[Kanstrup]Introduction to Ox

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sat英文作文开头

sat英文作文开头英文：When it comes to starting an SAT essay, there are a few key things to keep in mind. First and foremost, it's important to read the prompt carefully and make sure you understand what it's asking you to do. From there, you'll want to brainstorm some ideas and come up with a thesis statement that clearly states your main argument.One strategy that I find helpful is to use specific examples to support my thesis. For example, if I were writing an essay about the importance of education, I might use examples from my own life or from history to illustrate my points. This can help make your essay more engaging and convincing to the reader.Another thing to keep in mind is the structure of your essay. You'll want to start with an introduction that sets up your thesis and gives some background information on thetopic. From there, you'll want to have several body paragraphs that each focus on a specific point or example. Finally, you'll want to wrap things up with a conclusionthat restates your thesis and summarizes your main points.Overall, the key to a successful SAT essay is to be clear, concise, and persuasive. By following these tips and practicing your writing skills, you can improve your chances of getting a high score on the exam.中文：谈到如何开始写SAT作文，有几个关键点需要记住。

Mata手册说明书

Contents[M-0]Introduction to the Mata manualintro.................................................Introduction to the Mata manual[M-1]Introduction and adviceintro........................................................Introduction and advice ing Mata with ado-ﬁles ﬁrst....................................................Introduction andﬁrst session help........................................................Obtaining help in Stata how.............................................................How Mata works ing Mata interactively LAPACK.........................................The LAPACK linear-algebra routines limits..................................................Limits and memory utilization naming......................................Advice on naming functions and variables permutation................................An aside on permutation matrices and vectors returnedargs..................................Function arguments used to return results source.....................................................Viewing the source code e and speciﬁcation of tolerances[M-2]Language deﬁnitionnguage deﬁnition break..............................................Break out of for,while,or do loop class...........................................Object-oriented programming(classes) ments continue...........................Continue with next iteration of for,while,or do loop declarations...................................................Declarations and types do..............................................................do...while(exp) errors.................................................................Error codes exp..................................................................Expressions for......................................................for(exp1;exp2;exp3)stmt ftof...................................................Passing functions to functions goto...................................................................goto label if.............................................................if(exp)...else... op arith........................................................Arithmetic operators op assignment..................................................Assignment operator op colon...........................................................Colon operators op conditional..................................................Conditional operator op increment.......................................Increment and decrement operators op join..............................................Row-and column-join operators op kronecker........................................Kronecker direct-product operator op logical........................................................Logical operators op range..........................................................Range operators op transpose.............................................Conjugate transpose operator12Contents optargs.........................................................Optional arguments pointers..................................................................Pointers pragma...............................................Suppressing warning messages reswords...........................................................Reserved words return........................................................return and return(exp) e of semicolons struct..................................................................Structures e of subscripts syntax............................................Mata language grammar and syntax version............................................................Version control void................................................................V oid matrices while.............................................................while(exp)stmt[M-3]Commands for controlling Matamands for controlling Mata end...................................................Exit Mata and return to Stata mata.....................................................Mata invocation command mata clear.....................................................Clear Mata’s memory mata describe.....................................Describe contents of Mata’s memory mata drop...................................................Drop matrix or function mata help......................................................Obtain help in Stata mata matsave..............................................Save and restore matrices mata memory.........................................Report on Mata’s memory usage mata mlib....................................................Create function library mata mosave................................Save function’s compiled code in objectﬁle mata rename..............................................Rename matrix or function mata set......................................Set and display Mata system parameters mata stata...................................................Execute Stata command mata which........................................................Identify function namelists........................................Specifying matrix and function names [M-4]Index and guide to functions intro....................................................Index and guide to functions io...................................................................I/O functions manipulation....................................................Matrix manipulation mathematical.........................................Important mathematical functions matrix............................................................Matrix functions programming................................................Programming functions scalar..................................................Scalar mathematical functions solvers................................Functions to solve AX=B and to obtain A inverse standard..........................................Functions to create standard matrices stata........................................................Stata interface functions statistical........................................................Statistical functions string..................................................String manipulation functions utility.......................................................Matrix utility functions [M-5]Mata functions intro...............................................................Mata functionsContents3 abbrev().........................................................Abbreviate strings abs().......................................................Absolute value(length) adosubdir().........................................Determine ado-subdirectory forﬁle all()..........................................................Element comparisons args()........................................................Number of arguments asarray().........................................................Associative arrays ascii().....................................................Manipulate ASCII codes assert().....................................................Abort execution if false blockdiag()...................................................Block-diagonal matrix buﬁo()........................................................Buffered(binary)I/O byteorder().............................................Byte order used by computer C()...............................................................Make complex c()...............................................................Access c()value callersversion()........................................Obtain version number of caller cat()....................................................Loadﬁle into string matrix chdir().......................................................Manipulate directories cholesky().........................................Cholesky square-root decomposition cholinv()...................................Symmetric,positive-deﬁnite matrix inversion cholsolve()............................Solve AX=B for X using Cholesky decomposition comb()binatorial function cond()...........................................................Condition number conj()plex conjugate corr()....................................Make correlation matrix from variance matrix cross().............................................................Cross products crossdev()..................................................Deviation cross products cvpermute().................................................Obtain all permutations date()...................................................Date and time manipulation deriv()........................................................Numerical derivatives designmatrix().....................................................Design matrices det()........................................................Determinant of matrix diag().................................................Replace diagonal of a matrix diag().......................................................Create diagonal matrix diag0cnt()..................................................Count zeros on diagonal diagonal().........................................Extract diagonal into column vector dir()....................................................................File list direxists()..................................................Whether directory exists direxternal().....................................Obtain list of existing external globals display().............................................Display text interpreting SMCL displayas()........................................................Set display level displayﬂush()............................................Flush terminal-output buffer Dmatrix().......................................................Duplication matrix docx*().......................................Generate Ofﬁce Open XML(.docx)ﬁle dsign()............................................FORTRAN-like DSIGN()function e()...................................................................Unit vectors editmissing()..........................................Edit matrix for missing values edittoint()......................................Edit matrix for roundoff error(integers) edittozero().......................................Edit matrix for roundoff error(zeros) editvalue()............................................Edit(change)values in matrix eigensystem()............................................Eigenvectors and eigenvalues4Contentseigensystemselect()pute selected eigenvectors and eigenvalues eltype()..................................Element type and organizational type of object epsilon().......................................Unit roundoff error(machine precision) equilrc()..............................................Row and column equilibration error().........................................................Issue error message errprintf()..................................Format output and display as error message exit()..........................................................Terminate execution exp().................................................Exponentiation and logarithms factorial()..............................................Factorial and gamma function favorspeed()...................................Whether speed or space is to be favored ferrortext()......................................Text and return code ofﬁle error code fft().............................................................Fourier transform ﬁleexists().......................................................Whetherﬁle exists ﬁllmissing()..........................................Fill matrix with missing values ﬁndexternal().................................Find,create,and remove external globals ﬁndﬁle().................................................................Findﬁle ﬂoatround().................................................Round toﬂoat precision fmtwidth().........................................................Width of%fmt fopen()..................................................................File I/O fullsvd()............................................Full singular value decomposition geigensystem().................................Generalized eigenvectors and eigenvalues ghessenbergd()..................................Generalized Hessenberg decomposition ghk()...................Geweke–Hajivassiliou–Keane(GHK)multivariate normal simulator ghkfast().....................GHK multivariate normal simulator using pregenerated points gschurd()...........................................Generalized Schur decomposition halton().........................................Generate a Halton or Hammersley set hash1()...........................................Jenkins’one-at-a-time hash function hessenbergd()..............................................Hessenberg decomposition Hilbert()..........................................................Hilbert matrices I()................................................................Identity matrix inbase()...........................................................Base conversion indexnot()..................................................Find character not in list invorder()............................................Permutation vector manipulation invsym().............................................Symmetric real matrix inversion invtokens()...............................Concatenate string rowvector into string scalar isdiagonal()..............................................Whether matrix is diagonal isﬂeeting()...........................................Whether argument is temporary isreal()......................................................Storage type of matrix isrealvalues()..................................Whether matrix contains only real values issymmetric().................................Whether matrix is symmetric(Hermitian) isview()....................................................Whether matrix is view J().............................................................Matrix of constants Kmatrix()mutation matrix lapack()PACK linear-algebra functions liststruct()...................................................List structure’s contents Lmatrix().......................................................Elimination matrix logit()...........................................Log odds and complementary log-logContents5 lowertriangle().........................................Extract lower or upper triangle lud()...........................................................LU decomposition luinv()......................................................Square matrix inversion lusolve()...................................Solve AX=B for X using LU decomposition makesymmetric().............................Make square matrix symmetric(Hermitian) matexpsym().......................Exponentiation and logarithms of symmetric matrices matpowersym().........................................Powers of a symmetric matrix mean()............................................Means,variances,and correlations mindouble().................................Minimum and maximum nonmissing value minindex().......................................Indices of minimums and maximums minmax().................................................Minimums and maximums missing().......................................Count missing and nonmissing values missingof()................................................Appropriate missing value mod()..................................................................Modulus moptimize().....................................................Model optimization more().....................................................Create–more–condition negate().......................................................Negate real matrix norm()....................................................Matrix and vector norms normal()................................Cumulatives,reverse cumulatives,and densities optimize().....................................................Function optimization panelsetup()...................................................Panel-data processing pathjoin()....................................................File path manipulation pinv().................................................Moore–Penrose pseudoinverse polyeval()........................................Manipulate and evaluate polynomials printf().............................................................Format output qrd()...........................................................QR decomposition qrinv().............................Generalized inverse of matrix via QR decomposition qrsolve()...................................Solve AX=B for X using QR decomposition quadcross().............................................Quad-precision cross products range()..................................................Vector over speciﬁed range rank().............................................................Rank of matrix Re()..................................................Extract real or imaginary part reldif()..................................................Relative/absolute difference rows()........................................Number of rows and number of columns rowshape().........................................................Reshape matrix runiform()..............................Uniform and nonuniform pseudorandom variates runningsum().................................................Running sum of vector schurd()......................................................Schur decomposition select()..............................................Select rows,columns,or indices setbreakintr()..................................................Break-key processing sign()...........................................Sign and complex quadrant functions sin()..........................................Trigonometric and hyperbolic functions sizeof().........................................Number of bytes consumed by object solve tol().....................................Tolerance used by solvers and inverters solvelower()..........................................Solve AX=B for X,A triangular solvenl().........................................Solve systems of nonlinear equations sort().......................................................Reorder rows of matrix6Contentssoundex().............................................Convert string to soundex code spline3()..................................................Cubic spline interpolation sqrt().................................................................Square root st addobs()....................................Add observations to current Stata dataset st addvar().......................................Add variable to current Stata dataset st data()...........................................Load copy of current Stata dataset st dir()..................................................Obtain list of Stata objects st dropvar()...........................................Drop variables or observations st global()........................Obtain strings from and put strings into global macros st isfmt()......................................................Whether valid%fmt st isname()................................................Whether valid Stata name st local()..........................Obtain strings from and put strings into Stata macros st macroexpand().......................................Expand Stata macros in string st matrix().............................................Obtain and put Stata matrices st numscalar().......................Obtain values from and put values into Stata scalars st nvar()........................................Numbers of variables and observations st rclear().....................................................Clear r(),e(),or s() st store().................................Modify values stored in current Stata dataset st subview()..................................................Make view from view st tempname()...............................................Temporary Stata names st tsrevar().....................................Create time-series op.varname variables st updata()....................................Determine or set data-have-changedﬂag st varformat().................................Obtain/set format,etc.,of Stata variable st varindex()...............................Obtain variable indices from variable names st varname()...............................Obtain variable names from variable indices st varrename()................................................Rename Stata variable st vartype()............................................Storage type of Stata variable st view()..........................Make matrix that is a view onto current Stata dataset st viewvars().......................................Variables and observations of view st vlexists()e and manipulate value labels stata()......................................................Execute Stata command stataversion().............................................Version of Stata being used strdup()..........................................................String duplication strlen()...........................................................Length of string strmatch()....................................Determine whether string matches pattern strofreal().....................................................Convert real to string strpos().....................................................Find substring in string strreverse()..........................................................Reverse string strtoname()...........................................Convert a string to a Stata name strtoreal().....................................................Convert string to real strtrim()...........................................................Remove blanks strupper()......................................Convert string to uppercase(lowercase) subinstr()...........................................................Substitute text sublowertriangle()...........................Return a matrix with zeros above a diagonal substr()......................................................Substitute into string substr()...........................................................Extract substring sum().....................................................................Sums svd()..................................................Singular value decomposition svsolve()..........................Solve AX=B for X using singular value decomposition swap()..............................................Interchange contents of variablesContents7 Toeplitz().........................................................Toeplitz matrices tokenget()........................................................Advanced parsing tokens()..................................................Obtain tokens from string trace().......................................................Trace of square matrix transpose()..................................................Transposition in place transposeonly().......................................Transposition without conjugation trunc()............................................................Round to integeruniqrows()..............................................Obtain sorted,unique values unitcircle()plex vector containing unit circle unlink().................................................................Eraseﬁle valofexternal().........................................Obtain value of external global Vandermonde()................................................Vandermonde matrices vec().........................................................Stack matrix columns xl()............................................................Excelﬁle I/O class[M-6]Mata glossary of common terms Glossary........................................................................ Subject and author index...........................................................。

