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Title: Lesson Five


1
Lesson Five
  • Love is a Fallacy
  • ---- by Max Shulman

2
Objectives of Teaching
  1. To comprehend the whole text
  2. To lean and master the vocabulary and expressions
  3. To learn to paraphrase the difficult sentences
  4. To understand the structure of the text
  5. To appreciate the style and rhetoric of the
    passage.

3
Aims
  1. To have a basic knowledge of the terms in logic.
  2. To appreciate the humor in the story.
  3. To analyze the structure of the story
  4. To appreciate the language

4
Teaching Contents
  1. Special terms in logic
  2. Detailed study of the text
  3. Organizational pattern
  4. The chief attraction of the story 
  5. Language features
  6. Exercises

5
Time allocation
  • Terms in logic (15 min.)
  • Detailed study of the text (110 min.)
  • Structure analysis (15 min.)
  • Language appreciation (15 min.)
  • Exercise (25 min.)

6
Lesson Five
  • I. Special terms in logic
  • argument--a statement which is offered as an
    evidence or a proof.
  • It consists of two major elements
  • 1. conclusion
  • 2. premises -- a previous statement serving as a
    basis for an argument.
  • Conclusion is to be drawn from premises.

7
Special terms in logic
  • fallacy -- false reasoning, as in an argument
  • a weakness and lack of logic or good sense in an
    argument or piece of reasoning

8
fallacy
  • Usually, an argument is correct (deductively
    valid) if the premises can provide enough
    conclusive evidence for the conclusion. Otherwise
    the argument is wrong. It is said to be
    fallacious.

9
Special terms in logic
  • Three kinds of fallacy
  • 1. material fallacy -- in its material content
    through a misstatement of the facts.
  • 2. verbal fallacy -- in its wording through an
    incorrect use of terms.
  • 3. formal fallacy-in its structure through the
    use of an improper process of inference.

10
False Analogy
  • "High school should not require a freshman
    writing course . Harvard doesn't require a
    freshman writing course, and the students get
    along fine without it".
  • --- The analogy is false because the two items
    don't have strong enough similarities to predict
    that what happens in one will happen in the other.

11
Dicta Simpliciter
  • "Everyone wants to get married someday."
  • --- The example starts a logical train of thought
    with an assumption that is false. Not "everyone"
    wants to get married.

12
Evading the issue
  • There are a number of handy fallacies that people
    press into service to side step a problem while
    appearing to pursue the point. (????)

13
1)Distraction
  • "Suds ' n ' Puds is a great restaurant you can
    see how shining clean the kitchens are ".
  • --- The example is called distraction because the
    reader's attention is drawn to the cleanliness of
    the kitchen instead of to the excellence of the
    food, which is usually the determiner of a great
    restaurant.

14
2)Ad hominem
  • "against the person". "poisoning the well"
  • " Ms Bauer is a terrible English teacher. She
    always wears blue jeans"
  • --- Instead of point out faults in teaching
    technique, it calls attention to things about a
    teacher as a person that are unrelated to her
    teaching performance.

15
3)Ad misericordian (an appeal to pity)
  • "Look at this fourteen-year-old child who's run
    away from home to hide her shame-- pregnant,
    unwashed, friendless. penniless, at the mercy of
    our social service agencies. Can you till claim
    that sex should be taught in the classroom?"

16
3)Ad misericordian (an appeal to pity)
  • --- In this shifty approach to argumentation, the
    writer gives tear jerking descriptions of the
    cruel opponents' victims in order to arouse
    sympathy from the reader.

17
Hasty Generalization
  • "Mr Wang's handwriting is terrible. Mr. Hu's
    handwriting is also terrible and you know how
    terrible men's handwriting is ."
  • --- It applies a special case to general rule.
    That fact that certain person's handwriting is
    bad doesn't imply that all mens handwriting is
    bad.

18
Post hoc, ergo propter hoc
  • After this, therefore because of this"
  • "The last five times that I've worn my white
    pants, something depressing has happened. I'm not
    going to wear those pants again!"
  • -- This fallacy assumes that if event Y happened
    after event X, then X must be the cause of Y.

