英语写作Ⅱ-expository-essays

ExpositoryEssaysUnitThreeObjectivesAfterStudyingtheunit,thestudentshouldbeableto:Learnhowtowriteanexpositoryessay;Mastertheskillsandmethodsofexplainingaprocessorwhatsomethingis,forinstance,comparisonandcontrast,classification,causeandeffect,anddefinition.2012年四级作文真题：TheDragonBoatFestival(端午节)2008年四级作文真题：TheBenefitsofVolunteering（参加志愿活动的好处）2003年四级作文真题：TheImportanceofKeepingaGoodMood（保持好心情的重要性）2002年四级作文真题：TheBestWaytoStayHealthy（如何保持健康）ExpositoryEssayⅠIntroductiontoanexpositoryessayExpositionmeansexplaining.Expositorywritinginmostcasesrequiresaratherimpersonalattitude.ExpositoryEssayⅡWhatisanexpositoryessay?Thereare2kinds1.“how”---itexplainsaprocess,howtodosth.eg.HowtocookadishHowtolearnEnglishwellHowtowriteanessay2.“what”---itexplainsanidea,aphenomenon,etc.eg.ThebenefitsofvolunteeringTheimportanceofkeepingagoodmoodThebestwaytostayhealthyTheDifferencebetweenArgumentationandExposition1.purposeexposition---toinform;makesthknowntoreadersargumentation---toconvince;trytomakethereadersagreeonitspointofviewandsupportit2.Theauthorofargumentativeessayassumesthepositionofadebater.Theyusuallyhaveanopponent,sometimesopenandsometimesimplied.Andtheyusuallyemphasizetheiropinionusingsuchexpressionas“believe”,“should”etc.ExpositoryEssayⅢStructure1.Introduction:leadintothesubjectandstatethesisstatement.Itisadvisabletostatethethesisinthefirstparagraph.2.Body:developthethesisstatement3.Conclusion:summarizethepreviousdiscussion;restatethesisstatement;proposeasolution;predictaresult,etc.ⅣDevelopingMethods1.Illustration★Illustrationistheuseofexampletoillustrateapoint.Itisthemostcommon,andoftenthemostefficient,patternofexposition.★Goodexampleshelptoclarifyawriter’sthoughtbymakingthegeneralspecific,andtheabstractconcrete.Theyalsoaddinterestandhelptopersuadeorconvincethereader.★Asuccessfulillustrationpaperdependsonawiseselectionofsufficientexampleswhicharespecificandtypical,interestingandrelevant---personalorsecond-handfromreliablesources;ModelLanguageandCulture……OnceagroupofChinesewerevisitingthehomeofafairlywell-to-doAmerican.Astheywereshownaroundthehouse,theycommented,“youhaveaverynicehome.It’ssobeautiful.”ThehostesssmiledwithobviouspleasureandrepliedingoodAmericanfashion“Thankyou”—whichcausedsurpriseamongsomeofherChineseguests.Later,whileconversingatthedinnertable,thehostremarkedtotheChineseinterpreter,ayoungladywhohadgraduatednotlongagofromaChineseuniversity,“YourEnglishisexcellent.Reallyquitefluent.”Tothisshesaid,“No,no.MyEnglishisquitepoor”—ananswerthathehadnotexpectedandfoundabitpuzzling.WastheAmericanhostess’replyimmodest,asitseemedtosomeoftheChinese?WastheyoungChineseinterpreter’sremarkinsincere,asitsoundedtotheAmericans?Inbothcasestheanswerisno.……ThesisStatement:Thesamewordsorexpressionsmaynotmeanthesamethingtopeopleofdifferentlanguagesandcultures.2.Classification★Itisusedtoclassifyonesubjectintoseveralcategoriesaccordingtoacommonquality.eg.coursesincollege:①electiveandrequired②thosetaughtinthenativelanguageandthoseofferedinforeignlanguages.★Thesamegroupofthingsmaybeclassifiedaccordingtodifferentprinciples.★whenusingclassificationinyourwriting,keepinmindthefollowingguidelines:1)ChooseanappropriateprincipleAbodyofstudentsmaybeclassifiedintomaleandfemale,ormajorsofnaturalsciences,socialsciences,etc.2)Applyyourprincipleconsistentlyandthoroughly,andavoidoverlapping.eg.ItisfaultytoclassifydelegatesataconferenceintoEuropeans,Africans,Canadians,Chineseandblacks.3.ComparisonandContrast★Acomparisonexplainshowthingsaresimilar,andacontrast,howtheyaredifferent.★Onlyitemsofthesamegeneralclasscanbecompared/contrasted.eg.Thereisnosenseincomparingacomputerwithanapple.Itisreasonabletocomparecomputerwithhumanbrain.★Acomparison/contrastessayusuallyfollowsoneofthetwopatterns:subject-by-subjectpatternorpoint-by-pointpattern.Insubject-by-subjectpattern,thewriterdiscussesthevariouspointsofonesubjectbeforegoingontotheother.Inpoint-by-pointpattern,thewriterdiscussedbothsubjectsundereachofthevariouspointsModel:subject-by-subjectpatternThesisstatement:AisabetterschoolthanB.ⅠA1.studentbody2.teachingstaff3.libraryandotherfacilities4.campusⅡB1.studentbody2.teachingstaff3.libraryandotherfacilities4.campusModel:point-by-pointpatternⅠstudentbody1.A2.BⅡteachingstaff1.A2.BⅢlibraryandotherfacilities1.A2.BⅣcampus1.A2.B★Studentsaresuggestedtousepoint-by-pointmethodasthesimilaritiesordifferencesaremoreimpressiveandstriking.★Thecomparison/contrastshouldbebalanced;thetwosubjectsaretobegivenequaltreatment.★Allaspectsofthetwosubjectsshouldbediscussedinthesameorder.★UsetransitionalexpressionsModelThoughmyfatherandIlooklikeeachother,weareverydifferentinmanythings.First,myfatherisaworkaholic;heworksmorethanthenhoursaday.Hedoesn’tcareformusic,sports,sightseeingorTV.Unlikehim,IalwaysfinishmyassignmentsasquicklyasIcaninschool,andthenIspendmostofmyafter-schoolhoursintheplayground.Iplayallkindsofballgames.SometimesIgotonearbyparkswithfriendsorgotoseemovies.Second,myfatherisknownforhistidinessbothattheofficeandathome.Heputseverythinginitsproperplaceandhewillberat