非英语专业博士研究生英语读写课课程教学大纲(总)

非英语专业博士研究生英语读写

非英语专业博士研究生英语读写课课程大纲 制定的目的是规范非英语专业博士研究生
英语读写课教学。课程大纲中的要求是该课程教学的基本规范， 是组织教学、编写讲义、检
查与评估教学质量的主要依据。课程大纲适用于任何承担该课程的教师，包括 外籍教师。

一、基本信息

课程编号：PUF500
课程类别：外语必修
授课对象：非英语专业博士研究生（学生按专业大类分类，分专业授课）
开课学期：第1第2学期
开课学分：1.5学分(非英语专业博士研究生英语听说课和读写课 同属于一门英语课，
英语课共有3学分，听说课和读写课各占50%。博士生英语课每个学生只
上一个学期，听说课和读写课在同一个学期同步进行。每个学院或者第1
学期或者第2学期开课，课程共 1个学期。)
指定教材：《英语学术期刊论文写作原理与实务》
参考教材：New Concise Handbook
；
MLA Handbook for Writers of Research Papers
；
Rhetoric: The Wit of Persuasion
；
Eleven Essentials of Effective Writing
；
Form
and Style: Research Papers, Reports and Theses

二、培养目标

非英语专业博士研究生英语读写课是按照中国高等院校非英语专业研究生（硕士研究
生和博士研 究生）英语教学大纲的要求根据中国人民大学非英语专业博士研究生的具体英语
背景对非英语专业博士研 究生开设的课程。此课程是中国人民大学非英语专业博士研究生英
语课的一个部分，在整个博士研究生英 语课中占50%的比例。
课程的具体目标是使学生通过对学术性文章的阅读和分析，学会用英语撰写自 己研究
领域的学术性文章。教学的基本定位是以提高学生学术性书面沟通能力为主。课程中读与写
的基本关系是以写引导读，以读促进写，在写中发现问题，在读中找到解决问题的答案。

三、教学要求
非英语专业博士研究生英语读写课在教学上以使学生获得学术沟通能力为主， 教学中所
使用的语言材料（教学中师生进行分析的学术文章）是与人文社科领域中世界一流期刊中的文章。这些文章既是学生撰写英语学术论文所依从的典范，又是学生在自己研究领域中用英
语表达自 己的学术思想所需要的语言材料（专业性词汇的英文版、专业思想的习惯性英语表
达）的重要源泉。 < br>对教师的要求：根据课程的设置和具体的教学内容，非英语专业博士研究生英语读写
课要求授课教 师具有双重的知识储备和技能，既具有英语专业科班出身的硕士或硕士以上的
英语语言知识水平和英语语 言能力，又要有与授课内容相关的知识储备和相关专业（经济管
理类、文史哲类、法学类等）学术性沟通 能力，能够用英语讲述与学生自己专业相关的知识，
能够用英语写作与学生自己专业相关的知识和思想。
对学生的要求：根据课程的设置和具体的教学内容，非英语专业博士研究生英语读写

课要求学生通过了中国人民大学非英语专业博士生入学考试的英语考试，具有比较扎实的英
语语言基 础，能够听懂授课教师的全英语授课，在授课教师的协助下能够读懂所学的学术性
文章（经济管理类、文 史哲类、法学类等），能够把握所读文章的主题、论点和论证方法，
能够掌握正轨学术论文的格式和各部 分表现方法。

与听说相辅相成，A级的读写课上，写的是学术性文章，内容是针对受过良 好教育的
专家、学者以及有相当的专业理论基础的各级各类决策者在工作和学习中经常遇到的主题，如我国目前的司法改革、国企的股份化、管理的公开公正透明化、三农问题的解决等社会生
活中的大 事、热点问题等，文章的形式是国际惯例的形式，所读的东西是人文社会学科中主
流专业即大量博士生所 学专业领域中的名著名篇，如管理学、经济学、法学和文学、历史、
哲学等领域中的名篇名著；

四、教学原则

非英语专业博士研究生英语读写课是非英语专业博士研 究生英语课的一个部分，在整个
博士研究生英语课中占50%的比例。因此，博士研究生英语读写课的教 学与博士生英语听
说课教学紧密配合，协同作战。读写课上，写的是学术性文章，内容是针对受过良好教 育的
专家、学者以及有相当的专业理论基础的各级各类决策者在工作和学习中经常遇到的主题，
文章的形式是国际惯例的形式，所读的文章是人文社会学科中主流专业即大量博士生所学专
业领域中的名 著名篇，如管理学、经济学、法学和文学、历史、哲学等领域中的名篇名著。
与读写课相符相承，听说课 上，话语的主题是当今国际国内的学术前沿问题、热点问题，讲
话的角度是受过良好教育的专家、学者以 及各级各类决策者的角度，听的是现实中（而非按
编出来的文字材料而专门录制）的英语，如现实学术会 议发言，BBC、VOA、CIR等广播
节目，BBC WORLD、CCTV-9等电视节目，各类实况转播、原声讲话等。