19
Circular Reasoning
  • or Begging the question
  • "Juan is an impressive speaker because he always
    touches his listeners deeply."

20
Circular Reasoning
  • --- This problem occurs when the writer tries to
    support a claim by restating it in different
    words. You can tell this example is circular by
    considering this Why is Juan an impressive
    speaker? Because he touches his listeners
    deeply.? Why are Juan's listeners touched so
    deeply? Because he is an impressive speaker.
  • impressive touching someone deeply

21
Appeal to the Wrong Authority
  • "My political science teacher says that the new
    math is impossible for children to learn.

22
Appeal to the Wrong Authority
  • --- If the student believes that political
    science teacher's low opinion of new math
    strongly supports an argument against new math,
    the student is wrong. The political science
    teacher is an authority, but in a different field.

23
Non Sequitur -- "it doesn't follow"
  • "Students who take earth science instead of
    physics are lazy. Susie took earth science
    instead of physics. Susie should be kicked out of
    school"
  • --- If the first statement is correct, then you
    could conclude that Susie is lazy. But there's
    nothing in that line of reasoning that says lazy
    students should be kicked out of school. The
    conclusion doesn't follow.

24
II. Detailed study of the text
  • title -- humorous/ well chosen
  • 1. When "fallacy" is taken in its ordinary sense,
    the title means
  • There is a deceptive or delusive quality about
    love.
  • Love has delusive qualities

25
Detailed study of the text
  • 2. When "fallacy" is having logical sense, it
    means
  • Love cannot be deduced from a set of given
    premises.
  • Love can not follow the given rules.
  • Love is an error, a deception and an emotion that
    does not follow the principles of logic.

26
Charles Lamb (1775-1834)
  • English essayist and critic who is now best known
    for his "Essays of Elia" (1823,1833). He
    collaborated with his sister Mary in adapting
    Shakespeare's plays into stories for children.
  • "Tales from Shakespeare"
  • "Specimens of English Dramatic Poets"

27
unfetter-- set free
  • let sth go freely / be completely out of control
  • limp -- drooping, lacking firmness
  • flaccid -- soft, flabby
  • spongy -- soft, porous, full of holes, not firm
  • specific characteristics of his writing (essay).
    He is joking , not serious

28
Thomas Carlyle ( 1795-188)
  • English author, Scottish writer
  • He influenced social thinking about he new
    industrial working class through his essay
    "Chartism" and his book The Present and the
    Past. He is best known for his epic history of
    The French Revolution 1837 and his lectures
    On Heroes and Hero-Workshop 1841

29
Thomas Carlyle ( 1795-188)
  • He produced Sartor Resartus 1833-34, the book in
    which he first developed his characteristic style
    and thought. This book is a veiled Sardonic
    (scornful ???) attack upon the shams and
    pretences of society, upon hollow rank, hollow
    officialism, hollow custom, out of which life and
    usefulness have departed.

30
Thomas Carlyle ( 1795-188)
  • Carlyle developed a peculiar style of his own
    which was called --- "Carlyese" "Carlylism"
  • Style -- a compound of
  • biblical phrases
  • colloquialisms
  • Teutonic (???,????)twists
  • his own coinings arranged in unexpected
    sequences.

31
John Ruskin -- (1819-1900)
  • English critic and social theorist
  • a writer on art and architecture
  • In his later writings he attacked social and
    economic problems
  • Modern Painters
  • The Stones of Venice
  • The Seven Lamps of Architecture
  • Time and Tide

32
John Ruskin -- (1819-1900)
  • Positive program for social reforms
  • Sesame and Lilies (?????)
  • The Crown of Wild Olive
  • The King of the Golden River

33
Implication
  • My writing is even more informal. I can do better
    than them. He says this only with his tongue in
    cheek.

34
What is his purpose of writing this essay?
  • He compared logic to a living thing ( a human
    being). Logic is not at all a dry learned branch
    of learning. It is like a living human being,
    full of beauty, passion and painful emotional
    shocks.

35
trauma
  • a term in psychiatry meaning a painful emotional
    experience.

