高級(jí)英語(yǔ)寫(xiě)作

前言

　　《高級(jí)英語(yǔ)寫(xiě)作》（Advanced English Writing）是北京交通大學(xué)研究生英語(yǔ)教研室所承擔(dān)的中國(guó)學(xué)位與研究生教育學(xué)會(huì)“十一五”研究課題《研究生英語(yǔ)讀寫(xiě)課程教學(xué)的改革與研究》的成果之一，是基于研究生英語(yǔ)作文語(yǔ)料庫(kù)，通過(guò)對(duì)研究生英語(yǔ)作文典型錯(cuò)誤的統(tǒng)計(jì)、分析和研究，專(zhuān)門(mén)為我國(guó)非英語(yǔ)專(zhuān)業(yè)碩士生和博士生編寫(xiě)的英語(yǔ)寫(xiě)作教材。本教材主要操練英語(yǔ)寫(xiě)作的各個(gè)主要環(huán)節(jié)，介紹英語(yǔ)學(xué)術(shù)論文和常見(jiàn)應(yīng)用文的寫(xiě)作，通過(guò)課堂教學(xué)和課內(nèi)外學(xué)習(xí)，切實(shí)幫助研究生提高實(shí)用英語(yǔ)寫(xiě)作能力?！　”窘滩牡闹饕厣缦??！　∫?、針對(duì)性。本教材是在對(duì)我校非英語(yǔ)專(zhuān)業(yè)研究生的英語(yǔ)學(xué)習(xí)狀況和寫(xiě)作需求進(jìn)行了大規(guī)模調(diào)研的基礎(chǔ)上制定的編寫(xiě)計(jì)劃，編者們針對(duì)學(xué)生的弱點(diǎn)和需求，力圖在有限的篇幅內(nèi)為學(xué)生們提供最有效的寫(xiě)作信息和思維及語(yǔ)言訓(xùn)練?！　《?chuàng)新性。目前國(guó)內(nèi)圖書(shū)市場(chǎng)上常見(jiàn)的寫(xiě)作教材以介紹英語(yǔ)文體為主，內(nèi)容往往淺顯有余而深度不足，不能滿(mǎn)足研究生階段的寫(xiě)作需求。同時(shí)，寫(xiě)作教材通常以專(zhuān)題介紹和范文分析為主，缺乏供學(xué)生思考和討論的練習(xí)，寫(xiě)作課只能以教師講授為主，學(xué)生們?nèi)狈Ψe極參與的機(jī)會(huì)，無(wú)法通過(guò)親身實(shí)踐提高寫(xiě)作技能。本教材力求在這兩方面有所建樹(shù)，一是根據(jù)研究生階段的寫(xiě)作需求介紹學(xué)術(shù)論文和常用應(yīng)用文的寫(xiě)作技巧及注意事項(xiàng)，二是按照以學(xué)生為中心的課堂教學(xué)需要編寫(xiě)教學(xué)內(nèi)容，以練為主，通過(guò)讀寫(xiě)訓(xùn)練實(shí)現(xiàn)提高寫(xiě)作能力的目的?！　∪?shí)用性。本教材不僅介紹記敘文、描寫(xiě)文、說(shuō)明文和議論文等一般性英語(yǔ)文體的寫(xiě)作技巧，而且訓(xùn)練學(xué)生們學(xué)術(shù)論文和應(yīng)用文的寫(xiě)作技能，總結(jié)中國(guó)學(xué)生寫(xiě)作常用的表達(dá)，分析和更正他們寫(xiě)作時(shí)常犯的錯(cuò)誤，為他們?cè)趯?zhuān)業(yè)學(xué)習(xí)、求學(xué)、留學(xué)、謀職和供職時(shí)具有一定的英語(yǔ)寫(xiě)作技能打下堅(jiān)實(shí)的基礎(chǔ)。

內(nèi)容概要

《高級(jí)英語(yǔ)寫(xiě)作》（Advanced English Writing）針對(duì)目前我國(guó)非英語(yǔ)專(zhuān)業(yè)碩士生和博士生的英語(yǔ)基礎(chǔ)和他們對(duì)英語(yǔ)學(xué)術(shù)論文及常見(jiàn)應(yīng)用文的寫(xiě)作需求，從最基本的寫(xiě)作技巧人手，由詞一句一段一篇到學(xué)術(shù)研究和論文寫(xiě)作以及申請(qǐng)書(shū)、簡(jiǎn)歷、考試作文寫(xiě)作，系統(tǒng)而又深入淺出地講解寫(xiě)作要點(diǎn)，分析學(xué)生寫(xiě)作弱點(diǎn)，通過(guò)大量有針對(duì)性的練習(xí)幫助學(xué)生實(shí)現(xiàn)在短時(shí)間內(nèi)最大限度地提高寫(xiě)作水平的目的。

