新时代跨学科英语阅读1 课件 U7 Fairness and Justice

FairnessandJusticeWarm-upPartAReadingStrategiesPartBContentsThinkofapersonwhoalwaysstandsforwhat’sright,evenifit’sunpopular.Whatqualitiesdotheypossessthatsetthemapart?Howmightourpreconceivednotionsofotherculturesaffectourexpectationsandperceptionsofthem,especiallyduringaphysicalvisit?12Warm-up

PartA

PartAIntroductionHapperLee

(1926–2016)AnAmericanwriter

nationallyacclaimedforher

novel

ToKillaMockingbird

(1960)Leestudiedlawatthe

UniversityofAlabama,butsheleftfor

NewYorkCity

withoutearningadegree.In

NewYork

sheworkedasanairlinereservationistbutsoonreceivedfinancialaidfromfriendsthatallowedhertowritefull-time.Withthehelpofaneditor,shetransformedaseriesof

shortstories

into

ToKillaMockingbird.HarperLee’sfatherwasAmasaColemanLee,alawyerwhobyallaccounts

resembled

theheroofhernovelinhissoundcitizenshipandwarm-heartedness.Theplotof

ToKillaMockingbird

isbasedinpartonhisunsuccessfulyouthfuldefenseoftwoAfricanAmericanmenconvictedofmurder.

PartAIntroduction

ToKillaMockingbird

Narrativeperspective:​ScoutFinch,achildwitnessingadultinjustice.Centralconflict:​AtticusFinchvs.theracistnormsofMaycomb.Thetrial:​ThecaseagainstTomRobinson,ablackmanfalselyaccusedofrapingawhitewoman,MayellaEwell.ReadingStrategiesWordchoicereferstothewordsanauthororspeakerusestosupporttheirpurposeinatext.Eachwordhasspecificmeaningaswellasconnotationanddenotation.Anauthormayusespecificwordstoswayopinions,entertain,orinform.Strongwordchoicetypicallyinvolveswordsthatcarrymoreweight.Forexample,inthistext,thespeakerdeliversapersuasiveargumentinthecourtbychoosingwordslike“facts,”“evidence,”and“witness”tomakepeoplenoticetheimportanceofthesefactorsinthecase.Thesestrategicwordchoicesultimatelyrevealtheauthor’spurposeasthetopicorconceptisexplainedbytheauthor.

AnalyzingWordChoiceHerearesomekeyelementsofword:Figurativelanguage:metaphor,simile,personification,hyperbole,understatement,idiom,etc.;Connotations:thewords’feelingsandassociations;Tone:thenarratororspeaker’sattitudetowardthesubject,includingthelevelofformality;Mood:thefeelingtheauthorwantstocreateforthereader;Allusions:subtlereferencestofamousideasorexamples.Readthetextcarefully,findouthowAtticusFinchemploystheelementsofwordchoice,andexplaintheintendedeffectforeachchoice.WordchoiceinthetextElementofwordchoiceAnalysisThiscaseisassimpleasblackandwhite.(para.1)

…notproducedoneiotaofmedicalevidence…(para.2)

…victimofcruelpovertyandignorance…(para.4)

SimileItdrawsparallelofTom’sinnocencetopeople’scommonsenseofthecolors.ConnotationItsuggeststhecaseisinacompletelackofmedicalevidence.PersonificationThepersonificationof“povertyandignorance”vivifieshowMayellaEwell’spooreconomicsituationhindersherfromanormalpursuitoflove,andhowherfearofbeingfurthermarginalizedforhaving“brokenarigidandtime-honoredcode”oftheWhitesocietymotivateshertoaccuseTom.WordchoiceinthetextElementofwordchoiceAnalysis…aquiet,respectable,humbleNegrowhohadtheunmitigatedtemerityto“feelsorry”forawhitewomanhashadtoputhiswordagainsttwowhitepeople’s.(para.8)

