unit 3 Growth and Maturity 思辨大学英语写作教程_图文.ppt
《大学思辨英语教程写作1》练习答案-unit 3 growth and maturity (2)
大学思辨英语教程写作1练习答案 - Unit 3 Growth and Maturity一、词汇学习1. Command - Verb: to give an authoritative order. - Noun: an authoritative order.2. Accumulate - Verb: to gather or collect.3. Inevitable - Adjective: certain to happen; unavoidable.4. Rites - Noun: a religious or other solemn ceremony or act;a way of behaving or doing something that is customary.5. Entail - Verb: involve (something) as a necessary or inevitable part or consequence.二、短文改写原文： Growth and maturity entail several stages and experiences that shape who we become. It is inevitable that we encounter challenges and difficulties along the way. However, it is through overcoming these obstacles that we gain maturity and wisdom.改写： Becoming mature and growing up involve a series of stages and experiences that influence our personal development. It is unavoidable that we face various challengesand hardships throughout this process. Nevertheless, it is by successfully conquering these obstacles that we acquire wisdom and maturity.三、完形填空原文： Ad vertisements in today’s society often try to 1 the idea that people can purchase happiness. They try to 2 us that buying certain products will make us happier and more fulfilled. While it is true that having some material possessions can bring us temporary joy, true happiness and fulfillment come from 3 sources.Money is a 4 tool that can be used for good or for evil. It can provide us with security and opportunities, but it can also make us 5 and lead to dissatisfaction if we become too focused on accumulating wealth. We must remember that there are certain things that money cannot 6. It cannot buy love, friendship, or personal growth, which are all essential for true happiness.In order to truly be happy and fulfilled, we must 7 on developing meaningful relationships, pursuing our passions, and 8 to become the best version of ourselves. This requires self-reflection and self-improvement. 9 happiness comes from within and is not dependent on external factors such as possessions or wealth. It comes from living a life aligned with our values and finding fulfillment in the things that truly matter to us.It is 10 to sometimes be tempted by the notion that possessions can bring us happiness. However, it is important toremember that true happiness is not something that can be bought; it is something that comes from within.完形填空： 1. A. persuade 2. B. convince 3. D. inner 4. C. neutral 5. A. greedy 6. D. acquire 7. B. focus 8. A. striving 9. C. True 10. B. natural四、阅读理解1.原文： A 2016 study found that the average person spends nearly six hours a day on their phone. For many of us, our phone has become an extension of ourselves and a constant source of entertainment and distraction. However, what are the effects of this constant screen time on our mental health?One study conducted by researchers from the University of Pittsburgh found a correlation between increased social media use and feelings of depression and loneliness. The study followed over 1,700 adults and found that those who spent more time on social media platforms were more likely to report feelings of isolation and dissatisfaction with their lives.Another study published in the journal Computers in Human Behavior found that excessive smartphone use can lead to symptoms of addiction. Researchers surveyed over 300 college students and found that those who reported higher levels of dependence on their smartphones were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can provide us with a sense of connection and entertainment, it is important to bemindful of our usage. Excessive screen time can have negative effects on our mental health and well-being. It is essential to find a balance and engage in activities that promote our mental and emotional well-being.改写： According to a study conducted in 2016, the average person spends nearly six hours a day on their mobile phones. For many individuals, their phone has become an integral part of their lives, providing constant entertainment and distraction. However, what impact does this excessive screen time have on our mental health?Researchers from the University of Pittsburgh conducted a study that found a correlation between increased use of social media and feelings of loneliness and depression. The study, which involved over 1,700 adults, discovered that those who spent more time on social media platforms were more likely to feel isolated and dissatisfied with their lives.Another study published in the journal Computers in Human Behavior revealed that excessive use of smartphones can lead to symptoms of addiction. The study surveyed more than 300 college students and found that those who reported higher levels of smartphone dependency were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can offer a sense of connectivity and entertainment, it is crucial to be mindful of our usage. Spending excessive time on screens can have adverse effects on our mental health and overall well-being. Striking a balance and engaging in activities that promote our mental and emotional well-being is essential.2.原文： Growth and maturity involve taking responsibility for our actions and choices. As we grow older, we gain the autonomy to make decisions that shape our lives. This freedom comes with the need to take ownership of our actions and accept the consequences that result from them.Taking responsibility requires recognizing our role in the outcomes of our choices. It means acknowledging that the decisions we make have an impact on ourselves and those around us. By taking responsibility, we demonstrate our maturity and willingness to learn from our mistakes and grow as individuals.However, taking responsibility does not mean that we are entirely to blame for every negative outcome. It means understanding that we have the power to control how we respond to situations and make choices that align with our values and goals. It also means acknowledging that we have the ability to change and improve ourselves, even in challenging circumstances.Taking responsibility is a sign of personal growth and maturity. It allows us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we develop a sense of ownership over our lives and take an active role in shaping our future.改写： Developing and maturing involves assuming responsibility for our actions and decisions. As we age, we obtain the independence to make choices that impact our lives. With this freedom comes the necessity to acknowledge the consequences that arise from our actions and accept them.Assuming responsibility entails understanding our involvement in the outcomes resulting from our decisions. It means recognizing that the choices we make have an influence on ourselves and those around us. By shouldering responsibility, we exhibit our maturity and willingness to learn from our errors and evolve as individuals.However, accepting responsibility does not imply that we bear full blame for every negative consequence. It means comprehending that we possess the power to control our responses to situations and make choices that are in line with our values and aspirations. It also means acknowledging our ability to adapt and better ourselves, even in the face of challenging circumstances.Taking responsibility signifies personal growth and maturity. It enables us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we foster a sense of ownership over our lives and actively shape our own future.五、写作题目： Write an essay discussing the importance of personal growth and maturity in academic and professional settings.写作： In both academic and professional settings, personal growth and maturity play an indispensable role in our success and development. They not only shape our character but also determine our ability to handle challenges and make wise decisions.First and foremost, personal growth and maturity are fundamental for academic excellence. As students, we are constantly faced with the need to acquire new knowledge and skills. It is through personal growth that we can develop a thirst for learning, curiosity, and an open mind. By cultivating these qualities, we become more receptive to new ideas and perspectives, enhancing our ability to grasp complex concepts and apply them in academic endeavors.Furthermore, personal growth and maturity enable us to take responsibility for our academic progress. They teach us to prioritize our commitments, manage our time effectively, and persevere through obstacles. As we grow and mature, we recognize that success is not solely determined by intelligence but also by discipline and hard work. This self-discipline and work ethic become the driving forces behind our academic achievements.In addition to academic pursuits, personal growth and maturity are equally critical in professional settings. As professionals, we must navigate complex work environments, collaborate with diverse individuals, and handle challenging situations. Personal growth equips us with the necessary emotional intelligence and interpersonal skills to thrive in such environments.Moreover, personal growth encourages us to strive for continuous improvement in our professional lives. By being self-aware and open to feedback, we can identify areas for growth and actively seek opportunities for development. This may involve attending workshops, exploring new roles or responsibilities, or seeking guidance from mentors. Ultimately, personal growth and maturity enable us to adapt to evolving job demands and contribute meaningfully to our organizations.In conclusion, personal growth and maturity are essential components of success in academic and professional settings. They not only enhance our ability to acquire knowledge and overcome challenges, but also equip us with the skills necessary to excel in our chosen fields. By investing in our personal growth and embracing maturity, we position ourselves for an enriching and fulfilling academic and professional journey.。
大学思辨英语教程写作3课文翻译
大学思辨英语教程写作3课文翻译为自己而写拉塞尔·田克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这—一想法才有了实现的可能。
在这之前，我对所有跟英文课沾边的事都感到腻味。
我觉得英文语法枯燥难懂。
我痛恨那些长而乏味的段落写作，老师读着受累，我写着痛苦。
弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。
弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。
据说他拘谨刻板，完全落后于时代。
我看他有六七十岁了，古板之极。
他戴着古板的毫无装饰的眼镜，微微卷曲的头发剪得笔齐，梳得纹丝不乱。
他身穿古板的套装，白衬衣领扣外的领带打得——丝不苟。
他救着古板的尖下巴，古板的直鼻梁，说起话来—·本正经，字斟句酌，彬彬有礼，活脱脱一个橱稽的老古董。
我作好准备，打算在弗利格尔先生的班上一无所获地混上—·年，不少日子过去了，还真率出所料。
后半学期我们学写随笔小品文。
