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（大學英語階梯寫作 \/ 王玉括主編）
ISBN 9787305202285
Ⅰ. ①大…Ⅱ. ①賈…Ⅲ. ①英語-寫作-高等學校
-教材Ⅳ. ①H319.36
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書名大學英語高級寫作
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大學英語高級寫作
前言
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前言
英語寫作能力對於英語學習者極其重要，也是學習的難點。近年來，關於寫作教學的理論和方法層出不窮，如基於內容的教學 (CBI)、任務性教學法、概念型教學法和產出導向法等，但是要將這些理論研究的成果應用到英語寫作教學中，編寫出體現新教學理念的教材是關鍵。
國內已出版英語寫作類教材已經比較豐富，但還存在以下不足：
（1） 缺乏跨文化對比，對學生寫作中的常見問題尤其是不地道的表達或中式英語未能進行深入的分析和詳細的歸納，難以幫助學生克服母語幹擾；
（2） 現有教材多強調寫作知識的傳授，很少提供寫作活動的設計，寫作任務互動性不強，未能體現產出導向教學的理念，難以激發學生寫作興趣；
（3） 現有的與學術語體相關的英語寫作教材很少能夠體現學科特色，與信息學科相關的寫作教材尤為缺乏。
為解決上述問題，本書的編寫以概念型教學法、任務型教學法、產出導向法和基於內容的教學法為指導。概念型教學法主張從概念層麵而不是語言表層出發探討英語表達中的錯誤和不地道現象，有望能夠更深刻地揭示母語幹擾的規律。任務型教學主張以任務為導向，通過讓學生做事，從而提高語言表達能力。產出導向法主張以語言產出為導向，通過輸入促成等步驟，提高語言表達能力。基於內容的教學法認為語言教學應該與學科結合，因為學科知識的學習可以為學生提供真實的英語學習環境，符合英語學習的需求。
基於以上理論，本書框架如下：
第1章引言
第2章語言準確性、複雜性和地道性
第3章描寫文
第4章記敘文
第5章說明文
第6章議論文
第7章學術論文寫作Ｉ
第8章學術論文寫作Ⅱ
第9章考研英語寫作
第10章雅思和托福英語寫作
本書以如何改進英語寫作能力的衡量指標如準確性、複雜度和地道性為基礎，進而通過介紹不同文體寫作步驟和過程，輔以大量英語時事文章以提高學習者英語表達的流利度和地道性，同時在一定程度上通過與學生專業相結合，使信息類高校學生在進入專業英語學習之前能夠打好寫作基礎。本書適合大學本科高年級學生以及研究生，也可以供英語教師參考。
本書是在南京郵電大學外國語學院院長王玉括教授的關心和指導下編寫的，教材第1、2、5、6、7、8章由賈光茂老師編寫，第3、10章由楊麗老師編寫，第4、9章由薑玲娣老師編寫。本教材受到南京郵電大學教改項目“基於概念型教學法的英語寫作教材研編”（JG00917JX92）和南京郵電大學教材項目（JG00917JC19）資助。最後，謹向筆者的授業恩師南京大學丁言仁教授表示感謝，並對南京大學出版社提供出版機會以及編輯的辛勤勞動致敬！
大學英語高級寫作
Chapter 1Introduction
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Chapter 1Introduction
Section 1The Nature of English Writing
Discussion
In groups, discuss the following questions:
1. What is English writing?
2. What are the problems you have in English writing?
English learning usually involves four skills: listening, reading, speaking, and writing. Listening and reading are called language input, which means that language learners receive information from others by listening and reading. Speaking and writing are called language output. That is, people express their ideas or feelings by speaking and writing. Listening and reading are also termed receptive skills, whereas writing and speaking are also labeled as productive skills.
As a productive skill, writing involves a large number of factors, such as grammar, vocabulary, text structure, style, rhetorical devices, modes of thinking, culture, and so on. If one does not learn grammar well, he or she can not produce sentences that are correct in English. If ones vocabulary is small, he or she will find it hard to express himself or herself. To write good essays, one also needs to understand structure of various texts so that the essays are well organized. Writers sometimes need to use some rhetorical devices like metaphor, personification and so forth. As second language learners, it is not easy for them to avoid the influence of Chinese, so writers need to understand differences between Chinese and English in terms of ways of thinking and culture.
Writing can be understood from various perspectives. Traditionally, people believe that writing is simply language products such as compositions, essays, articles, letters, notes, theses, and so on. Later some people realize that writing is a way of communication. It is not only a tool to record information but also a way to convey information or feeling to other people. Writing is a process which contains the following steps: planning, composing, revising and editing. In recent years, some experts point out that writing is an important way to learn English. Since only by writing, one can understand his or her real ability of using English to express ideas. That is, one can notice the gap between his or her real proficiency and the proficiency he or she wants to achieve. This can be an important motivation of English learning.
Good writing are often characterized by accuracy, fluency, complexity, and idiomaticity. Accuracy means that the writing we produce should be grammatically correct and the words or phrases we choose should be appropriate. Fluency is measured by the number of words one can produce in a certain period. For example, if one can write a long essay in a short time, we say this person is a fluent writer. Complexity means that we should be able to use long and complicated sentences or formal words. For second language learners, idiomaticity is also a very important yardstick to measure their writing proficiency since the influence of the mother language is often found in their writing, which is called “Chinglish.”
