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英语四种文体篇章分析

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英语的四种文体的区别PPT课件

英语的四种文体的区别PPT课件
n begins to warm the earth. Farmers begin to work hard in the fields, but my cousin is riding on his brown, furry water buffalo. He is playing his flute cheerfully.
The cool evening is quiet and peaceful on the farm. The crickets chirp secret messages back and forth. The frogs croak deeply. The beauty of nature and these mysterious sounds gently lull me to sleep every night on the farm.
The still morning calm is broken by the rooster’s crow. Shortly after that all the creatures on the farm are hungrily awake.
The birds are singing delightfully, flying from tree to tree. The little chicks hurry around with their mother hen looking for food.
1. Narration（叙述文）: writing about
events, actions, or incidents
In chronological order
The first person or the third person

英语四种文体篇章分析

英语四种文体篇章分析
Narration
Definition: To narrate is to give an account of an event or series of events.In its broadest sense, narrative includes stories, real or imaginary, biographies, histories, news items, and narrative poems.Narrative often goes hand in hand with description. When one tells a story,one describes its setting and characters.On the other hand, accounts of actions may be necessary to the description of a person or a scene.When we plan a narrative,we should consider five aspects：purposes, selection of details, context, organization,and point of view.
"three years after graduation" in fourteenth
Transitional Sentences and Conjunctions
The last sentence in first paragraph: My plan was to keep my ears open and my mouth shut and hope no one would notice I was a freshman. The first sentence in second paragraph: With that thought in mind, I raised my head, squared my shoulders, and set out in the direction of my dorm, glancing ( and then ever so discreetly) at the campus map clutched in my hand. “That” refers to “my plan”. It makes a comparison between first paragraph and second paragraph.

浅谈英语四种主要文体的写作应用

浅谈英语四种主要文体的写作应用

浅谈英语四种主要文体的写作应用作者：王昆芳来源：《教学与管理(理论版)》2011年第05期写作是衡量学生英语应用能力的一个重要指标，但现在学生的写作水平普遍较低。

因此，提高学生的写作水平成为英语教师的任务之一。

从写作文体来看，文章可分为四类：描写文、说明文、记叙文、议论文。

本文对这四种文体的特点、结构及其写作方法作出简要剖析，以期提高学生的英语写作水平。

一、描写文的写作描写文是一种用语言对客观世界加以艺术和主观描绘的一种文体。

它把对某一物体、人物、地方或景色的印象和了解细腻地表达出来，在读者面前再现它们的形象。

它的特点是其描写的具体性、生动性和创造性。

描写的细节要能表达主题。

同时，应该注意描写的顺序，可按照空间位置顺序、时间顺序、一般到特殊或特殊到一般顺序、递升到递降或递降到递升顺序。

1.人物描写文对人物形象外部特征进行描写，对于人物性格和人物形象的完整体现，有着重要的烘托作用。

人物描写的功能多种多样，可以刻画人物性格特征，表现人物精神面貌，披露人物内心活动，揭示人物身份境遇、展现人物性格变化，突出作品主题思想。

为使描写形象逼真、线条清晰、性格鲜明，作者要善于观察，调动丰富的想像力和敏锐的判断力，抓住描写对象的独特之处，并精于语言技巧，用生动活泼的语言再现人物鲜明的形象和性格。

2.地点描写文地点描写是指用生动形象的语言对地点或环境进行具体逼真的摹写描绘，使读者如睹其物，如临其境。

要把地点描写得绘声绘色、有形有神、可感可触，作者应尽力做到观察入微，重点突出，描写生动，信息量大，感染力强。

这种描写通常有两种方法。

（1）整体印象→细节描述。

这种方法的描写先给出地点全貌的鸟瞰，然后用细节叙述对整体印象加以描述。

这种方法的特点是突出文章的主题，吸引读者。

具体的写法是，首先选定要描写的地点，譬如你的教室，想想这个教室给你留下什么突出的印象，并将这种印象概括成一句话，这句话便是该段的主题句，如My classroom is very clean and tidy。

英语的四种文体的区别(课堂PPT)

英语的四种文体的区别(课堂PPT)
Focus on what’s described Order to describe (center around the typical
characteristics and features) Diction (vividness)
6
Example: Life on a Farm (Description)
Learn to Write
Chapter Ⅲ: composition
Lecture One: forms of composition
1
Difference between speech and writing
Sentence
Speech
Writing
(e.g. Unit 2)
(e.gins to warm the earth. Farmers begin to work hard in the fields, but my cousin is riding on his brown, furry water buffalo. He is playing his flute cheerfully.
pigs had been squeezing through the small holes. So,
my cousin and I were really in hot water.
5
Forms of composition
2. Description（描写文）: depicting people, objects, or scenery
1. Narration（叙述文）: writing about events, actions, or incidents
In chronological order The first person or the third person Event: beginning, development and ending (past

