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英语教学写作教学大纲(详情)英语教学写作教学大纲英语教学大纲（EFLteachingprogram）是指在英语教学过程中，根据课程设置的目的和要求而编写的教学指导文件。
它是教师进行教学工作的主要依据，也是学生进行学习的指南。
英语写作教程教学大纲英语写作教程教学大纲课程简介：英语写作教程是一门培养学生英语写作能力的课程，涵盖了英语写作的基础知识和技巧。
通过本课程的学习，学生将掌握英语写作的基本原则和方法，提高英语写作水平，为今后的学习和工作打下坚实的基础。
课程目标：本课程的目标是让学生掌握英语写作的基本原则和方法，包括写作技巧、语言运用、文体选择等方面。
同时，学生将通过本课程的学习，提高英语阅读、听力、口语等综合能力，为今后的学习和工作打下坚实的基础。
授课内容：本课程将分为以下几个部分：1.写作技巧：包括*结构、段落组织、句子构造等方面的讲解。
2.语言运用：包括语法、词汇、拼写等方面的讲解。
3.文体选择：包括不同文体的特点、适用范围等方面的讲解。
4.范文分析：通过分析范文，让学生了解不同文体的写作方法和技巧。
5.写作实践：通过写作实践，让学生掌握英语写作的技巧和方法。
授课方式：本课程将采用讲授、讨论和实践相结合的方式进行授课。
具体方式如下：1.讲授：通过讲解的方式，让学生了解英语写作的基本原则和方法。
2.讨论：通过讨论的方式，让学生互相交流写作经验和技巧。
3.实践：通过写作实践的方式，让学生掌握英语写作的技巧和方法。
课程评估：本课程的评估方式包括以下方面：1.出勤率：学生需按时参加课堂，出勤率不得低于80%。
2.作业：学生需完成课程作业，包括写作练习和阅读理解等。
3.测验：学生需参加课堂测验，成绩占总评分的20%。
英语写作5教学大纲英语写作5教学大纲可以参考以下内容：第一章英语写作5概述1.1英语写作5的定义1.2英语写作5的目的和意义1.3英语写作5的学习方法第二章英语写作5基础2.1英语写作5的基本要素2.2英语写作5的基本技巧2.3英语写作5的基本结构第三章英语写作5技巧3.1英语写作5的连贯性3.2英语写作5的逻辑性3.3英语写作5的修辞性第四章英语写作5实践4.1英语写作5的实践方法4.2英语写作5的实践技巧4.3英语写作5的实践成果第五章英语写作5拓展5.1英语写作5的拓展方向5.2英语写作5的拓展资源5.3英语写作5的拓展活动《英语写作》教学大纲《英语写作》教学大纲课程基本信息课程名称：《英语写作》授课人：__X课程时长：32学时课程目标：本课程的目标是让学生掌握英语写作的基本技巧和方法，包括*结构、语法、拼写、标点等方面的错误识别和修正，提高学生的英语写作水平。
《英语写作》教学大纲第一部分大纲说明一、课程基本情况课程编码：08020012课程名称：英语写作课程类别：专业课程学时/学分：36/2先修课程：综合英语，英语听力等适用专业：三年制英语教育专业开课系（部）或教研室：外语系英语专业教研室二、课程的性质、内容和任务（一）课程性质本课程为三年制大专英语专业的专业必修课，是为英语专业学生开设的英语专业技能提高课程，是英语专业专科阶段一门重要的实践课程，它与英语专业的听、说、读等课程相辅相成、密不可分。
本课程旨在扩大英语专业学生的知识领域,巩固和提高学生的语言技能,重点培养学生驾驭英语语言文学知识和对文学作品的独立欣赏的能力,从而使其能得体而流畅地使用语言, 写出语言通顺、思路清晰、内容充实、具有一定广度与深度的英语文章，培养学生利用图书馆和计算机网络查阅资料和独立分析问题的能力，把用英语表达思想的能力提高到一个新的高度。
（二）课程内容课程的主要内容从单词、句型到段落，有步骤、有层次地训练，最终使学生能够写出内容切题、条理清楚、语言正确的英语短文，并让学生书写应用文，即书信、便条等，熟悉应用文的格式和行文，并能正确书写相应的应用作文。
（三）课程任务通过该课程大量的范例研究和写作实践，培养学生用英语的基本写作能力，特别是篇章结构和句子层面的基本功，为制作对外宣传的实用文提供模仿的范例，帮助学生掌握各种写作技巧，解决在实际阅读各种实用文时遇到的各种困难，掌握地道的英语，，从而提高书面交际能力。
课堂教学以讲解教材为主，包括当场写作练习和作文讲评，课外教学通过布置作业以加强理解和训练。
该课程可加强学生对英语阅读、综合英语等其他英语课程中文章结构、句型结构、篇章类型的把握和认识，促进各科目的融会贯通。
三、教学的目的和要求《英语写作》在知识习得上注重培养学生对英文写作的热情和创造性，在原有的语言知识基础上，不断提高思想表达的准确性与鲜明性，逐渐让他们感受到英语的极强表达力；在能力素质上，重视锻炼学生的书面语言运用能力，促进学生英语运用综合素质的发展，从而提高学生的逻辑思维能力和篇章衔接贯通运用能力。
大学英语写作课讲义（一）中国地质大学（武汉）外语学院许峰Step One Writing Correct Sentences1.The Simple Sentence (简单句)A simple sentence contains but one subject and one predicate. (一个简单句仅有一个主语和一个谓语。
)e.g. John loves Mary.The subject may consist of two or more nouns, and the predicate may consist of two or more verbs. The former is called a compound subject; the latter is called a compound predicate, Thus, a simple sentence may have many nouns or many verbs; or it may have many words or phrases modifying the subject or predicate; but it has only one subject and one predicate.(主语可包含两个或更多的名词，谓语可包含两个或多个动词，分别称为复合主语和复合谓语。
这样，一个简单名子中可有多个名词或动词，也可有修饰语，但它仅有一个主语和一个谓语。
) e.g.John and Henry love Mary.John and Henry love Mary and her sister.John and Henry love Mary and her sister and give them money.2.The Compound Sentence (并列复合句)A Compound sentence is made up of two or more independent clauses connected by a coordinating conjunction, such as and , or ,nor ,but , for, yet. Each clause in a compound sentence must have a subject and a verb, is of equal importance, and can stand alone. (并列复合句是由两个或两个以上的独立分句组成，由并列连接词如and, or ,nor ,but , for ,yet等连接。
课程目标：1. 提高学生的学术英语写作能力，使其能够独立完成各类学术论文。
2. 培养学生批判性思维和逻辑推理能力，使其在学术写作中能够清晰、准确地表达观点。
3. 提升学生对学术规范和格式要求的认识，确保论文质量。
课程内容：一、课程导入1. 介绍课程背景和目标，使学生了解学术英语写作的重要性。
2. 分析学术英语写作的特点，如严谨性、逻辑性、客观性等。
二、学术英语写作基础1. 学术英语写作的基本结构：引言、主体、结论。
2. 学术英语写作的常用句型和段落结构。
3. 学术英语写作的常用词汇和短语。
三、学术英语写作技巧1. 主题句和论点句的写作技巧。
2. 举例论证、对比论证、因果论证等论证方法的运用。
3. 逻辑推理和批判性思维的培养。
四、学术英语写作规范1. 学术规范的基本要求，如引用、参考文献、格式等。
2. 常用学术写作软件和工具的使用，如EndNote、Word等。
3. 学术道德和诚信意识的教育。
五、案例分析1. 分析优秀学术论文的特点，如结构、论证、语言等。
2. 通过对比分析，找出学生论文中的不足，并提出改进建议。
六、实践训练1. 学生根据所学知识，完成一篇完整的学术论文。
2. 教师进行批改和点评，帮助学生发现问题并改进。
教学过程：1. 导入：通过案例分析，引导学生了解学术英语写作的特点和重要性。
2. 讲解：讲解学术英语写作的基础知识和技巧，使学生掌握学术写作的基本方法。
3. 案例分析：通过对比分析优秀学术论文，使学生了解学术写作的标准和要求。
4. 实践训练：学生根据所学知识，完成一篇学术论文，教师进行批改和点评。
5. 总结：总结课程内容，强调学术英语写作的重要性，并鼓励学生在课后继续练习。
教学评价：1. 学生在课程结束后，能够独立完成一篇完整的学术论文。
2. 学生在写作过程中，能够运用学术英语写作的基本技巧和规范。
3. 学生在课堂讨论和实践中，能够积极参与，提出有价值的问题和建议。
教学资源：1. 学术英语写作教材。
现代大学英语中级写作课程教案一、课程概述二、教学目标1. 提高学生的英语写作技巧，使之能够运用各类写作手法进行表达。
2. 扩大学生的词汇量和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和创意思维，提高写作的深度和广度。
4. 提高学生的篇章结构安排能力，使之写出条理清晰、逻辑严谨的文章。
5. 培养学生的合作能力和沟通能力，提高写作过程中的协作水平。
三、教学内容1. 描述性写作：通过观察和描述，培养学生的观察力和表达能力。
2. 叙述性写作：通过讲述故事，培养学生的时间顺序安排和情节构思能力。
3. 议论性写作：培养学生对某一问题进行分析和论证的能力。
4. 商务写作：培养学生掌握商务信函、报告等文体的写作技巧。
5. 创新写作：培养学生的创意思维，提高写作的原创性和创新能力。
四、教学方法1. 讲授与实践相结合：在讲解写作技巧的让学生进行实际操作练习。
2. 小组讨论与合作：组织学生进行小组讨论，共同完成写作任务，培养合作能力。
