2017-12-13-(英语写作-2)(Chapter-4)

CourseInformation课程名称ABasicCourseinWriting学时36学分2开课学期第2学期(共2个学期）课程类别必修课（考试）Aimsofthecourse《英语写作教程基础》是英语专业基础阶段一门重要的实践课程，着重培养学生英语写作的基本技能。掌握句子、段落以及应用文写作的基本理论和技巧，写出主题较为突出、内容较为完善、语言较为通顺、格式符合要求的短文。StudyingMethodsTheorecticalstudyandsampleappreciationDiscussionandpresentationWritingtasksasassignmentTestingandEvaluation1出勤(attendance）缺勤一次扣5分（课堂进行不定时点名）2平时作业(assignments)100分期中前作业+期中后作业3期中课堂测试(Testinginclass)100分4期末书面测试(Testingwithterm-paper)100分总评成绩100分平时作业（10%）+期中课堂测试（30%）+期末测试（60%）ABasicCourseinWritingContentsChapter1：ManuscriptFormandPunctuation1)ManuscriptForm抄写格式2)Punctuation标点学习目的与要求：掌握抄写格式及标点的正确使用。ABasicCourseinWritingContentsChapter2：UsingProperWords1)TypesofWords词类2)ChoiceofWords选词3)Synonyms同义词4)SomeGoodDictionaries好字典学习目的与要求：掌握英语的词类及如何正确选词，用词。ABasicCourseinWritingContentsChapter3：MakingCorrectandEffectiveSentence1)CorrectSentences正确造句2)CoordinationandSubordination同位语从句和附属字句3)EffectiveSentences有效的句子学习目的与要求：掌握各种句子结构，正确有效的造句。ABasicCourseinWritingContentsChapter4：DevelopingParagraphs1)FeaturesofaParagraph段落的特征2)WaysofDevelopingaParagraph段落的写作方法学习目的与要求：掌握段落的写作的基本理论和基本要求，并能按照要求运用基本理论，指导自己的段落写作。对段落的主题句、统一性、连贯性等重点要熟练掌握并达到综合运用。掌握段落写作的方法，写出内容完整、层次分明、逻辑分明的段落。ABasicCourseinWritingContentsChapter5：Summarizing1)UsesofSummary-Writing用途2)Procedure写作程序学习目的与要求：掌握摘要的写作要领和用途，并能写出格式正确，层次分明符合要求的摘要。ABasicCourseinWritingContentsChapter6：ComposingEssays1)CriteriaofaGoodComposition短文的写作标准2)StepsinWritingaComposition短文的写作步骤3）ThreeMainPartsofaComposition短文的三个重要组成部分4）TypesofWriting短文的种类学习目的与要求：重点掌握记叙文和说明文定义和写作技巧，能写出组织完整，逻辑性强，文字简洁，准确，生动有趣的文章。ABasicCourseinWritingContentsChapter7：WritingforPracticalPurposes1)Notices通知的写法2)Greetings,GoodWishesandFormalInvitations问候，祝贺和正式邀请函3)Notes便条的写法4)Letters书信的写法5)Resumes个人简历的写法学习目的与要求：掌握通知、问候、便条、信函、简历等的写作方法与技巧。要求格式正确、内容充实，用词得当、表达得体。ABasicCourseinWritingContentsChapter8：PreparingResearchPapers1)DefinitionandPurpose定义和目的2)Steps写作步骤3)Format格式4)ASampleResearchPaper例文学习目的与要求：掌握科研论文的定义、目的、写作步骤和格式，并能写出格式正确步骤正确。Teachingfocusofthiscourse1.ComposingEssays2.WritingforPracicalPurposes3.PreparingResearchPapersChapter4DevelopingParagraphs1.FeaturesofaparagraphAllessaysorarticlesaremadeupofparagraphs;paragraphsinturnaremadeupofsentences.wehavelearnedtomakeeffectivesentencesinchapter3.Althoughparagraphsaremadeupofsentences,single,correct,andeffectivesentencesputtogetherdonotnecessarilymakeaneffectiveparagraph.Theparagraphhasone,andonlyone,centralidea.Thesentenceconcerningthetopicoftheparagraphisusuallycalledthetopicsentence.Chapter4DevelopingParagraphsSample1TheIrishcountrysideisverybeautiful.[1]ThereisapopularIrishsongwhichsaysthatthereare100differentshadesofgreenintheIrishlandscape,andthisisnoexaggeration.[2]Thankstogenerousrainfall,muchofthecountrysideiscoveredinrichgreenvegetation,whichiswhyIrelandisalsoknownastheEmeraldIsle.[3]Italsohasavariedlandsacpewithdramaticmountains,rockycoastlinesandrollinghills.[4]Aneffectiveparagraphgenerallyhasthreefundamentalfeatures:acentralideasupportingevidencecloseconnectionbetweenthesentencesChapter4DevelopingParagraphsSample2Forgenerationsthekitchensofthevastmajorityofourhomeshaveactedaslivingroomkitchens.[1]ThesittingroomisreservedforSundayafternoonsandspecialoccasions.[2]Alltheweek-dayactivitieshavetobecarriedoutinthekitchen.[3]Mealsareprepared,cookedandeatenthere,washing,drying,ironingandsewing-allareusuallycarriedoninit.[4]Itisinthekitchenthatthechildrenmustdotheirhomeworkwhilefathersitswithhispaperbythefireandmothergetsoutthedarning.[5]Chapter4DevelopingParagraphsSample2Identifythecentralidea,thesupportingevidenceandhowconnectionbetweensentencesisachieved.Chapter4DevelopingParagraphsSample2Centralidea:TraditionallythekitchenalsoservedasalivingroominmostEnglishhomes.Supportingevidence:ThereallivingroomisreservedforSundaysandspecialoccasions;week-dayactivitiesofmembersofthefamilyareallcarriedoutinthekitchen.Therecurrenceofkitchenthroughouttheparagraph;thesynonymouswordslivingroomin[1]andsittingroomin[2];thecontrastbetweenSundayin[2]andweek-dayin[3];thewordsdescribingactivitiesin[3]:Mealsareprepared,cookedandeaten,washing,drying,ironing,andsewingin[4]anddotheirhomework,sitswithhispaper,getsoutthedarningin[5].Chapter4DevelopingParagraphsSample3Thewindpicksupandbeginstohurlitselfthroughthosedesertedstreets.[1]Sign-boardsswayviolentlyfromsidetoside,seemingalmosttowanttogowiththewindthatblowsthem.[2]Treescomplainasthestrongwindtearsattheirbranches,causingthemtobendandbowdown.[3]Withthewindcomestherain.[4]Theterrriblerainbeatsdown,singinganyoneunfortunateenoughnotyettohavereachedthesafetyofhome.[5]FeaturesofaParagraphThreefundamentalfeatures:Acentralidea(whcihmaybeexpressedeitherexplicitlyinatopicsentenceorimplicitly)Supportingevidence(alltheinformationgiveninthissentencesshouldimpressesthereaderwiththecentralidea)Closeconnectionbetweenthesentences2.WaysofdevelopingaparagraphWhenwewriteaparagraph,thefirstthingweshoulddoistothinkofacentralideaorthemeandwriteitdowninacompletesentence,whichwillserveasthetopicsentence.Thenweshouldthinkofthedetailsorexamplestosupportthemainid