Chapter Two Writing a Paragraph
卷编章节条款项目的翻译
CHAPTER SECTION SUBSECTION 的翻译一、英汉法律翻译中的“条”、“款”、“项”、“目”一般意义上而言，在英文中能够表达法律中“条款”之类的词汇大概有：article; section; subsection; paragraph; subparagraph; item; clause; rule; regulation; provision，以及stipulation等等（1）关于“article”一词的翻译。
将article一词译为“条”，争议不大。
例如，《美利坚合众国宪法》（THE CONSTITUTION OF THE UNITED STATES OF AMERICA，1789）共有“7条”（seven articles）。
再如，世界贸易组织《中华人民共和国加入议定书》（Protocol on the Accession of People’s Republic of China）中文译本也将“article”译为“条”。
根据美国权威的《布莱克法律字典》（Black’s Law Dictionary. Garner, 1999:106）,Article: A separate and distinct part (as a clause or stipulation) of a writing, esp. in a contract, statute, or constitution. 再如，美国《法律词典》（A Dictionary of the Law. Clapp, 2000:36），Article: Subdivision of a written instrument; particularly ① a subdivision of a statute or constitution, usually subdivided into sections. ② one of the items or clauses in a contract, treaty, or other agreement.从以上两本比较权威的工具书对Article的释义来看，“Article”是宪法、制定法、或合同中“单独的，显著的部分”。
英语段落写作方法与技巧
Back
Chapter One: The Structure of a Paragraph
2. 段落的主题句
主题句是一个段落中最具概括性的句子。一般包含两个 基本内容：1）本段要讨论的中心人物或事物——即主题词； 2）作者对这个中心人物或事物的态度、观点或见解——即扩 展范围或关键词。 主题句既不能过于概括，也不能过于具体。主题句过于 概括（即过于笼统或题目太大），很难用几句话说清楚，通常 会因为得不到应有的充实而显得空泛无力，从而造成不能有效 地表达主题思想。主题句过于具体（即缺乏概括性的观点）， 则无法展开段落，作者的思想就没有发挥的余地，容易造成对 一个意思的重复描述。
Part Two: Paragraph Writing
Chapter One: The Structure of a Paragraph
1. 段落的主题与主题句 2. 段落的扩展 3. 段落的结尾
Chapter Two: Basic Paragraph Patterns
1. 列举法(Listing) 2. 举例法(Exemplification) 3. 时空顺序法(Time and Space Sequence) 4. 因果分析法(Cause and Effect) 5. 比较对照法(Comparison & Contrast) 6. 分类法(Classification)
Back
Chapter One: The Structure of a Paragraph
3. “转”即转折，用来表示语气的转折
although but despite however 何；然而 in other words instead of
虽然 as opposed to 与……相反 但是 conversely 相反 地 尽管 fortunately 幸运地 无论如 in opposition to 与……相反 换言之 in spite of 相反 luckily 尽管 幸运地
英文作文书信格式
英文作文书信格式Title: ChatGPT's Random Letter-Writing Adventure。
Dear [Recipient's Name],。
Greetings from the realm of randomness, where words dance without a choreography! Allow me to introduce myself, not as a formal book, but as a digital conversationalist, I am ChatGPT, your quirky penpal in the digital age.1. Chapter 1: A Leap of Curiosity。
Imagine a moment when a breeze whispers secrets, andit's me, your accidental correspondent. One day, you stumbled upon this digital mailbox, and I, your correspondent, appeared. No, I didn't write this letter, but I'm here to share a story, a tale of serendipity.2. Chapter 2: A Random Encounter。
Our encounter is as unpredictable as the weather. It's not a planned meeting, but a spontaneous connection. You asked a question, and I answered, without a premeditated plan. That's how our correspondence began, a random act of communication.3. Chapter 3: A Day in the Life。
（完整版）外语教学
（完整版）外语教学Chapter 2 Aspects of Foreign Language TeachingTeaching GuideThis chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students’ Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content concerning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “Implementation”we provide three activities concerning syllabus design, syllabus identification and FLT principles.2.1 Teaching ObjectivesThrough the study of this chapter, students should be able to:1. understand views of language and foreign language teaching.2. understand foreign language teaching syllabus.3. understand foreign language teaching principles.4. understand aims and objectives of foreign language teaching and learning.2.2 Interpreting Chapter ContentThis chapter mainly deals with the following four issues:2.2.1 Two Views of Language and Foreign Language Teaching1. The Structural ViewThis view sees language in terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students’ book).2. The Functional ViewThis view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social being and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment.According to the functionalists, language has three main functions: descriptive, expressive and social.1). The descriptive function of language is to convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside.2). The expressive function of language is to supply information about the speaker, his or herfeelings, preferences, prejudices, and past experiences.e.g.I’m not inviting the Smiths again.3). The social function of language serves to establish and maintain social relations betweenpeople.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of functions together with the language items needed for them.2.2.2 Foreign Language Teaching Syllabus1. Definition of SyllabusThe syllabus is a description of the contents of a course and the order in which they are to betaught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs to express in the target language.2. Types of SyllabusThere are many types of syllabuses such as grammatical syllabus, task-based syllabus,skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic syllabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based.A: Grammar or Structural (organized according to a list of grammatical structures and one that will readily be recognized by most English language teachers.)B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language. )C : Situational (presents a set of everyday situations or settings.)D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.)E: Topic-based(uses topics or themes as its starting point.)3. Design of SyllabusesThe important thing to do in syllabus design is to decide what to include in the syllabus. Below is a list of possible components of syllabuses.Aims/GoalsGeneral statements about what must be accomplished by the end of the course.Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals.Non-language outcomesAffect cultivation, such as confidence, motivation, interestLearning strategies, thinking skills, interpersonal skills, etc.Cultural understandingLearning contentsKnowledge: vocabulary list, grammar itemsSkills: listening, speaking, reading and writingFunctions and notionsTopicsCultureImplementationApproaches/methodologiesTeaching principlesTeaching suggestionsRecommendation of textbooks/materialsAssessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation?What should be evaluated?How is evaluation best done?For what purposes should evaluation be done?Proficiency tests4. Changes in Foreign Language Teaching and the ImplicationsThe major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students’ book)These changes have the implication that the integration of the four skills is the most plausible approach to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include:1) a pre-reading discussion of the topic to activate schemata;2) listening to a lecture or a series of informative statements about the topic of a passage to beread;3) a focus on a certain reading strategy, e.g. scanning;4) writing a paragraph of a section of the reading passage.2.2.3 Principles of Foreign Language TeachingTeaching and learning are interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching style, our approach, methods, and classroom techniques.According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram):Cognitive principles: relate mainly to mental and intellectual functions, including automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment. Affective principles: more central to the emotional processing of human beings, including language ego, self-confidence, risk-taking and the language-culture connection.Linguistic principles:center on language itself and on how learners deal with these complex linguistic systems, including the native language effect, interlanguage and communicative competence.2.2.4 Aims and Objectives of Foreign Language Teaching and Learning1. General Aim --- to develop student’s communicative competenceForeign language teaching and learning used to focus on imparting the language knowledge to the language learners, but now its general aim is to develop students’communicative competence in the target language, which demonstrates a shift of