英語寫作中的用法

1. 請教高手一個英語寫作中的介詞用法

equipment from supplier
與
equipment of supplier
理論上兩個藉此都可以～但是句子意思相比from強調不同賣家的東西～回而of強調的是所屬關系～稍微答有點差別～慢慢體會

2. 英語作文「首先，然後，其次，最後」的高級用法是什麼

首先（）高級英語短語可表達為：
1、in the first place；
2、in the first instance；
3、first of all。

其次（secondly）：
1、the next；
2、in the next place。

然後（then）：
1、afterwards；
2、after that；
3、afterward。

最後（final）：
1、ultimate；
2、eventually；
3、in conclusion；
4、in the end；
5、to wind up with

綜上：
1、In summary；
2、in conclusion；
3、in a word；
4、to sum up

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3. 求英語寫作中常用的句中位置由兩個逗號隔開的單詞用法或句式語法。

你說的是插入語，你買語法書，專門查一下插入語的用法，插入語可以是短語，可以是非限定性從句，也可以是狀語，具體用法還要查書，那樣才全面。

4. 在英語寫作中,使用被動句的優勢

第一：避免了寫作中一直用一個人稱作主語寫下去。如有人寫作文總是I怎麼樣，I怎麼樣…

5. 高考英語寫作中怎樣使用復雜結構

但如何幫助學生真正理解復雜結構，並從整篇作文的角度來定位好的句子呢？我們很難給復雜結構下個確切的定義，但可從以下幾個方面探討對「復雜結構」的理解。
1. 簡單句也可能成為好句子
（1）恰當的形容詞、副詞——表達意見，情感流露的載體。例如：
It turned into a quarrel. → It turned into a horrible/terrible/fierce quarrel.
雖然只是添加了一個形容詞，但quarrel 的程度、作者的態度和場景的再現更好地表現了出來。又如：
They began to quarrel. → They began to quarrel with each other blindly/furiously.
（2）同位語——精巧完善欲達之意。例如：
Li Jiang, who is Su Hua's classmate, is also to blame. → Li Jiang, Su Hua's classmate, is also to blame.
定語從句固然帶來了復雜結構，但簡潔明了是行文的基本要求，該惜墨處勿潑墨。又如：
The boy went back home and was full of fear. → The boy went back home, full of fear.
形容詞短語full of fear作狀語的表達既簡潔明了，又生動形象。
（3）評注性狀語——娓娓道來，突出了寫作的交際性。例如：
It was Su's fault but Li was also to blame. → To be honest/To be frank, it was Su's fault but Li was also to blame.
評注性狀語是插入語的一種，它與狀語很接近，但它並不修飾謂語或其他詞，而是對整個句子進行解釋或說明，表明說話人的看法或態度，給讀者以娓娓道來之感。又如：
To be short, it is everyone's responsibility to keep the world clean.
（4）非謂語結構——簡潔生動之美。例如：
Sandy struck the USA and caused great damage to the infrastructure. → Sandy struck the USA, causing great damage to the infrastructure.
非謂語結構是豐富句子的有效結構，書面性強，表達更為生動。又如：
After I finished my homework, I often relaxed myself by playing computer games. → Having finished my homework, I often relaxed myself by playing computer games.
（5）被動語態——地道之美。例如：
Some people say this kind of milk contains different levels of nutrients. → This kind of milk is said to contain different levels of nutrients. → It is said that this kind of milk contains different levels of nutrients.
受母語負遷移的影響，學生在表達動作發出者不明確時常用主動語態表達，有中式英語之嫌；而使用被動結構卻能給句子帶來地道英語之美。又如：
People believe that mutual understanding contributes to a permanent friendship. → It is generally believed that mutual understanding contributes to a permanent friendship.
2. 復雜自有其道
（1）復合句——長短之變，節奏之美。例如：
Su Hua and Li Jiang played basketball on the playground. They both jumped up to catch the flying ball. → Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying ball.
