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The Elements of Style 最好的英语写作教程

The Elements of Style

William Strunk, Jr.

Professor of English

Cornell University

Privately Printed

Ithaca, New York

1918

By William Strunk, Jr.

Press of W. P. Humphrey, Geneva, N.Y.

Parental Note

Dear Parent,

This workbook was created to be used along side Strunk & White's Elements of Style handbook. If you do not have this handbook, you can use this work book alone. Each lesson is designed to be completed weekly. Most lessons ask the student to write sentences demonstrating a particular rule. Other lessons ask the student to write a summary or narration from a literature or history text. There are 18 lessons in this workbook and each lesson should be practiced for one to two weeks to ensure that the student understands the rule and can demonstrate the ability to use it in daily writing. The text in this workbook is from the 1st Edition, 1918. Although this handbook is currently in print (4th ed.) the references from the 1st Edition can give your student valuable practice in the art of writing well.

Permission has been granted to reproduce this workbook for use in the home. This text may not be redistributed or resold.

Carol Hepburn

Phoenix, AZ

1 Elements of Style

Lesson

1.Form the possessive singular of nouns with 's.

Follow this rule whatever the final consonant. Thus write,

Charles's friend

Burns's poems

the witch's malice

This is the usage of the United States Government Printing Office and of the

Oxford University Press.

Exceptions are the possessives of ancient proper names in -es and -is, the

possessive Jesus', and such forms as for conscience' sake, for righteousness' sake. But such forms as Achilles' heel, Moses' laws, Isis' temple are commonly replaced by

the heel of Achilles

the laws of Moses

the temple of Isis

The pronominal possessives hers, its, theirs, yours, and oneself have no

apostrophe.

Practice

Write 5 sentences showing how to use this rule.

____________________________________________________________________ ____________________________________________________________________

2 Elements of Style

Lesson

1.In a series of three or more terms with a single conjunction, use a comma

after each term except the last.

Thus write,

red, white, and blue

honest, energetic, but headstrong

He opened the letter, read it, and made a note of its contents.

This is also the usage of the Government Printing Office and of the Oxford

University Press.

In the names of business firms the last comma is omitted, as

Brown, Shipley and Company

The abbreviation etc., even if only a single term comes before it, is always

preceded by a comma.

Practice

Write 5 sentences showing how to use this rule.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3 Elements of Style

Lesson

1.Enclose parenthetic expressions between commas.

The best way to see a country, unless you are pressed for time, is to travel on

foot.

This rule is difficult to apply; it is frequently hard to decide whether a single word, such as however, or a brief phrase, is or is not parenthetic. If the interruption to the flow of the sentence is but slight, the writer may safely omit the commas. But whether the interruption be slight or considerable, he must never omit one

comma and leave the other. Such punctuation as

Marjorie's husband, Colonel Nelson paid us a visit yesterday, or

My brother you will be pleased to hear, is now in perfect health, is indefensible.

Non-restrictive relative clauses are, in accordance with this rule, set off by

commas.

The audience, which had at first been indifferent, became more and

more interested.

Similar clauses introduced by where and when are similarly punctuated.

In 1769, when Napoleon was born, Corsica had but recently been

acquired by France.

Nether Stowey, where Coleridge wrote The Rime of the Ancient

Mariner, is a few miles from Bridgewater.

In these sentences the clauses introduced by which, when, and where are non-restrictive; they do not limit the application of the words on which they depend, but add, parenthetically, statements supplementing those in the principal clauses. Each sentence is a combination of two statments which might have been made independently.

The audience was at first indifferent. Later it became more and more

interested.

Napoleon was born in 1769. At that time Corsica had but recently been

acquired by France.

Coleridge wrote The Rime of the Ancient Mariner at Nether Stowey.

Nether Stowey is only a few miles from Bridgewater.

Restrictive relative clauses are not set off by commas.

The candidate who best meets these requirements will obtain the

place.

In this sentence the relative clause restricts the application of the word candidate to a single person. Unlike those above, the sentence cannot be split into two independent statements.

