《**英语写作》按照选词、造句、段落写作到语篇写作的顺序,结合修辞学理论,归纳写作策略,并通过实例和实践来培养学生用英语写作的能力。《**英语写作》吸取国内外写作教学的*新成果,内容翔实丰富,可供英语专业高年级使用。

Washington(CNN)TheBushadministrationsaidThursdayitwantstoletstatesclassifyafetusasan"unbornchild"solow-incomewomencanqualifyforprenatalcare--amovethathasinfuriatedabortionrightsadvocates.HealthandHumanServicesSecretaryTommyThompsonsaidinastatementthatthegoaloftheregulationchangeistoprovidehealthcareservicesforpregnantwomenwhowouldnotbeeligibleotherwise.Inwhatitbilledasclarification,theadministrationshiftedthedefinitionof"child"toincludethose"fromconception"toage19.
"WhileMedicaidalreadyprovidesprenatalcareformanylow-incomewomen,therearestilltensofthousandseveryyearwhoarenoteligibleundercurrentregulationsuntilaftertheirchildrenareborn,orwhomayeventhennotqualifyunderMedicaideventhoughtheirchildrenwillindeedqualify"undertheStateChildren'sHealthProgram,orSCHIP,Thompsonsaidinastatement.Thechangewouldmakeafetuseligibleforhealthcareunderthatprogram.
"ThechangeweareproposingwouldmakeSCHIPresourcesavailabletostatesimmediatelytoexpandprenatalcareforlow-incomewomen,"Thompsonsaid.Themoveimmediatelyrekindledthedebateoverabortion,withabortionrightsgroupscallingitapoliticalployaimedateventuallymakingabortionsillegal."TheBushadministration'sproposaldemonstratesitscommitmenttothestrategyofunderminingawoman'srighttochoosebyascribinglegalrightstoembryos,"saidKateMichelman,presidentoftheNationalAbortionRightsActionLeague."Anti-
choice,anti-familyplanningofficialsaredirectingthepresident'shealthcarepolicy,"sheadded.
Administrationofficialsdeniedthatabortionpoliticsareafactorintheirdecision.Rather,theynotedthatstateshadtoreturn.$3.2billioninSCHIPfundsinthefederalgovernmentlastyearbecausetheywerenotabletospendthemoney.
Thechangewouldexpandeligibility,therebylettingstatesusemoreofthosefunds.
多年来有一个念头始终萦绕于我的脑海,那就是编写一本适合我国英语专业的英语写作教材。几年前,我有幸获得上海市教委教材编写项目,使这个愿望得以实现。
我从1993年开始上英语专业的英语写作课。由于多年承担写作课教学,我对英语写作教学有了一些思考与体会。后来有幸师从上海外国语大学胡曙中教授学习,主攻西方修辞学,对中国学习者的英语写作进行了一定程度的理论思考。
我个人认为,英语写作课作为英语专业*重要的基本技能课程之一,之所以成为大家公认的重要且难教的课程,是有原因的。原因之一,英语写作是一个综合性的活动,它不仅涉及遣词造句和布局谋篇,还涉及逻辑思维、语感、读者意识等因素。应该说,英语写作课是兼知识传授与能力培养为一体的课程。用词不当和句法错误是学生作文中的常见问题,备受教师和学生关注;但对英语写作课的教师而言,更应引起重视的是觅材取材、布局谋篇、论题建构、修辞诉诸,以及语言表达方面的通顺连贯、言简意赅、生动形象等问题。写作课毕竟不是词汇课,也不是语法课,更不是放鸭式的“自由活动”。它是既教学生写什么,又教学生怎样写的课;它应该既使学生知其然,也要使学生知��所以然。原因之二是教材问题。写作能力既然是一种综合能力,当然不能只靠某本教科书来培养。但有针对性的、好的教材无疑能使教师和学生受益。对教师来说,它可以提供重要参考、减少备课工作量,并提供一些操作性强的训练方法和手段,使教师能够有效组织课堂教学。对学生而言,它不仅能为学生传授知识,也能培养其修辞能力。
英语写作课我们曾选用国外的原版教材,但我发现该书对以英语为母语的学生使用尚可,对中国学生来说却不尽人意。因为它是以英语为母语的读者而编写的。中国大学生的英语语感、英语水平、思维模式、表达方式等诸多方面与英语母语者不一样。

