日常生活中如何写出得体的书信
书信是日常生活中常用的文体，是用以交涉事宜、传达信息、交流思想、联络感情、增进了解的重要工具。书信一般可分为商务信件或公函（Business Letter or Official Correspondence）和私人信件（Private Letter）两大类。值得注意的是，英语书信的写法与汉语书信有一些明显区别，应特别加以区分。
英语书信通常包括下面几个组成部分：信端、信内地址、称呼、正文、结束语、签名、附件、再启等。下面我们将逐个进行介绍。
写作技巧
日常要处理许多信件电邮，因而运用英语上不得不留神，以下有一些个人意见，也参考了一些书本，希望大家有所得益。
A. 文法上
1.切忌主客不分或模糊。例子：Deciding to rescind the earlier estimate, our report was updated to include $40,000 for new equipment.”
应改为：Deciding to rescind our earlier estimate, we have updated our report to include $40,000 for new equipment.
2.句子不要凌碎。例子: He decided not to audit the last ten contracts. Because of our previous objections about compliance. 应该连在一起。
3.结构对称，令人容易理解。例子：The owner questioned the occupant's lease intentions and the fact that the contract had been altered with ink markings.
应改为：The owner questioned the occupant's lease intentions and ink alterations of the contract.
4.单众数不要搞乱，不然会好刺眼，看不舒服。例如：An authorized person must show that they have security clearance.
5.动词主词要呼应。想想这两个分别：1.This is one of the public-relations functions that is underbudgeted. 2. This is one of the public-relations functions, which are underbudgeted.
6.时态和语气不要转变太多。看商务英语已经是苦事，不要浪费人家的'精力啊。
7.标点要准确。例如：He did not make repairs, however, he continued to monitor the equipment.
改为：He did not make repairs; however, he continued to monitor the equipment.
8.选词正确。好像affect和effect, operative和operational等等就要弄清楚才好用啦。
9.拼字正确。有电脑拼字检查功能后，就更加不能偷懒。
10.大小写要注意。非必要不要整个字都是大写，除非要骂人。例如：MUST change to OS immediately. 外国人就觉得不礼貌和喝令人一样。要强调的话，用底线，斜字，粗体就可以了。
B. 文体
1.可读性。对象是大学程度的话，用高中的英文就行，不要以为人人都是语言大师。多用短句(15-20字吧)，技术性的字，就更加要简单易明。
2.注意段落的开头。一般来说，重要或强调的事情都放在信件或段落的开头，而句子就放在最尾。例如：
1.Because he was unable to attend the meeting personally, he forwarded his congratulations on cassette tape.
2.He forwarded his congratulations on cassette tape because he was unable to attend the meeting personally.
两者强调的事情就有分别了。
3.轻重有分。同等重要的用and来连接，较轻放在次要的句子里。
4.意思转接词要留神。例如：but (相反)，therefore (结论)，also (增添)，for example (阐明)。
分不清furthermore和moreover就不要用啦。
5.句子开头不要含糊不清的主词。例子：These decisions have been a big disappointment to the committee members. They have delayed further action.
They是指什么呀?开头少用this, that, it, they, 或 which.
6.修饰词的位置要小心。例如：He could only reimburse the cost after July 15.
应为 He could reimburse the cost only after July 15.
7.用语要肯定准确，切忌含糊。例如：The figures show a significant increase.
改为：The figures show an increase of 19%.
8.立场观点一致，少用被动语。例如: Partial data should be submitted by April.
改为：You should submit partial data by April.就很好了。
Chapter 24： Writing a Paragraph： Focus on Coherence and Unity
The last chapter discussed the importance of using good grammar and good word choice in your writing. However, the most grammatically perfect paragraph will not receive a good grade if it is poorly organized and not focused on a central idea. The paragraph must have unity and coherence. These ideas were discussed briefly in chapter 22, but in this chapter we will explore unity and coherence more fully so that you can learn how these elements impact your writing.
As you learned in Chapter 22, coherence is whether or not what you write makes sense and whether or not the ideas are arranged in a logical manner. If ideas are out of order in writing, then the reader has a very difficult time trying to understand your point. As a result the reader will lose interest and you will not be able to convey your point.
