《高级实用英语写作》参考资料及练习参考答案.docx

高级实用英语写作参考资料及练习参考答案高级实用英语写作参考资料及练习参考答案 To the Teacher Destinations: Writing for Academic Success, Book 2 presents and provides practice with academic writing based on specific academic themes and content introduced through readings. The book is divided into six units, each of which focuses on writing at the sentence level, the para- graph level, and/or the essay level. Each unit also presents some practice with reading skills (such as comprehension and inference), vocabulary development, and critical thinking. General Notes About Materials and Activities in This Book In some sections, discussions or explanations are provided in the form of questions and answers. Teachers are encouraged to present this material in their own class discussions before reviewing these sections of a unit. Then these sections of the book can serve as review of the in-class discussions. Each lesson includes a variety of activities and exercises. This will afford students many opportunities to participate, as well as offer students a chance to express themselves in varied ways using different language skills. Due to the variations in length and purpose of individual classes, it is not expected that every teacher will cover everything in each lesson.Teachers should feel free to choose those exercises and activities that best suit the needs and abilities of their particular students. Working in pairs and groups is encouraged throughout this book. Many of the exercises and activities are well-suited for this kind of work; those that lend themselves particularly well to group or pair work have an icon next to them. Following are more detailed descriptions of all the parts and suggestions on how to present or follow up on them Unit Organization Part 1: Preview Part 1 of each unit introduces the topic or theme of the lesson through either discussion or a short activity, such as reading a map or answering a questionnaire. The preview is meant to activate schemata for the students and to give the teacher an idea of what the students might already know about the topic. If students know very little about the topic, Part 1 will serve as an introduction. A Quickwrite is also included here to give the students a chance to write freely on a subject that is related to the content of the unit. Part 2: Reading and Vocabulary In Part 2, the main reading of the unit is presented. This is the longest reading of each unit and presents both the theme and related vocabulary. Teachers may want to discuss the content of this material before students complete the exercises that follow. In addition, because of the length of these readings, it is strongly suggested that they be assigned as homework along with some of the exercises that follow (such as comprehension and vocabulary). Inference and vocabulary in context exercises might be better completed in class with students in pairs or groups so that they can work through the exercises together. The ideas and vocabulary items presented in this part are 1 recycled in a number of ways: ·through discussion/writing topics that follow in the unit ·in exercises and activities in other parts of the unit ·in final writing assignments ·in the accompanying grammar workbook (Destinations: Grammar for Academic Success, Book 2) ·in word part and word form exercises on the student Web site Part 3: Writing Sentences In Part 3, writing is presented and practiced at the sentence level in a systematic way through various sentence-combining techniques and through work with sentence problems, such as fragments, run-ons, and comma splices. ·Different sentence-combining techniques Each unit focuses on different ways to combine sentences, based on four major groups of connectors: coordinating conjunctions, subordinating conjunctions, transitions, and relative pronouns. A blank chart on the use of these groups is provided in the Appendix, and a completed chart is provided on the teachers Web site. This blank chart is an excellent tool for students to understand the use of connectors in a logical and organized way. Teachers are encouraged to have students fill out each part of the blank chart as each different section is presented in a unit. When each group or part of a group on the sentence-combining chart is introduced in a unit, the relevant part of the chart is explained and highlighted in the explanation section of that unit. Students can check that the information on their charts is the same as the information in the explanation. For a full discussion of how to use this chart, please see the teachers Web site. In each unit, Part 3 begins with a short reading that includes examples of the sentence-combining technique to be discussed and practiced. Students are then asked to analyze parts of the reading by answering several questions. This section provides an inductive exercise for students to figure out (or state as review) the grammar and mechanics of the particular sentence-combining technique. An explanation section immediately follows in order to ensure that students understand the topic fully. Following these explanations are exercises and activities that provide sentence writing practice. ·Sentence problems (fragments, run-ons, and comma splices) In the explanation section, a discussion of related sentence problems is provided. For example, in the units that present the use of subordinating conjunctions with dependent clauses, part of the explanation discusses problems of fragments and run-ons related to incorrect use of these clauses. Furthermore, each unit includes exercises that provide practice in identifying and/or editing these problems. Part 4: Writing Paragraphs or Essays ·Part 4 covers various aspects of organizing and writing paragraphs and essays. Organizational patterns (process, opinion, compare/contrast, etc.) that students are likely to encounter in college classes are discussed in different units. ·At the end of each unit, students are given a choice of writing assignments related to the topic. These assignments will elicit as much of the information studied and practiced in the unit as 2 possi- ble regarding vocabulary, sentence combining, and organizational techniques. ·The writing process is explained in Unit One. After the final writing assignment in each unit is given, students are asked to follow the steps in the process. These steps are tailored to the particular assignments given. Also provided in Part 4 are: ·some prewriting devices such as charts, outlines, and timelines for students to fill in before they write, ·checklists that help students review their work before handing in their assignments. Discussion/Writing Sections Throughout each unit, questions for discussion and/or writing are provided. Teachers may utilize these questions in different ways: ·to stimulate thinking about and discussion of the information presented in the various parts of the unit. ·to provide students with an opportunity to write informally (journal writing, freewriting, etc.) before they are asked to write a more formal assignment at the end of the unit. Topics that are particularly suited for