英语修辞学课程教学大纲Word格式.docx
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英语修辞学课程教学大纲Word格式.docx
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周学时:
2总学时:
32*2学分:
4
先修课程:
英语写作,英语语法
授课对象:
英语(师范)专业本科三年级(5+6学期)
三、课程简介
本课程作为一门选修课程,向具备英语写作基础的学生介绍现代英语修辞学的研究内容、方法和主要修辞手段的运用;
教学内容涉和词法、句法和段篇的修辞特色、组织安排和表达手段。
教学目的是让学生了解英语语言较深层次的表达特点和规律,辨别英汉修辞技巧的异同,能够利用修辞知识分析英语读物,提高欣赏水平和语言修养,并恰当地使用修辞手段,提高语言交际效果。
本课程对于高年级的英语语言文学专业的学生是不可或缺的学习领域和环节,它集理论性和实践性为一身,具备较高的实用价值,对于提升学生的专业水平具有重要帮助。
四、课程目标
英语修辞学的教学内容涉和词法、句法和段篇的修辞特色、组织安排和表达手段;
通过修辞中的美学和非美学两套标准,系统传授英语修辞学的相关理论和实践技巧。
教学目的是让学生了解英语语言较深层次的表达特点和规律,辨别英汉文化和修辞技巧的异同,能够利用修辞知识分析英语读物,提高欣赏水平和语言修养,并恰当地使用修辞手段,提高笔头和口头的语言表达效果。
总之,本课程旨在培养学生针对不同目的、场景、对象,使用相应风格的英语交际能力,以和一定的研究英语语言有效表达的学术素养。
五、教学内容与进度安排*(满足对应课程标准的第2条)
本课程内容分三个大方面,第一方面为现代修辞学的研究对象、内容和方法,英语修辞活动的层次;
第二方面为不同句法的修辞特色,短篇组织安排,文章写作和修改;
第三方面为一些专题研究内容以和常用修辞格。
周次
教学内容
学习要点
授课形式
课后作业
第一学期
1-3
Unit1:
Goalsforstudyingrhetoric
(1)
·
Courseplan
Reasonsforlearningrhetoric
Relationbtwrhetoric&
writing/grammar
Definitionofrhetoric
Suggestionsonlearningrhetoric
讲课、讨论
阅读课本,补充例子,完成章后和布置的作业。
4-7
Unit2:
Thethreeartisticcriteria
(1)
Contentsofmodernrhetoric
Artisticcriteria:
Logos,Pathos,Ethos
Deduction&
Induction&
Syllogism
FallaciesofLogos,Pathos,Ethos
阅读课本,补充例子,完成章后和指定的作业。
8-10
Unit3:
Thethreelevelsofrhetoricaloperations
(A):
Selectingwordsandphrases
Communicativerhetoric
5principlesforchoosingwords
Synchronic&
Diachronicapproaches
Suggestionsonone’scommandofvocabulary
11-13
Thethreelevelsofrhetoricaloperations(B):
Seekingsentencevariety
Importanceofseekingsentencevariety
Waysofvaryingsentences
Varyingsentencelength
Varyingsentencebeginnings
Varyingsentencestructures
Useofloose&
periodicsentences;
paralleledsentences;
cumulativesentences;
anticlimacticsentences;
rhetoricalquestions;
ellipticalsentences;
invertedsentences;
emphaticsentences,etc.