The abbreviations etc. and jr. are always preceded by a comma, and except at the end of a sentence, followed by one.

Similar in principle to the enclosing of parenthetic expressions between commas is the setting off by commas of phrases or dependent clauses preceding or following the main clause of a sentence. The sentences quoted in this section and under Rules 4, 5, 6, 7, 16, and 18should afford sufficient guidance.

If a parenthetic expression is preceded by a conjunction, place the first comma before the conjunction, not after it.

He saw us coming, and unaware that we had learned of his treachery,

greeted us with a smile.

Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

4 Elements of Style

Lesson

1.Place a comma before and or but introducing an independent clause.

The early records of the city have disappeared, and the story of its first

years can no longer be reconstructed.

The situation is perilous, but there is still one chance of escape.

Sentences of this type, isolated from their context, may seem to be in need of

rewriting. As they make complete sense when the comma is reached, the second clause has the appearance of an after-thought. Further, and, is the least specific of connectives. Used between independent clauses, it indicates only that a

relation exists between them without defining that relation. In the example above, the relation is that of cause and result. The two sentences might be rewritten: As the early records of the city have disappeared, the story of its first

years can no longer be reconstructed.

Although the situation is perilous, there is still one chance of escape.

Or the subordinate clauses might be replaced by phrases:

Owing to the disappearance of the early records of the city, the story of

its first years can no longer be reconstructed.

In this perilous situation, there is still one chance of escape.

But a writer may err by making his sentences too uniformly compact and

periodic, and an occasional loose sentence prevents the style from becoming too formal and gives the reader a certain relief. Consequently, loose sentences of the type first quoted are common in easy, unstudied writing. But a writer should be

careful not to construct too many of his sentences after this pattern (see Rule

14).

Two-part sentences of which the second member is introduced by as (in the

sense of because), for, or, nor, and while (in the sense of and at the same time) likewise require a comma before the conjunction.

If a dependent clause, or an introductory phrase requiring to be set off by a

comma, precedes the second independent clause, no comma is needed after the conjunction.

The situation is perilous, but if we are prepared to act promptly, there is

still one chance of escape.

For two-part sentences connected by an adverb, see the next section. Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________

5 Elements of Style

Lesson

1.Do not join independent clauses by a comma.

If two or more clauses, grammatically complete and not joined by a conjunction, are to form a single compound sentence, the proper mark of punctuation is a

semicolon.

Stevenson's romances are entertaining; they are full of exciting adventures.

It is nearly half past five; we cannot reach town before dark.

It is of course equally correct to write the above as two sentences each, replacing the semicolons by periods.

Stevenson's romances are entertaining. They are full of exciting adventures.

It is nearly half past five. We cannot reach town before dark.

If a conjunction is inserted, the proper mark is a comma (Rule 4).

Stevenson's romances are entertaining, for they are full of exciting adventures.

It is nearly half past five, and we cannot reach town before dark.

Note that if the second clause is preceded by an adverb, such as accordingly,

besides, so, then, therefore, or thus, and not by a conjunction, the semicolon is

still required.

I had never been in the place before; so I had difficulty in finding my way about.

In general, however, it is best, in writing, to avoid using so in this manner; there is danger that the writer who uses it at all may use it too often. A simple correction, usually serviceable, is to omit the word so, and begin the first clause with as:

As I had never been in the place before, I had difficulty in finding my way about.

If the clauses are very short, and are alike in form, a comma is usually

permissible:

Man proposes, God disposes.

The gate swung apart, the bridge fell, the portcullis was drawn up. Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________

6 Elements of Style

Lesson

1.Do not break sentences in two.

In other words, do not use periods for commas.

I met them on a Cunard liner several years ago. Coming home from

Liverpool to New York.

He was an interesting talker. A man who had traveled all over the

world, and lived in half a dozen countries.

In both these examples, the first period should be replaced by a comma, and the following word begun with a small letter.

It is permissible to make an emphatic word or expression serve the purpose of a sentence and to punctuate it accordingly:

Again and again he called out. No reply.

