英語(yǔ)文體學(xué)基礎(chǔ)(語(yǔ)篇結(jié)構(gòu))

FundamentalsofEnglishStylistics(DiscourseStructure)目錄IntroductionOverviewofcoursestructureTheMacroStructureofDiscoveryThemicrostructureofcourse目錄CoherenceofcourseThecohesivedevicesofcourseTheApplicationofEng01IntroductionDefinition:DiscourseStructurereferstothewayinwhichsensesareconnectedandorganizedtoformalargerunitofmeansItinvolvesthestudyofhowsensesarelinkedtogetherthroughvariousgraphicalandpsychologicaldevicestocreatecoherentandmeaningfultexts單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思想的提煉，為了最終呈現(xiàn)發(fā)布的。單擊此處添加正文，文字是您思。9行*23字DefinitionandBackgroundTheImportanceofEnglishStylesUnderstandingLanguageUse:AknowledgeofEnglishStyleshelpsustounderstandhowlanguageisusedindifferentcontextsandhowitcanbeeffectivelyemployedtounderstandmeaningItprovidesaframeworkforanalyzingthestructureandfunctionoftexts,allowingustoapprovetheirintricaciesandapprovethecraftinvolvedinwrittencommunicationCriticalThinking:EnglishStylesresourcescriticalthinkingaboutlanguageandtextsItchallengesreaderstoquestionassignmentsaboutlanguageuseandtoconsideralternativeinterpretationsThisanalyticalapproachcanbeappliedacrossdifferentdisciplines,enhancingourunderstandingofcomplextextsinareassuchasliterature,history,andsocialscienceCommunicationSkills:UnderstandingcoursestructureisessentialforeffectivecommunicationIthelpsustoconstructcoherentarguments,writesubjectiveessays,anddevelopaclearandcoherentspeakingstyleAknowledgeofEnglishStylescanbetheretoenhanceourabilitytocommunicateeffectivelyinbothacademicandprofessionalsettingsCulturalUnderstanding:Throughtheanalysisofcourse,wecangainadeeperunderstandingofculturalnormsandvaluesembeddedinlanguageuseThisinsightcanhelpusapplydifferentliteraryworks,understandingthesocialandhistoricalcontextoftexts,anddevelopingamoreadvancedunderstandingofculturaldiversity02OverviewofcoursestructureDiscoveryisshapedbythesocialandculturalcontextinwhichitisproduced,reflectingthewayinwhichpeopleinteractandmakesenseoftheworldDiscoveryisastretchoflanguagethatextendsbeyondasinglepresenceandservesaspecificcommunicativepurposeItisthelargestunitoflanguageuseinwhichmeaningisconstructedthroughtheinteractionofintentionsDiscoveryanalysisfocusesonhowmeansareconstructedacrosssenses,exploringtherelationshipsbetweendifferentpartsofthetextandhowtheserelationshipscontributetotheoverallcommunicationDefinitionofcourseClassificationofcourseNarrativediscussion:tellsastoryorsequenceofevents,oftenwithaclearbeginning,middle,andendItischaracterizedbyplot,setting,characters,andafocusonthedevelopmentofeventsExplorationcourse:usedtoexplainordescribeatopic,oftenbreakingitdownintosmallpartsorcategoriesItischaracterizedbyorganization,clarity,andprecisionArgumentativediscussion:usedtosuperviseorprovideanaudienceofaspecificpointofvieworcourseofactionItischaracterizedbylogicalorganization,evidence,andargumentDialogue:Aconversationbetweentwoormorepeople,oftenwithalternatingturnsandafocusoninteractionandnegotiationDialogueischaracterizedbyturntakingandtheexchangeofinformationoropinionsThestructuralelementsofcourseCoherence:Thepropertythatmakesdiscoursesmeaningfulasaunifiedwhole,comparedtoarandomcollectionofintentionsCoherenceisachievedthroughrelationshipsbetweensensesandideasthatareestablishedthroughtextualfeaturesliketransitionwords,repetition,andthematicunitOrganization:ThewayinwhichthedifferentpartsofdiscoursearearrangedtocreatealogicalflowandprogressionofideasOrganizationisachievedthroughtechniqueslikeintroduction,development,andconclusionofideas,aswellastheuseofheads,subheadings,andparagraphsPragmaticunderstanding:TheknowledgethatspeakersandlistenersbringtothecommunicationprocessabouthowlanguageisusedincontextPragmaticunderstandingincludesknowledgeaboutsocialnormsandconventionsforlanguageuse,aswellasknowledgeaboutthepurposeandaudiencefordiscourse03TheMacroStructureofDiscoveryTheopeningofacoursesetsthescene,introducesthetopic,andalertsthereaderorlistenertowhatistocomeItoftenincludesbackgroundinformationorahooktocapturethereader'sattentionThepurposeoftheopeningistoengagethereaderorlistener,establishcontext,andpreparethemforthemaincontentofthecourseCommontechniquesusedinopeningsincludingethicalquestions,exceptions,quotations,andsummariesofthemainpointstocomeIntroductionPurposeTechniquesOpeningThemainbodyofthecourseiswherethebulkoftheideasandargumentsarepresentedItexpandsonthetopicintroducedintheopeningandprovidingevidenceorreasoningtosupporttheclaimsmadeThetextisstylishlyorganizedinalogicalandcoherentManner,oftenwithcleartransitionsbetweenideasandparagraphsThecontentofthetextshouldbewellresearched,informative,andpresentedinawaythatiseasyforthereadertofollowItmayincludeexamples,explanations,andevidencetosupportthemainargumentorclaimsDevelopmentOrganizationContentTextConclusionTheendingofadisputewrapsupthemainpoints,summarizingtheargument,andmayofferafinalthoughtorcalltoactionImpactTheimpactoftheendingistoleavealastimpressiononthereaderorlistener,encouragingthemtoactontheinformationpresentedorconsideringtheideasfurtherTechniquesCommontechniquesusedinendingsincluderesettingthemainpoints,posingaquestion,orofferingachallengetothereaderorlistenerEnding04ThemicrostructureofcourseThewordorderwithinapresenceTheobjectcomesfirst,followedbythesubjectandthentheverbThisorderisrareinEnglishObjectsubjectverb(OSV)orderThesubjectcomesfirst,followedbytheverbandthentheobjectThisisthemostcommonwordorderinEnglishSubjectverbobject(SVO)orderTheverbcomesfirst,followedbythesubjectandthentheobjectThisorderismorecommoninIrishEnglishVerbsubjectobject(VSO)orderVocabularyselectionandcollectionThenaturalandbiologicalassociationofcentralwordsorphrasesForexample,"totakeawalk"or"tohaveacupofcoffee"RegisterDifferentstylesorlevelsoflanguageuse,suchasformal,information,written,spoken,etc.ThechoiceofvocaldependenciesontheregisterDictionariesUsedictionariestocheckthemeaningsandsettlementsofwordsCollaborationSimplepresenceApresencewithonesubjectandonepredicateExample:"Thecatsatonthemat."ComplexpresenceApresencewithonemainclauseandatleastonedependentclauseExample:"Althoughthecatwastired,itstillwantedtoplay."CompoundsentenceAsentencewithtwoormoremainclausesbutnodependentclausesExample:"Thecatsatonthemat,andthedoglayonthefloor."GrammarandSentencePatterns05CoherenceofcourseCoherenceofvocabularyTheuseofconsistentvocabularythroughthetextguaranteesthatthereadercaneasilyfollowtheideasbeingpresentedItisimportanttochooseprecisewordsthatconsidertheintendedmeaningeffectivelyVaryingthevocabularytoomuchcanmakethetextdifficulttounderstandandcanfusethereaderUsingtechnicaltermsorjargoncanmakethetextinaccessibletothosewhoarenotfamilieswiththatfieldortopicThecoherenceofsenses01Coherenceatthepresencelevelinvolvesensuringthatthesensesarelogicallyconnectedandflowsmoothly02Sentencesshouldbewellstructuredandavoidbeingtoocomplexorconvoluted03Sentencesshouldbuildoneachothertodeveloptheoverallargumentorideabeingpresented04Transitionsbetweensensesshouldbesmoothandnatural,helpingtoguidethereader'sunderstandingParagraphsshouldhaveacleartopicpresencethatsumupthemainideaoftheparagraphParagraphsshouldnotcontaintoomuchinformation;TheyshouldbeconsistentandfocusedTheorganizationofparagraphsiscriticalinensuringthatthetextflowslogicallyandiseasytofollowSupportingsentimentsshouldthenprovideevidenceorexamplestobackupthetopicattentionParagraphCoherence06ThecohesivedevicesofcourseSynonymsTheuseofwordswithsimilarmeanstocreateasenseofunityinthetextAntonymsTheuseofcontrastingoropposingmeanstocreateasenseofcontrastingoropposingHomonymsTheuseofwordswiththesamesoundbutdifferentmeanstocreateasenseoffusionorironLegalcohesion123Theuseofproofstoreferbacktopreviouslymentionednouns,creatingasenseofunityinthetextPronounsTheuseofadvisorsandadvisoryphra