Study Guide for the Final Exam.docx

Study Guide for the Final Exam.docx

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StudyGuidefortheFinalExam

StudyGuidefortheFinalExam

PartIVocabulary（20points,1pointforeach）

[精读同步测试Unit1,3,5,6,9,11,12PartIVocabularyandGrammar]

PartIIReadingComprehension（20points,2pointsforeach）

PartIII.FigureofSpeech修辞格（5points,1pointforeach）

Unit1p.13

4.Thefollowingsentencescontainanewfigureofspeechcalled“synecdoche”,inwhichapartstandsforthewhole.Identifythemandguesswhattheystandfor.

1.“Askirt”herestandsforawomanoragirl.

Unit5p.137

6.Translatethefollowingsentences,payingattentiontotheuseofhyperboleandunderstatement.

Unit6p.163

5.Pointoutwhichofthefollowingsentencescontainparadoxandwhichoxymoron.

Unit9p.235

6.Identifythefiguresofspeechusedinthefollowingsentences,payingspecialattentiontoalliterationandrhyme.

11.oxymoron（unnecessarynecessities）

12.satire

Unit11p.296

6.

Unit12p.328

5.

关于修辞格的补充资料：

PartIV.EssayQuestions（10points,5pointsforeach）

Unit1ThinkingasaHobby

ØLinguisticcompetenceisnotjustgrammarandvocabulary,wehavetolearntodealwithmoreserioussubjectsanddiscussmorecomplexproblems.Whatdoestheauthorusetheword“hobby”for?

It’sveryinterestingfortheauthortouse“hobby”inthetitle.Byusingthiswordhemeans:

●Thinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing.

●Thisspecialinterestisoftenreferredtoas“idlecuriosity”,anditisconsideredoneofthemostpreciousqualitiesinyoungscholars.

ØGolding’sWritingStyle

symbolism:

“LordoftheFlies”;

absurdism（荒诞主义）:

theirrationalandirregularbehaviorandactionmadebythecharacters;

irony:

theseeminglycontradictioninthestories,andoneofhisuniquewritingfeatures,

sarcasm:

raisesfromtheabsurdrealityandrevealsthedarksideofthereality.

I.InGeneral

Theveryfirsttextisaboutthinking,whichweallknowisthemostimportantanddifficultpartofourlearning.Foreignlanguagestudiesdonotjustmeangrammarandvocabulary.Withouttheabilitytothinkcreativelyandcritically,languageskillsmayenableustomakealivingbuttheycertainlywillnotmakeuswholehumanbeings.

Thatperhapsiswhytheauthortellsustotakethinkingasahobby,somethingweshouldallenjoydoingforitsownsake.Inotherwordswemustallhaveintellectualcuriosity.Theauthordividesthinkingintothreegrades.

Ithinkso,becausetheyallsayso!

（Grade-three）

It’snottrue!

Whatyousaidisself-contradictory!

（Grade-two）

Look,Idon’tcarewhateverybodysays.Here’sthetruth!

（Grade-one）

TheSummaryoftheCharacteristicsoftheThreeGradesofThinking

Thinking

Characteristics

Examples

Grade-three

Ignorance,hypocrisy,prejudice,self-satisfied,contradictions

Theheadmaster,

Mr.Houghton,ninetenthsofpeople

Grade-two

Detectingcontradictions;donotstampedeeasily;lagbehind,awithdrawal,destroybutnotcreate

Ruth,theauthor,（maybe）someacquaintances

Grade-one

Tofindoutwhatistruth,basedonalogicalmoralsystem

farandfewbetween

●Grade-threethinkingisthelowestone,whichisactuallynotthinkingatallbutacombinationofignorance,prejudiceandhypocrisy,andtheauthorthinksthatunfortunatelymostofusbelongtothiscategory.

Note:

　Noticethattheauthordoesnotseemtohavemuchconfidenceinmasswisdom.Infacthepitiestheninetenthsofthepeoplewhotendtoactlikecowswhichwill“grazeallthesamewayonthesideofahill.”

●Grade-twothinkingisastepfurther.Itenablesustodetectcontradictionsingrade-threethinkers’beliefs,buthasnothingpositivetoreplacethem.

●Thereforeweneedtogostillfurtherandstrivefortruth.Itwouldbeinterestingtoaskourselveswhichofthethreecategorieswebelongto,andwhetherwehavehadsimilarexperiences.

Theauthorsaysthatfinallyhedecidestogoprofessional,andtodothatherealizesthathemustdevelopcoherentsystemofthought,buthedoesnotexplicitlysaywhatthatsystemisforhim.Wecaninferhoweverfromthehintshegivesusinhisnarration.Obviouslyhissystemofthoughtisstronglyopposedtosuchthingsasbigbusiness,centralizedgovernment,wars,standingarmies,headypatriotismanddishonestpoliticians,andwecanalsoinferfromhissarcasticdescriptionsofhistoricaleventsandpoliticalfigureswherehestandsasregardspoliticsandreligion.

Thereisanotherthingweshouldnotice.Despitetheseriousnatureofthesubject,theessayiswrittenwithagreatsenseofhumor.Theauthor’spurposeistotellushowimportantitistolearntothink,buthedoesnotdoitinastraightlecture.Instead,hetriestoachievethisaimbymakingtheunthinkingpeopleappearignorant,biased,self-contradictory,hypocritical,andgenerallysillyandridiculous.Inotherwords,laughterishischiefweapon.