英语不同文体的写作

英语不同文体的写作

英语不同文体的写作英语不同文体的写作从写作文体来看，文章可分为四类：记叙文（narration）、描写文（description）、说明文（exposition）和议论文（argumentation）。

在实际写作中，这四种文体往往互相渗透，交织在一起。

但就一篇文章的主题和风格来看，仍然可以把它归类为某一文体。

本章将对这四种文体的特点、结构及其写作方法作出简要剖析。

一记叙文的写作记叙文，顾名思义，就是记人叙事的文章。

英语记叙文的涵盖面比较宽泛，它既包括记人叙事的“动态”内容，又包括对写景状物等“静态”事物的记述。

记叙文一般具有时间（time）、地点（place）、人物（character）、事件（event）、原因（cause）和结果（outcome）六个要素。

1．记叙文的结构记叙文通常有三种结构类型：第一种，顺叙型：按时间发生的先后顺序所作的叙述。

它能使人物、事件的叙述有头有尾、脉络清楚，有较强的时空层次性，比较契合我国读者的接受心理。

顺叙常常不单独使用，多与其他叙述手法交叉，从而使叙述曲折生动，跌宕多姿。

顺叙型的结构模式是：总叙分叙（分叙1 分叙2 分叙3 分叙n）结尾。

这是一种按照事件“开端→发展→高潮→结局”的自然顺序进行叙述的客观记叙方法。

模式中的总叙就是写开端，分叙（其中的n代表任意自然数）写发展和高潮，结尾写结局。

第二种，倒叙型：先写结局，后写事件经过的叙述方法。

所谓“倒叙”，是把事件的结局或其发展过程中的某一重要断面提到文章前面，写完结局或断面，然后才按时间顺序写。

这种笔法能造成悬念，吸引读者。

倒叙型的结构模式是：本事往事。

在这个模式中，本事=总叙开端分叙发展或高潮结尾结局。

这是客观事物发展过程中的主要事件被颠倒的自然顺序的反映。

倒叙文一般把“本事”中原有的“往事”写在“本事”的结局之后。

第三种，合叙型：这是顺叙和倒叙互相结合的一种叙述方法。

在叙述某事的过程中暂时中断线索，插入另一件事的叙述。

浅谈英语四种主要文体的写作应用

浅谈英语四种主要文体的写作应用
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观描绘 的一种文体。 它把对某一物体 、 人物 、 地方或景 阐明事理 的一种文体 。 Ｉ 它通过揭示概念来说明事物的 色的印象和了解细腻地表达出来 ， 在读者 面前再现它 特征 、 ｝ 本质及其规律 ， 给人展示科学知识或正确思想 。 们 的形象。它的特点是其描写 的具体性 、 生动性和创 ：
写作水平 成为英语 教师的任务之一 。从写作 文体来 象。 ｌ 这种方法的特点是循序 文 描写文 、 明文 、 说 记叙文 、 论 迪读者 的思维。具体写法是 ， 议 先对描述对象进行细心
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王昆芳 ： 浅谈英语四种主要文体的写作应用
从 而使叙述曲折生动 ， 跌宕多姿。顺叙型的结构模式 Ｉ 个哲理 、 说明一个观点 、 批评一种倾 向， 还是 弘扬一种 是：总叙＋ 分叙 （ 分叙 ｌ分叙 ２分叙 ３ 分叙 ｎ＋ Ｉ ＋ ＋ ＋ ）结 美德 ， 作者必须心中有数。记叙文大多具有浓厚的感 尾。 这是一种按照事件“ 开端一发展一 高潮一结局” Ｉ 色 彩 和作 者 本 人 的 主观 意 向 。 的 情

英文文章体裁 五种

英文文章体裁五种五种英文文章体裁是叙述性文章、说明性文章、议论性文章、描写性文章和应用性文章。

1. 叙述性文章:叙述性文章是一种以讲述故事或经历为主要内容的文字作品。

它通常包含一个引人入胜的开头，一个有趣的情节发展和一个令人满意的结尾。

这种文章常用于小说、回忆录、故事书等文学作品中。

例如：Title: A Memorable Adventure in the Amazon Rainforest Once upon a time, I embarked on an unforgettable journey to the Amazon Rainforest. The lush green canopy, the exotic wildlife, and the vibrant indigenous communities all contributed to an experience of a lifetime. From encountering a rare species of monkeys to navigating the treacherous river currents, every moment in the Amazon was filled with excitement and wonder. As I bid farewell tothis enchanting paradise, I couldn't help but feel grateful for the memories that would forever be etched in my heart.2. 说明性文章:说明性文章旨在解释、描述或讲解一个特定的主题或概念。