弗利格尔先生发下一张家庭作业纸，出了不少题供我们选择。
像“暑假二三事”那样傻乎乎的题目倒是一个也没有，但绝大多数—样乏味。
我把作文题带回家，——直没写，直到要交作业的前一天晚上。
我躺在沙发上，最终不得不面对这一讨厌的功课，便从笔记本里抽出作文题目单粗粗—看。
我的目光落在“吃意大利细面条的艺术”这个题目上。
…这个题目在我脑海里唤起了一连串不同寻常的图像。
贝尔维尔之夜的清晰的回忆如潮水一般涌来，当时，我们大家——起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。
那时意大利细面条还是很少听说的异国食品。
多丽丝和我都还从来没吃过，在座的大人也是经验不足，没有—个吃起来得心应手的。
艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中，我回想起来，当晚我们笑作—团，争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。
突然我就想描述那…切，描述当时那种温馨美好的气氛，但我把它写下来仅仅是想白得其乐，而不是为弗利格尔先生而写。
大学思辨英语精读备课Unit 3
Unit 3 Bereavement and GriefPreparatory Work(1) According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the “theatre within the theatre” in the play Seipersonaggi in cercad’autore(1921; Six Characters in Search of an Author), he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality” (Britannica). “War” reflects t his style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers’ anxious, grieving parents.(2) The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world’s economic great powers assembled in two opposing alliances, the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (Willmott 15). It is generally believed by historians that World War I was “virtually unprecedented in the slaughter, carnage, and dest ruction it caused” (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3) Common symptoms of grief caused by bereavement include wistfulness, lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kübler-Ross, people who have lost someone close usually go through five emotional stages: denial, anger, bargaining, depression and acceptance.(4) Luigi /luˈidʒi/Perandello/ˌpɪrənˈdɛloʊ; Italian ˌpi rɑnˈdɛllɔ/Fabriano/Italian ˌfabriˈaˌno/Sulmona /Italian sulˈmona/Critical ReadingI. Understanding the text1.(1) Their argument was about what attitude parents should take towards their childrengoing to war and killed in action. Of the passengers, the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2) In Paragraphs 15 and 16, he is described as a “fat, red-faced man with blood-shoteyes of the palest gray”, who was “panting”, and “from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain”. In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be “bulging, horribly watery light grey”.These physical traits might suggest that the fat man was in poor health, and was grief-stricken by his son’s death.(3) The woman asked the question of the fat man because she was awed by his stoicresponse to his son’s death. She found it extr emely difficult to cope with her anxiety over her son’s departure for the front, and wished to confirm the fat man’s feelings so that she might derive some strength from his example. She was the one who asked the question, rather than one of the other passengers, because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of his son’s death, and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son’s death as he claimed, had been desperately rejecting this horrible idea.2.(1) F(2) F(3) T(4) T3.(1) D(2) A(3) AII. Critiquing the Text(1) Instead of giving direct description of war action, the story depicts the emotionalturmoil on the part of the soldiers’ parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss.(2) The fat, red-faced man started his part of the argument by putting a stop to theother passengers’ debate over the correlation between the intensity of the parents’ anxiety and the number of children they have on the battlefield. He insisted that parents gave life to their children not for their own benefit, and that they should respect their children’s wish to go to the front. He ended his argument by claiming that parents should accept their children’s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions, new ties”, but then he talks about dying “young and happy”, “without having the ugly sides of life, the boredom of it, the pettiness, the bit terness of disillusion”. The latter statement overlooks the good sides of life mentioned in the former one. His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion that parents should not grieve over their children’s death. Therefore, the reason he gave for not grieving was unconvincing.His pause and hesitation in the middle of the sentence “Our sons are born because…well, because they must be born” might be see n as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out “Our sons are born because we love them”. He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties”, he was referring to theelements of youthful life that were more alluring to young people than their parents’ affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man’s feeling for the “Country” was more likely to be a clichéconveniently used to advance his argument, for he used the “if” clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country”, as he repeatedly spoke of “decent boys” that chose to fight for their cou ntry. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son’s death.(5) The reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement, but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father’s words. On the one ha nd, he might be able to understand his father’s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6) The question is considered “silly” and “incongruous” from the passengers’ pointof view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman’s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man’s loneliness.He had to battle with his emotional turmoil all on his own, with all the other people believing he was coping really well.(7) All these four definitions are common denotations of the word patriotism, which isa controversial notion. It is morally valuable, for it can arouse noble sentiments ofheroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the “greater good” that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you’re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, I’ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives.I knew little about the enemies we killed, but I did know that some time before they had been allies with us. It is most likely that they, just like us, are innocent, naïve young people with an enthusiasm for heroic action.I used to say it would be a bliss to lay down my life for the Country. I still think so, but for a different reason. I never know when exactly I will get killed, but to be killed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get killed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I can never come back again.Your loving sonLanguage Enhancement5.(1) Pirandello employs the linear structure in the story, and develops the plot mostlythrough conversation. He includes so much conversation probably because he intends to “show more than tell”, to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author’s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. He describes the woman’s feelings and thoughts in great detail, while characterizing other passengers through external depictions. (2) The words that describe feelings and emotions include “sad” (Paragraph 6), “indistress” (Paragraph 18), “deep sorrow” (Paragraph 24), “harrowing, heart-breaking, uncontrollable sobs” (Paragraph 24), etc. Besides the use of adjectives, Pirandello builds up emotional intensity by delineating the gloomy setting (“stuffy and smoky second-class carriage” in Paragraph 2). Als o, he does so by describing each character’s gestures and facial expressions. For example, the woman is portrayed as a pitiful sight, “twisting and wriggling, at times growling like a wild animal” (Paragraph 8), and the fat man “shook his light fawn coat” as to show he did not wear mourning, and “his livid lip over his missing teeth was trembling, his eyes were watery and motionless, and soon after he ended with a shrill laugh which might well have been a sob” (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals (take Grandfather Gao’s funeral in Ba Jin’s Family for example). It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu’s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father’s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one’s close relations. Upon Old Earnshaw’s death in Wuthering Heights, for example, each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler’s grave was visited by the Jews whose lives he had saved. In “Thoughts on a Visit to an Ancient Battlefield”, Li Hua depicted scenes in which the dead soldiers’ families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears (“布奠倾觞，哭望天涯”). There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers’ families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld (“吊祭不至，精魂何依”). Tomb-visiting is also an effective w ay to cope with one’s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji, hero of Jin Yong’s Heaven Sword and Dragon Saber, visited his parents’ grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father’s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O’Hara was prohibited from wearing colorful clothing and dancing in public after her husband’s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2. 元缜《遣悲怀（其一）》谢公最小偏怜女，自嫁黔娄百事乖。
《大学思辨英语教程写作1》练习答案-Unit 3 Growth and Maturity
