《英语写作基础教程》讲义-英语写作基础教程

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英语写作基础教程课件.

英语写作基础教程课件.
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The comma (,)
4. Nonrestrictive clauses and phrases are Set off by commas. 5. Commas set off parenthetical elements. 6. In dates, a comma is used to separate the day and the year if the order is month-day-year, no comma need be used If the order is day-month-year.
right
12
Arrangement
13
Arrangement
14
Arrangement
Hyphen
Байду номын сангаас
-
Article
a/an/the
Preposition of/in/at/on…
Coordinating conjunctions and/or/but….
Infinitives
to+…
Question mark ?
19
Word division (P2)
-le Single letter Two-letter ending Hyphen Double consonants The last word of a page
20
Focus 1 Manuscript Form (P1)
Capitalization 1. proper names 2. key words in titles 3. the first words of sentences
Arrangement 1. two centimeters at the top 2. two centimeters at the bottom 3.one and a half centimeters on the left 4.one and a half centimeters on the

英语写作基础教程(1)

英语写作基础教程(1)

第 二 章 用 词 (Using Proper Words)
第三章造句
(Making Correct and Effective Sentences)
第四章
段 落 (Developing Paragraphs)
第 六 章 完 整 的 作 文 (Composing Essays)
第七章 应用文(Writing for Practical Purposes)
Chapter one
Manuscript Form and Punctuation 1. why is it important to write in correct
manuscript? 2. What are the rules for titles?
Focus 1 Manuscript Form (P1)
学习方法例举
根据自己的情况,选择不同的学习方式: 方式一:如果你能够写出语法基本正确的句子和
段落,那么,你就可以直接开始学习第六章(完整的 作文)或第七章(应用文写作)。将前面四章的学习 内容作为自学内容,如:标点符号的运用、信件的格 式等;
方式二:如果还没有自信能写出语法基本正确的 句子和段落的同学,可以从第一章开始逐章学习。基 础学习准备好后,对教学重点的内容也就容易把握了。
教学重点
1. 第六章“短文的写作” (Composing Essays) 2. 第七章“应用文的写作” (Writing for Practical Purposes)
巴基斯坦驻华大使鸿德致辞
非常感谢院长先生。谢谢您做介绍时的友好言辞。今天我们很 高兴来到这里。我夫人与我为有这次机会再次来到贵校访问感到 荣幸。感谢贵校对我们的欢迎,特别感谢鸿德学院的热情接待, 我们为此感到不胜荣幸,谢谢你们,我们此行带来了大使馆统和 巴基斯坦人民的良好祝愿。

英语写作基础教程第三版Chapter 1ppt课件

英语写作基础教程第三版Chapter 1ppt课件
11
一、Manuscript Form
1. Arrangement
(10) attention: Never begin with a comma(,), a period(.), a colon(:), a question mark (?), an exclamation mark(!)
Never ends with 【 “ ( -
3
一、Manuscript Form
1. Arrangement (1). two centimeters at the top (2). two centimeters at the bottom (3).one and a half centimeters on the left (4).one and a half centimeters on the right
consonant with it
ded∙i∙cate
-le is treated as a syllable peo∙ple
a single letter cannot be put at the end or
begining of a line
e∙voke, heart∙y
Two-letter ending should not be put ar the
(9). Arabic numerals are generally used for paging. They can be put either in the upper righthand corner or in the middle below the last line of every page.
4
一、Manuscript Form

英语写作基础精讲

英语写作基础精讲
英语Байду номын сангаас作基础精讲
《英语写作写作基础》课程讲解考核简单句:只有一个主谓结构的句子。4. The Compound Sentence并列句:有两个和两个以上的简单句组合而成,通常由逗号加上并列连词(and, buy, for, or, nor, so, yet)连接。5. The Complex Sentence复杂句:一个简单句加上由从属连词连接的另一个句子。从属连词就是指除并列连词之外的连词。6. The Compound- Complex sentence并列复合句:一个或一个以上的简单句加上一个或一个以上的复合句。(二)常见结构错误(Common Errors)1. Run-on sentence串句:误将两个句子穿在一起的句子,有的用逗号隔开,有的标点都没有使用。修改串句有三种方法:1)将其分成两个句子;2)用连词连接两个句子;3)用分号连接两个句子。2. Fragmentary Sentences破句:破句是串句的另一个极端,即把句子的一部分当成是一个句子。任何句子都必须要有一个主语和谓语并且要表达一个完整的思想。如果缺少其中之一就会造成破句。每一种破句都可以用多种方法来更正。常见的破句有:1)从属连词引出的破句。从属连词例如after, unless, even(even though/even if), since, before, when,(whenever), because, if, who, while, as, which, although, though, so, where, until, that等,不能单独引导独立的句子,它们引导的句子必须要依靠另一个主句。修改时,使其与前面或后面的句子相结合,使其从属于某一个主句。2)ing分词和不定式引起的破句。修改办法是将ing分词融合到相邻的句子中,或是为其加上一个主语,将i