The writer must, however, be certain that the emphasis is warranted, and that he will not be suspected of a mere blunder in punctuation.

Rules 3, 4, 5, and cover the most important principles in the punctuation of

ordinary sentences; they should be so thoroughly mastered that their application becomes second nature.

Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________

7 Elements of Style

Lesson

1. A participial phrase at the beginning of a sentence must refer to the

grammatical subject.

Walking slowly down the road, he saw a woman accompanied by two children.

The word walking refers to the subject of the sentence, not to the woman. If the writer wishes to make it refer to the woman, he must recast the sentence:

He saw a woman, accompanied by two children, walking slowly down the road.

Participial phrases preceded by a conjunction or by a preposition, nouns in

apposition, adjectives, and adjective phrases come under the same rule if they begin the sentence.

On arriving in Chicago, his friends met him at the station. When he arrived (or, On his arrival) in Chicago, his friends met him at the station.

A soldier of proved valor, they entrusted him with the defence of the city. A soldier of proved valor, he was entrusted with the defence of the city.

Young and inexperienced, the task seemed easy to me. Young and inexperienced, I thought the task easy.

Without a friend to counsel him, the temptation proved irresistible. Without a friend to counsel him, he found the temptation irresistible.

Sentences violating this rule are often ludicrous.

Being in a dilapidated condition, I was able to buy the house very cheap.

Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

8 Elements of Style

Lesson

1.Divide words at line-ends, in accordance with their formation and

pronunciation.

If there is room at the end of a line for one or more syllables of a word, but not for the whole word, divide the word, unless this involves cutting off only a single

letter, or cutting off only two letters of a long word. No hard and fast rule for all

words can be laid down. The principles most frequently applicable are:

A.Divide the word according to its formation:

know-ledge (not knowl-edge); Shake-speare (not Shakes-peare); de-

scribe (not des-cribe); atmo-sphere (not atmos-phere);

B.Divide "on the vowel:"

edi-ble (not ed-ible); propo-sition; ordi-nary; espe-cial; reli-gious;

oppo-nents; regu-lar; classi-fi-ca-tion (three divisions possible);

deco-rative; presi-dent;

C.Divide between double letters, unless they come at the end of the simple

form of the word:

Apen-nines; Cincin-nati; refer-ring; but tell-ing.

The treatment of consonants in combination is best shown from examples: for-tune; pic-ture; presump-tuous; illus-tration; sub-stan-tial (either

division); indus-try; instruc-tion; sug-ges-tion; incen-diary.

The student will do well to examine the syllable-division in a number of pages of

any carefully printed book.

Practice

Write 5 sentences showing how to use this rule.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

9 Elements of Style

Lesson

1.Make the paragraph the unit of composition: one paragraph to each topic.

If the subject on which you are writing is of slight extent, or if you intend to treat it very briefly, there may be no need of subdividing it into topics. Thus a brief

description, a brief summary of a literary work, a brief account of a single

incident, a narrative merely outlining an action, the setting forth of a single idea, any one of these is best written in a single paragraph. After the paragraph has

been written, it should be examined to see whether subdivision will not improve it.

Ordinarily, however, a subject requires subdivision into topics, each of which

should be made the subject of a paragraph. The object of treating each topic in a paragraph by itself is, of course, to aid the reader. The beginning of each

paragraph is a signal to him that a new step in the development of the subject

has been reached.

The extent of subdivision will vary with the length of the composition. For

example, a short notice of a book or poem might consist of a single paragraph.

One slightly longer might consist of two paragraphs:

A.Account of the work.

B.Critical discussion.

A report on a poem, written for a class in literature, might consist of seven

paragraphs:

C.Facts of composition and publication.

D.Kind of poem; metrical form.

E.Subject.

F.Treatment of subject.

G.For what chiefly remarkable.

H.Wherein characteristic of the writer.

I.Relationship to other works.

