英语写作教学的原则与策略PDF电子书下载

Part One Towards a Better Understanding of WritingChapter 1 What Is Writing? 3

1.1 Introduction 3

1.2 Definitions of writing 4

1.3 Writing versus composition 6

1.4 Writing versus speech 9

1.4.1 Linguistic differences 9

1.4.2 Psychological differences 10

1.4.3 Cognitive differences 11

1.5 Towards a working definition of writing 12

1.5.1 Writing is an art 13

1.5.2 Writing is an active process 16

1.5.3 Writing is a creative process 18

1.5.4 Writing is a recursive process 22

1.5.5 Writing is a process of communication 23

1.5.6 Writing involves a conventional graphic system 25

1.5.7 Writing is context-based and usually reader-oriented 26

1.5.8 Writing involves grammar 27

1.5.9 Writing involves rhetoric 28

1.6 Writing in the eyes of professionals 29

1.6.1 Writing is largely a matter of how we think and feel 29

1.6.2 Writing as an art can be acquired only by practice 32

1.6.3 Writing is a form of magic 34

1.6.4 Writing requires vocabulary,empathy,and style 35

1.6.5 Good writing comes from much reading 38

1.6.6 Writing is a game of words 38

1.6.7 Writing demands correctness,clarity,and sincerity 39

1.7 Summary 41

Questions for Review 42

Chapter 2 Can Writing Be Taught? 43

2.1 Introduction 43

2.2 Notions surrounding the teaching of writing 44

2.3 Teacher beliefs about writing 48

2.3.1 Students learn to write only by writing 48

2.3.2 Writing is a process 48

2.3.3 Writing is a tool for thinking 49

2.3.4 Writing has a purpose 50

2.3.5 Conventions of finished texts count 50

2.3.6 Writing and reading are interrelated 51

2.3.7 Writing is closely related with speech 52

2.3.8 Writing involves complicated social relationships 52

2.3.9 Writing assessment involves complex judgments 53

2.4 Requisite knowledge of the writing teacher 53

2.4.1 Second language acquisition 54

2.4.2 Linguistics 57

2.4.3 Rhetoric 61

2.5 Requisite skills for the writing teacher 67

2.5.1 He listens to his students 68

2.5.2 He coaches his students 68

2.5.3 He learns to be a diagnostician 69

2.5.4 He writes with his students 69

2.5.5 He allots appropriate writing assignments 70

2.5.6 He provides immediate feedback 70

2.5.7 He encourages students to think clearly and express precisely 71

2.5.8 He keeps the writing objectives in mind 72

2.5.9 He fosters a positive attitude in students 73

2.5.10 He conducts writing conferences 73

2.5.11 He helps students develop the writer's twenty-one senses 74

2.5.12 He helps students understand the developmental stages of writing 75

2.6 Summary 76

Questions for Review 77

Chapter 3 ESL Writing and ESL Writers 78

3.1 Introduction 78

3 2 The origins of ESL writing 79

3.3 The emergence of ESL writing as a subdiscipline 81

3.4 The differences between L1 and L2 writers 84

3.4.1 Differences in schemata 84

3.4.2 Differences in rhetorical patterns 86

3.5 Summary 88

Questions for Review 89

Part Two The Principles of Writing 93

Chapter 4 Linguistic Principles of Writing 93

4.1 Introduction 93

4.2 Understanding grammatical sentences 94

4.2.1 Understanding the basic grammar of sentences 94

4.2.2 Recognizing the parts of speech 95

4.2.3 Recognizing the parts of a sentence 99

4.2.4 Understanding types of sentences in writing 103

4.3 Principles of maintaining subject-verb agreement 105

4.4 Principles of maintaining pronoun-antecedent agreement 107

4.5 Principles of maintaining clear pronoun reference 109

4.6 Principle of avoiding shifts in writing 110

4.7 Principles of placing modifiers appropriately 112

4.8 Principles of maintaining consistent and complete grammatical structures 114

4.9 Principles of avoiding sentence fragments 116

4.10 Principles of avoiding comma splices and fused sentences 118

4.11 Principles of using correct verb tenses 122

4.12 Principles of using correct articles,determiners,and quantifiers 124

4.13 Summary 126