…theevilassumption…(para.8)

…allmenarecreatedequal…(para.11)

MoodAtticusFinchpointsoutthecrudetruththatthebasichumankindnessfromablackpersontoawhitepersonisimpermissibleinMaycomb.ThatTomisguiltyonlybecausehefeelssorryforMayellaismeanttoevokethereader’ssenseofracialinequalityandsocialinjustice.ToneTheword“evil”isahorriblethingtoplayintoracialstereotypesandthatracismfunctionsinsuchawayastomakeitseemtowhitepeoplethatblackpeoplearelessthanhuman.AllusionAtticusbringsupthehypocrisyofinsistingthatallmenarecreatedequalwhenit’ssoeasyforamanlikeMr.EwelltowrongfullyaccuseamanlikeTomRobinsonofrapeandgetawaywithit.ComprehensionCheck

I.Readeachstatementanddecidewhetheritistrue(T)orfalse(F)basedonthetext.1.ThecrimeTomRobinsonwaschargedwithreliedonbothmedicalevidenceandthetestimonyoftwowitnesses.2.ThepeculiarthingaboutTomthatwouldleadonetobelievehehadnotgrabbedthegirlandbeatenherwasthattheonlygoodhandhepossessedwashisrighthand.3.InMaycomb,thewordofanhonestblackpersonoutweighedthewordofadishonestwhiteperson.4.InAlabamaduringthe1930s,anaccusationofrapebyawhitewomanagainstablackmanwastantamounttoademandfortheman’sdeath.5.Allpeopleinthisstoryhadanequalopportunityforlife,liberty,andhappiness.FFFTFComprehensionCheck

II.

Inargumentativecontexts,authorsorspeakersuserhetoricalappealstosupporttheirarguments.Aristotleidentifiedthreetypesofpersuasiveappeals:Logos,whichreliesonlogicalreasoningandsoundthought;Ethos,whichappealstomoralexpertiseandknowledgetodeterminerightandwrong;andPathos,whichusesemotionssuchasanger,sadness,oraffectiontopersuade.CompletethefollowingtablebyanalyzinghowAtticusattemptedtopersuadetheaudienceinhisconcludingargument.ClaimReasonAppealEvidenceTomRobinsonwasnotguilty.

MayellaEwellframedthecaseagainsthervictim.

TomRobinsonshouldberestoredtohisfamily.ComprehensionCheck

ClaimReasonAppealEvidenceTomRobinsonwasnotguilty.

MayellaEwellframedthecaseagainsthervictim.

TomRobinsonshouldberestoredtohisfamily.Thechargedcrimedidnottakeplace.Logicalappeal(Logos)Shewasmotivatedbyherguilt.Ethicalappeal(Ethos)Allmenarecreatedequal.Emotionalappeal(Pathos)1.Thestatehasnotproducedoneiotaofmedicalevidence;2.Thetestimonyoftwowitnesseswhoseevidencehasnotonlybeencalledintoseriousquestiononcross-examination,buthasbeenflatlycontradictedbythedefendant;3.ThereiscircumstantialevidencetoindicatethatMayellaEwellwasbeatensavagelybysomeonewholedalmostexclusivelywithhisleft,andtheonlygoodhandTomRobinsonpossessesishisrighthand.1.Shebrokearigidandtime-honoredcodeofoursociety:temptingaNegro;2.TomRobinsonwasherdailyreminderofwhatshedid;3.Shemustdestroytheevidenceofheroffense.1.Inthiscountryourcourtsarethegreatlevelers,andinourcourtsallmenarecreatedequal;2.Acourtisonlyassoundasitsjury,andajuryisonlyassoundasthemenwhomakeitup;3.Thejurywillreviewwithoutpassiontheevidenceanddotheirduty.Atticus’sviewsonequality

———————————————————————————————————————————————————————WhyTom’s

unjustlyaccusedAnalysisDiscussionIII.AnalyzethevariousfactorsthatledtoTombeingunjustlyaccused.ThenexplainAtticus’sviewsonpeoplebeingequalinyourownwords.

