第一篇：商務(wù)英語(yǔ)寫作的體裁教學(xué)模式構(gòu)建

商務(wù)英語(yǔ)寫作的體裁教學(xué)模式構(gòu)建

【摘要】當(dāng)今，有“世界工廠”之稱的中國(guó)對(duì)外語(yǔ)人才的要求不斷提高，而商務(wù)英語(yǔ)教學(xué)內(nèi)容與實(shí)踐的結(jié)合度不是很強(qiáng)，即使是簡(jiǎn)單的商務(wù)信函交流往來，很多英語(yǔ)專業(yè)的學(xué)生也無法很好地處理跨國(guó)企業(yè)之間的書面文件。因此，本文基于商務(wù)英語(yǔ)寫作的體裁分析，探索構(gòu)建一種更易于學(xué)生學(xué)習(xí)的教學(xué)模式，力求幫助學(xué)生縮短從校園進(jìn)入企業(yè)這種身份轉(zhuǎn)變的周期，盡快熟悉業(yè)務(wù)知識(shí)，滿足個(gè)人職業(yè)發(fā)展，更好地為社會(huì)服務(wù)。

【關(guān)鍵詞】商務(wù)英語(yǔ)寫作 體裁 體裁分析 教學(xué)模式

一、引言

根據(jù)用人單位對(duì)人才的反饋來看，用人單位對(duì)學(xué)生的英語(yǔ)水平要求越來越高。在面試階段，用人單位要求畢業(yè)生應(yīng)該有能夠證明其語(yǔ)言能力水平的證書，如專門從事翻譯工作，則應(yīng)具備高水平的翻譯證書。此外，對(duì)外語(yǔ)人才的招聘，用人單位通常會(huì)安排專業(yè)人員進(jìn)行口試，檢驗(yàn)應(yīng)聘學(xué)生是否具有良好的溝通能力。進(jìn)入用人單位后，還有試用期來考核所招聘人員是否能夠勝任所應(yīng)聘的崗位。在語(yǔ)言水平過關(guān)的情況下，很多跨國(guó)企業(yè)會(huì)對(duì)招聘進(jìn)來的英語(yǔ)專業(yè)畢業(yè)生進(jìn)行專業(yè)培訓(xùn)，尤其是進(jìn)行與經(jīng)營(yíng)行業(yè)相關(guān)的貿(mào)易知識(shí)的培訓(xùn)，使其在短期內(nèi)適應(yīng)崗位需求。作為教師，我們必須在教學(xué)中保持與時(shí)俱進(jìn)，主動(dòng)了解用人單位的需求，幫助學(xué)生牢牢抓住國(guó)際市場(chǎng)這塊就業(yè)空間，實(shí)現(xiàn)學(xué)生從校園到企業(yè)的無縫對(duì)接。商務(wù)英語(yǔ)寫作體現(xiàn)的是學(xué)生的書面溝通能力，能夠反映出學(xué)生在實(shí)際運(yùn)用語(yǔ)言中的表達(dá)能力和水平。因此，商務(wù)英語(yǔ)寫作教學(xué)應(yīng)該把重點(diǎn)放在讓學(xué)生熟悉常用的商務(wù)體裁上面。商務(wù)英語(yǔ)寫作通常會(huì)有固定的規(guī)范和表達(dá)方式，本文主要介紹商務(wù)信函這種使用頻率較高的體裁類型。

