英语修辞学第四章
英语修辞格简介
Examples No one was more willing to do a favor for a friend or neighbor than he. The face wasn’t a bad one; it had what they called charm. Last week I saw a woman flayed, and you will hardly believe how much it altered her person for the worse.
English Rhetoric
第三章 对照并列修辞格 10.相映相衬的antithesis（对 照） The rhetorical opposing or contrasting of ideas by means of grammatically paralleled arrangements of words, clauses or sentences.
English Rhetoric
7.闪烁其词的euphemism（委 婉） A figure of speech in which something of an unpleasant, distressing, or indelicate nature is described in less offensive terms.
English Rhetoric
6.明抑暗扬的 understatement（低调陈述） A figure of speech which contains an understatement of emphasis, and therefore the opposite of hyperbole.
Examples The seed ye sow, another reaps; the wealth ye find, another keeps; the robes ye weave, another wears; the arms ye forge, another bears. 你们播下了种子，别人来收割； 你们找到了财富，别人来占有； 你们织布成衣，穿在别人身上； 你们锻造武器，握在别人手上。
《英语修辞学》第四章2
• 7. The police noticed some discrepancies in his description of the crime and did not believe him. • 8. The 1906 San Francisco earthquake was a catastrophe that destroyed most of the city. • 9. Deep in her book, Nancy was oblivious to the noisy squabbles of her brother and his friends. • 10. Times of economic hardship inevitably encourage the proliferation of countless get-rich-quick schemes. • 11. Freddy was so overwhelmed by the profusion of choices on the menu that he knocked over his wine glass and soaked his host. • 12. For many years an unheralded research, Barbara McClintock gained international renown when she won the Nobel Prize in Physiology and Medicine. • 13. Because we were running out of time, the lecturer had to abbreviate her speech. • 14. On the castle battlements, an apparition materialized and spoke to Hamlet, warning him of his uncle’s treachery. • 15. Mark refused to concede that she was right.
英语修辞学1-4Ex答案gg
《英语修辞学》第一章----第四章练习答案Tell what figures of speech each sentence contains.1. You might as well expect a leopard to change its spots as expect him to give up smoking.(simile)2. I stayed on Hong Kong island and found myself in a different world, where surprising quiet and the green smell of lush foliage is just steps away from the business district.(Jane Wooldridge: Hong Kong) (synaesthesia)3. The delicious breath of rain was in the air. (kate Chopin: The Dream of an Hour) (synaesthesia)4. How all my own territory would be altered, as if a landslide had gone through it and skimmed off all meaning except loss of Mike. (simile)(I had never realized until Mike’s leaving) How much my own life would be affected, as if it had been destroyed by a landslide, which took away everything I used to enjoy, leaving behind only the pain from missing Mike.我的世界里，就像发生了天崩地裂，除了迈克的离去，其余所有的记忆都被冲走了。
英语修辞学Lecture 4
4. 以人体器官代替其功能 The practiced ear can recognize a classic flavour.
She has the eye for the fair and the beautiful.
I have an opinion of you, sir, to which it is not easy to give the mouth.
9. 以抽象事物代替具体事物 In the present instance, it was sickness and poverty together that she came to visit. She is an ageing opera singer who has retired from the stage to teach.
3. 以容器代替其中内容。 Whenever my husband has a bad day at the office, he hits the bottle.
The kettle boils. （kettle substitutes for the water in it) My pocket can’t afford such a pair of shoes. You can get a good cup at Susan’s café. Sheradon is a hotel noted for its good table. The room sat silent.
