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《英语写作之主题句》
主题句子 第一篇
★ 1866 年,Alexander Bain 首次提出英语段落主题句的概念为“a collection of sentences with unity of purpose” ,即主题句统领段落的主题,决定了段落的一致性。
★ 根据Brooks and Warren ,主题句是“a kind of backbone ,a spine ,which supports the body of the paragraph and around which the rest of the structure is formed”
★ 一般说来,为了保证段落的统一性,每个段落应有个中心思想(central idea) ,这是写作者要表述的主题思想。在大多数情况下段落的中心思想是由主题句表述的。起提纲挈领的作用。
★ 在对语言的掌握得心应手的作者手中,主题句可以应用自如,不用主题句也可以使段落中所有的句子统一、连贯,中心思想突出、明了。但是“In the hands of the less experienced writer ,this controlling idea had better be expressed in the first sentence. ”
◇ 主题句一般由两部分构成: ( 1) 主题( Subject)和( 2) 关于该主题的观点或态度。也就是说, 一个恰当的主题句不仅讲述某一主题, 同时还应阐明作者对该主题的看法或者态度, 而这种看法就决定了什么内容可以放在该段中。所以, 有的修辞学家也把主题句称作“支配性思想”。
◇例如:( 1 ) Smoking cigar ettes can be an expensivehabit.该句作为一个段落的主题句, 由两部分组成:“Smoking cigarettes”是主题, 而“an expensive habit”则表明作者对该主题的看法或态度, 这种看法决定了只有与“吸烟浪费钱”有关的内容才能放在围绕该主题句展开的段落中。而吸烟引起的其它问题, 比如危害健康或污染环境, 则不能放进去。
◎ 人们一般认为, 主题句可以放在段首、段中、段未, 甚至可以隐含在文中。这种观点实际上缺乏对主题句重要性的认识。
◎ 根据Wesbster 's New World Dictionary 的定义, 主题句是“一个段落或篇章一部分的主要句子, 提出( 段落的) 主要思想, 通常位于段首, 尤其适用于说明文体”。
◎ 根据对美国出版的Reader's Dig est 和T imes 的两本期刊中的100 篇短文的调查，其中仅有2 篇短文主题句较为模糊, 而68 篇的主题句位于段/ 文首, 其余30 篇已经将段落的主题句升格为小标题。由此可见, 主题句在英文段落和篇章写作中占有相当重要的地位。 ⊙ 一个好的主题句应该具备三个主要特征, 或者说有三个功能. [1] 对文章走向的前瞻性 。
[2]对文章结构的支配性, [3] 对作者的制约性。
⊙前瞻性 (predict)
好的主题句应能前瞻文章总的走向是否有前途,并暗示作者应提供什么样的细节、论据、事例等以对主题加以展开或者论证。如果主题句为:Horses are bigger than rabbits. 马比免的个儿大, 显然是毫无前途的, 因为任何读者都是不会对这个连三岁小孩都明白的道理感兴趣的。而且, 除了孤零零的主题句外, 作者还能写什么呢?当然,这只是个非常极端的例子, 借以说明类似的主题句只能使文章走进死胡同。
⊙下面再举几例主题句
In our country, pop stars are greatly admired.{主题句子}
Automobile accidents cause many injuries and deaths.
College students in dorms are restricted by hours regulations.
⊙支配性 contraol
主题句的另一重要功能就是对文章的结构起支配作用并对文章的走向施以控制, 使文章层次分明, 结构紧凑, 成为有骨有肉的整体。例
A good farmer cooperates with waether, soil and seed.
More examples:
1. Good English is clear, appropriate and vivid.
2. Riding a bicyle to work has several advantages over driving a car.
3. There are five important charactersitics to keep in mind when choosing a college. ⊙制约性
主题句必须突出一个重点，只能表达一个中心思想，论述一个基本观点。如果这也想写，那也想写，就会导致什么也说不透，不能给读者留下深刻的印象。
I like watching sports on TV and I also like to participate in sports.
Many students do not like to read Chauser, and they prefer Shakespeare, whose language is easier to understand.
