新經(jīng)典高等學(xué)校英語(yǔ)專(zhuān)業(yè)系列教材·英語(yǔ)寫(xiě)作教程：從創(chuàng )新思維到批判思維2簡(jiǎn)介，目錄書(shū)摘
2019-11-25 16:29
來(lái)源：京東
作者：京東
新經(jīng)典高等學(xué)校英語(yǔ)專(zhuān)業(yè)系列教材·英語(yǔ)寫(xiě)作教程：從創(chuàng )新思維到批判思維2
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編輯推薦: 《新經(jīng)典高等學(xué)校英語(yǔ)專(zhuān)業(yè)系列教材·英語(yǔ)寫(xiě)作教程：從創(chuàng )新思維到批判思維2》本套教材根據北京外國語(yǔ)大學(xué)英語(yǔ)學(xué)院多年來(lái)寫(xiě)作教學(xué)的經(jīng)驗和研究成果編寫(xiě)而成。教材遵循通過(guò)思維訓I練來(lái)學(xué)習寫(xiě)作的全新理念，打破了英語(yǔ)寫(xiě)作教學(xué)中純粹學(xué)習語(yǔ)言和結構的傳統模式，具有如下突出特點(diǎn)：
將創(chuàng )新思維策略與寫(xiě)前構思技巧結合，同時(shí)也將批判思維訓練滲透到寫(xiě)作階段，并重點(diǎn)在議論文中運用，為學(xué)習者挖掘寫(xiě)作題材、培養和開(kāi)發(fā)創(chuàng )新能力、提高批判思維水平提供一個(gè)全新的體驗空間。
采用在實(shí)踐中學(xué)習的教學(xué)理念。教學(xué)內容的編排遵循由淺入深、精講多練的原則；課堂練習、課外作業(yè)圍繞教學(xué)的目的和技能而設計。
編者博客提供適量影視片段、電視公益和商業(yè)廣告等多媒體材料作為練習的補充，學(xué)習者能從日常生活的可視側面中感受創(chuàng )新思維和批判思維在寫(xiě)作學(xué)習中的重要性及實(shí)踐意義。
將創(chuàng )新思維策略與寫(xiě)前構思技巧結合，同時(shí)也將批判思維訓練滲透到寫(xiě)作階段，并重點(diǎn)在議論文中運用，為學(xué)習者挖掘寫(xiě)作題材、培養和開(kāi)發(fā)創(chuàng )新能力、提高批判思維水平提供一個(gè)全新的體驗空間。
采用在實(shí)踐中學(xué)習的教學(xué)理念。教學(xué)內容的編排遵循由淺入深、精講多練的原則；課堂練習、課外作業(yè)圍繞教學(xué)的目的和技能而設計。
編者博客提供適量影視片段、電視公益和商業(yè)廣告等多媒體材料作為練習的補充，學(xué)習者能從日常生活的可視側面中感受創(chuàng )新思維和批判思維在寫(xiě)作學(xué)習中的重要性及實(shí)踐意義。
內容簡(jiǎn)介: 《新經(jīng)典高等學(xué)校英語(yǔ)專(zhuān)業(yè)系列教材·英語(yǔ)寫(xiě)作教程：從創(chuàng )新思維到批判思維2》是《英語(yǔ)寫(xiě)作教程——從創(chuàng )新思維到批判思維》系列教材的第二冊。本冊教材側重寫(xiě)作內涵和寫(xiě)作同的教學(xué)，其主要內容有細節描寫(xiě)、故事敘述、人物和場(chǎng)景描述以及讀者意識。圍繞這四方面的內容要點(diǎn)設計的寫(xiě)作形式有記敘文、描述文和指示過(guò)程文等。本冊教材的范文內容豐富，長(cháng)度適中，貼近學(xué)生日常生活，并且與各單元的教學(xué)目標十分契合。同時(shí)，本冊教材還設計了針對教學(xué)內容和范義的一系列課堂練習，幫助學(xué)生打開(kāi)思路，并有效提高其對寫(xiě)作內容和風(fēng)格的把握能力。
作者簡(jiǎn)介:
目錄:Syllabus
Unit 1 Show More Than Tell
Ⅰ What Is "Show More Than Tell"？
Ⅱ The RENNS Model
Assignment: Group SES （Show More Than Tell）
Unit 2 Personal Experience Essay
Assignment: Personal Experience Essay
1 Prewriting: Reporter's Formula
2 Guidelines for Writing a Personal Experience Essay
3 Peer Evaluation
4 Self-Evaluation
Ⅰ Exploring Past Experiences for Writing
Ⅱ Narrative Techniques
Unit3 Descriptive Essay
Assignment: Descriptive Essay
1 Prewriting
2 Guidelines for Writing a Descriptive Essay
3 Peer Evaluation
4 Self-Evaluation
Ⅰ Description and Sensory Details
Ⅱ Figurative Language
Ⅲ Describing a Person
Ⅳ Describing a Place
Unit 4 Addressing the Audience
Ⅰ A General Overview of the Audience Issue
Ⅱ Tips That Apply to All Audiences
Ⅲ Audience Analysis
Assignment: In-class Group SES
Unit 5 How-to Process Essay
Assignment: How-to Process Essay
1 Prewriting: Subject Chart
2 Guidelines for Writing a How-to Process Essay
3 Making Your Outline
4 Peer Evaluation
5 Self-Evaluation
Ⅰ Informative Process vs. Directive Process
Ⅱ What Our Process Essay Assignment Is Not
Ⅲ What Our Process Essay Assignment Is
Ⅳ Elements of a Good How-to Process Essay
Key to Exercises and Homework
Appendix: Word Bank
References
Unit 1 Show More Than Tell
Ⅰ What Is "Show More Than Tell"？
Ⅱ The RENNS Model
Assignment: Group SES （Show More Than Tell）
Unit 2 Personal Experience Essay
Assignment: Personal Experience Essay
1 Prewriting: Reporter's Formula
2 Guidelines for Writing a Personal Experience Essay
3 Peer Evaluation
4 Self-Evaluation
Ⅰ Exploring Past Experiences for Writing
Ⅱ Narrative Techniques
Unit3 Descriptive Essay
Assignment: Descriptive Essay
1 Prewriting
2 Guidelines for Writing a Descriptive Essay
3 Peer Evaluation
4 Self-Evaluation
Ⅰ Description and Sensory Details
Ⅱ Figurative Language
Ⅲ Describing a Person
Ⅳ Describing a Place
Unit 4 Addressing the Audience
Ⅰ A General Overview of the Audience Issue
Ⅱ Tips That Apply to All Audiences
Ⅲ Audience Analysis
Assignment: In-class Group SES
Unit 5 How-to Process Essay
Assignment: How-to Process Essay
1 Prewriting: Subject Chart
2 Guidelines for Writing a How-to Process Essay
3 Making Your Outline
4 Peer Evaluation
5 Self-Evaluation
Ⅰ Informative Process vs. Directive Process
Ⅱ What Our Process Essay Assignment Is Not
Ⅲ What Our Process Essay Assignment Is
Ⅳ Elements of a Good How-to Process Essay
Key to Exercises and Homework
Appendix: Word Bank
References
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