二、商務(wù)英語(yǔ)寫作教學(xué)現(xiàn)狀分析

從教師自身分析，教授商務(wù)英語(yǔ)寫作課程的教師通常為英語(yǔ)專業(yè)的教師，他們本身缺乏對(duì)商務(wù)知識(shí)的掌握，也缺乏對(duì)商務(wù)英語(yǔ)體裁類型的了解；而通過調(diào)查發(fā)現(xiàn)，以新東方教育集團(tuán)為代表的培訓(xùn)機(jī)構(gòu)通常會(huì)雇傭經(jīng)濟(jì)類相關(guān)專業(yè)里英語(yǔ)水平較好的教師。我們不難發(fā)現(xiàn)，兩種類型的教師各有利弊。用人單位通常會(huì)招聘英語(yǔ)專業(yè)的畢業(yè)生然后對(duì)其進(jìn)行經(jīng)濟(jì)貿(mào)易類的相關(guān)培訓(xùn)，很少招聘經(jīng)濟(jì)貿(mào)易類的畢業(yè)生，再對(duì)其進(jìn)行專門的英語(yǔ)培訓(xùn)。因?yàn)橛萌藛挝磺宄氖?，一方面英語(yǔ)培訓(xùn)的費(fèi)用較高，另一方面也無法在短期內(nèi)迅速提升英語(yǔ)表達(dá)能力和水平。作為英語(yǔ)教師，應(yīng)充分彌補(bǔ)經(jīng)濟(jì)貿(mào)易知識(shí)缺失這一弱點(diǎn)，在教學(xué)中，實(shí)現(xiàn)英語(yǔ)語(yǔ)言的運(yùn)用與經(jīng)貿(mào)知識(shí)的有機(jī)結(jié)合。

從學(xué)生角度分析，大多數(shù)中國(guó)學(xué)生不愿意開口說英語(yǔ)，甚至害怕說英語(yǔ)。根據(jù)問卷調(diào)查得知，學(xué)生在學(xué)習(xí)英語(yǔ)的過程中，覺得最難掌握的就是“說”和“寫”這兩個(gè)部分，而這兩個(gè)部分屬于語(yǔ)言的“輸出”，也就是說，相對(duì)于“聽”和“讀”這兩種語(yǔ)言的“輸入”，對(duì)學(xué)生而言，他們苦于無法找到英語(yǔ)語(yǔ)言的運(yùn)用方法，因而不能自由地運(yùn)用英語(yǔ)進(jìn)行交流。原因大致分為以下三種：第一，學(xué)生的詞匯量不夠，商務(wù)詞匯掌握的太少；第二，句式過于單一；第三，語(yǔ)言表達(dá)不夠地道、準(zhǔn)確。為了提高學(xué)生的商務(wù)英語(yǔ)寫作水平，教師不妨根據(jù)寫作特點(diǎn)把商務(wù)英語(yǔ)體裁進(jìn)行歸納，運(yùn)用體裁教學(xué)法進(jìn)行授課。

三、構(gòu)建商務(wù)英語(yǔ)寫作的體裁教學(xué)模式

商務(wù)環(huán)境下英語(yǔ)體裁教學(xué)模式的構(gòu)建應(yīng)該充分考慮如何培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)言交際能力?！稓W洲語(yǔ)言共同參考框架》（2013）把語(yǔ)言的交際能力劃分為：語(yǔ)言能力、社會(huì)語(yǔ)言能力和語(yǔ)用能力三個(gè)主要方面。在語(yǔ)言能力中，包括正確使用詞匯、語(yǔ)法和語(yǔ)義等。在社會(huì)語(yǔ)言能力中，能夠正確使用表明社會(huì)關(guān)系的標(biāo)識(shí)性詞語(yǔ)和禮儀規(guī)則，同時(shí)強(qiáng)調(diào)了要正確區(qū)分語(yǔ)體之間的差異。在商務(wù)氛圍中，建議盡量謹(jǐn)慎地使用正式的語(yǔ)體，避免產(chǎn)生誤解。語(yǔ)用能力則包括話語(yǔ)能力和功能能力。怎樣在教學(xué)中提高以上這些能力？通過對(duì)比研究，我們發(fā)現(xiàn)運(yùn)用體裁分析理論對(duì)指導(dǎo)商務(wù)英語(yǔ)寫作教學(xué)和培養(yǎng)學(xué)生的交際能力具有相對(duì)明顯的效果。

1.教學(xué)方法。在教學(xué)方法方面，改變傳統(tǒng)的以教師為中心的教學(xué)方式，讓學(xué)生成為課堂活動(dòng)的主體，積極參與到學(xué)習(xí)中。在商務(wù)寫作教學(xué)中，采用體裁教學(xué)法。例如，在講授商務(wù)信函寫作時(shí)，可以為學(xué)生創(chuàng)建一個(gè)模擬的商務(wù)場(chǎng)景，讓學(xué)生在商務(wù)活動(dòng)中扮演不同的角色，教師可以按照教學(xué)大綱的要求，提供相關(guān)案例的具體商務(wù)環(huán)境，例如需要撰寫投訴信、道歉信或者邀請(qǐng)信等，事先教師應(yīng)該與學(xué)生共同進(jìn)行體裁分析。商務(wù)信函比較常用的體裁就是詢問信、投訴信、道歉信、邀請(qǐng)信、致謝信和祝賀信以及推薦信。

