VOA慢速英語(yǔ): 寫(xiě)作技巧

[ti:Tips for Better Writing] [ar:Jeri Watson] [al:Education Report] [00:00.00]From VOA Learning English, this is the Education Report. [00:06.07]Today we continue our series of expert suggestions [00:10.83]for academic writing. [00:12.63]Our guest is Jennifer Ahern-Dodson, [00:17.08]assistant professor of the Practice in Writing Studies [00:21.54]at Duke University in North Carolina. [00:24.42]Ms. Ahern-Dodson starts a conversation [00:28.81]with both students and professors [00:31.78]planning to write a paper or essay. [00:33.88]She asks about their earlier writing experiences. [00:37.88]Were they negative or positive? [00:41.48]She advises that you are not alone [00:46.07]if you have had problems with your writing. [00:49.35]She says everyone struggles with writing. [00:52.80]"Writing is hard. [00:56.40]All writers struggle at some point. [00:59.35]And even if writing has come easily for you, [01:03.38]at some point in your work as a student, [01:06.28]that eventually you're going to hit a roadblock. [01:09.38]And so part of [01:11.04]what I like to get folks thinking about is -- [01:14.73]besides writing's hard for everybody – [01:16.54]is to really take a moment to think about [01:20.24]their past writing experiences. [01:22.50]And when the writing is going well, [01:25.24]what was happening? [01:26.24]When the writing wasn't going well, what was happening?" [01:29.10]She says most people's negative writing experiences happened [01:35.47]because a very special formula is requirerd [01:39.47]for a paper including an exact length. [01:42.97]"And so they primarily focus on, [01:45.98]and worry about, what the final product has to look like, [01:49.81]like how many pages for a research essay? [01:52.21]Or if it is in the second or third language, [01:56.55]you know, punctuation and grammar, [01:59.34]like whether it gets communicated in the right language. [02:02.19]"And so focusing on the end [02:04.69]makes it really hard to get started." [02:07.28]Another problem can arise [02:10.12]when the need to do well [02:11.82]on a paper is extremely important. [02:14.82]"...like a timed essay exam, [02:18.04]or a college application essay, [02:20.19]or a research paper that is at the end of the semester, [02:24.17]and it's tied to the entire grade for the class. [02:27.06]So worrying about what will happen if they don't do well – [02:30.81]get bad grades, don't get into college -- creates, [02:34.06]of course, significant anxiety. [02:36.14]And that can make it harder to get the writing done." [02:38.93]Then she and the people she's helping move [02:43.22]to more positive projects. [02:45.59]She says usually when writing comes easily, [02:50.23]the writers feel they have something important to say. [02:54.17]The teacher advises asking yourself questions. [02:58.40]What personal understanding of the subject [03:01.92]can you bring to your paper? [03:03.83]Why is this subject important? [03:06.71]For whom is it meaningful? [03:09.31]Who will be reading it? [03:12.34]"...Think about who your audience is, [03:15.34]and what it is that you really want to say to them. [03:18.47]And what that can do is help you [03:22.04]switch from the final product [03:24.94]and what it can look like (to) really more [03:28.33]on what you have to offer, [03:29.97]your particular perspective." [03:31.87]She says that is an important change for all writers. [03:37.74]And that's the VOA Learning English Education Report. [03:43.78]Coming soon: Jennifer Ahern-Dodson [03:48.16]talks about doing research, [03:49.95]sitting down to write and sharing your writing with others. [03:54.67]I'm Jeri Watson.

00:00

00:00

MP3下載 文本下載

https://online2.tingclass.net/lesson/shi0529/0008/8389/20140926a.mp3

https://image.tingclass.net/statics/js/2012

Tips for Better Writing

寫(xiě)作技巧

From VOA Learning English, this is the Education Report.

這里是美國(guó)之音慢速英語(yǔ)教育報(bào)道。

Today we continue our series of expert suggestions for academic writing. Our guest is Jennifer Ahern-Dodson, assistant professor of the Practice in Writing Studies at Duke University in North Carolina.

今天我們來(lái)繼續(xù)我們的專(zhuān)家學(xué)術(shù)寫(xiě)作系列建議。我們今天的特邀嘉賓是詹妮弗·埃亨—多德森，她是北卡羅納州杜克大學(xué)的寫(xiě)作實(shí)踐研究張助理教授。

Ms. Ahern-Dodson starts a conversation with both students and professors planning to write a paper or essay. She asks about their earlier writing experiences. Were they negative or positive?

