上外高级英文写作教程复习整理

写作填空题

Exposition

On the basis of controlling purpose we traditionally divide all prose into three kinds: narration, description, and exposition.

Exposition is writing that explains.

If the writer intends to tell us how something looks, to re-create the thing in words, we may call it description. A narrative arranges its material in time. Description most often organizes in space.

Exposition organizes its subject by logic.

We find that paragraphs of exposition contain two different kinds of statements. The first- a general, rather abstract statement- is called the topic sentence.

The expository writer, therefore, uses the common methods of logic and thinking: he develops his material by offering examples as evidence, by comparing and contrasting, by making analogies, by restating, by giving reasons, by classifying and dividing his subject, by showing cause and effect, by defining, by arguing from premise to conclusion.

Definition

Definition is in fact a form of expository writing.

A definition is the effort to distinguish an entity from all other things for the purpose of being able to

recognize it or in some way to understand it.

Methods of definition

1. Analysis. The type consists of placing a word in a large class called the genus and then differentiating the word from other members of that class. This method, as old as Aristotle, results in the dictionary kind of definition.

2. Synthesis. This form of definition relates the thing-to-be-defined to something already familiar to the reader or listener. It often reveals the thing-to-be-defined as part of some larger whole.

3. Negative Definition. Which helps to define a thing by making clear what it is not.

4. Exemplification. Often appearing as an aid to definition by analysis or by synthesis is definition by example.

5. Synonyms. Almost as familiar as definition by example is definition by synonyms.

Types of definition

1. Consensual Definition

2. Stipulative Definition

3. Normative Definition

Judgment

Judgment, requires the writer to look at both sides of an issue, to find out what evidence exists and present it clearly, and finally to draw a conclusion.

In argument persuasion is the main purpose. The writer of argument must perforce take sides, be attorney either for the plaintiff or for the defense. The writer of judgment is more like a referee. He must listen to what can be said both for and against, and then he must decide-as objectively and as intelligently as he can- where the truth lies.

Good judgment writing requires more than facility with words. One must begin by learning what he can about the matter in hand. Secondly, the writer of judgment must present the facts clearly and in coherent order. Finally, since facts alone are often not enough, the writer needs to be able to draw the proper inferences.

Argument

The essence of the argument is reason, and reason may work in two ways: by deduction and by induction. The first argues from general premise to particular conclusion; the second from particular fact to broad conclusion.

Deductive argumentation is usually cast in the form of a logical syllogism. At its simplest a syllogism contains two premises and an inference that necessarily follows from them.

If the major premise and the minor premise are true, the inference, or conclusion

The student who wishes to argue well should consult 1) a good textbook, 2) master at least the rudiments of logic, 3) and train himself to detect the common fallacies.

We may conclude: 1) that it must begin from true premises, 2) that it must derive its conclusions from these premises according to the rules of inference.

Like the syllogism, induction will be fallacious when it fails to observe certain rules, which may be called the laws of evidence.

Evidence must be accurate, relevant and complete.

All evidence must observe these rules; the evidence itself may take different forms. Three are most frequent: common knowledge, specific examples, statistical data.