introduction范文

introduction范文Introducing MyselfHello everyone,My name is [Your Name], and I am delighted to have the opportunity to introduce myself to all of you. I am a [Your Age] year old [Your Gender] who currently resides in [Your Location].I graduated from [Your High School/University] with honors and earned a [Your Degree/Qualification]. During my time in school, I was actively involved in various extracurricular activities, including participating in the school's debate team, serving as the president of the student council, and volunteering for local community service projects. These experiences have helped shape my character and taught me the importance of teamwork, leadership, and community involvement.In terms of my interests and hobbies, I am an avid reader and enjoy immersing myself in different genres of literature. I find that reading not only enhances my imagination but also expands my knowledge and understanding of the world around me. Additionally, I have a passion for writing, which led me to contribute articles to the school newspaper and start my own blog where I discuss various topics such as current events, lifestyle, and personal development. Through writing, I am able to express my thoughts and ideas while sharing them with others. Furthermore, I have a deep interest in traveling and experiencing different cultures. I believe that exploring the world allows us tobroaden our horizons and gain a deeper appreciation for the diverse perspectives and customs that exist. Some of my most memorable trips include backpacking through Europe, exploring ancient ruins in South America, and experiencing the bustling streets of Tokyo. These adventures have not only allowed me to discover unique places but also fostered personal growth, independence, and adaptability.Professionally, I am eager to pursue a career in [Your Desired Field]. I am passionate about [What You Are Passionate About in Your Field], and I envision myself making a positive impact and contributing to the growth and development of [Your Desired Field]. I believe that my education, skills, and experiences have equipped me with the necessary tools to succeed and thrive in this field.In conclusion, I am a motivated and ambitious individual, ready to take on new challenges and opportunities. I am excited about the possibilities that lie ahead and eager to connect with all of you. Thank you for giving me the chance to introduce myself, and I look forward to getting to know each and every one of you better.。

英语作文的introduction

英语作文的introductionThe introduction of an English essay is a crucial component that sets the tone and direction for the entire piece. It serves as the first impression for the reader, and it must be engaging, informative, and well-structured. The introduction should provide the reader with a clear understanding of the essay's purpose, the main argument or thesis, and the overall structure of the essay.One of the primary functions of the introduction is to grab the reader's attention. This can be achieved through a variety of techniques, such as using a thought-provoking quote, a relevant anecdote, or a surprising statistic. The goal is to pique the reader's interest and encourage them to continue reading. Additionally, the introduction should provide some context or background information about the topic, helping the reader understand the significance or relevance of the essay.Another essential element of the introduction is the thesis statement. The thesis statement is a concise and clear statement that outlines the main argument or focus of the essay. It should be positionedtowards the end of the introduction, typically in the last sentence or two. The thesis statement serves as a roadmap for the reader, guiding them through the rest of the essay and providing a clear understanding of the essay's central idea.The structure of the introduction can vary, but a common approach is the "funnel" structure. This structure begins with a broad, general statement about the topic and then gradually narrows down to the specific thesis statement. This approach helps to provide context and set the stage for the rest of the essay.In addition to the thesis statement, the introduction should also outline the main points or arguments that will be explored in the body of the essay. This can be done through the use of topic sentences or a brief overview of the key ideas that will be discussed. By providing this information upfront, the reader is better prepared to follow the flow of the essay and understand the overall structure.One common mistake that students make in the introduction is to include too much information or to try to cover too many points. The introduction should be concise and focused, providing only the essential information needed to set the stage for the rest of the essay. Overloading the introduction with too many details can overwhelm the reader and detract from the clarity of the essay.Another important consideration in the introduction is the tone and style of the writing. The introduction should be formal and academic in nature, using appropriate language and avoiding overly casual or colloquial expressions. The tone should be confident and authoritative, conveying the writer's expertise and understanding of the topic.In conclusion, the introduction of an English essay is a crucial component that sets the tone and direction for the entire piece. It should be engaging, informative, and well-structured, providing the reader with a clear understanding of the essay's purpose, the main argument or thesis, and the overall structure of the essay. By crafting a strong introduction, the writer can effectively capture the reader's attention and set the stage for a successful and compelling essay.。

