Lecture3

ALessonfromExperience人生一課

PARTONE:GETTINGSTARTEDExercise1Thefollowingisalistofvaluablelessonspeoplehavelearnedfromexperience.Discussthemwithyourpartner.Doyouagreewiththesestatements?Ifyouagreewithanyoneofthem,trytorecallandsharewithyourpartnerthewayyourlearnedthislesson.Ifyoudisagreewithanyoneofthem,refuteit,alsowithyourownexperience.Friendshipisoneofthemostvaluablethingsinlife.Itisimportanttothinkindependently.Clothingisveryimportantonsomeoccasions.Sometimesparentsreallyknowbest.Hardworkcanbeenjoyable.Self-disciplineisimportant.Sometimesitisbesttolietothepeopleyoulove.Failureoftenoccurswhenpeoplethinktheyareincompletecontrol.PARTONE:GETTINGSTARTEDExercise2Youmusthavelearnedmanylessonsfromyourownexperiences.Writedowntwoofthem,eachinoneortwosentencesasillustratedinExercise1.1.__________________________________________________________________________________2.__________________________________________________________________________________PARTONE:GETTINGSTARTEDExercise3FromthelessonsinExercise1andExercise2,choosetowriteononewhichyouthinkisveryimportant,oroneaboutwhichyouhaveaninterestingstory.TalkingBeforeWritingExercise4Talkwithyourclassmatesaboutthelessons,i.e.thevaluableideasyouhavelearnedfromyourownexperiences.SharewiththemthestorywhichteachesthelessonyouchoseinExercise3.Dotheythinkthatyourstoryreallyteachesthelesson?Dotheylikeyourstory?Iftheanswerstothesetwoquestionsarepositive,dofree-writingfortenminutestojotdownthestory.Otherwise,thinkofanotherlessonandanotherstoryandsharethemwithyourclassmatesagainbeforeyoutryfree-writing.PARTONE:GETTINGSTARTEDExercise5Agoodstoryanswersthefollowingquestions:Whathappened?Wheredidithappen?Whendidithappen?Whowasinvolved?Whydidithappen?Howdidithappen?(first…then…lastly…)ThesequestionsareusuallycalledthefiveW’sandoneH.BesidestheinformationonthesefiveW’sandoneH,somestoriesalsoanswerthefollowingquestions:WhatdidIfeel?Howdiditmakemefeelthatway?Now,readthestoryyourpartnerproducedinExercise4.Doeshis/herstoryanswerthefiveW’sandoneHwell?Ifnot,domorefree-writingtogivemoreanswers.PARTTWO:LEARNINGHOWTOWRITE

I.DEVELOPINGPARAGRAPHSKILLS:TimeOrderTimeorder:recountingeventsintheactualordertheyoccurredExercise7Thefollowingaresomesentencesinanarrativeparagraph.Putthemintimeordersothatthestorywillflowsmoothly.PARTTWO:LEARNINGHOWTOWRITE

I.DEVELOPINGPARAGRAPHSKILLS:TimeOrder1.Someyearsagotherelivedinavillageapoorbutworthyclergyman,whohadtosupportafamilyofsevenonthesmallstipendoffortypoundsayear.2.Thehonestclergyman,however,refusedtouseanyofthemoneyuntilhefoundoutitsowner.3.Onedaywhenwalkingthroughthefieldsandmeditatingonhispoverty,hefoundapurseofgold.4.Afterashorttimethepursewasclaimedbyagentlemanlivingnearby,butonreturningitthefinderreceivednootherrewardthanthanks.5.Seeingnoonenearwaslikelytoclaim,hecarriedithomeandshowedittohiswife,whosuggestedusingittohelpthemoutofthedifficultsituation.6.Theclergyman’swifecouldnotrefrainfromreproachingtheownerofitwithingratitude,andatthesametimecensuringwhatshecalledtheover-scrupuloushonestyofherhusband.7.Afewmonthsafterwards,thepoorbuthonestmanreceivedaninvitationtodinewiththegentlemanwhosemoneyhehadfound.8.Inreplyheonlyquotedthewell-knownsaying,“Honestyisalwaysthebestpolicy.”9.Theclergymanthankedhisbenefactor,returnedwithjoytohiswifeandtoldherthehappychangeintheircircumstances.10.Afterentertaininghisguest,thegentlemanpresentedhimwithalivingworththreehundredayear,atthesametimeputtingintohishandsfiftypoundstorelievehispresentnecessities.11.Talkingtohiswife,headdedthathehopedshewasnowconvincedthatintheircasehonestyhadprovedtobe,asitalwaysis,thebestpolicy.Timeorder:1,3,5,2,4,6,7,8,10,9,11PARTTWO:LEARNINGHOWTOWRITE