36
Authors note
  • 1) His own idea about his own essay.
  • From his point of view, his essay is sth limp,
    spongy. It is very informal.
  • 2) His own idea about the purpose of that essay.
  • It is not a dry branch of learning , but like a
    human being.

37
Para 4
  • Introduction of the narrator --- a law student
  • Notice the way he introduced himself
  • "boasting"

38
keen
  • (of the mind) active, sensitive, sharp
  • (syn. nimble, quick, adroit prompt, sharp smart
    swift) ???,???
  • sight ?????
  • intelligence ?????

39
calculating --
  • coldly panning and thinking about future actions
    and esp. whether they will be good or bad for
    oneself.

40
perspicacious ---
  • fml. quick to judge and understand ???????, ??
  • having or showing keen judgment and understanding

41
acute, astute
  • acute-- (senses, sensation, intellect)
  • ??,??,??
  • able to notice small differences
  • Dogs have an acute sense of smell.
  • astute -- shrewd , quick at seeing how to gain an
    advantage
  • clever and able to see quickly sth, that is to
    one's advantage.???,???

42
comparison
  • His brain
  • 1. dynamo -- powerful
  • 2. a chemist's scales--- precise, accurate
  • 3. scalpel -- penetrating

43
Para.5
  • introduction of the first antagonist
  • Petey Burch
  • He downgrades his roommate.
  • nothing upstairs -- (Am. slang) empty-headed

44
unstable
  • unstable
  • -- easily moved, upset or changed
  • emotional
  • -- having feelings which are strong or easily
    moved

45
impressionable
  • -- easy to be influenced, often with the result
    that one's feeling and ideas change easily and
    esp. that one is ready to admire other people.

46
fad
  • -- a style etc that interests many people for a
    short time, passing fashion.

47
negation
  • --- the lack or opposite of sth. positive, The
    opposite or absence of something regarded as
    actual, positive, or affirmative.
  • Reason
  • --- the ability to think, draw conclusions
  • Fads / passing fashions, in my opinion, show a
    complete lack of reason.

48
to be swept up in
  • -- to be carried away by follow enthusiastically

49
idiocy
  • -- great foolishness or stupidity

50
pound -- to hit hard
  • to deliver heavy, repeated blows

51
Charleston
  • 5image-2
  • -- a quick spirited dance of the 1920's, in 4/4
    time, characterized by a twisting step.

52
Raccoon
  • --?? the fur of a small, tree climbing mammal of
    N. America, having yellowish gray fur and a
    black, bushy ringed tail.????????
  • 5image-3raccoon

53
incredulously
  • -- showing disbelief, unbelieving
  • an incredulous look/ smile

54
in the swim
  • -- knowing about and concerned in what is going
    on in modern life.
  • active in or conforming to current fashions

55
mixed metaphor
  • 1. brain -- a precision instrument
  • 2. brain -- a machine that has gears

56
gear---
  • any of several arrangements, esp. of toothed
    wheels in a machine, which allows power to be
    passed from one part to another so as to control
    the power, speed or direction of movement.

57
gear---
  • bottom gear
  • top gear
  • low ---- in a car which is used for starting
  • high --- for going fast

58
gear---
  • If you say that a person, system, or process is
    in a particular gear, you are talking about the
    speed, energy, or efficiency with which they are
    working or functioning.
  • eg. It took time to shift back into normal gear
    for boring routine tasks.
  • She knew how to change gear in order to
    achieve the right result.
  • The Chinese economy will be in high gear.

59
stroke
  • pass the hand over gently, esp. for pleasure
  • The cat likes to be stroked. (over the surface of
    )

60
Para. 23
  • the introduction of the second antagonist

61
cerebral
  • (fml, humor) ???
  • 1. of the brain
  • 2. intellectual, excluding the emotions
  • tending to or showing (too much) serious thinking

62
gracious --- polite
  • kind
  • pleasant
  • What are the specifications of his future wife?
  • 1. beautiful
  • 2. gracious
  • 3. intelligent

63
carriage
  • --- (sing) the manner of carrying oneself,
    bearing the manner of holding one's head, limbs,
    and body when standing or walking.
  • physical aspects of persons bearing ??, ??
  • Dancing can improve the carriage. ?????????