A Brief Introduction of Skopos

A Brief Introduction of Skopos TheoryXiaoyan DuSchool of Foreign Languages, Qingdao University of Science and Technology Qingdao, ChinaEmail: Devon_du@Abstract —There are many theories of translation study, among which, Skopos theory is a new branch and canexplain and instruct many translation activities. This paper puts forth some basic concepts of Skopos theory,introduces some basic rules of it, and concludes the merits and limitations of Skopos theory.Index Terms —Skopos theory, action, coherence, culture, adequacy, equivalenceI. A B RIEF H ISTORY OF T RANSLA TION S TUDIES AND THE D EFINITION OF S KOPOS T HEORYA. A Brief History of Translation StudiesWritings on the subject of translating go far back in recorded history. The practice of translation was discussed by, for example, Cicero and Horace (first century BCE) and St Jerome (fourth century CE). In St. Jerome‟s case, his approach to translating the Greek Septuagint Bible into Latin would affect later translations of the Scriptures. Indeed, the translation of the Bible was to be - for well over a thousand years and especially during the Reformation in the sixteenth century - the battleground of conflicting ideologies in Western Europe.However, although the practice of translating is long established, the study of the field developed into an academic discipline only in the second half of the twentieth century. Before that, translation had normally been merely an element of language learning in modern language courses. The gearing of translation to language teaching and learning may partly explain why academia considered it to be of secondary status. Translation exercises were regarded as a means of learning a new language or of reading a foreign language text until one had the linguistic ability to read the original. Study of a work in translation was generally frowned upon once the student had acquired the necessary skills to read the original.Another area in which translation became the subject of research was contrastive analysis. This is the study of two languages in contrast in an attempt to identify general and specific differences between them. It developed into a systematic area of research in the USA from the 1930s onwards and came to the fore in the 1960s and 1970s. Translations and translated examples provided much of the data in these studies. The contrastive approach heavily influenced other studies, which overtly stated their aim of assisting translation research. Although useful, contrastive analysis does not, however, incorporate sociocultural and pragmatic factors, nor the role of translation as a communicative act. Nevertheless, the continued application of a linguistic approach in general, and specific linguistic models such as generative grammar or functional grammar has demonstrated an inherent and gut link with translation. While, in some universities, translation continues to be studied as a module on applied linguistics courses, the evolving field of translation studies can point to its own systematic models that have incorporated other linguistic models and developed them for its own purposes. At the same time, the construction of the new discipline has involved moving away from considering translation as primarily connected to language teaching and learning. Instead, the new focus is the specific study of what happens in and around translating and translation.The more systematic, and mostly linguistic-oriented, approach to the study of translation began to emerge in the 1950s and 1960s. There are a number of classic examples:Jean-Paul Vinay and Jean Darbelnet: Stylistique comparee du francais de l’anglais , a contrastive approach that categorized what they saw happening in the practice of translation between French and English; Georges Mounin: Les problemes theoriques de la traduction , examined linguistic issues of translation;Eugene Nida : incorporated elements of Chomsky‟s then fashionable generative grammar as a theoretical underpinning of his books, which were initially designed to be practical manuals for Bible translators.These more systematic and “scientific” approaches in many ways began to mark out the territory of the academic investigation of translation. The word “science” was used by Nida in the title of his 1964 book (Toward a Science of Translating, 1964a, cited in Munday 2001). At that time, even the name of the emerging discipline remained to be determined, with candidates such as “translatology” in English - and its counterparts “translatologie” in French and “traductologia” in Spanish - staking their claim.A seminal paper in the development of the field as a distinct discipline was James S. Holmes‟s The name and nature of translation studies . In his Contemporary Translation Theories, Gentzler (Munday, 2001) describes Holmes‟s paper as “generally accepted as the founding statement for the field”. Crucially, Holmes puts forward an overall framework, describing what translation studies covers. This framework has subsequently been presented by the leading Israeli translation scholar Gideon Tou ry with a displaying map. The crucial role played by Holmes‟s paper is the delineation of the potential of translation studies. However, this paper omits any mention of the individuality of the style, ISSN 1799-2591Theory and Practice in Language Studies, Vol. 2, No. 10, pp. 2189-2193, October 2012© 2012 ACADEMY PUBLISHER Manufactured in Finland.doi:10.4304/tpls.2.10.2189-2193decision-making processes and working practices of human translators involved in the translation process.The surge in translation studies since the 1970s has seen different areas of Holmes‟s map come to the fore. Contrastive analysis has fallen by the wayside. The linguistic-oriented “science” of translation has continued strongly in Germany, but the concept of equivalence associated with it has declined. Germany has seen the rise of theories centered on text types and text purpose, while the Halliday views language as a communicative act in a sociocultural context, which has been prominent over the past decades, especially in Australia and the UK, and has been applied to translation in a series of works by scholars.The late 1970s and the 1980s also saw the rise of a descriptive approach that had its origins in comparative literature and Russian Formalism. In literary polysystem, amongst other things, different literatures and genres, including translated and non-translated works, compete for dominance.The 1990s saw the incorporation of new schools and concepts, with Canadian-based translation and gender research led by Sherry Simon, the Brazilian cannibalist school promoted by Else Vieira, postcolonial translation theory, with the prominent figures of the Bengali scholars Tejaswini Niranjana and Gayatri Spivak and, in the USA, the cultural-studies-oriented analysis of Lawrence Venuti, who champions the cause of the translator.For years, the practice of translation was considered to be derivative and secondary, an attitude that inevitably devalued any academic study of the activity. Now, after much neglect and repression, translation studies have become well established. It is making swift advances worldwide, although not without a hint of trepidation.B. The Definition and History of Skopos TheoryIn the history of translation studies, for a long time, when people assess the quality of a translation, they are likely to employ “equivalence” or “faithfulness” to the source text as the most authoritative criterion to judge whether the translation is successful or not.This kind of translation evaluation is stereotyped and over-simplified. Although this trend plays a positive role in guiding translation practice and standardizing the translation field, other factors should not be neglected, because translation is a complex human activity and the study of translation also should be descriptive. Under this situation, the Skopos theory, by viewing translation as an action with purpose, tries to open up a new perspective on such aspects as the status of the source text and the target text, their relationship, the concept of translation, the role of the translator, translation standards and strategies.Skopos theory put forward by Hans J. V ermeer is the core of the functionalist translation theory developed in Germany in the 1970s. This is a new perspective of looking at translation, which is no longer limited by conventional source-text oriented views. Vermeer finds that, according to action theory, every action has a purpose, and, since translation is an action, it must have a purpose too. The purpose is assigned to every translation by means of commission.To some extent, Skopos theory makes up for the deficiency of conventional translation theories. In the framework of Skopos theory, there are not such things as right or wrong, faithfulness or unfaithfulness, and the translation Skopos decides the translation process. Skopos theory accounts for different strategies in different situations, in which the source text is not the only factor involved.Skopos is the Greek word for “aim” or “purpose” and was introduced into translation theory in the 1970s by Hans J. Vermeer as a technical term for the purpose of a translation and of the action of translating. Hans Vermeer believes that the purpose of a text determines the translation strategies. He objects to the traditional equivalence-based theories, which speak of the source text, or its effects on the source text reader, or the purpose of the source text author as a decisive factor in translation and raises the Skopos of the translation action to the center.In Christiane Nord‟s Translating as a Purposeful Activity-Functionalist Approaches Explained, she defines the Skopos theory in this way:Skopos is a Greek word for “purpose”. According to Skopostheorie (the theory that appl ies the notion of Skopos to translation), the prime principle determining any translation process is the purpose (Skopos) of the overall translational action. This fits in with intentionality being part of the very definition of any action.Skopos theory focuses above all on the purpose of the translation, which determines the translation methods and strategies that are to be employed in order to produce a functionally adequate result. This result is the TT, which Vermeer calls the translatum. Therefore, in Skopos theory, knowing why an ST is to be translated and what the function of the TT will be crucial for the translator.The Skopos theory experienced four stages:(1) Katharina Reiss and the functional category of translation criticism(2) Hans J.Vermeer: Skopostheorie and beyond(3) Justa Holz-Manttari and the theory of translational action.(4) Christiane Nord‟s Function plus Loyalty PrincipleThe book Possibilities and Limits of Translation Criticism,written by Katharina Reiss, can be regarded as the “starting point for the scholarly analysis of translation in German” (Nord, 2001). In her opinion, the ideal translation would be one “in which the aim in the TL (target language) is equivalence as regards the conceptual content, linguistic form and communicative function of a SL (source language). However, she finds in some situation equivalence is impossible. She also explains some exceptions from the equivalence because of the translation brief which we will talkabout next.In order to bridge the gap between theory and practice, Hans J. Vermeer gives up the equivalence theory and lays the foundation of functional theory: Skopos theory. In his opinion, we can not solve all the problems in the translation just by linguistics alone. According to Action Theory, human action is a kind of purposeful behavior in a given situation. In his opinion, translation is a kind of translational action on the foundation of a source text. Therefore, Vermeer names his theory Skopos theory, a theory of purposeful action. Reader is one of the most important factors determining the purpose of the translation. Vermeer thinks that to translate means to produce a text in a target setting for a target purpose and target addressees in target circumstances.