Unity is equally important. Unity means that your writing sticks to one point at a time. When you mix and match ideas in writing jumping from one idea to the next and back again, the reader has a hard time following you. Inevitably, the reader will not understand your point and will eventually lose interest. This chapter explores ways to help you make certain that your writing is both coherent and unified.
Chapter 21： Writing a Paragraph： Devising a Plan -- Outline
Once you have generated a topic sentence and the details to support that topic sentence, it is time to organize your ideas. By organizing your ideas you will create a clear picture of the structure of your paragraph. The most efficient way to organize ideas is to outline them. With the aid of an outline you will be able to decide if you have enough supporting ideas for your topic sentence and you will be able to eliminate those details that do not support your topic sentence. The outline will also let you test various methods of organization to decide which one suits your topic sentence the best and let you test the placement of your topic sentence within the paragraph to see where it will have the greatest impact on the reader. With the use of an outline you should be able to create organized, coherent, unified, well-supported paragraphs.
Chapter 23： Writing a Paragraph： Polishing, Proofreading, and Preparing Final Copy？Final Lines
The last step in the writing process is proofreading. After you have finished developing and supporting your ideas and after you have checked the organization, it is time to put the finishing touches on your paragraph. As your last step you need to check the spelling, punctuation, mechanics, and word choice of your paragraph as well as check to be certain you have a concluding statement. You cannot check all of these things in one reading so you should break the task into sections. First, check the punctuation and mechanics of your paragraphs. This means you are making sure you don't have errors like comma splices or fragments. You are also making sure you put question marks at the ends of questions and periods at the ends of statements.
The next step is to check your word choice and spelling. You want to be sure that you have used the correct words for your intended meaning, so you want to be sure that you haven't used a two when you need a too. Be sure to double check the spelling of any word you often misspell and look up any word you are unsure of. If you are word processing, use the spell check on your computer to help you with your possible spelling mistakes.
Chapter 26： Writing from Reading
The first step when you write from what you read is to be sure you understand what you have read. To ensure your understanding, you should be an active reader. This means that you should read more than once with a different purpose each time, you should ask questions before, during, and after you read, and you should make notes as you read.
Once you have read actively, you will be prepared to write in a number of different ways. You will be able to summarize what you have read. That means you are accurately re-telling the author's main ideas in your own words. A summary also gives the major supporting details the author has used to support the main ideas. Once again though, summaries are written in YOUR words not the author's words.
Another method of writing about what you have read is to respond to the reading. When you respond to a reading, you pick out a particular point or idea that the author has made and then brainstorm to develop your own ideas based on the author's thought. Unlike summarizing, you are generating your own ideas based on the author's original thought.
Rather than generating a new idea, you may also choose to respond to an idea in the reading. You may agree or disagree with a point the author has made. In your writing, you will explain why you agree or disagree with that point. Once again, you are coming up with your own reasoning and your own wording in response to something you have read.
A particular type of writing you will be required to do is writing answers to essay tests. Essay test questions often ask you to read material and then either summarize the material or respond to it in a particular way. The one thing that makes essay test writing different from other writing situations is the time limit. In a testing situation you will carefully monitor your use of time and you won't put all of the polishing touches in that you would if you had unlimited time to complete the writing.
These are some of the ways you can tie the material that you read to the material you write. You will find that if you follow the advice given in this chapter that you will never be at a loss for a topic to write about.
Chapter 25： Writing a Paragraph： Focus on Support and Details
In this chapter you will study the importance of being specific in the details you use to support an idea. When you write in vague, general terms, you leave the reader to interpret what you mean and often the reader will not have enough information to accurately do that. You must be clear in your meaning so that anyone who reads your work understands exactly what you want him to understand.
It is equally important that you provide enough information to support your ideas. Generally you need 3 to 5 examples per idea to be sure you've given sufficient support. The best way to develop support is to ask yourself questions about your ideas. You can evaluate the support at each stage of the writing process. Much of the work that you do in the rough lines editing is evaluating support and asking questions to be sure you have said enough to clearly communicate your ideas to your audience.
Once you have gathered together as many details as you think you need, you then organize them with a rough outline. This gives you another opportunity to check for sufficient support. Does each section of the outline seem developed? Is there more than one detail for each section? Have you used specific rather than general words as you've outlined? At this point you double-check the topic sentence to be sure it covers all your details. Always remember that the more details you put in the outline the more details will make it into your paragraph.
