《英语写作II》课程教学大纲

PAGEPAGE30《英语写作II》课程教学大纲一、课程基本信息课程代码：16119302课程名称：英语写作II英文名称：EnglishWritingII课程类别：学科基础课学时：32学分：2适用对象:英语专业二年级学生考核方式：考查先修课程：综合英语I，综合英语II,英语写作Ｉ二、课程简介英语写作II旨在提高学生在校及毕业后从事工作所需的写作技能。第二册以组段的基本技能开始。第一单元：段落结构；第二单元：以时间顺序展开段落；第三单元：以空间顺序展开段落；第四单元：以过程展开段落；第五单元：以举例展开段落；第六单元：以定义展开段落；第七单元：以因果分析展开段落；第八单元：以分类展开段落；第九单元：以比较和对照展开段落；第十单元：以分析归纳展开段落；第十一单元：以多种方法展开段落。第十二至第十六单元四种类型作文的写作：第十二单元：作文的基本概念；第十三单元：记叙文；第十四单元：描写文；第十五单元：说明文；第十六单元：议论文。第十七和第十八单元是应用文写作。本教程为掌握英语写作技能提供了循序渐进的教学过程。每一单元包括详细的技能描述、有针对性的练习和课后作业。本课程着力满足培养具有扎实英语语言基础、较强的批判意识、跨文化交流能力和民族文化自豪感的英语各专业学生的要求。Writingincollegeisdesignedforthosewhowanttoimprovethewritingskillssonecessarytosuccessincollegeandinmostcareers.BookTwobeginswithbasicknowledgeofparagraphdevelopment.Unit1:thegeneralideasaboutparagraphssuchasparagraphstructure,topicsentence,etc.;Unit2:developmentbytime;Unit3:developmentbyspace;Unit4:developmentbyprocessanalysis;Unit5:developmentbyexemplification;Unit6:developmentbydefinition;Unit7:developmentbycauseandeffect;Unit8:developmentbyclassification;Unit9:developmentbycomparisonandcontrast;Unit10developmentbygeneralization;Unit11developmentbycombinedmethods.FromUnit12toUnit16,thetechniquesofparagraphwritingareappliedstepbysteptotheprocessofthefourtypesofcompositionwriting:description,narration,expositionandargumentation.Unit12:thegeneralideasaboutcomposition;Unit13:narration;Unit14:description;Unit15:exposition;Unit16:argumentation.Unit17andUnit18tellstudentshowtowritedifferentpracticalrequirementsthataremostcommonlyusedincollegeandinsociety.Thebookisastep-by-stepprocessteachingskillsbasictowritingintheEnglishlanguage.Eachunitincludesdetaileddescriptionsofskillsinvolvedaswellasexamplesandexercisestopracticetheskills.Itsclear,pacedlessons,plentifulpractices,andengagingwritingassignmentsguidestudentsthroughtheprocessofwritingeffectiveparagraphandessays,fromprewritingtofinaldraft,anditwillprovidestudentswithclearinsightintotheEnglishcomposition.ThecourseaimsateducatingstudentsmajoringinEnglishtounderstandanduseEnglishwell,tothinkcritically,toperformactivelyintransculturalcommunication,andtobeproudofChineseculture.三、课程性质与教学目的写作是英语专业的重要专业课程之一。学生学完第二册后，能正确理解和掌握英语段落的写作知识和技巧；能根据不同要求正确写出不同题材的段落；能根据作文题目、提纲或图表、数据等写出200单词左右的短文，且内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体；能正确书写便条和通知等应用文。思政元素：本课程着力满足培养具有扎实英语语言基础、较强的批判意识、跨文化交流能力和民族文化自豪感的英语各专业学生的要求。同时，在写作话题、素材的讨论和选择上，本课程将引入体现中国梦、乡村复兴等思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。ThecourseaimsateducatingstudentsmajoringinEnglishtounderstandanduseEnglishwell,tothinkcritically,toperformactivelyintransculturalcommunication,andtobeproudofChineseculture.What’smore,itwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.四、教学内容及要求Unit1General(I)TeachingObjectivesAttheendoftheunityouwillbecomefamiliarwiththeorganizationalstructureofaparagraph;knowhowtowriteagoodtopicsentenceandselectsupportingideastoachieveunity;knowhowtoselectsupportingideastoachieveunity;beabletousevariousdevicestoachievecoherence.havetheknowledgeaboutthedifferenceinparagraphwritingbetweenChineseandEnglish,reflectedindifferentwaysofthinking.TeachingContentsPart1TopicsentenceDefinitionoftopicsentence;positionoftopicsentence:topicsentenceatthebeginning,middle,endofaparagraph,topicsentenceimpliedAbletofindandwritetopicsentencesPart2Unity,coherenceDefinitionofparagraphunityandcoherence,howtowriteunifiedandcoherentparagraphsAbletowriteunifiedandcoherentparagraphsExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairwork本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：中医——对世界的馈赠Ethical–educationTopic:TheGreenWormwoodMakesaPowerfulEasternMedicine–AGiftfromTraditionalChineseMedicinetotheWorldUnit2EventsTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofparagraphsdevelopedbytime;2.knowhowtouserelevantlinkingdevicesindevelopingparagraphsbytime;3.beabletowriteparagraphsoneventsaccordingtotheinstructionsgiven.II.TeachingContentsPart11.Developaparagraphbytime2.Timeorder,organizationalstructure,3.AbletoorganizeaparagraphbytimePart21.Linkingdevices2.Timeorderexpressionssuchasafter,later,next,meanwhile,eventually,inthepast,inthemorning/afternoon/evening,first/second/third,etc.3.AbletowriteaparagraphintimeorderIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:TeahistoryinChina2.Groupdiscussion3.Oralpractice4.Analyzingsamples5Pairwork本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：传统节日之中秋节Ethical–educationTopic:TraditionalChineseFestival–Mid-autumnFestivalUnit3PlacesTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofideasbasedonspaceorspatialrelationshipsinparagraphwriting;2.knowhowtodevelopdescriptionaccordingtospacearrangement;3.beabletoconstructaparagraphbyarrangingdetailswithlinkingwordsoflocationanddirections.II.TeachingContentsPart11.Developmentbyspace,organizationalstructure2.Spaceorder:lefttoright,neartofar,lowtohigh,toptobottom,ortheotherwayaround3.AbletoorganizeaparagraphbyspacePart21.Linkingdevicesforpaceorder2.TransitionalexpressionsforSpaceOrdernextto,near,close,far,up,down,between,left,abovefront,middle,right,below,back,around,center,under,opposite,beneath,onthetop,etc.3.AbletowriteaparagraphdevelopedbyspaceIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:theSilkRoad2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：黄山——从过去中走来Ethical–educationTopic:HuangshanBuildFuturefromItsPastUnit4CustomsTeachingObjectivesAttheendoftheunityouwillbeableto1.haveabetterunderstandingofthefeaturedandorganizationaltypesofprocessanalysisinparagraphwriting;2.becomefamiliarwiththerelevantlinkingdevicesinprocessanalysis;3.beabletowriteparagraphsofprocessanalysisaccordingtotheinstructionsgiven.II.TeachingContentsPart11.Processanalysis,organizationalstructure2.Twokindsofprocessparagraphs:thehow-toparagraphandtheexplanationparagraph,andpassivevoice3.AbletoorganizeaparagraphbyprocessPart21.Linkingdevicesforprocessorder2.Beginningaprocess:(at)first,initially,beginby;continuingaprocess:second,thirdstep,when,untilwhile,after,assoonas,then,as,next,upon,later,during,before,meanwhile;endingaprocess:finally,atlast3.AbletowriteaparagraphdevelopedbyprocessIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:themakingofdumplings2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：传统节庆之中秋节Ethical–educationTopic:TraditionalChineseFestivalCelebration–Mid-autumnFestivalUnit5CareerTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofparagraphdevelopedbyexemplification;2.knowhowtochooserightexamplesinparagraphsofexemplification;3.beabletowriteparagraphsdevelopedbyexemplificationaccordingtotheinstructionsgiven.II.TeachingContentsPart11.Exemplification2.Wehavetwowaystoarrangethiskindofparagraphs.Oneistostartaparagraphwithatopicsentence;thengiveexamplesordetailstobackuptheopeningstatement.Thisisthegeneral-to-specificpattern.Theotheristostatetheexamplesordetailsfirst,andputgeneralstatement,whichmaybethetopicsentenceattheendoftheparagraph.Thisisthespecific-to-generalpattern.3.AbletoorganizeaparagraphbyexemplificationPart21.Linkingdevicesforexemplification2.Transitionalexpressionsforexemplification:forinstance,forexample,anillustrationofthis,acaseinpointis,toillustrate,anotherinstanceof,anotherexampleof,anotherillustrationof,hereareafewexamples3.AbletowriteaparagraphdevelopedbyexemplificationIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:thepowerofmodel2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：功勋Ethical–educationTopic:MedaloftheRepublicUnit6NatureandThoughtTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithsomeprinciplesandmethodsofdevelopingdefinitioninparagraphwriting;2.knowhowtoavoidsomepitfallsinconstructingparagraphsofdefinition;3.beabletowriteparagraphsdevelopedbydefinitionaccordingtotheinstructionsgiven.II.TeachingContentsPart11.Definition2.Therearetwobasicwaystodefineawordorterm:touseasinglesentence,andtowriteaparagraphorevenanessay.Therearemanywaystodefineawordortermwithasentence.Threebasiconesaredefinitionbysynonyms,definitionbyclass,anddefinitionbynegation.3.AbletoorganizeaparagraphbydefinitionPart21.Pitfallsandstrategies2.Avoidcirculardefinition,inadequatedifferentiation;trytorelatethetermtosomethingfamiliaroralreadyknown,eitherpositivelyornegatively;tobemorespecific;giveourreadersabriefexplanation3.AbletowriteaparagraphdevelopedbydefinitionIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:thedefinitionofhero2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：我心目中的“功勋”Ethical–educationTopic:MyOpiniononMedaloftheRepublicUnit7SocialProblemsTeachingObjectivesAttheendoftheunityouwillbeableto1.beabletorecognizecharacteristicsandorganizationalpatternsofcauseandeffectinparagraphwriting;2.beacquaintedwithrelevantlinkingdevicesincauseandeffectwriting;3.beabletowriteeffectiveparagraphsofcauseandeffectaccordingtoinstructionsgiven.II.TeachingContentsPart11.Causeandeffect2.Therearetwobasicwaysoforganizingthiskindofparagraphs.Thefirstistostatetheeffectfirstandthenexplainthecauses.Thisisaconvenientwayforaparagraphofoneeffectandseveralcauses.Thesecondistostateacauseandthenmentiontheeffects.Thisorderispreferredwhenonecauseleadstovariouseffects.3.AbletoorganizeaparagraphbycauseandeffectPart21.Linkingdevicesforparagraphsbycauseandeffect2.TransitionalexpressionsforcauseandeffectparagraphsGivereasons:first(second,third),another,next,last,finally,because,since,for;Answertheopposition:ofcourse,somemaysay,nevertheless,ontheotherhand,although;Drawconclusion:therefore,thus,hence,consequently3.AbletowriteaparagraphdevelopedbycauseandeffectIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:socialsecurity2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairwork本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：中国空间站——宇航员引爆的太空想象Ethical–educationTopic:Chinesespacestation’spublicinteractioninspiresimaginationUnit8EducationTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofclassificationinparagraphwriting;2.knowhowtouserelevantwordsorexpressionsinclassification;beabletowriteparagraphsdevelopedbyclassification;gainsomeknowledgeabouteducationalissuesdiscussedinthisunit.TeachingContentsPart11.Classification2.Toclassifyistogatherintotypes,kinds,orcategoriesaccordingtoasinglebasisofdivision.Weclassifythingsaccordingtotheirsimilaritiesanddifference.Ifweclassifyrivers,weseparatethemintowideones,narrowones,longones,shortones,deepones,andshallowones.Populationcanbeclassifiedinmorethanoneway.Onewayisbyagegroup--thenumberofpeopleundereighteen,betweeneighteenandfifty-five,andoverfifty-five.Otherwaysofdividingpopulationarebygeographiclocation,occupation,familysize,levelofeducation,andsoon.3.AbletoorganizeaparagraphbyclassificationPart21.Linkingdevicesforparagraphsbyclassification2.Transitionalexpressionsforclassification:canbedivided,canbeclassified,canbecategorized,thefirsttype,thesecondkind,thelastcategory3.AbletowriteaparagraphdevelopedbyclassificationIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:thepurposeofeducation2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：时尚中国Ethical–educationTopic:FashionconsultantinChinaUnit9CultureTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofcomparisonandcontrastinparagraphwriting;2.knowhowtouserelevantlinkingdevicesincomparisonandcontrast;3.beabletowriteparagraphsdevelopedbycomparisonandcontrastaccordingtoinstructionsgiven;4.gainsomecross-culturalknowledgeprovidedinthisunit.II.TeachingContentsPart11.Comparisonandcontrast2.Therearetwomajorwaysoforganizingparagraphsofcomparisonandcontrast.Onewayistoexamineonethingthoroughlyandthenexaminetheother.Thismethodiscalledblock(oritem-by-item)comparisonorblock(oritem-by-item)contrast.Usingthemethod,theaspectsexaminedinthetwothingsshouldbeidenticalandinthesameorder.Theotherwayistoexaminetwothingsatthesametime,discussingthempointbypoint.Thismethodiscalledalternating(orpoint-by-point)comparisonoralternating(orpoint-by-point)contrast.Useeitheroneofthesetwopatternswhenwritingacontrastoracomparisonparagraph:1.PresentalltheinformationaboutAandthenprovideparallelinformationaboutB.FirstallA:Point1Point2Point3ThenallB;Point1Point2Point32.MovebackandforthbetweenAandB.PresentonepointaboutAandthengototheparallelpointaboutB.Thenmovetothenextpointanddothesame:Point1:FirstallA;thenallBPoint2FirstallA;thenallBPoint3FirstallA;thenallB3.AbletoorganizeaparagraphbycomparisonandcontrastPart21.Linkingdevicesforparagraphsbyclassification2.Transitionalexpressionsforcontrast:although,ontheotherhand,whereas,incontrast,but,while,however,yet,conversely,unlike;Transitionalexpressionsforcomparison:inthesameway,justasso,add,also,inaddition,similarly,aswellas,like,both,neither,too,eachof,thesame3.AbletowriteaparagraphdevelopedbycomparisonandcontrastIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:COVID-19:reactionsandresultsinChinaandUS2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：文化差异——春节与圣诞Ethical–educationTopic:ChineseNewYearVS.ChristmasUnit10MassMediaTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofgeneralizationinparagraphwriting;2.knowhowtouserelevantlinkingdevicesingeneralization;3.beabletowriteparagraphsdevelopedbyaccordingtoinstructionsgiven;4.gainsomecross-culturalknowledgeprovidedinthisunit.II.TeachingContentsPart1Generalization,organizationalstructure2.Thespecific-to-generalorganization:firstgiveexamples,factsopinions,etc.thencometogeneralidea.3.AbletoorganizeaparagraphbygeneralizationPart21.Levelofgenerality,linkingdevicesforparagraphsbygeneralization2.Payattentiontofaultygeneralization;transitionalexpressionsforgeneralization:therefore,consequently,thus,then,asaresult,insummary,toconclude,last,accordingly,inconsequence,allinall,inshort,so,thepointis,hence,inbrief,inconclusion,tosumup,generally,onthewhole,etc.AbletowriteaparagraphdevelopedbygeneralizationExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:whatishappiness?2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：生态多样性之经验篇Ethical–educationTopic:ToughlessonDeliveredonBiodiversityUnit11PeopleTeachingObjectivesAttheendoftheunityouwillbeableto1.becomefamiliarwithfeaturesandorganizationalpatternsofcombinedmethodsinparagraphwriting;2.beabletowriteparagraphsofcharacterdescriptionwithcombinedmethodsofdevelopment;3.knowhowtouseproperlinkingdevicesinmulti-methodwriting.II.TeachingContentsPart11.Combinedmethods2.Useone,twoorthreemethodstowriteaparagraph.Payattentiontoparagraphstructure.3.AbletoorganizeaparagraphbycombinedmethodsPart21.Combinedmethods,structure2.Usecombinedmethodstodescribeaperson.Payattentiontothelinkingdevicesforparagraphsbycombinedmethods.3.AbletowriteaparagraphdevelopedbycombinedmethodsIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:volunteer2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：生态多样性之图片故事Ethical–educationTopic:PhotoexhibitioncelebratesQinghai’secologyandbiodiversityUnit12GeneralTeachingObjectivesAttheendoftheunityouwillbeabletobecomefamiliarwiththeorganizationalstructureofacomposition;knowhowtowriteagoodthesisstatementandselectrelevantdetailstoachieveunity;beabletousevariousmeanstoachievecoherence.havetheknowledgeaboutthedifferenceincompositionwritingbetweenChineseandEnglish,reflectedindifferentwaysofthinking.TeachingContentsPart1Composition,structure2.Justastheparagraphhasatopicsentence,body,andconclusion,sotoothecompositionhasanintroduction,body,andconclusion.Theintroductionbeginsthecompositionandpreparesthereaderforwhatwillfollow.Thebodyisthelongestpart.Itpresentsclearlyandlogicallythewriter’sfactsandideas,whichsupportandexplainthethesisstatement.Theconclusionssignaltheendofthecompositionandleavethereaderwithafinalthought.Itendsthepaperoftenwithanemphaticandforcefulstatementtoinfluencethereaders’finalimpressionandshowsthemthewriter’spurpose.3.AbletoorganizeacompositionPart21.Thesisstatement,compositionunityandcoherence2.Thethesisstatement—likethetopicsentenceinaparagraph—furtherfocusesthesubjectbecauseitmustclearlystate,insentenceform,thewriter’scentralpoint:themainideaoropinionthattherestoftheessaywillsupportanddiscuss.Notetheunityandcoherence.3.AbletowriteathesisstatementforacompositionandtousevariousmeanstoachievecompositionunityandcoherenceIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:unforgettable20202.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：我的中国节Ethical–educationTopic:ChineseTraditionalFestival–MyExperienceUnit13MemoriesTeachingObjectivesAttheendoftheunityouwillbeabletobecomefamiliarwiththefeaturesandorganizationalstructureofnarratives;knowhowtoselectdetailstoillustratethepointyouwanttomakeinnarrativewriting;knowhowtouserelevantlinkingdevicesinnarrativewriting;3.beabletowriteanarrativeaccordingtoinstructionsgiven.II.TeachingContentsPart1Narration,purpose2.Tonarrateistogiveanaccountofaneventoraseriesofevents.Narrativewritingisstorytelling.Itincludesstories,biographies,historiesandnewsitems.Thestorymaybetrueorimaginary,oritmaybeacombinationoffactandimagination.Butthenewsreport,biographiesandhistorymustbefactual.Theremustbeapurposeintellingastory.Wemaywanttoproveatheory,topraiseavirtue,tocondemnavice,ortoillustrateaconcept.3.AbletoorganizeanarrativePart21.Narration,background,pointofview2.When,whereandtowhomtheactioninanarrativehappenedisoftenmadeclearatthebeginningofthenarrative.Thiswillprovidethereaderwithacontextorbackgroundtohelpthereaderunderstandthewholenarrative.Basically,therearetwokindsofviewpoints:theomniscientandthelimited.3.AbletowriteanarrationIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:theMid-autumnFestival2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chosenwritingtopicsfromChinaDailyforethicaleducationtoenablestudentswithqualifiedabilitytowelltellthestoriesofChina.思政话题：传统节庆——我的中秋节Ethical–educationTopic:TraditionalChineseFestivalCelebration–theMemoryofMid-autumnFestivalUnit14LifeTeachingObjectivesAttheendoftheunityouwillbeableto1.learnbasicfeaturesandpurposesofawell-developeddescription;beabletoselectwordsandhandlethemajorstepsintheprocessofdescriptivewriting;beabletoworkoutadescriptionwithtechniquesandskillsneededforintendedpurposes;4.gainsomecross-culturalknowledgeprovidedinthisunit.II.TeachingContentsPart11.Description,dominantimpression2.Todescribesomethingaperson,aplace,anobjectorasceneistocaptureitinwordssootherscanimagineitorseeitinthemind’seye.Indescriptivewriting,weachieveunitybyselectingdetailsandarrangingtheminsuchawaythattheyemphasizeasinglecharacteristic,aspectorfeatureofaperson,place,objectorscene.Thissinglecharacteristic,aspect,orfeature,whichisthecentralorunifyingthemeofadescription,iscalledthedominantimpression.3.AbletoorganizeadescriptionPart21.Description,pointofview,spatialorder2.Pointofviewindescriptionreferstothepositionoftheobserverinrelationtotheobjectasitisobservedandpresented.Itincludesthelocationoftheobserverandthelocationoftheobjectbeingdescribed.Basicallytherearetwophysicalpointsofview:fixedandmoving.Detailsindescriptionarenotarrangedwithoutaimorpurpose.Weusuallyarrangetheminastraightforwardspatialorder,thoughsometimeswemayalterthepatternbymovingfromaspecificelementofsomethingtoageneralimpressionofit,orfromtheleaststrikingfeatureofsomethingtomoststrikingfeatureofit,andviceversa.3.AbletowriteadescriptionIII.ExercisesDoalltheexercisesofthisunit.IV.Teachingmethods1.Warm-upwriting:theMid-autumnFestival2.Groupdiscussion3.Oralpractice4.Analyzingsamples5.Pairworks本章教学主要采用的方法和手段，如课堂讲授、分组讨论、课堂讨论等。思政元素：在写作话题、素材的讨论和选择上，本单元将引入思政元素的写作材料，从而培养具有高度政治敏感度和政治素质、能够讲好中国故事的复合型外语人才。Thisunitwouldincludecareful-chos