英语写作基础知识培训教程(doc 183页)

《英语写作基础教程》讲义Chapter 1 Using Proper WordsChoice of wordsbuild up a large vocabularythe recognition vocabularythe active vocabulary2. Approaches to the building up a vocabularyLearning words from a word-list or from a dictionary.(2) Learning words from speech and writing (context)E.g. KillHe killed the man.He killed the dog.They killed the proposal.Please kill the engine.She is dressed to kill.You are killing me.She killed her child with kindness.He took a snack to kill his hungry.He killed every day at the park.He killed himself with overworkHe killed the spirit of the group.The news killed their hope.These flowers kill easily.He killed three bottle of Whisky in a week.Kill one ’s appetiteKill peaceKill the moodKill marriageII. Using words correctly1.overcome Chinglish2. Beware of archaisms, obsolete words, anachronisms and newly-coined wordsWords or meaning of words which are no longer in common used but occur in special text (e.g. Religious works) and poetry are called archaic.Words or meaning which have gone out of use altogether are called obsolete.Words that are inappropriate for the time about which one is writing are called anachronisms3.Avoid slangChapter 2 Make Correct and Effective Sentences1. Basic elements of a sentence2. what is a sentence?3. Typical English sentence pattern: Subject +predicateCoach Dietz exemplified this behavior by walking offthe field in the middle of a game , l eaving her team ata time when we needed her.I need to find a new roommate. I need to find a new roommatehave now isn't working out too well have now isn't working out too well.Well done! What a day!George in Beijing ? Susan a singer?To return from our digressionA run-on sentence consists of two or moresentence —or a semicolon.)Comma splices join two complete sentences with a comma.”and “he needed to buy eggs for Joey went to the grocery store, for he needed to buy eggs for supper.3. The position of modifiers(2) Reference of person(3) Vague ComparisonIV. Coherence(5) The balanced sentenceVI. The kinds of sentencesIn structure: (1) a simple sentence(2) a compound sentence(3) a complex sentence(4) exclamatoryRhetorically:Loose SentencePeriodic sentenceThe balance sentenceThe cumulative sentenceThe anticlimactic sentenceRhetorical questionA. Declarative, Interrogative, Imperative and Exclamatory SentencesAccording to their use, sentences are declarative, interrogative, imperative or exclamatory. A declarative sentence makes an assertion or a statement. An interrogative sentence asks a question. An imperative sentence expresses a command or a request. An exclamatory sentence expresses a strong feeling or emotion, such as surprise, pain, or joy.B. Simple, Compound, Complex, and Compound-Complex SentencesAccording to their structure, sentences are simple, compound, complex, or compound-complex.SIMPLE SENTENCEA simple sentence has only one subject and one predicate-verb, but it may contain more than one object, attribute or adverb. Short simple sentences are usually emphatic; they have special clarity and provide variety when used with longer sentences.e.g. 1. He is a good student.2. Would you tell the way to the Astor Hotel?3. Do not disturb your brother!4. When did you join the club?5. What a lovely girl she is!COMPOUND SENTENCEA compound sentence consists of two or more independent clauses (or simple sentences) related toeach other in meaning, and linked by a coordinating conjunction (and, but, or, so, for, etc.) or by a semicolon without a conjunction. Coordinated ideas should be compatible and roughly equal in importance, or take shape one by one in orderly sequence.e.g. 1. The heavy rain started suddenly, so we stopped planting the trees.2. Jack wanted to go swimming, but his wife wanted to go shopping.3. Her son studies History; her daughter majors in Chemistry.COMPLEX SENTENCEA complex sentence contains one main (or principal) clause and one or more dependent (or subordinate) clauses, with a connective word denoting the relation between the two parts. The dependent clause mayplay the part of a subject, an object, a predicative, an attribute, or an adverbial in the main clause. As arule, the major idea is expressed in the main clause and the idea or ideas of lesser importance in the subordinate clauses.e.g. 1. The government banned the high-blood-pressure pills because they produced side effects.2. Although the shop advertised same-day service, my car was not ready for three days.3. These apple trees, which my father planted three years ago, have not borne any fruit.COMPOUND-COMPLEX SENTENCEA compound-complex sentence contains at least two main clauses and at least one dependentclause —a combination of a compound and a complex sentence.e.g. 1. After I returned to school following a long illness, the math teacher gave me make-up work, but the history teacher made me drop her course.2. When the power line snapped, Tom was listening to the stereo, and Teresa was reading in bed.3. Lisa disliked walking home from the bus stop, because the street had no overhead light and it was lined with abandoned buildings.C. Loose and Periodic SentencesA loose sentence puts the main idea before all supplementary information; in other words, it puts first things first, and lets the reader know what it is mainly about when he has read the first few words. The reverse arrangement makes a periodic sentence: