Unit 7 Exposition by Cause
绍兴市第一中学初中英语八年级上册 Unit 7知识点复习(答案解析)
一、选择题1.I need two ___________ to write something on.A.pieces of papers B.pieces of paper C.piece of paper D.pieces papers B解析:B【解析】【详解】句意:我需要两张纸写东西。
paper意为“纸”时是不可数名词,无复数形式,要用…piece(s) of paper表示它的量,故排除A、D两项;由空格前的修饰词two可知,piece应用复数形式。
故选B。
2.Listen! Someone is calling for help. He must be ________.A.in the danger B.in dangerC.out of danger D.dangerous B解析:B【分析】句意:听!有人正在呼救。
他一定处于危险中。
【详解】in danger处于危险中,主语处于危险中,out of danger脱离危险,dangerous危险的,对其他人有危险。
根据Someone is calling for help.可知此处表示有人在呼救,因此他自己处于危险中,故用in danger。
故选B。
3.There ________ a football game between Italy and Germany tomorrow morning.A.will have B.is going to be C.have D.has been B解析:B【解析】【详解】句意:明天上午意大利和德国之间将有一场足球赛。
考查there be结构的一般将来时。
there be不能与have连用,所以排除A、C选项;由时间状语tomorrow morning可知句子时态应用一般将来时,所以排除D选项;there be句型的一般将来时为there will be或there is/are going to be;be going to+动词原形,表示未来将要发生的事情,故答案选B。
大学英语写作U7-1-Process-st
How to Manage Money How to Improve Your Reading Speed How to Tidy up Your Room in Ten Minutes How to Improve Your Appearance How to Buy a Bicycle from How to Make a Vase by Using Waste Paper How to Make (a work of art like a sculpture) by Hand (or by using waste materials)
Development
by process can be a useful skill for insightful speeches. Here is an example: Budgeting for Life: Learn to Manage Personal Finance Problems
Unit 7 Exposition by Process and Cause-Effect
Points to observe: 1. Our essay should be of value to the reader. 2. Tailor our discussion of the process to the reader. 3. Make all the steps clear and orderly. 4. If there is a large number of steps in the process, group the steps into categories and then discuss them. 5. Define all unknown terms and procedures. 6. Do not omit any step in the process. 7. Use vivid details. 8. Put the information into an interesting fevices.
备战新高考英语时文阅读原创语法填空:人与自我之生活与学习篇
第一部分“人与自我”之生活与学习篇距离高考还有一段时间,不少有经验的老师都会提醒考生,愈是临近高考,能否咬紧牙关、学会自我调节,态度是否主动积极,安排是否科学合理,能不能保持良好的心态、以饱满的情绪迎接挑战,其效果往往大不一样。
以下是本人从事10多年教学经验总结出的以下学习资料,希望可以帮助大家提高答题的正确率,希望对你有所帮助,有志者事竟成!养成良好的答题习惯,是决定高考英语成败的决定性因素之一。
做题前,要认真阅读题目要求、题干和选项,并对答案内容作出合理预测;答题时,切忌跟着感觉走,最好按照题目序号来做,不会的或存在疑问的,要做好标记,要善于发现,找到题目的题眼所在,规范答题,书写工整;答题完毕时,要认真检查,查漏补缺,纠正错误。
总之,在最后的复习阶段,学生们不要加大练习量。
在这个时候,学生要尽快找到适合自己的答题方式,最重要的是以平常心去面对考试。
英语最后的复习要树立信心,考试的时候遇到难题要想“别人也难”,遇到容易的则要想“细心审题”。
越到最后,考生越要回归基础,单词最好再梳理一遍,这样有利于提高阅读理解的效率。
另附高考复习方法和考前30天冲刺复习方法。
目录:Passage 1 “女心理师”杨紫Passage 2教育部将抑郁症筛查纳入学生体检Passage 3 张荣桥入选《自然》年度十大人物Passage 4 为什么人们热衷于玩游戏Passage 5 高中生获“华人青少年诺贝尔奖”Passage 6 “精神导师”李泽厚Passage 7 又一颗好莱坞新星冉冉升起Passage 8 柳夜熙:“硬核”虚拟偶像的诞生Passage 1主题语境——人与自我——“女心理师”杨紫It has been predicted that actress Yang Zi has attempted 1. _____ (go) through an “acting transition” as her latest role in TV series Psychologist was revealed.The series, first broadcast on Nov 23, 2. ______ (revolve) around female psychologist He Dun. By 3. ______ (provide) psychological counseling to her patients, she helps set them on the path to their own salvation. Meanwhile, she deals with her own psychological problems. Through different cases, the series tries to explore mental health issues 4. ______ (cause) by various factors such as family neglect and school bullying.Such a brilliant and mature 5. _______ (profession) female is different from Yang’s previous impressive roles. Therefore, the audience are wondering whether Yang is in a period of transition.But Yang denied this 6. _____ an interview with Beijing Youth Daily. “Portraying this character is not a transition,” Yang said. “I would still take a role if I encountered an adorable character that suited m e next.”7. ______ (current), she has been expanding her comfort zone in acting rather than stepping out of it. “I want to explore my potential 8. ________ (possible),” Yang said.Playing He Dun is a part of this. Yang said that she had never been involved in a genre featuring a psychologist, so she wanted to give it 9. ____ try.Furthermore, Yang hoped to bring warmth to the audience. “I hope the series can help people realize 10. _____ when you find your friends are in a bad mood, don’t make fun of them. You should offer help, or suggest that they seek medical treatment,” Yang said.“I want to play a down-to-earth small potato in the future,” said Yang, “But now I prefer characters who c an bring healing to the viewers.”【参考答案】1. to go2. revolves3. providing4. caused5. professional6. in7. Currently8. possibilities9. a 10. ThatPassage 2主题语境——人与自我——教育部将抑郁症筛查纳入学生体检Liu Qing hasn’t slept well for months. Every day, the 13-year-old middle school student 1. ______ (wake) up with dark circles under her eyes. She has lost interest in everything and doesn’twant to talk to anyone.2. ______ (prevent) students’ psychologic al issues, the Ministry of Education said China would include screening for depression in students’ regular health checks.3. ______ (be) sad or in a low mood is a normal part of life. For example, when people face challenging events in their lives – including4. ______ (finance) hardship –it’s common to feel down. But in most cases, the negative emotions5. _______ (gradual) disappear.Depression, however, is not the same thing. 6. _____ the World Health Organization noted, depression is a mood disorder that has several symptoms, including 7. ______ (lose) of interest in normal activities and feelings of low self-worth. This state often lasts for a long time and largely weakens a person’s ability to function at work or schoolAccording to 8. _____ 2022 rep ort about Chinese people’s mental health, students with great academic burdens, those dealing with peer pressure and those 9. _______ are experiencing a great change in their life or entering a new environment require special attention.Experts suggested high school students and freshmen at universities 10. ______ (undergo) an annual psychological evaluation. Their mental status will be recorded. Schools should strengthen cooperation with hospitals and help students with serious mental health problems get professional help.【参考答案】1. wakes2. To prevent3. Being4. financial5. gradually6. As7. loss8. a9. who 10. should undergoPassage 3主题语境——人与自我——张荣桥入选《自然》年度十大人物On May 15, Zhang Rongqiao wiped tears from his eyes as China’s Mars rover Zhurong landed 1. ______ (safe) on Mars. “I was so excited,” said Zhang.“I got a taste of the old Chinese saying – it takes 10 years 2. ______ (sharp) a good sword,” Zhang said. As the chief designer of China’s Tianwen 1 Mars mission, Zhang 3. ______ (choose) by the journal Nature on Dec 16 as one of the top 10 people “who helped shape science” in 2021. Under Zhang, China made a huge step in interplanetary exploration.In the Mars mission, Zhang 4. ______ (lead) a team of thousands of researchers. The team was not only responsible for technical work like launches and flight control, but also for 5. _______ (science) research on Mars.The challenges were many. They knew little about the strange and complex environment of Mars. During the process, Zhang played a key part in the 6. ________ (decide) to send an orbiter,a lander and a rover to Mars together in one shipment –7. ______ (make) China the first country to do so. “That’s a big leap because China is doing in a single go what NASA took decades to do,” said Roberto Orosei, 8. ____ Italian expert.Zhang also made the important decision to land the rover on Utopia Planitia, 9. ______ there are special landforms for scientists to study. He hopes that the mission can do 10. ______ much research as possible and bring back “rich” information.【参考答案】1. safely2. to sharpen3. was chosen4. led5. scientific6. decision7. making8. an9. where 10. asPassage 4主题语境——人与自我——为什么人们热衷于玩游戏Many people have warm memories of playing games while growing up. Do you remember 1. _______ (run) around outside as a child playing rock-paper-scissors? Or what about a friendly game of chess? You may not have realized it, but games are a very important part of life.Humans have been playing games for a very long time. For most, games are “like chocolate: a guilty pleasure consumed secretly”. The rock-paper-scissors game is just 2. _____ example. In every turn, people make a 3. _______ (judge), which is often based on their personalities and past experiences.“4. ________ (navigate) these choices shapes the course of play, revealing who we are and how we think,” The New York Times noted. “Playing a game is an act of exposition.”Games such as this require a 5. _______ (fast) way of thinking than in everyday life. But interestingly, when the game is over, the players can switch out of competition mode quickly and return to normal.“It separates a game from reality,” Sam V on Ehren wrote. “We can enter and exit the magic circle 6. ________ (free).”Games can also be used to help improve critical thinking skills. Just take Go as an example. Go is a game that was made in ancient China, and it is still even played today. Even though we don’t exactly know how Go started, many researchers think it was invented 7. ________ (help) teach tactics and strategy skills.Even today, games are being used to help solve real-world problems. These types of games 8. ________ (call) serious games, and they are used to help find solutions 9. _____ problems in fields such as education and healthcare.Perhaps the reason 10. ________ we love playing games so much is that they help us to think outside the box in a fun and interesting way.【参考答案】1. running2. an3. judgment4. Navigating5. faster6. freely7. to help8. are called9. to 10. whyPassage 5主题语境——人与自我——高中生获“华人青少年诺贝尔奖”Many senior high school students might be unfamiliar 1. _____ economic and financial modeling. However, Zeng Yunfei, a 17-year-old girl from The Experimental High School Attached to Beijing Normal University has already tried making her own eco-friendly financial models, which helped her win the gold medal on Dec 12. 2. ______ (describe) as the “Nobel Prize for Chinese Youth”, the award aims to inspire Chinese high school students to get involved with science and innovation.“A few years ago, many golden jellyfishes died from El Nino, 3. _____ causes the surface of t he Pacific Ocean to become warmer. It’s really a sad situation,” said Zeng. “Since then, I became more interested in 4. _______ (environment) protection and did more research through the Model United Nations program and different summer camps. I want to do something for the environment.”In 2019, when Zeng’s family was about to buy an electric vehicle (EV), she found that the selling of EVs depends 5. _______ (heavy) on substantial financial subsidies from the Chinese government.Since this April, Zeng got busy. She 6. _______ (submit) her research topic – Tax Policy or Carbon Emission Quota: A Theory on Traditional Internal Combustion Engine Vehicle (ICEV) Regulation. She hoped to introduce an income tax and carbon quota 7. ________ (replace) subsidies and incorporate them into the carbon market mechanism in the future.However, as a senior high school student, it wasn’t 8. ______ easy process for her. Zeng had to study calculus and various kinds of software with the help of her tutor during her spare time. Zeng also did a lot of online research about different policies on EVs and visited offline stores to ask customers’ opinions on EVs. She plans to improve her model by 9. _________ (collect) more data to deepen her research.“Of course my model can’t completely replace subsidies, but I’ve provided a functional model for researchers to help advance the 10. __________ (develop) of EVs,” said Zeng. “I hope more middle school students will care about environmental protection and make contributions to society.”【参考答案】1. with2. Described3. which4. environmental5. heavily6. submitted7. to replace8. an9. collecting 10. developmentPassage 6主题语境——人与自我——“精神导师”的李泽厚去世Born in Hunan in 1930, Chinese philosopher Li Zehou graduated 1. _______ the Department of Philosophy of Peking University in 1954. Afterward, he joined the Chinese Academy of Social Sciences as a researcher. For the next several decades, Li devoted 2. _______ (he) to academic research and achieved fruitful results.The Path of Beauty, a book published in 1981, is one of them. Li combed through thousands of years of Chinese art and literature to produce an abstract of Chinese aesthetics. The book 3. ______ (lead) to an “aesthetics fever” in the 1980s.According to China News, the book could be found in many college dormitories in that era and Li 4. ________ (consider) a “spiritual mentor” by young people.As a patriot, Li never forgot to spread Chinese philosophy, even after he moved to the US in 1992. He gave lectures about Chinese philosophies at US universities. Though sometimes they weren’t appreciated by people there, he continued his work. When 5. ______ (ask) i f it made him feel lonely, Li just laughed and said, “6. ________ (lonely) has been with me all my life.”For him, writing quietly and reading quietly were 7. _______ made him happy. He never reported any plan, project, or topic related to his 8. _________ (person) life and never told anyone before publishing a book or article.