基礎(chǔ)英語(yǔ)寫(xiě)作

前言

　　新世紀(jì)之初，隨著英語(yǔ)教育的快速發(fā)展，高等學(xué)校英語(yǔ)專(zhuān)業(yè)學(xué)生的入學(xué)英語(yǔ)水平在不斷提高，這對(duì)英語(yǔ)專(zhuān)業(yè)教材的時(shí)效性和適用性是一種挑戰(zhàn)。隨著新世紀(jì)的到來(lái)，中國(guó)在文化和經(jīng)濟(jì)等領(lǐng)域變化巨大，國(guó)際交往越來(lái)越多，網(wǎng)絡(luò)應(yīng)用不斷普及，知識(shí)更新周期不斷縮短。社會(huì)的種種變化也對(duì)英語(yǔ)專(zhuān)業(yè)的教學(xué)與教材建設(shè)提出了新的任務(wù)。為了順應(yīng)時(shí)代的進(jìn)步，滿(mǎn)足不斷發(fā)展的社會(huì)對(duì)英語(yǔ)人才知識(shí)結(jié)構(gòu)的新要求，高等學(xué)校英語(yǔ)專(zhuān)業(yè)應(yīng)在繼承優(yōu)秀教材編寫(xiě)傳統(tǒng)的前提下，不斷創(chuàng)新，推出能夠反映新的教學(xué)理念、體現(xiàn)新的教學(xué)改革成果、富有時(shí)代氣息和豐富內(nèi)容、符合英語(yǔ)專(zhuān)業(yè)教學(xué)實(shí)際需要的新教材?；谝陨纤悸罚靼餐鈬?guó)語(yǔ)大學(xué)英文學(xué)院將“21世紀(jì)英語(yǔ)專(zhuān)業(yè)系列教材”列為“十一五”規(guī)劃教材建設(shè)項(xiàng)目，統(tǒng)一策劃并組織富有教學(xué)經(jīng)驗(yàn)的教師參與編寫(xiě)。　　“2l世紀(jì)英語(yǔ)專(zhuān)業(yè)系列教材”包括英語(yǔ)語(yǔ)音、口語(yǔ)、聽(tīng)力、閱讀、寫(xiě)作、翻譯、英美文學(xué)、語(yǔ)言學(xué)、英語(yǔ)國(guó)家社會(huì)與文化等英語(yǔ)專(zhuān)業(yè)必修課程和選修課程使用的教材。本系列教材的編寫(xiě)以高等學(xué)校英語(yǔ)專(zhuān)業(yè)教學(xué)大綱為依據(jù)，在全面分析我國(guó)中西部地區(qū)英語(yǔ)專(zhuān)業(yè)學(xué)生實(shí)際水平和需要的前提下，對(duì)每門(mén)課程的教材內(nèi)容進(jìn)行精心篩選，有針對(duì)性地對(duì)教材的編排體例進(jìn)行合理設(shè)計(jì)。專(zhuān)業(yè)基礎(chǔ)課程的教材做到有利于學(xué)生英語(yǔ)基本功的訓(xùn)練和語(yǔ)言技能的全面發(fā)展；相關(guān)專(zhuān)業(yè)知識(shí)課程的教材旨在拓寬學(xué)生的知識(shí)范圍，提高他們的人文素養(yǎng)，培養(yǎng)分析問(wèn)題、解決問(wèn)題的能力?！　　?1世紀(jì)英語(yǔ)專(zhuān)業(yè)系列教材”在選材方面依據(jù)知識(shí)性、科學(xué)性、時(shí)代性的總原則，力圖反映該教材涉及學(xué)科新的教學(xué)與研究成果。專(zhuān)業(yè)基礎(chǔ)課程的教材選取語(yǔ)言知識(shí)豐富、內(nèi)容生動(dòng)活潑、能夠反映現(xiàn)當(dāng)代社會(huì)特征、啟迪思想并能夠調(diào)動(dòng)學(xué)習(xí)自覺(jué)性的材料。

內(nèi)容概要

《基礎(chǔ)英語(yǔ)寫(xiě)作》（Basic Enlgish Writing）以段落為主，每一章由四大部分構(gòu)成：（1）寫(xiě)前階段的段落閱讀和分析；（2）寫(xiě)作中在范文基礎(chǔ)上進(jìn)行結(jié)構(gòu)、語(yǔ)言的詳細(xì)講解；（3）學(xué)生習(xí)作的評(píng)價(jià)；（4）寫(xiě)作練習(xí)。同其他教材相比，這本教材的主要特點(diǎn)是在閱讀分析的基礎(chǔ)上，讓學(xué)生先建立起一定的認(rèn)識(shí)，然后再教授具體的寫(xiě)作技巧和方法。另外，學(xué)生范文的評(píng)價(jià)和分析也有助于發(fā)現(xiàn)和認(rèn)識(shí)寫(xiě)作中存在的問(wèn)題和不足之處。課后練習(xí)的形式盡量多樣化。教材內(nèi)容以一學(xué)期的教學(xué)進(jìn)行編排。