64
deportment -- fml.
  • 1. Br.E the way a person, esp. a young lady,
    stands and walks
  • 2. Am.E the way a person, esp, a young lady,
    behaves in the company of others

65
bearing
  • -- manner of holding one's body or way of
    behaving
  • (physical /mental posture)??,??
  • She has a very modest bearing. ??????

66
breeding ---
  • polite social behavior

67
pot roast
  • --- a piece of beef cooked only with a little
    water after having been made brown by cooking in
    hot fat.

68
makings
  • -- qualities, the possibility of developing into
    ??
  • He has the makings of a good doctor.
  • He has in him the makings of a great man.

69
dipper
  • a long-handled cup esp for dipping
  • a dipper of sauerkraut
  • -- a small cupful of pickled chopped cabbage
  • veer -- change in direction, shift, turn

70
go steady
  • -- (Am. coll.) to date sb of the opposite sex
    regularly and exclusively
  • be sweetheart

71
wink -- v. n.
  • v. to close and open (one eye) rapidly, usu, as
    signal between people, esp of amusement
  • He winked at her and she knew he was only
    pretending to be angry.
  • n. a winking movement
  • He left the room with a wink of the eye.
  • She gave me a wink.

72
mince
  • to lessen the force of , weaken, as by euphemism
  • If you do not mince your words, you tell sb sth,
    unpleasant without making any effort to be polite
    or to avoid upsetting them.
  • I never mince words, you know that. ????

73
torn---
  • tear---destroy the peace of
  • to divide with doubt, uncertainty, agitate,
    torment
  • He was agitated and torn, not knowing what was
    the right thing to do.
  • a heart torn by grief

74
swivel --- v. move round
  • The chair swiveled to the right when he tried it.
  • 1) If you swivel or swivel round, you turn round
    quickly, especially when you are in a sitting
    position.
  • 2) If you swivel your head or eyes in a
    particular direction, you turn your head or eyes
    in that direction, so that you can look at sth.

75
wax
  • increase in strength, size/ grow, extend, enlarge

76
wane
  • decrease , fail, diminish, sink
  • If sth waxes and wanes, it first increases and
    then decreases over a period of time.
  • eg. My feelings for John wax and wane.
  • The popularity of the film stars waxed and waned.

77
comply
  • act on a accordance with a request, order etc.

78
bunch
  • collect, gather in bunches
  • (here) stand up

79
Deal
  • -- an arrangement to the advantage of both sides,
    often in business
  • bargain, transaction

80
loom --- appear ????
  • to come into sight without a clear form, esp. in
    a way that appears very large and unfriendly,
    causing fear.
  • If sth. looms, it appears as a problem or event
    that is approaching, or that will soon happen, a
    rather literary use.
  • eg. This looms as a big question for many new
    parents.

81
no small
  • Understatement---Restraint or lack of emphasis in
    expression, as for rhetorical effect. .?????, ??
  • litotes --- A figure of speech consisting of an
    understatement in which an affirmative is
    expressed by negating its opposite, as in This
    is no small problem. ???, ?????, ???
    (?????????????, ?no easy ?? very difficult, not
    bad ?? very good ?)

82
dimension
  • -- a measurement in any one direction, extent

83
wow-dow
  • -- (interjection) an exclamation of surprise,
    wonder, pleasure etc

84
wince
  • -- to move suddenly as if drawing the body away
    from sth unpleasant
  • She winced as she touched the cold body.
  • She winced (mentally) at his angry words.

85
chirp
  • -- make the short sharp sounds of small birds or
    some insects, say or speak in a way that sounds
    like this.
  • She chirped (out) her thanks.

86
doom
  • -- cause to experience or suffer sth unavoidable
    and unpleasant such as death or destruction
  • From the start, the plan was doomed to failure
    (to fail).
  • We are doomed to unhappiness.
  • He was doomed to be killed in a car crash.

