章节大纲

  • 常规

    全部折叠 展开全部

  • 色调与风格

    Lesson Objectives
    ::经验教训目标

    • Distinguish between informal style and academic style
      ::区分非正式风格和学术风格
    • Learn how to write clearly
      ::学习写字清晰
    • Diagnose and fix vague sentences
      ::诊断和修正模糊的句子
    • Distinguish between denotative and connotative meanings
      ::区分说明意义和说明含义
    • Learn how to avoid gender bias
      ::学习如何避免性别偏见
    • Identify characters and actions in sentences
      ::辨明句子中的字符和行动
    • Apply the old-before-new and short-to-long principles of style
      ::应用旧的、新旧的和短到长的风格原则
    • Learn when to use and not to use minimalizations and passive voice in sentences
      ::学习何时使用和不使用最低刑罚和在判刑中被动发声
    • Learn how to write coherent and concise sentences
      ::学习如何写出一致和简明的句子
    • Learn how to emphasize sentence elements
      ::学习如何强调句子内容

    Definition of Tone and Style

    Tone  refers to the type of language writers use to address their audience. When writing an email to a friend, for example, you may choose to use an informal or colloquial tone, whereas an essay for an English class requires an academic tone. Compare the two examples below:
    ::Tonne 指的是语言作家在向观众讲话时所使用的语言类型。 例如,您在给朋友写电子邮件时,您可以选择使用非正式或口头语调,而英语班的作文则需要一种学术语调。 比较以下两个例子:

    Example 1:  The city should just start paying for our rides to school so we can use the bus money for other stuff. If this happens, people will actually get to value buses more and stuff.
    ::例1:城市应该开始支付我们上学的车费,这样我们就可以用公交车的钱来购买其他东西。 如果发生这种情况,人们实际上会看到公交车的价值更高。

    Example 2:  If the city gave students free access to public transportation, riding to school for free would not only save students and their parents money, but it would also promote the use of public transportation.
    ::实例2:如果城市允许学生免费乘坐公共交通工具,免费上学不仅可以省下学生及其父母的钱,还可以促进公共交通的使用。

    While both sentences above convey the same idea, example 1 illustrates an informal  tone  or  register , while example 2 displays an academic tone. Therefore, if you are writing an essay arguing for public transportation, example 2 would be appropriate. Example 1 should be used when an informal tone is accepted, such as in an email, a message to a friend, or a dialogue between two friends in a story.
    ::以上两句表达同样的想法,例1则展示非正式语气或注册,例2则展示学术语气。 因此,如果您正在写一篇论文,为公共交通辩护,例2就合适。 当接受非正式语气时,例如电子邮件、给朋友的讯息或两个朋友在故事中的对话,例1就应该使用。

    Style,  on the other hand, involves more than just formality and informality. It concerns how clearly we write. Some writers think that a good writing style equals wordy and complicated sentences, but that can make it difficult for readers to grasp the idea of a text. Essays should be well written and free of errors, but first they should be clear and logical.
    ::另一方面,风格不仅仅涉及形式和非正式性。 它涉及到我们写作的清晰度。 一些作家认为良好的写作风格等于文字和复杂的句子,但这可能使得读者难以理解文本的概念。 论文应该写得好,没有错误,但首先应该是清晰和合乎逻辑的。

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    Here are a few useful guidelines to help develop a good writing style:
    ::以下是一些有助于发展良好写作风格的实用指南:

    • Avoid using abstract and complex terms, since they tend to confuse rather than impress readers.
      ::避免使用抽象和复杂的术语,因为它们往往混淆而不是给读者留下印象。
    • Accept that your writing will always seem clearer to yourself than to others; therefore, do not hesitate to get another reader's opinion.
      ::承认你的文章对你自己来说总是比对别人更清楚;因此,毫不犹豫地征求另一读者的意见。
    • Keep your audience in mind while writing.
      ::写作时要记住观众的心
    • Know the expectations of the academic English writing style.
      ::了解英语学术写作风格的期望。
    • Understand how readers decode the information they read.
      ::了解读者如何解码他们读到的信息。

    Style also involves word choice, coherence, conciseness, and correctness. This chapter contains sections about each of these elements of style.
    ::样式还涉及文字选择、一致性、简洁性和正确性。本章载有关于这些样式要素的章节。

    Review Questions
    ::回顾问题

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    1. Think about things you normally write everyday. What types of styles do they represent?
      ::想想你通常每天写的东西,它们代表什么风格?
    2. List three expectations of the academic English writing style audience.
      ::列出英文写作风格学术读者的三项期望。

    For questions 3-5, determine whether the tone/style of the sentences below is appropriate or inappropriate for an argumentative essay you are writing for your English composition class. Discuss your answers with a partner.
    ::对于问题3-5,请确定以下句子的语气/风格是否适合或不适合您为英语成文班撰写的论论文。请与伴侣讨论您的回答。

    1. The overall quality of the food served to students at school needs to improve. Even though school districts require students to spend hours in science classes learning about nutrition and balanced meals, administrators seem to ignore that the best way to teach is by example. The food most schools serve students is neither nutritious nor tasty. There is a great distance between what students learn they should eat and what they really get at school.
      ::尽管学校要求学生在科学课上花费时间学习营养和均衡膳食,但行政人员似乎忽略了最好的教学方式就是举例。 学校为学生提供的食物大多既不营养也不美味。 学生应该学习什么和在学校里得到什么之间有很大的距离。
    2. The food served at school sucks. I don't eat that stuff, and I never will. Schools should walk their talk and serve us grub that is edible, not that junk that can kill you. When we get pizza, the cheese does not even look like cheese. It looks like some weird alien substance...
      ::学校的食物烂透了。我不吃那些东西,我永远也不会吃。学校应该走他们的谈话,为我们服务, 吃的是食用的食物,而不是可以杀死你的垃圾。当我们吃披萨时,奶酪甚至不象奶酪。它看起来像一些奇怪的外星物质。
    3. Most students and school staff seem to agree that the food served to students in school cafeterias is not good enough. Why still serve it, then? Well, the reality is that it is not that easy to change things in a school district. This fact illustrates the contradiction between what students learn in classes about health and nutrition and what they actually eat.
      ::大多数学生和学校工作人员似乎都同意,在学校食堂里向学生提供的食物不够好。 那么,为什么还要继续提供? 现实是,改变学校区的情况并不那么容易。 这一事实说明了学生们在课堂上学到的健康和营养知识与实际吃的东西之间的矛盾。

