《英语写作I》课程实验教学大纲

《英语写作I》课程实验 教学大纲 职业生涯规划教学大纲中式烹调师教学大纲家畜饲养工教学计划新概念3教学大纲1小学数学教学大纲 一、课程基本信息课程代码：课程名称：英语写作I英文名称：EnglishWritingI实验总学时：16　　　　　　　　　　　　　　　适用专业：英语专业课程类别：学科基础课先修课程：综合英语I实验教学的总体目的和要求总体目的：《英语写作I》课程是英语专业、英语（翻译）专业一年级级必修主干专业基础课程，是培养提高学生在校及毕业后从事工作所需写作技能系列课程的第一门。本课程融合了国内外先进的写作教学模式，强调写作过程的教学，积极鼓励学生参与课堂教学，培养学生获取知识的能力、运用知识的能力、分析问题的能力、独立提出见解的能力和创新的能力。作为思政教育的重要领地，英语写作实验课程是在运用写作理论的同时，应充分发挥写作实践在思想灌输引导上的优势，将思政教育融于描述文，记叙文，说明文，议 论文 政研论文下载论文大学下载论文大学下载关于长拳的论文浙大论文封面下载 等不同文体的写作训练中。总之，英语写作课程当通过有效途径渗透“思政”元素，教师在课堂中弘扬中华优秀传统文化，渗透爱国主义教育，努力成为社会主义核心价值观的践行者和先进文化的传播者。Thiscourseequipsstudentswithafirmknowledgeofthefundamentalsofcomposition,standardEnglishgrammarandstyle.Students’creativityandparticipationwillbestronglyencouragedthroughclass-wideandsmallgroupactivitiesanddiscussion.Throughthisprocess,studentswillworktowardswritingcoherentandunifiedessaysusingwell-developedparagraphs,clearandeffectivesentences,andappropriatediction.1、对学生的要求：Makefullpreparationsforwritingpracticefromwordtoparagraphlevel;readthroughtheinstructionandbefamiliarwithbasicwritingrequirements;submitassignmentsbeforethedeadline;workoutadraftandorevisionafterwards.2、对教师的要求：Designtheteachingprocess;adjustteachingcontentswhennecessary;givestudentsguidanceastohowtoformgoodwritinghabits,howtoanalyzesentencesandparagraphsetc.;helpstudentstoimprovewritingskillsnecessarytosuccessincollegeandinmostcareers　　　　　　　　　　　　　　3、对实验条件的要求：Nospecialrequirements实验教学内容写作实践的各个环节需巧妙融入思政内容，凸显思政教育。在句子和段落写作练习中，记叙类的可增加描写中国文明及文化历史，中国在经济发展等方面取得的重大成就等主题，激发学生的民族自豪感和爱国主义情怀。说明类的，可选取有关 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 述我国改革开放政策，习总书记讲话等的内容的文章，让学生深入理解并写出自己的体会，树立主人翁意识。在议论类的写作训练中，针对不同的写作话题，和学生一起讨论，引导学生在写作中表达正确的人生观，价值观和世界观。Lecture1　　Title：SettingspecificgoalsContent：I.Studentsworkinpairstodiscussoverthequestionsfollowing:Whatisyourgoalforthissemesterconcerningthiscourse?Stateyourgoalbriefly.Bespecificaboutwhenyouwillreachyourgoal:Whyisthisgoalmeaningfulforyou?Whatstepsarerequiredinordertorealizeyourgoal?Whatwillyourcheckpointsbe?(end of day,end of weektracking…)Whatbarrierswillpreventyoufromrealizingyourgoal?Howwillyoudealwiththebarriers?Whatmustyoudoeachdaytomake it happen?II.Askstudentstomakeaplanforthestudyofthiscourse.Type:OrientationClassHour：1Objectivesandrequirements:SetgoalsforthenewsemesterWorkoutafeasibleplanforthestudyofthiscourseReflections：Beforesettinggoals,studentsaresupposedtoknowwellaboutthecourserequirementsandassessment.Lecture2　　Title：Subject-verbagreementContent：Askstudentstosummarizetheprinciplesofsubject-verbagreement:I.GrammaticalagreementTheverbmustmatchitssubjectinnumber:Ifthesubjectispluralform,theverbshouldtakethepluralform.Ifthesubjectissingular,theverbshouldtakethesingularform.1.Whenthenounwhichisusedasthesubjectisfollowedbywith,alongwith,togetherwith,but,except,inadditionto,besides,like,including,morethan,ratherthan,lessthan,aswellas,etc.,weshouldrefertothenoun.2.Coordinationwith“and”,“both…and”:Singular—whenrefertoonlyonepersonorthing;plural—whenrefertotwoormorethantwopersonsorthings3.Whenaninfinitive,gerundornounclauseisusedasthesubject,theverboftentakesthesingularform.4.Whennoneisusedasasubject,theverbcanbeofasingularform,andcanalsobeofapluralform.Butwhennonereferstoanuncountablething,theverbshouldtakeasingularform.5.