英语修辞学课程教学大纲2013版

《英语修辞与写作》教学大纲课程代码：601016学时：60一、课程简介本大纲根据2018版人才培养计划制订。

（一）教学对象：商务英语专业高职专科学生（和全院非英语专业学生的写作需要）（二）开课学期：第二学期（三）课程类别：职业技术核心课（四）考核方式：考试（五）参考教材：虞苏美.新编商务英语写作[M].北京：高等教育出版社，2005.主要参考书目：丁往道.英语写作手册[M].北京：外语教学与研究出版社，2009.二、教学基本要求与内容安排（一）教学目的与要求本课程的教学目的是通过词汇、句子和语篇多层次相结合的语言实践活动来培养学生的英语写作能力。

使学生系统地掌握英语写作的基本知识、技巧等写作方法；具备书写格式标准的商务应用文能力。

本课程的知识目标是培养学习者选词、造句和段落的书写能力，掌握四大文体和商务类信函的写作要领；能力目标旨在注重语言学习者的书面表达能力的培养和典型文体写作方法的涉猎；素质目标是培养学习者较熟练写出语言流畅、结构严谨的文章和具备书写格式准确的商务类文体的素质。

（二）教学内容安排（教学要求：A—熟练掌握；B—掌握；C—了解）三、实训内容技能训练项目1：优秀作文的分析技能训练项目2：商务信函的写作技能训练项目3：基于中国优秀传统文化背景阅读的英文四大文体写作制订人（签字）：李芙蓉审核人（签字）：安徽交通职业技术学院学期授课计划（ 2018 /2019学年第一学期）课程名称（全称）英语修辞与写作授课班级 18级学生 课程总学时 60 本课程计划学时 60任课教师 李芙蓉 制定日期 2018 年 9 月 教研室主任（签字）系部主任（签字）教务处主任（签字）教学大纲制定部门 安徽交通职业技术学院 教材全称（编者、出版单位、出版时间）《新编商务英语写作》第二册高等教育出版社主要教学参考书（名称、编者）《新编商务英语写作》第一册 虞苏美《英语写作手册》丁往道本学期教学周数15本课程每周学时数4本课程学期总时数60编制说明：本学期教学时数分配讲授 30 实验 习题课28学期授课计划（ 2018 /2019学年第 1学期）教师姓名：李芙蓉课程：英语修辞与写作班级： 18级学生学期授课计划（ 2018 /2019学年第 1学期）教师姓名：李芙蓉课程：英语修辞与写作班级： 18级学生学期授课计划（ 2018 /2019学年第 1学期）教师姓名：李芙蓉课程：英语修辞与写作班级： 18级学生学期授课计划（ 2018 /2019学年第 1学期）教师姓名：李芙蓉课程：英语修辞与写作班级： 18级学生。

目录学院简介 (2)英语专业培养方案与教学计划 (3)英语专业主要课程教学大纲《基础英语》教学大纲 (6)《高级英语》教学大纲 (15)《英语听力》教学大纲 (18)《英语泛读》教学大纲 (19)《英语口语》教学大纲 (23)《英语语音》教学大纲 (28)《英语语法》教学大纲 (29)《基础英语写作》教学大纲 (31)《高级英语写作》教学大纲 (33)《英语测试》教学大纲 (35)《英美影视欣赏》教学大纲 (36)《英美报刊阅读》教学大纲 (37)《口译》教学大纲 (39)《翻译理论与实践》教学大纲 (41)《学术论文写作》教学大纲 (43)《英国文学选读》教学大纲 (44)《美国文学选读》教学大纲 (47)《英美文化》教学大纲 (49)《英语语言学概论》教学大纲 (50)《应用语言学》教学大纲 (52)《日语》教学大纲 (55)《法语》教学大纲 (57)学院简介外国语学院具有悠久的办学历史，其前身可溯源至1934年南京医科大学创建时便成立的外语教研室，主要承担全校的公共外语教学工作。

2000年，外语教研室更名为外语部，除进行公共外语教学外，于2003年设置了四年制本科英语专业，从而在专业建设方面取得了重要进展。

2006年，作为学校大力发展人文学科的重大举措之一，外国语学院正式成立，从而迎来了外语教学与科研发展的全新局面。

外国语学院目前有在编教职工49名，其中专任教师41名，教授、副教授8名；此外，学院还聘有兼职教授、副教授6名，外籍语言专家3名。

学院下设英语系、大学外语一部、大学外语二部、研究生外语部、英美文化研究所、外语培训中心、院行政办公室等教学、科研及行政机构，承担全校本科生、研究生公共外语教学及英语专业教学工作。

