Ⅰ 請英語專業的回答：英語寫作基礎問題
1. 從句意來看，用because he thought differently也是可以的。
但是，此時because引導的是一個原因狀語從句，整個句子結構回就變成了主從復答合句，而不是並列句了。
所以，此種改法是不符合題目要求的。
另：此句還可以用so來引導並列句，即：
He thought differently, so he shook his head.
2. 該句要變成復合句的話，可以用樓主自己寫的句式：
He shook his head because he thought differently.（句中的逗號可要可不要）
或：Because he thought differently，he shook his head.
Ⅱ 自考英語寫作基礎，學習方法
其實 你基礎好的話，你寫作方面就看看歷年的作文「類型」，主要是學會各種文體的格式。不知你說的是不是作文啊？
相信你~~
我什麼時候能自考或升本啊，哭啊。%>_<%
Ⅲ 有沒有哪位朋友可以提供英語寫作基礎和綜合英語一的串講資料呀
覺得這個寫作概要不錯。
PEARSON英語寫作概要
1. Chapter 1: The Simple Sentence
This first chapter of your textbook starts with the building blocks of writing: words and simple sentences. A simple sentence includes a subject and a verb and an idea that makes the foundation for all the other types of sentences we write. It is crucial for you to understand what a verb is and what a verb is not. It is equally important for you to be able to accurately identify the subject of a sentence. Once you know how to accurately identify the verb and the subject, you can create all types of sentences that will make your writing even better.
The easiest point to start with is the verb. Verbs can be either action words or being words. Verbs often need helpers so this chapter includes a list of helping verbs. In addition, verbs often appear in other forms like -ing. These forms are not main verbs and this chapter explains how to identify these verbs.
Once you have located the verb(s) in a sentence, the next step is to find the subject. Finding the subject is as easy as asking the question "Who or what is doing that action?" Just as verbs have a few exceptions so do subjects. In this chapter you will learn about prepositional phrases and their role in a sentence. Chapter 1 also looks at complex word order and how to identify the subjects and verbs in a sentence when the word order is a little unusual.
Once you have mastered the basic building blocks of a sentence you will be ready to start writing sentences in various ways that will make your writing interesting.
2. Chapter 2: Beyond the Simple Sentence
This chapter is about how to move past using simple basic sentences into using compound sentences. When sentences are combined they give a natural flow and rhythm to your writing that using all short sentences doesn't create.
Compound sentences are created through coordination. Coordination is taking two or more independent clauses and putting them into the same sentence using either a conjunction or a semicolon or both.
The most important element to making coordinated sentences is to be certain that you are joining two independent clauses instead of clauses and phrases. In addition to studying the conjunctions, you will also study the punctuation patterns for compound sentences. This chapter will cover three different methods for combining sentences: using a coordinating conjunction, using a conjunctive adverb, or using just a semicolon. By the time you have completed this chapter you should be able to write sentences that varying in length so that your writing has a more flowing styl
3. Chapter 3: Avoiding Run On Sentences and Comma Splices
As your book tells you, if you put two independent clauses together without proper punctuation, you have made an error called a run-on sentence. Another name for this error is a fused sentence. Chapter Three explains techniques for figuring out if you have made this error in your writing, and if you have, how to fix it. Chapter Three will review much of what you learned in Chapter Two about coordination. Run-ons are generally created when you attempt to coordinate sentences and don't use the correct punctuation. In addition to run-ons, you will review how to correct comma splices. Comma splices are created when you attempt to join two complete sentences with just a comma and no coordinating conjunction.
4. Chapter 4: Beyond the Simple Sentence: Subordination
So far you have studied how to put two sentences together by coordinating them, that is keeping them equal. Chapter Four explores subordination which is putting sentences together by turning one of them into a dependent clause. A dependent clause is still a clause; it has a subject and a verb, but does NOT make sense by itself. A dependent clause depends on another independent clause in order to make sense.