the main idea is expressed at or near the end of it, and it is not grammatically complete until the end is reached. The reader does not know what it is mainly about until he finishes reading it.Compare:1. She was offered a professional contract after winning the Olympic gold medal for figure skating, according to newspaper reports.2. According to newspaper reports, after winning the Olympic gold medal for figure skating, she was offered a professional contract.The main idea of both sentences is the fact that she was offered a professional contract. This idea is put at the beginning of the first sentence and at the end of the second, thus making one a loose sentence and the other a periodic one. Besides, the first part of the first sentence is complete in structure, but that of the second are only prepositional phrases and cannot be called a sentence without the second part. Loose sentences are easier, simpler, more natural and direct; periodic sentences are more complex, emphatic, formal, or literary.D. Short and Long SentencesShort sentences are usually emphatic, whereas long sentences are capable of expressing complex ideas with precision, because it may contain many modifiers. Short sentences are suitable for the presentation of important facts and ideas, and long sentences for the explanation of views and theories, or the description of things with many details.The following passage, which describes how a man saved a drowning girl, makes good use of short sentences.He crouched a little, spreading his hand under the water and moving them round, trying to feel for her. The dead cold pond swayed upon his chest. He moved again, a little deeper, and again, with his hands underneath, he felt all around under the water. And he touched her clothing. But it evaded his fingers. He made a desperate effort to grasp it ⋯He laid her down on the bank. She was quite unconscious and running with water. He made the watercome from her mouth, he worked to restore her. He did not have to work very long before he could feelthe breathing begin again in her; she was breathing naturally. He worked a little longer. He could feel herlive beneath his hands; she was coming back. He wiped her face, wrapped her in his overcoat, lookedround into the dim, dark gray world, then lift her and staggered down the bank and across the fields.---D. H. LawrenceIn contrast to short sentences, long sentences are particularly useful for presenting a set of complex,interlocking ideas. They are common in legal, political and theoretical writing, which depends onmodification for accuracy. In fiction long sentences are sometimes used to describe a person, a thing or ascene.Mrs. Chalmers was kind of fat and her hair was pretty blond and her complexion was soft and pink andshe always looked as though she had been in the beauty parlor all afternoon. She always said “My, you’re getting to be a big boy ”to Peter when she met him in the elevator, in a soft voice, as though shewas just about to laugh. She must have said that fifty times by now. She had a good, strong smell ofperfume on her all the time, too.Mr. Chalmers wore pince-nez glasses most of the time and he was getting bald and he worked late at hisoffice a good many evenings of the week. When he met Peter in the elevator he would say, “It ’s getting colder, ”or “It ’s getting warmer, ”and that was all, so Peter had no opinion about him, except that helooked like the principal of a school.But now Mrs. Chalmers was on her knees in the vestibule and her dress was torn and she was crying andthere were black streaks on her cheeks and she didn ’t look as though she ’d just come from the beauty parlor. And Mr. Chalmers wasn ’t wearing a jacket and he didn ’t have his glasses on and whaht a h d a i r hewas mussed all over his head and he was leaning against the Early American wallpaper making thisanimal noise, and he had a big, heavy pistol in his hand and he was pointing it right at Mrs. Chalmers.---Irwin ShawAlthough series of short and long sentences can both be effective in individual situations, frequentalternation in sentence length characterize much memorable writing. After one or more long sentencesthat express complex ideas or images, the pitch of a short sentence can be refreshing. Look at thefollowing example:We are now so easily misled by vision. Most of the things before our eyes are plainly there, notmistakable for other things except for the illusions created by professional magicians and, sometimes,the look of the light of downtown New York against a sky so black as to make it seem a near view ofeternity. Our eyes are not easy to fool.Similarly, a long sentence that follows a series of short ones can serve as a climax or summing-up thatrelaxes the tension or fulfills that expectation created by the series, giving readers a sense of completion.Here is a good example:We now have, as a result of modern means of communication, hundreds of words flung at us daily. Weare constantly being talked at, by teachers, preachers, salesmen, public officials, and motion-picturesound tracks. The cries of advertisers pursue us into our very home, thanks to the TV —and in somehouses the TV is never turned off from morning to night. Daily the newsboy brings us, in large cities, from thirty to fifty enormous pages of print, and almost three times that amount on Sunday. We go out and get more words at