阅读课本,补充例子,完成章后和指定的作业,操练写作。
14
Unit5:
Thethreelevelsofrhetoricaloperations(C):
Writingaparagraph
Comparisonbtwparagraph&
essay:
definition,feature,organization
Requirementsforwritingaparagraph&
anessay
阅读课本,完成章后和指定的作业,操练写作。
15
Unit11:
UnityandCoherence
Discussiononassignment
Unity:
definition;
waysofcreatingunity
Coherence:
waysofcreatingcoherence
16
Revision
全学期课程内容要点
讲课、讨论、答疑
第二学期
1-2
Unit13:
TheThreeInartisticCriteria
Commentonfinal
Revisionofthepreviousunits
Organizationofparagraphs&
essaysandarrangementsofcontents(induction&
deduction)
Functionsofsupportingsentences&
paragraphs
3inartisticcriteria:
facts,examples,testimony
3-4
Unit6:
Meaningofwords:
Amultifacetednotion
Generalideaofdiction
Importanceofwordchoice
CharacteristicsofEnglishvocabulary
Generalideaofwordmeaning:
lexical&
grammaticalmeaning
3categoriesofwordmeaning:
referential&
social&
affectivemeaning
5-6
Unit7:
DenotationandConnotation
Reasonsforstudyingdenotation&
connotation
Definitionofdenotation&
Suggestionsonhowtoknowandusethedenotationaccurately
Aspectsofconnotation:
negative&
positive,etc.
Suggestionsonhowtoknowaboutandusewordsconnotatively
7-8
Unit8:
GeneralizationandSpecification
Usefulnessofgeneralization&
specification
Definitionsofgeneralization&
General&
specificterms
Advantagesofwritinggenerally&
specifically
Somecommonpracticesofgeneralization
Approachestowritingspecifically
9-10
Unit9:
EconomyandClarity
Importanceofeconomy
2criteriaofeconomy
Relationshipbtwclarityand&
economy
Causesofwordiness
Approachestoclarity
11-12
Unit10:
AccuracyandVagueness
Importance&
Definitionofaccuracy
Suggestionsonhowtoachieveaccuracy
Influenceonaccuracyfromgrammar
Natureofvagueness
Occasionsofusingvagueness
Somerhetoricaldevicesofvagueness:
pun,hyperbole,understatement,euphemism
13-15
Unit12/15):
TheLiteralUseandFigurativeUse
Definitionofliteral&
figurativemeaning
Functionoffigurativeuse
Somecommonfiguresofspeech:
simile,metaphor,personification,analogy,paradox,parody,etc.
六、修读要求(满足对应课程标准的第3条)
对学生的基本要求是“理解”和“创新”。
即要求学生在理解教学内容的基础上,积极思考,拓展思维,避免使用课堂或教师已经使用过的例子,而是自主、灵活地运用所学方式进行语言表达上的创新。
提倡学生深度阅读和日常写作操练。
每学期将有二至三次的重要书面作业,且有评分和反馈讨论。
培养认真、严谨的学习态度和习惯,引用例子必须注明出处,鼓励学生表达与己相关的内容。
七、学习评价方案(满足对应课程标准的第4、5、6条)
学生课程学习的最终成绩以百分制计算,最终成绩由过程学习成绩和终结性考核成绩构成。
成绩结构为:
最终成绩=平时成绩(50%)(其中:
考勤分10%,平时课堂表现成绩10%,个性化书面作业30%)+期末笔试成绩50%。
(每项成绩均有计算依据)
八、课程资源
教材:
《英语修辞学概论》(修订本),黄任编著,上海外语教育出版社,2014年9月第一版
参考书目和拓展阅读:
《英语修辞与写作》,黄任编著,上海外语教育出版社,1996年10月第一版;
《英语修辞大全》,冯翠华著,外语教学与研究出版社,1995年12月第一版;
《实用英语修辞》,吕煦著,清华大学出版社,2004年第一版。
部分英文报纸、著名英文演讲、和著名文学作品。
思考题:
Unit1:
Whatisthedifferencebtwwritingandrhetoric?
Givesomeexamples.
Whatisthedifferencebtwrhetoricandgrammar?
Givesomeexamples.
Canyoutellthedifferencebtwacorrectandaneffectivesentence?
Explainwhatrhetoricisasyouunderstandit.
Howimportant,doyouthink,isittolearnrhetoric?
HaveyounoticedanysimilaridiomsthatexistinbothChineseandEnglishcultures?
Give1or2examples(beyondtheclassexamples).
