Advanced Writing09
AcadWrit学术英语写作
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Table of Contents
Advice for modern academic writing ............................................................................................. 3 General advice for non-native writers………………………………………………………... 3 Basic Methodology I: Process writing ........................................................................................... 4 Basic Methodology II: Passive vs. active voice ........................................................................... 10 Basic Methodology III: The end-focus technique .......................................................................... 12 Article sections: overview, content, order of creation .................................................................... 16 Case reports ...............................................................
美国大学英语写作第九版课后答案page103
美国大学英语写作第九版课后答案page1031、Every morning John takes a（）to his office. [单选题] *A. 20-minutes' walkB. 20 minute ' walkC. 20-minutes walkD. 20-minute walk(正确答案)2、一Mary wants to invite you to see the movie today. 一I would rather she（B）me tomorrow. [单选题] *A.tellsB. told (正确答案)C. would tellD. had told3、I couldn’t find Peter,_____did I know where he had gone. [单选题] *A.nor(正确答案)B.eitherC.neverD.as4、He kept walking up and down, which was a sure（）that he was very worried. [单选题] *A. sign(正确答案)B. characterC. natureD. end5、I should like to rent a house which is modern, comfortable and _____, in a quiet neighborhood. [单选题] *A.in allB. after allC. above all(正确答案)D. over all6、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for7、90．—I want to go to different places, but I don’t know the ________. —A map is helpful, I think. [单选题] *A．price(正确答案)B．timeC．wayD．ticket8、Actually, we don't know whether this news comes from a reliable（）or not. [单选题] *A. source(正确答案)B. originC. basisD. base9、The red jacket is _______ than the green one. [单选题] *A. cheapB. cheapestC. cheaper(正确答案)D. more cheap10、Ordinary books, _________ correctly, can give you much knowledge. [单选题] *A. used(正确答案)B. to useC. usingD. use11、We must try hard to make up for the lost time. [单选题] *A. 弥补(正确答案)B. 利用C. 抓紧D. 浪费12、Tony can _______ the guitar.Now he _______ the guitar. [单选题] *A. play; plays(正确答案)B. playing; playingC. plays; is playingD. play; is playing13、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away withD. go on with14、These two films are very interesting. I like them _____. [单选题] *A. eitherB. neitherC. allD. both(正确答案)15、Almost every one of us could see her anxiety from the（）on her face. [单选题] *A. appearanceB. feelingC. movementD. expression(正确答案)16、It’s reported that there are more than 300?_______ smokers in China. [单选题] *A. million(正确答案)B. millionsC. million ofD. millions of17、The soldiers were_____of running away when the enemy attacked. [单选题] *A.chargedB.accused(正确答案)C.scoldedD.estimated18、She is a girl, _______ name is Lily. [单选题] *A. whose(正确答案)B. whoC. whichD. that19、I could ______ control my feelings and cried loudly when I heard the bad news. [单选题] *A. hardly(正确答案)B. ?reallyC. clearlyD. nearly20、Mr. Bliss became the first person to die in a car accident. [单选题] *A. 事故(正确答案)B. 竞赛C. 检阅D. 交易21、Lily is a very_____person and never wastes anything. [单选题] *A.generousB.economical(正确答案)C.economicD.efficient22、( ) The salesgirls in Xiushui Market have set a good example______us in learning English. [单选题] *A. to(正确答案)B. forC. withD. on23、The museum is _______ in the northeast of Changsha. [单选题] *A. sitB. located(正确答案)C. liesD. stand24、---Excuse me sir, where is Room 301?---Just a minute. I’ll have Bob ____you to your room. [单选题] *A. show(正确答案)B. showsC. to showD. showing25、I think you should buy this novel. It is really worth _____. [单选题] *A. reading(正确答案)B. being readC. readD. to read26、I took?some _______of the Great Wall?in China last year. [单选题] *A. potatoesB. tomatoesC. photos(正确答案)D. paintings27、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it28、（）of the twins was arrested because I saw them both at a party last night. [单选题] *A. NoneB. BothC. Neither(正确答案)D. All29、92．China is a big country ________ a long history. [单选题] *A．hasB．haveC．with(正确答案)D．there is30、We had ____ wonderful lunch last Saturday. [单选题] *A. /B. theC. oneD. a(正确答案)。
Writing 9
4.In informal English, that can often be left out before an object clause, especially after verbs of saying or thinking, e.g. She said(that) she would come. He told me (that) he liked the house. I think (that) it’s a good idea. it’
2007年12月六级新题作文 2007年12月六级新题作文 The digital age 1.如今，数字化产品越来越多，如。。。。 1.如今，数字化产品越来越多，如。。。。 2.使用数字化产品对于人们学习工作和生活 2.使用数字化产品对于人们学习工作和生活 的影响。
No issue is as basic to individual and national survival as food.
将下列句子变为书面体的句子。 1. If you compare bicycles with cars carefully, you will find bicycles are superior to us.
2. It is time for us to revise educational system and then provide it to our society.
It is time for us to provide our society a revised educational system. 3.If we don’t recognize the serious problem of don’ growing population, we will make a big mistake.
美国大学英语写作第九版课后答案Part4
PART FOUR: HANDBOOK OF SENTENCE SKILLSChapter 20: FragmentsActivity 1 on Dependent Word Groups (407-408)Note: Answers will vary; examples are shown.1.Unless I start practicing more, I am not going to perform very well at the recital.2.Although I had studied for several hours, I still didn’t pass the exam.3.Because I had just gotten paid,I was able to buy all my textbooks.4.Until the new mall opened, we shopped in town.5.The car that I bought turned out to be a lemon.Activity 2 on Dependent-Word Fragments (page 408)1. Whenever I turn on the vacuum, my cat flattens herself and tries to get out of theroom.…room, whenever I….2. Philadelphia was originally a Quaker colony. That was founded by William Pennin 1681.…Quaker colony that was founded by William Penn in 1861.3. Anna is the manager of the new neighborhood garden. That was started toencourage people to grow their own food.…garden that was started to encourage people to grow their own food.4. Since Connor first began watching NOVA. He has been fascinated with space.… NOVA, he has been….5. Roman law was first recorded in 450 B.C. in what was known as the “twelvetablets.” It lasted for many centuries. Until the fall of the eastern Roman Empirenearly 2,000 years later.… for many centuries until the fall of…Activity 3 on -ing Fragments (page 410)1. Ramses II ruled over Egypt from 1279 to 1212 B.C., making his country strongerthan ever before.2. … street. It came to a stop at my house.3. The reason for this was that a research paper had just been assigned to students inan ancient history class.Activity 4 on -ing and to Fragments (410-411)Note: Answers may vary.Langan, College Writing Skills with Readings, 9e IM - 11. Knowing she had not finished the book, Madelyn was very nervous about goingto class.2. I hired a neighbor boy to mow my lawn and weed the garden.3. Searching for the right filament for his incandescent light bulb, Thomas Edison(1847-1931) found that a strip of carbonized bamboo could glow for 1,200 hours.4. Cullen and Bryson have been friends since first grade. They are graduating fromhigh school this May.5. To get his company to grow rapidly, Harvey Firestone launched a vigorousmarketing campaign.Activity 5 on Added-Detail Fragments (page 412)1. [For example, purchasing clothes at a discounted price.] For example, shepurchases clothes at a discounted price.2. Several nineteenth-century inventors had designed self-propelled vehicles like theone that ran on high-pressure steam.3. I love to eat “b” vegetables such as broccoli, Brussels sprouts, and beans, becausethey are full of vitamins.Activity 6 on Added-Detail Fragments (413)Note: Methods of correction may vary.1. The music festival had an amazing lineup. For example, the Black Eyed Peas,Maroon 5, and Coldplay are all scheduled to perform.2. Some European countries, such as Switzerland and Portugal, remained neutralduring World War II.3. The house was overrun with cats. At least twenty of them lived there.4. Chloe loves to collect rare pieces of pottery like jasperware.5. I know why I had to learn certain subjects in high school, such as Americanhistory.Activity 7 on Missing-Subject Fragments (page 414)Note: Methods of correction may vary.1. Ben loves to study math and science, but he refuses to study history.2. They have an amazing gluten-free spinach pizza with fresh nut-free pesto.3. Kendall is allergic to dairy. She goes into anaphylactic shock and loses her abilityto breathe.4. When we arrived in Chicago, we took a train from the airport to the center of thecity. Then we walked a few blocks to our hotel.5. Next fall, I plan to take a course in calculus and to join the mathematics club. Review Test 1 (415-416)Langan, College Writing Skills with Readings, 9e IM - 21. F 5. F 9. C 13. C 17. F2. C 6. C 10. F 14 F 18. C3. C 7. C 11. C 15. C 19. F4. C 8. F 12. F 16. C 20. CCorrectionsNote: Methods of correction may vary.1. For children in areas that get snow, there are stages of snow days.5. Making snowmen, drinking hot chocolate, and watching movies