英语专业大三写作复习资料

SomeImportantFeaturesofEnglishWritingCulture:Timeorlifevalue---savetime,makefulluseoftimeTherefore,incommunication,

gotothepointimmediately/tobestraightforwardtosaveyourowntimeandtheaudience’stime

Soitiswithwriting.Toexpressorconveythewriter’sideasassoonaspossibleandsavethetimeoftheaudienceorreader,1)Tellideasdirectlyorstraight-forwardlywithProperlinguisticdictionandforms

Correct,appropriateexpressions(words,phrases)Precise(TrytorecallthecomplexformsofN,V,Adj.andAdv.inEnglishgrammarfornumber,time,voice,aspectandmood.Whysuch?Noambiguityorvagueness.Concise(noredundancy)Proper(precise),appropriateandconcisesentencestructure(relativeconjunctions/joints,periodicsentences))Properdevelopmentpatterns(Linearthoughtpattern---top-downpattern(p270))Alwayspresentthemainideaatthebeginningofapaper,chapter,sectionandparagraph(also,ofaconversation)(Trytorecall,whereisthemainideaofaparagraphorpassageoftenlocated?)Preciseideapresentation2)Beobjectiveorfact-driven:Providefactsorevidencesinsteadofsubjectiveassumptionforconvincingness.Lessdescriptionoffeelingsinnarratives.Thirdpersoninargumentations.Donotleavetheaudienceorreaderwastingtheirtimeinpuzzles3)Makethewritingtopicmeaningfulorusefulandthematerialsrelevant,typical,sufficient4)holdthereader’sattentionorinteresttothemainideaofeachparagraph,partandthewholepassagebythemeaningfultopic,theunity,cohesionandcoherenceofthewriting(cohesivedevices(Chpt.9&10,flashbackandforward),thevarietyofexpressions,thestructureofwriting(top-downorbottom-up;introduction-conclusion)andtheoriginality/creativityofideasorevidences

Consideratenessfortheaudienceisthatforyourself:Thepurposeofyourwritingistosellyouideastothereaders(assoonaspossible).Iftheycannotunderstandyourideasordonothavethepatiencetoreadon,yourworkismeaningless.Waysforvariety:1.synonym/nearsynonymorantonym,superordinatesorhyponyms,generalwords(p140)2.changeinpartofspeech3.non-predicatephrases:participle,gerund,infinitive,(Ch10-22ofGrmr.“Danglingmodifiers”(p256ofGrmr))4.clause(Ch33-35ofGrmr)5.nominative/nominalabsolutestructure(p375-378ofGrmr)6.verblessstructure(p373-374ofGrmr),7.changeinsentencepattern>voice,periodicalsentence;formalsubject/object=3，48.ellipsis(p128:3;p438-446ofGrmr)9.substitution>selectionofpronouns(p127:1-2;p427-437and91-92ofGrmr),selectionoffiguresofspeech(simile,metaphor,synecdoche,euphemism,hyperbole)10.changeindevelopmentpatternLooseSentenceThissentenceisabasicstatementwithastringofdetailsaddedtoitafterthebasicstatement.Basicstatement:Bellsrang.Loosesentence:Bellsrang,fillingtheairwiththeirclangor,startlingpigeonsintoflightfromeverybelfry,bringingpeopleintothestreetstohearthenews.Basicstatement:Theteacherconsideredhimagoodstudent.Loosesentence:Theteacherconsideredhimagoodstudent,steadyifnotinspired,willingifnoteager,responsivetoinstructionandresponsibleforhiswork2.PeriodicSentence.Inthissentence,additionaldetailsareplacedbeforeorinsidethebasicstatement.Delay,ofcourse,isthesecretweaponoftheperiodicsentence.Basicstatement:Johngavehismotherflowers.Periodicsentence:John,thetoughone,thesullenkidwhoscoffedatanyshowofsentiment,gavehismotherflowers.Basicstatement:ThecatscratchedSally.Periodicsentence:Suddenly,fornoapparentreason,theloveablecatscratchedSally.Basicstatement:Loveisblind.Periodicsentence:Love,aseveryoneknowsexceptthosewhohappenedtohavebeenafflictedwithit,isblind.

