CHAPTER 3CHAPTER 3DESCRIPTIONDESCRIPTIONCHAPTER 3CHAPTER 3

DESCRIPTIONDESCRIPTION

Impression (43)Impression (43) Impression: the effect, feeling, or

image that an author tries to

create through description. (289)

Simile & Metaphor (44)Simile & Metaphor (44) Simile:Simile: A common figure of speech that explicitly compares two things usually considered different. Most similes are introduced by likelike or as.as.

1. The human mind should be like a good hotel—open the year around.

2. Ambition is like hunger; it obeys no law but its appetite.

3. Marriage is like life in this—that it is a field of battle, and not a bed of roses.

4. Reading is to the mind what exercise is to the body.

=As reading is to the mind so is

exercise to the body.

5. What sculpture is to a block of marble, education is to the soul.

6. Three removes are as bad as a fire. —Benjamin Franklin

Metaphor:Metaphor: A figure of speech in which a word or ph

rase that ordinarily designates one thing is used to designate another, thus making an implicit comparison, as in “a sea of troubles.”

1. All the world's a stage. And all the men and women merely players.

— Shakespeare As You Like It

2. Necessity is the mother of invention.

3. He often eats his own bitter fruit.4. I have found the root of the

trouble.5. Some books are to be tasted,

others swallowed, and some few to be chewed and digested.

Avoid ClichésAvoid ClichésWhen I was writing, I got stuck—it seemed that I was sinking in the quicksand of wordssinking in the quicksand of words.Comparisons that often come to mind can be overworked ones known as clichclichéés. s. Those comparisons have been used so often that they lost their expressive power, or novelty, to be exact. (286)cool as a cucumber, green as grass, mad as a hornet, red as a rose, to work like a

horse . . .

Personification & Personification & Hyperbole (45)Hyperbole (45)

Personification: Personification:

A kind of figure of speech attributing human qualities or ability to animals or objects. (45; 290)

A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form.

1. Industry is the mother of success—luck a distant relative.

2. Experience may be the best teacher, but even the best teachers need pupils smart enough to learn.

3. Familiarity is a magician that is cruel to beauty but kind to ugliness.

4. Medicine is my lawful wife and literature my mistress; when I get tired of one, I spend the night with the other.

—Anton Chekhov

Hyperbole (Hyperbole (overstatement)overstatement): : A figure of speech that is an intentional

exaggerationexaggeration for emphasis or comic effect. For instance, “I could sleep for a year” or “This book weighs a ton.”

Hyperbole is common in love poetry, in which it is used to convey the lover's intense admiration for his beloved.

1. What light is light, if Silvia be not seen?What joy is joy, if Silvia be not by?Unless it be to think that she is byAnd feed upon the shadow of perfectionExcept I be by Silvia in the night,There is no music in the nightingale;Unless I look on Silvia in the day,There is no day for me to look upon;

—Shakespeare The Two Gentlemen of Verona

看不見西爾維婭，世上還有什麼光明？ 沒有西爾維婭在一起，世上還有什麼樂趣？ 我只好閉上眼睛假想她在旁邊，用這樣美好的

幻影尋求片刻的陶醉。 除非夜間有西爾維婭陪著我，夜鶯的歌唱只是

不入耳的噪音； 除非白天有西爾維婭在我的面前，否則我的生

命將是一個不見天日的長夜。

2. I can live for two months on a good compliment. —Mark Twain

3. A mother takes twenty years to make a man of her boy, and another woman makes a fool of him in twenty minutes.

4. When you are courting a nice girl, an hour seems like a second. When you sit on a red-hot cinder, a second seems like an hour. That’s relativity.

—Albert Einstein*For your reference: http://dictionary.referehttp://dictionary.refere

nce.comnce.com

Order (45)Order (45) Ascending order (Emphatic order): Ascending order (Emphatic order): Emphatic order is sometimes described as “saving the best till the last.” It is a way to put emphasis on the most interesting or important detail by placing it in the last part of a paragraph or in the final supporting paragraph of an essay. The last position in a paper is the most emphatic position because the reader is most likely to remember the last thing read.Last of allLast of all, and most importantmost important are typical phrases showing emphasis.

Why I Attend Shih Chien University There were several reasons why I decided to attend Shih Chien University (USC). First of all, the tuition was reasonable. USC had a

deferred payment plan; this represented a great convenience to my parents. Another reason was the fact that USC hires only the finest teachers to teach in its graduate program. My chief reasonchief reason, however, was USC’s mandatory work/study program in TESOL. The university requires all TESOL students to gain practical experience by working in local high schools while they are still working on their master’s degrees. I knew that this would prepare me to better use of the skills I had learned in the classroom.

Special order Special order (45): : 1. The writer arranges the details according

to space. He takes a physical position and describes what can be seen from that position, using some consistent order such as moving from left to right, from foreground to background, or from top to bottom. (45)

2. Space signals: Next to, across, on the Next to, across, on the opposite side, to the left, above, below, opposite side, to the left, above, below, nearby, diagonally across fromnearby, diagonally across from . . . . . .

Barbara Kingsolver (born April 8, 1955) is an American writer. She has written, or collaborated on, 12 books, most of which are novels, but including some poems, short stories and essays.

““The Hiroshima Museum”The Hiroshima Museum”Words to know

1. hushed (3): silent; quiet2. stack (6): a pile 3. molten (7): fused or liquefied by heat, e.g., molten rock, molten metal4. petticoat (8): a skirt worn by women, girls, or young children 5. hypocenter (11): the point on the earth's surface

directly below the center of a nuclear bomb explosion

6. incinerate (12): to cause to burn to ashes 7. approximately (13): nearly; around; about

““The Hiroshima Museum”The Hiroshima Museum”Barbara KingsolverBarbara Kingsolver

Answer to Questions About the Reading

1. Those items displayed explain the effects of the atomic blast. 2. The exhibits sends us a message that an

atomic blast will melt china, brass, and watches, and burn the clothing of a person a half mile from the hypocenter of the blast.