emphasis from a narrow focus on language as a formal system to the social and cultural k nowledge which speakers need in order to understand and use linguistic forms (Hedge, 2002: 45).According to Hymes (1972), communicative competence consists of linguistic / grammatical competence, discourse competence, sociocultural competence, and strategic competence.Linguistic/Grammatical Discourse Sociocultural StrategicLinguistic competence refers to the ability to recognize the lexical, morphological, syntactic, and phonological features of a language, the sentence-level grammatical forms, and to make use of these features to interpret and form words and sentences.Discourse competence is concerned, in oral texts, with the ability to perform the turns in discourse, to maintain the conversation and to develop the topic; while in written context, theability to understand and interpret the relationships through formal devices and to create coherent written texts.Social-cultural competence refers to an ability to interact effectively with people of different social and cultural backgrounds. Socio-cultural competence comprises four components:1) Awareness of one's own socio-cultural world view;2) Attitude towards cultural differences;3) Knowledge of different social and cultural practices and worldviews;4) Cross-cultural skills. Developing cultural competence results in an ability to understand,communicate with, and effectively interact with people across culturesStrategic competence is defined as the ability to cope with authentic communicative situations and to keep the communicative channel open by using some cooperation, communicative and affective strategies.The key components of communicative competence, as identified by a number of researchers, could also be listed as: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency (Hedge, 2002: 46-56).Linguistic Pragmatic Discourse Strategic Fluencycompetence competence competence competence Chomsky's view of linguistic competence, however, was not intended to inform pedagogy, but serve as part of developing a theory of the linguistic system itself, idealized as the abstract language knowledge of the monolingual adult native speaker, and distinct from how they happen to use and experience language.Canale and Swain (1980) defined communicative competence in terms of four components:1) grammatical competence: words and rules2) sociolinguistic competence: appropriateness3) discourse competence: cohesion and coherence4) strategic competence: appropriate use of communication strategiesCanale and Swain's definition has become canonical in applied linguistics.A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice (e.g. Savignon, 1998). This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.2. Aims:Aims are descriptions of the overall purpose of a course (ie. the teaching intention and course intention), and are long-term and open-ended. The general aim of language teaching is to develop students’ communicative competence and language awareness is essential. Aims are often affected b y the following factors beyond the teacher’s control:--- community attitudes to learning English;--- educational policy within a state;--- importance of exams;--- time allotted to teaching foreign language (hours per week)--- place within curriculum (compulsory, optional, or taught only at certain level)--- students’ needs: why do they need English?--- students’ level: what level of English do they require?The following guidelines could be used in making aims more concrete:1. Indicate which observable activity or task the students can carry out when he has achieved theaims.2.Indicate the subject matter (learning content) with respect to which the students can carry outthe task described.3.Indicate the conditions under which the student can carry out the tasks described.4.Indicate the criteria for acceptable performance.3. Objectives:Objectives are descriptions of the steps a learner must take in order to achieve the aim. They are specific and realizable, even within one lesson. They are written in general terms (e.g. the objective is to relax the students), in terms of skills (e.g. to give students practice in extracting specific information from a text) and in terms of language ( e.g. to give students practice in the use of the past simple tense using regular and irregular verbs, questions and answers). The written objectives will be more or less specific depending on how specific the teacher’s aims are.Aims and objectives are closely related. If you want to achieve the aim, your objectives must be for the realization of it.However, defining foreign language teaching objectives is no easy matter, it entails at least: 1. specifying what students can do in the target language (behavioral specification) e.g. the students can read novels in the original, non-adapted versions; or the students can call the railway station for information about departure time.2. specifying the linguistic elements ( language forms) necessary to carry out the tasksspecified (linguistic specification). This could for instance include: providing phonetic/phonological information about the target language; compiling a vocabulary list; compiling a list of structure: etc.3. specifying the level of proficiency in listening, speaking, reading and writing.2.3 ImplementationActivity 1 When a syllabus is designed, which of the following aspects of the intended learner should be taken into account:a. the learner’s previous knowledgeb. the learner’s attitude and motivationc. the learner’s past experience of languag e learningd. the learner’s present mastery of the languagee. the learner’s goal of studyf. the gap between the learner’s present mastery of the language and his/her goalReference:Generally speaking, all of the above-mentioned aspects should be taken into account in designing a syllabus.Activity 2 The following is an excerpt from a textbook written on the basis of situational syllabus. Study the excerpt carefully and then try to describe the difference between the situational syllabus and the grammatical syllabus.Talking about WeatherWang: Oh, it is raining outside. Mark, the weather is quite different in different places. What is the weather in your hometown?Jones: It is very hot. The temperature is sometimes over 40C.Wang: Do you like the weather in Beijing?Jones: Well, I like Beijing in autumn and summer, but I don’t like it in spring.Wang: Why?Jones: It’s very windy and cold in spring.Wang: What about the weather in your wife’s hometown?Jones: It changes very quickly. A sunny day will probably become very rainy and cold.Wang: Really?Jones: One day last week, we went for walk in the country. When we started in the morning, the sky was blue and it waswarm and sunny. There were no clouds at all. But at midday, a sudden rain came. There was a strong wind, too.Wang: Oh, that’s terrible. Did you bring any raincoats?Jones: No, we didn’t bring any raincoats or umbrellas. There were no houses nearby. We walked in the rain for about half an hour.Wang: Did you catch cold in the rain?Jones: Yes, I had a bad cold after that. So people sometimes say that you can have four seasons in one day. Reference:As for the situational syllabus, the fundamental principle for the organization of the contents is situation, instead of grammar items, although which will also appear in the syllabus. Situational syllabus attaches much importance to the context within which the theme and the linguistic topics are presented; more often than not there would be a list of useful situations which learners would encounter during the course. On the contrary, a grammatical syllabus is based on the structures of a language. Learners learn grammatical structures in a sequence that reflects their complexity, rather than their use in communication. And also learners are not usually exposed to more difficult structures than the ones they are learning. The whole purposes of the grammatical syllabus was to control input to the learner so that