…%of+noun(S.):theverbtakesasingularform;…%of+noun(Pl.):theverbtakesapluralformII.NotionalagreementTheverbcansometimesagreewiththesubjectaccordingtothenotionofnumberratherthantotheactualpresenceofthegrammaticalmarkerforthatnotion.1.Whenaninfinitepronounisasubject,theverbformisdecidedbythenounitstandsfor,suchasall,most,some,etc.2.When“the+adj.”isusedasasubject,suchastherich,thepoor,theliving,theverbtakesapluralform.3.Whennounsphrases,suchasbreadandbutter,knifeandfork,lawandorder,areusedasthesubject,theverbtakesasingularform.III.ProximityTheprincipleofproximitydenotesagreementoftheverbwiththeheadofthenounphrasethatfunctionsassubject.Invertedsentencesintroducedbyhere,there,where,etctheverbagreeswiththerealsubject.Type:Word-levelskillsClassHour：1Objectivesandrequirements：Learntochoosethecorrect/appropriatewordforanideaBeawareofavoidingmakingerrorsinsubject-verbagreementReflections：Givestudentsaquicktestonhowtochoosetheappropriatewordiftimepermits.Lecture3　　Title：ModifiersContent：I.AsummaryofmodifiersAshasbeensaidbefore,thesubjectandtheverbaretheessentialpartsofeverysentence.Anythingelseincludedoraddedtothesentencetellsabouteitherthesubjectortheverb.The“anythingelse”thatisaddediscalledamodifier.Itexplains,describes,andlimitsthewordorwordsitmodifies.Amodifiermaybeaword(anadjectiveoranadverb),oritmaybeaphrase(twoormorerelatedwordsthathavenosubjectorverb),oritmaybeadependentclause.Theremaybeseveraldifferentmodifiersinasinglesentence.MODIFIERS1.Adjectivesandadverbsaremodifiers2.Somebutnotallphrasesaremodifiers3.Adjectiveandadverbclausesaremodifiers4.Appositivesaremodifiers5.Misplacedmodifierscanbemisleading6.ParentheticalexpressionsaresetoffbycommasII.Askstudentstoworkingroupsandgiveexamplesforeachtypementionedabove.Type:Word-levelskillsClassHour：1Objectivesandrequirements：Knowhowtochoosebetterwordsandcanusewordsconcisely,preciselyandeffectivelyUnderstandhowtousemodifierscorrectlyReflections:Studentsneedtopaymoreattentiontoproblemswithmodifiers(refertothetextbook)Lecture3　Title：RedundancyContent：I.Studentsworkinpairstoidentifyredundancyintheexamplesgiven1."Ihaven'tcommittedacrime.WhatIdidwasfailtocomplywiththelaw." -DavidDinkins,NewYorkCityMayor,answeringaccusationsthathefailedtopayhistaxes.2."Chinaisabigcountry,inhabitedbymanyChinese." -FormerFrenchPresidentCharlesDeGaulle3."I'mforabolishinganddoingawaywithredundancy."-J.CurtisMcKayoftheWisconsinStateElectionsBoardII.AdvicefromWilliamStrunkJr.,authorofElementsofStyleVigorouswritingisconcise.Asentenceshouldcontainnounnecessarywords,aparagraphnounnecessarysentences,forthesamereasonthatadrawingshouldhavenounnecessarylinesandamachinenounnecessaryparts.Thisrequiresnotthatthewritermakeallhissentencesshort,orthatheavoidalldetailandtreathissubjectsonlyinoutline,butthateverywordtell.III.WritingConciseSentencesEg.Allthingsconsidered,itseemslikethenewtaxcutimposedbytheadministrationwillwithoutadoubtmakethewealthywealthierandthepoorpoorer.Whentheadministration’snewtaxcutispassed,thechildrenlivinginpovertywillbeaffectedtheworst.Improvedversion:Thenewtaxcutimposedbytheadministrationwillundoubtedlymakethewealthywealthierandthepoorpoorer.Consequently,childrenlivinginpovertywillbeseverelyaffected.Type:Fromwordtosentence-levelskillsClassHour：1Objectivesandrequirements：KnowhowtochoosethebetterwordandavoidredundancyBeabletoidentifywordinessReflections：Moredrillsareneededtohelpstudentshaveabetterunderstandofwordiness.Lecture5　　