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英語基礎(chǔ)寫作教程
《英語基礎(chǔ)寫作教程》改變常見的自下而上的詞→句→段→篇編寫順序,從寫作目的著手,采用自上而下的篇→段→句→詞編寫順序。這并非只是內(nèi)容先后順序的顛倒改變,而是從純理論的知識講解向以寫作實踐為導(dǎo)向的轉(zhuǎn)變。該編寫體例不但遵循了寫作實踐活動自上而下的思維規(guī)律,而且引導(dǎo)學生先嘗試把抽象的思想感情和觀點態(tài)度行之成文,再從段落推展、句子構(gòu)建和詞語選擇三個方面逐步修飾、完善成文,而不是從一開始就受制于詞句選擇,舉步維艱,難以為繼。
目錄
編寫原則
寫作是英語學習者綜合應(yīng)用能力的重要組成部分,更是英語語言應(yīng)用能力的綜合體現(xiàn),因此英語寫作教學在本科教學階段非常重要。從事本科階段英語寫作教學工作以來,筆者用過也參考過多種英語寫作教材。每種教材都有各自的編寫原則和特色,但多數(shù)教材都遵循詞、句、段、篇的編寫體例。教師教學時也往往遵循這樣的安排,學生寫作時亦始于選詞造句,而不是先確認寫作目的、確定主旨大意,然后在寫作目的的導(dǎo)引下,圍繞這個主旨去展開、推進。而一篇好的文章應(yīng)該是作者遵循先立意(篇)、后構(gòu)思(段)、再寫作(句)、又修改(詞)的先后順序?qū)懢停簿褪钦f寫作時的“推敲”往往發(fā)生于寫作基本輪廓成形后的詞、句選用斟酌階段,而不是寫作之初。學生寫作之初就開始斟酌詞句,往往很難寫下去。兼受應(yīng)試模板作文的影響,中國學生寫出的英語作文往往空有框架,思想內(nèi)容粗淺,邏輯性不強。 同時,教師在詞、句、段、篇講解時,重理論講解,輕選詞造句、聯(lián)句成段、組段成篇的實踐操作的具體指導(dǎo);講解篇章寫作時,絕大多數(shù)教材將英語篇章分為四類——描寫、記敘、說明和議論,并逐一講解,但重點一般都放在說明和議論,描寫和記敘,尤其是記敘,只是粗略涉及。有寫作實踐和教學經(jīng)驗的人都明白,描寫和記敘對學生語言水平和創(chuàng)造性使用語言的要求實際上比說明和議論更高,學生更難把握。雖然英語對于中國學習者而言常常只是一種工作工具,描寫和記敘并不比說明和議論用得更多,但作為一種語言交際工具,擅長描寫與記敘會為英語使用者的工作和交流錦上添花。 基于對我國英語寫作教材、寫作教學及學生寫作實踐存在的這些問題的反思,筆者特編寫這本遵循寫作實踐原則、注重實踐操作指導(dǎo)的寫作教材,從確定寫作目的、作者身份、讀者對象和主旨大意開始,帶領(lǐng)學生構(gòu)思篇章結(jié)構(gòu)、推進段落發(fā)展、選詞造句,最后修改初稿、完成寫作。希望為有效促進中國英語學習者寫作能力的發(fā)展與提高提供更具操作性的指導(dǎo)。 本教材的主要讀者對象為大學本科階段英語寫作教學的英語教師和基礎(chǔ)寫作能力有待提高的大學生,對英語自學者也不失為一本指導(dǎo)性很強的參考用書。 教材結(jié)構(gòu) 本教材分為七大部分。 第一部分為“英語寫作基本規(guī)范”,講解英語寫作在標題格式、標點符號、大小寫等方面的基本規(guī)范。讓學生從學習寫作、進行寫作練習之初,就明了并遵循這些規(guī)則,規(guī)范自己的寫作行為;教師在習作批改時也始終關(guān)注學生的基本寫作規(guī)范,幫助學生養(yǎng)成良好的寫作習慣。 第二部分為“閱讀與寫作”,講解英語讀寫關(guān)系和讀后寫作的各種任務(wù)類型,是筆者“寫作導(dǎo)向英語閱讀教學”研究在寫作教學中的實踐。嘗試通過本章內(nèi)容的教學,引導(dǎo)學生在“理解導(dǎo)向”閱讀活動基礎(chǔ)上,開展“寫作導(dǎo)向”閱讀活動,學習在閱讀過程中體悟、習得常用寫作方法與技巧,同時嘗試通過讀后寫作活動彌補傳統(tǒng)寫作教材對記敘和描寫的不夠重視并增加說明與議論的形式。 第三部分為“寫什么”,講解作文內(nèi)容的構(gòu)思。學生苦于寫作的主要原因是不知道寫什么,筆者將其歸因于寫作目的、作者身份和讀者對象不明確,嘗試通過本章內(nèi)容的教學,引導(dǎo)學生提筆寫作前明確自己的寫作目的、作為作者的身份立場和自己的讀者對象,完成寫作內(nèi)容的粗略設(shè)想。 第四部分和第五部分都為“怎么寫”,講解作文寫作時聯(lián)句成段、組段成篇的具體操作。嘗試通過這兩章內(nèi)容的教學,引導(dǎo)學生以第三部分確立的寫作目的為綱,構(gòu)思全文框架,此所謂“舉綱”,然后根據(jù)構(gòu)思,選擇段落推展策略進行段落寫作,此所謂“張目”。以“舉綱張目”之過程教學,指導(dǎo)學生寫出框架結(jié)構(gòu)合理科學、內(nèi)容充實富有邏輯的英語作文,避免“東奔西突”式寫作之后的不知所云。 第六部分為“選詞造句”,講解詞、句類型及功能。嘗試通過本章內(nèi)容的教學,引導(dǎo)學生斟酌、推敲初具框架、基本成形的作文的選詞造句細節(jié),甄別、遴選恰當句型和詞匯,清楚準確、生動形象地傳情達意。 第七部分為“作文修改”,講解如何修改初稿作文。嘗試通過本章內(nèi)容的教學,培養(yǎng)學生“好作文是改出來的”的寫作意識,培養(yǎng)學生修改作文的良好寫作習慣。 本教材不講解應(yīng)用文寫作,因為應(yīng)用文寫作往往屬于具體語境下的格式寫作,學生基礎(chǔ)寫作水平和能力達到一定程度后,應(yīng)用文寫作也是可以自學的。
Part One Manuscript Form
Ⅰ.Arrangement Ⅱ.Capitalization Ⅲ.Word Division Ⅳ.Punctuation 1.The Comma 2.The Period 3.The Semicolon 4.The Colon Part Two Reading and Writing Ⅰ.The Relationship Between Reading and Writing Ⅱ.Writing After Reading 1.The Summary 2.The Book Report 3.Creative Writing After Reading Part Three What We Write Ⅰ.Why We Write 1.Benefits of Writing Activities 2.Functions of Specific Writings Ⅱ.Who We Are & Who We Write For Ⅲ.What We Write 1.Reader-Oriented Writing 2.Types of Writing Part Four How We Write: The Composition Organization Ⅰ.The Outline 1.Brainstorming 2.Working Out the Outline Ⅱ.Three Main Parts 1.The Beginning Part 2.The Body Part 3.The Concluding Part Ⅲ.The Composition Organization 1.Narration 2.Description 3.Exposition 4.Argumentation Ⅳ.Principles of Good Composition 1.Unified 2.Well-Organized 3.Proportioned 4.Justified Part Five How