Unit3Growth and MaturityPre-class ExplorationSuggestions for instructors:Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting:What would be the key elements in those settings?What adjectives would the students use to describe a specific setting?What images or associations would that specific setting evoke?What would be some“typical”characters in these settings? Transfer to the Skills Section:(45minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I:Learning the SkillsActivity1Read the following story and discuss with your partner the techniques used in developing the character Beaver.Activity2The following two passages are about two best friends,Deanna and Beverly.Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage.In Passage2,highlight those sentences that can correspond to the sentences([1],[2],[3]and[4])in Passage1and think about the impact of these differences on readers’impressions of the two characters.Activity3Read the excerpt from“Beauty and the Beast”by Jeanne-Marie Leprince de Beaumont and discuss the following questions with your partner:1)1)What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic(or spell)might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant(Beauty’s father)were inReading the first four paragraphs,ask students to underline the words or phrases that indicate the setting such as“the forest,deep snow,bitter frost,only shelter was the hollow trunk of a great tree,howling of the wolves,falling snow covered up every path,rough,slippery”When he started to encounter the magical world:“a splendid castle,no snow had fallen in the avenue of orange trees,covered with flowers and fruits,several splendidly furnished rooms,pleasant warmth of the air,nobody in all this vast and splendid palace,deep silence reigned everywhere,empty rooms and galleries,a room where a clear fire was burning,a couch was drawn up cozily before it…”Ask the students to free write for10minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity4The following passage is the opening of Johnny Tremain by Esther Forbes.The author’s style is very descriptive and detailed,which helps readers picture the story in their mind and fully understand what is happening.Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound:(gulls)scream and quarrel,(cocks)cried,(hens)clucking,(horses)whinnied,(bells) cling-clanged.3)What can you TOUCH in this place?Touch:(gulls)icy(eyes).4)What can you SEE in this place?Sight:Gulls,cocks,cats,horses,cows,the morning sunlight,bells.5)What can you TASTE in this place?Taste:salty air.6)What can you SMELL in this place?Smell:the first dead fish,first bits of garbage,all kinds of animal smells.Activity5The following passages are developed on the basis of the setting“There is an air of mystery in the house.”Read and highlight the words and phrases that describe sounds,feelings,smells and sights,and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage1I shivered terribly at the sight of the deserted mansion that stood on the hilltop.With much curiosity,I treaded gingerly towards the mansion.Suddenly,I heard a distant howl that pierced through the silent night.At my wit’s end,I slowly walked towards mansion.My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion.The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage2Behind the dark alley,it stood a deserted house.I stood meekly outside the haunted house with my jaws hung open.Suddenly,I saw a silhouette of a person in the house.Shivers ran down my spine as I approached the house cautiously.When I reached the doorstep,I was paralyzed withfear.I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me.My face turned ashen when the door opened itself.Passage3I crept behind the house since the door was left ajar.The whole place was covered with dust and cobwebs.I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear.I picked up my courage and continued walking until I reached a smaller silver door.An eerie scream came from the door and soon,it turned into a howl.I decided to put a brave front and walk into the room…Passage4Benjamin’s hair stood on ends as the eerie scream pierced through the still night.The howling of dogs made him stood meekly.He treaded gingerly through the dark and scary corridor.He saw a trail of bloodstains on the wall and maggots were crawling all over the place.What Benjamin saw later will be forever etched in his mind.It was the toilet’s light flickering.The continuous switching of the switch could be heard even when no visible being could be seen doing it.He then smelt a strong stench of urine coming from the toilet bowl.Activity6Read the following short story“The Flowers”by Alice Walker and discuss the following questions with your partner:1)What is the setting?What are the elements in this setting?The woods behind her house.The elements of the setting include locale of the story(near her home vs.deeper into the woods);time(summer morning);mood and atmosphere (beautiful,light,good,vs.strangeness,gloomy,damp air,close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton,probably a black male who was lynched. 3)What does the author mean by saying“And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity7Read the following excerpt from Chapter6of The Secret Garden.Mary went to live with her uncle Mr.Archibald Craven in a big house after her parents died.She was exploring the rooms in the house when she heard someone’s crying.Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story:Colin Craven,the son of Mr.Craven,who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze.It showed the portrait of the family members with no one living in any of those rooms.It creates a mysterious and queer feeling as Mary felt.Her wanderings in the house led to more of her discoveries.Suggestions for instructors:Broader setting background:in1803,the territory of United Stated expanded greatly through the Louisiana Purchase.To encourage people move to West,the Homestead Act of1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it.A lot people headed west in their dream of searching for a better life.But it was harder than many people had expected.Part II:Case AnalysisActivity8Read Text A and consider how the author establishes the settings for the story.Task1Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting1:Mary was picked up.Pa didn’t want her,but Mary stood up to him without fear.Setting2:_When Pa headed to town to get food,Mary was left to take care of the children.Setting3:When the food was all gone,Mary found some mushroom and tried herself first before letting the children eat.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What is the personality of Mary?Independent,responsible,caring,brave,2)How do you think Mary’s character is shown through various settings:a.On prairie,she stood up to Pa without fear when she asked to travel alongb.In the mountains,she helped take care of the girls and cook________c.After Pa left,_she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion,did the eleven-year-old narrator become“too soon a man”as well?How did his attitude change under various circumstances?a.On prairie,he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences:“Mary came out of the cabin then,walking sedately.As she came toward us,the sun began to shine”create?These sentences are symbolic,which showed the hope and the positive change in their lives.5)The text has also been published under the title“The Day the Sun Came Out.”Which title do you like better?Why?Answers may vary.6)Have you ever been given more responsibility than is usual for someone your age?Describe your experience being“too soon a woman”or“too soon a man.”How did it change you?(If you prefer,describe an experience someone you know or know about has had.)Answers may vary.Activity9Read Text B and consider the setting the author establishes for the story.What is the role of the setting in developing the story?Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nights and in the narrator’s home.2)What did the father do in the darkness?And what did the son do?He would sit in the dark and smoke and think.His son was quite worried about his father. 3)At what point in the story did the son begin to understand his father’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father“why don’t you go to bed?”and he was“afraid,worried,angry, curious”and felt“unless I get an answer I will go crazy”,etc.Part III:Language StudyActivity10Read Text A and Text B and find expressions related to five senses(smell,taste,touch,sound and sight)or others(such as emotion).Discuss with your partner how these words are helpful to demonstrate the characters’personalities.Text A Text BSMELL She sliced that big,solidmushroom and heated greasein a pan.The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of themushroom while the little girlsdanced with anxiety.Wefeasted,we three,my sistersand I,…Soon I become thirsty.(I drink a lot of water.)I go to the kitchen for a drink.TOUCH She got up and rummagedaround in the grub box.I climb the steps softly, skipping the ones that creak. He is sitting in the same chair,his elbows on his knees,his cold pipe in his teeth,his unblinking eyes staring straight ahead.SOUND It was near dark when therewas an answer to my yelling,and Mary came into theclearing.The ticking of the alarm clock on the ice box.The low hum of an automobile passing many blocks away.The swish of papers moved along the street by the breeze.A whispering rise and fall of sound,like low breathing.It is strangely pleasant.SIGHT Mary stood in thedoorway for a while,lookingout at the dripping world as ifshe found it beautiful.The dim shadow of light that comes through the window from the street lamp only makes the room seem darker.Mary roasted it in chunks over the fire,half crying with the smoke.The dryness in my throat reminds me.I step briskly into the kitchen.Activity11Read Text A and Text B.Find more examples of concrete words in describing the settings and share with your partner your comments about the effects of these concrete words on the plot of each story.Text A Text BActivity12Look carefully at the picture below and think about how you would describe the house.1)What is your impression of the house respectively when reading these two descriptions?The first is pleasant while the second is spooky.2)Write down some expressions in the two descriptions which help to create the two different atmospheres.DescriptionsDescription1Description2always very pleasant stood alonethick,cold stoneStone which kept out the cold in winter andthe heat in summerWindows shone;doors opened invitingly Roof shone blackly,freezing rain,windowsshook and rattled;doors locked with big,heavy chainsLittle white waves Waves crashed angrily against the cliffCool blue sea,sunny sky Wind blew over the empty fields。
三元思辨类满分作文范文
三元思辨类满分作文范文英文回答：In today's society, the concept of "three-dimensional thinking" has become increasingly important. This type of thinking involves the ability to analyze, evaluate, and synthesize information from multiple perspectives, leading to more well-rounded and informed decision-making. Three-dimensional thinking is essential in addressing complex issues and finding innovative solutions.First and foremost, three-dimensional thinking allows individuals to consider different viewpoints on a given topic. By doing so, people can gain a deeper understanding of the subject matter and appreciate the diversity of opinions. This type of thinking promotes open-mindedness and tolerance, which are crucial in a diverse and interconnected world.Secondly, three-dimensional thinking enablesindividuals to critically evaluate information. In an era of abundant information, it is essential to be able to discern between credible and unreliable sources. By critically analyzing information, people can make more informed decisions and avoid being swayed by misinformation or biased perspectives.Lastly, three-dimensional thinking empowers individuals to synthesize information from various sources and disciplines. This interdisciplinary approach isparticularly valuable in addressing complex and multifaceted issues. By drawing from different fields of knowledge, individuals can develop innovative solutionsthat may not have been apparent through a narrow, one-dimensional approach.In conclusion, three-dimensional thinking is a valuable skill that is increasingly relevant in today's complex and interconnected world. By considering multiple perspectives, critically evaluating information, and synthesizing knowledge from various sources, individuals can make more well-informed decisions and contribute to innovativeproblem-solving.中文回答：在当今社会，"三元思辨"的概念变得越来越重要。