Contents
ChapterOneWritinginPerspective
1.1ACommunicativeViewofWriting
1.2AContextualViewofWriting
1.3ARhetoricalViewofWriting
1.3.1RhetoricalTriangulationinWriting
1.3.2OverarchingRhetoricalPrincipleExercises

ChapterTwoInventioninWriting
2.lAudienceAnalysis
2.I.1IdentifyingAudience
2.1.2AnalyzingaGeneralAudience
2.1.3AnalyzingaSpecificAudience
2.2InventionSchemes
2.2.1ATripartite-TopoiSystem
2.2.2Brainstorming
2.2.3Cubing:
2.2.4Journalists'FiveW'sand
2.2.5TagmemicDiscoveryModel
2.2.6StasisModel
Exercises

ChapterThreeDictionandRhetoricalStrategies
3.lLevelsofWords
3.2MeaningsofWords
3.3SpecificVSGeneral,andConcreteVSAbstractWords
3.4DynamicVSStaticWords
3.5FiguresofSpeech
3.5.1Simile
3.5.2Metaphor
3.5.3Personification
3.5.4Metonymy
3.5.5Synecdoche
3.5.6TransferredEpithet
3.5.7Hyperbole
3.5.8Onomatopoeia
3.5.9Euphemism
3.5.10Oxymoron
3.5.11OtherFiguresofSpeech
Exercises

ChapterFourSentenceConstructionandRhetoricalStrategies
4.1NotionofSentence
4.2ClassificationofSentences
4.2.1Simple,Compound,Complex,andCompound-Complex
Sentences
4.2.2Declarative,Interrogative,Imperative,andExclamatory
Sentences
4.2.3Loose,PeriodicandBalancedSentences
4.2.4ShortandLongSentences
4.3PrinciplesofSentenceConstruction
4.3.1From-Shared-to-NewPrinciple
4.3.2End-FocusandEnd-WeightPrinciples
4.3.3Head-and-TailPrinciple
4.4RhetoricalPerspectivesinSentenceConstruction
4.4.1Emphasis
4.4.2Conciseness
4.4.3Balance
4.4.4Variety
4.5CommonSentenceErrorsandMistakes
4.5.1CommaSplice
4.5.2MisplacedModifier
4.5.3DanglingModifier
4.5.4Run-onSentence
4.5.5SentenceFragment
4.5.6FaultyParallelism
Exercises

ChapterFiveParagraphConstructionandRhetoricalStrategies
5.1NotionofParagraphandItsBasicStructure
5.2FormulatingaTopicSentence
5.3WaysofParagraphDevelopment
5.3.1Narration
5.3.2Description
5.3.3Exemplification
5.3.4Process
5.3.5ComparisonandContrast
5.3.6Classification
5.3.7CauseandEffect
5.3.8Definition
5.3.9CombinationofMethods
5.4ParagraphasArgumentandRhetoricalStrategies
5.4.1StructureofArgument
5.4.2Micro-StructureofParagraphasArgument
5.4.2.1APointofDeparture:Sentenceas Argument
5.4.2.2SimilarityBetweenSentenceandParagraph
5.4.3Macro-StructureofParagraphasArgument
5.4.4IdentificationalStrategiesforConstructingParagraphas Argument
5.5ProblemstoAddress
5.5.1DisunityandIncoherence
5.5.2ShallowReasoning
Exercises

ChapterSixEssayConstructionandRhetoricalStrategies
6.1StructureofEssay
6.2FormulatinganOutline
6.3FormulatingaThesisStatement
6.4TraditionalModesofDiscourse
6.4.1Narration
6.4.2Description
6.4.3Exposition
6.4.4Argumentation
6.5WholeEssayasArgument
6.5.1SimilarityBetweenParagraphandWholeEssay
6.5.2Macro-StructureofEssayasArgument
6.5.3ldentificationalStrategiesforConstructingEssayas Argument
6.6RhetoricalStrategiesforBeginningandEnd
6.6.1RhetoricalStrategiesforIntroduction
6.6.2RhetoricalStrategiesforConclusion
6.7AppropriateTone
6.8ACommonProblemtoTackle
6.8.1ChineseSpiralFormVSEnglishLinearForm
6.8.2ASolutiontotheProblem:AnInteractionModel
Exercises
Bibliography
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