Lecture 3Lecture 3

Abstract (II), Approach, and Abstract (II), Approach, and IntroductionIntroduction

1. Abstract: A revisit1. Abstract: A revisit

AbstractAbstract Wuthering HeightsWuthering Heights, by Emily Bronte, is one of the great curiosities, as it , by Emily Bronte, is one of the great curiosities, as it

is one of the greatest masterpieces of literature. It was published in 1847, anis one of the greatest masterpieces of literature. It was published in 1847, and for a long time, people did not know why the author created such a scoundd for a long time, people did not know why the author created such a scoundrel protagonist—Heathcliff. Not until 1950s did it begin to be highly valued; arel protagonist—Heathcliff. Not until 1950s did it begin to be highly valued; and recently the western critics have exalted it as among the great novels of tnd recently the western critics have exalted it as among the great novels of the Victorian age.he Victorian age.

The story of Wuthering Heights is mixed with love and hatred. This love is The story of Wuthering Heights is mixed with love and hatred. This love is doomed to have no result. Heathcliff’s humiliation and misery prompt him to doomed to have no result. Heathcliff’s humiliation and misery prompt him to spend most of the rest of his life seeking revenge on Hindly, his beloved Catspend most of the rest of his life seeking revenge on Hindly, his beloved Catherine, and their respective children (Hareton and young Catherine). Howeherine, and their respective children (Hareton and young Catherine). However, love has passed away, Heathcliff could only regain what he has lost in tver, love has passed away, Heathcliff could only regain what he has lost in the afterlife. he afterlife.

This thesis will analyze Heathcliff’s complicated and mysterious life to exThis thesis will analyze Heathcliff’s complicated and mysterious life to explore the distortion of his humanity. It consists of three parts. Chapter One aplore the distortion of his humanity. It consists of three parts. Chapter One analyzes the causes for Heathcliff’s distortion, in which Heathcliif’s personal bnalyzes the causes for Heathcliff’s distortion, in which Heathcliif’s personal background, the injustice of society, and the blow of the betrayed love are emackground, the injustice of society, and the blow of the betrayed love are employed to serve as the main factors. Chapter Two deals with the manifestatioployed to serve as the main factors. Chapter Two deals with the manifestation of Heathcliff. Chapter Three studies the results of the distortion of Heathclifn of Heathcliff. Chapter Three studies the results of the distortion of Heathcliff’s humanity.f’s humanity.

Key words: hatred revenge loss restorationKey words: hatred revenge loss restoration

摘 要摘 要 艾米莉艾米莉 ·· 勃朗特的《呼啸山庄》是一部文学巨著，惊世之作。勃朗特的《呼啸山庄》是一部文学巨著，惊世之作。

但在但在 18471847 年出版后很长一段时间里，人们都质疑为什麽作者塑造年出版后很长一段时间里，人们都质疑为什麽作者塑造了这样一个恶棍形象——希思克利夫。一直到了这样一个恶棍形象——希思克利夫。一直到 2020 世纪世纪 5050 年代，它年代，它才受到人们的高度评价并被西方评论家视为维多利亚时代最伟大的才受到人们的高度评价并被西方评论家视为维多利亚时代最伟大的作品之一。作品之一。

《呼啸山庄》讲述了爱与恨交织的故事。这是一场注定没有结果《呼啸山庄》讲述了爱与恨交织的故事。这是一场注定没有结果的爱情，而希思克利夫所遭受的屈辱和痛苦促使他用一生来报复辛的爱情，而希思克利夫所遭受的屈辱和痛苦促使他用一生来报复辛德雷、他所爱的凯瑟琳以及他们各自的孩子（哈里顿和小凯瑟琳）。德雷、他所爱的凯瑟琳以及他们各自的孩子（哈里顿和小凯瑟琳）。然而，爱已逝去，他只有在死后与凯瑟琳团聚。然而，爱已逝去，他只有在死后与凯瑟琳团聚。

本论文通过分析希思克利夫曲折、神秘的一生来探讨人性如何在本论文通过分析希思克利夫曲折、神秘的一生来探讨人性如何在各种因素下被扭曲。它包括三个部分：第一章从希思克利夫的出身各种因素下被扭曲。它包括三个部分：第一章从希思克利夫的出身背景、社会的不公正、以及爱的背叛给希思克利夫的致命打击三个背景、社会的不公正、以及爱的背叛给希思克利夫的致命打击三个方面，来分析希思克利夫人性扭曲的原因；第二章对希思克利夫人方面，来分析希思克利夫人性扭曲的原因；第二章对希思克利夫人性的扭曲的表现做了具体的描述；第三章则旨在探究希思克利夫人性的扭曲的表现做了具体的描述；第三章则旨在探究希思克利夫人性扭曲的结果。性扭曲的结果。

