Unit6NeverForgetthePastPartINarration(HistoricalNarratives)Activity1
1.a?Identifythetypeofhistoricalnarrativesforeachofthefollowingitems.2.a3.b4.bPracticingthebasicsofhistoricalnarratives
?Studythepassageandpointoutwhetheritmeetstherequirementsofthehistoricalnarrative.Althoughtheopeningmeetstherequirementofthehistoricalnarrative,therestdealswiththeoperationsandpoliciesandmanagementoftheWorldBank,andnotwithitshistory:majorstagesofitsdevelopment.?Studythefollowingtwoparagraphsanddeterminewhichofthemisnotasummaryparagraphandstateyourreasons.1.Theparagraphsummarizesthewriter’s6-weekjourneybygivingfigures(facts)andabriefaccountofhowhewastreatedwithkindnesswithoutexplanationorevidence.Itisasummaryparagraph.Theparagraphdescribesaspecificexampletoprovehowthewriterwastreatedwithkindness.Itisnotasummaryparagraph.2.Activity2Readingonthetopic
(1)TheWidowTakestheHelmQuestionstothinkabout1.Anessay-lengthbiography.Abook-lengthbiographyrecountsthesubject’sentirelifestory.Thisarticleonlycoversthesubject’slifefromthedayshebecamechairmanandCEOoftheWashingtonPostCompanytothedayshesteppeddownfromthecompany.2.Ithinkchieflywritefromresearch.3.Fouryears,fromSeptember20,1963to1967whenshemadeherfirstimportantdecisionwhenshereplacedthePost’seditorinchiefwithayoungerman.Shehadafour-yearapprenticeshiplearningcompanyandbusinessmanagement.4.In1971,withherapprovalandsupport,thePostpublishedthecontentofthePentagonPapers.In1972,againwithherfullsupportthepublicationoftwoPost’sreporters’investigationintotheRepublicans’illegalactsagainsttheDemocratsintheelection.ThescandalknownasWatergatefinallyforcedthethenpresident,RichardNixonleaveofficein1974.In1975,GrahamsuccessfullymanagedtogetthePostoutfor139daysduringa140-daypressmen’sstrike.Duringthedecade,GrahamfoundastrongCOOwhodidmuchinincreasingprofitsforhercompany.1(2)MyFavoriteTeacherQuestionstothinkabout1.2.Amemoir.ByreferringHattieasapersonwhomade“themostimportantdeferenceinmylife,”thewritersetsthekeynoteoftheessay.Itisthehighestopinionastudentcanpossiblyhaveforateacher.Thisisthethesisstatementoftheessay.ThewriterdevelopshisthesisbyspecifyingHattie’spersonalqualitiesthatmakeherawonderfulteacher.Firstherprofessionalcompetence,alwaysemphasizingthefundamentals.(Paras.2–3);second,herstrictadherencetoprinciplesandthefundamentals;third,hercloserelationshipwithherstudents;(Paras.5–8);finally,hereffectsonherstudents(Paras.9–11).In10thgrade,hetookherintrotojournalismfromwhichhehaslearnedallthatthereistolearnaboutjournalismandhehasneverneeded,ortaken,anothercourseinjournalismsince.Sheintroducedtothemthefundamentalsofmanyaspectsoflife,suchasstickingtoyourprinciplesandneverdoinganythingthatgoesagainstyourconscience.Journalismstudentsoughttoconstantlylearnfromveteranreportersandreadtheirarticlesdaily.ThefundamentalsHattieintroducedtoherstudentsinthe1960sarenotoutdated,butstillholdtrueintheageofinformationandhightechnology.Thefundamentalsofanyareaofstudyandthoseofhowtobecomegoodprofessionalsandgoodpeopleremainthesecretforsuccessinlife.