復合句使用了定語從句、狀語從句，明確了概念的外延，增大了概念的內涵，邏輯性強。再有，長短句結構交替使用後，語句內部抑揚頓挫的節奏感就出來了，從而使文章流暢自然，生動活潑。
（2）倒裝句——強化情感，讓句子結構趨於平衡。例如：
Su said many mean words to Li and shouted at the top of his voice as well. → Not only did Su say many mean words to Li but also shouted at the top of his voice.
倒裝句常帶來承上啟下、平衡結構、強化情感之效。又如：
A man, who is in all black, is standing with a gun in hand in front of her. → Standing in front of her is a man, who is in all black, with a gun in hand.
（3）強調句——為了突出句子中的某一部分常使用強調句，以便能引起他人的注意，更明確地表達自己的意願和情感。例如：
He didn't come back until the clock struck twelve. → It was not until the clock struck twelve that he came back.
（4）省略句——干練，無冗長之嫌。例如：
While they were catching the flying ball, they bumped into each other. → While catching the flying ball, they bumped into each other.
（5）虛擬語氣——極盡感激、遺憾或悔恨之情。例如：
No one put himself in the other's place. They found no fun in the game. → If one of them had put himself in the other's place, they could have found more fun in the game.
另外，虛擬語氣還可以表示說話人的一種願望、假設、懷疑、猜測、建議等含意。書面表達題中常用「假如你是……，你會如何……？」來考查考生的個人認識或解決問題的能力。
前文提到的那位高三學生是一名英語基礎很好的學生，向其呈現了以上探討後，心領神會，修改習作如下：
Conflicts with others are common in everyday life. These conflicts can turn out to be serious problems if we don't deal with them properly.
Last week, Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying ball. Unfortunately, they bumped into each other. Su began to say mean words and Li shouted back in response. A terrible quarrel occurred all of a sudden.
How to avoid these quarrels effectively? First, we should often stand in others' shoes when faced with conflicts. Second, stay as cool as a cucumber. Think twice and you may find that things are not so bad as you thought first. What's more, we should be good sports. Competitive sports involve unavoidable bumps or even injuries, which should be taken into consideration when you participate in a game.
三、「復雜結構」的再思量
在高三上學期基本語法學完之後，許多老師會讓學生在寫作中嘗試運用各種復合句或特殊結構。陳幸佩（2011）在《高三英語寫作復習課的有效性——以寧波市第六屆課例評析為例》一文中描述了一位授課教師在寫作技能環節總結的四句口訣：①肯定不如雙否好；②陳述不如倒裝巧；③單句不如復句妙；④從句不如短句傲。但該作者也鮮明地指出此舉容易造成學生刻意或生搬硬套地運用這些復雜句的可能。
那麼，到底應該如何理解復雜語法結構？
在「要點完整，語言無誤，行文連貫，表達清楚」的評分標准指導下，考生往往在書面表達中只用五種基本簡單句來表達，以防出錯，從而導致中學生寫作的層次不高，略顯乏味。「應用了較多的語法結構和詞彙；語法結構或詞彙方面有些許錯誤，但為盡力使用較復雜結構或較高級詞彙所致」的新評分標准有其深刻的背景，它雖能引領師生重視並提升寫作的品質，但卻沒有或不便明確說明內容決定形式、簡單與復雜並存等要素。由此，部分師生誤以為多用結構復雜的句子就會有層次，可以得到高分。事實上，簡單句本身同樣可以發揮其精妙的表情達意之功。有時一個簡單的介詞短語也能增添情感的魅力或激發讀者的共鳴。例如，一位學生習作（談雙休日的利與弊）中有這樣的句子：
With the two-day weekends, we can have more time to chat with our parents. → With the two-day weekends, we can have more time to chat with our parents around the table.
句中的around the table能讓讀者頭腦中浮現出生活的場景，喚起了家庭的溫馨之感。
可見，復雜結構並不僅是復雜的句子結構，它應是根據內容和行文需要，巧妙使用高中所學的詞彙和各種語法知識，長短句結合，恰當、連貫地傳遞信息和表達自己的思想，充分體現寫作的交際本質。