We Write: The Paragraph Development Ⅰ.Paragraphs in Essays 1.Paragraphs That Signal a New Idea 2.Paragraphs That Expand an Old Idea 3.Paragraphs That Function as a Transition 4.Paragraphs That Conclude an Idea Ⅱ.Paragraphs Between Themselves 1.Transitional Words and Phrases 2.Repetition 3.Transitional Questions 4.Bridging Sentences 5.A Combination of Varied Paragraph Transition Ⅲ.Paragraphs Within Themselves 1.The Topic Sentence 2.The Supporting Sentences 3.The Concluding Sentence Ⅳ.Characteristics of Effective Paragraphs 1.Unified 2.Coherent 3.Well-organized 4.Complete Part Six How We Polish Our Writing: Choice of Sentences and Words Ⅰ.Choice of Sentences 1.Complete Sentences 2.Types of Sentences 3.Effective Sentences Ⅱ.Choice of Words 1.Classification of Words 2.The Word Meaning 3.Idioms 4.Figures of Speech Part Seven How We Revise Our Writing Ⅰ.Self-Cheek 1.Content 2.Organization 3.Sentences 4.Diction Ⅱ.Mistakes in Mechanics Ⅲ.Peer Review 后記
《英語基礎(chǔ)寫作教程》:
Step 2 Read the article. First of all, we need to read and study the article carefully. When reading, we can underline or summarize its thesis and the main ideas of its body paragraphs, important claims, and supporting evidence. If having enough time, we may annotate our reac-'tions to the main idea, its development and reasoning. Step 3 Write the summary. Then, we can write a brief summary of the article. When doing so, in our first sentence, we are advised to present the author's name, the full title of the arti-cle, and its thesis to show our readers that we are writing a summary (e.g. In his article Why I Teach , Peter G. Beidler explains that ...) . And then we present the main ideas of its body par-agraphs. Throughout the summary, we need to use our own words, not the original words or phrases in the article, to objectively present its main idea, chief points and whatever is worth including in the summary. If we mean to quote the original words/phrases to clarify or emphasize the idea conveyed by them, we put them between a pair of quotation marks. Step 4 Write the response. After the summary, we come to write the most imp《》rtant part of the summary-response essays - our response. We need to handle it carefully: First, decide on our overall reaction to the article and prepare for our response part.Before writing about our " response" , we can read once again the underlined sentences and the annotation made on the article. And we may ask ourselves such questions as : What's our general impression of the article? Do we agree or disagree with the author? Why? Do we have personal examples, or more desirably, facts, statistics, testimony, or other information to support our position.? Perhaps we only agree with some points but disagree with others? What reasons make us accept or reject only part of the author's opinion? Or perhaps we agree with the main ideas but think that those ideas can be better developed? Do we like the author's logic, style, or tone? By answering these questions, we may eventually decide on our overall response and get prepared to write our body paragraphs. Then, indicate the beginning of our response. Our first paragraph of the summary-response essay is usually the summary of the article. We may start a new paragraph with a