大学思辨英语教程记叙文写作.ppt
大学思辨英语教程记叙文写作
omniscient point of view limited omniscient point of view objective or dramatic point of view
omniscient point of view
omni: all; scient: know; the narrator knows everything about all the characters. The narrator retains full control over the narrative.
Objectives
Understand the functions of point of view in narrative wring. Get familiar with various types of points of view. Choose a proper point of view for your narrative essay.
1. read and rewrite “A Rose for Emily” from the first-person point of view (Emily, Toby). 2. rewrite any famous legend or folklore but change its narrative perspective.
Assignment
Write a narrative essay of about 350 words. Options: 1. read and rewrite “A Rose for Emily” from the first-person point of view (Emily, Toby). 2. rewrite any famous legend or folklore but change its narrative perspective.
英语记叙文写作教学课件
Writing techniques
1.understanding and appreciation of good narrative essay 2.writing sequence (1)think of an event in your life which was emotionally moving.spend some time thinking about it and then make detailed notes about that moving experience.
Narration
组员：
definition
To narrate is to give an account of an event or an account of a series of events, such as …
such as …
a. b. c. d. e.
real stories imaginary stories biographies news items narrative poems
There are six aspects which should be considered by the writer.
1. Organization 2. Dialogue 3. Purpose 4. Action 5. Chronological Connectors 6. Point of View
• Although I dread riding roller coasters, I am also a person who likes to confront my fear. So I went to Six Flags with a clear purpose: to get over my fear for roller coasters. It did not work very well at the beginning. Despite the great effort of encouraging myself while waiting in line, I backed off at the last minute. There were two voices battling inside my head. One said: this isn’t making you happy, so why bother? The other argued: well, don’t you want to feel a sense of accomplishment by proving to yourself that you can handle the worst? conflict between man andnarrative essay is like a story;it has a beginning,a middle and an end. The middle is the center of interest which focuses on some conflicts.
大学思辨英语教程 精读1课件Unit 2 Functions of Language
Background Knowledge
continued
Chapter 6 examines the prerequisites for language, which are shared with our ape cousins: first, friendly involvement with others and a predisposition for grooming; second, an aptitude for tactical deception, or lying, which depends on 'a theory of mind', and an ability to understand the intentions of others.
Unit 2 Functions of Language
Text A What Is Language for?
Jean Aitchison
Learning Objectives
Intercultural Competence
• Communicative Communicative Competence
• Intercultural Competence
• Appreciate linguistic and cultural diversity • Interpret language differences culturally • Have curiosity in and be ready to explore other languages and
1) How did language begin?
Part 2, ‘Origin’, explores how language probably originated. Chapter 5 outlines the 'East Side story', which suggests that humans separated from apes when they were stranded on the east side of Africa, after the Great Rift Valley split the terrain. Humans were forced to live on their wits in a harsh landscape, and began to develop language.
高考英语记叙文写作ppt课件
arrived and stood behind the mountain with the
traming scene in our eyes, our hearts opened brightly.
As we were on the way to the top, the fresh air cleaned
1. 时间与地点：4月10日，大青山 (Daqing Mountain);
2. 活动的过程; 3. 你对于这次活动的评论。 注意：1. 词数120左右。 2. 可适当增加细节，以使行文连贯。
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In order to encourage the students to take outdoor exercise, our school organized a mountain-climbing on April 10. Hundreds of us took part in it。
4.120词左右。
2
Writing process
一，审题：新闻报道（记叙文）、时态（一般过去式）
二，扣题，拟要点，想句式和词汇。 三，开始写，注意连贯词和时态 四，检查
3
记叙文的连接词一般用时间连接词，体现事情发 展的时间顺序，常用的连接词有(写作必备P10) now ,after ,afterwards ,after that ,after a while ,at first ,in the beginning ,to begin with ,later ,next ,finally ,all of a sudden/suddenly, at that moment, as soon as ,from now on ,from then on , meanwhile ,not …until , in the end /eventually， last week ,On dong…, （一。。。 就。。。）句式，having done … ,(with) everything done , when it is time to …, to one happiness /joy ,
Think大学思辨英语教程(精读I)语言与文化课件Unit11
Think大学思辨英语教程(精读I)语言与文化课件Unit11Think大学思辨英语教程(精读I)语言与文化课件Unit11Unit 11: Cultural Identity and CommunicationIntroduction:In this unit, we will explore the concept of cultural identity and its influence on communication. Communication is not only about language; it also involves understanding the cultural nuances that shape our interactions. Through the lens of cultural identity, we will delve deep into various aspects of communication, such as nonverbal communication, intercultural communication, and the impact of cultural stereotypes. By the end of this unit, you will have a better understanding of how cultural identity shapes our communication style and how to navigate cultural differences effectively.Section 1: Cultural Identity and Self-awarenessCultural Identity: Definition and SignificanceCultural identity refers to the sense of belonging and identification with a particular cultural group. It encompasses shared beliefs, values, customs, traditions, and language. Understanding our cultural identity is essential for effective communication as it helps us recognize our biases, assumptions, and cultural influences on our behavior. Self-awareness of our cultural identity allows us to approach intercultural