“I don’t have so many stories; my life is simple and ordinary,” said Li told. “Books are people, and people are books.”Also, he never considered himself any 9. _______ (good) than anyone else.The humble man once said in a class: “Except for my age, I have no more advantage than you. I forgot the books I have read, and I have not read the books you have read.” At the same time, he said, “I like seeing students 10. _________ (argue) with the teacher.”【参考答案】1. from2. himself3. led4. was considered5. asked6. Loneliness7. what8. personal9. better 10. arguingPassage 7主题语境——人与自我——又一颗好莱坞新星冉冉升起At only 20, Rachel Zegler is seen as Hollywood’s next rising star. How to make it? The answer could be found in West Side Story, which is similar 1. _____ Romeo and Juliet – but set in the 1950s New York. It first came out as a Broadway musical. Later, it 2. ______ (adapt) into a film in 1961 and became a hit. 3. ________ (release) on Dec 10, the new version of the classic has a 95 percent score on the Rotten Tomatoes.Zegler who played Maria has received much attention from the public. In 2018, Spielberg announced 4. ______ open casting on Twitter. Zegler, 5. ______ was only 16 at the time, applied for the role by sending in videos in which she sung the songs Tonight and I Feel Pretty. Eventually, this helped Zegler 6. ______ (select) out of 30,000 applicants.Zegler had many musical theater 7. _______ (experience) during her time in high school. Additionally, Zegler is also a YouTube celebrity. She has been posting her 8. _______ (origin) songs on the social media platform since 2015.Those performances and her music talent help Zegler portray her role in West Side Story and earn a nod from critics. Zegler is a 9. _______ (true) attractive discovery and has impressed viewers by her voice.Thanks to the film, Zegler is moving up in her 10. ______ (act) career now. Her next live-action adaptation Snow White is on its way. She has also joined the cast of the 2023 film Shazam! Fury of the Gods.The future is looking bright for the young actress.【参考答案】1. to2. was adapted3. Released4. an5. who6. to be selected7. experiences8. original9. truly 10. actingPassage 8主题语境——人与自我——柳夜熙:“硬核” 虚拟偶像的诞生Liu Yexi has taken Douyin by storm. As of Nov 17, the virtual idol, who debuted on thesocial media platform on Oct 31, had only released two short videos 1. ______ attracted over 5 million followers.Different 2. _____ other virtual idols, Liu is defined as a “virtual beauty vlogger”. In her first video, Liu is doing makeup with an eye brush while 3. ______ (dress) in a traditional Chinese costume. When she turns around, the onlookers are terrified, except one boy. Then Liu 4. ______ (slight) brushes the boy’s eyes, 5. ______ (allow) him to see the fantasy world in her own eyes.The internet users were 6. ______ (amaze) at its storyline, science-fiction elements and special visual effects with cyberpunk style. Li u’s instant popularity online further 7. _______ (reflect) that the virtual idol industry in China has been booming. There are over 32,400 virtual idols that 8. _______ (open) accounts on video-sharing platform Bilibili in the past year. Compared with real idols and stars, the virtual ones seem to be more approachable for fans.As more young people are fascinated by these virtual figures, their commercial value has been on 9. _____ rise. Generally, they earn money by endorsements, online concerts, livestreaming and related products. For example, Luo Tianyi, a well-known virtual singer, cooperated with livestreamer Li Jiaqi 10. ________ (promote) goods in 2021.【参考答案】1. but2. from3. dressed4. slightly5. allowing6. amazed7. reflects8. have opened9. the 10. to promote高考质量提升是一项系统工程,涉及到多个方面、各个维度,关键是要抓住重点、以点带面、全面突破,收到事半功倍的效果。
新视野大学英语第三版Unit 7 Section A讲解
Abraham Lincoln 2. What’s Lincoln best known for?
• Issuing The Emancipation Proclamation and the 13th amendment to the American constitution;
2. What would you do if the cashier at the supermarket forgets to charge you for one item?
Work and Talk 1. What would you do if you don’t want to go to a friend’s
• Abolishing the slavery system.
Abraham Lincoln 3. What do American people think of the president?
• One of the greatest American presidents; • Have unique appeal for his fellow countrymen.
Compound Dictation
Listen to a short passage concerning honesty and fill in the missing information.
Never do a wrong thing to make a friend or keep one. The man who requires you to do so is dearly __p_u_r_c_h_a_s_e_d_a_t__a_s_a_c_r_if_ic_e__. Deal kindly but firmly with all your classmates. You will find it the __p_o_li_c_y_ which wears best. Above all, do not appear to others what you are not.
Exposition(说明文)
Exposition (说明文)1.DefinitionAmbition means the goal in our life. To have one’s ambition does not necessarily mean to become the chief state leaders. This is not in the real sense of the word. True ambition is the goal that encourages us always to look forward and not to lose hope because of failure. Ambition differs from person to person and everyone has his own ambition. Yet not everyone of us can succeed in what we desire to do.2.IllustrationAmericans value manual labor. They have great respect for craftsmanship. Many Americans prefer craft hobbies. For example, some build small boats in their leisure time. Others make new furniture or refinish antique furniture. Others enjoy gardening or painting. Many low-income American families have beautiful furniture or paintings or pottery or boats. They make these things and they are proud of their manual skill. In fact some people are really very handy.3.ClassificationAll matter is in one of the three states. It may be in the state of a gas, a liquid or a solid. A solid has definite shape and definite volume. A liquid has definite volume, but it has no definite shape. It may flow or take the shape of its container. A gas changes not only in shape but also in volume, for it expands and contracts easily.parison and ContrastA kaleidoscope is a cylindrical toy. The cylinder turns, and pieces of glass inside change their geometric patterns and colors. We can never predict their forms and hues. The patterns can be very beautiful at one moment. Then the cylinder might turn and the pattern might become distorted and ugly. The slightest jar changes its form and its colors, too.Some people are like kaleidoscopes. They are like toys, and we cannot take them seriously. They change their ideas and attitudes unpredictably. They neither consistently support nor consistently condemn a political philosophy or a code of social behavior. They are the uncommitted, shifting people of the world. They waver like the geometric patterns and colors of the kaleidoscope.5.Cause and EffectClimate affects the culture of a country. Men must learn to live within the limitations of their environment and climate is an important part of the physical environment. Life in a tropical country is less strenuous and more casual than it is in a temperate one. Men work shorter hours and less vigorously in a hot climate. They cannot play hard either. They tire easily. They can relax by reading, by sipping cool drinks, or by listening to soothing music. They must try to conserve their energy. The wisest ones learn to respect the demands of Nature. (cause – effect)I do not usually do very well on tests. I get scared in a group of people all writing at once. The ticking of the clock makes me so nervous that I forget what I have learned. Often I do not understand the question well enough to answer it. (effect – cause)6.Process Analysisa. Making hamburgers is really very simple. All you need is a pound of minced beef, which you mix with the other things – salt and pepper, a teaspoon of mustard, and an egg as well. You break the egg in a bowl, and mix all the things together with a fork. When it is smooth and well-mixed, make round hamburgers from the mixture, and roll them in some flour. Then you need a frying pan and some oil. Fry the hamburgers on both sides for about 15 minutes, until they are really brown. When they are ready, get some soft bread rolls and cut them in half. Put the hamburgers inside them and eat them as soon as possible.b. In order to take photographs with your new camera, you must follow these simple instructions. First, take the film cassette out of its packet, and insert it into the back of the camera. Wind the film on until a number 1 appears in the film window at the back of the camera.Now set the aperture to one of the five positions, marked by the sun or cloud signs, according to the lighting conditions. (Don’t forget to take off the lens cover!)Look through the viewfinder and move the camera until what you want to photograph appears between the white lens. Hold the camera steady and press the shutter release button slowly. There – that’s all you have to do to get perfect pictures!c. Here are the directions to get to my house from yours. You walk two blocks north and then turn right on Adams Street. Walk another two blocks to Third Street. Then, turn left on Third Street and walk until you see a dirt road with a yellow house on the corner. That’s my house.d. There are several advantages of learning to type. First, typing is much less fatiguing than writing, especially when you use an electric typewriter. You can typewrite for hours without fatigue, while steady writing for a time will soon tire your hands. Second, no matter how tired you become, the character of typed letters never changes. On the other hand, script will tend to become sloppy after long periods of writing. Next, typing is always legible with a minimum of effort. At times personal script is so poor that it is difficult, if not impossible, to read. Legibility can contribute to an improved grade, since a teacher is more likely to give a low grade to a sloppily written paper than to a neat, typewritten one. Another advantage is speed. A good typist can type from forty to seventy words per minute, while he can write only about twenty to thirty words per minute by hand.e. Increasing your vocabulary can help you in a number of ways. You will discover that knowing synonyms, for example, will decrease the amount of repetition in your compositions and make them more enjoyable to read. And if a teacher enjoys reading your paper, he may even give you a better grade. Also, an increased vocabulary will make your own reading more enjoyable. You will find it is much easier to follow the ideas in your history textbook or the newspaper when you do not have to continually run to the dictionary to look up unknown words. If you are not always stumbling over unfamiliar words, you will become more eager to read and not as discouraged when you do come across an unknown word. As a result, you will read faster and more intelligently, become more knowledgeable, hence you will be better informed about the world around you. Strange as it may seem, vocabulary study can make you a better person.。
托福阅读的常见文章结构类型
托福阅读的常见文章结构类型了解托福阅读的常见文章结构类型,对我们做托福阅读题会有帮助,为了帮助大家备考,下面小编给大家带来托福阅读的常见文章结构类型,望喜欢!托福阅读的常见文章结构类型托福考试作为一门专业衡量语言能力的测试,无论是阅读还是听力,所涉及的篇章都是属于学术性的,尤其是阅读这一部分,根据ETS在《新托福考试官方指南》中所说,阅读文章均摘录于大学教科书,一般是对某一学科或主题的介绍性内容,主要目的是评估考生对"学术性文章"的理解程度。
而从ETS十大题型的设置来看,阅读考试考察的是由最基本的词汇到句子,再到文章逻辑关系以及段落理解,最后还通过小结题和图表题考察对全文的掌握。
对于很多考生来说,最后一大题也就是文章小结和表格题最为头疼,因为所要看的内容实在太多,在有限的时间限制之下实在是毫无头绪,只能乱选一气。
但其实只要我们搞清楚托福阅读文章常见的结构,完全可以在很短时间内抓住文章脉络拿下最后一道大题。
所有的阅读文章,无论文章背景是什么,结构无非会分为以下几种,《新托福考试官方指南》上把托福文章结构类型大致分为四类:classification(分类),comparison/contrast(比较),cause/effect(因果),problem/solution(问题与解决方法)。
Classification指的是文章对某一个大的话题进行分类讨论,这类文章结构非常清晰,能够让我们一目了然。
以TPO17的《Symbiotic Relationships》为例,文章讨论的大的话题是symbiotic relationship(共生关系),然后再第一段就直接写明有3种symbiotic relationships,然后接下来分段论述3种共生关系分别有什么样的特点:paragrph2-3-- parasitism(寄生), paragraph4--commensalism(片利共生), paragraph5--mutualism(互利共生),最后再用很简短的一句话稍作总结。
exposition 2
2. Three types of causal analysis in exposition (cf. p193)
Focusing on causes Focusing on effects Focusing on both causes and effects
3. The organization patterns of expository writing by causal analysis
Pattern 1--- focusing on causes
Introduction: topic introduction + thesis statement (the focus) Body: a list of causes (2-3 paragraphs) Conclusion: restatement or summary (cf. B on p.197)
(cf. Sample C on p.198)
Pattern 2--- focusing on effects Introduction: topic introduction + thesis statement (the focus) Body: a list of effects (2-3 paragraphs) Conclusion: restatement or summary
The format of the outline
Introduction (a complete paragraph) Body (topic sentences of the supporting details) Conclusion (a complete paragraph)
In-class activities
Exposition-英文说明文写作
nature of things. • To clarify the occurrence and
development of things. • Exposition writing is nonfiction prose that
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Structure of Exposition
1.Introduction
Answer the question
Briefly outline points
Introduce thesis
Note: You should not include anything in your introduction that is not addressed in the body of your composition.