bookstores and libraries. Words fill our lives.VII. sentence varietyChapter 3 Developing ParagraphsChapter 3 Developing Paragraphs1. Basic structure of paragraphsTopic sentence:It states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one or two areas that can be discussed completely in the space of a single paragraph. The specific area is called the Controlling idea.Supporting sentences:It develops the topic sentence. That is, they explain the topic sentence by giving reasons. Some of the supporting sentences that explain the topic sentences about gold are.Concluding sentence:It signals the end of the paragraph and leaves the reader with important point to remember.E.g.There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.What is the topic sentence?The topic sentence is the first sentence in a paragraph.What does it do?It introduces the main idea of the paragraph.How do I write one?Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about. What are supporting sentences?They come after the topic sentence, making up the body of a paragraph.What do they do?They give details to develop and support the main idea of the paragraph.How do I write them?You should give supporting facts, details, and examples.What is the closing sentence?The closing sentence is the last sentence in a paragraph.What does it do?It restates the main idea of your paragraph.How do I write one?Restate the main idea of the paragraph using different words.Write a paragraph describing what a polar bear looks like.above shapebesideDifferencesSimilaritiesThe following words can help you to write a good sequence paragraph. Helper Words:subsequentlyChoice ParagraphThe following words can help you to write a good choice paragraph: Helper Words:The following words can help you to write a good explanation paragraph: Helper Words:consequentlyhenceChapter 4 Summarizingserve as a model for how you divide and write the essay.Have I rephrased the authorweaknesses? Why? What did the author do well? Not well? Why? II. Requirements for summary writingomitting the detailsreducing the examplessimplifying the descriptionseliminating all repetitionmaking phrases do the work of clauses or sentencesusing general words instead of specific wordsusing the shortest possible transitionsavoiding figurative language3. revisionConclusionA summary is a shortened version of someone else's writing or thoughts.Summaries vary in length and amount of details depending on a teacher's requirements, the length of the original source (article, book, passage) and the purpose of the summary; however, all summaries must: ·be shorter than the original source (article, book, passage) approximately one third the length of the original source;·include the main idea of the original source in your own words;·include major details (also known as supporting ideas) in your own words;·should not include your knowledge, ideas or opinion unless your teacher requests it.·identify the author, title of article, title of publication, where published, publisher, year of publication, and page information, at the top of the page of your summary (or in-text.)Chapter 5 Essay WritingChapter 5 Essay WritingBasic OrganizationIntroduction (beginning)Body (middle)Conclusion (end)Introduction ParagraphWhat is an introduction paragraph?The introduction paragraph is the first paragraph of your essay.What does it do?It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important.How do I write one?1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement.2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay.Example:Hockey has been a part of life in Canada for over 120 years. It has evolved into an extremely popular sport watched and played by millions of Canadians. The game has gone through several changes since hockey was first played in Canada.Supporting ParagraphsWhat are supporting paragraphs?Supporting paragraphs make up the main body of your essay.What do they do?They develop the main idea of your essay.How do I write them?1. List the points that develop the main idea of your essay.2. Place each supporting point in its own paragraph.3. Develop each supporting point with facts, details, and examples.To connect your supporting paragraphs, you should use special transition words. Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.Summary ParagraphWhat is a summary paragraph?The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a "conclusion."What does it do?It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.How do I write one?1. Restate the strongest points of your essay that support your main idea.2. Conclude your essay by restating the main idea in different words.3. Give your personal opinion or suggest a plan for action.Example:Overall, the changes that occurred in hockey have helped to improve the game. Hockey is faster and more exciting as a result of changes in the past 120 years. For these reasons, modern hockey is a better game than hockey in the 1890s.II. Steps Essay writingPrewriting EssaysWhat is the prewriting stage?The prewriting stage is when you prepare your ideas for your essay before you begin writing. You will find it easier to write your essay if you build an outline first, especially when you are writing longer assignments.Six Prewriting Steps:1. Think carefully about what you are going to write. Ask yourself: What question am I going to answer in this