Tài liệu Developing writting skills 1 part 1 doc

Yerevan State Linguistic University after V. Brusov Writing Skills Compiled by Samvel Karapetyan Yerevan – 2006 “Lingua” éợá 802.0 ảỉá 81.2 íãẫ ả 874 ủòậớỏủớ ỡ. ủỏừởỏớầ íớí ồằùẽí ẫằẵớàíẽí ẹẫởủíầ ãầùẽí ậỏủẹủạầ, ộỏíãằủ- íẽí ẫằẵỏừíằủầ ýẽỏừẫùằùầ ậỏủẹủạầ ă íãẫằủằíầ ùằởỏừí àầỏíầ ẽỏếầú: ả 874 ảủớỏủ ậỏởựầ ẹùỏừỏừííằủầ ẵủãúí ểằộíủẽ - Writing Skills A textbook for students of Yerevan State Linguistic University after V. Brusov. ẻẵỏế` ờớằẫ ẻủồằùí, -ủ.: ĐẩầíãớƯ, 2006, 103 ỗ: ả 2006. ảỉá 81.2 íãẫ 4602020102 0134(01) - 2006 ISBN 99930-79 -74 -x â ĐẩầíãớƯ, 2006. ĩậàí ộỗủẽớ ểằộíủẽầ íỏừằủ ớằủỗầí ằủằự ùủầíằủầ íúựỏừ ỷãùãỏủớằẫ ằí ằủủỏủạ ẽỏừủởỏừ` Đảủớỏủ ậỏởựƯ ộủẽầ ạởớíạí íẽ: áởậỏởíằủầ ă ỏừởíỏế- íằủầ ạầùỏếỏừỏừííằủí ỏừ ộỗủẽỏừỏừííằủ ẹòớầ ộíằẫỏớ` ạủíự ớằủòẽớằẫ ằí ă íằủẽúớ ằí ùớẫ ểằộíủ- ẽỏừ: í àếẽú ầí ạởằủầú, ỏủỏíúầú ỏừủựíóỏừủí ỏừ- íầ ằủằự àầí: ộỗầí àíỏừ ẵằùằếớ ằí íãẫằủằíầ ỏừếếãủỏừ- í ớằủàằủớỏế íỏừằủ: ủẽủỏủạ àíỏừ íằủẽúớ ằí íậạởỏừí ở ẽ í íạí ớằẫầ ủùẹùóẽí ạủểíằẫỏừ ầỗỏúíằủ, ồủẵ íậạởỏừỏừííằủ ầủủ ẽồẽúằẫỏừ ểăằủ, í- ớủù íậạởỏừỏừííằủ ùủàằủẽằẫỏừ ẽíỏííằủ, ỏừủầòầ ậỏởự ớằủồùằẫỏừ ă ằỗàằủằẫỏừ ẹùỏừỏừííằủ: ủủỏủạ àíỏừ ẵằùằếớ ùằởẽí ă ãỏủíẽí íỏừ- ằủ ẽỷãíằí ỏừởíỏếíằủầí ẵủãúíằẫ ữỏậạủỏừỏừí, ẽủì ồùớự, íẽủãủỏừỏừí, òủạủỏừỏừí ãủằẫỏừ ỏừíẽỏừ- ỏừííằủ: ềằộíủẽầ àỏẫỏủ àầííằủ ẹãằú ằí àẵầớ ẵ- íẵí ớủỏừỏừííằủỏớ ă ộỗạủíựíằủỏớ, ầởẽ ãủựầ ớằủ- ỗỏừ íằủẽúớ ẹớằẫẫ íỏừằủ ẽủỏế ằí ỷãùãỏủớằẫ ạởớíạí íúựỏừ ởù íồùẽẹủủỏừí: 3 Contents Lesson 1. Section 1. Spelling: English Syllables…………………… 5 Section 2. Sentence Structure. Emphasis in Writing. Variations in sentence openings…………….…………… .… 10 Section 3. Writing Practice. Reproduction Writing …………. 12 Lesson 2. Section 1. Spelling: Consonant Doubling…………….……. 15 Section 2. Sentence Structure. Emphasis in Writing………… 19 Section 3. Writing Practice. Unfinished Stories…………… . 21 Lesson 3. Section 1. Spelling: Mute Final e.Final –y and its Modifications. Diagraphs -ei- and -ie-…….………… .…… 23 Section 2. Sentence Structure. Emphasis in Writing Inversion. Cleft Sentences……………………… … ….…… 28 Section 3. Writing Practice. Unfinished Stories ……… ……. 30 Lesson 4. Section 1. Spelling: Silent Consonants…………… .……… 31 Section 2. Sentence Structure. Parallel structures. Appositives. Absolute participial construction ……………… 37 Section 3. Writing Practice.Composition Technique. Description ……………… …………………………………. 41 Lesson 5. Section 1. Spelling: Diagraphs -gu-, -qu-, -ch-, -ph-… .… 43 Section 2. Sentence Structure………….………………… … 49 Section 3. Writing Practice.Composition Technique. Character Sketch ………………… ………………………… 53 Lesson 6. Section 1. Spelling: Suffixes -en, -ness, -er, -or ……… .…. 55 Section 2. Sentence Structure. Sentence Fragments … .……. 58 Section 3. Writing Practice.Composition Technique. Character Setting ………………………………… ……… . 62 Lesson 7. Section 1. Spelling: Suffixes -able, -ible, -ant, ance, -ent, -ence, -ency…………………………………………….…… . 65 Section 2. Paragraph Structure…….…………………………. 69 Section 3. Writing Practice.Composition Writing… .… .… 72 Lesson 8. Section 1. Spelling: Suffixes -ous, -eous, -ious, -uous. Prefixes en-, in-, de-, dis-……………………………….……. 76 Section 2. Paraphrase: Write it in your Own Words ………… 80 Section 3. Writing Practice.Composition Writing…… …… 83 Lesson 9. Section 1. Spelling: Homophones ………………… .…… . 85 Section 2. Quoting, Paraphrasing, and Summarizing ……… 90 Section 3. Writing Practice.Composition Writing…………… 93 Supplementary Material…………………… ….