3. 反馈与修改：教师对学生写的文章进行点评，提出修改意见，提高学生的写作水平。
4. 优秀作品欣赏：让学生欣赏优秀写作作品，激发学生的学习兴趣和写作热情。
五、教学评估2. 作品评估：对学生的写作作品进行质量评估，关注语言表达、篇章结构等方面。
3. 学生互评：组织学生互相评价，提高学生的批判性思维和自我修改能力。
4. 期末考试：设置写作考试，检验学生的写作水平，了解教学效果。
六、教学活动设计1. 描述性写作：组织学生观察周围环境，要求用英语进行描述，培养学生的观察力和表达能力。
2. 叙述性写作：让学生编写一篇短篇故事，注意时间顺序和情节安排，培养学生的时间顺序安排和情节构思能力。
5. 创新写作：鼓励学生发挥想象，创作一篇具有创新元素的文章，培养学生的创意思维。
七、教学资源1. 教材：选用适合中级学习者的英语写作教材，提供系统的写作知识和技巧。
2. 网络资源：利用网络资源，为学生提供丰富的写作素材和优秀作品欣赏。
英语专业学位论文写作技巧概述Writing Skills Summary for an English Major's Thesis Introduction (100 words)Writing a thesis is an essential part of obtaining an English major's professional degree. This paper aims to provide an overview of the writing skills required to successfully complete a thesis in English. It will summarize key techniques and approaches that can enhance the quality of the thesis and facilitate the writing process. The skills discussed include prewriting strategies, thesis structure, paragraph development, citation and referencing, editing and proofreading, and effective communication. By mastering these skills, English majors can produce well-crafted and scholarly theses.Prewriting Strategies (200 words)Before starting to write the thesis, it is crucial to engage in prewriting activities. This includes brainstorming, outlining, and researching. Brainstorming helps generate ideas and identify key arguments or themes to focus on in the thesis. Outlining provides a roadmap for organizing thoughts, arguments, and evidence logically. Research ensures that the thesis is based on reliable and up-to-date sources. Additionally, English majors should gather ample evidence to support their claims and demonstrate a comprehensive understanding of the topic.Thesis Structure (300 words)A well-structured thesis is necessary for clear and effective communication. The structure typically consists of an introduction, several body paragraphs, and a conclusion. The introduction should provide background information, clearly state the thesis statement, and outline the main arguments. Each body paragraph should focus on a specific argument and provide evidence to support it. Transitions between paragraphs should be used to maintain coherence and ensure a smooth flow of ideas. The conclusion should summarize the main points and restate the thesis, allowing readers to understand the significance and implications of the research.Paragraph Development (300 words)Developing strong and coherent paragraphs is central to a well-written thesis. Each paragraph should have a clear topic sentence that states the main idea. Supporting sentences should provide evidence, examples, or explanations to support the topic sentence. Additionally, English majors should use appropriate transition words and phrases to connect ideas within paragraphs and create a coherent narrative. This cohesion enhances the clarity and cohesiveness of the thesis, making it easier for readers to follow the author's train of thought.Citation and Referencing (300 words)Citing and referencing sources correctly is essential in academic writing. English majors need to follow a specific citation style, such as APA or MLA, while ensuring consistency throughout the thesis. When quoting or paraphrasing, it is crucial to provideproper attribution, avoiding plagiarism. In-text citations should include the author's last name and year of publication, while the reference list at the end of the document should provide full details of the sources used. Familiarity with citation guidelines and tools, such as citation generators or reference management software, can facilitate the process of citing and referencing accurately.Editing and Proofreading (400 words)Editing and proofreading are essential steps in the writing process that help polish the thesis. English majors should review their work for clarity, coherence, grammar, spelling, and punctuation errors. It is recommended to take breaks between the writing and editing stages to gain a fresh perspective. Reading the thesis aloud can help identify awkward or unclear sentences. Seeking feedback from peers, faculty members, or professional editors can provide valuable insights and suggestions for improvement. The editing process should be iterative, with multiple rounds to ensure a high-quality final product.Effective Communication (300 words)Lastly, effective communication plays a vital role in a successful thesis. English majors should aim for concise and precise writing, avoiding