書(shū)籍目錄

Chapter 1  Parasraph Unity  Pre-writing  Paragraph Unity  How to Write a Unified Paragraph?  Evaluation of Student Samples  AssignmentsChapter 2  Paragraph Coherence  Pre-writing  Paragraph Coherence  How to achieve coherence?  Evaluation of Student Samples  AssignmentsChapter 3  Paragraph Structure  Pre-writing  Paragraph Structure  Differentiate Topic, Main Idea, and Supporting Details  Evaluation of Student Samples  AssignmentsChapter 4  Parasraph Development  Pre-writing  What is Paragraph Development?  How to develop a paragraph fully?  Evaluation of Student Samples  AssignmentsChapter 5  Development in Time Order  Pre-writing  Developing A Narrative Paragraph  How to Write a Narrative Paragraph?  Cohesion: Connecting Words for Narration  Evaluation of Student Samples  AssignmentsChapter 5  Development in Spatial Order  Pre-WritingChapter 6  Developing a Descriptive Paragraph in Spatial Order  How to write a descriptive paragraph in spatial order?  Evaluation of Student Samples  AssignmentsChapter 7  Development by Illustration  Pre-writing  Developing a Paragraph of Illustration  How to Write an Illustrative Paragraph?  Cohesion: Connecting Words for Illustration  Evaluation of Student Samples  AssignmentsChapter 8  Development by Process Analysis  Pre-writing  Developing A Paragraph of Process Analysis  How to Write a Process Paragraph?  Cohesion: Connecting Words for Process Analysis  Evaluation of Student Samples  AssignmentsChapter 9  Development by Comparison and Contrast  Pre-writing  Developing A Paragraph of Comparison and Contrast:  How to Write a Paragraph of Comparison and Contrast  Cohesion: Connecting Words for Comparison and Contrast  A Special Kind of Comparison: Analogy  Evaluation of Student Samples:  AssignmentsChapter 10  Development by Cause and Effect  Pre-writing  What is a cause-and-effect analysis?  How to write a cause-effect paragraph?  Transitions in Cause-and-Effect Writing  Evaluation of Student Samples  AssignmentsChapter 11  Development by Definition  Pre-Writing  Development by Definition  How to develop your paragraph by definition?  Evaluation of Student Samples  AssignmentsChapter 12  Development by Classification  Pre-Writing  Development by Classification  How to develop your paragraph by classification?  Evaluation of Student Samples  AssignmentsChapter 13  Note-writing (1)  Pre-writing  What is a Note  Format of a note  How to Write Personal Notes  Types of notes    1. Leaving messages    2. Making and cancelling appointments    3. Making apologies  AssignmentsChapter 14  Note-writins (2)  Pre-writing    Extending invitations    Accepting or declining invitations    Expressing thanks    Congratulations    Asking for leave  AssignmentsChapter 15  Sentence Combination Skills (1)  Sentence Patterns  Sentence Fragments  Assignments  Run-ons (Fused Sentences and Comma Splices)  AssignmentsChapter 16  Sentence Combination Skills (2)  Modifiers  Misplaced Modifiers  Dangling Modifiers  AssignmentsChapter 17  Sentence Combination Skills (3)  Subject-Verb Agreement  Lack of subject-verb agreement  Assignments  Pronoun Agreement & Reference  AssignmentsChapter 18  Sentence Combination Skills (1)  Parallelism  Shift    Shift in Pronoun    Shift in Verb Tense  Assignments

章節(jié)摘錄

　　What is the topic of this paragraph?You know that it is about food because the word food is repeated many times and is the issue being discussed throughout the paragraph． 　　The following paragraphs are written by two students as an exercise in achieving unity．They are followed by a critical analysis． 　　Some teachers seem to be good teachers．But they are not，even though their students have no special fault to find with them．They are not good teachers because they have no social vision，no social urge，no fight． They know their respective fields well．They have orderly minds．Their courses are well planned and efficiently taught．Yet something keeps them from being a great teacher like Socrates．This kind of teacher is more interested in the subject being taught than in students or social progress． A good teacher never ceases to think of the fates and sorrows of fellow beings．A good teacher is always eager to bring about a social structure in which people will be free to be themselves．European countries seem to accept individuality much more than the United States does． 　　This paragraph is very effective in contrasting the good teacher with the bad teacher，and except the last sentence，which is not relevant．All the other sentences support the main idea at the beginning of the paragraph．So，this paragraph is generally unified． 　　The topic here is"teachers"．a(chǎn)nd this key word is referred to and repeated frequently by the pron．"they"in the following sentences．The controlling idea is "seem to be good teachers，but they are not．"Then，in the rest of the paragraph， the student writer gives the detailed explanation as to why they seem to good teachers．After this，the paragraph informs readers of what good teachers are like．However，the last sentence makes readers quite confused for it suddenly .

編輯推薦

　　英語(yǔ)寫(xiě)作教材共分三冊(cè)：《基礎(chǔ)英語(yǔ)寫(xiě)作》、《中級(jí)英語(yǔ)寫(xiě)作》、《高級(jí)英語(yǔ)寫(xiě)作》，高等學(xué)校英語(yǔ)專(zhuān)業(yè)的學(xué)生在基礎(chǔ)階段必須狠抓寫(xiě)作基本功，為將來(lái)高級(jí)階段各個(gè)專(zhuān)業(yè)方向的學(xué)術(shù)寫(xiě)作打下堅(jiān)實(shí)的基礎(chǔ)?！痘A(chǔ)英語(yǔ)寫(xiě)作》就是為幫助學(xué)生打好堅(jiān)實(shí)的寫(xiě)作基礎(chǔ)而編寫(xiě)的。寫(xiě)作不僅僅是把詞語(yǔ)寫(xiě)在紙上，而是通過(guò)使用詞語(yǔ)進(jìn)行交際的過(guò)程。在《基礎(chǔ)英語(yǔ)寫(xiě)作》中，學(xué)生會(huì)一步一步經(jīng)過(guò)整個(gè)過(guò)程，以自己的最終成果完成寫(xiě)作任務(wù)。整個(gè)教材也提供了大量練習(xí)和掌握寫(xiě)作技巧的機(jī)會(huì)。最為重要的是，所有寫(xiě)作都基于學(xué)生自己的知識(shí)、經(jīng)歷以及讀后感。

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