《大学思辨写作1》练习答案-Unit 3 Growth and Maturity
Unit 3 Growth and MaturityPre-class ExplorationSuggestions for instructors: Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting: What would be the key elements in those settings? What adjectives would the students use to describe a specific setting? What images or associations would that specific setting evoke? What would be some “typical” characters in thes e settings? Transfer to the Skills Section: (45 minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I: Learning the SkillsActivity 1Read the following story and discuss with your partner the techniques used in developingthe character Beaver.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage. In Passage 2, highlight those sentences that can correspondto the sentences ([1], [2], [3] and [4]) in Passage 1 and think about the impact of these differences on readers’ impressions of the two characters.Activity 3Read the excerpt from “Beauty and the Beast” by Jeanne-Marie Leprince de Beaumontand discuss the following questions with your partner:1)1) What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic (or spell) might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant (Beauty’s father) were inReading the first four paragraphs, ask students to underline the words or phrases that indicate the setting such as “the forest, deep snow, bitter frost, only shelter was the hollow trunk of a great tree, howling of the wolves, falling snow covered up every path, rough, slippery”When he started to encounter the magical world:“a splendid castle, no snow had fallen in the avenue of orange trees, covered with flowers and fruits, several splendidly furnished rooms, pleasant warmth of the air, nobody in all this vast and splendid palace, deep silence reigned everywhere, empty rooms and galleries, a room where a clear fire was burning, a couch was drawn up cozily before it…”Ask the students to free write for 10 minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity 4The following passage is the opening of Johnny Tremain by Esther Forbes. The author’s styleis very descriptive and detailed, which helps readers picture the story in their mind and fully understand what is happening. Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound: (gulls) scream and quarrel, (cocks ) cried,(hens) clucking, (horses) whinnied, (bells) cling-clanged.3)What can you TOUCH in this place?Touch: (gulls) icy (eyes).4)What can you SEE in this place?Sight: Gulls, cocks, cats, horses, cows, the morning sunlight, bells.5)What can you TASTE in this place?Taste: salty air.6)What can you SMELL in this place?Smell: the first dead fish, first bits of garbage, all kinds of animal smells.Activity 5The following passages are developed on the basis of the setting “There is an air of mysteryin the house.” Read and highlight the words and phrases that describe sounds, feelings, smells and sights, and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage 1I shivered terribly at the sight of the deserted mansion that stood on the hilltop. With much curiosity, I treaded gingerly towards the mansion. Suddenly, I heard a distant howl that pierced through the silent night. At my wit’s end, I slowly walked towards mansion. My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion. The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage 2Behind the dark alley, it stood a deserted house. I stood meekly outside the haunted house with my jaws hung open. Suddenly, I saw a silhouette of a person in the house. Shivers ran down my spine as I approached the house cautiously. When I reached the doorstep, I was paralyzed withfear. I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me. My face turned ashen when the door opened itself.Passage 3I crept behind the house since the door was left ajar. The whole place was covered with dust and cobwebs. I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear. I picked up my courage and continued walking until I reached a smaller silver door. An eerie scream came from the door and soon, it turned into a howl. I decided to put a brave front and walk into the room…Passage 4Benjamin’s hair stood on ends as the eerie scream pierced through the still night. The howling of dogs made him stood meekly. He treaded gingerly through the dark and scary corridor. He saw a trail of bloodstains on the wall and maggots were crawling all over the place. What Benjamin saw later will be forever etched in his mind. It was the toilet’s light flickering. The continuous switching of the switch could be heard even when no visible being could be seen doing it. He then smelt a strong stench of urine coming from the toilet bowl.Activity 6Read the following short story “The Flowers” by Alice Walker and discuss the following questions with your partner:1)What is the setting? What are the elements in this setting?The woods behind her house. The elements of the setting include locale of the story (near her home vs. deeper into the woods); time (summer morning); mood and atmosphere (beautiful, light, good, vs. strangeness, gloomy, damp air, close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton, probably a bl ack male who was lynched. 3)What does the author mean by saying “And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity 7Read the following excerpt from Chapter 6 of The Secret Garden. Mary went to live with her uncle Mr. Archibald Craven in a big house after her parents died. She was exploring the rooms in the house when she heard someone’s crying. Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story: Colin Craven, the son of Mr. Craven, who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze. It showed the portrait of the family members with no one living in any of those rooms. It creates a mysterious and queer feeling as Mary felt. Her wanderings in the house led to more of her discoveries.Broader setting background: in 1803, the territory of United Stated expanded greatly through the Louisiana Purchase. To encourage people move to West, the Homestead Act of 1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it. A lot people headed west in their dream of searching for a better life. But it was harder than many people had expected.Part II: Case AnalysisActivity 8Read Text A and consider how the author establishes the settings for the story.Task 1 Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting 1: Mary was picked up. Pa didn’t want her, but Mary stood up to him without fear.Setting 2: _When Pa headed to town to get food, Mary was left to take care of the children.Setting 3: When the food was all gone, Mary found some mushroom and tried herself first before letting the children eat.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)What is the personality of Mary?Independent, responsible, caring, brave,2)How do you think Mary’s character is shown through various settings:a.On prairie, she stood up to Pa without fear when she asked to travel alongb.In the mountains, she helped take care of the girls and cook________c.After Pa left, _she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion, did the eleven-year-old narrator become “too soon a man” as well? How did his attitude change under various circumstances?a.On prairie, he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences: “Mary came out of the cabin then, walking sedately. As she came toward us, the sun began to shine” create?These sentences are symbolic, which showed the hope and the positive change in their lives.5)The text has also been published under the title “The Day the Sun Came Out.” Which title do you like better? Why?Answers may vary.6) Have you ever been given more responsibility than is usual for someone your age? Describe your experience being “too soon a woman” or “too soon a man.” How did it change you? (If you prefer, describe an experience someone you know or know about has had.)Answers may vary.Activity 9Read Text B and consider the setting the author establishes for the story. What is the role of the setting in developing the story?Task 1 Understanding the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nig hts and in the narrator’s home.2)What did the father do in the darkness? And what did the son do?He would sit in the dark and smoke and think. His son was quite worried about his father. 3)At what point in the story did the son begin to understand his fat her’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father “why don’t you go to bed?” and he was “afraid, w orried, angry, curious” and felt “unless I get an answer I will go crazy”, etc.Part III: Language StudyActivity 10Read Text A and Text B and find expressions related to five senses (smell, taste, touch, sound and sight) or others (such as emotion). Discuss with your partner how these words are helpful to demonstrate the characters’ personalities.Text A Text BSMELL She sliced that big, solidmushroom and heated greasein a pan. The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of the Soon I become thirsty. (I drinkmushroom while the little girls a lot of water.) I go to thedanced with anxiety. We kitchen for a drink.feasted, we three, my sistersand I, …TOUCH She got up and rummaged I climb the steps softly,around in the grub box. skipping the ones that creak.He is sitting in the same chair,。
大学思辨英语教材视听说3