Example:
Many a time in my life I’ve been asking myself about what career I shall take and what I can do to prepare myself for it.Although my ideas are not consistent,I have now decided on college teaching as my life-long career.
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One of the several advantages is that most adults read a daily newspaper, and many of them specifically check the ads for information about products, services , or special sales.
Writing technique大学英语写作资料
WritingThe Whole CompositionAim: The basic aim of a writing course is to develop the ability to write whole compositions (or essays, theses, papers).OutlineTopicThesis (Controlling Idea; Central Idea)------Thesis StatementIntroduction; Body (Main idea1, Main idea 2); ConclusionI IntroductionII Main Idea -------Topic Sentence (in the beginning: to tell briefly the content of a paragraph;at the end: to conclude the whole paragraph)A. Sub-ideaB. Sub-idea1. Supporting Detail2. Supporting Detaila. Fact 1b. Fact 2III Main IdeaA.Sub-ideaB.Sub-idea1.Supporting Detail2.Supporting Detail3.Supporting DetailC.Sub-ideaIV Conclusion------- Restatement or summary of the main pointsTopic Outline: All entries consist of nouns and their modifiers, or their equivalents, ie, gerund phrases or infinitive phrases. It is brief and clear.Sentence Outline: The entries are complete sentences. It provides a more detailed plan of the paper.Example. Topic: The School LibraryThesis: The library plays a very important part in a student’s life.Outline:I A student has to borrow books from the library.A.H e needs reference books for his elective courses.B.H e may want to read novels, stories and plays.II He reads newspapers, and magazines in the library.A.Many new magazines are on display in the First Reading-Room.B.There are newspapers from all provinces.C.Back numbers may be borrowed ate the counter.III He needs the library all the more in his junior and senior years.A.The library provides him with books for his research.B.He would not be able to write his graduation paper without using the library.ExerciseLies are usually considered very bad and rather indecent. However, we must admit that all of us have told some lies, either consciously or unconsciously. If we think about this seriously, we may conclude that lies are sometimes necessary and nobody can go without them. Do you agree with this viewpoint? Please write an essay of no less than 150 words.Sample:Outline: Lie: A Necessary Part of LifeI Introduction: Everyone tells lies from time to time.II Body: Telling lies is based on three purposesA.One is to obtain psychological balance and comfort1.We do not tell the truth to a very ill patient.2.One does not want to know the truth of one’s own fatal disease.B.One is to make a living.1.Businessmen deceive men about the value and quality of their products.2.Sales person lie to persuade us to purchase something.C.One is to ensure social order and peaceernment lies to stay in power.2.Religion lies to make people feel safe in following their lies.3.People want to maintain a certain kind of society.III Conclusion: Telling lies is an indispensable part of life.Key: From time to time everybody tells lies----little lies, white lies, necessary lies in order to obtain psychological balance and comfort, to make a living or to ensure social order and peace.In order to have psychological balance and comfort, you may not want to tell your seriously ill patient or relative or young kid that he or she is terminally ill and will die a painful death. Similarly you yourself do not want to know that your cancer is spreading so fast that you may not have more than 6 months to live in agonizing pain. Or you may lie to a friend , a colleague or your boss in order to save face, to gain some advantage over or to get a closer relationship with him or her.Telling lies is a kind of profession for certain people. In other words, some people make a living through telling lies. For instance, businessmen lie every day in order to deceive customers about the value and quality of their products. Again, sales people lie so as to persuade us to purchase something we may not need.Governments lie quite often to stay in power by persuading people that their needs and desires are being attended to and that they are safe. Meanwhile, many people know what lies to transmit so as to maintain the kind of society that both the people in power and many of its citizens want and need. Besides, religion lies in order to make people feel safe in following their lies.In conclusion, we lie in a word of lies. We can not live without lying and being lied to, for lying disguise our motality, our inadequacies, our fears and anxieties, our loneliness in the midst of the crowd. So telling lies is a n indispensable part of people’s life.How to writer a paragraphA paragraph is a unit of thought; it is at once a unit in itself and part of a larger whole, that is, an essay.A paragraph is like a mini-essay; it should be unified, coherent and well developed. A paragraph is unified when all the sentences in the paragraph are focused on one central thought or on a single topic; when the writer wishes to introduce a new thought or topic, he should begin a new paragraph. A paragraph is coherent when it develops naturally and smoothly, and one sentence leads logically to another. There are many ways to develop a paragraph, for example, by process, by cause and effect, by comparison and contrast, etc.Unity of a paragraph is concerned with its content. If all the sentences in the paragraph lead to one central theme, the paragraph is unified. The central theme is usually summarized in what is called the topic sentence. It often appears at the beginning of the paragraph.Coherence of a paragraph is concerned with its form, or its organization. The sentences in a paragraph should be arranged in a clear, logical order, and the transitions should be smooth and natural. As a result, the reader finds it easy to follow the writer’s train of thought and understand what he is talking about.Coherence my not be perfect even if the writer arranges his sentences in a clear, logical order. He has to use good transitions so that one sentence runs smoothly to another.Learn to use transitional expressions1. Connectives and transitional phrases for spatial development:above before me here on the left across from below in the distance on the right adjacent to beyond nearby opposite to also further next to on top of up down close to beneath under around near to over2. Connectives and transitional phrases for chronological development:first, second, etc. soon eventually in the meantime then thereupon at the same time next thereafter after an interval now after presently later afterward somewhat later finally at last3. Connectives and transitional phrases for analytical development:first, second, etc. now for this purpose but as a result furthermore but at last moreover also consequently likewise another for example next yet for instance on the contrary once in addition in summary such in this case on the other hand then otherwise in conclusion thus in closing therefore4. Connectives and transitional phrases for comparisons:another furthermore moreover equally important too, also at the same time besides then accordingly in fact in addition to like, likewise similarly just as…so in the same way5. Connectives and transitional phrases for contrasts:on the contrary different from/ in contrast on the other hand to despite in spite of yet, but whereas unlike nevertheless not only…but also here…there years ago…today this…that the former…the latter then…now the first…whereas the second some…others on the one hand…on the other once…nowLearn to use Transitional Words:启:first, first of all, firstly, at present, lately, presently, to begin with, currently, generally speaking, in the beginning, in the first place, now, recently, it goes without saying, etc.承:after a while, also, at any rate, at the same time, besides, by this time, certainly, consequently, for example, for instance, for this purpose, from now on, furthermore, in addition, in addition to, truly, likewise, second, third, after a few days, in fact, in other words, in particular, in the same manner, incidentally, indeed, meanwhile, moreover, no doubt, obviously, of course, particularly, similarly, so, then, still, secondly, thirdly, what is more, etc.转:anyway, after all, all the same, especially, but, nevertheless, on the contrary, otherwise, in the same way, at the same time, on the other hand, luckily, yet, conversely, in other words, however, fortunately, in particular, etc.合:consequently, accordingly, eventually, finally, at last, as a consequence, as a result, above all, at last, at length, by and large, briefly, hence, thus, in sum, in conclusion, in short, on the whole, to speak frankly, in summary, to sum up, in a word, to summarize, etc.Coherence of the paragraph启文:to begin with, to start with, first(ly), in the first place, in the beginning, generally speaking, etc.时间与过程:presently, recently, now, afterwards, meanwhile, simultaneously, in the meantime, by this time, next, earlier, the next step, from now on, finally, etc.增加:moreover, furthermore, in addition, too, and, second, third, equally important, what’s more, etc.类似:likewise, similarly, moreover, etc.方向:here, over there, beyond, opposite in the distance, to the left, etc.举例:for example, for instance, n amely, take… for example, etc.转折:yet, whereas, anyway, however, despite, in spite of, on the other hand, otherwise, still, conversely, etc.结果:therefore, as a result, consequently, accordingly, inevitably, naturally, then, etc.强调:at any rate, certainly, obviously, in fact, in particular, indeed, no doubt, especially, of course, fortunately, etc.收尾:in conclusion, to summarize, in summary, to sum up, in sum, finally, at length, eventually, on the whole, as has been told, in short, briefly, in other words, therefore, above all, etc.ExpositionExposition means to make something known and explain it to make the reader understand. An expository paper explains or explores something, such as the process of making a machine, the causes of natural or social phenomenon, the planning of a project, or the solution of a problem.The purpose of it is to inform. It mainly deals with processes and relationships. An expository essay explains how an object is made, how it is used, and how it may change. In an expository essay, we discuss its cause and effect, its nature, and its significance in history. Things can be explained by illustration, process, classification and division, comparison and contrast, an analysis of their causes and effects, or definition.The most important quality of exposition is clarity. To achieve this, the writer should:1.Limit his subject or the scope of discussion; for it is impossible to explain many things clearly in a short essay;2.Prepare enough material (details or examples) to help his explanation;3.Present his facts and views in proper order, in the order of time or of logical sequence depending on the nature of the subject;4.Pay attention to the accuracy and clarity of words and sentences; avoid ornamental as well as ambiguous expressions; and5.Make his exposition, if possible, interesting or moving.1.IllustrationIllustration is the use of example to illustrate a point. Good examples help to clarify a writer’s thought by making the general specific, and the abstract concrete. They also add interest and help to persuade or convince the reader.1) pattern:I Introduction: States general idea to be proved (usually in a thesis statement)II Body: Gives illustration(s), all of which support the general idea.III Conclusion: Restates the thesis, if appropriate; or provides a sense of completion to the paper.2) Useful Expressions:for example, as an example, to give another example, for instance, as an illustration, let me illustr ate by, This can be illustrated by…; An example of this is/ involves; to provide a specific case…; such…as; take… for example/ instance, etc.Ex1. On Keep Healthy2. Honesty is not Always the Best Policy2.Division and Classification1.introductionDivision is used to deal with one thing. Its purpose is to separate that thing into parts. Classification is used to organize things which share certain qualities. Its purpose is to group these things systematically.Division stresses the distinction between things, whereas classification emphasizes the similarities. The former deals with the whole while the latter, the parts.eful expressions:first (of all), in the first place, first and foremost, most important of all, to begin/ start with, in addition, furthermore, moreover, besides, thirdly, fourthly, lastly, finally, I want to make one final point…, I want to begin/ conclude by saying…, etc.3.patterns:1) Division: exa. composition: introduction; body; conclusionb. a pair of glasses: frame, lens2) Classification: exa.courses: elective, required/ obligatoryb.courses: taught in native language, taught in foreign language4.Exercises:1)Ways of Spending One’s Spare Time2)Kinds of Second Jobs3. Comparison and Contrast1. A comparison explains how things are similar, and a contrast, how they are different.Principles of selection and development in writing a comparison and contrast paper:1)Only items (usually two) of the same general class can be compared/ contrasted.2)A comparison and contrast essay usually follows one of these two patterns, thesubject-by-subject pattern or the point-by-point pattern.In the former pattern, the writer discusses the various aspects of one item before going on the other; while in the latter case, the writer discusses both items under each of the various aspects compared/ contrasted.2. Mode 1: (better in short essays, where few aspects are considered, or where the writer’s interest is on the whole.)I Topic SentenceII Subject 1A characteristic 1B characteristic 2C characteristic 3,4,5…III Subject 2A characteristic 1B characteristic 2C characteristic 3,4,5…IV Concluding SentencesMode 2: (preferable in long essays where many aspects are mentioned)I Topic SentenceII Characteristic 1A Subject 1B Subject 2 (in comparison/ contrast to A Subject 1)III Characteristic 2A Subject 1B Subject 2IV Characteristic 3A Subject 1B Subject 2V Concluding Sentence3. Example 1:I IntroductionII Discussing Object A------Beijing JeepA Point 1------PriceB Point 2------Options AvailableC Point 3------Gas MileageD Point 4------Frequency of RepairIII Discussing Object B------ Shanghai SuntanaA Point 1------PriceB Point 2------Options AvailableC Point 3------Gas MileageD Point 4------Frequency of RepairIV ConclusionExample 2:I IntroductionII Point 1-------PriceA Discussing Object A------Beijing JeepB Discussing Object B------Shanghai SuntanaIII Point 2------Options AvailableA Discussing Object A------Beijing JeepB Discussing Object B------Shanghai SuntanaIV Point 3------Gas MileageA Discussing Object A------Beijing JeepB Discussing Object B------Shanghai SuntanaV Point 4------Frequency of RepairA Discussing Object A------Beijing JeepB Discussing Object B------Shanghai SuntanaVI Conclusion4. Useful Expressions in Comparison Essay:1)Both X and Y are _________.2)X and Y have/ seem to have/ seemed to have/ happen to have sth in common/ much in common/ some features in common/ many features in common/ some common features.3)4)In the same way X ________, Y __________.5)X corresponds to ___________.6)A comparison between X and Y demonstrates/ results in/ reveals/ suggests/ shows/ seems interesting.7)X is like Y in ____________.Useful Expressions in Contrastive Essay:1)X is different from Y.2)X differs from Y.3)X and Y differ/ seem to differ as far as the main postulates are concerned.4)There are some/ a great difference between X and Y.5)In contrast to X, Y __________.6)Unlike X, Y __________.7)Whereas/ While/ Whilst X ___________, Y ____________.8)X ___________ in contrast, Y __________.9)Y __________, while/ whereas/ whilst on the other hand, X ___________.5. Some transitions used in comparison:both, each, at the same time, similarly, like, likewise, as, too, also, compared with, etc.Some transitions used in Contrast:on the other hand, on the contrary, in contrast (with/ to), instead (of), the opposite (of), unlike, although, while, whereas, but, however, yet, nevertheless, etc.6. Example: Traditional Family and Modern FamilyI Similarities (general idea)A Nuclear FamilyB The Role of FatherC The Role of MotherII DifferencesA The Man Role1.Traditional Family: Head of the household (work outside)Modern Family: Both work2.Traditional Family: Man makes big decisionModern family: Shared by couples3.Traditional Family: Man not help with houseworkModern Family: Shared by couplesB The Women’s Role1.Traditional Family: Quit for birthModern Family: Work after birth2.Traditional Family: Live on man’s incomeModern Family: Live on her own incomeC The Role of Children1.Traditional Family: Taken care by motherModern Family: Child-care centre2.Traditional Family: School-age children dependentModern Family: School-age children independent6. Exercises1)Travelling by Train and by Plane2)Chinese and Western Medicine or Food4. Cause and Effect1. A cause paper begins with an introduction which briefly describes the effect, and then the entire body of the paper analyses the causes, each of which is generally discussed in one paragraph.An effect paper reverses the procedure. It begins with an introduction describing the cause, and the rest of the paper discusses the effects.2. Modes(1) Effect—Cause (eg. Smoking results in a series of negative effects)I Topic SentenceII Effect 1III Effect 2IV Effect 3,4,5…V Concluding Sentence(2) Cause—Effect (eg. Students study English for different reasons)I Topic SentenceII Cause 1III Cause 2IV Cause 3,4,5…V Concluding Sentence3. To introduce cause:because, since, if, as a result of, is caused by, due to, owing toTo introduce effect:as a result, cause, lead to, for this reason, so, therefore, thusGroup 1Because of/ Since/ If (CAUSE) + SV (ie main sentence)(EFFECT) :eg. Because/ Since children watch too much TV, they lose creative ability.If children watch too much TV, they will lose creative ability.Group 2SV (CAUSE) + so/ as a result/ for this reason/ consequently/ therefore/ hence/ because of this/thus, + Clause (EFFECT)eg. Children watch too much TV, as a result/ consequently/ for this reason, they lose creative ability.Group 3As a result of/ Because of/ Due to/ Owing to (CAUSE) + noun or gerund, + Clause (EFFECT)eg. As a result of /Because of too much TV/ watching too much TV, the children lose creative ability.Exercises:Smoking has always been a controversial question throughout the world. Some people say smoking is very bad to the health while others insist that it is very good. What is your idea on this? Clarify your reasons.5. DefinitionDefinition is necessary when one uses a term that may have various denotative and connotative meanings or shades of meanings.There are two main types of definition---logical or formal, and extended or informal.The logical or formal definition is the dictionary definition which is rigid in form. It is often used in clarifying meanings of concrete or non-controversial terms. It consists of three essential parts: t he term, the class, and the difference. For example, “A dentist is a person whose work is filling. Cleaning, taking out teeth and fitting artificial teeth.”Extended of informal definitions are used when discussing ideals, concepts, or emotions. They also use classification and differentiation, but they are not rigid in form and are extended. The principles for giving an extended definition is:1)A definition paper discusses abstract terms such as liberty, individualism, love, beauty,etc.2)It answers fully, though often implicitly, the question “What is… ?”3)It may be either deductive or inductive.●The deductive essay begins with a definition which is followed by other expositorypatterns: general statement to specific conclusion●The inductive essay reaches the definition after employing any of the other methodsof development: facts to general conclusion●The final part of the essay is often a restatement, in which the essentials of thedefinition are summed up or reinforced,Exercises:1.Happiness2.Values3.Individualism6.Argumentation1. general ideaThe purpose of exposition is to inform, while the purpose of argumentation is to convince. While an expository paper makes known something and explains it to make the reader understand, an argumentative essay tries to make the reader agree with its point of view and support it, to persuade him to change his mind or behavior, and to approve a policy or a course of action that it proposes.Argumentation frequently makes use of the other three types of writing--- description, narration, and above all exposition, for argumentation and exposition are very closely related--- argumentation is actually exposition with the additional purpose of convincing or persuading.1.Modes of argumentative paperModel 1A IntroductionB Body: Present problem 1, 2, 3…C Conclusion: Give solutions (give possible solutions; or give alternative strategies)Model 2A Introduction: Provide a brief overviewB Body: Effects to cause 1, 2, 3…; or Causes to effect 1, 2, 3…C Conclusion: Give more undesirable consequences (Effects)2.Requirements for argumentative essay:(1)A debatable point(2)Sufficient evidence(3)Good logic: All the facts and reasons that are given as evidence should be logicallyconnected with the conclusion and with each other.●Inductive reasoning: It starts with facts and proceeds from facts to a generalconclusion. In other words, you move from specific examples to a general statement.●Deductive reasoning: It moves from a general statement to a specific conclusion.(4)Clear logic: A typic argumentative essay consists of three parts:●Introduction: identify the issue to be discussed and explain the importance of such adiscussion;●Body: present the evidence;●Conclusion: reaffirm the proposition stated at the beginning.In the body, it is advisable that you devote the first one or two paragraphs to a consideration of the other side of the case before stating and amplifying your own views.Then in each paragraph that follows, you add something new and important to your argument. The evidence you provide should be arranged:a.from the least to the most importantb.from the most familiar to the least familiar, andc.from the easiest to accept or comprehend to the most difficult(5)Good use of the other three types of writing--- description, narration, and especially thevarious methods of exposition. (6)An honest and friendly attitude3.Exercises:1)New Technology --- Good or Bad2)Smoking Does Harm to Your Health7.Argumentation1. general ideaThe purpose of exposition is to inform, while the purpose of argumentation is to convince. While an expository paper makes known something and explains it to make the reader understand, an argumentative essay tries to make the reader agree with its point of view and support it, to persuade him to change his mind or behavior, and to approve a policy or a course of action that it proposes.Argumentation frequently makes use of the other three types of writing--- description, narration, and above all exposition, for argumentation and exposition are very closely related--- argumentation is actually exposition with the additional purpose of convincing or persuading.4.Modes of argumentative paperModel 1A IntroductionB Body: Present problem 1, 2, 3…C Conclusion: Give solutions (give possible solutions; or give alternative strategies)Model 2A Introduction: Provide a brief overviewB Body: Effects to cause 1, 2, 3…; or Causes to effect 1, 2, 3…C Conclusion: Give more undesirable consequences (Effects)5.Requirements for argumentative essay:(7)A debatable point(8)Sufficient evidence(9)Good logic: All the facts and reasons that are given as evidence should be logicallyconnected with the conclusion and with each other.●Inductive reasoning: It starts with facts and proceeds from facts to a generalconclusion. In other words, you move from specific examples to a general statement.●Deductive reasoning: It moves from a general statement to a specific conclusion.(10)Clear logic: A typic argumentative essay consists of three parts:●Introduction: identify the issue to be discussed and explain the importance of such adiscussion;●Body: present the evidence;●Conclusion: reaffirm the proposition stated at the beginning.In the body, it is advisable that you devote the first one or two paragraphs to a consideration of the other side of the case before stating and amplifying your own views.Then in each paragraph that follows, you add something new and important to your argument. The evidence you provide should be arranged:d.from the least to the most importante.from the most familiar to the least familiar, andf.from the easiest to accept or comprehend to the most difficult(11)Good use of the other three types of writing--- description, narration, and especiallythe various methods of exposition.(12)An honest and friendly attitude6.Exercises:3)New Technology --- Good or Bad4)Smoking Does Harm to Your Health。
Unit7_Rewriting_American_History-推荐下载