6. 在英語寫作中，是用雙引號（「 」）還是用單引號

單引號，雙引號的來中英用法是一樣的自，唯一不一樣的一點就是在用引號之前，中文是冒號，雙引號。而英文是逗號，空一格，雙引號。

(6)英語寫作中的用法擴展閱讀

引號的前一半不出現在一行之末，後一半不出現在一行之首。

引號——「」『 』

1、用於行文中直接引用的部分。

「滿招損，謙受益」這句格言，流傳到今天至少有兩千年了。

2、用於需要著重論述的對象。

「書皮」改成「包書紙」更確切，因為書皮可以認為是書的封面。

3、用於具有特殊含義的詞語。

這樣的「聰明人」還是少一點好。

4、引號裡面還要用引號時，外面一層用雙引號，裡面一層用單引號。

他站起來問：「老師，『有條不紊』是什麼意思？」

7. 在英文寫作中,標點符號的用法

漢英標點符號的用法大致差不多。主要區別是：英語里沒有頓號，用的是逗號。省略號是三點，不是六點。句號不是小圓圈，而是小圓點。

8. 在英文寫作中,標點符號的用法

. 句號 Period [.]
用以表示一個句子的結束：
Hockey is a popular sport in Canada.
The federal government is based in Ottawa.
用在縮寫中：
B.C. is the province located on the West Coast.
Dr. Bethune was a Canadian who worked in China.
The company is located at 888 Bay St. in Toronto.
It is 4:00 p.m. in Halifax right now.
2. 問號 Question Mark [?]
在句子的結尾使用問號表示是直接疑問句：How many provinces are there in Canada?
注意：在間接疑問句結尾不要加問號：
The teacher asked the class a question.
Do not ask me why.
3. 嘆號 Exclamation Mark [!]
在句子的結尾使用嘆號表示驚訝、興奮等情緒：
We won the Stanley Cup!
The forest is on fire!
4. 逗號 Comma [,]
句子中的停頓：Therefore, we should write a letter to the prime minister.
在疑問句中引出說話人："I can come today," she said, "but not tomorrow."
排列三個或以上的名詞：Ontario, Quebec, and B.C. are the three biggest provinces.
引出定語從句：Emily Carr, who was born in 1871, was a great painter.
5. 單引號 Apostrophe [']
表示所有:This is David's computer.
These are the player's things. (Things that belong to the player)
Note: 對於復數形式的名詞，只加'
These are the players' things. (Things that belong to the players)
縮寫I don't know how to fix it.
6. 引號Quotation Marks ["]
直接引出某人說的話：
The prime minister said, "We will win the election."
"I can come today," she said, "but not tomorrow."
7. 冒號Colon [:]
引出一系列名詞：There are three positions in hockey: goalie, defense, and forward.
引出一個較長的引語：The prime minister said: "We will fight. We will not give up. We will win the next election."
8. 分號Semicolon [;]
將兩個相關的句子連接起來：The festival is very popular; people from all over the world visit each year.
和逗號一同使用引出一系列名詞：The three biggest cities in Canada are Toronto, Ontario; Montreal, Quebec; and Vancouver, B.C.
9. 破折號Dash [-]
在一個句子前作總結：Mild, wet, and cloudy - these are the characteristics of weather in Vancouver.
在一個句子的前面或後面加入額外的注釋：The children - Pierre, Laura, and Ashley - went to the store. Most Canadians - but not all - voted in the last election.
表示某人在說話過程中被打斷：The woman said, "I want to ask - " when the earthquake began to shake the room.
10. 連字元Hyphen [-]
連接兩個單詞：sweet-smelling; fire-resistant
將前綴：anti-Canadian; non-contact
在數字中使用：one-quarter; twenty-three

9. Bossy verbs在英文寫作中怎麼使用

「Bossy verbs」 經常被使用在英文廣告海報、祈使句和感嘆句中，典型表達形式是沒有主語，像eat well，grow well。它是一種特殊修辭，一般寫作中用的不多。