E.g. What is learned in the cradle is carried to the grave. 幼小所学，终生不忘 Several years later, word came that Napoleonyh himself was coming to inspect them... 几年以后，他们听说拿破仑要亲自来视察他们。
现代英语修辞学
普通高等教育“十五”国家级规划教材现代英语修辞学Moder n English Rhetor ic胡曙中编著上海外语教育出版社图书在版编目(CIP)数据现代英语修辞学/胡曙中编著.—上海:上海外语教育出版社,2004ISBN7-81095-185-8Ⅰ.现…Ⅱ.胡…Ⅲ.英语修辞教材Ⅳ.H315中国版本图书馆CIP数据核字(2004)第014498号早在1982年,我的导师杨小石先生有意要编一本适合我国英语专业使用的英语修辞学教材,为此,他邀请了包括我在内的三位教师一起参加编写,我们商定了编写大纲,也作了具体的分工。
我当时只有35岁,对编写这么一本教材的困难程度并不清楚,但却凭着一股劲,居然勉强地完成了自己那一部分,但是由于他们未能完成自己的部分,我的那一部分最后也就不了了之了。
从那时到现在,时间过去了20多年。
在这20多年中,我读了一些书,作了一些研究,从《英汉修辞比较研究》、《美国新修辞学》到《英语修辞学》,我走了过来。
坦诚地说,前面走过的路不都是一步一个脚印的,但就在这步履艰难的过程中,我逐渐知道了什么是英语修辞,知道了如何来阐释和应用英语修辞。
现在奉献给大家的这本《现代英语修辞学》,承蒙教育部和有关专家的厚爱,被确定为普通高等教育“十五”国家级规划教材。
我把这本书写成一本英语修辞学的入门书,是想回答许多学生提出的问题:“什么是英语修辞学?”“英语修辞学是不是就是研究英语写作?”“英语修辞学是英语专业的课程,还是语言学的课程?”我希望我的这本书能较为满意地回答这些问题。
在这儿,我想概括一下本书的各章内容和目的:第0章导论解释英语修辞的种种意义,并说明本书的目的———对英语修辞现象的描述、应用和阐释第1章影响修辞活动的要素论述信息、使用场合、受话者之间的关系,说明语气如何反映其间的关系第2章词汇的修辞描述英语选字遣词的修辞规律及其应用第3章句子的修辞描述英语连词组句的修辞规律及其应用第4章 段落的修辞 描述英语段落构成的修辞规律及其应用第5章 语篇的修辞 描述英语语篇构成的修辞规律及其应用第6章 语篇的种类 描述语篇的种类及其特点第7章 语体 描述作为修辞活动综合体的语体特征第8章 修辞手段 描述修辞布局和辞格的规律第9章 理论阐释 简述主要的英语修辞理论第10章 传统与发展 回顾英语修辞学的传统,预测其发展本书主要适合英语专业高年级学生和研究生使用。
英语修辞学forSs Chapter 4 Figures of Speech2
4.3 The Tropes / Figures of Speech4.3.1 IntroductionBy figures of speech we refer here to those rhetorical devices termed tropes in classical rhetoric. Tropes have to do with the way words are made to mean other than what they would normally imply, and therefore involve deviation from the ordinary and literal meaning of words. They are ways of making our language figurative.•We are said to be speaking or writing figuratively when we use words in non-literal senses to lend force to an idea, to heighten effect, or to create atmosphere. For example, it is more vivid and colorful to say that stars "twinkle like diamonds" in the sky, than to say simply that they "shine brightly" in the sky. Similarly, "Imperialism is a paper tiger" is an expression more suggestive of outward ferocity and inner weakness than the literal statement "Imperialism appears to be strong but inwardly it is weak."•Like a diamond is a simile, and paper tiger is a metaphor, and with metonymy, hyperbole, personification, paradox they make up a score or more of figures of speech most commonly used today. Each figure has its own form and characteristics, and its own way of achieving effect. Sometimes two or more figures can be used together for greater impact.A knowledge of these figures, and of how they are best used will, therefore, be of help to us not only in deepening our understanding of what we read, but also in appreciating more fully the finer points of a writer's style. In the process, we might even learn to write better ourselves.It is difficult to be precise about how many figures existed in classical times. The numbers range from 65 to 200 or more. Many of these figures, however, were over-subtle distinctions of one type or another , and such hair-splitting refinement is not essential in our age of fast high-tech communication. In this chapter only those that are of most universal appeal, and of the greatest practical value have been