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Composition writing (70 points) Why do more professors and educators turn video platfo

Composition writing （70 points) Why do more professors and educators turn video platfo

rms into their classroom？ Instructions: Write a composition of about 200 words to discuss the issue, using specific reasons and examples to support your an I. Write a topic sentence for the group of sentences provided. Write the topic sentence on the Answer Sheet. (10 points)

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发布时间：2022-11-17

更多“Composition writing (70 points) Why do more professors and educators turn video platfo”相关的问题

第1题

Writing skill—to write a short composition that starts from specific details to some

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第2题

The major point discussed in the passage is ________.A) the importance of developin

The major point discussed in the passage is ________.

A) the importance of developing writing skills

B) the complexities of spelling

C) the correct way of marking compositions

D) the relationship between spelling and the content of a composition

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第3题

Part V Writing （30 minutes) Directions: For this part, you are allowed thirty minutes to

Part V Writing (30 minutes) Directions: For this part, you are allowed thirty minutes to write a composition on the topic How to Succeed in a Job Interview？ You should write at least 100 words, and base your composition on the outline given in Chinese below:

1. 面试在求职过程中的作用

2. 取得面试成功的因素：仪表、举止谈吐、能力、专业知识、自信、实事求是…

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第4题

For this part, you are allowed 30 minutes to write a composition on the topic: WILL PHONES

KILL LETTER WRITING？ You should write at least 120 words according to the outline given below in Chinese:

1．年轻人越来越趋向于打电话

2．信件是否会被电话取缔

3．我的观点

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第5题

The most obvious difference between real essays and the things one has to write in school

is that real essays are not exclusively about English literature. Certainly schools should teach students how to write. But due to a series of historical accidents the teaching of writing has gotten mixed together with the study of literature. And so all over the country students are writing not about how a baseball team with a small budget might compete with the Yankees, or the role of color in fashion, or what constitutes a good dessert, but about symbolism in Dickens.

How did things get this way？ To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics." The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea was imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition？ The professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition？ What should they do research on？ The closest thing seemed to be English literature.

And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since that's what the professor is interested in.

It' s no wonder if this seems to the student a pointless exercise, because we' re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.

The other big difference between a real essay and the things they make you write in school is that a real essay doesn't take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangover of long forgotten origins.

It's often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form. of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertation as interchangeable, but originally, at least, a thesis was a position one took and the dissertation

A．Y

B．N

C．NG

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第6题

Section CDirections: In this section,you will hear n passage three times.When the passage

Section C

Directions: In this section,you will hear n passage three times.When the passage is read for the first time,you should listen carefully for its general idea. When the passage is read for the second time,you are required to fill in the blanks numbered from 36 t0 43 with the exact words you have just heard. For blanks numbered from 44 t0 46 you are required to fill in the missing information.For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally,when the passage is read for the third time, you should check what you have written.

In the humanities, authors write to inform. you in many ways. These methods can be (36) _________________into three types of informational writing: factual, descriptive, and process. Factual writing provides (37) __________ information on an author, composer or artist or on a type of music, literature, or art. Examples of factual writing include notes on a book jacket or (38) _____________cover and longer pieces, such as an article describing a style. of music which you might read in a music (39) ____________course. This kind of writing provides a (40) _____________for your study of the humanities.

As its name (41) ____________, descriptive writing simply describes or provides an (42)_____________ of, a piece of music, art or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) ______ a composer included in a musical composition, so as to make pictures of sounds in the readers’ mind by calling up specific details of the work. (44) __________________________________________________________________________________________.

Process writing explains a series of actions that bring about a result. (45) __________________________________________________________________________________. This kind of writing is often found in art, where understanding how an art has created a certain effect is important.

(46）_____________________________________________________________________.