    Points to Consider
    ::需要考虑的要点

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    • Write two sample paragraphs on any of the suggested topics below. One paragraph should display an appropriate tone for an argumentative essay. The other paragraph should display an informal or colloquial tone.
      ::在下文建议的任何专题上写两段样板段落,其中一段应显示辩论论文的适当基调,另一段应显示非正式或学术基调。
    • In pairs, exchange paragraphs with a partner. Read your partner’s paragraphs and identify which one was written in an academic tone and which was not.
      ::将段落对齐, 与伴侣交换。 阅读您的伴侣的段落, 并确定哪个段落是以学术语气写的, 而哪个不是 。
    • Suggested topics:
      • 1- Schools should replace books with laptops.
        ::1. 学校应以笔记本电脑取代书本。
      • 2- Discuss your academic background and achievements.
        ::2. 讨论你的学术背景和成就。
      • 3- My recipe for stress management.
        ::我的精神压力调控的秘方

      ::建议的主题:1. 学校用笔记本电脑取代书籍;2. 讨论你的学术背景和成绩;3. 精神压力调控的秘方。

    Word Choice

    Most writers’problems with word choice come from trying to use words they do not know. At times, you may feel the pressure to use vocabulary that is ‘fancy’ or ‘smart.’ However, using words whose meanings you are not sure of may change your ideas radically. Misspelling a word may also confuse readers. Before using a word you are not sure about, ask yourself the following questions:
    ::多数作者的字选问题来自试图使用他们不知道的字。 有时,你可能会感到使用 " fancy " 或 " smart " 词汇的压力。 然而,使用你不确定其含义的词可能会从根本上改变你的想法。 拼错一个字也会混淆读者。 在使用你不确定的词之前,请问自己以下问题:

    1. Am I sure this is the right word to express my idea?
      ::我确定这是表达我的想法的正确词吗?
    2. To the best of my knowledge, did I spell it correctly?
      ::据我所知,我写得正确吗?
    3. Is the word appropriate for this text and my audience?
      ::这个词适合这段文字和我的观众吗?
    4. If I am not sure about the word I am trying to use, is there another word I can replace it with?
      ::如果我不确定我想用哪个字, 我还能用哪个字来代替它吗?

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    At times, you may also be concerned about reducing the number of mistakes in your writing to obtain a good grade. In such cases, it is best to look up the words you do not know. If you are not allowed to look them up, take a safer approach and replace them with another word you know.
    ::有时,你可能还担心减少写作中的错误数目,以获得好成绩。在这种情况下,最好查查你不知道的字眼。如果你不能查查这些字眼,请采取更安全的方法,代之以另一个你熟悉的字眼。

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    In order to avoid problems with the words you choose, read often. Books, magazines, newspapers, and blogs are among the many useful reading resources that will expose you to new words and help you expand your vocabulary.
    ::为了避免您选择的单词出现问题, 您经常阅读 。 书籍、 杂志、 报纸和博客是许多有用的阅读资源之一 , 使您接触到新的单词, 帮助您扩展词汇 。

    The following sections will help you make more informed decisions about choosing words for your texts.
    ::以下各节将帮助您做出更知情的决定,为您的文本选择单词。

    Denotation and Connotation
    ::注销和支付

    Words may carry a  denotative  (literal) meaning or a  connotative  (figurative, implied) meaning. For example, when writing a description of the place you live in, you may call it a  home , a  house , or a  residence.  These three words  denote  or indicate the same place. However, their  connotative  meaning is different.  Home  refers to a warmer place than  house.   Residence  probably carries very little feeling compared to the other two words.
    ::单词可能含有一种删除(文字)的意思或注释(描述、隐含)的意思。例如,在描述您居住的地方时,您可以称之为家、房屋或住所。这三个词表示或表示同一地点。然而,它们的注释含义不同。家庭是指较温暖的地方,住所可能与其他两个词相比没有什么感觉。

    Connotative  meanings of words may be positive, negative, or sometimes neutral, depending on what you are writing and who you are writing for. For example, informal words that may carry a neutral or positive connotation in a letter to a friend may have a negative connotation in an argumentative essay. In this lesson and practice exercises, assume your audience expects an academic tone.
    ::词汇的注释含义可能是正面的、负面的或有时是中性的,这取决于您写作的内容和写作对象。例如,给朋友的信件中可能含有中性或积极内涵的非正式词在争论性文章中可能具有负面内涵。在这种教训和实践练习中,假设您的听众期望有学术性。

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    Consider both denotative and connotative meanings of a word before using it. Some words have a negative connotation, and they may not be appropriate for your text.
    ::在使用一个单词之前,既要考虑一个单词的注解含义,又要考虑一个词的注解含义。 有些单词有负面含义, 可能不适合您的文本 。

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    The table below contains words with both positive and negative connotations when used in an argumentative essay. Read and compare them.
    ::下表载有在引证文章中使用的具有正反两面含义的词句。阅读和比较这些词句。

    Positive connotation Possible negative connotation
    Boy, men, people Dude (also used informally)
    Natural Plain
    Child Kid
    Inexpensive, thrifty Cheap
    Teenager Punk
    Girl, woman, people Chick(s)

    Review Questions
    ::审 查 问 问 问 问 题

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    Assuming your readers expect an academic tone, replace the section(s) in bold with other words carrying a more positive connotation:
    ::假设你的读者期望有学术的语气, 将黑体部分换成具有更积极内涵的其他字句:

    1. The folks at my school  voted against having makeup classes on Saturday.
      ::我学校的同学投票反对星期六举办化妆班。

    _________________________________________________

    1. When I asked my little brother if he was  hooked on  video games, he  went,  ‘Of course I am not!’
      ::当我问我弟弟他是否迷上电子游戏时,他说:“我当然不是!”