英语写作基础知识培训教程

英语写作基础知识培训教程

英语写作基础教程A Basic Course in Writing主讲: Priscillapan 教学大纲一. 教学对象本课程的教学对象是高等专科英语专业的学生或具有同等水平的自学者._二. 教学目的与要求通过本课程的教学, 使学生初步掌握英语写作技能, 学会用英文写叙述,说明性的短文和一般性应用文. (1) 用英文写叙述,说明性的短文: 要求学生能根据命题列出作文提纲,在1小时内写出不少于200词的短文, 内容切题,完整,条理清楚,语句连贯通顺, 语法基本正确.(2) 用英文写一般性的应用文: 要求学生能根据提示写出知,贺卡,便条,申请书,邀请函,简历, 格式正确, 语言得体._三. 教学安排本课程3个学分, 在一个学期内开设, 每周3学时,共计54学时._四. 教学内容本课程主要教学内容如下:(1) 文稿格式;(2) 句子结构;(3) 构段方式;(4) 谋篇布局;(5) 摘要;(6) 应用文._五. 教学原则(1) 在教学过程中, 要充分考虑成人学习的特点和本课程的特点, 注重对学生遣词造句这两种能力的培养;(2) 在教学过程中,教师应以指导学生自学为主, 以电视教学和课堂教学为辅, 采用多种教学手段对学生进行写作训练._ 六. 测试_实行全国统一的闭卷考试.考试采用百分制,60分及格.实施方案一,课时安排____"英语写作基础"课内总学时为54小时,课外练习时数为54小时.二,具体学习安排___ (一)基本技能的学习:6课时,要求掌握标点符号的用法.__ (二)句子的写作:9课时,要求掌握句子统一性,连贯性,重点突出的写作技巧.__ (三)段落的写作:6课时,要求掌握段落统一性的写作,学会主题句和扩展句的运用.__ (四)一般性文章和应用文的写作:30课时,要求掌握基本应用文的写作,这是本课程的重点部分(具体内容附后).__ (五)期末复习:3课时,全面复习本学习的教学内容,模拟考试. 三,教学意见____ 1) 作文课应该以教师讲解,学生练习为主.___ 2) 授课重点应该放在写作技能技巧的训练上,理论知识可以适当少讲.___ 3) 有条件的分校可以充分利用网上资源和现代技术设备,利用互联网上的英语写作网站扩大学生的阅读两;利用视频展示台把学生所写的优秀文章向全班批改,也可以讲普遍性的问题;等等.考试题型一,考试题型与要求___ 本课程的考试依据教学大纲的要求,重点考查应用文写作和一般文体的写作.考试为闭卷考试,总分为100分._____ 1.应用文写作___ 根据提示写一个不少于50词的通知和一个不少于100词的便条,要求语言通顺,用词得体,格式正确.满分为30分;_____ 2.命题作文___ 根据所给题目及写作提纲或规定场景等,写一篇不少于200词的作文,要求符合文章类型特点,内容切题,语言通顺.满分为70分.二,考试模拟试题一,Write a notice into the box according to the followingfacts:(10分)____乒乓球赛___ 地点: 1号球室:___ 北京商业学校对北京语言文化大学___ 时间:5月8日用六下午五时二,Write a note based on the given facts:(20分) :____ 时间:6月9月____ 对象:Prof. Stone_____ 内容:对不起,不能赴3点的约会.我的论文由,于被朋友锁上了,不能带来.我不知他何时返回.如果方便,我能在明日下午五时在系办公室见您吗若不行,请明早特便条放在我的信箱里,信箱号606.谢谢._____ 留言者:吴敏三,Write an essay of no fewer than 200words:(70分) :________ Title:_ Qualification of a Good University Student________ Aids: ________ First Paragraph:_Yourpoint of view of being a good university student________ Second Paragraph: What makes a good university student (with some examples)________ Third Paragraph:_Conc lusion平时作业英语写作基础平时作业(大作业)共四次,主要检查同学们对英语应用文写作的掌握情况.__1)完成P125页Exercise 1(Notice Writing) 2)完成P126页Exercise 3 (Note Writing)3)完成P126页Exercise 4 (Letters Writing) 4)完成P126页Exercise 5 (resumes Writing)___另外,任课教师可以根据教学内容,适当补充写作练习.General Remarks on Writing_Writing _makes an exact man._Great use and popularity_Needing Much Knowledge_Useful for Reading and Spoken_Great Difficulties as wellTargets of this CourseAt the end of this course, you should be able:_to use the punctuation marks correctly; _to write correct sentences;_to write more effective sentences ;_to compose a full essay;_to write apractical essay like a note, a letter, or a notice etc. Arrangement_ I Writing the titleII Leaving the marginsIII Paragraphing IV CapitalizationV Dividing words Writing the title Be placed in the middle of the first lineEvery word of the title should be capitalizedNo full stop should be used at the end of a titleMarginsA. leave margins at the top and bottom and on the side of each page. Never write on a full page.B. left side margin should be wider if the workis to be bound. C. For students, it is advisable to write on every other line. ParagraphingA. Indentation (Space) … … … … … … .. … … … … … … .. … … … … … … ..… … … … … … .. … … … … … … ..B. Block … … … … … … .. … … … … … … .. … … … … … … .. … … … … … … .. … … … … … … .. Handwriting Regrettably, an English writer isnot so concerned with the aesthetics in handwriting as a Chinese writer is. Be neat and legible.A. Make your "t"s different from your "e"s;B. Make your "r"sdifferent from your "v"s;C. If cross out a word, no brackets but a thick line across it;D. If add a word, write it above, not below;E. Two commonways of writing the letters: form loops and print Syllabification When you happen not to have enough room to write a whole word in at the end of a line: A. If the word ismonosyllabic, please write it in a next line;B. If the word is polysyllabic, you maybe syllabify it if you feel necessaryHow to syllabify a wordJust splitting aword then a hyphen then the other part of the word. occupation:oc-cu-pa-tion ( Don't split it like this: occ-upa-tion) Nowadays, a computer dealswith this problems automatically Abbreviations and Numerals Abbreviations shorten some words, titles and long names. They are used in advertising andinformal occasions.1) Be sure to use them before you know.2) Be sure of the dots ( . ). Abbreviations1)___ Before names (family names), titles areabbreviated: Mr. Green Ms. Adella Dr. Bethune2)___ Titles of academics, government officials, and priest can be abbreviated, followed by thefull name:Prof. Li Gov. Henry Ford Sen. Robert3)_____ Academic degrees and family designations preceded by full names can beabbreviated: Robert Smith, Ph.D. John Jones Jr./Sr.4) Names of well-known organizations, firms, places, and long technical terms can be abbreviated byusing the initial letters of the words:UNESCO FBI WHO TOEFL GATT 5)_____ Time designations when used with specific numbers are abbreviated: 135 B.C. 6:00a.m.6) Words referring to portions of address can be abbreviated when they appear in address on envelopes, letter headings, orinside addresses: Rd. Dept. Pro. P.R.C. Capitalization1)The use of capitalization is unique and important in writing.(1) The china made in China isfirst class.(2) he bought that article of japan in Japan. (3) Their child was shanghaied in Shanghai. (4) John wanted to go to the john.(5) The turkey here is not asgood as in Turkey. _2)The capitalization is used in the following 10 aspects:(1) the beginning of a sentence Wonderful! Where there is awill, there is a way.Can you hear me at the back Capitalization (2) For the first letter in each line of a poem.The Arrow and the SongI shot an arrowinto the sky, (3) The first letter of a directed quotation / speech:"Who is on duty today " the teacher asked. " Don't worry," he said, trying tocomfort me. " We will help you make up for the lessons."(cf. "To be frank with you," he said, "you should not have told him that." Capitalization (4) The firstletters of the essential words in proper nouns ( names of people, countries, organizations historical events, planes, etc.) Darwin Shakespeare China JesusChristthe Great Wall the Red Cross Boeing 747(5) The first letters of designation of relatives before family names: Uncle Geoge AuntMaggieNiece Mary Grandma Lee Capitalization (6) Almost all abbreviations except a.m., p.m., etc., e.g., c/o, i.e., tec(7) the first letter of essential wordin trade marks, service signs, posts, greetings, etc.Information Desk Hands OffOpen Strictly No Smoking(祝你生日快乐!) Happy birthday to you!Happy Birthday to you!(8) the title of all significant words in the title of a theme, article, essay. newspaper, periodical. But a form word of less than five letters。