1. The Most Important Personal Quality of a College Student
( honesty, creativity, fortitude, diligence, teamwork…)
2. Should University Students Go in for Business?
《寻找主题句》
主题句子 第二篇
如何获取文章主旨大意
阅读不是被动地去看所有的文字材料，而是要一边阅读一边进行信息加工。在大量的阅读材料中如何快速准确的获取主旨大意是一项最重要的阅读技能。
任何作者在写文章时必然有其目的和思路。英文文章，尤其是说明文和论述文，往往要求每一段落有主题句(Topic sentence)。它一般是一句具有高度概括性、简短的肯定句，段落中的其他句子则是围绕主题句来进行说明、解释、证实或扩展。
我们来看一个例子：
Americans make no distinction in greeting friends, acquaintances, elders, or superiors. When Americans see someone they know only by sight, they are likely to say "Hi" in all cases. This does not mean that they have no more regard for friends than for casual acquaintances. It only means that "Hi" serves as greeting for both.
本段中第一句概括了全段意思，是该段的主题句，其他句子都是围绕这个主题句的意义加以阐明、补充和发挥。需要说明的是：主题句可能出现在段落的第一句，最后一句，也可能出现在段中。
当然，不是所有的文章每段都有主题句，但这并不表明段落或文章没有主题。这种情况下，我们只能在理解作者所给出事实的基础上推理这些事实的共同指向，总结出作者暗示的主旨。在阅读时，我们要养成习惯注意寻找或是总结出每个段落的主题句，这将有助于我们把握文章整体脉络、获取文章核心内容。
我们来看看是否能够找到下面一篇论述文每个段落的主题句。
I believe that we all accept the principle that an affluent society must do what it can to prevent hunger and misery, and also to provide equality of opportunity to those who have been denied it. But how far can a society go in the redistribution of wealth without changing the very nature of society? I think this is a problem that we’ve got to face. I do not think that a majority in Congress are trying to face it, or realize that it is a problem, because so many of them are still hard at work at this business of redistributing income.
首句以I believe开始，看似一个表明作者观点的主题句，但其后出现信号词But引导的第二句话。一般情况下，这种文章是以退为进，下面将要出现的才是作者想要表达的要点。但随后几句话是疑问句、否定句，作者并没有明确表明自己的态度，只是提出问题，所以本段中But how far can a society go in the redistribution of wealth without changing the very nature of society?可算作主题句。这里整个第一段都是作者的介绍段落(lead-in)，我们可以推断作者将在以下段落中就该话题进行论述。
All that reminds me of what happened in the universities during the 1960s and 1970s—events that I witnessed from a ringside seat. During this period we had a fashion of giving A’s to every student—there were no failures. The effect on academic life was devastating. When illiterate or lazy students could get an average, good students stopped studying. The rest was a profound change in academic life: formerly dropouts were those who failed in their studies; in the 1960s and 1970s most of the dropouts were the most gifted and brilliant students, who found that college had
become meaningless.{主题句子}
本段为论述文中常用立论方式：类比举例。例证文字一般较容易看懂，往往是几句话串成一个有情节的故事。但我们要理解的是：故事说明了什么？作者经常会在例证的前后作总结性陈述。本段中，作者回忆上世纪六、七十年代大学中所有学生都能得到高分导致优秀学生退学的现象，说明这一做法之弊端。文章强调的是结果，也就是弊端。在现象和结果两部分的描述之中有一句话The effect on academic life was devastating，可以很简洁地概括本段的主旨。
What happens in the schools is not unlike what happens in society at large when the penalties of improvidence, laziness or ignorance are not just softened, but removed. When there is no such thing as failure, there is no such thing as success either. Motivation, the desire to excel, the urge to accomplishment—all these disappear. The dynamism of society is lost.
首句中is not unlike作为关键词承上启下，指出上段中事例与本段内容的相关性：曾经出现在校园中的情况正在当前社会中重演。那么作者的意图也是一样的，强调如果没有失败也就没有成功。主题句是When there is no such thing as failure, there is no such thing as success either.