87
-- proof
  • resistant to, make to give protection against
  • fire-proof
  • waterproof watch
  • a bullet-proof car
  • a sound-proof room

88
metaphor
  • Polly's mind -- the extinct crater of a volcano
  • extinct -- no longer burning
  • Her Intelligence -- embers ( ashes of a dying
    fire) ??

89
crater
  • --- the round bowl-shaped mouth of a volcano

90
ember -- (usu. pl.)
  • a red-hot piece of wood or coal esp, in a fire
    that is no longer burning with flames.

91
admittedly
  • -- by admission or general agreement
  • confessedly

92
prospect
  • -- future probabilities based on present
    indications or analyses

93
hope
  • -- based on desire, with or without any
    likelihood that the hoped for will happen or
    materialize
  • Parents have high hopes for their children.
  • A man saves money in the hope that inflation will
    not wipe it out.

94
appeal
  • -- to make a strong request for help, support,
    mercy, beg
  • He appealed to his attacker for mercy.

95
blue-prints --
  • a photographic copy of a plan for making a
    machine or building a house.
  • The plans for improving the educational system
    have only reached the blueprint stage so far.

96
pitchblende --
  • n. ???? a dark shiny substance dug from the
    earth, from which uranium and radium are
    obtained.
  • fracture -- break, crack, split

97
hypothesis
  • -- an idea which is thought suitable to explain
    the facts about sth.
  • an idea which is suggested as a possible
    explanation for a particular situation or
    condition, but which has not yet been proved to
    be correct.
  • eg. People have proposed all kinds of hypothesis
    about what these things are.

98
cute
  • 1. clever, shrewd
  • 2. pretty, attractive, esp in a dainty way

99
argue -- general word
  • a reasoned presentation of views or a heated
    exchange of opinion amounting to a quarrel
  • They argued vociferously over who should pay the
    bill.

100
argue
  • The MP argued his position with such cogency and
    wit that even his opponents were impressed.
  • ????????????????????????,????????????????

101
debate
  • -- argue formally, usually under the control of
    a referee and according to a set of regulations.
  • The House of Commons debated the proposal for
    three weeks.

102
hamstring
  • to cut the hamstring
  • destroying the ability to walk
  • a cord-like tendon at the back of the leg,
    joining a muscle to a bone
  • claw-- scratch, clutch, as with claws (nails)
  • scrape -- scratch, cut the surface of slightly

103
Over and over
  • Over and over again I gave examples and pointed
    out the mistakes in her thinking . I kept
    emphasizing all this without stopping.
  • to hammer away to keep emphasizing or talking
    about
  • let-up stopping, relaxing

104
She was a fit
  • Here the narrator described the role which he
    thinks, a wife should play.
  • well-heeled (American slang) rich, prosperous

105
fashion -- v.
  • to shape or make (sth) into or out of sth.
    usually with one's hands or with only a few tools
  • a hat out a leaves
  • some leave into a hat

106
The time had come
  • The time had come to change our relationship from
    that of teacher and student to that of lovers.
  • academic scholastic educational of
    students,teachers.
  • romantic of lovemaking or courting

107
constellation
  • -- a group of fixed stars often having a name
  • Languish
  • -- become or be lacking in strength or will
  • shambling
  • -- walking awkwardly, dragging the feet

108
hulk
  • a heavy, awkward person

109
surge --
  • 1) move esp. forward, in or like powerful waves.
  • The crowd surged past him.
  • 2) (of feeling) to arise powerfully
  • Anger surged (up) within him.

110
darn -- damn (euph) adv.
  • used for giving force to an expression, good or
    bad
  • a fool
  • He ran damn fast.

111
croak --
  • speak with a rough voice as if one has a sore
    throat, utter in a deep, hoarse tone.

112
playful---
  • A playful action or remark is light-hearted and
    friendly rather than serious or hostile.

113
That did it. --
  • That was the final straw. That made me lose my
    patience.
  • That make me lose my self-control
  • This idiomatic phrase is used very often in
    English and the meaning depends largely on the
    context in which it is used.