………………… 96 4 Lesson 1 Section 1. Spelling: English Syllables A. The First Type of Syllable. Vowel letters in English are pronounced according to their position in the word, i.e. according to the type of syllable they form. Traditionally there are four types of syllables. The first, the open syllable, may consist of: 1. consonant + vowel: go, me, by; 2. consonant + vowel + consonant (except r) + silent e: take, Pete, like, tone, tune; In the open syllable the pronunciation of vowel letters (except y) coincides with their alphabetical definition: a /ei/, e /i:/, i and y /ai/, o /ou/, u /ju:/; however, these same sounds may be represented by other means, i.e. other combinations of letters, and in different position: /ei/ represented by a) ai (in the middle of the word) or ay (when final): main, rain, may, ray; b) ea: break, great, steak; c) eigh: neighbour, weigh, freight; d) a followed by nge, ste: range, strange, haste, paste; e) ei (in the middle of the word) or ey (when final): veil, vein, grey, prey; /i:/ represented by a) ee: sleep, meet, keep; b) ea: sea, leaf, lean; c) ie: chief, brief, belief; d) ei: receive, perceive, seize; /ai/ represented by a) i before mb, nd, ld: mind, mild, kind, climb, child; b) igh: sigh, night, playwright; c) uy: buy, guy; /ou/ represented by a) oa: coat, toast, road; b) o before ld, st: cold, told, post, ghost; c) ou: shoulder, poultry, soul; d) ow: know, sow, low; also remember: sew. /ju:/ or /u:/ represented by ui: suit, bruise, cruise; /ju:/ represented by a) ew: new, few, dew; b) eu: neutral, pneumonic; /u:/ represented by oo: soon, pool, tool; Exercise 1. Write the following words in spelling. If there are two ways of expressing the vowel sound, give both variants, translating the words into Armenian. 5 /seil/, /breik/, /geit/, /plein/, /greit/, /weist/, /t ʃein/, /ri 'mein/, /ə 'gein/, /iks 'plein/, /iks 'kleim/, /kən 'tein/, /pein/, / 'peintə/, /teil/, /meil/, /stein/, /weit/, /peid/, /reid/, /trein/, /leid/, /reiz/, /ə 'freid/, /preiz/, /peil/, /vein/, /meid/, /dei/, /wei/, /prei/, /trei/, /said/, /bai/, /taip/, /spi: t ʃ/, /sli:v/, /bi:t/, /bi:n/, /bri:d/, /ri:d/, /hi:l/, /sti:l/, /wi:k/, /bi: t ʃ /, /ti:θ/, /gi:s/, /si:/, /fli:/, /fi:d/, /tri:t/, /i:st/, /li:st/, /si:t/, /spi:k/, /ri:zn/, /tri:zn/, /hi:t/, /mi:t/, /bri: δ/, /di 'zi:z/, /rein/, /'pleirait/, /tʃi:f/, /ri 'si:v/, /bi 'li:f/, /si:z/, /pi:s/, /steik/, /stoun/, /kout/, /kould/, /louf/, /roud/, /roust/, /fould/, /goust/, /gout/, /soul/, /bou/, /groun/, /dju:/, /sju:t/, /bru:z/, /nju:z/, / ʤ u:s/, / 'neib ə /, /sait/. B. The Second Type of Syllable, the closed syllable, consists of a consonant + a vowel + one or more consonants including double r (a single r forms other types of syllable). The letter a in the syllable of this type is pronounced as / æ /: apple, map, battle. The letter e is pronounced as /e/: get, tell, letter. The /e/ sound can also be represented by the letters ea: deaf, spread, health. The letters i and y are pronounced as /i/: sit, pit, system, mystery. The letter o is pronounced as / ɔ /: hot, bottle, sorrow. The letter u is pronounced as / ʌ /: hurry, butter, summer. The / ʌ / sound can also be represented by : a) the letter o: above, love, among; b) the combination ou: cousin, trouble, enough; also remember: blood, flood, twopence. Exercise 2. Copy the sentences, choosing a suitable word given in transcription from the list to fill in the blanks: (/'bru:ziz/, /dipt/, / ʌ nj ə n/, /houl/, /steik/, /hi:ld/, /bi:t ʃ /, /breθ/, /wi:t/, /koul/, /slipt/, /r ʌ f/, / ' braidgrum/, / ' leδ ə /, /su:p/, /dju:/ (2), / ' medou/, /stil/, /gousts/, /sould/, 6 /t ʌ f/, /toust/, /sju:/, /gouts/, /k ʌ pl/, /wip/, /kout ʃ /, /koust/, / ' k ʌ ri ʤ /, /hei/) 1. We drank a … to the bride and … . 2. He … out of bed and went up to the window. 3. He … his hand into the bag and brought out a handful of … . 4. The tourists were taken to the … in a … . 5. … waters run deep. 6. He thought how cruel it was to … such a little boy. 7. Our ship was wrecked off the Spanish … . 