“Translational action” was put forward by Justa Holz-Manttari in 1981.The theory is based on action theory, being designed to cover all forms of intercultural transfer. In his model, translation is defined as complex action designed to achieve a particular purpose. She pays much attention to the actionable aspects of the translational process. In the process, the role of the participants and the situational conditions in which their activities take place is analyzed. The generic term is “translational action”. The purpose of translat ional action is to transfer message overcoming culture and language barriers through message transmitters produced by expects.In her work Translating as a Purposeful Activity, Christiane Nord admits the merits of Vermeer‟s Skopos rule. However, in her book she also points out two interdependent shortcomings of the Skopos rule. One is that because of the differences in TT expectations, it is impossible for the translation purpose to satisfy all target readers. The other one is concerning the translator and the ST author. If the translation brief requires a translation whose communicative purposes are contrary to or incompatible with the intention of the original author, there would be no restriction to the range of possible ends. Considering these shortcomin gs, Nord puts forward the “loyalty principle” of Skopos theory: the responsibility of translators towards to their partners in translational interaction.II.B ASIC C ONCEPTS OF S KOPOS T HEORYA. Theory of ActionThe theory of action provides the foundation for Skopos theory.Action is the process of acting, which means “intentionally (at will) bringing about or preventing a change in the world (in nature)” (Wright, 1968, p. 38, cited in Nord 2001). Action can thus be defined as an intentio nal “change or transition from one state of affaires to another” (Wright, 1968, p. 28, cited in Nord 2001). If there are two or more agents, the theory of action can become a theory of interaction.Considering the multiple factors involved in a translation procedure, translation is also an interaction.Translation theorists of the functionalist approaches view translating as a form of translational interaction, as intentional interaction, as interpersonal interaction, as communicative action, as intercultural action, and as text-processing action.With emphasis on the interplay of each relation, such definition broadens the horizon of translation studies and helps to explain the complexity of translation.B. Skopos, Aim, Purpose, Intention, FunctionSkopos is a Greek word for …purpose‟. According to Skopostheorie, the prime principle determining any translation process is the purpose (Skopos) of the overall translational action. This fits in with intentionality being part of the very definition of any action. We can distinguish between three possible kinds of purpose in the field of translation: the general purpose aimed at by the translator in the translation process, the communicative purpose aimed at by the target text in the target situation, and the purpose aimed at by a particular translation strategy or procedure (V ermeer, 1989a, p.100, cited in Nord 2001). Nevertheless, the term Skopos usually refers to the purpose of the target text.Apart from the term Skopos, V ermeer uses the related words aim, purpose, intention and function.In order to avoid the conceptual confusion, Nord have proposed a basic distinction between intention and function (Nord, 2001). …Intention‟ is defined from the viewpoint of the sender, who wants to achieve a certain purpose wit h the text. Yet the best of intentions do not guarantee a perfect result, particularly in cases where the situations of the sender and the receiver differ considerably. This distinction is particularly useful in translation, where the sender and receiver by definition belong to different cultural and situational settings. Because of this separation of sender and receiver, intention and function may have to be analyzed from two different angles (Nord, 2001).V ermeer considers the teleological concepts aim, purpose, intention and function to be equivalent, subsuming them under the generic concept of Skopos.The top-ranking rule for any translation is the …Skopos rule‟, which says that a translational action is determined by its Skopos; that is, …the end justif ies the means‟ (Reiss and V ermeer, 1984, p.101, cited in Munday 2001). V ermeer explains the Skopos rule in the following way: Each text is produced for a given purpose and should serve this purpose. The Skopos rule thus reads as follows: translate/interpret/speak/write in a way that enables your text/translation to function in the situation in which it is used and with the people who want to use it and precisely in the way they want it to function.C. Intertextual and Intratextual CoherenceIntratextual coherence specified that a translation should be acceptable in the sense that it is coherent with the receiver‟s situation, that is, the target-text receivers should be able to understand the target text and interpret it as being sufficiently coherent with their own communicative situation and culture. At the same time, we have to note that since the target text is produced according to the formation offered in the source text, it is expected to bear some kind of relationship with the source text. This relati onship is what we call …intertextual coherence‟ or …fidelity‟.As in the case of the Skopos rule, the important point is that intertextural coherence should exist between source and target text, while the form it takes depends both on the translator‟s inte rpretation of the source text and on the translation Skopos(Nord, 2001).Intertextual coherence is considered subordinate to intratextual coherence, and both are subordinate to the Skopos rule.D. CultureV ermeer‟s definition of culture focuses on norms a nd conventions as the main features of a culture. For him, a culture is the entire setting of norms and conventions as individual as a member of his society must know in order to be …like everybody‟-or to be able to be different from everybody (V ermeer, 1987a, p.28, cited in Nord 2001).Translating means comparing cultures. Translators interpret source-culture phenomena in the light of their own culture-specific knowledge of that culture, from either the inside or the outside, depending on whether the translation is from or into the translator‟s native language-and-culture (Nord, 2001).v. Adequacy and EquivalenceIn the case of a translation, the translator is a real receiver of the source text who then proceeds to inform another audience, located in a situation under target-culture conditions, about the offer of information made by the source text. The translator offers this new audience a target text whose composition is guided by the translator‟s assumptions about their need, expectations, previous knowledge, and so on. These assumptions will be different from those made by the original author, because source-text addressees and target-text addressees belong to different cultures and language communities. This means the translator can not offer the same amount and kind of information as the source-text producer. What the translator does is to offer another kind of information in another form.Within the framework of Skopostheorie, …adequacy‟ refers to the qualities of a target text with reg ard to the translation brief: the translation should be adequate to the requirements of the brief. It is a dynamic concept related to the process of translational action and referring to the …goal-oriented selection of signs that are considered appropriate for the communicative purpose defined in the translation assignment‟ (Reiss, 1989, p.163, cited in Nord 2001).In Skopostheorie, equivalence means adequacy to a Skopos that requires that the target text serve the same communicative function or functions a s the source text, thus preserving …invariance of function between source and target text. This concept of equivalence is reduced to functional equivalence‟ on the text level of what Reiss refers to as …communicative translation, not only from the perspective of word level.For Reiss, the generic concept is adequacy, not equivalence. Equivalence may be one possible aim when translating but it is not held to be a translation principle valid once and for all.III.T HE B ASIC R ULES OF S KOPOS T HEORYReiss and Vermeer aim at a general translation theory for all texts. They set out a detailed explanation of Vermeer‟s Skopos theory and adapts Reiss‟s functional text-type model to the general theory. There are six basic underlying “rules” of the the ory (Reiss and Vermeer, 1984, p.119, cited in Munday 2001). These are:1. A trunslatum (or TT) is determined by its Skopos.2. A TT is an offer of information (Informationsangebot) in a target culture and TL concerning an offer of information in a source culture and SL.3. A TT does not initiate an offer of information in a clearly reversible way.4. A TT must be internally coherent.5. A TT must be coherent with the ST.6. The five rules above stand in hierarchical order, with the Skopos rule predominating.Rule 2 is important in that it relates the ST and TT to their function in their respective linguistic and cultural contexts. The translator is once again (as was the case in Holz-Manttari‟s theory) the key player in a process of intercultural communication and production of the translatum. The irreversibility in point 3 indicates that the function of a translatum in its target culture is not necessarily the same as in the source culture. Rules 4 and 5 touch on general Skopos “rules” concerning how the suc cess of the action and information transfer is to be judged: the coherence rule, linked to internal textual coherence, and the fidelity rule, linked to intertextual coherence with the ST.The coherence rule states that the TT “must be interpretable as coherent with the TT receiver‟s situation” (Reiss and Vermeer, 1984, p.113, cited in Munday 2001). In other words, the TT must be translated in such a way that it is coherent for the TT receivers, given their circumstances and knowledge. The fidelity rule merely states that there must be coherence between the trunslatum and the ST or, more specifically, between:a. the ST information received by the translator;b. the interpretation the translator makes of this information;c. the information that is encoded for the TT receivers.However, the hierarchical order of the rules means that intertextual coherence (rule 5) is of less importance than intratextual coherence (rule 4), which, in turn, is subordinate to the Skopos (rule 1). This down-playing (or “dethroning”, as Vermeer terms it) of the status of the ST is a general fact of both Skopos and translational action theory.IV.M ERITS,D ISCUSSIONS AND L IMITATIONS OF S KOPOS T HEORYA. MeritsSkopos theory defines translating as an intentional, interpersonal, partly verbal intercultural interaction based on a source text. Skopos theory has brought a new concept for the status of the source text and target text. An important advantage of this theory is that it allows the possibility of the same text being translated in different ways according to the purpose of the target text and the commission which is given to the translator. In vermeer‟s words:What the Skopos states is that one must translate, consciously and consistently, in accordance with some principle respecting the target text. The theory does not state what the principle is: this must be decided separately in each specific case. (Vermeer, 1989/2000, p.228, cited in Munday 2001)The source text is just an “offer of information”; the target t ext becomes the focus. Thus translator can be released from restrictions to increase the range of possible translation strategies according to the different purposes the translator intends to achieve. Skopos theory has come to widen the narrow visions of traditional translation criticism, implying the acceptance of multiple versions and the evaluation of individual versions with respect to the purpose for which each version is intended. No source text has only one correct or perfect translation so the possibility of translation is expanded. Since Skopos theory puts forward a new criterion for translation “adequacy”, translation is defined to be adequate or inadequate with regard to the purpose or the communicative function which is assigned to audience.B. DiscussionsThere are also some criticisms of Skopos theory by other scholars, these include the following:a. What purports to be a …general‟ theory is in fact is only valid for nonliterary texts. Literary texts are considered either to have no specific purpose and/or to be far more complex stylistically.b. Reiss‟s text type approach and Vermeer‟s Skopos theory are in fact considering different functional phenomena and cannot be lumped together.c. Skopos theory does not pay sufficient attention to the linguistic nature of the ST nor to the reproduction of microlevel features in the TT. Even if the Skopos is adequately fulfilled, it may be inadequate at the stylistic or semantic levels of individual segments.Vermeer answers the first point above by stress ing that goals, purposes, functions and intentions are …attributed to …actions. Thus, a writer of a poem may have goals of having the resultant translatum (poem) published and of keeping copyright over it so as to make money from its reproduction. He or she may also have the intention of creating something that exists for itself (…art for art‟s sake‟)Two points are at issue in the second criticism: to what extent does ST type determine translation method and what is the logic of the link between ST type and translation Skopos. The third criticism in particular is tackled by another functionalist, Christiane Nord, with her model of translation-oriented text analysis.C. LimitationsLike any other theories, Skopos theory is also not perfect. According to Nord, there are two interdependent limitations of this theory. One concerns the culture-specificity of translational models; the other has to do with the relationship between the translator and the source-text author.To solve the above problem, Nord introdu ces the loyalty principle into the functionalist model. In Nord‟s terms, function refers to the factors that make a target text work in the intended way in the target situation. Loyalty refers to the interpersonal relationship between the translator, the source-text sender, the target-text addressees and the initiator. (Nord, 2001). The combination of function and loyalty is the successful point of Nord‟s functionalist approach, and are respectively the two pillars of her approach which also answers many scholars criticism of Skopos theory.R EFERENCES[1]Nord, C. (2001). Translating As a Purposeful Activity, Functionalist Approaches Explained. Shanghai: Shanghai ForeignLanguage Education Press.[2]Munday, J. (2001). Introducing Translation Studies, theories and applications. London: London and New York.[3]Lefevere, A. (1992). Translation, Rewriting and the Manipulation of Literary Fame. London & New York: Routledge.[4]Halliday, M. A. K. (2000). An Introduction to Functional Grammar. Beijing: Foreign Language Teaching and Research Press.Xiaoyan Du was born in Weifang, China in 1976. She received her M.A. degree in linguistics from Ocean University of China in 2010.She is currently a lecturer in the School of Foreign Languages, Qingdao University of Science and Technology, Qingdao, China. Her research interests include translation studies and second language acquisition.。

