英語寫作教程

前言

　　近些年來，我國高職高專教育的改革和發(fā)展取得了長足的進(jìn)步，無論是學(xué)校數(shù)量，還是在校生人數(shù)都占到高?？倲?shù)和學(xué)生人數(shù)的一半以上。高職高專英語專業(yè)學(xué)校的數(shù)量和學(xué)生人數(shù)也增長很快。為了滿足新形勢對高職高專英語專業(yè)教育和人才培養(yǎng)的需求，我們編寫了“高職高專英語專業(yè)立體化系列教材”，該套教材被列為普通高等教育“十一五”國家級規(guī)劃教材。、　本套教材力圖體現(xiàn)我國高職高專英語專業(yè)教學(xué)實(shí)踐的特點(diǎn)，遵循高職高專教育“實(shí)用為主、夠用為度”的總體指導(dǎo)方針，充分反映中國學(xué)生學(xué)習(xí)英語的規(guī)律和要求，并體現(xiàn)我國英語教學(xué)研究的新成果、新思想和新理念。教材的設(shè)計(jì)充分考慮高職高專英語專業(yè)的課程設(shè)置、課時(shí)、教學(xué)要求與高職高專英語專業(yè)人才培養(yǎng)的要求與目標(biāo)，力圖處理好打好英語語言基礎(chǔ)與培養(yǎng)英語語言應(yīng)用能力的關(guān)系，強(qiáng)調(diào)英語言語基本技能的訓(xùn)練與培養(yǎng)實(shí)際使用英語從事涉外交際活動的語言應(yīng)用能力并重。　　《英語寫作教程》（A Guide to English Essay-Writing for ChineseLearners）是該系列的主干教材之一，其目的在于培養(yǎng)學(xué)生用英語的基本寫作能力，特別是篇章結(jié)構(gòu)和句子層面的基本功。本教程適用于我國高職高專院校的英語專業(yè)學(xué)生，同時(shí)也適用于大學(xué)本科英語專業(yè)低年級學(xué)生和“二?！笔怯⒄Z專業(yè)的學(xué)生使用。本教材的設(shè)計(jì)教學(xué)時(shí)間為一個(gè)學(xué)期?！　W(xué)生的英語寫作能力是一種綜合性的語言能力。書面交際的成功，不僅要求作者寫出的句子語法正確（grammatically corect），表達(dá)有效（effective），還要求整篇作文的結(jié)構(gòu)符合英語讀者的閱讀預(yù)期（expectations）。因此，英語寫作課歷來是我國學(xué)生較為頭疼、但又“不能不學(xué)”的一門基礎(chǔ)課；對很多教師而言，寫作課也因此成為一門“不得不教”的任務(wù)。基于這一認(rèn)識，本教材的編寫目的之一便是：培養(yǎng)學(xué)習(xí)者的興趣，提高英語寫作課的教學(xué)效率，進(jìn)而促進(jìn)學(xué)生語言綜合能力的提升。

內(nèi)容概要

　　《英語寫作教程》力求提高寫作教材的可操作性。全書以篇章結(jié)構(gòu)為主導(dǎo)，從英語作文的宏觀結(jié)構(gòu)入手，層層深入至作文的結(jié)構(gòu)（開頭部分、主體部分和結(jié)尾部分）及其寫作策略。本教程共分為9章，從漢英寫作的差異（第1章）和英文作文的宏觀結(jié)構(gòu)（第2章）開始，讓學(xué)生對英語作文有一個(gè)整體的概念，接下來講授英語作文的各個(gè)部分的結(jié)構(gòu)和寫作技巧（第3章至第8章），最后又回到整篇作文的寫作技巧（第9章）。每一章中包含一部分句子寫作的講解和練i習(xí)。原則上，每一章講授4課時(shí)，其中兩課時(shí)為文章結(jié)構(gòu)和寫作技巧的講解另外兩課時(shí)為句子寫作訓(xùn)練。

書籍目錄

　　Chapter 1　English Writing and Chinese Writing1.1　Common Features of "Good Writing"　31.2　Cultural Differences in Writing　61.3　English Writing vs. Chinese Writing　71.4　Strategies in Learning English Writing　12Chapter 2　English Essay: An Overview2.1　What ls an Essay?　 172.2　The Three-part Structure　182.3　English Paragraphs　202.4　The Five-paragraph Essay　212.5　Outlining (I): Scratch Outlines　262.6　The Written Language　28Chapter 3 Thesis Statement3.1　What Does the Thesis Statement Do?　 413.2　What Is a Thesis Statement?　 423.3　What Does the Thesis Statement Contain?　 433.4　Two Types of Thesis Statement　453.5　Features that Make a Strong Thesis Statement　493.6　What Thesis Statements to Avoid?　 523.7　Placement of the Thesis Statement　583.8　How to Write Effective Sentences (I)　60Chapter 4　Introductory Paragraph4.1　What Does the Introduction Do?　 734.2　What Does the Introduction Contain?　 764.3　The General-to-specific Pattern　804.4　How to Write Effective Sentences (Ⅱ)　82Chapter 5　Lead-in and Transition5.1　What Does the Lead-in Do?　 935.2　The Length of Lead-in　945.3　Common Methods of Lead-in　945.4　Transition　1025.5　Putting It All Together　1045.6　Howto Write Effective Sentences (Ⅲ)　107Chapter 6 Body Paragraph (I)6.1　What Does the Body Paragraph Do?　 1196.2　What Does the Body Paragraph Contain?　 1206.3　Topic Sentence　1226.4　Supporting Sentences　1276.5　Concluding Sentence　1316.6　Putting It All Together　1336.7　How to Write Effective Sentences (Ⅳ)　136Chapter 7 Body Paragraph (Ⅱ)7.1　Paragraph Unity　1497.2　Paragraph Coherence　1527.3　Paragraph Development　1577.4　How to Write Effective Sentences (V)　170Chapter 8 Concluding Paragraph8.1　What Does the Conclusion Do?　 1838.2　What Does the Conclusion Contain?　 1848.3　Specific-to-general Pattern　1878.4　Common Methods of Conclusion　1888.5　What Conclusions to Avoid　1928.6　Howto Write Effective Sentences (Ⅵ)　195Chapter 9　Five-paragraph Essays9.1　Characteristics of Good Essays　2039.2　Outlining (Ⅱ): Formal Outlines　2049.3　Putting It All Together　2079.4　Variation in Essay Structure　2179.5　Revising Your Draft　222Key to ExercisesAppendix IAppendix ⅡAppendix ⅢReferences

章節(jié)摘錄

　　7. 3. 2.2 Process Analysis　 Process analysis is another effective strategy a writer often uses to develop aparagraph. Using this method， the writer presents a chronological sequence ofsteps that explain how Something is done， how something happens， or how readerscan do something.　　There are two kinds of process analysis paragraphs: the how-to-do-it （calledinstructional or directional process） and the how-it-is-done （called informationalor mechanical process）. In the latter， your primary concern is to explain a processthat the reader has no intention of repeating the steps. For example， one may wantto know what is involved in capping an oil well without actually wanting to do it.In this kind of paragraph， you do not have to be too exact in describing theprocess. However， in the how-to-do-it paragraph you must be very exact， for hereyour reader plans on following your directions. Your main objective here is tomake your directions clear enough so that the reader will be able to accomplishthe task easily.　　Process paragraphs that give instructions are mostly often written in the secondperson. Address the reader directly asyou， but there is an impliedyou in imperativesentences. For example in the sentence， "Remove the lid"， the subject "you" isunderstood but not directly stated. Note how the reader is addressed and how thesteps are organized in the following process paragraphs.

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