The contents of paragraphs C and D would vary with the poem. Usually, paragraph C would indicate the actual or imagined circumstances of the poem (the situation), if these call for explanation, and would then state the subject and outline its development. If the poem is a narrative in the third person throughout, paragraph C need contain no more than a concise summary of the action. Paragraph D would indicate the leading ideas and show how they are made prominent, or would indicate what points in the narrative are chiefly emphasized.

A novel might be discussed under the heads:

J.Setting.

K.Plot.

L.Characters.

M.Purpose.

A historical event might be discussed under the heads:

N.What led up to the event.

O.Account of the event.

P.What the event led up to.

In treating either of these last two subjects, the writer would probably find it necessary to subdivide one or more of the topics here given.

As a rule, single sentences should not be written or printed as paragraphs. An exception may be made of sentences of transition, indicating the relation between the parts of an exposition or argument.

In dialogue, each speech, even if only a single word, is a paragraph by itself; that is, a new paragraph begins with each change of speaker. The application of this rule, when dialogue and narrative are combined, is best learned from examples in well-printed works of fiction.

实用英语写作大纲

VII. 实用英语写作一、课程基本情况 1．学分： 1 学时：16 （理论学时：16 实验学时：0 ）2．课程类别：限选课 3．适用专业：非英语专业本科 4．适用对象：非英语专业本科三年级学生（第五学期） 5．先修课程：大学英语 6．教材与参考书目：教材：教师讲义参考书：《新世纪实用英语写作》，张玉娟，陈春田，外语教学与研究出版社，2003 《英语应用文写作大全》，《英语应用文写作大全》编写组，社会科学出文献出版社《英语应用文写作》，杨晓钰，重庆大学出版社《英语写作系列-英汉应用文手册》，傅似逸，北京大学出版社《英语常用应用文写作》，韩铁椿、陈汉华，上海财经大学出版社《实用英语写作教程》，李予军编著，国防工业出版社，2008年《研究生英语写译教程》，杨若东、袁锡兴，中国人民大学出版社，2004 《英语论文写作》，石坚、帅培天，四川人民出版社，2005 《高级英语写作教程》，马红军、毛卓亮，中国对外翻译出版公司，2006 二、课程介绍 1．实用英语写作作为一种国际商贸动作和国际事务交往过程中必不可少的交际工具, 对贸易的缔结和双边关系的保持起着举足轻重的作用。随着全球经济一体化的迅速发展,国际商务交往日益频繁，为了增强学生在国际商务活动中的交际能力,培养复合型人才,本课程向学生提供了一个选材广泛和能体现各种商务情景的优秀范文资料库,帮助学生了解涉外英语中最常见的和最常用的各种信函的用途,使学生在学习各种信函的同时,不仅能够熟悉各种信函的英文表达法,而且能够广泛增加有关商务活动的知识,从而提高他们运用英语进行书面交际的能力。 2．本门课是专业教学计划中的普通教育必修课，与先前英语基础课的关系是其后续的专业英语课。 3．本课程的教学目的：旨在使学生掌握各类英语书信的语言特点及篇章结构；了解便条及卡片、社交信函、求职、求学申请信的起草方法和各类信件的写作方法；熟悉各类涉外证件、商务信函、对外经济贸易中的技术交流合同、保险、外贸业务相关的各类电传以及广告、产品使用说明及产品维护等信函的写作技巧等。

写作教程总结

Unit 1 the Correct Word Focus Denotation and Connotation 1. Denotation refers to the literal and primary meaning of a word-the definition you find in a dictionary. 2. Connotation refers to the implied or suggested meaning of a word. Attitude : when we write in English, we have to be careful with some emotionally loaded words-i.e. words that can reveal the writer ’s attitude. We can divide the words attitude into three parts: 1commendatory\positive 2neutral Collocation: fixed combination of words There are several types of collocation: 1.V+N(follow the fashion) 2. A+N(a brilliant success) 3.V+AD(think alike) 4.PREP+N(the answer to a question) 5. V+PREP(think of an idea) False Friends