FindmoreexamplestoshowthedifferencesbtwChineseandEnglishinexpression.(Oneortwoaboutculturaldifferences,oneortwoaboutlanguageexpressions)
Unit2
Whichofdeductionandinductionistheapproachofreasoningfromageneralideatofactsorfromasetoffactstoaparticularidea?
Explaineachwithexamples.
Doyoufindlearningsomethingaboutthepatternsofsyllogismhelpfultoyou?
Why?
Thinkoutmorecases(beyondtheclassexamples)indicating“Pathos”inpractice.
Thinkoutmorecases(beyondtheclassexamples)indicating“Ethos”inpractice.
Unit3
Doyouthinkitveryimportanttopayattentiontowordchoiceinone’swriting?
WhatisyouradviceforacommandofEnglishvocabulary?
Find1or2pairsofsynonymsandillustratetheirmeanings(withChineseversionifnecessary)inbothsimilaranddifferentcontextsandmaketheoreticalcomments.
Findashort,common,preferablymonosyllabic,Englishwordandmakesentencestoshowitsmultiplicityofmeaningsandfunctionsandflexibilityinusage(withChineseversionifnecessary).
Unit4
Commentonthesayings:
“Varietybreedsvividness”/“Thejoyoflifeisvariety”inthesenseofsentencevariety./Whatistherhetoricalpurposeofhavingsentencevariety?
Whatarethewaysyouknowtoachievesentencevariety?
Chooseonetoexplaininmoredetailwithnecessaryexamples.
Howistheloosesentencedifferentfromtheperiodicsentence?
Isthecumulativesentencesimilartotheperiodicsentenceortotheloosesentence?
Whatrhetoriceffectscanananticlimaxsentence/arhetoricalquestion/therhetoricdeviceofrepetitionachieve?
Explainwithexamples.
Unit5&
Unit11
Areaparagraphandanessaysimilarordifferentinsomeways?
Howsimilarordifferent?
Howdoyouunderstandthestatementthateachparagraphoressaymusthaveaclearcentralthought?
Whatshouldawriterbearinmindtoachieveunity?
Howimportantiscoherenceinwriting?
Howcancoherencebeachieved?
Whichofthefourbasictypesofwritingisusedmostfrequentlyinyourlife?
Unit13
Whatisthedifferencebetweenartisticcriteriaandinartisticcriteriaasyouunderstand?
Doyoufindlearningthethreeinartisticcriteriausefultoyourwritingorspeaking?
Whatdoweneedtopayattentiontowhenusingfacts?
Canyounameasmanyaspectsoffactsasyoucan?
Canyouthinkofatopicforwhichyouneedtouseexamplesforexplanation?
Whatisthedifferencebetweenexamplesandillustrations?
Whatkindsoftestimonyareregardedasvalidandreliable?
Canyouthinkofanyothercaseofreluctanttestimony?
Whichkindoftestimonywouldyoubemostlikelytouseinyourfuturegraduationthesiswriting?
Howcanyouproperlyuseit?
Unit6
Citesomeexamplesentencestoshowthethreebasiclevelsofwordmeaning(referential,social,affectivemeaning).Providenecessaryexplanation.
Whatotherthings,apartfromthe5principles,shouldwepayattentiontointhechoiceofwords?
Whatkindofwordsshouldyouchooseifyouwanttowriteinaninformal,easygoingway?
Unit7
Howdoyouunderstand“shadesofmeaning”?
Canyoutellthedifferencebtwdenotationandconnotation?
Howimportantdoyouthinkitistounderstandconnotation?
Findexamples(beyondclass)ofnewlycoinedwordsorofwordswithnewmeanings.Explaintheirdenotationandconnotation(ifany).
Unit8
Whatarethewaysdoyouthinktoachievespecified/generalizedwriting?
Howcanawritersummarizealargebodyoffactswithinalimitedspace?
Explainwhenyouhavetowritethisway.
Whichdoyoufindmoredifficulttodo,towritegenerallyorspecifically?
Unit9
Howimportantiseconomy?
Explainwithex
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