書(shū)籍目錄

Chapter One  Basic Writing Techniques　1.1  Diction　　1.1.1  Formal and Informal Words　　1.1.2  General and Specific Words　1.2  Grammar　　1.2.1  Subject-Verb Agreement　　1.2.2  Pronoun-Antecedent Agreement　　1.2.3  Pronoun Reference　1.3  Mechanics　　1.3.1  Capitalization　　1.3.2  Punctuation　　1.3.3  ManuscriptChapter Two  Sentence Style　2.1  Basic Sentence Patterns　　2.1.1  Clauses　　2.1.2  Kinds of Sentences　2.2  Sentence Unity　　2.2.1  Preservation of Sentence Unity　　2.2.2  Precautions Against No Unity　2.3  Sentence Coherence　2.4  Sentence Expansion　2.5  Sentence Variety　　2.5.1  Varying Sentence Length and Emphasis　　2.5.2  Varying Sentence Beginnings　　2.5.3  Inverting the Normal Word Order　　2.5.4  Varying Simple Sentences　　2.5.5  Simple, Compound and Complex Sentences Combined Chapter Three  Sentence Improvement　3.1  Parallelism　3.2  Faulty Modification　　3.2.1  Stacked Modifiers　　3.2.2  Misplaced Modifiers　　3.2.3  Dangling Modifiers　3.3  Sentence Fragments　　3.3.1  Revising Dependent Clause Fragments　　3.3.2  Revising Phrase Fragments　　3.3.3  Revising Appositive Fragments　　3.3.4  Using Fragments Intentionally　3.4  Choppy Sentences  　3.5  Run-ons　3.6  Stringy SentencesChapter Four  Paragraph Writing　4.1  Paragraph Structure　　4.1.1  Topic Sentence　　4.1.2  Supporting Sentences　　4.1.3  Concluding Sentence　4.2  Paragraph Unity　4.3  Paragraph Coherence　　4.3.1  Repetition of Key Nouns　　4.3.2  Use of Consistent Pronouns  　　4.3.3  Transition .Signals　4.4  Paragraph Outlining　　4.4.1  The "Parallel Form" Rule　　4.4.2  The "Equivalent Value" Rule　4.5  Paragraph Development　　4.5.1  Chronological Order　　4.5.2  Logical Division of Ideas/Order of Importance　　4.5.3  Comparison and Contrast　　4.5.4  Cause and Effect　　4.5.5  Exemplification　　4.5.6  Quotations　　4.5.7  Paraphrases and SummariesChapter Five  Essay Writing　5.1  Characteristics of an Effective Essay　5.2  Structure of an Essay  　……Chapter Six Making a ResearchChapter Seven Writing the ThesisChapter Eight Writing for Special PurposesKeys to ExercisesBibliography

章節(jié)摘錄

　　Clustering　　Clustering is another brainstorming activity to generate ideas. As a prewriting invention technique， clustering is a visual way to show logical relations between and among ideas. It is a non-linear brainstorming technique whose results yield a visual representation of the subjects and organization. It asks that you be receptive to words and phrases and trust your instincts. So， you can always start with a stimulus word——the word or phrase that represents the first， tentative idea of the whole——circled in the center of the page. Then， as each new word or idea strikes， give it a new circle and draw a line from it to the preceding circle. When some new ideas occur， radiate them from the stimulus word or from any word/phrase that seemed to prompt the new idea or strand. Write quickly and be sensitive to any emerging structure. Keep clustering until the moment when a sense of the whole is achieved， that a structure has made itself known. It is suggested that the end layer of this clustering should be examples， facts， etc. which may be used for supporting sentences in a paragraph.　　Clustering is a generative tool （i.e. makes use of the unconsciousness in retrieving information） that helps to connect thoughts， feelings， and ideas not connected before. It loosely structures ideas as they occur in a shape that allows for the further generation. It taps the associative powers in a self-organizing process， encouraging a writer to create personally meaningful patterns. On the other hand， clustering can frustrate more linear thinkers——-those who need neatness and order to think clearly.

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