英語(yǔ)論文寫(xiě)作課程教學(xué)大綱

1、英語(yǔ)論文寫(xiě)作課程教學(xué)大綱(適用對(duì)象：英語(yǔ)本科三年級(jí)學(xué)生)一、課程的性質(zhì)與任務(wù)21世紀(jì)是一個(gè)國(guó)際化的知識(shí)經(jīng)濟(jì)時(shí)代。隨著我國(guó)加入世貿(mào)，我國(guó)高等英語(yǔ)教 育面臨新的任務(wù)：培養(yǎng)具有扎實(shí)的英語(yǔ)基本功、寬廣的知識(shí)面、一定的相關(guān)知識(shí)、 較強(qiáng)的能力和較高素質(zhì)的英語(yǔ)人才。而論文寫(xiě)作能力是扎實(shí)基本功的重要一環(huán)，英語(yǔ)論文寫(xiě)作為高校英語(yǔ)專業(yè)本科技能課必修課程。要求學(xué)生掌握英語(yǔ)寫(xiě)作 的一般規(guī)律與慣例，培養(yǎng)較好的英語(yǔ)寫(xiě)作能力，為將來(lái)的工作、英語(yǔ)寫(xiě)作教學(xué)與 研究打下厚實(shí)的基礎(chǔ)。二、使用教材和要求掌握的內(nèi)容I .教材：丁往道等，英語(yǔ)寫(xiě)作手冊(cè)修訂本，外語(yǔ)教學(xué)與研究出版社，1997.6n.要求掌握的內(nèi)容及學(xué)時(shí)安排(一個(gè)學(xué)期)：1

2、.用詞：詞的類型；詞義；一般詞匯和具體詞匯；習(xí)語(yǔ)；修辭格(Part Two Diction 5 學(xué)時(shí))2 .造句：完整句和不完整句；句子的類型；好的句子(Part Three The Sentence 8 學(xué)時(shí))3 .段落：好的段落；段落展開(kāi)法(Part Four The Paragraph 8 學(xué)時(shí))4 .篇章：組織結(jié)構(gòu)；文章類型(記述文、描寫(xiě)文、說(shuō)明文、議論文)(Part Five The Whole Composition 8 學(xué)時(shí)；Part Six The Summary and Book Report, Part Seven Formal and Informal Styles 1

3、學(xué)時(shí)； Part One Manuscript Form, Part Nine Practical Writing & Part Ten Punctuation 1 學(xué)時(shí))5 .論文：步驟；格式(Part Eight The Research Paper 3 學(xué)時(shí))三、考核方法與要求1 .考核形式：期末考試+平時(shí)表現(xiàn)。2 .成績(jī)計(jì)算方法：期末考試成績(jī)占90%平時(shí)表現(xiàn)(堂上表現(xiàn)+課后作業(yè))占 10%四、期末考試說(shuō)明I .考試形式：閉卷II .考試時(shí)長(zhǎng)：120分鐘川.具體要求：1 .掌握英文寫(xiě)作基本知識(shí)2 .按照要求寫(xiě)出符合題意、內(nèi)容充實(shí)、結(jié)構(gòu)清晰、語(yǔ)言正確、符合邏輯、書(shū) 寫(xiě)清楚、300詞

4、以上的一篇短文。IV .題型1 .知識(shí)部分（40%）說(shuō)出下列各句使用什么修辭格（Ch.n, Ex.VU）（10%）句子改錯(cuò)（Ch.m, Ex. n）（10%）改寫(xiě)句子，把句子變成復(fù)合句、并列句或帶有分詞短語(yǔ)、介詞短語(yǔ)或其他短語(yǔ)的句子（Ch.m,Ex. m）（10%）改進(jìn)不夠完整或不夠連貫或不夠簡(jiǎn)潔的句子（Ch.m,Ex. IV ,V）（6%）給一段文章補(bǔ)上中心句（Ch. IV ,完整Ex. n ）（4%）把句子按最佳順序重新排列（Ch. IV,連貫Ex. n ）（5%）2 .寫(xiě)作部分（50%命題作文（題目可以是敘述文、描寫(xiě)文、說(shuō)明文或議論文）詞數(shù)要求300詞以上。V .評(píng)分標(biāo)準(zhǔn)敘述文、描寫(xiě)文評(píng)

