說(shuō)明文的幾種寫(xiě)作方法

說(shuō)明文的幾種寫(xiě)作方法

　　英語(yǔ)寫(xiě)作是"聽(tīng)、說(shuō)、讀、寫(xiě)"四項(xiàng)技能中較難掌握的一項(xiàng),同時(shí)也是大學(xué)英語(yǔ)教學(xué)中最為薄弱的環(huán)節(jié),下面是學(xué)習(xí)啦小編整理的說(shuō)明文的幾種寫(xiě)作方法， 希望對(duì)大家有幫助。

　　說(shuō)明文的幾種寫(xiě)作方法

　　1.舉例法(examples)

　　舉例法是用具體的例子來(lái)說(shuō)明我們要表達(dá)的意思，常用for example， for instance， still another example is…等詞語(yǔ)引出

　　2.羅列法(listing)

　　在文章開(kāi)始時(shí)提出需要說(shuō)明的東西和觀點(diǎn)，然后常用first，second，…and finally加以羅列說(shuō)明。羅列法廣泛地使用于各類(lèi)指導(dǎo)性的說(shuō)明文之中

　　羅列法經(jīng)常用下列句式展開(kāi)段落，我們可以注意模仿學(xué)習(xí)：

　　There are several good reasons why we should learn a foreign language. First of all， …Secondly， …And finally， …

　　We should try our best to plant more trees for several good reasons First of all， …Secondly， …And finally，

　　必須指出的是，有時(shí)羅列法并不一定有明確的first， second…等詞，但文章還是以羅列論據(jù)展開(kāi)的。

　　3.比較法(comparison and contrast)

　　比較法是對(duì)兩個(gè)對(duì)象進(jìn)行比較，從而進(jìn)行說(shuō)明的寫(xiě)作手法。比較法又可細(xì)分為比較相同點(diǎn)(comparison)和比較不同點(diǎn)(contrast)兩種方法，比如：

　　From Paragraph to Essay

　　Although they are different in length (長(zhǎng)度)， the paragraph and the essay are quite similar in structure (結(jié)構(gòu))。 For example， the paragraph starts with either a topic sentence (主題句) or a topic introducer followed by a topic sentence. In the essay， the first paragraph sets up the topic focus (主題所在) Next， the sentences in the body of a paragraph develop the topic sentence. Similarly， the body of an essay consists of a number of paragraphs that discuss and support the ideas given in the introductory (引導(dǎo)的) paragraph. Finally， a concluding sentence (結(jié)束句) ——whether a restatement， conclusion， or observation——ends the paragraph. The essay， too， has a concluding paragraph which ends the essay logically and satisfactorily. Although there are some exceptions (例外)， most well written expository (說(shuō)明文的) paragraphs and essays are similar in structure.

　　可以看出，在比較相同點(diǎn)的時(shí)候，常用到similarly，also，too，in the same case，in spite of the difference等這樣的詞語(yǔ)。

　　4.定義法(definition)

　　定義法也是英語(yǔ)說(shuō)明文中常用的寫(xiě)作手法，特別是在對(duì)具體事物概念進(jìn)行說(shuō)明時(shí)經(jīng)常使用。定義法的基本要素是定義句。英語(yǔ)中常見(jiàn)定義句的模式是：

　　被定義對(duì)象is所屬類(lèi)別+限制性定語(yǔ)

　　可以看出，定義句中限制性定語(yǔ)越詳細(xì)，定義就越精確，比如：

　　A bat is a small mouse-like animal that flies at night and feeds on(以……為食品)fruit and insects but is not a bird.

　　其實(shí)，在英—英詞典中，對(duì)英語(yǔ)單詞的英文解釋就是定義法的典型例子。比如，看看Longman詞典對(duì)student和teacher的定義是很有意思的：A student is a person who is studying at a place of education or training. A teacher is a person who gives knowledge or skill to sb. as a profession (專(zhuān)業(yè))。

　　5.順序法(sequence of time， space and process)

　　順序法是指按時(shí)間、空間或過(guò)程的順序進(jìn)行說(shuō)明的一種寫(xiě)作手法。比如按照時(shí)間順序介紹一個(gè)科學(xué)家的生平，用空間順序闡述逐漸開(kāi)發(fā)西部的重要意義，用過(guò)程順序法解釋葡萄酒的生產(chǎn)過(guò)程等等。

　　6.分類(lèi)法(classification)

　　分類(lèi)法是將寫(xiě)作對(duì)象進(jìn)行分類(lèi)說(shuō)明的一種寫(xiě)作手法。比如：著名的英國(guó)哲學(xué)家弗朗西斯·培根(Francis Bacon)在其膾炙人口的《談讀書(shū)》(Of Studies)一文中就用到了分類(lèi)法：

　　Some books are to be tasted， others to be swallowed， and some few to be chewed and digested， that is， some books are to be read only in parts， others to be read， but not curiously， and some few to be read wholly， and with diligence and attention. Some books also may be read by deputy， and extracts made of them by others; but that would be only in the less important arguments， and the meaner sort of books…

　　參考譯文：書(shū)有可淺嘗者，有可吞食者，少數(shù)則須咀嚼消化。換言之，有只須讀其部分者，有只須大體涉獵者，少數(shù)則須全讀，讀時(shí)須全神貫注，孜孜不倦。書(shū)亦可請(qǐng)人代讀，取其所需摘要，但只限題材較次或價(jià)值不高者……