College Writing Skills with Readings [9 ed.] 0078036275, 9780078036279

Table of contents :
Cover
About the Author
导读
第六版导读
Preface
Chapter-By-Chapter Changes
Acknowledgements
Brief Contents
Contents
Readings Listed by Rhetorical Mode
Part 1 Essay Writing
Chapter 1 An Introduction to Writing
Point and Support
Structure of the Traditional Essay
Benefits of Writing the Traditional Essay
Writing as a Skill
Writing as a Process of Discovery
Writing as a Way to Communicate with Others
Keeping a Journal
Review Activities
Using This Text
Chapter 2 The Writing Process
Prewriting
Writing a First Draft
Revising
Editing
Review Activities
Chapter 3 The First and Second Steps in Essay Writing
Step 1: Begin with a Point, or Thesis
Step 2: Support the Thesis with Specific Evidence
Practice in Advancing and Supporting a Thesis
Chapter 4 The Third Step in Essay Writing
Step 3: Organize and Connectthe Specific lividence
Introductions, Conclusions, and Titles
Practice in Organizing and Connecting Specific Evidence
Chapter 5 The Fourth Step in Essay Writing
Revising Sentences
Editing Sentences
Practice in Revising Sentences
Chapter 6 Four Bases for Revising Essays
Base 1: Unity
Base 2: Support
Base 3: Coherence
Base 4: Sentence Skills
Practice in Using the Four Bases
Part 2 Patterns of Essay Development
Chapter 7 Introduction to Essay Development
Important Considerations in Essay Development
Patterns of Essay Development
Chapter 8 Description
Chapter 9 Narration
Chapter 10 Exemplification
Chapter 11 Process
Chapter 12 Cause and/or Effect
Chapter 13 Comparison and/or Contrast
Chapter 14 Definition
Chapter 15 Division-Classification
Chapter 16 Argument
Part 3 Academic Writing
Chapter 17 Writing a Summary
How to Summarize an Article
How to Summarize a Book
Chapter 18 Writing a Report
A Model Report
Chapter 19 Writing a Research Paper
A Model Paper
Part 4 Handbook of Sentence Skills
Section Ⅰ Grammar
Chapter 20 Fragments
Dependent-Word Fragments
-ing and to Fragments
Added-Detail Fragments
Missing-Subject Fragments
Chapter 21 Run-Ons
What are Run-Ons?
Three Ways to Correct Run-Ons
Chapter 22 Misplaced Modifiers
Chapter 23 Dangling Modifiers
Section Ⅱ Mechanics
Chapter 24 Manuscript Form
Chapter 25 Capital Letters
Main Uses of Capital Letters
Other Uses of Capital Letters
Unnecessary Use of Capitals
Chapter 26 Numbers and Abbreviations
Numbers
Abbreviations
Section Ⅲ Punctuation
Chapter 27 Apostrophe
Apostrophe in Contractions
Apostrophe to Show Ownership or Possession
Chapter 28 Quotation Marks
Quotation Marks to Set Off the Words of a Speaker or Writer
Quotation Marks to Set Off Titles of Short Works
Other Uses of Quotation Marks
Chapter 29 Comma
Six Main Uses of the Comma
Chapter 30 Other Punctuation Marks
Colon(:)
Semicolon (;)
Dash (—)
Parentheses ( )
Hyphen (-)
Section Ⅳ Effective Word Choice
Chapter 31 Effective Word Choice
Slang
Clichés
Pretentious Words
Part 5 Readings for Writers
Introduction to the Readings
The Format of Each Selection
How to Read Well: Four General Steps
How to Answer the Comprehension Questions: Specific Hints
Looking Inward
from Self-Reliance
Three Passions
Shame
I Became Her Target
Stepping into the Light
A Hanging
What Your Closet Reveals about You
Observing Others
The Professor Is a Dropout
The Certainty of Fear
What's Wrong with Schools? Teacher Plays Student, Learns to Lie and Cheat
Propaganda Techniques in Today's Advertising
Confronting Problems
Chief Seattle's Speech of 1854
Single-Sex Schools: An Old Idea Whose Time Has Come
Here's to Your Health
How to Make It in College, NowThat You're Here
College Lectures: Is Anybody Listening?
Reading Comprehension Chart
Credits