114
That did it. --
  • "that" -- what has gone before "Polly's last
    answer"
  • "it" -- the result or consequence brought about
    by "that"

115
bellow
  • -- roar with a reverberating sound as a bull cry
    out loudly, as in anger

116
reel back
  • -- step away suddenly and unsteadily, as after a
    blow or shock
  • When she hit him, he reeled back and almost
    fell.

117
overcome -- be overwhelmed
  • If you are overcome by a feeling, you feel it
    very strongly
  • I was overcome by a sense of failure.
  • He was overcome with astonishment.

118
infamy
  • wicked behavior, public dishonor, being shameful/
    disgraceful
  • infamous
  • well known for wicked, evil behavior.
  • infamous action, wicked, shameful, disgraceful

119
rat -- metaphor (Am. sl.)
  • used for describing a sneaky, contemptible person.

120
modulate
  • adjust, vary the pitch, intensity of the voice
  • Some people are able to modulate their voices
    according to the size of the room in which they
    speak.

121
jitterbug --
  • 1. a quick active popular dance of the 1940's
  • 2. a person who did this sort of dance
  • Am. sl.
  • a person who is very nervous
  • jitters -- n.
  • jittery -- adj. nervous, unstable

122
Frankenstein
  • The young student in Mary Wollstonecraft Shelley
    (1797--1851) romance of that name (1818), a
    classic horror story. Frankenstein made a
    soulless monster out of corpses from church-yards
    and dissecting-rooms and endued (??)it with life
    by galvanism.(????) The tale shows the creature
    longed for sympathy, but was shunned (??) by
    everyone and became the instrument of dreadful
    retribution (??)on the student who usurped the
    prerogative (??)of the creator
  • http//frankenstein.monstrous.com/

123
The main idea of this lesson
  • It is about a law student who tries to marry the
    girl after suitable re-education, but he's been
    too clever for his own good.
  • The narrator, Dobie Gillis, a freshman in a law
    school, is the protagonist

124
Protagonist
  • a law school student
  • very young
  • clever
  • over-conceited -- cool, logical, keen,
    calculating, perspicacious, acute, astute,
  • powerful, precise, penetrating

125
Antagonists
  • 1. Petey Burch -- pitiful, dump, roommate,
    faddist
  • 2. Polly Espy --- beautiful, gracious, stupid

126
III. Organizational Pattern
  • 4 sections
  • Sect. I para 1-3
  • It is the author's note.
  • 1. The author's idea about this story.
  • 2. The author's idea about the purpose of this
    story.

127
III. Organizational Pattern
  • Sect II para. 4 --59
  • the bargain between the law student and his
    roommate over the exchange of the girl,

128
III. Organizational Pattern
  • sub-divisions
  • 1) p4 introduction of the narrator --
    protagonist
  • 2) p5-21 introduction of the first antagonist --
    Petey Burch
  • He downgrades his roommate, who has nothing
    upstairs.
  • 3) p22 -- 27 introduction of he second
    antagonist -- Polly Espy

129
III. Organizational Pattern
  • 4) p 28--40 sounding out / finding out the
    relationship between Petey and Polly.
  • 5) p.40 --59 unethical transaction over Polly
  • The student gives the raccoon coat the roommate
    wants, and his roommate gives his girl friend in
    return. They have a kind of deal.

130
III. Organizational Pattern
  • Sect III. para 60 -- 124
  • the teaching of 8 logical fallacies
  • 10 sub-divisions
  • 1. p60 --61
  • a survey, first date with the girl, first
    impression of the girl. He tries to find out how
    stupid she is.

131
III. Organizational Pattern
  • 2. p62 -- 74 the teaching of Dicto Simpliciter
  • 3. P75 -- 79 the teaching of Hasty
    Generalization
  • 4. p80--85 Post Hoc
  • 5. p86 --96 Contradictory Premises
  • 6. p97--98 interposition, He wants to give the
    girl back.

132
III. Organizational Pattern
  • 7. p99 --104 Ad Misericordiam
  • 8. p105--108 False Analogy
  • 9. p109-- 114 Hypothesis Contrary to Fact
  • 10.p 115--124 Poisoning the Well

133
III. Organizational Pattern
  • Sect.IV. para125 the ending of the story
  • backfiring of all the arguments
  • The girl learns her lessons too well. She uses
    all the logical fallacies to fight back her
    teacher.

