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Developing Chinese (2nd Edition) Advanced Writing Course (I)

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Author: Cen Yuzhen;
Format: Paper
Page: 114
Publication Date: 08/2012
ISBN: 9787561933619
Details
Usage Advice: 2-4 class hours for each of the 12 lessons

Level: Advanced

Developing Chinese (2nd Edition) is a set of nationally planned textbook for higher education during the “Eleventh Five-Year”. Based on the well-designed structure of the first edition, this edition adds more elements in tune with the times.
It includes 28 volumes with altogether 34 books. Combining the cultivation of integrated language skills with the training of specific language skills in its compilation, this set of textbooks can be divided into three levels (elementary, intermediate and advanced) and five series (comprehensive, listening, speaking, reading and writing), among which the comprehensive series is the bulk and the others are the accompanying series. The overall purpose is to develop and improve the students’ Chinese language skills, Chinese communication skills, integrated Chinese capabilities as well as enhance their interest and ability in learning Chinese.
Advanced Writing Course (Ⅰ), following Intermediate Writing Course (Ⅱ),  is suitable for students who have finished learning Intermediate Writing Course (Ⅱ) or textbooks of the equivalent level, have accumulated about 3,000-3,500 Chinese words and are familiar with the common ways of expression in the written language. There are altogether 12 lessons, each of which takes 2-4 class hours. The whole book centers around the current hot topics or topics that are closely related to students themselves. Through discussing and studying the model composition, students can gradually master the key points about writing taught in each lesson and improve their writing skills. Meanwhile, sections like “read and practice” and “exercises for reference” are designed to help students further develop and reinforce their writing skills. The model compositions are interesting, practical and highly imitable; with a progressive increase in depth, the exercises are highly relevant to the key points about writing; the writing task after each lesson is properly designed. By learning this book, students will develop an increasing desire to write in Chinese. The sections in the book are clearly marked, which can facilitate teachers' use.