    _________________________________________________

    1. She approached the  dude  who was standing by the door, and they started talking; then they  chilled  for a while.
      ::她走近站在门边的那个人,他们开始说话,然后他们冷静了一会儿。

    _________________________________________________

    Misspelling
    ::拼错拼错

    Misspelling words can also cause you problems, especially if you write a word that looks similar to the one you wanted but carries a different meaning. The best way to avoid misspellings is to become familiarized with the words you often use.
    ::拼错单词也会造成问题, 特别是如果您写一个和您想要的类似但含不同含义的单词。 避免拼错单词的最佳方法就是熟悉您经常使用的单词 。

    You should also double check the words suggested by the spell check application on your word processor. Although these programs catch common misspellings, they sometimes make wrong suggestions or simply miss misspelled words.
    ::您也应该双倍检查您文字处理器上的拼写检查应用程序推荐的单词 。 虽然这些程序会遇到常见的拼错, 但有时会提出错误的建议, 或只是错过拼错的单词 。

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    A few hints to help you avoid spelling errors.
    ::一些提示可以帮助您避免拼写错误 。

    • Make flash cards with the words you frequently use in your essays but have problems spelling. Seeing them often will help you memorize them.
      ::使用您在文章中经常使用的单词制作闪卡, 但拼写有问题 。 经常看到闪卡会帮助您记住这些单词 。
    • Keep a vocabulary list at the end of your notebook containing both new words and words you have a hard time spelling.
      ::在笔记本末尾保留一个词汇列表, 包含新单词和新单词, 您拼写困难 。

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    Consider this list of commonly misspelled words.
    acknowledge dependent judgment receipt
    accidentally embarrass length regardless
    awkward existence liaison religious
    acknowledgement forfeit license separate
    argument fourth maintenance specifically
    basically fulfill negotiable sufficient
    commitment guarantee occasion temperament
    consensus harass occurrence truly
    convenient independence opportunity unanimous
    definitely indispensable parallel usually
    descend insufficient perseverance vengeance
    desperate interrupt Proceed withhold

    Review Questions
    ::审 查 问 问 问 问 题

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    Choose the word with the correct spelling. The words in this practice may not be in the table above, and you may have to use a dictionary to learn their correct spelling.
    ::用正确的拼写选择单词。 练习中的单词可能不在上表中, 您可能需要使用字典来学习正确的拼写 。

    1. Lack of water and fire extinguishers in the room (aggravated/agravated) the fire.
      ::室内缺乏水和灭火器(严重/严重)火灾。
    2. Their (analysis/analisis) of the problem was accurate.
      ::他们的(分析/否定)问题准确无误。
    3. My parents say that my curfew is not (negociable/negotiable).
      ::我的父母说,我的宵禁不是(不可进入/可谈判的)。
    4. The history teacher was irritated when she talked about the (omission/omision) of an important fact in the students' exam responses.
      ::当她谈到学生考试答复中的一个重要事实时,历史老师很生气。
    5. Lawmakers (recomended/recommended) the bill be changed before the final vote.
      ::法案的制定者(建议/建议)应在最后表决前修改。

    Gender Bias
    ::性别比

    Writers need to make sure they address readers in a respectful and unbiased manner. One way to do it is by carefully choosing your nouns and pronouns. For example, when you address people in general, readers will interpret the exclusive use of  he, him,  and  his  or  she  and  her  as biased. The suggestions below will help you avoid  gender bias  in your essays.
    ::作家们需要确保他们以尊重他人和不偏不倚的方式对读者讲话,其中一种方式是谨慎地选择你的名词和代名词。 比如,当你向一般人讲话时,读者会将他、他、他或她及其本人的专有用途解释为偏见。 以下的建议将有助于避免在你的论文中出现性别偏见。

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    Below is a table of suggestions to avoid gender bias.
    ::以下是为避免性别偏见而提出的建议表。

    1.  Rephrase the sentence:
    ::1. 改写该句:

    - A teacher must consider the background of his students (biased).
    ::- 教师必须考虑其学生的背景(偏见)。

    - A teacher must consider the students' backgrounds (unbiased).
    ::- 教师必须考虑学生的背景(无偏见)。

    2.  Use plural nouns or pronouns, or use “gender-free” nouns, such as person, individual, child, etc:
    ::2. 使用多元名词或代名词,或使用 " 无性别 " 名词,如个人、个人、儿童等:

    - A student knows he must do his homework (biased).
    ::- 学生知道必须做功课(有偏见)。

    - Students know they have to do their homework (unbiased).
    ::- 学生知道必须做功课(无偏见)。

    - Teachers must consider the backgrounds of their students (unbiased).
    ::- 教师必须考虑学生的背景(无偏见)。

    3.  If the noun you are using is a profession that carries gender (eg. steward, stewardess), use the gender-free variation (eg. flight attendant):
    ::3. 如果使用的名词是包含性别的职业(如空姐、空姐),则使用无性别差异(如空姐):

    - All salesmen were required to attend the meeting (biased).
    ::- 所有销售人员都必须出席会议(有偏见)。

    - All salespeople were required to attend the meeting (unbiased).
    ::- 所有销售人员都必须出席会议(无偏见)。

    4.  Replace the pronoun “he” with “one”, “you”, “we”, or use “he or she” (do not overuse them):
    ::4. 将代名词 " he " 改为 " one " 、 " you " 、 " we " 或使用 " he's " (不要过度使用):

    - When a student finished his exam early, he could leave the room (biased).
    ::- 当学生提前完成考试时,他可以离开房间(有偏见)。

    - When a student finished his or her exam early, he or she could leave the room (unbiased).
    ::- 当学生提前完成考试时,他或她可以离开房间(没有偏见)。

    5.  Take turns using “he or she” when it does not confuse readers:
    ::5. 在不混淆读者的情况下轮流使用 " 他或她 " :

    - If you are a teacher, you should ask yourself if every child in your room has been spoken to directly. Ask if he has already washed his hands, if she has finished her homework. The goal is to use everyday habitual information to start conversations.
    ::如果你是一名教师,你应该问问自己,你房间里的每个孩子是否都直接与自己交谈过。问他是否已经洗过手,她是否完成了功课。目标是利用日常信息开始对话。

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    When avoiding gender bias, use the strategies that best fit your personal style, but try not to overuse them.
    ::在避免性别偏见时,使用最适合你个人风格的战略,但尽量不要过度使用这些战略。

    Review Questions
    ::回顾问题

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    Rewrite the sentences below and eliminate their gender bias. Refer to the strategies seen above:
    ::重写下面的句子,消除他们的性别偏见。

    1. Each doctor will explain her own procedures.
      ::每个医生将解释自己的手术程序。

    _________________________________________________

    1. When you call the technician, tell him the computer broke yesterday.
      ::你打电话给技师时 告诉他电脑昨天坏了

    _________________________________________________

    1. According to the guidelines, a writer needs to publish her manuscript in order to be eligible for the grant.
      ::根据准则,作家必须出版其手稿,才能有资格获得补助金。

    _________________________________________________

    1. If I ever meet a congressman, I will tell him how upset I am with politics at the national level.
      ::如果我见到过国会议员 我会告诉他我对国内政治有多不满