Citation preview

京权图字 ： Ol-2014-4415 Langan COLLEGE WRJTING SKILLS WITH READINGS.NINTH EDITION 0-07-803627-5 Copyrigh1 ©l 2014 by McGraw-Hill 即 ucatlon. A II Rights reserved. No pan of this publication may be reproduced or 四nsmitted in any form or by any means, electronic or mechan1cal, including without limitation phol()Copying. recording, iaping, or any dalltb缸e. information or retrieval system, without the prior written permission of the publisher. This authorized English Abridgement is jointly published by McGmw-Hil l Education ancl Foreign Language Teaching and Research Press. This ecliLion is aut.horized for sale in tl,e People's Republic of China only. excluding Hong Kong SAR. Macao SAR and Taiwan. Copyright C 20 14 by McGmw-Hill Education and Foreign Language Teaching and Research Press. 版权所有。未经出版人事先书而许可 ． 对木出版物的任何部分不得以任何方式或途径复制或传播， 包括但不限于复印、录制｀朵音，或通过任何数据库 、信且或可检索的系统． 本授权英文影印删减版由麦格劳－希尔（亚洲）教育出版公司和外语教学与研究出版社合作出版。此版本经授权仅 限任中华人民共和国境内（不包括香港特别行政区、澳门特别行政区和台湾）销售． 版权 10 2014 由及格劳

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美国大学英语写作 ： 第 9 版 ／ （美）兰甘 (Langan, J.) 著 ． 一 北京：外语教学与研 究出版社， 2014.8 (2015. l项印） （英语技能提高丛书）

ISBN

978 - 7 - 5135- 50 15-4

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John Langan has taught reading and writing at Atlantic Cape Community College near Atlantic City, New Jersey, for more than twenty-five years. The author of a popular series of college textbooks on both writing and reading, John enjoys the challenge of developing materials that teach skills in an especially clear and lively way. Before teaching, he earned advanced degrees in writing at Rutgers University and in reading at Rowan University. He also spent a year writing fiction that, he says, "is now at the back of a drawer waiting to be discovered and acclaimed posthumously."While in school, he supported himself by working as a truck driver, a machinist, a battery assembler, a hospital attendant, and an apple packer. John now lives with his wife, Judith Nadell, near Philadelphia. In addition to his wife and Philly sports teams, his passions include reading and turning on nonreaders to the pleasure and power of books. Through Townsend Press, his educational publishing company, he has developed the nonprofit "Townsend Library"-a collection of more than one hundred new and classic stories that appeal to readers of any age.

在听、说、读、写四项第二语言基本技能之中、

“写＂，即学习者书面交

际能力的培养，最为棘手 。 这一点从雅思官方发布的 2013 年雅思考生表现 (Test

taker perfonnance) 统计数据就不难看出：全球考生的听力、阅读和口语平均成 绩分别为 6.1 、 6. 1 和 5.9 , 而写作成绩仅为 5.6 。 下表中不同语言文化背景的考 生在雅思写作表现上的差异，更令我们深思 。 听力

阅读

写作

门语

平均

阿拉伯语

4.9

5.1

4.9

5.7

5.2

汉语

6.0

5.8

5.3

5.5

5.7

1:1 i吾

6.0

5.9

5.3

5.6

5.8

韩语

6.1

6.1

5.4

5.7

5.9

俄语

6.5

6.5

5.8

6.5

6.4

意大利语

7.0

6.4

5.9

6.3

6.5

法语

6.8

6.6

6.0

6.5

6.6

西班牙语

6.7

6.4

6.0

6.5

6.5

葡萄牙语

6.8

6.5

6.1

6.6

6.5

德语

7.3

7.5

6.6

7.3

7.2

我们知道｀雅思 Writing Task 11 从 task response （任务完成情况）、

coher-

ence and cohesion (衔接和连贯手段）、 lexical resources (词汇丰富程度）和 grammatical range and accuracy （结构多样性和准确性）四个方面评价一篇作 文 。 所以，即使是个体考生在写作中的表现不尽如人意，我们也要从整体写作 水平上找原因，因为这四个层面的问题是紧密相关的 。 例如，若考生在词汇运 用上不能达到雅思所要求的 a wide range of vocabulary with very natural and so-

pbisticated control of lexical features. 他在句法结构上就难以掌握 a wide range of structures with full flexibility and

accuracy 。

要找到文化背景各异的群体考生（如中同英语学习者）英语写作表现欠佳 的原因，我们不但要对这些第二语言学习者的文本和写作过程进行研究．更要 探讨不同文化背景的英语学习者和写作教师作为一个群体对英语写作的理解以

及他们在写作过程中本地文化的介入问题，进而从教学理念、教材编写、教学 方式、学习效果评价等层面有针对性地对现行写作教学模式进行全方位的考掀 。 ..