英语写作基础教程(第三版)Chapter 1

英语写作基础教程(第三版)Chapter 1

二、 Punctuation
1. The Comma (,)
(4). Nonrestrictive clauses and phrases are Set off by commas. (5). Commas set off parenthetical elements. (6). In dates, a comma is used to separate the day and the year if the order is month-day-year, no comma need be used If the order is day-month-year. (7). Numbers 1,253,900 53,807,214
一、Manuscript Form


1. Arrangement
(8). The first line of every paragraph should be indented (started after a space of four or five letters) (9). Arabic numerals are generally used for paging. They can be put either in the upper righthand corner or in the middle below the last line of every page.
一、Manuscript Form

2. Word division (1). one syllable cannot be divided 单音节 (2). two or more syllables 双/多音节 a stressed close syllable usually takes a consonant with it ded∙i∙cate -le is treated as a syllable peo∙ple a single letter cannot be put at the end or begining of a line e∙voke, heart∙y Two-letter ending should not be put ar the begining of a line hand∙ed hard∙en

英语写作基础教程(第三版)Chapter 1 PPT

英语写作基础教程(第三版)Chapter 1 PPT

be avoided
lay∙man words
with hyphens should be divided only at phens
பைடு நூலகம்
broken -hearted
two -syllable words with double consonant in
the middle are as rule divided between the
大家有疑问的,可以询问和交流
可以互相讨论下,但要小声点
一、Manuscript Form
1. Arrangement (title)
Task 1 : Capitalize the following titles (p2) 1. where i lived, and what i lived for 2. are transgenic crops safe? 3. well-known dramatists of the ming dynasty 4. a day to remember 5. approaches to teaching english as a foreign
一、Manuscript Form
2. Word division (1). one syllable cannot be divided 单音节
(2). two or more syllables 双/多音节
a stressed close syllable usually takes a
nouns e.g. Bob, Lily, Judy - none of them know where he is. (5) used like quotation marks in a dialogue. (6) introduce subheading and authors after quotation

