A. 大学英语写作的Rhetorical Analysis应该怎么写
要写pathos，ethos and Logos。
pathos 就是情感分析，找几个句子分析作者想要表达什么情感，这种情感又是怎样影响读者的。
ethos 就是可信度， 说明我们为什么要相信这个作者，比如这里有几个例句："Based on the dozens of archaeological expeditions I’ve made all over
the world, I am confident that those potsherds are Mesopotamian in
origin."，或者"Doctors all over the world recommend this type of treatment." 这里表达的就是ethos。
Logos 就是逻辑， 分析作者提出的观点和举证有没有逻辑，看证据的有效性。比如："More than one hundred peer-reviewed studies have been concted over
the past decade, and none of them suggests that this is an effective
treatment for hair loss." 这个就是比较有力的证据。
B. 《美国大学英语写作》这本书怎么样对托福的写作有用么
《美国大学英语写作》详细介绍写作过程，讲解九种作文的方法，针对学专生习作属进行评析，并选用名家作品供分析和模仿。本书讲解大学阶段常用的各种写作体裁，如怎样写文章摘要、读书报告和研究论文。范例丰富，实用性强。
书评指出适合大学英语专业学生、非英语专业高年级学生以及其他希望提高英语写作水平的学习者使用。
《美国大学英语写作》作为写作参考还是有用的，但还是建议看托福考试的写作，毕竟每个考试都有自己的要求和写作思路。
C. 大学英语A级考试写作部分一般情况下会让我们写哪方面的作文谢谢大家
我以前也考过A级考试，复习过较多资料，作文试题一般会涉及求职信、商务信函、咨询信、投诉信、申请信等等。我参考的是未来教育家的历年真卷详解，最新的历年真题，解析很详尽。希望对你有帮助。
D. 国内外关于大学英语四级写作的研究有哪些
大学英语四级考试中作文部分主要考查学生运用英语进行书面表达的能力，要求考生在规定时间内写出一篇内容完整、用词恰当、语义连贯的短文。然而在考试过程中，看到作文题目后，有些考生往往不知如何下笔；有些考生挖空心思地堆砌词语，导致文不对题、词不达意。那么，怎样才能在考试中写出好作文，取得高分呢？
关键词：大学英语 四级 写作 策略
大学英语写作是一种语言技能，是衡量学生英语综合水平和应用能力的一个重要指标。但当前的大学英语教学对写作的重要性还不够重视，写作成为学生英语技能中最薄弱的环节。作文好坏直接影响整个卷面成绩，针对这种现象，许多专家、学者从各方面找原因。笔者从学生在写作中存在的问题入手，寻找原因，探索其对策，目的在于提高学生英语写作能力，使学生真正达到书面交际的目的。
一、英语四级写作中常见的问题
1、常见词的错误
学生常见的用词错误除单词拼写错误外，包括冠词、代词、形容词、副词、分词的误用，还有词语搭配错误，用词宽泛。词汇简单、平淡、重复等。
2、常见句式错误
句子是能单独存在并能表达相对完整意义的语法单位。好的英语句子不仅仅是用词得当，拼写无误，语法正确。还必须结构严谨，语言规范，富于逻辑性，能最有效、最准确地表达思想。好的句子应具备完整性、连贯性和明确性。
3、常见篇章问题
一篇文章应该具有完整性、唯一性和连贯性。四级写作中常见的篇章问题包括：主题不明确、详略不当以及结构模糊。为了应对这些问题。
二、提高英语四级写作策略实施
1、了解英语写作的测试目的，准确把握题目的要求，迅速梳理写作思路
英语写作测试，其实主要还是要考查学生组织英语语言的能力和用英语表达思想的能力，体裁不外乎议论文、说明文和应用文，主题也是在大学生熟知话题基础上的翻新或扩展。纵观历年的四级作文题，变化趋势是从三段论的议论文向实用性更强的应用文体，尤其是向书信写作方面倾斜。考生平时应有意识地就他们感兴趣的一些话题进行思考和拓展，争取在实践中磨练出敏锐的审题能力。
到了大学阶段，学生还是非常善于思考的，他们不仅想象力非常丰富，晚上做梦，还经常daydream，各有独特的思维和写作思路。但是，如何将千头万绪的思路梳理清楚，则必须有真功夫。为此，在进行四级写作时，考生一定要首先形成自己的观点，之后合理运用一些手段。如常用的有四种:陈述理由、举例说明、提供数据、下定义等，之后充分就此展开论说。这样通过高效思考，严密组织，再辅以提纲形式的文章架构，考生一定会写出符合规范的文章
2、扩充单词量，包装语言
大学英语四级考试中，词汇和语法知识将融入各部分试题中，不再单独列项考核。要达到大学英语四级考试所考核的各项技能要求，考生掌握的词汇量应达到4500个单词和700个词组（见《大学英语课程教学要求（试行）》参考词汇表）。要解决学生词汇量不足的状况，不是一蹴而就的事情，学生应该循序渐进，逐步积累。具体来说，学生应该平时的英语学习过程中增大阅读量，在阅读过程中发现新词汇，积累新词汇。对于新学习的词汇，学生应该增加其同义词，反义词的学习，以新代旧，加深印象，夯实已经认知单词的用法。
针对四级考试大都是议论文，而议论文是由开头、结尾、启转、分析、举例、比较等部分所组成的，其中都有些固定而漂亮的句型来表达。由于这些句型都是地道的英语，是经过千锤百炼，可以放心的拿来使用，背诵并模仿这些地道的英语表达句式非常有助于考生写出高质量的作文。当然，在任何写作完成后都一定要有润色包装词汇，并仔细检查，清除单词拼写，时态不一致等低端错误，扫清高分作文的障碍。
3、加强阅读、丰富和积累写作素材
阅读和写作是相辅相成的，阅读是写作的基础，为写作提供所要表达的内容语言材料．是语言输入的重要途径之一。写不仅有助于巩固山阅读和听输入的语言材料，促使语言知识的内在化，提高语言运用的准确性，而且还能为实质性的口语能力打下扎实的基础。由于学生平时语言输入不足，他们大脑中储备的语言信息非常有限。“以至不得不用汉语的思维，英语的词汇，依靠语法编造句子。”当学生在没有足够的语言输入情况下进行书面交际，必然会产生大量不规范的语言输出。众所周知，我国传统的外语教学是十分重视阅读的，因为大量阅读有助于学生了解英语国家的文化背景，有助于巩固和扩大学生词汇量，提高学生的阅读能力。培养语感，为成功的写作奠定必要的基础。实践证明，阅读能力强的学生写出的文章在句法、词汇、内容及篇章结构方面比阅读能力差的学生要好。在平时教学中教师应鼓励学生大量阅读英语原文。积累丰富的语言材料，这样写出的文章才能更为有血有肉、丰富多彩。针对学生语言输入严重不足，可引导学生充分利用现有的精、泛读材料，将里边出现的优美的词句熟记或背诵，并鼓励学生将所学所记的新词、句型及精美句子用于写作。如遇到优秀的篇章或段落时，提示学生研究作者的写作思路和思想内容，帮助学生分析课文的写作方法和技巧，欣赏其表达法及遣词造句的优美和准确，并在自己的写作中加以模仿和运用。如此读读写写，写写读读，学生的写作水平很快就提高了。
三、结语
学生提高写作能力，要想在四级考试中作文取得高分，不是一朝一夕的事情，要经过教师和学生长期不懈的共同努力才能获得。如果学生们在平时多下功夫，在日常的学习中努力积累知识，多学多练打下牢固的基础，在考试中讲究写作技巧，正如一句英语言语所讲：Practice makes perfect. 考生一定能够发挥出水平，润色出高质量高分数的文章来。