    _________________________________________________

    1. When a doctor wants to order gloves, she must speak to the office staff.
      ::当医生想订购手套时,她必须和办公室工作人员交谈。

    _________________________________________________

    Points to Consider
    ::需要考虑的要点

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    • When you are not sure about the meaning of a word you want to use, how can you figure out whether or not to use it?
      ::当您不确定一个单词的意思时, 您如何知道是否使用它 ?
    • What is the difference between denotative and connotative meanings?
      ::说明意义和说明含义之间有什么区别?
    • Name and provide examples of three different strategies to avoid gender bias.
      ::列举三个不同战略的例子,以避免性别偏见。

    Sentence Order

    The elements in an English sentence have a standard or  canonical position.  Writers should understand this order of elements because choosing to adhere to it or break it will draw readers’ attention to different elements of a sentence. The  canonical order  of elements in an English sentence is:
    ::英文句中的内容有一个标准或语气位置。 作家应该理解这个元素顺序, 因为选择遵守它或打破它会吸引读者注意一个句子的不同元素。 英语句中元素的语气顺序是:

    Subject Verb Other elements (indirect and direct objects, adverbials, etc.)
    The teacher offered the students a solution to the problem during class.

    Generally, the  subject  is the doer or the  main character , and the  verb  expresses the  action, state , or  description.   Other elements  may include people or things affected by the action, adverbials (references to time, place, manner, etc), and so on.
    ::一般来说,主体是行为者或主性,动词表示动作、状态或描述,其他要素可能包括受动作影响的人或事物、定律(提到时间、地点、方式等)等等。

    lesson content

    While it is true that English writing favors elements in the canonical order, this does not mean you should only write in this order. It means that this sequence should only be broken when there is a clear reason for doing so (adding emphasis, placing old information first, etc.). The canonical order is a principle and not an absolute rule of writing.
    ::虽然英文的写作确实偏向于按语法顺序排列的元素,但这并不意味着您应该只按此顺序排列。 这意味着只有在有明确理由(增加强调、先放置旧信息等)这样做时才应该打破这一顺序。 语法顺序是一项原则,而不是绝对的写作规则。

    Review Questions
    ::回顾问题

    lesson content

    Rewrite the sentences below and redistribute sentence elements according to the cannonical order.  Hint:  You should start new sentences with the underlined elements.
    ::提示 : 您应该用下划线的句子开始新句子 。

    1. Finally, in a very apologetic tone, the director spoke to us.
      ::最后,以非常道歉的语气, 导演向我们讲了话。

    _________________________________________________

    1. After running for two hours and exercising for another two at the gym last night, Rachel collapsed.
      ::昨晚在健身房跑了两个小时再锻炼两个 瑞秋倒下了

    _________________________________________________

    1. With words of encouragement after a long and difficult year, the teacher addressed the students.
      ::在漫长而艰难的一年之后,教师用鼓励的言辞向学生讲了话。

    _________________________________________________

    The following lessons will help you determine how to shift the order of sentence elements to write cohesive sentences and add emphasis when needed.
    ::下列经验教训将有助于确定如何将句子的顺序调整为写出一致的句子,并在必要时增加重点。

    Characters and Actions

    When your writing highlights important sentence elements, such as  characters  and  actions,  your sentences become clear to your readers and naturally draw their attention.  Characters  are sentence elements that trigger actions or events. They can be concrete (a person, animal, or thing) or abstract (an issue, a concept, etc.). Characters are usually nouns or pronouns. Actions describe what characters do or what events they trigger.  Actions  are expressed by verbs. These concepts are illustrated in the examples below:
    ::当您写作时, 突出重要的句子元素, 如字符和动作, 您的句子会让读者明白并自然地吸引他们的注意。 字符是触发动作或事件的句子元素。 字符可以是具体( 人、 动物或事物) 或抽象( 问题、 概念等) 。 字符通常是名词或代名词 。 动作描述字符做什么或触发什么事件 。 动作由动词表达 。 这些概念在下面的示例中说明 :

    Example 1  -  Jack’s refusal to leave the worksite resulted in his boss’s decision to call security.
    ::例1 -- -- Jack拒绝离开工地导致其老板决定叫保安。

    Example 2  -  Because Jack refused to leave the worksite, his boss decided to call security.
    ::例2 - 因为杰克拒绝离开工地 他的老板决定叫保安

    Consider the following differences between the sentences in Example 1 and Example 2.
    ::考虑以下例1和例2中各句的区别。

    1. The  characters  of Example 1,  Jack  and  his boss , are part of the subject, but they do not receive the main focus in the sentence. The  foci  lie in the words  refusal  and  decision.
      ::例1,杰克和他的上司是主题的一部分,但是他们并没有得到判决中的主要关注点。 拒绝和决定的字眼就是这些字眼。
    2. The  characters  of Example 2,  Jack  and  his boss,  receive focus in the subject of each respective clause, and their  actions  are expressed by the verbs  refused  and  decided,  instead of in the nouns  refusal  and  decision.  Example 2 characters are aligned with their actions.
      ::例2, 杰克和他的上司在每一条款的主题上都受到重视,他们的行动表现为拒绝和决定的动词,而不是名词拒绝和决定的动词。例2与他们的行动一致。

    lesson content

    Notice that Example 1 draws readers’ attention to the abstract nouns refusal and decision. Even though it is possible to use abstract nouns as characters when you write about abstract issues, this example shows that it can be a bad decision when you use them in lieu of clear characters and their actions.
    ::注意例1提请读者注意抽象名词的拒绝和决定。 尽管在撰写抽象问题时可以使用抽象名词作为字符,但这个例子表明,用这些名词代替清晰的名词及其动作,可能是一个糟糕的决定。

    lesson content

    The alignment between characters and their actions makes sentences like Example 1 more powerful. It is easy to turn type-1 sentences into type-2 ones. All you need is to play a simple game of verbs and nouns, as shown in the table below.
    ::字符与其动作的对齐使例1这样的句子更有力。 很容易将类型1的句子转换为类型2的句子。 您只需要玩一个简单的动词和名词游戏, 如下表所示 。

    Review Questions
    ::审 查 问 问 问 问 题

    lesson content

    1. The following table contains pairs of nouns and verbs. Complete it with the missing elements. This table will be also useful when we discuss nominalization (Lesson 9).
      ::下表包含一对名词和动词。 加上缺失的元素完成它。 当我们讨论标称化( 教训9) 时, 此表格也会有用 。
    Noun Verb Noun Verb
    decision decide describe
    express explanation explain
    analysis conclusion
    1. Diagnose the sentences below and identify their characters and actions. Then rewrite them and replace the underlined nouns with the corresponding verbs from the above table:
      ::诊断下面的句子并确定其字符和动作。 然后重写它们,用上表相应的动词替换下划线名词:

    The mayor’s analysis of the issue did not convince journalists.
    ::市长对这个问题的分析没有说服记者。

    Character(s):
    ::字符 :

    Action(s):
    ::行动:

    _________________________________________________

    Bob’s explanation of why he was late frustrated his wife.
    ::鲍勃解释了为什么他迟到会令妻子失望。

    Character(s):
    ::字符 :

    Action(s):
    ::行动:

    _________________________________________________

    The documentary’s description of the accident shocked viewers.
    ::记录片描述事故震撼观众。

    Character(s):
    ::字符 :

    Action(s):
    ::行动:

    _________________________________________________

    The conclusion the scientists reached was that the problem had no solution.
    ::科学家们得出的结论是,这个问题没有解决办法。

    Character(s):
    ::字符 :

    Action(s):
    ::行动:

    _________________________________________________

    Points to Consider
    ::需要考虑的要点

    lesson content

    1. When sentences emphasize clear characters and actions, what difference does it make to readers?
      ::当句子强调明确的角色和行动时,这对读者有什么区别?
    2. How can you tell if the characters and actions in your sentences have been properly emphasized?
      ::如何辨别您句子中的角色和行动是否得到了恰当的强调?

    Old-before-New

    The  Old-before-New  principle guides how writers should sequence  information  in a sentence. Acccording to this principle, they should use the  information readers already know  to introduce  information they do not know yet.  This principle helps direct readers  from familiar or old information to new information.  Analyze this first set of examples.
    ::新旧原则指导著作者如何在句子中排列信息顺序。 根据这一原则,他们应该利用已经知道的信息读者介绍他们还不知道的信息。这一原则有助于引导读者从熟悉或旧信息到新信息。分析第一组例子。

    Example 1  - The science teacher spoke about environmental challenges yesterday, and she mentioned five big environmental problems the United States will face in the upcoming decade. Carbon-dioxide concentration levels in the atmosphere are increasing rapidly ( new information ), and this was the first problem she described ( old information ).
    ::例1 — — 科学教师昨天谈到环境挑战,她提到美国在未来十年将面临的五个大环境问题。 大气中的二氧化碳浓度水平正在迅速上升(新信息 ) , 这是她所描述的第一个问题(旧信息 ) 。

    Example 2  - The science teacher spoke about environmental challenges yesterday, and she mentioned five big environmental problems the United States will face in the upcoming decade. She first talked about ( old information ) the increasing concentration levels of carbon dioxide in the atmosphere ( new information ).
    ::例2 — — 科学教师昨天谈到环境挑战,她提到美国在未来十年将面临的五个大环境问题。 她首先谈到大气中二氧化碳浓度的上升(旧信息 ) ( 新信息 ) 。

    The sentence in Example 2 gradually guides the writer from old to new information. Since information is logically displayed in the sentence, readers are not only able to understand it better, but they will also remember it more easily.
    ::例2中的句子逐渐引导作家从旧信息到新信息。 由于在句子中按逻辑显示信息,读者不仅能够更好地理解信息,而且会更容易记住信息。

    Additional Examples
    ::附加示例

    Example 3  - Yesterday, Congress finally approved a bill that introduces new rules and regulations to financial markets in the United States. The increase of the regulatory powers of the Federal Reserve Bank (new information) was by far the most controversial of the new measures (new information).
    ::例3 — — 昨天,国会最终批准了一项法案,在美国金融市场引入新的规则和条例。 联邦储备银行监管权力(新信息)的增加是迄今为止最有争议的新措施(新信息 ) 。

    Example 4  - Yesterday, Congress finally approved a bill that introduces new rules and regulations to financial markets in the Unites States. The most controversial measure by far (old information) was the increase of the regulatory powers of the Federal Reserve Bank (new information).
    ::例4 — — 昨天,国会最终批准了一项法案,向美国金融市场引入新的规则和条例。 迄今最有争议的措施(旧信息)是增加联邦储备银行的监管权(新信息 ) 。

    Review Questions
    ::回顾问题

    lesson content

    Rewrite the sentences below and apply the old-before-new principle to make them more cohesive:
    ::重写以下的句子,并适用旧的 " 新的 " 原则,使其更加一致:

    1. The class planner the teacher gave students yesterday did not include dates for turning in papers or for taking exams. Although all assignments were described in detail, as well as the content for each test, the planner did not include when they were due.
      ::教师昨天给学生的班级规划师没有列出提交论文或参加考试的日期。 尽管所有任务都得到了详细描述,每次考试的内容也都得到了详细描述,但计划设计师没有包括到期日期。

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    1. When the principal spoke to our class, she emphasized that new attendance rules would be in place. She also told us that teachers have found it difficult to maintain lines at the cafeteria during recess, after saying the school would start notifying parents immediately every time a teacher declared a student absent.
      ::当校长和我们班上交谈时,她强调新的出勤规则将到位,她还告诉我们,教师在休息期间发现很难在食堂维持线路,她说,每当教师宣布学生缺席,学校就会立即通知家长。

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    Points to Consider
    ::需要考虑的要点

    lesson content

    1. How does the old-before-new principle help readers?
      ::旧原则如何帮助读者?
    2. How does this principle help connect ideas and sentences to one another?
      ::这一原则如何帮助将思想和判刑联系起来?