II

我们首先来看对英语写作的不同理解 。 John Langan 在 《美国大学英语写 作》

(College Writing Skills with Readings) 中建议英文写作应从练习写作 tra­

ditional college essay 开始 。 这种作文的字数一般在 500 个单词左右，由五个或 五个以上的段落构成 (a paper of about five hundred words that typically consists

of an introductory paragraph, three or more supporting

paragraphs 气 and

a concluding

paragraph) ，每个段落平均字数约 100 个单词 。 当然，这是对美国本族写作初 学者的要求 。 但针对第二语言学习者的雅思考试在 Writing Task TI 中也要求考

生在 40 分钟内写出一篇 250 个单词的短文 若以雅思作文的五段式基本模式 计算，每段平均字数为 50 个单词

然而，我国全国大学英语四级和六级考试

对作文字数的要求底线分别是 120 和 150 个单词，且分别要求不得超过 180 和 200 个单词 。 若以四级考试的字数底线为例，一篇五个段落的作文每个段落仅 有 24 个单词；即使考生写成四个段落．每段平均字数也只有 30 个单词，大约 为雅思考试作文字数要求的 一 半

一个仅有二三十个单词的段落，也就是两＝

个一般长度的英文句子，何谈词汇和旬型的多样性？又何谈任务的完成情况？ 我国的全国研究生入学考试中的英语作文对字数的要求也仅限于 160 至 200 词

之间，情况不相上下

我无意批评这类考试，只是想说明，这就是我们英语教

育界目前对“英语作文”的主流认识 已

有人会问，我们的学生连 160 个单词的”作文”都写不好，何以能写出 300 个单词的文章？这个问题可以从两个方面谈：

（ 1 ）仅从上面的字数对比就

可以看出， 160 个单词很难构成一篇最基本的、结构合理的”作文”;

（ 2) 多

年来，我们对英语写作字数的最高要求也就是 200 以下，但我们的不少高中毕 业生通过社会考试培训机构的培训，却能通过雅思或者托福考试 美国西雅图大学的 Eli Hinkel 教授长期致力于第 二语言写作研究 ，著有 《第二语言语篇》 (Second Language Writers'Text: Linguistic and Rhetorical Featu,-es) 一书 。 Hinkel(2003) 教授曾对 206 篇美国大学 一年级学生作文和 877 篇

在美国大学就读的来自中国、日本、韩国、马来西亚和阿拉伯国家的本科生和 研究生写作的作文进行了对比分析、发现这些第二语言作者”使用的句法和

词汇结构极度简单 ”(employ excessively simple syntactical and lexical construetions) ，其中包括过度使用系动词 be 、 there-be 句型、内隐动词 (private verbs,

如 believe 、 feel 、 learn 、 study 、 tl1ink 、 understand) 、外显动词 (public verbs, 如 say 、 state 、 talk) 和模糊名词 (vague nouns. 如 people 、 thing 、 way 、 society 、

stuff)。 在更早的一篇文章中， Hinkel (1997) 也发现，来自以上文化背景的

... Ill

第二语言写作者过度使用诸如 a lot of、 many/much 、 huodreds/tbousands of. at least/best 、 always/often/usually/never 、 excellent/good/bad 、 perbaps 、 as

knows 、 clearly 、 cert吐 nly 等校糊表达手段

everyone

我国学者文秋芳、丁言仁和王文宇

(2003) 对我国英语专业的学生作文做了研究，发现我国高水平英语学习者的

书面语”表现出较强的「I 语化倾向“，例如过度使用人称代词、强涸小品词和 校糊词

作者认为这种现象很可能源于教学方法的不同 ？

以 K 例子从一个侧而说明我国的英语教学界需要增加对英语语篇的认

识，进一步了解英语书面语语篇对词汇和句子的要求 。 但同时我们还需充分 认识到文化在写作中所起的至关重要的作用 。 在这一点上， Mattbew McCool 所著 《 跨文化写作指南 》 (11,riting

Around the World: A Guide to 肵iting Across

Cultures) 颇具参考价值在书中作者区分了 writer responsible culture 和 reader

responsible culture

前者在写作中的体现是演绎性 (deductive) 方式，文章以

平行推进模式 (parallel progression) 展开．亦即作者所谓的 AB—BC—CD 方 式；而后者则是归纳性 (inductive) 方式，文罩以顺序推进校式 (sequential

progression) 展开、亦即作者所谓的 AB—CD-EF 方式 。 这种差异往往会造成

语篇理韶上的障碍： ＂习惯 f 平行推进模式，会认为以顺序推进模式写出的文

章东一挪头西一棒子．迟迟乔不到文店主旨、而习惯了顺序推进模式的人则会 觉得以平行推进模式写出的文来在结构上显得幼稚，内容上缺乏信息性 。 “请 大家比较国内某考试写作试题中给学生提供的一个 outline 和《美国大学英语写

作 》 中提供的一个学生所写的 scratch outline:

;3．我们应该怎样做 ：｝言IEi::：气11-。二eofgomgout Temptingsnac尥

Getting to the movie offers some real problems

2

—

3. Other moviegoers 上面的英文提纲首先列出文章的主旨句 (thesis) ，即 “Getting to the movie

offers some real problems" ，然后列出文章 芒 个主体段落的主题关键词， ＝者者并 列

也就是说．作者计划写五个段落：一个包含文章主旨的开头段．三个内容

并列、结构平行的主体段和一个结尾段 。 这是典型的平行推进模式，即 AB— BC—CD 方式相反，国内考试试题给出的文卒题目是 Say No to Pirated Prod11cts. 但提纲中并没有文章的主旨、所列举的三点在英美读者眼里也看似互不相

iv

关，即 AB-CD-EF 方式 。 从学生习作来看，他们往往会把文章写成 二 个段 落，在文章结尾处表明类似于 “We should say no to all pirated products" 这样的 观点 。 这便是典型的 reader responsible 写作模式 。 近卜年来，我国各类出版村陆续出版了不少写作教材，也有不少冠以“高

级英语写作”之名，但总的来说针对性不强，鲜有从跨文化和跨语言比较角度 入手者 。 综合上面所谈的文化介入和词汇及句法层面的问题，不难看出，我们 的英语写作教材建设首先要从对英语写作的理念转变上下工夫，上及对英语语

篇的认识下至英语书面语对文体、词汇和句法结构的要求 。 在这一点上，外 语教学与研究出版社引进的 《 美国大学英语写作 》 给我们开了一个好头 。 我个 人认为，这本教材有以下几个值得我们借鉴的方面：

首先，本书作者从一开始便把作文作为一个语篇来讲解，其模式便是作者 所谓的 traditional essay, 即“五段式作文 ”(five-paragraph essay)。 这一点和

传统的从段落到篇章 (from paragraph to essay) 的编写理念形成对照 。 这种做 法便于中国英语学习者从一开始便逐步熟悉前而所讲的 writer responsible 的语 篇模式和思维方法，亦即本书作者在介绍这种 traditional essay 的优势时所说的 “思维训练和需要严格注意的逻辑规则 ”(mental discipline and close attention to

a set of logical rules)。 这种“思维训练”和“逻辑规则”就是 writer responsible 的模式

从某种程度上讲，对中国英语学习者而言，从一开始便了解英汉两

种语言在语篇层面的这种宏观差异，确保从一开始就不会“跑偏＂，要比词汇 及句法层面的训练更为重要 。 在课堂教学中，教师若能辅之以对汉语作文例

证的语篇分析，同本书第 一 章中所提供的 model essay 进行比较，相信效果会 更好 。 其次，本书把写作学习过程分步骤 (step) 的做法值得借鉴 。 我们看到， 本书并没有把文章开头 (introduction) 和结尾 (conclusion) 写作方法的讲斛

放在第一步，而是放在了第 三 步，也就是草稿的修改之前 。 这种做法并不奇 怪，一些国外写作教材，如 Jean Wyrick (2014) 的 Steps to Writing Well, 也是 如此 。 这种教材的编写理念在于语篇的不同组成部分具有不同的交际目的，因 而实现这些交际目的的语言形式也就各不相同 。 有兴趣的老师和学生可以参考

Jolm Swales 在《语类分析》 (Genre Analysis: English in Academic and Research Settings) 一书中提出的语步 (move) 分析方法 。 这种分析方法后来也被 Vijay

K. Bhatia (1993) 运用在商业推广信函和求职信函的分析中 。 语类分析法旨在

v

探讨不同语类所体现出的语步结构 (move structure) ，而这种语步结构所反映 的就是英语语篇所具有的 writer responsible 语篇栈式 。

当然，贯穿本教材的另一特色是写作研究中所说的过程法 (writing as a

process)

例如．在第八章中、作者首先展示了一名叫做 Cindy 的学生就作文

题目 Family Portrait 信手所写的一个段落，然后提供了她写的一篇五段作文草 稿以及她的同学 Elena 对该芹稿的详尽评论 。 然后， Cindy 对自己的作文进行 了认真修改 这篇作文也就是作者在第八章一开始所分析的范文 c． 这种教学方

法有利于学生看到一篇作文的写作过程 。 同时，对出自学生之手的文章进行分

析便于学生理韶作文的结构和写作方法｀这远比分析职业作家的作品具有更好 的教学效果 。 当然｀本书也为学生提供了不少职业作家的作品、以练习题的形 式让学生运用所学写作技巧对其进行分析 。 这种做法有利于培养学生阅读过程

中的写作意识

值得说明的是，外研社早在 2004 年就引进了《美国大学英语写作》的第 五版， 2007 年又引进了第六版．国内越来越多的大学把该教材作为写作教材或 者参考教材、到 2012 年本书第六版就已印刷十一次 ＂ 我们看到的这个版本是 该教材的最新版．即经过作者全面修改的第九版 。 和前几版相比，新版有两个