关键词：仇恨 复仇 失落 回归关键词：仇恨 复仇 失落 回归

AbstractAbstractThe focus of this paper is to present the pragmatic analysis of tautolThe focus of this paper is to present the pragmatic analysis of tautologyogy A is A A is A with the theories of the Cooperative Principle, Grice’s Conwith the theories of the Cooperative Principle, Grice’s Conversation Maxims and Language attitudes. Linguistic tautology is a fversation Maxims and Language attitudes. Linguistic tautology is a fault of style in expression, the unnecessary repetition of an idea / meault of style in expression, the unnecessary repetition of an idea / meaning by using different words at the same time that mean the same aning by using different words at the same time that mean the same thing. The sentence structure thing. The sentence structure A is A A is A belongs to linguistic tautology. It belongs to linguistic tautology. It seems just a simple meaningless repetition if we only take it literally seems just a simple meaningless repetition if we only take it literally or separately from the context. But actually it dose have certain implior separately from the context. But actually it dose have certain implicit meanings either with favorable declension or unfavorable declenscit meanings either with favorable declension or unfavorable declension according to the context. The implicit meaning with favorable decion according to the context. The implicit meaning with favorable declension refers to the favorable implicature (the good/ strong side of lension refers to the favorable implicature (the good/ strong side of AA) beyond the literal meaning of the sentence, while the implicit mea) beyond the literal meaning of the sentence, while the implicit meaning with unfavorable declension refers to the unfavorable implicit mning with unfavorable declension refers to the unfavorable implicit meaning (the undesirable / weak side of eaning (the undesirable / weak side of AA). The further analysis aims ). The further analysis aims at various attitudes of the speakers that tautology at various attitudes of the speakers that tautology A is AA is A conveys, su conveys, such as attitudes of approval, appreciation, gratefulness, admiration anch as attitudes of approval, appreciation, gratefulness, admiration and care, etc. in terms of the implicit meaning with favorable declensiod care, etc. in terms of the implicit meaning with favorable declension or attitudes of disapproval, dissatisfaction, hatred, disappointment n or attitudes of disapproval, dissatisfaction, hatred, disappointment and consideration, etc. in terms of the implicit meaning with unfavoraand consideration, etc. in terms of the implicit meaning with unfavorable declension.ble declension. Key words: tautology A is A pragmatic implicature attitudesKey words: tautology A is A pragmatic implicature attitudes

中文摘要中文摘要本文主要是从语用学的角度运用合作原则， 会话准本文主要是从语用学的角度运用合作原则， 会话准

则和语言态度等理论分析了句型则和语言态度等理论分析了句型 A is AA is A 。此句型在语言学。此句型在语言学中是一种赘言现象， 即在字面上重复使用意思相同的词。中是一种赘言现象， 即在字面上重复使用意思相同的词。 如果单从字面上或是脱离语境去理解此句型，只是简单 如果单从字面上或是脱离语境去理解此句型，只是简单而无意义的重复。但是事实上，在句子表面结构之下隐而无意义的重复。但是事实上，在句子表面结构之下隐藏着一定暗含的会话含义。 根据语境，该会话含义或者藏着一定暗含的会话含义。 根据语境，该会话含义或者语义上扬（语义上扬（ AA 所包含的意思中语义较好的一方面）或者所包含的意思中语义较好的一方面）或者语义下抑（ 语义下抑（ AA 所包含的意思中语义不太好的一方面）。所包含的意思中语义不太好的一方面）。本文的进一步分析主要针对在句型本文的进一步分析主要针对在句型 A is AA is A 的表达过程中，的表达过程中，由于语境的影响，说话者的不同会话态度情感。当会话由于语境的影响，说话者的不同会话态度情感。当会话含义属于语义上扬的情况时，根据语境说话者的言语态含义属于语义上扬的情况时，根据语境说话者的言语态度可能是赞同，欣赏，感激，钦佩或关心；当会话含义度可能是赞同，欣赏，感激，钦佩或关心；当会话含义属于语义下抑的情况时，根据语境说话者的言语态度可属于语义下抑的情况时，根据语境说话者的言语态度可能是反对，不满意，痛恨，失望等。本文将原理和大量能是反对，不满意，痛恨，失望等。本文将原理和大量例句相结合从语用学的角度对句型例句相结合从语用学的角度对句型 A is AA is A进行了详细分析。进行了详细分析。

AbstractAbstract Idioms, being a special and inseparable part of Idioms, being a special and inseparable part of language, are the instrument and shell of thinking. There language, are the instrument and shell of thinking. There have existed a large number of idioms in both English and have existed a large number of idioms in both English and Chinese, which are set phrases or sentences abstracted Chinese, which are set phrases or sentences abstracted from language. They form an essential part of the whole from language. They form an essential part of the whole vocabulary of language, which reflect the national colors of vocabulary of language, which reflect the national colors of the native speakers and are said to be considered as the the native speakers and are said to be considered as the sinew of the language.sinew of the language. This thesis is about Chinese translation of English This thesis is about Chinese translation of English idioms. After the general understanding and introduction to idioms. After the general understanding and introduction to the sources of English idioms, the methods of translation are the sources of English idioms, the methods of translation are discussed from two perspectives. First, it is discussed discussed from two perspectives. First, it is discussed according to the relationship between English idioms and according to the relationship between English idioms and Chinese idioms. Second, seven practical translating ways Chinese idioms. Second, seven practical translating ways and skills are elaborated from the point of view of keeping and skills are elaborated from the point of view of keeping the flavor of the English idioms as well as catering for the flavor of the English idioms as well as catering for Chinese readers.Chinese readers.Key words: English idioms Translating methods Categories Key words: English idioms Translating methods Categories

