写作教程(第3册学生用书)(普通高等教育“十一五”国家级规划教材，新世纪高等院校英语专业本科生系列教材)
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品牌: 俞东明
基本信息·出版社：上海外语教育出版社
·页码：313 页
·出版日期：2006年
·ISBN：9787544602112
·条形码：9787544602112
·包装版本：1版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：普通高等教育“十一五”国家级规划教材，新世纪高等院校英语专业本科生系列教材
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内容简介《写作教程(第3册学生用书)》是《新世纪高等院校英语专业本科生系列教材)》之一。《写作教程(第3册学生用书)》贯彻“以功能文体为突破口的跨文化交际法”。《写作教程(第3册学生用书)》共分十八个单元，每个单元包括五大板块，分别是导言、范文、写作技巧、课上写作和课后作业。此外，每单元还精选了“名言”，用于加深对单元主题和写作技巧的理解。
编辑推荐《写作教程(第3册学生用书)》特点：
理念新颖：培养高素质、复合型外语创新人才为理念；
特色鲜明：将人文、科学知识融入教材；
体系完备：覆盖知识、技能、文化等科目，总数超过150种；
阵容强大：全国30余所著名高校百余位英语教育专家编写。
目录
UNIT 1 FIRST-PERSON NARRATION
PART Ⅰ LFADIN
Task 1：An Experience of Selling Something
PART Ⅱ SAMPLE WRITING
Dreamhouse
Task 2：Comprehension and Style
Task 3：Writing a Critique
PART Ⅲ WRITING TECHNIQUES
Types Of Narration
The Elements of a Narrative
Selection of Details
First-Person Narration
Revising First．Person Narration
Unit Summary
PART Ⅳ IN．CLASS ACTIVmES
Task 4：Battle Royal
Task 5：Elements of the Story“Homc Stretch”
Task 6：Detail Selection in“Dreamhouse”
PART Ⅴ AFTER-CLAsS ACTIVITIES
Task 7：The Best/Worst of Times
Task 8：Narrating Your Own Experience
Task 9：Technology and I
Task 10：Other Topics for First-Person Narration
UNIT 2 THIRD-PERSON NARRATION
PART Ⅰ LRAD-IN
Task 1:Reaction to the News of Death
PART Ⅱ SAMPLE WRITING
The Story of an Hour
PART III WRITING TECHNIQUES
Organizing a Narrative
The Plot Diagram
Flashbacks and Flashforwards
Third-Person Narration
Using Dialogue in Narration
Unit Summary
PART IV IN-CLASS ACTIVITIES
Task 4: Plot Structure of "The Story of an Hour"
Task 5: The Last Moments of the Titanic
Task 6: Elements of the Story "Wine on the Desert".
Task 7: Write a Fictional Dialogue
PART V AFTER-CLASS ACTIVITIES
Task 8: Reinvention of an Old Story
Task 9: A Biographical Sketch
Task 10: Recount History
Task 11: Other Topics for Third-Person Narration
UNIT 3 DESCRIPTION OF A PLACE
PART I LEAD-IN
Task 1: The Sounds of Your City
PART II SAMPLE WRITING
The Sounds of the City
Task 2: Comprehension and Style
Task 3: Writing a Critique
PART III WRITING TECHNIQUES
Purpose
Audience
Selecting Details
Concrete Sensory Details
Arranging Details
Unit Summary
PART IV IN-CLASS ACTIVITIES
Task 4: Building Descriptive Sentences
Task 5: Brainstorming Sensory Words
Task 6: Labeling Sensory Details
Task 7: Drafting a Descriptive Paragraph
PART V AFTER,CLASS ACTIVITIES
Task 8: Developing an Essay
Task 9: Writing an Essay
Task 10: Describing Your Campus
UNIT 4 DESCRIPTION OF A PERSON
PART I LEAD-IN
Task 1: An Encounter with a Stranger
PART II SAMPLE WRITING
Two Gentlemen of the Pines
Task 2: Picture Drawing
Task 3: Comprehension and Style
Task 4: Writing a Critique
PART III WRITING TECHNIQUES
Describing Your Subject's Physical Appearance
Describing Your Subject's Speech
Describing Your Subject's Behavior and Anecdotes
Using Concrete Sensory Details
Unit Summary
PART IV IN-CLASS ACTIVITIES
Task 5: Appearance Introduces the Character
Task 6: Speech Reveals the Character
Task 7: Anecdotes Explain the Character
Task 8: The Power of Details
Task 9: A Crossword Puzzle
Task 10: Describing a Crime Suspect
Task 11: Self-lmage and Public Image
PART V AFTER-CLASS ACTIVITIES ""
Task 12: My Self-Image and Public Image
Task 13: Topics for a Descriptive Essay
UNIT 5 INTERCULTURAL COMMUNICATIVE COMPETENCE: DESCRIBING SCENIC SPOTS
PART I LEAD-IN
Task 1: Describing a Scenic Spot
PART II SAMPLE WRITING
Sample 1:漓江
Sample 2: Li River
Sample 3: Li River
Task 2: Comprehension and Style
Task 3: Writing a Critique
PART III WRITING TECHNIQUES
Intercultural Communicative Competence
Differences between Chinese and English Writing
Flexibility in Writing in English
Unit Summary
PART IV IN-CLASS ACTIVITIES
Task 4: Revising Description
Task 5: Writing a Scenic Description
PART V AFTER-CLASS ACTIVITIES
Task 6: Investigating a Scenic Spot and Writing a Description of It