5、分等級(jí)表等標(biāo) 級(jí)準(zhǔn)項(xiàng)目?jī)?yōu)秀（100-90 分）良好（89-80分）中等（79-70分）及格（69-60分）不及格（59分以下）思 想 內(nèi) 容 （50%包括所有重要的， 必不可少的內(nèi)容， 沒(méi)有任何無(wú)關(guān)緊 要或不切題的內(nèi) 容。包括所有重要的， 有些無(wú)關(guān)緊要或 不切題的內(nèi)容，但 無(wú)傷大體。遺漏了一些重要 內(nèi)容，有無(wú)關(guān)緊要 或不切題的內(nèi)容 但能反映問(wèn)題或 事物的全貌。遺漏了較多重要 內(nèi)容或有較多無(wú) 關(guān)緊要或不切題 的內(nèi)容，但能勉強(qiáng) 反應(yīng)問(wèn)題或事物 的全貌。重要內(nèi)容遺漏 過(guò)多，或根本不 切題，不能達(dá)到 要求的交際目 的。組 織 結(jié) 構(gòu)（10%）細(xì)節(jié)安排有條理， 敘述層次清楚，段 落之間聯(lián)系自然， 句子連

6、貫。細(xì)節(jié)安排有條理，敘述層次較清楚。細(xì)節(jié)安排尚有條 理，敘述層次基本 清楚。細(xì)節(jié)安排較亂，敘 述層次不很清楚， 但讀者尚能勉強(qiáng) 看明白大意。細(xì)節(jié)安排混亂， 讀者不得要領(lǐng)。語(yǔ)語(yǔ)法(20%偶有個(gè)別句子結(jié) 構(gòu)等重要錯(cuò)誤，但不造成誤解，拼 寫(xiě)、標(biāo)點(diǎn)、大小寫(xiě) 等正確或有個(gè)別 錯(cuò)誤。有少量句子結(jié)構(gòu) 錯(cuò)誤，但不造成誤 解，拼寫(xiě)、標(biāo)點(diǎn)、 大小寫(xiě)有些錯(cuò)誤， 但無(wú)傷大體。句子結(jié)構(gòu)錯(cuò)誤較多，但能表達(dá)主要 內(nèi)容，拼寫(xiě)、標(biāo)點(diǎn)、 大小寫(xiě)錯(cuò)誤多，使讀者理解內(nèi)容有 些困難。句子結(jié)構(gòu)錯(cuò)誤較 多，但能勉強(qiáng)表達(dá) 主要內(nèi)容，拼寫(xiě)、 標(biāo)點(diǎn)、大小寫(xiě)錯(cuò)誤 多，使讀者感到寫(xiě) 作者英語(yǔ)水平較 差。句子結(jié)構(gòu)受漢 語(yǔ)影響，或缺乏 基本的英語(yǔ)句 法

7、概念，拼寫(xiě)、 標(biāo)點(diǎn)、大小寫(xiě)錯(cuò) 誤很多，使讀者 看不明白內(nèi)容。言用詞(15%用詞（包括習(xí)慣 語(yǔ)）確切、恰當(dāng)。有些詞用得不正 確或不恰當(dāng)，但尚 能表達(dá)內(nèi)容。少量詞用得不確 切，表達(dá)不清楚。較多詞用得不確 切，表達(dá)不清楚， 有的造成誤解。用詞不正確，生 硬地從漢語(yǔ)出 發(fā)找對(duì)應(yīng)詞，使 讀者不得其解。得體(5%)語(yǔ)言得體，能用恰 當(dāng)?shù)奈捏w，表達(dá)思 想，達(dá)到預(yù)期的交 際效果。語(yǔ)言較得體，能用 較恰當(dāng)?shù)奈捏w，表 達(dá)思想，達(dá)到較好 的交際效果。語(yǔ)言尚得體，能用 大體恰當(dāng)?shù)奈捏w， 表達(dá)思想，基本達(dá) 到交際效果。語(yǔ)言不很得體，文 體不甚恰當(dāng)，表達(dá) 思想，勉強(qiáng)達(dá)到交 際效果。語(yǔ)言不得體，文 體不恰當(dāng)，不能 達(dá)到交際