首先，針對(duì)題目進(jìn)行體裁分析。因?yàn)樘囟ǖ捏w裁都有其規(guī)律性，也就是說同一種體裁的寫作具有某種特定的語(yǔ)言特點(diǎn)和組織結(jié)構(gòu)，所以體裁分析的重點(diǎn)在于分步驟地達(dá)到交際目的（王偉強(qiáng) 2010）。在商務(wù)英語(yǔ)寫作中，需要分析體裁的“圖式結(jié)構(gòu)”。以商務(wù)英語(yǔ)信函為例，大體上可以把商務(wù)信函所包括的幾種體裁分為三個(gè)語(yǔ)步：寫作目的、分析問題、解決問題。其中，出于主動(dòng)寫信或者被動(dòng)回復(fù)的原因，寫作目的這里指的是所要達(dá)到的目標(biāo)或者能夠滿足對(duì)方的哪些條件。接下來，根據(jù)具體的商務(wù)英語(yǔ)信函，建議教師能夠?yàn)閷W(xué)生提供更為詳細(xì)的模板，初期讓學(xué)生進(jìn)行公式化的套用和仿寫，學(xué)生可以充分利用互聯(lián)網(wǎng)練習(xí)軟件，例如www.tmdps.cn這個(gè)網(wǎng)站為學(xué)生的寫作提供修改建議，學(xué)生可以把文章放在網(wǎng)站上進(jìn)行修改，然后再用網(wǎng)絡(luò)傳給授課教師，教師在批閱后在課堂上進(jìn)行點(diǎn)評(píng)，把共性錯(cuò)誤指出來。經(jīng)過實(shí)驗(yàn)，一方面我們發(fā)現(xiàn)學(xué)生對(duì)這種“網(wǎng)絡(luò)+教師”批改的方式感到非常新鮮，也就吸引了學(xué)生進(jìn)行英文寫作的興趣。另一方面也減輕了教師批改寫作作業(yè)中為學(xué)生糾正單詞拼寫、語(yǔ)法錯(cuò)誤的工作量，同時(shí)網(wǎng)絡(luò)批改對(duì)商務(wù)詞匯運(yùn)用不準(zhǔn)確性的缺陷則可以由教師批改過程進(jìn)行彌補(bǔ)。最后，學(xué)生將修改后的文章加以消化，教師可以把商務(wù)情景切換為商務(wù)談判或者商務(wù)會(huì)議等口語(yǔ)表達(dá)場(chǎng)景，讓學(xué)生利用之前的寫作材料進(jìn)行口語(yǔ)模擬訓(xùn)練。這種基于體裁分析的商務(wù)英語(yǔ)寫作教學(xué)方法把體裁與情景、任務(wù)融合起來，同時(shí)充分利用了互聯(lián)網(wǎng)資源，實(shí)現(xiàn)教師在教學(xué)活動(dòng)中角色的轉(zhuǎn)變，結(jié)合課上和課后學(xué)習(xí)的成果，很大程度上提高了學(xué)生課程學(xué)習(xí)的參與度。