五、教学方法

非英语专业博士研究生英语读写课的教学方法是以学生为主体、教师为主导，充分发挥
学生在读写课教学过程中的主观能动作用，培养学生运用英语表达自己专业思想的能力。读
写课的基本 教学方法是交际型教学方法，辅之以其它有效的教学方法。在教学中开展以任务
为中心的、形式多样的读 写教学活动，充分调动学生学习的积极性，激发学生的学习动机，
最大限度地让学生参与学习的全过程。
非英语专业博士研究生英语读写课以阅读分析所选学术性文章为主，以学生大量阅读其
他相关学 术性文章为辅，使学生在大量的语言运用事例的感染下，感受到“高层次”英语语
言运用的感觉，学会“ 百分百”正确运用英语语言论证自己的专业思想，表现自己的理论。
非英语专业博士研究生英语读写课 要求学生在课下阅读所选文章，在课下进行写作联
系。教师在课堂上检测学生课下阅读所形成的对文章的 理解，并在课堂上讲述教师自己对所
选文章的理解，使学生从自己对文章的实际分析和授课教师对文章的 实际分析中逐渐感悟自
己研究领域中世界一流学术期刊文章的写作魅力和英语语言的实际运用方法。同时 ，教师要
给学生布置大量的学术性写作作业，学生在课下按照授课教师的要求进行大量的写作实战练习。授课教师要及时对学生的作业进行批阅和课堂讲解，使学生切实体会到自己运用英语语
言表达自 己学术思想的长处和不足，从而使自己的英语语言能力得到较大的提高。

六、测试评估

测试评估是了解学生学习、检查课程教学大纲执行情况、评估教学质量、促进 课程教学
改革的手段。非英语专业博士研究生英语读写课主要测试学生对英语学术性文章的理解和用英语写作学术性文章的能力。学生对英语学术性文章的理解和用英语写作学术性文章的能力
既反映学 生学习的结果，也反映教师授课的结果。测试采用闭卷考试形式，考试采用标准化
考试试卷，即每次考试 形式一样，题型相同，水平相当，教师阅卷标准一样，计分方式一样。
考试样卷见本课程大纲附件。
非英语专业博士研究生英语课考试采用组合成绩方式，所有学生的英语课只报一个成
绩，占学生 总学分中的3分，成绩由听说课和读写课各占50%组合而成，而且两门课的成
绩又分别由平时成绩和期 末成绩两部分组成。平时成绩由学生平时课堂表现和各教学班独立
的作业、小测验等形成，成绩在总成绩 中占40%。期末成绩由期末学生统一进行的期末考
试所得成绩形成，考试难度低于平时上课时所学材料 的水平，成绩在总成绩中占60%。

七、推荐阅读学术性期刊

学生 上课所采用的学术性文章根据学生所学的专业不同有所不同。除了以下根据学科大
类向学生推荐的不同领 域世界一流期刊之外，学生可以根据自己的研究方向长期跟踪以至两
个自己专业领域的学术性期刊。与非 英语专业博士研究生英语读写课紧密相关的推荐期刊如
下。
1．经济管理类博士研究生

(1). Journal of Financial Economics
(2). Human Resource Management
(3). Cambridge Journal of Economics
(4). Harvard Business Review
(5). European Management Journal
(6). Administrative Science Quarterly
(7). Oxford Review of Economic Policy
(8). Journal of Financial Planning
(9). Healthcare Financial Management
(10). Journal of Economic Literature
(11). Journal of Economic Perspective
(12). Journal of Economic History
(13). Quarterly Journal of Economics

2．文史哲类博士研究生

(1). Mind
(2). Philosophy and Literature
(3). The Yale Review
(4). The Cambridge Quarterly
(5). Modernism Modernity
(6). English Literature Renaissance
(7). Essay in Criticism

(8). James Joyce Quarterly
(9). Modern Fiction Studies
(10). Studies in Philology (published quarterly by The University of North Carolina Press)
(11). Representations
(12). Philological Quarterly
(13). Modern Philology


(14). Theory and Psychology
(15). Paris Review
(16). International Review of Psycho-Analysis

3．法学类博士研究生

(1). The International Journal of Comparative Labour Law and Industrial Relations
(2). Business Law of International
(3). Civil Justice Quarterly
(4). Journal of International Economic Law
(5). Journal of Criminal Law & Criminology
(6). The Yale Law Journal
(7). Harvard Law Review
(8). German Law Journal
(9). St John
’
s Law Review
(10) Denver University Law Review
(11) Boston College Law Review