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第7题

阅读：Part Ⅰ starts with a brief introductory chapter and then takes up Style and Organization

Questions 36 to 40 are based on the following passage:

Part Ⅰ starts with a brief introductory chapter and then takes up Style. and Organization, covering them in that order because skill or lack of skill in style. affects all writing, while much technical writing is so short as to offer no problems of organization. These chapters are followed by one on Mechanics, covering matters of form. that are peculiar to technical writing or else crop up in it with abnormal frequency.

The chapter on Special Problems, which follows, performs a dual function. It provides writing assignments that may be used while the study of style, organization, and mechanics is still under way, and it explains ways of handling certain problems that may arise during the writing of reports, proposals, and other longer forms. We have also expanded the treatment of technical articles — recognizing the potential contribution of article writing to the career of the writer and the value of the article to science and technology.

In Part Ⅱ, a change of emphasis at one point is reflected in the new title　for Chapter 8, Nonformal Reports — Their Variation in Form. and Purpose, which was formerly called Special Types of Reports. Though certain special types of reports are still discussed, additional emphasis is given to the fact that there does not exist any universally accepted set of types, under　which all reports can be classified.

Two other extensive changes have been made in Part Ⅱ: The chapter on Proposals, which first appeared in the second edition, has been rewritten and substantially expanded so as to cover that important subject more thoroughly. Also, an entirely new chapter, Oral Presentation of Technical Information, has been added. Though a study of this chapter is no substitute for training in public speaking, we believe that its recommendations can nevertheless be of substantial assistance to those who use this book on the numerous occasions when they will be called upon to present their ideas in person before a small group or a large audience.

36.The passage is most probably a preface to ____.

A) a technical writing handbook B) a handbook on composition

C) a book on a literary writing D) a scientific paper

37.In part I, the writer arranges the chapters in the order of ____.

A) Introduction—Organization—Special Problems—Style—Nonformal Reports

B) Introduction—Style—Organization—Special Types of Reports—Mechanics

C) Introduction—Style—Organization—Mechanics—Special Problems

D) Introduction—Style—Proposals—Special Problems—Mechanics

38.You can find some writing exercises in ____.

A) the chapter on Organization B) the chapter on Style

C) the chapter on Special Problems D) the chapter on Proposals

39.According to the passage, the chapter on Oral Presentation of Technical Information appears in ____ of the book.

A) Part Ⅰ of the first edition B) Part Ⅱ of the second edition

C) Part Ⅰ of the second edition D) Part Ⅱ of the third edition

40.Which of the following is not true of Part Ⅱ of the new edition？

A) There isn't the chapter on Special Types of Reports.

B) The chapter on Oral Presentation of Technical Information is rewritten and expanded.

C) The chapter on Proposals is a revised chapter.

D) There is a change of the title of Chapter 8.

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第8题

听力原文：M: Excuse me.W: Yes, can I help you？M: Yes, uh...I want to take an English course

听力原文：M: Excuse me.

W: Yes, can I help you？

M: Yes, uh...I want to take an English course in September and I need some information.

W: Sure. Courses start on September 6th and finish right before Christmas on December 22nd. Um...the advanced classes meet every Monday, Wednesday and Friday, from 6 to 8 in the evening, registration is one week before classes begin, so that's August 30th.

M: So there are no classes on Tuesday and Thursday？

W: No, not for advanced students. Only Monday, Wednesday and Friday.

M: And how much is the tuition for one course from September 6th to December 22nd？

W: It's 350 dollars. And if you want to continue in January, that will be another 350.

M: 350 dollars. Hmm. Could you tell me what's in the advanced courses？ W: Let me see. There's advanced grammar, American literature and conversation.

M: Is there any work on pronunciation？

W: No, not at this level.

M: How about writing？ Is there anything on composition？

W: Yes, they do some writing, but most of the work is on grammar, literature and conversation.

M: I see. And just a few more questions. Do you have a language lab where! can work on my pronunciation？ And what about videos and computers？

W: Well, we don't have a language lab. The building is too small. But we do have video and we also have tape recorders in every room.

M: And computers？