实用英语写作大纲

VII. 实用英语写作 一、课程基本情况 1．学分： 1 学时：16 （理论学时：16 实验学时：0 ）2．课程类别：限选课 3．适用专业：非英语专业本科 4．适用对象：非英语专业本科三年级学生（第五学期） 5．先修课程：大学英语 6．教材与参考书目： 教材：教师讲义 参考书：《新世纪实用英语写作》，张玉娟，陈春田，外语教学与研究出版社，2003 《英语应用文写作大全》，《英语应用文写作大全》编写组，社会科学出文献出 版社 《英语应用文写作》，杨晓钰，重庆大学出版社 《英语写作系列-英汉应用文手册》，傅似逸，北京大学出版社 《英语常用应用文写作》，韩铁椿、陈汉华，上海财经大学出版社 《实用英语写作教程》，李予军编著，国防工业出版社，2008年 《研究生英语写译教程》，杨若东、袁锡兴，中国人民大学出版社，2004 《英语论文写作》，石坚、帅培天，四川人民出版社，2005 《高级英语写作教程》，马红军、毛卓亮，中国对外翻译出版公司，2006 二、课程介绍 1．实用英语写作作为一种国际商贸动作和国际事务交往过程中必不可少的交际工具, 对贸易的缔结和双边关系的保持起着举足轻重的作用。随着全球经济一体化的迅速发展,国际商务交往日益频繁，为了增强学生在国际商务活动中的交际能力,培养复合型人才,本课程向学生提供了一个选材广泛和能体现各种商务情景的优秀范文资料库,帮助学生了解涉外英语中最常见的和最常用的各种信函的用途,使学生在学习各种信函的同时,不仅能够熟悉各种信函的英文表达法,而且能够广泛增加有关商务活动的知识,从而提高他们运用英语进行书面交际的能力。 2．本门课是专业教学计划中的普通教育必修课，与先前英语基础课的关系是其后续的专业英语课。 3．本课程的教学目的：旨在使学生掌握各类英语书信的语言特点及篇章结构；了解便条及卡片、社交信函、求职、求学申请信的起草方法和各类信件的写作方法；熟悉各类涉外证件、商务信函、对外经济贸易中的技术交流合同、保险、外贸业务相关的各类电传以及广告、产品使用说明及产品维护等信函的写作技巧等。

高级英文写作教程Paraphrase the following selected sentences

Paraphrase the following selected sentences: On the basis of controlling purpose we traditionally divide all prose into three kinds: narration, description, and exposition. Seldom is any piece of writing pure exposition. Deciding upon reader and purpose is easily half the task of writing. The expository writer may throw new light upon two things by comparing and contrasting them, by showing how they are alike and yet different. Translate the following selected sections into Chinese: 1. Para. 4: Deciding up on … (till the end of the paragraph) 2. Para. 7: The expository writer, therefore, uses… by arguing from premise to conclusion. 2.1. Paraphrases 2.1.1. Paragraph 2, “No matter how many soothsayers ….. under the way”. 2.1.2. Paragraph 3, “Prosperity is more than and economic condition… mass emotion”. 2.2. Translation: Paragraph 1 and Paragraph 2. 2.3. Based on the topic sentences that you had worked out, make a summary of the article with a maximum of 5 sentences. Begin your summary with “In “Big Bull Market”, Mr. Frederick Lewis Allen…” Paraphrases and Translations: Paragraph 1, “Yet the peculiar thing is… Oxford arises.” Paragraph 2, “It is these things indeed …the merest amateur.” Paragraph 3, “ But after all one might say this is only the mechanical side of education… more cultured studies.” Paragraph 4, "Again and again...Mandollin Club." 1. paraphrase 1: “for in spite of President… and usually are so.” 2. paraphrase 2: “First, granting that our graduates…direction to a life.” 3. translate the whole passage. Paraphrases 1. Paragraph 1, “If the human mind…… sense stimuli”. 2. Paragraph 1, “whenever the users of a language……in that language”. Translations Paragraph 2, “There are, as Professor……a cauliflower ear”.

上外全新版大学英语综合教程讲义-book1-unit6

Book one Unit 6 Animal Intelligence Text A The first time: The first period: I. Preview: 1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out. 2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show. 3. Read Text A in general and paragraph 5&6 in Text B. II. Check the homework left last time when the fifth unit was finished. III. Introductory remarks (T s’ words): In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway. Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do? IV. Check the preview work through discussion: 1. What’s the meaning of intelligence? And, what about animal intelligence? →Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability. As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solut ions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati. 2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples. →Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father. Story two: Once in Y unnan Province, a boa saved the son of his master from a river. Ts may list some other animal behaviors to arouse the Ss’ interests: E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”. Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system. Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence. V. Global reading tasks.

