking. I am really annoyed by traffic. There are too many cars in our block and its not surprising. Everyone has a car, the parents have cars and the parents are just too induljent and the kids have cars, and they’re all coming and going all the time and often driving too fast. Speeding up and down the street. We need a speed limit sign but here I am back with politiks again. I am really bothered when I have to drive to the movies all the congestion along the way plus there are just so many cars there at the mal. No space even though the parking lot is huge it just fills up with cars. Movies are a bother anyway because the people can be annoying who are sitting there in the theater with you, talking and dropping popcorn cups and acting like they’re at home when they’re not.II Questioning: A student modelIII Scratch outline: A student ModelPlease find out irrelevant details and organize the details into 3 supporting groups.Traffic is bad between my house and the theaterNoisy patronsDon’t want to run into JeremyHard to be on a dietKids running in aislesI’m crowded into seats between strangers who push me off armrestsNot enough parkingParking lot needs to be expandedToo many previewsCan’t pause or fast forward as you can with a VCRlong linesHigh ticket pricesToo many temptations at snack standCommercials for food on the screenCan prepare healthy snacks for myself at homeTubs of popcorn with butterHuge chocolate barsCandy has always been my downfallMovie may be sold outpeople who’ve seen movie before talk along with actors and give away plot twistspeople coughing and sneezingsticky stuff on floorTeenagers yelling and showing offIV A Model EssayThe Hazards of MoviegoingI am a movie fanatic. My friends count on me to know movie trivia(who was the pigtailed little girl in E. T.: The Extra-Terrestrial? Drew Barrymore) and to remember every big Oscar awarded since I was in grade school( best picture 1994) Forrest Gump). My friends, though, have stopped asking me if I want to go out to the movies. While I love movies as much as ever, the inconvenience of going out, the temptations of the theater, and the behavior of some patrons are reasons for me to wait and rent the video.To begin with, I just don’t enjoy the general hassle of the evening. Since small local movie theaters are a thing of the past, I have to drive for fifteen minutes to get to the nearest multiplex. The parking lot is shared with several restaurants and a supermarket, so it’s always jammed. I have to drive around at a snail’s pace until I spot another driver backing out. Then it’s time to stand in an endless line, with the constant threat that tickets for the show I want willsell out. If we do get tickets, the theater will be so crowded that I won’t be able to sit with my friends, or we’ll have to sit in a front row gaping up at a giant screen. I have to shell out a ridiculous amount of money—up to $8—for a ticket. That entitles me to sit while my shoes seal themselves to a sticky floor coated with spilled soda, bubble gum and crushed Raisinets.Second, the theater offers tempting snacks that I really don’t need. Like most of us, I have to battle an expanding waistline. At home I do pretty well by simply not buying stuff that is bad for me. I can make do with snacks like celery and carrot sticks because there is no ice cream in the freezer. Going to the theater, however, is like spending my evening in a Seven-Eleven that has been equipped with a movie screen and comfortable seats. As I try to persuade myself to just have a diet Coke, the smell of fresh popcorn dripping with butter soon overcomes me. Chocolate bars the size of small automobiles seem to jump into my hands. I risk pulling out my fillings as I chew enormous mouthful of Mild Duds. By the time I leave the theater, I feel disgusted with myself.Many of the other patrons are even more of a problem than the concession stand. Little kids race up and down the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noise. Adults act as if they were at home in their own living room. They comment loudly on the ages of the stars and reveal plot twists that are supposed to be a secret until thefilm’s end. And people of all ages create distractions. They crinkle candy wrappers, stick gum on their seats, and drop popcorn tubs or cups of cups of crushed ice and soda on the floor. They also cough and burp, squirm endlessly in their seats, file out for repeated trips to the rest rooms or concession stands, and elbow me out of the armrest on either side of my seats.After arriving home from the movies one night, I decided that I was not going to be a moviegoer anymore. I was tired of the problems involved in getting to the theater, resisting unhealthy snacks, and dealing with the patrons. The next day, I arranged to have premium movie channels installed as part of my cable TV service, and I also got a membership at my local video store. I may now see movies a bit later than other people, but I’ll be more relaxed watching box office hits in the comfort of my own living room.V An illustration of the revising and editing processFilling the missing words (For revising with a second draft: a student model) 1.To achieve better organizing, Diane adds at the beginning of the paragraphthe transition phrase “___________”making it very clear that her second supporting idea is tempting snacks.2.Diane also adds the transition “___________________” to show clearly thedifference between being at home and being in the theater.3.In the interest of (unity, support, organization) _____________, Dianecrosses out the sentence “____________________________________”. Sherealizes this sentence is not a relevant detail but really another topic.4.To add more (unity, support, organization)_____________, Diane changes“healthy snacks”to “____________________________”; she changes”nothing in the freezer”to “______________________________”; she adds “___________________________________________’ after ”popcorn”; and she changes “am eating” to “___________________________________”.5.In the interest of eliminating wordiness, she removes the words“______________________” from the third sentence.6.In the interest of parallelism, Diane changes “and there are seats which arecomfortable” to “_________________________”.7.For greater sentence variety, Diane combines two short sentences,beginning the first sentence with the subordinating words “_______________________”.8.To create a consistent point of view, Diane changes “jump into your hands”to “_______________”.9.Finally, Diane replaces the vague “out of sorts”with the more precise“___________________”.Fill in the missing words。