新世紀(jì)?等院校英語(yǔ)專業(yè)本科?系列教材寫作教程第三部分參考答案PARTIIFOCUSTheteacherisexpectedtohelpstudentsappreciatetheeffectsofusingparticiplesandabsolutesintheirwritingsParticiplesGettingtoknowparticiplesReferencefortheexcisesReferencefortheClassroomActivities1.Sentenceb:handing(describingshe)Sentencec:wandering,picking(bothdescribingfriends);Sentenced:made(usedwithhadtoindicatethepastperfecttense)Sentencee:surprised(describingTigger);Sentencef.filled(usedwithweretoindicatethepassivevoice)Sentenceg.staring(describingTigger)Sentenceh:left(describingnothing);checking(describingRoo)Sentencei:looking(describingPooh)Sentencej.looking(describingRoo);Sentencek.gone(usedwithhavetoindicatethepresentperfecttense)Sentencel:picking(describingfriends),fallen(describingraspberries)Sentencem.waiting(usedwithwastoindicatethepresentcontinuoustense)2.a.smilingb.Readingc.Swimmingd.competinge.mentionedf.Jumping,thrown,brokeng.published,informingh.Having,exhausted,relievedComplexparticiplephrasesA.Presentparticiplesindifferentmodesandaspects*Inthispassiveform,beingisusuallyomitted,andthenitbecomesthepastparticiple.ReferencefortheClassroomActivities1.Refertotheabovetableforthemeaningsofthepresentparticiples.2.a.Thecomputerboughtlastweekbringshappinesstoeveryoneinmyfamily.b.Beingbackinmyhometown,Ididn'tknowthatmyprofessorhadassignedanother5,000-wordpaper.c.Standinginfrontofthepicturepaintedbyapost-impressionist,manypeoplepretendedthattheycouldunderstandit./Manypeoplestoodinfrontofthepicturepaintedbyapost-impressionist,pretendingthattheycouldunderstandit.d.Lookingoutofthewindowofthetrain,theboywasamusedbythepowerlinesdancingupanddownintheair.ExtraActivitiesCombineeachofthefollowinggroupsofsentencesintoonesentenceusingparticiplesa.Shewasborninacommonfamily.Shewaseducatedinanaveragecollege.Sheissatisfiedwithherpresentlife.b.Thestudentshavefinishedtheirexams.Theyfeelgreatlyrelieved.Asaresult,theyplantoplaycardsthewholenightc.Jimmysethisfeetintothestartingblocks.Hestaredaheadintently.d.Larrywassittinginacornerofthepub.Larryheldhisheadinhishands.Larrywassodepressedthateventhebestjokeintheworldcouldn'tcheerhimup.SuggestedanswerstotheExtraActivitiesa.Borninacommonfamilyandeducatedinanaveragecollege,sheissatisfiedwithherpresentlife.b.Havingfinishedtheirexamsandfeelinggreatlyrelieved,thestudentsplantoplaycardsthewholenight.c.Jimmysethisfeetintothestartingblocks,staringaheadintently.d.Holdinghisheadinhishands,Larrywassittinginacornerofthepub,sodepressedthateventhebestjokeintheworldcouldn'tcheerhimup.B.ParticipleswithconjunctionsSuggestedanswerstothequestionStructure:Theyareallcomposedofaconjunctionandaparticiple,andthenouninthemainclauseisthelogicalsubjectorobject.Meaning:Sentencea:time;Sentenceb:concession;Sentencec:condition.ReferencefortheClassroomActivities1.a.Katefellasleepwhen/whilereadingBob'sletter.b.Shestartedtochatwithherfriendafterfinishing/havingfinishedherwork.c.Althoughhavingseenitathousandandonetimes,theoldmanstillwatchesthevideofromtimetotime.d.Althoughcloselywatchedbytheguards,theprisonerplanstoescape.e.Itisbelievedthatifreadmanytimes,anarticlewillnaturallybeunderstood.f.Ifbuyingmore,youcanpayless.2.Askstudentstoworkontheirownandwritetwosentencesforeachofthetypes.Gettingtoknowparticiples'functionsA.CreatingconcisesentencesSuggestedanswerstothequestions1.Yes.2.Therearetwocompleteideasineachsentence.3.TherelationshipbetweenthetwocompleteideasbecomescloserfromSentenceathroughSentenced.Sentencedhastheclosestrelationshipbetweenthetwoideas4.Sentencedisthemostefficient.B.ProducingmoredetailedsentencesSuggestedanswerstothequestionInGroupa,Sentence2isthebest,inwhichthepresentparticiplesdescribeliveanimatedactions.InGroupb,thebestsentenceisalsoSentence2,inwhichtheactionsaresimultaneous.InGroupc,Sentence3isthebestsentenceinwhichthepresentparticipleandthepastparticiplearecombinedmostefficiently.C.EstablishingclearerlogicReferencefortheClassroomActivities1.a.Thinkingaboutherkidathome,Judymadeseveralmistakesinherwork.b.Thecarracedalongthestreet,sendingpassers-bytorunforshelter./Racingalongthestreet,thecarsentpassers-bytorunforshelter.c.BorninGuangzhouandeducatedinNanjing,sheisnowworkingasamanagerinBeijing.d.Havingbeenshockedandchasedbyaferociousdog,thethiefhidbehindadustbin,holdinghisbreathforfearofbeingfound.e.Thebombblewupinthedistance,shakingthegroundslightlyandmakingburstsoflightonthedarkhorizon.2.a.Hearingthenews,Ithoughttheworldhadendedforme.b.Isathappilyinmychair,readinganewspaper.c.(correct)

d.Shockedatthesightofhisteacher,theboystoodtheredumbfounded.e.Havinglivedtherefortwentyyears,Iknowthisplacelikethebackofmyhand.3.Askstudentstogoovertheirwritings,andpayattentiontotheiruseoftheparticiples.AbsolutesGettingtoknowabsolutesSuggestedanswerstotheexercise1.Anabsoluteconstructionisaparticiplephrasewhoselogicalsubjectisdifferentfromthesentencesubject.2.A.determiner+n.+participleverb+otherpartsoftheparticiplephraseB.n.+participleverb+otherpartsoftheparticiplephraseC.n.+otherpartsoftheparticiplephraseReferencefortheClassroomActivitiesAskstudentstoworkontheirownandwritethreesentencesusingdifferentformsofabsoluteconstructions.UsingabsoluteswithpurposeA.AddingdescriptivedetailsSuggestedanswerstotheexerciseYoucangetthefollowingsentences:a+b:Themanagersatquietlyinhisoffice,hiseyesclosed,acigaretteburninghishand.c+d:Samwalkedslowlyofftheplayground,hisfacestreakedwithtears,hislegbleeding.What'smore,participlesandabsolutes,althoughsomewhatdifferent,canbeusedtogethertocreatevividdescriptions.Forexample:Thegirlsatnervouslyinheroffice,eyesclosed,waitingforthetelephonetoring.Themiddle-agedmanstoodinthestreetcorner,handsputinhispockets,eyeingeverypasser-by.B.Indicatingcause-effectrelationshipsInmostcases,whentheabsoluteisusedfordescription,itisputattheendofthesentence;whenitisusedtosuggestacause-effectrelationship,itisputatthebeginningofthesentence.ReferencefortheClassroomActivities1.a.Theboyleanedagainstatree,handsinpockets.b.Heglaredathisboss,hismouthshut,andhishandsclenched.c.Theintervieweeenteredtheoffice,hereyesfixedonherfeet.d.Therabbitstaredattheapproachingwolf,hisfourfeetfixedtotheground,tofrightenedtomove.e.Thegirlwasenjoyingherfavoritesong,hereyesshut,herheadmovingfromsidetoside.2.a.Twoofmynewbikeshavinggotstolenhere,Iwillnevercometothisplaceagain.

b.Severalfleckscominguponherfaceagain,shedoesn'twanttomeetherboyfriendtoday.c.Itsbottomtornopenbyabomb,theshipsankslowlyintothesea.d.Itsoverseasadvertisementsbeingrathersuccessful,theschoolhasattractedmanyforeignstudents.e.Theaccountantbeingcareless,Iwasgiven$1,000morelastmonth.3.Askstudentstolookattheirwrittenworkagain,andseeiftheycancombinesomesentencesbyusingabsolutes.Thiscanbedoneeitherasindividualorgroup/pairwork.PARTIIIGRAMMARComma-SplitSentencesSuggestedanswerstothequestions1.Therearetwoideasineachsentence.Thetwoideasareconnectedbyacomma.2.No,therelationshipisnotclear.Wecantrytousesomecompoundorsubordinateconjunctionstoclarifytherelationship.3.Seetherulesinthesummary.ReferencefortheClassroomActivitiesa.IhadnoideawhatIwasgettinginto,andIdidnotreallycare.b.Youcan'tgohomenowsinceitisrainingsoheavily.c.Seeingtheescapingthief,thecopstoppedhiscar,gotoff,andstartedtochasehimd.Ifyoustudyhard,youwillsucceed.e.Whenshesaid"Yes,"hefelthewasinheaven.Now,askstudentstosummarizetherulesagainstcomma-splitsentencesSummary1.Whenweuseacommatoconnecttwoseparateideas,ortwoindependentsentences,wecommitacomma-split;/doc/ce9272c6f68a6529647d27284b73f242326c3167.htmlma-splitsentencesarenotacceptablebecauseacommaisnotstrongenoughtoindicatetherelationshipbetweentwoideas;/doc/ce9272c6f68a6529647d27284b73f242326c3167.htmlma-splitsentencescanbeimprovedbyclarifyingtherelationshipbetweenthetwoideas.Commonlyusedmethodsare:1)usingacommaandaconjunctionlikeand,but,yet,etc.2)turn