论文提纲(OutlineChecklist)：1.各级标题语言要简洁、准确、具体(concise,preciseandspecific)2.各级标题语法结构要一致(identical/thesame)（或全部用句子，或全部用名词/名词性短语/不定式短语，一般是名词短语）3.各级标题观点要正确、具体(properandspecific)4.下级标题与上级标题要有很高的关联度(highrelevance)5.上下级标题观点之间的从属关系要层次分明(hierarchical/superordinated-subordinate)，同级并列关系的标题观点之间不应有包含或重叠关系(nooverlapbetweenthetitlesatthesamelevel)，同级标题观点之间的范畴要基本一致(similarscopebetweenthetitlesatthesamelevel)6.一个标题一般只能有一个主题(uniquefocusinonetitle)7.要尽量体现同级标题之间可能的逻辑关系(possiblelogicbetweensubtitlesandparagraphsatthesamelevel)8.所有标题开头单词、结尾单词和其余全部实词的第一个字母大写，(capitalization)9.用阿拉伯数字体系表现论文提纲各部分、各级标题的关系(Arabic)（见毕业论文格式）UnitFiveWritingtechniques(p.62)NotonlysensitivetothedifferencesbetweenChineseandEnglishwritingandtolerantofthesedifferences,butalsoflexibleinadjustingourownwritingtechniques,beingmore“fact-driven”than“opinion-driven”,moreinformativethanentertaining,

inordertoachievehispurposeofwritingneedstodevelopinterculturalcompetenceatthreelevels:thewordlevel,thesentencelevelandthediscourselevel.Needtopaymoretothedifferencesatdiscourselevel:usingmorecohesivedevices,especiallythelexicaldevices,toachievecoherence.Englishnativewriting:more“fact-driven”than“opinion-driven”,moreinformativethanentertainingTypicalwesternpeopleseemtobemorestraightforwardintheirthinkingandbehaviorthanChinesepeople.Weneedtobemorestraightforwardbothinlanguageandincontent,particularly,bemorecohesiveinlanguage,andbemorerelevantbyprovidingmorefactsthanopinions.Unit18P262ProperandAppropriatedictionGeographical,formalorinformal,cultural(>religion),age,sexCommoncoreissafebutnotalwaysappropriate.P270Linearthoughtpatternandcircularthoughtpattern→top-downpattern(descendingorderofimportance)andbottom-uppattern(ascendingorprogressiveorder)incommunicationorwritingUnit9(Howtostudythisunitfromtheperspectiveofwritingskills?)(p423-424,Grmr)Logicalconnectors(p124,p423-424,Grmr) Addition Reinforcementoremphasis Timespatialorder Identity Concession Summary TurntotheoppositeGrammaticalcohesion(p127) Reference(choiceofpronoun)(91-92ofGrmr) Substitution(p427-437ofGrmr) Ellipsis(p438-446ofGrmr)Unit10Reiteration(p140):repetitionCollocation(p141):usedinthesamefield(Thepossibleuseormeaningcollocationandtheuseinthesamefieldarehelpfultoworkoutthemeaningofnewwordsincontext)parallelism(p142):akindofrepetitionoflargerstructuresofsamegrammaticalform(s)Deadlineforthefirstdraft:nextMondayeveningTakeelectronicdrafttothenextclassUnit11Argumentation2.Proceduresofconstructinganargumentation(p155)choosingasubject:ameaningfulone ×Factualsubject דno-wintopics”

√interestingtothereaders

restrictingit nottoobroadortoonarrow Specificandclearthemestructureofanargumentativeessay:introduction(p127)body:relevancewhichisalwaysthefirstdecisivefactor---typical---sufficient---objectiveconclusion:1+N(appeal,significance>benefits,possiblefuturedevelopment,problemsforfurtherstudy)aschemeoroutlineUnit12 Argumentation(2)Logicalappeal(p165)1.Deductivereasoning:fromthegeneraltothespecific---top-downpattern2.Inductivereasoning:fromthegeneraltothespecific---bottom-uppattern3.Causalreasoning（p96,184）4.Analogy（p185）5.Combinationofall(thepreferenceofdeductivereasoningtoinductivereasoningisanotherprooffortop-downpattern)Unit13Argumentation(3)Howtostudytheintroductiononp181?(transitionfromthepreviouschaptertothisoneandintroductionofthefocusofthischapter.

Addthemainpointsofthefollowingthreesectionsafterthefirsttransitionalsentenceanddeletethesecondemptysentence.)1.Effectiveargumentationisbestaccomplishedthrougheffectiveuseoflanguage.(p181)2.Avoidambiguouslanguage(p181)Wemusttakecarethateachwordhasexactlythemeaningweintend.Noexpressionofmulti-interpretationormulti-functioncanbeusedincertaincontext.3.Avoidvaguelanguage(p182)4.Avoidlogicalfallacies(p182-183)5.Developfocusingskills(p183-186)5.1usetheparagraphstofocustheargument(184):construct!astrongrelevanceintheideasbetweenthesuper-ordinateandsubordinatetitles

(thepapertitle,chaptertitles,sectiontitles,subsectiontitlesandtopicsentences),!astrongrelevance

betweeneachtopicsentenceanditssupportingmaterialsineachparagraph,!andasoundrelationship