英语写作基础精讲

英语写作基础精讲

一、《英语写作基础》课程简介《英语写作基础》是全国高等教育自学考试英语专业基础阶段(专科阶段)的一门重要的实践课程.本科程着重培养应考生英语写作的基本技能.重点教授英语写作的最基础内容。

主要包括三大部分:句子的组成.段落的写作.概要及应用文写作。

《英语写作基础》考核重点《英语写作基础》的考核目标和出题原则在《考试大纲》中有明确的阐述。

但是根据历年考题看.考核重点有以下三点:1.掌握句子.段落写作的基概念.基本理论和基本方法;2.能写一般的书信、通知、便条以及请贴等.格式正确.语言得体.内容完整.条理清楚.语法基本正确;3.写作速度每小时200—250词。

《英语写作基础》备考方法1. 立足教材.基础领先《英语写作基础》是一门基础课.考查的重点也在于一些基础的知识。

例如句子类型.常见错误.句式变化等。

这些都是英语写作的基本概念和基本理论.考生要能够理解并准确地利用这些概念对一些写作问题做出正确的判断.进而增强自己的写作意识.提高自己的写作基础水平。

这正是考试判断题.改错题.改写题等题型的考查对象。

因此同学们第一步就要认真阅读教材。

阅读教材时要认真研究其讲解部分和所列出的实例.尤其是中国学生容易出错的句子结构以及动名词搭配等。

只有把教材的讲解部分和实例消化了.才能应对考试。

另外段落写作中理论部分侧重比较多.主要有一致、连贯、结尾和发展段落等.这些理论比较抽象.不如改错等题目那样明显.需要认真阅读教材.确实理解这些基本概念.并且分析现成段落.认真体会.把理论和实际相结合.抓到各个概念的实质;同时还要牢记一些重要的.显现的特征.作为解答应用题.例如段落句子排序.寻找主题句.找出多余句子等题型。

应用文写作要求格式和内容的统一.对格式的要求是十分严格的.这同样需要大家认真阅读教材.牢记各类应用文的写作格式。

因此.大家要立足教材.夯实基础.搞懂教材所列实例和练习.并举一反三.牢固掌握。

2. 重视句段.严守格式英语写作基础是为英语学习本科段的《英语写作》奠定基础的一门课程。

英语写作基础教程

英语写作基础教程

英语写作基础教程英语写作基础教程引导语:我们应该把英语写作看成是学习外语的途径和手段。

让听、说、读、写这四项技能相互促进,相辅相成。

那么,在英语写作,有什么基础与方法?下面是店铺整理的英语写作基础教程:英语写作前问自己四个问题:1)这篇文章的体裁格式是怎样的?2)主体时态用什么时态?3)人称用第几人称?4)可以分几段,之间用什么过渡词、连接词?带着这四个问题去审题,搞清楚文章的主要内容,然后列出提纲,最后利用自己有把握的英语句子丰富自己的提纲。