communication with sensitivity and respect.Cultural Identity and Communication StylesCultural identity influences our communication styles, including verbal and nonverbal cues, tone, and body language. Different cultures may have various norms for expressing emotions, showing respect, or perceiving personal space. For instance, in some cultures, direct eye contact is seen as a sign of respect and engagement, while in others, it may be considered inappropriate or confrontational. Being aware of these cultural differences can help us adjust our communication style accordingly and avoid misunderstandings.Section 2: Intercultural Communication: Challenges and StrategiesChallenges in Intercultural CommunicationIntercultural communication occurs when individuals from different cultures interact. It brings unique challenges due to differences in language proficiency, cultural values, and social norms. Misinterpretations, stereotypes, and cultural barriers often hinder effective communication between individuals from diverse backgrounds. However, by acknowledging these challenges, we can develop strategies to bridge the gaps and foster better intercultural communication.Strategies for Effective Intercultural CommunicationTo facilitate effective intercultural communication, it is vital to adopt certain strategies:1. Cultural Sensitivity: Developing an open mind and being aware of cultural differences can help avoid misunderstandings and promote empathy.2. Active Listening: Paying attention to verbal and nonverbal cues, asking clarifying questions, and demonstrating interest in the speaker's perspective facilitates understanding.3. Patience and Respect: Recognizing that different cultures have distinct communication styles and pace promotes mutual respect and patience.4. Flexibility and Adaptability: Being open to adapting our communication style, considering the context, and finding common ground can bridge cultural gaps.Section 3: Cultural Stereotypes and PrejudicesUnderstanding Cultural StereotypesCultural stereotypes are oversimplified generalizations about a particular culture or its members. They often stem from a lack of understanding and perpetuate biases, prejudices, and discrimination. Stereotyping can hinder effective communication by reinforcing stereotypes and ignoring individuals' unique characteristics. Overcoming cultural stereotypes is crucial for fostering inclusivity, respect, and open-mindedness.Breaking Cultural StereotypesBreaking cultural stereotypes requires a willingness to challenge our own biases and actively seek authentic experiences and knowledge about different cultures. It involves:1. Education and Exposure: Actively seeking information about diverse cultures, engaging in cultural exchange programs, or participating in intercultural events broadens our perspectives.2. Personal Reflection: Examining our own biases, questioning stereotypes, and challenging preconceived notions enable us to unlearn stereotypes and approach intercultural communication with an open mind.3. Building Relationships: Establishing personal connections with individuals from different cultures helps in dispelling stereotypes and promoting understanding.Conclusion:Cultural identity is an integral part of communication. By understanding how cultural identity shapes communication styles, acknowledging the challenges of intercultural communication, and actively breaking cultural stereotypes, we can foster inclusive and effective communication in diverse contexts. Developing cultural sensitivity, active listening skills, and flexibility are key to successful intercultural communication. Embracing cultural diversity enriches our experiences and broadens our understanding of the world around us.Note: This article is a fictional response to the given topic prompt and does not represent an actual course content.。
《大学思辨英语教程写作1》练习答案-Unit 1 Life and Value
Unit 1 Life and ValuePre-class Exploration1 Make up your own story with the following words.1) apple, 2) alligator, 3) angry, 4) ambulance, 5) apologizeWhen I was enjoying my apple pie in the park, I heard a cry for help. It looked like an angry alligator was going to attack a naughty boy who got too close, now frightened. The police and ambulance were called but fortunately the alligator swam away. The boy thanked everyone and apologized for his misbehavior.The ambulance left and the parents were still angry with the naughty boy who could have been killed by attacking the alligator with an apple core. The boy apologized to his parents that he would never do it again.2 Read the fable “Hare and the Tortoise” on Page 5 and 6 and complete the following outline.1. Introduction of characters_Hare&Tortoise ______________2. The bet_Tortoise challenged Hare to have a race.__________3. The beginning of the race_Hare raced off while Tortoise crawled slowly behind._____4. The middle of the race_Hare stopped to took a nap while Tortoise kept going._5. The end of the raceWhen Hare woke up, he ran as fast as he could, but Tortoise passed the finishing line first.__ 6. The moral of the story_Perseverance is the key to success.