写好Introduction,SoEasy!!!

写好Introduction,SoEasy我们都知道一篇文章的主体部分主要包括IMRAD四部分，即Introduction、Methods、Results and Discussion。

都说万事开头难，而给一篇文章开个好头（写好introduction）其实一点都不难，前提是你需要掌握下面这些知识即可。

写好introduction的总原则是，通过introduction你应该使读者了解到你为什么要做这个研究，你的研究假设是什么，以及你是通过什么实验及方法来证实你的假设的（如果可以说明为何你的研究是重要的和令人兴奋的）。

从篇幅上来讲，introduction应占IMRAD的10%～15%（不包括摘要，参考文献，图表及图表说明文字等），如果超过15%就应该适当删减。

Introduction中的内容组织应该像一个漏斗的形状。

1、已知的知识（研究背景）2、未知的或待解决的问题（你的研究能够填补什么知识鸿沟）3、研究假设或目的4、证实假设的研究方法或策略5、研究结论（可以有也可以没有）关于为何做这个研究，我们首先要为读者介绍一下研究的背景，即已知的知识。

这部分材料的选择要与自己的研究紧密相关，并且最好能够根据受众读者群的可能知识背景进行“定制”。

比如你打算写一篇关于”Mutations in the promoter of the X gene increase the probability of prostate cancer metastasis.'的文章，在introduction 部分需要介绍X基因与前列腺癌转移间关系的背景知识。

如果杂志/文章的读者主要是分子生物学家，介绍背景知识的时候你就需要多提供一些前列腺癌转移的知识，少讲一些关于X基因的细节。

如果杂志/文章的受众读者以临床医生为主，你就可以多讲讲X基因的知识，而少提供一些前列腺癌转移的资料。

介绍完背景知识我们就需要指出关于上述领域还有什么问题尚未清楚或需要解决，并指出清或解决上述问题的重要性。

我想看教程作文英语

我想看教程作文英语Writing a tutorial essay in English can be a rewarding experience, as it allows you to share your knowledge andguide others through a process or concept. Here's a step-by-step guide to help you compose a tutorial essay:1. Choose a Topic: Pick a subject that you are knowledgeable about and that you think others will find useful. It could be anything from "How to Cook a Perfect Scrambled Egg" to "AStep-by-Step Guide to Building a Website."2. Understand Your Audience: Tailor your language and complexity to your audience's level of understanding. If your audience is beginners, use simple language and clear explanations.3. Outline Your Tutorial: Before you start writing, create an outline. This should include an introduction, a step-by-step guide, and a conclusion.4. Write the Introduction: Start with a brief introductionthat explains what the tutorial is about and why it is useful. This should also include any necessary background information.5. Detail the Steps: In the main body of your essay, list the steps in a logical order. Each step should be clear and concise. Use bullet points or numbered lists to make iteasier to follow.6. Include Visuals: If possible, include diagrams, images, or screenshots to help illustrate the steps. Visual aids canmake complex processes easier to understand.7. Explain Each Step: After listing each step, provide a detailed explanation of what needs to be done. Be sure to include any tips or tricks that might make the process easier.8. Use Examples: Give examples to illustrate points. This can make the tutorial more engaging and easier to understand.9. Write the Conclusion: Summarize the tutorial and remindthe reader of its benefits. You might also want to suggest further reading or resources.10. Edit and Proofread: Once you've written your tutorial, go through it to check for clarity, coherence, and accuracy.Make sure there are no grammatical errors and that the instructions are easy to follow.11. Get Feedback: Before finalizing your tutorial, ask someone else to read it and provide feedback. They can help you spot any areas that might be confusing or unclear.Remember, the goal of a tutorial essay is to educate and guide. Keep your language clear, your instructions precise, and your explanations thorough. Happy writing!。

英语作文写作之Introductions开头介绍

Introducing Your Thesis
Begin with a broad general statement, then narrow into your thesis.
Bookstore shelves today are crammed with dozens of different diet books. The American public seems willing to try any sort of diet, especially the ones promising instant, miraculous results. Diet book authors are more than willing to invent new fad diets to cash in on this craze. Unfortunately some of these fad diets are ineffective or even unsafe. One of the worst fad diets is the “Palm Beach” plan. It is impractical, does not achieve the results it claims and is a sure route to poor nutrition.
Attract readers interest Supply any background info reader may require Present thesis statement- clear, direct statement of the main idea. Plan of development
Summery: Ways to Introduce Thesis

怎么读懂一篇英语新闻作文

怎么读懂一篇英语新闻作文Reading and understanding an English news article can be a rewarding experience, but it requires certain strategies to comprehend effectively. Here are some steps to help you navigate through an English news article:1. Preview the Article: Before diving into the details, take a moment to preview the article. Read the headline, subheadings, and any captions under images. This will give you a general idea of what the article is about.2. Scan for Key Information: Quickly scan the article to identify key information such as names, dates, numbers, and main ideas. This will help you focus your attention on the most important parts of the article.3. Identify the Main Idea: Determine the main idea or thesis of the article. This is usually found in the first few paragraphs and summarizes what the article is about. Pay attention to the introduction and conclusion for cluesabout the main idea.4. Break it Down: Break the article down into smaller sections or paragraphs. Focus on one section at a time, reading carefully to understand the content. Look for topic sentences, which often appear at the beginning of paragraphs and summarize the main point.5. Look Up Unknown Words: If you come across words you don't know, look them up in a dictionary or use a translation tool if needed. Understanding the meaning of key vocabulary is essential for understanding the article as a whole.6. Pay Attention to Context: Consider the context of the article, including the publication date, the source, and any relevant background information. This can help you better understand the perspective from which the article is written.7. Take Notes: Jot down key points, important quotes, or questions that arise as you read. This will help youremember the main ideas and engage more deeply with the content.8. Reflect and Summarize: After reading the article, take a moment to reflect on what you've learned. Summarize the main points in your own words and think about how the article connects to your own experiences or interests.By following these steps, you can improve your ability to read and understand English news articles. Remember to practice regularly and be patient with yourself as you build your skills. Happy reading!。