(parallelism,cause-effect,condition-result,progressiveness,transitionorturning,contrast,successiveorchronologicalsequence,top-down,bottom-up,etc.)

betweensections,subsectionsorparagraphsatthesamelevel.a.Introduction---bearsstrongrelevancetothefocusorthekeyconceptofthepapertitle:hooksthereadersbysomebackgroundinformationand,themostimportant,themainpointsofthispaperunderthetitlewhichare,infact,thekeyconceptsinthesubtitlesofapaper,chapterorsection.b.Conclusion---bearsstrongrelevancetothefocusorthemeofthepaper,thekeyconceptineachchaptertitletogetherwithbriefargumentsbysummarizingtheargument,restatingthetheme,makinganappealforthetheme,andpointingoutthesignificance,possibledevelopment,problemsforfurtherstudyifpossible.

toconfirmthestrongrelevanceoftheselectedmaterial(s)tothepointofeachparagraphorsectionorchapter/thateachoftheselectedmaterialsstronglysupportsthepointofeachparagraphorsectionorchapter,itisessentialto1)clearlyclassifyorsortthematerialsaccordingtothemainideaofeachcollectedmaterialbycarefullystudyingthematerialsforthemainidea2)deserttheirrelevantmaterials3)ordertheimportanceofallselectedmaterials4)Checktherelevancebetweenthehierarchicaltitlesintheoutline5.2Uselogicaltransitions(p186)---(p124-126)In-ClassTeamwork:1)Checktheformatofinformationsources2)Studyinteamthecollectedmaterialsfor“DifferencesbetweenAmericanEnglishandBritishEnglish”toconfirmtherelevanceofthematerialstothethemeofthispaper.a.Tellaloudtothepartnersinturnyourmaterialsathandb.Classifyinteamallthematerialsinyourgroup,c.Deserttheirrelevantonesd.Ordertheimportanceoftheselectedmaterialse.Writetheteamoutlinef.Checktherelevancebetweenthehierarchicaltitlesintheoutline6.Writeawholeargumentativeessay(p186-187)Unit6 Expositionbyexamples(70)1.Howtostudyandimprovethefirstparagraph?Functionofexamples(70)Factsspeaklouderthanwords.2.Organizationofexamples:ofteninaprogressiveoneforclimax3.SourcesPersonalobservationsorinvestigations:specificOutsidesources(oftenborrowed):accurateinformationandthesourcesHypotheticalones:logicalsupposals4.Coherencetop-downpatternBottom-uppatternQuestion-answer4)Transitions(+p124-127) acaseinpointisthat… atypicalexampleis… asinthefollowing… Exemplify e.g. sayInsum,examplesshouldberelevant,typical,adequate/sufficientandinaprogressivesequenceExpositionbydefinition(p80)1.Howtostudytheintroduction?2.Bydescribingthecharacteristics,functions,origin,etc.3.BygivingasimilarorsimplerexpressionAppositiveorparaphraseOr,namely,i.e.(Idest),thatis,as(is)called/named/termed,inotherwords,---,(),:(p126)Topicsforamini-writingWhatis…?NewHistoricismDeconstructionPsychoanalyticcriticismFeministLiteraryCriticismStructuralismandPost-StructuralismTheNewCriticismMarxistCriticismTheRomanticCriticalTraditionNeo-ClassicalCriticismBiblicalHermeneuticsCulturalStudyHowtowritealiteraryview?王先霈，胡亚敏.文学批评原理[M].武汉：华中师范大学出版社，1999.Unit7ExpositionbyProcess(p88)Howtostudythefirstparagraph? AtypicalEnglishintroduction(definition+thechiefpointsofthefollowingsection)2.Twokindsofprocessanalysisessaysaccordingtothepurposeandstyle1)Theinstructionalessay:directiona. Secondpersonorimperativesentencesbeginningwithactiveverbs)Conciseandclear,sufficientandaccuratespecificdetailstodistinguisheachstepsomepossiblewarnings2)Informationalessay:explanationThefirstorthirdpersonSomethingofanarration,butalittledifferent:narrationoccursonlyonce,whiletheprocessdescriptionmustbeaprocedureofrepetitionorrecycle3)Organization:logicaland/orchronologicalorder>thereasons4)Transitions(+p124-126)

ExpositionbyCauseandEffect(p96)(--p166,184)1.Howtostudythefirstparagraph?AtypicalEnglishintroduction(transition+definitionofthekeyconceptofthissection)(---averyexampleofcontrast)2.Purposes:informative,persuasiveor/andperspectivesharing(p28)accordingtodifferentaudience3.TypeofcausesMainandcontributory(secondary)causesThecausalchain:specialattentionshouldbepaidtothecauses’sequence.(p184)4.Organization(p184)t