高級英語寫作指南(第2版)(簡體書)
- 系列名:新世紀高等院校英語專業本科生系列教材.修訂版
- ISBN13:9787544631297
- 出版社:上海外語教育出版社
- 裝訂:平裝
- 出版日:2013/08/01
商品簡介
本次新版對頗受廣大英語學習者及教師歡迎的原書進行了全面修改,力求結構更加合理,內容更能滿足廣大英語學習者的需要。
作者簡介
名人/編輯推薦
權威性和先進性的體現:
按照《高等學校英語專業英語教學大綱》提出的培養目標、課程設置、教學要求和教學原則精心設計,凝聚海內外英語專業教育界專家學者的智慧,反映英語專業教育、科研的最新成果。
前瞻性和創新性的結晶:
基于廣泛的市場調研、詳盡的需求分析和嚴謹的科學判斷,梳理現有教程,優化教材結構,更新教學方法和手段,強化學生綜合能力的培養。
專業素質和人文素養的同步提升:
專業技能、專業知識、相關專業知識的完美匹配,幫助學生打下扎實的語言基本功,增強其分析問題、解決問題的能力,提高專業素質和人文素養,使學生真正成為國際化、創新型、高素質的英語專業人才。
序
上海外語教育出版社(簡稱外教社)在新世紀之初約請了全國30余所著名高校百余位英語教育專家,對面向新世紀的英語專業本科生教材建設進行了深入、全面、廣泛和具有前瞻性的研討,成功地推出了理念新穎、特色明顯、體系完備的“新世紀高等院校英語專業本科生系列教材”,并被列入“十五”國家級規劃教材,以其前瞻性、先進性和創新性等特點受到全國眾多使用院校的廣泛好評。
面對快速發展的英語專業本科教育,如何保證專業的教學質量,培養具有國際視野和創新能力的英語專業人才,是國家、社會、高校教師共同關注的問題,也是教材編撰者和教材出版者關心和重視的悶題。
目次
Part Ⅰ Warming Up
Chapter 1. An Introduction to Writing in English
Chapter 2. The Writing Process: A Birds-Eye View
Part Ⅱ Strategies for Engaging the Writing Processes Effectively
Chapter 3. Inventing and Planning
Chapter 4. Organizing the Essay
Chapter 5. Developing the Essay
Chapter 6. Revising the Essay
Chapter 7. Researching, Using, and Acknowledging Sources
Part Ⅲ Strategies for Specific Writing Situations
Chapter 8. Writing to Describe Events
Chapter 9. Writing to Describe People
Chapter 10. Writing to Inform
Chapter 11. Writing to Explain Processes
Chapter 12. Writing to Explain Concepts
Chapter 13. Writing to Argue
Chapter 14. Writing to Propose
Chapter 15. Writing to Analyze
Chapter 16. Writing to Evaluate
Chapter 17. Writing Research Papers
Chapter 18. Taking Essay Exams
Part Ⅳ Strategies for Developing a Mature and Effective Style
Chapter 19. Sentence Development
Chapter 20. Word Choice
Chapter 21. Punctuation and Mechanics
Appendix:Brief Comments on Sample Essays
書摘/試閱
While writings in the two languages do share certain characteristics and abilities in one language can enhance development of abilities in the other, they can work to your disadvantage, too. For example, studies have indicated (and your own experiences may have confirmed it too) that there is a tendency in Chinese writing to use proverbial phrases, literary allusions, popular sayings, quotes from the great masters and other authoritative figures, etc. (you may have already noticed the presence of quite a few such expressions in this book so far). The reason for this seems obvious: enormous wisdom is believed to be embodied in such expressions. Additional benefits include convenience, richness of meaning, and elegance of style.
English writing, on the other hand, values much more highly originality, insight, expression of personal feelings and thoughts, and freshness of style. Expressions such as wu bing shen yin , yan zhi you wu alluded to earlier, tend to be frowned upon as "cliche" or "trite" and overuse of them as symptoms of lack of creativity or imagination.
Here is not the time and place to debate which tradition is better; such a debate may not even be relevant or meaningful. However, an awareness of the differences is especially important to you as a Chinese who is writing in English to English-speaking audiences.
Moreover, some scholars contend that Chinese and English writings differ noticeably in their thinking and organizing patterns. They argue that typical Chinese writing is more "indirect" or "spiraling" in thinking and organization while English writing tends to be more "direct" and "linear." While this subject will be addressed more fully later, it is sufficient to say here that it will always be a challenge to you how to organize your information, feelings, and thoughts in English competently to communicate to English-speaking readers, who have very different expectations, beliefs, and values. It will be to your advantage to be aware of certain aspects of your thinking and organizing patterns in Chinese which may interfere negatively in your English writing process.
Indeed, writing to English-speaking audiences would require a fairly good knowledge and understanding of their culture, history, concerns, values, prejudices, habits, knowledge, interest, and thinking patterns. You can not begin to explain Chinas "one family one child" policy to Americans without first of all understanding their beliefs and concerns.
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