Section 2Tips for Improving English Writing
Discussion
In pairs, discuss the following questions:
1. What are the tips for improving English writing as proposed in the following paragraphs?
2. Do you agree or disagree with any of the tips? Why?
3. Can you give any new suggestions on how to improve English writing?
Since writing involves so many factors, it is necessary to examine this factors carefully and acquire knowledge concerning them. We need to study grammar well to make our language correct and accurate. We should enlarge our vocabulary, without which one can not express anything. It is important to understand styles of language. Writing is different from speaking, so the words or sentence patterns we choose in writing are of more formal style than those in speaking. It is necessary to distinguish different genres such as literary, scientific, political, practical writing. We need to develop metaphorical competence, that is, the ability to use figures of speech or rhetorical devices to make our writing impressive. To avoid the influence of mother language on second language, it is necessary focus to learn differences in ways of thinking between Chinese and English. Writing involves thinking, so it is essential to learn some basics of logic.
How to improve writing depends on ones understanding of English writing. It is hard to say which method is right or wrong. If we treat writing simply as language products, we may only focus on the language and structure. If we regard writing as a way of communication, we will find the content or ideas we express should be given top priority. We have to bare in our mind who are our readers. It is of great importance to express ideas clearly rather than puzzle readers. Writers should not simply think from their own perspective but also think from readers perspective. If we believe that writing is a process or a skill, then we should decompose it into several stages and do practice accordingly. For example, we may make plans and write outlines before writing, revising and editing it after finishing the draft. Since practice is very important for improving writing, we need to regard writing as part of our life. For example, we may write emails, blogs or papers in English as often as possible. If we agree that writing is learning, then writing task will be the beginning of acquiring new expressions. To fulfill each writing task, one needs to read related material to find nativelike expressions. To keep pace with the contemporary world, one should acquire basic computer skills such as handling files with software such as Microsoft Word, searching for information via database or Internet.
To learn how to evaluate writing by ourselves rather than by teacher is also very important. With regard to accuracy, we have to be strict with diction, that is, the choice of words. We must develop awareness of grammar. As for fluency, we need more practice and read extensively so that we can give examples easily to illustrate an idea. With regard to complexity, we can vary the words and the structures we use. We can improve idiomaticity of our language by observing how native speaker use their language, and memorizing a large number of chunks.
Section 3Types of English Writing
Discussion
In groups, discuss the following questions:
1. Which types of writing have you practiced before? Do you like them? Why?
2. Which topics of writing are you interested in?
English writing can be classified according to various principles, of which theme and genre are the most common ones. Theme refers to the topic or subject of writing, which can be broad or specific. Broad topics include politics, economy, history, culture, religion, literature, art, science, etc. Specific topics can be those about current affairs or ones own experience, for example, how to reduce haze, an unforgettable day in my life. Genre is also called style of writing. In literature, genre refers to form of writing that developed by conventions. Typical genres in literature include poetry, prose, novel, and drama. In English writing classes, writing, however, can be roughly classified into the following categories according to genre: essays, academic writing, and practical writing. Essays are of four types: description, narration, exposition, and argumentation. Since exposition and argumentation are closely related to academic writing, this book focuses on exposition and argumentation before dealing with academic writing.
Types of English writing are listed as follows.
3.1Description
Description is a type of writing that mainly deals with appearance and feelings. It is very similar to painting. The only difference is that writer use words instead of paint. Topics for description may be a persons look, mental state, language, and gestures, or the environment, or certain objects. Descriptive essays can be classified according to the content, namely, description of a person, description of a place, description of an object, and even description of an event. The writer of a descriptive essay can be compared to a painter, with the only difference that the former paints pictures in words. They both try to attract readers attention by making their works unique, picturesque, and impressive. To achieve these effects, they may use similar techniques.
The most important technique in description is the skillful use of language since descriptive essays attract readers mainly through language. To make description vivid or lifelike, writers often use adjectives, verbs, adverbs, participial phrases, independent structure, and complements. For example, adjectives such as watery, teary, weary, bulging, almondshaped, round, glittering, twinkling, piercing and so on may be used for describing ones eyes. When describing ones face or skin, people may use freckled, wrinkled, spotless, tanned, creamy, silky, smooth, rough, dry and so forth. To describe ones body shape, slim, slender, plump, stout, skinny, curvy, and flabby are usually used.
3.2Narration
Narration is the act of telling a story. Narrative writing is telling a story about events or actions. Narrative essays often follow time order, with the organization: Beginning, complication, climax, and ending. At the beginning, the context in which an event takes place may be described, including time, place and the main characters. Complication means the development of the event, in which more participants are involved and scenes may be shifted. Climax is the part when conflict reaches summit. In the end, the conflict is resolved.
Narrative essays usually involve the following elements: (1) Context, which answers the questions when and where an event takes places. (2) Plot, which means the series of events that take place in a story. It answers the question “what happens?” (3) Story, which is more complicated and complete than plot. For example, “The king murdered his wife” is merely plot, and “The king murdered his wife out of jealous rage” is a story. That is, a story involves both action and motive, while plot is only about action. (4) Conflict or tension, the opposition of persons or forces that gives rise to the dramatic action in a story, is crucial for a good story. We see conflict in three ways: internally within the mind\/spirit of a character; between characters; or between a character and nature. (5) Characters, which answers the question who are involved in the story. In a story where there is a conflict, characters can be protagonists and antagonists. (6) Theme, which is writing purpose, for instance, to prove a theory, to illustrate a concept, to condemn a vice, or to praise a virtue.