Writing 4 (Cambridge Fluent English)

Author: (English) Littlejohn, A. (Author), Zhang Jian (Translator)
Publisher:
Publication Date: 2005-03-01
Features: This writing textbook is part of the "Cambridge Fluent English" series, consisting of four levels in total, progressing from simple to complex and from easy to difficult, systematically providing training in English writing skills. It is suitable for advanced English teaching, as well as various English learning and training programs. This series aims to achieve two goals: first, to improve learners' overall English proficiency; second, to train learners' English writing skills. These two goals are mutually supportive and complementary. The textbook helps learners learn and consolidate English vocabulary through writing, enhances their sense of English and their experience with English expression, and allows them to practice the grammar they have learned in writing exercises. On the other hand, it introduces learners to various writing forms through examples, teaching the writing of letters, postcards, messages, tables, reflections, summaries, reports, reviews, novels, poems, advertisements, posters, news reports, etc., from simple to complex. This enables learners to improve their overall English proficiency while learning to write, and to better express themselves in writing based on this comprehensive improvement, thus achieving success in both areas. This series is one of the newest English textbooks from the 1990s in the UK, and the author adopted many new methods and reflected new ideas during the compilation process. Therefore, they are more suitable for current English learners and more effective in promoting English proficiency.
Although the textbook introduces different types of writing, their functions, organization, and processes, these explanations are conducted through specific writing and discussions. It guides learners to see the specific types and functions of writing through questions; it helps learners see the overall structure and logical connections of the text by having them take notes, write paragraphs, compose short essays, and write full articles; and it allows learners to "experience" the writing process through "free imagination" to draft, revise, discuss, and receive feedback, with the final draft as the culmination. It does not teach cold, theoretical principles, nor does it adopt a rigid (forced). Instead, it stimulates learners' thinking in a flexible and heuristic manner, encouraging them to better exercise their initiative and creativity.