English Prose

1. English Prose Fall 2007 Beatrice Hsu http://blog.xuite.net/hsubeatrice/prose

2. Overview • Orientation • Figurative Language & Images (an example) • Learning & Reading Strategies • Prose/Essay • Narration • Description • Comparison & Contrast • Argument • Cause & Effect • Illustration (Exemplification) • Classification/Division • Definition • Weekly Analysis 1 2 3 4 refreshing

3. Figurative Language • Definition: a type of language that deviates from the standard or ordinary use of the words to achieve special meaning or effect • Types: Trope & Scheme

4. Figurative Language--Trope • Definition: A figure of speech resulting in a change of meaning • Types: Simile & Metaphor • Simile: a comparison between two very dissimilar things using “as” or “like” My love’s like a red, red rose. • Metaphor:two distinctively different things implicitly compared without the use of “as” or “like” She is a red, red rose.

5. Figurative Language--Scheme • Definition:a figure of speech that creates certain effect through patterns of words or letters in a sentence, rather than through the twist of meaning • Parallelism: a kind of scheme writer’s use of similar patterns of grammatical structure and length to achieve certain effect, mostly emphasis

6. Parallelism—An Example I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. ~~Martin Luther King

7. Definition of Image • a literal and concrete representation of a sensory experience or of an object that can be known by one or more than one senses

8. Kinds of Images • Visual—sight: shapes, colors, sizes • Aural (Auditory)—hearing:squeak, scream, etc. • Tactile—touch, ex. thermal—heat & cold, dry & wet, etc.; soft, smooth, coarse, etc. • Olfactory—smell: stinky, fragrant • Gustatory—taste: sweet, bitter, sour, etc. • Kinetic—movement, motion: walk, pull

9. Pretense by Jolin Tsai假裝--1 • 呼吸著一種孤獨的味道心跳在你沉默以後慢慢的被淡忘掉我笑了笑 反正你看不到我要的幸福 遺落在你懷抱當愛失了焦 那些最初的美好早被你擱在一角街上擁擠人潮 走著看著都是催眠符號記憶停不了 穿過讀你的心跳穿過想你的味道 我只想不被打擾假裝多好 我只要 只想要 再擁有一秒 去相信你的擁抱 一直會讓我依靠繼續等待 還心甘情願的不想逃

10. Pretense by Jolin Tsai假裝--2 當愛失了焦 那些最初的美好早被你擱在一角街上擁擠人潮 走著看著都是催眠符號記憶停不了 穿過讀你的心跳穿過想你的味道 我只想不被打擾假裝多好 我只要 只想要 再擁有一秒 去相信你的擁抱 一直會讓我依靠繼續等待 心甘情願不想逃假裝多好 依然是 依然是 曖昧的調一個人無理取鬧 兩人世界的煎熬

11. Pretense by Jolin Tsai假裝--3 我被自己困在自己設下的圈套像是駝鳥 相信時間是唯一解藥視而不見 傻到了無可救藥其實早明瞭 你的愛已隨風飄想要找 再也找不到假裝多好 我只要 只想要 再擁有一秒去相信你的擁抱 還心甘情願的不想逃假裝多好 依然是 依然是 曖昧的調 一個人無理取鬧 兩人世界的煎熬 我被自己困在自己設下的圈套假裝自己 已解開冰冷的手銬

12. Dancing Diva by Jolin Tsai (舞孃)--1 • 月光 放肆在染色的窗邊塵煙 魔幻所有視覺再一杯 那古老神秘恆河水我鑲在額頭的貓眼揭開了慶典為愛囚禁數千年的關節正訴說遺忘的愛戀聽所有喜悲繫在我的腰間讓那些畫面再出現 再回到從前旋轉 跳躍 我閉著眼塵囂看不見 你沉醉了沒白雪 夏夜 我不停歇模糊了年歲 時光的沙漏被我踩碎＊＊

13. Dancing Diva by Jolin Tsai (舞孃)--2 • 故事 刻劃在旋轉的指尖是誰 在癡癡的追隨這一夜 那破舊皇宮的台階我忘情抖落的汗水 點亮了慶典一層一層把我緊緊包圍我要讓世界忘了睡你的心事倒影在我的眉間放棄的快樂都實現 難過都摧毀旋轉 跳躍 我閉著眼塵囂看不見 你沉醉了沒白雪 夏夜 我不停歇模糊了年歲 舞孃的喜悲沒人看見＊＊時光的沙漏被我踩碎＊舞孃的喜悲沒人看見

