普通高等學(xué)�！笆晃濉币�(guī)劃教材：實(shí)用英文寫(xiě)作
定 價(jià)：28 元
- 作者：趙萍 著 韓彥枝 編
- 出版時(shí)間：2010/3/1
- ISBN：9787118067941
- 出 版 社：國(guó)防工業(yè)出版社
- 中圖法分類：H315
- 頁(yè)碼：236
- 紙張：膠版紙
- 版次：1
- 開(kāi)本：16開(kāi)
《實(shí)用英文寫(xiě)作》是學(xué)習(xí)英語(yǔ)寫(xiě)作的初級(jí)指南，以大專層次的讀者為主要使用對(duì)象，旨在為讀者提供英語(yǔ)寫(xiě)作指導(dǎo)，為提高英語(yǔ)寫(xiě)作水平提供切實(shí)的幫助。針對(duì)讀者的英語(yǔ)水平，在通俗、簡(jiǎn)明闡釋英語(yǔ)寫(xiě)作理論的同時(shí)，配備豐富的典型例子，使他們能夠輕松理解相關(guān)的理論知識(shí)。
全書(shū)分為9章，涉及英語(yǔ)寫(xiě)作的詞、句、段、篇、應(yīng)用文、論文、考試作文、修辭、格式與標(biāo)點(diǎn)等9個(gè)方面，比較系統(tǒng)而具體地闡述了英語(yǔ)寫(xiě)作中的基本理論知識(shí)、寫(xiě)作要求和寫(xiě)作技巧。
本書(shū)是一本新型的融傳統(tǒng)寫(xiě)作技巧與現(xiàn)代語(yǔ)言學(xué)研究成果于一體并結(jié)合高職高專學(xué)生的特點(diǎn)編寫(xiě)的英語(yǔ)寫(xiě)作教材。
嚴(yán)格按照教育部對(duì)高職院校英語(yǔ)教學(xué)提出的基本要求，堅(jiān)持實(shí)用型人才培養(yǎng)的目標(biāo)，注意把握“以應(yīng)用為目的，實(shí)用為主，夠用為度”的教材編寫(xiě)原則。本書(shū)編寫(xiě)的具體指導(dǎo)原則如下：
（1）以大專層次的讀者為主要使用對(duì)象，為提高他們的英語(yǔ)寫(xiě)作能力提供切實(shí)的指導(dǎo)。
（2）系統(tǒng)介紹寫(xiě)作英語(yǔ)文章的基本理論和基本技巧。
（3）通俗、簡(jiǎn)明地解釋寫(xiě)作理論并配備豐富的典型例子，使本書(shū)的使用者能夠輕松理解相關(guān)的理論知識(shí)。
（4）提供適量韻練習(xí)，以切實(shí)提高讀者的學(xué)習(xí)效果。
本書(shū)具有如下特色：
（1）針對(duì)性強(qiáng)。本書(shū)是專門(mén)為大專層次的讀者提供英語(yǔ)寫(xiě)作的指導(dǎo)書(shū)，所以，本書(shū)的編者有意地控制了內(nèi)容的廣度和難度，以滿足他們的需要。
（2）實(shí)用性強(qiáng)。本書(shū)按照人們學(xué)習(xí)文章寫(xiě)作的自然過(guò)程，從詞語(yǔ)運(yùn)用到全篇寫(xiě)作，循序漸進(jìn)地提供完整的寫(xiě)作指南。同時(shí)，本書(shū)簡(jiǎn)明、通俗地講解基本的理論并配備豐富的例子，提供適量的練習(xí)，使讀者能夠輕松理解相關(guān)的理論知識(shí)，扎實(shí)提高學(xué)習(xí)、訓(xùn)練的效果。
另外，考慮到讀者參加英語(yǔ)考試的需要，本書(shū)把應(yīng)試作文部分作為一章列出，就考試中常見(jiàn)的問(wèn)題和應(yīng)試技巧作了較為詳細(xì)的說(shuō)明。
本書(shū)由韓彥枝主編，趙萍主審。韓彥枝編寫(xiě)chapter2和chapter6，趙萍編寫(xiě)ch印ter1，田曉杰和牛震編寫(xiě)chapter3，張獻(xiàn)玲和劉保華編寫(xiě)chapter4，黃瑞鋒編寫(xiě)ch印ter8、Chapter9和AppendiX，閆曉紅編寫(xiě)chapter7，鄭帥、王典舉、劉彥和萬(wàn)梅潔編寫(xiě)chapter5。
由于編者水平有限，加之編寫(xiě)時(shí)間倉(cāng)促，書(shū)中不妥之處在所難免，懇請(qǐng)專家和廣大讀者批評(píng)指正。
Chapter 1 Applying Words Properly
1.1 Types of words
1.1.1 Common words， technical words and nonstandard words
1.1.2 Formal words and colloquial words
1.1.3 Abstract words and concrete words
1.1.4 General words and specific words
1.2 Meanings of words
1.2.1 Polysemy
1.2.2 Denotation and connotation
1.2.3 Context and meaning
1.3 Synonyms
1.4 The use of words
1.4.1 Collocation
1.4.2 The usage of a word
1.4.3 Variety in using words
1.5 Idiom
1.6 Diction
1.7 Exercises
Chapter 2 Writing Correct and Effective Sentences
2.1 Types of sentences
2.1.1 Classified according to the elements
2.1.2 Classified according to function
2.1.3 Classified according to structure
2.1.4 Classified according to length
2.1.5 Classified according to rhetoric
2.1.6 Exercises
2.2 Effective sentences
2.2.1 Unity
2.2.2 Conciseness
2.2.3 Clarity
2.2.5 Variety
2.2.6 Emphasis within sentences
2.2.7 Emphatic sentences
2.2.8 Exercises
2.3 Sentence skills
2.3.1 Complete sentences， minor sentences and sentence fragments
2.3.2 Coherence and incoherence
2.3.3 Fused sentences or run-on sentences
2.3.4 Comma splices and comma faults
2.4 Effective sentence patterns for English writing
2.5 Exercises
Chapter 3 Paragraph
3.1 Isolated paragraph
3.1.1 Controlling idea
3.1.2 Support of the controlling idea
3.2 Five-paragraph writing
3.2.1 Introductory paragraph
3.2.2 Topic sentence
3.2.3 Central paragraph
3.2.4 Concluding paragraph
3.2.5 Transitional words and phrases
3.2.6 Developing paragraph
3.2.7 Exercises
Chapter 4 Writing a Whole Essay
4.1 Steps in writing a whole essay
4.1.1 Planning
4.1.2 Drafting
4.1.3 Revision
4.1.4 Finalizing
4.2 Main parts of an essay
4.2.1 The opening part
4.2.2 The developing part
4.2.3 The closing part
4.3 Types of writing
4.3.1 Description
4.3.2 Narration
4.3.3 Argumentation
4.3.4 Exposition
4.4 Exercises
4.3 Types of writing
4.3.1 Description
4.3.2 Narration
4.3.3 Argumentation
4.3.4 Exposition