__________________________Part I: Learning the SkillsActivity 1Read the following passage and analyze it in terms of character(s), setting, plot, point of viewActivity 2Make notes about an important event in your life. Then discuss in small groups. Suggestions for instructors ：Students share some events in their life, discuss it and then can select the most interesting story and talk about the reason of what makes it most interesting.Activity 3The following narrative passage by Jimmy Carter describes his childhood experience-mopping cotton on his father’s farm during the 1930s. To kill insects that ate cotton plants, Carter’s family covered each cotton plant with molasses mixed with poison.Task 1 Understanding the textWrite T for true or F for false for each statement._F_ 1) Carter wore shorts when he mopped cotton._T_ 2) The poison turned from a liquid to a solid on his pants._F_ 3) Carter folded his pants every night before he went to sleep._F 4) Carter washed his pants with his other clothes.Task 2 Responding to the textAnswer the following questions in full sentences. Then discuss your answers with your partner.1) Carter wrote “I preferred to protect my legs with long pants.” Why was this necessary?It would protect his legs from the sticky poison.2) Was this a comfortable job? Why or why not? How do you think Carter felt about it?It was very uncomfortable because the pants were sticky at first and hardened after a while and it was covered with poison. He felt “terrible” to put them back on in the morning.3) Why do you think mopping cotton was an important formative experience for Carter?It was hard work and he learned to deal with it from young.Part II: Case AnalysisActivity 4Read Text A and consider how the author presents the most important day in her life.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Helen met Miss Sullivan on the third of March, 1887.2) Miss Sullivan led Helen into her room, gave Helen a doll and spelled into her hand d-o-l-l.3) Miss Su llivan put Helen’s hands under spout and spelled into her hand w-a-t-e-r.4) An awareness of the live meaning of “w-a-t-e-r” awakened Helen’s soul, gave it light, hope, joy, set it free!Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why did Helen often feel angry and bitter before she met Miss Sullivan?She could not see nor hear anything.3) What was Helen’s reaction when Miss Sullivan first spelt the word “d-o-l-l” into her hand?She was interested in this figure play and imitated it.4) What impact did this “w-a-t-e-r” incident have on Helen’s life?It is the start of her education, the life-changing event in her life.Activity 5Read Text B and think about how the story is developed.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1) Mathilde felt sad because she was poor.2) Mathilde’s husband got a select invitation to a ball_______.3) Mathilde was irritated about the news.4) Mathilde’s husband agreed to give her _400 francs to buy a suitable gown____.5) Matilde borrowed a diamond necklace from her friend.6) Mathilde was a great success at the night of the ball.7) She left the ball about four o’clock in the morning_______.8) Mathilde found that she lost_the diamond necklace________.9) Mathilde and Loisel bought a diamond necklace, returned it to Madame Forestier _ and had a hard life since then.10) Ten years later, _Mathilde learned the diamond necklace she had borrowed was not real___.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was Mathilde so unhappy at the beginning of the story?Young and good-looking as she was, she yearned for a luxurious life, but she was married to a government clerk with limited income. Her life was far from her expectations.2) What was her reaction when she learned of the invitation to the ball? Why?She was frustrated as she did not have a proper gown to wear to the ball.3) How did her life change due to the loss of the necklace?She and her husband paid 3400 francs for a diamond necklace that she could return it to Madame Forestier. They had to work very hard and lead a miserable life in order to pay off the debts.4) What was the primary ca use of Mathilde’s misfortune in your view?The primary cause of Mathilde’s misfortune is her vanity and desire for a luxurious life. Unsatisfied with her plain life as a clerk’s wife, she was eager to show her beauty at the grand ball, earning admiration from others.5) How do you judge Mathilda’s behavior from an ethical perspective?Answers may vary. For example, Mathilda was honest because she bought a real diamond necklace when she thought the one she lost was real and she was willing to work hard for ten years to pay off the debt—a high price to pay for her vanity but on the other hand, it showed her courage.Part III: Language StudyActivity 7Activity 8Read Text A and Text B again, find out two more examples with concrete details from each text, and discuss your examples with your partner.Example 1:General: Do you know what it feels like if you can’t see and hear?Specific:Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was.Example 2:General:I was so happy that day that I looked forward to the next day to come when I went to bed. Specific:It would have been difficult to find a happier child than I was as I lay in my crib at the close ofthe eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.Example 3:General: Madame Loisel was pretty and attracted lots of attention at the ball.Specific:The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant, graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced. All the attaches of the Cabinet wished to waltz with her. She was remarked by the minister himself.Example 4:General: She had to do all the housework herself.Specific:She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she dried upon a line; she carried the slops down to the street every morning and carried up the water, stopping for breath at every landing.。
英语记叙文的写作的结构ppt课件
3)以及在活动中你都做了什么,
4)同时谈谈你对课外活动的看法.