134
Pay attention to the change of his emotions
  • 1. favoring her with a smile
  • 2. chuckled with amusement
  • 3. chuckled with somewhat less amusement
  • 4. forcing a smile/ ground my teeth
  • 5. croaked, dashed perspiration from my brow
  • 6. bellowing like a bull

135
IV. The chief attraction of this lesson
  • It's humor
  • The whole story is a piece of light, humorous
    satire, satirizing a smug, self-conceited
    freshman in a law school.

136
IV. the chief attraction of this lesson
  • Why
  • 1) the title
  • The title is humorous. The writer wants the
    readers to conclude that "love" is an error, a
    deception and an emotion that does not follow the
    principles of logic.

137
IV. the chief attraction of this lesson
  • 2) the author's note
  • "spongy", "limp", "flaccid" are specific
    characteristics of his essay. He is joking, which
    indicates that the whole story is humorous.
  • 3) the contrast --
  • the law student the girl Petey
  • boasting himself ----- downgrading the others
  • the student ---- the girl

138
IV. the chief attraction of this lesson
  • 4) the ending of the story
  • the raccoon coat which the law student despises
    and give it to his roommate for the exchange of
    his girl friend has finally become the rootcause
    of his losing his girl friend.
  • 5) the clever choice of the names
  • Pettey ---- pity
  • Espy ---- I spy

139
V. Language features
  • 1. American colloquialism
  • 2. Informal style
  • short sentences
  • elliptical sentences --- to increase the tempo
    of the story
  • dashes
  • 3. rhetorical devices

140
V. Language features
  • 4. sharp contrast in the language
  • 1) the law student uses ultra learned terms
  • standard English
  • 100 correct
  • 2) clipped vulgar forms, slang words
  • gee, magnif, terrif, pshaw,
  • 5. inverted sentences

141
V. Language features
  • What effect does the language have on the
    readers
  • 1. vivid
  • 2. colorful
  • 3. informal

142
Exercise
  • 1. Fads enjoy very brief popularity, which
    fashions are likely to be longer-lasting. Also,
    "fad" has a pejorative connotation. A fad is a
    cheap sort of fashion, somewhat debased. To be
    described as fashionable is a compliment.
    However, to be swayed by fads is to show a
    weakness for sudden and brief trends.

143
Exercise
  • 2. "Incredible" means unbelievable. It comes from
    the Latin "in" (not), and "credibitis"(credible).
    "Incredulous" means disbelieving or skeptical. It
    is not as strong as "incredible"

144
Exercise
  • 3. "Eager suggests strong interest or desire.
    "Passionate" is nearly the same but generally is
    used in a more intense way, to express a degree
    of emotion slightly greater than "eager".
  • 4. "Feeling" and Emotions" are often considered
    interchangeable, though "emotions" is often
    considered the stronger word.

145
Exercise
  • 5. "Revealed" is the better word here, with its
    connotation of making known what has been kept
    secret. "Showed" is a more general word and,
    while acceptable, is not as precise.

146
Exercise
  • 6. To be "inclined" is to be disposed to do
    something, to have a tendency. To be tempted is
    to be attracted to something in a strong way,
    though again these two words are very close in
    meaning, I would rate "tempted" as the stronger
    verb.

147
Exercise
  • 7. "Exasperation" is extreme annoyance or
    irritation. "Disappointed" indicates a degree of
    frustration less extensive than "exasperation".
    Again the author has chosen the stronger of the
    alternatives.

148
Exercise
  • 8. Tolerant here implies endurance of Pollys
    faults, an ability to endure her stupidity.
    Indulgent means lenient( ???) , forgiving, and
    the inner pain and difficulty implied by
    "tolerant"

149
Exercise
  • 9. Merriment is gay conviviality(??), and
    hilarity(??). It is a much stronger word than
    "amusement", which refers to being pleased or
    entertained. Amusement is not so strong an
    emotion as merriment.
  • 10. Languish means to become weak or feeble, to
    become listless. To suffer a lot is a vague,
    broad term. Languish is a better word in this
    case.