paragraph or essay? How can I best answer this question? What is the most important part of my answer? How can I make an introductory sentence (or thesis statement) from the most important part of my answer? What facts or ideas can I use to support my introductory sentence? How can I make this paragraph or essay interesting? Do I need more facts on this topic? Where can I find more facts on this topic?2. Open your notebook. Write out your answers to the above questions. You do not need to spend a lot of time doing this; just write enough to help you remember why and how you are going to write your paragraph or essay.3. Collect facts related to your paragraph or essay topic. Look for and write down facts that will help youto answer your question. Timesaving hint: make sure the facts you are writing are related to the exact question you are going to answer in your paragraph or essay.4. Write down your own ideas. Ask yourself: What else do I want to say about this topic? Why should people be interested in this topic? Why is this topic important?5. Find the main idea of your paragraph or essay. Choose the most important point you are going to present. If you cannot decide which point is the most important, just choose one point and stick to it throughout your paragraph or essay.6. Organize your facts and ideas in a way that develops your main idea. Once you have chosen the most important point of your paragraph or essay, you must find the best way to tell your reader about it. Look at the facts you have written. Look at your own ideas on the topic. Decide which facts and ideas will best support the main idea of your essay. Once you have chosen the facts and ideas you plan to use, ask yourself which order to put them in the essay. Write down your own note set that you can use to guide yourself as you write your essay.Writing EssaysWhat is the writing stage?The writing stage is when you turn your ideas into sentences.Five Writing Steps:1. For the introduction, write the thesis statement and give some background information.2. Develop each supporting paragraph and make sure to follow the correct paragraph format.3. Write clear and simple sentences to express your meaning.4. Focus on the main idea of your essay.5. Use a dictionary to help you find additional words to express your meaning.Editing EssaysWhat is the editing stage?The editing stage is when you check your essay for mistakes and correct them.Editing Steps:Grammar and Spelling1. Check your spelling.2. Check your grammar.3. Read your essay again.4. Make sure each sentence has a subject.5. Make sure your subjects and verbs agree with each other.6. Check the verb tenses of each sentence.7. Make sure that each sentence makes sense.Style and Organization1. Make sure your essay has an introduction, supporting paragraphs, and a summary paragraph.2. Check that you have a thesis statement that identifies the main idea of the essay.3. Check that all your paragraphs follow the proper paragraph format.4. See if your essay is interesting.Publishing EssaysWhat is the publishing stage?The publishing stage is when you produce a final copy of your essay to hand in.Publishing Steps:1. Make a paper copy of your essay.2. Show your work to your teacher, tutor, or parents.3. Ask them for hints on how to improve your writingIII. Types of outlinesThe outline quickly and clearly shares your content and thesis with the reader. In the early stages of your research, an outline will help you to organize your ideas and material. Later in the research process, a more detailed outline will help you unify and refine your final paper. Whether formal or informal in style, outlines aid clear thinking and well-developed ideas.The most important rule for outlining form is to be consistent!An outline can use topic or sentence structure.A topic outline uses words or phrases for all entries and uses no punctuation after entries. Advantages: presents a brief overview of work and is generally easier and faster to write than a sentence outline.A sentence outline uses complete sentences for all entries and uses correct punctuation. Advantages: presents a more detailed overview of work including possible topic sentences and is easier and faster for writing the final paper.You should start your outline by identifying your thesis statement. Then you clarify the progression of your argument as follows:I. Use Roman Numerals to identify the section of your paper. (e.g. Arguments for, Arguments against, background information, biographical information, Evaluation, etc)A. Use Capital letters under each Roman Numeral (Be sure to indent!) to present your arguments within those sections. (e.g. under a paper section called "Advantages of studying at ISP" you may have international community, International Baccalaureate, competitive education).1. Use numbers to list the details or facts that you will use to back up the claims made by the Capital letters.Sample outlineThesis: The war on drugs will do far more to control and eliminate illegal drug use in the USA than will the legalization of drugs.I. Epidemic proportions of drug problem in last decade have prompted efforts at all levels of society to address problemA. Three pronged effort of President's war on drugs - overview1. enforcement2. education3. treatmentB. Legalization also proposed by many as solution - overview of sketchy implementation