———————————————————————————————————————————————————————

III.

Suggestedanswer:

Atticusrejectsaliteralinterpretationof“allmenarecreatedequal”intermsofability.Hearguesthattrueequalityexistsinonehumaninstitution:thecourt.Itshouldbea"leveler,"blindtorace,class,orintelligence.SystemicracialprejudicerootedintheracistsocialstructureofMaycomb.The“rigidandtime-honoredcode"ofsocietyforwhichMayellaEwellmusteliminatetheevidenceofhertransgression.MayellaEwell’sfearandignoranceleadhertofollowtheracistscriptavailable.BobEwell’scharacterandmotives:toprotecthisownreputation(howevertarnished)andtoreaffirmhisperceivedracialsuperiority.WhyTom’s

unjustlyaccusedAtticus’sviewsonequality

IV.AtticusdiscreditedthewitnessMayellaEwell,suggestingthatsheplannedtoseduceTome.Whydidhechoosetousesuchaformofdefense?Suggestedanswer:Itwastheonlyexplanationthatfitthephysicalevidence.ItwasnotmerelytoproveTom’sinnocencebuttoputMaycomb’sunwrittensocialcodeontrial.Toestablishacrediblemotiveforthefalseaccusation:ForMayella:​Shemustdestroythe“evidence”ofheroffense(Tom)toavoidbeingshunnedbythecommunity.ForBobEwell:​TheaccusationallowshimtomaskhisownguiltforbeatinghisdaughterandreasserthisperceivedracialsuperiorityoveraBlackman.AstrategicappealtotheJury’slogic(Logos)overtheiremotions(Pathos):Abraveattempttousethetoolsoflogicandlawtocombatadeep-seatedemotionalprejudice.ExtensionActivityI.Researchthe1930strialsoftheScottsboroBoysinAmericaandcomparehowthejusticesystemworkedinthiscasewiththetrialofTomRobinson.WhataresomeoftheproblemswiththejusticesysteminAmerica?ReferencediscussionpointsThetrialofTomRobinsoninHarperLee’sToKillaMockingbirdisnotmerelyafictionaldevice;itisapowerfulliteraryreflectionofapervasiveAmericaninjustice,mostfamouslyexemplifiedbythereal-lifecaseoftheScottsboroBoys.Inbothcases,accusationsofrapebywhitewomenagainstBlackmenledtorapid,biasedtrials.All-whitejuriesrenderedverdictsbasedonraceratherthanevidence,despiteglaringinconsistenciesintheaccusers’stories.Akeydifferenceliesinlegaldefense:TheScottsboroBoysinitiallyhadincompetentcounsel,whileTomRobinsonhadabrilliantdefenderwhoprovedhisphysicalinnocence.Yet,bothendedwithguiltyverdicts.

ThetrialsoftheScottsboroBoys​andthefictionalTomRobinson​starklyrevealajusticesysteminthe1930sAmericanSouththatwasfundamentallycorruptedbyracialprejudice.

II.Inthenovel,mockingbirdssymbolizeinnocenceandbeauty.Becausetheyarefragile,kind,andmoral,theyareoftenmisunderstoodorharmedinaprejudicedsociety.Canyouthinkofexamples—eitherfromreallifeorotherliterature—whereinnocentbeingsorcreaturesareprotectedordefended?

ReferencediscussionpointsInliterature:

BooRadley(ToKillaMockingbird):​Thereclusive,gentleBooisprotectedbySheriffTateafterhesavesthechildren.TaterulesadeathasaccidentaltoshieldBoofrompublicscrutiny,statingitwouldbea“sin”toexposehim.JohnCoffey(TheGreenMile):​Thisgentle,simple-mindedmanondeathrowpossesseshealingpowers.Theprisonguards,realizinghisinnocencetoolate,becomehistragicdefendersagainstaflawedjudicialsystem.LennySmall(OfMiceandMen):​Lenny’schildlikemindandphysicalstrengthmakehimvulnerable.HisfriendGeorgeactsashisprotector,ultimatelymakingamercifuldecisiontosavehimfromavengefulmob.

