写作篇-Chapter-Three-Composition-Writing-Process教学讲解课件

PartTwoEssayWritingChapter3TheCompositionWritingProcessI.IntroductionII.PrewritingPlanning(Outlining)—theSecondStageStageIII—WritingandRevising

I.IntroductionStylePurposeAudienceBasicElementsAudienceKnowingyouraudiencewillhelpyoutocommunicateclearlyandeffectivelyPurposeDeterminestherhetoricalforms:persuasiveessayandexpositoryessaywillbeorganizedindifferentwaysStyleYourmannerofexpression—choiceofwords,grammaticalstructureslengthofsentences

serious,amusing,personal,impersonalI.Introduction

Itisimportanttonotethatwritingisaprocess,nota“product.”Thismeansthatapieceofwriting,whetheritisacompositionforyourEnglishclassoralabreportforyourchemistryclass,isnevercomplete;thatis,itisalwayspossibletoreviewandrevise,andreviewandreviseagain.1.ChoosingandNarrowingaTopicIfyouaregivenaspecificwritingassignment(suchasanessayquestiononanexamination),whatyoucanwriteaboutislimited.Ontheotherhand,whenyouaregivenafreechoiceoftopicsandcanwriteaboutsomethingyouareinterestedin,youmustnarrowthetopictoaparticularaspectofthatgeneralsubject.II.PrewritingII.PrewritingWritingProcess—StageI:PrewritingStep1:ChoosingandNarrowingaTopicGeneraltopicSpecifictopicVeryspecifictopicEnvironmentPollutionOceanPollutionEffectsonSeaLifeOilSpillsII.Prewriting2.Brainstorming

Afteryouhavechosenatopicandnarrowedittoaspecificfocus,thenextprewritingstepistogenerateideas.Thisisdonebyaprocesscalledbrainstorming.Althoughthesebrainstormingactivitiesmayseemunnecessaryatfirst,afterdoingthemafewtimes,youwillrealizetheirusefulness.Brainstormingforideascangetyoutostartwritingmorequicklyandsaveyoutimeinthelaterstagesofthewritingprocess.Listingisabrainstormingtechniqueinwhichyouthinkaboutyourtopicandquicklymakealistofwhateverwordsorphrasescomeintoyourmind.II.PrewritingWritedownthegeneraltopicatthetopofyourpaper.Thenmakealistofeveryideathatcomesintoyourmindaboutthattopic.Keeptheideasflowing.Usewords,phrases,orsentences.Rewritethelist,groupsimilarideastogetherandcrossouritemsthatdon’tbelongorthatareduplicationsListingII.PrewritingModel:Listingcommunicationproblemshomelesspeopleshockingsightpoorverbalskillsfamiliesdon’tspendtimetogetherchildrendisrespectfulclassroomenvironmentnewlanguageunclearexpressionsAmericanfamilylifepublictransportationisnotgoodII.PrewritinglackvocabularyusefirstnameswithteachersshowaffectioninpubliccollegeprofessorswearjeansAmericanstalktoofaststudentsaskquestionstheyarefriendlynoformaldresscodeuseslangandidiomsprofessor’sroleeveryoneeatsfastfoodstudentscanchallengeprofessorsNowrewriteyourlistandgroupsimilarideastogether.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic

useslangandidioms

GroupBhomelesspeopleshockingsightclassroomenvironment

studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife

childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriendsNowcirclethemainideaandcrossoutirrelevantitems.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublic

useslangandidioms

GroupBhomelesspeopleshockingsightclassroomenvironment

studentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessor’sroleGroupCAmericanfamilylife

childrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdon’tspendtimetogetherchildrenspendmoretimewithfriends1.Individually,inasmallgroup,orwithyourwholeclass,narroweachofthefollowinggeneraltopicstoonespecificaspectthatcouldbewrittenaboutinoneessay.EntertainmentMassMediaLanguageSportsFoodEXERCISESII.Prewriting2.Brainstormbylistingideasononeofthefollowingtopics.Followthefourstepsoutlinedinthetext.HowtobeagoodstudentHowtelevisionisalearningtoolThecharacteristicsofagoodteacherMyfavoriteleisure-timeactivityTouristattractionsinyourcountryorcityHowtosolvetrafficproblemsinbigcitiesII.PrewritingPlanning(Outlining)—theSecondStage1:MakingSublistsModel1communicationproblems

poorverbalskillspoorpronunciationnewlanguagelackconfidencelackvocabularyAmericanstalktoofastuseslangandidiomsAmericansdifficulttounderstanduseincompletesentencesunclearexpressions12Planning(Outlining)—theSecondStageModel2AmodeofPreliminaryOutlinecommunicationproblems

poorverbalskills—lackvocabulary—poorpronunciation(2)Americansdifficulttounderstand—useincompletesentences—useunclearexpressions—talktoofast—useslangandidioms