only one item was presented at a time. Activity 3 Match Column A with Column BColumn A Column BCognitive principles risk-takingmeaningful learning,the anticipation of reward,intrinsic motivationstrategic investment.Affective principles the native language effect,the language-culture connectioncommunicative competence.Linguistic principles language ego,self-confidence,automaticityinterlanguage.Reference:1.Cognitive principles include automaticity, meaningful learning, the anticipation of reward,intrinsic motivation and strategic investment.2.Affective principles includes language ego, self-confidence, risk-taking and thelanguage-culture connection.3.Linguistic principles includes the native language effect, interlanguage and communicativecompetence.2.4 Suggested A nswers to the “Questions and T asks”(Page 28-29)1. How do you understand the two approaches to language study, the structural and the functional? How do they respectively contribute to language teaching?As for these two approaches to language study, it is not the matter of right or wrong. Both of them are contributable tolanguage. The structural approach mostly stresses the importance of all the aspects of language (i.e. word, phrase, clause, etc.) but it just considers language within language system itself and ignores the social aspects of language. The functional approach is concerned with language as instrumental of social interaction rather than as a system that is viewed in isolation, but it does not mean that it ignores the importance of the eight aspects of language, any kind of function is expressed by language items.2. Must we pay equal attention to all the eight aspects of language in teaching? Why or Why not?No, it is not necessary. The eight aspects of language are equally importance in terms of language itself, but it does not mean that we should pay equal attention to all of them in teaching. How much attention should be paid to the eight aspects in language depends on many factors such as the materials, the teaching objectives, the levels of learners, etc.3. How do you understand the last feature of language-“language and language learningboth have universal characteristics”?There are numerous kinds of languages in the world such as Chinese, English, Japanese, etc. and every kind of them has its own special features. However, according to Chomsky, there is a set of rules that are shared by all languages in the world. In other words, they share some universal characteristics. For example, they are mainly used for communications, for expressing personal ideas, feelings, etc. Thus accordingly, the ways of learning one language(i.e. Chinese) will be probably suitable to learning another language (i.e. English), though thelanguages themselves do differ from each other in many aspects.4. Of the 12 teaching principles specified by Brown, which do you think have been implemented in your teaching or/ and learning experience? Which should get more attention from you as a pre-service (or in-service) teacher？Why?Different language learners may have different experiences. According to my own experiences, among the 12 teaching principles, the anticipation of reward, self-confidence, the language-culture connection, the native language effect and communicative competence have been implemented in my teaching and learning, and the rest should be given more attention. For example, as a teacher, strategic investment should be paid more attention in teaching practices, that is, we should help learners become autonomous learners, letting them “invest” certain time, effort and attention in language learning according to their own situations.5. The aims and objectives of a certain course should be made clear to both the teacher and the student. Think of a course you like, say “Advanced Reading and Writing”, and specify the aims and objectives of the course in the position of a teacher. This is for open discussion.6. If you were asked to design a syllabus for a new English-as-a-foreign-language (EFL) course, what are some of the first things you would do as preparation？If I were in such a situation, some of the first things I would do as preparation are as the follows: a. the objectives of the course; b. the situations of learners; c. the situations of teachers, and etc.7. Locate three different EFL textbooks. Study the introduction and a chapter or two in each. What are some of the obvious differences in the goals of each book? In other words, what does the author of each book intend for the student to learn through the use of the book? What kinds of activities does the author provide? After studying the books, get together with a friend who has also reviewed a few texts. Take turns showing the text materials and discuss the goals of each book.This is for open discussion.2.5 Technical TermsAutomaticity: the ability to use a language using automatic processing which refers to the performance of a task without conscious or deliberate processing.Curriculum: an educational programme which states (a) the educational purpose of the programme; (b) the content, teaching procedures and learning experience which will be necessary to achieve this purpose; (c) some means for assessing whether or not the educational ends have been achieved.Interlanguage: the type of language produced by second-and foreign-language learners who are in the process of learning a language and it differs form both the mother tongue and the target language.Language ego: (in SL or FL learning) the relation between people’s feelings of personal identity, individual uniqueness, and value (i.e. their ego) and aspects of their first language.Objective: a goal of a course of instruction. Two different types of objectives may be distinguished. General objectives, or aims, are the underlying reasons for or purposes of a course of instruction; specific objectives are descriptions of what is to be achieved in a course.Risk-taking: a personality factor which concerns the degree to which a person is willing toundertake actions that involve a significant degree of risk. It is said to be an important characteristic of successful SLL, since learners have to be willing to try out hunches about the new language and take the risk of being wrong.Syllabus design: the procedures for deciding what will be taught in a language programme. Syllabus: a description of the contents of a course of instruction and the order in which they are to be taught. Language-teaching syllabuses may be based on (a) grammatical items and vocabulary;(b) the language needed for different types of situations; (c) the meanings and communicative functions which the learner needs to express in the target language.2.6 Further readingBreen, M.P. (1987) “Contemporary paradigms in syllabus design” (Part I and II). Language Teaching (20.2): 81-92;(20.3):157-174.Brown, H.D. (2002) Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.Crombie, W. (1985) Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford: Pergamon. Nunan, D. (1988) Syllabus Design. OUP.Widdowson, H. (1990) Aspects of Language Teaching. Oxford OUP.Wilkins, D. A. (1976) Notional Syllabuses. Oxford OUP.Willis, D. (1990)The Lexical Syllabus. London: Collins Cobuild ELT.Yalden, J. (1987) The Communicative Syllabus: Evolution, Design and Implementation. Prentice-Hall International (UK).。
语段翻译unit2中国梦_美国梦
4.每个中国人都是中国梦的参与者和创造者。 5.中国梦是民族的梦，也是每个中国人的梦。
Each individual is a participant and a
designer in the cause of realizing the
Chinese Dream, for it is a dream not only
少年是一去不复返的，等到精力衰时，要 做学问也来不及了。
Youth will soon be gone never to return． And it will be too late for you to go into
scholarship when in your declining years．
英语翻译教研室
翻译技巧复习：分译
需第要一分，译按的内句容子层，次多分数译是长句，或者是结构 复第杂二的，复从句主。语分变译换会处使分原译文内容层次分明， 译文易于理解，更简洁。
第三，从关联词（如转折）处分译 第四，原文出现总说或分述时要分译 第五，为了强调语气而采用分译
英语翻译教研室
第一，按内容层次分译
What is American Dream? Penny .USA: All the people in America will be equal and
will live the life they work hard for .People will not be judged by their wealth or position but their characters.