are favoriteactivities.8. …excitement of day one, but often lead into cabin fever, boredom, and frustration.10. Although movies are still an option, parents begin to feel guilty that …12. They suggest studying.14. However, if more snow days occur, reality sets in and despondency grows ...17. …to maintain normalcy, and they start bargaining with the school district….19. The final stage for parents is despair, as the kids grow more and more restless. Review Test 2 (416-417)1. We both began to tire as we passed the halfway mark in the race. But wheneverI’d hear Reggie’s footsteps behind me, I would pump my legs a little faster.2. The American Southwest is home to several Native American nations, such as theNavajo, the Apache, and the Pueblo. The East is the land of the Huron andIroquois, along with the Delaware and the Mohegan.3. Punching all the buttons on the radio in sequence, Phil kept looking for a goodsong. He was in the mood to cruise down the highway and sing at the top of hisvoice.4. My children joke that we celebrate “Hanumas” with our Jewish neighbors. Weshare Hanukkah and Christmas activities, including making potato pancakes attheir house and decorating our tree.5. Pop artists gained fame in the 1950s, reacting to the more established art formslike expressionism, which preceded them. They portrayed common images fromeveryday life, such as Coke bottles and soup cans.6. Our landlord often invites her tenants to dinner, and allows them to use herwasher and dryer. By doing such things, she has become known as the kindestperson in our neighborhood.7. The alley behind our house was flat except for a wide groove in the center. Weused to sail paper boats down the groove whenever it rained hard enough to createa “river” there.8. Don passed the computer school’s aptitude test. This qualifies him for ninemonths of training. Don kidded that anyone could be accepted if he or she had$4000.Review Test 3 (page 417)Langan, College Writing Skills with Readings, 9e IM - 3Note: Answers will vary; examples are given.1.…in debt as a result of…2.…manage money, students should be required...3.…classes from elementary school...4.…to budget allowances, how to save...5.…get older, classes could be…6.…different concepts like compound interest...7.…history of economics, how the government…8.…economics even further, explaining general interest…9.…to intern at various businesses to learn economics…10.…poor spending choices and enjoy better…Chapter 21: Run-OnsActivity 1 on Period and a Capital Letter (420-421)1. today. It 6. velocities. He2. image. They 7. Zimbabwe. Then3. friends. I 8. services. He4. plant. It 9. Spanish. He5. style. Her 10. mysteries. SheActivity 2 on Comma and a Joining Word (page 422)1. and 6. but2. and 7. and3. but 8. so4. but 9. but5. for 10. soActivity 3 on Comma and a Joining Word (page 423)Note: Answers will vary; examples are given.1., but it’s not very clean.2., for he had a daytime job.3., and after dinner she went to the library.4., so she enrolled in a history class.5., but I wasn't hungry.Activity 4 on Period and a Capital Letter or Comma and a Joining Word (423-424) Note: Answers may vary; examples are shown.Langan, College Writing Skills with Readings, 9e IM - 41. Scheele, and 6. stiff, but soaking2. environment. They 7. work. Some3. heat, so I 8. England, so4. Russia. We 9. Correct5. old, yet 10. city. WeActivity 5 on Semicolon (page 425)1. plates; they 6. Japan; it2. America; it 7. window; Joey3. immense; it’s8. microscope; he4. bacon; her 9. street; the5. covers; she 10. 1948; laterActivity 6 on Semicolon with a Transitional Word (page 426)1. ; as a result, (or thus, consequently, or therefore)2. ; on the other hand, (or however)3. ; in addition, (or furthermore)4. ; meanwhile,5. ; consequently, (or thus, as a result, or therefore)Review Test 1 (page 427-428)Note: Some answers may vary.1. Empire; it 7. War I; Slovakia2. countries. In 8. Communists, and3. invaded. They 9. Correct4. Turks; the 10. Republics. Prime5. capital, and 11. countries; this6. 1867. Franz 12. CorrectReview Test 2 (Page 428)Note: Answers may vary.1. brain; then Or: brain, and then Or: brain. Then2. heels, and then Or: heels; then Or: heels. Then3. diner, and a Or: diner. A Or: diner; a4. occult. It Or: occult, for it Or: occult; it5. parents, for this Or: parents. This Or: parents; this6. World War II, but Or: World War II. The Or: World War II; the7. deafness, so he Or: deafness. He Or: deafness; he Langan, College Writing Skills with Readings, 9e IM - 58. far, so larger Or: far. Larger Or: far; larger9. common. No Or: common, for no Or: common; no10. world, so Or: world. I Or: world; I Chapter 22 : Misplaced ModifiersActivity 1 on Misplaced Modifiers (430-431)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. The patient on the psychiatrist’s couch talked about his childhood.Or: On the psychiatrist’s couch, the patient talked about his childhood.2. With swiveling heads, the crowd watched the tennis players.3. Vonnie put four hamburger patties, which she was cooking for dinner, on thecounter.4. Steve carefully hung in the bedroom closet the new suit that he would wear to hisfirst job interview.5. The novel that Annie had borrowed from her cousin was about a pioneer family.6. The latest Denzel Washington movie has opened in almost 2,200 theaters acrossthe country.7. The chef advised us to place the casserole in a preheated oven to be cookedproperly.8. Owing two m onths’ rent, the tenants left town in a dilapidated old car.Or: The tenants, owing two months’ rent, left town in a dilapidated old car.Or: The tenants who owed two months’ rent left town in a dilapidated old car.9. The plan was to construct a church made of brick and stone on an acre of land.10. In the greenhouse, I discovered an unusual plant that oozed a milky juice. Review Test 1 (page 431)1. MM 6. C2. C 7. MM3. C 8. C4. MM 9. MM5. MM 10. CReview Test 2 (page 432)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. A poet and professor,Henry Wadsworth Longfellow was born in 1907 in Portland,Maine.Langan, College Writing Skills with Readings, 9e IM - 62. One of Longfellow’s most famous poems is “Paul Revere’s Ride,” depicting anhistorically important night during the Revolutionary War.3. In a poem, Longfellow wrote that rainbows are flowers that have died and gone toheaven. Or: Longfellow wrote in a poem that rainbows are flowers that have diedand gone to heaven.4. Longfellow’s wife, Frannie, died from terrible burns when her dress caught fire.5. Longfellow never fully recovered and, eighteen years later, he commemorated hiswife’s death in the sonnet, “The Cross of Snow.”Chapter 23: Dangling ModifiersActivity 1 on Dangling Modifiers (434-436)Note: Answers may vary.1.When I applied a salve to the burn on my leg, the pain soon subsided.2.Marching across the field, the soldiers could see a distant river.3.One can relieve stress by practicing daily relaxation techniques.4.Avoiding foods high in fat and calories, Paul drastically improved his health.5. Since it was lit by several floodlights, the stage was clearly visible to the audience.6. As I was running through the rain, the puddles soaked my pants.7. Because so many people were crammed tightly in the elevator, the doors wouldn’tclose.8. Hoping to make his employees more comfortable, the new boss purchased adozen new chairs.9. After the potholes were fixed, the roadway was smooth.10. Screaming loudly, the young children on the roller coaster were scared.Review Test 1 (page 436)1. DM 6. C2. C 7. C3. C 8. DM4. DM 9. DM5. DM 10. CReview Test 2 (436-437)1. Hoping to achieve higher test scores, students sometimes have one top-performing student take the SAT or other standardized tests for them.2. Embarrassed by the widespread cheating, the testing companies have introducedtighter rules.3. Required to upload verified photo ID pictures when they register and take theexam, students must now meet stricter identification standards.Langan, College Writing Skills with Readings, 9e IM - 74. Stored in databases, the photos can be accessed by high school and collegeadmissions personnel.5. The new rules have made it harder for students to cheat on the SAT and ACT. Review Test 3 (page 437)Note: Answers will vary; examples are shown.1., Barry slowed the car down.2., the vase broke when I set it down too hard.3., the kids got soaking wet.4., Rosalie was admitted to Harvard Law School.5., Terry had gloomy thoughts of death.Section II: MechanicsChapter 24: Manuscript FormActivity 1 (440)Note: Order of answers may vary.2. Right-hand margin should not be crowded.3. Title should not be in quotation marks.4. In title, the word “Alone” should be capitalized.5. A line should be skipped below the title.6. Paragraph indent is needed.7. The first sentence should stand independent of the title. (Here, the meaning of“This” depends on the title.)Chapter 25: Capital LettersActivity 1 (443-444)1. Orlando . . . Florida….Disney….World2. M cdonald’s…Quarter-Pounder…Big….Mac…Coke3. Born…Raised…Shadow…Days4. Brianna…July…Connor…Matteo…Campbell5. The . . . Black…Eyed…Peas…Fergie’s6. Rory . . . Maggie. . . Noah. . . Highlights7. Vineyard…West…Chop8. Daisy…Troop…Cedar…Creek…Elementary9. Dr. . . . Landown10. Tuesday . . . Labor. . . Day. . .Moore. . .HallActivity 2 (page 446)Langan, College Writing Skills with Readings, 9e IM - 81. Boston…Tea…Party…British…American2. Korea . . . French . . . Swiss . . . Chinese3. Uncle … Harvey4. Introduction . . . W eb … Design5. VietnameseActivity 3 on Unnecessary Use of Capitals (page 447)1. provinces…north…east…west2. world's…continent…countries…nations3. electron . . . microscope . . . television . . . atomic4. poem . . . epic . . . poem . . . warrior5. saga…rise…fallReview Test 1 (447-448)1. French…British2. British…United…States…America…French…revolution3. French . . . Third…Estate…they…First…Estate4. July…Parisian…Bastille5. Monarchy…the…Reign…Terror6. A . . . France . . . Napoleon7. Emperor . . . Napoleon. . . French . . . Russia8. European . . . Alliance . . . Napoleon9. nationalism . . . Europe10. Congress . . . Vienna . . . monarchs. . .Europe. . .nineteenth. . .century Chapter 26: Numbers and AbbreviationsActivity 1 on Numbers (page 451)1. three-thirty 3:30 . . . one-sixteen 116 . . . Forty-Second 42nd2. four o'clock 4:00…twenty 203. fifty 50 . . . tenth 10 (or 10th)Activity 2 on Abbreviations (451-452)1. Nov. November . . . Jan. January . . . lbs. pounds2. A.M. morning…caf cafeteria3. p.o. post office . . . min. minutes . . . dol. dollarsReview Test 1 (page 452)1. S. ShiveLangan, College Writing Skills with Readings, 9e IM - 92. Prof. Professor3. four 44. Prof. Professor5. 3 three6. Psych. psychology7. Sept. September8. twenty 209. Psych.drs. psychologists10. exp. experimental11. One 112. & and13. 3rd third14. 7 seven15. pg. page16. fifty-six 5617. Hosp. Hospital18. one-thirty 1:3019. ped. pediatric20. psych. psychology21. dept. department22. Thx. Thank you23. Tom Thomas ShiveSection III: PunctuationChapter 27: ApostropheActivity 1 on Apostrophe in Contractions (page 455)1. Aren't2. they’re . . . don't3. I’m . . . who’s4. W ho's…it's…We're5. can’t . . . there’sActivity 2 on Apostrophe to Show Ownership or Possession (page 457)1. Great Britain's capital 6. Libby’s car2. One of New York City's major attractions 7. In the bakery’s window3. Switzerland's three official languages 8. Caden’s apartment4. The Previn family's piano 9. Brock’s tennis shoes5. John’s computer10. Whitney Parker’s house Activity 3 on Apostrophe to Show Ownership or Possession (page 458)Langan, College Writing Skills with Readings, 9e IM - 10Note: Sentence responses will vary; below are the possessive forms of the given words.2. The government’s3. Annalise’s4. The grocery store’s5. The golden retriever’s6. The ski resort’sActivity 4 on Apostrophe versus Simple Plurals (page 459)1. Possessive: wife’s armPlural: skates2. Possessive: Vonette’s decisionPlurals: predictions . . . opportunities3. Possessive: Picasso's paintingsPlurals: paintings…museums4. Possessive: doctor’s requestPlural: scars5. Possessive: people’s names, world’s countriesPlurals: names . . . countries6. Possessive: Seville's manyPlurals: attractions…Moors…centuries7. Possessive: children’s shoutsPlurals: shouts . . . eggs . . . lightbulbs . . . items8. Possessive: Tina’s camping handbookPlurals: tablets . . . ropes9. Possessive: children's novelPlurals: readers…ye ars10. Possessive: rattlesnake’s headPlural: eyesActivity 5 on Apostrophe with Plurals Ending in -s (page 460)1. campers’ tents2. Johnsons' daughters3. cities' subway and bus systems4. twins’ habit5. cars’ windshieldsReview Test 1 (page 460)1. state’s corrected to states’2. capital’s corrected to capitals3. Virginias corrected to Virginia’s4. wouldnt corrected to wouldn’t5. lions corrected to lion’sLangan, College Writing Skills with Readings, 9e IM - 116. Kentuckys corrected to Kentucky’s7. boys’ corrected to boys8. Conn ecticuts corrected to Connecticut’s9. Arkansas’ corrected to Arkansas’s10. rocks’ corrected to rocks11. States corrected to State’s12. students corrected to students’Chapter 28: Quotation MarksIntroductory text (page 462)1. capital2. new3. Commas4. insideActivity 1 on Set Off Words of a Speaker or Writer (462-463)1. Several people have been credited with saying, “The more I see of people, themore I like dogs.”2. "Let nature be your teacher," advised the poet William Wordsworth.3. According to the Bible, "The laborer is worthy of his hire."4. “The ballot,” said Abraham Lincoln, “is stronger than the bullet.”5. “When chefs go to great lengths,” the woman at the diet center said, “I go to greatwidths.”6. My frien d said that when she dies, she wants her headstone to read, “She lived lifeto the fullest!”7. “I apologize that my homework is tattered and stained,” said the child, “but Idropped it in a mud puddle.”8. Marilyn Monroe said, “I restore myself when I’m alone.”9. The article warned residents, “Severe weather is expected to arrive within the nexttwo days.”10. Although he is most known for being funny, when Robin Williams said, “Nomatter what people tell you, words and ideas can change the world,” he wasgiving serious advice.Activity 3 on Indirect Quotations (page 465)2. Monica said, "My grandmother has been the role model for several women in myfamily."3. Angelo said, “I want a box of the extra-crispy chicken.”4. My history professor told us, "Tomatoes were first grown in Peru."5. The instructor announced, “Thursday’s test has been canceled.”Activity 4 on Titles (page 466)Langan, College Writing Skills with Readings, 9e IM - 121. In her short story “A Sea Worry,” Maxine Hong Kingston describes a group ofteenage surfers and a mother who tries to understand them.2. The January issue of Discover magazine included an article entitled "Lost Citiesof the Amazon."3. We read the chapter “Pulling Up Roots” in Gail Sheehy’s book Passages.4. Raymond gave me a copy of last month's National Geographic magazine, whichfeatured a story called "Saving Energy: It Starts at Home."5. The movie Casablanca, which starred Humphrey Bogart, was originally cast withRonald Reagan in the leading role.6. One of my grandfather's favorite old TV shows was Thriller, a horror serieshosted by Boris Karloff, the man who starred in the 1931 movie Frankenstein.7. When the Beatles’ movie A Hard Day’s Night was first shown, fans screamed somuch that no one could hear the songs or the dialogue.8. Pinned on Jeffery's wall is the cover of a recent issue of Rolling Stone. The coverhas a photo of the British rock group The Rolling Stones.9. The sociology test will cover the first two chapters: “Culture and Diversity” and“Social Stratification.”10. An article in Consumer Reports called “Which Cereal for Breakfast?” claims thatchildren can learn to like low-sugar cereals like Cheerios and Wheaties.Review Test 1 (467-468)1. In Monty Python and the Holy Grail, John Cleese famously says, “I fart in yourgeneral direction. Your mother was a hamster and your father smelt ofelderberries.”2. In The Usual Suspects, Verbal Kint (Kevin Spacey) claims, “The greatest trick thedevil ever pulled was convincing the world he didn’t exist.”3. In the short story, “The Death of Ivan Ilych,” Leo Tolstoy writes, “In place ofdeath there was light.”4. “Remember to let her into your heart,” is one of the memorable lines from theBeatles’ song, “Hey Jude.”5. Tom Hanks plays a coach in A League of Their Own, but it certainly i sn’t hisfinest moment when he yells at one of his players, “Are you crying? There’s nocrying! There’s no crying in baseball!” [Correct]6. Forrest Gump includes many quotable lines, such as, “Run, Forrest, run. Run,Forrest!” and “Mama says, ‘Stupid is as stupid does.’”7. Richard Wilbur opens his poem, “The Writer,” with these lines, “In her room atthe prow of the house/ Where light breaks, and the windows are tossed withlinden,/ My daughter is writing a story.”8. Emily Blunt’s character in The Devil Wears Prada explains, “I’m just onestomach flu away from my goal weight.”9. “Find a truly original idea. It is the only way I will ever distinguish myself. It isthe only way I will ever matter,” John Nash moans in A Beautiful Mind.10. Robin Williams inspires his students in Dead Poets Society when he says, “…Butif you listen real close, you can hear them whisper their legacy to you. Go on, Langan, College Writing Skills with Readings, 9e IM - 13lean in. Listen, you hear it? Carpe, Carpe diem. Seize the day, boys. Make yourlives extraordinary.”Activity 1 on Comma Between Items in a Series (page 470)1. southern swamps, streams, lakes, and other2. hammock, popped open a frosty can of soda, and3. warm, deep, swirling4. eyes, relaxed manner, and5. soft, warmActivity 2 on Comma After Introductory Material (page 471)1. bacteria, penicillin2. wildly, Jesse3. states, the Appalachian4. begin, the audience5. brook, we noticedActivity 3 on Commas Around Words Interrupting the Flow of Thought (page 472)1. large pines, swaying in the wind,2. Hawaii, which became the fiftieth state in 1959,3. Liam Bage, an avid football fan,4. weather, windy and wild,5. actress, who has starred in many plays,Activity 4 on Comma Between Complete Thoughts (473-474)1. bulletin, and 6. reruns, so2. Correct 7. camera, or3. parlor, for 8. Correct4. trees, and 9. Correct5. tissue, but 10. CorrectActivity 5 on Comma with Direct Quotations (page 474)1. whisper, “Ladybird2. bursting," said3. a nnounced, “Tomorrow4. it,” the detective …. murderer, “and I…5. gap,” the conductorActivity 6 on Comma with Everyday Material (page 475)Langan, College Writing Skills with Readings, 9e IM - 141. Dublin, Maggie,2. July 15, 2009…Woodbridge Avenue, Fort Myers, Florida3. 