UNIT 6 EXPOSITION BY EXAMPLE AND DEFINITION
SECTION 1 EXPOSITION BY EXAMPLE
PART I LEAI-IN
Task 1: Drawbacks of Technological Advances
PART II SAMPLE WRITING
One Step Forward and Two Steps Back
Task 2: Comprehension and Style
Task 3: Writing a Critique
PART III WRITING TECHNIQUES
Organization
Sources
Coherence
Section Summary
PART IV IN-CLASS ACTIVITIES
Task 4: Comparing Paragraphs
Task 5: Completing the Outline
Task 6: Choosing Thesis Statements
Task 7: Writing Introductions
Task 8: Drafting a Paragraph
Task 9: Revising the Paragraph
Task 10: Reading and Answering Questions
PART V AFTER-CLASS ACTIVITIES
Task 11: Writing an Essay
SECTION 2 EXPOSITION BY DEFINITION
PART I LEAD-IN
Task 1: Defining a Term
PART II SAMPLE WRITING
UNIT 7 EXPOSITION BY PROCESS AND CAUSE-EFFECT
UNIT 8 EXPOSITION BY CIVISION-CLASSIFICATION AND COMPARISONCONTRAST
UNIT 9 COESIVE DEVICES(1):LOGICAL AND GRAMMATICAL COHESION
UNIT 10 SYNOPSIS
UNIT 11 BOOK REPORT
UNIT 12 FORMAL LETTERS
UNIT 13 TERM PAPER
UNIT 14 COHESIVE DEVICES(2):LEXICAL COHESION
UNIT 15 ARGUMENTATION(1)
UNIT 16 ARGUMENTATION(2)
UNIT 17 ARGUMENTATION(3)
UNIT 18 INTERCULTURAL COMMUNICATION:REGISTER VARIATION AND THOUGHT PATTERNS
PEFERENCES
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序言随着改革开放的曰趋深入，社会各界对外语人才的需求持续增长，我国英语专业的招生规模逐年扩大，教学质量不断提高。英语专业本科生教育的改革、学科建设及教材的出版亦取得了巨大的成绩，先后出版了一系列在全国有影响的精品教材。21世纪的到来对英语人才的培养提出了更高的标准，同时也为学科建设和教材编写提出了新的要求.随着中国加入世界贸易组织，社会需要的不是仅仅陸英语的毕业生，而是思维科学、心理健康、知识面广博、综合能力强，并能熟练运用英语的高素质的专门人才。由于中学新的课程标准的颁布，中学生英语水平逐年提升，英语专业本科生入学时的基础和综合素质也相应提高。此外，大学英语（公外）教育的迅猛发展，学生英语能力的提高，也为英语专业学生的培养提出了严峻的挑战和更新更高的要求。这就规定了21世纪的英语教学不是单纯的英语培训，而是英语教育，是以英语为主体，全面培养高素质的复合型人才。教材的编写和出版也应顺随这种潮流。
为了迎接时代的挑战，作为我国最大的外语教材和图书出版基地之一的上海外语教育出版社（外教社）理应成为外语教材出版的领头羊。在充分调研的基础上，外教社及时抓住机遇，于新世纪之初约请了全国25所主要外语院校和教育部重点综合大学英语院系的50多位英语教育家，在上海召开了“全国高等院校英语专业本科生系列教材编写委员会会议”。代表们一致认同了编写面向新世纪教材的必要性、可行性和紧迫性，并对编写思想、教材构建、编写程序等提出了建议和要求。而后，外教社又多次召开全国和上海地区的专家、学者会议，撰写编写大纲、确定教材类别、选定教材项目、讨论审核样稿。经过一年多的努力，终于迎来了第一批书稿。
文摘插图：
The job I took after my freshman year at college was certainly satisfying in terms ofpay and schedule. This job, in the office of a vocational center for women, attracted memainly because the pay was so good. As for the schedule, I never had to arrive earlier than9 A.M. or leave later than 5 P.M. After about a week in this job, however, I was bored.Since ！ did not have a social work degree or counseling experience, I was not allowed towork with clients. Instead, my duties were to handle the office's paperwork. I keyboardedand filed correspondence and filled out countless forms. I soon realized that the good payand the pleasant schedule didn't make up for my general job dissatisfaction. The timeseemed to creep by.
When I began my job hunt at the end of my second year in college, I looked less at thepay and schedule of available jobs and more at whether the jobs had any people contact.Luckily, I found what ！ had been looking for in a job waiting on tables at the local coffeeshop. Compared to the office job, waiting on tables did not shine in terms of pay or sched-ule. Although my average weekly pay was roughly equal to my office salary, the pay variedfrom week to week because 1 depended on tips for much of my income. Additionally, myschedule was more hectic~ than the office schedule had been. The hours were longer, and worked odd shifts~ that changed from week to week. Even with the unpredictable payand hour, however, I enjoyed my job. Juggling~ different tasks and being on my feet allday were demanding, but time passed very quickly. Moreover, the job gave me ample op-portunity to use my skills with people. I loved the contact I had with customers. These fa-vorable working conditions far outweighed the disadvantages of less steady pay and morestrenuous work than my old office job.
Now when I look for jobs, I consider three factors: pay, schedule, and job satisfac-tion. My office job offered good p
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