The following mainly introduces the propositional characteristics of Level 4 writing from three aspects, namely subject matter, genre and propositional form.
1. Topics
The topics of Level 4 writing are highly practical and topical, involving campus life, modern technology, social issues and simple analysis of their reasons. Plan proposed.
Campus topics: campus waste, student union president election, prestigious campus tours, choosing courses or teachers, etc.;
Social issues: contemporary women, fresh water resource shortage, environment, transportation, housing, Counterfeit and shoddy goods, etc.;
Modern technology: modern technological inventions such as computers, etc.
2. Genre
In terms of genre, the forms examined in the writing part include argumentative essays, expository essays, narrative descriptive essays and situational application essays such as letters and speeches.
1) Argumentative papers are mainly divided into two types: outline-type argumentative papers and title-type argumentative papers.
Outline argumentative essays can be divided into positive and negative point of view comparison types and reasons and phenomenon explanation types according to the subject matter. For example, the December 2006 real question is a comparison of pros and cons:
1. Many people like to watch the Spring Festival Gala on New Year’s Eve;
2. But some people propose to cancel the Spring Festival Gala;
3. Your opinion.
The real question in December 2007 was an argumentative essay explaining causes and phenomena.
1. Each university offers a variety of elective courses
2. Students choose different elective courses for various reasons
3. Take yourself as an example...
The main feature of a title-style argumentative essay is argumentation and reasoning. It usually takes a famous aphorism or proverb as the title, and requires candidates to elaborate and demonstrate its objective truth. For example, the real question in January 1997:
Practice makes perfect
2) Expository essays can be mainly divided into topic-explanation type, pros and cons analysis type, and problem-solving type:
Elaborate on the theme type, such as the January 1991 real question:
Bicycles----An Important Means of Transport in China.
1. Why are bicycles so popular in China.
2. Compare with cars.
3. The future of bicycles in China.
The pros and cons analysis type is like the real question in January 1998:
Harmfulness of Fake Commodities.
1. There are many fake and shoddy goods in the society at present. commodities). Why does this happen?
2. Give examples of the harm that counterfeit and shoddy goods do to individual consumers and society.
Problem-solving type, such as the real question in January 2001:
How to Succeed in a Job Interview?
1. The role of the interview in the job search process< /p>
2. Factors for a successful interview: appearance, manners, ability, professional knowledge, self-confidence, seeking truth from facts...
3) Practical writing mainly includes speeches, tour guide explanations, Job application letters, complaint letters, announcements, etc. (tour guide in June 2004, campaign speech in January 2005).
3. Propositional format
There are six propositional formats for level 4 composition: Chinese and English outline format, scenario format, diagram format, paragraph first sentence format, keyword format and title format. . Among all six forms, the outline type accounts for the highest proportion, more than 80%; followed by the situational type. Starting from June 2003, situational compositions appeared in large numbers. The essay writer sets a situation and allows students to use the English they have learned. to deal with a hypothetical matter. (such as the testimony of the car accident in June 2003, and the illness of a classmate in September 2003). I have only passed the test on graphic composition twice (Changes in People's Diet in June 1991 and Student Use of Computers in June 2002).
Candidates should do corresponding exercises for each genre and form in their daily practice in order to become familiar with the writing routines and methods of various propositions. The following takes the composition of the College English Band 4 exam in June 2006 as an example to discuss the writing methods of the English Band 4 composition from four aspects: review of questions, paragraphs, sentence patterns and word selection.
Directions: For this part, you are allowed 30 minutes to write a composition on the topic Students Selecting their Lecturers. You should write at Least 120 words following the outline given below in Chinese:
< p>1. Some universities allow students to freely choose teachers for certain courses;2. The main factors students consider when choosing teachers;
3. Students choose teachers of their own accord Benefits and possible problems.
[Example]
On Students Selecting their Lecturers
With the remarkable reform of higher education, students in some universities are entitled to choose their lecturers for certain designated courses for the flexibility and efficiency of their learning practice. This move has been welcomed by some students and has become the focus of students' and teachers' concern as well.