它通常提供有关某种事物的基本信息，如定义、特点、原理或步骤。

这种文章常用于科普文章、学术论文、说明书等。

例如：Title: The Benefits of Regular ExerciseRegular exercise has numerous benefits for both physical and mental health. It increases cardiovascular fitness, strengthens muscles, and improves flexibility. Exercise also releases endorphins, which are known as'feel-good' hormones, promoting a sense of well-being and reducing stress levels. Furthermore, engaging in regular physical activity can help prevent chronic diseases such as heart disease, diabetes, and obesity. By incorporating exercise into our daily routines, we can enhance ouroverall quality of life.3. 议论性文章:议论性文章旨在陈述作者的观点，并通过有力的论据和证据来支持该观点。

英文中四种写作文体

英文中四种写作文体1. 英文写作的四种文体及注意事项四种文体：1、记叙文，2、议论文，3、说明文4、应用文：包括书信、通知、便条等。

注意事项：1、确保提纲中段落结构的思路与各段主题句的一致性。

只有这样，才能保证所写段落不偏题，不跑题。

2、要综合考虑各个段落的内容安排，避免段落内容的交叉。

3、用好连接词，注意段落间、句子间的连贯性。

要做到所写文章层次分明，思路清晰，文字连贯，就需要在句与句之间，段与段之间架起一座座桥梁，而连接词起的正是桥梁作用。

4、平时多注重积累一些高级词汇也是很重要的。

扩展资料：作文关键：作文是中学英语学习的重要内容之一，也是学生综合能力的体现。

它与学生的词汇量、语法、句法能力和逻辑思维能力等有密不可分的关系，在高考中占有相当大的比重。

而许多学生在此方面丢分甚多，以致影响最后总分，因此提高学生写作能力势在必行。

任何文章都是由句子组成的，句子又是由词组、基本句型构成的。

要重视词、短语、句型的理解记忆，因此，书面表达要从词组、句型训练入手，强化基础知识。

掌握好词组、基本句型，再配上合适的时态，一篇文章就基本完成。

句子是作文的基本单位，我们要有意识地进行连句成文的有步骤的训练。

先把词汇写出来，然后巧用一些关联词连句成篇。

2. 英文写作的四种文体及注意事项同文体的写作书面表达旨在测试学生的英语书面表达能力。

高考的书面表达是一种指导性写作。

试题对写作的目的，对象，体裁及字数等都有明确的规定。

提供给学生的材料形式为文字，图画或图表。

试题要求学生根据所给的情景和要表达的意义，写出一篇 100 字左右的文章。

高考中常见的文体为记叙文、说明文、议论文和应用文等。

（一）记叙文：记叙文是以叙述人物的经历或事物的发展变化过程为主的一种文体。

它分为记人和记事两种。

记叙文的几个要点为：1. 时间、地点、人物、事件，这几个要素在写作时要交代清楚。

2. 人称：记叙文一般可以有第一人称和第三人称两种叙事方式：第一人称是作者以当事人的口吻，把文章中的事情以“我”的所见所闻的方式来叙述，第三人称是写作者从旁观者的角度来叙述，反映事件中的不同人的感受和见解。

英文文章的常用篇章结构

英文文章的常用篇章结构：Introduction1.Interest drawing material.2.Thesis statement3.3.Transitional sentenceBody(One or more paragraphs)1. (Transitional sentence or phrase)2. Topic sentence.3. Developments.4. (Transitional sentence)Ending1. (Transitional sentence or phrase )2. Conclusion, summary, restatement of the thesis, etc.开篇部分或称引言部分（introduction）的长短无定式，可以因为不同文体，不同题材，不同作者风格而有所不同。

吸引读者兴趣的材料（interest drawing material）可以多种多样。

可以是一句惊世骇俗论断（如一位女性作者在文章第一句就说“I also want a wife”），可以是一段逸闻趣事，可以是发人深省的问题，可以是名人学者的一段语录，也可以是一个具体情景的细致生动的描述。

这样的材料短则一句，长则一段甚至数段。

主题陈述（thesis statement）相当于中文所说的中心思想。

但是，受中国传统文化的影响，中文作者往往讲究含蓄、隐而不露。

因此中文文章的中心思想往往需要读者自己去归纳总结。

英文则相反。

英文文章讲究逻辑性、一致性、连贯性，讲究“重点先表达”。

因而可以在开篇部分找到thesis的重要信息。

主题陈述的特征是一个需要发展支持，可以而且实际上也被文章的主体部分发展支持的一个论断或陈述（a statement that requires development or support, one that can be, and is practically covered by the body of the essay）。