Advise(v) vs. advice(n) angel （天使）vs. angle（角度）capital（首都，资金）vs. capitol（国会大厦） Complement（补充）vs. compliment （称赞）credible（可信的，确实的）vs. credulous（轻信的，易受骗的）get knowledge(t) vs. learn knowledge(f) Grammar Subject-Verb agreement 1when the subject is compound Work and play are equally important. Ham and eggs is my favorite breakfast. (1)由and或both…and连接的并列结构作主语时，如果意义为复数，谓语动词用复数；如果作主语的并列结构不是指两个或两个以上的人或物，而是表示单数，则动词用单数；and与each等限定词时，随后动词用单数。 (2)由neither…nor not only…but also连接的并列结构作主语，随后动词形式常遵循就近原则。 (3)主语后用along with, together with引导等词组，动词形式根据主语形式而定。 2When the subject expresses quantity (1)有many a等限定词，其后动词形式为单数 (2)a pair, heap of 后动词多接单数形式 3when the subject is a relative pronoun, a what-clause, or in the there-be structure (1)以nominal clause 作主语，随后动词通常用单数 (2)relative clause 中谓语动词单复数形式通常以关系代词先行项的形式而定 (3)there be 谓语动词单复数形式取决于所后的 Unit2 The Appropriate Word Focus Style: in English, words can be, roughly, formal , general, colloquial, and slang in terms of style. Formal and general Formal words are not as common as general words, which form the basis of the vocabulary and Notice: a common belief among students is that formality is a virtue, but the best policy is to use general words in most cases and formal words in specific, formal contexts .

2015级高级英语写作教程进度表

周次学时分配内容课外阅读及习题作业备注讲授实验上机其它 1 2 0 0 0 Diagnostic test (writing a narrative essay) and introduction Group SES 2 2 0 0 0 Discussing the Diagnostic test and “show more than tell ”(1) Oral discussion 3 2 0 0 0 Show more than tell ”(2) Oral discussion 4 2 0 0 0 Personal experience essay A Personal experience 5 2 0 0 0 Description and sensory details (1) Group discussion 6 2 0 0 0 Description and sensory details(2) Group discussion 7 2 0 0 0 Description and sensory details(3) Group discussion 8 2 0 0 0 Descriptive essay Describing a person 9 2 0 0 0 National holiday A holiday 10 2 Addressing the audience An opening speeching 教学进度 2016-2017 学年第一学期外语系英语（本）专业 2015 年级 1 、2 班课程名称高级英语写作教程讲授教师实验教师总学时数学时分配每周学时讲授实验上机其它 32 32 2

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Unit 5 Reporting Results Objectives: -Understand the function and the major elements of the results section; -Learn the major steps to deal with the results section; -Use the tips for describing graphic information; -Grasp the tips for making comparison and contrast; -Learn the skills for choosing appropriate graphs and making graphs. Contents: - Teacher’s introduction; - Reading and discussion: Types of Language for Thinking and Lexical Collocational Errors; - Language focus: graphic description; comparison and contrast; -Writing practice: using graphs and describing graphs (tables and charts); - Rewriting practice: grasping the major moves for outlining the results section; - Classroom extension: descriptions of data and graphs when reporting results. 1.Reading Activity 1.1 Pre-reading Task Do you know how to report the results of your research? The standard approach to the results section of a research paper is to present the results with the statistical

大学英语写作教程重点(可编辑修改版).