八、推荐阅读报纸

作为博士研究生，除了自己研究方向的研究之外，感悟各个相关 学科的研究前沿对自己
的研究都有很大帮助。下面世界性著名报纸对各个学科的研究都有一定的引领和启 迪作用，
因此推荐给所有的博士生。
1. The New York Times

2. The Times
3. Guardian
4. Daily Telegraph
5. Observer
6. China Daily

九、教学参考书目
1．冯翠华，英语修辞大全，外语教学与研究出版社，1995。
2． Hans P. Guth. 1984. New Concise Handbook. California: Wadsworth, Inc.
3．Joseph Gibaldi, Walter S. Achtert. 1988. MLA Handbook for Writers of Research Papers. New
York: The Modern Language Association of America.
4． Walter Nash. 1989. Rhetoric: The Wit of Persuasion. Cambridge: Basil Blackwell Ltd.
5． Ann Marie Radaskiewicz. 2000. Eleven Essentials of Effective Writing. Boston: Houghton
Mifflin Company.

6． Carole Slade. 2000. Form and Style: Research Papers, Reports and Theses. 北京：外语教学
与研究出版社。
7．李桂荣，英语学术期刊论文写作原理与实务，天津：南开大学出版社，2007。
8．冯幼民，高级英文写作教程：论文写作，北京：北京大学出版社，2002。
9．冯幼民，高级英文写作教程：实用写作，北京：北京大学出版社，2002。
10．赵莲，研究生英语写作，北京：北京大学出版社，2000。
11．从丛，国际学术交流实用英语教程，南京：南京大学出版社，1997。
12．曾蕾、林泽铨、傅晓玲，国际学术会议英语，重庆：重庆大学出版社，2003。













附件：非英语专业博士研究生英语读写课考试样卷


Qualifying Examination for PHD Students
In Renmin University of China (120 minutes)

Name _________________
Department __________________
Student Number ______________

1. Reading Comprehension (10 points)
Directions: Read the following passage and get its subject, statement and the logical
relationship between different parts.


China Tomorrow

When Marco Polo, businessman, returned home to Venice from China, he was called ‘Marco
Of the millions.’ He got the nickname not for the size of his fortune but for the number of lies
people thought he had told about his journeys to the courts of the khans. Given a deathbed chance
to recant and repent, Polo purportedly said, ‘I do not tell half of what I saw because no one would
have believed me.’
And thus it has been – or so it seems – for seven centuries since; Western businesspeople
have come back from China bearing witness to fantastic opportunity: Engineers and scientists
equal to the best in the world! Hundreds of millions of skilled workers eager to labor for peanuts!
More than a billion people desperate for automobiles, air conditioners, and Steven Spielberg’s new
movie! Sometimes their claims have been too hastily pooh-poohed and great opportunity lost.
Other times, they have been too readily believed and the credulous disappointed. Wise old heads
were rightly wary when China’s Communist government began economic reforms a
quarter-century ago, reopening a door long shut to foreign businesses. We’ve been down this road
before they cautioned, and seen many a fortune lost to fantasy. Just because a billion Chinese
don’t have dishwashers doesn’t mean a million will buy them – or that you’ll be the one to book
the sales. The government could back-track at any time. The infrastructure is weak. Contract law
scarcely exists. Be careful. It’s harder than you think.
Today, with China implementing ever deeper economic reforms as a condition of its
new-won membership in the World Trade Organization, it’s clear that the bold and the prudent
were both right. China’s economic success has been astounding – the word is an understatement. It
is fast becoming the world’s factory and indubitably a factor in every global industry. At the same
time, dreams of success in China have too often found no reality by day. They’ve become tangled
in brambly joint ventures or blocked by state interference. Promising negotiations have gone bad.
Hoped-for markets have turned out not to exist or to be too costly to develop profitably. On the
whole, though, it’s the yea-sayers who have won the day.
China’s relationship to Western business is now entering a more mature, more sophisticated,
and more challenging phase. The nation itself must navigate a difficult transition – risky both
economically and politically – as it opens its financial system and domestic market, really for the
first time in modern history, to foreign enterprises. And those corporations face a daunting –and
dazzling – new world as China and Chinese companies become full- fledged members of the
global business community. The strategies and skills that got multinationals into China won’t be
enough to keep them there profitably or enough to cope with the myriad implications of China’s
entrance onto business’s main stage.
A clever rabbit will have three openings to its den, says a Chinese proverb. In the articles that
follow, we offer three views of the opportunity and challenge of China today. They discuss the
most important issues executives need to address: rethinking their companies’ strategy and
structure for post-WTO China; deepening their understanding of Chinese culture, the better to
navigate with Chinese partners and customers; and preparing for the emergence of indigenous
Chinese brands that may soon compete globally. The acute reader will notice differences of
opinion, emphasis, or nuance among the three. That’s as it should be. For companies doing
business in China – and also for companies doing business from China – the millions to be found
there today are not just dollars but also choices.