2.教學(xué)內(nèi)容。在教學(xué)內(nèi)容方面，商務(wù)英語(yǔ)寫作的體裁教學(xué)也應(yīng)該充分考慮學(xué)生的職業(yè)需求。教學(xué)內(nèi)容的選擇，不應(yīng)該只顧及到商務(wù)英語(yǔ)體裁寫作的難易程度，還應(yīng)該從實(shí)際情況出發(fā)，根據(jù)新型人才培養(yǎng)方案和學(xué)生準(zhǔn)備就業(yè)時(shí)從面試到工作中真正所用到的英文體裁，通過重要性從主到次的順序排序來安排教學(xué)。根據(jù)研究結(jié)果表明，學(xué)生在準(zhǔn)備進(jìn)入跨國(guó)企業(yè)時(shí)，所面對(duì)的第一類商務(wù)英語(yǔ)寫作體裁就是個(gè)人求職信和英文簡(jiǎn)歷。很多學(xué)生甚至是英語(yǔ)專業(yè)的學(xué)生畢業(yè)后仍然無法用英文流暢地寫一份自我介紹。所以，教師的教學(xué)內(nèi)容一定要根據(jù)學(xué)生的實(shí)際需求進(jìn)行調(diào)整，而不應(yīng)該單純從易到難進(jìn)行詞匯訓(xùn)練、再到句子訓(xùn)練、段落訓(xùn)練等等。我們提倡讓學(xué)生根據(jù)體裁類型從語(yǔ)篇整體上去學(xué)習(xí)和訓(xùn)練。建議教師在初級(jí)階段把學(xué)生一定會(huì)使用到的商務(wù)英語(yǔ)體裁進(jìn)行分類整理。經(jīng)過篩選和排序，可以按照如下英文體裁類型進(jìn)行教學(xué)：在初級(jí)階段，教學(xué)內(nèi)容應(yīng)該涵蓋自我介紹、個(gè)人求職信、英文簡(jiǎn)歷、便條、備忘錄、通知、請(qǐng)假條、行程表等；中級(jí)階段教學(xué)內(nèi)容調(diào)整為處理各種商務(wù)信函，例如詢盤函、報(bào)盤函、還盤函、邀請(qǐng)信、祝賀信、致謝信、投訴信和道歉信等；高級(jí)階段為合同或者協(xié)議、商務(wù)活動(dòng)安排、廣告、海報(bào)、公司英文介紹、商務(wù)計(jì)劃書、商務(wù)會(huì)議演講辭、新聞稿等。

3.教學(xué)手段。談及教學(xué)手段這里主要是指教學(xué)過程中能夠輔助教學(xué)，起到良好效果的互聯(lián)網(wǎng)網(wǎng)站、學(xué)習(xí)軟件和教學(xué)多媒體設(shè)備。例如，通過調(diào)查發(fā)現(xiàn)，很多學(xué)校搭建了大學(xué)英語(yǔ)網(wǎng)絡(luò)自主學(xué)習(xí)的平臺(tái)；有些學(xué)校使用先進(jìn)的“藍(lán)鴿”英語(yǔ)學(xué)習(xí)的平臺(tái)，把云平臺(tái)和人工智能結(jié)合，安裝智能化備課和上課系統(tǒng)、作業(yè)留批系統(tǒng)、考試系統(tǒng)以及互動(dòng)式的自主學(xué)習(xí)系統(tǒng)；很多學(xué)校與句酷批改網(wǎng)合作，這些都為師生提供了更高效的商務(wù)英語(yǔ)寫作教學(xué)環(huán)境。隨著經(jīng)濟(jì)形態(tài)的不斷發(fā)展，2015年我國(guó)提出“互聯(lián)網(wǎng)+”計(jì)劃，力求通過互聯(lián)網(wǎng)與傳統(tǒng)行業(yè)的結(jié)合，推動(dòng)經(jīng)濟(jì)社會(huì)發(fā)展的新形勢(shì)。教師可以通過互聯(lián)網(wǎng)獲取最新行業(yè)動(dòng)態(tài)，也可以充分利用互聯(lián)網(wǎng)平臺(tái)與學(xué)生進(jìn)行互動(dòng)式學(xué)習(xí)和輔導(dǎo)。為了能夠保持與時(shí)俱進(jìn)，英語(yǔ)教師應(yīng)該充分汲取互聯(lián)網(wǎng)知識(shí)，整合互聯(lián)網(wǎng)資源并熟練掌握先進(jìn)的教學(xué)軟件，提高篩選和整理教學(xué)資源的能力，為學(xué)生呈現(xiàn)最精華的學(xué)習(xí)資源，實(shí)現(xiàn)課上課下、線上線下不間斷，隨時(shí)隨地方便快捷地為學(xué)生答疑解惑。以商務(wù)英語(yǔ)寫作的體裁教學(xué)為例，教師可以通過微信建立社群學(xué)習(xí)小組，教師通過微信平臺(tái)在授課班級(jí)內(nèi)招募社群學(xué)習(xí)小組成員，學(xué)生在線上與教師進(jìn)行學(xué)習(xí)，以一個(gè)月為周期，每期僅限10人，調(diào)動(dòng)學(xué)習(xí)的競(jìng)爭(zhēng)意識(shí)，學(xué)習(xí)四種商務(wù)英語(yǔ)寫作體裁，每周進(jìn)行2-3次的學(xué)習(xí)，上課時(shí)教師講解，下課后10分鐘教師全線答疑，隨時(shí)進(jìn)行“@+網(wǎng)絡(luò)名稱”互動(dòng)。因在網(wǎng)絡(luò)平臺(tái)不采用實(shí)名制，所以社群學(xué)習(xí)小組內(nèi)學(xué)生可以大膽進(jìn)行寫作創(chuàng)作，不會(huì)擔(dān)心自己因英語(yǔ)語(yǔ)言運(yùn)用錯(cuò)誤而感到“丟面子”，有效解除學(xué)生在英語(yǔ)表達(dá)方面的心理障礙。教學(xué)內(nèi)容選取的體裁主要以上文提到的初級(jí)體裁類型為主，夯實(shí)學(xué)生商務(wù)英語(yǔ)寫作的基礎(chǔ)。同時(shí)，鼓勵(lì)學(xué)生參與高級(jí)別的商務(wù)英語(yǔ)寫作大賽，鼓勵(lì)并提升學(xué)生的英語(yǔ)寫作自信心。