英语写作还要“六性”:(1)条理性。

指的是合理布局文章结构。

首先,在文章思路、组织材料、叙述顺序等方面要有一定的条理性。

其次,根据需要,安排好段落,各段之间要层次分明,也要重视每一段的开头和结尾,开头语往往是总起句,结尾语往往是总结句。

(2)准确性。

指要求写出语法正确的句子,包括时态、语态、用词和句法等,要准确、地道地表达。

必须要牢牢掌握一些常用句型或习惯表达,避免中式英语,在实践中不断总结中英用法的差异,养成用英语思维写作的习惯。

高考英语作文素材。

(3)流畅性。

指根据整篇文章思想的需要,有效采用不同的连接手段,清晰段落,使文章层次清楚、行文连贯。

(4)简洁多样性。

简洁性就是语言简洁,不重复。

多样性就是能随情景内容的变化写出句式多样的语句。

这也是新课程标准对写作的.评价标准。

(5)思想性。

新标准对写作的要求,增加了情感因素,在准确流畅表达写作要点的同时,适当增加句子的感情色彩,增加一些人情味,使文章读起来更亲切,完全达到与读者进行交流的目的。

(6)美观性。

指的是卷面书写规范、清楚、干净、整洁。

在高考书面表达中,书面整洁是也是一个主观评分标准,所以在高考中保持书面整洁是必要的。

英语写作能力和水平的提高,除了依靠从书本上学习写作理论、写作知识和写作技巧外,更主要还是经常进行写作实践。

英语写作实践是写作理论转化为写作能力的“中介”。

离开写作实践,就是空谈写作,没有任何意义。

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《英语写作基础教程》讲义Chapter 1 Using Proper WordsChoice of wordsbuild up a large vocabularythe recognition vocabularythe active vocabulary2. Approaches to the building up a vocabularyLearning words from a word-list or from a dictionary.(2) Learning words from speech and writing (context)E.g. KillHe killed the man.He killed the dog.They killed the proposal.Please kill the engine.She is dressed to kill.You are killing me.She killed her child with kindness.He took a snack to kill his hungry.He killed every day at the park.He killed himself with overworkHe killed the spirit of the group.The news killed their hope.These flowers kill easily.He killed three bottle of Whisky in a week.Kill one ’s appetiteKill peaceKill the moodKill marriageII. Using words correctly1.overcome Chinglish2. Beware of archaisms, obsolete words, anachronisms and newly-coined wordsWords or meaning of words which are no longer in common used but occur in special text (e.g. Religious works) and poetry are called archaic.Words or meaning which have gone out of use altogether are called obsolete.Words that are inappropriate for the time about which one is writing are called anachronisms3.Avoid slangChapter 2 Make Correct and Effective Sentences1. Basic elements of a sentence2. what is a sentence?3. Typical English sentence pattern: Subject +predicateCoach Dietz exemplified this behavior by walking offthe field in the middle of a game , l eaving her team ata time when we needed her.I need to find a new roommate. I need to find a new roommatehave now isn't working out too well have now isn't working out too well.Well done! What a day!George in Beijing ? Susan a singer?To return from our digressionA run-on sentence consists of two or moresentence —or a semicolon.)Comma splices join two complete sentences with a comma.”and “he needed to buy eggs for Joey went to the grocery store, for he needed to buy eggs for supper.3. The position of modifiers(2) Reference of person(3) Vague ComparisonIV. Coherence(5) The balanced sentenceVI. The kinds of sentencesIn structure: (1) a simple sentence(2) a compound sentence(3) a complex sentence(4) exclamatoryRhetorically:Loose SentencePeriodic sentenceThe balance sentenceThe cumulative sentenceThe anticlimactic sentenceRhetorical questionA. Declarative, Interrogative, Imperative and Exclamatory SentencesAccording to their use, sentences are declarative, interrogative, imperative or exclamatory. A declarative sentence makes an assertion or a statement. An interrogative sentence asks a question. An imperative sentence expresses a command or a request. An exclamatory sentence expresses a strong feeling or emotion, such as surprise, pain, or joy.B. Simple, Compound, Complex, and Compound-Complex SentencesAccording to their structure, sentences are simple, compound, complex, or compound-complex.SIMPLE SENTENCEA simple sentence has only one subject and one predicate-verb, but it may contain more than one object, attribute or adverb. Short simple sentences are usually emphatic; they have special clarity and provide variety when used with longer sentences.e.g. 1. He is a good student.2. Would you tell the way to the Astor Hotel?3. Do not disturb your brother!4. When did you join the club?5. What a lovely girl she is!COMPOUND SENTENCEA compound sentence consists of two or more independent clauses (or simple sentences) related toeach other in meaning, and linked by a coordinating conjunction (and, but, or, so, for, etc.) or by a semicolon without a conjunction. Coordinated ideas should be compatible and roughly equal in importance, or take shape one by one in orderly sequence.e.g. 1. The heavy rain started suddenly, so we stopped planting the trees.2. Jack wanted to go swimming, but his wife wanted to go shopping.3. Her son studies History; her daughter majors in Chemistry.COMPLEX SENTENCEA complex sentence contains one main (or principal) clause and one or more dependent (or subordinate) clauses, with a connective word denoting the relation between the two parts. The dependent clause mayplay the part of a subject, an object, a predicative, an attribute, or an adverbial in the main clause. As arule, the major idea is expressed in the main clause and the idea or ideas of lesser importance in the subordinate clauses.e.g. 1. The government banned the high-blood-pressure pills because they produced side effects.2. Although the shop advertised same-day service, my car was not ready for three days.3. These apple trees, which my father planted three years ago, have not borne any fruit.COMPOUND-COMPLEX SENTENCEA compound-complex sentence contains at least two main clauses and at least one dependentclause —a combination of a compound and a complex sentence.e.g. 1. After I returned to school following a long illness, the math teacher gave me make-up work, but the history teacher made me drop her course.2. When the power line snapped, Tom was listening to the stereo, and Teresa was reading in bed.3. Lisa disliked walking home from the bus stop, because the street had no overhead light and it was lined with abandoned buildings.C. Loose and Periodic SentencesA loose sentence puts the main idea before all supplementary information; in other words, it puts first things first, and lets the reader know what it is mainly about when he has read the first few words. The reverse arrangement makes a periodic sentence: the main idea is expressed at or near the end of it, and it is not grammatically complete until the end is reached. The reader does not know what it is mainly about until he finishes reading it.Compare:1. She was offered a professional contract after winning the Olympic gold medal for figure skating, according to newspaper reports.2. According to newspaper reports, after winning the Olympic gold medal for figure skating, she was offered a professional contract.The main idea of both sentences is the fact that she was offered a professional contract. This idea is put at the beginning of the first sentence and at the end of the second, thus making one a loose sentence and the other a periodic one. Besides, the first part of the first sentence is complete in structure, but that of the second are only prepositional phrases and cannot be called a sentence