摘 要摘 要 习语是语言中不可分割的部分，是思维的外壳和工具。习语是语言中不可分割的部分，是思维的外壳和工具。英语和汉语中都存在大量的习语，这些习语是从某种语英语和汉语中都存在大量的习语，这些习语是从某种语言中抽象出来的固定短语和句子，经过很长一段时间的言中抽象出来的固定短语和句子，经过很长一段时间的使用成为了语言的精华。习语在语言中占有举足轻重的使用成为了语言的精华。习语在语言中占有举足轻重的作用，它反映了一个国家的民族特色，因此有人将它称作用，它反映了一个国家的民族特色，因此有人将它称作语言的精髓和源泉。作语言的精髓和源泉。 这篇论文是对英语习语汉译的浅析。首先对英语习语这篇论文是对英语习语汉译的浅析。首先对英语习语做了总体上的介绍，同时介绍了英语习语的来源。接着做了总体上的介绍，同时介绍了英语习语的来源。接着从两个角度分别讨论了习语的翻译方法。一是根据英语从两个角度分别讨论了习语的翻译方法。一是根据英语习语和汉语习语的关系讨论了三种习语的翻译方法，二习语和汉语习语的关系讨论了三种习语的翻译方法，二是从以保留英语习语地道的味道以及迎合中国读者的口是从以保留英语习语地道的味道以及迎合中国读者的口味为目的的角度，讨论了七种实用的翻译技巧。味为目的的角度，讨论了七种实用的翻译技巧。关键词： 英语习语 翻译方法与技巧 习语种类关键词： 英语习语 翻译方法与技巧 习语种类

Points to remindPoints to remind

The lengthThe length The key wordsThe key words The content of an abstractThe content of an abstract The language style The language style The stance of the authorThe stance of the author The use of verb tenseThe use of verb tense

2. Finding an Approach for 2. Finding an Approach for Your ThesisYour Thesis

When you have a subject area and When you have a subject area and topic, you should decide on an topic, you should decide on an approach to it before you start the approach to it before you start the actual writing. actual writing.

You can make intelligent decisions You can make intelligent decisions during the information-gathering stage during the information-gathering stage about what you should read carefully about what you should read carefully and what you can safely skim. and what you can safely skim.

The approach refers to the principal The approach refers to the principal idea that you might develop in your idea that you might develop in your thesis. thesis.

There are five major approaches to a research subject. There are five major approaches to a research subject. They are:They are:

1.1. You canYou can examine or analyzeexamine or analyze it looking at various it looking at various aspects of the subjects and viewing it from more aspects of the subjects and viewing it from more than one perspective.than one perspective.

2.2. You can You can evaluate or criticizeevaluate or criticize it, thus making a it, thus making a judgment about the quality of your subject. judgment about the quality of your subject.

3.3. You can You can compare and contrastcompare and contrast things or ideas, things or ideas, showing how both similarities and dissimilarities showing how both similarities and dissimilarities exist or are evident when you look closely at the exist or are evident when you look closely at the subject.subject.

4.4. You can You can establish relationshipsestablish relationships among ideas, among ideas, showing how they have drawn from each other or showing how they have drawn from each other or how they are related in other ways to other ideas.how they are related in other ways to other ideas.

5.5. You can You can argue for or againstargue for or against something or try to something or try to persuadepersuade readers to agree with you. readers to agree with you.

Deciding on an approach to your Deciding on an approach to your subject does not mean deciding on a subject does not mean deciding on a thesis statement before doing the thesis statement before doing the research. research.

Rather, the early choice of an approach Rather, the early choice of an approach is a matter of focusing energy and is a matter of focusing energy and ideas.ideas.

2.1 Writing about Linguistics 2.1 Writing about Linguistics and TEFLand TEFL

Language studies usually define itself wiLanguage studies usually define itself with reference to LINGUISTICS, scientific th reference to LINGUISTICS, scientific study of language. study of language.

It seems to be generally agreed that lingIt seems to be generally agreed that linguistics should have at least three major uistics should have at least three major characteristics: characteristics: – explicitness, explicitness, – systematicnesssystematicness, , and and – objectivityobjectivity. .

Explicitness means being clear about the assumption oExplicitness means being clear about the assumption on which a study is based, or making the intermediate stn which a study is based, or making the intermediate stages of an argument clear, defining terms clearly and cages of an argument clear, defining terms clearly and consistently. onsistently.

Systematicness is not much different, one of the emphSystematicness is not much different, one of the emphasis, avoids haphazard study of a structure, unintentionasis, avoids haphazard study of a structure, unintentionally partial coverage of a topic, an impressionistic comally partial coverage of a topic, an impressionistic commentary, an inconsistent use of terms or procedures, amentary, an inconsistent use of terms or procedures, and a failure to take account of previous work on a subjend a failure to take account of previous work on a subject.ct.

Objectivity refers to the cardinal feature of scientificnesObjectivity refers to the cardinal feature of scientificness. The questions you ask, the conclusions you reach, s. The questions you ask, the conclusions you reach, and the evidence you cite must be capable of being puand the evidence you cite must be capable of being publicly observed and tested, and must be EMPIRICAL. blicly observed and tested, and must be EMPIRICAL. Your analysis and data not derive from “I feel”, “I believYour analysis and data not derive from “I feel”, “I believe”, and “my intuition”.e”, and “my intuition”.