unnecessary jargon or convoluted language. Audience awareness is crucial to adapt the style and tone of the thesis accordingly. Writing with clarity and coherence allows readers to understand and engage with the research. Additionally, effective communication entails good organization, logical reasoning, and the ability to present complex ideas in an accessible manner.English majors should also consider using visual aids, such as graphs, tables, or diagrams, to enhance understanding and demonstrate data analysis effectively.Conclusion (100 words)Producing a high-quality thesis requires a range of writing skills that can be mastered with practice and attention to detail. This paper has provided an overview of prewriting strategies, thesis structure, paragraph development, citation and referencing, editing and proofreading, and effective communication. By honing these skills, English majors can increase the likelihood of producing well-crafted and scholarly theses that contribute to their field of study.续写：Effective communication through writing is a crucial skill for English majors when it comes to completing a thesis. It is not just about conveying information, but also about engaging and persuading the reader. In order to achieve this, English majors need to focus on their style, tone, organization, reasoning, and their ability to present complex ideas in a clear and accessible manner. Firstly, it is important for English majors to strive for concise and precise writing. This means using clear and straightforward language to convey ideas without unnecessary jargon or convoluted sentences. Avoiding overly complex language and using simple and direct words can make the thesis more accessible to a wider range of readers. It is also important to avoid long and convoluted sentences that can confuse readers. Instead, English majors should opt for shorter and more concise sentences that areeasier to understand and follow.Additionally, English majors need to be conscious of their audience and adapt their style and tone accordingly. Different audiences may have different levels of knowledge and familiarity with the subject matter. As a result, English majors should be mindful of using appropriate language and explanations that can be easily understood by their intended audience. This includes considering the use of technical terms, providing definitions or clarifications when needed, and using examples or analogies to illustrate complex concepts.Good organization is another key aspect of effective communication in a thesis. English majors should make sure that their thesis has a clear and logical structure that guides the reader through their arguments and supporting evidence. This can be achieved through the use of clear headings, subheadings, and sections that help break down the thesis into manageable and comprehensible parts. Transitions between paragraphs and sections should be smooth and logical, allowing the reader to follow the author's train of thought easily.Logical reasoning is also essential in a thesis. English majors need to be able to present their arguments in a logical and persuasive manner. This involves providing well-supported evidence and clearly explaining how this evidence supports their main points. The thesis should also anticipate and address potential counterarguments, demonstrating an ability to think critically and engage with different perspectives.Presentation of complex ideas in an accessible manner is another important skill for English majors. Often, the topic of a thesis can be highly specialized or technical, making it difficult for non-experts to grasp the concepts and ideas being discussed. English majors should strive to simplify and clarify complex ideas without oversimplifying or compromising the integrity of the research. Visual aids, such as graphs, tables, or diagrams, can be used to enhance understanding and provide a visual representation of data or information. Additionally, English majors can use analogies or real-world examples to make abstract or complex concepts more relatable and understandable for the reader.In conclusion, effective communication is a crucial component of successfully completing a thesis as an English major. English majors need to focus on their writing style, tone, organization, reasoning, and ability to present complex ideas clearly and accessibly. By mastering these communication skills, English majors can produce theses that not only convey information but also engage and persuade the reader. Ultimately, a well-written thesis contributes to the field of study and showcases the English major's expertise and intellectual abilities.。