Inreallife:

TheExonerated:​OrganizationslikeTheInnocenceProjectdefendmodern“mockingbirds”—individualswronglyconvictedbyaflawedjusticesystem.TheirworktofreetheinnocentthroughDNAevidenceisadirectactofprotection.Whistleblowers&Refugees:​Individualswhoexposecorruptionorfleepersecutionareofteninnocentyetpersecuted.Lawyersandadvocateswhodefendthemagainstpowerfulsystemsorpublicprejudiceactastheirprotectors.

PartB

PartBIntroductionE.M.Forster

(1879–1970)

RaisedinaWelshmiddle-classfamilyinLondon.AsuccessfulEnglishnovelist,essayist,andshortstorywriter.NominatedthirteendifferentyearsfortheNobelPrizeforLiterature.

Hisfamerestslargelyonhisnovels

HowardsEnd

(1910)and

APassagetoIndia

(1924)andonalargebodyof

criticism.APassagetoIndia

Theauthor’smostsuccessfulwork,whichearnedfantasticpopularityforhim.ThenovelsetagainsttheBritishRajandIndianindependencemovement.TherelationshipbetweenEastandWesthasbeentakenasitsmajorsubject.ThenovelpresentedalivepictureofIndiansocietyundertheBritishruleofseconddecadeof20thcentury.ComprehensionCheckI.Choosethebestanswertoeachofthefollowingquestions.1.Whatdoestheword“untouchable”inthefirstparagraphsuggestaboutthestatusofthepunkah-wallah?A.Heremainsdetachedfromthepeople.B.Herepresentsthesublimityofthecourt.C.HeisalowlyIndianservant.D.Heisgodlike.2.HowdoesAdelaQuested’sperspectivechangeuponobservingthe“untouchable”inthecourtroom?A.Shefeelssympathyforanyonewhohastodealwiththemaninadirectway.B.Sheisrepulsedbyhisappearanceandlowsocialstatus.C.SheviewshimasasymboloftheIndianresistancetoBritishrule.D.ShequestionsthesupposedsuperiorityofEnglishcivilizationandherownChristianbeliefs.

CDComprehensionCheck3.HowdoesMr.McBrydepresenthiscaseatthetrial?A.Heappealstothejury’semotionswithaheartfeltspeech.B.HeusesdryrhetoricandtakesAziz’sguiltforgranted.C.HereliesoneyewitnesstestimoniestoproveAziz’sguilt.D.Heavoidsdiscussingtheincidentindetail.4.WhydotheEnglishdecidetojoinAdelaontheplatform?A.Toestablishtheirsupposedsuperiorityoverthecrowd.B.ToexpresstheirdisdainfortheIndiancrowd.C.TosupportAdelaandshowsolidarity.D.Togetabetterviewoftheproceedings.5.WhatisAdela’sreactionuponseeingAzizinthecrowd?A.Shedoubtsheraccusationsagainsthim.B.Sheisscaredandfeelsthreatened.C.Sheisveryangrywithhim.D.Shefeelssorryforwhatshehasdone.BAAComprehensionCheckII.Adelashowsanumberofdifferentemotionsduringthetrial.Fillintheblankswithappropriatewordsorphrasestotracehowherfeelingschange.

