高级英文写作教程教师用书
高级英文写作教程教师用书
给老师使用的高级英文写作教程的书籍和学生们用过的有什么区别你们有找过吗?下面是学习啦小编给大家整理的高级英文写作教程教师用书，供大家参阅!
高级英文写作教程教师用书简介
本册(教师用书)是根据《高级英文写作教程》课后练习中所提出的问题而编写的。课后练习包括写作对象和目的、篇章结构、句法分析和词汇研究四个部分，涉及到写作的意图与对象，文章的组织与结构、段落的过渡与扩展、句型的选择与运用、词汇的分析与比较、语言的逻辑与表达、文体风格与语气、修辞与典故、节秦与韵律、引语与暗语、构词与词源等各方面的问题。其中有些问题相当微妙、难解，我们在编写答案时颇感棘手，很难做出*肯定或否定的回答。再者，由于读者对原文理解角度不同和观点上的差异，得出的结论与答案也不会全然一致，有的甚至截然不同，这是可以理解的。本书所提供的只是参考性的答案。
高级英文写作教程教师用书介绍
本书以美国康乃狄克大学托马斯·凯恩和伦纳德·彼得斯编辑的WRITING PROSE为蓝本，精心改编而成。
本书旨在提高学生语言技能，培养学生驾驭英语语言和赏析文学作品的能力。
本书所选范文大都出自名家之手，结构严谨，构思精巧，用词考究，写作风格各具特色。
每篇课文后附有详尽的注释，包括作家简介，作品的时代背景，语言难点和重点等。其练习新颖，实用。
高级英文写作教程教师用书目录
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 Mr.and 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
高级英文写作范文
Introduction
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.
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