Order in language learning

Т. а. бойцова, А. В. Соснин

AN INTENSIVE COURSE OF ENGLISH writing

Интенсивный курс письма на английском языке

Нижний Новгород, 2012

Удк802 (075.83)

ББК 81.432.1–93

Рецензенты: канд. филол. наук, доц. С.И. Нестеренко

Канд. филол. наук, доц. Н.П. Сучкова

Бойцова Т.А., Соснин А.В.

Б 778 An Intensive Course of English Writing. Интенсивный курс письма на английском языке: Учебное пособие для изучающих английский язык / Т.А. Бойцова, А.В. Соснин. – Национальный исследовательский университет «Высшая школа экономики» - Нижний Новгород. – Н. Новгород: ООО «Стимул-СТ», 2012. – 100 с.

ISBN 5-88022-184-1

Учебное пособие предназначено для самостоятельной и аудиторной практики письма на английском языке. Входящие в пособие материалы систематизированы по нескольким разделам, которые включают в себя орфографические правила, примеры, систему упражнений, направленную на формирование стабильных навыков правописания, а также правила построения абзаца в тексте и рекомендации по написанию пересказа, резюме и эссе на английском языке. В пособии также дается ряд стилистических рекомендаций. Книга рассчитана, в первую очередь, на студентов НИУ ВШЭ всех уровней владения английским языком, а также на широкий круг лиц, изучающих этот язык.

УДК 802 (075.83)

ББК 81.432.1–93

ISBN 5-88022-184-1 © НИУ ВШЭ – Нижний Новгород, 2012

© Т.А. Бойцова, А.В. Соснин, 2012

Table of contents

Introduction

Listening, Speaking, Reading and Then Writing –

The Fundamental Order in Language Learning...............................................5

What Kind of Skill is Writing?........................................................................6

Part I English Spelling

Graphical Representation of Some Consonant Phonemes...............................7

The Phoneme [f] – (f, ff, ph, gh)....................................................................7

The Phoneme [k] – (c, k, ck, ch, qu(e)).........................................................9

The Phoneme [C] – (ch, tch).......................................................................12

The Phoneme [G] – (g, dg(e), j)..................................................................14

The Reduplication of Consonants..................................................................16

The Final Letter “y”.......................................................................................20

The Mute Final “e”.........................................................................................24

Affixation.......................................................................................................27

Prefixation....................................................................................................27

Suffixation...................................................................................................29

The Suffix -tion, -sion.................................................................................29

The Suffixes -ance/-ancy, -ence/-ency.........................................................31

The Suffixes -able, -ible..............................................................................34

The Suffix -ous (-ious, -eous, -uous)...........................................................37

General Review..............................................................................................39

Part II English Punctuation

Punctuation Marks..........................................................................................40

Comma.........................................................................................................41

Colon............................................................................................................41

Apostrophe...................................................................................................41

Quotation Marks..........................................................................................42

Hyphen.........................................................................................................42

Punctuation of Compound and Complex Sentences....................................43

Comma and Semicolon...........................................................................43

Capitalization.................................................................................................44

Part III Structural Aspects of Writing

Paragraph........................................................................................................47

Description.....................................................................................................49

Technical Description..................................................................................49

Description of a Place or Scene (Suggestive Description)..........................49

Character Sketch............................................................................................50

Summary........................................................................................................53

Résumé...........................................................................................................60

Words and Phrases to Use in a Résumé.......................................................61

Composition and Essay..................................................................................65

Technical / Scientific Essay...........................................................................67

Part IV Some Notes on Style

Active or Passive Voice?................................................................................70

Avoiding Male-Only Pronouns......................................................................73

Writing with Finesse......................................................................................78

Ensuring that Reading Level is Appropriate...............................................78

Ensuring that Sentence Length is Appropriate............................................79

Chunking Information Appropriately..........................................................81

Organizing Information Appropriately........................................................83

Avoiding Redundancy.................................................................................85

Avoiding Overuse of a Word.......................................................................87