14. Dancing Diva by Jolin Tsai (舞孃)--3 • 旋轉 旋轉 旋轉旋轉 旋轉 旋轉 旋轉 旋轉所有喜悲寫在我的眼前讓那些畫面再出現 回到從前旋轉 跳躍 我閉著眼塵囂看不見 你沉醉了沒白雪 夏夜 我不停歇模糊了年歲 時光的沙漏被我踩碎旋轉 跳躍 我閉著眼塵囂看不見 你沉醉了沒白雪 夏夜 我不停歇模糊了年歲 舞孃的喜悲沒人看見

15. 12 Metaphors Idea taken fromTwelve Presents form the Teacherby Jian Zhen, 2007

16. What do you think of when thinking about or seeing each of the following items. What do they mean to you? What do they represent? Make as man associations as you can. • A toothpick • A rubber-band • A Band-Aid • A pencil • An eraser • Bubble gum • A cotton ball • Chocolate • Gold thread • A pack of tissues • A penny • Life-Saver

17. Learning & Reading Strategies

18. Learning and Reading Strategies • Predicting • Skimming • Scanning • Note-taking • Mapping • Outlining • Reading aloud • Thinking aloud=private speech

19. Predicting • Purpose: to guess what an article is about before starting to readto increase comprehension, to enjoy reading more • What: Title, subtitle, charts, headers, diagrams, pictures/illustrations

20. Skimming • Purpose: to quickly get the main idea of the reading • Method: first and last paragraphs first and the last sentences of the rest of the paragraphs repeated words

21. Outlining • Purpose: to show the relationship between the main idea and supporting or even minor supporting points in an organized sketchfor better understanding for later review/reference

22. Thinking Aloud • A thinking process • Saying what we think to ourselves • Memorizing by saying • Appreciating by dramatizing • “Everything becomes a little different as soon as it is spoken out loud.” (Herman Hesse, 1877-1971)

23. Prose/Essay What Is It? Why Is It?

24. Prose Definition: Writings that are not in regular metrical patterns like poetry Genres: • Short stories • Novels • Letters • Essays

25. What the Essay Is Not • An academic essay written for school assignments • An expository essay conveying a point but containing nothing “literary”

26. What the Essay Is • Michel de Montaigne (1533-1592) in “The Scholars” • Based on experience • Ideas presented “in a general way,” “without any system” • Meanings spoken “in disjointed parts” • “an ‘attempt’ to explore an issue from a personal perspective rather than effort to produce an example of finished thought” (Beach and Marshall 360)

27. What Does the Essay Do • Not to prove or “secure” general truths, but to provide a means of suggesting, often indirectly, what those truths might be • An “open, unconventional genre which can be shaped and reshaped according to the interests and talents of individual writers” (Beach and Marshall 360)

28. Why Reading the Essays? • Samuel Johnsonrefusing to read anything written by people who had written more than they had read • William Faulkner“To see how writers do it.”

29. Why Reading the Essays? • To learn technique • To acquire ideas • To be stimulated to read more • To be stimulated to write • To satisfy one’s curiosity • To receive pleasure

30. What to Do with the Essays • Not just to determine the writer’s argument or the extract the writer’s point (Beach and Marshall 359-61) • To experience “the pleasure of the author’s voice, perspective, and skillful use of language (Beach and Marshall 359) • To relate to one’s own experience and understanding of the world • To generate meanings

31. How to Read the Essays 3 Steps • Pre-Reading • Reading • Post-Reading

32. How to Read the Essays I. Pre-Reading Predicting: title, charts, pictures, headers Skimming: 1st paragraph last paragraph 1st sentence and last sentence of each paragraph

33. How to Read the Essays II. Reading • What does the author want to say?Intended audience, purpose, thesis (main idea) • How does he/she say it? (examples, narration, comparison & contrast, causal analysis, definition, statistics, quotations, etc.) • What is the overall tone (sad, bitter, humorous, angry, helpless, hopeful? of the essay? Why does the author apply this tone? • What is the style of the essay (formal, informal, etc.) • Is he/she effective?

34. How to Read the Essays II. Post-Reading • Do you agree or disagree with the author’s point? • How are these points related to our life?

