Chapter-7-Practical-writing

PartFiveTheWholeComposition•Criteriaofagoodcomposition•Stepsinwritingacomposition•Threemainpartsofacomposition•TypesofwritingCriteriaofagoodcomposition•Order•Proportion•Theideaisinterestingandimportant,ifpossible,itshouldbenew.•Theideaisexpressedclearly,accurately,andappropriately.•Itiswellorganized•Readthefollowingexample:ToBeInformedandtoBeEnlightened•Gettingmoreinformationislearning,andsoiscomingtounderstandwhatyoudidnotunderstandbefore.Butthereisanimportantdifferencebetweenthesetwokindsoflearning.Tobeinformedistoknowsimplythatsomethingisthecase.Tobeenlightenedistoknow,inaddition,whatitisallabout:whyitisthecase,whatitsconnectionsarewithotherfacts,inwhatrespectsitisthesame,inwhatrespectsitisdifferent,andsoforth.•Thisdistinctionisfamiliarintermsofthedifferencesbetweenbeingabletoremembersomethingandbeingabletoexplainit.Ifyourememberwhatanauthorsays,youhavelearnedsomethingfromreadinghim.Ifwhathesaysistrue,youhaveevenlearnedsomethingabouttheworld.Butwhetheritisafactaboutthebookorafactabouttheworldthatyouhavelearnt,youhavegainednothingbutinformationifyouhaveexercisedonlyyourmemory.Youhavenotbeenenlightened.Enlightenmentisachievedonlywhen,inadditiontoknowingwhatanauthorsays,youknowwhathemeansandwhyhesaysit.•Itistrue,ofcourse,thatyoushouldbeabletorememberwhattheauthorsaidandknowwhathemeantaswell.Beinginformedisprerequisite（前提）tobeingenlightened.Thepoint,however,isnottostopatbeinginformed.[Analysis]•1.Itisaboutsomethingwearefamiliarwith.Butitarousedourinterestandattractedourattentionbecauseitexplainsadifferencemanyofusarenotquiteawareof.Wefindwhatwewriteshouldbenotonlyinformative,butalsoenlighteningandinstructive.•2.Theideasareexpressedclearly,accurately,andappropriately.Thecentralideaisstatedinthefirstparagraph:thereisanimportantdifferencebetweenbeinginformedandbeingenlightened.Inthenextthreeparagraphs,theygoontodiscussthedifference,illustratethedistinctionwithanexample,explaintherelationshipbetweenthetwo,andthenwindupabriefandforcefulconclusion---Thepoint…..Isnottostopatbeinginformed.3.Thewritingiswellorganized.Eachparagraphhasitsownideaandiscloselyrelatedtotheneighboringparagraphs.Withintheparagraphitself,theauthorsuseparallelstructuresandrepetitiontoconnectthesentences.4.Wecanseethatthewriter’spurposeistotellpeoplenottobesatisfiedwithsimplybeinginformedbutthattheyshouldgoonlearninguntiltheyareenlightened.Astheyhaveinmindageneralaudience,thewriterusemostlycommonwords.Sobeforewewrite,wemustdecideonthepurposeandaudienceofourwritingandtrytoadaptthestyleandlanguagetosuitourpurposeandaudience.StepsinWritingaComposition1.Planningacomposition1)Puttingdownalltherelevantfacts2)Thinkingofaproperthemeanddecidingonyourpurpose3)Re-examiningyourlistofdetailsandoutlining•TOPICSENTENCE:TransportationinPortlandisnotadequateforpeoplewhodonotownacar.–Publictransportation•veryfewbuses•alwayscrowded•rarelyontime•limitedschedules•veryfewtaxis–onlyavailablefrom7a.m.to6p.m.–veryexpensive–longwaits–Privatetransportation•bicycles•inadequatebicyclelanes•dangeronthemainstreets•skateboardsorrollerblades–difficulttolearn–expensivetopurchase•onfoot–inefficientinalargetown–difficultinbadweather•ConcludingSentence:Thesolutiontotheseproblemsissimple:ifyoudon’townacar,don’tcometoPortland!Typesofoutline•Sentenceoutline(pp.109)•Title:•Thesis:Onesentencewithcontrollingidea)I.IntroductionII.BodyIII.ConclusionTopicoutlinePP.109RulesforwritingoutlinesThetwooutlinesabovefollowtheserules:(1)Ifthereisamajorpointmarked“I”,theremustbeatleastanothermarked“II”;ifthereisan“A”,theremustbea“B”,andsoon.(2)Atopicoutlineiswritteninnounphrase,andasentenceoutline,insentences.Sentencesandphrasesarenotusedtogetherinthesameoutline.(3)Parallelstructuresareusedfortheheadingsofthesamerank.Subheadsoflikerankareofequalimportanceandarerelatedtotheheadingandarrangedinlogicalorder.•(4)Thethesisisacompletedeclarativesentence,usuallyintheaffirmative.Itisnotaquestion,aphrase,oradependentclause,butonesentencewhichexpressesourcontrollingidea.•Task1atp.110•Task3atp.111Task:Teamwork•Generaltopic:Beauty1)Puttingdownalltherelevantfacts2)Thinkingofaproperthemeanddecidingonyourpurpose3)Re-examingyourlistofdetailsandoutlining1.Planningacomposition2.Writingthefirstdraft3.Revisingthefirstdraft4.MakingthefinalcopyAssignmentIatp.114.StepsinWritingaCompositionThreeMainPartsofaCompositionI.ThebeginningThebeginningrousethereaders’interestanddrawstheirattentiontothesubjectmatterofthepaperand/orprovidesnecessarybackgroundinformation.ThreeMainPartsofaCompositionPossiblewaystobeginapaper(p.114)1.Relevantbackgroundmaterial2.Thetimeandplaceoftheeventtobedescribed3.Aquotation4.Aquestion5.Astatement6.Figuresofstatistics….7.AdefinitionThreeMainPartsofaCompositionII.Themiddle/bodyThemiddlepresentsclearlyandlogicallythewriter’sfactsandideas.Thebodyofapaperoftenconsistsofseveralparagraphsarrangedinsomekindoforder.•BODYPARAGRAPH1—•Thisoftenbeginswithatransitionwordorwordslike“First”or“Thefirstofthesereasons”andgivesexamplesand/ordetailsrelatingtothefirstsupportingreason.ThreeMainPartsofaComposition•BODYPARA