Unit 7Rewriting American HistoryFrances FitzGeraldTeaching Tips“Rewriting American History” is an exposition. Fitzgerald is making an argument, so it is important for the students to find out 1) what the author’s arguments are; 2) on what evidence the author bases her arguments; 3) how the author makes these arguments. After understanding the author’s arguments, the students can then evaluate these arguments: 1) are they convincing? and 2) how can I connect these arguments to what I already know about the subject matter? The essay is taken from FitzGerald’s journal articles/book America Revised: History Schoolbooks in the Twentieth Century, so draw your students’ attention to techniques of comparison and contrast and the ways in which FitzGerald assesses current (i.e. 1970s)history textbooks. As FitzGerald is writing about the rewriting of American history, the text contains quite a number of references to U.S. history. Give the students just enough information to enable them to understand the text, but ask them to focus more on how FitzGerald makes her argument.Here are a few suggestions for handling the essay. Ask your students to keep these in mind while scanning the essay: 1) state what the essay is about in one or two sentences; 2) enumerate its major parts in their order and relation and outline these parts; and 3) define the problem or problems the author is trying to solve. In class, you can ask your students to 1) identify and interpret the author’s key words, for example, “rewriting”, “change”, “problems”, “patchwork”, “diversity”, etc.; 2) grasp the author’s leading propositions by dealing with her most important sentences; 3) know the author’s arguments, by constructing them out of sequences of sentences; and 4) determine which of the problems she presents the author has solved, and which she has not. At the end of the week, you can ask your students to assess FitzGerald’s writing and present good reasons for any critical judgments they make.Structure of the TextPart I Introduction(1) It is hard to imagine history textbooks as being subject to change.Part II American History Schoolbooks RewrittenSection I: changing history textbooks(2-4 )Examples of changes that have taken place(5) It is not surprising that textbooks reflect changing scholarly research, but the changes remain shocking.Section II: three types of changes that have taken place(6-9) political change: patchwork replacing unity, problems replacing progress(10-11) pedagogical change(12-13) physical changePart III Conclusion(14-15) There is no perfect objectivity, but the problem with constantly changing school history textbooks is that each generation of children reads only its own generation’s textbooks and therefore learns only one particular and transient version of America, which remains their version of American history forever.Outline and Topic Sentences:Part IPara. 1Topic sentence: Those of us who grew up in the fifties believed in the permanence of our American-history textbooks.Transitional sentence: But now the textbook histories have changed, some of them to such an extent that an adult would find them unrecognizable.Part IIPara. 2Topic sentence: One current junior-high-school American history begins with a story about a Negro cowboy called George McJunkin.Example: George McJunkin, Negro cowboy, discovery of remains of an Indian civilization in 1925 →civilizations before European explorersPara. 3Topic sentence: Another history text—this one for the fifth grade—begins with the story of how Henry B. Gonzalez, who is a member of Congress from Texas, learned about his own nationality. Example: Henry B. Gonzalez, question of nationality: birthright or cultural heritage, melting pot vs. salad bowlPara. 4Topic sentence: Poor Columbus! He is a minor character now, a walk-on in the middle of American history.Example: Columbus, prominence in U.S. history fading with time and revision, along with other self-promoting figures in U.S. history.Para. 5Topic sentence: Of course, when one thinks about it, it is hardly surprising that modern scholarship and modern perspectives have found their way into children’s books. Yet the changes remain shocking.Para. 6Topic sentence: The history texts now hint at a certain level of unpleasantness in American history. Examples: the last “wild” Indian captured and displayed, child coal miners of Pennsylvania, cruelty in the American-Filipino War, cruelty of patriots against royalists in the American Revolution, and Japanese internment.Para. 7Topic sentence: Ideologically speaking, the histories of the fifties were implacable, seamless.Para. 8Topic sentence: But now the texts have changed, and with them the country that American children are growing up into.A radical way of reconceptualizing past and future:Society: uniform → a patchwork of wealth, ages, gender, and racesSmooth-running system → a rattletrap affairPast future relationship: progress → changeThe present: a haven of scientific advances → a tangle of problemso Examples: problems of consumer society; problems of the poor and aged who depend on social security.o Science and technology still deemed to be the magic bullet for social problems Para. 9Transitional sentence: Even more surprising than the emergence of problems is the discovery that the great unity of the texts has broken.Topic sentence: Whereas in the fifties all texts represented the same political view, current texts follow no pattern of orthodoxy.Examples:Portrayal of civil rights: as a series of actions taken by a wise, paternal government vs. the involvement of social upheavalPortrayal of the Cold War: having ended vs. continuingPara. 10Topic sentence: The political diversity in the books is matched by a diversity of pedagogical approach. Types:Traditional narrative historiesFocusing on particular topics with “discovery” or “inquiry” texts and chapters like case studies (with background information, explanatory notes and questions) (questions are at the heart of the matter; they force students to think much as historians think, to define the point of view of the speaker, analyze the ideas presented, question the relationship between events, and so on.)o Example: Washington, Jefferson, and John Adams on the question of foreign alliancesPara. 11Topic sentence: What is common to the current texts—and makes all of them different from those of the fifties—is their engagement with the social sciences.Transitional sentence: In matters of pedagogy, as in matters of politics, there are not two sharply differentiated categories of books; rather, there is a spectrum.Political and pedagogical spectrum:o politically, from moderate left to moderate right;o pedagogically, from the traditional history sermon, through a middle ground of narrative texts with inquiry-style questions and of inquiry texts with long stretches ofnarrative, to the most rigorous of case-study booksEngagement with the social scienceso“Concepts” as foundation stones for various elementary-school social-studies series ▪Example: the 1970 Harcourt Brace Jovanovich series, “a horizontal base or ordering of conceptual schemes” to match its “vertical arm of behavioralthemes,” from easy questions to hardo History textbooks almost always include discussions of “role,” “status,” and “culture;” some include debates between eminent social scientists, essays oneconomics or sociology, or pictures and short biographies of social scientists of bothsexes and of diverse racesPara. 12Topic sentence: Quite as striking as these political and pedagogical alterations is the change in the physical appearance of the texts.Comparison and ContrastThe 1950s Current (1970s)Overall Showing some effort in thematter of design: they hadmaps, charts, cartoons,photography, and an occasionalfour-color picture to break upthe columns of print;Looking as naïve as Sovietfashion magazines beside thecurrent texts Paragons of sophisticated modern designPrint Heavy and far too black, thecolors muddyPhotographs and illustrations Photographs: conventional newsshots;Illustrations: Socialist-realist-Far greater space given to illustrations;The pictures far outweighingstyle drawings or incredibly vulgar made-for-children paintings of patriotic events the text in importance in certain “slow-learner” books;The illustrations having a much greater historical value: cartoons, photographs, and paintings drawn from the periods being treatedPara. 13Topic sentence: The use of all this art and high-quality design contains some irony.Example of how art transcends the subject matter: child laborers, urban slum apartments, the Triangle shirtwaist-factory fire, junk yards, nuclear testingParagraph summary: Whereas in the nineteenth-fifties the texts were childish in the sense that they were naïve and clumsy, they are now childish in the sense that they are polymorphous-perverse. American history is not dull any longer; it is a sensuous experience.Part IIIPara. 14Topic sentence: The surprise that adults feel in seeing the changes in history texts must come from the lingering hope that there is somewhere out there, an objective truth.Question: why is it disturbing to see the changes in history textbooks?Paragraph summary: The texts, with their impersonal voices, encourage this hope that there is an objective truth, and therefore it is particularly disturbing to see how they change, and how fast. Para. 15Topic sentence: In history, the system is reasonable—except that each generation of children reads only one generation of schoolbooks. The transient history is those children’s history forever—their particular version of America.Detailed Analysis of the Text1.Those of us who grew up in the fifties believed in the permanence of our American-history textbooks. (Para. 1)This is the topic sentence of Para. 1. FitzGerald starts her article by talking about how people generally believed that history textbooks would never change. She presents a few reasons why American history textbooks of that era gave the impression that they would never change: they were heavy, solemn, authoritative, imperturbable, and distant. The last sentence of the paragraph is a transitional sentence leading to a discussion of how history textbooks in the 1970s differ from those a generation earlier.2.To us as children, those texts were the truth of things: they were American history.(Para. 1)Translation: 对于儿时的我们来说,历史书就代表了事实真相,因为它们是美国历史。
英语作文范文-说明文 (Exposition)写作
英语作文范文说明文 (Exposition)写作(一) 定义说明文是用说明的表达方式来解说事物、阐明事理的文章,以解释、阐述事物的形状、特征、性质、成因、关系、功能、作用为目的。
而说明是对事物的发生、发展、结果、特征、性质、状态、功能等进行解释、介绍、阐述的一种基本表达方式。
(二) 分类可用于事物说明的写作手法很多,鉴于六级写作的趋势,这里着重介绍四种类型的说明文。
1. 举例说明文通过举例或列举阐明事理的写作方法。
为使读者弄清某一事理,或使抽象化概念形象化或具体化,作者拿出文章的较大篇幅进行举例说明,以进一步证明所述道理的真实性和可行性。
2. 知识性说明文通过解释说明来阐明事实、道理或介绍知识、信息等的写作手法。
从整篇文章看,此类作文旨在为读者提供并未知晓的知识和信息。
读者通过阅读此类文章通达事理,懂得该怎么办。
3. 对比说明文通过对两种事物进行对比或比较,找出两者之间的共同点或对立点的写作手法。
为说明某一事物在不同条件下的差异,或此事物与同类或不同类事物的差别,作者往往采用比较和对比的手法来获得分清事理的写作效果。
读者从比较或对比说明中获得教益。
4. 定义说明文通过揭示概念的内涵或下定义的方式来明确概念的写作方法。
旨在给事物的性质和特点下定义,回答“什么是……”和“怎样理解……”之类的问题。
故此,这类作文要求作者具备科学严谨的文风,定义要下得准确合理,文字说明要全面到位。
作者常常会借助举例说明的手法或比较说明的手法达到界定事物的目的。
在实际写作中,作者一般在同一篇文章中运用多种手法达到说明事物的写作目的,运用单一手段者甚少。
(三) 范文评析:Sample 1The Potential of Internet EducationInternet is getting into people’s life and becoming more and more popular. Experts are now working on setting up a national long-distance educational system in China to provide educational opportunities via Internet.In reality, the educational via Internet plan has been taking shape. Some universities have already got involved in regional long-distance education, catching the attention of many educators and computer experts worldwide. Others have just connected their campus computers for teaching andresearch, and provided more opportunities for learner.The Internet education will be developing dramatically. It’s estimated that computerized long-distance teaching networks will be available by 2010 for postgraduate education, vocational programs, teachers’training and employees’training. Moreover, it will soon cover all the corners of the globe and eventually win the worldwide popularity.评析:这是篇知识性说明文。
西安长安兴国初级中学初中英语八年级上册 Unit 7知识点复习(含解析)
一、选择题1.─Will you go bike riding with Sam or stay at home?─________. My book report is due in two days.A.Yes,I will B.No,I won't C.I'll ride a bike D.I'll stay at home D 解析:D【解析】【详解】句意:——你会和萨姆一起骑自行车还是呆在家里?——我会呆在家里。
我的读书报告两天后到期。
考查选择疑问句。
本句是选择疑问句,它的回答不是用yes或no回答,而是根据提供地选项直接回答。
根据下文“我的读书报告两天后到期。
”可知“我会呆在家里。
”故选D。
【点睛】选择疑问句表示提供两种或两种以上的情况,要求对方在所提供的范围、对象内选择。
在所提供的最后一个备选对象前面用表示选择关系的并列连词or,朗读时or前用声调,or 后面用降调,句末用问号。
(一)其结构:(1)“一般疑问句+or+另一个备选对象”。
例如:Shall we go there by bus, bike or train? 我们乘公共汽车、自行车还是火车去?(2)特殊疑问句+or+另一个备选对象”。
例如:Which would you like best, English, Chinese or Math? 你最喜欢哪门学科,英语、语文还是数学?(二) 选择疑问句的回答不能用Yes / No来回答,一般用一个完整的陈述句或其简略形式回答。
回答选择疑问句时,一般在所提供的备选对象范围内选择。
2.If there are __ __ people driving, there will be _____ pollution.A.less, less B.fewer, fewer C.fewer, less C解析:C【详解】句意:如果有更少的人开车,就将会有更少的污染。
知行英语综合教程2 Unit7
精选可编辑ppt
13
知行英语
We should find ways to handle the stress in our daily life.
精选可编辑ppt
14
If we are really tired
知行英语
of the daily stress
which we have to go through…
知行知英行语英语
精选可编辑ppt
1
知行英语
精选可编辑ppt
2
Task 1
知行英语
What is stress?
• A physical, chemical or emotional factor that causes bodily or mental tension and may be a factor in disease causation (原因,因果关系)
A burn the midnight oil B ask for shortcuts from senior
schoolmates C borrow notes from top classmates D find test papers of previous years E keep in touch with the teacher for
5
知行英语
What are some of the common pleasant stresses in our lives?