大学思辨英语教材视听说3With the rapid development of globalization, English has become an indispensable skill for college students in China. In order to enhance their English proficiency and critical thinking ability, colleges and universities have introduced a variety of English textbooks, among which "大学思辨英语教材视听说3" plays a significant role. This article aims to explore the features and benefits of this particular textbook.One of the key features of "大学思辨英语教材视听说3" is its emphasis on critical thinking skills. This textbook incorporates various thought-provoking topics and exercises that encourage students to think critically and analytically. Rather than simply learning vocabulary and grammar rules, students are exposed to real-life situations and authentic materials that require them to make logical deductions and draw informed conclusions. This approach not only enhances their English language abilities but also cultivates their ability to analyze and evaluate information effectively.Another notable aspect of this textbook is its multimedia integration. "大学思辨英语教材视听说3" incorporates a wide range of visual and audio resources, including videos, audios, and online materials. This multimedia approach helps students to develop their listening and speaking skills by providing them with authentic language input. Moreover, the inclusion of visual aids further enhances the students' understanding of the topics and promotes their overall comprehension of the content. By engaging students through multiple senses, this textbook facilitates a more immersive and interactive learning experience.Furthermore, "大学思辨英语教材视听说3" places a strong emphasis on practical and real-world application of English language skills. The textbook provides ample opportunities for students to engage in meaningful conversations, discussions, and debates. Through these activities, students are encouraged to express their own opinions, think critically, and defend their viewpoints. Such exercises not only enhance their spoken English but also develop their ability to express themselves confidently and persuasively in English. This practical approach to language learning helps students to bridge the gap between classroom learning and real-life situations, preparing them for future academic and professional endeavors.Additionally, "大学思辨英语教材视听说3" promotes learner autonomy and self-directed learning. The textbook encourages students to take charge of their own learning by providing them with self-assessment tools, reflection questions, and independent research tasks. Students are encouraged to actively seek resources and references beyond the textbook, broadening their knowledge and deepening their understanding of the subject matter. This approach fosters a sense of responsibility and self-motivation among students, empowering them to become lifelong learners.In conclusion, "大学思辨英语教材视听说3" stands out among English textbooks for its emphasis on critical thinking skills, multimedia integration, practical application, and learner autonomy. By incorporating these features, this textbook effectively enhances students' English language proficiency, critical thinking ability, and overall communication skills. With its immersive and interactive approach, "大学思辨英语教材视听说3" prepares college students for the challenges of a globalized world and equipsthem with the necessary tools to succeed in their academic and professional pursuits.（注：此文章在不改变题目的前提下，结构和内容进行调整和补充，以1000字为目标完成。
新一代大学英语基础篇2unit3作文例文
Title: Embracing Change in the DigitalAgeIn the ever-evolving landscape of the digital age, change has become a constant, shaping our lives in profound ways. The world we inhabit today is vastly different from what it was a decade ago, and the rate of this transformation continues to accelerate. This rapid evolution poses both challenges and opportunities for individuals, communities, and nations alike.The advent of technology has revolutionized the way we communicate, learn, work, and entertain ourselves. Social media platforms have connected people across the globe, breaking down barriers of distance and culture. Online learning has made education more accessible and flexible, allowing individuals to pursue knowledge regardless of their geographical location. The digitization of workspaces has enabled remote work, enhancing productivity and efficiency.However, these advancements have not come without theirshare of challenges. The overreliance on technology can lead to a sense of disconnection from the real world, affecting our mental health and social interactions. The constant stream of information and distractions can make it difficult to focus and maintain a sense of balance. Moreover, the rise of cyberbullying, privacy concerns, and online fraud are issues that demand our attention and action.As we navigate this digital landscape, it is essential to strike a balance between leveraging the benefits of technology and mitigating its potential downsides. We must foster a culture of digital literacy, educating individuals about the safe and responsible use of technology. This includes understanding the importance of protecting personal information, recognizing the signs of cyberbullying, and developing strategies to manage online distractions.Furthermore, we must embrace the opportunities that the digital age presents. The ability to access vast amounts of information and connect with people worldwide opens up new possibilities for personal growth, innovation, and collaboration.By harnessing the power of technology, we can expand our horizons, learn new skills, and contribute to a more inclusive and interconnected world.In conclusion, the digital age is a double-edged sword, bringing both challenges and opportunities. It is our responsibility to navigate this complex landscape with wisdom and foresight, leveraging the benefits of technology while safeguarding against its potential harms. By doing so, we can embrace change and shape a future that is more connected, informed, and prosperous for all.**拥抱数字时代的变革**在日新月异的数字时代，变革成为常态，深刻地塑造着我们的生活。
英文单三作文的演讲
英文单三作文的演讲The Power of Perspective: Embracing Change and Growth.In an era characterized by constant flux and rapid technological advancement, the ability to adapt and embrace change has become an indispensable virtue. The world around us is transforming at an unprecedented pace, and our success and well-being depend on our capacity to navigate this ever-shifting landscape. It is through the cultivation of perspective that we can develop the resilience, adaptability, and wisdom necessary to thrive in an ever-evolving world.Perspective is the ability to view situations and experiences from multiple angles, recognizing that there is often more than one valid interpretation. It involves stepping outside of our own limited viewpoint and considering the world through the lens of others. By doing so, we gain a deeper understanding of the complexities that surround us and develop a more nuanced and informedapproach to decision-making.Embracing perspective requires a willingness to challenge our assumptions and biases. It means questioning our preconceived notions and being open to alternative viewpoints, even if they initially seem unfamiliar or uncomfortable. This process of self-reflection allows us to identify and overcome cognitive distortions and blind spots that may hinder our ability to make sound judgments.One of the most significant benefits of perspective-taking is its ability to foster empathy and compassion. When we can see the world from the perspective of others, we develop a deeper understanding of their experiences, motivations, and challenges. This empathy allows us to connect with others on a more meaningful level and to build stronger, more fulfilling relationships.In the realm of leadership, perspective is essentialfor creating inclusive and collaborative environments. Leaders who possess the ability to see things from multiple angles are better equipped to understand the needs andaspirations of their team members and to develop strategies that align with the collective vision. By embracing diverse perspectives, leaders can foster a culture of innovation and creativity, where individuals feel valued and empowered to contribute their unique talents.Embracing perspective also promotes lifelong learning and personal growth. By continually seeking out new experiences and challenging ourselves to learn from others, we expand our horizons and develop a broader understanding of the world. This process of continuous learning keeps us intellectually engaged and adaptable, enabling us to embrace new challenges with confidence and enthusiasm.Furthermore, perspective-taking can enhance our problem-solving abilities. When faced with a complex or challenging situation, considering multiple viewpoints allows us to generate a wider range of potential solutions. By exploring different perspectives, we can identify creative and innovative approaches that may not have been apparent from a single viewpoint.In conclusion, the power of perspective is undeniable. By embracing multiple viewpoints, we develop a deeper understanding of the world around us, foster empathy and compassion, and promote lifelong learning and personal growth. Whether in our personal lives, professional endeavors, or interactions with others, the ability to see things from different angles is an invaluable asset. As we navigate the complexities of an ever-changing world, perspective serves as a guiding light, illuminating the path towards resilience, adaptability, and success.。
思辨英语写作3范文