Questions for Review 126

Chapter 5 Rhetorical Principles of Writing 127

5.1 Introduction 127

5.2 The rhetorical triangle 128

5.3 The principle of accuracy 130

5.3.1 Using concrete and specific language 130

5.3.2 Using suitable,standard,and idiomatic language 132

5.3.3 Watching for word connotations 132

5.3.4 Quoting and paraphrasing accurately 133

5.4 The principle of audience awareness 133

5.5 The principle of emphasis 134

5.5.1 Using closing and opening positions for emphasis 134

5.5.2 Using climactic order 135

5.5.3 Using strong verbs for emphasis 135

5.5.4 Using voice for emphasis 137

5.6 The principle of variety 137

5.6.1 Variety in sentence length 138

5.6.2 Variety in sentence openings 139

5.6.3 Variety in sentence types 141

5.7 The principle of parallelism 142

5.7.1 Using parallel structures in a series 143

5.7.2 Using parallel structures with pairs 144

5.8 The principle of brevity 152

5.8.1 Eliminating unnecessary determiners and modifiers 153

5.8.2 Changing phrases into single words 153

5.8.3 Changing unnecessary that-,who-,and which- clauses into phrases 154

5.8.4 Avoiding overusing expletives at the beginning of sentences 154

5.8.5 Using active rather than passive verbs 154

5.8.6 Rewording unnecessary infinitive phrases 155

5.8.7 Replacing circumlocutions with direct expressions 155

5.8.8 Omitting words that explain the obvious or provide excessive detail 156

5.8.9 Omitting repetitive wording 156

5.8.10 Watching out for redundant categories 156

5.9 The principle of clarity 157

5.9.1 Going from old to new information 157

5.9.2 Using a graded order of ideas 158

5.9.3 Creating coherence in your paragraphs 158

5.10 The principle of relevancy 161

5.11 The principle of good logic 164

5.12 The principle of simplicity 166

5.13 The principle of thesis awareness 168

5.13.1 Focusing on the paragraph 168

5.13.2 Focusing on the thesis 169

5.13.3 Writing a thesis statement 169

5.14 The principle of thoroughness 171

5.14.1 Using narrative time order 171

5.14.2 Using narrative space order 172

5.14.3 Using cause and effect 173

5.14.4 Using classification 173

5.14.5 Using expository support order(general to specific） 175

5.14.6 Using expository climax order(specific to general） 176

5.14.7 Using definition 176

5.14.8 Using comparison and contrast 177

5.15 Summary 178

Questions for Review 179

Chapter 6 Mechanical Principles of Writing 180

6.1 Introduction 180

6.2 The principle of good punctuation 181

6.2.1 Using the right apostrophe 181

6.2.2 Using the right bracket 182

6.2.3 Using the right colon 183

6.2.4 Using the right comma 184

6.2.5 Using the right dash 188

6.2.6 Using the right ellipsis 189

6.2.7 Using the right exclamation mark 190

6.2.8 Using the right hyphen 190

6.2.9 Using the right italics 192

6.2.10 Using the right parentheses 193

6.2.11 Using the right period 193

6.2.12 Using the right question mark 194

6.2.13 Using the right quotation mark 196

6.2.14 Using the right semicolon 198

6.2.15 Using the right slash 199

6.3 The principle of good capitalization 199

6.3.1 Sentence style capitalization 200

6.3.2 Headline style capitalization 201

6.3.3 Capitalization of nouns 201

6.4 The principle of good paragraphing 204

6.5 The principle of correct abbreviations and nouns 206

6.6 The principle of correct notes and bibliographies 209

6.6.1 Notes and bibliographies for books 209

6.6.2 Notes and bibliographies for dissertations and articles 210

6.6.3 Notes and bibliographies for Internet documents 211

6.7 The principle of correct numbers and dates 211

6.7.1 Guidelines for spelling out numbers 211

6.7.2 Guidelines for spelling out dates 212

6.7.3 Guidelines for indicating inclusive numbers 212

6.8 Summary 213

Questions for Review 214

Part Three Strategies Related to the Writing ProcessChapter 7 Invention Strategies 217