埃亨—多德森與計(jì)劃寫(xiě)一篇論文的師生們開(kāi)始了一段對(duì)話(huà)。她問(wèn)到他們的早期寫(xiě)作經(jīng)驗(yàn)，他們是消極的還是積極地？

She advises that you are not alone if you have had problems with your writing. She says everyone struggles with writing.

她講到，如果你在寫(xiě)作上遇到什么問(wèn)題的話(huà)，這很正常，你并不孤單，每個(gè)人多面臨著或多或少的寫(xiě)作問(wèn)題。

“Writing is hard. All writers struggle at some point. And even if writing has come easily for you, at some point in your work as a student, that eventually you’re going to hit a roadblock. And so part of what I like to get folks thinking about is -- besides writing’s hard for everybody – is to really take a moment to think about their past writing experiences. And when the writing is going well, what was happening? When the writing wasn’t going well, what was happening?”

“寫(xiě)作是很困難，所有的作家在某一時(shí)刻都有過(guò)寫(xiě)作上的掙扎，即使在你作為學(xué)生的某個(gè)時(shí)刻，寫(xiě)作對(duì)于你來(lái)說(shuō)很容易，最終你也會(huì)遇到障礙。因此我喜歡讓人們?nèi)ニ伎嫉牟糠志褪?，除去?xiě)作的困難之外，花點(diǎn)時(shí)間去思考自己過(guò)去的寫(xiě)作經(jīng)驗(yàn)。當(dāng)寫(xiě)作順利進(jìn)行時(shí)，是怎么個(gè)情況？當(dāng)寫(xiě)作遇到阻礙時(shí)，發(fā)生了什么？”

She says most people’s negative writing experiences happened because a very specific formula is required for a paper including an exact length.

她稱(chēng)很多人有負(fù)面寫(xiě)作經(jīng)驗(yàn)是因?yàn)槟骋黄恼滤枰奶囟ǖ母袷?，包括確切長(zhǎng)度。

“And so they primarily focus on, and worry about, what the final product has to look like, like how many pages for a research essay? Or if it is in the second or third language, you know, punctuation and grammar, like whether it gets communicated in the right language.”

“所以他們都很關(guān)心和擔(dān)心的問(wèn)題是最終對(duì)該論文有什么要求，例如這篇文章要寫(xiě)多少頁(yè)或者說(shuō)是否需要用第二或第三語(yǔ)言來(lái)寫(xiě)，還有標(biāo)點(diǎn)啊語(yǔ)法啊，例如是否用適當(dāng)?shù)恼Z(yǔ)言來(lái)交流。”

 “And so focusing on the end makes it really hard to get started.”

“所以往往太關(guān)注最終結(jié)果而導(dǎo)致很難開(kāi)始。”

Another problem can arise when the need to do well on a paper is extremely important.

尤其是在當(dāng)寫(xiě)好某一篇文章特別重要時(shí)，就會(huì)產(chǎn)生另一個(gè)問(wèn)題。

“…like a timed essay exam, or a college application essay, or a research paper that is at the end of the semester, and it’s tied to the entire grade for the class. So worrying about what will happen if they don’t do well – get bad grades, don’t get into college -- creates, of course, significant anxiety. And that can make it harder to get the writing done.”

“……就像一個(gè)限制時(shí)間的作文考試，或大學(xué)申請(qǐng)論文，或?qū)W期結(jié)束時(shí)的研究報(bào)告，它會(huì)和整年的課程緊密相連。所以如果寫(xiě)的不好，大家就會(huì)擔(dān)心會(huì)發(fā)生什么，害怕會(huì)得低分，擔(dān)心會(huì)因此無(wú)法進(jìn)入大學(xué)，這當(dāng)然會(huì)引起大家的嚴(yán)重焦慮，這就會(huì)使得你很難完成論文。”

Then she and the people she’s helping move to more positive projects. She says usually when writing comes easily, the writers feel they have something important to say.