写作课程教学大纲Part One Manuscript Form【Teaching Objectives】Help students to realize the importance of the second year study;Help students to realize the importance of writing;Help students to understand what is a good manuscript form.【Teaching Points】Arrangement; Capitalization; Word division; Punctuation.【Teaching difficulties】CapitalizationⅠ. Arrangement1. TitleWrite the title in the middle of the first line.2. Margin3. IndentⅡ. CapitalizationCapitals are used mainly at three places: the first words of sentences, key words in titles, and proper names. A sentence fragment treated as a sentence, should begin with a capital letter. The first word of quoted speech is capitalized.Ⅲ. Word DivisionThe general principle is to divide a word according to its syllables and never put the hyphen at the beginning of a line.Ⅳ . PunctuationHow to use different punctuation marks will be discussed in details in Part Ten. This part teaches us how to use period, comma, question mark, exclamation mark, quotation mark.Ⅴ HandwritingWrite carefully so that your handwriting can be read easily. There are two common ways of writing the letters: one is to form loops and the other is to print.Part Two Diction【Teaching Objectives】Help students to know the importance of diction in writing;Help students to know how to vary the use of words according to specific context;Help students to use figures of speech in writing;Help students to use dictionary accordingly.【Important Points】Instruct the usage of diction;Instruct the usage of figures of speech;Instruct the usage of dictionary in writing.【Difficult Points】Deal with the choice of different words in different literary forms;Do exercises on figures of speech.Ⅰ. Level of Words1. Standard Words1.1. Formal Words1.2 Common Words1.3 Informal Word2. Substandard Words2.1 Slangs2.2 Taboos2.2.1 Taboos in profanity: Jehovah, Jesus, Christ, God, Mose2.2.2 Taboos in obscenity: fuck, tits, bitch, piss, shit2.2.3 Taboos in calamity: die, death, doom, ill, sick, go, go to heaven, troubles be over,be with God.2.2.4 Taboos in discrimination: Negro, Nigger, Chinks, Polacks ,Kikes, Japs, Dagos.2.3 DialectsⅡ.The Meaning of Words1. Denotative MeaningA word’s denotation is what it literally means, as defined by the dictionary.2. Connotative MeaningThe word’s connotation is the feeling or idea suggested by it.3. Synonymous Words with Difference3.1 Words Meaning Different in Stylistic Level3.2Words Meaning Different in the Degree of Emphasis3.3 Words Meaning Different in Emotional Coloring3.4 Words Meaning different in Tone3.5 Words Meaning different in CollocationⅢ. General and Specific Words1. Main Features of General Words2. Main Features of Specific WordsⅥ. Idioms1. The Definition of IdiomsAn idiom is a fixed group of words with a special meaning which is different from the meanings of the words that form it.2. Common Types of Idioms3. Main Features of IdiomsⅤ. Figures of Speech1. The Definition of Figures of SpeechWords used in their original meanings are used literally, while words used in extended meanings for the purpose of making comparisons or cal ling up pictures in the reader’s or listener’smind are used figuratively.2. Major Types of Figure of Speech2.1 SimileIt is a comparison between two distinctly different things and the comparison is indicated by the word “as or like ”.2.2 MetaphorIt is the use of a word which originally denotes one thing to refer to another with a similar quality. It is also a comparison, but the comparison is implied, not expressed with the word as or like.2.3 PersonificationIt is to treat a thing or an idea as if it were human or bad human qualities. In poetry, personification is very common.2.4 MetonymyIt is substituting the name of one thing for that of another with which it is closely associated.2.5 SynecdocheWhen a part is substituted for the whole or the whole is substituted for a part, synecdoche is applied.2.6 EuphemismIt is the substitution of a mild or vague expression for a harsh or unpleasant one.2.7 IronyIt is the use of words, which are clearly opposite to what is meant, in order to achieve a special effect.2.8 Overstatement and UnderstatementIn overstatement the diction exaggerates the subject, and in understatement the words play down the magnitude or value of the subject.2.9 Transferred EpithetAn epithet is an adjective or descriptive phrase that serves to characterize somebody or something. A transferred epithet is one that is shifted from the noun it logically modifies to a word associated with noun.2.10 OxymoronIn oxymoron apparently contradictory terms are combined to produce a special effect.2.11 AlliterationIt refers to the appearance of the same initial consonant sound in two or more words, such as “proud as a peacock” and “blind as a bat”.