Using Jargon Appropriately.........................................................................88

Suggestions on Self-Assessment....................................................................90

Supplement

Words Frequently Misspelt............................................................................92

Word List for Special Study...........................................................................97

Words Similar in Sound or Form...................................................................98

References....................................................................................................99

Introduction

LISTENING, SPEAKING, READING,

AND THEN WRITING – THE FUNDAMENTAL

ORDER IN LANGUAGE LEARNING

(by Eugene Nida * )

The scientifically valid procedure in language learning involves listening first, to be followed by speaking. Then comes reading, and finally the writing of the language. This is just the order in which a child learns his mother tongue – first hearing, then speaking; and only after he has acquired considerable facility in understanding and speaking does he learn to read and write.

Our primary trouble is that we have tackled the study of language from the wrong end. We are like the man who thinks he can learn to swim merely by reading books about swimming. In actuality, we learn by doing. The grammatical rules are valuable as we plunge into the language and need some assistance. In the same way, advanced instructions about swimming are helpful as we learn something from the actual experience in the water. But reading books never makes a swimmer and learning rules never makes a practical linguist.

By setting up listening, speaking, reading and writing in this order, we do not imply that one must be able to understand everything before beginning to speak. Certainly the child does not understand everything he hears before he begins to use the limited vocabulary which he has acquired. However, by emphasizing the primary importance of listening, we clearly indicate that learning to speak is dependant upon hearing someone else speak, not upon reading orally on the basis of certain rules of pronunciation. When we hear words and expressions from a native speaker we should, of course, imitate them just as closely as possible, so that speaking follows immediately upon listening. Reading may begin rather soon if one is studying a language such as Spanish or German where the orthography rather consistently represents the meaningful distinctions in sound; but if the language is French or English, then reading traditionally spelled words is a great disadvantage at first. It is better to use some so-called “phonetic alphabet” first until one has mastered several hundred phrases. Only then should one read the traditional orthography.

Our emphasis upon the auditory perception does not mean that we should set aside all the other factors in the memory process. We should listen to expressions (an auditory process), write them down (a motor process), read them (a visual process), and then pronounce them over and over again (repeated motor processes). People differ in the importance which these various processes have in their memorization of materials. Some people find it very helpful to write a phrase several times. Others consider that seeing the phrase repeatedly is just as valuable for them. Still others apparently learn most rapidly by means of auditory impressions. Whatever one’s special aptitudes are, these should be cultivated and improved. Nevertheless, one should constantly improve one’s auditory memory. Our own civilization does very little for us in this way, for our training is predominantly a matter of sight...

WHAT KIND OF SKILL IS WRITING?

Writing is a derived skill. It cannot exist apart from reading and speaking. It must come after the student has had some experience with the production of language in the form of talk, and further experience in the form of reading. Like speaking, writing is an active skill, whereas listening and reading are passive. Writing is essentially “talk on paper”, a representation of sound. Just as one can learn to understand without learning to speak, so one can learn to read without learning to write. While committed to giving the student control of all four language skills, we necessarily recognize that the extent to which he will speak and write will be considerably less than the extent to which he will listen and read.

The English word “write” has two meanings. It means to spell in the sense of making the proper choice of letters in the proper sequence in response both to verbal and written stimuli. It also means to put down on paper what one wishes to express, using a style and vocabulary appropriate to the material or the occasion – informal or formal, literary or technical. It is this second kind of writing that is one of the vital, long-range objectives of second-language learning. Just as in the case with the three other skills, we may consider the development of the writing skill as a continuum. At one end we have the putting down of graphic symbols that represent language, and at the other – writing as self-expression. One can hope to attain this last objective only by proceeding deliberately through a series of steps which lead toward the ultimate goal. Learning to write, like learning to speak, depends upon habit formation, which requires extensive experience. It is clear that a student cannot proceed to reading and writing without gaining firm mechanical control of the way the sounds of the target-language are represented on paper.

Part I

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