    Short-to-Long

    The short-to-long principle applies to how writers coordinate elements in a sentence (see Chapter 13, Lesson 1 for coordinating conjunctions). It suggests you list coordinated elements from short to long, as the sentences below illustrate:
    ::短期至长期原则适用于作者如何协调某一句的内容(关于协调的连结,见第13章,第1课)。

    Example 1  - Participants in the study noticed no differences between the first slide scientists projected on the white wall (long element) and the real painting (short element).
    ::实例1 - 研究的参与者注意到,在白墙(长片)上投射的第一位幻灯片科学家与真实画(短片)之间没有差别。

    Example 2  - Participants in the study noticed no differences between the real painting (short element) and the first slide scientists projected on the white wall (long element).
    ::实例2 - 研究的参与者注意到,实际绘画(短片)与预测在白墙(长片)上的第一位幻灯片科学家之间没有差别。

    lesson content

    The short-to-long principle helps you write sentences that are fluid and easy to read.
    ::短至长原则有助于您写出流畅易读的句子。

    Review Questions
    ::回顾问题

    lesson content

    Check the sentences below that illustrate a good use of the short-to-long principle:
    ::下面的句子可以说明对短期至长期原则的善用:

    1. 彩蛋 A group of five students resolved the test without any assistance, quickly, and accurately.
      :伤心a) 一组5名学生在没有任何帮助的情况下迅速、准确地解决了测试问题。
    2. 彩蛋 A group of five students resolved the test quickly, accurately, and without any assistance.
      ::由5名学生组成的小组在没有任何帮助的情况下迅速、准确地解决了测试问题。
    3. 彩蛋 The upset teacher decided to punish all the students who were late. She did not distinguish between the students who had completed the assignment and the ones who had not turned the assignment on the due date.
      ::心烦意乱的教师决定惩罚所有迟到的学生,她没有区分完成这项任务的学生和未在到期日完成这项任务的学生。
    4. 彩蛋 The upset teacher decided to punish all the students who were late. He did not distinguish between the students who had not turned in the assignment on the due date and the ones who had completed the assignment.
      ::心烦意乱的教师决定惩罚所有迟到的学生,他没有区分未在到期日上交任务的学生和完成任务的学生。
    5. 彩蛋 Parents have not been attending the evening meetings because some work late and others cannot come to school three nights in a row.
      ::家长没有参加晚间会议,因为有些工作很晚,有些不能连续三晚上学。
    6. 彩蛋 Parents have not been attending the evening meetings because some cannot come to school three nights in a row and others work late.
      ::家长没有参加晚间会议,因为有些人不能连续三晚上学,另一些人加班。

    Coherence

    In English composition, coherence or cohesion describes how harmoniously different parts of a text connect to one another. Writers show coherence when they make sense of their ideas as a whole. They need to be cohesive on two different levels: paragraph-level and text-level.
    ::在英文的构成、一致性或凝聚力中,描述文本的和谐不同部分是如何相互连接的。 作家们在理解其整体思想时表现出一致性。 他们需要在两个不同层面(段落层次和文本层次)保持凝聚力。

    Paragraph-Level Coherence
    ::段一级的一致性

    To achieve paragraph-level coherence, define your  topic  clearly. The topic is what you write about in a paragraph. You may have learned that the introduction of every paragraph should contain a  topic sentence.  If you are able to make the sentence topic the  subject,  it will be easier for readers to grasp it. Whenever topic and subject align in a sentence, readers will understand what it is about more easily; as a result, your sentence will be more coherent. Compare examples 1 and 2 below:
    ::要达到段落一级的连贯性,请明确定义您的主题。主题就是您在段落中写的内容。您可能已经知道,每段的导言中应该包含一个主题句子。如果您能够将句子的主题作为主题,读者更容易理解。每当主题和主题在句子中一致时,读者就会更理解它是什么,结果,你的句子会更加一致。比较下面的例子1和2:

    Example 1  - The ability to learn from mistakes is not exclusively human, and it has been found by scientists in many other animal species. This ability has been detected, for example, in dogs, cats, and other domesticated species.
    ::例子1 - 从错误中吸取教训的能力不仅仅是人类的,科学家在其他许多动物物种中也发现了这种能力,例如狗、猫和其他养殖物种也发现了这种能力。

    Topic:  the ability to learn from mistakes is not only human
    ::专题:从错误中吸取教训的能力不仅是人的能力,而且不仅是人的能力。

    Characters:  dogs, cats, and other domesticated animals
    ::性格:狗、猫和其他养殖动物

    lesson content

    Although the sentence in Example 1 is understandable, its topic(s) and character(s) are not aligned. When they are aligned, notice how more readable the sentence becomes:
    ::虽然例1中的句子是可以理解的,但其主题和字符并不对齐。当它们对齐时,应注意该句的可读性如何:

    Example 2  - Dogs, cats, and other domesticated animals can learn from mistakes, as we humans do  (topic and characters) . The discovery of this behavior in animals has led scientists to conclude it is not exclusively human.
    ::实例2 - 狗、猫和其他养殖动物可以像人类一样从错误中吸取教训(主题和角色 ) 。 在动物体内发现这种行为导致科学家认定它不完全是人类。

    lesson content

    Writers sometimes take a while to get to the topic of their sentences or paragraphs by inserting information that could easily come afterwards, or even not appear at all. Consider Example 3.
    ::作者有时需要一段时间才能通过插入易于在句子或段落之后获得、甚至根本不出现的信息来讨论其句子或段落的专题。

    Example 3  - It is important to note that, after years of discrimination and unheard appeals for justice, politicians finally recognized minority groups needed to have their basic rights written as law.
    ::例3 -- -- 必须指出,经过多年的歧视和未经听取的司法呼吁之后,政治家最终承认少数群体需要将其基本权利写成法律。

    lesson content

    The introductory clause it is important to note that is unnecessary. The writer would not have included the main information if it were not important. Also, the time adverbial after years of discrimination and unheard appeals for justice could be placed after the main clause, if it is not needed beforehand as a transition or for emphasis. In the following example, we assume it is not needed as such.
    ::有必要指出的是,引言条款没有必要,作者如果不重要,就不会包括主要信息;此外,在多年歧视和未经审理的司法上诉之后,如果不是事先作为过渡或强调而需要,可以把时间放在主要条款之后;在下面的例子中,我们认为没有必要这样做。

    Example 4  - Politicians finally recognized minority groups needed to have their basic rights written as law after years of discrimination and unheard appeals for justice.
    ::例4 -- -- 政治人物最终承认的少数群体,在多年的歧视和未经审理的司法呼吁之后,必须将其基本权利写成法律。

    lesson content

    In the sentence of Example 4, both topic and character come first, and the supporting or secondary information comes after. This strategy creates a more readable and coherent sentence.
    ::在例4的句子中,主题和性格都放在首位,辅助或辅助信息则放在后面,这一战略创造了一个更可读和连贯的句子。

    Review Questions
    ::回顾问题

    lesson content

    Rewrite the following paragraph in order to make it coherent. Some sentences require further correction.
    ::重写下段,使其连贯一致,有些句子需要进一步修改。

