Ⅰ 请英语专业的回答：英语写作基础问题
1. 从句意来看，用because he thought differently也是可以的。
但是，此时because引导的是一个原因状语从句，整个句子结构回就变成了主从复答合句，而不是并列句了。
所以，此种改法是不符合题目要求的。
另：此句还可以用so来引导并列句，即：
He thought differently, so he shook his head.
2. 该句要变成复合句的话，可以用楼主自己写的句式：
He shook his head because he thought differently.（句中的逗号可要可不要）
或：Because he thought differently，he shook his head.
Ⅱ 自考英语写作基础，学习方法
其实 你基础好的话，你写作方面就看看历年的作文“类型”，主要是学会各种文体的格式。不知你说的是不是作文啊？
相信你~~
我什么时候能自考或升本啊，哭啊。%>_<%
Ⅲ 有没有哪位朋友可以提供英语写作基础和综合英语一的串讲资料呀
觉得这个写作概要不错。
PEARSON英语写作概要
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,吴冰. 2005. 英语写作基础教程[M]. 高等教育出版社
M是书名...
论文参考文献，就是你所写的论文中引用的其他资料中的内容，如数据、概念及别人的研究成果等。不能随便写，是要写出准确出处的。
参考文献的编写格式要求。
一、参考文献著录格式
1 、期刊作者．题名〔J〕．刊名，出版年，卷(期)∶起止页码
2、 专著作者．书名〔M〕．版本(第一版不著录)．出版地∶出版者，出版年∶起止页码
3、 论文集作者．题名〔C〕．编者．论文集名，出版地∶出版者，出版年∶起止页码
4 、学位论文作者．题名〔D〕．保存地点．保存单位．年份
5 、专利文献题名〔P〕．国别．专利文献种类．专利号．出版日期
6、 标准编号．标准名称〔S〕
7、 报纸作者．题名〔N〕．报纸名．出版日期(版次)
8 、报告作者．题名〔R〕．保存地点．年份
9 、电子文献作者．题名〔电子文献及载体类型标识〕．文献出处，日期
二、文献类型及其标识
1、根据GB3469 规定，各类常用文献标识如下：
①期刊〔J〕
②专著〔M〕
③论文集〔C〕
④学位论文〔D〕
⑤专利〔P〕
⑥标准〔S〕
⑦报纸〔N〕
⑧技术报告〔R〕
2、电子文献载体类型用双字母标识，具体如下：
①磁带〔MT〕
②磁盘〔DK〕
③光盘〔CD〕
④联机网络〔OL〕
3、电子文献载体类型的参考文献类型标识方法为：〔文献类型标识/载体类型标识〕。例如：
①联机网上数据库〔DB/OL〕
②磁带数据库〔DB/MT〕
③光盘图书〔M/CD〕
④磁盘软件〔CP/DK〕
⑤网上期刊〔J/OL〕
⑥网上电子公告〔EB/OL〕
三、举例
1、期刊论文
〔1〕周庆荣，张泽廷，朱美文，等．固体溶质在含夹带剂超临界流体中的溶解度〔J〕．化工学报，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〕刘仲能，金文清.合成医药中间体4-甲基咪唑的研究〔J〕.精细化工，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、专著
〔1〕蒋挺大．亮聚糖〔M〕．北京：化学工业出版社，2001．127
〔2〕Kortun G． Reflectance Spectros〔M〕． New York: Spring-Verlag,1969
3、论文集
〔1〕郭宏，王熊，刘宗林．膜分离技术在大豆分离蛋白生产中综合利用的研究〔C〕．//余立新．第三届全国膜和膜过程学术报告会议论文集．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、学位论文
〔1〕陈金梅．氟石膏生产早强快硬水泥的试验研究（D）．西安：西安建筑科学大学，2000
〔 2 〕 Chrisstoffels L A J ． Carrier-facilitated transport as a mechanistic tool in supramolecular chemistry〔D〕．The Netherland：Twente University．1988
5、专利文献
〔1〕Hasegawa, Toshiyuki, Yoshida,et al．Paper Coating composition〔P〕．EP 0634524．1995-01-18
〔 2 〕 仲前昌夫， 佐藤寿昭． 感光性树脂〔 P 〕． 日本， 特开平09-26667．1997-01-28
〔3〕Yamaguchi K, Hayashi A．Plant growth promotor and proctionthereof 〔P〕．Jpn, Jp1290606．
1999-11-22
〔4〕厦门大学．二烷氨基乙醇羧酸酯的制备方法〔P〕．中国发明专利，CN1073429．1993-06-23
6、技术标准文献
〔1〕ISO 1210-1982，塑料——小试样接触火焰法测定塑料燃烧性〔S〕
〔2〕GB 2410-80，透明塑料透光率及雾度实验方法〔S〕
7、报纸
〔1〕陈志平．减灾设计研究新动态〔N〕．科技日报，1997-12-12(5)
8、报告
〔1〕中国机械工程学会．密相气力输送技术〔R〕．北京：1996
9、电子文献
〔1〕万锦柔．中国大学学报论文文摘(1983-1993)〔DB/CD〕．北京：中国网络全书出版社，1996
Ⅳ 英语写作基础教程指导
写作不再是难题，e-say新推出特色写作教程，
让你从此爱上写作！
以前我总是很怕拿回起笔来写作文，因答为很多单词、语法等等，
都记不住，错漏百出！
但是，现在，我报名加入了e-say写作班之后，我以前所出现的毛病，
通通都改掉了。
你也快来了解一下吧！
Ⅵ 有没有自考英语写作基础专科的讲义一类的资料
1自英语专业有多少门？
12
2，具体是什么科目？ （广东工业大学外国语学院英语专业，回例如）答的重要思想
思想道德修养与法律基础
毛泽东思想，邓小平理论和“三个代表”重要思想
大学英语语言综合
（一）
综合英语（二）
英语国家概况
英语语法
英语阅读（一）
英语阅读（二）
基础
英文写作口语听力 BR>
Ⅶ 中央广播电视大学英语写作基础历届试题（或历届期未的复习资料）作文
我觉得英语的平时积累很重要,我对付六级,从来没有做过一套试卷,可还是一次通过了,因为我热爱英语,我喜欢国外的电影,电视,脱口秀,喜欢模仿.你也可以的.
Ⅷ 我英语写作基础挺差的，考研英语作文一般能得多少分，有没有比较适合我的复习资料
我用的是写作160篇，就是看上它注重讲解技巧这一点了，确实讲解很详细，话题也很全面，基础不好就用它了
Ⅸ 英语写作基础教程
要想抄很好地提高英语书面表达能袭力，必须有一个正确的方向和路子，也就是有一个正确的指导思想。1．认识写作的重要性，调动你写作的积极性、主动性。首先，注重书写基本功的训练和良好的书面习惯的培养，做到书写规范、整齐。2．要在听、说、读的基础上进行写作训练。特别是阅读对写作有很大的影响，一个阅读能力很差的人是很难写出象样的文章的，大量的阅读可以为你提供语言素材，提高你对语言的感受能力。你可以从阅读中吸取积极的词汇、词组和句子，从而提高书面表达能力。3．写作能力的培养要有一个循序渐进的过程。从学单词到组句，从造句到改写课文或简单的记事，然后再过渡到各种文体的训练。要做到有步骤，分阶段地进行，要有一个切实可行的计划。我之前学的那个网络写作班，它也有一个资料的免费获取，报名还赠送语法讲座视频和电子英语杂志，挺好的啊~