It is not affected by the pressure of the air.
第四，原文出现总说或分述时要分译
怎样了解自己英语作文范文
怎样了解自己英语作文范文Chapter 1: Introduction (200 words)The purpose of this paper is to explore strategies for better understanding and assessing one's own English composition writings. Writing in a second language can often be challenging, and it is crucial for language learners to develop a methodical approach to self-assessment. This paper aims to provide a comprehensive framework for evaluating and analyzing one's own English composition writings, enabling learners to identify their strengths and weaknesses, and ultimately improve their writing skills. The following chapters will delve into various techniques and strategies to achieve this goal.Chapter 2: Pre-Writing Stage (250 words)Before starting any writing activity, it is essential to engage in pre-writing activities that facilitate brainstorming and organization. One helpful technique is creating a mind map, which involves jotting down ideas, themes, and relevant vocabulary to develop a coherent structure for the composition. Another useful strategy is to create an outline or a rough draft, which helps in organizing thoughts and ensuring a logical flow of ideas. By extensively pre-writing, individuals can set a clear direction for their composition and reduce the chances of getting stuck or losing track during the writing process.Chapter 3: Writing Stage (300 words)During the actual writing stage, learners should focus on building a strong foundation for their compositions. They should pay attention to grammar, vocabulary usage, sentence structure, and paragraph development. Firstly, proofreading and revising areparamount to identifying and rectifying errors. One should also be attentive to the appropriate use of punctuation and capitalization, which adds clarity and coherence to the composition. Additionally, incorporating rich and varied vocabulary is vital for creating well-rounded compositions. Utilizing transition words and phrases can enhance the coherence and cohesion of the writing, allowing the readers to follow the writer's train of thought. Lastly, sentence structure, namely employing a mix of simple, compound, complex, and compound-complex sentences, adds depth and variety to the writing.Chapter 4: Post-Writing Stage (250 words)The final chapter focuses on the post-writing stage, which involves critically analyzing and evaluating one's own composition. Firstly, individuals need to assess the overall organization and coherence of the piece. Is the main argument clearly presented? Are the supporting points well-developed and properly linked? Additionally, the paper suggests utilizing tools such as computer grammar checkers and online language learning platforms to identify grammatical and vocabulary errors and seek suggestions for improvements. Peer review can also be valuable, as it provides an external perspective and constructive feedback. Lastly, reflecting on the writing process as a whole can help identify areas of strength and weakness and guide further improvement.In conclusion, this study aimed to provide learners with strategies to better understand their own English composition writings. By engaging in pre-writing activities, focusing on essential aspects during the writing stage, and critically assessing their compositions in the post-writing stage, learners can gain valuable insights intotheir writing abilities and consequently enhance their written communication skills in English.Chapter 5: Strategies for Creating Engaging Introductions (300 words)In this chapter, we will explore strategies for creating engaging introductions to captivate readers from the beginning. The introduction sets the tone for the entire composition and should grab the reader's attention. One effective technique is to begin with a compelling anecdote or a provocative statement that sparks curiosity. For example, if writing an essay on the effects of climate change, one could start with a personal story about witnessing the devastating impact of a natural disaster caused by climate change. Another way to engage readers is by asking a thought-provoking question that stimulates their thinking and encourages them to continue reading to find the answers.Additionally, providing relevant background information or context can help the reader understand the significance of the topic. This can be achieved by including relevant statistics, historical facts, or expert opinions. However, it is crucial to ensure that the information provided is concise and does not overwhelm the reader.Furthermore, incorporating a clear thesis statement at the end of the introduction is essential. This enables the reader to understand the writer's main argument or objective and sets the stage for the rest of the composition. The thesis statement should be specific, concise, and assertive, clearly expressing the writer's stance on the topic.Chapter 6: Techniques for Developing Coherent Body Paragraphs (350 words)In this chapter, we will discuss techniques for developing coherent body paragraphs that effectively support the main argument. Each body paragraph should focus on a single main idea and contain supporting evidence or examples. An effective technique is to start each paragraph with a topic sentence that introduces the main idea of the paragraph. This topic sentence acts as a roadmap for the reader, guiding them through the writer's thought process.To develop a coherent body paragraph, it is important to provide sufficient evidence or examples to support the main idea. This can be done through the use of relevant facts, statistics, expert opinions, or personal anecdotes. It is vital to ensure that the evidence provided is credible and properly cited.Moreover, using transitions within and between paragraphs adds coherence and facilitates the flow of ideas. Transitions such as "furthermore," "however," and "on the other hand" help connect ideas and create a smooth progression of thoughts. This makes the composition more readable and helps the reader understand the writer's argument more easily.Chapter 7: Strategies for Creating Effective Conclusions (250 words)The final chapter focuses on strategies for creating effective conclusions that leave a lasting impression on the reader. The conclusion should summarize the main points discussed in the composition and restate the thesis statement. However, it is important to not simply repeat what has already been said.One effective technique is to end with a call to action or a thought-provoking statement that leaves the reader thinking beyond the composition. For example, if writing an essay on the importance of recycling, the conclusion could end with a call to action urging readers to start implementing recycling practices in their daily lives.Additionally, the conclusion should provide a sense of closure by bringing the composition to a logical and satisfying end. This can be done by synthesizing the main points discussed and reinforcing the significance of the topic. It is important to avoid introducing new ideas in the conclusion, as this may confuse or distract the reader.In conclusion, by employing strategies for creating engaging introductions, developing coherent body paragraphs, and crafting effective conclusions, learners can enhance the overall quality and impact of their compositions. These techniques, combined withpre-writing activities, diligent writing practices, and thoughtfulself-assessment, can empower learners to continually improve their English composition skills.。
Class work-Building a paragraph 1
II. Problems 1. Limited vocabulary
Few used choose, select, choice, etc. Misuse of adapt, adjust, suitable, etc
2. Sentence errors
Stringy sentences: separated by a comma and a conjunction: and, so, but
Lecture One: The basics
Class work-Building a paragraph
2
Lecture One: The basics
1
Topic idea, topic sentence & developing sentences Expanding the core
2
3
2. Sentence errors
Stringy sentences: separated by a comma and a conjunction: and, so, but Students may not know teachers well. So they may make wrong choices. (Revised: Students may make wrong choices about teachers as they do not know the teachers.)