从零开始作文赏析英语

从零开始作文赏析英语Title: Appreciating English Composition from Scratch。

Writing an English composition from scratch can be both a daunting and rewarding task. It requires not only a solid grasp of the language but also creativity, critical thinking, and effective communication skills. In this essay, we will delve into the process of composing an Englishessay from the ground up, exploring various elements and techniques that contribute to a successful piece of writing.First and foremost, it's essential to have a clear understanding of the topic or prompt provided. Whether it's a narrative, descriptive, expository, or persuasive essay, grasping the central theme is crucial. This understanding serves as the foundation upon which the entire composition will be built.Once the topic is understood, the next step is brainstorming ideas and organizing them coherently. Thisinvolves generating relevant points, examples, and arguments that support the main thesis or message of the essay. Mind mapping, outlining, or simply jotting down thoughts can be effective techniques in this phase.With a solid outline in hand, it's time to craft an engaging introduction. The introduction serves as the gateway to the essay, capturing the reader's attention and providing a preview of what's to come. It often includes a hook to draw the reader in, some background information on the topic, and a clear thesis statement that outlines the main argument or purpose of the essay.The body paragraphs form the heart of the essay, where the main ideas are developed and supported. Each paragraph should focus on a single point or argument, supported by evidence, examples, and analysis. It's crucial to maintain coherence and flow between paragraphs, using transitional phrases to guide the reader smoothly from one idea to the next.In addition to presenting evidence and arguments, it'salso important to anticipate and address counterarguments or opposing viewpoints. Acknowledging alternative perspectives demonstrates a nuanced understanding of the topic and strengthens the overall argument.As the essay approaches its conclusion, it's time to reiterate the main points and reinforce the central thesis. The conclusion should leave a lasting impression on the reader, summarizing the key arguments and perhaps offering some final thoughts or implications. It's essential to avoid introducing new information in the conclusion, as it can disrupt the cohesion of the essay.Throughout the writing process, attention to language and style is paramount. Effective use of vocabulary, sentence structure, and literary devices can enhance the clarity and impact of the writing. However, it's equally important to strike a balance and avoid overly complex language or excessive embellishment, which can obscure the message.Finally, no piece of writing is complete withoutthorough revision and editing. Taking the time to review the essay for coherence, clarity, grammar, and punctuation errors is essential. Seeking feedback from peers or instructors can also provide valuable insights and perspectives for improvement.In conclusion, composing an English essay from scratch requires careful planning, organization, and attention to detail. By following a systematic approach and incorporating relevant techniques, anyone can create a compelling and coherent piece of writing. Whether it's for academic, professional, or personal purposes, the ability to express ideas effectively in writing is a valuable skill worth cultivating.。

我想看小白作文英语

我想看小白作文英语My Experience of Watching Xiao Bai's English Composition。

Introduction:Recently, I had the opportunity to read an English composition written by Xiao Bai, a renowned young writer. The composition, which has been downloaded countless times from the internet, captivated my attention due to its remarkable quality. In this essay, I will share my thoughts and reflections on Xiao Bai's composition, highlighting its key features and analyzing its impact on readers.Body:1. Engaging Introduction:One of the most striking aspects of Xiao Bai's composition is its engaging introduction. The writer beginswith a thought-provoking question, immediately capturing the reader's interest. The introduction sets the tone for the entire composition, making it impossible to put down.2. Well-Structured Paragraphs:Xiao Bai's composition is composed of well-structured paragraphs, each focusing on a specific idea or argument. The writer employs topic sentences to introduce each paragraph, ensuring a smooth flow of ideas throughout the composition. This organization allows readers to easily follow the writer's train of thought and enhances the overall coherence of the piece.3. Varied Vocabulary and Language Use:Xiao Bai's choice of vocabulary and language use is impressive. The writer skillfully incorporates a wide range of words and phrases, making the composition more vivid and engaging. Additionally, the use of idioms, metaphors, and similes adds depth and complexity to the writing, making it stand out from other compositions.4. Rich and Descriptive Details:One of the reasons why Xiao Bai's composition is so popular is the rich and descriptive details used throughout the text. The writer paints a vivid picture in the reader's mind, allowing them to fully immerse themselves in the story. The use of sensory language appeals to the reader's emotions, making the composition more relatable and impactful.5. Thoughtful Reflections and Insights:Xiao Bai's composition goes beyond simple storytelling; it offers thoughtful reflections and insights on various aspects of life. The writer delves into deeper meanings and explores complex emotions, leaving readers with a profound sense of contemplation. This ability to evoke introspection is a testament to Xiao Bai's exceptional writing skills.Conclusion:In conclusion, Xiao Bai's English composition is a masterpiece that showcases the writer's talent and creativity. Its engaging introduction, well-structured paragraphs, varied vocabulary, rich details, and thoughtful reflections make it a standout piece of writing. Reading Xiao Bai's composition has not only provided me with entertainment but has also inspired me to improve my own writing skills. I highly recommend this composition to anyone seeking inspiration and a captivating read.。

我想看作文英语作文题

我想看作文英语作文题Introduction:In the 21st century, technology has become an integral partof our lives, transforming the way we communicate, work, and learn. The field of education has not been an exception tothis digital revolution. This essay will explore the profound impact that technology has had on modern education,discussing both its advantages and challenges.Body Paragraph 1 - Advantages of Technology in Education:One of the most significant benefits of integratingtechnology into education is the accessibility of information. Students can now access a wealth of knowledge with just a few clicks, thanks to the internet. Online learning platformshave made it possible for students to learn at their own pace and from any location, breaking the traditional constraintsof time and space.Body Paragraph 2 - Enhancing Learning Experiences:Technology has also enriched the learning experience through interactive tools and multimedia content. Educationalsoftware and applications can cater to different learning styles, making the learning process more engaging and personalized. Virtual reality and augmented reality are emerging technologies that offer immersive learning experiences, allowing students to explore complex concepts in a more intuitive and interactive manner.Body Paragraph 3 - Challenges of Technology in Education: Despite its many advantages, the integration of technology in education also presents challenges. One such challenge is the digital divide, where unequal access to technology can exacerbate educational inequalities. Additionally, there is a concern about the over-reliance on technology, which may lead to a decrease in critical thinking and problem-solving skills.Body Paragraph 4 - Balancing Technology and Traditional Methods:To harness the full potential of technology in education, itis essential to strike a balance between digital andtraditional teaching methods. Teachers can use technology asa tool to enhance learning but should not replace the fundamental teaching principles that have stood the test of time. A blended learning approach, combining the best of both worlds, can provide a comprehensive educational experience.Conclusion:In conclusion, technology has undoubtedly reshaped the landscape of modern education. While it offers numerous opportunities for enhancing learning experiences and making education more accessible, it is crucial to address the challenges it presents. By finding the right balance between technology and traditional teaching methods, we can ensurethat education remains effective and relevant in the digital age.。

我想看介绍作文英语

我想看介绍作文英语Title: The Art of Writing an English Composition Introduction。

Introduction:Writing a compelling introduction for an English composition is essential for engaging readers and setting the tone for the rest of the essay. In this guide, we will explore the key components and strategies to craft an effective introduction, ensuring that your essay captures the attention of your audience from the outset.1. Understanding the Purpose:The introduction serves as the gateway to your essay, providing readers with an overview of the topic and context. Its primary purpose is to grab the reader's attention, introduce the central theme or argument, and provide a roadmap for what lies ahead in the essay.2. Captivating Opening:Begin your introduction with a captivating opening that intrigues the reader and entices them to continue reading. This could be a thought-provoking question, a startling statistic, a compelling anecdote, or a relevant quotation. The key is to hook the reader and make them curious about what you have to say.3. Contextual Background:After grabbing the reader's attention, provide some brief contextual background to orient them to the topic of your essay. This may include defining key terms, providing historical context, or outlining the significance of the subject matter. Make sure to keep this information concise and relevant to avoid overwhelming the reader.4. Thesis Statement:The thesis statement is the heart of your introduction,presenting the main argument or purpose of your essay in a clear and concise manner. It should be a declarative statement that outlines the central idea you will be exploring in your essay. A strong thesis statement not only informs the reader of what to expect but also establishes your stance on the topic.5. Preview of Main Points:Conclude your introduction by providing a brief overview of the main points or arguments you will be discussing in the body paragraphs. This helps to set up the structure of your essay and prepares the reader for what is to come. Be sure to use transitional phrases to smoothly transition from the introduction to the body of the essay.6. Revision and Polishing:Once you have drafted your introduction, take the time to revise and polish it to ensure clarity, coherence, and effectiveness. Pay attention to the flow of ideas, the strength of your thesis statement, and the overall impactof your opening. Consider seeking feedback from peers or instructors to further refine your introduction.Conclusion:Crafting an effective introduction is a critical aspect of writing a successful English composition. By understanding the purpose of the introduction and employing strategies such as a captivating opening, contextual background, a strong thesis statement, and a preview of main points, you can create an introduction that grabs the reader's attention and sets the stage for a compelling essay. With practice and attention to detail, you can master the art of writing engaging introductions that leave a lasting impression on your audience.。