Obviously, there are some factors that students take into consideration when choosing lecturers. First and foremost, the teacher should have a diverse academic background and excel at what he or she teaches. It is because a learned teacher can give students much knowledge in a specific field, help them widen their horizon and at the same time cultivate their potential. Moreover, quite a few students think it is essential that the teacher is humorous and passionate in teaching. The reason is that students will learn quickly and thoroughly when the class is enjoyable and when they are motivated to learn. In addition, a teacher who gives students high marks in exams and papers is preferred.
Students' free choosing of lecturers may have many advantages, such as encouraging students to take an active part in classes and promoting lecturers to improve their teaching quality. Good as selecting lecturers is, it also gives rise to many problems. For one thing, the management of classes may be in a disorder. Some teachers can be so warmly welcomed that the number of the students in his class ma
y be too large while other courses may have few participants. For another thing, schools might end up with lecturers who teach interesting classes and give high scores without much real content. Therefore further attention should be paid to this phenomenon.
< p>Analysis:1) Examine the question.
The subject of the essay in June 2006 was a topic on campus - students' choice of teachers and their analysis of pros and cons; in terms of genre, it was an outline essay that is often tested, which requires candidates to follow the given The title (on the topic of students selecting lecturers) and the outline (1. Some universities allow students to freely choose teachers for certain courses; 2. The main factors students consider when choosing teachers; 3. The benefits and possible questions), determine the central idea of ??the article, and then expand the discussion into paragraphs to express the main idea of ??the outline.
2) Paragraph arrangement.
The outline essay still meets the layout requirements of Level 4 writing. For a three-paragraph composition, the outline can be regarded as a segmentation point, that is: write the first point in the first paragraph, and the second point in the second paragraph. , the third paragraph completes the third point. The first paragraph is the introductory paragraph, which introduces the phenomenon that exists in universities today - some universities allow students to freely choose teachers for certain courses, describe the current situation, and introduce the topic. With the remarkable reform of higher education, students in some universities are entitled to choose their lecturers for certain designated courses for the flexibility and efficiency of their learning practice.
The second paragraph is the main paragraph, explaining students’ choice of teachers The main factors taken into consideration are what kind of teacher they choose and why they make that choice. According to the paragraph writing skills mentioned above, the first sentence is the topic sentence of this paragraph. The Chinese outline can be translated and slightly modified, such as Obviously, there are some factors that students take into consideration when choosing lecturers. Then list Come up with several more representative reasons. Be sure to add connectives indicating hierarchical relationships in front of the listed reasons to make the article clear and logical. For example: First and foremost, the teacher should have a diverse academic background and excel at what he or she teaches. It is because..., and then elaborate on other reasons, such as: Moreover, quite a few students think it is essential that the teacher is humorous and passionate in teaching.
The third paragraph is the concluding paragraph, discussing the benefits and possible problems of such a campus topic as "students choose teachers".
Write the benefits first, such as Students' free choosing of lecturers may have many advantages, such as..., and then change the topic to bring up the disadvantages. Good as selecting lecturers is, it also gives rise to many problems. For one thing...The last sentence is the conclusion sentence Therefore further attention should be paid to this phenomenon
3) Change of sentence pattern.
The whole text has long and short sentences intertwined, and the sentence patterns are full of changes. It is based on simple sentences and is supplemented with complex sentences, such as the attributive clause a teacher who gives students high marks..., the subject clause It is essential that..., the inverted sentence Good as selecting lectures is... participle structure when choosing lecturers...
4) Vocabulary use.
The wording in the full text is accurate, standardized and rich. For example, "choose" can use choose and select; use some wonderful fixed collocations to enhance the article, such as end up with, give rise to; clever use Transition words make the article cohesion natural and compact, such as first and foremost, moreover, in addition, as, therefore, for one thing, etc.