2022年《英语写作基础教程》讲义

1、英语写作基础教程讲义Chapter 1 Using Proper WordsChoice of words build up a large vocabulary the recognition vocabulary the active vocabulary 2. Approaches to the building up a vocabulary Learning words from a word-list or from a dictionary. 2 Learning words from speech and writing context E.g. Kill He killed

2、the man. He killed the dog. They killed the proposal. Please kill the engine. She is dressed to kill. You are killing me. She killed her child with kindness. He took a snack to kill his hungry. He killed every day at the park. He killed himself with overwork He killed the spirit of the group. The ne

3、ws killed their hope. These flowers kill easily. He killed three bottle of Whisky in a week. Kill ones appetiteKill peace Kill the mood Kill marriage II. Using words correctly 1.overcome Chinglish 2. Beware of archaisms, obsolete words, anachronisms and newly-coined words Words or meaning of words w

4、hich are no longer in common used but occur in special text e.g. Religious works and poetry are called archaic. Words or meaning which have gone out of use altogether are called obsolete. Words that are inappropriate for the time about which one is writing are called anachronisms 3.Avoid slang Chapt

5、er 2 Make Correct and Effective Sentences 1. Basic elements of a sentence 2. what is a sentence. 3. Typical English sentence pattern: Subject +predicate II. Characteristics of an Effective Sentence 1 Correctness 1. Sentence fragment A grammatically complete sentence has a verb with its subject. Stru

6、cturally it must be a independent unit, capable of standing alone. Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause, such as phrase clause, appositives and other such group of words, when any of them is written and punc

7、tuated as a sentence , it is called sentence fragment. Below are some examples with the fragments: Possible RevisionFragment phrase or dependent clause Purdue offers many majors in engineering. Such as Purdue offers many majors in engineering , s uch as electrical, chemical, and industrial engineeri

8、ng . electrical, chemical, and industrial engineering. Coach Dietz exemplified this behavior by walking off Coach Dietz exemplified this behavior by walking off the field in the middle of a game. Leaving her team the field in the middle of a game , leaving her team at at a time when we needed her .

9、a time when we needed her. I need to find a new roommate. Because the one I I need to find a new roommate because the one I have now isnt working out too well . have now isnt working out too well. The current city policy on housing is incomplete as it Because t he current city policy on housing is s

10、tands. Which is why we believe the proposed incomplete as it stands , we believe the proposed amendments should be passed.Fragment-like sentences As exclamationsammendments should be passed. oh. Nonsense. Well done. What a day. What a pity. How kind of you. George in Beijing . Susan a singer. In dia

11、logueA: how about this. B: very good. A: your name and your address, please. B: all right , here 1. A: where to. 2. B: this way, please. 3. A: what then. 4. B: nothing. As transitionsAnd a final instance To return from our digression Now, a few more words about the meeting today. 1. Run-on sentence

12、A run-on sentence consists of two or more main clauses that are run together without proper punctuation. Sometimes even sentences which are technically correct are easier to read if they are made into shorter sentences. We often speak in run-on sentences, but we make pauses and change our tone so pe

13、ople can understand us. But when we write, no one can hear us, so sometimes we must break our sentences into shorter units so that they do not sound run-on. Incorrect : The boy showed us his tickets someone gave them to him. Correct : The boy showed us his tickets. Someone gave them to him. A RUN-ON

14、 SENTENCE sometimes called a fused sentence has at least two parts, either one of which can stand by itself in other words, two independent clauses, but the two parts have been smooshed together instead of being properly connected. Run-on sentences happen typically under the following circumstances*

15、: When an independent clause gives an order or directive based on what was said in the prior independent clause: This next chapter has a lot of difficult information in it, you should start studying right away. We could put a period where that comma is and start a new sentence. A semicolon might als

16、o work there. When two independent clauses are connected by a transitional expression conjunctive adverb such as however, moreover, nevertheless. Mr. Nguyen has sent his four children to ivy-league colleges, however, hes sacrificed his health working day and night in that dusty bakery. Again, where

17、that first comma appears, we could have used either a period sentence or a semicolon. and started a new When the second of two independent clauses contains a pronoun that connects it to the first independent clause. This computer doesnt make sense to me, it came without a manual. Although these two

18、clauses are quite brief, and the ideas are closely related, this is a run-on sentence. We need a period where that comma now stands. Most of those computers in the Learning Assistance Center are broken already, this proves my point about American computer manufacturers. Again, two nicely related cla

19、uses, incorrectly connected 1. Comma splice a run-on. Use a period to cure this sentence. Comma splices join two complete sentences with a comma. E.g. Joey went to the grocery store, he needed to buy eggs for supper.This sentence is incorrect because “ Joey went to the grocery store” and “ he needed

20、 to buy eggs for supper ” are both complete sentences. A comma alone cannot join two sentences. There are five main methods of fixing commas splices: 1 We can separate the two clauses into two sentences by replacing the comma with a period. Joey went to the grocery story. He needed to buy eggs for s