Ⅵ.Dictionaries1. Using dictionaries2. Some Good DictionariesPart Three The Sentence【Teaching Objectives】Through the study of this part, students should have a clear idea of what are complete sentences and sentence fragments, the types of sentences, and the effective sentences. They shouldunderstand the difference between the complete sentences and the sentence fragments. They should know how to write the declarative, interrogative, imperative, and exclamatory sentences. And they should master the five features of the effective sentences.【Important Points】Simple, compound, complex, and complex sentencesLoose, periodic, complex, and compound-complex sentences【Difficult Points】Effective sentences: unity, coherence, conciseness, emphasis, varietyⅠComplete Sentences and Sentence FragmentsA grammatically complete sentence is one that contains at least a subject and a predicate verb.ⅡTypes of Sentence1.1Declarative, interrogative, imperative, and exclamatory sentencesA declarative sentence makes an assertion or a statement. An interrogative sentence asks aquestion. An imperative sentence expresses a command or a request. An exclamatory sentence expresses a strong or emotion, such as surprise, pain and joy.1.Simple, compound, complex, and complex sentencesA simple sentence has only one subject and one predicate-verb, but it may contain morethan one object, attribute or adverbial. A compound sentence consists of two or more independent clauses related to each other in meaning, and linked by a coordinating conjunction or by a semicolon without a conjunction. A complex sentence contains one main clause and one or more dependent clauses, with a connective word denoting the relation between the two parts. A compound-complex sentence contains at least two main clauses and at least one dependent clause-a combination of a compound and a complex sentence.3. Loose, periodic, complex, and compound-complex sentencesA loose sentence puts the main idea before of view, sentences are loose, periodic, orbalanced. Periodic sentences are more complex, emphatic, formal, or literary. Balanced sentences are impressive because of the contrast, and pleasing to hear because of rhythm.4. Short and Long SentencesⅢ. Effective Sentences1.UnityUnity is the first quality of an effective sentence.2.CoherenceCoherence means clear and reasonable connection between parts.3.ConcisenessA sentence should contain no necessary words. Conciseness can sometimes be achieved by changing the sentence structure.4. Emphasis(1)Emphatic sentences(2)Emphasis within the sentence5. VarityVarity is essential to good writing.Part Four The paragraph【Teaching Objectives】Help students to know how to make the writing more systematic and logical ;Help students to know how to write the topic sentence, arrange the writing form, use good transitions and conclude the composition;Help students to plan the writing ahead;Help students to develop a paragraph.【Important Points】Instruct the ways to planning ahead in writing ;Instruct the ways to writing good compositions in a logical manner;Instruct the ways to developing a paragraph.【Difficult Points】Deal with the criteria of an effective paragraph;Deal with the arrangement of an effective paragraph.Ⅰ. Criteria of an Effective Paragraph1．UnityUnity of a paragraph is concerned with its content. If all the sentences in the paragraph lead to one central theme, the paragraph is unified. The central theme is usually summarized in what is called the topic sentence. If often appears at the beginning of the paragraph; however, it may also be found in the middle or at the end of a paragraph.2. CoherenceCoherence of a Paragraph is concerned with its form, or its organization. The sentences in a paragraph should be arranged in a clear, logical order, and the transitions should be smooth and natural. As a result, the reader finds it easy to follow the writer’s train of thought and understand what he is talking about.3. TransitionCoherence may not be perfect even if the writer arranges his sentences in a clear, logical order. He has to use good transitions so that one sentence runs smoothly to another.