About the Author
Cen Yuzhen is an associate professor in the School of Liberal Arts, Renmin University of China. Ms. Cen graduated from the Chinese Department of Beijing Normal University in 1983 and has been teaching Chinese as a foreign language since 1987. She was in charge of the development of Dictionary of Practical Chinese Adverbs and participated in the compilation of the book Analysis of the Difficult Grammar points in Teaching Chinese as a Foreign Language, both of which are Hanban research projects. She has published many papers, including "Observation and Analysis of the Semantic Meaning and Usage of the Word ‘轻易’".
Table of Contents
我和汉语 
范文讨论与学习:我和汉语 
边读边练:我学汉语的原因 
写作知识要点:文章题目的拟定标点符号在汉语写作中重要的表达作用 
往事与朋友 
范文讨论与学习:我的一个朋友 
边读边练:高山流水遇知音——俞伯牙和钟子期的故事 
写作知识要点:文章开头的常用方法段落知识 
童年与梦想 
范文讨论与学习:童年的回忆 
边读边练:狮身人面怪物的谜语 
写作知识要点:文章结尾的常用方法;文章的照应修辞方法之一——夸张 
异域风情 
范文讨论与学习:说不尽的西安古城 
边读边练:伦敦印象 
写作知识要点:汉语的书面语;指代词语的作用修辞方法之二——拟人 
热爱美食 
范文讨论与学习:我是个“小馋猫” 
边读边练:中餐和西餐 
写作知识要点:段落之间的衔接连贯修辞方法之三——比喻 
电影和明星 
范文讨论与学习:我喜欢电影明星成龙 
边读边练:我喜欢篮球明星姚明 
写作知识要点:多层次句子之间的衔接连贯修辞方法之四——设问 
社会的变迁 
范文讨论与学习:读《先人们的快乐》有感 
边读边练:我能不能帮助可怜的祥林嫂——《祝福》读后感 
写作知识要点:解说句读后感的重点和层次 
生命的意义 
范文讨论与学习:关于生命的思考 
边读边练:关于生命的再思考 
写作知识要点:引用在文章中的作用格言与谚语的引用 
父母与孩子 
范文讨论与学习:鲁迅与儿子、父亲 
边读边练:只要努力就行 
写作知识要点:词语的选择使用长句子的特点 
生活需要挑战 
范文讨论与学习:生活需要挑战 
边读边练:家庭变小,影响环境 
写作知识要点:议论文修辞方法之五——仿词 
幸福是什么 
范文讨论与学习:幸福感与经济发展 
边读边练:知足者常乐 
写作知识要点:议论文的分析推理和论证议论文的论据 
互联网和社会生活 
范文讨论与学习:大学生上网目的的调查 
边读边练:国民阅读情况调查分析 
写作知识要点:运用数据说明观点如何设计调查问卷
Sample Pages Preview
1.阅读下文并讨论: 
(1)这篇文章的结束部分有什么特点? 
(2)如果这篇文章不要最后一段,文章的表达效果有什么不同? 
(3)你喜欢文章中的哪些句子或者哪些部分?为什么? 
童年的回忆 
人们都说,孩子眼睛里的东西总是美好的。回想我童年的一些往事,我觉得的确是这样。 
还记得,我六岁那一年的春天,有一天我跟母亲去买东西,回家的路上,我坐在公共汽车上出神地看着农村的景色。外边下着细细的雨,路的左边是一条河,因为那两天下雨,河水浩荡,平常清亮透明的河水也变黄了。河的对岸是一片绿油油的山野,河的右边是农村住宅,一条柏油路从中间穿过,路边成百上千只奶牛好奇地看着我坐的“大铁箱”。我就住在这个地区,虽然很熟悉这里的东南西北,可是从公共汽车里看到的村子仿佛和平时看到的完全不一样了,觉得很新鲜。绿树、小河、奶牛,我睁着眼睛看也看不够…… 
于是,我迷上了坐公共汽车,成了个坐车迷。在日本,6岁以下的儿童坐公共汽车都免费,作为一个坐车迷怎么能错过这个机会?因此,我每天从幼儿园回来后,马上就去汽车站坐公共汽车。 
我乘坐的公共汽车是3点45分出发,开这班车的司机是佐藤先生。他穿着整齐的制服,裤线熨得笔直,像用裁纸刀裁出来的一样;他戴的黑亮的司机帽显示着他对自己工作的骄傲。他是这班车的唯一的工作人员,乘客从后门上车,在前门那儿给他交车费下车,秩序井井有条。在这辆车里,他是国王,大家都服从他,按他的要求去做。我觉得他比任何人都强。小男孩儿一般都崇拜强壮的英雄。除了父亲以外,佐藤是我遇见的第一个英雄。 
那时候,大人看见小孩儿一个人坐车,就会觉得奇怪。于是常常有人诧异地问我:“到哪儿去啊?”“你妈妈呢?"我每次遇到这种情况都老老实实地回答:“我喜欢坐车。”其实,要详细回答这个问题,必须是这样:“我只是喜欢坐车,我可以免费乘坐,而且这班车的乘客不多,不影响别人;我只坐一站就下车回家,不用担心。”可是我当时的脑子不够用,没有能力说这样的话。我以为简单地说我喜欢坐车就解释得很清楚了,可是大人们却觉得很奇怪,他们的盘问越来越厉害了。我心里想:大人真喜欢管闲事,他们想把事情弄复杂。正在这时候,佐藤先生大声说话了:“不用担心,”他一直注视着前面的路,没有回头,“我认识他的父母,终点站那儿有他母亲的单位,家长在那儿接他。”这句话当然不是真的,可是听起来,连我也觉得我的母亲会在终点站等着我。佐藤先生跟平时一样,像什么事都没发生过一样,头也没回,认认真真地驾驶着这个“大铁箱”。我们只能看到他高大的背影,他那严肃的背影仍然显示着他对工作的自豪。 
就这样,佐藤先生这时成了我心中的英雄。他就像能干的律师一样为我巧妙地辩护,使我摆脱了人们的好奇,我更喜欢他了。可是我从来没有跟他聊过天儿,我很想跟他说话,可是我怕他因为认真工作而不理我,所以只能坐在他的后面,看着他高大的背影。后来,我由于崇拜佐藤先生,想当宇航员的梦想竟然变成了当公共汽车司机了! 
现在,作为一个开始走向社会的青年,我回忆起佐藤先生,仍然很佩服他对工作认真的态度。虽然他只是一个普普通通的司机,可是他是我童年时眼中的英雄。
Developing Chinese (2nd Edition) Advanced Writing Course (I)
$5.80