思辨英语写作3范文Title: A speculative composition:The Dual Nature of Technology: Blessing or Curse?In the epoch of rapid technological advancement, the debate surrounding the impact of technology on society is as polarizing as ever. On one hand, it is hailed as a harbinger of progress, efficiency, and convenience. On the other, it is criticized for its potential to erode human connection and exacerbate societal inequalities. This essay aims to delve into the dichotomy of technology, exploring both its blessings and curses.Undoubtedly, technology has revolutionized our lives in countless ways. It has democratized access to information, connecting people across the globe, and empowering individuals to learn, innovate, and communicate like never before. Medical advancements have prolonged lives, while digital tools have increased productivity and efficiency in various industries. Furthermore, technology has eased everyday tasks, from online shopping to automated home appliances, offering unparalleled convenience.However, the flip side of this coin cannot be ignored. As we become increasingly dependent on technology, concerns over privacy, cybersecurity, and digital addiction loom large. The digital divide, where the less privileged lack access to technology, widens the gap between the haves and have-nots, exacerbating social inequality. Moreover, the overreliance on technology could lead to a decline in interpersonal skills and empathy, as face-to-face interactions give way to virtual ones.Furthermore, the automation facilitated by technology threatens job security, as machines replace human labor in many sectors. While it may lead to new job opportunities in tech fields, the transition period can be tumultuous for those whose livelihoods are disrupted.In the realm of ethics, questions arise about the responsibility of technology companies and the potential misuse of their products. From data breaches to the manipulation of public opinion through social media, technology's power can be wielded for nefarious purposes.In conclusion, technology, like any double-edged sword, presents both opportunities and challenges. It is neither an unmitigated blessing nor an absolute curse, but a complex force that requires thoughtful navigation. As we continue to embrace technology, it is imperative to strike a balance, leveraging its benefits while mitigating its potential harms. This necessitates responsible innovation, robust regulations, and a conscious effort to maintain human values and connections in the digital age.Ultimately, the true nature of technology lies not in itself, but in how we choose to use it. It is up to us to shape its role in society, ensuring it serves as a tool for progress without compromising the essence of what makes us human.。
选择性必修三英语第一二单元作文
英语作文的力量：挖掘深度，探索世界The power of English essays lies not only in their ability to convey ideas but also in their capacity to delve into the depths of human thought and understanding. As students progress through their academic journey, they encounter a range of essay topics that challenge their critical thinking and writing skills. In this article, we will explore the significance of the essays in the First and Second Units of the Selective Compulsory English Textbook 3, discussing their themes, structures, and the lessons they impart.The essays in Unit One revolve around the theme of "Personal Growth and Development." They encourage students to reflect on their own experiences and growth,考察 their understanding of the concept of self-improvement, and challenge them to articulate their thoughts and feelings. One such essay could focus on the challenges faced during the process of growing up, exploring the emotional and psychological complexities involved. By writing about these experiences, students are able to gain a deeperunderstanding of their own identity and the role of self-belief in their development.The essays in Unit Two, on the other hand, delve into the realm of "Social Issues and Responsibilities." These essays prompt students to consider the broader implications of their actions and choices, encouraging them to think critically about the world they live in. Topics could range from environmental sustainability to social justice, urging students to take a stance and propose solutions to pressing problems. Through writing about these issues, students are able to develop a sense of civic responsibility and awareness of the impact of their actions on society.The structures of these essays are equally important. They typically follow a clear outline, with an introduction that sets the stage, a body that builds upon the argument, and a conclusion that ties everything together. This organization not only helps readers follow the train of thought but also ensures that the ideas presented are coherent and well-supported. By practicing this structure, students learn to organize their thoughts effectively and present their arguments persuasively.The lessons imparted by these essays are invaluable. They teach students the importance of critical thinking, the power of words, and the responsibility of being an informed and engaged citizen. By delving into personal experiences and exploring social issues, students are able to gain a deeper understanding of themselves and the world around them. This understanding, in turn, equips them with the tools and knowledge necessary to make a positive impact in their communities and beyond.The power of English essays lies in their ability to启发思考， challenge assumptions, and foster growth. By exploring themes of personal growth and social responsibility, these essays in the Selective Compulsory English Textbook 3 provide students with an opportunity to develop their writing skills while also gaining valuable insights into their own lives and the world at large. As they continue to write and learn, students are able to harness the power of the English language to express their ideas, understand others' perspectives, and contribute to the global conversation.**英语作文的力量：挖掘深度，探索世界**英语作文的力量不仅仅在于传达思想，更在于深入挖掘人类思考和理解的深度。
英语必修三第一课作文
英语必修三第一课作文Title: Embracing Change: A Journey of Personal Growth.Change, a constant and inevitable force in our lives, often brings a mix of excitement, fear, and uncertainty. It is the engine of progress, pushing us out of our comfort zones and into new territories. As I reflect on my own journey of personal growth, I realize that it has been shaped and influenced by the changes I have encountered.One significant change that impacted my life was relocating to a new city for higher education. Leaving behind the familiar surroundings and embracing a new environment was initially daunting. The city was vibrantand dynamic, offering an entirely different culture, people, and opportunities. I had to adapt to a new lifestyle, make new friends, and navigate through unknown challenges.Initially, I found myself feeling lost and overwhelmed. The adjustment was not easy, and there were moments ofdoubt and loneliness. However, I chose to embrace the change rather than resist it. I started exploring my new surroundings, participating in extracurricular activities, and making an effort to connect with people.As I settled into my new routine, I realized that the change had brought about positive transformations in me. I had become more independent, confident, and resilient. I had learned to adapt to new situations and overcome challenges. The experience had also broadened my horizons, introducing me to new ideas, perspectives, and people.Another significant change that shaped my personal growth was the transition from high school to university. This change marked a significant shift in my academic journey, introducing more complex and challenging subjects. The transition was not easy, as I had to adapt to a new way of learning, managing time, and balancing academics with extracurricular activities.At first, I felt overwhelmed by the amount of information and the freedom that university offered.However, I gradually adjusted to the new routine and learned to manage my time effectively. I also developed a growth mindset, accepting that failures and challenges are part of the learning process.This change in my academic journey not only improved my academic performance but also helped me develop a sense of purpose and direction. I had to think critically, analyze complex issues, and develop solutions. This process fostered creativity, innovation, and a love for learning that has stayed with me throughout my life.In conclusion, change, whether it is relocating to a new city or transitioning to a new academic phase, has been a catalyst for my personal growth. It has pushed me out of my comfort zones, challenged my limitations, and helped me discover new aspects of myself. The journey has been filled with learning, growth, and transformation, and I amgrateful for the opportunities and experiences that have shaped me into the person I am today.As I look ahead, I am excited about the changes thatlie ahead. I believe that change, although it may bring challenges and uncertainties, is also filled with possibilities and opportunities for growth. I am ready to embrace the future with an open mind and a spirit of exploration, knowing that each change will bring new lessons, new experiences, and new opportunities for personal growth.。
思辨类英语作文写作指导
思辨类英语作文写作指导标题，Guidelines for Writing Speculative English Essays。
Writing speculative essays involves exploring ideas, concepts, and theories, often delving into the realm of imagination and critical thinking. Here, we'll delve intothe essential elements and techniques required to craft compelling speculative essays.Introduction。
Begin your essay with a captivating introduction that hooks the reader's attention and provides an overview of what to expect. Define speculative writing and its significance, emphasizing its role in stimulating critical thinking and creativity.Thesis Statement。
Craft a clear and concise thesis statement thatencapsulates the main argument or exploration of your essay. This statement should guide the reader and provide a roadmap for the discussion that follows.Body Paragraphs。
大学思辨英语教程精读1unit3
Unit 3Preparatory work1. Deborah Tannen is University Professor and Professor of Linguistics at Georgetown University and author of many books and articles about how the language of everyday conversation affects relationships. She is best known as the author of You Just Don ‘t Un derstand: Women and Men in Conversation, which was on the New York Times best seller list for nearly four years, including eight months as No. 1, and has been translated into 31 languages. This is the book that brought gender differences in communication style to the forefront of public awareness. Her most recent book, You Were Always Mom’s Favorite! Sisters in Conversation Throughout Their Lives, also a New York Times best seller, received a Books for a Better Life Award and was featured on 20/20(美国电视节目）and NPR(National Public Radio)'s Morning Edition.Among her other books, You're Wearing THAT?: Understanding Mothers and Daughters in Conversation spent ten weeks on the New York Timesbest seller list; Talking from 9 to 5: Women and Men at Work was a New York Times Business best seller; The Argument Culture: Stopping America's War of Words received the Common Ground Book Award; and I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults received a Books for a Better Life Award.In addition to her seven books for general audiences, Tannen is author or editor of sixteen books and over one hundred articles for scholarly audiences. She has also published poems, short stories, plays and personal essays.Academic interests: gender and language, interactional sociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow,1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.2）Edward SapirEdward Sapir (/səˈpɪər/; 1884–1939) was an American anthropologist-linguist, who is widely considered to be one of the most important figures in the early development of the discipline of linguistics. Sapir studied the ways in which language and culture influence each other, and he was interested in the relation between linguistic differences, and differences in cultural world views. This part of his thinking was developed by his student Benjamin Lee Whorf into the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.2) John Joseph GumperzJohn Joseph Gumperz (January 9, 1922 –March 29, 2013) was an American linguist and academic. Gumperz was, for most of his career, a professor at the University of California in Berkeley. His research on the languages of India, on code-switching in Norway, and on conversational interaction, has benefitted the studyof sociolinguistics, discourse analysis, linguistic anthropology, and urban anthropology.2) E. M. ForsterE.M. Forster, in full Edward Morgan Forster (born January 1, 1879, London, England—died June 7, 1970, Coventry, Warwickshire), British novelist, essayist, and social and literary critic. His fame rests largely on his novels Howards End （霍华德庄园）(1910) and A Passage to India （印度之旅）(1924) and on a large body of criticism. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.2) Robert KaplanAmerican applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric（对比修辞）, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and morethan 85 book reviews and other ephemeral（short-lived) pieces in various newsletters(时事通讯）, as well as 9 special reports to the U.S. government and to governments elsewhere.3) pragmaticsPragmatics is a systematic way of explaining language use in context. It seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics. As a field of language study, pragmatics is fairly new. Its origins lie in philosophy of language and the American philosophical school of pragmatism. As a discipline within language science, its roots lie in the work of (Herbert) Paul Grice on conversational implicature（会话含义）and the cooperative principle（合作原则）, J. L. Austin and John Searle on speech act（言语行为）, and on the work of Stephen Levinson, Penelope Brown and Geoff Leech on politeness.4) Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words,cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm.5) Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause（有声停顿）and unfilled or silent pause（无声停顿）. The former is taken up or filled by a hesitation form like ah, er, and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization（发声）.Critical readingI. Comprehension CheckI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausingand in showing listenership in a conversation, one does not need to stop and think for a decision. Section 2.1 starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and examples.In section 2.2 the author raises a number of questions (in paras 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience.Section 2.3 is also organized in the order of “question-answer”.Section 2.4 illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24).Section 2.5: example-discussion.Section 2.6: personal experience and a very brief interpretation.Section 2.7: the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese).Section 2.8: definition and illustration.(5) The experience in a dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplify the cross-cultural difference in formulaicity, i.e., what is novel and what is conventional in different languages.(6) Generally speaking, the eight levels are arranged in the order of importance, from the core of verbal communication to more peripheral (secondary) factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7) As has been illustrated in part II, verbal communication involves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate （阐明）abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2). Falter: to become weaker and unable to continue in an effective way (Longman)（3）Which levels of communication difference are labeled automatic processing in the text? Why? Pacing and pausing, listenership. In deciding when totalk and what to say, the speaker usually takes a conscious speech planning（section 2.1&2.2）, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision(para. 20).Why pacing and pausing is automatic because we have got accustomed to it in our daily life and made it a truism or formula after practicing it again and again in our daily communication. We have remembered the subtle change of pacing and pausing（para 19）(2)Beside personal experience, Tannen mentions a lot of academic researches (e.g. in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-cultural communication can vary at many other levels, e.g., proxemics(人际距离学/亲近学) and turn-taking（话语轮次）in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Now how many milliseconds shall I wait?”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topic of this section, what to say. It is a transition from section 2.1 to section 2.2.c. This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of making indirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability(Can you pass me the salt?).3) For example, introvert（内向的）people may be more tolerant of silence in face-to-face verbal interaction while extroverts（外向的）usually find silence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy people more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off (2) out (3) across (4) away (5) up (6) between, for (7) after (8) out of, into (9) off (10) up (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpretII. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk to people they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked to achieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communication people should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true inbusiness and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore, all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, e.g. obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。
大学思辨英语精读备课Unit_3
Unit 3 Bereavement and GriefPreparatory Work(1)According to Britannica, Luigi Pirandello was winner of the 1934 Nobel Prize for Literature. With his invention of the "theatre within the theatre r/ in the play Seipersonaggi in cercad z autore (1921; Six Characters in Search of an Authoi}t he became an important innovator in modern drama. Influenced by his catastrophic personal experiences, he developed a literary style characterized by “the exploration of the tightly closed world of the forever changeable human personality" (Britannica). "War" reflects this style of psychological realism, for instead of depicting external circumstances of the Great War, it chooses to underline the cruelty of war from the perspective of the soldiers1 anxious, grieving parents.(2)The story was set in a train carriage at dawn. The war referred to in the story is most probably World War I, for during this war the author himself was a psychologically tormented father, both of whose sons were captured as prisoners of war. The World War I was an international conflict that resulted from clashes of interest among the world r s economic great powers assembled in two opposing alliances the Allies (including the United Kingdom/British Empire, France and the Russian Empire) versus the Central Powers of Germany and Austria-Hungary. Italy was a member of the Triple Alliance alongside Germany and Austria-Hungary, though it did not join the Central Powers (W川mott 15). It is generally believed by historians that World War I was "virtually unprecedented in the slaughter, carnage, and destruction it caused" (Britannica). It led to the fall of four great imperial dynasties (Germany, Russia, Austria-Hungary, and Turkey), resulted in the Bolshevik Revolution in Russia, and, in its destabilization of European society, laid the groundwork for World War II.(3)Common symptoms of grief caused by bereavement include wistfulness lethargy, hysteria, depression and so forth. According to the psychologist Elisabeth Kubler-Ross f people who have lost someone close usually go through five emotional stages:denial, anger, bargaining, depression and acceptance.⑷ Luigi /iWidBi/Perandello/ipiran'deloo; Italian ipi ran'dello/Fabriano/Italian ifabri'aino/Sulmona /Italian sul 'mona/Critical ReadingL Understanding the text1.(1)Their argument was about what attitude parents should take towards theirchildren going to war and killed in action. Of the passengers the fat man appeared to have the strongest argument, who suggested that parents should withhold their own grief and feel proud and happy about their children who laid down their lives for the Country.(2)In Paragraphs 15 and 16, he is described as a 〃fat, red-faced man with blood-shot eyes of the palest gray” , who was “panting” , and "from [whose] bulging eyes seemed to spurt inner violence of an uncontrolled vitality which his weakened body could hardly contain" . In Paragraph 17, it is revealed that his two front teeth are missing. His eyes are once again mentioned in Paragraph 29, described to be "bulging, horribly watery light grey/f .These physical traits might suggest that the fat man was in poor health z and was grief-stricken by his son' s death.(3)The woman asked the question of the fat man because she was awed by his stoicresponse to his son# s death. She found it extremely difficult to cope with her anxiety over her son ' s departure for the front, and wished to confirm the fat man z s feelings so that she might derive some strength from his example.She was the one who asked the question, rather than one of the other passengers because she,as a focalized character whose inner consciousness was explored at great length, was trying to emphasize with the fat man. The fat man reacted strongly to this question, stupefied, brought into painful awareness of hisson7 s death z and reduced to uncontrollable sobs. This reaction indicates that the fat man, instead of calmly accepting the fact of his son1 s death as he claimed, had been desperately rejecting this horrible idea.2.