I.DEVELOPINGPARAGRAPHSKILLS:TimeTransitionTimetransitionsarelinkingwordswhichindicatethetimerelationsbetweeneventslateronafterwardyearsagoearlierbeforemeanwhilesuddenlyfirstsecondthirdimmediatelynowonceoftenwhileyesterdaythereaftertomorrowthentodayinthepastformerlatternextwhenpreviouslyatlastuntilsometimelater

(2)

logicalorderParagraphsarrangedinlogicalorderpresentdetailsorideasintermsoftheirrelativeemphasis.Forexample,theideasinaparagraphmaymove:fromgeneraltospecific(e.g.boxing)fromspecifictogeneral(e.g.words)fromtheleastimportanttothemostimportantfromthemostfamiliartotheleastfamiliarOrderofImportance主次順序Ascendingorder重要性遞增順序Topic:Anumberoffactorscontributetoheartdisease.1Onecauseofheartdiseaseislackofexercise.2Thesecondmajorcauseisahigh-fatdiet.3Themostsignificantcauseissmoking.Descendingorder重要性遞減順序Topic:Somestudentscheatforseveralreasons:1Themostobviousreasonistogetgoodgrades.2Anothercommoncauseofcheatingislaziness.3Finally,studentscheatbecausetheythinknoonewillcareiftheydo.

Usingtransitionalwordsandphrases

Transitionalwordsandphrasesaidcoherencebyindicatingtherelationshipsamongsentences,establishingspatial,time,andlogicalconnectionsamongtheideasinaparagraph.Withouttransitionalwordsorphrases,theparagraphisjustalistofunconnectedevents.Descendingorder重要性遞減順序Topic:Somestudentscheatforseveralreasons:1Themostobviousreasonistogetgoodgrades.2Anothercommoncauseofcheatingislaziness.3Finally,studentscheatbecausetheythinknoonewillcareiftheydo.

Usingtransitionalwordsandphrases

Transitionalwordsandphrasesaidcoherencebyindicatingtherelationshipsamongsentences,establishingspatial,time,andlogicalconnectionsamongtheideasinaparagraph.Withouttransitionalwordsorphrases,theparagraphisjustalistofunconnectedevents.ExampleAtestisamethodofmeasuringaperson’sability.

Sometestsmeasuregeneralability,whileothersfocusonspecificcompetenceorobjective.Also,atestmeasuresanindividual’sability,knowledge,orperformance.Finallyatestmaymeasureagivenarea.

