大学英语写作中级教程

章节摘录

1•Placing the topic sentenceA paragraph’s central idea and supporting details can be arranged in various ways．Themost common paragraph shape is topic-first structure：the paragraph starts with the centralidea expressed in a topic sentence．A slightly different structure starts with a sentence intro-ducing a general topic or making a transition from the previous paragraph；then the topicsentence follows and it narrows the topic tO make it more specific．In addition．the central ideamay appear at the end of a paragraph，or it may appear at the beginning of a paragraph andthen be restated or added to at the end．Experienced writers sometimes may even put the top-ic sentence in the middle of a paragraph for special needs．Occasionally，the central idea may be unstated because it is obvious from the context．This kind of paragraph mostly appears in narrative or descriptive writing．But inexperiencedwriters should be very careful when using this technique，because the reader will be confusedif the main idea is not apparent from the context．For this reason，we suggest you should notuse this structure in writing at this stage，especially in expository writing．Right now youmay start by writing the topic sentence at the beginning of a paragraph．The following paragraphs illustrate four main ways to place the topic sentence．1．The topic sentence at the beginningAnimals seem to have an instinct for performing death alone，hidden．Even thelargest，most conspicuous ones find ways tO hide themselves in time．If an elephantmissteps and dies in an open place，the herd will not leave him there；the others willpick him up and carry the body from place tO place，finally putting it down in somesuitable location．

前言

Having worked as a“foreign expert”on three occasions since 1 980 at different Chinese insti-tutions，I have had the chance to work closely with Chinese students in composition classes．omehow it turned out that the problem of teaching Chinese students how to write was oftenhanded over to foreign teachers．The reasons my Chinese colleagues USUally offered t0 justifythis situation were that only native speakers are capable of explaining the finer points ofwriting and that it requires too much work on their part．For“us”it is easy．I have alway8disagreed with these objections because they belittle the competence of Chinese EFL teachersand they serve to somehow mystify the writing process．In most universities．Chinese teachers-are solely responsible for their students’progress．They take pride in their achievements inreading•listening and speaking．If we consider what some refer to as the“four skills．”how．ever，quite a few Chinese teachers seem willing to teach only three-fourths of a standard EFLcurriculum，neglecting the essential skills of writing．It is clear that the majority of studentswill use English primarily in written form．This entails a direct connection with what thevlearn in their reading courses．Reading and writing need to be related in a meaningful way sothat students can progress from reception or understanding to production or expression．Thatis one strong point of this textbook．Interactiog with others across the globe，Chinese stu-dents will need to communicate in effective．written English．Whether compiling and summa-rizing reports•reading English and responding to it in everyday work situations or translatingeffectively，they will need to know the conventions of written English．Given the needs of thecountry，jt is imperative that students learn to write well．At present most university programs emphasize speaking，listening and other areas to thedetriment of the development of communicative competence in writing，which entails criticalreading as well．Foreign teachers’work has been hampered by the fact that they generally donot have a contrastive knowledge of Chinese and English to assist their students。and the factthat they often teach one year and leave．There is rarely any carryover in terms of content andskills development and little connection between the work they do and the specific objectivesof Chinese curriculum planners．Chinese teachers of writing have also encountered problemsbecause in most cases they are obliged to teach lessons from materials designed for foreignstudents in intensive EFL programs in Britain or the U．S．Such textbooks are poorly suitedto Chinese students and the difficulties they pose in terms of culture，language and methodol-ogy are hard to overcome．

书籍目录

编者说明PREFACECHAPTER I WRITING EFFECTIVE SENTENCESLesson One  CoordinationLesson Two  Subordinatiort（I）Lesson Three  Subordination（II）Lesson Four ParallelismLesson Five  Emphasis of Main IdeasLesson Six Sentence VarietyCHAPTER II  WRITING PARAGRAPHSLesson Seven Paragraph UnityLesson Eight The Topic SentenceLesson Nine Paragraph CoherenceCHAPTER III PARAGRAPH DEVELOPMENTLesson Ten List & Example ParagraphsLesson Eleven  Chronological & Spatial ParagraphsLesson Twelve Process ParagraphsCHAPTER IV WRITING SHORT ESSAYSLesson Thirteen Short Essay OrganizationLesson Fourteen Writing Thesis StatementsLesson Fifteen Writing Beginning & Ending ParagraphsLesson Sixteen Revising and EditingCHAPTER V PARAGRAPH ＆ ESSAY DEVELOPMENT（CONTINUED）Lesson Seventeen Comparison ParagraphsLesson Eighteen Contrast ParagraphsLesson Nineteen Comparison ＆ Contrast EssaysLesson Twenty Definition ParagraphsLesson Twenty-one  Classification ParagraphsLesson Twenty-two Definition & Classification EssaysLesson Twenty-three Cause-effect Paragraphs and EssaysLesson Twenty-four Short Essay Development by Various MeansCHAPTER VI  WRITING LETTERS AND RESUMESLesson Twenty-five  Business LettersLesson Twenty-six Personal LettersLesson Twenty-seven  ResumesAPPENDlX I  THE USE OF PUNCTUATIoN MARKSAPPENDIX II ANSWERS TO DISCUSSION QUESTIONS AND EXERCISES

编辑推荐

《大学英语写作中级教程》由首都师范大学出版社出版。

作者简介

《大学英语写作中级教程》是一本系统的英文写作课教材，供具有中级英文水平的学生使用。它可作为高校英语专业本科、专科二或三年级学生的写作课教材，也可供具有同等水平的高校其他专业学生、研究生及自学者使用。

《大学英语写作中级教程》内容包括：英文句式变换；段落推展方式；记叙文、描述文、论说文、应用文的写作；标点符号的应用等。《大学英语写作中级教程》可供一学年使用。

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