英語基礎寫作教程
本書適用于普通高等學校英語及相關專業(yè)的本科生或研究生，以及專科、職校等英語水平相近的學生或把英語作為外語(EFL)的自學者。 全書分為三部分：及時部分為基礎寫作技能，包含針對中國學生在寫作過程中常犯錯誤的...
本書適用于普通高等學校英語及相關專業(yè)的本科生或研究生，以及專科、職校等英語水平相近的學生或把英語作為外語(EFL)的自學者。
全書分為三部分：及時部分為基礎寫作技能，包含針對中國學生在寫作過程中常犯錯誤的探討和指正。第二部分為寫作原則和寫作過程分析。第三部分為短文寫作，系統(tǒng)介紹英語文章的寫作步驟和寫作方法及英語文章的類別。
普通高等教育"十二五"應用型本科規(guī)劃教材。
實用性強。英語為母語外籍教師參編，突破傳統(tǒng)中國式英語。
體系適用，剖析技能，深化練習。
黃銳，集美大學系主任、副教授，從事英語教學25年，獨立完成了學術專著1部：《標準參照語言測試研究》，編寫了《英語基礎寫作實戰(zhàn)練習》及時、二冊。
To the Teacher
To the Learners
PART ONE BASIC WRITING SKILLS
I. COURSE OUTLINE
1.1 Goals
1.2 Course Requirements and Marks
1.3 Diagnostic Test(Pretest)
1.4 Diagnostic Test (Posttest)
II. Mechanics
2.1 Capitalization
2.2 Punctuation Marks
2.3 Spelling
2.4 Paragraph Styles
2.5 Handwriting
III. Word Choice
3.1 Levels of Usage
3.1.1 Formal Usage
3.1.2 Informal Usage
3.1.3 Slang Usage
3.2 Word Meanings
3.2.1 Denotation
3.2.2 Connotation
3.2.3 Contextual Meaning
3.2.4 Other Meanings
IV. Grammar
4.1 Sentence and its Parts
4.1.1 Subject
4.1.2 Predicate
4.1.3 Fragment
4.1.4 Requirements of Written Sentence
4.1.5 Kinds of Sentences
4.2 Subject-Verb Agreement
4.2.1 Rules on Subject-Verb Agreement
4.2.2 Exceptions to the Rules
4.3 Phrases and Clauses
4.3.1 Phrases
4.3.2 Clauses
4.3.2.1 Main Clause
4.4.2.2 Subordinate Clause
4.4 Sentence Errors
Suggestions to Sentence Errors
PART TWO METHODS OF PARAGRAPH DEVELOPMENT
I. Definition
1.1 Paragraph by Definition
1.2 Model One
1.3 Model Two
1.4 Model Three
1.5 Model Four
II. Example
2.1 Paragraph by Example
2.2 Model One
2.3 Model Two
2.4 Model Three
2.5 Model Four
III. Generalization
3.1 Paragraph by Generalization and Specific Details
3.2 Model One
IV. Time
4.1 Paragraph by Time
In writing context, a diagnostic test is sometimes called diagnostic-assessment test because it evaluates learners and assesses their skill and level. It has two types: the pretest and the posttest. The pretest is conducted with the objective of assessing individual student`s writing level. Such test guides the writing teacher for future course of action.
Posttest is administered after a course of instruction (including feedback) has been given to students on the assumption that there was already a pretest. A posttest is given only for one purpose - to check the progress of students in terms of what they have learned on specific lessons.
Prior to posttest is a pretest. A writing diagnostic pretest is a 100 to 200 word-test usually given to the students at the beginning of a course. If there is a significant difference between the pretest and the posttest scores - that is, the post test is higher than the pretest then there is learning. The students have learned something. As such, a posttest is an evaluation of students` learning.
還好
作為教科書 確實不太好
掌柜太善良了，真是干一行懂一行呀。在掌柜的指導下我都快變內(nèi)行人士了！