Class work-Building a paragraph 8
Comment on the last homework I. Strengths Conscientious work but late submission Some improvements in sentence writing Some well-written paragraphs Praise list:
商务英语写作 chapter_2
➢ Dear Messrs/Mmes. Johnson: (2 or more Men/women with the same surname.)
17
More Example of Salutation (2)
11
Arrange the following information into letterhead or inside address:
➢LSinaFvbanizgcor Ltd/ Upstate, NY 10947/ Ms. PArห้องสมุดไป่ตู้sshildeeynNt ickols/ 28 Green St. Suite 11 ➢BCCehihijninagaF/BMineeeitjaiFnlugLrtn1d0it0u0re21Im/Bpeoijrint g&MEextpaolrLttCdorp. 283/2P4rDeEosanisdgtelDnatan/neLiSntrFeaentg/ East lane/ 234 ➢MSBDBDFaesoeibio.ninjjiinAiezngngcsgcFgcohhu,1hrleeCr0eLnny0hntgi0tdigNnu2DiarD1cie,skisCtIom.tlh.s/piBnoaertiji&ngE,xCphoirntaC/ oCrhpi.n/ a82 28DoGnrgeeDnaSnt.SStrueietet 11 Upstate, NY 10947
12
Attention line
An attention line allows you to send your message officially to an organization but to direct it to a specific individual, officer, or department. However, if you know an individual’s complete name, it is always better to use it as the first line of the inside address and avoid an attention line.
实用英语写作
Chapter 2 Paragraph WritingI. Paragraph StructureIn general, the purpose of a paragraph is to express one point, idea or opinion that supports the thesis of your essay.For exampleSubject matter:Students require more recreational time in order to better focus This main idea is expressed through three sections of a paragraph:Beginning - Introduce your idea (topic sentence).Middle - Explain AND prove your idea (supporting sentences).End - Make your point again, transition to next paragraph (concluding sentence AND transitional sentence).Point out the three sections in the paragraph below:Students require more recreational time in order to better focus on lessons in class. In fact, studies have shown that students who enjoy a recess* of more than45 minutes consistently score better on tests immediately following the recessperiod. Clinical analysis further suggests that physical exercise greatly improves the ability to focus on academic materials. Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests.*recess - A pause from doing something (as work), breakThere are four sentence types used to construct a paragraph: topic sentence; supporting sentences; concluding sentence; transitional sentenceII. Topic SentenceA topic sentence is the main idea, your attitude, your evaluation of something. Most body paragraphs present one main point in your discussion, expressed in a topic sentence.Commonly appearing at (or near) the beginning of a paragraph, a topic sentence expresses the main idea of a paragraph. What usually follows a topic sentence are a number of supporting sentences that develop the main idea with specific details. Having no topic sentence is bad both for the writer and the reader. First, the reader has to read the entire paragraph to get to the point. This is one side. Lack of a topic sentence also causes the writer to drift away from the topic. He loses control over the writing. He may write 3 sentences about one controlling idea and 1 for the otherwhich causes an imbalance within the writing.The topic sentence of a body paragraph has three functions:1. It supports the thesis by clearly stating a main point in the discussion.2. It announces what the paragraph will be about.3. It controls the subject matter of the paragraph. The entire discussion – theexamples, details and explanations – in a particular paragraph must directly relate to and support the topic sentence.Think of a body paragraph or a single paragraph as a kind of mini-essay in itself. The topic sentence is, in a sense, a smaller thesis. It too asserts one main idea on a limited subject that the writer can explain or argue in the rest of the paragraph. Like the thesis, the topic sentence should be stated in as specific language as possible.Here‟s one example that shows how a topic sentence works in a body paragraph:Essay thesis: The Study Skills Center is an excellent place for students who The Center offers students a variety of free services designed to improve basic skills. Those who discover their study habits are poor, for instance, may enroll in a six-week mini-course in study skills that offers advice on such topics as how to read a text, take notes, and organize material for review.Students whose math or writing skills are below par can sign up for free tutoring sessions held five days a week throughout each semester. In addition, the Center presents weekly seminars on special topics such as stress management and overcoming test anxiety for those students who are finding college more of a nerve-wracking experience than they expected;other students can attend evening seminars in such worthwhile endeavors as vocabulary building or spelling tips. Finally, the Center offers a series of tests to identify the presence of any learning disabilities, such as dyslexia, that might prevent a student from succeeding academically. With such a variety of free services, the Center can help most any student.Analysis:1. The topic sentence supports the thesis by stating a main point: one reasonwhy the Center provides excellent academic help.2. The topic sentence announces the subject matter of the paragraph: avariety of free services that improve basic skills.3. The topic sentence controls the subject matter: all the examples –themini-course, the tutoring, the seminars and the testing – support the claim of the topic sentence.Placing Your Topic SentenceAlthough the topic sentence most frequently occurs as the first sentence in the body paragraph, it also often appears as the second or last sentence. A topic sentence that directly follows the first sentence of a paragraph usually does so because the first sentence provides an introductory statement or some kind of “hook”to the preceding paragraph. Sometimes, a topic sentence also appears at the end of a paragraph that first presents particular details and then concludes with its central point.Some paragraphs with a topic sentence near the beginning also contain a concluding sentence that makes a final general comment based on the supporting details. The last sentence of the following paragraph, for example, reemphasizes the main point.Of all nature‟s catastrophes, tornadoes may cause the most bizarre destruction. [Topic sentence] Whirling out of the sky at speeds up to 300 miles per hour, tornadoes have been known to drive broom handles through brick walls and straws into tree trunks. In one extreme case, a Kansas farmer reported that his prize rooster had been sucked into a two-gallon distilled-water bottle. More commonly, tornadoes lift autos and deposit them in fields