21、upper.2 We can replace the comma with a semi-colon. Joey went to the grocery store; he needed to buy eggs for supper.3 We can replace the comma with a co-ordinating conjunction and, but, or, for, yet, nor, or so. Joey went to the grocery store, for he needed to buy eggs for supper.4 We can replace t

22、he comma with a subordinating conjunction e.g., after, although, before, unless, as, because, even though, if, since, until, when, while. Joey went to the store because he needed to buy eggs for supper.5 Replace the comma with a semi-colon and transitional word e.g., however, moreover, on the other

23、hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result. Joey did not go to the store; as a result, he needed to buy eggs for supper.1. Unity A sentence should express a single complete idea, no more, no less. If it contains too much, then the sentence becomes confusing .

24、If it contains too little, then the idea in it is incomplete 1. Chopped-up sentences 2. fused sentences 3. wordiness III. Clarity 1. Clarity requires that a sentence should be written with its meaning unmistakably clear. 2. misunderstanding is often caused by: 3. The position of modifiers 2 Referenc

25、e of person 3 Vague Comparison IV. Coherence 1. Coherence requires that the parts of a sentence are so arranged that they stick together, and that the ideas progress in a logical sequence. 1 Parallelism 2 Consistency V. Emphasis: emphasis is the means by which you give desired force to your writing

26、1 positioning for emphasis 2.use of the appropriate voice for verbs 3 Climatic order it is the order that goes from the least important to the most important or that goes from the general to the specific. 4 rhetorical question 5 The balanced sentence VI. The kinds of sentences 1. Grammatically In st

27、ructure: 1 a simple sentence 2 a compound sentence 3 a complex sentence 4 a compound-complex sentence In function: 1 declarative 2 interrogative 3 imperative 4 exclamatory Rhetorically: Loose Sentence Periodic sentence The balance sentence The cumulative sentence The anticlimactic sentence Rhetorica

28、l question A. Declarative, Interrogative, Imperative and Exclamatory Sentences According to their use, sentences are declarative, interrogative, imperative or exclamatory. A declarative sentence makes an assertion or a statement. An interrogative sentence asks a question. An imperative sentence expr

29、esses a command or a request. An exclamatory sentence expresses a strong feeling or emotion, such as surprise, pain, or joy. B. Simple, Compound, Complex, and Compound-Complex Sentences According to their structure, sentences are simple, compound, complex, or compound-complex. SIMPLE SENTENCE A simp

30、le sentence has only one subject and one predicate-verb, but it may contain more than one object, attribute or adverb. Short simple sentences are usually emphatic; they have special clarity and provide variety when used with longer sentences. e.g. 1. He is a good student. 2. Would you tell the way t

31、o the Astor Hotel. 3. Do not disturb your brother. 4. When did you join the club. 5. What a lovely girl she is. COMPOUND SENTENCE A compound sentence consists of two or more independent clauses or simple sentences related to each other in meaning, and linked by a coordinating conjunction and, but, o

32、r, so, for, etc. or by a semicolon without a conjunction. Coordinated ideas should be compatible and roughly equal in importance, or take shape one by one in orderly sequence. e.g. 1. The heavy rain started suddenly, so we stopped planting the trees. 2. Jack wanted to go swimming, but his wife wante

33、d to go shopping. 3. Her son studies History; her daughter majors in Chemistry. COMPLEX SENTENCE A complex sentence contains one main or principal clause and one or more dependent or subordinate clauses, with a connective word denoting the relation between the two parts. The dependent clause may pla

34、y the part of a subject, an object, a predicative, an attribute, or an adverbial in the main clause. As a rule, the major idea is expressed in the main clause and the idea or ideas of lesser importance in the subordinate clauses. e.g. 1. The government banned the high-blood-pressure pills because th

35、ey produced side effects. 2. Although the shop advertised same-day service, my car was not ready for three days. 3. These apple trees, which my father planted three years ago, have not borne any fruit. COMPOUND-COMPLEX SENTENCE A compound-complex sentence contains at least two main clauses and at le

36、ast one dependent clause a combination of a compound and a complex sentence. e.g. 1. After I returned to school following a long illness, the math teacher gave me make-up work, but the history teacher made me drop her course. 2. When the power line snapped, Tom was listening to the stereo, and Teres

37、a was reading in bed. 3. Lisa disliked walking home from the bus stop, because the street had no overhead light and it was lined with abandoned buildings. C. Loose and Periodic Sentences A loose sentence puts the main idea before all supplementary information; in other words, it puts first things fi

38、rst, and lets the reader know what it is mainly about when he has read the first few words. The reverse arrangement makes a periodic sentence: the main idea is expressed at or near the end of it, and it is not grammatically complete until the end is reached. The reader does not know what it is mainl