FeelingChangeofemotionOverwhelmedThecourtis___________andhot,andAdelaisoverwhelmed.AffectedThecasebegins,andAdelaisaffectedbythepresenceofahumbleyetstrongandattractive_________________operatingthehangingfan.UpsetAnIndianinthecrowdcallsoutthatAdelais_________________,whichmakesAdelaupset.ContemplativeTheIndiansocialhierarchymakesAdelacontemplateher___________withgreaterdistanceandclarity.GuiltyLookingaroundthecourtroom,AdelaseesthepeopleshemetwhoweresupposedtoshowhertherealIndia.Shebeginstowonderifshe_____________________________andfeelsguiltyaboutthenotionoftheBritishasacivilizingforce.crowdedpunkah-wallahuglierthanAzizmemoriesmadeamistakeregardingAzizComprehensionCheck

III.Inthetext,theterm“Oriental”isusedtodifferentiatetheEastfromtheWestandtostereotypetheEasterncharacters,includingAziz.WhatdoesthisrevealabouttheinherentbiasesandprejudicesoftheBritish?

III.Suggestedanswer:

ThisclassificationofEastversusWestusingthelabel"Oriental"isprofoundlyunfair.Itisanideologicaltoolthatservescolonialdomination,embodyingtheessenceofOrientalism.Thisrevealsthedeep-seatedprejudicesandarrogance​oftheBritishelite.Scientificizedracism:CharacterslikeMcBrydecloakcruderacisminpseudo-scholarlylanguage,presentingitas"scientificfact"tolegitimizetheirpower.Justificationforcolonialrule:BydefiningIndiansas"Orientals"inneedofguidance,theBritishframetheirimperialprojectasa"civilizingmission."Intellectuallazinessandinsulation:ThisstereotypeallowstheBritishtoavoidengagingwithIndiansascomplexindividuals,preventinggenuineunderstandingandensuringthefailureofrelationshipslikethatbetweenAzizandFielding.Forsterusesthenovelnottoendorsebuttocritiqueanddeconstruct​theseveryOrientalistprejudices.IV.WhatcreativemethodsdoestheauthorusetodismantlethestereotypeofOrientalsasfundamentallydifferentfromEuropeans?CanyoupointoutinstanceswheretheideaofOrientalismischallengedand/orsubvertedinthetext?

E.M.ForsterdismantlesOrientaliststereotypesthroughsubtleliterarytechniquesthathighlightsharedhumanityandsubvertcolonialhierarchies.Complexcharacterization:​HeportraysDr.Azizasamultifacetedindividual—generous,witty,andflawed—notasimplistic“Oriental”archetype.Narrativeirony:​McBryde'spseudo-scientifictheoryof"Orientalpathology"isundercutbyamockinginterjectionfromthecrowd,exposingtheabsurdityofsuchgeneralizations.Symboliccontrasts:​Themajestic,godlikepunkah-wallahinthecourtroomembodiesasilent,naturaldignitythatcontrastswiththepettinessoftheBritishofficials,subvertingthestereotypeofIndianinferiority.Subversionofplot:​Adela’smomentofdoubt—seeingAziznotasamonsterbutasanordinaryman—directlyunderminesthecorecolonialnarrativeofthe“dangerousnative.”Ultimately,thetextsuggeststhatdifferenceisconstructedbypowerandprejudice,notinherent,andthatconnectionispossiblewhentheseconstructsareabandoned.IV.Suggestedanswer:

ExtensionActivityI.DespitesomeofthewaysthattheBritishtakeadvantageoftheirpowerfulpositionstotreatAzizunfairly,whataresomeoftherights,suchashabeascorpus,builtintotheBritishjudicialsystemthatpreventtheBritishfrompunishingAzizwithoutatrial?HowisAziz’ssituationcomplicatedbybeinganIndiansubjectinaBritishcolony?

Referenceanswers:Aziz’ssituationhighlightsacentralcontradictionofcolonialjustice.WhiletheBritishjudicialsystemincorporatesrightslikehabeascorpus—preventingarbitrarypunishmentandguaranteeingatrial—theseprinciplesarecompromisedbythecolonialcontext.Thesystemisostensiblydesignedforfairness,asse