8. These shoes must be … and … . 9. His ungloved hands were … and cold. 10. A hot … dropped from the fire and burnt a … in the carpet. 11. Halfway up the mountain he stopped to take his … . 12. A … is a piece of grassland especially one kept for … . 13. … are kept for their milk, flesh and hair. 14. If the dinner waits another minute, the … will be as … as … . 15. Tom realized that it would take a lot of … to enter the dark and empty cave. 16. The house is haunted by … . 17. There were drops of … on all the leaves. 18. My salary is … tomorrow. 19. Don’t worry, your son is going to be all right in a … of days. 20. A delicious smell of … … hung in the air. 21. Nobody thought that Soames would … Bosinney for that money. 22. The boy fell downstairs and the next day he was covered with … . C. The Third Type of Syllable. A syllable of this type consists of a vowel followed by r (or r + another consonant). It represents a long vowel sound. The letter a in syllables of this type is pronounced /a:/: tar, target, large. Remember some other ways of representing this sound in the words: clerk, heart, hearth, and also: laugh, draught, aunt. The letter o is pronounced / ɔ :/: sword, forth, corn. Remember the words where this sound is represented by the letter combination a) oar: board, boar, coarse; b) au: pause, laundry, saucer; c) aw: law, draw, shawl, awful; d) augh and ough (before t): ought, fought, caught, haughty; e) our: course, court, source. The letters e, i, y, u are pronounced as / 3 : /: a) er: term, berth, perfect; b) ir or yr: first, birth, myrrh, myrtle; c) ur: curve, furnish, curse. 7 Note that in some words the sound / 3 : / is represented as ear: earth, pearl, learn. Exercise 3. Supply the missing letter (letters) for the sound / 3: /. If there are two ways of expressing the sound, give both variants, translating the words into Armenian. t_rm, f_r, b_rth, st_r, _ _rly, G_rman, sh_rt, s_rname, ret_rn, b_rch, ins_rt, d_rty, s_rpent, s_rface, f_rm, n_rve, th_rsty, c_rtain, t_rn, p_rse, m_rcy, _ _rn, sp_r, sk_rt, s_rmon, s_ _rch, p_ _rl, c_rse, b_rn, em_rge, _rgent, h_rt, m_rth, b_rst, dist_rb, conf_rm, s_rve, conc_rn, t_rnip, b_rst. Exercise 4. Copy the sentences, choosing a suitable word from the list to fill in the blanks: (hearth, burn, fault, cause, applause, source, law, haunt, lawyers, thaw, haughty, oar, draught, awkward) 1. The … is considered the centre of family life. 2. It’s not my … that you don’t know anything. 3. The boy caught at the … and his friends pulled him into the boat. 4. What is the … of your information? 5. The meeting was at nine o’clock which was an … time for many people. 6. You’ll catch cold if you sit in a … . 7. The nobles used to treat the common people with … contempt. 8. His appearance on the stage called forth a storm of … . 9. He stretched his cold hands to the fire which was … in the fire-place. 10. Carelessness is often the … of fires. 11. The … must take its course; … cannot save you from punishment. 12. The wrong-doer is constantly … with fear of being caught. 13. It usually begins … at the end of March. D. The Fourth Type of Syllable. A syllable of this type ends in r followed by e or some other vowel. A is pronounced /ε ə /: stare, declare, spare. Remember the words where this sound is rendered by the letter combinations: a) air: chair, despair, fair; b) ear: bear, wear, pear. 8 E in this type of syllable renders the diphthong /i ə /: here, sphere, severe. Remember the words where this diphthong is represented by the letters: a) eer: queer, sheer, steer; b) ear: hear, appear, fear; c) ier: pierce, pier, fierce. I and y render the diphthong /ai ə /: wire, admire, gyre, lyre. The same sound may be represented by the combination