    1. I believe that technology can help people more in their lives. Nowadays, automation has become very popular in many areas, including agriculture. Vietnam is still an agricultural country, but it is not helped much by high technology, especially the poor farmers. I hope that in the future the farmers will enjoy the benefits of automation with a suitable price. The farmers can use a remote control to run a machine that can help them a lot in farming.
      ::我相信技术可以帮助人们的生活。如今,自动化在许多领域已经非常流行,包括农业。 越南仍然是一个农业国家,但高科技,特别是贫困农民并没有太大的帮助。 我希望农民将来能够以合适的价格享受自动化的好处。 农民可以使用远程控制来运行一部能帮助他们耕作的机器。

    Suggestion:   First, identify the topic of the paragraph and then make it a topic sentence. Then find the characters. After that, decide which information should come after.
    ::建议:首先,确定该段的主题,然后把它变成一个主题句子。然后找到字符。然后,决定哪些信息应该放在后面。

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    ____________________________________________________

    Text-level Coherence: Organizing Ideas
    ::一致性:组织设想

    Coherence also depends on how writers organize their ideas. To keep ideas organized, the thesis statement should function as a map highlighting the  organizational pattern  of the essay. However, this pattern will affect elements beyond the thesis statement, such as the introduction and body paragraphs. For this reason, you should choose the pattern that works best for your essay as a whole. Take a look at some of the different  organizational patterns  you may use:
    ::一致性还取决于作者如何组织他们的想法。要保持思想组织化,论文说明应该起到显示论文组织模式的地图的作用。然而,这种模式会影响理论说明以外的要素,如导言和正文段落。为此,你应该选择最适合您整个论文的模式。请看看您可能使用的一些不同的组织模式:

    1. Chronological order:  explaining a step-by-step process, narrating a story, narrating an incident or anecdote from earlier to later.
      ::时间顺序: 解释一个逐步的过程, 叙述一个故事, 叙述一个事件或事发 早到晚。
    2. Cause and effect:  explaining a historical event, explaining a scientific finding or process.
      ::原因和效果:解释历史事件,解释科学发现或过程。
    3. Coordinate:  explaining the several reasons for a fact or state of affairs.
      ::协调:解释事实或事态的若干原因。

    lesson content

    After you have decided on the best organizational pattern for your essay, and your thesis statement is ready, you should ask the following questions:
    ::在您决定了您论文的最佳组织模式, 您的论文声明已经准备好之后, 您应该提出以下问题:

    1. Does my thesis statement provide the reader with a map of the essay? That is, upon reading my thesis statement, does the reader understand what I am writing about and what my main points are?
      ::我的论文说明是否向读者提供了论文的地图?这就是说,阅读我的论文说明时,读者是否了解我在写什么,我的主要观点是什么?
    2. In each paragraph, do the examples, facts, or illustrations I use relate to and support the topic?
      ::在每一段中,我使用的例子、事实或插图是否与本专题有关,是否支持本专题?
    3. Does the topic of each paragraph detail one of the points or reasons I included in my thesis statement?
      ::每段的主题是否详细说明了我在论文陈述中包括的要点或理由之一?

    Review Questions
    ::回顾问题

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    The paragraphs below illustrate the organization pattern of the essays from which they were extracted. Read them and determine which of the three patterns –  chronological, cause and effect,  and  coordinate  - they exemplify. Write your answer in the parentheses following each paragraph. After you identify the pattern, write a new paragraph using the same pattern.
    ::以下段落说明了摘取论文的组织模式。 阅读它们并确定三种模式中的哪一种 — — 按时间顺序、原因和效果,以及协调 — — 它们可以举例说明。 将答案写在每段后面的括号中。 在您识别模式之后,用相同的模式写出一个新段落。

    1. Paragraph 1  In the movie  2001, A Space Odyssey  a group of apes were gathered when something unusual happened: A black monolith emerged from the ground. Some of the apes were shocked, and they did not know how to react, while others decided to investigate the strange object. From this incident, the apes learned to throw and to hit with objects. They used this new skill to fight other animals and get food. This was the beginning of mankind. Pattern:  ( )
      ::在2001年电影第1段,当发生了一些不寻常的事情时,就聚集了一群人猿:从地上涌现出一个黑色的巨石。有些猿人震惊了,他们不知道如何反应,而另一些则决定调查奇怪的物体。从这一事件中,猿人学会了投掷和用物体击打。他们利用这种新技能来对抗其他动物和获得食物。这是人类的开端。模式伤心)

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    1. Paragraph 2  The “American dream” means many different things to many different people. For some, it means religious freedom or the freedom to worship in any way they like without feeling threatened. For others, it is becoming your own boss, a pursuit that just isn't possible in many countries. For a third group, it is knowing that their hard work will allow their children and grandchildren to have a much better life than they had. Pattern:  ( )
      ::第2款 “美国梦”对许多不同的人意味着许多不同的事物。 对一些人来说,这意味着宗教自由或信仰自由,无论他们喜欢何种方式,只要没有感觉受到威胁。 对另一些人来说,它正在成为你的老板,这是许多国家都不可能实现的。 对于第三组人来说,它知道他们的辛勤工作将让他们的子孙们过上比他们更好的生活。 模式是伤心a)

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    1. Paragraph 3  Many problems could result from climate change. One of the most serious is the rise of sea levels, which could result in the flooding of low lying coastal areas in countries such as Egypt and the Netherlands. Another negative effect of climate change is its effect on weather patterns. The changing weather has caused a surge in hurricanes, floods, and other natural disasters in many areas of the world. A final issue associated with climate change is how it affects biodiversity. Fish populations, for example, could be impacted by changes in water temperature, while some insects that carry disease might become more common throughout the world. Pattern:  ( )
      ::第3段:气候变化可能造成许多问题,其中最严重的问题之一是海平面上升,这可能导致埃及和荷兰等国家低洼沿海地区的洪水泛滥;气候变化的另一个负面影响是气候变化对天气模式的影响;天气变化导致世界许多地区的飓风、洪水和其他自然灾害激增;与气候变化有关的最后一个问题是如何影响生物多样性;例如,鱼类人口可能受到水温变化的影响,而一些携带疾病的昆虫可能在全世界变得更加常见。

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    Points to Consider
    ::需要考虑的要点

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    1. Explain paragraph-level coherence.
      ::解释段落一级的一致性。
    2. Describe two organizational patterns you can use to plan and write a paragraph.
      ::描述用于规划和撰写段落的两种组织模式。

    Passive Voice

    The  voice  of a verb determines which elements in the sentence will or will not be in focus. In English, the two types of verb voices are  active  and  passive .
    ::动词的声音决定了句子中哪些元素会或不会成为焦点。 在英语中,两种动词的声音是主动和被动的。