4.教學(xué)評(píng)價(jià)。傳統(tǒng)的商務(wù)英語(yǔ)寫作教學(xué)評(píng)價(jià)只是教師把布置的寫作任務(wù)收集上來，然后逐個(gè)批改，教師花費(fèi)了大量的時(shí)間放在詞匯、句式、語(yǔ)法等語(yǔ)言基礎(chǔ)方面的修改。國(guó)內(nèi)很多大學(xué)在外語(yǔ)教學(xué)方面達(dá)不到小班授課，教師作文批改任務(wù)繁重，學(xué)生的學(xué)習(xí)收效甚微。基于體裁的商務(wù)英語(yǔ)寫作教學(xué)則重點(diǎn)強(qiáng)調(diào)從語(yǔ)篇的角度出發(fā)，經(jīng)過透徹分析寫作體裁，使學(xué)生樹立體裁意識(shí)，遇到某種特定的體裁寫作實(shí)踐，可以迅速反應(yīng)出相應(yīng)的“圖式結(jié)構(gòu)”，按照既定的語(yǔ)步來完成流暢的英文寫作。在評(píng)價(jià)方面建議分為三個(gè)步驟：教師鼓勵(lì)學(xué)生首先采取同伴互評(píng)的方式對(duì)文章進(jìn)行評(píng)價(jià)，評(píng)價(jià)重點(diǎn)放在所學(xué)的體裁語(yǔ)言結(jié)構(gòu)和規(guī)則上面；接著在同伴互評(píng)的基礎(chǔ)上，學(xué)生利用互聯(lián)網(wǎng)批改軟件幫助自己糾正詞匯拼寫和語(yǔ)法錯(cuò)誤，這個(gè)環(huán)節(jié)互聯(lián)網(wǎng)評(píng)價(jià)要與自評(píng)相結(jié)合；最后再由任課教師對(duì)寫作內(nèi)容進(jìn)行總結(jié)性評(píng)價(jià)，學(xué)生對(duì)自己的寫作進(jìn)行修改并反思總結(jié)不足之處。

四、結(jié)語(yǔ)

商務(wù)英語(yǔ)體裁寫作能力的培養(yǎng)要把教學(xué)方法、教學(xué)內(nèi)容、教學(xué)手段和教學(xué)評(píng)價(jià)充分有機(jī)結(jié)合起來。教師要實(shí)時(shí)了解商務(wù)英語(yǔ)寫作的最新動(dòng)態(tài)和發(fā)展趨勢(shì)，如今互聯(lián)網(wǎng)上的交際互動(dòng)日趨接近于現(xiàn)場(chǎng)的實(shí)時(shí)交際，對(duì)學(xué)生的英語(yǔ)語(yǔ)言應(yīng)用能力提出了更高的挑戰(zhàn)。因此，要求教師根據(jù)用人單位對(duì)人才的要求及時(shí)調(diào)整授課體裁類型，增強(qiáng)學(xué)生的體裁意識(shí)，利用網(wǎng)絡(luò)資源平臺(tái)豐富教學(xué)內(nèi)容和手段，學(xué)生通過同伴反饋、師生反饋、自我反思進(jìn)一步達(dá)到完善寫作水平的目的。