If you choose to write about linguistics, you If you choose to write about linguistics, you can read and try the following topics. can read and try the following topics.

In In micro-linguistics,micro-linguistics, you can do research on you can do research on phonology, phonological patterns of English phonology, phonological patterns of English or how they affect sound translation in or how they affect sound translation in names. names.

In In syntax, syntax, possible topics include negation possible topics include negation studies, tautology studies, and functional studies, tautology studies, and functional approach to sentence types. There are also approach to sentence types. There are also topics in topics in semanticssemantics, such as types of , such as types of meanings, sense relations, and componential meanings, sense relations, and componential analysis. analysis.

In In general stylistics,general stylistics, you can write about you can write about varieties of English, or English in news, law, varieties of English, or English in news, law, ads or science. ads or science.

You can study the metaphorical use of You can study the metaphorical use of language or compare and contrast language or compare and contrast different varieties, such as British different varieties, such as British English and American English. English and American English.

You may also write about the topics in You may also write about the topics in the area of the area of language and culture, language and culture, such such as taboos and euphemism, address as taboos and euphemism, address terms, names, greetings, refusals or terms, names, greetings, refusals or complements and other related topics.complements and other related topics.

If you choose to write about TEFL, there are If you choose to write about TEFL, there are topics on different language topics on different language teachingteaching theories, teaching methodology, teaching theories, teaching methodology, teaching techniques, language testing theories, testing techniques, language testing theories, testing techniques and evaluation of language techniques and evaluation of language testing. testing.

In the area ofIn the area of learning, learning, topics could include topics could include learner’s autonomy, Building up students’ learner’s autonomy, Building up students’ confidence; Negative motivation; Positive confidence; Negative motivation; Positive feedback in teaching writing; Learners’ errors; feedback in teaching writing; Learners’ errors; Introvert students and group discussion; Introvert students and group discussion; Personality and language learning; 1st Personality and language learning; 1st language influence on 2nd language learning; language influence on 2nd language learning; Language transfer; Learning (Reading, Language transfer; Learning (Reading, Listening) strategies or skills; and Students Listening) strategies or skills; and Students with different background (city or country). with different background (city or country).

Other topics could be grammar teaching in Other topics could be grammar teaching in EFL composition; vocabulary teaching and EFL composition; vocabulary teaching and learning; influence of textbooks; critical learning; influence of textbooks; critical discourse analysis; and authenticity of task-discourse analysis; and authenticity of task-based language teaching. based language teaching.

You can write about classroom interaction; You can write about classroom interaction; interactive teaching; task-based language interactive teaching; task-based language teaching; CAI in English teaching; Internet teaching; CAI in English teaching; Internet and English learning and teaching; group and English learning and teaching; group work in classroom; learner-centered work in classroom; learner-centered classroom.classroom.

2.2 Writing about Literature2.2 Writing about Literature

What is literary analysis?What is literary analysis? Literary analysis is a kind of orderly way of Literary analysis is a kind of orderly way of

looking at a literary work. In literary analysis looking at a literary work. In literary analysis there are there are two major elementstwo major elements: objective : objective reporting and subjective analysis. In reporting and subjective analysis. In objective reporting, you introduce the work in objective reporting, you introduce the work in a condensed, concise form and demonstrate a condensed, concise form and demonstrate your understanding of the work’s plot. In your understanding of the work’s plot. In subjective analysis, you share your opinion subjective analysis, you share your opinion and your feelings about a literary work with an and your feelings about a literary work with an intention to evaluate the writing.intention to evaluate the writing.

Literary analysis will help to heighten your Literary analysis will help to heighten your understanding and appreciation for works of understanding and appreciation for works of literature; to demonstrate your ability to suggest and literature; to demonstrate your ability to suggest and support a thesis about a literary work; and to develop support a thesis about a literary work; and to develop and enhance your skill at close reading and and enhance your skill at close reading and interpretation.interpretation.

A successful literary analysis should have a clearly A successful literary analysis should have a clearly stated purpose in analyzing the literary work --- that stated purpose in analyzing the literary work --- that is, have a claim worth demonstrating or a point worth is, have a claim worth demonstrating or a point worth making. making.

If you write a literary analysis as your graduation If you write a literary analysis as your graduation thesis, you should provide convincing evidence to thesis, you should provide convincing evidence to support the claim. support the claim.

Your supporting evidence may come both from within Your supporting evidence may come both from within the literary work itself and from outside readings and the literary work itself and from outside readings and other people’s literary analysis. other people’s literary analysis.

General approaches of literary analysisGeneral approaches of literary analysis A literary analysis may take many A literary analysis may take many

forms, but most graduation theses forms, but most graduation theses generally follow the conventions of the generally follow the conventions of the research paper. The following research paper. The following approaches are suggested.approaches are suggested.