sentence that clearly indicates the beginning of our response. And at the same time we claim our general opinion about it. Ideally, we indicate to our readers what points we will discuss in the response part. For example, we may indicate the beginning of our response this way : Although in his article Higher Entrance Fee Is Reasonable" Peter correctly identifies three benefits of raising the entrance fee of places of historical interests, he only argues for the rich. Higher entrance fee denies the poor the right to go to such places. This two beginning sentences not only once again summarize the writer's approval of the opinions about the benefits of raising the entrance fee, but also point out its harm to the poor, indicating that the writer may talk about the unfair side of such practice. Next, make clear what we support or refute and offer convincing evidence. When writing our response, in each of our own body paragraphs, we need to remind our readers of which claim or idea we are refuting or supporting by using " tag lines" like: Although Peter argues that the increased entrance fee will limit visitor flow, he doesn't realize who will be more likely to be excluded. After we signal the point in discussion and state our position, we need to support our posi-tion with sufficient specific evidence, convincing our readers. If we disagree with a point, we must explain why we disagree clearly, logically, and thoroughly, and proceed to state our own opinion. If we agree, we can't simply repeat it (like, "I think Peter is right when he says raising the entrance fee is reasonable. He is also right about the benefits of doing so ..." ).Instead, we must offer more incontrovertible examples, convincing reasons, or other persuasive information to strengthen the points that we share with the author. Or we may try proving the point from a different but conclusive perspective. Finally, write a brief concluding paragraph. After finishing our response, we may briefly mention the value or the imperfection of the article in question again before we call for action for or against the article's ideas, or project its effects into the future. However we end our essay, our conclusion should always be consistent with our overall assessment of the article and its ideas. The following article Our Youth Should Serve was written by Steven Muller. It was assigned to students who were asked to write a one-paragraph summary and a response essay, expressing their opinion of the article's proposal. The essay Youth Service: An Idea Whose Time Has Come following it is a sample student essay. The student author thought the article itself could have been stronger, but s/he liked Muller's proposal for a volunteer youth service, and supported her/his approval with her/his own experience. Our Youth Should Serve 1 Too many young men and women now leave school without a well-developed sense of purpose. If they go right to work after high school, many are not properly prepared for careers. But if they enter college instead, many do not really know what to study or what to do afterward. Our society does not seem to be doing much to encourage and use the best instincts and talents of our young. ……
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