planII. Arguments in favor of legalizationA. Takes away criminal element1. citation of Amsterdam experiment - Goldblatt2. analogy to legalized prostitution in Europe, NevadaB. Government can control drug quality and quantity1. FDA supervision2. more personnel and support requiredC. More revenue to support prevention and education1. estimates of revenue by Scheffer study2. analogy to revenue from state liquor operations - Maine, OklahomaIII. Arguments against legalizationA. Violates moral/ethical principles of country1. Taber's assessment of constitutional intention2. Heritage Foundation studyB. Makes drugs permanent fixture of society1. analogy to prostitution - Rosenburg study2. normalization lowers standards - Whitten's studyC. Encourages greater drug use by wider spectrum of users1. Post Vietnam study of mid size American cities2. Impact on middle class and youth - Fallow's viewsD. Subsidizes addiction with public money1. Amsterdam argument - Goldblatt's rebuttalE. Does not address causes of addiction - inner city survey from 1996IV. Three pronged war on drugs addresses supply, prevention, treatmentA. Coordinated law enforcement efforts at local, state, federal levels1. Legislative intent - McMurphy Bill2. sample cases from PA, MA, DC, CAB. Education - treatment programs at state - local levels1. success of NA based programs2. statistics on welfare cost saving3. 1997 Florida based studyC. Attention to factors encouraging drug dealing - addiction1. poverty and lack of education - Wilson data2. low self-esteem, lack of hope - AMA's new policy initiative3. lack of community involvement with youth - Center for Urban Studies position paperV. War on drugs clearly better than legalizationA. War on drugs is long range solutionB. War on drugs addresses underlying causesC. War on drugs consistent with country's valuesD. War on drugs will eventually end widespread drug useIV. Types of WritingNarrationNarration1. What is narration?The method of development in which the writer tells a story to support a point. Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.2．Essential Featuresa. Context--the writer makes clear what happened, when, where, and to whom1.) There is a plot that involves escalating conflict between characters, between a person andher-/himself, or between people and nature or some other force.2.) The conflict sets up an imbalance, a tension that a reader wants resolved, and that finally is.3.) The setting places the events in a definite time period and particular location4.) The events happen to a combination of round characters, the best of whom perform in ways that are unpredictable, yet ultimately consistent with their own individual personalities and motivations, and lesser personages.b. Point of view--the writer takes a consistent point of view in relation to the action, writing either as a participant (first person -- using "I") or as a spectator (third person -- using "he," "she," "it," "they").c. Selection of detail--the writer focuses only on the actions and details that further the story and promote the point, minimizing or eliminating others.1.) Expression of feelings2.) Dialogue--direct quotes of what the characters say to each otherd. Organization--the writer organizes the events of the story in a chronological order using time transitions.e. Purpose —there's a reason for telling the story. One way to find it is to complete the statement, "The moral of the story is..."2. Why do writers use narration?a. To entertainb. To reportc. To instructUltimate goal: to tell an entertaining story yet also bring readers to a clear understanding of a larger issue.3. How can readers and writers tell narration from the other MODs? They can ask:a. Does something happen between people and people or people and outside forces? What happens?b. Where is the tension?c. How is the conflict resolved?d. Do characters dialogue with each other? Are there direct quotations?e. What kinds of feelings are brought out?f. What is "the moral of the story?"The more of these items which appear, the more likely it is narration.4. How does one write essays with it?a. Determine an audience and purpose in telling the story--a broad instructive point it may make about human nature or the ways of the world. Who needs to have this information in order to have a more satisfying life?Determining the audience and purpose helps the writer select details and events.It also keeps him/her from wasting time developing a pointless essay.b. Context —Establish the setting of the essay, the world in which the action takes place, in the first paragraph or two.Give the characters real names and include a capsule portrait of each--a one or two sentences or phrases that captures the personalities of the main ones.State where the events take place using place names that could be found in an atlas, and/or describing items such that Spielberg's set dresser wouldn't have much trouble knowing what to get or where to put them.Use time indicators: breakfast, afternoon tea, midnight, sunrise, almost noon, first, then, next. . .c. Keep a consistent point of view throughout the essay, writing either in the first or third person throughout. Eliminate any "you" or "your" that creeps into a sentence by revising it.d. Select details and events that serve a worthwhile purpose, but not so much that there is an excess of information that is ultimately boring.。