You can interpretYou can interpret. Interpretation is the . Interpretation is the implication of what is going on or what is implication of what is going on or what is being said in a literary work. It goes beyond being said in a literary work. It goes beyond retelling the story. Interpretation may consist retelling the story. Interpretation may consist of working within the framework of the work of working within the framework of the work itself --- itself --- intrinsic considerationsintrinsic considerations --- in order --- in order to dig down into the core of meaning. to dig down into the core of meaning. Interpretation may also consist of extending Interpretation may also consist of extending outward --- outward --- extrinsic considerationsextrinsic considerations --- in --- in order to build upon suggestions the literary order to build upon suggestions the literary work contains.work contains.

You can analyzeYou can analyze. Analysis assumes . Analysis assumes that a literary work is organic, its that a literary work is organic, its partsparts working together to produce working together to produce a total a total effect.effect. It is a kind of internal dissection It is a kind of internal dissection that permits the reader to come to some that permits the reader to come to some understanding about the work as whole. understanding about the work as whole. Very often the secret of understanding Very often the secret of understanding is being able to ask good questions. In is being able to ask good questions. In writing about literature as graduation writing about literature as graduation thesis, the student-critic is expected thesis, the student-critic is expected develop and form his or her own develop and form his or her own standards of critical judgment.standards of critical judgment.

You can evaluateYou can evaluate. Evaluation is more than . Evaluation is more than saying “I like it” or “I don’t like it”. It also saying “I like it” or “I don’t like it”. It also includes what worth of a literary work is or includes what worth of a literary work is or what is lacking to make it valuable. what is lacking to make it valuable. Evaluations, therefore, extend over a range of Evaluations, therefore, extend over a range of possibilities from possibilities from formal formal considerations toconsiderations to personal personal preferences. A literary work may preferences. A literary work may have worth in its unique structure or have worth in its unique structure or arrangement of its parts, in plausibility of the arrangement of its parts, in plausibility of the action, in the creation of different characters, action, in the creation of different characters, in stylistic effectiveness and in its themes. in stylistic effectiveness and in its themes.

You can compare and contrastYou can compare and contrast. To compare . To compare is to find is to find similaritiessimilarities, to , to contrast contrast is to find is to find differences. The two words define different differences. The two words define different approaches, but they are generally used approaches, but they are generally used together to give a fuller view of a topic. You together to give a fuller view of a topic. You can compare and contrast two or more can compare and contrast two or more characters in one or more novels or short characters in one or more novels or short stories, themes, plots and structures, and stories, themes, plots and structures, and other aspects of the writings. Comparison other aspects of the writings. Comparison could be done within English literature or could be done within English literature or between English and Chinese literatures. between English and Chinese literatures.

It is not possible to provide a formula for It is not possible to provide a formula for writing a literary analysis since the writing a literary analysis since the variety of subjects and analytical variety of subjects and analytical approaches is enormous. approaches is enormous.

However, you may find the following However, you may find the following topics helpful. When you design your topics helpful. When you design your graduation thesis, please remember to graduation thesis, please remember to limit yourself to one or two of these limit yourself to one or two of these topics of analysis. topics of analysis.

Analysis of theme.Analysis of theme. Analysis of plot or structure.Analysis of plot or structure. Analysis of setting.Analysis of setting. Analysis of language.Analysis of language.

Analysis of the Distortion of Heathcliff’Analysis of the Distortion of Heathcliff’s Humanity In s Humanity In Wuthering HeightsWuthering Heights

Chapter . The Causes for Heathcliff’s DistortionⅠChapter . The Causes for Heathcliff’s DistortionⅠ A. Heathcliff’s Personal BackgroundA. Heathcliff’s Personal Background B. Injustice of Society B. Injustice of Society C. Blow of the Betrayed LoveC. Blow of the Betrayed LoveChapter . The Manifestation of Heathcliff’s DistortiⅡChapter . The Manifestation of Heathcliff’s DistortiⅡ

onon A. Merciless RevengeA. Merciless Revenge B. Sadistic AbuseB. Sadistic Abuse C. CrueltyC. CrueltyChapter . The Result of Heathcliff’s DistortionⅢChapter . The Result of Heathcliff’s DistortionⅢ A. Destructive to Other CharactersA. Destructive to Other Characters B. Self-destructiveness of LifeB. Self-destructiveness of Life

Suggested steps for writing literary analysis Suggested steps for writing literary analysis Writing literary analysis has few hard and Writing literary analysis has few hard and

fast rules. However, you may find the fast rules. However, you may find the following suggested step helpful. following suggested step helpful.

First of all, you need recall, consider and First of all, you need recall, consider and decide which decide which authorauthor and which and which literary workliterary work you would like to work on.you would like to work on.

Then, read the selected literary work through Then, read the selected literary work through once, writing down your reactions or majoronce, writing down your reactions or major questionsquestions. Don’t interrupt your reading to . Don’t interrupt your reading to take detailed notes yet. You may jot down take detailed notes yet. You may jot down some brief notes to help you recall. Feel and some brief notes to help you recall. Feel and taste the literary flavor and take the reading taste the literary flavor and take the reading as a whole.as a whole.

Now, sit down and think about what Now, sit down and think about what impresses you most? What issues interest impresses you most? What issues interest you immediately? Which you immediately? Which aspectsaspects you would you would like to explore? To stimulate questions, you like to explore? To stimulate questions, you may compare and contrast the writing with may compare and contrast the writing with other similar works you have read. other similar works you have read. BrainstormBrainstorm so that you will have some so that you will have some questions.questions.