If you are at a loss for details, try turning to your senses. Asking questions about how something looks, feels, tastes, smells, and sounds can provide you with plenty of details. When you are describing an event ask questions like who, what, when, where, how, and why. Read the lecture below for further information on developing support and details for your writing.
【日常生活中如何写出得体的书信】
得体的语言能够表现一个人的魅力，也能够成为一个人特有的标志，清楚的语言能够让人们之间的沟通变得更加顺畅。
我一直忘不了妈妈对我说的那句话：“凡事都要有耐心”。普普通通的一句话，对我来说确有着非凡的启示。
记得七岁那年妈妈带我去游乐园，人太多了，等了好长时间都没有买上门票，于是我急得像热锅上的蚂蚁，不一会儿我就不耐烦了，嚷嚷着要回家，也没人理我，就一会跑到这儿，一会儿跑到那儿，妈妈在一旁看着却无动于衷。见这样我只好善罢甘休，等我平静下来妈妈说：“凡事都要有耐心！”我开始心平气和地等待了。时间一分一秒地流逝，终于排到我们了，买了票就进入我梦寐以求的游乐园了。
一进游乐园妈妈推荐我玩钓鱼，我不解地问：“为什么呀？”妈妈神秘地说：“先容我卖个关子，一会儿你就知道了。”刚开始我一条鱼也钓不着，反到把我急得够呛，这时我耳边响起妈妈那温柔的声音：“孩子，凡事都要有耐心，只要坚持就会成功。”妈妈的话总是能在关键时刻给我信心，于是我静下心来，慢慢地静静地等待最佳时机。“功夫不负有心人”终于我成功钓到了一条小鱼，我欢呼、跳跃，像在欢庆一个重大的节日，因为我成功了。妈妈有意让我先钓鱼，就是要培养我的耐心。
普普通通的一句话，对我却有着特别的意义。聪明的你也绝对有一句让你难忘的话，不妨来说说看吧。
个子娇小，穿着得体的连衣裙，脑袋上随性地扎个马尾辫，远远看去就跟学生一般；一副看起来稳重得有点儿“刻板”的黑方框眼镜后面，藏着一双笑意盈盈的大眼睛；一张小巧的嘴巴，两片薄薄的唇瓣轻轻一动，一串优美动听、引人入胜的英文字符便回荡在我们耳旁。这就是我今天笔下的“漫画”老师，教我们英语的肖媛老师。
我们的肖老师是一个“多面手”：教得好书；管得好学生；当得了好妈妈；还是一个不折不扣的“生活家”呢！
上课时，她总是板着脸，显得很严肃。但她的课堂却一点儿也不乏味，而是生动有趣。她经常用英语和我们玩小游戏，用这种喜闻乐见的方式让我们不知不觉就把知识掌握了。她的板书也写得整整齐齐，布局也极具美感，字写得可好看了！
下课时，她总是往孩子堆里“扎”，笑嘻嘻地和我们“神聊”，跟大家分享一些有趣的见闻，表达自己的观点，也听取同学们的看法。她还特别能“植入”，让英语“无孔不入”地渗透到我们的课余生活当中。
肖老师是一个五岁男孩的妈妈，她对我们就像对她的孩子一样好，既温柔又耐心！一般情况下，她总是情绪稳定、心平气和，极少发脾气。所以，我们全班同学也知趣地表现得好一些，少惹她生气。
肖老师喜欢美食，爱吃，更爱“折腾”各种“黑暗料理”。有一次，在妈妈的微信朋友圈里看到肖老师发的各种奇形怪状的蒸包子，我笑得眼泪都出来了。不过，对于她的勇于尝试、坚持不懈，我可是佩服得五体投地的哟。
第一次读《老人与海》，便觉得体内有一股冲动，有一种被长期束缚之后获得自由的快感。老渔夫桑提亚哥的“硬汉子”形象在我的心中留下了不可磨灭的印象。