8、效果。說(shuō)明文、議論文評(píng)分等級(jí)表等標(biāo) 級(jí)準(zhǔn)項(xiàng)目?jī)?yōu)秀（100-90 分）良好（89-80分）中等（79-70分）及格（69-60分）不及格（59分以下）思想內(nèi)容（50%觀點(diǎn)清楚，前后無(wú) 矛盾，并有充分、 恰當(dāng)?shù)睦C說(shuō)明 自己的論點(diǎn)。觀點(diǎn)清楚，前后無(wú) 矛盾但例證不足， 或有個(gè)別不恰當(dāng) 的例證觀點(diǎn)大體清楚，但 前后有些矛盾之處，例證不足或不恰當(dāng)。觀點(diǎn)大體清楚，但 前后有些矛盾之 處，有觀點(diǎn)，無(wú)例 證，或有事例，無(wú) 觀點(diǎn)，或列舉事例 無(wú)說(shuō)服力，不能說(shuō) 明自己的觀點(diǎn)?？床磺寤驔](méi)有 觀點(diǎn)，列舉事例 不清或與論點(diǎn) 無(wú)關(guān)。組織結(jié)(10%)細(xì)節(jié)安排有條理， 敘述層次清楚，段 落之間聯(lián)系自然， 句子連貫。細(xì)節(jié)安排不

9、夠有 條理，但無(wú)傷大 體。細(xì)節(jié)安排較亂，但 讀者能看明大意。細(xì)節(jié)安排較亂，讀 者能勉強(qiáng)看明白。細(xì)節(jié)安排混亂， 讀者不得要領(lǐng)。語(yǔ)法(20%)沒(méi)有句子結(jié)構(gòu)上的重大錯(cuò)誤。拼寫(xiě)、標(biāo)點(diǎn)、大小句子結(jié)構(gòu)基本正 確，錯(cuò)誤之處并不 造成誤解。句子結(jié)構(gòu)錯(cuò)誤較 多，但能表達(dá)主要 內(nèi)容。句子結(jié)構(gòu)錯(cuò)誤較 多，但能勉強(qiáng)表達(dá) 主要內(nèi)容。句子結(jié)構(gòu)受漢 語(yǔ)影響，或缺乏 基本的英語(yǔ)句3語(yǔ)寫(xiě)等正確或有個(gè)別錯(cuò)誤。引用原文適度，不 超過(guò)作者文章程10%拼寫(xiě)、標(biāo)點(diǎn)、大小 寫(xiě)有些錯(cuò)誤，但無(wú) 傷大體。引用原文 適度，不超過(guò)者文 章15%拼寫(xiě)、標(biāo)點(diǎn)、大小 寫(xiě)錯(cuò)誤較多，使讀 者理解內(nèi)容有些 困難。引用原文略多、達(dá) 作者文章 20-25%。拼寫(xiě)、

10、標(biāo)點(diǎn)、大小 寫(xiě)錯(cuò)誤多，使讀者 感到寫(xiě)作英語(yǔ)水 平較差。引用原文較多，達(dá) 作者文章30%法概念。拼寫(xiě)、大小寫(xiě)錯(cuò) 誤很多，使讀者 看不明白內(nèi)容。 引用原文過(guò)多， 達(dá)作者文章 30蛆上。用詞 不正確，生硬地 從漢語(yǔ)出發(fā)找 對(duì)應(yīng)詞，使讀者 不得其解。言用詞(15%用詞（包括習(xí)慣 語(yǔ)）確切、恰當(dāng)。有些詞用得不正 確或不恰當(dāng)，但尚 能表達(dá)內(nèi)容。用詞不確切，表達(dá) 不清楚。用詞不正確，表達(dá) 不清楚，有的造成 誤解。用詞不正確，生 硬地從漢語(yǔ)出 發(fā)找對(duì)應(yīng)詞，使 讀者不得其解。得體(5%)語(yǔ)言得體，語(yǔ)氣恰 當(dāng)，以理服人，有 說(shuō)服力。語(yǔ)言較得體、語(yǔ)氣 也較恰當(dāng)，有一定 說(shuō)服力。文章語(yǔ)氣不夠恰當(dāng)，說(shuō)服力稍差。文章語(yǔ)氣

11、不恰當(dāng)， 含糊其詞，缺乏說(shuō) 服。語(yǔ)氣生硬，有失 分寸，沒(méi)有說(shuō)明 力。VI .作文實(shí)例介紹WRITING FINAL EXAMINATION, FALL 1993You task to write a well-organized, coherent, and concretely developed essay of about 300 words in response to the excerpt below from Arlene Skolnick s essay The Paradox of perfection,. In your essay, you should do the f

12、ollowing:1. Briefly summarize (not paraphrase) the author s main points about the American family.2. Discuss how Skolnick's observations relate a ) to your personal knowledge of family life (either your family or one you know) and b) to the family as portrayed in at least on of the following: bo