875,000 . . . October 16, 19954. shows, Elaine, . . . 1,231 . . . Sarasota, Florida5. Highway, Great Plains, MinnesotaReview Test 1 (page 476)Note: Wording of rules may vary.1. tissues,” said . . . professor, “were(comma with direct quotation)2. large, juicy…sweet, cold, and refreshing(comma between items in a series)3. theater, we(comma after introductory material)4. counter, but(comma between two complete thoughts)5. reading, “Humans(comma to set off a direct quotation)6. plants, which now sell for very high prices,(commas with words interrupting the flow of thought)7. twenty-one, Tiger(comma after introductory material)8. Tucson, a large city in Arizona,(commas with words interrupting the flow of thought)9. Tunisia, Libya, Niger, Mali, and Mauritania(comma between items in a series)10. dogs, like most animals,(commas with words interrupting the flow of thought)Review Test 2 (page 477)1. gym, Nikki2. said, “Golf3. faculty, Jason's4. highway, so5. C6. ceremony, students fanned themselves with commencement programs,7. dead, the space shuttle . . . February 1, 2003.8. little,” said Ernie, “my9. medieval art, which is part of the New York Metropolitan Museum of Art,10. June 24, 1948, the Soviet Union…However, this…May 11, 1949, when Review Test 3 (477-478)Langan, College Writing Skills with Readings, 9e IM - 151. students, engenders2. evaluation, she3-4. students, except two,5. activity, and6. students, “Either7. activity, they8. portfolios, and9. portfolio, and10. expository, andChapter 30: Other Punctuation MarksActivity 1 on Colon (page 48001. speech:2. used:3. education:Activity 2 on Semicolon (page 480)1. creates; Shiva…destroys; and2. camera; my last3. $200; by . . . $100; andActivity 3 on Dash (page 481)1. leg—broken in three places—lay2. lives—they3. thing—a hotActivity 4 on Parentheses (page 481)1. independent (the country had been part of the Soviet Union since 1922), in2. seasons (1984–1996).3. Stone (Book 1), IActivity 5 on Hyphen (page 482)1. blood-red . . . picture-perfect2. lily-covered…sweet-smelling3. well-written . . . nerve-rackingReview Test 1 (482-483)Langan, College Writing Skills with Readings, 9e IM - 161. nephew—it's2. sister (who will be six next week) started3. students: “Always4. cherry-flavored5. Fermium (named after the Italian physicist Enrico Fermi, who helped develop theatomic bomb) is6. first-grader; . . . third-grader;7. class—read8. warm-hearted9. groups; other10. toilet: hireSection IV: Word UseChapter 31: Effective Word ChoiceNote: Answers may vary in all of the sentences that follow.Activity 1 on Slang (486-487)1. When our car broke down, the police were very helpful; they called a tow truck,which got there very quickly.2. I was astonished when I saw my parents dancing to rock music at my cousin'sanniversary party.3. Theo was so tired after his workout at the gym that he couldn’t find the energy todefrost a frozen dinner.4. When Rick tried to flirt with Lola at the school party, she told him to leave.5. The entire town was thrilled that the corrupt mayor was arrested.Activity 2 on Clichés (page 488)1. got away with murderAs the only girl in an otherwise all-boy family, I could do anything I wanted.Or: I was spoiled.2. on top of the world…as healthy as a horseI was extremely happy to hear that I was in excellent health.3. a shot in the darkMy suggestion is just a guess, but it’s better than nothing.4. more than she bargained forJanice got more work than she expected when she offered to help Larry with hishomework.5. stone's throw…as good as it getsNear the Colosseum in Rome are some restaurants where the food is the best inthe world.6. really hits the spotLangan, College Writing Skills with Readings, 9e IM - 17。
专题09：考纲词汇09-高考英语3500词精背精练(含答案)
专题09:考纲词汇09一、核心词汇1. advanced adj. 高级的；先进的2. admission n. 允许进入；入场费；门票；承认3. amusement n. [U]可笑，愉悦，娱乐；[C]娱乐活动，游戏，消遣活动4. attraction n. 有吸引力的事物；名胜；吸引5. calm vt.&vi.(使)平静；(使)镇定adj.平静的；镇静的；沉着的6. concern vt. (使)担忧；涉及；关系到n. 担心；关注；(利害)关系7. minority n. 少数；少数民族8. preserve vt. 保护，维护；维持……的原状，保存n. 保护区9. power n. 能力；力量；权力10. various adj.不同的；各种各样的二、重点词组1.a variety of＝varieties of 各种各样的vary from...to... 从……到……不等2.attract/draw/catch one’s attention吸引某人的注意力3.be famous for以……而闻名be famous for＝be wellknown for以……而闻名be famous as＝be wellknown as 作为……而出名4.be modelled after根据……模仿；仿造model...into... 把……塑造成……5.in the minority占少数in the majority 占大多数6.in advance 预先；提前(指事先)7.gain admission to/into获准进入be admitted to/into 录取；批准加入……8.get close to接近……，靠近……keep a close watch on 严密监视……e to life活跃起来；苏醒过来come to light 被发现；被知晓come back to life 苏醒过来；复活when it comes to... 当谈及……10.be in power 执政；掌权(状态)beyond/out of one’s power 力所不能及的11.set down记下；放下；登记set out to do sth.出发；开始干某事set about doing sth. 着手做某事set off (for...) 动身；引爆(炸弹等)12.on purpose 故意for/with the purpose of...为了/带着……的目的；目的是三、词汇精练（一）根据句意，用核心词汇完成句子。
Advanced Writing Course高级英语写作
Works Cited: Internet Source
Author, Alan A. Title of www page (underlined or in italics). Sponsoring institution or organization (if professional site). Access date and <Full web address>.
Example of Professional Internet Site:
1492: An Ongoing Voyage. Library of Congress. 21 May 1998 </expo/1492.exhibit /Intro.html>.
Bleich, Eric. "From International Ideas to Domestic Policies: Educational Multiculturalism in England and France ." Comparative Politics 31.1 (Oct. 1998): 81-90. Expanded Academic ASAP. Middlebury College, Middlebury, VT. 2 Aug. 2000 </itweb/middlebury _main?db=EAIM>.
Works Cited: Magazine or Newspaper
Author(s). "Title of Article." Title of Source Month Year: pages. Poniewozik, James. "TV Makes a TooClose Call." Time 20 Nov. 2000: 70-71.
美国大学英语写作课后习题集规范标准答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。
2009高考英语作文
2009高考英语作文In the era of rapid technological advancements, the landscape of modern education has been significantly transformed. The integration of technology into the classroom has brought about a plethora of benefits, but it also poses some challenges that need to be addressed.First and foremost, technology has made education more accessible. With the advent of the internet, students can now access a wealth of information at their fingertips. Online learning platforms and educational apps have made it possible for students to learn at their own pace, and from any location, breaking down geographical barriers.Moreover, technology has enhanced the interactive nature of learning. Interactive whiteboards, virtual reality, and augmented reality are some of the tools that have revolutionized the way students engage with educational content. These tools not only make learning more enjoyable but also cater to different learning styles, thus improving the overall learning experience.However, the integration of technology in education also comes with its set of challenges. One of the major concernsis the digital divide, where students from less privileged backgrounds may not have equal access to these technological resources. This disparity can lead to an unequal educational experience and widen the gap between students.Additionally, there is the issue of screen time and its potential impact on students' physical and mental health. Prolonged exposure to screens can lead to issues like eye strain, sedentary behavior, and even addiction to digital devices.In conclusion, while technology has undoubtedly brought about positive changes to modern education, it is crucial to address the challenges it presents. It is essential to ensure that technology is used responsibly and equitably to enhance learning outcomes for all students. Furthermore, educators and policymakers must work together to find a balance between leveraging technology and maintaining the human element in education.。
美国大学写作第9版教案
课程名称：美国大学英语写作教材：《美国大学英语写作（第九版）》课时安排：共16课时教学目标：1. 使学生掌握英语写作的基本技巧和策略。
2. 培养学生的英语写作兴趣，提高写作水平。
3. 帮助学生了解美国大学英语写作的特点和规范。
4. 培养学生的批判性思维和创新能力。
教学重点：1. 英语写作的基本技巧和策略。
2. 美国大学英语写作的特点和规范。
3. 创新写作和批判性思维。
教学难点：1. 学生在写作过程中遇到的语言障碍和表达困难。
2. 美国大学英语写作中创新思维和批判性思维的培养。
教学内容：第一课时：1. 课程导入：介绍教材《美国大学英语写作（第九版）》的基本内容和特点。
2. 学习写作的基本要素：主题、观点、论据、结构、语言等。
3. 完成第一篇写作练习：描述一个熟悉的人或物。
第二课时：1. 学习写作的过程：构思、草稿、修改、定稿。
2. 完成第二篇写作练习：叙述一个有趣的故事。
3. 分析优秀作文的特点，提高学生的写作鉴赏能力。
第三课时：1. 学习描写技巧：视觉、听觉、嗅觉、触觉、味觉等。
2. 完成第三篇写作练习：描写一个场景或活动。
3. 学生互评，教师点评。
第四课时：1. 学习叙事技巧：时间、地点、人物、情节、冲突等。
2. 完成第四篇写作练习：叙述一个个人经历。
3. 学生互评，教师点评。
第五课时：1. 学习举例技巧：事实、数据、引用等。
2. 完成第五篇写作练习：论证一个观点。
3. 学生互评，教师点评。
第六课时：1. 学习过程描述技巧：步骤、顺序、结果等。
2. 完成第六篇写作练习：介绍一个技能或过程。
3. 学生互评，教师点评。
第七课时：1. 学习因果分析技巧：原因、结果、影响等。
2. 完成第七篇写作练习：分析一个社会现象。
3. 学生互评，教师点评。
第八课时：1. 学习对比分析技巧：相似点、不同点、优缺点等。
2. 完成第八篇写作练习：对比两种事物或观点。
3. 学生互评，教师点评。
第九课时：1. 学习定义技巧：概念、内涵、外延等。
Advanced Writing09
3. Opening a Discussion Section
1) Opening with the main results. E.g.