39、y about until he finishes reading it. Compare: 1. She was offered a professional contract after winning the Olympic gold medal for figure skating, according to newspaper reports. 2. According to newspaper reports, after winning the Olympic gold medal for figure skating, she was offered a professiona

40、l contract. The main idea of both sentences is the fact that she was offered a professional contract. This idea is put at the beginning of the first sentence and at the end of the second, thus making one a loose sentence and the other a periodic one. Besides, the first part of the first sentence is

41、complete in structure, but that of the second are only prepositional phrases and cannot be called a sentence without the second part. Loose sentences are easier, simpler, more natural and direct; periodic sentences are more complex, emphatic, formal, or literary. D. Short and Long Sentences Short se

42、ntences are usually emphatic, whereas long sentences are capable of expressing complex ideas with precision, because it may contain many modifiers. Short sentences are suitable for the presentation of important facts and ideas, and long sentences for the explanation of views and theories, or the des

43、cription of things with many details. The following passage, which describes how a man saved a drowning girl, makes good use of short sentences. He crouched a little, spreading his hand under the water and moving them round, trying to feel for her. The dead cold pond swayed upon his chest. He moved

44、again, a little deeper, and again, with his hands underneath, he felt all around under the water. And he touched her clothing. But it evaded his fingers. He made a desperate effort to grasp itHe laid her down on the bank. She was quite unconscious and running with water. He made the water come from

45、her mouth, he worked to restore her. He did not have to work very long before he could feel the breathing begin again in her; she was breathing naturally. He worked a little longer. He could feel her live beneath his hands; she was coming back. He wiped her face, wrapped her in his overcoat, looked

46、round into the dim, dark gray world, then lift her and staggered down the bank and across the fields. D. H. Lawrence In contrast to short sentences, long sentences are particularly useful for presenting a set of complex, interlocking ideas. They are common in legal, political and theoretical writing

47、, which depends on modification for accuracy. In fiction long sentences are sometimes used to describe a person, a thing or a scene. Mrs. Chalmers was kind of fat and her hair was pretty blond and her complexion was soft and pink and she always looked as though she had been in the beauty parlor all

48、afternoon. She always said “ My, youre getting to be a big boy” to Peter when she met him in the elevator, in a soft voice, as though she was just about to laugh. She must have said that fifty times by now. She had a good, strong smell of perfume on her all the time, too. Mr. Chalmers wore pince-nez

49、 glasses most of the time and he was getting bald and he worked late at his office a good many evenings of the week. When he met Peter in the elevator he would say, “ It s getting colder,” or “ It s getting warmer,” and that was all, so Peter had no opinion about him, except that he looked like the

50、principal of a school. But now Mrs. Chalmers was on her knees in the vestibule and her dress was torn and she was crying and there were black streaks on her cheeks and she didnt look as though shed just come from the beauty parlor. And Mr. Chalmers wasnt wearing a jacket and he didnt have his glasse

51、s on and what hair he was mussed all over his head and he was leaning against the Early American wallpaper making this animal noise, and he had a big, heavy pistol in his hand and he was pointing it right at Mrs. Chalmers. Irwin Shaw Although series of short and long sentences can both be effective

52、in individual situations, frequent alternation in sentence length characterize much memorable writing. After one or more long sentences that express complex ideas or images, the pitch of a short sentence can be refreshing. Look at the following example: We are now so easily misled by vision. Most of

53、 the things before our eyes are plainly there, not mistakable for other things except for the illusions created by professional magicians and, sometimes, the look of the light of downtown New York against a sky so black as to make it seem a near view of eternity. Our eyes are not easy to fool. Simil

54、arly, a long sentence that follows a series of short ones can serve as a climax or summing-up that relaxes the tension or fulfills that expectation created by the series, giving readers a sense of completion. Here is a good example: We now have, as a result of modern means of communication, hundreds

55、 of words flung at us daily. We are constantly being talked at, by teachers, preachers, salesmen, public officials, and motion-picture sound tracks. The cries of advertisers pursue us into our very home, thanks to the TV and in some houses the TV is never turned off from morning to night. Daily the

56、newsboy brings us, in large cities, from thirty to fifty enormous pages of print, and almost three times that amount on Sunday. We go out and get more words at bookstores and libraries. Words fill our lives. VII. sentence variety Chapter 3 Developing ParagraphsChapter 3 Developing Paragraphs1. Basic

57、 structure of paragraphsTopic sentence: It states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one or two areas that can be discussed completely in the space of a single paragraph. The specific area is called the Controlling idea. Supp

58、orting sentences: It develops the topic sentence. That is, they explain the topic sentence by giving reasons. Some of the supporting sentences that explain the topic sentences about gold are. Concluding sentence: It signals the end of the paragraph and leaves the reader with important point to remem

59、ber. E.g.There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well-trained teachers

60、 and are encouraged to continue studying at university. Finally, Canadas cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live. What is the topic sentence. The topic sentence is the first sente