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| 編輯推薦： |
普通高等教育“十二五”应用型本科规划教材。
实用性强。英语为母语外籍教师参编，突破传统中国式英语。
体系适用，剖析技能，深化练习。
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| 內容簡介： |
本书适用于普通高等学校英语及相关专业的本科生或研究生，以及专科、职校等英语水平相近的学生或把英语作为外语（EFL的自学者。
全书分为三部分：第一部分为基础写作技能，包含针对中国学生在写作过程中常犯错误的探讨和指正。第二部分为写作原则和写作过程分析。第三部分为短文写作，系统介绍英语文章的写作步骤和写作方法及英语文章的类别。
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| 關於作者： |
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黄锐，集美大学系主任、副教授，从事英语教学25年，独立完成了学术专著1部：《标准参照语言测试研究》，编写了《英语基础写作实战练习》第一、二册。
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| 目錄：
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To the Teacher
To the Learners
PART ONE BASIC WRITING SKILLS
I. COURSE OUTLINE
1.1 Goals
1.2 Course Requirements and Marks
1.3 Diagnostic TestPretest
1.4 Diagnostic Test Posttest
II. Mechanics
2.1Capitalization
2.2Punctuation Marks
2.3Spelling
2.4Paragraph Styles
2.5Handwriting
III. Word Choice
3.1Levels of Usage
3.1.1 Formal Usage
3.1.2 Informal Usage
3.1.3 Slang Usage
3.2Word Meanings
3.2.1 Denotation
3.2.2 Connotation
3.2.3 Contextual Meaning
3.2.4 Other Meanings
IV.Grammar
4.1Sentence and its Parts
4.1.1 Subject
4.1.2 Predicate
4.1.3 Fragment
4.1.4 Requirements of Written Sentence
4.1.5 Kinds of Sentences
4.2Subject-Verb Agreement
4.2.1 Rules on Subject-Verb Agreement
4.2.2 Exceptions to the Rules
4.3 Phrases and Clauses
4.3.1 Phrases
4.3.2 Clauses
4.3.2.1 Main Clause
4.4.2.2 Subordinate Clause
4.4 Sentence Errors
Suggestions to Sentence Errors
PART TWO METHODS OF PARAGRAPH DEVELOPMENT
I. Definition
1.1 Paragraph by Definition
1.2 Model One
1.3 Model Two
1.4 Model Three
1.5 Model Four
II. Example
2.1 Paragraph by Example
2.2 Model One
2.3 Model Two
2.4 Model Three
2.5 Model Four
III. Generalization
3.1 Paragraph by Generalization and Specific Details
3.2 Model One
IV. Time
4.1 Paragraph by Time
span style="color:#404040;font-family:宋体;line-height:21.333332
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| 內容試閱：
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In writing context, a diagnostic test is sometimes called diagnostic-assessment test because it evaluates learners and assesses their skill and level. It has two types: the pretest and the posttest. The pretest is conducted with the objective of assessing individual student’s writing level. Such test guides the writing teacher for future course of action.
Posttest is administered after a course of instruction including feedback has been given to students on the assumption that there was already a pretest. A posttest is given only for one purpose - to check the progress of students in terms of what they have learned on specific lessons.
Prior to posttest is a pretest. A writing diagnostic pretest is a 100 to 200 word-test usually given to the students at the beginning of a course. If there is a significant difference between the pretest and the posttest scores - that is, the post test is higher than the pretest then there is learning. The students have learned something. As such, a posttest is an evaluation of students’ learning.
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