iar: briar, diary. U renders the diphthong /ju ə /: pure, secure, furious. O is pronounced as / ɔ: /: boring, wore, sore. Exercise 5. Supply the missing letter (letters). If there are two (or more) variants give both, translating the words into Armenian. c_re, aff_ _r, p_re, h_re, f_ry, sh_ _r, sw_ _r, requ_re, w_re, qu_ _r, f_ _rce, w_ _r, d_re, h_ _r, f_rious, nightm_re, p_ _r, d_ _ry, sp_ _r, squ_re, st_ _r, rep_ _r, r_ _r, f_ _r, t_ _r, exp_re, d_ring. Exercise 6. Copy the sentences, choosing a suitable word from the list to fill in the blanks: (spare (2), fear, admire, dairy, tear, tyre, despair, pierce, desire, sheer, hire, sincerely, severe, diary, bear) 1. Your behaviour leaves much to be … . 2. They couldn’t go any farther because one of the … had gone flat, and they had no … one. 3. We … people who succeed in spite of difficulties. 4. Reading this book is a … waste of time. 5. I … he is in great danger. 6. English people often sign their letters: yours … , followed by their name. 7. If you want to get there in time, you’ll have to … a cab. 8. Be careful, you will … your dress on that nail! 9. Few animals and almost no trees can … this … climate. 10. The boys rushed to the rabbit. It was Bob’s arrow that had … the little animal. 11. A … farm produces milk and butter. 12. A feeling of … came over him as the boat sank deep into the water. 13. The children rose half hungry after the … meal. 14. Only a few people now keep a … . 9 Section 2. Sentence Structure. Emphasis in Writing Variations in sentence openings. The English language is characterized by fixed word order, which means that the subject normally comes before the predicate. This does not mean, however, that the subject always opens the sentence; it would be too monotonous. A necessity may arise in the course of writing to lay a special stress on this or that idea, detail, etc. This can be done by various means – lexical, morphological or syntactical. Variety can be introduced by placing appositives, attributes, adverbial modifiers or subordinate clauses first, as you will see from the following examples. 1) A single-word modifier: e.g. Cardinal Richelieu was shrewd and powerful and had enormous influence upon the King of France. – Shrewd and powerful, Cardinal Richelieu had enormous influence upon the King of France. The professor closed the door to the classroom quickly. – Quickly, the professor closed the door to the classroom. 2) A phrase modifier: e.g. Oxford has developed rapidly as an industrial and commercial centre since the 1930s. – Since the 1930s, Oxford has developed rapidly as an industrial and commercial centre. (prepositional phrase) The inspector looked through several suitcases to find the hidden papers. – To find the hidden papers, the inspector looked through several suitcases. (infinitive phrase) The Normans, after settling in Northern France, crossed to England and conquered it in 1066. – After settling in Northern France, the Normans crossed to England and conquered it in 1066. (gerundial phrase) Confucius learnt a great deal about human nature, studying people’s actions. - Studying people’s actions, Confucius learnt a great deal about human nature. (participial phrase) Francis sat in silence with a dumb look on his face baffled by what had happened. – Baffled by what had happened, Francis sat in silence with a dumb look on his face. (participial phrase) 10 . openings…………….…………… .… 10 Section 3. Writing Practice. Reproduction Writing …………. 12 Lesson 2. Section 1. Spelling: Consonant Doubling…………….……. 15 Section 2. Sentence. were … and cold. 10 . A hot … dropped from the fire and burnt a … in the carpet. 11 . Halfway up the mountain he stopped to take his … . 12 . A … is a piece