中级英语写作 教学大纲

教学大纲课程编号：YW20081-2课程名称：中级英语写作（1-2）课程类别：必修课教学时数：周学时：2；总学时：72（跨两个学期）学分：4先修课程：无教学目标：贯彻以写促学的理念，促使学生的英语知识向运用层面转化，夯实学生的英语写作基本功。以激发学生创作欲望的写作任务来引导学生爱写，敢写，畅写欲言，通过写长作文来增强英语驾驭水平和思维能力，通过把自己写的作文修改成精品来全面提高英语实力。通过一年的学习，达到每小时约400词的写作速度，能基本做到作文内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体。同时，通过大量教学实践活动，如开展调查研究，接触不同的文化背景，去培养学生良好的学习习惯，使之能够独立思考，能够创造性地学习，能够围绕不同的选题进行写作，使创新的潜力得到比较充分的释放。教学内容与方法：第一个学期重在英语记述文，论述文，说明文的训练，第二个学期训练描写文和报刊特写文体。以学生为中心，以任务为先导,精写与泛写相结合。对每次写作任务都先提供英美作家的原创作品作为范文，引导学生从构思，谋篇布局到语言运用诸方面分析范文，从中获取灵感，然后布置他们模仿样文的风格与体裁特色，完成一个写作任务（往往自定话题和标题）。教师在批阅作业后应选出一组佳作在课堂上表扬并讲评，结合讲评和课堂讨论归纳写作理论和技巧，指出进一步努力的方向。在教学中穿插诸如课堂快写、ppt辅助课堂发言，小组讨论以及课外调查等学生参与性的活动。教材：郑超，《英语写作通用教程》，科学出版社，2008主要参考书：1)丁言仁等（1997）《大学英语写作》，南京大学出版社。

2)Hoffman,A.J.(1997)WritingChoices.Boston:AllynandBacon

3)Hidi,S.&Boscolo,P.(Eds)(2007)WritingandMotivation,Oxford:Elsevier4)Matsuda,P.K.etal.(Eds)(2011)Second-LanguageWritingintheCompositionClassroom.Boston:Bedford/St.Martin’s.

考核方式：平时成绩（30%）；期中考试（20%）；期末考试（50%）Syllabus

(1)CourseCode:YW20081-2

(2)CourseTitle:IntermediateEnglishWriting

(3)CourseStatus:Compulsory

(4)ClassHours:2hrs/week；72intotal（2semesters）

(5)CreditValue:4

(6)Prerequisite(s):none

(7)Objectives:

BasedontheteachingprincipleWritetoLearn,thiscourseisintendedtohelpChineseEFLstudentstotransformtheirreceptiveEnglishknowledgetotheproductivelevel,andimprovetheirEnglishbasicskillsincomposition.Theessentialstepsincludedesigninginspiringwritingtaskstomakestudentseagertowrite,daretowrite,andfreetowrite.Throughwritinglongarticles,theirflexibilityinthinkingandexpressinginEnglishwillbeenhancedandtheirEnglishcompetencewillbestrengthenedviaaneffectivemeasure–encouragingthemtorevisesomeoftheirworksintotheirmasterpiece.Inoneyear’sstudy,thestudents’writingspeedwillberaisedtoaround400wordsperhour,andtheywillcometoknowhowtowriteconsistently,coherently,well-structuredly,accurately,fluentlyandappropriately.Meanwhile,theywilldevelopgoodstudycapabilitiessuchasindependentthinking,insightlearning,andspecificwritingbyparticipatinginfrequentcourseactivities,e.g.,socialinvestigationtowidentheirculturalbackground,soastotaptheirpotentialofcreationinL2writing.

(8)Contentsandmethodology:

Thefirstsemesterfocusesonthetrainingofnarration,argumentationandexposition,andthesecondsemestercontinueswithargumentationandexpositionandthenturntothetrainingofdescriptionandfeaturewriting.Thetrainingisstudent-centeredandtask-based,combiningintensiveandextensivewritingineachunitwhereproperlyselectedauthenticworksareprovidedasmodelsforstudentstoanalyzefromsuchperspectivesasconception,organization,anddiction.Inspiredbymodelappreciation,thestudentswillbeassignedawritingtaskfollowingthestyleandgenreofthemodel(oftenwiththesubjectmatter/titledecidedbystudentsthemselves).Teachersarerequestedtochoosefromthestudents’homeworksomewell-doneperformancetobepraisedandappreciatedinclass,inthiswaytoguidestudentstosummarizesomewritingprinciplesandskills,andseetheorientationoffurthereffort.Student-involvedactivitiessuchasclassroomspeedwriting,ppt-aidedpresentation,groupdiscussionandout-of-classinvestigationareinterwoveninthetraining.

(9)Coursebook:

Zheng,C.(2008)AGeneralCourseofEnglishWriting,Beijing:SciencePress

(10)References:

1)Ding,Y.etal.(1997)CollegeEnglishWriting,Nanjing:NanjingUniversityPress.

2)Hoffman,A.J.(1997)WritingChoices.Boston:AllynandBacon

3)Hidi,S.&Boscolo,P.(Eds)(2007)WritingandMotivation,Oxford:Elsevier4)Matsud