參考文獻(xiàn)：

[1]歐洲理事會(huì)文化合作教育委員會(huì).歐洲語(yǔ)言共同參考框架：學(xué)習(xí)、教學(xué)、評(píng)估[M].劉俊，傅榮譯.北京：外語(yǔ)教學(xué)與研究出版社，2013.[2]王偉強(qiáng).體裁教學(xué)法與商務(wù)英語(yǔ)寫作教學(xué)[J].長(zhǎng)春師范學(xué)院學(xué)報(bào)（人文社會(huì)科學(xué)版），2010（9）：128-132.[3]刑麗榮，崔春曉.外貿(mào)企業(yè)對(duì)國(guó)際經(jīng)貿(mào)類人才需求的調(diào)研報(bào)告――基于商務(wù)英語(yǔ)溝通能力[J].時(shí)代教育，2014（3）：50-51.作者簡(jiǎn)介：

李丹丹，講師，碩士，主要研究方向?yàn)橛⒄Z(yǔ)教育、商務(wù)英語(yǔ)。

嚴(yán)明，教授，博士，主要研究方向?yàn)榭缥幕浑H、二語(yǔ)習(xí)得、商務(wù)英語(yǔ)等。

第二篇：商務(wù)英語(yǔ)寫作

Dear Sirs,This is to introduce ourselves as the largest down Apparel Company in China.Our company--Bosideng International Holdings Limited—was established in 1976, locating in Bosideng industrial zone, Changshu City, Jiangsu province.We have been specialized in developing and producing all kinds of down apparel.Bosideng International Holdings Limited has been researching and producing many kinds of down apparel for 30 years.There are six brands of the our company including “Bosideng”, “Snow Flying”, “Combo”, “Bengen”, “Slim” and “shangyu”.Through these brands, we offer a wide range of down apparel products.The customer can order our products both in our website and through the phone, and then ,we would like to give them satisifying in one week.“Bosideng” was the leading down apparel brand in China for 17 consecutive years from 1995 to 2011.As a leader in China down apparel industry, for 16 consecutive years, the latest fashionable FallWinter apparel trends to the world on behalf of China at the “China International Clothing and Accessories Fair”

We would be pleased to receive your any kinds of down apparel.If you have any questions, please contact us.Our telephone number is 86-512-52532888.We look forward to your positive reply.Very truly yours.18100619 陸浩杰18100634蔡耀

第三篇：商務(wù)英語(yǔ)寫作

A: You must be Ms.Lee from the United States?

B: That’s right.I’ m Lee Junru.You are...?

A: My name is Zhang Guiyang.I’m from the Sunshine Corporation.I’m pleased to meet you.Welcome to Fuzhou.B: Nice to meet you, too.Thanks for coming to the airport to meet me.A: That’s my pleasure.My manager, Mr.Wang has sent me to meet you here.He felt sorry he could’t come himself.He is at a meet right now.B: It’s OK.Thank you very much.Where are we heading now?

A: We’ re going to accompany you to the Fuzhou Friendship Hotel.Is the luggage all here, Ms.Lee? The car is just out there in the parking lot.B: Oh, thank you.Well I can handle this handbag myself.A: OK, this way, please.A: Here is our car.Let me put the luggage into the trunk.B: Thanks.A: Please get on, Ms.Lee.B: Thanks.A: Off we go.How’s your flight, Ms.Lee?

B: Fine, I got on the plane at New York, and it took about 1 hours to get here.But is was a smooth flight.A: That was really kind of long in the airplane.Wasn’t it? I hope you’ll feel rested after a right of good sleep.B: Thank you.What is the weather like here, today?

A: Fair and sunny today with gentle breeze.As I know, Ms.Lee, you’ re been to Fuzhou for a couple of times.B: It’s true.I travel so much and visit Fuzhou once a year?

