英语修辞写作—语法修辞篇 参考材料 Section 7.docx

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1、Section 7 Modes of Discourse (2):NarrativeI. Key to the Exercise1. What is narration? How is it different from description?Find out the answer in the Lecture.2. What is narrative source? What is the narrative source of “I Am Prepared to Die”？Find out the answer in the Lecture.3. What is narrative fl

2、ow? What is the narrative flow of the passage at the end of the exercise?Find out the answer in the Lecture.4. What is narrative outcome? What is the narrative outcome of the passage at the end of the exercise?Find out the answer in the Lecture.5. Is the following passage a narration of events of a

3、story or a narration of the process of an action?Although the paragraph contains some expositions and descriptions of the environment and the objects used for enlarging pictures, the dominant operation is narration which is used to record the process of photographic enlargement. This process include

4、s a series of actions, namely, place a photographic negative in the machine s negative carrier, turn on the lamp to check the lens adjustment, this lamp passes light through the negative to the lens to focus rays on the enlarging paper； the light- - -produces a latent image, the enlarger lens is pro

5、perly focused； turn off the light； making a test strip on which you will try several different timed exposures； select a narrow piece of enlarging paper as your test strip； place it on the enlarger easel； cover most of the paper with a piece of cardboard： move the cardboard across the test strip a f

6、ew seconds at a time, exposing additional segments of the paper； drop the test strip into the tray； transfer the test strip for a few seconds to another tray containing “stop bath ”: finally, move the paper to a third tray for a “fixing bath, in which the image is made permanent, etc. Apart from the

7、 narration of these chronological actions, the rest (the beginning and the ending) are either expositions or descriptions.Customizing the QuestionsThe prompts below are longer than those used on most exams. Generally, the exam questions do not include examples of situations that fit the writing assi

8、gnment. I prefer more specific assignments so Fve included the extra information. You can revise the assignments for briefer versions that are more in line with the test questions briefer versions that are more in line with the test questions. Id spend time in class asking students how to deal with

9、the more general questions, including urging them to brainstorm scenarios on their test form before committing to a topic.1. Being Unprepared Because you have been sick, out of town, busy at work, or working on other homework, you didnt have as much time to study for an important test as you needed.

10、 Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didnt get to prepare as well as you wanted, taking the test, and an

11、y significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.2. Lightbulb Moment Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with it might be s

12、omething related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to p

13、erfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper shou

14、ld help readers understand how you felt to struggle with the idea or skill and then to understand.3. Childhood Event Choose a vivid time from your childhood 一 You might think of the first time that you rode a school bus, of a time when you went to the principaPs office, the first A you earned on a t

15、est or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that youve chosen so that your readers will understand why the event was important and memorable.4. Achieving a Goal Think of a time when you achieved a personal goal -

16、you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers un

17、derstand why the goal is important to you.5. The Good and the Bad Think about an event in your life that seemed bad but turned out to be good. Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a computer. What makes the event change from bad to good

18、 may be something that you learned as a result, something that you did differently as a result, or something that happened that wouldnt have occurred otherwise. Tell the story of the event that you experienced and help your readers understand how an event that seemed negative turned out to have valu

19、able consequences.6. Being a Teacher Teaching someone else how to do something can be rewarding. Think of a skill that youve taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think

20、about the events that made up the process of teaching the skill, and narrate the story for your readers.7. Changing Places Every place has things that change - sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about

21、. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Food Lion or Winn Dixie. Maybe the First National Bank of Smithburg suddenly becomes NationsBank. Perhaps the change was more persona

22、l - an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.8. Personal Rit

23、uals Describe a personal ritual that you, your friends, or your family have. Think about the personal steps that you always go through when you prepare for an exam. Do you sit at a desk, spread books and notes across your bed, or use the kitchen table? Do you have to have something to drink.soda, wa

24、ter, jolt? There are numerous things that we do for which we create our own personal rituals. Choose one event studying for a test, writing a paper, dressing and warming up before a game, or preparing and having a special family meal. Narrate the events that take place when you complete your ritual

25、so that your readers understand the steps that the ritual includes and why you complete them.9. Standing Up Choose a time when you did something that took a lot of nerve, a time when you didnt follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do s

26、omething that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. You

27、r narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.10. Disagreeing Think of a time when you disagreed with a decision that had been made and did something about it. The decision m

28、ight have been made by someone you know personally - your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing you

29、r concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met - perhaps your school board decided to change the lines in your school district so that you would

30、have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board. Whatever happened, your job is to write a paper that narrates the events that oc