Ⅱ. Steps in Writing a ParagraphParagraphs need to be planned:Step 1 Think of the topic or theme or main idea, and express it in a complete sentence( topic sentence).Step 2 Think of the details or examples or facts that may be used to support or explain the main idea.Step 3 Work out an outline to arrange the details or examples or facts in logical order. With the outline, the paragraph is almost half-done.Ⅲ. Ways of Developing Paragraphs1. Development by Time2. Development by Process3. Development by Space4. Development by Example or Generalization5. Development by Comparison and Contrast6 .Development by Cause and Effect7. Development by Classification8. Development by Definition9. Development by a Combination of MethodsPart Five The Whole Composition【Teaching Objectives】Through the study of this part, students should have a clear idea of what are the criteria of a good composition, the steps in writing a composition, the three main parts of a composition, and the types of writing. They should know how to plan a composition, write the first draft, revise the first draft, and make the final copy. They should master the skills of how to write a good beginning, middle, and the end.【Important Points】Planning a composition; writing the first draft; revising the first draft; making the final copy 【Difficult Points】The beginning; the middle; the endⅠCriteria of a Good CompositionA good composition should have something interesting and/or important, and if possible, something new to say, and that this “something” is expressed clearly accurately, and appropriately.ⅡSteps in Writing a Composition1.Planning a Composition1.1Writing down relevant facts1.2Thinking of a proper thesis1.3 Re-examining the list details and working out an outline2.Writing the First Draft3.Revising the First Draft4.Making the Final CopyⅢ Three Main Parts of a Composition1.The BeginningThe beginning rouses the readers’ interest in and secures their attentio n to the subjectmatter of the essay or provides necessary background information.2.The MiddleThe middle gives a clear and logical presentation of the facts and ideas the writer intends to put forth.3.The EndThe end winds up the essay often with an emphatic and forceful statement to influence thereaders’ final impression of the essay and shows the implication or consequences of theargument.ⅣTypes of Writing1.Description1.1Description of a person1.2Description of a place1.3Description of an object1.4Description of a scene2.Narration2.1Purpose2.2Selection of details2.3Context2.4Organization2.5Point of view3.Exposition3.1Illustration3.2Comparison and contrast3.3Cause and effect3.4 Division and classification4.Argumentation4.1A debate point4.2Sufficient evidence4.3Sound logic4.4Good organization4.5Good use of the other three types of writing4.6An honest and friendly attitudePart Six The Summary and Book Report【Teaching Objectives】Through the study of this part, students should have a clear idea of what are the criteria of a summary and book report, the procedures in writing a summary, the three main parts of a book report and how to write a book report.【Important Points】Procedures of summary writing; three main parts of a book report【Difficult Points】Procedures of summary writing; three main parts of a book reportⅠ. The SummaryA summary is brief restatement of all the essential thought of a longer composition. It reproduces the theme of the original with as few words as possible. When one writes a summary, one should not interpret or comment. All one has to do is to give the gist of the author’s exact and essential meaning.es of Summary Writing2.Procedure1).Reading2).Writing3).Revising4).Summary of a novelⅡ. The Book ReportBook reports may be required by teachers who want to know whether their students have read the books assigned and how well they understand those books.1.Three Main Parts of a Book Report●Generally speaking, a book report consists of the following three main parts:●Information about the author and his times● A summary of the book●Comments on it.2.Writing of the Book Report1). The summary of the book should be self-contained, clear, and easy to understand.Above all, it should be objective.2). Comments on and criticism of the book should not be mixed with the summary; theycan be left to the third part.3). The summary of a novel or a play is usually written in the present tense, while that ofnonfiction, in the tense of the original work: for example, the past tense should beused for a history, and the present for a scientific work.4). Comments on and evaluation of the book from the third and most important part of abook report.Part Seven Formal and Informal Styles【Teaching Objectives】Through the study of this part, students should have a clear idea of different styles of writing; what are the features of formal and informal styles of writing in terms of grammatical and vocabulary differences.