2.Outlining

Anoutlineisaformalplanforanessay.Themainpointsandsupportingpointsarelistedintheorderofwritingsequence:CommunicationProblemsInternationalstudentsintheUSfacecommunicationproblemswithAmericans.

A.Internationalstudentshavepoorverbalskills.(1)lackvocabulary(2)poorpronunciationTitleTopicSentenceSupportingpointDetail1Detail2Planning(Outlining)—theSecondStageAmericansdifficulttounderstand.

(1)useincompletesentences(2)useunclearexpressions(3)talktoofast(4)useslangandidiomsInternationalstudents’abilityofcommunicationwillimprovealongwithtime.SupportingpointDetail1Detail2Detail3Detail4ConcludingSentencePlanning(Outlining)—theSecondStageEXERCISESDevelopoutlinesfortheothertwogroups,classroomenvironmentandAmericanfamilylife.Followthethreestepsoutlinedabove.Eachoutlineshouldcontainastatementofcentralthought,oneormoremainsupportingpoints,andsomesupportingdetailsforeachmainsupportingpoint.Addatitletoyouroutline.Planning(Outlining)—theSecondStageSampleOutlines1.ClassroomEnvironmentIntroductionwithastatementofcentralthoughtYoumaybesurprisedtofindouthowcasualAmericanuniversitiestrulyare.Americanstudents(1)usefirstnamewithteachers(2)askquestions(3)challengeprofessorsPlanning(Outlining)—theSecondStagePlanning(Outlining)—theSecondStageProfessor’srole(1)wearjeans(2)encouragestudentstoaskquestions(3)nothesitatetosay,“Idon’tknow.”Conclusionparagraph:Thelinesanddistinctionbetweenprofessorsandstudentsarediminishingasbothpartiesseekgreaterunderstandingoftheworldaroundthem.LearninginAmericanuniversitieshasbecomeajourneyinwhichstudentsandprofessorswalkside-by-sideinthequestforknowledge.Afterall,nooneknowseverything,sowemayaswellgleanfromeachotherwhilewehavetheopportunity.Planning(Outlining)—theSecondStage2.AmericanFamilyLifeIntroductionwithastatementofcentralthoughtTheAmericanfamilyisbasicallycomprisedoftwoparts,thefamilyandthechildren.Families(1)seldomeattogether(2)donotspendtimetogetheronweekendsandholidaysChildren(1)are“kings”(2)aredisrespectful(3)spendmoretimewithfriendsthanwithparentsPlanning(Outlining)—theSecondStageConclusionparagraph:ThosenewtotheU.S.maybeshockedtodiscovertheirassumptions,basedonAmericanmovies,differgreatlyfromwhattheyactuallyfind.Inanycase,nomatterhowtypicaloratypicalacountry’sfamilylifemayseemtobe,thegreatestdominatingfactorinthepreservationofanysocietyisthefamilyunit.StageIII—WritingandRevising

1.WritingtheFirstRoughDraftWritedownthetopicsentenceandunderlineit.

Writeoneveryotherlineandleaveenoughmarginsforrevising.Followtheoutlineascloselyaspossible.Addanyideasrelevanttothetopic.

Writedownasmuchinformationasyoucananddon’tworryaboutgrammar,punctuationorspelling.Aboveall,rememberthatwritingisacontinuousprocessofdiscovery.Therefore,asyouarewriting,youwillthinkofnewideasthatmaynotbeonyourbrainstorminglistorinyouroutline.Youcanaddnewideasordeleteoriginalonesatanytimeinthewritingprocess.Justbesurethatanynewideasarerelevant!StageIII—WritingandRevising

2.RevisingContentandOrganizationReadcarefullyforageneraloverview.Focusonthegeneralaspectsofthepaperandmakenotesinthemarginsforfurtherimprovement.Checkwhetheryou’veachievedthestatedpurpose.Checkforlogicandcoherence.Ensurethattheparagraphhasatopicsentencewithacentralfocus.