31、curred - from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate.5. Guide (5)Difference between Narrative Writing andAcademic Writing(太傻超级论坛英语写作

32、专版)Assumption 3: Writing Personal Narratives/Opinions (Telling What One Already Knows) Is Not Similar to Producing Academic Writing, Which Requires Obtaining and Transforming KnowledgeIn their examination of the writing process, Bereiter and Scardamalia (1985, 1987, 1989) distinguished two types of

33、writing: knowledge telling and knowledge transforming. They explained that telling about personal experiences or opinions represents the easiest form of writing production that is accessible to practically all language users, who often perform such tasks in conversations. For example, writing assign

34、ments such as My first day in the United States, My most embarrassing/happiest day, or My views on abortion/animal research do not require writers to do much beyond telling what they already know and simply writing down their memories or opinions in response to the prompt. To produce an essay, write

35、rs need to organize information, often in a chronological order, according to a form appropriate within the structure of composition and in accordance with a few prescribed conventions for discourse organization (e.g., overt topic markers and/or lists of reasons-my first reason, the second reason, t

36、he third reason, .in conclusion.) that are also retrieved from memory. In the case of L2 students, such writing tasks can be produced even within the constraints of limited vocabulary and grammar because the degree of textual simplicity or complexity demonstrated in the writing is determined by the

37、writer.Opinion essays (Bereiter & Scardamalia, 1987) include only two main elements: statement of belief and reason. Some assignments of this type may involve multiple reasons and, at slightly more advanced levels of writing, anticipation of counterarguments, as is often expected of ESL writers in L

38、2 writing instruction dealing with what is often called written arguments (Leki, 1999; Lunsford & Ruszkiewicz, 2001). Opinion writing also necessitates knowledge telling because stating ones views requires little information beyond the writers personal beliefs or thoughts. In these types of essays,

39、writers can produce text on practically any topic within their available knowledge without external information or support. Opinion-based written assignments or essays report personal thoughts in the form of a simple discourse organization that usually meets the expectations of the genre.It is impor

40、tant to note that the teaching of L2 writing focuses predominantly on topics purposely designed to be accessible for L2 learners. Writing prompts in many L2 writing classes are often highly predictable and may actually require students to produce personal narratives and experiences (eg, why I want t

41、o study in the United States, holidays in my country, the person who influenced me most, my family, my favorite sport/pet/book/movie/class/ teacher/relative). Opinion essays are also ubiquitous at high intermediate and advanced levels of pre-university ESL/EAP instruction because they appear to be p

42、seudoacademic and are based on short readings: Please read the article/text and give your reaction/response to (its content on) pollution/gender differences/racial discrimination/the homeless/urban crime/TV advertising/ teenage smoking/human cloning/gays/women in the military. However, a counterprod

43、uctive outcome of topic accessibility is that NNS academically bound students have few opportunities to engage in cognitively and linguistically advanced types of academic writing expected of them in their university-level courses (Leki & Carson, 1997).In addition to knowledge telling in writing, th

44、e Bereiter and Scardamalia model of writing also addresses a far more psychologically complex type of writing that they called knowledge transforming. Knowledge transforming necessitates thinking about an issue, obtaining the information needed for analysis, and modifying ones thinking. This type of

45、 writing leads writers to expand their knowledge base and develop new knowledge by processing new information obtained for the purpose of writing on a topic. Knowledge transforming is considerably more cognitively complex than knowledge telling because writers do not merely retrieve information alre

46、ady available to them in memory, but derive it from reading and integrate with that already available to become obtained knowledge.Bereiter and Scardamalia emphasized that knowledge telling and knowledge transforming require different rhetorical and text-generating skills for producing written disco

47、urse. Such important considerations of writing as content integration, expectations of the audience, conventions and form of the genre, use of language and linguistic features (eg, lexis and grammar), logic of the information flow, and rhetorical organization are all intertwined in knowledge transfo

48、rming (e.g., defining terms, explaining ideas, and clarifying). In general terms, Bereiter and Scardamalia described the classical academic model of writing expected in the disciplines when students are required to obtain, synthesize, integrate, and analyze information from various sources, such as

49、published materials, textbooks, or laboratory experiments.Advanced cognitive and information-processing tasks entailed in transforming knowledge and demonstrating knowledge in writing place great demands on 12 writers9 language skills.IL Translation of the Sample TextOpen.III. Supplementary Samples1. Sample (1): Narration (A)Senior PromPassage taken from Theodore Johnston and James Gonzales, TheWriters Advice Book, Ginn Press, Massachusetts, 1987, p. 14My senior