• Retirement • Vacation • New baby • Moving • New job • New phase of life • Children leaving home • Family visits
Exposition 高级英语
6.Sequence or Process The author lists items or events in numerical or chronological order. Clue Words first, second, third; next; then; finally
这段采用先A后B的对照方式,阐述胜利者和失败者的不 有意识地把两种相反、相对的事物或同一事物相反、相对的两个 方面放在一起 ,用比较的方法加以描述或说明 ,指出其相同点,这种写 同特征。这种写法较易操作 ,但行文往往比较平淡单调。 法叫作"比较";指出其不同点,叫作"对照"。比较和对照各有不同的 侧重,但两种方法经常结合使用。
2.Definition
• Definition is a method to explain a term that may have various denotative or connotative meanings or shades of meaning. • The term is usually abstract,
事物变化的原因和结果是紧密相关的。如果某个现象的存在必 第一句为本段主题句 ,末句是总结句。在主题句后, 作者用 然引起另一个现象的发生,那么,这两个现象之间就具有因果关系。 了四个句子阐述自己喜欢春天的理由。 常用 because, as, since, so, now that, if...then, the reason is that...等表示因果关系。
Exposition
Definition of Exposition Types of Exposition Methods of Exposition
Definition of Exposition
甘肃西北师大附中初中英语八年级上册 Unit 7知识点总结(含答案)
一、选择题1.There ___________ a football match tomorrow afternoon.A.will have B.will be C.is going to have D.has B解析:B【详解】句意:明天下午将会有一场足球赛。
there be句型不能与have/has(有)连用,排除A、C、D三项;there be句型的一般将来时结构为“There will be +名词+其他.”或“There is/are going to be+名词+其他.”。
故选B。
2.________ students are having an important exam at the moment.A.Hundreds B.Hundreds of C.Hundred D.Hundred of B解析:B【解析】【详解】句意:成百上千的学生正在进行一个重要的考试。
hundred与具体的数字连用,不用加s,也不要of,若与of连用,需要加s。
故选B。
【点睛】当hundred 的前面有了具体的数字,hundred不加s,也不要of,在多少hundred后面加名词。
如:五百个人 five hundred people.hundred后面加of只有一个固定搭配hundreds of,表示成百上千的,许许多多的。
如:成百上千人 hundreds of people。
3.(题文)I think people here are friendly. Do you agree ________ me?A.with B.to C.on D.from A解析:A【解析】【详解】句意:我觉得这里的人很友好。
你同意我的意见吗?agree with sb. 同意[赞同]某人的意见,对象是某人;agree (to sth.) 意为“同意;愿意;答应(某事物)”;agree on sth. 对象是某物;没有agree from。
研究生学术英语写作教程Unit 7 Concluding Research
Unit Seven Concluding ResearchObjectives:─ Be clear about t he significance of this section─ Try to understand the importance of summarizing in academic writing─ Learn to be skilled in p araphrasing in academic writing─ Learn to restate your thesis statement─ L earn to draw a conclusionContents:─ Brief introduction to this section─ Reading & Discussion: What information elements are usually involved in writing a Conclusion section?─ Language Focus: How to su mmarize and paraphrase─ Writing Practice: How to r estate your research objectives─ Writing Project: How to outline your conclusion1. Reading ActivityThe conclusion of a research paper reaffirms the thesis statement, discusses the issues, and reaches a final judgment. It is a belief based on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached because of your research. A conclusions is usually a shorter section of an academic text. It manifests the value of your research as well as your understanding of the material that you have presented. It should be a strong recapitulation of your major ideas.1.1 Pre-reading TaskThe following is the concluding section of a research article in the field of applied linguistics. Think about the following questions before reading the text and then have a discussion with your classmates:1)What is the function of the concluding section in a research paper?2)What information elements does a concluding section normally include?1.2 Reading PassageOur experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those sharing different metaphoric themes, conforming to Boers & Demecheleer's (2001) study result with French-speaking subjects. NL (native language) played an important role, in that positive transfer appeared in most subjects' understanding of idioms with identical expressions and meanings in NL and TL (target language), and negative transfer appeared in the understanding of those with similar expressions and meanings or those with identical expressions but different meanings in NL and TL; besides, negative transfer occurred in the understanding of every kind of English idioms. Finally, though the idioms in the experiment were rated as having an intermediate level of semantic transparency and were listed without any contextual clues, 37% of the subjects’ responses were completely or partially correct, giving support to the point that a cognitive semantic view can facilitate the learning of idioms for non-native speakers.This study has several implications for teaching idioms. Firstly, it is important to inform learners of the different metaphoric themes in the target culture. Secondly, more attention should be given to idioms without NL equivalents. Thirdly, overt comparisons can be made to show learners which idioms can be transferred from their NLs and which idioms are likely to cause interference, thus taking advantage of positive transfer while avoiding the occurrence of negative transfer. Fourthly, while helping learners realize the absurdity of the literal meanings of some English idioms, encourage them to tackle the semantics of the idiom as a problem-solving task, andteach them strategies for dealing with figurative language to take advantage of the semantic transparency of some idioms.However, there was an obvious limitation in this study: the number of the idioms selected was too small. We expect more studies to be carried out in more aspects including the strategies used in idiom comprehension and production, EFL learners', EFL teachers' and English-speaking people's attitude towards English idiom learning and the treatment of them in the existing teaching materials.( Liu, 2008 )1.3 Reading Comprehension1. Read the text carefully and decide what information elements a concluding section includes and how they function.2. What are the major findings of the experiment?3. What verb tenses are mainly used in the text? What is the proportion of active voice verbs to passive voice verbs in this conclusion section?nguage Focus2.1 SummarizingThere are three ways to include source material in your research paper writing: summarizing, paraphrasing, and quoting. Each of these strategies capitalizes on different types of information that can be useful. To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out anything that is not essential. Summarizing is more than retelling; it involves analyzing information, distinguishing important elements from unimportant elements and transforming large chunks of information into a few short cohesive sentences.Look at the following example.OriginalThis effort to communicate--first through spoken messages, then throughpictographs, then through the written word, and finally through printed words --- demonstrates people’s innate desire to share information with one another. Storability, portability an d accessibility of information are essential to today’s c oncept of mass communication. (Source: Shirley Biagi, Media Impact: An Introduction to Mass Media, 2nd edition, p. 24 )SummaryIn Media Impact, Shirley Biagi explains that people have always had an inherent need to communicate. The ability to store, carry and have access to information is necessary in modern mass communication.How to Summarize?There are several techniques to be used while summarizing a text and they all stress full understanding of a text and require the reader to spot the main ideas in it. Here are some useful tips about summarizing:∙Start by reading a short text and highlight the main points as you read.∙Reread the text and make notes of the main points, leaving out examples, evidence, etc.∙Restate or repeat the ideas of the source in different words and phrases.∙Do not add your own ideas, opinions or judgment of the arguments.∙Make it shorter than the source.Read the following text and write a summary.Original TextI come from Taiwan, but I have lived in Canada for several years now. I am surprised at how Canadian society respects the rights of women, both at work and home. Personally I believe women in Canada are better off than women in Taiwan. However, some of my female friends in Canada miss the good old days when women were treated in a different way. You see, in the past, gentlemen followed different rules of behavior. They would open the doors for ladies, pull out chairs for ladies to sit down, stand up when a lady left the table, and offer to pay the bill at restaurants. Now, however, most Canadian believe that men and women should be considered equal. For example, women now generally have to pay for their own meals.2.2 ParaphrasingThe Oxford English Dictionar y defines a paraphrase as “an expression in other words, usually fuller and clearer, of the sense of any passage or text; a free rendering or amplification of a passage. . . . [Paraphrasing is] to express the meaning of (a word, phrase, passage) in other words, usually with the object of fuller and clearerexposition so as to bring out the sense” (XI: 204). To paraphrase means to completely reproduce the original meaning in our own words (but never include our own opinion ).Look at the following example.Source materialAggressiveness, present in many male teenagers, has often been characterized as having a biological base. However, social study theorists Bandura and Walters (1959) did a study which indicated that aggressiveness might be a product of environment factors and especially, social reinforcement. In this study, they found that aggressive boys had encouragement from their parents to be aggressive outside their home. Since their fathers experienced indirect pleasure from hearing about their son’s aggressive behavior, this provided reinforcement for the boys.Acceptable paraphrase:Social scientists have often described aggressiveness, which is evident in many adolescent boys, as having a biological component. However, research completed by social study theorists Bandura and Walters (1959) showed that aggressiveness might result from factors in the environment and, in particular, social reinforcement. It was found in the study that young males who were aggressive had been encouraged by their parents to be aggressive away from their home. Their fathers received vicarious gratification from learning of their son’s aggressive behavior. Consequently, the boys’ behavior was reinforced by their fathers’ experience. ( Cong, 2009 )There are basically two ways to paraphrase this: by making word-level transformations (and maintaining the original syntax) or by considering its “deep structure” and making more significant changes. Note how these paraphrases differ: Source sentence:The temperature in many parts of the world is gradually rising.Paraphrase:(1)The temperature in lots of places around the earth is slowly increasing.(2)Most parts of the world are getting hotter steadily.Example (1) represents a word-level paraphrase and example (2) is a deep-level transformation. It is usually believed that making word-level paraphrases is easier than deep-level transformations.Here are some guidelines for paraphrasing:● U se synonyms.● Change word forms.● Make necessary structural adjustments.● Change between the affirmative and the negative.● Include reference to the original source.Read the following text carefully and try to rewrite an acceptable paraphrase. OriginalStarting in the 15th century, the reality and the idea of the family were to change: a slow and profound revolution, scarcely distinguished by either contemporary observers or later historians, and difficult to recognize. And yet the essential event is quite obvious: the extension of school education. We have seen how in the middle ages children’s education was ensured by apprenticeship in adults, and that after the age of seven, children lived in families other than their own. Henceforth, on the contrary, education became increasingly a matter for the school. The school ceased to be confined to clerics and became the normal instrument of social initiation, of progress from childhood to manhood. ( Source: Aries, P. 1962. Contemporary Childhood: A Social History of Family Life )3. Writing Practice3.1 Reorder sentencesRead the following jumbled conclusion from a thesis in computer science and engineering: the topic is: The Steiner Tree Problem. Please rearrange the following sentences so that they make more sense and follow the logical order of a conclusion.A.An advantage of this algorithm is that the computations of the bead's movementcan be done in parallel, provided that there is a synchronization barrier to update their new positions.B.This can take advantage of some parallel computers, for example, mapping eachbead to a (virtual) processor.C.It is possible that these techniques can also be applied to solve the SMT if a goodmapping of the problem to an appropriate network architecture is found.D. The Steiner tree has been shown to be an optimization problem. Neural networkhas been successfully applied to solve many optimization problems, for example, TSP. Some of these techniques have been discussed. This could be an interesting area for research in the future.E. The Steiner minimal tree problem has been studied in the above discussion. Anode-splitting algorithm that finds a good heuristic solution to the problem has been developed. In some cases, it is better, for instance, than Korhonen's algorithm.F. Comparison shows that the node-splitting method is comparable to other heuristicmethods.