Friday, October 21, 2005
Example of This Week's Homework:
altavista.com .... got to BABELFISH TRANSLATOR HERE
AltaVista - Babel Fish Translation - Translated Text:
一些一般建議在學術雜文文字可印的PDF 版本公正使用政策 -------------------------------------------------------------------------------- 混雜觀察在題目不是足夠做一篇成功的學術雜文。雜文應該有論據。它應該回答問題或幾個相關問題(參見2 下面) 。它應該設法證明某事-- 開發一份唯一"論文" 或短的套緊密地相關的點-- 由辯解並且證據, 特別是包括易於例子和證實的引證從所有特殊文本或來源您的論據介入。收集這樣的證據通常需要一些再讀文本或來源以問題或臨時論文在頭腦裡。 當-- 像通常案件-- 一個被分配的題目不提供您以論文現成, 您的第一努力儘可能應該將一樣確切地公式化您將尋求回答在您的雜文的question(s) 。其次, 顯現出由認為, 讀, 和摘記一個臨時論文或假說。不要成為過早地做對這個第一個答復。追求它, 但測試它-- 對點神志清楚地問什麼也許是前述反對它-- 並且準備好校正或合格它如同您的工作進展。(一個暗示可能的標題你有時發現早期的罐頭服務相似。) 有任一個特殊論據也許很好被提出, 但雜文的組織-- 的許多方式用怎麼它開始, 顯現出, 和末端-- 應該被設計清楚地和令人信服地提出您的論據。(您發現您的論據的部份的命令很少是一個有效的指令為提出它對讀者。) 組成雜文成功的方法是各種各樣的, 但好作家一些實踐是幾乎不變的: 他們開始及早書寫, 在他們認為以前他們是"準備" 寫, 因為他們使用不簡單地寫抄錄什麼他們已經發現而是作為探險和發現手段。他們不設法給末端寫一篇雜文從開始, 而是寧可寫什麼似乎最準備好被寫, 既使他們不是肯定的是否或怎麼它將適合。儘管那麼自由地寫, 他們保留雜文的整體目的和組織在頭腦, 修正他們當起草進行。有點像"概述" 經常和神志清楚地演變, 雖然它也許從未採取任一個書面形式在驅散之外, 概略提示對自己。他們廣泛地校正。而不是寫一份唯一草稿和逐個僅僅然後編輯它的句子, 他們出席整體雜文和草稿和重寫-- 重新整理它的更大的零件序列, 增加和刪除部分考慮到什麼他們發現構成其間。這樣的修正經常介入投入雜文在旁邊幾天, 允許頭腦間接地運作或下意識地同時和使成為可能看更加客觀地工作在進步當他們回到它。一旦他們有一份相當完全和組織完善的草稿, 他們校正句子, 特別注意轉折-- 那是檢查是肯定的, 讀者能跟隨想法序列在句子之內, 從句子到句子, 和從段到段。二其它重要考慮在校正句子是措詞(詞的精確性和適合性) 並且經濟(少數詞沒有清楚的表示和充分的想法損失) 。最後, 他們校對了最後的拷貝。
由C 教授寫。A. Silber, 英語, 多倫多大學的部門。版權2005 年。版權所有。
ENGLISH VERSION
Some General Advice on Academic Essay-Writing
Printable PDF Version
Fair-Use Policy
--------------------------------------------------------------------------------
Miscellaneous observations on a topic are not enough to make an accomplished academic essay. An essay should have an argument. It should answer a question or a few related questions (see 2 below). It should try to prove something--develop a single "thesis" or a short set of closely related points--by reasoning and evidence, especially including apt examples and confirming citations from any particular text or sources your argument involves. Gathering such evidence normally entails some rereading of the text or sources with a question or provisional thesis in mind.
