篇

But in today's society, the law is becoming more and more improved and perfect.

这是我改的第二篇你的作文吧，我感觉你这篇作文逻辑上比上一篇清晰很多，而且例子的使用上也挺贴切的。

The purpose of this paper is to find out whether different genres will reveal different choices in terms of Transitivity.

本篇论文的分析主要围绕及物性系统在语篇小句中的不同实现和分布与语篇的体裁类别归属之间的关系这个话题展开。

It must be typewritten or computer-processed, it must be double-spaced, and it must be at least ten pages in length.

你可以用两篇文章互作剖析，假如你觉得可以发展你的论述，可以加进第二篇文章讨论，但是不要拿两篇以上的文章讨论。

Writing assignments are frequent, but short: the first 1-2 pp. paper is ungraded, and is followed by three essays of 4-5 pp.

虽然本课程要求数篇书面报告，但篇幅都很短：第一篇报告只须一两页，不予评分，之后的三篇报告须四至五页(每篇各占20%)。

For some strange reasons, I've got the request to write an article about the Biennale di Venezia for a Taiwanese magazine. Not knowing too much about architecture, I've collected newspaper cuttings for some days to have a broad picture about the view and opinion from the Italian media. Within a week, I was able to complete a decent article. Due to this reason, I've got some ideas about the Biennale at the beginning of the exhibition and decided to go take a look in Venice.

前一阵子在因缘际会之下，替台湾某杂志写了一篇有关这次威尼斯建筑双年展的报导，对建筑所知不多的我，为了写这篇有关义大利媒体观点的文章，连续搜集了好几天的报纸报导，在短短不到一个星期的时间，完成了一篇还差强人意的文章，也正因为如此，在这次建筑双年展刚开始之际，便对展出内容有了点概念，心里也打定主意，抽空到威尼斯看看。

Students have grasped this kind of model in the primary stage, while apply it in practice they still repeat the theme of the former sentence, which means that Vietnamese students are not skillful at the discourse cohesion; in the middle stage, there are passive sentences and "catenulate"sentences, but some of the students bring on grammatical errors while assuring the cohesiveness of discourse; in the advanced stage, the second cohesive model disappears while amount of third cohesive way appears which even more than the second one, which shows that students no longer stand on the cohesiveness formally but to make the "zero"cohesive of discourse.

另外我们还在语料中发现了被动句的语体风格出现偏差的情况。在运用被动句的语篇衔接功能时，留学生普遍运用第一种主位推进模式。在初级阶段学生就已经基本掌握了这种模式，但有时会不必要地重复前句的主位，这说明留学生对汉语的语篇衔接还不够娴熟；有的学生不能够使用被动句完成语篇衔接，可能是受词汇量的影响。

Our hypothesis is that Transitivity patterns as clausal realizations of experiential meanings can be influenced by the genre to which the text belongs.

我们的假设是：及物性系统在语篇小句中的不同实现和分布与语篇的体裁类别归属或语篇体裁某个阶段紧密相关。

First, some researchers still put emphasis on grammatical descriptions of the evidential systems in some highly-inflectional languages. Second, the researches seem to be confined to the lexis and clausal level, and the study of evidentiality at discourse and genre level is much less than enough. In addition, the review of the research on English RAs has shown that few systematic researches on evidentiality in academic discourse have been conducted. Third, there are few researches on what evidentiality can do for language users and especially on the interpersonal functions of evidentiality.

目前的言据性研究主要集中于以下几个方面：1有些研究者仍然把重点放在一些屈折性语言的据素的语法描写上，而这种语法描写只是问题的一个方面，而且对于英语这样非屈折性语言，对据素的语法描写似乎并没有实际意义。2对言据性的研究大多都还停留在词汇和句子层面，在语篇和语类的层面的研究并不充分，尤其对学术语篇中言据性系统性的研究寥寥。3对言据性在语篇中的人际功能的研究很少。

As one of the important measures for the comprehender to reconstruct text coherence, inference is the basis of text comprehension.