Transitionalwords

1tosignalsequenceoradditionagain,also,and,besides,finally,first…second…third,furthermore,inaddition,last,next,one…another,still,too…2tosignaltimeafterward,assoonas,atfirst,atlength,atthesametime,before,earlier,eventually,finally,immediately,inthemeantime,later,meanwhile,next,now,soon,subsequently,then,until…

3tosignalcomparisonalso,bythesametoken,incomparison,likewise,similarly…4tosignalcontrastalthough,but,despite,eventhough,however,incontrast,instead,nevertheless,onthecontrary,ontheonehand…ontheotherhand,still,whereas…

5tosignalexamplesforexample,forinstance,namely,specifically,thus…

6tosignalcausesoreffectsaccordingly,asaresult,because,consequently,hence,since,so,then,therefore…7tosignalnarrowingoffocusafterall,indeed,infact,inotherwords,inparticular,specifically,thatis…8tosignalconcessionadmittedly,certainly,granted,naturally,ofcourse…9tosignalconclusionsorsummariesasaresult,consequently,inconclusion,inotherwords,insummary,therefore,thus,toconclude…PARTTWO:LEARNINGHOWTOWRITE

I.DEVELOPINGPARAGRAPHSKILLS:MaintainingaFocusAllwritingshouldbefocused,andnarrationisnoexception.Whenwewriteastorybasedonourexperience,weshouldalsohaveapointtomake.Moreoften,however,anarrativedoesnothaveadefinitetopicsentencestatingthepointexplicitlySelectingKeyEventsOncewehavedecidedonaparticularpoint,weshouldgoontoselectfromourexperiencestherelevantevents,i.e.narrativedetails,todevelopthepoint,e.g.“HowISucceededintheMid-TermExam”.Neverletnon-essentialdetailsoverwhelmthestory.Cutoutbackgrounddetailsunlesstheyareabsolutelynecessaryforthedevelopmentofthestory.UsingDescriptingasSupportOncewehavedecidedtomakeapointthroughastory,thestoryneedstobeconcreteenoughtoconvinceourreaderofthatpoint.Thepowertoconvinceliesindescription.TailoringtheStoryIngeneral,themorevividthedescriptionis,themoreinterestingandconvincingthestorybecomes.However,thereisonethingweshouldbearinmind:descriptivedetailsmustbeusedinproportiontotheimportanceoftheeventtheydescribe.PARTTWO:LEARNINGHOWTOWRITE

I.DEVELOPINGPARAGRAPHSKILLSExercise8Usetheabovecriteria(TimeOrder,MaintainingaFocus,SelectingKeyEvents,UsingDescriptionasSupport,andTailoringtheStory)tojudgeyourfree-writingandreviseaccordingly.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:Showingvs.TellingHehadanuglysmile.Hesmiledacold,toothlessgrin.TELL:thewriterdirectlypassesonhisjudgment(i.e.makinggeneralizationsofwhatthesubjectislike)andhopesthereaderwillacceptit.SHOW:thewriterbringsoutdetailsandletreadersreachthejudgmentthemselves.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:Showingvs.TellingExercise9Readthefollowingsentences.Aretheyshowingortelling?Changethosethattellintoonesthatshowbyaddingdetailedimages.Example:Thechildwashappy.(TELL)Thechildgiggled

assheshookhertoymonkey.(SHOW)1.Hekeepsasweet

smileonhisface.2.Theforeheadisboneywithdeep-setblackeyes;thenoseisstraight;themouthisthin-lipped.3.Tomisawarm-heartedboy.4.Hewearsoldstyleclothes,andthecolorisoftengrayorblack.5.Sheisopenlysentimental

andsensitive.6.HisbignosemakesmethinkoftheFujimountaininJapan.7.Mylittlesisterisverynaughty.8.Hewashandsomewhenhewasyoung,butnowthefaceiswrinkled,thehairgray.9.Sheisalively