4.4 Exercises
Chapter 5 Practical Writing
5.1 Letters
5.1.1 Introduction
5.1.2 Format of letters
5.1.3 Letters of introduction
5.1.4 Job application letters
5.1.5 Application for admittance
5.1.6 Exercises
5.2 Resume
5.2.1 Brief introduction
5.2.2 Content and organization
5.2.3 Sample writing
5.2.4 Exercises
5.3 Brief messages
5.3.1 Notes
5.3.2 Greeting cards
5.3.3 Notices
5.3.4 Fax messages
5.3.5 E-mails
5.3.6 Exercises
Chapter 6 CETWriting
6.1 Introduction of CET writing
6.1.1 Requirements
6.1.2 Principles of scoring
6.1.3 Standards of scoring
6.2 Analysis on types of writing
6.2.1 Topic sentence composition
6，2.2 Key words composition
6.2.3 Outline composition
6.2.4 Composition based on tables， graphs， charts， etc
Chapter 7 Writing a Research Paper
7.1 Steps in writing a research paper
7.1.1 Choosing a suitable topic
7.1.2 Collecting useful data for your paper
7.1.3 Analyzing materials and forming the outline
7.1.4 Drafting the paper
7.1.5 Revision and finalizing
7.2 The format of a research paper
7.2.1 The structure of a paper
7.2.2 Using quotations
7.2.3 The format for adding notes and the final bibliography
7.3 Exercises
Chapter 8 Using Rhetoric Appropriately
8.1 Lexical stylistic devices
8.1.1 Simile
8.1.2 Metaphor
8.1.3 Metonymy
8.1.4 Synecdoche
8.1.5 Personification
8.1.6 Hyperbole
8.1.7 Understatement
8.1.8 Transferred epithet
8.1.9 Euphemism
8.1.10 Pun
8.1.11 Irony
8.1.12 Paradox
8.1.13 Oxymoron
8.1.14 Allusion
8.2 Syntactical stylistic devices
8.2.1 Repetition
8.2.2 Climax
8.2.3 Anticlimax
8.2.4 Antithesis
8.2.5 Parallelism
8.2.6 Rhetorical question
……
Chapter 9 Punctuation and Manuscript Form
Appendix
Answers to exercises
References
An article is composed of sentences which consist of words. Word is to article what cell is tobody. The use of words closely affects the accuracy， clarity and power of expression. Therefore，learning to choose and use proper words is a fundamental step in practical writing.
The English language has a large vocabulary which is not less than 500，000. Besides， it has beenincreasing because of continuous entry of new words. But， people use only a small part of them inordinary writing. For a Chinese student， it is necessary to master those words that are most useful andcommonly used for ordinary purposes.
Although those commonly used words are limited， many of them are difficult to useappropriately in practical writing. In fact， during the writing process， almost all writers have to facethe uneasy task of choosing proper words and using them. A student who has studied English for afew years may have a vocabulary of several thousand words. But when he chooses words from hisvocabulary to express himself， he may choose improper words or use them inappropriately. It istherefore necessary for a learner of English writing to acquire a basic knowledge related to words.
Although there are tens of thousands words in the English vocabulary， only several thousandwords are most often used in everyday life. These words， forming the kernel of the Englishvocabulary， can be used on all occasions. They are common words. A learner of English writing firstneed to master these useful words and try to use them freely and correctly in writing practice.
Comparatively， some words are usually used on particular occasions. Technical words generallyoccur in special fields. For example， words like diabetes and poliomyelitis are most probably used totalk about something in medicine. Additionally， some words are often used in dialect or slang and soon. These words exist beyond standard English and can be termed nonstandard words. A student hadbetter avoid using these words unless he is quoting them.
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