chosen for discussion.4.3.2 Common Tropes / Figures of Speech1. SimileA simile makes a comparison, but is different from an ordinary, literal comparison. When we say "Jim looks like his brother Billy", we are making an ordinary literal comparison, fora) we are comparing two like elements -- Jim and Billy are both human beings; andb) we mean Jim is literally like his brother in appearance.But when we say ―Jim and Billy are as like as two peas’’ we are using a simile, fora) We are comparing two unlike elements -- human beings and peas; andb) we don't mean Jim and Billy are literally like peas, but only that they have one thing in common with peas: great similarity in appearance.• A simile, then, is a figure of speech, which makes a comparison between two unlike elements having at least one quality or characteristic in common.The comparison is purely imaginative, that is, the resemblance between the two unlike things in that one particular aspect exists only in our minds, in our "inward eye" and not in the nature of the things themselves. To make the comparison, words like as,as … so, and like are used to transfer the quality we associate with one to the other.•Sometimes the association is between unfamiliar and familiar things, or between abstract and concrete images. The stronger the association that is felt, the greater the force of the comparison, the stronger the power of suggestion and the sharper the image produced.simile (明喻) 用like等喻词联结两类不同的事物(主体和喻体)，以表明相似关系的比喻.主体和喻体: See 李鑫华，pp8-9。
(最新整理)英语修辞学(Rhetoric)
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▪ 4. 英语被动句用得多，汉语主动句用得多。这更说明了英语 的“物称倾向”。
▪ An illustration is furnished by an editorial in the Washington Post (January 17, 1962).
▪ 《华盛顿邮报》（1962年1月17日）的一篇社论提供了一个 例子。
挨户去唱五朔节赞歌，祝福主人。在一些农村，每 年5月1日凌晨，青年们便奏着音乐、唱着赞歌，结 伴去树林砍树枝，待太阳出来后返回，将树枝插在
门窗上。
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▪ What is simile? E.g. ▪ The snow was like a white
blank drawn over the field. ▪ The structure: ▪ The signified, the simile
That is our policy and that is our declaration. ▪ 这就是我们的国策。这就是我们的宣言。
▪ If winter comes, can spring be far behind? ▪ 冬天来了，春天还会远吗？
▪ This is the reason why he is leaving so soon. ▪ 这就是他所以这么快就要离开的原因。
▪ To find out the common ways people know the world and ways people express themselves.
▪ To appreciate the beauty, explicit or not, of the language.
英语修辞学大纲(新版)
《英语修辞学》课程教学大纲一、课程基本信息课程代码020259课程中文名称英语修辞学课程英文名称English Rhetoric课程性质专业必修学分/学时 2/36适用专业英语专业先修课程无推荐教材（参考书）《英语辞格导论》, 张金泉、周丹主编，华中科技大学出版社，2013年版二、课程简介本课程在吸收、借鉴修辞研究的新方法、新成果的基础上，比较系统的介绍了英语修辞理论及常用修辞手法，使学生掌握英语修辞学及修辞手法的基本知识，提高英语语言素养，作为英语专业高年级课程，本课程具有实践性和实用性。
三、教学目的与基本要求通过本课程，提高学生英语口、笔表达的得体性和艺术性，使之对词语的选用更加贴切、句子表义更加清晰和生动；并通过对经典修辞实例的分析和品读，使学生更准确地理解作者的写作意图、文体风格和写作技巧，从而提高阅读能力和文学欣赏水平。
四、教学进度表讲（章）次各讲标题名称讲授学时教学周安排备注第一讲绪论 2 1第二讲音韵修辞格 4 2-3第三讲语义修辞格 22 4-15 期中考试占2学时第四讲句法修辞格 4 16-17第五讲总结 2 18（注：以讲或章为单位对教学内容做出学时要求安排。
