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　　為更好地適應(yīng)我國經(jīng)濟(jì)建設(shè)和社會發(fā)展對高層次應(yīng)用型人才的迫切需要，積極發(fā)展具有中國特色的專業(yè)學(xué)位教育，多位長期致力于研究生英語教學(xué)與研究的一線教師通力合作，打造了《專業(yè)學(xué)位碩士研究生英語》一書。本書既可供全日制專業(yè)學(xué)位碩士研究生使用，也可作為在職攻讀專業(yè)學(xué)位的碩士生教材。
　　編寫背景
　　自1991年開始實(shí)行專業(yè)學(xué)位教育制度以來，經(jīng)過十幾年的努力和建設(shè)，我國的專業(yè)學(xué)位教育發(fā)展迅速。從2009年起，教育部決定對大部分專業(yè)學(xué)位碩士開始全日制培養(yǎng)，并繼續(xù)推行將碩士研究生教育從以培養(yǎng)學(xué)術(shù)型人才為主向以培養(yǎng)應(yīng)用型人才為主的轉(zhuǎn)變政策，實(shí)現(xiàn)研究生教育結(jié)構(gòu)的歷史性轉(zhuǎn)型和戰(zhàn)略性調(diào)整。因此，如何培養(yǎng)具有扎實(shí)理論基礎(chǔ)，并適應(yīng)特定行業(yè)或職業(yè)實(shí)際工作需要的應(yīng)用型高層次專門人才成為了本書的根本出發(fā)點(diǎn)與探索方向。
　　◎編寫理念
　　依據(jù)相關(guān)培養(yǎng)方案，本書將“專業(yè)性、實(shí)踐性、自主性”作為指導(dǎo)性的編寫理念。
　　專業(yè)性：本書的選題涉及政治、經(jīng)濟(jì)、文化、藝術(shù)、科技等方面，充分考慮了法律碩士、社會工作碩士、教育碩士、漢語國際教育碩士、藝術(shù)碩士等專業(yè)學(xué)位碩士研究生的專業(yè)需求。
　　實(shí)踐性：本書提倡學(xué)習(xí)者進(jìn)行團(tuán)隊(duì)合作與協(xié)商，在版塊設(shè)置與練習(xí)設(shè)計(jì)環(huán)節(jié)尤其重視針對學(xué)習(xí)者的模擬訓(xùn)練、案例分析和實(shí)踐研究。
　　自主性：本書希望學(xué)習(xí)者能從學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，自主選擇閱讀篇章與練習(xí)版塊，并能就篇章主旨與練習(xí)活動進(jìn)行體驗(yàn)性思考。

　　[1] I was in my third year of teaching creative writing at Ralph Mckee VocationalSchool in Staten Island, New York, when one of my students, 16-year-old Mikey, gave mea note from his mother. It explained his absence from class the day before.
　　[2] "Dear Mr. McCourt, Mikeys grandmother who is eighty years of age fell downthe stairs from too much coffee3 and I kept Mikey at home to take care of her and hisbaby sister so I could go to my job at the ferry terminal. Please excuse Mikey and hell dohis best in the future. P.S. His grandmother is OK." I had seen Mikey writing the note athis desk, using his left hand to disguise his handwriting. I said nothing.
　　[3] Most parental-excuse notes I received back in those days were penned by mystudents. Theyd been forging excuse notes since they learned to write, and if I were toconfront each forger Id be busy 24 hours a day.
　　[4] I threw Mikeys note into a desk drawer along with dozens of other notes. Whilemy classes took a test, I decided to read all the notes Id only glanced at before. I madetwo piles, one for the genuine ones written by mothers, the other for forgeries. Thesecond was the larger pile, with writing that ranged from imaginative to lunatic.
　　[5] I was having an epiphany.
　　[6] Isnt it remarkable, I thought, how the students whined and said it was hardputting 200 words together on any subject？ But when they forged excuse notes, theywere brilliant. The notes I had could be turned into an anthology of Great AmericanExcuses. They were samples of talent never mentioned in song, story or study.
　　[7] Here was American high school writing at its best——raw, real, urgent, lucid, brief,and lying. I read:
　　[8] The stove caught fire and the wallpaper went up and the fire department keptus out of the house all night.

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