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Файл:Основы письменной речи английского языка. Учебно-методическое пособие
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МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ
ФЕДЕРАЦИИ
Федеральное государственное бюджетное образовательное учреждение высшего образования
«Набережночелнинский государственный педагогический университет»
Филологический факультет
Кафедра Романо-германских языков и методик их преподавания
Полькина Г.М.
Мухтарова Р.Й.
ОСНОВЫ ПИСЬМЕННОЙ РЕЧИ АНГЛИЙСКОГО ЯЗЫКА
Учебно-методическое пособие для студентов языковых факультетов
г. Набережные Челны
2019
УДК 811.111(075.8)
ББК 81.2Англ
О - 75
Печатается по решению редакционно-издательского совета ФГБОУ ВО «НГПУ»
Рецензенты:
доктор филол.наук., заведующий кафедрой языковой и межкультурной
коммуникации ИФ и МК им. Толстого Тарасова Фануза Харисовна;
кандидат филол.наук, доцент кафедры романо-германских языков и методик их
преподавания НГПУ Шараева Гульнара Замировна
Авторы-составители:
кандидат филол.наук., доцент кафедры романо-германских языков и методик их
преподавания Полькина Гульнур Маннуровна;
кандидат филол.наук., доцент кафедры романо-германских языков и методик их
преподавания Мухтарова Резеда Йолдызовна
О-75 Основы письменной речи английского языка: учебно-методическое пособие
для студентов языковых факультетов / авт. - сост. Полькина Г.М., Р.Й. Мухтарова. – Наб.
Челны: НГПУ, 2019. – 71 с.
Пособие предназначено для студентов дневной и заочной формы обучения филологического
факультета отделения иностранных языков по направлениям подготовки 44.03.01 и 44.03.05
Педагогическое образование, по профилям «Иностранный язык» и «Иностранный язык и
второй иностранный язык».
Пособие содержит основные материалы, необходимые для овладения навыками
письменной речи, а также практические задания для самостоятельной работы.
УДК 811.111(075.8)
ББК 81.2Англ я73
ISBN - нет
© Полькина Г.М., Мухтарова Р.Й., 2019
© ФГБОУ ВО «НГПУ», 2019
2
Пояснительная записка
Мы живем в век, когда письменная речь занимает все более важное место в нашей
коммуникации. Овладение ею является первостепенной задачей лингвиста, ученого,
учителя, профессионала. Студенты должны уметь грамотно излагать свою речь, как в
устной, так и в письменной форме, писать разные виды документов, эссе.
Данное учебно-методическое пособие представляет собой теоретический и
практический материал по основам письменной речи английского языка, подобранных из
различных аутентичных источников: учебника Патрика Себранека, изданного в
Массачусетсе, США для студентов американских школ и колледжей, интернетисточников, мастер-классов, данных учителями Оксфорда и других зарубежных учебных
заведений. Мы включили также несколько эссе, написанных студентами филологического
факультета Набережночелнинского государственного педагогического университета.
Материал разбит на разделы, включающие в себя теоретическое изложение темы,
рекомендации по написанию письменных документов, а также различные задания,
нацеленные на формирование различных навыков письменной речи от простого к
сложному: от написания параграфа до написания различных типов писем и эссе,
репродукции художественного текста.
Работа с данным пособием предполагает изучение теоретического материла и
выполнение письменных заданий после него. Студентам предлагается список тем для эссе
для самостоятельной работы.
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Contents
Rules of writing .............................................................................. 5
Lesson I. Writing a paragraph ....................................................... .7
Lesson II. Writing a reproduction of a text .................................. 15
Lesson III. Writing an email and a letter ...................................... 22
Lesson IV. Writing an Essay ........................................................ 59
References……………………………………………….…71
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Rules of writing
The writing process helps you to produce effective essays, narratives, and reports – one
step at a time. To become a skilled and confident writer, you must gain a working knowledge of
its steps:
- Prewriting
- Writing
- Revising
- Editing and proofreading, and publishing.
Effective writing meets the following standards:
Stimulating ideas
The writing…
- Presents interesting and valuable information.