A:How do you like it here.B:well, I like it a lot.Fuzhou is really a fantastics place.There are many interested places to visit.I hope I can visit once again.A:I hope you can enjoy your stay here.It’s nice to have a look around.B:Yes that must be very interesting.Hope we will have the time.A:I think you must be tired, why don’t you take a break.I wake you up in to the hotel.B:Than’s great.Thank you.

第四篇：商務(wù)英語(yǔ)寫作3

A Report on College Students

Employment Intention

Prepare for

Teacher Xu

Prepared by

Student

November 22, 2011

`To:Teacher Xu

From:Student Lu Shuiya

Subject: A Report on College Students Employment

Intention

Date:Nov.22,2011

As time goes by, we became undergraduate students from high school students.At the same time, employment is also a problem around the corner, so I carried out a survey about college students employment intention.This report gives the results of the investigation.Investigation

In order to know more information about college students’ employment intention, I conducted a survey.I interviewed some students in our college by questionnaires.The interviewers ranged from first year students to graduate students, among whom freshmen accounted for 5 percent, sophomores 25 percent, juniors 30 percent, seniors 40 percent.In the process of the investigation, we are confronted with some problems that some students failed to respond to the questionnaires.The overall outcome is mainly satisfying.Through investigation, I learned that a number of students except this year’s graduates put their main attention on their studies not on employment.However, there are

still students who have comprehensive employment intention.·Some students expect to work in national enterprises because in such enterprises, there are relatively much better working conditions, living

conditions and higher salary.Also, it can show their good abilities to

work in national enterprises, which can improve their sense of

accomplishment and make them satisfied.· Some students expect to work in some smaller enterprises or enterprises that set up for only a short time because they think in such

enterprises, they can get more chances to learn more things, improve

their practical ability, as well as get promotion.· Some students expect to start an undertaking by themselves.They insure that they have enough courage and abilities to have a try.They

think that staring an undertaking by themselves can temper themselves

in a hard work, and then make them stronger.One student said that

doing a job for myself is better and much enjoyable than doing it for

others.· Some students are lower year students, so they have no specific employment intention.· Some students are going to further themselves to be a graduate student, so they have no idea about employment intention temporarily.Problems

· Students know litter about the extensive competition of employment in modern society.· Students commonly have higher expectations of finding a perfect job as their first job.· Students who are going to further themselves and students in lower grades have no long-term plan about employment intention.· Students are still confused with their further, and have no clear aims.Recommendations

· School should ask students to make the employment plan as quickly as possible, which can help them be clear and definite about their future studying and employment goals.The students will have more motivation.· Students should learn to lower their expectation of finding a perfect job as their first job due to the extensive competition of employment.The main aim of the first job is to learn something useful.Students

don’t need to find a very good job for the first time.It should be

remembered that it’s wise to find a job first and then to choose a job to

the person who intends to look for a job for the first time.· The students who are going to further themselves should make preparations for both advanced studies and employment.Students in

lower grades are better to make a plan at an early time in such a

competitive society although there are still some time before they

graduate.· Students should learn more about employment information in the society by whatever ways, which can help them become nervous and

make employment intention in an earlier time.08英三

08070215

第五篇：商務(wù)英語(yǔ)寫作作業(yè)

1、I’m in responsibility for answering the phone and receiving our guests ,managing the timetable,and handling files and letters.2、My experience and educational background make me equal to this position.3、Ifyou want to know more and further ,if we both are available.I’d like to have a conversation in person with you in your company.4、I believe that you will agree to my suggestion ,to say the least ,I’m the most competent candidate on this position.5、I strongly believe that I’m that person can satisfy all your requirements.2、108 Long Mian Road,Nanjing JiangsuFebruary 24,2014

Mr Li

Graduate from high school

234Jianai Avenue

Nanjing,Jiangsu 210002

Dear Mr sirs

Having learned that you need stenographers ,I venture to submit this application for the post as stenographer.I graduated from high school,since I get low diploma,how dare I apply for this job?look,since high school, I kept stenographing and typing in evening school.Besides,I’m a well disciplined,highly motivated person with a conscientious heart.I believe that my qualifications will benefit your company.I also have a good relationship,I can handle any problems about PR.my ability is beyond doubt.Ifyou show any interests on me,you can reach me at above address or by phone at ***.I shall appreciate it if you will grant me an interview at your earliest convenience,Thank you in anticipation.Yours sincerely,Ms Wei