）五、考核方式和成绩评定办法1、考核方式：闭卷考；2、成绩评定办法：平时成绩（包括课堂表现、提交作业、考勤）占30%，期中考试占10%，期末考试占60%六、内容提要第一周英语修辞学概述教学目的：1）了解修辞学定义及修辞学研究的历史；2）了解修辞学学习的意义及课程设置教学重点：修辞学研究的对象及意义教学难点：修辞的定义教学方法：讲授为主，结合学生讨论教学内容：1）修辞学定义2）修辞学研究历史概述3）英语辞格介绍4）英语修辞学学习的意义5）本门课程考核方式课后思考题：英专学生学习英语修辞学的意义授课时数:2第二周音韵修辞格（头韵、元韵）教学目的：理解并掌握头韵、元韵概念与具体运用教学重点：头韵教学难点：头韵、元韵的具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：1）头韵定义及修辞实例赏析2）元韵定义及修辞实例赏析授课时数：2第三周音韵修辞格（押韵、拟声）教学目的：理解并掌握押韵、拟声的概念与具体运用教学重点：押韵教学难点：押韵、拟声的具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：1）押韵定义及修辞实例赏析2）拟声定义及修辞实例赏析授课时数：2第四周语义修辞格（摹色）教学目的：理解并掌握摹色的概念与具体运用教学重点：颜色词教学难点：摹色具体运用教学方法：教师讲授、学生讨论、课堂联系presentation相结合教学内容：摹色定义及修辞实例赏析授课时数：2第五周语义修辞格（明喻）教学目的：1）掌握明喻的概念2）掌握明喻的几种常见形式3）了解as...as...类明喻的翻译教学重点：明喻的几种常见形式教学难点：as...as...类明喻的特征及文化内涵教学方法：教师讲授、学生讨论、课堂联系presentation相结合授课时数：2第六周语义修辞格（隐喻）教学目的：1）掌握隐喻的定义2）掌握隐喻的分类3）了解延伸式隐喻的定义教学难点：隐喻的分类教学方法：教师讲授、学生讨论、课堂联系presentation相结合授课时数：2第七周语义层面的修辞格（拟人、双关）教学目的：1）掌握拟人的概念、分类、修辞效果。
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1. Classification sentence variety
(1) What does sentence variety deal with? Different sentence patterns Varied sentence lengths
(2) Functional classification groups sentences according to whether they make a statement, ask a question, issue a command, or express an exclamation.
(3) Rhetorical classification groups sentences according to where the main idea is located in the sentence.
(4) According to the number of words in a sentence, sentences can be grouped into short and long sentence.
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2 Types of sentences
2.1 Grammatical classification:
Simple sentence : consists of only one clause. The subject or the predicate, or both, may be compound. E.g. The trailer is surrounded by a wooden deck. Advantages: clarity and directness compound sentence: consists of two or more independent clauses related to each other in meaning, and linked by a coordinating conjunction or by a semicolon without a conjunction. E.g. It is nearly half past five, and we cannot reach town before dark. Advantages: help reduce wordiness and relieve monotony
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1.2 Different standards of classification (4 standards):
grammar, function, rhetoric and length
(1) Grammatical classification groups sentences according to how many and what types of clauses they contain.
2. 1 Simple, compound, complex, compound-complex 2. 2 Declarative, interrogative, imperative, exclamatory 2. 3 Loose, periodic, balanced sentences 2. 4 Long and short sentences
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2.2 Functional classification:
Declarative sentence Interrogative sentence Imperative sentence Exclamatory sentence
English Rhetoric
Chapter Four The Three Levels of Rhetorical Operations: Choice of Sentences
By Song Pingfeng
Contents of This Chapter
• 1. Classification of sentences • 2. Types of Sentences
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complex sentence: contains one main clause and at least one dependent clause, with a connective word denoting the relation between them. E.g. Although he wanted the job more than anything else in the world, he knew he had little chance of getting it.
compound-complex sentence: contains at least two main clauses and at least one dependent clause----- a combination of a compound and complex sentence. E.g. Sister Lucy tried her best to help Martin, but he was an undisciplined boy who drove many teachers to despair. Advantage: good for a show of eloquence