miles away or uproot trees and drop them on lawns in neighboring towns. One tornado knocked down every wall in a house but one –luckily, the very wall shielding the terrified family. Whenever a tornado touches the earth, spectacular headlines are sure to follow. Characteristics of an Ideal Topic Sentence1. Focused (making a single point; in specific terms)that tries to deal with two topics at the same time confuses the reader.2. Manageableit is seldom discussible; A broad topic sentence means you have too big a topic to deal with in a paragraph.3. Discussibleyour opinion or feelings on the topic, not a fact. It should give you something to say.4. Interesting (having something worthwhile to say)Compare the unfocused topic sentences below with their revisions:1. Too many people treat animals badly in experiments.Focused: The cosmetic industry often harms animals in unnecessary experiments designed to test their products.2. Grades are an unfair pain in the neck.Focused: A course grade based on one multiple-choice exam doesn‟t accurately measure a student‟s knowledge of the subject.3. Finding the right job is important and can lead to rewarding experiences. Focused: Finding the right job can lead to an improved sense of self-esteem. Activities1. Each of the following questions presents one attribute of a topic sentence. Four topic sentences follow the attribute. From these four sentences, pick the one which has the attribute.1) FOCUSED:(A)Our math teacher is knowledgeable but not very patient.(B)June 1st is International Children‟s Day.(C)Nothing lay ahead of us but exertion, struggle, and perseverance.(D)My teacher helped me get over my fear of computers, which I find useful inmy studies.2) BROAD:(A)Freedom is priceless.(B)It takes a village to raise a child.(C)All public figures should necessarily understand that the inevitable price ofbecoming a public figure is the loss of privacy.(D)Only by questioning accepted wisdom can we advance our understanding ofthe world.3) NARROW:(A)Computers are widely used in schools.(B)The restaurant owner listened to my complaints patiently.(C)Well begun is half done.(D)Learning English is not a breeze.4) DISCUSSIBLE:(A)The whole atmosphere of the world in which we live is tinged by science.(B)The cricket sang.(C)A thought went up my mind today.(D)Victory comes late.5) DULL:(A)I treasure my candle not for its beauty, its sentimental value, or even itsusefulness, but for its simple, stark ugliness.(B)Youth often comes to us, like a breeze stirring the landscape.(C)Success is counted sweetest by those who never succeed.(D)Love is a wonderful thing.2. Always be sure your topic sentence supports the particular thesis of your essay. Point out in each of the follow two groups of topic sentences those which don‟t belong in the particular essay promised by the thesis.Group OneEssay thesis: During the past fifty years, movie stars have often tried toTopic sentences:War II, stars sold liberty bonds (战时公债) to support the country‟s war effort.2). Many stars refused to cooperate with the blacklisting of their colleaguesduring the McCarthy Era in the 1950s.3). Some stars were actively involved in protests against the Vietnam War.4). More recently, stars have appeared in Congress criticizing the lack oflegislative help for struggling farmers.Group TwoEssay thesis: The recent tuition hike may discourage students from attending Topic sentences:2). Out-of-state students will have to pay an additional “penalty” to attend.3). Tuition funds should be used for scholarships.3. Point out the topic sentences in the following paragraphs; identify the paragraphs that also contain concluding sentences.Denim is one of America‟s most widely used fabrics. It was first introduced during Columbus‟s voyage, when the sails of the Santa Maria were made of the strong cloth. During our pioneer days, denim was used for tents, covered wagons, and the now-famous blue jeans. Cowboys found denim an ideal fabric for protection against sagebrush, cactus, and saddle sores. World War II also gave denim a boost in popularity when sailors were issued jeans as part of their dress code. Today, denim continues to be in demand as more and more casual clothes are cut from the economical fabric. Because of its low cost and durability, manufacturers feel that denim will continue as one of America‟s most useful fabrics.Almost every wedding tradition has a symbolic meaning that originated centuries ago. For example, couples have been exchanging rings to symbolize unending love for over a thousand years. Most often, the rings are worn on the third finger of the left hand, which was thought to contain a vein that ran directly to the heart. The rings in ancient times were sometimes made of braided grass, rope, or leather, giving rise to the expression “tying the knot.” Another tradition, the bridal veil, began when marriages were arranged by the families and the groom was not allowed to see his bride until the wedding. The tossing of rice at newlyweds has long signified fertility blessings, and the sweet smell of the bride‟s bouquet was present to drive away evil spirits, who were also diverted by the surrounding bridal attendants. Weddings may vary enormously today, but many couples still include ancient traditions to signify their new life together.4. Write a topic sentence for each of the following paragraphs.Paragraph 1American relaxing at home, for example, may put on kimonos, which is a Japanese word. Americans who live in a warm climate may take an afternoon siesta on an outdoor patio without even realizing that these are Spanish words. In their gardens, they may enjoy the fragrance of jasmine flowers, a word that come into English from Persian. They may even relax on a chaise longue while sipping a drink made with vodka, words of French and Russian origin, respectively.Paragraph 2For example, the Eskimos, living in a treeless region of snow and ice, sometimes build temporary homes out of thick blocks of ice. People who live in deserts, on the other hand, use the most available material, mud or clay, which provides good insulation from the heat. In Northern Europe, Russia, and other areas of the world where forests are plentiful, people usually construct their homes out of wood. In the islands of the South Pacific, where there is a plentiful supply of bamboo and palm, people use these tough, fibrous plants to build their homes.Paragraph 3Famous inventor Thomas Edison, for instance, did so poorly in his first years of school that his teachers warned his parents that he‟d never be a success at anything. Henry Ford, the father of the auto industry, also had trouble in school with both reading and writing. But perhaps the best example is Albert Einstein, whose parents and teachers suspected that he was mentally disabled because he responded to questions so slowly and in a stuttering voice. Einstein‟s high school record was poor in everything but math, and he failed his college entrance exams the first time. Even out of school the man had trouble holding a job –until he announced the theory of relativity.Paragraph 4When successful playwright Jean Kerr once checked into a hospital, the receptionist asked her occupation and was told, “Writer.” The receptionist said, “I‟ll just put down …housewife.‟” Similarly, when a British official asked W. H. Auden, the award-winning poet and essayist, what he did for a living, Auden replied, “I‟m a writer.” The official jotted down “no occupation.”。