This, I’m afraid, is the direction in which our society has been going steadily for many years. The biggest losers are the brightest and most capable men and women. But the average person is a loser too. Faced with no challenge, assured of a comfortable living whether they work or not, such persons become willing dependents, content with a parasitical relationship to the rest of society.
本段中文章继续描述由于没有竞争而导致当前社会中的种种问题。段首句能够提纲挈领地涵盖其后所有描述性文字。
What is significant in our time is that there is a whole class of people interested in encouraging this parasitism. Many welfare officials and social workers are threatened with a loss of their power if there is a marked reduction in the number of their clients, so they are motivated to increase rather than decrease welfare dependency. Politicians, too, have flourished by getting increased federal grants for this or that disadvantaged group. They go back to their constituents and say, “Look what I’ve done for you.” and get reelected. These are the office-holders who are far more interested in being reelected than in doing what is good for people, good for the economy, good for the nation.
文章接着深入探讨为什么会出现上文所提依赖现象。段首句直接道出有一批人热衷于维持这种社会状态。一类人是welfare officials，另一类人是politicians (too是很明显的信号词)。他们出于各自的目的鼓励人们依赖社会和他人。回看全段，段首句只能算是导入句，而其后文字又花开两朵，全段并没有一句话可以作为主题句。我们可以把段首句之后的内容融合进第一句话，主题句总结为Welfare officials and politicians are interested in encouraging this parasitism out of their respective motivations.
If everybody is rewarded just for being alive, you get the same sort of effect as you do when you reward every student just for being enrolled. You destroy not only education; you destroy society
by giving A’s to everybody. This is a philosophical consideration that bothers me very much as I sit in the United States Senate and see its great budget allocation going through.
本段只有三句话。首句重复作者所做的类比。第二句点明首句中的 “the same sort of effect”，也就是You destroy not only education; you destroy society by giving A’s to everybody.从本文最后一句我们能够推测作者是向国会提出本文论点，希望引起关注。这也回应了第一段中最后一句I do not think that a majority in Congress are trying to face it, or realize that it is a problem.但是，作为一篇论述文，我们要看的是其观点而不是作者写作的背景。作者提出的观点是“如果人们总是获得同样回报，这将会摧毁整个社会”。第二句You destroy not only education; you destroy society by giving A’s to everybody应该是本段主题句，它也是全篇文章的主题句。
如果我们把刚才所总结的各段主题句合起来，补充部分省略信息，我们可以很清晰的得到全篇的核心内容。
How far can a society go in the redistribution of wealth without changing the very nature of society? The effect (of giving every student A's in 1960s and 1970s) on academic life was devastating. When there is no such thing as failure, there is no such thing as success either. This, I’m afraid, is the direction in which our society has been going steadily for many years. Welfare officials and politicians are interested in encouraging this parasitism out of their respective motivations. You destroy not only education; you destroy society by giving A’s to everybody.
经过提炼的文章内容如同一个段落，布局如下：作者以一个导入句引出话题，接着举例说明，同时进行类比，将话题转回到社会现象，进而剖析造成该现象的深层原因，最后在段末突出主题句。
上篇文章的相关习题如下：
1. What is the foremost argument the author wants to make in the passage?
A. Society can be destroyed by giving everybody the same reward.
B. You can’t provide equal opportunities to everybody.
C. Not every student should get A in his study.
D. Only diligent people should be rewarded.
2. The author cites the situation in the 1970s in order to show that ____.
A. every average student is able to get “A”
B. A for everybody will lead to bad consequences
C. most of the dropouts were gifted
D. there’s a profound change in academic life
3. What’s the meaning of “parasitical” in line4 paragraph4?
A. negative B. positive C. dependent D. passive
4. Many welfare officials are motivated to increase their clients because ____.
A. they encourage parasitism
B. they profit a lot from their clients{主题句子}
C. they are aiming at a greater power
D. they really care about the clients
5. It can be inferred from the passage that the author is most probably a ____.
A. university professor
B. political critic
C. social welfare worker
D. congressman
Keys: ABCCD
练习：
请找出下面各段文字的中心句。
1. If you have studies properly, there should be no reason to cram at the last minute. It is much wiser to get a good night’s sleep than to stay up till the early hours of the morning and then be half awake during the exam. Health is an important factor in taking successful exams. Avoid strain and fatigue by eating regularly and getting your usual amount of sleep. The best preparation the night before an exam is to review briefly the material that you have reviewed during the preceding days. Then relax, preferably by going to bed early.