Title：FromwordtosentenceContent：I.Studentsworkinpairstosumupthebasicelementsofsentenceanddifferentsentencetypes.II.Fromwordtosentence1.Twoormoresimplesentenceswrittenasonearecalledcompoundsentences.Weconnectthemwithaconnectingwordorwords.Theaimistolearntodistinguishbetweensimpleandcompoundsentences.EXERCISE:Underlinetheconnectingwordbetweenthesimplesentences.EXERCISE:WriteCifthesentenceiscompound;writeSifthesentenceissimple.2.Adependentclauseisnotacompletesentence.EXERCISE:Underlinethedependentclausesinthesecomplexsentences.3.Instructure,therearefourkindsofsentences.Hereisareviewplusanintroductiontotheforthkind,thecompound-complexsentence.Asimplesentenceisagroupofwordsthatexpressacompletethought.Italwayscontainsasubjectandaverb,anditmaycontainmorethanonesubjectandmorethanoneverb.EXERCISE:Underlinethedependentclausesineachofthecompound-complexsentences.4.Connectivesarecommonwordsweuseeveryday.5.Inthedevelopmentofthought,therearefourkindsofsentences:loosesentence;periodicsentence;mixedsentenceandbalancedsentence.Explanation:Beingformalandliterary,balancedsentencesarenoroftenusedcolloquially.Theyaresometimesusedinexpositoryandargumentativewriting,especiallywhereideasarecontrasted.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：KnowhowtoworkoutclearandconcisesentencesofdifferenttypesBeabletousevoiceseffectively,usetensesandmoodscorrectlyReflections：ThesentenceisthebasicoftheEnglishlanguage,sogrammaristhestudyofsentencestructure,ofthefunctionandrelationshipofwordsthatmakeupsentences.Lecture6　　Title:WritinganeffectivetopicsentenceContent：I.Thecharacteristicsofatopicsentence1.Thetopicsentencemustbeacompletesentence.2.Thetopicsentenceshouldalwayscontainbothatopicandacontrollingidea.TheTopicSentence=Topic+ControllingIdea3.Thetopicsentenceshouldbeneithertoogeneralnortoospecific.II.Groupwork11.Quotethreeparagraphswithcleartopicsentencesinyourreadingmaterials2.Thetopicsentencesinthesethreeparagraphsshouldbepositionedindifferentplaces.3.Thetopicsentencesshouldbeunderlinedoritalicized.4.Theassignmentcaneitherbehandwrittenorbeprinted.5.TheassignmentistobehandedinNextThursday.III.Groupwork21.Designaquizpaperconcerningthetopicsentence2.Fourmembersinagroup3.Eachpaperconsistsoffiveproblems4.Thefiveproblemscanbeindifferentkinds5.Thetopicsentencesshouldbepositionedindifferentplaces.6.Thekeysshouldbeincludedonanotherpieceofpaper.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：LearntowriteaneffectivetopicsentenceUsetheseventypesofattributescorrectlyanduserelativeclausesforemphasesReflections：MoreexamplescanbegiventoillustratethecharacteristicsofatopicsentenceanditspositionLecture7　Title：Improvingsentencestructure Content：I.Studentsworkinpairstosummarizethefeaturesofrun-onsentencesRun-onsentences:fusedorcommasplice1.FeaturesAsentencecancontainmorethanonesubject-verbclause.Butit'showwejointhemtogetherthatcancauseproblems.Twoclausesthatcouldstandontheirowncanbejoinedintoonelargersentencebyinsertingacommaandusingjoiningwordscalledconjunctions. Ifyouleaveouttheconjunction,youcreateacommasplicedsentence,whichisnotgrammaticallycorrect.Acommaspliceatleastremindsyouthatyoushouldpausebetweensentences,becausetheyareseparatefromeachother.Arun-onsentencedoesn'tshowthattheseare twoseparateclauses,anddoesn'tindicateanydividingplacebetweenthem.Bothrun-onsandcommasplicescanbefixedthesameway.2.Fixingrun-onsentences1)Putaperiodinsteadofthecomma,andmaketwocompletesentences:2)Insertthecomma,andaddajoiningconjunction:3.Here'sasentencewithtwoclausesjoinedbyacommaandaconjunction1"Iwantedtoshop,somybrotherdrovemetothestore."Thetwobasicsentencesare:1)"Iwantedtoshop."2)"Mybrotherdrovemetothestore."Thelongersentencewascreatedcorrectly,joinedbyan insertedcomma andthe addedconjunction,"so."Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：KnowhowtoexpandsentenceswithabsolutesLearntoavoidrun-onsentencesinwritingReflections：Remindstudentsthatifthewanttoexpressmorecomplexideas,trytoavoidchoppysentencesaswell.Lecture8　　Title：ParagraphunityContent：I.Givestudentsamoredetailedillustrationofparagraphunity1.Inaparagraph,allthesentencesmustdeveloponeidea,theonecontainedinthetopicsentence.Anythingthatdoesn’tcontributetotheideashouldbeomittedfromtheparagraph.Eg.Myuncle’sfaceisrough.Hiscomplexionisleatheryandwrinkled.Therearelargeporesintheskinthatcovershisnoseandcheeks.Hisnose,brokentwiceinhislife,makeshimlooklikeaboxerwhohaslosttoomanyfights.Hismouth,unlesshesmiles,lookshardandthreatening.Hischinismassiveandangular.Shavedornotshaved,myuncle’sfaceisrugged.Examplesfollowingalsodemonstrateparagraphunity.Example1---Topic:People’swasteofresourcesPeoplethesedayswastealotofresources.Manypeoplebuyproductswithalotofunnecessarypackagingthatisn’tgoodfortheenvironment.Somepeopleleavetoomanylightsonaroundthehouse.Somearen’tcarefulabouthowmuchwatertheyuse.Example2---Topic:aniceparkTheparkisapleasantplaceforeveryone.Littlekidsliketoplayontheswingsandslides.Olderchildrencanplaylittleleaguebaseballorotherteamsportsatthelargerparks.TeenagersoftenplayFrisbeeonthegrassorvolleyballinthesand.Adultsenjoytakingwalks,andsomeseniorsliketositontheparkbenchesandfeedthebirds.II.Studentsworkingroupstofindoutmoreexamples.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：RecognizethefeaturesofacoordinatesentenceKnowhowtocoordinatesentencesandhowtoachievesentenceunityReflections：Moredrillsareneededtohelpstudentstoidentifytheofunityinaparagraph.Lecture9　　Title：ParallelConstructionContent：Studentsworkinpairstoidentifyfaultyparallelismandcorrectthemistakes.1.FaultyParallelism2.ConnectivesRequiringParallelismCoordinatingconjunctionsjoingrammaticallyequalsentenceelements;thatis,theyjoinawordtoaword,aphrasetoaphrase,oraclausetoaclause.Theindependentclausesshouldbelogicallyequal.Similarityingrammaticalstructure,ifpossible,isalsoagoodidea.LogicDictatesUseofParallelismThetwoindependentclausesinthefollowingsentencearenotlogicallyequal:Thecompressormaybeoperatedinthecompressionmode,andthentheflowisexpelledfromtheanechoicroomtothetestduct.Thissentencecallsforsubordination,notcoordination:Whenthecompressoroperatesinthecompressionmode,theflowisexpelledfromtheanechoicroomtothetestduct.ConnectivesRequiringParallelismInanitemization,allitemsmustbethesamegrammaticalconstruction,forexample,allprepositionalphrases,allnounphrases,orallcompletesentences:Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：Becomefamiliarwithadifferenttypesofcoordinatesentences;KnowhowtocoordinatesentencesandhowtoachievecorrectparallelismReflection:AskstudentstosummarizetheruleagainstfaultyparallelismLecture10　　