- Maintains a clear, specific focus or purpose.
- Holds the reader‘s attention (and answers his or her questions about the subject).
Logical Organization
- Includes a clear beginning, middle, and ending.
- Contains specific details – arranged in the best order – to support the main ideas.
Engaging Voice
- Speaking in a sincere, natural way.
- Shows that the writer really cares about the subject.
Original word choice
- Contains specific, clear words.
- Presents an appropriate level of language.
Effective Sentence style
- flows smoothly from sentence to sentence.
- displays varied sentence beginnings and lengths.
Correct, Accurate Copy
- Adheres to the rules of grammar, spelling, and punctuation.
- Follows established formatting guidelines.
So Good writing is…
Original (the subject or the way the subject is covered is lively and energized),
Organized (the ideas are presented in a sensible or effective order),
Detailed (the details are specific and colourful),
Clear (the sentences clearly and smoothly move the writing forward),
Correct (the final product is clean and correct), and
Effective (the writing is engaging and informative)
The writing process in action (a general guide whenever you write)
Prewriting (choosing a Subject and Gathering Details)
1. Search for a meaningful writing idea – one that truly interests you and meets the
requirements of the assignment.
2. Use a selecting strategy (listing, clustering, freewriting, and so on) to identify possible
subjects.
3. Learn as much as you can about a subject you choose.
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4. Decide on interesting or important part of the subject – your focus – to develop.
Express your focus in a thesis statement, a statement that helps map out your writing.
5. Think about an overall plan or design for organizing your writing. This plan can be
anything from a brief list to a detailed outline.
Writing the first draft (connecting your ideas)
1. Write the first draft while your prewriting is still fresh in your mind.
2. Set your right tone by giving your opening paragraph special attention.
3. Refer to your plan for the main part of your writing, but be flexible. A more interesting
route may unfold as you write.
4. Don‘t worry about getting everything right at this point; just concentrate on
developing your ideas. (If you‘re working on a computer, save a paper copy of each draft.)
Revising (Improving your writing)
1. Review your first draft, checking the ideas, organization, and voice of your writing.
2. Ask at least one classmate to react to your work.
3. Add, cut, reword, or rearrange idea as necessary. (You may have to change some parts
several times before they say what you want them to say.)
4. Carefully assess the effectiveness of your opening and closing paragraphs.
5. Look for special opportunities to make your wring as meaningful and interesting as
possible.
Editing and proofreading (checking for style and accuracy)
1. Edit your revised writing for sentence smoothness and word choice.
2. Then check for errors in usage, punctuation, capitalization, spelling, and grammar.
3. Have a dictionary, thesaurus, and your handbook close at hand as you work.
4. Ask a reliable editor – a friend, a classmate, a parent, or a teacher – to check your
writing for errors you may have missed.
5. Prepare a neat final copy of your writing.
6. Proofread the final draft for errors before submitting it.
Publishing (sharing your work)
Share the finished product with your teacher, writing peers, friends, and family
members.
Decide if you are going to include the writing in your portfolio.
Post it on your personal or class Web site or publish on-line.
Consider submitting your work to a school, a local, or a national publication.
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Lesson I. Writing a paragraph
Paragraph
Paragraphs represent the basic unit of composition: one idea, one paragraph. However, to
present a clear, unified train of thought to your readers, you must make sure each paragraph
follows the one before it and leads to the one after it through clear, logical transitions. Each
paragraph starts with the topic sentence, is followed by several supporting sentences, and is
finished by a concluding sentence. Keep in mind that adequate transitions cannot simply be
added to the essay without planning. Without a good reason for the sequence of your
paragraphs, no transition will help you. Transitions can be made with particular words and
phrases created for that purpose--conjunctive adverbs and transitional phrases--or they can be
implied through a conceptual link.
Coherent writing
Conjunctive Adverbs and Transitional Phrases
Conjunctive adverbs modify entire sentences in order to relate them to preceding sentences
or paragraphs; good academic writers use many of them, but not so many that they overload the
page.
Use them wisely and sparingly, and never use one without knowing its precise meaning.
