基础英语课件

WritingDevicesMetonymy（转喻）Inmetonymy,anideaisevokedornamedbymeansoftermdesignatingsomeassociatednotion.“It”standsfor“thought”ingrammar,butactuallyreferstoMr.Houghton,anditisvulgartorefertoagirlasaskirt.：一种一个词或词组被另一个与之有紧密联系的词或词组替换的修辞方法，如用华盛顿代替美政府或用剑代替军事力量

Itwilllectureondisinterestedpuritywhileitsneckisbeingremorselesslytwistedtowardaskirt.(Para.23)Mr.HoughtonMoreexamplesTobecontinuedonthenextpage.girlsWritingDevices

Democracyfavorsthevoteratherthanthebullet.(Vote=election,bullet=militarysolutions)

“Politicalpowergrowsoutofthebarrelofagun.”(MaoZedongrefersittothemilitaryrevolution)

BillGates

isthekingofoperatingsystemsworldwide.

(BillGates=Microsoft)

Thepenismightierthanthesword.

(pen=writer;sword=fighter)ComparisonsynecdocheTobecontinuedonthenextpage.WritingDevicesIrony（反语）Tobecontinuedonthenextpage.Ironyistheexpressionofone’smeaningbyusinglanguagethatnormallysignifiestheopposite,typicallyforhumorousoremphaticeffect.Technically,itisaboutasproficientasmostbusinessmen’sgolf,ashonestasmostpoliticians’intentions,orascoherentasmostbooksthatgetwritten.(Para.23)Mr.Houghtonwasgiventohigh-mindedmonologuesaboutthegoodlife,sexlessandfullofduty.(Para.20)WritingDevicesTobecontinuedonthenextpage.Simile（明喻）

Itmakesacomparisonbetweentwounlikeelementshavingatleastonequalityorcharacteristicincommon.Tomakethecomparison,wordslike“as”,“as...as”,“asif”and“like”areusedtotransferthequalityweassociatewithonetotheother.

Theyallcametumblingdownlikesomanyrottenapplesoffatree.(Para.31)Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill.(Para.24)WritingDevicesMetaphor（暗喻）

Itislikeasimile,alsomakesacomparisonbetweentwounlikeelements,butunlikeasimile,thiscomparisonisimpliedratherthanstated.

Heseemstomerulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.(Para.20)

Ittooktheswimmersomedistancefromtheshoreandlefthimthere,outofhisdepth.(Para.29)TheendofWritingDevices.Structure

Para.1–Para.22:IntroductionPara.23–Para.24:Grade-threethinkingPara.25–Para.29:Grade-twothinkingPara.30–Para.35:Grade-onethinkingScanthetextandfindthedefinitionofthreegradesofthinking

Grade-threethinking:feelingratherthanthought(Para.23)

Grade-twothinking:detectthecontradictionofgrade-threethinker’sbelief(Para.25)

Grade-onethinking:findthetruthandgetit.(Para.29)

Thepriceforbeingagrade-2thinker…It“couldbecostlyaswellasfun”.It“didnotmakeforcontent”.It“satisfiestheyoungegobutdoesnotmakeforpersonalsecurity”It“tooktheswimmeroutofhisdepth”.Itasks“whatistruth?”andstopsthere.SummaryGrade-threeGrade-twoGrade-onenatureproportionbehaviorconsequenceTextAnalysisThesummaryofthecharacteristicsofthethreegradesofthinkingGrade-threeGrade-twoGrade-onecharacteristicsexamplesIgnorance,hypocrisy,prejudice,self-satisfied,contradictionsMr.Houghton,ninetensofpeopleDetectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreateRuth,theauthor,(maybe)someacquaintancesTofindoutwhatistruth,basedonalogicalmoralsystemfarandfewbetween,onlyinbooksthinkingTheendofGeneralAnalysis.goto11Inolongerconsiderthewaygrade-threethinkersthinkunimportantbecausetheyaccountfornine-tenthsofthepeopleandthereforehavegreatpower.NowIknowthatignorance,prejudiceandhypocrisyareverypowerfulenemies.1Inolongerdismisslightlyamentalprocess….(Para.24)Theauthorthinksthatitisprobablyhumannaturetoenjoyagreementbecauseitseemstobringpeace,security,comfortandharmony.2goto12Acrowdofgrade-thinkers,allshoutingthesamething,allwarmingtheirhandatthefireoftheirownprejudices…Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill.(Para.24)AllfeelingverycontentandhappybecausetheysharethesameprejudicesSimile:enjoythepeaceful,safeandharmoniousenvironment3goto13Grade-twothinkersdonotstampedeeasily,thoughoftentheyfallintotheotherfaultandlagbehind.Grade-twothinkingisawithdrawal,witheyesandearsopen.Itdestroyswithouthavingthepowertocreate.(Para.25)TogeteasilyfrightenedandrunwiththecrowdTogototheotherextreme,thatistoacttooslowlyandlagbehindDetachment:(冷漠)asfromsocialoremotionalinvolvement;refusingtobepartofthecrowd.4SheclaimedthattheBiblewasliterallyinspired.IcounteredbysayingthattheCatholicsbelievedintheliteralinspirationofSaintJerome’sVulgateandthetwobooksweredifferent.Argumentflagged.(Para.26)AtruehistoricalrecordTheLatintranslationoftheBible,usedinarevisedformastheRomanCatholicauthorizedversiontobecomedull“BothMethodistsandCatholicsbelievedthattheirBooksareatruerecordoftheGod’sdivineplan.”TheauthorusedthisexampletodefyRuth’sillogicalopinion,thereforetheargumentbecamedullbecauseRuthdidn’tknowhowtorespondtoit.