章节段落的英文单词
章节段落的英文单词The art of crafting a narrative lies in its structure, where each chapter and paragraph serves a unique purpose. Chapters are the building blocks of a story, each one propelling the plot forward with a new development or revelation.Paragraphs, on the other hand, are the sentences that weave the tapestry of a story. They are the breaths between chapters, providing detail, dialogue, and the emotional beats that resonate with readers.In English, the term 'chapter' denotes a distinct section of a book, while 'paragraph' refers to a group of sentences that together express a single idea or thought. Understanding these distinctions is crucial for effective storytelling.A well-structured chapter can set the tone for a book, introducing characters and setting the stage for the narrative. Paragraphs, with their coherence and flow, ensure that the reader remains engaged.Transitioning from one chapter to the next requires skill, as it must maintain the momentum of the story without leaving the reader disoriented. Paragraphs within these chapters must seamlessly connect, creating a smooth narrative arc.In academic writing, the term 'section' is often used todenote a part of a paper, similar to a chapter in a book. Each section builds upon the last, contributing to theoverall argument or analysis.The use of 'subparagraph' in writing refers to a division within a paragraph, offering a more granular level of detail. It is a tool for organizing complex ideas and ensuring clarity.The arrangement of chapters and paragraphs is not just a matter of form; it's an art that can enhance the reader's experience, making the journey through a book both enjoyable and enlightening.In conclusion, the words 'chapter' and 'paragraph' are fundamental to the architecture of written works, guiding the reader through a carefully designed landscape of ideas and events.。
同济 大学英语 PPT ChapterTwo.ppt
Memorandum
Body Message
Memorandum To: All staff From: John Miller, Manager Date: 5 May, 2008 Subject: Time for blood donations Good News! Each year we work with the Red Cross in setting up a special room for blood donations from employees. This year the oneday drive kicks off after lunch on Friday and will be held in the main conference room on the 4th floor. As a bonus, Gole Sam, our president, said that anyone who donates can take the rest of the afternoon off!
Chapter Two
Writing Memos
Memo
A memo (more formally, memorandum or plural memoranda )
is an administrative document.
Memo writing guidelines
• is used only for communication within a comment and not used for inter-company communication)
them. 3.The size of each class will be limited to 12 participants.
EnglishAcademicWriting第二章学习教程
④ Writing
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Chapter Two Part One: Choosing a Title
5. Purposes of a Title
➢ Attracting the readers’ attention ➢ Aiding in information retrieval ➢ Facilitating review and layout
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Chapter Two Part One: Choosing a Title
• Activity 1: • In pairs or groups, please narrow down the
following topics to more practical research topics:
the paper.
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Chapter Two Part One: Choosing a Title
Activity 2:
Evaluate the following titles and decide whether they are feasible research topics according to the principles for a good title.
① Language teaching • ② Humanities • ③ Learning strategies • ④ Writing • ⑤ Syllabus
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Chapter Two
ParkteOyn:e: Choosing a Title
① Language teaching:
•
•
go to main
经历过磨难的男人英语作文
经历过磨难的男人英语作文Title: The Resilient Man: A Test of Time and Endurance。
In the tapestry of life, a man who has weathered storms is a chapter etched with resilience. Not a story of triumph, but a testament to the unyielding spirit that bakes in the furnace of adversity. Let me introduce you to such a character, a man named Jack, whose journey is a living testament to the power of grit.Paragraph 1:In the heart of the bustling city, where the concrete jungle never sleeps, Jack stands as a beacon of resilience. His face, etched with lines of time, whispers tales of the relentless winds that battered his dreams. Born in the crucible of poverty, he didn't ask for a smooth ride, buthe embraced the challenge with a smile that could defy the toughest storm.Paragraph 2:The first storm, a job loss, was like a monsoon, unexpected and overwhelming. But Jack, like a seasoned sailor, didn't panic. He learned to navigate unemployment's tempest, turning it into a platform to hone his skills. His words, "Job loss? Just a storm, I'll weather it," became his battle cry, echoing in the quiet corners of his mind.Paragraph 3:Health, another storm, struck him with a force thatleft him reeling. But Jack, the man of iron, refused to let it define him. His days were filled with surgeries and recovery, but his nights were filled with determination. His resilience, a testament to the human spirit's indomitable will, became his healing balm.Paragraph 4:The final blow, a personal tragedy, was a hurricanethat left him battered and bruised. But Jack, the phoenix,rose from the ashes. His tears, not of defeat, but of reflection, fueled his transformation. His resilience, now a part of his DNA, became his beacon, guiding him through the darkest of nights.In the end, Jack's story is not one of triumph over adversity, but a testament to the power of resilience. His journey, a testament to the fact that even in the midst of the fiercest storms, a man can rise, unbroken, and stronger than before. So, when asked who he is, he simply replies, "ChatGPT? I'm just a man, named Jack, who's lived through storms."。
Chapter-2-Writing-paragraphs
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1.Topic sentence
Topic sentence= topic+ controlling idea (narrowing the topic)
(Topic) idea)
(Controlling
. A .Gold, a precious metal, is prized for two important characteristics.