然后她和她所幫助的人轉(zhuǎn)換到了更積極的計(jì)劃中。她稱(chēng)，通常寫(xiě)作變得很容易時(shí)，往往是作者感覺(jué)自己有重要的事情要說(shuō)時(shí)。

The teacher advises asking yourself questions. What personal understanding of the subject can you bring to your paper? Why is this subject important? For whom is it meaningful? Who will be reading it?

該老師建議大家問(wèn)自己?jiǎn)栴}，例如，你可對(duì)你的論文主題有著怎樣的理解？這個(gè)主題有什么重要意義？這個(gè)主題會(huì)對(duì)誰(shuí)有意義？誰(shuí)會(huì)去讀這篇文章？

“…Think about who your audience is, and what it is that you really want to say to them. And what that can do is help you switch from the final product and what it can look like (to) really more on what you have to offer, your particular perspective.”

“……你要考慮自己的讀者會(huì)是誰(shuí)，你真正想對(duì)他們說(shuō)的是什么，這樣就可以讓你從對(duì)論文成文后的思考上轉(zhuǎn)移到思考你所想要表達(dá)的特定觀點(diǎn)上。”

She says that is an important change for all writers.

她稱(chēng)，這對(duì)于所有的作家來(lái)說(shuō)都是一個(gè)重要的變化。

And that’s the VOA Learning English Education Report. Coming soon: Jennifer Ahern-Dodson talks about doing research, sitting down to write and sharing your writing with others.

I’m Jeri Watson.

這就是本期的美國(guó)之音慢速英語(yǔ)教育報(bào)道的全部?jī)?nèi)容，即將來(lái)臨的報(bào)道是：埃亨-多德森談?wù)撊绾巫鲅芯浚聛?lái)寫(xiě)作和與他人分享你的寫(xiě)作經(jīng)驗(yàn)。我是杰瑞·沃森。

[page]聽(tīng)力原文[/page]

Tips for Better Writing

From VOA Learning English, this is the Education Report.

Today we continue our series of expert suggestions for academic writing. Our guest is Jennifer Ahern-Dodson, assistant professor of the Practice in Writing Studies at Duke University in North Carolina.

Ms. Ahern-Dodson starts a conversation with both students and professors planning to write a paper or essay. She asks about their earlier writing experiences. Were they negative or positive?

She advises that you are not alone if you have had problems with your writing. She says everyone struggles with writing.

“Writing is hard. All writers struggle at some point. And even if writing has come easily for you, at some point in your work as a student, that eventually you’re going to hit a roadblock. And so part of what I like to get folks thinking about is -- besides writing’s hard for everybody – is to really take a moment to think about their past writing experiences. And when the writing is going well, what was happening? When the writing wasn’t going well, what was happening?”

She says most people’s negative writing experiences happened because a very specific formula is required for a paper including an exact length.

“And so they primarily focus on, and worry about, what the final product has to look like, like how many pages for a research essay? Or if it is in the second or third language, you know, punctuation and grammar, like whether it gets communicated in the right language.

“And so focusing on the end makes it really hard to get started.”

Another problem can arise when the need to do well on a paper is extremely important.

“…like a timed essay exam, or a college application essay, or a research paper that is at the end of the semester, and it’s tied to the entire grade for the class. So worrying about what will happen if they don’t do well – get bad grades, don’t get into college -- creates, of course, significant anxiety. And that can make it harder to get the writing done.”

Then she and the people she’s helping move to more positive projects. She says usually when writing comes easily, the writers feel they have something important to say.

The teacher advises asking yourself questions. What personal understanding of the subject can you bring to your paper? Why is this subject important? For whom is it meaningful? Who will be reading it?

“…Think about who your audience is, and what it is that you really want to say to them. And what that can do is help you switch from the final product and what it can look like (to) really more on what you have to offer, your particular perspective.”

She says that is an important change for all writers.

And that’s the VOA Learning English Education Report. Coming soon: Jennifer Ahern-Dodson talks about doing research, sitting down to write and sharing your writing with others.

I’m Jeri Watson.

______________________________________________________________

Words in this Story

conversation - n. an informal talk involving two people or a group of people

experiences - n. the processes of doing and seeing things and having things happen to you

negative - adj. unpleasant, unproductive

positive - n. pleasant, productive

hit a roadblock - idiom, encountering a situation that blocks one’s progress

audience - n. the people who watch, read, or listen to something

perspective - n. the way you view something; point of view