Dependent clauses are created by using subordinating conjunctions to join the two sentences. The subordinating conjunction can be added at either the beginning of the first sentence or between the two sentences you are joining. This sentence pattern of one independent clause and one or more dependent clauses is called a complex sentence. Punctuating complex sentences is fairly simple. If the dependent clause begins the sentence then a comma is used at the end of the dependent clause. If the independent clause begins the sentence, then no comma is necessary. Using subordination and coordination helps your writing by giving it variety and interest in the sentence structures.
5. Chapter 5: Combining Sentences: A Review of Your Options
As you learned in Chapter Two, sentence variety is crucial to good writing. Using nothing but short simple sentences makes writing seem choppy. You learned to create sentence variety with compound sentences. The compound sentence is made through coordination using one of the three methods of sentence combining covered in Chapter Two. These methods included using a comma and a coordinating conjunction to join two independent clauses (sentences), using a semicolon, using a conjunctive adverb which is punctuated with a semicolon and a comma.
In Chapter Four, you learned another method of combining sentences using subordination. Subordination changes an independent sentence into a dependent clause and joins the two sentences together to create one complex sentence. A sentence is changed into a dependent clause by adding a subordinating conjunction to the beginning of one of the sentences. The two sentences are joined together by putting the dependent clause either at the beginning or the end of the independent sentence. Chapter Five reviews these five options for sentence combining and gives you the list of all the types of conjunctions in a handy chart.
6. Chapter 6: Avoiding Sentence Fragments
A sentence is defined as a group of words containing a subject, a verb, and a complete thought. If any of these elements is missing, then the group of words isn't a sentence. A fragment is a group of words that is punctuated like a sentence and that is trying to function as a sentence, but one of the necessary elements is missing.
There are several ways to find and correct fragments. Any group of words functioning as a sentence should be checked for the basics. Does it have a subject? Does it have a verb? Does it start with a subordinating conjunction or a relative pronoun that keeps the thought from being complete? If the answer to any of the questions is no, it is a fragment.
Correcting fragments is fairly simple and you have several options. For a fragment that is missing a subject or verb, add the missing element. If the problem is a subordinating conjunction, the conjunction can be removed which would make the fragment a complete sentence. Another option is to join the fragment to another sentence either before it or after it in the paragraph creating a complex sentence.
No matter how you choose to correct the fragment, it is important for you to eliminate them from your writing. Fragments are considered to be a major grammatical error in writing because they indicate that the writer isn't sure what a sentence is. Readers will often not pay attention to the point a writer is making if the reader thinks the writer doesn't even understand how to write a complete sentence.
7. Chapter 7: Using Parrallelism In Sentences
Parallelism is achieving balance in sentences. When you present similar points in a sentence, those points should have similar structure. This means that if you have a list of adjectives, that each word you use in the list is an adjective. If you are presenting a series of verbs, the verbs all use the same form and tense. When sentences aren't parallel they are often very awkward and difficult to read. Readers should not be distracted from the meaning of your writing because your sentences aren't understandable.
Parallelism is achieved by finding the list within a sentence and then checking to see what type of structure best suits your meaning. Sometimes a preposition can introce a list of three objects; at other times, each object will need its own preposition. You make those decisions when you evaluate the sentence you are trying to make parallel.
8. Chapter 8: Using Adjectives and Adverbs
Adjectives and adverbs are the words we use to describe. Adjectives describe nouns and pronouns and adverbs describe verbs, adjectives, and other adverbs. Without adjectives and adverbs we would not have the ability to distinguish between similar items.
Adjectives generally appear before the word they describe. They can also appear after a being verb like is, are, was, were, am, has been as well as other being verbs like feels, looks, seems, smells, and sounds. When adjectives are used with being verbs they will follow the verb rather than appearing before the noun or pronoun.
Adverbs describe verbs, adjectives, and other adverbs. Adverbs answer questions like How? How much? How often? When? Where? and Why? Adverbs can appear either before or after the word they describe.