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A good paragraph should have only one main idea (unity)
A good paragraph should have a topic semantic structure (a
topic statement, developing sentences, a concluding sentence)
Chapter2 Writing paragraphs
Introduction Essays are divided into paragraphs. If your essay is one
continuous piece of text, it will be very difficult for any reader to follow your argument. Therefore essays need paragraphs. Essays are divided into paragraphs in a meaningful way. A paragraph is a group of sentences that develop one topic or idea. The topic of one paragraph should follow logically from the topic of the last paragraph and should lead on to the topic of the next paragraph. The paragraphs have different functions,
Part 4. The Paragraph
1) Why? e.g.
Topic sentence: Vegetable gardens take a lot of planning. Ask Yourself, “Why do gardens take a lot of planning?” Come up with at least two sub-topics:
批注本地保存成功开通会员云端永久保存去开通
The Paragraph
CONTENTS
01 Steps in Writing a Paragraph 02 Criteria of an Effective Paragraph 03 Ways of Developing Paragraphs
01
Steps in Writing a Paragraph
“If I had to limit all my remarks about paragraph writing to seven words, I would say, ‘ State your topic sentence and support it.’”
— Professor Virginia Schilt
2. Highway accidents are always caused by absent-mindedness.
topic
Controlling idea
More practice: Underline the topics and controlling ideas. 1) The kitchen is the most widely used room in my house. 2) Insects serve many useful purposes. 3) My boss is an ambitious man. 4) Our vocation turned out to be a disaster.
2013 English Writing The Paragraph 2
Important Terms
Paragraph: a group of sentences that focus on a single idea. Topic: the one thing a paragraph is about; or the general subject of the entire paragraph Main idea: the point the paragraph makes about a topic Topic sentence: the sentence that states the paragraph’s main idea Supporting details: those sentences that explain the topic sentence
Read the following paragraph, noticing how all the details relate to one point, and explain the topic sentence.
when subjects are exposed to red light, respiratory movements increase; exposure to blue decreases respiratory movements. Similarly, eye blinks increase in frequency when eyes are exposed to red light and decrease when exposed to blue. This seems consistent with the intuitive feelings about blue being more soothing and red being more arousing. After changing a school’s walls from orange and white to blue, the blood pressure of the students decreased while their academic performance improved. —DeVito, Human Communication: The Basic Course, p. 182
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Good The Arabic(阿拉伯的)origin of many English words is not always obvious. Too specific The slang expression “so long” (meaning goodbye) is probably a corruption （变体）of the Arabic “salaam". (This better serves as an example)
Are they good topic sentences?
1. He sent his wife a diamond ring on her thirtieth birthday.
2. He always surprises his wife on her birthdays. 3. They decided to change for a new apartment for several reasons. 4. They sold the old apartment because of the leaking roof 屋顶漏水. 5. Television is very important. 6. Television plays an educational role in our daily life.
Coherence:
Coherence helps to make the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges逻辑的衔接 and verbal bridges词汇的衔接.
3. The position of the topic sentence No one can avoid being influenced by advertisements. Much as we may pride ourselves on our good taste, we are no longer free to choose the things we want, for advertising exerts a subtle influence on us. In their efforts to persuade us to buy this or that product, advertisers have made a close study of human nature and have classified all our little weaknesses.
Chapter Two Writing a Paragraph
1. What is a paragraph?
A paragraph is a collection of related sentences dealing with a single topic.
1) Why does an essay usually have several paragraphs?
3. The position of the topic sence is usually found at the beginning of the paragraph, but can come at the end or even in the middle of the paragraph. It is also possible that no topic sentence is to be found in a paragraph but the main idea is implied in it.
logical bridges:
The same idea of a topic is carried over from sentence to sentence in a logically natural way. verbal bridges: Key words can be repeated in several sentences; Synonymous words can be repeated in several sentences; Pronouns can refer to nouns in previous sentences; Transition words and phrases can be used to link ideas from different sentences.
2. Parts of a Paragraph
Go=Topic Sentence Continue=Supporting Details Stop=Closing Sentence
2. Parts of a Paragraph
a. A topic sentence
A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with. It summarizes the main idea of the paragraph and indicates to the readers what your paragraph will be about.
unity, coherence, a topic sentence, adequate development, a brief conclusion (dispensable).
Unity:
The entire paragraph should concern itself with a single focus. If it begins with a focus or major point of discussion, it should not end with another or wander within different ideas.
A. be too specific B. be too broad C. contain phrases like “I think”, “In my opinion”, etc.
* Gold, a precious metal, is treasured for two important characteristics. * The spoken word is a very different thing from written word.
3. How to Write a topic sentence?
3.How to write a topic sentence?
Topic sentence= topic+ controlling idea
The topic is what you are going to say in the paragraph, and the controlling idea narrows down the topic, so the topic sentence should not:
3. The position of the topic sentence
My parents have gone out for the evening. Just as I settle down to read or watch TV my little brother demands that I play with him. If I get a telephone call, he screams in the background or knocks something over. I always have to hang up to find out what‟s wrong with him. Baby-sitting with my brother is no fun. He refuses to let me eat a snack in peace. Usually he wants half of whatever I have to eat. Then, when he finally grows tired, it takes about an hour for him to fall asleep.
for a better logical construction and smooth delivery of ideas step by step.
2) What makes a good paragraph?
To be as effective as possible, a paragraph should contain each of the following traits特性 or elements:
3. The position of the topic sentence
Now let‟s look at an interesting example with color. If you own a blue car, and you know it is blue even if it is in bright sunlight, in darkness or under a yellow street light. Your eyes tell you that it changed color in these different situations, but your brain knows better不会上 当. You have learnt that cars don‟t change color all the time, and so your brain interprets the information your eyes give you.