2. Animals perform many useful and entertaining jobs. Dogs are particularly valuable in guiding the blind, protecting properly, finding lost people and hunting criminals. Horses are used in guiding herds, carrying men in lands where there are no roads, and helping farmers work their land. Pigeons have long been used to carry messages. Wild animals from the jungles, forests and seas are very popular performers in circuses and moving pictures. People realize that, although animals may not have the same intelligence as human beings, they are smart enough to learn certain things.
3. Both the Sun and the Moon appears larger when they are rising or setting, although there is no real difference in the distance they are from the Earth. The perceptual phenomenon, known as the “Moon illusion”, has been studied over the year. Various explanations, including the muscle strain for the person looking up and the comparison of the Moon with other things on the horizon that make it appear larger, have been disputed by scientists, but thus far there is no widely accepted explanation of the phenomenon.
4. About 2,500 years ago there was a very long war. One battle followed another, and the end never came. During one of the battles, there was a partial eclipse of the sun. The day got very dark, and the soldiers on both sides were filled with fear. They believed that the gods were angry, so they stopped fighting, and ended their long war.
5. What is the kinship between these seemingly dissimilar species, science and art? Obviously there is some—if only because so often the same people are attracted to both. The image of Einstein playing his violin is only too familiar or Leonardo with his inventions. It is a standing joke in some circles that all it takes to make a string quartet is four mathematicians sitting in the same room. Even Feynman plays the bongo drums. (He finds it curious that while he is almost{主题句子}
always identified as the physicist who plays the bongo drums, the few times that he has been asked to play the drums, “the introducer never seems to find it necessary to mention that I also do theoretical physics.”)
Keys: 1. Health is an important factor in taking successful exams.
2. Animals perform many useful and entertaining jobs. They are smart enough to learn
certain things.