英语基础写作训练课程1. 课程简介英语基础写作训练课程旨在帮助学习者提高英语写作能力。

通过系统的讲解和实践，学习者将掌握英语写作的基本技巧和方法，能够准确、流畅地表达自己的想法和观点，并能撰写各类文体的作文。

2. 课程目标•掌握英语写作的基本要素，如语法、词汇和句子结构等；•学习使用丰富的句型和表达方式，使自己的文章更加生动和有吸引力；•培养良好的写作习惯，如提纲拟写、逻辑清晰和段落划分等；•通过大量的练习培养写作的自信心和技巧；•实践写作，提高思维能力和表达能力。

3. 课程大纲Module 1: 英语写作基础•语法基础知识回顾•词汇扩充与运用•句子结构和语言风格•英语段落写作技巧Module 2: 各类文体写作•议论文写作技巧•描写文写作技巧•说明文写作技巧•报告和演讲稿写作技巧Module 3: 写作技巧进阶•高级语法运用•衔接词的使用•推理和逻辑写作•文章结构和布局4. 授课方式•线上授课：通过在线平台进行课堂讲解和讨论，学员可以随时提问和互动；•练习作业：每节课后有一定的练习作业，学员需要按时提交并接受评估；•作业反馈：老师会对学员的作业进行评估和反馈，指出不足并提供改进建议；•课后辅导：学员如果有疑问可以通过邮件或在线平台进行课后辅导。

5. 适合人群本课程适合英语学习者，尤其是初级和中级水平的学生或职场人士。

无论是准备高考、托福、雅思等考试或是提升写作能力的个人，都可以通过本课程得到专业的指导和训练。

6. 学习收益通过学习英语基础写作训练课程，学员将获得以下收益：•培养良好的写作习惯和思维方式；•提高英语写作的技巧和水平；•学会有效地组织和表达观点和论证；•提升解决问题的思维能力和逻辑思维能力；•增强语言表达能力和沟通能力；•增加独立思考和创新能力。

7. 结束语英语基础写作训练课程将成为你提升英语写作能力的关键一步。

无论你是准备考试还是提升职场竞争力，写作是一项重要的技能。

通过本课程的学习，你将掌握英语写作的核心技巧和方法，为你的学术和职业发展打下坚实的基础。

英语基础写作讲义一、写作基本要求①字数（字数不够怎么办）②信息完整③语法可接受④行文连贯⑤词汇与句式多变二、写作规范①标点顿号“、” 英语没有顿号，一般用逗号取代。

汉语中用顿号表示一句话中间并列的词和词组之间的停顿。

书名号汉语书名号为《》，表示书籍、报刊等名称。

英语中不用书名号，而是用斜体字表示，以区别于印刷体；但打字或书写时，因没有斜体字，便在书名或刊名下划一横线。

句号英语的句号是是实心的小圆点，即“.”, 常用于陈述句和祈使句之后。

而汉语的句号是空心圆圈，即“。

”。

省略号英语的省略是三个实心的小圆点，位于一行的中间。

②字母大小写（题目应放在第一行的中间，第一个单词的首字母和每一个名词、动词、形容词、副词等的首字母都要大写。

）③选词在写作中特别要注意，不能过多使用过于口语化的词汇，要书面化。

Cool→very good④书写（注意格式）三、写作基本结构框架文章结构：Beginning+Body1+...+Body N+ EndingBody的结构：Topic sentence+ Supporting sentence+ Concluding sentence段落是文章的基本构成成分，其作用是围绕文章的主题或中心思想从不同角度进行有组织的、逻辑性强的说明或阐述。