(3)BlueprintforSuccessQuestionstothinkabout1.ThoughhalftheessayseemstobedevotedtothedevelopmentofHabitatforHumanity,theessay’sfocusedisonthelifestoryofMallardFuller.ThesecondhalfoftheessaydescribeshowMillardFullercreatedandexpandedHabitat.Hisefforttoeradicatepovertyhousingcontinuedthroughouttherestofhislife.2.Thefirstpart(Paras.1–13)providesmajorbiographicaldetailsofFuller’slifebeforeheestablishedHabitat:hisbusinesssuccess,hisrealizationofwhathis“success”hadcosthim:hismarriageandhishealth,andhisdecisiontosearchameaningfulwayoflife.Andfinallyhefoundhiscalling.ThisledtotheestablishmentofHabitat—hismajoraccomplishment(Paras.14–32).3.Itisabiographicalnarrative.TheessayobjectivelydescribesMillardFuller’slifestory,withemphasisonhisgreatestaccomplishment—HabitatforHumanity.Amemoirisbasedonthewriter’spersonalknowledgeofapersonoreventhe/shedescribes.3.4.5.6.2Activity3Readingswrittenbyyourpeers
Questionstothinkabout1.Yes,bothwritersnarratethelifestoryoftheirfather.2.Similarities:a.Bothwritersshowtheirlovefortheirfathers.b.Bothcovermajorphasesoftheirfathers’life.Differences:1)Theyusedifferentpointsofview.Thefirstessayadoptsthethird-personobjectivepointofviewuntilthelasttwosentenceswhenthewritershiftstothefirst-personpointofview,revealingthefactthatheistheman’seldestchild.Thesecondessaystickstothefirst-personpointofviewthroughouttheessay.2)Thefirstessayfocusesonthemajorphasesofthefather’slifeomittinginformationabouttheman’sbirthandhislifebeforehiswife’sdeath.3)Thethesesaredifferent.Thepointthefirstessayintendstomakeis:fortheman,ithadbeenajoyful,thougharduousandlonelytasktoraisehissevenchildrenafterhiswifedied.Thedominantsentimentthatpermeatestheessayisthatofloveandgratitude.Thethesisofthesecondessayis:thesecretofsuccessforapoorfarmer’ssontobecomeasuccessfulbusinessmanishisperseveranceinsettingandachievingnewgoals.Thedominantsentimentthroughoutoftheessayisloveandadmiration.3.Answersvary.PartIIEffectiveSentences(Unity)Activity4
Practicingsentenceunity
?Inthefollowingpairsofsentences,identifytheonethatisnotlogicallyrelated,andexplainwhyitisn’t.1.b.Butintroducesacontrastingfact.Eventhoughintroducesaconcessiveclause.2.a.Thesubjectandthepredicatedonotfittogethergrammatically.Thesentencetriestodefinebiology.Thetermbeingdefinedshouldbefollowedbyanounphrase,notanadverbialclause.3.a.Thisisamistakeofillogicalequationwiththeverbbe.Whenaformoftheverbbejoinstwopartsofasentence(thesubjectandthepredicate),thetwopartsshouldbelogicallyrelated.4.b.Thisisanerroroffaultyapposition.Anappositiveandthenountowhichitrefersshouldbelogicallyequivalent.5.a.Wrongverbandobjectcollocation.Aprecautionistaken,notworn.6.b.Wrongsubjectandverbcollocation.Changedoesn’tcollocatewithworsen.7.b.Itisillogicaltosaysomeone’swelfareisnotsafe.8.a.Itisnotlogicalthatcertainspeciesarefacingextinctionsimplybecausetherearemanypeopleinthecountrywheretheylive.Thecauseismuchmorecomplicated.3?Revisethefollowingsentencestomakethemcomplete.1.2.3.4.5.6.7.8.9.10.Collegestudentstodayarequitedifferentfromthoseinthe1980s.Theuniversityisnotquitethesameasitwastwodecadesago.Histestscoresarehigherthanhistwinsister’s./…higherthanthoseofhistwinsister.Ourriceoutputthisyearisslightlylowerthanthatoflastyear.Ourproblemistootoughtosolveinaday.ThefurnishingsarenotexactlythesameaswhenMorrislivedthere.At62,hervoicesoundedjustthesameasitdidwhenshewas21.Ihadtoremindmyselfthatbeingconfidentisnotthesameasbeingperfect!Ourinternationalstudentsgraduateatalowerratethantherestofthestudentbody.TheYangtzeislongerthananyotherriversinChina.?WriteMMforamisplacedmodifier,orCforacorrectoneinthespaceprovidedforeachsentence.1.6.MMC2.7.CC3.8.CMM4.9.MMMM5.MM10.C?Correctthedanglingmodifiersinthefollowingsentences.1.2.3.4.5.6.7.8.9.Toleavetheinterviewerwithafavorableimpression,youmustbepunctual.WhileIwasrummagingthroughmydrawer,ararestampcaughtmyeye./Rummagingthroughmydrawer,Icaughtsightofararestamp.Whenshewasfive,thelittlegirl’sparentsboughtherapiano.Thelibraryhashalfamillionbooktitlesstoredinitsdatabase.WhenIwasteachinginTibet,alittleboycametomyattention.Alarmedbywidespreadcheatinginexams,thetestingcenterhasintroducedstricterrules.Whenhelookedoutthecarwindow,themansawauniformedtrafficpoliceapproaching.Inspiredbywhattheyhaveachievedthisyear,theyareaimingattoughertargetsforthecomingyear.Modernandmajestic,thenewairportamazedmetremendously.Activity5Readingsonthetopic
(1)I’maBananaandProudofItQuestionstothinkabout1.TheessayfitsintothecategoryofhistoricalnarrativeinthatthewriteraccountsthehumiliatingexperiencesofhisparentsandotherearlyChineseimmigrantslikethem,thecontributionsandsacrificestheymadeduringWWII,andtheireffortstogettheirchildrenbettereducatedsothattheycouldgetgoodjobswithgoodpay.Inthesecondhalfoftheessay,4thewriternarratestheprocessofhowChineseAmericanslikehimselfhavegone“banana”whileremainingkeepingintouchoftheirChineseroots.2.HeacceptstheparadoxofbeingbothChineseandnotChinese.HeadmitsthathelooksChinesebutthinksandbehavesNorthAmerican,thatis,yellowontheoutsideandwhiteinside.3.Hetakesapositiveattitude,proudofbeingabanana;whilemakinganefforttoadapttothelandofhisbirth,heisproudofhisChineseheritage.4.Inthe1950sand1960s,thewriter’sgenerationofimmigrantswasencouragedtogetanEnglisheducation.TheybegantofeelChinesehomelifewasinferior.Inthe1970sand1980s,manyofthemhadconsciouslyorunconsciouslydistancedthemselvesfromtheirChinatownhistories.Finally,thewriter(arepresentativeofhisgeneration)realizedhedidnotbelonganywhereunlesshecouldunderstandthepast.HeneededtofindthefoundationofhisChinese-ness.Heneededroots.(2)BeijingForeignStudiesUniversity(BFSU)Questionstothinkabout1.1941:TheYan’anSchoolofForeignLanguageswassetup.1949:TheYan’anSchoolofForeignLanguagesmovedtoBeijinganditsnamewaschangedtoNumberOneBeijingForeignLanguagesInstitute.1994:TheinstitutionwasupgradedtobecometheBeijingForeignStudiesUniversity.1996:Itwonthebidtoenterthe“211Project.”2011:Itcelebratedits70thanniversary.2.ItistheonlyoneofitskindthatwasestablishedinanareaheldbytheEighthRouteArmyinthewaragainstJapaneseinvasion.3.AsaBFSUstudent,Ifindthefourthparagraphveryencouraging.ItprovidesablueprintforBSFU’sfuturedevelopment.Activity6
1.2.Readingswrittenbyyourpeers
QuestionstothinkaboutYes.Thefirsttellsthelifestoryofthewriter’sfather;thesecond,thefamilyhistorycoveringthreegenerations.Theyallusechronologicalorder.Thewriterofthefirstdividesherfather’slifeintofivephases,whichsheconsidersturningpointsinhislife,anddescribesthemajoreventsineach.Thesecondessaycomparestheeducationthethreegenerationshavereceived,followingthetimesequence.Answersvary.3.5
Answers to Activities-Unit 6