英语作文介绍开端

英语作文介绍开端When embarking on the journey of English composition, it is essential to understand the fundamental elements that make up a well-structured essay. The introduction serves as the gateway to your writing, setting the tone and providing a roadmap for the reader to follow. Here are some key aspectsto consider when crafting the introduction of your English composition:1. Hook: Begin with a compelling hook that grabs the reader's attention. This could be a thought-provoking question, a surprising fact, or a captivating quote.2. Background Information: Provide some context to your topic. Briefly introduce the subject matter and its relevance to the reader.3. Thesis Statement: The heart of your introduction is the thesis statement. This is a clear, concise sentence thatstates the main argument or point of your essay. It should be specific enough to guide your writing but broad enough to encompass the points you will discuss.4. Outline: Although not always explicitly stated, it can be helpful to give a brief overview of the structure of your essay. Mention the main points you will cover and in what order.5. Engagement: Make sure your introduction is engaging and invites the reader to continue reading. Use language that is interesting and appropriate for your audience.6. Clarity: Ensure that your introduction is clear and free of any ambiguity. Avoid jargon or complex language that might confuse the reader.7. Purpose: Clearly state the purpose of your essay. Whether it is to persuade, inform, or entertain, make this intention known from the outset.8. Length: The introduction should be brief, typically one or two paragraphs. It should not be so long that it overshadows the rest of your essay.9. Transition: End your introduction with a smooth transition into the first body paragraph. This could be a sentence that directly leads into the first main point.10. Revision: Always revise your introduction to ensure it is as strong as possible. A well-crafted introduction can make a significant difference in the overall impression of your essay.Remember, the introduction is your first impression on the reader, so make it count. With these elements in mind, you will be well on your way to creating an engaging andeffective English composition.。

介绍推销英语作文开头

介绍推销英语作文开头**The Art of Persuasive English Essays: An Introduction to Effective Salesmanship**In the realm of academic writing, the introduction to an essay holds the same significance as the first impression in a sales pitch. Just as a salesperson must capture the attention of a potential customer, an author must engage the reader in the opening paragraph of their essay. The objective is to create a connection, toestablish trust, and to present a compelling argument that encourages the reader to continue.When writing a persuasive essay in English, it is crucial to remember that clarity, conciseness, andcreativity are key. The introduction must be snappy and to the point, yet engaging enough to keep the reader interested. Here are a few tips to craft an effective introduction for a persuasive essay:1. **Hook the Reader with a Catchy Opening Line**: Begin with a statement that is unexpected, provocative, or simply intriguing. This could be a fact, a quotation, or athought-provoking question. For example: "Did you know that the average person spends over two hours every dayscrolling through social media?" This line immediately piques the reader's curiosity and makes them want to read on.2. **Establish Credibility**: As a writer, it is important to establish your credibility by sharing your qualifications or expertise in the subject matter. This could be done by mentioning your qualifications, referencing previous research, or acknowledging other authorities in the field. For instance: "As an experienced educator and language expert, I have witnessed the transformative power of effective communication in the classroom."3. **Preview the Main Argument**: Give the reader a brief overview of what the essay will cover. This preview acts as a roadmap, guiding the reader through the essay's main points. For instance: "In this essay, I will arguethat the use of persuasive language in advertisements not only influences consumer behavior but also shapes our cultural values."4. **End with a Bang**: Conclude the introduction witha strong statement or question that leaves the reader wanting more. This could be a thought-provoking question, a surprising fact, or a powerful statement that sums up the essay's central theme. For example: "Are we being manipulated by the subtle language of advertising, or are we simply making informed choices? Read on to find out."Remember, the introduction is just the beginning. It sets the tone for the entire essay and primes the readerfor the arguments that lie ahead. By following these tips, you can craft a captivating introduction that will keep your reader engaged and interested from start to finish.**中文部分****英语作文的说服力艺术：有效推销的入门介绍**在学术写作领域，一篇文章的开头与销售人员给潜在客户留下的第一印象有着同样的重要性。

初中英语学霸作文视频

初中英语学霸作文视频Introduction:Welcome to our video guide on mastering English essays for middle school students. In this video, we'll cover essential tips and strategies to help you write compelling and well-structured essays that will impress your teachers and boost your grades.Body:1. Understanding the Essay Prompt:- Begin by thoroughly reading the essay prompt or question. - Identify the key elements of the prompt, such as the topic, the type of essay (narrative, persuasive, etc.), and any specific requirements.2. Brainstorming Ideas:- Brainstorm a list of ideas related to the essay topic.- Use mind mapping or clustering techniques to organizeyour thoughts.3. Creating an Outline:- Develop a clear outline for your essay, including an introduction, body paragraphs, and a conclusion.- Ensure each body paragraph has a clear topic sentencethat supports your thesis statement.4. Writing the Introduction:- Start with a hook to grab the reader's attention.- Introduce the topic and provide some background information.- End with a strong thesis statement that outlines the main argument or point of the essay.5. Developing the Body Paragraphs:- Each paragraph should focus on one main idea that supports your thesis.- Use evidence, such as facts, statistics, or quotes, to back up your claims.- Remember to include a topic sentence, detailed explanation, and a concluding sentence that transitions to the next paragraph.6. Crafting the Conclusion:- Summarize the main points of your essay without repeating them verbatim.- Restate your thesis in a new way to show how your essay has supported it.- End with a closing statement that leaves a lasting impression on the reader.7. Editing and Proofreading:- Review your essay for any grammatical errors or spelling mistakes.- Check that each paragraph flows logically from one to the next.- Ensure that your essay adheres to any formatting guidelines provided by your teacher.Conclusion:Writing a great English essay is a skill that can be developed with practice and attention to detail. By following the steps outlined in this video, you'll be well on your way to becoming an English essay master. Remember, the key is to plan, write, and revise with care and diligence.Closing:Thank you for watching our video on mastering English essays for middle school students. If you have any questions or need further guidance, feel free to ask in the comments below. Good luck with your writing endeavors, and don't forget to subscribe for more educational content!。

我想看介绍作文英文

我想看介绍作文英文Introduction to Writing an Essay。

Writing an essay is an essential skill that every student must possess. It is a form of academic writing that requires the writer to present their arguments and ideas on a particular topic. Essays are used to evaluate a student's knowledge, understanding, and critical thinking skills.To write an effective essay, there are several steps that you need to follow. The first step is to choose atopic that you are interested in and one that you have enough knowledge about. This will make it easier for you to research and gather information for your essay.The next step is to create an outline for your essay. This will help you organize your thoughts and ideas and ensure that your essay flows logically. Your outline should include an introduction, body paragraphs, and a conclusion.The introduction is where you introduce your topic and provide background information on it. You should also include your thesis statement, which is the main argument or point that you will be making in your essay.The body paragraphs are where you provide evidence to support your thesis statement. Each paragraph should focus on a single idea or piece of evidence and should be well-supported with facts, statistics, or examples.The conclusion is where you summarize your main points and restate your thesis statement. You should also provide a final thought or call to action for your readers.When writing your essay, it is important to use clear and concise language. Avoid using jargon or technical terms that your readers may not understand. You should also use proper grammar, punctuation, and spelling.Finally, it is essential to proofread and edit your essay before submitting it. This will help you catch any errors or mistakes and ensure that your essay is well-written and cohesive.In conclusion, writing an essay is a crucial skill that every student should possess. By following the steps outlined above, you can write an effective essay that showcases your knowledge, understanding, and critical thinking skills.。

我想看作文

我想看作文英文回答：To begin with, I believe that all human beings are born with an inherent desire to learn and explore. From a young age, children are naturally curious about the world around them and are eager to acquire new knowledge and skills. This innate drive to learn is essential for our development as individuals and as a species.For one thing, learning allows us to adapt to our ever-changing environment. The world is constantly evolving, and we must be able to learn new things in order to keep up. For example, the technological advancements of the past few decades have had a profound impact on our lives. In order to succeed in today's job market, we must be able to learn how to use new technologies and software.Moreover, learning helps us to expand our knowledge and understanding of the world. By learning new things, we cangain a deeper appreciation for the complexity and beauty of our surroundings. For example, studying history can help us to understand the present and to make informed decisions about the future. Studying science can help us to understand the natural world and to develop new technologies that can improve our lives.Furthermore, learning can be a source of great pleasure and satisfaction. There is nothing quite like the feeling of mastering a new skill or learning something new that you have always wanted to know. Learning can also help to keep our minds sharp and active as we age.In conclusion, learning is essential for our development as individuals and as a species. It allows us to adapt to our environment, expand our knowledge, and experience the joy of discovery.中文回答：首先，我认为人类天生就拥有学习和探索的欲望。