journal writing are indicated with this icon. ·to help students think about and prepare topics for the writing assignment at the end of the unit. Summary Writing Summary writing is explained and practiced in the Appendix. In addition, for those teachers who want their students to practice writing summaries on a regular basis, specific summary assignments are given in both the Instructors Manual and in the Appendix. Appendix The appendix includes the following sections: ·Summary Writingexplanation and practice using part of the main reading found in Unit One. ·Journal Writinga short explanation of how best to use this type of writing ·Timed Writinga short explanation about in-class timed writing as well as tips on how to budget time ·Punctuation Reviewa chart of punctuation marks and an indication of which units provide practice with specific ones. This review is followed by definitions and examples using each punctuation mark as well as rules of capitalization and proofreading marks. ·Feedback: Peer Reviewa short explanation with two peer review sheets per unit for students to fill out: one for review of the organization chart and one for review of the first draft of the final writing assignment ·Sentence-Combining Chartchart to be filled out as Part 3 of each unit is completed. Photocopiable charts for student use are provided on the Web site. ·Vocabulary Indexan alphabetized list of all vocabulary presented in the units with page numbers where the words first occur. ·Skills Indexan alphabetized list of all skills taught in the book including writing, reading, and critical thinking skills. MATERIALS AND ACTIVITIES ON THE WEB: 3 Teacher site resources include: ·an answer key for each unit ·suggestions on how to use Web materials (including Internet assignments) ·additional unit writing prompts, which can be used for in-class timed writings ·the completed sentence-combining chart (all connectors and relevant information filled in) ·feedback sheets for teachers to use with student drafts of their writing (A complete explanation of these can be found on the Web site.) ·evaluation/grade sheets for final drafts (A complete explanation of these can be found on the Web site.) ·sample student writingoriginal student paragraphs and essays for each unit (Teachers can use these to highlight good writing points and to point out areas to revise.) Student site resources include: ·word parts (stems, prefixes, suffixes) exercises ·word forms (different forms of words in the readingi.e., nouns, verbs, and adjectives) ·vocabulary quizzes (one for each unit) ·links to Web sites related to the content and topics in the units (A complete explanation of these can be found on the teachers Web site.) Both teacher and student site resources include: ·learning objectives ·concentration game ·glossary ·additional writing activities ·flashcards with pronunciation ·Internet exercises ·crossword puzzles ·suggested Web site links 4 UNIT ONE How We Learn and How We Think References: Student Writing Book, Unit 1: Pages 1-34 Web Site Materials: PART 1Unit Preview (pp. 2-3) Learning Styles Checklists (p. 2) Instructional Note The teacher may have to review a few vocabulary words for this part but should not emphasize new words at this point. Quickwrite (pp. 2-3) Instructional Note You can have the students do this as a “think, pair, share.” Give them two to three minutes to think about what they will write, let them write for five minutes, and then have them share what they wrote with a partner for a few minutes. Finally, ask for some people to share what they wrote with the class as a whole. If you dont have time for the above type of activity, have the students write their quickwrites and save them for later discussions, such as on page 8 question 3. PART 2Reading and Vocabulary (pp. 3-8) Instructional Note Bolded words in the reading are vocabulary items that will be covered in exercises that follow. Reading Summary: Learning Styles Pages 3-5 There are three different learning styles by which people learn new information: visual, auditory, and tactile/kinesthetic. Each person has an innate preference for a particular learning style and learns most effectively when he/she employs the style that is most suited to his/her way of learning. Visual learners prefer to see new information in writing or as an illustration. Auditory learners prefer to listen to new information. Tactile/Kinesthetic learners prefer an environment that allows them to participate physically in the learning experience. All types of learners will learn best and experience the most success when they use learning strategies that support their individual learning style. Comprehension Check (pp. 5-6) A. 1. b 2. c 3. a 4. b 5. c B. Visual learner: 2 5 Auditory learner: 1 3 Tactile/Kinesthetic learner: 4 6 Inference (p. 6) 5 Visual learner: b d Auditory learner: c f Tactile/Kinesthetic learner: a e Vocabulary Study (p. 7) 1. gplan 7. done of a kind 2. bspecific 8. fdone well without wasting time 3. ccontrol or influence 9. arelating to seeing 4. jrelating to the sense of touch 10. erelating to movement 5. itake someones attention away 11. kobservation, awareness of something 6. larrangement or organization through the senses 12. hrelating to hearing Discussion/Writing (p. 8) 1. ONE tactile/kinesthetic TWO visual THREE auditory Instructional Note All other answers to this section will be individual. All discussion/writing questions are meant to elicit both in-class discussion and possible writing topics for journals. Topics particularly suited to journal writing are marked with a hand/pencil graphic. PART 3Writing Sentences with Coordinating Conjunctions (pp. 8-14) Short Reading Summary: Intelligence Page 8 All cultures not only have words that indicate levels of intelligence, but attempt to define and measure intelligence. While a great deal of variance exists in accurately defining and measuring intelligence, consensus can be found in defining intelligence as the ability to partake in complex thinking and reasoning. Research clearly indicates that complex reasoning, and thus intelligence, is dependant on the situation. On the other hand, research of the accuracy of IQ tests remains debatable. Questions (pp. 8-9) 1. Every culture has words for smart and stupid, and everyone has an opinion about intelligence. For example, a person can be a genius at picking winning horses at the racetrack, but this same person may not know anything about picking stocks on the stock market. Other people are not so sure about these tests, for experts and researchers do not agree on their validity and fairness. 2. and but for punctuation = a comma Practice: Coordinating Conjunctions (pp. 11-13) A. Working with Clauses (pp. 11-12) 1. Every culture has its own words for smart and stupid, but people continue to debate about what intelligence is. (c) 2. People may feel certain tests cannot measure intelligence, so they continue to debate about 6 using them. (d) OR, or they may feel some tests are not fair. (f) 3. A person may be very smart at one kind of reasoning, yet she/he may know very little about anot