弘基木业有限责任公司组织管理办法

StepsinWritingaCompositionContentsI.HowtowriteanoutlineII.StepsofwritingacompositionIII.Formsofcomposition（withexamples)1.Narration2.Description3.Exposition4.ArgumentationIV.PracticeⅠ.HowtoWriteanOutlineWhatisit?Whatisit?Anoutlineisageneralplanofthematerialthatistobepresentedinaspeechorapaper.Theoutlineshowstheorderofthevarioustopics,therelativeimportanceofeach,andtherelationshipbetweenthevariousparts.OrderinanOutlineTherearemanywaystoarrangethedifferentpartsofasubject.Sometimes,achronologicalarrangementworkswell.Atothertimes,aspatialarrangementisbestsuitedtothematerial.Themostcommonorderinoutlinesistogofromthegeneraltothespecific.Thismeansyoubeginwithageneralideaandthensupportitwithspecificexamples.ThesisStatementofSummarizingSentenceAlloutlinesshouldbeginwithathesisstatementofsummarizingsentence.Thisthesissentencepresentsthecentralideaofthepaper.Itmustalwaysbeacomplete,grammaticalsentence,specificandbrief,whichexpressesthepointofviewyouaretakingtowardsthesubject.TypesofOutlinesThetwomaintypesofoutlinesarethetopicoutlineandthesentenceoutline.Inthetopicoutline,theheadingsaregiveninsinglewordsorbriefphrases.Inthesentenceoutline,alltheheadingsareexpressedincompletesentences.RulesforOutlining1.Subdividetopicsbyasystemofnumbersandletters,followedbyaperiod.Example:I.A.B.1.2.a.b.II.A.B.2.Eachheadingandsubheadingmusthaveatleasttwoparts.3.Beconsistent.Donotmixupthetwotypesofoutlines.Useeitherwholesentencesofbriefphrases,butnotboth.ExampleofTopicOutlineSeveralaspectsmustbeconsidered:•Recallthatallheadingsandsubheadingsmustbewordsorphrases,notsentences.•Also,thewordingwithineachdivisionmustbeparallel.•Finally,asinanyoutline,rememberthatadivisionorsubdivisioncannotbedividedintoonepart;therefore,ifthereisanAtheremustbeaB,andifthereisa1theremustbea2.ChoicesinCollegeandAfterThesis:ThedecisionsIhavetomakeinchoosingcollegecoursesdependonlargerquestionsIambeginningtoaskmyselfaboutmylife’swork.I.TwodecisionsdescribedA.Arthistoryorchemistry1.Professionalconsiderations2.PersonalconsiderationsB.AthirdyearofFrench?1.Practicaladvantagesofknowingaforeignlanguage2.Intellectualadvantages3.TheissueofnecessityII.DefinitionoftheproblemA.DecisionsaboutoccupationB.DecisionsaboutakindoflifetoleadIII.TemporaryresolutionoftheproblemA.Toholdopenaprofessionalpossibility:chemistryB.Totakeadvantageofculturalgainsalreadymade:FrenchExampleofSentenceOutlineSeveralaspectsmustbeconsidered:•Ifyouhavechosentowriteasentenceoutline,allheadingsandsub-headingsmustbeinsentenceform.•Asinanyoutline,rememberthatadivisionorsubdivisioncannotbedividedintoonepart;therefore,ifthereisanAtheremustbeaB,andifthereisa1theremustbea2.ChoicesinCollegeandAfterThesis:ThedecisionsIhavetomakeinchoosingcollegecoursesdependonlargerquestionsIambeginningtoaskmyselfaboutmylife’swork.I.Ihavetwodecisionstomakewithrespecttochoosingcollegecoursesintheimmediatefuture.A.Oneiswhethertoelectacourseinarthistoryorinchemistry.1.Onetimeinmylife,Iplannedtobeachemicalengineerprofessionally.2.Ontheotherhand,Ienjoyartandplantotravelandseemoreofit.B.TheseconddecisioniswhethertocontinueathirdyearofFrenchbeyondthebasiccollegerequirement.1.Frenchmightbeusefulbothinengineeringandtravel.2.Furthermore,IameagertoreadgoodbookswhicharewritteninFrench.3.HownecessaryaretheseconsiderationsinthelightofothercoursesImighttakeinstead?II.Myproblemcanbeputintheformofadilemmainvolvinglargerquestionsaboutmywholefuture.A.OntheonehandIwanttoholdahighly-trainedpositioninalucrativeprofession.B.OntheotherhandIwanttoleadacertainkindoflife,withcapacitiesforvaluesnotconnectedwiththemakingofmoney.III.IwillhavetomakeadecisionbalancingtheconflictingneedsIhavedescribed.A.Iwillholdopentheprofessionalpossibilitiesbyelectingchemistry.B.IwillimproveandsolidifywhatculturalproficiencyinanotherlanguageIhavealreadygained,byelectingFrench.II.Stepsofwritingacomposition1ststep:ChooseatopicorgivenatopicE.g.Title:ATeacher2ndstep:Determinethetheme---thinkaboutthetitlemakealistinnoteformonaseparatesheetofpaperofwhatyouwanttowrite,likethefollowing:II.Stepsofwritingacomposition–Afamiliarteacher–ProfessorLiVeryknowledgeableExplainshispointsfullySpeaksloudlyandclearlyOfteninvitesstudentstohishouseGivesfullattentiontostudents’questionsAnswersstudents’questionspatientlyTellsjokestoholdstudents’attentionAlwaysgivesassignmentschedulesaheadoftimeLendsbookstostudentsAlwayspunctualtoclassReturnspapersandtestspromptlyAttimescriticizestudentsseverely(a)ProfessorLiisagoodteacher.(b)ProfessorLiisacapableteacher.(c)ProfessorLiisaresponsibleteacher.II.StepsofwritingacompositionDiscoursepattern:Topic1Topic2Topic3RestatementClosingHeadBodyConclusionReason1Reason2Reason3ExplainExplainExplainIntroductoryII.StepsofwritingacompositionII.Stepsofwritingacomposition3rdstep:MakeanoutlineTopic:AteacherTheme:ProfessorLiisacapableteacher.Outline:Outline:Ⅰ.IntroductionProfessorLi,acapableteacherⅡ.DevelopmentA.Heispatient.1.Heexplainshispointsfully2.Helistenswillinglytoallstudents’questionsB.Heexpresseshimselfclearly1.Hespeaksslowlyandloudly2.Hetalkslogic