When--as is usually the case--an assigned topic does not provide you with a thesis ready-made, your first effort should be to formulate as exactly as possible the question(s) you will seek to answer in your essay. Next, develop by thinking, reading, and jotting a provisional thesis or hypothesis. Don't become prematurely committed to this first answer. Pursue it, but test it--even to the point of consciously asking yourself what might be said against it--and be ready to revise or qualify it as your work progresses. (Sometimes a suggestive possible title one discovers early can serve in the same way.)
There are many ways in which any particular argument may be well presented, but an essay's organization--how it begins, develops, and ends--should be designed to present your argument clearly and persuasively. (The order in which you discovered the parts of your argument is seldom an effective order for presenting it to a reader.)
Successful methods of composing an essay are various, but some practices of good writers are almost invariable:
They start writing early, even before they think they are "ready" to write, because they use writing not simply to transcribe what they have already discovered but as a means of exploration and discovery.
They don't try to write an essay from beginning to end, but rather write what seems readiest to be written, even if they're not sure whether or how it will fit in.
Despite writing so freely, they keep the essay's overall purpose and organization in mind, amending them as drafting proceeds. Something like an "outline" constantly and consciously evolves, although it may never take any written form beyond scattered, sketchy reminders to oneself.
They revise extensively. Rather than writing a single draft and then merely editing its sentences one by one, they attend to the whole essay and draft and redraft--rearranging the sequence of its larger parts, adding and deleting sections to take account of what they discover in the course of composition. Such revision often involves putting the essay aside for a few days, allowing the mind to work indirectly or subconsciously in the meantime and making it possible to see the work-in-progress more objectively when they return to it.
Once they have a fairly complete and well-organized draft, they revise sentences, with special attention to transitions--that is, checking to be sure that a reader will be able to follow the sequences of ideas within sentences, from sentence to sentence, and from paragraph to paragraph. Two other important considerations in revising sentences are diction (exactness and aptness of words) and economy (the fewest words without loss of clear expression and full thought). Lastly, they proofread the final copy.
Written by Prof. C. A. Silber, Department of English, University of Toronto
.
Copyright 2005. All rights reserved.
altavista.com .... got to BABELFISH TRANSLATOR HERE
AltaVista - Babel Fish Translation - Translated Text:
一些一般建議在學術雜文文字可印的PDF 版本公正使用政策 -------------------------------------------------------------------------------- 混雜觀察在題目不是足夠做一篇成功的學術雜文。雜文應該有論據。它應該回答問題或幾個相關問題(參見2 下面) 。它應該設法證明某事-- 開發一份唯一"論文" 或短的套緊密地相關的點-- 由辯解並且證據, 特別是包括易於例子和證實的引證從所有特殊文本或來源您的論據介入。收集這樣的證據通常需要一些再讀文本或來源以問題或臨時論文在頭腦裡。 當-- 像通常案件-- 一個被分配的題目不提供您以論文現成, 您的第一努力儘可能應該將一樣確切地公式化您將尋求回答在您的雜文的question(s) 。其次, 顯現出由認為, 讀, 和摘記一個臨時論文或假說。不要成為過早地做對這個第一個答復。追求它, 但測試它-- 對點神志清楚地問什麼也許是前述反對它-- 並且準備好校正或合格它如同您的工作進展。(一個暗示可能的標題你有時發現早期的罐頭服務相似。) 有任一個特殊論據也許很好被提出, 但雜文的組織-- 的許多方式用怎麼它開始, 顯現出, 和末端-- 應該被設計清楚地和令人信服地提出您的論據。(您發現您的論據的部份的命令很少是一個有效的指令為提出它對讀者。) 組成雜文成功的方法是各種各樣的, 但好作家一些實踐是幾乎不變的: 他們開始及早書寫, 在他們認為以前他們是"準備" 寫, 因為他們使用不簡單地寫抄錄什麼他們已經發現而是作為探險和發現手段。他們不設法給末端寫一篇雜文從開始, 而是寧可寫什麼似乎最準備好被寫, 既使他們不是肯定的是否或怎麼它將適合。儘管那麼自由地寫, 他們保留雜文的整體目的和組織在頭腦, 修正他們當起草進行。有點像"概述" 經常和神志清楚地演變, 雖然它也許從未採取任一個書面形式在驅散之外, 概略提示對自己。他們廣泛地校正。而不是寫一份唯一草稿和逐個僅僅然後編輯它的句子, 他們出席整體雜文和草稿和重寫-- 重新整理它的更大的零件序列, 增加和刪除部分考慮到什麼他們發現構成其間。這樣的修正經常介入投入雜文在旁邊幾天, 允許頭腦間接地運作或下意識地同時和使成為可能看更加客觀地工作在進步當他們回到它。一旦他們有一份相當完全和組織完善的草稿, 他們校正句子, 特別注意轉折-- 那是檢查是肯定的, 讀者能跟隨想法序列在句子之內, 從句子到句子, 和從段到段。二其它重要考慮在校正句子是措詞(詞的精確性和適合性) 並且經濟(少數詞沒有清楚的表示和充分的想法損失) 。最後, 他們校對了最後的拷貝。