高考英语文章类型的分析

高考英语文章类型的分析（来源、内容、体裁）(2010-05-02 16:16:26)转分类：高考经验篇标签：高考英语作文分类详解教育1.图表作文As is shown by the figure/percentage in the table/picture ，____ has been on rise/ decrease，From the sharp rise/decline in the chart，it goes without saying that _____. There are at least two good reasons accounting for _____.In one hand ，____.In the other hand，_____ is due to the fact that ______.In addition，______ is responsible for _____.Maybe there are some other reasons to show ______.But itis generally believed that the above mentioned reasons are commonlyconvincing.As far as I am concerned，I hold the point of view that _______. I am sure my opinion is both sound and well-grounded.2.话题作文Nowadays，there are more and more ...in......It is estimated that ___.Why have there been so many ____?Maybe the reasons can be listed as follows.The first one is ______.Besides，_____.The third one is _____.To sum up，the main cause of it is due to _____.It is high time that something were done upon it.For one thing，_____. For another thing，_____.All these measures will certainly reduce the number of _____.3.对比观点作文(1) 要求论述两个对立的观点并给出自己的看法。

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Structure Analysis
• Title: Fresh Start Main Idea: The text told the author’s experience that she made lots of mistakes, such as going into the wrong classroom, falling down in the cafeteria, and dining alone on junk food when she was as a fresh man in college, and she understood what was true meaning about college life. I. (para1): How I felt the first day on campus after my parents had left. II.(para2-7): I made a lot of mistakes and what was my reactions. A. sitting in the wrong class B. falling down in the cafeteria, so I just ate junk food instead of eating in cafeteria. III. (para8) A football player made the same mistake as I did, but he showed a different reaction. IV.(para9-12) Through making mistakes, I understood the true meaning of college life. A. A malicious attempt to embarrass a native freshman was just moment of college fun. B. I should act my way and become myself.
Exposition
Definition: Exposition is a type of oral or written discourse that explains , clarifies, defines, or instructs. When doing expository writing ,the writer cannot assume that the reader or listener has prior knowledge or understanding of the topic that is being discussed.Instead ,he is expected to teach, inform,reveal and/or amplify ideas and knowledge.
Ways of Developing
• • • • •
There are many words in chronological order: "the next morning" in third paragraph "after class" in sixth paragraph "for three days" in eighth paragraph "three years after graduation" in fourteenth
sentence
• Adding to my distress was the distinct impression that everyone on campus was watching me. • It meant what made me more upset was the fact that I knew everyone else on campus was watching me. • I settled into my chair and tried to assume the scientific pose of a biology major, blending slightly forward, tensing my arms in preparation for furious note taking, and cursing under my breath. • It meant that I sat back in my chair and tried to take on the scientific look of a student majoring in biology. I bent my body forward, prepared my arms to work hard at taking notes, and at the same time cursed my bad luck secretly.
•ping
• This text is a narration of what the writer experienced during her first few days at college. Following the development of time, the writer makes the series of events: her parents leaving her all by herself in the parking lot, noticing the football player on her way to the dorm, going into the wrong classroom, falling down in the cafeteria, dining alone on junk food, and witnessing the football player falling down in the cafeteria. After she experienced these events, she eventually understood what was true meaning of college life and how to arrange her life.
Transitional Sentences and Conjunctions
• The last sentence in first paragraph: My plan was to keep my ears open and my mouth shut and hope no one would notice I was a freshman. • The first sentence in second paragraph: With that thought in mind, I raised my head, squared my shoulders, and set out in the direction of my dorm, glancing ( and then ever so discreetly) at the campus map clutched in my hand. • “That” refers to “my plan”. It makes a comparison between first paragraph and second paragraph.
Narration
Definition: To narrate is to give an account of an event or series of events.In its broadest sense, narrative includes stories, real or imaginary, biographies, histories, news items, and narrative poems.Narrative often goes hand in hand with description. When one tells a story,one describes its setting and characters.On the other hand, accounts of actions may be necessary to the description of a person or a scene.When we plan a narrative,we should consider five aspects：purposes, selection of details, context, organization,and point of view.
Structure Analysis
• • • • • • • • • • • • • • • • • • Title: Focus on Global Warming Main Idea: The article tells about the elements of global warming, the result of global warming , and the actions to slow down global warming. Ⅰ.(1-2) An introduction in which the author tells the reason why people are now increasingly concerned about the global warming problems. A:The climate has begun to show some signs of warming. B:Global warming may be the single largest threat to our planet. Ⅱ.(3-7) Our warming planet changes gradually. A:Human raise the concentration of greenhouse gases in the atmosphere artificially. 1.People release endless carbon dioxide, methane and nitrogen oxide. 2.Greenhouse gases trap excess heat in the Earth’s atmosphere. B:Surface temperature of the Earth has risen. 1.Sea level is rising. 2.The world’s continent glaciers are in a steady recession. 3.Human health is concerned. Ⅲ. (8-11)People can take actions to slow down global warming. A:People can curb consumption of fossil fuels. B:Reducing our vulnerability to global warming through careful planning and other strategies. C:Advocating policies that will combat global warming over the long term. D:Everyone should work together to make a real difference.