段落由一系列围绕同一主题的句子组成。

当新的主题出现时，就应开始新的段落。

段落一般由三部分构成：主题句（topic sentence）、支撑句（supportingsentence）或扩展句（developing sentence）和结尾句（concluding sentence）。

请看下面的一篇短文：What is a topic sentence?The topic sentence introduces the paragraph.What does it do?It tells the reader what your paragraph will be about.Example:There are three reasons why I want to learn English. One reason is that Englishhas become an international language. It is now used by most internationalcompanies, including the company where I work, for business communication.Another reason why I want to learn English is so that I can travel toEnglish-speaking countries. The United States, England, Australia and many othercountries all use English as their primary language. Finally, I want to learn Englishbecause I plan to move to the U.S. in the future. I will become a manager for mycompany soon. For all these reasons, I am very excited about learning English.ANALYSIS:What are you going to tell the reader about?Topic Sentence: There are three reasons why I want to learn English.●文章中的第一句就是段落的主题句，顾名思义，段落的主题句是表达该段落主题或中心思想的句子，段落的其他句子都是对该主题句的进一步扩展或论证。

英语写作基础知识培训教程第一部分：写作准备写作准备是写作成功的关键，它包括以下几个方面的内容：1.明确写作目的：在开始写作之前，你应该明确自己写作的目的是什么？是为了描述一个事件，还是为了表达自己的观点，或者是为了说服读者接受你的观点。

明确写作目的可以帮助你更好地组织文章结构和选取恰当的语言表达方式。

2.分析读者需求：在写作过程中，了解读者的需求是非常重要的。

不同的读者对于同一种写作形式可能有不同的期望和需求。

你应该根据读者的背景、知识水平和兴趣来选择合适的写作方式和内容。

第二部分：写作结构一个好的文章结构可以帮助读者更好地理解你的观点和逻辑关系。

一个基本的文章结构包括引言、主体和结论。

1.引言：在引言部分，你需要引起读者的兴趣，并概括你文章的主题和目的。

你可以使用一句引言或者提出一个引人入胜的问题来引起读者的关注。

2.主体：主体部分是整个文章最重要的部分，它包含了你的观点、论据和证据。

你可以使用分段来组织你的观点，每个段落都应该有一个主题句，并提供相应的支撑材料。

3.结论：结论部分是整个文章的总结和结束。

在结论部分，你可以重申你的观点，总结你的论据，并提出一个鼓励行动或者展望未来的观点。

第三部分：语言表达语言表达是写作中十分重要的一部分，它可以帮助你更好地传达你的意思和观点。

1.使用简洁明了的语言：避免使用过于复杂的词汇和长句子，尽量使用简洁明了的语言来表达你的思想。

同时，也要注意使用正确的语法和标点符号。

2.使用多样化的句子结构：使用多样化的句子结构可以增加文章的可读性和吸引力。

你可以使用简单句、复合句和复合复合句等不同的句子结构来表达不同的意思。

3.使用恰当的过渡词：过渡词可以帮助你更好地组织文章结构和表达逻辑关系。

例如，同时，然而，因此等过渡词可以帮助你连接不同的观点和段落。

4.避免口语化表达：在正式的写作中，避免使用口语化的表达方式，例如，缩写、口头禅和非正式的词汇。

尽量使用正式的、准确的语言表达方式来提高你文章的可信度。

英语写作基础精讲一、《英语写作基础》课程简介《英语写作基础》是全国高等教育自学考试英语专业基础阶段（专科阶段）的一门重要的实践课程.本科程着重培养应考生英语写作的基本技能.重点教授英语写作的最基础内容。

