Development by example.doc

Writing I-10 Development by Example楊茜希 農(nóng)大外語學(xué)院 課件僅供我們英語雙學(xué)位同學(xué)使用，謝謝大家請(qǐng)勿掛網(wǎng)上哦Perhaps youve heard a friend complain lately about a roommate. “Tina is an inconsiderate boor, impossible to live with,” she cries. Your natural response might be to question your friends rather broad accusation: “What makes her so terrible? What does she do thats so bad?” Your friend might then respond with specific examples of Tinas insensitivity: she never washes her dishes, she ties up the telephone for hours, and she plays her radio until three every morning. By citing several examples, your friend clarifies and supports her general criticism of Tina, thus enabling you to understand her point of view.Examples in an essay work precisely the same way as in the hypothetical story above: they support, clarify, interest, and persuade.In your writing assignments, you might want to assert that dorm food is cruel and inhuman punishment, that recycling is a profitable hobby, or that the cost of housing is rising dramatically. But without some carefully chosen examples to show the truth of your statements, these remain unsupported generalities or mere opinions. Your task, then, is to provide enough specific examples to support your general statements, to make them both clear and convincing. Here is a statement offering the reader only hazy generalities:Our locally supported TV channel presents a variety of excellent educational shows. The shows are informative on lots of different subjects for both children and adults. The information they offer makes channel 19 well worth the public funds that support it.Rewritten, the same paragraph explains its point clearly through the use of specific examples:Our locally supported TV channel presents a variety of excellent educational shows. For example, young children can learn their alphabet and numbers from Sesame Street; imaginative older children can be encouraged to create by watching Kids Writes, a show on which four hosts read and act out stories written and sent in by youngsters from eight to fourteen. Adults may enjoy learning about antiques and collectibles from a program called The Collector; each week the show features an in-depth look at buying, selling, trading, and displaying collectible items, from Depression glass to teddy bears to Shaker furniture. Those folks wishing to become handy around the home can use information on repairs from plumbing to wiring on This Old House, while the nonmusical can learn the difference between scat singing and arias on such programs as Jazz! And Opera Today. And the money-minded can profit from the tips dropped by stockbrokers who appear on Wall Street Week. The information offered makes these and other educational shows on channel 19 well worth the public funds that support the station.In some cases you may find that a series of short examples fits your purpose, illustrating clearly the idea you are presenting to your reader:In the earlier years of Hollywood, actors aspiring to become movie stars often adopted new names that they believed sounded more attractive to the public. Frances Ethel Gumm, for instance, decided to change her name to Judy Garland long before she flew over any rainbows, and Alexander Archibald Leach became Cary Grant on his way from England to America. Alexandra Cymboliak and Merle Johnson, Jr., might not have set teenage hearts throbbing in the early 1960s, but Sandra Dee and Troy Donahue certainly did. And while some names were changed to achieve a smoother flow (Frederic Austerlitz to Fred Astaire, for example), some may have also been changed to ensure a good fit on movie theater marquees as well as a place in their audiences memory: the little Turner girl, Julia Jean Mildred Frances, for instance, became just Lana.Whats the difference between with exemplification and without?Try these* (Wednesday/ Thursday/ Friday) is the darkest day of the week.My * (cell phone/ computer/ alarm clock) is sometimes unreliable.No one could be more scruffy than *(someone you know/ have met before).Sample Essay: RIVER RAFTING TEACHES WORTHWHILE LESSONS1 Sun-warmed water slaps you in the face, the blazing sun beats down on your shoulders, and canyon walls speed by as you race down rolling waves of water. No experience can equal that of river rafting. In addition to being fun and exciting, rafting has many educational advantages as well, especially for those involved in school-sponsored rafting trips. River trips teach students how to prevent some of the environmental destruction that concerns the park officials, and, in addition, river trips teach students to work together in a way few other experiences can.2 The most important lesson a rafting trip teaches students is respect for the environment. When students are exposed to the outdoors, they can better learn to appreciate its beauty and feel the need to preserve it. For example, I went on a rafting trip three summers ago with the biology department at my high school. Our trip lasted seven days down the Green River through the isolated Desolation Canyon in Utah. After the first day of rafting, I found myself surrounded by steep canyon walls and saw virtually no evidence of human life. The starkly beautiful, unspoiled atmosphere soon became a major influence on us during the trip. By the second day I saw classmates, whom I had previously seen fill an entire room with candy wrappers and empty soda cans, voluntarily inspecting our campsite for trash. And when twenty-four high school students sacrifice washing their hair for the sake of a suds-less and thus healthier river, some new, better attitudes about the environment have definitely been established.3 In addition to the respect for nature a rafting trip encourages, it also teaches the importance of group cooperation. Since school-associated trips put students in command of the raft, the students find that in order to stay in control, each member must be reliable, be able to do his or her own part, and be alert to the actions of others. These skills are quickly learned when students see the consequences of noncooperation. Usually this occurs the first day, when the left side of the raft paddles in one direction, and the right the other way, and half the crew ends up seasick from going in circles. An even better illustration is another experience