特点更利于中国英语学习者：（ 1) 作者在每个部分均增加「一些体现学术 (aca­ demic) 和职场 (work) 写作特点的范例和练习

目前国内的写作教学．特别是

英语专业的写作教学，存在基础＇与作以及学术论文写作与职场相关内容写作之 间衔接断层的问题 。 本教材所新增的这部分内容无疑从某种程度上弥补了这一

缺陷 。 (2) 作者对原版范文进行了有针对性的修改．避免过度使用第二人称代 词，并在范文的分析中予以充分体现 3 前文我们谈到中国英语学习者在作文中 存在门语化倾向的问题，而过多使用人称代词便是口语化的一个直要特点 9 这

一点对提升第二语言写作者的书面语文体意识无疑开了一个好头 另外｀根据我国英语写作教学现状以及大学生英语学习的特点，外研社在 第九版的基础上对部分章节内容作了适当删减

如，鉴于当代大学生对网络的

熟练运用，将原 Par! I 中 Tips on Using a Computer 一节删除；考虑到现今大学 生的英语语法基础，对原 Part 4 进行适鼠删减，删除学生巳相当熟悉的语法内

容，保留对于大学生来说较难掌握的语言点 最后、还需说明的是， John Langan 的《美国大学英语写作》于 1985 年首 次出版，此后大概每隔四年便修订再版一次一一部教材能连续几卜年受到使用

者的青眯．除了我谈到的和没有谈到的一些特点、”与时俱进“无疑是一个重 vi

要因素 。 希望我国的英语写作教学界能从其编写理念中受益，在不久的将来， 能让我们看到既具备良好编写理念又具有针对性的“有中国特色的“英语写作 教材面世 。

姜亚军 2014 年 5 月于西安外国语大学

参考文献

Bhatia, V. K. (1993). Analysing genre:

Lan即age

use in professional settings. Lon-

don: Longman. Hinkel, E. (1997). Indirectness in LI and L2 academic writing. Journal of Pragmatics, 27(3), 360-386. Hinkel, E. (2002). Second Ian即age writers'text:

Lin即 istic

and rhetorical features.

Mahwah: Lawrence Erlbaum. Hinkel, E. (2003). Simplicity without elegance: Features of sentences in L2 and L1 academic texts. TESOL Quarterly, 37, 275-301. McCool, M. (2009). Writing around the world: A gzlide to writing across cultures. London: Continuum. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Wyrick, J. (2014). Steps to writing well. London: Harcourt Brace College Publishers. 文秋芳、丁言仁、王文宇， 2003, 中国大学生英语书面语中的口语化倾向，《外 语教学与研究》 (4) : 268-274 。

..

VII

美国大学教材有两大特点，第一是不断更新，不断完善，每隔三到四年

要修订一次，第二是内容多，部头大，而且一般来说越修订越厚 七 《美国大学 英语写作》自 1985 年首次出版以来、每隔四年修订一次 。 外研社于 2004 年引 进出版了该书的第五版，现在引进的是 2005 年在美国最新修订出版的第六版 。 我首先要对外研社这种敬业的精神表示由衷的赞赏 。 我从大学期间开始学习用英语写作，到现在已经 20 多年了 。 毕业后一直 在大学教书，教过英语专业和非英语专业研究生、博士生的英语写作、但一直

苦于没有一部适合上述学生使用的高起点教材 。 令人高兴的是．这本大部头的《美国大学英语写作》解决了这个问题，它 全面、系统、实用、新颖，是一部高起点的英语写作教材，适合我国大学英语 专业二、三年级学生，以及非英语专业基础好的高年级学生和研究生使用 。 为什么这么说呢？让我们来看一下该书各部分的内容第六版正文超过了 700 页，分为五个部分： l ．短文写作； 2 ．短文的分类和写作手法； 3 实用写作 技巧； 4．句子写作技巧指南； 5 ．以阅读带动写作 第一部分介绍作文的写作过程，是全书的理论基础，也是所有写作形式的

概念基础 。 编者首先指出构成作文的核心是“论点 (point) ＋论据 (support)” 。 就段落而言，论点往往体现在“主题句 (topic sentence)", 段落的其他内容必 须用千支撑主题句的观点；就文章而言，论点即“论题 (thesis statement)".

是全文阐述的核心，文章的其他部分都起着支撑论点的作用 。 当然，这样的提 法并非编者的独创，而是作文的一般规律，但在这本书中把段落和文章的共同 特点放在一起来讲解，使学生从一开始就既见木，又见林、却是在其他同类教

材中罕见的 ＾ 这一部分占到了全书近四分之一的篇幅，不但阐述了写作的基本 理论，而且列举大屈实例详细讲述了如何起草和修改作文，如何建立和支撑 自己的观点，如何使用连接词语及如何写出好的句子等等 。 编者最后总结出

修改作文要遵循四个原则：论点要一致，论据要充分，语言要连贯，语法要 规范 。 第二部分列举了儿种作文的写作方法，即描写、叙事、举例、过程、因 果、对比、定义、分类和论述，对于每一种作文的手法，编者都针对学生作业

...