    When we use active voice
    ::当我们使用积极的声音

    • the  source of the action  (agent) appears as the  subject
      ::行为来源(代理人)作为主题出现
    • the  receiver of the action  (goal) appears as the  object
      ::行动(目标)的接收者作为对象出现。

    E.g. :   The government ––––––––––––––––   has extended   benefits ––––––––   for the unemployed . agent   goal
    ::例如:政府扩大了失业人员的福利。

    When we use passive voice
    ::当我们使用被动的声音

    • the  receiver of the action  (goal) becomes the  subject
      ::行动(目标)的接受者成为主题
    • the  source of the action  (agent) may or may not appear
      ::行动来源(代理人)可能出现或可能不出现

    E.g.:   Benefits ––––––––   for the unemployed have been extended   ( by the government –––––––––––––––––– ) . goal agent
    ::例如:对失业者的津贴已经(由政府)延长。

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    Passive voice is very useful to describe actions whose agents are obvious, not known, or not important. However, in an argumentative essay, passive voice may place your characters at the end of sentences, and this may not be a strong argumentative strategy. In this case, active voice should be used, especially when actions derive from visible characters.
    ::被动的声音非常有用,可以描述其代理人显而易见、不为人知或不重要的行动。 但是,在一份争论性文章中,被动的声音可以将你的人物放在句尾,这也许不是一个有力的争论策略。 在这种情况下,应该使用积极的发言权,特别是当行为源自可见的字符时。

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    Passive and active voices coexist because each has a distinct function. They allow writers to describe the same phenomenon from two different viewpoints. Writers need to understand the uses of each in order to make informed decisions about when to use either active or passive voice.
    ::被动和积极的声音共存是因为每个声音都有不同的功能。 它们允许作家从两个不同的角度描述同样的现象。 作家需要理解每种声音的用途,以便做出知情的决定,决定何时使用主动或被动的声音。

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    Here are a few hints to help you determine which voice may be appropriate in a sentence or description.
    ::以下是一些提示,可以帮助您确定在句子或描述中哪个声音是合适的。

    a. If your readers must know who is responsible for the action, choose active voice.
    ::a. 如果读者必须知道谁应对行动负责,请选择积极的声音。

    E.g .: The CIA should disclose torture documents to the public.
    ::例如:中央情报局应向公众披露酷刑文件。

    b. If you do not know who did the action, or this information is either obvious or not important, use passive voice.
    ::b. 如果你不知道谁实施了行动,或者这一信息是明显的或者不重要的,请使用被动的声音。

    E.g .: Very expensive jewelry should not be kept at home.
    ::例如:不应将昂贵的珠宝存放在家里。

    c. Your choice can also be determined by flow in your text. Consider the following paragraphs:
    ::c. 您的选择也可以由您文本中的流程决定。考虑以下段落:

    E.g .: Students must choose if they want make-up classes either right after school or in the evening. The popular football game schedule and not the academic one  (new information)  may influence their choice more strongly  (old information) .
    ::例如:学生必须选择是想放学后还是晚上补妆班,流行的足球比赛时间表,而不是学术课(新信息)可能会对其选择产生更强烈的影响(旧信息)。

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    The underlined sentence above is in active voice, and it contains the new piece of information before the old one. In this case, passive voice is a better choice. It will place old information first and increase sentence flow, as the following example shows:
    ::以上加下划线的句子是积极的, 它包含了旧的句子之前的新信息。 在这种情况下, 被动的语句是一个更好的选择。 它会将旧的信息放在第一位, 并增加句子流量, 如下示例所示 :

    E.g .: Students must choose if they want make-up classes either right after school or in the evening. Their choice may be more strongly influenced by the popular football game schedule than by the academic one.
    ::例如:学生必须选择是想放学后还是晚上补妆班,他们的选择可能受到流行足球比赛时间表的影响大于学术时间表的影响。

    Review Questions
    ::审 查 问 问 问 问 题

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    The verbs in the sentences below are in passive voice. Rewrite the sentences and change the verbs to active voice. Make any other changes, if needed:
    ::以下句子中的动词是被动的。 重写句子, 将动词修改为积极的声音。 如果需要的话, 做任何其他修改 :

    1. New skills are learned by students when they are given opportunities by their teachers to take risks.
      ::当教师给予学生承担风险的机会时,学生可以学习新技能。

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    1. In Brown’s article, it is argued that the secret prisons project was carried out by the Secret Service to allow high risk criminals to be questioned without respect to international law.
      ::在布朗的文章中,有人争辩说,秘密监狱项目是由特勤局执行的,目的是允许在不遵守国际法的情况下审讯高风险罪犯。

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    1. According to the local newspaper, it is believed that the discussion is polarized by U.S. citizens’ beliefs about how much the government should intervene in the economy.
      ::当地报纸认为美国公民认为政府应该如何干预经济, 使讨论两极分化。

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    Points to Consider
    ::需要考虑的要点

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    1. When is it appropriate to use passive voice?
      ::何时使用被动声音合适?
    2. When is it not appropriate to use passive voice?
      ::何时使用被动声音不合适?

    Nominalization

    In Lesson 3 (Sentence Order), we learned how to turn nouns into verbs as a strategy to place characters in focus and add power to them. What we did was an exercise of  de-nominalizing;  we were turning  nouns  into  actions . A  nominalization  is just the opposite, and it occurs when we turn  a verb or an adjective  into  a noun :
    ::我们学会了如何将名词变成动词,作为一种战略,将字符放在焦点上,并增加其能量。我们所做的是将名词去名化;我们把名词变成行动。名义化正好相反,当我们把动词或形容词变成名词时,就会发生:

    Example 1  - Bob’s intention was to speak to Kate.
    ::例1 -- -- Bob的意图是和Kate谈谈。

    Example 2  - Our presentation was about a new plan.
    ::例2 -- -- 我们的介绍涉及一项新的计划。

    Example 3  - We did a survey of 30 people for our study.
    ::例3-我们为我们的研究对30人进行了调查。

    Example 4  - Jack got the job because of his proficiency in English.
    ::例4 -- -- Jack由于精通英语而获得工作。

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    Using nominalization in the wrong context may remove the attention and focus you need for your characters and verbs. Sentences containing too many nominalizations can also end up wordy. In order to correct a nominalization,
    ::在错误的语境中使用符号化可能会消除您对字符和动词所需要的注意力和焦点。 含有太多符号化的句子也可以最终成为单词。 为了纠正符号化,