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Part Three

Part Three. Text Appreciation. E N TER. Text Appreciation. Contents. I. Text Analysis 1. Style 2. Stylistic Feature 3. Theme 4. Structure 5. Further Discussion II. Writing Device Exposition III. Sentence Paraphrase. Style. Text Analysis.

damian-ortega
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Part Three

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  1. Part Three Text Appreciation ENTER

  2. Text Appreciation Contents • I.Text Analysis • 1.Style • 2. Stylistic Feature • 3.Theme • 4. Structure • 5. Further Discussion • II.Writing Device • Exposition • III.Sentence Paraphrase

  3. Style • Text Analysis This is a piece of expository writing. The purpose of expository writing is to explain or to give the reader information to help him understand the world around him. For reference The end of Style.

  4. Stylistic Feature • Text Analysis Please find supporting details in the text. 1.long sentences 2. formal words 3. impersonal structures The end of Stylistic Feature.

  5. Theme • Text Analysis In this essay the two authors discuss the definition of history, the role of the historians and the reasons why historians disagree. The end of Theme.

  6. Structure • Text Analysis Part I(Paras. 1—3) Part II(Paras. 4—10) Part III (Paras. 11—13) How the students of history major study history and what confuse them Historians may view the same historical event from different perspectives The authors summarize the reasons why historians disagree and the disagreement is everlasting. The end of Structure.

  7. What are the three definitions of history? • Text Analysis  in the broadest sense the whole of the human past in a restricted sense the recorded part of human life in a common sense what historians write about the past To be continued on the next page.

  8. What is the role of the historians? • Text Analysis  Historians do not just collect facts. They give meaning to the facts. To be continued on the next page.

  9. Why do historians disagree? • Text Analysis  Because historians have different interests and a different understanding of human motivation and human behavior which in turn is due to their different background in age, sex, race, class, education, religion, politics, etc., they tend not only to be interested in different facts but also interpret the same facts differently. To be continued on the next page.

  10. Text Analysis  Question: What is the misunderstanding the authors are trying to clarify in Para.1? History is just the facts of names, dates and statistics of the past. The study of history is the study of these “facts” about the past. To be continued on the next page.

  11. Text Analysis • Question:What is the confusion of the students put forward in Paras.2-3?  • Historians who are wrong may have their “facts” correct. • Contending historians more or less agree on the same facts, but come to different conclusions. • It seems that historical truth becomes a matter of personal preference. • It’s hard to decide which of the two opposed points of view about an event is correct. To be continued on the next page.

  12. Text Analysis  • Question:What is the main idea of Paras. 7—8? How are the two paragraphs developed? Paras. 7—8 is about the factors for American entry into WWI. The two paragraphs are developed by way of exemplification. To be continued on the next page.

  13. Text Analysis Please find where they are.  • Question:What is the main idea of Paras. 9—10? What are the interpretations of the three schools? Paras. 9—10 is about how the three schools interpret these factors. First group: These are the only important ones and they are equally important; Second group: The list is incomplete—leaving out Wilson’s pro-British attitude; Third group: These are not of equal importance—bankers’ influence is the most important. To be continued on the next page.

  14. Text Analysis  • Question: What can be concluded in Paras. 9—10? • Conclusion: • Subject—the same: American entry into WWI • facts—different • reason—different points of view To be continued on the next page.

  15. Text Analysis  Question:What are the two reasons listed in Para. 11 to explain why historians disagree? 1. They begin from different premises. 2. They are merely considering different levels of causes and effect. To be continued on the next page.

  16. Text Analysis  Question: How do the authors view the controversy among historians? The controversy not only lies between historians, but also happens to the same historian with the discovery of new information and progress of the society. It is impossible to remove the controversy and it is the very existence of the controversy that lends excitement to the study of history. To be continued on the next page.