VIII

的实例进行分析，并选用了一些经典的作品供分析、学习和模仿 第三部分的目的是：以前两部分为基础，提高大学生的写作能力 ． 涉及大 学阶段专门体裁的写作，如怎样做考试中的作文式答题，怎样写文章摘要、学 习报告、个人简历和求职信，怎样使用图书馆和因特网查阅资料，以及怎样写 研究论文等

这些体栽的作文屈于应用文的范畴，是大学生在高年级阶段经常

会用到的一些文体

现在我国鼓励有条件的学校要用英语开设各类专业课程，

显然也应该教会学生用英语读书｀答题、写报告和研究论文

此外，毕业前的

学生在求职过程中往往要准备中英文对照的简历和求职信，这也是自己实力的 展示

第四部分介绍遗词造句的技巧，俨然是一部语法书｀这一部分不必按部 就班地学习、只要把它当作学习过程中的参考即可 ＾ 大学阶段的学生巳经掌握 了比较全面的英语语法知识，不需要在写作课上逐条学习语法项目 。 使用这一 部分材料的办法是将其内容结合前面部分学习，渗透到每一类作文中，特别是 呏学生出现语法错误的时候，在这一部分里找到相应的内容有针对性地强化 某一语法项目

比如，中国学生比较普遍的语法错误是＂粘连句 (run-on sen-

tences)", 本书就有专门一节可供学习

此外，这一部分还有关于作文的一些细

节问题，如作业的格式、标点符号、用词等，也是学生在作文中经常忽视的， 需要不断提醒学生注意 。 本书的最后一部分是用于写作练习的阅读材料｀共选入 17 篇佳作，每篇 后面都有阅读理解题目、写作技巧分析、讨论题和作文题，供学生进一步讨 论、分析、橾仿和练习 。 这一部分的内容可以和前面的内容穿插进行，也可以 独立作为一学期的学习材料 。

和第五版相比，第六版进行了一些改进 。 甘先，随着因特网的普及，在资 料的检索方面更加快捷和广泛，这一版加强了这方面的指导，并配备了一些网 上学习材料 。 其次，本版增加 r 避免抄袭行为的内容，使学生能够更规范地表 达自己的思想 。 第＝．，在第＝，章加强了对“论题”的指导 。 第四，全书共增加

了五篇新的阅读材料 。 这样一部大书给了教师很大的灵活性｀教学中不必（也不可能）从头至尾 学习一遍，可以根据学生的实际需要选择其中的部分内容粕讲，其他内容布置

给学生自学

书大的好处是详尽、有足够的篇幅列举大址的实例说明每一个问 ix

题，因此对千具有一定的英语基础自学写作的人来说也同样是一个福音 。 我相 信这本书的出版将有助千我国英语写作的教学，提高大学生和研究生的书面表 达能力 。

史宝辉

北京林业大学外语学院院长教授

x

ste in t e l=o r B es:

nity,

ort, Coherence, Sentence Skills

College Writing Skills with Readings 9/e emphasizes writing skill and process. By referring to a set of four skill for effective writing, College Writing Skills with Readings 9/e encourages new writers to see writing as a . kill that can be learned and a process that must be explored. The four skills, or ha e , for effective writing are as follows:

• Unity: Di cover a clearly . tated point, or topic sentence, and make ure that all other information in the paragraph ore say upports that point.

• Support: Support the point with pecific evidence. and plenty of it. Coherence: Organize and connect upporting evidence o that paragraphs and e say transit smoothly from one bit of supporting information to the next.

• Sentence skills: Revi e and edit so that entences are e1rnr-free for clearer and more effective communication. The four bases are essential to effective writing, whether it be a narrative paragraph, a cover letter for a job application, or an essay assignment.

SUPPORT Supporl lhe poinls wilh S.f>ecific evidence, and plenty ol ii.

S~NT~NCI; SKILLS Revise and edit so lhal senlences are error•lree lor clearer and more ell'eclive communication.

Person I,

cademic, nd Work lace Writing

College Writing Skills with Readings 9/e i flexible. Students are exposed to example of writing that reflect the three key realm of their live -personal. academic, and workplace. They will find model , activitie , and examples for any writing ituation. This variety provide great flexibility in the kind of as ignments you prefer to give. Icon identifying personal, academic, and workplace writing are integrated throughout the chapter . xxiii

In addition to incorporating the personal learning plan, maintaining the four ba..,es framework, am!

ontinuing to build in many familiar personal writing examples.