【Important Points】Different styles of writing; Grammatical and vocabulary differences in formal and informal styles of writing.【Difficult Points】Grammatical and vocabulary differences in formal and informal styles of writing.Ⅰ. The Meaning of StyleThe word style has several senses: it may refer to a writer’s habitual or peculiar way of using language, or the prevalent features of the language of a certain period, or the characteristic aspect of the language of a certain type of writing. It may also mean grace or elegance in writing, as in “He has no style.”Ⅱ. Formal and Informal Styles1.Grammatical Differences1)Contractions like don’t, mustn’t, he’s, I’ve, etc., are generally used in informal writing. Informal writing the full forms are preferred: do not, must not, etc.2)For indefinite reference you is often used in informal English while one isoften used in formal English.3)In formal English who can be used instead of whom as an object in questions.4)In informal English that can often be left out before an object clause, especially afterverbs of saying or thinking.5)In informal style they is often used as pronoun referring to everyone, everybody,someone, somebody, anyone, anybody, no one nobody.6)When the subject is I or he (she, it),was can be used instead of were in the subjunctivemood in informal style.7)Participial phrases are generally used in formal style8)Nominative absolute construction are generally used in formal style.9)) Adjective and adverbial phrases placed before the subject often make the sentenceformal.10)Parenthetical remarks often make a sentence formal.11)A series of nouns, verbs, or adjectives may make a sentence sound formal.12)As we discussed in part III, the following types of sentences are often used informal style: Long sentences;Compound –complex sentences; Sentences with parallel construction; Balanced sentences; and Periodic sentences.2.Vocabulary Differences1)Everyday words are mainly of Anglo-Saxon origin, while words of Greek, French andLatin origins are mostly formal or learned words.2)Phrasal verbs are colloquial and often used in conversational style.3)Shortened words like photo, ad, bike, gym, prep, pop, and vet are commonly used ineveryday conversation. They are not often used in formal Writing.4)Slang words and expressions are often too casual and informal to be used in formalwriting. Many slang words have short lives and may disappear in a few years; some ofthem may become a part of the colloquial vocabulary.Part Eight The Research Paper【Teaching Objectives】Through the study of this part, students should have a clear idea of the purpose and process of research paper, i.e. c hoosing a t opic, collecting information, analyzing the information, organizing ideas, working out an outline and revise the draft and finalizing it. Besides, should will also be instructed about the format of a research paper.【Important Points】The purpose and process of research paper; the format of a research paper【Difficult Points】The purpose and process of research paper; the format of a research paperⅠ. PurposeA research paper is usually a formal, fairly long and well-documented composition that explores, discusses, or analyzes a certain factual or theoretical issue, and it should be characterized by lucid and coherent exposition.Ⅱ. Process1.Choosing a topic;(1). Selecting a general topic(2). Reading and thinking(3). Narrowing down the scope of your topic to a facet or facets which can be developed intoa research paper.(4). Formulating the final topic2. Collecting Information;(1). Using the library(2). Reading(3). Taking notes3. Analyzing the Information, Organizing Ideas, and Working Out an Outline;(1). The thesis statement(2). Outlining4. Writing the First Draft;(1).Using your own words(2).Using the proper tenses5. Revising the Draft and Finalizing the Paper.