With these questions, locate and examine With these questions, locate and examine some some secondary sources secondary sources where you may where you may discover issues you hadn’t been aware of.discover issues you hadn’t been aware of.

Formulate a preliminary question about the Formulate a preliminary question about the literary work you are studying. Be sure the literary work you are studying. Be sure the question is one you are willing to explore in question is one you are willing to explore in depth. Test your question and see if it is depth. Test your question and see if it is interesting and significant.interesting and significant.

Now turn your preliminary question into a Now turn your preliminary question into a thesis statement. thesis statement. Then, list all the related Then, list all the related ideas, select the relevant ones from them, ideas, select the relevant ones from them, and see if you have any rough idea about the and see if you have any rough idea about the major design of your graduation thesis. If major design of your graduation thesis. If necessary, narrow and focus your thesis. necessary, narrow and focus your thesis. Write down and copy it on your notebook.Write down and copy it on your notebook.

With your thesis statement on your notebook, With your thesis statement on your notebook, reread the literary work again, more slowly reread the literary work again, more slowly and and analyticallyanalytically this time. Look for this time. Look for characters, incidents, descriptions and characters, incidents, descriptions and dialogues that will support your thesis. dialogues that will support your thesis. Evaluate the secondary sources to Evaluate the secondary sources to supplement your second reading.supplement your second reading.

Now, it is time for you to produce your Now, it is time for you to produce your outlineoutline and start writing your thesis.and start writing your thesis.

3. Writing about Translation3. Writing about Translation

ContentsContentsI. Introduction------------------------------------------------------------------------1I. Introduction------------------------------------------------------------------------1 1.1 The understanding of the English idioms ---------------------------------- 11.1 The understanding of the English idioms ---------------------------------- 1 1.2 The sources of English idioms------------------------------------------------ 21.2 The sources of English idioms------------------------------------------------ 2II. The categories of Chinese translation of English idioms---------------------4 II. The categories of Chinese translation of English idioms---------------------4 2.1 The translation of corresponding idioms------------------------------------ 4 2.1 The translation of corresponding idioms------------------------------------ 4 2.1.1 Word-equivalence----------------------------------------------------------- 42.1.1 Word-equivalence----------------------------------------------------------- 4 2.1.2 Word-amplification--------------------------------------------------------- 52.1.2 Word-amplification--------------------------------------------------------- 5 2.1.3 Word-simplification---------------------------------------------------------52.1.3 Word-simplification---------------------------------------------------------5 2.1.4 Word-transformation--------------------------------------------------------62.1.4 Word-transformation--------------------------------------------------------6 2.2 The translation of partial corresponding idioms----------------------------62.2 The translation of partial corresponding idioms----------------------------6 2.3 The translation of specific idioms---------------------------------------------82.3 The translation of specific idioms---------------------------------------------8III. Seven practical translating ways of English idioms------------------------9 III. Seven practical translating ways of English idioms------------------------9 3.1 Literal translation---------------------------------------------------------------93.1 Literal translation---------------------------------------------------------------9 3.2 literal translation with notes------------------------------------------------- 113.2 literal translation with notes------------------------------------------------- 11 3.3 Liberal translation------------------------------------------------------------- 123.3 Liberal translation------------------------------------------------------------- 12 3.4 Liberal translation with notes------------------------------------------------ 143.4 Liberal translation with notes------------------------------------------------ 14 3.5 Liberal translation---replacement with similar Chinese idioms--------- 153.5 Liberal translation---replacement with similar Chinese idioms--------- 15 3.6 Combination of literal and liberal translation------------------------------153.6 Combination of literal and liberal translation------------------------------15 3.7 Rhetorical devices-------------------------------------------------------------163.7 Rhetorical devices-------------------------------------------------------------16 IV.Conclusion-------------------------------------------------------------------------IV.Conclusion-------------------------------------------------------------------------1818

ContentsContentsContents Contents ------------------------------------------------------------------------------------------1------------------------------------------------------------------------------------------1AbstractAbstract-------------------------------------------------------------------------------------------3-------------------------------------------------------------------------------------------3摘要摘要 ------------------------------------------------------------------------------------------------4------------------------------------------------------------------------------------------------4IntroductionIntroduction--------------------------------------------------------------------------------------5--------------------------------------------------------------------------------------5Chapter 1 Features of Long English Sentences---------Chapter 1 Features of Long English Sentences------------------------------------------6---------------------------------61.1 Introduction--------------------------------------------------------------------------------61.1 Introduction--------------------------------------------------------------------------------61.2 Syntactic Features------------------------------------------------------------------------61.2 Syntactic Features------------------------------------------------------------------------61.3 Structural Features-----------------------------------------------------------------------71.3 Structural Features-----------------------------------------------------------------------71.4 Chapter Summary------------------------------------------------------------------------71.4 Chapter Summary------------------------------------------------------------------------7Chapter 2 Two Stages in Translating Long SentencesChapter 2 Two Stages in Translating Long Sentences-----------------------------------6-----------------------------------62.1 Introduction--------------------------------------------------------------------------------82.1 Introduction--------------------------------------------------------------------------------82.2 Steps of Comprehending Long Sentences---------------------------------------------82.2 Steps of Comprehending Long Sentences---------------------------------------------82.2.1 Finding Out the Backbone---------------------------------------------------------82.2.1 Finding Out the Backbone---------------------------------------------------------82.2.2 Distinguishing the Word Meanings-----------------------------------------------82.2.2 Distinguishing the Word Meanings-----------------------------------------------82.2.3 Distinguishing the Principal and the Subordinate ------------------------------82.2.3 Distinguishing the Principal and the Subordinate ------------------------------82.2.4 Working Out the Arrangements----------------------------------------------------92.2.4 Working Out the Arrangements----------------------------------------------------92.3 Presentation------------------------------------------------------------------------------102.3 Presentation------------------------------------------------------------------------------102.3.1 Adjustment and Arrangement----------------------------------------------------102.3.1 Adjustment and Arrangement----------------------------------------------------102.3.2 Diction------------------------------------------------------------------------------102.3.2 Diction------------------------------------------------------------------------------102.4 Chapter Summary-----------------------------------------------------------------------112.4 Chapter Summary-----------------------------------------------------------------------11