College Writing Skills with Readi11gs 9/e include the following chapter-by-chapter change :

Prut l: E . a Writing • New sample paragraphs that refl ct academic and workplace writing • Revi ed writing amples to eliminate u e of second-person • Revi ed pre. entation of the term "e say," including fuller explanation of "the i "and coverage of e ay with more than three opporting paragraph • Greater emphasi. on the role of mi ed modes in e ay v;ri1ing • Re i ed full-lengtl, e say with focu. on adding detail • Revi ed treatment of th u ·e of question in es ay structuting lnclu ion of multiple aero . -chapter cro ·-reference to related topics

Part 2: Pattern· of

'a D vclopm nt

ew sample paragraphs and Writing A ignments that reflect academic and workplace writing • Updated per anal writing example · •

ev. explanation about limited u . e of second-person in writing

• Re ised wJiting samples to eliminate u e of econd-person Greater cov rage of e . ay, with more than three supporting paragraph. • lnclu. ion of multiple aero s-chapter cro s-reference to related Lopics Revi ed introductory text for each pattern with explanation of how multiple mode function together in one e say

xxiv

Chapter-by-Chapter Changes

Part 3: Special Skill Updated fom1atting for , ample tudeut paper to better repre ent academic expectations • Revised exposition to reflect updated MLA standard

Part 4: Handbook of Sentence Skill • Grammar activities and exercise rew1itten to incorporate academic and workplacerelated themes • Review Te ts reworked to incorporate academic and workplace-related themes • Revi ed material frequently focu ed on one i ue o that it reads as a unified pas age ralher than a et of di connected statements • Inclu ion of multiple aero -chapter cross-references to related topics

Part 5: Readings for Writer. Reading updated to include three new election by diver e and well-respected authors: "What Your Closet Re eals about You" by Amy Tan from Self-Reliance by Ralph Waldo Erner on "Chief Seattle's Speech of 1854'' by Chief Seattle Each new reading accompanied by new full et of question and a signments • All as ignment reflect either per onal, academic, or workplace-related theme

XXV

Without the contribution and diligence of Zoe L. Albright of Metropolitan Community CollegeLongview, this edition would not have come to fmition. The quality of College Writing Skills with Readings 9/e is a testament to the ugge tions and insights from instructors around the country. Many thanks to all of tho e who helped improve

thi projecL Steven R. Acree, College of 1/ze Desert Marty Ambro. e, Edi on State College James M. Andres, Harper College

Helen Che ter, Milwaukee Area Technical College Cathy Clements, State Fair Commw1ity College Patricia Colella, Bunker Hill Community College Donna-Marie Colonna. andhil7s Community College Linda Au tin Crawford. McLennan Community College Dena DeCac;tro, Clark College Beverly F. Dile, Elizabethtown Community and Technical College

Marcia Backos, Bryant & Stratton College

Carrie Dor ey, Northern Virginia Community College

Elizabeth Barnes, Daytona Beach Community College-Daytona Beach

Thoma '"

An Introduction to Writing

wililn ,uar bl U& ' < b -

But At l,,ut wr di ·wtabe taJdlrN

2 The Writing Process

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3 The i=irst and Second Steps

l""rnd/" ' and illustrate the equence of steps in writing an effe Live es ay. In particular, the chapter foet1- e, on prewriting and revisingstrategie that can help with every e. ay you write. For many people. writing is a process that involve. the following teps:

J. Di covering a the i --often through prewiiting. 2. Developing solid support for the thesi --often through more prewriling. 3. Organizing the the i and upporting material and writing it out in a fir t draft.

20

Part 1 Essay Writing

4. Revi ing and then editing carefully to en ure an effective, error-free e ay. Leaming thi equence will help give you confidence when the time come to write. You'll know that you can u e prewriting as a way to think on paper and to gradually di cover ju t what ideas you want to develop. You'll under tand that there are four clear-cut goals-unity, uppon, organization, and error-free entences-to aim for in your writing. You'll realize that you can u e revision to rework an e ay until it i a trong and effective piece of writing. And you'll be able to edit your writing o that your sentences are clear and error free.

Prewriting f~~ If you are like many people, you may have trouble getting started with writing. A mental block may develop when you it down before a blank beet of paper. You may not be able to think of an interesting topic or the i . Or you may have trouble coming up with relevant detail to upport a possible thesis. And even after starting an essay, you may hit nag -moment when you wonder, What el e can I say? or Where do I go next? The foIJowing page describe five prewriting technique that will help you think about and develop a topic and get words on paper: (1) freewriting, (2) que tioning, (3) making a list, (4) clustering, and (5) preparing a cratch outline. These techniques help you think about and create material, and they are a central part of the writing proce .

Technique 1: Freewriting Freewriting mean jotting down in rough entence or phrases everything that comes to mind about a pos ible topic. See if you can write nonstop for ten minutes or more. Do not worry about pel1ing or punctuating conectly, about erasing ml tak , about organizing material, or about finding exact word . Instead, explore an idea by putting down whatever pops into your head. If you get tuck for word , repeat yourself until more words come. There i no need to feel inhibited, since mi take do nor count and you do not have to hand in your freewriting. Freewriting will limber up your writing muscles and make you familiar with the act of writing. It i a way to break through mental blocks about writing. Since you do not ba e to worry about mi take , you can focu on discovering what you want to say about a subject. Your initial ideas and impre ions will often become clearer after you have gotten them down on paper, and they

Chapter 2 The Writing Process

may lead to other impression and ideas. Through continued practice in freewriting, you will develop the habit of thin.king as you write. And you will learn a helpful technique for getting started on almost any writing you have to do.

Freewriting: A Student Model Diane Woods' es ay 'The Hazards of Moviegoing" on page 6-7 was developed in re ponse to an assignment to write about some annoyance in everyday life. Diane began by doing some general freewriting and thinking about things that annoy her. Here is her freewriting:

There are lots of things I get annoyed by. One of them that comes to mind is politishons, in fact I om so annoyed by them that I don't wqnt to soy anything about them the las! thing I won! is to write oboul them. Another thing that bothers me ore people who keep complaining aboul everything. If you're having trouble, do something about ii just don't keep complaining and just talking. I am really annoyed by traffic. There are too many cars in our block and its not surprising Everyone has a car, the parents have cars and the parents ore just too induljent and the kids have cars, and theyre all coming and going all the time and often driving too fast. Speeding up and down ihe street. We need a speed limil sign but here I am back with politiks again. I am really bothered when I have lo drive to the movies all the congestion along the way plus there ore just so many cars there of the mall. No space even though the parking lot is huge ii just fills up with cars. Movies ore a bother anyway because ihe people con be annoying who ore sitting there in the !healer with you, talking and dropping popcorn cups and oct1ng like they're al home when they're not.

At this point, Diane read over her notes and, as she later commented, "I realized that I bad several potential topic . I aid to my. elf, 'What point can I make that I can cover in an e ay? What do I have the mo t information about?' I decided that maybe I could narrow my topic down to the annoyance involved in going to the movies. I figured I would have more details for that topic." Diane then did more focused freewriting to accumulate details for an essay on problems with moviegoing:

21

22

Part I Essay Writing

I really find it annoying to go see movies anymore . Even though I love films. Traffic to Ci nema Six is awful. I hate looking for a parking place, the lot isn 't big enough for the theaters and other stores . You just keep driving to find a parking space and hoping someone will pull oul and no one else will pull in ahead of you . Then you don 't wanl there to be a long line and lo w ind up in one of the first rows w ith th is huge screen right 1n front of you Then I'm in the theater with the smell of popcorn all around . Sitting there smelling if trying lo ignore ii ond just wanting lo pour a whole bucket of popcorn with melted butter down my throat. I can't stop thinking about the choclate bars either. I love the stuff but I don't need it. The people who ore there sometimes drive me nuts . Talking and laughing , kids runn ing around , packs of teens hollering, who con listen lo the movie? And I might run info my old boyfriend-the last th ing I need . Also sitting thru all the previews and commercols. If I arrive late enough to miss that junk the movie may be selled out.

Notice that there are errors in spelling, grammar, and punctuation in Diane' freewriting. Diane i not worried about ucb matters nor houJd she be. At this tage, she just wants to do ome thinking on paper and get ome material down on the page. She knows that thi i a good first step, a good way of getting tarted, and that she will then be able to go on and shape the material. You should take the same approach when freewriting: explore your topic without worrying at all about being correct. Figuring out what you want to say and getting raw material down on the page hould have all of your attention at thi early tage of the writing proces .

ACTIVITY 1

To get a sense of the freewriting proce , take a sheet of paper and freewrite about some of the everyday annoyance in your life. See bow much material you can accumulate in ten minute . And remember not to worry about mistake ; you 're ju t thinking on paper.

Technique 2: Qyestioning In questioning, you generate ideas and details by asking questions about your subject Such questions include why when, where, who, what, and how. Ask as many questions as you can think of.

Questioning:A Student Model Here are orne questions that Diane Wood might have asked while developing her essay.

Chapter 2 The Writing Process

Q e io

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When Janine reviewed her Ii t, he aw that the item fell into three major categories. They were(]) the car' economy; (2) it familiarity· and (3) it dependability. She went back and noted which category each of the items best fit Then be crossed out tho e item that djdn t seem to belong in any of the categorie .

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263

264

Part 2 Patterns of Essay Development

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