7.1 Introduction 217

7.2 Exploratory＆intuitive strategies 219

7.2.1 Brain pattern 219

7.2.2 Brainstorming 220

7.2.3 Branching 221

7.2.4 Free writing 222

7.2.5 Journal keeping 224

7.2.6 Listing 226

7.2.7 Mapping 227

7.2.8 Circle diagramming 227

7.2.9 Looping writing 228

7.2.10 Idea maps 228

7.2.11 Matrices 229

7.2.12 Pyramid pattern 229

7.2.13 Working outlines 230

7.3 Position taking＆empirical strategies 231

7.3.1 Debate 231

7.3.2 Dialogue 232

7.3.3 Experiment/Observation 232

7.3.4 Interview 233

7.3.5 Role play 234

7.4 Information gathering,form giving＆rational strategies 234

7.4.1 Classical invention 235

7.4.2 Cubing 236

7.4.3 Dramatistic 238

7.4.4 Journalistic 238

7.4.5 Questioning 239

7.5 Summary 240

Questions for Review 241

Chapter 8 Planning and Organizing Strategies 242

8.1 Introduction 242

8.2 Modelling the planning process 243

8.3 Guiding ideas 245

8.4 Outlining 246

8.5 The classical rhetorical arrangement 248

8.6 The commonplaces 249

8.7 The topic proposal 251

8.8 SPACE LAUNCH as a planning strategy 253

8.9 DARE to DEFEND as a planning strategy 255

8.10 Summary 256

Questions for Review 257

Chapter 9 Drafting Strategies 258

9.1 Introduction 258

9.2 Strategies for drafting an academic essay 259

9.2.1 Using appropriate titles 262

9.2.2 Using appropriate thesis statements 262

9.2.3 Using eye-catching introductions 264

9.2.4 Developing substantial body paragraphs 265

9.2.5 Drawing logical conclusions 268

9.2.6 Sample essay 268

9.3 Linear composing strategies 270

9.3.1 Deciding on the modes of development 270

9.3.2 Writing from a linear outline 271

9.3.3 Constructing arguments using the Toulmin Model 273

9 4 Non-linear composing strategies 278

9.4.1 Using maps for creative thinking 279

9.4.2 Composing from a map 279

9.4.3 Non-linear composing strategies for research papers 280

9.5 Planning and interactive strategies 285

9.6 Knowledge transforming and knowledge telling strategies 288

9.7 Summary 289

Questions for Review 290

Chapter 10 Revising Strategies 291

10.1 Introduction 291

10.2 Theoretical modeling of revising strategies 293

10.3 Major steps in revision 296

10.4 Strategies for global revision 299

10.5 Strategies for structural revision 303

10.6 Strategies for local revision 307

10.6.1 Revising language 307

10.6.2 Revising the page layout 310

10.7 Checklist-based revising strategies 310

10.7.1 SEARCH as a revising strategy 310

10.7.2 The C-D-O Strategy 312

10.8 Revision-record-based revision strategies 313

10.9 Summary 315

Questions for Review 316

Chapter 11 Editing and Proofreading Strategies 317

11.1 Introduction 317

11.2 Defining editing 318

11.3 Self-editing strategies 321

11.4 Defining proofreading 325

11.5 The proofreading process 326

11.6 Strategies for successful proofreading 327

11.7 A review of common errors for proofreading 330

11.8 Summary 335

Questions for Review 336

Part Four Pedagogical Strategies 339

Chapter 12 Strategies for Syllabus Design and Lesson Planning 339

12.1 Introduction 339

12.2 What is a syllabus? 340

12.2.1 Functions of a syllabus 340

12.2.2 Components of a syllabus 340

12.2.3 Conveying syllabus information to students 346

12.3 Strategies for designing a syllabus 346

12.3.1 Conducting a needs assessment 346

12.3.2 Formulating goals and objectives 350

12.3.3 Laying the groundwork for syllabus development 352

12.4 What is a lesson plan? 353

12.5 Strategies for lesson planning 357

12.6 Summary 366

Questions for Review 367

Chapter 13 Strategies for Text Selection and Task Construction 368

13.1 Introduction 368

13.2 Strategies for evaluating textbooks 368

13.3 Strategies for supplementing the core textbook 372

13.4 Strategies for task construction 373

13.5 Strategies for sharpening students'drafting skills 381

13.6 Summary 382