There are a few adjectives and adverbs that can be confused such as good and well and bad and badly. Good and bad are adjectives; well and badly are adverbs. It is also important not to confuse adjectives when you are making comparisons. When you are comparing two items, you use the comparative form in which the adjective ends with -er as in colder or has the word more in front of it as in more intelligent. The superlative form compares three or more items and uses either -est or the word most to create its form. Adjectives and adverbs are often used in making comparisons because adjectives and adverbs are the tools we use to distinguish one item from another.
9. Chapter 9: Correcting Problems with Modifiers
Adjectives, adverbs, and prepositional phrases are all part of a group of words, clauses, and phrases that are modifiers. Modifiers describe nouns, pronouns, and verbs in a sentence. Modifiers help to make your writing vivid, clear, and specific.
The problems with modifiers are created when the modifier either has nothing to describe in a sentence or it has been placed in the wrong spot in the sentence so it describes the wrong element in the sentence. Misplaced or dangling modifiers can create confusing and often unintentionally funny sentences.
The best way to avoid the problem of dangling or misplaced modifiers is to be sure that the modifier is placed next to what it describes in a sentence. This is fairly simple with single word modifiers. Working with phrases and clauses that modify requires paying very close attention to what is being described by the phrase or clause so that you can be certain that placement in the sentence is correct.
10. Chapter 10: The Four Main Forms
Verbs are one of the essential ingredients in the creation of sentences. Verbs tell the reader when something occurs through the use of tense. Tense is time. Verbs tell the reader whether the action is happening now, in the past, or in the future. Verbs have four main forms and it is these forms used alone or in combination with helping verbs that create the tenses.
The four main forms are the present form, the past form, the present participle, and the past participle.
In addition to having four forms, verbs also come in two types-regular and irregular. Regular verbs use the same pattern to create the main verb forms; irregular verbs do not use the same pattern. Three of the most common verbs in English are irregular verbs and need special consideration. Those verbs are be, have, and do. Good writing requires that the writer have mastery of verbs and the main forms of both regular and irregular verbs.
11. Chapter 11: More on Verb Tenses
You have already studied in Chapter Ten the four main verb forms. These verb forms are combined with helping verbs to create tenses other than the simple present and simple past tenses. Some tenses describe the continuation of action from the past to the present or the present in to the future. In addition, some tenses describe more than one action being completed in the past, but at different times. These are the progressive and perfect tenses.
The progressive tense is created using a form of the verb be with the present participle of the main verb. The perfect tenses are created by combining a form of the helping verb have with the past participle. It is important not to confuse these tenses with the simple present and simple past tenses. An easy way to separate them is to remember that both the progressive tense and the perfect tenses use helping verbs. Simple tenses do not use a helping verb.
It is important when you work with the past participle to put the -d ending on the participle particularly for the verbs use and suppose. In addition, make certain that you do not substitute the preposition of for the verb have in phrases like could have, would have and should have.
12. Chapter 12: Verbs: Consistency and Voice
Once you have decided whether to write in the present tense or the past tense, you must remain consistent. You cannot shift tenses in the middle of a sentence or the middle of a paragraph unless there is a reason within the context of the writing to make a change in time. In other words, you can't go from the past to the present and back to the past if all the events you are describing occurred in the past. You must remember when you are editing to check the tenses to be sure that you have been consistent with the choices you've made. Correcting shifts is easy. Simply choose one of the tenses and make everything with in the sentence that tense.
Voice describes the subject of the sentence. When the subject of the sentence does the action of the sentence, it is considered active. When the subject of the sentence does not do the action with in the sentence, the subject is considered passive. Passive voice is wordier and weaker than active voice so you should avoid using it whenever possible.
13. Chapter 13: Making Subjects and Verbs Agree
Subjects and verbs have to agree with each other in number. It is not acceptable to mix a plural subject with a singular verb or vice versa. Singular subjects must be paired with singular verbs and plural subjects must be paired with plural verb. It is important to be certain that you are selecting the correct word in the sentence as the subject. Whenever you are dealing with sentences that have prepositional phrases, eliminate the phrases before choosing the subject. Sentences that have inverted word order or begin with here or there often have the subject following the verb rather than in front of the verb. Once again look carefully before selecting the subject to agree with the verb.
