小恩 發問時間: 社會與文化語言 · 1 0 年前

請幫幫我把這篇英文文章翻譯成中文

Newspapers and magazines: the different kinds of text found in newspapers and magazines offer a range of possibilities for genre analysis (see page 113),

followed by writing within that genre. For example, we can get students to look at a range of different articles and ask them to analyse how headlines are

constructed, and how articles are normally arranged (e.g. the first paragraph

often- but not always –offers a summary of the whole article). They then write

an article about a real or imaginary news story that interests them. At advanced levels, we can get students to look at the same story dealt with by different kinds of publication and ask them to write specifically for one or the other. We can

do the same kind of genre analysis in newspaper and magazine advertisements.

‘Lonely hearts’ entries, for example, always conform to a genre frame. Our

students can learn a lot from analyzing the genre and being able to imitate it. In the same vein, agony column letters (where people write in to ask for help with a problem) offer engaging writing practice.Finally, we can show students a story

and have them respond to it in a variety of different genres, and for different

audiences (e.g. the report of a long traffic delay can prompt letters to the

newspaper, emails, text messages, letters of apology, etc),

Brochures and guides: we can get students to look at a variety of brochures

(e.g. for a town, entertainment venue, health club or leisure complex) to analyse how they are put together. They can then write their own brochure or town guide, using this analysis to help them. Younger learners may enjoy writing brochures

and guides for their areas which give completely wrong information (e.g.

’Sending postcards home; Look for the bins marked “Rubbish” or “Litter”

and your postcards will be delivered next day:Travelling by bus: The buses in

London are similar to taxis.

1 個解答

評分
  • 1 0 年前
    最佳解答

    報紙與雜誌:

    在報紙與雜誌上不同種類的文章通常都能購提供不同文類的分析(參見第113頁),而接著就寫在此文類的裡面.

    舉例來說,我們可以讓學生們閱讀某一範圍中不同的文章標題且要求他們去分析標題是如何組成和文章通常是如何安排的(舉例:文章的第1段通常-但也不是經常-提供整篇文章的摘要).

    接著學生們就撰寫出一些愣他們感興趣的有關真實或是虛構的新聞.

    等到進階之後,我們就可以讓學生閱讀由不同的出版社所出的相同故事而且讓他們特別去寫其中一篇或是其他.

    我們也可以在報紙或雜誌裡的廣告上做相同的文類分析.

    舉例說明,撿視'寂寞的心'通常能符合文類的框架.

    我們的學生能從分析文類中學習很多,而且還能進而模仿之.

    在相同的模式下,苦惱專欄信件(人們通常寫信去請求幫助的小專欄空間)提供了寫作練習的一定保證.

    最後呢,我們就可以讓學生們看一篇故事然後要求他們以不同的文類給與回應,以及針對不同讀者群給與回應(例如:一篇關於長時間交通壅塞的報告能激起給報紙的信件.電子郵件.簡訊.或是一封道歉信等等.)

    小手冊與引導:

    我們也能讓學生們去看看不同種類的小冊子(例如:針對城市,娛樂場所集中地,健康俱樂部,或是綜合休閒)以便於分析這些在小手冊的這些文章是如何被分在同一類的.

    接著學生們就可以運用這些分析去幫助他們完成自己的小冊子或是旅遊導覽手冊.

    但較為年輕的學習者可能在熱中於撰寫自己的小冊子及導覽書時提供了完全錯誤的資訊(例如:在書中寫著'若要寄明信片回家,只要尋找標記著"紅色"或是"垃圾"的桶子就好了.而且到了明天你所寄的明信片就會寄達;(另外一個例子)公車旅遊:倫敦的公共汽車比計程車還要小'

    ***自己翻的,請包含囉~

    參考資料: 自己翻譯
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