E. 大学英语写作范文
The Most Important Day in My Life
Have you ever been at sea in a dense fog when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore? I was like that ship before my ecation began, only I had no way of knowing how near the harbor was.
The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.
On the afternoon of that exciting day, I guessed vaguely from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps.
I felt approaching footsteps. I thought it was my mother and stretched out my hand. Someone took it, and then I was caught up and held close in the arms of the person who had come to reveal all things to me, and, more important than that, to love me.
The morning after my teacher came she led me into her room and gave me a doll. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “-o-l-l”. I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was filled with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I simply made my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way many words, among them, “pin”, “hat”, “cup”, and a few verbs like “sit”, “stand” and “walk”, but my teacher had been with me several weeks before I understood that everything has a name.
One day while I was playing with my new doll, Miss Sullivan gave me my old doll, too. She then spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day, we had a struggle over the two words “m-u-g” is “mug” and “w-a-t-e-r” is “water” , but I persisted in mixing up the two. I became impatient and, seizing the new doll, I dashed it on the floor, breaking it into pieces. I was not sorry after my fit of temper. In the dark, still world, I had no strong sentiment for anything.
My teacher brought me my hat, and I knew we were going out into the warm sunshine. We walked down the path to the well-house. Someone was drawing water, and my teacher placed my hand under the spout. As the cool stream gushed over one hand, she spelled into the other word water, first slowly, then rapidly. I stood still; my whole attention was fixed upon the movements of her finger. Suddenly I seemed to remember something I had forgotten — a thrill of returning thought – and the mystery of language was revealed to me. I knew then that the “w-a-t-e-r” meant that wonderful cool something that was flowing over my hand. That living word awakened my soul and set it free.
I left the well-house eager to learn. Everything had a name and each name gave birth to a new thought. As we returned to the house, every object which I touched seemed to be full of life. That was because I saw everything with a strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the fragments and tried in vain to put them together. Then my eyes were filled with tears, for I realized what I had done, and for the first time I felt sorry.
I learned a lot of new words that day. It would have been difficult to find a happier child than me when I lay in my small bed that night and thought of the joys that day had brought to me, and for the first time I longed for a new day to come.
F. 求美国大学英语写作（College Writing Skills with Readings）第八版答案；或者第九版课本加答案。
学小易有答案可以输入文件的名称就可以找到答案