In addition to these problems, compound subjects, indefinite pronouns, and collective nouns all present possible agreement problems. Compound subjects joined with and are plural while subjects joined by or or nor have a verb that agrees with the subject closest to the verb. Indefinite pronouns are always singular and collective pronouns are usually singular. Collective nouns can be plural when all the members of the collective unit are functioning as indivials rather than as one unit.
14. Chapter 14: Using Pronouns Correctly: Agreement and Reference
A pronoun is a word that replaces a noun. The noun that has been replaced is referred to as the antecedent for that pronoun. Pronouns must agree with their antecedents in number. A singular antecedent needs a singular pronoun and a plural antecedent needs a plural pronoun.
Indefinite pronouns are singular and must be replaced with singular pronouns, not plural. Using plural pronouns with indefinite pronouns is a common mistake. Because indefinite pronouns are singular and require singular pronouns as replacements, the indefinite pronouns often create a problem with sexist language. To avoid the problem writers often rewrite their sentences to use plural antecedents so they can use plural pronouns. In most cases, collective pronouns are also singular and require singular pronouns.
Pronouns require a clear antecedent to refer to. Writing that leaves the antecedent for a pronoun vague is often confusing and difficult to follow. It can also result in unintentional comedy on the part of the writer when the antecedents for the unclear pronouns are misinterpreted. It is crucial ring the editing process for you to check each pronoun and connect it to its antecedent to be certain that the antecedents are clear and that there is agreement between the antecedent and the pronoun.
15. Chapter 15: Using Pronouns Correctly: Consistency and Case
Consistency in pronoun use refers to the point of view you are writing from. There are three points of view: first person, second person, and third person. First person is I and We; second person is you; third person is he, she, it, and they. To be consistent you must write in the same person throughout your paragraph unless there is a very good reason to switch person.
Case refers to using the right pronoun for the right job. The three main cases for pronouns are the subjective case, the objective cases, and the possessive case. You must use the appropriate pronoun for the function the pronoun has in the sentence. Objective pronouns like me cannot be used as the subject of a sentence, and subject pronouns like I cannot be used as the objects of prepositions or as direct/indirect objects in a sentence. Always check your sentences carefully to be certain you have used the correct pronoun in the sentence for the function you have given the pronoun.
16. Chapter 16: Punctuation
If you have ever wondered if punctuation is truly important, try reading a passage that does not have punctuation. It in nearly impossible to correctly figure out what the writer was trying to say. Punctuation tells us when one idea stops and another starts. It tells use who owns things and who said what. Punctuation helps us to understand what we are reading.
Capitalization is also important, generally we capitalize one of a kind things. We capitalize proper names like Bill and America because they refer to a particular person or place. We capitalize name brands like Band-Aid but not the proct-bandages. We also capitalize nations, religions, places, languages, and unique items like the Declaration of Independence.
Abbreviations should only be used if necessary to refer to time, a person's title like Dr., or organizations that are usually referred to by their initials.
17. Chapter 17: Spelling
Spelling is a learned skill not a special talent. Spelling can be mastered by learning a few basic rules about when to change the endings on words. Most spelling rules have to do with adding suffixes in some form to a base word. This chapter reviews the five most important spelling rules including when you should double the consonant at the end of a word before adding -ed or -ing and when to change a y to an i before adding an ending.
Another aspect of spelling besides endings is knowing when to join words and when to separate them. The chapter has a list of words that should always be separated like the word a lot. A lot is not a word. There is also a look at words whose spellings change depending on the meaning of the word. Spelling can be mastered through learning a few rules and getting lots of practice.