Transitional devices are like bridges between parts of your paper. They are cues that help the
reader to interpret ideas a paper develops. Transitional devices are words or phrases that help
carry a thought from one sentence to another, from one idea to another, or from one paragraph to
another. And finally, transitional devices link sentences and paragraphs together smoothly so that
there are no abrupt jumps or breaks between ideas.
There are several types of transitional devices, and each category leads readers to make
certain connections or assumptions. Some lead readers forward and imply the building of an idea
or thought, while others make readers compare ideas or draw conclusions from the preceding
thoughts.
Here is a list of some common transitional devices that can be used to cue readers in a
given way.
To Add:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too,
next, lastly, what's more, moreover, in addition, first (second, etc.)
To Compare:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by
comparison, where, compared to, up against, balanced against, vis a vis, but although,
conversely, meanwhile, after all, in contrast, although this may be true
To Prove:
because, for, since, for the same reason, obviously, evidently, furthermore, moreover,
besides, indeed, in fact, in addition, in any case, that is
To Show Exception:
yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:
immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly,
first (second, etc.), next, and then
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To Repeat:
in brief, as I have said, as I have noted, as has been noted
To Emphasize:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively,
naturally, surprisingly, always, forever, perennially, eternally, never, emphatically,
unquestionably, without a doubt, certainly, undeniably, without reservation
To Show Sequence:
first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this
time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before
this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon
To Give an Example:
for example, for instance, in this case, in another case, on this occasion, in this situation,
take the case of, to demonstrate, as an illustration, to illustrate
To Summarize or Conclude:
in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have
said, hence, therefore, accordingly, thus, as a result, consequently
Implied or Conceptual Transitions
Not every paragraph transition requires a conjunctive adverb or transitional phrase; often,
your logic will appear through a word or concept common to the last sentence of the preceding
paragraph and the topic sentence of the following paragraph. For example, the end of a
paragraph by Bruce Catton uses a demonstrative adjective, "these," to modify the subject of the
topic sentence so that it will refer to a noun in the last sentence of the preceding paragraph:
When Ulysses S. Grant and Robert E. Lee met in the parlor of a modest house at
Appomattox Court House, Virginia,...a great chapter in American life came to a close.
These men were bringing the Civil War to its virtual finish.
In this transition by Kori Quintana in an article about radiation and health problems, the
connection between the paragraphs resides in the common term of "my family":
What I did not know when I began researching the connection between radioactivity and
genetic damage was that I would find the probably cause of my own family's battle with cancer
and other health problems.
Hailing from Utah, the state known for its Mormon population's healthy lifestyle, my
family has been plagued with a number of seemingly unrelated health problems.
The first paragraph outlines the origins of Quintana's research into the connection between
radiation exposure and disease, and ends with the revelation that her own family had been
affected by radiation. The next paragraph discusses her family's health history. Each has its own
singular purpose and topic, yet the first paragraph leads to the topic of the second through a
common term.
Paragraph transitions can expand the range of discussion as well as narrow it with an
example, as Quintana's transition does; this selection from an article by Deborah Cramer on the
ecological impact of the fishing industry shows how a single instance of overfishing indicates a
world-wide problem:
....The large yearly catches, peaking at 130 million pounds from the Gulf of Maine in 1942,
wiped out the fishery. It has yet to recover.
The propensity to ravage the sea is by no means unique to New England. The northern cod
fishery in Canada is closed indefinitely. In Newfoundland more than 20,000 fishermen and fish
processors were abruptly put out of work in 1992 when the government shut down the Grand
Banks...
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Here, the transition alludes to the entire preceding section about New England fishing.
Although Cramer managed this transition in a single sentence, transitions between large sections
of an essay sometimes require entire paragraphs to explain their logic.
Proofreading Paragraph Transitions
At some point in your editing process, look at the end of each paragraph and see how it
connects to the first sentence of the paragraph following it. If the connection seems missing or
strained, improve the transition by clarifying your logic or rearranging the paragraphs. Often,
the best solution is cutting out a paragraph altogether, and replacing it with the right one.