Title：Dangling/MisplacedmodifiersContent：I.Studentsworkinpairstofindouthowtheplacementofawordcanchangethemeaningofasentence.Becarefulabouttheplacementofsimplemodifierssuchas“only.”Considerhowtheplacementof“only”canchangethemeaningofasentence:OnlyItestedthebelljarforleaksyesterday.Ionlytestedthebelljarforleaksyesterday.Itestedonlythebelljarforleaksyesterday.Itestedthebelljaronlyforleaksyesterday.Itestedthebelljarforleaksonlyyesterday.II.Moredrills:Fixthedanglingmodifier1.Changingtheoilevery3,000miles,thecarwaskeptinexcellentcondition.2.Comparingwiththepollutionoftheaveragecoal-firedplant,thethermalpollutionofanuclearpowerplantislow.3.Afterpreparingthesamples,ourfocuswasoncollectingthedata.4.Toimprovetheresults,theexperimentwasrepeated.5.Whileatthelecture,Dr.LitooktherecordsfromDr.Wang’slaboratory.6.Studentswhoseektheirteachers'adviceoftencanimprovetheirgrades.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：LearntowritenaturalandconcisesubordinatesentencesKnowhowtoavoidmisplacedmodifiersanddanglingmodifiersReflections：AskstudentstosumuptheruleagainstmisplacedmodifiersLecture11Title：StrategiestoimprovesentencevarietyContent：I.AskstudentstofindoutthesignificanceofsentencevarietyII.TheBrushstrokeConceptJustasvisualartistslearndifferenttechniqueswithpaintsandbrushes,writersneedtoemploydifferentbrushstrokesintheirwriting.Brushstrokesinwritinglinktogrammaticalstructures:words,phrase,clausesandsyntax(wordorder)Thefollowingarefivegrammaticalstructures,orbrushstrokes,toimprovewriting:powerfulverbs;participialphrases;absolutephrases;positivephrases;adjectivesshiftedoutoforder.Participialphrasesadddescriptionstonounsandpronounsinyourwritingbecausetheyfunctionasadjectiveseventhoughtheyresembleactions.Theabsoluteconstructionresemblestheparticipialphrase.Itincludesanoun(person,place,thing,oridea)andaparticiple(awordthatlookslikeanactionendingin–edor–inginmostcases,butaparticipleisactuallyanadjectivedescribinganoun).Anappositivephraseaddsdetailstoothernouns.Thedifferencebetweenanappositivephraseandaparticipialphraseisthatanappositivealsofunctionsasanoun;therefore,anappositivephrasefrequentlybeginswith“a,an,orthe.”Adjectives,themostcommonformofdescriptionforbeginningwriters,describenounsandpronouns.Twootherbrushstrokes---participialphrasesandabsolutes—functionasadjectives,thoughinformtheydiffer.InEnglish,adjectivesusuallycomebeforenouns.Ifweshifttheadjectivesoutoforder,wedrawattentiontotheadjectivesandslowthepaceofthesentence:PunctuationAlert:besuretopayattentiontocommausagewhenemployingthebrushstrokes.Whenusinganintroductoryelement,besuretosetitoffwithacomma.Ifyouareinterruptingasentence,asadjectivesshiftedoutoforderwillinherentlydo,remembertosetofftheinterruptionwithcommas.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：UnderstandtheimportanceofsentencevarietyLearntoimprovesentencevarietyintermsoflength,pattern,emphasis,andsentencebeginnerReflections：Itisnecessarytoremindstudentsthatoverusecankillthevariety,sousediscretionwhenapplyingthenewbrushstrokestothehomeassignment.Lecture12　Title：ReviewUnits4-9Content：Askstudentstohighlightthekeypointsintheseunits.I.Completesentencesandsentencefragments1.Whatisacompletesentence?Agrammaticallycompletesentenceisonethatcontainsatleastasubjectandpredicate.Acompletesentencebeginswithacapitalletterandendswithaperiod.Becareful:inChinesewritingcommasmaybeusedtoseparatecompletesentences.Theuseofcommainplaceofaperiod,asemi-colon,acolonoradashinEnglishwritingiscalledthecommafault,whichChinesestudentsshouldbeonguardagainst.2.Whataresentencefragments?Anincompletesentenceisasentencewithsomepartorpartsmissing.Somepeoplealsocallthemsentencefragments.PhrasefragmentFragmentwithoutasubjectFragmentwithouttheauxiliaryverbSubordinateclausefragmentII.ModifiersThemostcommonmodifiersinEnglishareadjectivesandadverbs,anddifferentformsofverbsandnounswhichcanbeusedasadjectives.Themajorproblemwithmodifiersistheredundancyofthem.Themodifiersareuselessfortheydonothingbutrepeatwhatthefollowingnounssay.Uselessmodifierscanmakeyourwritingrepetitiousandwordy.III.Effectivesentences1).Unityisthefirstqualityofaneffectivesentence.Aunifiedsentenceexpressesasinglecompletethought.Itdoesnotcontainideasthatarenotcloselyrelated,nordoesitexpressathoughtthatisnotcompletebyitself.2).Coherencemeansclearandreasonableconnectionbetweenparts.Asentenceiscoherentwhenitswordsorpartsareproperlyconnectedandtheirrelationshipunmistakenlyclear.Itisnotcoherentifithasfaultyparallelconstructions,pronounswithambiguousreference,danglingormisplacedmodifiers,confusingshiftsinpersonornumber,orvoice,tenseandmood.3).Wordinessonlyobscuresinsteadofclarifyingtheidea.Butoneoftenusesmorewordsthannecessary,soitisagoodhabittorereadwhathasbeenwrittentoseeiftherearewordsthatcanbedeletedwithoutaffectingthemeaningexpressed.Type:Sentence-levelskillsClassHour：1Objectivesandrequirements：HaveabettermasteryofthekeypointsinUnits4-9MakepreparationsforthefinaltestReflections：Givestudentsaquicktestonsentencevarietyiftimepermits.Lecture13　　Title:5-stepprocesstoparagraphdevelopmentContent：I.Illustratetostudentsthe5-stepprocesstoparagraphdevelopmentStep1.DecideonacontrollingideaandcreateatopicsentenceFreewriting,brainstorming--Whenatopicisassigned,thestudentshouldfirstreadthetopiccarefullyandtrytothinkofasmanyasrelevantfactsashecanandwritethemdownonapieceofpaper(withoutcaringabouttheformandorderoftheitems).Thentrytofindaproperthesisortheme.Step2.ExplainthecontrollingideaStep3.Giveanexample(ormultipleexamples)Step4.Explaintheexample(s)Anexplanationofeachexampleanditsrelevancetothetopicsentence:Thisexplanationshowsreaderswhyyouchosetousethis/ortheseparticularexamplesasevidencetosupportthemajorclaiminyourparagraph.Step5.Completetheparagraph’sideaortransitionintothenextparagraphRemindthereaderoftherelevanceoftheinformationinthisparagraphtothemainideaofthepaper.Transitionyourreadertothenextdevelopmentinthenextparagraph.II.StudentsworkinpairstodiagnosetheprobleminthesampleparagraphType:Paragraph-levelskillsClassHour：1Objectivesandrequirements：Beabletodevelopaclearandconciseparagraphbyfollowingthefivestepsmentionedabove.Reflections:Studentscanbegivenanassignmentofwritinganarrativeorexpositiveparagraph.Lecture14　Title：FindingatopicforanessayContent：Studentsworkinpairstosummarizewaysoffindatopicforanessay.I.Findatopic1.Brainstormthepossibilities.Choosetwoorthreeideasthatseembothmanageableandinteresting.Atthispoint,it’softenhelpfultotalkwithfriendsorclassmates;theymayseeanglesthathaven’toccurredtoyouorpointoutproblemsthatyouwouldn’tanticipate.2.Assessyourinterestsandstrengths.Tofindatopic,askyourself:Whatthreesubjectsdoyouenjoyreadingaboutmost?Whatthreesubjectsdoyouknowthemostabout?etc.3.Considercurrentissuesinyourcommunity4.Browseinthelibrary.5.Browseonline.II.RefinetheTopic1.Don’ttrytocovereverything.2.Highlightasingleareaofyourtopic.Thinkaboutrefiningyourtopicinthesamewaythatyouthinkaboutfocusingaflashlight.Ifyouadjustthebeamtoitsbroadestrange,youwillthrowdiffusedli