全院教师恪尽职守，教学工作成绩斐然。

大学英语四、六级考试及英语专业四、八级考试通过率均居较高水平。

在科研工作方面，近五年来我院教师承担了一批具有一定理论及实践价值的科研项目，发表了大量高质量论文并出版了一定数量的专著。

高等学校英语专业英语教学大纲为了规范全国高等学校英语专业的英语教学，特制订本教学大纲。

本大纲所作的各项规定，对全国各类高等学校的英语专业均有指导作用，也是组织教学、编写教材和检查与评估教学质量的依据。

一、培育目标高等学校英语专业培育具有扎实的英语语言基础和广博的文化学问并能娴熟地运用英语在外事、教化、经贸、文化、科技、军事等部门从事翻译、教学、管理、探讨等工作的复合型英语人才。

21世纪是一个国际化的学问经济时代。

我们所面临的挑战确定了21世纪我国高等学校英语专业人才的培育目标和规格：这些人才应具有扎实的基本功、宽广的学问面、肯定的相关专业学问、较强的实力和较高的素养。

也就是要在打好扎实的英语语言基本功和坚固驾驭英语专业学问的前提下，拓宽人文学科学问和科技学问，驾驭与毕业后所从事的工作有关的专业基础学问，留意培育获得学问的实力、独立思索的实力的创新的实力，提高思想道德素养、文化素养和心理素养。

二、课程设置英语本科专业学制为4年。

依据英语专业教学规律，一般将4年的教学过程分为两个阶段，即：基础阶段（一年级和二年级）和高年级阶段（三年级和四年级）。

基础阶段的主要教学任务是传授英语基础学问，对学生进行全面的、严格的基本技能训练，培育学生实际运用语言的实力、良好的学风和正确的学习方法，为进入高年级打下扎实的专业基础。

高年级阶段的主要教学任务是接着打好语言基本功，学习英语专业学问和相关切业学问，进一步扩大学问面，增加对文化差异的敏感性，提高综合运用英语进行交际的实力。

在两个教学阶段中课程的支配可以有所侧重，但应将4年的教学过程视为一个整体，自始至终留意打好英语语言基本功。

英语专业课程分为英语专业技能、英语专业学问和相关专业学问三种类型，一般均应以英语为教学语言。

三种类型的课程如下：（1）英语专业技能课程：指综合训练课程和各种英语技能的单项训练课程，如：基础英语、听力、口语、阅读、写作、口译、笔译等课程。

（2）英语专业学问课程：指英语语言、文学、文化方面的课程，如：英语语言学、英语词汇学、英语语法学、英语文体学、英美文学、英美社会与文化、西方文化等课程。

中国海洋大学本科生课程大纲课程属性：公共基础/通识教育/学科基础/专业知识/工作技能，课程性质：必修、选修一、课程介绍1.课程描述：英语修辞学是研究人类使用英语互相交流、培养英语学习者使用英语进行交流能力的学科。

本课程针对高年级英语专业学生开设，课程内容包括修辞学的若干基本内容：修辞学的定义、三美、五言等基本概念以及西方修辞学理论、视觉修饰以及修辞活动涉及的词汇、句法、段落、修辞格等。

通过课程学习，要求学生掌握英语修辞学的基本理论内容和修辞方法等，并且能够利用这些理论方法对英语学习者过程中的实际问题进行分析，进而提高英语修辞能力，正确而恰当地使用英语，达到学习英语的目的。

This course will introduce the fundamental concepts of English rhetoric, such as the definition of rhetoric, three aesthetic criterion of rhetoric, five cannons of rhetoric. It will provide students with tools to deal with the rhetorical practice at lexical level, syntactic level, textual level. Topics will include western rhetorical theories, visual rhetoric, rhetoric in advertisements. By the discussion on these topics, students will be equipped with the theoretical and practical basis for English rhetoric in English learning with their rhetorical competence improved, using English properly and appropriately.- 6 -2.设计思路：本课程引导高年级英语专业学生通过修辞学来探讨和理解由实际问题所驱动的修辞在理论和应用两方面的发展途径。