a. Graikowski et al.(1986) recovered …toxin from… and found that …suffered 100% mortality when… b. Food shortages, social stress…within…are causes of dispersal among…(Fritz and Mech 1981, Messier 1985, Mech 1987, Packard and Mech 1980)
a. Original question or hypothesis b. Review of major findings c. Explanation for findings d. Limitations of findings
(讨论报告的研究成果)
B. general statements about the study
M1-Centrality
3. ________ Sentence-connectors are quite common in academic writing (average of 2 per page). M1-Results 4. ________ Our survey shows unexpected differences in the frequency with M3-Further which individual connectors are used (+ example[s]). 5. Research Further research in this area might produce materials of greater ________ help to writers, especially nonnative speakers. M1-Results 6. ________ Our survey shows that 25% of connectors do not occur at the beginning of sentences. M1-Methodology 7. ________ It is important to conduct surveys to establish where connectors actually occur in sentences. M2-Limitation 8. ________ We are not yet in a position to offer explanations for choices of M1-Literature connector positions. Comparison 9. ________ Twenty-five percent noninitial seems higher than the grammar books would predict, but lower than Morrow (1989), who found 53% noninitial in an economics journal (although Morrow used a broader definition of connector).
2009年英语作文题目
2009年英语作文题目Title: The Impact of Technology on Education。
In the rapidly evolving landscape of education, technology has emerged as a transformative force, reshaping the way we learn, teach, and interact with knowledge. Since the turn of the millennium, advancements in technology have revolutionized educational practices worldwide. From the introduction of interactive whiteboards to theproliferation of online learning platforms, technology has penetrated every facet of the educational sphere, fundamentally altering traditional pedagogical approaches.In this essay, we will delve into the profound impact of technology on education, examining its benefits, challenges, and future implications.One of the most significant advantages of integrating technology into education is its ability to enhance student engagement and interaction. Interactive multimedia tools, such as educational apps, simulations, and virtual realityexperiences, offer immersive learning experiences that cater to diverse learning styles. For instance, students can explore historical landmarks through virtual tours, conduct virtual experiments in science labs, or engage in collaborative problem-solving activities using online platforms. By leveraging technology, educators can create dynamic and interactive learning environments that stimulate students' curiosity and foster critical thinking skills.Moreover, technology has democratized access to education, breaking down geographical barriers and expanding learning opportunities for students around the globe. The rise of online courses and digital resources has made it possible for individuals to pursue education regardless of their location or socioeconomic status. Whether it's accessing lectures from prestigious universities on platforms like Coursera and edX or participating in Massive Open Online Courses (MOOCs), learners now have unprecedented access to a wealth of educational resources at their fingertips. This democratization of education has the potential to narrowthe educational attainment gap and empower individuals from marginalized communities to pursue their academic aspirations.However, despite its myriad benefits, the integration of technology into education also presents its fair share of challenges. One of the most pressing concerns is the digital divide, which refers to the gap between those who have access to technology and the internet and those who do not. Inequitable access to technology exacerbates existing disparities in educational outcomes, perpetuating social and economic inequalities. Addressing the digital divide requires concerted efforts from policymakers, educators, and stakeholders to ensure that all students have equal access to technology infrastructure and digital literacy skills.Furthermore, the proliferation of digital devices in classrooms has raised concerns about potential distractions and the erosion of students' attention spans. With smartphones, tablets, and laptops becoming ubiquitous in educational settings, educators grapple with the challengeof maintaining students' focus and preventing multitasking during lessons. Effective integration of technology in education requires thoughtful planning and pedagogical strategies to mitigate distractions and maximize learning outcomes.Looking ahead, the future of education is poised to be increasingly intertwined with technology, as emerging innovations such as artificial intelligence, augmented reality, and blockchain continue to reshape the educational landscape. These advancements hold the promise of personalized learning experiences, adaptive assessments, and credentialing systems that recognize skills and competencies beyond traditional academic qualifications. However, realizing the full potential of technology in education requires a balanced approach that prioritizes equity, accessibility, and ethical considerations.In conclusion, technology has revolutionized education, offering new opportunities for learning, collaboration, and innovation. From enhancing student engagement to democratizing access to education, the impact of technologyon education is profound and far-reaching. However, realizing the full potential of technology in education requires addressing challenges such as the digital divide and ensuring that technology is used responsibly and ethically. By harnessing the power of technology, we can create inclusive and empowering educational experiences that prepare students for success in the digital age.。
九升级英语作文框架结构
九升级英语作文框架结构Nine-Level English Essay Framework StructureAn effective essay structure is crucial for delivering a clear and coherent message to the reader. The nine-level English essay framework provides a systematic approach to organizing and developing a well-structured essay. This framework encompasses the essential elements of an essay, including the introduction, body paragraphs, and conclusion, while also considering the specific requirements of different essay types. By following this framework, writers can ensure that their essays are logically organized, well-supported, and effectively communicate their ideas.The first level of the nine-level framework is the overall essay structure. This level outlines the broad structure of the essay, which typically consists of an introduction, body paragraphs, and a conclusion. The introduction sets the tone for the essay and provides the reader with the necessary background information and a clear thesis statement. The body paragraphs develop the main arguments or ideas presented in the introduction, with each paragraph focusingon a specific aspect or point. The conclusion summarizes the key points made throughout the essay and provides a final perspective or call to action.The second level of the framework focuses on the introduction. This level includes the hook, background information, and thesis statement. The hook is the opening sentence or paragraph that captures the reader's attention and draws them into the essay. The background information provides the necessary context for the topic and helps the reader understand the significance of the essay. The thesis statement is the central argument or main idea that the essay will explore and support.The third level of the framework addresses the body paragraphs. Each body paragraph should have a clear topic sentence that introduces the main idea of the paragraph. The supporting details and evidence should be presented in a logical and coherent manner, building upon the topic sentence and supporting the overall thesis. Transitions between paragraphs are crucial for creating a smooth flow and guiding the reader through the essay.The fourth level of the framework delves into the development of the body paragraphs. This level includes the use of specific examples, facts, and quotes to support the main arguments. These supporting details should be carefully selected and integrated into the essay tostrengthen the writer's claims and provide a deeper understanding of the topic.The fifth level of the framework focuses on the analysis and interpretation of the supporting details. This involves explaining how the evidence connects to the main argument and how it contributes to the overall understanding of the topic. The writer should analyze the significance and implications of the supporting details, demonstrating their relevance and importance.The sixth level of the framework addresses the counterarguments and rebuttals. In many essays, it is essential to acknowledge and address opposing viewpoints or potential counterarguments. This shows the writer's depth of understanding and ability to engage with multiple perspectives on the topic. The writer should then provide a thoughtful and well-reasoned rebuttal to these counterarguments, further strengthening their own position.The seventh level of the framework concentrates on the conclusion. The conclusion should summarize the main points of the essay and reiterate the thesis statement. It should also provide a broader perspective or call to action, leaving the reader with a lasting impression and a clear understanding of the essay's significance.The eighth level of the framework considers the overall coherenceand flow of the essay. This involves ensuring that the essay is well-organized, with clear transitions between ideas and a logical progression of arguments. The writer should also pay attention to the clarity and conciseness of their writing, ensuring that the essay is easy to follow and understand.The ninth and final level of the framework focuses on the language and style of the essay. This includes the writer's use of appropriate vocabulary, sentence structure, and tone. The writer should strive for a formal and academic writing style, while also maintaining a clear and engaging voice. Attention to grammar, spelling, and punctuation is also crucial at this level to ensure the essay is polished and professional.By following the nine-level English essay framework, writers can create well-structured, well-supported, and effectively communicated essays. This framework provides a comprehensive approach to essay writing, guiding the writer through the essential elements of an essay and ensuring that their final product is coherent, persuasive, and impactful. Whether writing for academic, professional, or personal purposes, the nine-level framework can serve as a valuable tool for improving one's essay writing skills and producing high-quality written work.。
Advanced English Writing Skills