II.Structure

Part1（Para.1）:

Introduction:

TherearethreekindsofthinkingandImyselfcouldnotthinkatall.

Part2（Paras.2—32）:

Thethreegradesofthinking

A.Grade-threethinking:

thewriter’sheadmasterbeinganexample.（paras.2-24）

B.Grade-twothinking.（paras.25-29）

C.Grade-onethinking.（paras.30-32）

Part3（Paras.33—35）:

Conclusion:

ConversionofthewriterintoaGrade-onethinker.

III.Writingdevices

WritingDevices

Definitions

Examples

Parallelism

themethodofexpressingideasofequalimportanceinthesameorsimilargrammaticalform

✓allshoutingthesamething,allwarmingtheirhandsatthefireoftheirprejudices

✓notbythought;butbyanirresistiblespringinhisneck

Metonymy（转喻/换喻）

theactofreferringtosth.bythenameofsth.elsethatiscloselyconnectedwithitforexampleusingtheWhiteHousefortheUSpresident

✓Thepenismightierthanthesword.

✓Democracyfavorsthevoteratherthanthebullet.

✓BillGatesisthekingofoperatingsystemsworldwide.

Synecdoche（提喻）

formofmetonymy,inwhichapartstandsforthewholeorviceversa

✓Morehandsareneededinthework.

✓Ifwewerecountingheads,…

✓Hehasfivemouthstofeed.

Simile

Itmakesacomparisonbetweentwounlikeelementshavingatleastonequalityorcharacteristicincommon.Tomakecomparison,wordslike“as”,“as…as”,“asif”and“like”areused.

✓Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill.（para.24）

✓Theyallcametumblingdownlikesomanyrottenapplesoffatree.（para.31）

Metaphor

unlikesimile,thiscomparisonisimpliedratherthanstated

✓Heseemstoberulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.（para.20）

✓Ittooktheswimmersomedistancefromtheshoreandleftthere,outofhisdepth.（para.29）

Irony

istheexpressionofone’smeaningbyusinglanguagethatnormallysignifiestheopposite,typicallyforhumorousoremphaticeffect

✓Technically,itisaboutasproficientasmostbusinessmen’sgolf,ashonestasmostpoliticians’intentions,orascoherentasmostbooksthatgetwritten.（para.23）

Hyperbole

itisthedeliberateuseofoverstatementorexaggerationtoachieveemphasis

✓Youcouldhearthewind,trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacewouldgowhiteattheunaccustomedvisitation…

Unit3GroundlessBeliefs

I.InGeneral

Onethingwealldoallthetimeisstatingourideas,viewsandbeliefs.Weusuallybeginwithsuchexpressionsas

“Ithink,”“I’msure,”“I’mconvinced,”“It’sclear,”“Nodoubt,”“Itgoeswithoutsaying,”“It’scrystalclear,”“It’sassimpleasABC,”etc.

Weusethesestrongexpressionsbecauseweallvalueourideasandbeliefs.Nothinghurtsasmuchaswhenourideasarechallenged,refuted,ridiculed.Whenwedisagreeweargue,wefight,wecalleachothernames,wecometoblows,wechallengetheopponenttoaduel.Manypeopleevenreadytodieforanidea.

Wemaynotbeprofessionalthinkers.Butwealldothinkingasahabit．Wemaynothavereachedthelevelofgrade-onethinking．Butwecannotavoidthinking，rightlyorwrongly.

Note:

●Grade-threethinkingisthelowestone,whichisactuallynotthinkingatallbutacombinationofignorance,prejudiceandhypocrisy,andtheauthorthinksthatunfortunatelymostofusbelongtothiscategory.

●Grade-twothinkingisastepfurther.Itenablesustodetectcontradictionsingrade-threethinkers’beliefs,buthasnothingpositivetoreplacethem.

●Thereforeweneedtogostillfurtherandstrivefortruth.Itwouldbeinterestingtoaskourselveswhichofthethreecategorieswebelongto,andwhetherwehavehadsimilarexperiences.

Whydowefeelsostronglyaboutourideasandviews?

Howdoweknowtheseideasarecorrectandnotwronginthefirstplace?

Doourideasreallycomefromourthinking?

Arethosestrongconvictionsofourswellgrounded?

ThesearesomeembarrassingquestionsraisedbyMander（hewritesmanybooks,suchasOurShamDemocracy,Psychologyforeverymanandwoman,AlarmingAustraliaandsoon）,andEnglishpsychologist,inthispassagetakenfromhisbookLogicfortheMillions.（通俗逻辑）

ItisinterestingtonotethatMander’sbookfirstappearedin1947,anditwastranslatedintoChineseandpublishedbyKaimingPublishingHousebefore1949.ThefactthatitischosentobeatextinamodernreaderintheUnitedStatesshowsthatwhattheauthorsaidinhisbookremaintrueandvaluable.

II.Structure

Theme:

Thearticleismeanttoencourageustofindouthowwecamebyourbeliefsandmanagetobeboldenoughtotestourbeliefs.

Thetextcanbedividedintothetraditionalthreepartswithabriefi