⾼级英语8-13课修辞教案资料⾼级英语8-13课修辞Advanced English ( I )Rhetorical Devices Applied from 8---13Unit 8 An Interactive Life1.Where he saw internal memos, someone else saw Beethowven. – ( metonymy )2.Will government regulate messages sent out on this vast data highway? ---( metaphor )3.To prevent getting trampled by a stampede of data, viewers will rely on programmed electronic selectors that could go out into the info corral and rope in the subjects the viewer wants. --- ( metaphor)4. She is a child of the people, born in the very height and heat of battle.–( alliteration )5. Crafty men condemn studies; simple men admire them; and wise men use them ---(antithesis)6. She says consumers would be a little like information “cowboys,” rounding up data from computer-based archives and information services.---(simile )Unit 9 Mark Twain -- Mirror of America1. Metaphor:Mark Twain -- Mirror of Americasaw clearly ahead a black wall of night...main artery of transportation in the young nation's heartthe vast basin drained three-quarters of the settled United StatesAll would resurface in his books...that he soaked up...Steamboat decks teemed...main current of...but its flotsamWhen railroads began drying up the demand......the epidemic of gold and silver fever...2. Simile:Most American remember M. T. as the father of......a memory that seemed phonographic3. Hyperbole:...cruise through eternal boyhood and ...endless summer of freedom...The cast of characters... - a cosmos.4. Parallelism:Most Americans remember ... the father of Huck Finn's idyllic cruise througheternal boyhood and Tom Sawyer's endless summer of freedom and adventure.5. Personification:life dealt him profound personal tragedies...the river had acquainted him with ......to literature's enduring gratitude......an entry that will determine his course forever...The grave world smiles as usual...Bitterness fed on the man...America laughed with him.Personal tragedy haunted his entire life.6. Antithesis:...between what people claim to be and what they really are......took unholy verbal shots at the Holy Land......a world which will lament them a day and forget them forever7. Euphemism:...men's final release from earthly struggleHe tired soldiering for two weeks with a motley band of Confederate guerrillas who diligently avoided contact with the enemy.8. Alliteration:...the slow, sleepy, sluggish-brained sloths stayed at home...with a dash and daring......a recklessness of cost or consequences...9. Metonymy:...his pen would prove mightier than his pickaxeUnit 10 The trial that rock the world.1.The trial that rock the world. --- (hyperbole)2.Darrow had whispered throwing a reassuring arm round my shoulder. ---( transferred epithet )3.H. L. Menken wrote sulphurous dispatches sitting in his pants with a fan blowing on him, and there was talk of running him out of town for….( transferredepithet )4.“The Christian believes that man came from above. The evolutionist believes that he must have come from below.” ---( antithesis )5.By the time the trial began on July 10, our town of 1500 people had taken on a circus atmosphere. --- ( metaphor)6.…that my case would snowball into one of the most famous trials in US. History.--- (metaphor)7.…until we are marching backwards to the glorious age of the sixteenthcentury …( irony)8.Dudley Field Malone called my conviction a “victorious defeat”.--- ( oxymoron)9.The case had erupted round my head not long after I arrived in Dayton as sciencemaster and football coach at the secondary school. --- ( synecdoche)10.Darrow walked slowly round the baking court. -- .( transferred epithet )11.One shop announced: Darwin is right – inside. – ( pun )Unit 11 But What's a Dictionary For?Personification1. The storm of abuse in the popular press that greeted the appearance of Webster?s Third New International Dictionary is a curious phenomenon.2. An article in the Atlantic viewed it as a “disappointment,”a “shock ,” a “calamity,” “a scandal and a disaster.” The Yew York Times, in a special editorial, felt that the work would…3. The Journal of the American Bar Association saw the publication as ...Alliteration4. --a concept of how things get written that throws very little light on Lincoln but a great deal on Life.Assonance5. The difference, for example, between the much-touted Second International (1934) and the much-clouted Third International (1961) is not like the difference between yearly models but…Synecdoche6. What of those sheets and jets of air that are now being used, in place of old-fashioned oak and hinges, to screen entrances and exist?7. But neither his vanity nor his purse is any concern of the dictionary’sMetonymy8. The Washington Post, in an editorial captioned "keep Your Old Webster's,” says, in the first sentence, …9. In short, all of these publications are written in the language that the 3rd International describes, even the very editorials which scorn it.Unit 12 The LoonsHyperbole1. …dresses that were always miles too long.2. …those voices belonged to a world separated by aeons from our neat world Metaphor3. …the filigree of the spruce trees4. …daughter of the forest5. I tried another line6. A streak of amberTransferred epithet7. All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky which was lightened by a cold flickering of stars.8. I was ashamed, ashamed of my own timidity, the frightened tendency to look the other way.9. My brother, Roderick, who had not been born when we were here last summer, sat on the car rug in the sunshine and examined a brown spruce core, meticulously turning it round and round in his small and curious hands.Metonymy10. Those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of home. ( our modern civilization) Synecdoche11. the damn bone’s flared up againPersonification12. The two grey squirrels were still there, gossiping at us from the tall spruce beside the cottage,13. The news that somehow had not found its way into letters….Unit 13 Britannia Rues the WavesMetaphor:1.….the British fleet risks being elbowed out….2. Yet shipping is the essential lifeline for the nation’s economy.3. ….are bent on taking over the lion’s share….4. To cash in on the container revolution, you need….5.The one area which has weathered the economic storms….6.But P&O has no intention of throwing in the towel.。