I had on my river trip. Because an upcoming rapid was usually not too rough, our instructor said a few of us could jump out and swim in it. Instead of deciding as a group who should go, though, five eager swimmers bailed out. This left me, our angry instructor, and another student to steer the raft. As it turned out, the rapid was fairly rough, and we soon found ourselves heading straight for a huge hole (a hole is formed from swirling funnel-like currents and can pull a raft under). The combined effort of the three of us was not enough to get the raft completely clear of the hole, and the raft tipped up vertically on its side, spilling us into the river. Luckily, no one was hurt, and the raft did not topple over, but the near loss of our food rations for the next five days, not to mention the raft itself, was enough to make us all more willing to work as a group in the future.4 Despite the obvious benefits rafting offers, the number of river permits issued to school groups continues to decline because of financial cutbacks. It is a shame that those in charge of these cutbacks do not realize that in addition to having fun and making discoveries about themselves, students are learning valuable lessons through rafting tripslessons that may help preserve the rivers for future rafters.Exe: Problems with My ApartmentWhen I was younger, I fantasized about how wonderful life would be when I moved into my own apartment. Now Im a bit older and wiser, and my dreams have turned into nightmares. My apartment has given me nothing but headaches. From the day I signed the lease, Ive had to deal with an uncooperative landlord, an incompetent janitor, and inconsiderate neighbors.First of all, my landlord has been uncooperative. . . .Ive had a problem not only with my landlord but also with an incompetent janitor. . . .Perhaps the worst problem has been with the inconsiderate neighbors who live in the apartment above me. . . .Sometimes, my apartment seems like a small, friendly oasis surrounded by hostile enemies. I never know what side trouble is going to come from next: the landlord, the janitor, or the neighbors. Home may be where the heart is, but my sanity (mind, consciousness) is thinking about moving out.Sample Essay: Violence1. Four instances of violence come to my mind. One I read about in the newspapers; another I witnessed; in a third I was on the receiving end; in the fourth, the most brutal of them all, I was a perpetrator（,p:pitreit行兇者）. 2. The first took place an hours drive from my home in Atlanta, Georgia, when a mob in Athens, screaming epithets (a defamatory or abusive word or phrase惡名) and hurling rocks, attacked the dormitory occupied by the first Negro girl to enter the University of Georgia. 3.The second I saw years ago as I walked through a slum (a district of a city marked by poverty and inferior living conditions 翻譯_) area of the Lower East Side of New York: a little old Jew with a beard, pulling his pushcart, was arguing with a Negro who was demanding payment for his work. The bearded man said he didnt have the money and the Negro said he needed it and the argument grew, and the Negro picked up a stick of wood and hit the old man on the side of the head. The old man continued pushing the cart down the street, blood running down his face, and the Negro walked away. 4. In the third instance, I took my wife and two-year-old daughter to a concert given in an outdoor area near the town of Peekskill, New York. The concert artist was Paul Robeson. As he sang under the open sky to an audience of thousands, a shouting, angry crowd gathered around the field. When the concert was over and we drove off the grounds, the cars moving in a long slow line, we saw the sides of the road filled with cursing, jeering (選擇 jeer means: mockery/ cheering) men and women. Then the rocks began to fly. My wife was pregnant at the time. She _ (選擇 averted/ ducked) and pushed our daughter down near the floor of our car. All four side windows and the rear window were _ (填: What happened to the windows?) by rocks. Sitting in the back seat was a young woman, a stranger, to whom we had given a lift (搭便車). A flying rock _(選擇 hit/ blew/ fractured ) her skull. There were dozens of casualties that day. 5. The fourth incident occurred in World War II when I was a bombardier(投彈手) with the Eighth Air Force in Europe. The war was almost over. German territory was shrinking, and the Air Force was running out of targets. In France, long since reoccupied (翻譯_)by our troops, there was still a tiny pocket of Nazi soldiers (翻譯_) in a protected encampment near the city of Bordeaux. Someone in the higher echelons(elnranking) decided, though the end of the war was obviously weeks away, that this area should be bombed. Hundreds of Flying Fortresses （轟炸機(jī)）went. In each bomb bay （炸彈艙）there were twenty-four one-hundred-pound fire-bombs, containing a new type of jellied gasoline（凝固汽油）. We set the whole area aflame and obliterated the encampment. Nearby was the ancient town of Royan; that, too, was almost totally destroyed. The Norden bombsight （投彈瞄準(zhǔn)器）was not that accurate. 6. These four instances of violence possess something in common. None of them could have been committed by any animal other than man. The reason for this does not lie alone in mans superior ability to manipulate his environment. It lies in his ability to conceptualize his hatreds. A beast commits violence against specific things for immediate and visible purposes. It needs to eat. It needs a mate. It needs to defend its life. Man has these biological needs plus many more which are culturally created. Man will do violence not only against a specific something which gets in the way of one of his needs; he will do violence against a symbol which stands for, or which he believes stands for, that which prevents him from satisfying his needs. (Guilt by association is high-level thinking.) 7. With symbolic violence, the object of attack is deprived of its particularity. Only in this way can man overcome what I believe is his natural spontaneous feeling of oneness with other human beings. He must, by the substitution of symbol for reality, destroy in his consciousness the humanness of that being. To the angry crowds outside the dormitory in Athens, Georgia, their target was not Charlayne Hunter, an extremely _（選擇ordinary and mediocre/ attr