35. Essays A Classification

36. Rhetorical Modes--Purpose • Expository Writing—to explain, to clarify • Narrative Writing—to give an account of an event • Persuasive Writing—to influence: to talk into taking action, to dissuade people from doing something, to argue for or against a position

37. Narration Process Analysis Description Illustration Definition Classification Comparison & Contrast Analogy Cause & Effect (Causal Analysis) Argumentation Rhetorical Modes--Organization

38. Narration--Basic Structure • Background (Situation)—background for the action • Conflict (with human, animals, or surroundings; inner or outer conflict) • Struggle (Climax)—the manner of dealing with the conflict • Ending (Outcome)—result of the struggle • Meaning—significance of the incident

39. Components • Use of time (chronological) order • Use of descriptive details (specific details appealing to the five senses) • Use of dialogue • Use of transitional words showing time sequence (when, in. . . , after. . . , . . .later, soon, later, etc.)

40. Narration—An Example我們的歲月詞/曲：Music--1 十六歲的春天 我們一起種玫瑰 妳說一顆種子代表一個心願 把希望種子重在土裡 等花開放 願望就會實現 十七歲的夏天 我們一起到海邊 妳說妳最愛看夕陽緩緩不見 看滿天的彩霞 和風一起 這就是我們 繽紛的少年 *妳說 讓我們看雲去 看滿山的綠草遍地 我說 我們去摘星星 看看夜空裡的月亮多美麗 無法忘記 我無法忘記 這就是我美麗的回憶 有妳的藍天 有妳的日子裡 世界就會變的更加的甜蜜 就是愛妳 我就是愛 這就是我們一生的約定 就算有一天 我們會慢慢老去 但我們永遠永遠形影不離

41. Narration—An Example我們的歲月詞/曲：Music--2 十八歲的秋天 我們一起看楓葉妳說妳最愛看楓葉漸漸飛遠看滿山的秋黃 伴白雲翩翩牽我的手 感覺幸福不遠十九歲的冬天 難忘白色聖誕節妳說心願融著白雪 飄到我身邊就算有一天 雪融冬天漸遠我們的歲月 幾輩子不變

42. Narration & Description Narrative essays, developed by chronological order, often convey a point through the presentation of an event. Therefore, selection of details and how these details are sequenced are vital to a coherent narration. Besides identifying the purpose of reading, the reader will try to identify how the major events are sequenced, how the story is told, what point of view the author employs, and what language skills the author uses to help support the thesis. To create a strong impression, narrative essays also make use of a great deal of descriptive passages that help recreate a concrete picture of an object, a person, a scene, or an emotion. Thus descriptive essays are often rich in sensory language that appeals to the five senses. The reader will focus on the dominant impression the sensory details reveal, through whose view the description is made, and whether the description is mainly objective or subjective. They will also try to trace the order of description.

43. Description • Definition: using words to represent the appearance or the nature of thingsa selection of certain details to create a dominant impression • Types: objective description subjective description • Order: time and/or space (spatial order)

44. Description: Elements • Imagery(sight, smell, taste, hearing, touching)visual, olfactory, gustatory, aural, tactile images • Abstract vs. Concrete Words • Dominant Impression

45. Features of Comparison & Contrast Essays • 2 or more subjects • Likenesses and/or differences • Methods: block method & alternating (point by point) method • Equal treatment of the two subjects • Comparison and/or contrast as means to convey a thesis—a method of presentation rather than a purpose of writing • Purposes: to clarify, to differentiate, to value either one

46. Point 1 Point 2 Point 3 Point 4 Point 5 Point 1 Point 2 Point 3 Point 4 Point 5 Block Method A B

47. Alternating (point-by-point) Method Point 1 about A Point 1 about B Point 2 about A Point 2 about B Point 3 about A Point 3 about B Point 4 about A Point 4 about B Point 5 about A Point 5 about B

48. Argument/Argumentation • A type of writing in which the writer offers reasons in favor of or against something • Elements • Clear & effective major proposition • Counterargument and its weaknesses • Reasonable tone • Evidence • Avoidance of personal attack & logical fallacy

49. Argument—Types of Evidence • Factual references • Personal testimony • Outside authorities • Statistics

50. Cause & Effect • Cause refers to the factors leading to an event, while effect refers to the result(s) from certain reasons. Depending on the subject matter, cause and effect analyses can be either easy to deal with or complicated. They can be about direct causes and effects or multiple cause-effect situations. The writers of cause and effect relationships often follow a logical order in presenting the material so that there is a focus for the audience to trace.