Questions for Review 383

Chapter 14 Strategies for Responding to Student Writing 384

14.1 Introduction 384

14 2 Teacher response in L1 and L2 writing research 385

14.2.1 Teacher feedback in L1 composition 385

14.2.2 Teacher response in L2 composition 386

14.3 Strategies for written response to student writing 388

14.3.1 Developing good habits of responding to student writing 389

14.3.2 Responding to content and organization 391

14.3.3 Responding to grammatical,lexical,and mechanical errors 393

14.3.4 Helping students become independent self-editors 397

14.3.5 Responding to student writing in appropriate forms 399

14.3.6 Tackling problems with teacher response 400

14.4 Strategies for oral response to student writing 401

14.5 Proposals for responding to student writing 403

14.5.1 Larson's proposal 404

14.5.2 Lindemann's proposal 404

14.5.3 Mallonee and Breihan's proposal 405

14.5.4 Knoblauch and Brannon's proposal 406

14.6 Peer response to student writing 407

14.6.1 The peer review process 408

14.6.2 Empirical studies of L2 peer response 409

14.6.3 Strategies of implementing peer review 412

14.7 Summary 415

Questions for Review 416

Chapter 15 Strategies for Assessing Student Writing 417

15.1 Introduction 417

15.2 Defining assessment 418

15.3 Assessment in writing 419

15.4 Basic precepts in writing assessment 420

15.5 Approaches to scoring student writing 423

15.5.1 Holistic scoring 429

15.5.2 Analytic scoring 434

15.5.3 Primary and multiple trait scoring 440

15.6 Portfolio assessment 445

15.6.1 Pros and cons of portfolio assessment 446

15.6.2 Activating a portfolio process 448

15.7 Summary 453

Questions for Review 455

References 457

Appendix 1 Some Apt Quotations about Writing 479

Appendix 2 Sample Student Writing for Critiquing 493

Appendix 3 Some Words of Wisdom 513

List of Figures and Tables 21

FIGURE 1.1 The structure of composition 21

FIGURE 1.2 The Communication Triangle 24

FIGURE 5.1 The rhetorical triangle 128

FIGURE 8.1 An outline using Roman numerals and letters or decimals 248

TABLE 1.1 Meanings of writing 4

TABLE 3.1 Differences between NES and ESL students 86

TABLE 4.1 Transitional devices and their functions 121

TABLE 4.2 Relationships between the tense in the independent clause and the purpose of the dependent clause 123

TABLE 5.1 Some common circumlocutions that can be replaced with just one word 155

TABLE 6.1 Typographical scenarios in which the comma is used 185

TABLE 9.1 Some ways to write a good thesis statement 264

TABLE 9.2 Questions which imply respective modes of development 270

TABLE 9.3 An informal outline for a narrative essay 271

TABLE 9.4 A formal topic outline for an argumentative essay 271

TABLE 9.5 The six elements of argument 278

TABLE 10.1 The SEARCH checklist 312

TABLE 10.2 The C-D-O checklist 313

TABLE 11.1 An editing checklist 325

TABLE 12.1 A writing styles questionnaire 350

TABLE 12.2 Course objectives for different ESL writing skills 352

TABLE 12.3 A sample lesson plan 357

TABLE 13.1 Different tasks with different aims appropriate for different levels of students 375

TABLE 14.1 Checklist of grammar/editing symbols 397

TABLE 14.2 A coding scheme for revisions 411

TABLE 14.3 A peer response form 414

TABLE 15.1 A holistic rubric 426

TABLE 15.2 A weighted fiction-writing rubric 427

TABLE 15.3 A non-weighted rubric 429

TABLE 15.4 A paragraph scoring rubric for a low-intermediate ESL composition course 431

TABLE 15.5 A scoring rubric for an advanced-level social sciences EAP writing course 433

TABLE 15.6 An ESL composition profile 436

TABLE 15.7 A TOEFL scoring guide 438

TABLE 15.8 A GRE scoring guide 440

TABLE 15.9 A primary traits scoring guide 443

TABLE 15.10 A multiple trait scoring guide 445

TABLE 15.11 The portfolio process guidelines 451