英语修辞学教案English Rhetoric 英语修辞学I. Connotation of Rhetoric：rhetoric的含义1. Rhetoric may be used as an ordinary（普通用词）word anda technical term（专业术语）.1) As an ordinary word, rhetoric in a derogatory sense means “skilful argumentation”（巧辩）and “empty or exaggerated eloquence”（虚夸的话）.e.g. the exaggerated rhetoric of presidential campaigns（总统竞选期间唱的高调）；the empty rhetoric of the politicians（政客们的花言巧语）;flowery rhetoric（华丽的辞藻）Rhetoric also means (1) “language designed to have a persuasive or impressive effect on its audience”（言语，辞令）,e.g. employ stirring rhetoric; soothing rhetoric; glowing rhetoric(2) “a rtistic language”（艺术语言）, e.g. the rhetoric of fiction （小说的艺术语言）; the rhetoric of film(电影语言); body rhetoric(肢体语言)2) As a technical term, rhetoric has several senses. In America, the writing course or the writing textbook is entitled “rhetoric”. Apart from the above senses, rhetoric also has the following important senses:(1) Speaking rhetoric（演讲修辞）: the art of speaking(2) Compositional rhetoric（写作修辞）: the art of writing(3) Stylistic rhetoric（风格修辞，文体修辞）: the style of writing2. Rhetoric may also be subdivided into the following:1) Lexical rhetoric（词汇修辞）:the rhetorical law of choosing words and phrases2) Sentence rhetoric（句子修辞）:the rhetorical law selecting sentence patterns3) Paragraph rhetoric（段落修辞）:the rhetorical law of organizing paragraphs4) textual rhetoric（语篇修辞）:the rhetorical law of organizing textsII. Definition of Rhetoric修辞学的定义What is rhetoric ?1.Origin of modern rhetoric: 现代修辞学的起源Rhetoric originated in “speaking”（说话）. Aristotle（亚里士多得）, in the 4th century BC, first defined rhetoric as the art of persuasion, equivalent to argumentation as people understand today. John Locke（约翰.洛克）, English philosopher of the late 17th century, described rhetoric as “the science of oratory(演说术)” or “the art of speaking with propriety, elegance and force(修辞学是说话得体、优美和有力的艺术)”. All this explains why the word “rhetoric” means “speaking”in such Europea n languages as Greek, Latin, French, Spanish and Italian. In the book Modern Rhetoric by American linguists Brooks（布鲁克斯）and Warren（沃伦）rhetoric is defined as “the art of using language effectively（修辞学是有效地使用语言的艺术）”.In the New Oxford Dictionary of English rhetoric is described as “the art of effective or persuasive speaking or writing, especially the exploitation of figures of speech or other compositional techniques（修辞学是有效或有说服力的演说或写作的艺术，特别是运用英语修辞格或其它写作的艺术）”.2.Rhetoric and Figures of Speech:Figures of speech are quite different from rhetoric, but theyare important components in English rhetoric. In the New Oxford Dictionary of English, “figure of speech” is defined as “ a word or phrase used in a non-literal sense too add rhetorical force or interest to a spoken or written passage”(修辞格是用一个非字面意义的单词或短语使一段口头或笔头的文字增加修辞效果或兴趣). They refer to rhetorical devices（修辞手段）, each of which has a fixed pattern, e.g. Simile is introduced by comparative words as, like, as if, as though, etc.; Like Simile, Metaphor refers to the comparison of two essentially unlike things which have one point of resemblance;Irony refers to the intended implication of which is the opposite of the literal sense of words; Oxymoron refers to the conjunction of two words or phrases which are incongruous or contradictory in sense so as to describe a person or thing; Pun; a play on words, sometimes on different senses of the same word and sometimes onthe similar sense or sound of different words; etc. These figures are employed in the following.He is as stupid as a goose. (=He is very stupid.)He has a heart of stone./ He has a heart like flint.(=He is unfeeling and stubborn.)He slept like a log / top. (=He slept very soundly.)They are birds of a feather. (=They are people of the same sort.) (Simile and metaphor are used of the comparison of two essentially unlike things which have one point of resemblance.) This hard-working boy seldom reads more than an hour per week. (If a boy seldom reads more than an hour per week, he must be very lazy, not hard-working.)(Irony refers to the intended implication being the opposite of the literal sense of words)He seems to be a clever fool. (=He seems to be a fool, but in fact he is very clever.)(Oxymoron refers to the conjunction of two words or phrases which are incongruous or contradictory in sense)Ask for me tomorrow and you shall find me a grave man.(grave: adj. serious; n. tomb The speaker stresses the latter.) (Pun refers to a play on words，sometimes on different senses of the same word and sometimes on the similar sense or sound of different words)3.The difference between rhetoric and grammar, phonetics,lexicolog y1)The difference between rhetoric and grammarRhetoric is different from grammar, but it is closely related to grammar and also based on grammar. To be grammatically correct is foundation to writing, but it is not enough. Basic rhetorical requirements must also be met. Francis Christensenn, an American French rhetorician, once said:Grammar maps out the possible(计划可能发生的事情);rhetoric narrows the possible down to the desirable and effective （使可能发生的事情变成很理想的事情或有效地事情）.In the preface to the book A handbook of English Rhetoric Warren quoted a passage by a scholar:Grammar is the law of language, considered as language;rhetoric is the art of language, considered as thought.Grammar tells what is correct; rhetoric tells what is effective and pleasing.2)Rhetoric and phonetics, lexicologyRhetoric is quite different from phonetics and lexicology. Phonetics is about the study of speech sounds and their pronunciation;lexicology is about the study of the vocabulary of a language;grammar concerns the study or science of rules for forming words and combining them into sentences; whereas rhetoric is the art of speaking or writing so as to persuade people effectively.I II. The Object of the Study of Rhetoric（修辞学研究的内容）Rhetoric aims at studying all forms of culture, which may be forms of mass media or any cultural phenomenon, concrete or abstract. Modern rhetoric seems to include all forms of discourse ---- written or colloquial, even all forms of communication in symbols.（修辞学研究的对象是一切文化形式，它们可以是任何这样或那样、具体或抽象的文化现象。