13、oks, magazines, music, television, radio, advertisements, or films. Be sure to use specific examples to support your discussion of ideas. (If you are a foreign student, you may discuss Skolnicks ideas about the family in terms of your own culture.)3. In your response, properly use at least one quota

14、tion from Skolnicks essay. Be sure that you handle all quotations, summaries, and paraphrased material in such a way as to avoid plagiarism, to distinguish clearly between borrowed material and your4own words and ideas.4. Do not assume that you are expected to agree with Skolnicks ideas; you respons

15、e should be true to your own experience and understanding of families.* Be sure that what you produce is a single, coherent essay and that you follow the conventions of standard English spelling, usage, grammar, and punctuation.There are certain ironies about the much-publicized crisis in the Americ

16、an Family that give one pause.What puzzles me is an ambiguity, not in the facts, but in what we are asked to make of them. A series of opinion polls conducted by Yankelovich, Skolnick s, and White, for example, found that 38 percent of those surveyed had recently witnessed one or more “destructive a

17、ctivities” (e.g., a divorce, a separation, a custody battle) within their own families or those of their parents or siblings. At the same time, 92 percent of the respondents said the family was highly important to them as “apersonal value”.Can the family be at once a cherished “ value a”nd a trouble

18、d institution? I am inclined to think, in fact, that they go hand in hand. A recent “Talk of the Town” report in The New Yorkerillustrates what I mean:A few months ago word was heard from Billy Gray, who used to play brother Bud in “ Father Knows Best” , the 1950s television show about the nice Ande

19、rson family who lived in the white frame house on a side street in some mythical Springfield-the house at which the father arrived each night swinging open the front door and singing out “Margaret, Im home!” Gray said he felt “ashamed” that he had ever had anything to do with the show. It was all “t

20、otally false”, he said, and had caused many Americans to feel inadequate, because they thought that was the way life was supposed to be and that their own lives failed to measure up.Like politics or athletics, the family has become a media event. Family advisers sally forth in syndicated newspaper c

21、olumns to uphold standards, mendrelationships, suggest counseling, and otherwise lead their readers back to the True Path. For commercial purposes, advertisers spend millions of dollars to create stirring vignettes of glamorous-but-ordinary families, the kind of family most 11-year-olds wish they ha

22、d.All Americans do not, of course, live in such a family, but most share an intuitive sense of what the “ideal” family should be-reflected in the precepts of religion, the conventions of etiquette, and the assumptions of law. And, characteristically, Americans tend to project the ideal back into the

23、 past, the time when virtues of all sorts are thought to have flourished.We do not come off well by comparison with that golden age, nor could we, for it 5is as elusive and mythical as Brigadoon. If Billy Gray shames too easily, he has a valid point:Wile Americans view the family as the proper conte

24、xt for their won lives-9 out of 1o people live in one-they have no realistic context in which to view the family.VII .評(píng)分標(biāo)準(zhǔn)參考表6-point essay: gives a valid interpretation of the passage which implies an (50-46 分)understanding of some of its complexity develops all elements of the prompt (summarizes Sk

25、olnick, discusses family life using examples from personal experience their own family or one they know and from some medium, uses a quotation from the passage) has well-developed supporting examples and / or details which are some-what insightful. has a clearly expressed or implied central idea, ap

26、propriate paragraphing and transitions, and an effective concluding paragraph. show maturity (variety) in diction and / or sentence structure may have a few grammatical errors but they do not detract from the content.5-point essay: gives a valid interpretation of the reading passage which may imply

27、an (45-40 分)understanding of some of its complexity. develops all elements of the prompt. has examples that are well-developed but less consistently so than in a 6-point essay. has identifiable central idea and appropriate paragraphing. may have some grammatical errors but they do not detract from t

28、he content.4-point essay: gives a valid interpretation of the passage (but may not reflect an (39-35 分)understanding of its complexity). may omit or incorrectly handle the quotation but addresses all other elements of the prompt. uses examples which are developed. is coherent and unified but may hav

29、e paragraphing errors. does not contain so many grammatical errors as to interfere with theessays readability. 3-point essay: give a valid interpretation of the passage(but may not reflect an (34-30 分) understanding of its complexity). may omit or incorrectly handle the quotation but addresses all o

30、ther elements of the prompt. has generalized examples which may be bland or lifeless. is reasonably coherent and unified. may have some problems with grammar, usage, or syntax which interfere with readability.2-point essay: is a legitimate attempt to deal with the assignment but has at least two (29-20 分) of the following problems: has significant problems with summarizing Skolnick s ideas (summary may be hazy, or writer may rely on a patchwork of quotations) has