  17. Further Discussion • Text Analysis • Of the three possible definitions of history the authors have listed in the text, which do you think is the most accurate? Why? • Do historians ever agree in their interpretation of a historical event? Can you think of a few examples on which the historians sharply disagree? How come they disagree since they are dealing with facts? • When two historians disagree, does it always mean that one historian is right and the other is wrong? Why not? To be continued on the next page.

  18. Further Discussion • Text Analysis • Is it safe to say that historians can differ, but they can never be wrong? • Will the disagreement among historians eventually come to an end one day? Why and why not? Do you accept the view that this disagreement is what lends excitement to the study of history? • Do you think that history is a science? If your answer is yes, would you say that it is a science just like physics and mathematics? • Not only historians but also we disagree with each other? How does it happen? The end of Further Discussion.

  19. Exposition • Writing Device Study the text carefully and find the answer to each question. 1. What is exposition? 2. Who are most likely to use the expository writing style? 3. In which scope and field do they use it? 4. What is the most important quality of exposition? 5. What methods are adopted for paragraph development in the expository writing? To be continued on the next page.

  20. Exposition • Writing Device • What is exposition? • Exposition means expounding or explaining. • 2. Who are most likely to use the expository writing style? • It is most frequently used by a student, a scientist, or a professional. To be continued on the next page.

  21. Exposition • Writing Device 3. In which scope and field do they use it? An expository paper explains or explores sth., such as the process of making a machine, the causes of a natural or social phenomenon, the planning of a project, or the solution of a problem. That is, use an expository writing when we explain how the object is made, how it is used, and how it may change. It mainly deals with processes and relationships. To be continued on the next page.

  22. Exposition • Writing Device 4. What is the most important quality of exposition? How to achieve it? The most important quality of exposition is clarity. To achieve this the writer should: 1) Limit his subject or the scope of discussion, for it’s impossible to explain many things clearly in a short essay. To be continued on the next page.

  23. Exposition • Writing Device How to achieve clarity in expository writing 2) Prepare enough material (details of examples) to help his explanation; the reader often finds abstract discussions hard to follow if they are not illustrated by concrete examples. 3) Present his facts and views in proper order, in the order of time or of logical sequence depending on the nature of the subjects. 4) Make his exposition, if possible, interesting or moving; To be continued on the next page.

  24. Exposition • Writing Device 5. What methods are adopted for paragraph development in the expository writing? 1) illustration — the use of example to illustrate a point, helping to clarify a writer’s thought by making the general specific, and the abstract concrete; and also adding interest and help to persuade or convince the reader; To be continued on the next page.

  25. Exposition • Writing Device How to write an expository essay? 2) division and classification division—separate things into parts (glasses—[\frame, lens); classification—organize things which share certain qualities (courses—obligatory and optional); 3) comparison and contrast (the subject-by-subject pattern, the point-by-point pattern); To be continued on the next page.

  26. Exposition • Writing Device How to write an expository essay? 4) analogy —shows the similarities between two different class; 5) cause and effect; 6) definition; The end of Writing

  27. Sentence Paraphrase 1 Most students are usually introduced to the study of history by way of a fat textbook and become quickly immersed in a vast sea of names, dates, events and statistics. (Para. 1) thick through (metaphor) a great number of Most students usually come to have their first experience of the study of history through the reading of a thick history textbook and soon are overwhelmed by a large number of names, dates, events and statistics. go to 2

  28. Sentence Paraphrase 2 Their common-sense reaction to this state of affairs is to conclude that one historian is right while the other is wrong. (Para. 2) their response based on common sense a situation “whereas or and”, implying a contrast When a person is faced with this kind of situation, the normal, practical response will be that one historian is right whereas the other is wrong. go to 3

  29. Sentence Paraphrase 3 This position is hardly satisfying. (Para. 3) situation or state; status This is not a happy solution or happy situation. Students expect to be given clear-cut answers, either yes or no. But now they have to shop around for the proper answer. The answer becomes a personal choice. This makes them feel very uncomfortable. go to 4