2015级高级英语写作教程进度表

周 次 学 时 分 配 内 容 课外阅读及 习题作业 备 注 讲 授 实 验 上 机 其 它 1 2 0 0 0 Diagnostic test (writing a narrative essay) and introduction Group SES 2 2 0 0 0 Discussing the Diagnostic test and “show more than tell ”(1) Oral discussion 3 2 0 0 0 Show more than tell ”(2) Oral discussion 4 2 0 0 0 Personal experience essay A Personal experience 5 2 0 0 0 Description and sensory details (1) Group discussion 6 2 0 0 0 Description and sensory details(2) Group discussion 7 2 0 0 0 Description and sensory details(3) Group discussion 8 2 0 0 0 Descriptive essay Describing a person 9 2 0 0 0 National holiday A holiday 10 2 Addressing the audience An opening speeching 教 学 进 度 2016-2017 学年 第 一 学期 外语 系 英语（本） 专业 2015 年级 1 、2 班 课程名称 高级英语写作教程 讲授教师 实验教师 总学时数 学 时 分 配 每周学时 讲 授 实 验 上机 其 它 32 32 2

上外大学英语综合教程一答案Unit 5 How to Be True to Yourself

上外大学英语综合教程一答案 Unit 5 How to Be True to Yourself Key to the Exercises Text comprehension IV. Explain in your own words the following sentences. 1. Integrity means having one's own norms and rules of judging what is right and what is wrong, which one should not give up for immediate personal advantages. 2. Integrity is rare at present. 3. An explanation was given for how all instruments and material were used and located during an operation. 4. When you are right, you should insist. 5. Unavoidably they will do everything possible to keep their looks and status. Translation I. Translate the following sentences into Chinese. 1. 人的一生就像被刚降下的雪覆盖的田野，无论在哪儿走过都会留下自己的足迹。 2. 他们本能地明白：为人正直就意味着具有个人道德和伦理的标准，那就是决不迁就权宜之计，也不为眼前的形势所左右。 3. 那些缺乏真正的根本价值观的人依赖于外因——自己的长相或地位——以获得良好的自我感觉。 4. 为人正直就意味着凡事都因其正确而为之，并非仅仅是为了赶时髦或趋炎附势。 II. Translate the following sentences into English. 1. That psychiatrist, who had talked about his patients in public, was charged with violating professional ethics. 2. Hanging on the walls of the classroom are some famous sayings, which inspire and urge people to exert themselves. 3. All kinds of commodities are available. Nothing is in short supply. 4. We all trust the president of the board of directors, who is a man of absolute integrity. 5. Before we vote for him, we want to know what he stands for. 6. The defendant couldn't account for the fact that the money was found in his house. 7. When I saw that he was right, I had to back down. 8. She has been appointed sales manager, for she is both clever and diligent. 9. One of the biggest challenges faced by the present government is that of creating more jobs. 10. The enemy succumbed soon after our soldiers stormed its stronghold. Dictation In order to learn to be one’s true self, / it is necessary to obtain a wide and extensive knowledge / of what has been said and done in the world; / critically to inquire into it; / carefully to consider it; / clearly to analyze it; / and earnestly to carry it out. It matters not what you learn, / but when you once learn a thing, / you must never give it up /

英语写作大纲

《英语写作I》 课程简介 课程编号： 课程名称：英语写作I 英文名称：English writing I 课程性质：学科基础课 开课对象：非英语专业 课程学分： 前修课程： 主要参考教材： 1.丁往道等，《英语写作手册》，外语教学与研究出版社，1994 2.杨立民等，《现代大学英语（基础写作）》，外语教学与研究出版社，2005 3.吴文仲等，《实用英语写作》，外语教学与研究出版社，1997. 课程简介： 本课的目的在于培养学生初步的英语写作能力，包括提纲、文章摘要、短文以及简单的应用文。写作课的开设时间在三年级第二学期。内容的安排从如何用词和句子结构入手，要求学生根据提示作文，或模仿范文写作，或根据一定的情景进行串写，进而过渡到掌握段落写作技巧、篇章布局和短文写作。 理论教学大纲 课程性质： 中（英）文课程名称：英语写作I （English Writing I） 学分：4 学时：40 一、讲授部分 第一章文稿格式 教学目的与要求 学习写作，应明确什么是好的文稿格式。在标题的写法、纸边留空、段落开端的缩进、大写、词的移行等方面，都应遵照通行的规则。不管写什么，都要细致、认真，写得或打得整齐干净，还要尽可能避免错误。写好后，还要仔细校阅一两次，因为可能要做最后的改正或改动。经常这样练习写作，必然会取得进步。重点与难点 安排、标点 课时数：2 主要内容： (1)安排 (2)移行 (3)大写

