Lesson 1-Thinking as a Hobby Part Three Text Appreciation W B TL E ENTER
W B T L E Lesson 1—Thinking as a Hobby Part Three ENTER
Lesson 1-Thinking as a Hobby Text Appreciation Contents L。 Text Analysis 1.Theme 2, Structure 3. General Analysis 4. Further Questions on Appreciation II. Writing Devices 1. Metonymy 4. Hyperbole 2. Synecdoche 5. Simile 3. Irony 6. Metaphor III Sentence Paraphrase W B TL E
W B T L E Lesson 1—Thinking as a Hobby Text Appreciation I. Text Analysis 1. Theme 2. Structure 3. General Analysis 4. Further Questions on Appreciation II. Writing Devices 1. Metonymy 4. Hyperbole 2. Synecdoche 5. Simile 3. Irony 6. Metaphor III. Sentence Paraphrase
Lesson 1-Thinking as a Hobby I. Text Analysis Theme Thinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing, and it is considered one of the most precious qualities in young scholars for the healthy mental development W B TL E The end of theme
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis Thinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing, and it is considered one of the most precious qualities in young scholars for the healthy mental development. Theme The end of Theme
Lesson 1-Thinking as a Hobby I. Text Analysis Structure Part 1(Paras. 1-24 )about: How the subject of thinking was first brought up to the author and his understanding of the nature of"grade-three thinking Part 2(Paras. 25-29)about: The authors analysis of the nature of grade-two thinking Part 3(Paras. 30-35)about: The author's understanding of the grade-one thinking and his desire for it W B TL E The end of structure
W B T L E Lesson 1—Thinking as a Hobby Part 1 (Paras. 1—24 ) about: Part 2 (Paras. 25—29) about: Part 3 (Paras. 30—35) about: I. Text Analysis Structure How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinking” The author’s analysis of the nature of “grade-two thinking” The end of Structure. The author’s understanding of the “grade-one thinking” and his desire for it
Lesson 1-Thinking as a Hobby I. Text Analysis O How are the three statuettes described by the boy and what do they symbolize? Venus Leopard Rodin's Thinker Scan the text and list naked with nothing out the naked, muscular, who related but a bath towel no crouching: naked sat, looking down; his information arms, In an chin on his fist and unfortunate position elbow on his knee frozen in panIC, ready to spring utterly miserable orrying about the down at the top contemplate th drawer from the hindquarters of the cupboard leopard in endless gloom busying being busy being not miserable, an beautifu natural Image of pure thought W B TL E To be continued on the next page
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis How are the three statuettes described by the boy and what do they symbolize? Scan the text and list out the related information. To be continued on the next page. Venus Leopard Rodin’s Thinker naked with nothing but a bath towel; no arms; in an unfortunate position crouching; naked naked, muscular, who sat, looking down; his chin on his fist and elbow on his knee frozen in panic, worrying about the towel busying being beautiful ready to spring down at the top drawer from the cupboard utterly miserable; contemplate the hindquarters of the leopard in endless gloom busy being natural not miserable, an image of pure thought
Lesson 1-Thinking as a Hobby I. Text Analysis 2 Question: What do the three statuettes symbolize? What effect do the boy's descriptions have? They represented the whole of life. The leopard stood for all animal needs or desires Venus stood for love and the thinker stood for thin king as a uniquely human feature. An humorous and sarcastic effect has been achieved by the author's description of the statuettes which established a background to support his later analysis of three grades of thinking and some human natures W BTL E To be continued on the next page
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis They represented the whole of life. The leopard stood for all animal needs or desires; Venus stood for love and the Thinker stood for thinking as a uniquely human feature. An humorous and sarcastic effect has been achieved by the author’s description of the statuettes, which established a background to support his later analysis of three grades of thinking and some human natures. To be continued on the next page. Question: What do the three statuettes symbolize? What effect do the boy’s descriptions have? W B T LL E
Lesson 1-Thinking as a Hobby I. Text Analysis 3 Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking Headmaster: nothing human in his eyes, no possibility of communication(not understand his students) Me, the boy: delinquent, not integrated misunderstanding the symbolic meaning of the statuettes, couldnt think Mr. Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced nature A pious lady: who hated German with the proposition of loving enemies W B TL E To be continued on the next page
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis To be continued on the next page. Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking? Headmaster: nothing human in his eyes, no possibility of communication (not understand his students) Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes, couldn’t think Mr. Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced nature A pious lady: who hated German with the proposition of loving enemies
Lesson 1-Thinking as a Hobby I. Text Analysis 4 Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking? Ruth: foolish argument, illogical and fled at last British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and Gandhi American politicians: talking about peace and refusing to join the League of Nations Me, the author: not easily stampede, detect contradiction; turned into a professional thinker W B TL E To be continued on the next page
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis To be continued on the next page. Ruth: foolish argument, illogical and fled at last British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and Gandhi American politicians: talking about peace and refusing to join the League of Nations Me, the author: not easily stampede, detect contradiction; turned into a professional thinker Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking?
Lesson 1-Thinking as a Hobby I. Text Analysis The summary of the characteristics of the three grades of thinking thinking characteristics examples Ignorance, hypocrisy, Mr. Houghton Grade-threeI prejudice, self-satisfied, nine tens of contradictions people Detecting contradictions; Ruth, the Grade-two do not stampede easily, author,(maybe) lag behind, a withdrawal, some destroy but not create acquaintances o find out what is truth far and few Grade-one based on a logical moral between,only system in books W B TL E The end of General Analysis
W B T L E Lesson 1—Thinking as a Hobby I. Text Analysis The summary of the characteristics of the three grades of thinking Grade-three Grade-two Grade-one characteristics examples Ignorance, hypocrisy, prejudice, self-satisfied, contradictions Mr. Houghton, nine tens of people Detecting contradictions; do not stampede easily; lag behind, a withdrawal, destroy but not create Ruth, the author, (maybe) some acquaintances To find out what is truth, based on a logical moral system far and few between, only in books thinking The end of General Analysis
Lesson 1-Thinking as a Hobby I. Text Analysis Further Questions on Appreciation 1 What does the author mean when he say .I dropped my hobby and turned professional"? +2. Why is the author much more conclusive and informative about grade-three and grade-two thinking than about grade-one? What do you think grade-one thinking is? Have you got any indication from the essay? +3. Give examples of Goldings wit. Does his sense of humor and the use of some writing devices help him achieve his purpose in this essay? Give some examples W BTL E The end of Text Analysis
W B T L E Lesson 1—Thinking as a Hobby 1. What does the author mean when he say “… I dropped my hobby and turned professional”? 2. Why is the author much more conclusive and informative about grade-three and grade-two thinking than about grade-one? What do you think grade-one thinking is? Have you got any indication from the essay? 3. Give examples of Golding’s wit. Does his sense of humor and the use of some writing devices help him achieve his purpose in this essay? Give some examples. I. Text Analysis Further Questions on Appreciation W B T LL E The end of Text Analysis