without the second part. Loose sentences are easier, simpler, more natural and direct; periodic sentences are more complex, emphatic, formal, or literary.D. Short and Long SentencesShort sentences are usually emphatic, whereas long sentences are capable of expressing complex ideas with precision, because it may contain many modifiers. Short sentences are suitable for the presentation of important facts and ideas, and long sentences for the explanation of views and theories, or the description of things with many details.The following passage, which describes how a man saved a drowning girl, makes good use of short sentences.He crouched a little, spreading his hand under the water and moving them round, trying to feel for her. The dead cold pond swayed upon his chest. He moved again, a little deeper, and again, with his hands underneath, he felt all around under the water. And he touched her clothing. But it evaded his fingers. He made a desperate effort to grasp it ⋯He laid her down on the bank. She was quite unconscious and running with water. He made the watercome from her mouth, he worked to restore her. He did not have to work very long before he could feelthe breathing begin again in her; she was breathing naturally. He worked a little longer. He could feel herlive beneath his hands; she was coming back. He wiped her face, wrapped her in his overcoat, lookedround into the dim, dark gray world, then lift her and staggered down the bank and across the fields.---D. H. LawrenceIn contrast to short sentences, long sentences are particularly useful for presenting a set of complex,interlocking ideas. They are common in legal, political and theoretical writing, which depends onmodification for accuracy. In fiction long sentences are sometimes used to describe a person, a thing or ascene.Mrs. Chalmers was kind of fat and her hair was pretty blond and her complexion was soft and pink andshe always looked as though she had been in the beauty parlor all afternoon. She always said “My, you’re getting to be a big boy ”to Peter when she met him in the elevator, in a soft voice, as though shewas just about to laugh. She must have said that fifty times by now. She had a good, strong smell ofperfume on her all the time, too.Mr. Chalmers wore pince-nez glasses most of the time and he was getting bald and he worked late at hisoffice a good many evenings of the week. When he met Peter in the elevator he would say, “It ’s getting colder, ”or “It ’s getting warmer, ”and that was all, so Peter had no opinion about him, except that helooked like the principal of a school.But now Mrs. Chalmers was on her knees in the vestibule and her dress was torn and she was crying andthere were black streaks on her cheeks and she didn ’t look as though she ’d just come from the beauty parlor. And Mr. Chalmers wasn ’t wearing a jacket and he didn ’t have his glasses on and whaht a h d a i r hewas mussed all over his head and he was leaning against the Early American wallpaper making thisanimal noise, and he had a big, heavy pistol in his hand and he was pointing it right at Mrs. Chalmers.---Irwin ShawAlthough series of short and long sentences can both be effective in individual situations, frequentalternation in sentence length characterize much memorable writing. After one or more long sentencesthat express complex ideas or images, the pitch of a short sentence can be refreshing. Look at thefollowing example:We are now so easily misled by vision. Most of the things before our eyes are plainly there, notmistakable for other things except for the illusions created by professional magicians and, sometimes,the look of the light of downtown New York against a sky so black as to make it seem a near view ofeternity. Our eyes are not easy to fool.Similarly, a long sentence that follows a series of short ones can serve as a climax or summing-up thatrelaxes the tension or fulfills that expectation created by the series, giving readers a sense of completion.Here is a good example:We now have, as a result of modern means of communication, hundreds of words flung at us daily. Weare constantly being talked at, by teachers, preachers, salesmen, public officials, and motion-picturesound tracks. The cries of advertisers pursue us into our very home, thanks to the TV —and in somehouses the TV is never turned off from morning to night. Daily the newsboy brings us, in large cities, from thirty to fifty enormous pages of print, and almost three times that amount on Sunday. We go out and get more words at bookstores and libraries. Words fill our lives.VII. sentence varietyChapter 3 Developing ParagraphsChapter 3 Developing Paragraphs1. Basic structure of paragraphsTopic sentence:It states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one or two areas that can be discussed completely in the space of a single paragraph. The specific area is called the Controlling idea.Supporting sentences:It develops the topic sentence. That is, they explain the topic sentence by giving reasons. Some of the supporting sentences that explain the topic sentences about gold are.Concluding sentence:It signals the end of the paragraph and leaves the reader with important point to remember.E.g.There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.What is the topic sentence?The topic sentence is the first sentence in a paragraph.What does it do?It introduces the main idea of the paragraph.How do I write one?Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about. What are supporting sentences?They come after the topic sentence, making up the body of a paragraph.What do they do?They give details to develop and support the main idea of the paragraph.How do I write them?You should give supporting facts, details, and examples.What is the closing sentence?The closing sentence is the last sentence in a paragraph.What does it do?It restates the main idea of your paragraph.How do I write one?Restate the main idea of the paragraph using different words.Write a paragraph describing what a polar bear looks like.above shapebesideDifferencesSimilaritiesThe following words can help you to write a good sequence paragraph. Helper Words:subsequentlyChoice ParagraphThe following words can help you to write a good choice paragraph: Helper Words:The following words can help you to write a good explanation paragraph: Helper Words:consequentlyhenceChapter 4 Summarizingserve as a model for how you divide and write the essay.Have I rephrased the authorweaknesses? Why? What did the author do well? Not well? Why? II. Requirements for summary writingomitting the detailsreducing the examplessimplifying the descriptionseliminating all repetitionmaking phrases do the work of clauses or sentencesusing general words instead of specific wordsusing the shortest possible transitionsavoiding figurative language3. revisionConclusionA summary is a shortened version of someone else's writing or thoughts.Summaries vary in length and amount of details depending on a teacher's requirements, the length of the original source (article, book, passage) and the purpose of the summary; however, all summaries must: ·be shorter than the original source (article, book, passage) approximately one third the length of the original source;·include the main idea of the original source in your own words;·include major details (also known as supporting ideas) in your own words;·should not include your knowledge, ideas or opinion unless your teacher requests it.