(4)标点（结合教材第十章标点符号） (5)书法 第二章用词 教学目的与要求 从修辞学角度对词汇进行分类：一般／具体，正式／非正式，含蓄／非含蓄，文学／技术，修辞格，成语，典故，等等。在认识各类语汇性质的基础上学习不同性质语汇的具体运用。英语词汇极多：《牛津英语词典》收了四十多万个词。当然并没有人认识或需要使用这么多词。常人为了一般的目的只用其中很小的一部分。学习用英语写作的学生应先学会使用最有用也最常用的词来表达自己的思想。有时初学者会误用一些词，但他用的词往往并不全错，只是不恰当、不准确、不地道、或不生动有趣。因而对选词的方法有基本的了解是会有帮助的。 重点与难点 修辞格 课时数：6 主要内容： (1)词的类型 (2)词义 (3)一般词汇和具体词汇 (4)习语 第三章造句 教学目的与要求 写好句子是培养写作能力的基础，本章要求学生首先能写出语法正确，用词适当的句子，进而训练学生熟练掌握不同句型的运用。 重点与难点 本单元重点是英语的惯用法：固定句型，习惯用语。这是英语“地道”的重要因素。 课时数：8 主要内容： (1)完整句和不完整句 (2)句子的类型 (3)陈述句、疑问句、祈使句和感叹句 (4)简单句、并列句、复合句和并列复合句 (5)松散句、圆周句和对偶句 (6)短句和长句 (7)好的句子 (8)完整

上外高级英文写作教程复习整理

上外高级英文写作教程 复习整理

写作填空题 Exposition On the basis of controlling purpose we traditionally divide all prose into three kinds: narration, description, and exposition. Exposition is writing that explains. If the writer intends to tell us how something looks, to re-create the thing in words, we may call it description. A narrative arranges its material in time. Description most often organizes in space. Exposition organizes its subject by logic. We find that paragraphs of exposition contain two different kinds of statements. The first- a general, rather abstract statement- is called the topic sentence. The expository writer, therefore, uses the common methods of logic and thinking: he develops his material by offering examples as evidence, by comparing and contrasting, by making analogies, by restating, by giving reasons, by classifying and dividing his subject, by showing cause and effect, by defining, by arguing from premise to conclusion. Definition Definition is in fact a form of expository writing. A definition is the effort to distinguish an entity from all other things for the purpose of being able to recognize it or in some way to understand it. Methods of definition 1. Analysis. The type consists of placing a word in a large class called the genus and then differentiating the word from other members of that class. This method, as old as Aristotle, results in the dictionary kind of definition. 2. Synthesis. This form of definition relates the thing-to-be-defined to something already familiar to the reader or listener. It often reveals the thing-to-be-defined as part of some larger whole. 3. Negative Definition. Which helps to define a thing by making clear what it is not. 4. Exemplification. Often appearing as an aid to definition by analysis or by synthesis is definition by example. 5. Synonyms. Almost as familiar as definition by example is definition by synonyms. Types of definition 1. Consensual Definition 2. Stipulative Definition 3. Normative Definition Judgment Judgment, requires the writer to look at both sides of an issue, to find out what evidence exists and present it clearly, and finally to draw a conclusion. In argument persuasion is the main purpose. The writer of argument must perforce take sides, be attorney either for the plaintiff or for the defense. The writer of judgment is more like a referee. He must listen to what can be said both for and against, and then he must decide-as objectively and as intelligently as he can- where the truth lies. Good judgment writing requires more than facility with words. One must begin by learning what he can about the matter in hand. Secondly, the writer of judgment must present the facts clearly and in coherent order. Finally, since facts alone are often not enough, the writer needs to be able to draw the proper inferences. Argument The essence of the argument is reason, and reason may work in two ways: by deduction and by induction. The first argues from general premise to particular conclusion; the second from particular fact to broad conclusion. Deductive argumentation is usually cast in the form of a logical syllogism. At its simplest a syllogism contains two premises and an inference that necessarily follows from them. If the major premise and the minor premise are true, the inference, or conclusion The student who wishes to argue well should consult 1) a good textbook, 2) master at least the rudiments of logic, 3) and train himself to detect the common fallacies.