Advanced English Writing Skills IntroductionWriting is an essential skill for effective communication and academic success. In this lesson, we will explore advanced English writing skills that will help students enhance their written expression. By focusing on various aspects of writing, such as grammar, vocabulary, organization, and style, students will develop the ability to write with clarity, coherence, and precision.I. Grammar MasteryA. Sentence Structure1. Understanding sentence types (simple, compound, complex) and their appropriate usage.2. Identifying and correcting common grammatical errors (subject-verb agreement, verb tenses, etc.).3. Utilizing advanced grammatical structures (gerunds, participial phrases, etc.) to enhance writing.B. Punctuation1. Mastering the use of commas, semicolons, and colons to improve sentence structure and clarity.2. Understanding the correct placement of quotation marks, parentheses, and dashes for effective writing.3. Avoiding common punctuation mistakes and ensuring consistency throughout the text.II. Vocabulary EnrichmentA. Synonyms and Antonyms1. Expanding vocabulary by learning synonyms and antonyms for commonly used words.2. Using a thesaurus to find appropriate and precise words to convey intended meaning.3. Developing a nuanced understanding of word choices to enhance writing style.B. Idioms and Phrasal Verbs1. Incorporating idiomatic expressions and phrasal verbs to add depth and authenticity to writing.2. Understanding the context and appropriate usage of idioms and phrasal verbs.3. Practicing the integration of idiomatic language into various types of writing.III. Organization and CoherenceA. Thesis Statement1. Crafting a clear and concise thesis statement to guide the overall structure of the essay.2. Ensuring the thesis statement reflects the main argument or purpose of the writing.3. Revising and refining the thesis statement throughout the writing process.B. Paragraph Development1. Employing effective topic sentences to introduce and unify each paragraph.2. Utilizing appropriate supporting details, examples, and evidence to strengthen the main ideas.3. Transitioning smoothly between paragraphs to maintain coherence and flow.IV. Style and ToneA. Voice and Tone1. Developing a unique writing voice that reflects the author's personality and perspective.2. Adapting the tone of writing to suit different genres and purposes (formal, informal, persuasive, etc.).3. Using varied sentence structures, rhetorical devices, and figurative language to engage the reader.B. Conciseness and Clarity1. Eliminating unnecessary words and phrases to enhance clarity and precision.2. Avoiding wordiness and redundancy to maintain reader engagement.3. Employing active voice, strong verbs, and concise language to convey ideas effectively.ConclusionMastering advanced English writing skills is a gradual process that requires practice, dedication, and a willingness to learn from mistakes. By focusing on grammar, vocabulary, organization, and style, students can elevate their writing to a higher level of proficiency. Through consistent effort and feedback, students will develop the ability to express their thoughts and ideas with clarity, coherence, and sophistication.。
2018年普通高等学校招生全国统一考试高考英语信息卷(九)
2018年普通高等学校招生全国统一考试最新高考信息卷英语（九）注意事项：1、答题前，考生务必将自己的姓名、准考证号填写在答题卡上。
2、回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其它答案标号。
回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3、考试结束后，请将本试题卷和答题卡一并上交。
第Ⅰ卷第一部分听力（共两节，满分 30 分）第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. Why did David avoid the diving board?A. He thinks it’s too high.B. He doesn’t know how to dive at all.C. It’s too crowded in that part of the pool.2. What is the relationship between the speakers?A. Co-workers.B. Boss and secretary.C. Teacher and student.3. How does the woman feel about the candles?A. They smell bad.B. They’re not bright enough.C. They’re better than electricity.4. How many students took the exam last Friday?A. 18.B. 22.C. 40.5. Who is the woman talking to?A. A boss.B. A reporter.C. A secretary.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
高中英语新外研版精品教案《Writing》09
1教师用多媒体展示图片并提问：
T: “What the do a the citie have所有的城市都面对什么问题？”
2教师教关键词：traffic am
1学生在教师的引导下，能够快速回答
S: “Traffic am”
（堵车）
2学生在旧词的基础上了解到新词：traffic conetion
通过播放各国交通堵塞的图片，让学生明白交通堵塞是全球性问题，同时激发出其背景文化知识和旧的语言知识
三、学习策略：1认知策略：全文将问题提出、分析原因、提出解决方案、发表观点作为思维脉络，帮助学生通过这条脉络，运用语言技能，获得信息和Байду номын сангаас汇积累，具体操作如：通过图片激活学生背景知识，引发学生话题兴趣；通过思维导图，帮助学生抓住文章关键信息同时理清文章脉络；2调控策略：学生通过完成不同的学习任务和老师的点拨提问，不断调整话题词汇的使用、为写作任务做充分准备；3交际策略：教师同小组讨论、自用辩论方式帮助学生训练口语能力，表达出切实有效的解决交通堵塞问题的办法，最后再通过同桌两人互助互评的方式解决写作过程中的语法、词汇、内容等问题。4资源策略：运用多媒体技术帮助学生更便利地进行英语学习，例如：LinA
2在提高课堂效率的前提下，每堂课尽量预留二至五分钟让学生反思课堂内容并提出自己的疑惑，老师和学生均可作答。
3始终坚持以学生为中心，教师引导为辅的课堂教学。为学生提供更多更新的口语、审辩式思维训练平台，培养其独立思考能力和综合运用语言的能力。
解决了哪些教学关键问题及形成了哪些生成性资源？
传统的英语写作课所呈现的作文批阅主要是单线一对全班几十个人的操作，可出现画面不清晰、互动不及时、点评参与度较低等问题，在本堂课中充分利用课件、电子白板、手机应用功能，使物物相连，人人相关，每个学生通过屏幕可以观看范文，同时可以通过其他电子设备，如手机、平板电脑共享一篇作文，并且在APP中打分点评，发表自己的观点，不仅极大地拓宽了教学活动的参与度，而且使教学活动效率极大提高，使观点碰撞更加具象，及时。
Advanced writing (TM 1)
What we have learnt last semester:1.Sentence’s coherence: One sentence, one complete meaning.2.Paragraph’s coherence: One paragraph, one idea ( with suitable connectors)(1). Its organization: a. Topic sentenceb. Developing/supporting sentences(Facts, Examples, Physical Description, Personal Experience)c. Concluding sentenceConcluding techniques:1)Summarizes the material in the paragraph2)Offers a solution to the problem stated in the paragraph3)Predicts a situation that will result or occur from theparagraph4)Makes a recommendation concerning material presented inthe paragraph5)States a conclusion to information given in the paragraph(2) Its Unity: a. The topic sentence introduces the audience to the topicb. The second sentence signals the reader about sentences inthe organization of the paragraph that will follow.c.The remaining sentences in the paragraph should support thecontrolling idea in the topic sentence.If all the sentences in the paragraph are about a single idea, and if the sentences are closely related, the paragraph will probably be unified. Any sentence that does not support the topic sentence is irrelevant; that is, it does not relate. That sentence should be modified or removed from the paragraph.(3) Ways of developing Paragraphs: (from the most important to the least or reverse)a.Development by timeb.Development by processc.Development by spaced.By examples and generalizatione.By comparison and contrastf.Cause and effectg.Classificationh.Definitioni.By a combination of methods3.T he Whole Composition :One composition, one thesis.1)Steps in writing a composition(1)Planning a Composition. One should not begin writing a composition without sufficient preparation.. Workout a plan and collect enough material before you write the first sentence of your composition.a.Choose a suitable topicb.Try to think of as many relevant facts as you can and make a list on a piece of paperc.Try to find a proper thesis or theme. (The thesis of a composition is its main point or its central idea.d.You should look at the list of facts again, eliminate those unnecessary or unimportant ones, rearrangethem in a logical order, and write an outline.Suppose the topic assigned is ―The School Library‖. You might jot down the following points:A large number of useful booksAll kinds of dictionaries and reference booksThe reading-rooms spacious and quietNewspapers and magazinesThe librarians patient and helpfulClosed on Sundays and holidaysA little crowed in the eveningStudents leave books on chair to reserve seatsVery few newspaper from abroadStudents are not allowed to take schoolbags into the first Reading-roomSeniors would not be able to write their graduation papers without using the libraryTeachers go to the library frequently…Among the possible thesis are:1)The library is a nice place to work in.2)The library plays a very important part in a student’s life.3)The work of the library needs improvement.Once the thesis is formulated, certain facts on the list will become more important than others, while afew may seem irrelevant. After those suitable items are picked out, an outline like the following one maybe prepared:Topic: The School LibraryThesis: The library plays a very important part in a student’s life.Outline:I. A student has to borrow books from the library.1.He needs reference books for his elective courses2.He may want to read novels, stories and plays.II.He needs the library all the more in his junior and senior years.1.The library provides him with books for his research.2.He would not be able to write his graduation paper without using the library.2)Types of outlines(1)The topic outline. All entries in a topic outline consist of nouns and their modifiers, or their equivalents, thatis, gerund phrases or infinitive phrases. A topic outline is brief and clear, and it gives an instant overview ofthe entire paper.(2)The sentence outline. The entries in a sentence outline are complete sentences. A sentence outline providesa more detailed plan of the paper.Compare the following two outlines for a paper on foreign trade:A Topic OutlineThesis: Foreign trade is beneficial to and indispensable for all nations.1.Introduction: the foundation of foreign trade2.The necessity of visible trade2-1. Lack of certain commodities2-2. Insufficiency of particular items2-3. Comparative advantage in certain items2-4. Latest innovations and different styles commodities2-5. The importance of a favorable balance of trade3.The necessity of invisible trade – exchange of services between nations.3-1. Transportation3-2. Insurance3-3. Tourism3-4. Technology4. Conclusion: the purpose of foreign trade and the importance of the balance of payments.A sentence outlineThesis: Foreign trade is beneficial to and indispensable for all nations.1.Introduction: It is useful to utilize different economic resources and develop different skills from the foundationof foreign trade.2.Trade in commodities (visible trade) is necessary between nations.2-1. No nation ahs all the commodities it needs.2-2. A nation may not have enough of certain commodities.2-3. A nation may sell certain commodities at a profit.2-4. Latest innovations and different styles of commodities may foreign trade necessary.2-5. All nations strive to maintain a favorable balance of trade so as to be assured of the means to buy necessary goods.3.Exchange of services between nations (invisible trade) is part of foreign trade.3-1. Nations vie （竞争）in providing transportation for foreign trade.3-2. Prudent（慎重的）exporters purchase insurance for their cargoes.3-3. Tourism brings huge profits to a nation.3-4. Technology is also exported and imported.4.Conclusion: the purpose of foreign trade is to earn money for necessary imports and it is important to keep thebalance of payments.3) Rules for writing outlines:(1)Avoid single subdivisions. If there is a major point marked ―1‖, there must be at least another marked ―2‖; ifthere is an ―A‖, there must be a ―B‖, and so on.(2)Avoid mixing types. A topic outline is written in noun phrases, and a sentence outline in sentences. Do notmix these two types.(3)Use parallel structures for the healings of the same rank. Make sure subheads of like rank are of equalimportance and are related to the heading and arranged in logical order.(4)Make sure the thesis is a complete declarative sentence in the affirmative; do not use a question, a phrase or adependent clause.3)Writing the First Draft4)Revising the first draftA. Content: Look at the essay/composition as a whole.a.What is the topic of the essay? Does the draft fulfill the assignment ( type of composition)?b.Is the thesis clear? Is it supported by enough facts (details, examples, reasons, etc.)