  30. Sentence Paraphrase 4 Therefore the historian can only approximate history at best. No one can ever claim to have concluded the quest. (Para. 5) to come close to taking the most hopeful view search; pursuit Therefore the best the historian can do is to get as near as possible to the historical truth. But no one can ever boast that he/she has completed this search. It goes on for ever. go to 5

  31. Sentence Paraphrase 5 Sometimes this appears to be easy, requiring very little sophistication and subtlety. (Para. 7) complexities fine distinctions present participle phrases functioning as cause Sometimes this appears to be easy, demanding no special training or profound knowledge or the ability to understand very complex issues and fine distinctions. go to 6

  32. Sentence Paraphrase 6 The choice as to which fact to use is based on a theory—admittedly, in this case a rather crude theory, but a theory nonetheless. (Para. 7) unrefined we all admit (fml)nevertheless; however with regard to; concerning The choice concerning which fact to use is based on a theory. I am willing to concede that the theory used here is unrefined, yet it is still a theory. go to 7

  33. Sentence Paraphrase 7 It would go something like this: National leaders contemplating war are more likely to be influenced by belligerent acts against countries than by their unhappiness with their haberdashers. (Para. 7) war acts, acts of war pondering over the problem of war; considering going to war with anther country unhappiness with their hat makers or hat shops; unhappiness about personal trivial things go to 8

  34. Sentence Paraphrase 8 Similarly a third group of historians might maintain that the various items on the list should not be given equal weight. (Para. 10) to continue to have the view to consider sth. important for the same reason Similarly a third group of historians might argue that the various points put on the list should not considered equally important. go to 9

  35. Sentence Paraphrase 9 In the examples given, historians disagree because they begin from different premises. (Para. 11) a proposition upon which an argument is based or from which a conclusion is drawn In the examples we have given above, we can see that historians disagree because they begin from different assumptions. go to 10

  36. Sentence Paraphrase 10 The theory here would be that economic matters are the key to human motivation, and that a small number of wealthy bankers have a disproportionate ability to influence government. (Para. 10) Two “that”—noun clauses serve as the complement The theory here would be that the answer to human purpose in doing sth. lies in economic factor and that the influence of the bankers on the government is much greater than their number. go to 11

  37. Sentence Paraphrase 11 Neither statement can be faulted on the grounds that it is inaccurate. (Para. 11) reasons or justifications noun clause serving as an appositive of “grounds” to be criticized; to be considered wrong You cannot find fault with either statement and say it is not accurate. (Neither statement can be criticized on the grounds that it is inaccurate.) go to 12

  38. Sentence Paraphrase 12 If the state of our knowledge were such that it provided us with a model of unquestioned validity that completely explained human behavior, we can. (Para. 13) a variation of the pattern “so… that” More examples a model that is always effective; a foolproof model We can if our knowledge could give us a perfect model that completely explained human behavior. Unfortunately no such model has ever existed. go to 13 To be continued on the next page.

  39. Sentence Paraphrase 1. The conditions were such that many young people wanted to leave the place. 2. The force of the explosion was such that windows were blown out. back to 12

  40. Sentence Paraphrase 13 But since we do not have such a complete and foolproof explanation, disagreements are destined to remain. (Para. 13) always effective; completely dependable; infallible to be bound to do sth.; to be predetermined or preordained to do sth. But since we do not have such a complete and infallible explanation, disagreement are bound to exist. go to 14

  41. Sentence Paraphrase 14 When students realize that… “truth” is but an elusive yet intriguing goal in a never-ending quest... (Para. 13) only a goal that is extremely attractive yet forever out of reach an everlasting or interminable search When students realize that… “truth” is only a goal that is beyond reach yet extremely attractive and should be sought in a permanent search. The end of Sentence Paraphrase.

  42. Part Three Text Appreciation This is the end of Part Three. Please click HOME to visit other parts.

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