3. Visitors are “hushed” because they are aware of the significance of the museum and of a an atomic blast.

4. The watch are all stopped at exactly

8:15 because that is the time of the Hiroshima atomic bomb explosion.

Answer to Questions About the Writer’s Strategies

1.The main idea: Implied. An atomic bomb explosion causes terrible destruction and death. Or, an atomic bomb is a powerful force that causes mass destruction and death.

2.The Emphatic orderEmphatic order is employed in order to emphasize the worst effect of the atomic bomb: death.

3. The paragraph is both subjective and objective. It is subjectivesubjective when conveying the writer’s emotions and feelings about the museum. It is objectiveobjective in describing the artifacts.

4. The writer describes Oshita-chan’s petticoat as having “great, brown-rimmed holes . . . . Stained with black rain,” her “blue short-sleeved blouse incinerated except for its collar,” and “blue metal pin with a small white heart, which melted.”

““The Ravine”The Ravine”Words to know

1. erupt (6): to come up; to start to grow

2. murky (8): darkly vague or obscure

3. trickle (8): leak; drip

4. staple (10): used or needed constantly

5. sprout (14): to grow, spring up 6. lush (16): growing vigorously

7. muggy (16): warm and humid

““The Ravine”The Ravine”Quincy StottQuincy Stott

Answer to Questions About the Reading

1. It’s located between the writer’s backyard and farmland.

2. A “small, murky stream quietly trickled down the u-shaped crevasse and separated our house from farmland.” (8-9)

3. The writer and his brother played in the “ravine” in the spring, summer, autumn and sometimes in the winter (11-12). In the spring, the trees “spouted leaves” (13); in the summer, the leaves “changed into lush green and rested quietly” (16); in autumn, the leaves “turned yellow and orange . . . Fell, and carpeted the crackly, dead underbrush” (17-18).

4. It was a fantastic place to play because it was there “we grew closer s family and matured as individuals” (20-21).

Answer to Questions About the Writer’s Strategies

1. The main idea: (stated): The Ravine was a fantastic place to play when we were young because we grew closer s family and matured as individuals” (20-21).

2.2. FirstFirst person point of view. PastPast tense. Serious in tone.

3. The yard was described as one that “suffered from crab grass” (1-2); the alley as a “dirt alley . . . with billowing dust” (3); and the stream as “small, murky” (8).

4. “But beyond that was green—the vibrant, verdant green of trees and tall pasture grass that created a stark contrast tocontrast to the dull, brown exterior of our neighborhood” (4-6).

““A Letter from the Desert”A Letter from the Desert”

M4A1 Carbine, 5.56mm

““A Letter from the Desert”A Letter from the Desert”Lt. Nicole A. Elwell & Jeff ElwellLt. Nicole A. Elwell & Jeff ElwellAnswer to Questions About the Reading

1. The houses and living conditions the writer saw were “nothing more than earth and mud huts”; (64 頁，第 6 段，第 1-2 行 ) “none had running water, electricity or indoor plumbing”; (64 頁，第 7 段，第 1 行 ) and the farm animals lived “with the people, generally in the front yard or on the side of the hut.” (64 頁，第 7 段，第 3-4 行 )

2. The Iraqi people “vigorously waved and smiled” (64 頁，第 9 段，第 3 行 ); but the women among them “rarely smile.” (64 頁，第 11 段，第 6 行 )

3. When the people (men) saw the lieutenant’s M4 Carbine, they quickly “squelched” their catcalls at the women soldiers. (64 頁，第 10 段，第 3 行 )

4. The Iraqi women “are usually working” and “rarely make eye contact with you if they are in the presence of a male. (64 頁，第 11段，第 4-5 行 )

5. The little boy “was begging for water.” The lieutenant felt guilty because she “hadn’t understood his need in time” to “toss the remaining water . . . in [her] water bottle out the window. (65 頁，第 15 段，第 2, 4, 6 行 )

6. The lieutenant her tour of duty will help change the people’s lives (65 頁，第 18 段，第3 行 ) and “might help the women . . . gain some equality.” (65 頁，第 19 段 )

Answer to Questions About the Writer’s Strategies1. Thesis: (stated) “Seeing Iraq has changed my outlook on life.” (65 頁，第 21 段，第 1 行 )2. A. Subjective: I. “The children upset me the most.” (64 頁，第 13 段 ) II. “I suddenly felt guilty.” (65 頁，第 15 段，第 5 行 ) B. Objective: I. “We move often, but most times it is during hours of darkness for obvious reasons.” (64 頁，第 4 段，第 1-2 行 ) II. “None had running water, electricity or indoor plumbing; most had fires behind the house for cooking.” (64 頁，第 7 段，第 1-2 行 )

3. A. The Iraqi people “vigorously waved and smiled” (64 頁，第 9 段，第 3 行 ) B. “Some gave us the ‘thumbs up’ sign.” C. “Overall, the people are friendly and are just as interested in us as we are in awe of them.” (64 頁，第 12 段，第 2-3 行 )4. 9: “Many times the cars were jammed with people, likelike the clown are at the circus.” 10: “The man are likelike the children.” 13: “Their clothes look like like hand-me-downs.”

5. The chronological orderchronological order is used to show what the lieutenant observed and experienced as the convoy moved along the road.

http://www.youtube.com/watch?v=ryOKpCSqmqQ&feature=channel