( adapted from Zhou, 2009: 312)3.2 Restatement of research objectiveLook at your thesis statement again and rework it in a new way. Avoid repeating key words and phrases from the thesis statement because you don't want the summary statement to sound boring or repetitive. Using a thesaurus is a good way to find new, interesting words.This study set out to determine ...The present study was designed to determine the effect of ...In this investigation, the aim was to assess ...The purpose of the current study was to determine ...This project was undertaken to design ... and evaluate …Returning to the hypothesis/question posed at the beginning of this study, it is now possible to state that …Here are some examples of research questions and summary statements:Research question: What is more important, competitive price, fuel economy, or high resale value when Chinese people buy cars.Summary Statement: The research was to determine what factors contribute more to Chinese people purchasing cars, competitive price, fuel economy, and high resale value.Rewrite the following thesis statements:1) What in San Francisco attracts visitors more, its magnificent location, its theaters and art galleries, or its fine restaurants?2) Do employees have to be trained for working in the Australian multicultural workplace? But managers also need to be trained. (It is clear, therefore, that both..)3) What is the 1994 rate of juvenile delinquency in the U.S.?4) Does education play a role in reducing juvenile delinquents' return to crime?5) What marketing strategies does the Coca-Cola company currently apply?6) Do children sent to day care or preschool start kindergarten with more highly developed language skills?7) How might the discovery of a genetic basis for obesity change the way in which we treat obese persons, both medically and socially?3.3 Summarizing the findingsRead the following text and identify major points and write a summary.Global Implications of Patent Law VariationA patent is an exclusive right to use an invention for a certain period of time, which is given to an inventor as compensation for disclosure of an invention.Although it would be beneficial for the world economy to have uniform patent laws, each country has its own laws designed to protect domestic inventions and safeguard technology. Despite widespread variation, patent laws generally fall under one of two principles: the first-to-file and first-to-invent. The first-to-file principle awards a patent to the person or institution that applies for a patent first, while the first-to-invent principle grants the patent to the person or institution that was first to invent –and can prove it. Most countries have adopted the first-to-file system. However, the United States maintains a first-to-invent system, despite obvious shortcomings. Patent ownership is not recognized globally. On the contrary, ownership may change depending on the country. It is not uncommon for an invention to have two patent owners – one in the United States and one in the rest of the world. This unclear ownership often has economic consequences. If a company is interested in using a patented invention, it may be unable to receive permission from both patent owners, which in turn may prevent manufacture of a particular product. Even if permission is received from both owners, pay royalties to both may be quite costly. In this case, if the invention is useful enough, a company may proceed and pass on the added cost to consumers. International economic tension has also been increasing as a result of differing policies. Many foreign individuals and companies believe that they are at a serious disadvantage in the United States with regard to patent ownership because of the logistical difficulties in establishing first-to-invent status. Further, failure of the United States to recognize patent ownership in other countries is in violation of the Paris Conventions on Industrial Properties, which requires all member nations to treat all patents equally. The conflict surrounding patents has prompted the World Intellectual Properties Organization (WIPO) to lobby for universality in patent laws. WIPO maintains that the first necessary step involves compelling the United States to reexamine its patent principle, taking into account the reality of a global economy. This push may indeed result in more global economic cooperation.3.4 Write a concluding sectionThe following is a research on the effectiveness of structured development lessons in English using 4 macro-skills intended for public science high school students. Read the following paper and write a concluding section for it.The teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there might be lack or absence of English books.The main thrust of the study is to evaluate the effectiveness of structured development lessons in English using the 4 macro-skills intended for the public science high school students. Specifically, the study answered questions on the level of language proficiency of the freshmen science high school students with referenceto pronunciation and correct usage; mean pretest and posttest scores of the students based on the structured lessons of macro-skills' learning performance; significant difference in the mean pretest and posttest scores of the students in listening, speaking, reading, and writing; mean gain in the posttest; and module which can be proposed based on the findings of the study.The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in the first year. The data gathered in this study were analyzed by using the Statistical Package for the Social Sciences (SPSS) version 14--a computer program used for statistical analysis.FINDINGS1) Level of Language Proficiency of the Students’ PronunciationThe majority (81.9333) of the students got the highest rating scale of 80-89 which was rated Very Good. None of the students as counted individually obtained the rating scale of 50-59 (far below from the passing percentage).2) Correct UsageNone of the students was rated Excellent with the rating scale of 90 and above.The majority (77.5867) of the students got the average rating scale of 70-79 which was rated Good.3) English Difficulties of the Freshmen Students Based on the Macro-Skills ofEnglish Language TeachingThe teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there is lack or absence of English books; there is lack or absence of instructional materials; there is absence of printed materials at home; there are no television sets at home; teachers have faulty pronunciation; there is little emphasis on written communications and there are no cultural shows and public speaking activities.The teacher-researcher found out that the students experience the following difficulties in written English: writing dictation, taking down notes, outlining, theme writing, punctuating, quoting, and obtaining coherence and unity in paragraph writing. The causes for these difficulties were: no appreciation for reading materials; lack of exposure to writing; inadequate writing activities; no ear training; no patience to analyze the mistakes in writing; absence of contents that can harness their potentials in essays, letters, etc.; poor spelling; and useless board work.4) Mean Pretest and Posttest Scores of the StudentsIt is found in this study, based on the macro-skills, that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333. In standard deviation, the result of pretest is 10.95980 while the result of the posttest is 6.07959. Unlike the standard error mean, the result of the pretest is 1.26553 while the result of the posttest is .70201; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467. In standard deviation, the result of the pretest is 4.92455 while the result of the posttest is 3.42471.Unlike the standard error mean, the result of the pretest is .56864 while the result of the posttest is .39545; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133. In standard deviation, the result of the pretest is 3.28425 while the result of the posttest is 3.17649. Unlike the standard error mean, the result of the pretest is .37923 while the result of the posttest is .36679; the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333. In standard deviation, the result of the pretest is 6.26732 while the result of posttest is 5.29467. Unlike the standard error mean, the result of the pretest is .72369 while the result of the posttest is .61138.It is found further that the posttest score in the speaking area got the 1st rank which is 87.1200 while the pretest is 80.5467 of which the difference is 6.5733; the posttest score in the reading area got the 2nd rank which is 86.7333 while the pretest is 84.4133 with the difference of 2.3200; the posttest score in the writing area got the 3rd rank which is 85.4400 while the pretest is 76.3333 with the difference of 9.1067.5) Paired Samples' Test/Paired Differences: the difference between the two means wassubjected to a paired t-test.5.1 Listening skill: the listening area was -7.57333, standard deviation was 10.63291,standard error mean was 1.22778, 95% confidence interval of the difference (lower limit) was -10.0974, the difference (upper limit) was -5.12692, and the c.v.result was -6.168 which was greater than the t.v. result which was -10.01974.Therefore, the macro-skill in the listening area was not significant.5.2 Speaking skill: the speaking area was -6.57333, standard deviation was 5.31742,standard error mean was .61400, 95% confidence interval of the difference (lower limit) was -7.79676, the difference (upper limit) was -5.34991, and the c.v. result was -10.706 which was lower than the t.v. result which was -7.79676. Therefore, the macro-skill in the speaking area was significant.5.3 Reading skill: the reading area was -2.32000, standard deviation was 2.98265,standard error mean was .34441, 95% confidence interval of the difference (lower limit) was -3.00625, the difference (upper limit) was -1.63375, and the c.v. result was -6.736 which was lower than the t.v. result which was -3.00625. Therefore, the macro-skill in the reading area was significant.5.4 Writing skill: the writing area was -9.10667, standard deviation was 7.38621,standard error mean was .85289, 95% confidence interval of the difference (lower limit) was -10.80608, the difference (upper limit) was -7.40726, and thec.v. result was -10.677 which was greater than the t.v. result which was-10.80608. Therefore, the macro-skill in the writing area was not significant.6) Mean Gain of the Pretest and Posttest Scores of the Students: mean gain is based on the macro-skills of language teaching, such as listening, speaking, reading and writing. Mean gain of singled-out freshmen students based on the macro-skills, such as listening, speaking, reading and writing as structured in the lessons, was used as a result in statistical analysis and computation of the mean pretest and mean posttest. It was disclosed upon interpretation of data that the mean gain in the listening area was obtained as the result of the subtraction of number from the mean pretest which was 75.5333 from the mean posttest which was 83.1067. The findings revealed that only the areas in speaking and reading got the highest posttest percentages. In the writing area, the mean gain was obtained as the result of the subtraction from the pretest which was 76.3333 from the mean posttest which was 85.4400.In the final results of the listening area, the posttest mean was 83.1067 while the mean gain was -7.57333 which had the lowest mean pretest and posttest percentages as compared to the other areas; in the speaking area, the posttest mean was 87.1200 while the mean gain was -6.57333 which got the 1st rank posttest percentage; in the reading area, the mean gain was -2.32000 which got the 2nd rank posttest percentage and also got the 1st rank pretest percentage among them; and in the writing area, the mean gain was -9.10667 which got the 3rd rank posttest percentage, next to the speaking and reading areas.It is also found that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133; and the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333.4.Writing Project4.1Getting information for writing a conclusionCreate a SWOT table summarizing your research findings of an environmental analysis.Strength OpportunityWeakness Threat4.2Outlining your conclusion1) State the research question and explain why it is interesting.2) Briefly describe the methods of research and data analysis.3) Describe the results.4) Explain the key implications of the results. Avoidoverstating the importance ofthe findings.5) The results and the interpretation of the results shouldrelate directly to theresearch questions, purposes or hypothesis.4.3Drafting your conclusion1) Begin with your research questions, purposes or hypothesis.2) Combine the thesis statement and your one-sentence segment summaries into aone-to-two-paragraph summary.3) Eliminate all unnecessary words and repetitions.4) Eliminate all personal ideas and inferences.5) Use transitions for a smooth and logical flow of ideas.6) Use summary expressions.4.4Final checklist。
第7课 科技文的翻译
科技文的翻译
1. The
new environmental health problems are multiplecreated by radiation in all its forms, born of the neverending stream of chemicals of which pesticides are a part, chemicals now persuading the world in which we live, acting upon us directly and indirectly, separately and collectively. Their presence casts a shadow that is no less ominous because it is formless and obscure, no less frightening because it is simply impossible to predict the effects of lifetime exposure to chemical and physical agents that are not part of the biological experience of man. (90 words) 2. Various attempts were made to calculate levels on this basis, with only very limited success. About 1925 the new quantum theory originated and gave immediate and continued success in the mathematical solution of this problem. (35 words)
课程名称:高级英语
课程名称:高级英语学时:64课程层次: 专业核心课修读类型:专业必修课考核方式:笔试开课学期:5--6学期适用专业:英语专业教学目标:高级英语属于英语专业高年级阶段课程。
它是基础阶段的综合英语课程在高层次上的延续。
高级英语是一门训练学生综合英语技能尤其是阅读理解、语法修辞与写作能力的课程。
通过阅读和分析内容广泛的材料,包括涉及政治、经济、社会、语言、文学、教育、哲学、法律、宗教及自然科学等方面的名家作品,扩大学生的知识面,加深学生对社会和人生的理解,培养学生对名篇的分析和理解能力、逻辑思维能力与独立思考的能力,增强对文化差异的敏感性,巩固和提高学生英语语言技能。
每课后都配有大量的相关练习,包括阅读理解、词汇研究、问题分析、中英互译和写作练习等。
通过该课程的学习,使学生的英语水平在质量上有较大的提高。
教学基本要求:1、提高独立工作能力,学会查找有关参考书,会自己动手写注释、做笔记。
2、培养分析、欣赏写作技巧的能力。
3、掌握基本的英语修辞手段的使用技巧。
4、准确掌握课文内容,学会分析课文的写作技巧,并能将其应用于写作。
5、培养语篇分析能力,学会词语释义,即用英语解释英语短语或句型转换。
6、逐步培养对语言与文化之间的关系的敏感性。
7、学习、巩固构词法、区分同义词的差别,更好地掌握词义。
本学期的教学内容:张汉熙主编的《高级英语》第二册的2、3、4、5、7及14单元,共64学时。
教学安排:本学期共需学习7个单元,平均每个单元约需10课时。
其中背景知识介绍、相关文化知识介绍及文章结构概述约需1学时,课文讲解约需6学时,课后练习约需3学时。
教学要求:要求学生课前对每一个单元的相关文化背景知识作必要的了解;能够较为熟练、准确地用英语对某些词语、句子进行释义;能准确地指出文章中出现的修辞;能够在老师的指导下分析、欣赏文章的写作技巧、文章的结构、语言特点;学会查找有关参考书,并自己动手写注释、做笔记等。