主要包括三大部分：句子的组成.段落的写作.概要及应用文写作。

《英语写作基础》考核重点《英语写作基础》的考核目标和出题原则在《考试大纲》中有明确的阐述。

但是根据历年考题看.考核重点有以下三点：1.掌握句子.段落写作的基概念.基本理论和基本方法；2.能写一般的书信、通知、便条以及请贴等.格式正确.语言得体.内容完整.条理清楚.语法基本正确；3.写作速度每小时200—250词。

《英语写作基础》备考方法1. 立足教材.基础领先《英语写作基础》是一门基础课.考查的重点也在于一些基础的知识。

例如句子类型.常见错误.句式变化等。

这些都是英语写作的基本概念和基本理论.考生要能够理解并准确地利用这些概念对一些写作问题做出正确的判断.进而增强自己的写作意识.提高自己的写作基础水平。

这正是考试判断题.改错题.改写题等题型的考查对象。

因此同学们第一步就要认真阅读教材。

阅读教材时要认真研究其讲解部分和所列出的实例.尤其是中国学生容易出错的句子结构以及动名词搭配等。

只有把教材的讲解部分和实例消化了.才能应对考试。

另外段落写作中理论部分侧重比较多.主要有一致、连贯、结尾和发展段落等.这些理论比较抽象.不如改错等题目那样明显.需要认真阅读教材.确实理解这些基本概念.并且分析现成段落.认真体会.把理论和实际相结合.抓到各个概念的实质；同时还要牢记一些重要的.显现的特征.作为解答应用题.例如段落句子排序.寻找主题句.找出多余句子等题型。

应用文写作要求格式和内容的统一.对格式的要求是十分严格的.这同样需要大家认真阅读教材.牢记各类应用文的写作格式。

因此.大家要立足教材.夯实基础.搞懂教材所列实例和练习.并举一反三.牢固掌握。

2. 重视句段.严守格式英语写作基础是为英语学习本科段的《英语写作》奠定基础的一门课程。

写作新思维基础课程第一部分：句子层面的中英思维转换[Problems arise.]2.我认为……[I hold the view that]3.有些人认为[ It has been said that]4.人们喜欢…[People prefer…]5.人们担心…[people are concerned about…]6.人们意识到[people become conscious of]7.人们忽略…[people disregard/turn a blind eye to/turn a deaf ear to]8.国家面临问题[countries face problems]9.问题在于[The problem lies in…]10.政府强调[The government emphasizes that…]11.消费者不相信广告[Consumers are skeptical about advertisements] 12.艺术反映现实[Arts reflect/represent life.]13.人类利用资源[Human beings draw upon natural resources] 14.工作要求资格[The job requires qualification.]15.政府采取措施[The government takes steps to do…]16.国家经历危机[The country experiences a crisis.]17.国家遭受损失[The country suffers from a loss.]18.电视影响人的生活[TV exerts an influence upon our life.]19.本课程训练独立思考能力[The course trains you to think for yourself.] 20.汽车在夏天往往过热[The car tends to overheat in summer.]21.评论引争起论[The remark gives rise to discussion.]22.理论来源于实践[Theory originates from practice.]23.做人应该坚持原则[One should adhere to one’s own principles.] 24.调查显示[The recent survey demonstrates that..]25.报道揭露社会阴暗面[The report exposes the dark side of the society]26.政府掩盖事实[The government conceals the fact ]27.青年人调整自己适应社会[The young adjust themselves to the conditions of the society.]28.新款福特汽车开始流行[The new model of Ford comes into fashion.]29.潮流显现[A new trend shows itself.]30.潮流依旧[The trend remains unaltered.]31.饥饿在某些区依然存在[Hunger persists in some areas.]32.生活充满不公正[Life is full of injustice.]33.充满激情、渴望[Have a burning passion/desire for]34.接触自然[Be exposed to nature]35.电影获得注意[the movie receives attention]二.定语状语的顺序调整（一）找出定语1. A number of developed countries face increasingly pressing population problems.2.The fantastic movie receives tremendous attention in the press.3.The existing policy which has failed to keep pace with the development of the economy affects ordinary people on low income4.Zoos, a great tourist attraction which boosts the local tourism, are simply no longer a place of entertainment and recreation.5.埃利诺.拉姆齐太太是一个非常富有的老妇人，多年来，一直同她养的猫拉斯特斯一起住在一所公寓里。