?c.It there irrelevant material that should be removed?d.Is the logic sound? Are there gaps in the logic?B. Organization: Look at the arrangement of the material.a.Does the introduction lead to the main point of the paper?b.Does each paragraph have a separate central idea? Does it relate to the essay’s main idea or to theprevious paragraph? Are the paragraphs arranged in climatic order?c.Does the concluding paragraph give the reader a clear impression of what the paper intends to say?C. Sentences:a.Is each sentence clearly related to the sentence that precedes it and to the sentencethat follow?b.Are there unnecessary sentences that may be removed?c.Are there structural redundant （多余的）sentences?d.Is there variety in sentence type?D. Diction:a.Are there words that are not appropriate for the topic or the style of the whole essay (too colloquialor too formal)?b.Are there words or phrases which are directly translated from Chinese but which may meansomething different in English?c.Are there collocations which may be incorrect because they are taken from Chinese (e.g. a big rain)?5)Making the Final copyOrganizationI.Introduction (The beginning) rouses the reader’s interest in and secures his attention to thesubject matter of the essay or provides necessary background information.II.The body (the middle) gives a clear and logical presentation of the facts and ideas the writer intends to put forth.III.The conclusion (The end) winds up the essay often with an emphatic and forceful statement to influence the reader’s final impression of the essay and shows the implication orconsequences of the argument.SAMPLE FORMAT FOR TYPICAL EXPOSITORY (OR ARGUMENTATIVE ESSAY)A typical expository (or argumentative) essay consists of three main parts: the introduction, the body, and the conclusion. The introduction contains the thesis statement, which is a sentence that explains the idea that the writer will support (or argue for) in his essay.I NTRODYCTION PARAGRAPH—This consists of general points or attention grabbing details leading to the main idea. For instance, there are several means that effective writers use to ―hook‖ their readers: beginning with an amusing or interesting anecdote, beginning with a question, beginning with a quotation, and beginning with a startling or paradoxical statement. The main idea is often written at the end of this paragraph in a thesis statement, which may also contain three or more reasons (written very succinctly) for supporting this main idea. Each of these reasons should be elaborated on in the body paragraphs that follow. Note: A thesis statement does not always come at the end of the introductory paragraph—some essays have the very first sentence as the thesis statement.BODY PARAGRAPH 1—This often begins with a transition word or words lik e ―First‖ or ―The first of these reasons‖ and gives examples and/or details relating to the first supporting reason.BODY PARAGRAPH 2—This often begins with a transition word or words like ―Next‖ of ―Second‖ or ―Another reason‖ or ―The second of these reasons‖ and give examples and/or details relating to the second supporting reason.BODY OARAGRAPH 3—This often begins with a transition word or words like ―Finally‖ or ―Last‖ or ―The Final reason‖ and gives examples and/or details relating to the third supporting reason (which is often the strongest of the three supporting reasons).CONCLUDING PARAGRAPH—This paragraph may begins with ―In conclusion‖ or ―To conclude‖ (although some markers find these somewhat mundane) or ―Clearly‖ and often restates the thes is statement in different words. It may move from there to a general comment about life, or to a final important point, or to a suggestion about future action that may be needed. Some writers like to end with relevant quotation, or end with a question, or end with a prediction or warning. Another concluding technique is to end with some idea or detail from the beginning of the essay (thus bringing this idea full circle). Yet another means of concluding is to end with an allusion to a historical or mythological figure or event.To the writer the beginning is often the hardest part of an essaySome possible ways can be the ways to begin an essay: (all the examples may be used as the first paragraph of an essay ON HITLER’S INV ASION OF THE SOVIET UNION IN 1941)(1) A quotationHegel, the German philosopher, says, “We learn from history that men never learn anything from history.”This wry(错误的) remark has been confirmed time and again by historical event, of which is Hitler’s invasion ofthe Soviet Union. He must have utterly forgotten or willfully ignored the great disaster. Napoleon brought uponhimself by attacking Russia early in the nineteenth century.(2)Figures or statisticsThe attack on the Soviet Union was the largest and fiercest of all that Hitler had launched. He threw in 190 divisions, 3,000 tanks, over 5,000 planes, and altogether 5.5 million men.(3)The time and place of the event to be describedOn the morning of June 22, 1941, along the entire 1,800-kilometer-long Soviet frontier, from the Baltic to the Black Sea, the fascist German forces attacked.(4)Relevant background materialBy the middle of 1941, Hitler had occupied fourteen European countries. All the manpower and resources of these countries, from France to Poland, from Norway to Greece, were at his disposal. It seemed to him that the time had come for his greatest venture – the invasion of the Soviet Union.(5) A question or several questionsWhat made Hitler decide to leave Britain alone for the time being and ture east to attack the Soviet Union? What made him so sure of a quick victory in that vast country where Napoleon had lost almost all his troops?(6)An analogyA traditional story describes a foolish man lifting a rock too heavy for him and having his own feet squashed. Hitler was like that foolish man, but he was different in that, before he destroyed himself, he destroyed millions of other people.(7) A definitionFascism can be defined as the use of brutal force in enslaving the people at home and the people of foreign countries. Fascism is oppression and aggression.The Body: All the materials should be agreeable to the thesis.The end. The end of an essay is important because it is often the part that gives the reader the deepest impression.. Concluding paragraphs should be short, forceful, substantial, and thought-provoking, made up mainly restatement or summaries of the points that have been discussed. No new ideas should be introduced in a concluding paragraph.. Sometimes it is good to link the concluding paragraph to the introduction.Types of Writing1.Description is painting a picture of a person, place, object, or scene. A description essay is generallydeveloped through sensory details, or the impressions of one’s senses—sight, hearing, taste, smell,and touch.. Not all details are useful. You should choose those that help to bring out the dominantcharacteristic or outstanding quality of the person or thing described, and leave out those irrelevantones. Note that description mainly deals with appearances.2.Narration deals with events and experiences. When we narrate a historical event, we tell whathappened, when and where it happened, and who took part in it.3.Exposition is perhaps the type of writing that is most frequently used by a student, a scientist, or aprofessional. Exposition means expounding or explaining.. Explaining is to inform. We are writingan expository essay when we explain how it is made, how it is used, and how it may change. In anexpository paper, we discuss its cause and effect, its nature, and its significance in history. Things canbe explained by the methods such as illustration, division and classification, comparison and contrast, cause and effect, and definition. That is to say, methods which are good for paragraph development are also good for expository essays. The difference lies in scope and proportion. In a paragraph a point is often made in one or two sentences; in an essay it may take one or two paragraphs to make a point clear.The most important quality of exposition is clarity. To achieve this the writer should:1)Limit his subject or the scope of discussion, for it is impossible to explain many thingsclearly in a short essay;2)Prepare enough material (details or examples) to help his explanation; the ordinary reader oftenfinds abstract discussions hard to follow if they are not illustrated by concrete examples;3)Present his facts and views in proper order, in the order of time or of logical sequence dependingon the nature of the subject;4)Pay attention to the accuracy and clarity of words and sentences; avoid ornamental (装饰的) aswell as ambiguous expression; and5)Make his exposition, if possible, interesting or moving – an experienced writer can often instructand move or entertain his reader at the same time.Read the samples at p.183 &184:LANGUAGE AND CULTURE,THE ADA VNTAGES OF TEMPORARY JOBS4.Argumentation. The purpose of argumentation is to convince. An argumentative essay tries tomake the reader agree with its point of view and support it, to persuade him to change his mind or behavior, and to approve a policy or a course of action that it proposes. Argumentation frequently make use of the other three types of writing, above all exposition, for argumentation and exposition are very closely related—argumentation is actually exposition with the additional purpose of convincing or persuading.。
Writing 9(环境保护)答案.pptx
Writing 9(环境保护)
Ⅰ.1.annually 2.gather 3.eventually 4.despite 5．undoubtedly 6.benefit 7.hopefully 8． not only…but also… Ⅱ.1.The activity was held on March 12, our National Treeplanting Day. 2. Early in the morning, all the teachers and students gathered on the West Hill, where we spent the whole morning digging, planting and watering. 3. Eventually about 200 trees were planted (by us)． 4. Seeing the trees waving in the breeze, we all felt excited and proud despite tiredness. 5. This activity not only brings us the pleasure of labour but also helps us to develop team spirit. Ⅲ.参考例文： Dear Tom, I'm delighted to learn that you are interested in our tree•planting activity. The activity is held annually with different themes. This year's theme is “Building a Green Home”．The activity was held on March 12, our National Tree•planting Day. Early in the morning, all the teachers and students gathered on the West Hill, where we spent the whole morning digging, planting and watering. Eventually about 200 trees were planted. Seeing the trees waving in the breeze, we all felt excited and proud despite tiredness. Undoubtedly, we benefit a lot from the activity, which not only brings us the pleasure of labour but also helps us to develop team spirit. Hopefully you can join us next year.
writing9
Paragraph 17 serves as another example to contrast the prosperous electronic industry and the ever-worsening conditions in the country:
Mid-sized cities like Bangalore are now the Silicon Valleys of India— their workers generate demand for the very products that they produce. But the nation is slowly disintegrating. India’s population recently hit 1 billion, but its interior framework in water, transportation and health care is fast falling apart; its citizens breathe air that is dangerously polluted.