Chapter3 Septiphase Method---Chapter3 Septiphase Method---------------------------------------------------12------------------------------------------------123.1 Introduction-------------------------------------------------------------------123.1 Introduction-------------------------------------------------------------------123.2 Steps of Septiphase Method-3.2 Steps of Septiphase Method-3.3 Application of Septiphase Method----------------------------------------------123.3 Application of Septiphase Method----------------------------------------------123.4 Chapter Summary---------------------------------------------------------------173.4 Chapter Summary---------------------------------------------------------------17Chapter4 Other MethodsChapter4 Other Methods---------------------------------------------------------18---------------------------------------------------------184.1 Introduction-----------------------------------------------------------------------184.1 Introduction-----------------------------------------------------------------------184.2 Sentence-Peeling Method------------------------------------------------------18 4.2 Sentence-Peeling Method------------------------------------------------------18 4.3 Sentence-Splitting Method------------------------------------------------------194.3 Sentence-Splitting Method------------------------------------------------------194.4 Inversion Method----------------------------------------------------------------204.4 Inversion Method----------------------------------------------------------------204.5 Translation in Regular Sequence------------------------------------------------214.5 Translation in Regular Sequence------------------------------------------------214.6 Chapter Summary--------------------------------------------------------------234.6 Chapter Summary--------------------------------------------------------------23ConclusionConclusion----------------------------------------------------------------------------24----------------------------------------------------------------------------24ReferencesReferences---------------------------------------------------------------------------25---------------------------------------------------------------------------25

ContentsAbstract in EnglishAbstract in ChineseIntroductionChapter 1 A Brief Survey of English Idioms1.1 Definition of idioms1.2 Sources of English idiomsChapter 2 The Rhetorical Features of English Idioms2.1 Figures of speech2.2 Lexical semantic devices2.3 Syntactical devices2.4 Phonetic devicesChapter 3 The implications of idioms for TEFL3.1 Relationship between language and culture3.2 Idioms and TEFLConclusionReferences

ContentsContentsContents ---------------------------------------------------------------------------------Contents ---------------------------------------------------------------------------------11Abstract in English----------------------------------------------------------------------Abstract in English----------------------------------------------------------------------22Abstract in Chinese -------------------------------------------------------------------Abstract in Chinese -------------------------------------------------------------------33Introduction -------------------------------------------------------------------------------Introduction -------------------------------------------------------------------------------

44Chapter I Similarities between Chinese and English Idioms -------------------Chapter I Similarities between Chinese and English Idioms -------------------

5 5 1.1 Similar Structures in Chinese and English Idioms-1.1 Similar Structures in Chinese and English Idioms-----------------------------------------------------------55 1.1.1 Repetition------------------------------------------------------------------------51.1.1 Repetition------------------------------------------------------------------------5 1.1.2 Parallelism----------------------------------------------------------------------51.1.2 Parallelism----------------------------------------------------------------------5 1.1.3 Rhyme and Alliteration--------------------------------------------------------61.1.3 Rhyme and Alliteration--------------------------------------------------------61.2 Structural Stability in both Chinese and English Idioms-------1.2 Structural Stability in both Chinese and English Idioms-----------------------------------------661.3 Alteration of Idioms under Certain Circumstances------------------1.3 Alteration of Idioms under Certain Circumstances------------------------------------------771.4 Simplification of both Chinese and English Idioms ----------------------------71.4 Simplification of both Chinese and English Idioms ----------------------------7