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II. Author’s Introduction in Your Own Case (5 points)
Directions: Write an author’s introduction in your own case in no more than 150 words which
covers the following:
1. affiliation and title
2. education
3. working experience
4. academic achievements
5. contact channel.
Pay attention that your introduction should be in a logical paragraph with complete sentences.
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III. Abstract (15 points)
Directions: Write an Abstract of the following passage in about 100 words.


The Logic of Economics
Economic life is an enormously complicated hive of activity, with people buying, selling,
bargaining, investing, persuading, and threatening. The ultimate purpose of economic science and
of this text is to understand this complex understanding. How do economists go about their task?
Economists use the scientific approach to understand economic life. This involves observing
economic affairs and drawing upon statistics and the historical record. For complex phenomena
like the impacts of budget deficits or the causes of inflation, historical research has provided a rich
mine of insights. Often, economics relies upon analyses and theories. Theoretical approaches
allow economists to make broad generalizations, such as those concerning the advantages of
international trade and specialization or the disadvantages of international tariffs and quotas.
A final approach is the use of statistical analyses. Economists have developed a specialized
technique known as econometrics, which applies the tools of statistics to economic problems.
Using econometrics, economists can sift through mountains of data to extract simple relationships.
For example, in recent years people have argued about the impact of a higher minimum wage on
employment. From dozens of studies, economists have concluded that it is likely that raising the
minimum wage will reduce employment of low-wage workers. This knowledge is essential to
policymakers who are struggling with the question of how high to set the minimum wage.
Budding economists must also be alert to common fallacies in economic reasoning. Because
economic relationships are often complex, involving many different variables, it is easy to become
confused about the exact reason behind events or the impact of policies on the economy. The
following are some of the common fallacies encountered in economic reasoning:
The post hoc fallacy. The first fallacy involves the inference of causality. The post
hoc fallacy occurs when we assume that, because one event occurred before another
event, the first event caused the second event. An example of this syndrome occurred in
the Great Depression of the 1930s in the United States. Some people had observed that
periods of business expansions were preceded or accompanied by rising prices. From this,
they concluded that the appropriate remedy for depression was to raise wages and prices.
This idea led to a host of legislation and regulations to prop up wages and prices in an
inefficient manner. Did these measures promote economic recovery? Almost surely not.
Indeed, they probably slowed recovery, which did not occur until total spending began to

rise as the government increased military spending in preparation for World War II.
Failure to hold other things constant. A second pitfall is failure to hold other things
constant when thinking about an issue. For example, we might want to know whether
raising tax rates will raise or lower tax revenues. Some people have put forth the
seductive argument that we can eat our cake and have it too. They argue that cutting tax
rates will at the same time raise government revenues and lower the budget deficit. They
point to the Kennedy-Johnson tax cuts of 1964, which lowered tax rates sharply and were
followed by an increase in government revenues in 1965. Ergo, they argue, lower tax
rates produce higher revenues.
What is wrong with this reasoning? This argument overlooks the fact that the
economy grew from 1964 to 1965. Because people’s incomes grew during that period,
government revenues also grew, even though tax rates were lower. Careful studies
indicate that revenues would have been even higher in 1965 had tax rates not been
lowered in 1964. Hence, this analysis fails to hold other things (namely, total incomes )
constant.
Remember to hold other things constant when you are analyzing the impact of a
variable on the economic system.
The fallacy of composition. Sometimes we assume that what holds true for part of a
system also holds true for the whole. In economics, however, we often find that the whole
is different from the sum of the parts. When you assume that what is true for the part is
also true for the whole, you are committing the fallacy of composition. Sometimes
assume that what holds true for part of a system also holds true for the whole. In
economics, however, we often find that the whole is different from the sum of the parts.
When you assume that what is true for the part is also true for the whole, you are
committing the fallacy of composition.
Here are some true statements that might surprise you if you ignore the fallacy of
composition: (1) If one farmer has a bumper crop, she has a higher income; if all farmers
produce a record crop, farm incomes will fall. (2) If one person receives a great deal more
money, that person will be better off; (3) If a high tariff is put on the product of a
particular industry, the producers in that industry are likely to profit; if high tariffs are put
on all industries, most producers and consumers will be worse off. (4) When teachers
grade on a curve, grades are a ‘zero-sum game’: if one student perform well, he will raise
his grade; if all students perform well, the average grade is unchanged.
These examples contain no tricks or magic. Rather, they are the results of systems of
interacting individuals. When individuals interact, often the behavior of the aggregate
looks very different from the behavior of individual people.

We mention these fallacies only briefly in this introduction. Later, as we introduce the tools of
economics, we will reinforce this discussion and provide examples of how inattention to the logic
of economics can lead you to false and sometimes costly errors. When you reach the end of this
book, you can look back to see why each of these paradoxical examples is true.

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