To get a better insight into these two patterns, let’s read the following paragraphs of comparison and contrast. Pay attention to their Alternating pattern and opposing pattern.
Useful expressions to show similarities: A and B are similar in…. A and B have striking similarities. A and B seem to have much in common/some common features. A comparison between A and B suggests/shows/proves that…. A…, and the same is true of B. A bears some resemblances to B.
高级英语写作教程第二版
高级英语写作教程第二版Title: Advanced English Writing Tutorial - Second EditionIntroduction:Welcome to the Advanced English Writing Tutorial - Second Edition. In this comprehensive guide, we will delve into various aspects of advanced English writing, focusing on essential techniques and strategies to enhance your proficiency in written communication. This tutorial aims to equip you with the necessary skills to craft well-structured, coherent, and persuasive essays, reports, and other written assignments.Chapter 1: Understanding Advanced English Writing1.1 The Importance of Advanced Writing SkillsIn this section, we will explore the significance of advanced writing skills in academic, professional, and personal contexts. We will discuss how effective writing can contribute to clear communication, critical thinking, and success in various fields.1.2 Differences Between Advanced and Basic WritingHere, we will highlight the disparities between advanced and basic writing, including the use of advanced vocabulary, complex sentence structures, nuanced arguments, and in-depth analysis. Understanding these differences will enable you to elevate your writing to an advanced level.Chapter 2: Developing a Strong Writing Foundation2.1 Grammar and SyntaxA solid understanding of grammar and syntax is crucial for advanced writing. We will discuss advanced grammar rules, common pitfalls, and techniques to improve sentence structure, subject-verb agreement, verb tenses, and punctuation.2.2 Vocabulary EnhancementExpanding your vocabulary will enable you to express your ideas precisely and concisely. This section will provide strategies to learn new words, develop word associations, and effectively incorporate advanced vocabulary into your writing.Chapter 3: Writing Techniques and Styles3.1 Writing with Clarity and CohesionIn this chapter, we will delve into techniques to ensure your writing is clear, concise, and coherent. We will explore the use of topic sentences, transitional phrases, and logical paragraph organization to enhance the flow of your ideas.3.2 Developing a Strong Thesis StatementA strong thesis statement forms the backbone of any well-structured essay or report. We will guide you on how to formulate a clear, arguable, and focused thesis statement that effectively guides your writing.Chapter 4: Advanced Writing Strategies4.1 Critical Analysis and EvaluationAdvanced writing involves the ability to critically analyze and evaluate different perspectives, theories, and research. We will discuss techniques such as identifying bias, evaluating evidence, and providing balanced arguments.4.2 Persuasive Writing and RhetoricIn this section, we will explore persuasive writing techniques, including the use of rhetorical devices, persuasive language, and appeals to ethos, pathos, and logos. These strategies will enable you to present compelling arguments and convince your readers effectively.Chapter 5: Editing and Proofreading5.1 Polishing Your WritingEven the most proficient writers make mistakes. This chapter will provide tips on self-editing and proofreading techniques to ensure your writing is error-free and polished. We will discuss common grammatical, spelling, and punctuation errors, as well as techniques for improving clarity and conciseness.Conclusion:Congratulations on completing the Advanced English Writing Tutorial - Second Edition. By incorporating the techniques and strategies outlined in this guide, you are well-equipped to excel in advanced writing tasks. Remember, practice is key to improving your skills, so continue to write and seek feedback to refine your abilities. Best of luck in your writing endeavors!。
高中英语新外研版精品教案《Writing》9
学校：大连第三十六中学设计者：于名淑学科：英语外研社（2021）课程名称：开放式作文写作学时： 1 年级: 高三ⅠTeaching AimAbiit AimNow tudent are aed to write man oe from Grade 3, who have a coniderabe vocabuar But given the come umenda.Schoo and fami – hod their own commend to Chri to earn Chinee cutureUua there are four wa in tudent, reading, itening to muic, watching movie and coming to China So in thi oition教学反思近几年的高考试题中开放式作文越来越多，给的词汇越来越少，越来越抽象，让很多学生不知道如何下笔。
这节课写的作文就是2021年天津3月份的春季高考作文，看似简单，实则难写。
首先，“反响”一词不好翻译。
二、了解中国文化的途径很容易局限于那几个方面，造成作文雷同，难得高分。
所以本节课的重点就是要突破两个难点。
一、遇到不认识的关键词怎么处理。
二、面对开放式作文，如何能让自己的思路也随之开放起来，让文章的内容丰富起来，独辟蹊径又言之有物。
通过的大量的阅读和学习，总结出这几个非常有效且简单的写作方法。
第一个就是抽象名词具体化。
将反响具体化到反响好表现的方面。
这样学生就知道写什么了。
另外这里还告诉学生在写作时可以用一点迁移的能力，把自己熟悉的东西迁移到不熟悉的领域中也能见奇效。
第二个就是两组关键词，帮助学生构建写作的框架，在无话可说时能找到一个切入点。
总的来说这节课从实用性来说是非常不错的，让学生在遇到开放是作文是不头疼，知道从哪下手。
当然这节课也有很多不足，第一，本课授课时几乎都使用汉语。
虽然是面对高三的学生但是在讲课时还是应该多用英语，对于提高他们的语感，创造英语的语言环境是很有好处的。
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(讨论报告的研究成果)
B. general statements about the study
Move 3 — (Further research)
1 point
1. Move 2 (Limitation) This is a very limited study restricted to a single field. M1-Results 2. ________ Position varies from one connector to another ( reminding the reader of the original purpose.
e. The objective of the survey was to quantify the number of…
4) . Opening with a summary.
6). Opening with a comment about methodology.
h. There is a bias associated with using either ground or aerial counts, exclusively.
Language focus 1: Usage of Tenses
1. The restatements of the research purpose, hypotheses or results are usually in the past tense. --This study _______________(attempt)_to determine how long attempted advertising affects the sales of a particular product. (Purpose) assumed --We originally __________(assume)that older workers in speed jobs would have poorer performance and more accidents compared with other workers. (Hypothesis) --Satisfaction with supervision increased _________(increase)after implementation of the MBO program, and there was directional improved support that work satisfaction________(improve). (Results) In some disciplines, the restatement of research purposes can be written in the present perfect tense. --This research has attempted (attempt)to assess two theories of __________ deviant behavior in terms of their ability to account for cheating among a sample of college students. (N=650)
f. This report brings together all known records of…since 1959.
5). Opening by referring to theory.
g. The interrelationship of bird populations and the environment is extremely complex.
3. Opening a Discussion Section
1) Opening with the main results. E.g.
a. Graikowski et al.(1986) recovered …toxin from… and found that …suffered 100% mortality when… b. Food shortages, social stress…within…are causes of dispersal among…(Fritz and Mech 1981, Messier 1985, Mech 1987, Packard and Mech 1980)
Chapter 10
Constructing a Research Paper -- Writing Discussion Section
1. A typical “Discussion” usually includes two major parts: A. specific reference to the study
3. Explanation of the research results and discussion of the limitations of the results can be written in the past tense, the present tense, or with auxiliary verbs. -It is possible that many specialist words in the text caused _____(cause) comprehension breakdown. (Explanation to a specific
M1-Centrality
3. ________ Sentence-connectors are quite common in academic writing (average of 2 per page). M1-Results 4. ________ Our survey shows unexpected differences in the frequency with M3-Further which individual connectors are used (+ example[s]). 5. Research Further research in this area might produce materials of greater ________ help to writers, especially nonnative speakers. M1-Results 6. ________ Our survey shows that 25% of connectors do not occur at the beginning of sentences. M1-Methodology 7. ________ It is important to conduct surveys to establish where connectors actually occur in sentences. M2-Limitation 8. ________ We are not yet in a position to offer explanations for choices of M1-Literature connector positions. Comparison 9. ________ Twenty-five percent noninitial seems higher than the grammar books would predict, but lower than Morrow (1989), who found 53% noninitial in an economics journal (although Morrow used a broader definition of connector).
（讨论研究成果在理论和实践上的普遍意义）
e. Implication of findings f. Further research or practical application
In short, you should step back and take a broad look at your findings and your study as a whole.
common in some areas)
Exercise
The following nine points are taken from a Discussion section of the paper on sentence connectors. They are not yet in order, but we believe that they fall in the following categories. In which category does each point fall? Fill in the blanks with the labels. Move 1 — (consolidation) Move 2 (Limitation) — 6 points (3 results, 1 methodology, 1 centrality, 1 literature comparison) 2 points
2. Three moves in Discussion
Move 1— Points to consolidate your research space (obligatory) Move 2 — Points to indicate the limitations of your study (optional but common) Move 3 — Points to identify useful areas of further research (optional and only