文体修辞学、基本信息二、课程描述〃文体修辞学〃是一门英语专业高年级的专业选修课程，是一门在理论指导下实践性非常强的课程。

通过梳理文体学和宏观修辞学的关系，从语言学的视角找到一条进行文体（特别是文学文体）赏析的有效途径。

〃文体修辞学〃可以为语言学的学习奠定基础。

三、教学目标通过本课程的理论教学和相关实验训练，使学生具备如下能力：1、培养学生语言使用中的文体意识和修辞意识，使学生具备综合运用相关理论进行文体修辞应用的能力。

2、通过系统的文体修辞手法（含修辞格）的梳理，对大量的语言实例进行文体分析和批判，并通过一定量的练习，使学生具备修辞分析能力和语言运用能力。

四、课程目标对毕业要求的支撑五、教学内容第1章Introduction （支撑课程目标1）重点内容：现代文体学的定义、理论假说难点内容：现代文体学主要的理论假说教学内容：现代文体学的定义、理论假说、文体分析的目的、组成部分、步骤和性质第2 章Three Views on Style （支撑课程目标1、2、3）重点内容：文体是偏移的观点难点内容：文体是突出的观点教学内容：文体是变异的观点、文体是选择的观点和文体是突出的观点第3章Surface-structure Deviation （支撑课程目标1、2、3）重点内容：句法偏移、词汇偏移难点内容：句法偏移教学内容：音位偏移、句法偏移和词汇偏移等第4章Deep-structure Deviation （支撑课程目标1、2、3）重点内容：隐喻、反讽等修辞手法难点内容：各类修辞手法的应用教学内容：典型修辞手法的定义、分类和应用第5章Phonological Overregularity （支撑课程目标1、2、3）重点内容：音位层面过度规则化难点内容：韵律教学内容：音位层面过度规则化的分类和实例分析第6章Syntactic Overregulartity （支撑课程目标1、2、3）重点内容：排比难点内容：重复的分类及实例分析教学内容：句法层面过度规则化的分类和实例分析六、教学安排该课程每周2学时，16周，32学时为课堂授课教学时间。