18. Chapter 18: Words That Sound Alike/Look Alike
The English language has a large group of words that sound alike or look alike. Words like decent and descent look and sound similar, but they have very different meanings. Decent means suitable or proper while descent means going down, falling, or sinking. If you use the wrong word in a sentence you create an unintended meaning for your sentence that will confuse and often amuse your reader. The confusion and amusement will take away from th
Ⅳ 丁往道,吳冰. 2005. 英語寫作基礎教程[M]. 高等教育出版社
M是書名...
論文參考文獻，就是你所寫的論文中引用的其他資料中的內容，如數據、概念及別人的研究成果等。不能隨便寫，是要寫出准確出處的。
參考文獻的編寫格式要求。
一、參考文獻著錄格式
1 、期刊作者．題名〔J〕．刊名，出版年，卷(期)∶起止頁碼
2、 專著作者．書名〔M〕．版本(第一版不著錄)．出版地∶出版者，出版年∶起止頁碼
3、 論文集作者．題名〔C〕．編者．論文集名，出版地∶出版者，出版年∶起止頁碼
4 、學位論文作者．題名〔D〕．保存地點．保存單位．年份
5 、專利文獻題名〔P〕．國別．專利文獻種類．專利號．出版日期
6、 標准編號．標准名稱〔S〕
7、 報紙作者．題名〔N〕．報紙名．出版日期(版次)
8 、報告作者．題名〔R〕．保存地點．年份
9 、電子文獻作者．題名〔電子文獻及載體類型標識〕．文獻出處，日期
二、文獻類型及其標識
1、根據GB3469 規定，各類常用文獻標識如下：
①期刊〔J〕
②專著〔M〕
③論文集〔C〕
④學位論文〔D〕
⑤專利〔P〕
⑥標准〔S〕
⑦報紙〔N〕
⑧技術報告〔R〕
2、電子文獻載體類型用雙字母標識，具體如下：
①磁帶〔MT〕
②磁碟〔DK〕
③光碟〔CD〕
④聯機網路〔OL〕
3、電子文獻載體類型的參考文獻類型標識方法為：〔文獻類型標識/載體類型標識〕。例如：
①聯機網上資料庫〔DB/OL〕
②磁帶資料庫〔DB/MT〕
③光碟圖書〔M/CD〕
④磁碟軟體〔CP/DK〕
⑤網上期刊〔J/OL〕
⑥網上電子公告〔EB/OL〕
三、舉例
1、期刊論文
〔1〕周慶榮，張澤廷，朱美文，等．固體溶質在含夾帶劑超臨界流體中的溶解度〔J〕．化工學報，1995(3)：317—323
〔2〕Dobbs J M, Wong J M. Modification of supercritical fluid phasebehavior using polor coselvent〔J〕. Ind Eng Chem Res, 1987,26:56
〔3〕劉仲能，金文清.合成醫葯中間體4-甲基咪唑的研究〔J〕.精細化工，2002(2)：103-105
〔4〕 Mesquita A C, Mori M N, Vieira J M, et al ． Vinyl acetate polymerization by ionizing radiation〔J〕．Radiation Physics and Chemistry,2002, 63:465
2、專著
〔1〕蔣挺大．亮聚糖〔M〕．北京：化學工業出版社，2001．127
〔2〕Kortun G． Reflectance Spectros〔M〕． New York: Spring-Verlag,1969
3、論文集
〔1〕郭宏，王熊，劉宗林．膜分離技術在大豆分離蛋白生產中綜合利用的研究〔C〕．//余立新．第三屆全國膜和膜過程學術報告會議論文集．北京：高教出版社，1999．421-425