3. “Moon illusion” has been studied over the year but thus far there is no widely accepted
explanation of the phenomenon.{主题句子}
4. 本段并没有明确的主题句，根据内容我们可以概括为：A partial eclipse ended a long
war.
5. 本段主题句可为Obviously there is some—if only because so often the same people are
attracted to both.或者结合段首两句概括为：The kinship between science and art lies, at least, in the fact that so often the same people are attracted to both.
《抓重点词句,领悟文章主题》
主题句子 第三篇
龙源期刊网 .cn
抓重点词句，领悟文章主题
作者：寇广泽
来源：《速读·中旬》2015年第05期
我们在学一篇课文，就要通过对具体内容的分析、归纳，领悟作者的写作意图，弄清课文的主题。这样不仅可以加深我们对文章内容的理解，还可以帮助学生提高阅读能力和认知水平。经常让学生去概括文章的写作意图，经常训练，对于提高学生的思维能力和写作水平大有益处。
课文点明中心的形式不一样，所采用的方式方法也不一样，但都可以通过找出文中的重点词句，通过延伸，就可以领悟文章的主题。下面就针对这一方法，谈一谈我的粗浅的体会。
一、认真阅读课文，理解文章的内容
首先让学生阅读全文，弄懂文中的字、词、句的意思，弄清每段的意思，再概括全文的主要内容。这样学生就明白了解了文章要告诉我们的是什么？当然再去找文章的主题也就轻而易举了。
二、抓重点词句进行突破
找出了文章的主要内容，我们就想一想作者的写作意图是什么？是想告诉我们什么？于是学生就会根据文章的主要内容去寻找最能够表明作者的写作意图的词、句，通过分析、比较，我们就由此词此句去突破全文的主题。例如《草原》一文，学生通读全文后知道了文章的每一段的意思，然后归纳出全文的主要内容，最后找出文中的一句“蒙汉情深何忍别，天涯碧草话斜阳”。对这一句话认真的分析，结合前文，就自然弄清楚了作者写本文的目的。
三、领悟文章的主题
找出了文章中的重点词句，领悟了文章的作者的写作意图，这样一来就很容易概括出文章的主旨，作者要表达出一个什么样的思想感情，说明一个什么样的道理......就迎刃而解了。
四、拓展延伸，加深运用
找出了文章的主题后，教师有意识的给学生找类似的文章，让学生根据从本文学到的方法自己去分析理解文章，去检测学到的方法。这样一来学生就会从中学到方法并能够有所提高，他们就会在阅读其他的文章时自觉的运用这一方法，那么学生的阅读能力就会很快的提高，写作水平就在不自觉中得到提高。
《以关爱为主题的句子》
主题句子 第四篇
1、无稹有着对白居易的关爱，写出了“垂死病中惊坐起，暗风吹雨入寒窗”的动人名句。
2、轻轻地捧着你的脸，为你把眼泪擦干，这颗心永远属于你，告诉我不再孤单。
3、如果世界是一间小屋，关爱就是小屋中的一扇窗；如果世界是一艘船，那么关爱就是茫茫大海上的一盏明灯。被人关爱是一种美好的享受，关爱他人是一种高尚美好的品德。以关爱为主题的句子。
4、掩卷长思，荡气回肠，关爱他人，又见心桥流水人家。
5、花儿受到了太阳的关爱，因此世间有了万紫千红，百花竞放齐争妍的美景。
6、鹰儿得到了蓝天的关爱，因此天空有了盘旋环绕，7、龚自珍有着对人民的关爱，吟出了“落红不是无情物，化作春泥更护花”的抒志之言。
8、水儿得到了大地的关爱，因此四海有了水滴石穿，百川竞东流的奇瑰。
9、世间万物亦如此，人类生为万物之灵长，在和煦的阳光下，在蓝蓝的天空下，在茫茫的大地上，播种爱的种子，让关爱，轻舞飞扬。
10、关爱他人，首先是一种自我情趣，修养的提高；其次是接近他人，拉近距离，心心相通的必要条件；再次，关爱他人，更是一个人成就事业必不可少的条件。以关爱为主题的句子。
11、当历史的车轮滚过，当人生的幕布拉下，人世间永恒不变的，还是关爱。
12、我们需要别人的关爱，别人同样需要我们的关爱。只要你细心观察，你就会发现你的身边有许许多多的人都需要你去关爱。
13、在体验中生命是鲜活的、饱满的、厚重的，同时又是在澄清、悠远而空灵境界中的生命。它是生命倾尽全力弹起的灿烂浪花，是生命中一次次动人心魄的飞翔。
14、我们同欢乐，我们共追求，我们怀着同样的期待；我们共风雨，我们同忍受，我们珍存同一样的爱。
15、无论你我可曾相识，无论在海角在天边，真心地为你祝愿，祝愿你幸福平安!
16、而在现代，人们更是以最真诚的心，为关爱的舞蹈，建设一个新的舞台。
17、关爱人，关爱动植物，关爱世界上的每一个生灵。当历史的车轮滚过，当人生的幕布拉下，人世间永恒不变的，还是关爱。
18、是那神奇的一跪中包含的无限深情与关爱，在波德人民心间架起了一架桥梁。他把深情与关爱化作利剑，在人生的舞台上飞舞。
19、杜甫本着对寒士的关爱，发出了“安得广厦千万间，大庇天下寒士俱欢颜”的感叹。
20、历史如山峦层层叠起，远去了的烽火狼烟，远去了角鼓吹寒，远去了荒战古道，和那残留的西天凄艳的晚霞。()但千载的寒风带不走那个时代的呼喊“关爱他人，幸福自己!”关爱者，人生之最高境界也!必爱者，古之英雄之本色也!必爱，让一个人升华了自己，成就了事业。关爱，让世界不再寒冷!