150
Ex. III.
  • 1. It's humorous, thanks to the word "fallacy",
    one commonly used in logic. The tale not only
    gives us a clue of the nature of our narrator's
    passion, but reflects on the fallacy of his own
    love for Polly and fallacy in his seemingly
    well-wrought plan.

151
Ex. III.
  • 2. Para 4 is a good example of the author's
    attitude toward himself. The audacious (brave)
    pride is so great that we can quickly see it is a
    parody. The author realizes that at 18 he felt
    smarter than he really was -- he was blind to his
    own ignorance. He makes fun of himself throughout.

152
Ex. III.
  • 3. Its purpose is to entertain in a light-hearted
    way. There is no pretence to teaching us
    anything, but simply to give us a few chuckles.
    This is hinted at in the author's note.
  • 4. Pollys language is trendy( ???), inane(???),
    vulgar(???), and meaningless. It illustrates,
    until the end of the story. It shows the limits
    of her weak mind.

153
Ex. III.
  • 5. The narrator has learned logic as a subject in
    school, when he tries to apply his knowledge to
    real life, he fails miserably. He sees what goes
    on in the classroom is divorced from real life.
    He tries to make Polly forget the fallacies he
    had taught her.
  • 6. The topic sentence is "He was a torn man".
    This idea is developed by a series of details
    that describe Petey's confused state.

154
Ex. III.
  • 7. Because he begged Polly's love, which was
    refused. He was going to get the same result as
    Frankenstein, who created a monster that
    destroyed him, not as Pygmalion, who was loved by
    the beautiful statue he had fashioned. The
    narrator's allusions come naturally, from his
    experience. He has probably read Pygmalion and
    Frankenstein for a college course, so the
    allusions do seem apt.

155
Ex. III.
  • 8. When the narrator finally succeeds in teaching
    Polly, she learns logic too well and turns it
    against him after his declaration of love. In her
    decision to choose Petey she had used the logic
    the narrator taught her. Had he not given away
    his raccoon coat and taught her logic lessons he
    might have had Polly as his own. The irony is
    that he succeeded to well.

156
Ex. III.
  • keen --
  • It suggests unusual ability or perceptiveness
    adding to them a vigorous forceful ability to
    grass complex problem
  • 1. The keen ears of the dog heard the sound long
    before we did.
  • 2. He exercised keen judgment to rescue the
    drowning.
  • ?????,??????????

157
calculating --
  • It means coldly planning and thinking about
    future actions and esp. whether they will be good
    or bad for oneself ???,???
  • He was regarded as a calculating man.
  • To Kate, calculating and cold, the most important
    thing was power.

158
perspicacious -- fml.
  • It suggests one has or shows an unusual power or
    ability of keen judgment and understanding ??,??
  • Tom's understanding to the matter is .
  • ????????????????

159
perspicacious -- fml
  • These were the fundamental difficulties, but few
    men were perspicacious enough to appreciate them.
  • ????????,?????????????????

160
acute --
  • It suggests a sensitivity and receptivity to the
    small differences that was not notices by others,
    also implies a high-keyed state of nervous
    attention that will not be lasting.
  • He is an acute observer and thinker.

161
astute --
  • It means clever and having a thorough or deep
    understanding, stemming from a scholarly or
    experienced mind that is full command of a given
    field.
  • ???????
  • He is astute and capable. ??????
  • They are astute financiers.
  • ??????????????

162
intelligent
  • ??,?? ???,??,??
  • He was intelligent enough to turn off the gas
    when he was out.
  • He was intelligent enough to understand my
    meaning form my gestures

163
bright ---
  • (??,???)??,????,???
  • He is a bright child, as you can tell when you
    talk with him.

164
brilliant ---
  • ????,???,??????
  • stronger than bright
  • he was considered as a brilliant speaker.
  • ????????????

165
alert --- ????
  • A sparrow is very alert in its movement.
  • clever, bright , smart --- more colloquial
  • clever --- bright , skillful, having a quick mind
  • smart -- (AmE)
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