Unit 2: Marrakech by George OrwellI. Additional Background Knowledge1. George Orwell2. Morocco3. Marrakech4. The Jewish peopleII. Introduction to the Passage1. Type of literature: a piece of exposition2. The purpose of a piece of exposition:-- to inform or explain3. Ways of developing the thesis of a piece of exposition:-- comparison, contrast, analogy, identification, illustration, analysis, definition, etc.4. The central thought or thesisIII. Effective Writing Skills:1. making effective use of specific verbs2. using the methods of contrast, illustration, comparision, etc.3. clever choice of words and scenes and tensesIV. Rhetorical Devices:1. rhetorical questions2. repetition3. metaphor4. simile5. elliptical sentencesV. Special Difficulties1. Making sentences more compact by proper subordination, such as subordinate clauses, appositives, prepositional or verbal phrases.2. Discriminating groups of synonyms:--wail, cry, weep, sob, whimper, moan--glisten, glitter, flash, shimmer, sparkle3. Paraphrasing some sentences4. Identifying figures of speechVI. Questions1. Orwell shows the poverty of the natives in at least five ways. Identify them.2. Could paragraphs 4-7 just as well come after 8-15 as before? Why or why not?3. Does this essay give readers a new insight into imperialism?4. Comment on Orwell’s lucid style and fine attention to significant descriptive details.选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 3: Pub Talk and King’s English by Henry FairlieI. Additional Background Knowledge1. pub/pub-friends2. Dumas/Three Musketeers3. Carlyle4. Charles LambII. Introduction to the Passage1. Type of literature: a piece of exposition2. The thesis3. What makes a good conversation4. Seemingly loose organization●Title●Transitional paragraph●Digression5. Highly informal language●Abundance of simple idiomatic expressions cheeked by jowl with copiousliterary and historical allusions● A mixed metaphor in paragraph 2III. Effective Writing Skills:1. Deliberately writing this essay in a conversational style to suit the theme2. Making effective use of specific verbsIV. Rhetorical Devices:1. Metaphor2. Mixed metaphor3. SimileV. Special Difficulties1. Idiomatic expressions:--be on the rocks--get up on the wrong side of the bed--be on wings--turn up one’s nose at sth.--into the shoes of2. Allusions--descendants of convicts--Saxon churls--Norman conquerors--musketeers of Dumas3. The use of transitional devices--transitional words and expressions--pronoun reference--repetition of important words4. Paraphrasing some sentences5.Identifying figures of speechVI. Questions1. What, according to the author, makes a good conversation? What spoils it?2. What is the author’s attitude of the writer towards “ the King’s English”?3. How does the use of words show class distinction?4. What does the writer mean when he says, “the King’s English, like the Anglo- French of the Normans, is a cla ss representation of reality”?选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 4: Inaugural Address by John F. KennedyI. Additional Background Knowledge1. John F Kennedy2. His assasination3. Inauguration4. Inaugural address5. Cold war period: socialist camp vs. capitalist campII. Introduction to the Passage1. Type of literature: political speech2. Object of a political speech:--to explain--to convince--to persuade3. Well organized and highly rhetorical4. Biblical style/language5. Often-quoted passagesIII. Effective Writing Skills:1. Employing suitable rhetorical devices and words to create the desired emotional impact2. clear order and appropriate tone to the different groups he is addressing3. Employing Biblical style deliberatelyIV. Rhetorical Devices:1. metaphor2. antithesis1. parallelism2. repetitionV. Special Difficulties1. Biblical language/quotations/style2. Using the following methods for force, vividness and emotional appeal:--Parallel and balanced structure--Repetition of important words--Antithesis3. Paraphrasing some sentences4. Identifying figures of speechVI. Questions1. Cite examples to show that Kennedy is very particular and careful in his choice and use of words.2. Is the address well organized? Comment on the order in which he addressed all the different groups of nations and people.3. Is Kennedy’s argument and persuasion based mainly on facts and logic or on an appeal to emotions? Would this type of speech be successful on all occasions?4. Is the tone and message suited to the different groups he addresses? Give your reasons.选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 5: Love Is a Fallacy by Max ShulmanI. Additional Background Knowledge1. The meaning of Logical fallacies2. Logical fallacies:--Dicto Simpliciter--Hasty Generalization--Poisoning the Well--Ad MisericordiamII. Introduction to the Passage1. Type of literature: a piece of narrative writing--protagonist/antagonists--climax--denouement2. The main theme3. Well chosen title and words4. Style--a very fast pace with a racy dialogue full of American colloquialism and slang --employing a variety of writing techniques to make the story vivid, dramatic and colorfulIII. Effective Writing Skills:1. Employing colorful lexical spectrum, from the ultra learned terms to the infra clipped vulgar forms2. Too much figurative language and ungrammatical inversion for specific purposes3. The using of short sentences, elliptical sentences and dashes to maintain the speed of narrationIV. Rhetorical Devices:1. metaphor2. antithesis3. transferred epithet4. hyperbole5. metonymy6. litotes7. ellipsis8. synecdoche9. inversion10. simile11. mixed metaphor12. rhetorical questionsV. Special Difficulties1. Analyzing the logical fallacies2. Using inverted sentences to achieve emphasis3. Effectively using many figures of speech4. Understanding colloquial expressions and slangVI. Questions1. Define and give an example of each of the logical fallacies discussed in this essay.2. Can you find any evidence to support the view that the writer is satirizing a bright but self-satisfied young man?3. Comment on the language used by Polly. What effect does her language create?4. Why does the writer refer to Pygmalion and Frankenstein? Are these allusions aptly chosen?5. In what sense is the conclusion ironic?选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 7 The Libido for the Ugly By H. L. MenchenI. Background knowledgeThe AuthorHenry Louis Mencken (1880 - 1956)--- the most prominent newspaperman--- book reviewer--- political commentatorHe was a prolific writer of his day.--- his prose is as clear as an azure sky--- his rhetoric as deadly as a rifle shotII. Introduction to the Passage1.This is a subjective and highly emotional piece of description.Ugliness is the dominant impression.2.Description--- person--- place--- object--- idea3.Description is organized usually by space order.--- from a fixed position to moving position--- from close up to distance--- from general to specific--- from subjective to objective4.Thesis:By revealing the ugliness of Westmoreland, the author attacks the whole American race--- a race that loves ugliness for its own sake, that lusts to make the world intolerable; a race which hates beauty as it hates truth.III. Text Analysis1. Choose the strongest words possible---abominable, agonizing ugliness, revolting monstrousness, leprous, etc.2. Use figures of speechIV. Rhetorical Devices1. hyperboles2. sarcasm3. ridicule4. irony5. Metaphor6. simileSpecial Difficulties1. Some striking words2. Understanding the metaphorical phrase3. The use of topic sentences4. Paraphrasing some sentences5. Identifying figures of speechV. Questions1. Why does the writer use the uncommon word libido in his title?2. Does Mencken achieve or defeat his own purpose by using so many striking metaphors and hyperboles?3. Sum up the main views of the writer and comment on how they are organized and presented.选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 11: The Future of the English by J. B. PriestleyI. Additional Background Knowledge1. A brief introduction to the author, Priestley:--English novelist, dramatist and critic2. AdmassII. Introduction to the Passage1. Type of literature: part exposition and part persuasion or argument--chief difference between exposition and argument--honest persuasion and dishonest persuasion--formal argument and informal argument2. The thesis stated in the title of the essay3. The structural organization of this essay: loose4. 5 or 6 points of the argument around the central topic5. insufficient evidence to support the writer’s position, and his reasoning on some points not logically sound6. a quite informal piece of argument which appeals more to the emotion of his English readersIII. Style1. smooth and polishedrmalIV. Rhetorical Devices:1. metaphor2. simile3. ellipsis4. transferred epithet5. metonymy6. euphemismV. Special Difficulties1. Identifying and understanding British English in this essay--to take a whip to--whole troublesome mob of them--cosy--safe to say--along the way--shrug off--nudge2. Understanding some colloquialism--swing--junk--Victorian3. Paraphrasing some sentences4. Identifying figures of speech5. Understanding some important terms--American counterculture--Madison Avenue--Hippy California--Hippie--road to Katmandu--Englishness--state of mind--industrial action--do-it-yourself--repertory company--Common MarketVI. Questions1. What role, according to Priestley, does instinctive feeling play in the behavior of an Englishman?2. How, according to the writer, are the real English people different?3. What is the dominant intention of this piece of argument? Is the proposition clearly stated?4. How does the writer make use of emotional appeals? Cite some examples.5. What conflicts or issues are put forward in this argument? Are all the conflicts resolved?选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册Unit 14: Loving and Hating New York by Thomas GriffithI. Additional Background Knowledge1. A few words about the author2. The importance of New YorkII. Introduction to the Passage1. Type of literature: a piece of expositive writing2. The thesis stated in the title of the essay3. The thesis developed by both objective and emotional description of New York and the life and struggle of New Yorkers4. The structural organization of this essay: clear and simple--paras. 1-5 acting as a general introduction--the last sentence in the 5th para. functioning as a transition to the actual description of New York city itself5. Full of American English terms, phrases and constructions.III. Rhetorical Devices:1. metaphor2. personification3. metonymy4. transferred epithet5. alliteration6. simile7. synecdoche8. irony9. euphemismIV. Special Difficulties1. Identifying and understanding Americanisms in this essay--T-shirt--holdout--comeback--put-down--expense-account--adman--high-rise--measure up2. Some terms/phrases/structures--out-of-phase--television generation--economy of effort--wrong side--sitcoms cloned and canned--Mecca--measure up against--Ivy League schools--commercial Broadway/off-Broadway/off-off-Broadway--Madison Avenue/Wall Street--like seeks like--Wasps3. Paraphrasing some sentences4. Identifying figures of speech5. Methods to develop the central idea of a paragraph: topic sentenceV. Questions1. In what fields can New York no longer be regarded as the leading American city?2. Why do many Europeans call New York their favorite city?3. Why did the writer go and live in New York?4. What technique does the writer use to develop his main theme? Is the technique effective? Cite examples.5. Does the writer really both love and hate New York? Cite examples to back up your analysis.6. Explain fully the following sentence from paragraph 11: “A market for knowingness exists in New York that doesn’t exist for knowledge.”选用教材:由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册。
W7 Exposition (1) definition
Forms of Definition
1. Simple definition: short, usu. A synonymous word, a phrase, or a sentence
批注本地保存成功开通会员云端永久保存去开通
Exposition
Exposition [说明文] To expose is to explain.
Expository writing is not to argue but to explain, to teach, to give instructions, to provide guidance, to prove a truth, or to clear up a misunderstanding, etc.
Extended Definition: Topic Sentence
1. a) Tuberculosis is a serious infectious disease that affects someone’s lungs and other parts of the body. b) Tuberculosis was the cause of his grandfather’s death. 2. a) Objects seen in the sky or landing on earth which cannot be identified and which are often believed to be vehicles from another planet are called UFOs (unidentified flying objects). b) UFOs are not as mysterious as people generally think.
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5.Sample Analysis
• • • • 1. What is the human’s biggest enemy? 2.The Effects of Entering a University 3.Learning request: ---After analyzing the samples,you should imitate one of the two in your own writing.
developed by cause and effect. The first way is
to state an effect and then to examine the causes in the rest of the paragraphs, that is to say, the Cause and Effect Pattern.
Unit 7 Exposition by Ca1.Be familiar with features of cause-effect essay writing. 2.know how to use transitional devices in caues -effect. 3.Be able to write cause paper and effect paper in the correct structure and style.
1.Brainstorm for the Topics
• Discussing in group,and write down the main ideas of your discussion. • 1.Pressure on college students(causes) • 2.Mobile phone addiction(cause-effects) • 3.Poor ability of interpersonal communication
The Outline of the Text P.95
• • • • • • • • The thesis statement of the writer The benefits of the aerobic exercises 1.-----detailed example 2.----- detailed example The conclusion 1.--2.--3.---
2.Caues-effect writing
• In our daily life, we often use the questions
asked and answered with why. This shows that causal analysis is very common and it is something we are familiar with. In our writing there are two ways of organizing paragraphs
•
One might wonder why, after the Norman Conquest, French did not become the national language, replacing English entirely. The reason is that ①the Conquest was not a national migration, as the earlier Anglo-Saxon invasion had been. ②Great numbers of Normans came to England, but they came as rulers and landlords. ③French became the language of the court, the language of the nobility, the language of polite society, the language of literature. But it did not replace English as the language of the people.④ There must always have been hundreds of towns and villages in which French was never heard except when visitors of high station passed through. -----By Paul Roberts.
•
the paragraphs in this kind of way, for very often an effect has many causes and a cause may have effects. In order to write the proper paragraph, before writing, we should think carefully and work out a list of the effects and causes, and find out the logical relationship between them.
3.Transitions for Caues-effect
• • • • • • • • • • • • • • • Expressions in making cause and effect. So consequently Thus therefore Accordingly because of For this reason owing to As a result since Hence due to because As a result of as The result of so that Result in so …that…. The effect of thanks to The consequence of out of Have an effect on owe…to …. The reason for… the cause of… Now that, seeing that, for fear that, such …that… ,so as …to, make it possible for…to…
4.Sample Analysis
• The problem of housing in New York is worse for the Puerto Ricans. Why? The reason is that① the Puerto Rican who emigrates is almost always the poor Puerto Rican. ②He must look for cheap apartments, and cheap apartments almost cannot be found easily. ③There are cheap apartments only in the worst areas, and in those areas the buildings are very old, very damp, and full of rats. ④There are buildings that almost never have heat in winter. ⑤There are buildings which many times should be closed up by the health department. As a result, in many cases the poor Poerto Rican who arrived in the city will be left with no choice but to go ahead and live in that kind of undesirable buildings.
• ---The topic:The Cause and effects of
the Phubbing Gens
Writing Topic:Phubbing Gens
• phubbing,俗称“低头症患者”,指的就是那些无视周围的人,只顾 自己低头看手机的家伙。phubbing gens 指的是“低头一族”。 • 如今,手机早已进入了寻常百姓家,成为人们日常生活不可缺少的必 需品。随着手机越来越智能化,功能越来越多样化,就出现了这样一 种现象:不论在何处,都可以看见众多的年轻人(也有部分老年人、 儿童)低头看着手机。吃饭、走路、坐车……每分每秒都离不开手机, 或看资讯、或收短信、或刷微博……每个人都想通过盯住屏幕的方式, 把零碎的时间填满。“世界上最遥远的距离,不是我就在你的面前, 你却不知道我爱你;而是我们明明坐在一起,你却埋头玩手机。”这 是如今微博上很火的一个段子。当手机不再只是工具,而开始主宰你 的生活步调,你该小心,或许你已经被它“绑架”了。
• The second method is to state a cause and then to give the reasonable effects, that is the Effect
and Cause Pattern. When we use this method to
form our paragraph, we must highlight the logic problems, and try our best to make it clear and logic in developing