21、教育作为一种关注人的灵魂的事业，必须通过生命体验这一最为直接的生命方式来把握生命，在丰富而真切的生命体验中唤醒和激发积极的生命体验。
22、关爱，是一颗闪耀于神州大地的明星，助无数伟人找到了自己的方向。
23、生命乃每一个人的根本。生命无价，大部分人都是懂的，而却有少部分的人把金钱看得重，为了钱可以付出任何代价，甚至生命，你错了，钱虽然宝贵，但你失去生命，要钱有什么用呢?还不是一堆垃圾。这是愚蠢的做法。
24、尊重生命，就要学会宽容。当一个人充满了对小草、小虫生命的关怀时，对于高级的生命、对于人的生命的尊重时，自然会对他人和自己的生命产生敬畏，热爱生命。
25、关爱他人者，人恒爱之；关爱天下者，人恒敬之。关爱者，自古英雄之本色也!
26、瑟瑟的秋风，无情地驱赶着枝头仅存的一点点绿意。一个个寒战过后，你轻轻地，静静地告别了枝头，飘落——战斗化为泥土，化为清香与纯情。
27、有人说，没有眼泪的眼睛是干涸的；有人说，没有梦想的夜晚是黑暗的；我说，没有关爱的世间是苍白的。
28、关爱是什么?是体贴，是电脑桌上一杯温暖的咖啡；是关心，是病人床头一束幽香的百合；是同情，是乞丐碗中一枚铮亮的硬币；是尊敬，是敬老院中一阵欢乐的笑声。
29、当残阳滴尽最后一滴血，当白浪翻滚着最后一朵波涛，你的名字，依然在我心谷中回响。
《描写母爱的优美句子》
主题句子 第五篇
1、母爱就是一幅山水画，洗去铅华雕饰，留下清新自然。
2、母亲是一座高山，蕴藏着万物，哺育我们成长，强壮我们的身心。
3、母亲是一艘大船，载着我们驶向大海，去追寻生命的奥秘，去探索世界的神奇。
4、母爱，是人类一个亘古不变的主题。描写母爱的优美句子。
5、母爱是多么强烈、自私、狂热地占据我们整个心灵的感情。
6、母爱是天涯游子的最终归宿，是润泽儿女心灵的一眼清泉，它伴随儿女的一饮一啜，丝丝缕缕，绵绵不绝，于是，7、母爱如一杯浓浓的香茶，饥渴时给我们带来芳香，母爱如一加光十色的彩虹，失落时给我们带来希望，母爱如一轮火红的太阳，寒冷时给我们带来温暖，母爱如一盏明亮的路灯，迷失时给我们指明方向。
8、母爱就象一首深情的歌，婉转悠扬，轻吟浅唱。
9、母爱，是天上的云，总让烈日，先从她的身驱穿过，给大地呼风换雨降祥和。母爱，是雨后的霞，总让清洗过的大地，不弃的躺在怀里，把七彩人生梦谱写在高高的天际。母爱是醉人的春风，是润物的细雨，是相伴你一生的盈盈笑语，是你飘泊天涯的缕缕思念。描写母爱的优美句子。
10、母爱就是一生相伴的盈盈笑语，母爱就是漂泊天涯的缕缕思念，()母爱就是儿女病榻前的关切焦灼，母爱就是儿女成长的殷殷期盼。
11、母爱是一缕阳光，让你的心灵即使在寒冷的冬天也能感到温暖如春；母爱是一泓清泉，让你的情感即使蒙上岁月的风尘依然纯洁明净。
12、母爱也是文学和音乐的永恒主题。文人以母爱为题，写出的文章便滋润蕴籍；乐师以母爱为题，弹奏的曲调便清柔幽美，余韵绵绵。
13、母爱就是一阵和煦的风，吹去朔雪纷飞，带来春光无限。
14、母爱就象一首田园诗，幽远纯净，和雅清淡。
15、母亲是伟大的，也是无私的，它沉浸于万物之中，充盈于天地之间。