推导是语篇理解者构建语篇连贯的重要手段之一，因而也是构成语篇理解的基础。

Pragmatic presupposition determines the choice of information focus and its position in a sentence,organizes the discourse into a coherent whole,concise,clear and smooth,and achieves the expected stylistic effects.in college english teaching,if teachers teach the knowledge about pragmatic presupposition in listening teaching,introduce the frequently-seen patterns of presupposition, increase the presuppositional sensitivity of students to certain words and structures,guide students to use the theory on presuppositional information to make forecasts on base of written listening material,listen purposefully,and get rid of the distraction of the minor and redundant information,the ability of students to obtain major information and linguistic inference will be strengthened and their listening competence will improve remarkably.george yule divided presuppositional triggers into factive presupposition,non-factive presupposition,counter-factive presupposition,existential presupposition,lexical presupposition and structural presupposition.presuppositional triggers are helpful for us to understand the true intention of the speaker or writer.in college english reading teaching,if teachers introduce the discourse organizing function of pragmatic presupposition and the relevant presupposition triggers,and teach students to use these triggers to communicate with the writer,the comprehension competence of students will be greatly enhanced.the essential function of presupposition is to build a framework for the further development of discourse.in college english writing teaching,teachers can use the theory on pragmatic presupposition to construct a handy training program for textual organization,increase the textual coherence, economy and structural perfection of the english writings by students.in college english translation teaching,teachers should focus on developing the pragmatic presuppositional thinking of students,enable them to grasp the presupposed information in source text / speech exactly,understand the original thoroughly,correctly reorganize and reproduce the pragmatic presuppositions in the target language,carry out the functional equivalence in translation and successfully realize the smooth and accurate communication.with the instruction of pragmatic presupposition in college english teaching,the complete understanding and integral acquisition of english and chinese of students will come true.in conclusion,to implement the curriculum requirements for college english teaching promulgated by the ministry of education of china,we should emphasize the instruction of the theory on pragmatic presupposition in college english teaching,carry it through from beginning to end.it's one of the important means to realize the college english teaching reform, improve the effects of college english teaching,strengthenr the practical and integrative language abilities of students,in order to cultivate the compound talents to adapt to the global integration and meet the requirements of the reform and opening in china.

在大学英语教学中，教师将语用预设知识贯穿于听力教学过程中，讲授一些常出现的预设类型，提高学生对一些特定的词语和结构的预设敏感度，引导学生运用预设信息理论对听力文字材料进行预测，有的放矢，排除次要、冗余信息的干扰，增强获取主要信息的能力和语言推理能力，从而提。。。更多高学生的听力理解水平。george yule将预设触发语分为事实预设、非事实预设、反事实预设、存在预设、词汇预设和结构预设，触发语有助于我们在阅读当中理解作者的真正用意。在大学英语阅读教学中，介绍语用预设的语篇组织功能和有关的预设触发语，并利用触发语来与作者进行交流，会极大地提高阅读理解能力。预设的基本功能就是为语篇的进一步发展建立一个框架。利用语用预设理论可以为大学英语写作教学构建一个易于操作的篇章组织训练方法，提高学生英语写作的语篇连贯性，经济性和结构优化。在大学英语翻译教学中，注重培养学生的语用预设思维，准确把握源语的前提信息，透彻理解原文，使语用预设在目的语中正确重组和再现，实现翻译的功能对等，交际的流畅性和准确性，并增强学生对英汉双语的全面性认识和整体性习得。综上所述，为更好地贯彻和实施教育部颁布的《大学英语课程教学要求》，在大学英语教学中重视语用预设理论的传授，使语用预设贯穿于大学英语教学的始终，是实现大学英语教学改革的重要手段，改善大学英语教学效果，增强学生的实用综合语言能力，培养符合全球一体化趋势，适应改革开放要求的复合型人才。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。