Chapter II Differences between Chinese and English Idioms--------------------Chapter II Differences between Chinese and English Idioms--------------------882.1 Differences in Life Styles Conveyed in Idioms --------------------------------82.1 Differences in Life Styles Conveyed in Idioms --------------------------------82.2 Differences in Religion-------------------------------------------------------------92.2 Differences in Religion-------------------------------------------------------------92.3 Differences in Historical Origin -------------------------------------------------92.3 Differences in Historical Origin -------------------------------------------------92.4 Differences in Images Used in Idioms------------------------------------------102.4 Differences in Images Used in Idioms------------------------------------------10Chapter III Methods of Translating IdiomsChapter III Methods of Translating Idioms--------------------------------------10--------------------------------------103.1 Literal Translation------------------------------------------------------------------113.1 Literal Translation------------------------------------------------------------------113.2 Literal Translation with notes----------------------------------------------------123.2 Literal Translation with notes----------------------------------------------------123.3 Free Translation--------------------------------------------------------------------133.3 Free Translation--------------------------------------------------------------------133.4 Combination of Literal and Free Translation------------------------------------133.4 Combination of Literal and Free Translation------------------------------------133.5 Application of Equivalent Idioms------------------------------------------------143.5 Application of Equivalent Idioms------------------------------------------------14Conclusion -------------------------------------------------------------------------------Conclusion -------------------------------------------------------------------------------1616Notes -------------------------------------------------------------------------------------Notes -------------------------------------------------------------------------------------1717References----References-------------------------------------------------------------------------------18---------------------------------------------------------------------------18

4. The Writing of “Introduction”4. The Writing of “Introduction”

4.1 The Nature of an Introduction4.1 The Nature of an Introduction

The overall purpose of an introduction The overall purpose of an introduction to a dissertation is to make the reason to a dissertation is to make the reason for the research clear to the reader.for the research clear to the reader.

An introduction establishes the An introduction establishes the background and purpose of the study, background and purpose of the study, and helps the readers to understand and helps the readers to understand how your research fits into the field of how your research fits into the field of study. In other words, you are study. In other words, you are establishing a frame of reference. establishing a frame of reference.

4.2 Basic Steps to Take4.2 Basic Steps to Take

Describe the problem/difficulties Describe the problem/difficulties /situation that interests you./situation that interests you.

Establish, briefly, what has already Establish, briefly, what has already been said and done in this area.been said and done in this area.

Point out what has not been done/ what Point out what has not been done/ what is not yet known, i.e. the gap(s).is not yet known, i.e. the gap(s).

Explain what you hope to do to add to Explain what you hope to do to add to the body of knowledge.the body of knowledge.

4.3 Basic content of an introduction4.3 Basic content of an introduction

Providing the background or the context, Providing the background or the context, refer to some crucial studies related to refer to some crucial studies related to your research question, but leaving the your research question, but leaving the quotations and full referencing to quotations and full referencing to literature review.literature review.

Stating the problem (the gaps).Stating the problem (the gaps). Describing the purpose and method of Describing the purpose and method of

the study.the study. Briefly stressing the significance of your Briefly stressing the significance of your

study.study. Providing the organization of your thesis.Providing the organization of your thesis.

4.4 An example4.4 An example

1. Background of the Study1. Background of the Study

2. Statement of the Problem2. Statement of the Problem

3. Rationale for the Study3. Rationale for the Study

4. Purpose and Method of the Study4. Purpose and Method of the Study

5. Significance of the Study5. Significance of the Study

6. Organization of the Dissertation6. Organization of the Dissertation

IntroductionIntroduction

--- --- First major section of a research paperFirst major section of a research paper

Start with obvious, generally accepted statements Start with obvious, generally accepted statements about the area in which you are working. Then, about the area in which you are working. Then, step by step, move the reader closer to your step by step, move the reader closer to your specific topic. specific topic. 

Establish a “universe” for your reader; then isolate Establish a “universe” for your reader; then isolate one “galaxy” within this universe; and finally, lead one “galaxy” within this universe; and finally, lead your readers to one “star” in the “galaxy”. That your readers to one “star” in the “galaxy”. That “star” is your specific topic. “star” is your specific topic. 

Information Elements in Information Elements in IntroductionIntroduction

1. setting

2. literature review

3. investigation needed

4. research purpose

5. value/findings/article structure

IE 1: SettingIE 1: Setting

General statement(s) about a field of General statement(s) about a field of research to provide the reader with a research to provide the reader with a setting for the problem to be reportedsetting for the problem to be reported

IE 2: Literature reviewIE 2: Literature review

More specific statements about the More specific statements about the aspects of the problem already aspects of the problem already studied by other researchersstudied by other researchers

IE 3: Investigation neededIE 3: Investigation needed

Statement(s) that indicate the need Statement(s) that indicate the need for more investigationfor more investigation

IE 4: Research purposeIE 4: Research purpose

Very specific statement(s) giving the Very specific statement(s) giving the purpose/objectives of the writer’s studypurpose/objectives of the writer’s study

IE 5: Value of studyIE 5: Value of study

Optional statement(s) that give a value Optional statement(s) that give a value or justification for carrying out the studyor justification for carrying out the study

一篇典型的论文引言通常包含五部分信息：（ 1 ）所涉及领域的研究概况；（ 2 ）已有研究的文献综述；（ 3）需进一步研究的问题；（ 4 ）研究的目的；（ 5 ）研究的价值、意义或论文的结构。

五部分信息排列的次序是从综述研究概况开始，归结到作者自己的研究，即，从普遍到具体。

文献综述中的引文表达可分为：信息突显和作者突显。通常 ,信息突显用一般现在时，作者突显强调具体研究，用一般过去时。

论文作者对所引用的前人研究成果的态度也影响动词时态的选择。如果过去的成果非常重要，或与作者正在从事的研工作直接相关，用动词的现在时；否则，用过去时。。

All things are difficult before they are easy.