Cohesion: linking words and phrases
You can use words or short phrases which help to guide your reader through your writing,
and to link sentences, paragraphs and sections both forwards and backwards. Good use will
make what you have written easy to follow; bad use might mean your style is disjointed,
probably with too many short sentences, and consequently difficult to follow. Your mark could
be affected either way.
The best way to "get a feel" for these words is through your reading. Most textbooks and
articles are well-written and will probably include a lot of these cohesive devices. Note how they
are used and try to emulate what you have read. Do make sure though that you fully understand
their meaning: incorrect use could change completely what you're trying to say. Try to use a
variety of expressions, particularly in longer pieces of writing.
Don't forget "AND"! Two short sentences are often best connected together with this little
word.
Here are just a few examples of some of the words in action:
Reinforcement
Desktop computers are cheaper and more reliable than laptops; furthermore, they are
more flexible.
Result/consequence
Prices fell by more than 20% last year. As a result, sales increased by 15%.
Generalising
On the whole, his speech was well received, despite some complaints from new members.
Contrast
The South East of the UK often has the coldest weather in the winter. Conversely, the
North West of Scotland frequently has the mildest temperatures.
Concession
It was a very expensive holiday, the weather was bad and the people weren‘t very
friendly. Nevertheless, we would probably go back to the same place.
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Exercise 1. Divide the following text into paragraphs. Remember that each
paragraph should develop a particular theme.
How to stop yourself snoring.
Snoring is caused when the airway at the back of the nose and throat becomes partially
obstructed. This is usually due to the loosening of the surrounding oropharyngeal muscles, but
the reasons why this should occur are varied. The most common are smoking, obesity and the
consumption of relaxants such as alcohol and sleeping pills. As with any common ailment, there
are a host of "miracle" cures advertised - but you should first try a few simple steps to see if you
can halt the snoring before adopting more drastic measures. Lifestyle changes can be the most
effective. If you are overweight, a loss of weight will help to reduce the pressure on your neck.
You should also stop smoking and try not to drink alcohol at least four hours before you go to
bed. Beyond this, try to change your regular sleeping position. Raise the head of your bed with a
brick, or tie something uncomfortable into the back of your pyjamas to encourage you to sleep
on your side. Both of these will help to alter the angle of your throat as you sleep, and may thus
make breathing easier for you. It is also important to keep your nasal passage clear and
unblocked. Allergies, colds and hay fever can temporarily cause you to snore; nasal
decongestants may help, but you are not advised to use such remedies for long periods. Nasal
strips, as worn by sportspeople, have been proven to reduce nasal airway resistance by up to 30
per cent, so consider these as a long-term alternative. If this fails, then you may wish to look at
the varied snoring aids that are on the market. They range from neck collars that stop your neck
tilting, through to mandibular-advancement devices (such as gumshields) which reduce upper
airway resistance, and tongue-retaining devices. You can also buy essential-oil products that are
added to warm water and infused or consumed before bedtime. They claim to tone up your palate
and unblock your nasal passage. Finally, if your symptoms persist, visit your GP or contact the
British Snoring and Sleep Apnoea Association (01737 557 997) for advice. If you do not, your
partner might.
Paragraph sequence
Exercise 2. Look at the following text about growing cotton in India. The
paragraphs have not been printed in the correct order. Arrange the
paragraphs in the correct order. Remember that the topic of one
paragraph should follow logically from the topic of the last
paragraph and should lead on to the topic of the next paragraph.
Pesticide suicide
Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders
and the prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land.
According to the Ministry of Agriculture, the crop losses and destruction in Andhra
Pradesh arose from the repeated application of excessive amounts of chemicals - a practice
actively encouraged by pesticides traders.
The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one
acre of land, leased two more and grew cotton on all three. After making a loss in the first year,
he leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts
and pest attacks, he committed harakiri. ‗Cotton has given us shattered dreams,‘ said one old
farmer in Nagara village.
As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have
taken to farming cotton instead of food crops. Some 20 of them have recently committed suicide
by eating lethal doses of pesticide.
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