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1、英语写作教案1st week Welcome to My Lectures on English Writing !Lecturer: Tu Chaolian1. teaching objective: a good introduction 2. focus: requirements and thoughts on writing 3. technique: explanation 4. time allotment My thoughts on English writing 50What is writing? Do you have any purposes? Do you have
2、 your own goal in learning to write?We will first examine different types of writing for different purposes. In daily life, we encounter at least two different categories of writing: 1) writing for entertainment, (creative writing, such as novels, stories and poems).2) Writing for information. (form
3、al or expository prose, such as research papers and newpaper reports). If we consider the social aspects of writing, classification can be made under headings of A. informal writing, such as private journals, notes to friends, and personal letters. B. Formal writing, such as letters of application,
4、letters of inquiry, and business communication. If we consider the different natures of wring, we may then find that novels and stories require creative power because the creation of characters, plots, and images requires imagination, whereas research papers and business communications require analy
5、tical ability because they communicate factual information. Creativeness and analytical ability both have their roles. However, many students, unaware of different types of writing, tend to think of writing only in the form of novels and poems, (they wish to write in English as well as Mark Twain, E
6、rnest Hemingway, or Winston Churchill. They aspire to follow the example of ancient Chinese writers they lose confidence at the beginning of writing course,) or they learn to write just for a test. Before aspiring to achieve fame or to pass the test, we should first of all try to write to communicat
7、e. In real life, the major role of language is communication rather than entertainment. I have therefore set communication as the target of my teaching this course. Do not worry if your vocabulary is simple and everyday, your sentences ordinary and commonplace, and your message initially superficial
8、 or insignificant. The important thing is to learn to communicate your ideas clearly, logically, and understandably. We will be trained how to write clearly, accurately, and logically, with the emphasis on effective presentation of facts and opinions. If we master the skills of successful communicat
9、ion, it will not be a big problem if some of us decide to take a few steps further into the realm of creative and imaginative writing. However, the apparently innocent phrase “successful communication” may carry profound meaning. We already know that language exists in two forms: oral and written. I
10、n oral communication, there are many different situations in which different languages registers are required. One talks with close friends in one way, with strangers in another; with street vendors in one way, with teachers in yet another. If one confuses these different occasions and uses the wron
11、g form of language, one may fail in the communication. The same is true in written communication. One writes to ones parents in one way, to acquaintances in another; a brief note in one way, and an academic paper in another. If one confuses these forms, one may be judged as having inadequate educati
12、on. As college students, you probably already have a good idea as to what different forms of the Chinese language to use under different circumstances. Yet, you are only at the beginning of learning the proper forms in the English language. The English language has its forms and written forms, its i
13、nformal, semi-formal, and very formal forms. These forms require different kinds of words, sentence patterns, and essay structures. I think ( to achieve our goal)1. The ideas of your articles can only come from your daily accumulation of extensive reading and your thinking;v 2. Good articles come fr
14、om your arduous(of work needing and using up much energy.) practice;v 3. Your teachers role is to stimulate your interests in writing; many of us may have found writing to the source of constant headache in the past. I hope that in my class , we can make writing at least less painful. You might say
15、that given that this is a writing course, the teacher will always be the evaluator, grading everything you write, and that, therefore, the purpose of all writing will have to be for good marks-an important consideration for future prospects. True as this might be, other possibilities do exist. A tea
16、cher plays more roles than that of a marker. A teacher can in fact be a genuinely interested reader, a kind-hearted monitor, and a willing, supportive helper. Even if the teacher does play the role of a marker in the end, the emphasis can be different. Firstly, I will consider spelling, diction, grammar and content when evaluating a written work. At the latter period of this term, although linguistic features are still imp