〔2〕Eiben A E, vander Hauw J K．Solving 3-SAT with adaptive genetic algorithms 〔C〕．//Proc 4th IEEE Conf Evolutionary Computation．Piscataway: IEEE Press, 1997．81-86
4、學位論文
〔1〕陳金梅．氟石膏生產早強快硬水泥的試驗研究（D）．西安：西安建築科學大學，2000
〔 2 〕 Chrisstoffels L A J ． Carrier-facilitated transport as a mechanistic tool in supramolecular chemistry〔D〕．The Netherland：Twente University．1988
5、專利文獻
〔1〕Hasegawa, Toshiyuki, Yoshida,et al．Paper Coating composition〔P〕．EP 0634524．1995-01-18
〔 2 〕 仲前昌夫， 佐藤壽昭． 感光性樹脂〔 P 〕． 日本， 特開平09-26667．1997-01-28
〔3〕Yamaguchi K, Hayashi A．Plant growth promotor and proctionthereof 〔P〕．Jpn, Jp1290606．
1999-11-22
〔4〕廈門大學．二烷氨基乙醇羧酸酯的制備方法〔P〕．中國發明專利，CN1073429．1993-06-23
6、技術標准文獻
〔1〕ISO 1210-1982，塑料——小試樣接觸火焰法測定塑料燃燒性〔S〕
〔2〕GB 2410-80，透明塑料透光率及霧度實驗方法〔S〕
7、報紙
〔1〕陳志平．減災設計研究新動態〔N〕．科技日報，1997-12-12(5)
8、報告
〔1〕中國機械工程學會．密相氣力輸送技術〔R〕．北京：1996
9、電子文獻
〔1〕萬錦柔．中國大學學報論文文摘(1983-1993)〔DB/CD〕．北京：中國網路全書出版社，1996
Ⅳ 英語寫作基礎教程指導
寫作不再是難題，e-say新推出特色寫作教程，
讓你從此愛上寫作！
以前我總是很怕拿回起筆來寫作文，因答為很多單詞、語法等等，
都記不住，錯漏百出！
但是，現在，我報名加入了e-say寫作班之後，我以前所出現的毛病，
通通都改掉了。
你也快來了解一下吧！
Ⅵ 有沒有自考英語寫作基礎專科的講義一類的資料
1自英語專業有多少門？
12
2，具體是什麼科目？ （廣東工業大學外國語學院英語專業，回例如）答的重要思想
思想道德修養與法律基礎
毛澤東思想，鄧小平理論和「三個代表」重要思想
大學英語語言綜合
（一）
綜合英語（二）
英語國家概況
英語語法
英語閱讀（一）
英語閱讀（二）
基礎
英文寫作口語聽力 BR>
Ⅶ 中央廣播電視大學英語寫作基礎歷屆試題（或歷屆期未的復習資料）作文
我覺得英語的平時積累很重要,我對付六級,從來沒有做過一套試卷,可還是一次通過了,因為我熱愛英語,我喜歡國外的電影,電視,脫口秀,喜歡模仿.你也可以的.
Ⅷ 我英語寫作基礎挺差的，考研英語作文一般能得多少分，有沒有比較適合我的復習資料
我用的是寫作160篇，就是看上它注重講解技巧這一點了，確實講解很詳細，話題也很全面，基礎不好就用它了
Ⅸ 英語寫作基礎教程
要想抄很好地提高英語書面表達能襲力，必須有一個正確的方向和路子，也就是有一個正確的指導思想。1．認識寫作的重要性，調動你寫作的積極性、主動性。首先，注重書寫基本功的訓練和良好的書面習慣的培養，做到書寫規范、整齊。2．要在聽、說、讀的基礎上進行寫作訓練。特別是閱讀對寫作有很大的影響，一個閱讀能力很差的人是很難寫出象樣的文章的，大量的閱讀可以為你提供語言素材，提高你對語言的感受能力。你可以從閱讀中吸取積極的詞彙、片語和句子，從而提高書面表達能力。3．寫作能力的培養要有一個循序漸進的過程。從學單詞到組句，從造句到改寫課文或簡單的記事，然後再過渡到各種文體的訓練。要做到有步驟，分階段地進行，要有一個切實可行的計劃。我之前學的那個網路寫作班，它也有一個資料的免費獲取，報名還贈送語法講座視頻和電子英語雜志，挺好的啊~