girlofmediumheight.10.Sheisjustlikeaboy.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:UsingFiguresofSpeechUsingourfamiliarvocabularytocreateafigureofspeechisusuallymoreeffectivethanusinganyfancyword.Simile:comparesonethingtoanother.Itusessuchwordsas“l(fā)ike”or“as…as.”Inasimile,thewriterusuallycomparesthesubjectdescribedwithsomethingthatisfamiliartomostreader.Metaphor:isasimiletakenastepfurther.Suchwordsas“l(fā)ike”and“as…as”areomitted.Comparedwithasimile,ametaphorislessliteralandmorefigurative.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:UsingFiguresofSpeechExercise10Thefollowingaresomeflatstatements.Useasimileormetaphortobringoutamorevividpicture.Examples:Hisblackeyesareshining.SHisblackeyesareshininglikediamondsundersunlight.MHiseyesaretwoblackdiamonds.1.Hercheeksarered.2.Shehaslongstraighthair.3.Onherroundfaceareapairofmetalrimmedglasses.4.Thebookspileuponhisdesk.5.Theroomgivesoutanunpleasantsmell.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:ComplexSentenceAcomplexsentenceismadeupofanindependentclauseandoneormoredependentclauses,i.e.subordinateclauses.Asubordinateclauseisintroducedwithasubordinatingconjunctionsuchaswhen,where,who,because,if,although,sothatandsoon.PARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:TypesofSubordinateClausesandSubordinatingConjunctionsAdjectiveClauseSubordinatingConjunctionsMeaningRelativePronounswhowhomwhose+nounthatwhichperson(s)(subject)person(s)(object)person(s)/thing(s)---possessivething(s)/person(s)---restrictiveclauseonlything(s)RelativeAdverbswhenwherewhytimeplacereasonPARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:TypesofSubordinateClausesandSubordinatingConjunctionsNounClauseSubordinatingConjunctionsMeaningthatwhowhoeverwhatwhateverwherewhereverwhenwheneverhowmuch(many,etc.)whether(not)ifwhyPARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:TypesofSubordinateClausesandSubordinatingConjunctionsAdverbClauseSubordinatingConjunctionsMeaningtimewhenwhileassoonasaftersinceastimelongdurationoftimeimmediatelyafterthetimethat…subsequenttothetimethat…fromthattime/momentonwhile,whenplacewherewherevereverywhereadefiniteplaceanindefiniteplaceanyplacefrequency/distanceas+adverb+asinthewaythat…mannerasreasonbecauseassinceforthereasonthatPARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:TypesofSubordinateClausesandSubordinatingConjunctionsAdverbClause(Cont.)SubordinatingConjunctionsMeaningresultso+adj./adv.+thatsucha(n)+n.+thatpurposesothatinorderthatcontrast/concessionalthougheventhoughthoughinspiteofthefactthat…conditionifevenifunlesswhensupposeregardlessofwhether…if…notintheeventthatPARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:ComplexSentenceThedependentclauseinacomplexsentencecanbeputeitheratthebeginningorattheendofthesentence.Whenitappearsatthebeginning,acommaisneededtosetthedependentclauseofffromtheindependentclause.Nocommaisneedediftheindependentclausecomesfirst.Independentclause+DependentclauseorDependentclause+,+IndependentclausePARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:ComplexSentenceExercise11Chooseanappropriatesubordinatingconjunctionandcombinethetwoclausesineachitemintoacomplexsentence.Capitalizeandpunctuateeachsentencecorrectly.1.travelerscometoNanjingtheyusuallyvisittheConfuciusTemple2.studentswillgetscholarshipstheyworkhard3.westayhomeitisraining4.sheisverythinshestillwantstoloseweight5.wehavefinishedourhomeworkwecannotgotothemoviesPARTTWO:LEARNINGHOWTOWRITE

II.DEVELOPINGSENTENCESKILLS:SubordinationandSentenceCombinationExercise12Changethefollowingcompoundsentenceintocomplexsentences.Usecorrectsubordinatingconjunctionsandpunctuation.1.Theprincipalstandsuptospeak,andeveryoneisatoncesilent.2.Everyoneelsehadlefttheroom,andthenheleftithimself.3.Igotothisplaceandthat;thesamethoughtpursuesmeeverywhere.4.AftertheoperationMarydidn’tgetbetter,butshedidn’tgetworse.5.Youwantmetostart,andsoIamreadytodoso.6.Theclassworkedtogether