由C 教授寫。A. Silber, 英語, 多倫多大學的部門。版權2005 年。版權所有。
ENGLISH VERSION
Some General Advice on Academic Essay-Writing
Printable PDF Version
Fair-Use Policy
--------------------------------------------------------------------------------
Miscellaneous observations on a topic are not enough to make an accomplished academic essay. An essay should have an argument. It should answer a question or a few related questions (see 2 below). It should try to prove something--develop a single "thesis" or a short set of closely related points--by reasoning and evidence, especially including apt examples and confirming citations from any particular text or sources your argument involves. Gathering such evidence normally entails some rereading of the text or sources with a question or provisional thesis in mind.
When--as is usually the case--an assigned topic does not provide you with a thesis ready-made, your first effort should be to formulate as exactly as possible the question(s) you will seek to answer in your essay. Next, develop by thinking, reading, and jotting a provisional thesis or hypothesis. Don't become prematurely committed to this first answer. Pursue it, but test it--even to the point of consciously asking yourself what might be said against it--and be ready to revise or qualify it as your work progresses. (Sometimes a suggestive possible title one discovers early can serve in the same way.)
There are many ways in which any particular argument may be well presented, but an essay's organization--how it begins, develops, and ends--should be designed to present your argument clearly and persuasively. (The order in which you discovered the parts of your argument is seldom an effective order for presenting it to a reader.)
Successful methods of composing an essay are various, but some practices of good writers are almost invariable:
They start writing early, even before they think they are "ready" to write, because they use writing not simply to transcribe what they have already discovered but as a means of exploration and discovery.
They don't try to write an essay from beginning to end, but rather write what seems readiest to be written, even if they're not sure whether or how it will fit in.
Despite writing so freely, they keep the essay's overall purpose and organization in mind, amending them as drafting proceeds. Something like an "outline" constantly and consciously evolves, although it may never take any written form beyond scattered, sketchy reminders to oneself.
They revise extensively. Rather than writing a single draft and then merely editing its sentences one by one, they attend to the whole essay and draft and redraft--rearranging the sequence of its larger parts, adding and deleting sections to take account of what they discover in the course of composition. Such revision often involves putting the essay aside for a few days, allowing the mind to work indirectly or subconsciously in the meantime and making it possible to see the work-in-progress more objectively when they return to it.
Once they have a fairly complete and well-organized draft, they revise sentences, with special attention to transitions--that is, checking to be sure that a reader will be able to follow the sequences of ideas within sentences, from sentence to sentence, and from paragraph to paragraph. Two other important considerations in revising sentences are diction (exactness and aptness of words) and economy (the fewest words without loss of clear expression and full thought). Lastly, they proofread the final copy.
Written by Prof. C. A. Silber, Department of English, University of Toronto
.
Copyright 2005. All rights reserved.