goto15Notetheauthor’sdescriptionofthecontrastingcombinationofhisintimateactionandstrongdefiantexpressions,whicheventuallymadeRuthwithdrawandgiveupasagrade-twothinker.6goto17IwouldbetontheBuddhists;Iamsure,theyaregreaterinnumberMorethanshecouldacceptorbearIfweweretalkingaboutthenumberofpeoplewhobelieveinthisIslidmyarmaroundherwaistandmurmuredthatifwewerecountingheads,theBuddhistsweretheboysformymoney.Shefled.ThecombinationofmyarmandthosecountlessBuddhistswastoomuchforher.(Para.27)7goto18Iwasgiventhethirddegreetofindoutwhathadhappened.IlostRuthandgainedanundeservedreputationasapotentiallibertine.(Para.28)TobeseverelyquestionedorinterrogatedTheauthorlosthisgirlfriendandwonabadnameevenasagrade-twothinker,satisfyinghimselfbyfindingoutdeficienciesbutnotseekingforthetruth.Notetheeffectoftheauthor’sself-mockery.

intheperson,presentExamples:Ihavecorrespondedwithhimforsomeyears,butIhavenevermethimintheflesh.Heisnicerinthefleshthaninhisphotograph.fleshandblood:血肉之躯Thosesorrowsaremorethanfleshandbloodcanbear.Theauthordoesn'tgivehischaractersanyfleshandblood.逼真的形象makeone’sfleshcreep:使人毛骨悚然Hisstorymademyfleshcreep.thornintheflesh:肉中刺9

intheflesh（para.30）10Icameupintheendwithwhatmustalwaysremainthejustificationforgrade-onethinking.Idevisedacoherentsystemforliving.Itwasamoralsystem,whichwaswhollylogical.(Para.31)Accordingtotheauthor,grade-onethinkingmustbebasedonacoherentandlogicalsystemforliving,inotherwords,amoralsystem,withoutwhichyoucannotproveyourselftobeagrade-onethinker.Judgingbythecontext,thissystemprobablyreferstoone’sworldoutlookandbasicpoliticalbeliefsandmoralprinciples.goto20Inthoseprewardayswhenmanypeoplewerefullyworkeduptoapoliticalfrenzy狂乱,itwasverydangeroustovoicedifferentopinions.Youmightlosefriendsoryourjob.12goto22Hadthegamegonetoofar?Inthoseprewardays,Istoodtoloseagreatdeal,forthesakeofahobby.(Para.33)TogobeyondwhatisreasonableandacceptableHisgrade-twothinkingwhichhetakesasahobbyTobelikelytolose13goto23NowyouareexpectingmetodescribehowIsawthefollyofmywaysandcamebacktothewarmnest…(Para.34)NowyouthinkIwilltellyouhowIgraduallysawmystupidityinbeingagrade-twothinkerandthereforedecidedtogiveitupandreturntothemajorityofgrade-threethinkers.14TheendofSentenceParaphrase.Butyouwouldbewrong.Idroppedmyhobbyandturnedprofessional.(Para.35)Butyouguessedwrong.Ididnotdropmyhobbyofthinking(here,wecansayhemightgiveupthehobbyofgrade-twothinking).InsteadIwentfurtherandbecameaprofessionalthinker.WordBuildinghindquartersprefixPrefix—hind-

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