.
8
There are many after-class activities
in our school, such as running, playing
tennis,playing basketball and so on. I
.
3
每个人都需要朋友。你的朋友叫什么？ 来自哪里？你们是怎样认识的？谈谈 你们之间的友谊以及你的看法。
everyone, friend ,come from, get to know, be sure.
.
4
Everyone needs friends. But different people have different ways to make friends.
.
1
英语记叙文的写作的结构
• Beginning Topic sentence 主题句
Middle Supporting sentence 支持句 (举例说明、分层描写、解释原 因等)
Ending Conclusion 结论句
.
2
写作基本要求． １．仔细研读汉语及英文提示词，千万不要漏项． ２．列出可能用到的句型，注意关联词的使用，如： and, but, so, although, because等． ３．语法方面：时态，人称的准确使用． ４．形成整个文段，想好“开头，中间，结尾”（发 表议论，谈感受）． ５．可以适当分段． ６．写完后要通读检查．
found the Great Wall looked like a huge
dragon on the mountains. It took us
大学思辨英语教程的编写理念-孙有中教授(课堂PPT)
Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society.”
Facione
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Delphi Expert Consensus on CT
“We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry.
走近学术
辩论之术
3
编写理念
知技 融合
能力 导向
思辨 为本
4
提纲
A C
5
Ability-Oriented Education
6
7
人文素养
人文价值：爱人类、爱真理、爱文化、爱自然 人文知识：语言、文学、历史、哲学、艺术、宗教、社
大学思辨英语教程的编写理念-孙有中教授(教学PPT)
As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation,
Why critical thinking?
“Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. ”（Paul & Elder）
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omniscient point of view
omni: all; scient: know; the narrator knows everything about all the characters. The narrator retains full control over the narrative.
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Unit 4 Truth and Interpretation
Point of View in Narrative Writing
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本次课上做了什么
Comment on the second drafts of students’ assignments Explain point of view in narrative writing Read writing samples in the textbook Assign homework
Week 2
More Readings on the unit subject (1 or 2)
Comments on first draft
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Discussion about
revision of first draft
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Writing Critically: Narrative Writing
Textbook P82 Six Blind Men and Elephant
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Narrator and Point of View
Narrator: the one who tells the story;
In literature, one should not assume that the narrative voice of a story is always the author.
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The first-person point of view
narrator as either major or minor participant
single “I” or plural “we”
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narrator as major participant (first person
“A Rose for Emily” The Sound and the Fury
Frankenstein Wuthering Heights
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The third-person point of view (narrator as non-
participant)
omniscient point of view limited omniscient point of view objective or dramatic point of view
大学思辨英语教程 记叙文写作
谢登攀
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北外英语学院写作课程总体安排
Exposition
Academic
Writing
Narration
Argumentation
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Week 1
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Guidelines for a pattern with practice exercises
Readings on the unit subject (2 or 3 pieces)
Essays from peers (3 or 4 pieces)
Brainstorming for
assignment
3
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3
Guidelines for parts/elements of the essay with practice exercises
witness)
The Adventures of Sherlock Holmes The Great Gatsby Moby Dick “Call me Ishmael”
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First person plural and Frame narrator (first person re-teller)
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What is point of view?
The vantage point from which the author presents the actions of the story: who tells the story and how the story is told.
protagonist)
The Adventures of Huckleberry Finn The Catcher in the Rye “The Tell Tale Heart”
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narrator as minor participant (first person
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谢谢你的观赏7来自ObjectivesUnderstand the functions of point of view in narrative wring. Get familiar with various types of points of view. Choose a proper point of view for your narrative essay.
Unreliable narrator: usually inexperienced, deceptive or deluded.
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Two broad categories:
the first-person point of view the third-person point of view What are the pros and cons of the two perspectives? What about the “second-person” point of view?