·identify the author, title of article, title of publication, where published, publisher, year of publication, and page information, at the top of the page of your summary (or in-text.)Chapter 5 Essay WritingChapter 5 Essay WritingBasic OrganizationIntroduction (beginning)Body (middle)Conclusion (end)Introduction ParagraphWhat is an introduction paragraph?The introduction paragraph is the first paragraph of your essay.What does it do?It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important.How do I write one?1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement.2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay.Example:Hockey has been a part of life in Canada for over 120 years. It has evolved into an extremely popular sport watched and played by millions of Canadians. The game has gone through several changes since hockey was first played in Canada.Supporting ParagraphsWhat are supporting paragraphs?Supporting paragraphs make up the main body of your essay.What do they do?They develop the main idea of your essay.How do I write them?1. List the points that develop the main idea of your essay.2. Place each supporting point in its own paragraph.3. Develop each supporting point with facts, details, and examples.To connect your supporting paragraphs, you should use special transition words. Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.Summary ParagraphWhat is a summary paragraph?The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a "conclusion."What does it do?It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.How do I write one?1. Restate the strongest points of your essay that support your main idea.2. Conclude your essay by restating the main idea in different words.3. Give your personal opinion or suggest a plan for action.Example:Overall, the changes that occurred in hockey have helped to improve the game. Hockey is faster and more exciting as a result of changes in the past 120 years. For these reasons, modern hockey is a better game than hockey in the 1890s.II. Steps Essay writingPrewriting EssaysWhat is the prewriting stage?The prewriting stage is when you prepare your ideas for your essay before you begin writing. You will find it easier to write your essay if you build an outline first, especially when you are writing longer assignments.Six Prewriting Steps:1. Think carefully about what you are going to write. Ask yourself: What question am I going to answer in this paragraph or essay? How can I best answer this question? What is the most important part of my answer? How can I make an introductory sentence (or thesis statement) from the most important part of my answer? What facts or ideas can I use to support my introductory sentence? How can I make this paragraph or essay interesting? Do I need more facts on this topic? Where can I find more facts on this topic?2. Open your notebook. Write out your answers to the above questions. You do not need to spend a lot of time doing this; just write enough to help you remember why and how you are going to write your paragraph or essay.3. Collect facts related to your paragraph or essay topic. Look for and write down facts that will help youto answer your question. Timesaving hint: make sure the facts you are writing are related to the exact question you are going to answer in your paragraph or essay.4. Write down your own ideas. Ask yourself: What else do I want to say about this topic? Why should people be interested in this topic? Why is this topic important?5. Find the main idea of your paragraph or essay. Choose the most important point you are going to present. If you cannot decide which point is the most important, just choose one point and stick to it throughout your paragraph or essay.6. Organize your facts and ideas in a way that develops your main idea. Once you have chosen the most important point of your paragraph or essay, you must find the best way to tell your reader about it. Look at the facts you have written. Look at your own ideas on the topic. Decide which facts and ideas will best support the main idea of your essay. Once you have chosen the facts and ideas you plan to use, ask yourself which order to put them in the essay. Write down your own note set that you can use to guide yourself as you write your essay.Writing EssaysWhat is the writing stage?The writing stage is when you turn your ideas into sentences.Five Writing Steps:1. For the introduction, write the thesis statement and give some background information.2. Develop each supporting paragraph and make sure to follow the correct paragraph format.3. Write clear and simple sentences to express your meaning.4. Focus on the main idea of your essay.5. Use a dictionary to help you find additional words to express your meaning.Editing EssaysWhat is the editing stage?The editing stage is when you check your essay for mistakes and correct them.Editing Steps:Grammar and Spelling1. Check your spelling.2. Check your grammar.3. Read your essay again.4. Make sure each sentence has a subject.5. Make sure your subjects and verbs agree with each other.6. Check the verb tenses of each sentence.7. Make sure that each sentence makes sense.Style and Organization1. Make sure your essay has an introduction, supporting paragraphs, and a summary paragraph.2. Check that you have a thesis statement that identifies the main idea of the essay.3. Check that all your paragraphs follow the proper paragraph format.4. See if your essay is interesting.Publishing EssaysWhat is the publishing stage?The publishing stage is when you produce a final copy of your essay to hand in.Publishing Steps:1. Make a paper copy of your essay.2. Show your work to your teacher, tutor, or parents.3. Ask them for hints on how to improve your writingIII. Types of outlinesThe outline quickly and clearly shares your content and thesis with the reader. In the early stages of your research, an outline will help you to organize your ideas and material. Later in the research process, a more detailed outline will help you unify and refine your final paper. Whether formal or informal in style, outlines aid clear thinking and well-developed ideas.The most important rule for outlining form is to be consistent!An outline can use topic or sentence structure.A topic outline uses words or phrases for all entries and uses no punctuation after entries. Advantages: presents a brief overview of work and is generally easier and faster to write than a sentence outline.A sentence outline uses complete sentences for all entries and uses correct punctuation. Advantages: presents a more detailed overview of work including possible topic sentences and is easier and faster for writing the final paper.You should start your outline by identifying your thesis statement. Then you clarify the progression of your argument as follows:I. Use Roman Numerals to identify the section of your paper. (e.g. Arguments for, Arguments against, background information, biographical information, Evaluation, etc)A. Use Capital letters under each Roman Numeral (Be sure to indent!) to present your arguments within those sections. (e.g. under a paper section called "Advantages of studying at ISP" you may have international community, International Baccalaureate, competitive education).1. Use numbers to list the details or facts that you will use to back up the claims made by the Capital letters.Sample outlineThesis: The war on drugs will do far more to control and eliminate illegal drug use in the USA than will the legalization of drugs.I. Epidemic proportions of drug problem in last decade have prompted efforts at all levels of society to address problemA. Three pronged effort of President's war on drugs - overview1. enforcement2. education3. treatmentB. Legalization also proposed by many as solution - overview of sketchy implementation planII. Arguments in favor of legalizationA. Takes away criminal element1. citation of Amsterdam experiment - Goldblatt2. analogy to legalized prostitution in Europe, NevadaB. Government can control drug quality and quantity1. FDA supervision2. more personnel and support requiredC. More revenue to support prevention and education1. estimates of revenue by Scheffer study2. analogy to revenue from state liquor operations - Maine, OklahomaIII. Arguments against legalizationA. Violates moral/ethical principles of country1. Taber's assessment of constitutional intention2. Heritage Foundation studyB. Makes drugs permanent fixture of society1. analogy to prostitution - Rosenburg study2. normalization lowers standards - Whitten's studyC. Encourages greater drug use by wider spectrum of users1. Post Vietnam study of mid size American cities2. Impact on middle class and youth - Fallow's viewsD. Subsidizes addiction with public money1. Amsterdam argument - Goldblatt's rebuttalE. Does not address causes of addiction - inner city survey from 1996IV. Three pronged war on drugs addresses supply, prevention, treatmentA. Coordinated law enforcement efforts at local, state, federal levels1. Legislative intent - McMurphy Bill2. sample cases from PA, MA, DC, CAB. Education - treatment programs at state - local levels1. success of NA based programs2. statistics on welfare cost saving3. 1997 Florida based studyC. Attention to factors encouraging drug dealing - addiction1. poverty and lack of education - Wilson data2. low self-esteem, lack of hope - AMA's new policy initiative3. lack of community involvement with youth - Center for Urban Studies position paperV. War on drugs clearly better than legalizationA. War on drugs is long range solutionB. War on drugs addresses underlying causesC. War on drugs consistent with country's valuesD. War on drugs will eventually end widespread drug useIV. Types of WritingNarrationNarration1. What is narration?The method of development in which the writer tells a story to support a point. Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.2.Essential Featuresa. Context--the writer makes clear what happened, when, where, and to whom1.) There is a plot that involves escalating conflict between characters, between a person andher-/himself, or between people and nature or some other force.2.) The conflict sets up an imbalance, a tension that a reader wants resolved, and that finally is.3.) The setting places the events in a definite time period and particular location4.) The events happen to a combination of round characters, the best of whom perform in ways that are unpredictable, yet ultimately consistent with their own individual personalities and motivations, and lesser personages.b. Point of view--the writer takes a consistent point of view in relation to the action, writing either as a participant (first person -- using "I") or as a spectator (third person -- using "he," "she," "it," "they").c. Selection of detail--the writer focuses only on the actions and details that further the story and promote the point, minimizing or eliminating others.1.) Expression of feelings2.) Dialogue--direct quotes of what the characters say to each otherd. Organization--the writer organizes the events of the story in a chronological order using time transitions.e. Purpose —there's a reason for telling the story. One way to find it is to complete the statement, "The moral of the story is..."2. Why do writers use narration?a. To entertainb. To reportc. To instructUltimate goal: to tell an entertaining story yet also bring readers to a clear understanding of a larger issue.3. How can readers and writers tell narration from the other MODs? They can ask:a. Does something happen between people and people or people and outside forces? What happens?b. Where is the tension?c. How is the conflict resolved?d. Do characters dialogue with each other? Are there direct quotations?e. What kinds of feelings are brought out?f. What is "the moral of the story?"The more of these items which appear, the more likely it is narration.4. How does one write essays with it?a. Determine an audience and purpose in telling the story--a broad instructive point it may make about human nature or the ways of the world. Who needs to have this information in order to have a more satisfying life?Determining the audience and purpose helps the writer select details and events.It also keeps him/her from wasting time developing a pointless essay.b. Context —Establish the setting of the essay, the world in which the action takes place, in the first paragraph or two.Give the characters real names and include a capsule portrait of each--a one or two sentences or phrases that captures the personalities of the main ones.State where the events take place using place names that could be found in an atlas, and/or describing items such that Spielberg's set dresser wouldn't have much trouble knowing what to get or where to put them.Use time indicators: breakfast, afternoon tea, midnight, sunrise, almost noon, first, then, next. . .c. Keep a consistent point of view throughout the essay, writing either in the first or third person throughout. Eliminate any "you" or "your" that creeps into a sentence by revising it.d. Select details and events that serve a worthwhile purpose, but not so much that there is an excess of information that is ultimately boring.。

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