高級英文寫作教程教師用書
給老師使用的高級英文寫作教程的書籍和學生們用過的有什麼區別你們有找過嗎?下面是本站小編給大家整理的高級英文寫作教程教師用書，供大家參閱!
本冊(教師用書)是根據《高級英文寫作教程》課後練習中所提出的問題而編寫的。課後練習包括寫作對象和目的、篇章結構、句法分析和詞彙研究四個部分，涉及到寫作的意圖與對象，文章的組織與結構、段落的過渡與擴展、句型的選擇與運用、詞彙的分析與比較、語言的邏輯與表達、文體風格與語氣、修辭與典故、節秦與韻律、引語與暗語、構詞與詞源等各方面的問題。其中有些問題相當微妙、難解，我們在編寫答案時頗感棘手，很難做出*肯定或否定的回答。再者，由於讀者對原文理解角度不同和觀點上的差異，得出的結論與答案也不會全然一致，有的甚至截然不同，這是可以理解的。本書所提供的只是參考性的答案。
高級英文寫作教程教師用書介紹本書以美國康乃狄克大學托馬斯·凱恩和倫納德·彼得斯編輯的WRITING PROSE爲藍本，精心改編而成。
本書旨在提高學生語言技能，培養學生駕馭英語語言和賞析文學作品的能力。
本書所選範文大都出自名家之手，結構嚴謹，構思精巧，用詞考究，寫作風格各具特色。
每篇課文後附有詳盡的註釋，包括作家簡介，作品的時代背景，語言難點和重點等。其練習新穎，實用。
高級英文寫作教程教師用書目錄Lesson 1 The Delicate Art of the Forest
Lesson 2 The Emotive Component of Meaning
Lesson 3 The Big Bull Market
Lesson 4 The Evil of My Tale
Lesson 5 Oxford as I see It
Lesson 6 Pedantry
Lesson 7 Plot
Lesson 8 Loneliness-An Ameracan Malady
Lesson 9 The Population of Augustan Rome
Lesson 10 General George Armstrong Custer
Lesson 11 Our Unfortunate Convicts
Lesson 12 The Third Knight's Speech
Lesson 13 Social Responsibility in Science and Art
Lesson 14 The Delicatessen
Lesson 15 Chestnut Street
Lesson 16 Tourists
Lesson 17 Golden Goa
Lesson 18 The Boston Merchant
Lesson 19 Mrs.X
Lesson 20 John Masefield
Lesson 21 My Average Uncle
Lesson 22 The Unicorn in the Garden
Lesson 23 The Last Fiesta
Lesson 24 Wilie Stone
Lesson 25 Short Trip
Lesson 26 Edcation as Philosophy
Lesson 27 Johnson
Lesson 28 Street Haunting-A London Adventure
Lesson 29 The Evolutionary Appetite
Lesson 30 Young Joan
Lesson 31 Courtesy to Readers-Clarity
Lesson 32 Evangelist
高級英文寫作範文This proposal sets out to examine options for the successful globalisation of ourˉBorders brand. The initial marker under consideration is Continental Europe. For the purposes of this proposal, we will be considering three aspect of the brand, namely our logo, the ˉBorders concept and finally, the product itself, ˉBorders wellington boots.
Findings
The following findings summarise our key findings.
It was found that our existing logo, a pair of wellington boots encircled by the word ˉBorders, is visual enough to be used in markets where English is not widely spoken.
Attitudes to outerwear differ throughout Europe and our boots are likely to appeal to different market sectors in different areas. This has serious implications for the benefits we wish to publicise. Although Danish farmers would be willing to purchase such a high quality product, farmers in some countries are unlikely to choose a British brand over a domestic product. However, the very Britishness of the product would appeal to the style-conscious elements of the French and Italian markets, summoning up images of the English upper classes and country houses.
Our current product is multi-purpose and as such would not need adapting to suit different sectors of the European market.
Conclusions
It was agreed that although the present logo and product are suitable for globalisation as they stand, we propose that the Borders concept be adapted for different markets.
Recommendations
We recommend that further studies be carried out into the marketing strategies best suited to different European regions.