Ⅲ.Format1.The Structure of a Paper2. Use of Quotationse of Notes4. Works CitedⅣ.A Sample Research PaperPart Nine Practical Writing【Teaching Objectives】Through the study of this part, students should have a clear idea of what are practical writing and they should know how to write notices, invitation, greeting, congratulations and condolence letters, how to write notes, business letters and C.V..and how to write E-mails.【Important Points】How to write notices, invitation, greeting, congratulations and condolence letters, how to write notes, business letters and C.V..How to write E-mails.【Difficult Points】Formal and informal letters and notes; the writing of E-mails.Ⅰ. NoticesNotice are mostly written to make known something about to happen or sometimes something that has happened. It may be an announcement of a meeting, a party, a film or video show, a contest, a match, etcⅡ. Greetings, Good Wishes, Congratulations and Condolences1.Greeting2.Good Wishes and Congratulations3.CondolencesⅢ. Formal InvitationsⅣ.NotesNotes are short letters written for various purposes. Compared with a letter, a note is simpler in form and often informal or colloquial in language.1.Messages2.Arrangements3.Requests4.Apologies5.Thanksrmal InvitationsⅤ. E-mailsⅥ.LettersGenerally speaking, there are two types of letters, business letters and personal letters. Business letters may be a recommendation, a job / school application, an inquiry, an answer, an inv itation, a complaint, etc. In other words, all letters which are not “personal” are “business” letters.1.Parts of a Letternguage3.Address on an Envelope4.Business Letters and Personal LettersⅧ.Curriculum VitaeA curriculum vitae (c.v.) or resume is a shor t written account of the main events of one’s life. It’s often required when one applies for a job.A curriculum vitae usually includes the following items: name, address, telephone number, date of birth, education, and work experience. Among other headings that may be added are marital status, citizenship/nationality, present position / current status, awards / honors and scholarships, current studies / research, languages, hobbies and interests; and reference / referees.Part Ten Punctuations【Teaching Objectives】Through the study of this part, students should know the functions of punctuations, the use of various punctuations including the comma, period, semicolon, colon, question mark, exclamation mark, quotation marks, parentheses, brackets, dash, slash, Italics and underlining.【Important Points】The functions of punctuations, the use of various punctuations.【Difficult Points】The functions of punctuations, the use of various punctuationsI.The CommaThe comma ordinarily indicates a pause within a sentence.II.The periodThe period marks the end of a sentence. The next word, if you go on writing, has to be capitalized because it begins a new sentence.III.The SemicolonEach of the sentences could be broken into two independent sentences without any change in meaning. However, as one sentence, the connection between the two parts seems closer than two sentences. To mark the connection of closely related sentences is the main function of the semicolon.IV.The colonV. The question markVI. The Exclamation MarkThe Exclamation mark should be used sparingly. Mild interjections and mildly exclamatory sentences may as well be closed with a comma or a period.VII. Quotation MarksVIII. ParenthesesⅨ. BracketsX. The DashXI. The SlashXII. Italics and UnderliningIn handwritten and typewritten papers underlining has the same function as italics in printed matter.。
一、课程概述课程名称：现代大学英语中级写作课程课程内容：本课程包括十五个章节，涵盖主题包括作文结构、段落展开、连接词使用、观点表达等。
教学方法：采用讲解、示范、练习、讨论、同伴评价等多种教学方法，以提高学生的写作技能和批判性思维能力。
评价方式：课程成绩将根据学生的课堂参与、作业完成情况和小测验成绩综合评定。
二、第一章节：作文结构教学目标：使学生了解作文的基本结构，包括引言、主体和结论部分，并能够正确使用。
教学内容：本章将介绍作文的基本结构，包括如何写引言、主体和结论，以及各部分的功能和重要性。
教学方法：通过讲解和示范，让学生了解作文结构的基本要素。
通过练习和讨论，让学生掌握如何构建作文结构。
教学活动：1. 讲解作文结构的重要性和基本要素。
2. 示范如何写引言、主体和结论。
3. 学生练习构建作文结构。
4. 学生之间进行讨论和同伴评价。
三、第二章节：段落展开教学目标：使学生能够有效地展开段落，使文章内容丰富、具体。
教学内容：本章将介绍如何有效地展开段落，包括如何选择支持主题的细节、如何使用连接词等。
教学方法：通过讲解和示范，让学生了解段落展开的技巧。
通过练习和讨论，让学生掌握如何有效地展开段落。
教学活动：1. 讲解段落展开的重要性和基本技巧。
2. 示范如何有效地展开段落。
3. 学生练习展开段落。
4. 学生之间进行讨论和同伴评价。
四、第三章节：连接词使用教学目标：使学生能够正确使用连接词，使文章结构清晰、连贯。
教学内容：本章将介绍连接词的种类和功能，以及如何在文章中正确使用连接词。
教学方法：通过讲解和示范，让学生了解连接词的作用和用法。
通过练习和讨论，让学生掌握如何正确使用连接词。
教学活动：1. 讲解连接词的种类和功能。
2. 示范如何在文章中使用连接词。
3. 学生练习使用连接词。
4. 学生之间进行讨论和同伴评价。
五、第四章节：观点表达教学目标：使学生能够准确地表达自己的观点，使文章具有说服力。
教学内容：本章将介绍如何表达自己的观点，包括如何使用观点句、如何支持观教学方法：通过讲解和示范，让学生了解观点表达的技巧。