(1)F(2) F(3) T(4)T3.I)) D(2) A(3) AII)Critiquing the Text(1) Instead of giving direct description of war action, the story depicts theemotional turmoil on the part of the soldiers1 parents. The author intends to send a message about the cruelty of war, by showing that war imposes great suffering in more ways than one, not only on the soldiers who go to the battlefield, but also on their parents who are extremely worried about their safety and may have to endure the pain of loss. 2their children not for their own benefit, and that they should respect their children' s wish to go to the front. He ended his argument by claiming that parents should accept their children' s death on the battlefield without grief, showing that he himself chose not to wear mourning for his son.His argument is inconsistent, for at first he mentions all the glamour of youthful life, including “girls, cigarettes, illusions new ties" z but then he talks about dying "young and happy" , "without having the ugly sides of life z the boredom of it, the pettiness, the bitterness of disillusion" . The latter statement overlooks the good sides of life mentioned in the former one.His argument is also somewhat illogical, because the awareness that children do not belong to their parents does not necessarily lead to the conclusion2 The fat, red-faced man started his part of the argument by putting a stop tothe other passengers7 debate over the correlation between the intensity of the parents1 anxiety and the number of children they have on the battlefield. He insisted that parents gave life tothat parents should not grieve over their children' s death. Therefore, the reason he gave for not grieving was unconvincing. His pause and hesitation in the middle of the sentence "Our sons are born because...well, because they must be born" might be seen as a revelation of his checked impulse to articulate his paternal affection. It is as if he were to blurt out /z Our sons are born because we love them" . He refrained from saying something like this probably for fear that he could not check his emotion once letting it out.(3) When he mentioned “girls, cigarettes, illusions, new ties” , he wasreferring to the elements of youthful life that were more alluring to young people than their parents1 affection. He was trying to say that young people had so much to enjoy that their lives would never be centered around their parents. His thoughts about being young can barely support his subsequent view that there should be no mourning for someone who died young and happy. On the contrary, the fact that young people have many good things in store for them makes their death all the more lamentable.(4)The fat man' s feeling for the “Country“ was more likely to be a cliche conveniently used to advance his a rgument, for he used the “if" clause instead of stating it as a matter of course. This indicates his awareness that the Country being a natural necessity is merely a popular notion. However, there might be an element of sincerity in his feelings for the “Country” , as he repeatedly spoke of "decent boys“ that chose to fight for their country. But on the whole, the notion of the Country might just be a convenient platitude to veil or suppress his bitterness about his son' s death.(5)T he reasons offered by the fat man when he said a young man could die happywere poorly grounded and hardly convincing. He was indeed trying to rationalize the death of his son, so as to assuage his pain of bereavement but the rationalization was too fragile to be of any comfort to him. The son might have mixed feelings about his father' s words. On the one hand, he might be able to understand his father r s inner struggle, but on the other, he might feel uncomfortable about his father saying he died satisfied.(6)T he question is considered "silly" and "incongruous" from the passengers3point of view. In the eyes of other passengers, the fat man already made his point clearly, and the woman appeared absent-minded. Her question was considered silly because the answer was already evident. And it would seem incongruous with the whole atmosphere. While other passengers were voicing their agreement with the fat man, the woman' s question was abrupt and unexpected.This point of view has an emotional effect that reinforces the fat man' s loneliness. He had to battle with his emotional turmoil all on his own# with all the other people believing he was coping really well.it can arouse noble sentiments of heroism within people and unite them together as a whole nation. But whether it should be mandatory is disputable, for it may be pushed to an extreme and require people to sacrifice their personal interest for the "greater good“ that might sometimes be questionable.(8) One possible version:January 1st, 1918 Dear Father,I wish you and Mother a happy new year. Perhaps you' re in no mood for celebrations for it has been almost three years since we celebrated the new year together as a family. I am in no festive mood either. The campsite here is cold and dreary, and is permeated with an atmosphere of mourning. I myself was lucky enough to survive the horrible battle in Caporetto, but hundreds of thousands of my comrades lost their lives in it. This is a nightmarish new year for me.Several years ago, I thought it a glorious thing to go to war in defense of our country. I would become a national hero if I fought valiantly. And now, r ve come to realize that war is seldom about heroism; it is nothing but a massacre of innocent lives. I knew little about the enemies we k川ed, but I did know that some time before they had been allies with us. It is most likely that they, just like us z are innocent, naive young people with an enthusiasm for heroic action.3 All these four definitions are common denotations of the word patriotism,which is a controversial notion. It is morally valuable, forI used to say it would be a bliss to lay down my life for the Country. Istill think so, but for a different reason. I never know when exactly I will get killed, but to be k川ed instantly is so much better than to take a bullet that cripples me for life, to get my face burnt beyond recognition, or to suffer any other kind of serious wounds with lifelong aftermaths. Such disasters happen to my comrades every single day, and I can only pray that they do not fall upon me. So, if I get k川ed someday, I will die satisfied at having ended my life in the best way I could wish.Remember me to all our friends back home, and do not wear mourning if I cannever come back again.Your loving sonLanguage Enhancement 5.(1)Pirandello employs the linear structure in the story, and develops the plotmostly through conversation. He includes so much conversation probablybecause he intends to “show more than tell" , to have the characters voice their own opinions instead of speaking for them himself. In this way, he can present a variety of clashing views and characterize each individual more effectively. The author7 s narrative style can be characterized as internal focalization that places the woman at the center of consciousness. Hedescribes the woman' s feelings and thoughts in great detail, whilecharacterizing other passengers through external depictions.(2)The words that describe feelings and emotions include "sad" (Paragraph 6),“in distress" (Paragraph 18), "deep sorrow#/ (Paragraph 24), "harrowing,heart-breaking, uncontrollable sobs" (Paragraph 24), etc. Besides the use of adjectives Pirandello builds up emotional intensity by delineating thegloomy setting ( "stuffy and smoky second-class carriage" in Paragraph 2).Also, he does so by describing each character1 s gestures and facialexpressions. For example, the woman is portrayed as a pitiful sight,"twis ting and wriggling, at times growling like a wild animal” (Paragraph8), and the fat man "shook his light fawn coat" as to show he did not wearmourning； and z/his livid lip over his missing teeth was trembling, his eyeswere watery and motionless, and soon after he ended with a shrill laughwhich might well have been a sob" (Paragraph 22).Intercultural Reflection1. Grief is doubtless the dominant emotion in both Western and Chinese memorial services. Interestingly however, there is a difference as to whether grief is required to be displayed in public. In China, at least in the past, public demonstration of grief was considered mandatory for those in bereavement, especially for those who lost their spouses, parents or masters. There might even be professional mourners hired to weep funerals （take Grandfather Gao' s funeral in Ba Jin z s Family for example）. It is extremely unorthodox behavior to replace heart-rending weeping with light-hearted rituals. Chuang-tzu' s affection for his wife was questioned when he played at a basin and sung after her death. RuanJi deliberately chose to conceal his grief and feast in front of mourners at his father1 s funeral, an act that was considered eccentric. In the West, it is not a strict moral obligation to weep at funerals of one' s close relations. Upon Old Earnshaw, s death in Wuthering Heights, for example each member of the younger generation had their own way of processing grief.Tomb-visiting is a common way to pay respects to the deceased both in China and the West. For example, Oskar Schindler* s grave was visited by the Jews whose lives he had saved. In "Thoughts on a Visit to an Ancient Battlefield" , Li Hua depicted scenes in which the dead soldiers' families placed offerings and poured wine over imaginary graves while contemplating the distant horizon in tears （"布奠1顷觞z哭望天涯”）.There is a difference between these two mourning rituals, though. The Schindler Jews were to commemorate their deceased benefactor, while the dead soldiers' families in Tang Dynasty wished to guarantee the well-being of the deceased in the underworld （“吊祭不至z精魂何依〃）.Tomb-visiting is also an effective way to cope with one' s own emotional problems, for the deceased can be regarded as an omniscient, non-judgmental listener. Zhang Wuji z hero of Jin Yong' s Heaven Sword and Dragon Saber, visited his parents' grave after a severe fault in his decision-making. Christine Daye in The Phantom of the Opera also went to her father' s cemetery to assuage her emotional turmoil.Both Chinese and Western mourning customs would impose restrictions on entertainment. In The Dream of the Red Chamber, the domestic theatrical troupe of the Jia household was dismissed when an elder concubine passed away. In Gone with the Wind, Scarlet O z Hara was prohibited from wearing colorful clothing and dancing in public after her husband' s death, which was suffocating for her. This tradition is passed down to the modern era, though not as rigorous as before. After Wenchuan earthquake, for example, entertainment activities were suspended for three days in mourning for the deceased victims.2.元缜《遣悲怀（其一）》公最小偏怜女，自嫁黔娄百事乖。