怎样写初中作文英语范文

Writing an English composition for middle school students can be a challenging yet rewarding task. It requires a good understanding of grammar, vocabulary, and the ability to express thoughts in a coherent and engaging manner. Heres a stepbystep guide on how to write a middle school English composition that will not only meet the academic requirements but also capture the readers interest.Step 1: Understand the PromptBefore you start writing, make sure you understand the prompt or topic given. If the topic is openended, choose a subject that you are passionate about or have some knowledge of. This will make the writing process smoother and your composition more authentic.Step 2: Brainstorm IdeasTake a few minutes to brainstorm ideas related to your topic. Write down all the points you want to include in your composition. This will help you organize your thoughts and create a solid foundation for your writing.Step 3: Create an OutlineAn outline is a blueprint of your composition. It should include an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on one main idea related to your topic. The outline will help you structure your composition and ensure that it flows logically.Step 4: Write the IntroductionThe introduction is the first impression you make on the reader. It should be engaging and provide a clear overview of what your composition isabout. Start with a hook, such as a question, a quote, or a surprising fact, to grab the readers attention. Then, provide some background information and end with a thesis statement that summarizes your main argument or point.Step 5: Develop the Body ParagraphsEach body paragraph should focus on one main idea that supports your thesis statement. Start with a topic sentence that introduces the main idea. Then, provide evidence or examples to support your point. Use transition words to connect your ideas and make your writing flow smoothly.Step 6: Write the ConclusionThe conclusion is your chance to wrap up your composition and leave a lasting impression on the reader. Restate your thesis statement and summarize the main points youve made in the body paragraphs. End with a closing thought that reinforces your argument or provides a call to action.Step 7: Revise and EditAfter youve finished writing your first draft, take some time to revise and edit your composition. Check for grammatical errors, awkward sentences, and unclear expressions. Make sure your ideas are wellorganized and your writing is clear and concise.Step 8: ProofreadThe final step is to proofread your composition. Read it out loud to catch any mistakes you might have missed during the editing process. Payattention to punctuation, spelling, and capitalization.Example CompositionLets say the topic is The Importance of Education. Heres a brief example of how you might structure your composition:Introduction:Hook: Education is the key to unlocking a world of opportunities.Background: Discuss the role of education in society.Thesis statement: Education is crucial for personal growth, social development, and economic prosperity.Body Paragraph 1:Topic sentence: Education fosters personal growth and selfawareness.Evidence: Discuss how learning new skills and knowledge can boost confidence and selfesteem.Body Paragraph 2:Topic sentence: Education plays a vital role in social development.Evidence: Provide examples of how education can reduce crime rates and improve community cohesion.Body Paragraph 3:Topic sentence: A welleducated population contributes to economic prosperity.Evidence: Use statistics to show the correlation between education levels and economic growth.Conclusion:Restate thesis: Education is indeed the cornerstone of personal, social, and economic advancement.Summary: Briefly recap the main points discussed in the body paragraphs. Closing thought: Let us all value and invest in education to build a brighter future.Remember, practice makes perfect. The more you write, the better youll become at expressing your thoughts in English. Dont be afraid to experiment with different styles and techniques to find what works best for you. Happy writing!。

英语作文起步

英语作文起步The First Steps in Writing an English CompositionWriting an English composition can be an exciting and rewarding experience, especially for those who are just beginning their journey in learning the language. Here are some essential tips to help you get started:1. Understand the Prompt: Before you start writing, make sure you fully understand what the prompt is asking for. If it's a topic, brainstorm ideas related to it. If it's a question, ensure you address it directly.2. Plan Your Composition: Outline the main points you want to cover. This will help you organize your thoughts and ensure your essay flows logically.3. Introduce Your Topic: Begin with an engaging introduction that grabs the reader's attention. Provide a brief overview of what you will discuss in your composition.4. Develop Your Main Points: Each paragraph should focus on one main idea that supports your thesis statement. Use clear topic sentences to guide the reader through your argument.5. Use Supporting Details: Provide examples, facts, or anecdotes to back up your main points. This will make your argument more convincing.6. Vary Your Sentence Structure: To keep your writing interesting, use a mix of simple, compound, and complex sentences.7. Proofread for Grammar and Spelling: Before submitting your composition, carefully check for grammatical errors and spelling mistakes. It's also helpful to read your work aloud to catch any awkward phrasing.8. Revise for Clarity and Cohesion: Make sure your ideas are clear and your paragraphs are well-connected. Transition words can be very useful in linking your thoughts.9. Practice Regularly: Like any skill, writing improves with practice. Write compositions on various topics to become more comfortable with the process.10. Seek Feedback: Don't hesitate to ask for feedback from teachers or peers. Constructive criticism can help you improve your writing skills.Remember, the key to a good composition is clarity, organization, and effective communication of your ideas. With practice and attention to detail, you'll find that writing in English becomes a natural and enjoyable process.。

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Program layout.
As mentioned the syntax of Ox is modelled on C and C++ (and Java), so much of the following should be recognized. True to tradition, our ﬁrst program is: #include <oxstd.h> main() { print("Hello world"); } This program only prints one line of text, but it is worth discussing anyway: • The ﬁrst line includes a header ﬁle • The purpose of oxstd.h is to declare all standard library functions. • Any Ox program starts execution at the main function. • A block of code (e.g. a function) is enclosed in curly braces. • All statements are terminated with a semicolon (;). Note that Ox is case sensitive, it makes a distinction between lower case and upper case letters. At this time it is a good idea to point out a diﬀerence between Ox and C++: Since Ox is a matrix based language, there is much less need for loop statements than in C++. Indeed, because Ox is compiled and then interpreted, there is a speed penalty for using loop statements when they are not necessary. Sometimes we can’t avoid using loops so the next sections contains a quick introduction to ”classic” programming in Ox. 2
Christoﬀer Kanstrup
Econometrics F2003
24th October 2003
Department of Applied Mathematics and Statistics (AMS) University of Copenhagen
Introduction to Ox.
ቤተ መጻሕፍቲ ባይዱ
Christoﬀer Kanstrup
Econometrics F2003
24th October 2003
If, for, while...
From a programming viewpoint Ox is the same as C++, this can most easily be seen in the following examples: IF: decl d = ranu(1,1); if (d < 0.5) println("less than 0.5"); else if (d < 0.75) println("less than 0.75"); else println("greater than 0.75"); ranu() generates a uniform distribution. Ox has the usual relational operators. There is ”<”,”<=”,”>”, ”>=”,”==” and ”!=” meaning ‘less’, ‘less than or equal’, ‘greater’, ‘greater than or equal’, ‘is equal’ and ‘is not equal’. These always produce the integer value 1 (true) or 0 (false). If any of the arguments is a matrix, the result is only true if it is true for each element. For, while: The ”for”, ”while” and ”do while” loops have the same syntax as in C++. The for loop consists of three parts, an initialization part, a termination check, and an incrementation part. The while loops only have a termination check, look at the following examples to make sure you understand: for(i = 1; i<=100; ++i) while(i<=100) while(i>=50 && i<=75) The && is logical-and, whereas || is logical-or. The ++i statement is called (preﬁx) incrementation, and means ‘add one to i’. Similarly, --j subtracts one from j. There is a diﬀerence between preﬁx and postﬁx incrementation (decrementation). For example, the second line in
This is a short introduction to the Ox language used in the course Econometrics, fall semester 2003 at the University of Copenhagen. You may or may not be able to download Ox from the course homepage, either way Ox is available at the computers in the various computer-rooms at the institute. At this point the reader is assumed to be familier with GiveWin and PcGive/PcFiml, and the following will show how to use Ox to extend the features in these two programs. Ox is a matrix oriented language and the syntax is quite similar to programs such as C++ and R. From our point of view the main advantage with Ox is the useful interface with GiveWin and the build in packages (called classes) for working with databases, graphics, maximization and regression. Some of the examples in the following are based on the AR(1) process. We will also revisit the hamburger chain data from Worksheet (exercise) 1 and 2. Finally some of the text and examples stem more or less directly from the Ox help-ﬁles. See the end of this introduction for a reference to an extensive Ox manual.
Christoﬀer Kanstrup
Econometrics F2003
24th October 2003
Note that you may experience the same problems as we all had when we used PcGive for the ﬁrst time on the University’s system: When using Ox for the ﬁrst time you may have to leave GiveWin and start OxRun from Windows i.e. ”Start->Programs->... ect.”. You then enter the path leading to any Ox program ﬁle e.g ”C:\Programmer\Ox\samples\myfirst.ox”. This only has to be done once, in the future GiveWin will be aware of the fact that Ox is installed and it can be started from within this program.