上外全新版大学英语综合教程讲义

Unit 2 “Future”, is a puzzling word for all the people in this world, including the scientists and the common. What will the world be like in five hundred year’s time? A thousand years’ time? Or more? Some people are pessimistic, and fear that things can only get wore because people may be slaves of the developed science and technology. Others are optimistic, looking forward to a better world and a happy life with the development of science and technology. In this Unit, we are given two texts about “smart cars”, a kind of intelligent products that bring so much convenience to people in the future. Then let’s come to Unit2 and learn something about “smart cars” in about 7 classes. . Objectives in Unit 2: ⒈words and phrases: alert application capability convert correlate decrease(increase) drastically eliminate expansion prototype manufacturing in the air take control of get/be stuck in turn(sth.) into/become a reality appropriate implement outline permanent thereby at the start of by means of in cooperation with ⒉structure: ①double prepositions ②V. + it +adj. + to do ③“” (present or past) is used as adjective to modify noun. ⒊ learn some techniques in expository writing(definition, quote, a mixture of facts and opinions, etc.) 4. writing: how to write a resume ( need explaining in detail)--- for homework to introduce next unit. For the first period: (1st,2nd class) have a revision of Unit 1 and come to Unit 2(words and phrases) Text A Smart Cars ⅠSOME QUESTIONS for group discussion: (30 minutes) ①What will the world be like in the future? (worse or better) What aspect do you think in the world will change most? —Worse: destroyed by the people themselves, war, depend excessively on advanced science and technology to become lazy, indifferent, lack love between people and people, the Judge Day. —Better: make good use of science and technology to improve the world, a world garden, a society like Communist Society, happy life, share —Aspect: people’s life ,( way of thinking, custom) ②With the development of science and technology, what will happen to cars? What can be called “smart cars”? —In the film “007”, a “smart car ” is described. It was a transportation for Bond and the name was “the vanish”. It was a car of “adopted camouflage. Ti ny

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before

上外大学英语综合教程一答案Unit 2 The Fun They Had

上外大学英语综合教程一 Unit 2 The Fun They Had Key to the Exercises Text Comprehension IV. Explain in your own words the following sentences. 1.Her mother asked the County Inspector to come over. 2.The mechanical teacher worked out the mark very quickly. 3.Tommy looked at Margie with an air which suggested he knew far better about school than others/loftily. 4. A teacher has to make necessary changes about what to teach and how to teach so as to meet the different needs of different pupils. Translation I. Translate the following sentences into Chinese. 1.玛吉的爷爷曾经说过，小时候他的爷爷告诉他，过去的故事都是印刷在纸上的。 2.他们翻阅那些旧得泛黄，皱巴巴的书页，阅读那些一动不动的单词真是好玩极了。那些 单词并没有象我们平时看到的那样在屏幕上滚动。 3.这个机器老师一直在接二连三地让她做些地理测验，但她越做越糟糕。结果她的母亲伤 心地摇摇头，请来了县视察员。 4.玛吉希望他无法将机器重新组装起来，但他还是成功了。过了个把小时，机器又好了， 硕大的黑色机器，奇丑无比，有个大大的屏幕，所有的课程和问题全都显示在上面。 II. Translate the following sentences into English, using the words and phrases given in brackets. 1.Yesterday a government delegation headed by the Minister of Foreign Affairs arrived in South Africa and began a three-day friendly visit to the country. 2.It is awfully funny to look at these caricatures which satirize social ills. https://www.wendangku.net/doc/e511550828.html,puters are one of the most useful teaching aids, for all your lessons as well as all the questions asked and all the answers provided can be shown on a screen. 4.Zhang Li’s mother fell ill suddenly the day befor e yesterday; he sent for a doctor immediately. 5.He failed in the college entrance examination last year, but he did not feel disappointed. Instead, he continued to study hard, passed the examination successfully and became a student in a famous university this year. 6.There are many English words that this middle school student cannot pronounce correctly. 7.In this era of information explosion, we have to make constant efforts to renew our knowledge. Only thus can we become adjusted to the requirements of our work. 8.With his shirt tucked into the top of his trousers and a leather bag tucked under his arm, the boy looked just like a boss. 9.Although she is only 8 years old, the little is already very good at calculating fractions. No wonder her parents feel proud of her. 10.All the neighborhood have heard of the news, but you haven’t. Don’t you think it is strange?