他出海连续84天没有捕到鱼，后来斗智斗勇，终于捕到了一条大马林鱼，返航途中又一路与鲨鱼搏斗，结果，大马林鱼还是被鲨鱼吃掉，最后只剩下一副鱼骨架——“足有18英尺长”。《老人与海》不是一般意义上的情节小说，更像是一部寓言小说。作者借助老人桑提亚哥的故事，表现的是在生与死的搏斗中的硬汉精神。作者用富于象征的笔法将他的“硬汉子”送到大自然中，让他在海上与大马林鱼和凶恶的鲨鱼群进行惊心动魄的搏斗，以表现主人公“在重压下的优美风度”。
“打不垮”是硬汉桑提亚哥的表现，也是小说的主题之一。譬如说，他与大马林鱼相持一天半的时间，左手一直抽筋，像蜷曲的鹰爪，右手被绳子勒得出了血。他把手浸在海水里说：“不坏，痛苦对一个男子汉来说不算什么。”在与大马林鱼搏斗到最后关头，他头晕目眩，仍自言自语：“斗不过你吗？你是永远不会垮的吗?”海明威把世界看成一个竞技场，任何英雄的行为都是可以实现的。正如作品所说，“人可以被消灭，但就是不能被打败”。真正的硬汉是敢于向命运、向自然、向失败挑战的人。他可能在拼搏中一次次地失败，但他的精神是永远不会垮的，这就是人的尊严所在。人也只有在这种英勇的拼搏中超越自我，才能证明自身的价值。
在小说的结尾，作者故意安排了一个情节：老渔夫的孤独与失败被一个孩子所理解，老人留给孩子的是“打不败”的精神。这个结尾似乎有点凄凉，但小说带给我的那股冲动是抹不去的。
读完小说，让我们回到现实中来。常听人说：现在的学生很累。不错，升学压力，社会压力，甚至还有家庭压力，被压得喘不过气来。因此，有人逃避了，退缩了，他们不是硬汉；有人在失败后痛哭流涕，甚至自寻短见，他们也不是硬汉；有些人侥幸成功了，便沾沾自喜，目空一切，他们更不是硬汉。真正的硬汉子是跌倒了爬起来，爬起来后更想跳起来的人。
做一个硬汉，我对自己说。
在花语运用得体的情人那里，一束鲜花的馈赠，往往可以胜过一打爱的宜言。当彼此有了误解或发生了情感的组峪时，它是称职的调解者;当对方有了值得祝贺和赞美的行为和作为时，它是最理想的奖赏;当有了需要沟通而又一时难以寻觅到沟通方式时，它是适用性最具广谱价值的方式。花束，以它鲜活嫩美、娇洁无染的气质，几乎可以运载一切增进人伦美好的信息，博得一切情思未泯的人们的热爱。
寄情于花语，标志着一个人很高的审美水平.对于特定的人来说，花束也是情思束。它往往有很深厚的情绪储备力和情感唤醒力。特别是当一个人陷入孤寂的心境诸如失恋之类的处境时，抚爱往昔宠爱的花儿，常有镇定思绪、平静心潮的神力，并能重新唤起热爱生活的情绪.人生，难免陷入一时的孤寂，但只要有同花儿对话的兴致，心灵就有复苏的希望，人就不会误入自弃的绝境。
情份，也是一种组藉着的潜能，一种互爱的心灵共振.互爱，不需要饵料。如若有自称情种者撑着杆儿，垂着“饵儿”，鼓舞着同游的好人儿吞了去，作为情爱的系带.这大多有悖于爱的真形，实在是潜伏着太多的被垂钓了去化做牺牲的危机。可惜现实生活中被形形色色的饵料喂成的“爱情”实在是太多，于是爱情的崎形儿也就层出不穷。
家特别是美满的家，标志着一种最美丽、最动人的伦理关系。家，特别是遵循择偶的科学意识组成的家，是人类生命存续的极乐世界。家，特别是由血缘关系组成的家，往往拥有最为接近的心理距离和情感距离。于是，人们一提起家，往往首先想到的是温暖、体贴、患难与共和同舟共济，是生命的接力，智慧的传递。
不是要在开放的时代背其道而行之，不是要提倡家的封闭性，家庭在开放型社会中，必得与社会尽可能开展广泛的情感交流和智慧交流，尔后才能使家处于时代的前列，领有时代的风度。但是，这并不是说.家不可以保有相对的独立性和准封闭性，不是说，不可以有自己的一丝神秘性。恰恰相反，为了使家成为社会创造力的可靠基地，推崇每个家创出一副个性独特的神秘风味，笔者以为正是我们面临的信息—艺术社会所应倡导的重要审美观念之一。