1.段落解释： is a unit of thought composed of sentences,smaller units of thought,that relate to a single topic.Paragraph divisions serve two very useful functions 2.A good paragraph is composed 组成 in such a way that it has : idea with nothing in the paragraph not covered by the topic explores the main idea explicitly and concretely,with 3.第一个写作常识has sound internal structure.The qualities that indicate sound internal structure are unity,coherence,and completeness. 4.怎样做到内容一致An excellent way of achieving unity is by means of the topic sentence.Properly used,the topic sentence forces the writer to adhere to and to sustain the point he is trying to establish 5.标题句① the topic sentence properly used can achieve unity in the paragraph,which indicate the importance of the topic sentence;②the topic sentence 6.第二个写作常识 In short,a good topic sentence has a limited subject and a sharp focus,namely,a good topic sentence is not too general nor too narrow.A topic sentence that is too general requires much more than a paragraph to develop it.A topic sentence that is too narrow leaves little to be said in the rest of the coherence is connection and consistency.A coherent paragraph is one in which all the sentence are related logically and grammatically to make a whole that allows the reader to follow the writer’s train of thought step by step 8．第三个写作常识 Just as topic sentences help readers follow our ideas,other signals also help them understand what we have to say.When we write and when we revise,look for the areas that seem choppy or unconnected—that lack coherence.We can establish better coherence by using the following devices:pronoun reference,repetition ,and in a paragraph means that the topic is adequately developed by details,explanations,definitions,evidences,and the like,so that the reader is not left with only a fuzzy idea of what the writer means 1第四个写作常识：Development of the main idea, then, is like enlarging a photograph to make the details clearer. So, development in the paragraph is as important as unity and coherence between skillful development helps us to stick to our subject and focus and to keep up the sense of oneness. 2Inductive Pattern (归纳法概念)：In developing a paragraph by means of the inductive pattern of reasoning the writer presents particular instances of a like kind and leads them into valid generalization which serves as his topic sentence. 3Deductive Pattern (演绎法概念)：In developing a paragraph by means of the deductive pattern the writer begins with a generalization(the topic sentence) and proceeds with specific elaboration or application of the general idea. 4Inductive-deductive Pattern(归纳演绎法)：As the name indicates, in developing a paragraph by means of inductive-deductive pattern the writer first presents particular instances and a resulting generalization, then applies the generalization to a new instance.5第五个写作常识：Sequences of development are not independent of types of development. The most important sequences of development are general to particular, particular to general, climactic, chronological, and spatial. 6Climactic Sequence (层递顺序)：In a climactic sequence, the most intense or highest point of interest is saved for the final sentence, which may be, but is not necessarily, the topic sentence. 7.Chronological Sequence (时间顺序):A chronological sequence is one in which earlier things precede later things; items are listed in the order in which they occur in time. The most obvious use of a chronological sequence is in telling a story. 8Spatial Sequence (空间顺序)：A spatial sequence is used in descriptions of various types. It starts the reader at a particular point and then moves logically in some direction, from one place to another. 9第六个写作常识：The type of development is the way in which the main idea is supported-by details, definitions, statements of cause and effect, and so on. 10段落展开方式：Among the most important types of paragraph development are development by detail, comparison and contrast, process, classification and partition, cause and effect, definition, and mixed development.

研究生学术英语写作教程Unit6key

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章节教学内容课时课时分配讲授实践第一章课程简介及格式211 第二章词汇844 第三章句子1688 第四章段落633 第五章通知便条211 六、考核方式 1、考核形式：考试 2、过程性考核和期末考试相结合考试范围涵盖所讲授的实用英语写作课程的全部内容。最终成绩由平时成绩（20%）和期末考试成绩（70%）按一定比例折算后以百分制计，卷面考试试题为选择、判断、配对、改错、填空、应用文写作与篇章写作等题型。七、教材及主要参考书 1.教材:杨立明,徐克容.现代大学英语基础写作（上下册）[M].北京：外语教学与研究出版社，2005. 2.主要参考书: 1)Kirszner,L,G.&Mandell,S,R.(2008).The Wadsworth Handbook:Eighth Edition [M].北京：中国人民大学出版社. 2)Langan,J.(2007).College Writing Skills with Readings:Sixth Edition[M]. Beijing:Foreign Language Teaching and Research Press. 3)Weigle,S.C.(2010).Assessing Writing[M]Beijing:Foreign Language Teaching and Research Press. 4）丁往道,吴冰.英语写作手册[M].北京：外语教学与研究出版社，2003. 5）姜亚军,马素萍.英语写作教程[M].北京：高等教育出版社，2008. 6）马红军,毛卓亮.高级英语写作教程[M].北京：中国对外翻译出版社，2003.

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