文体与修辞考试复习4
高中语文文学与修辞题型总结
高中语文文学与修辞题型总结
高中语文文学与修辞题型是高中语文考试中常见的一类题型，要求学生能够理解和运用各种修辞手法，分析文学作品中的语言特点和修辞手法。
1. 比喻与拟人：这类题型要求学生能够理解和辨析比喻和拟人的用法，并分析其在文章中的作用和意义。
常见的题型有填空、翻译和解析。
2. 夸张与对比：学生需要通过阅读文学作品，理解夸张和对比的用法，并分析其对文学作品的表达和效果产生的影响。
题型可以是选择题、阅读理解和写作题。
3. 排比与倒装：这一类题型考查学生对排比和倒装的理解和运用能力，要求学生分析其在文章中的作用和表达的意义。
常见的题型有改错、填空和写作。
4. 比较与描写：学生需要通过描写和比较等手法来分析文学作
品中的语言特点和修辞手法的运用。
题型常见的有阅读理解、写作
和解析。
5. 联想与夸张：这类题型要求学生具备联想和夸张的能力，能
够运用联想和夸张来帮助理解文学作品中的难句和比喻等修辞手法。
常见的题型有填空、解析和翻译。
这些是高中语文文学与修辞题型的总结，通过对这些题型的研
究和分析，学生将能够更好地理解和运用各种修辞手法，提高语文
研究的能力和水平。
参考资料：
- 《高中语文教学大纲》
- 高中语文教材。
2024届高考语文复习：修辞+课件
超前夸张
李医生给人看病，药都没开，病就好了三分。 版权声明
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1.在熊猫办公出售的PPT 模板是免版 税类（R F：Ro yalty-Fr e e ） 正版受 《中国 人民共 和国著 作法》 和《世 界版权 公约》 的保护 ，作品 的所有权、版权和著作权归熊猫办公 所有， 您下载 的是PP T模板 素材的 使用权 。 2.不得将熊猫办公的PPT模板、PPT 素材， 本身用 于再出 售，或 者出租 、出借 、转让 、分销 、发布 或者作 为礼物 供他人 使用， 不得转 授权、 出卖、转让本协议或者本协议中的权 利。
互喻：互相为喻、可互相转换。例：路灯像星星，星星像路灯。
比拟
拟人：将物比作人， 拟物：将人比作物、例你深深的扎根于这片土地。
借代 双关
借代：部分代整体；特征代本体；具体代抽象（烽烟代战争） 象征PK借代 红豆--相思、竹--君子、鸽子--和平等，也是具体的物， 但是物与象征意之间的关系是人赋予的。借代的物与借代意之间的关系是天然的。 象征是表现手法。 版权声明
感谢您下载平台上提供的PPT作品， 为了您 和熊猫 办公以 及原创 作者的 利益， 请勿复 制、传 播、销 售，否 则将承 担法律 责任！ 熊猫办 公将对 作 品进行维权，按照传播下载次数进行 十倍的 索取赔 偿！
1.在熊猫办公出售的PPT 模板是免版 税类（R F：Ro yalty-Fr e e ） 正版受 《中国 人民共 和国著 作法》 和《世 界版权 公约》 的保护 ，作品 的所有权、版权和著作权归熊猫办公 所有， 您下载 的是PP T模板 素材的 使用权 。
【高中】文学类文本十二种修辞专题知识梳理 (附例题及答案)
【高中】文学类文本十二种修辞专题知识梳理（附例题及答案）壹~知识梳理~知识点1、基本含义与能力范围《考试说明》要求“理解常见修辞手法在文中的表达作用”。
体现了一种命题趋向：试题侧重能力的考查。
但须注意的是，不再要求识别常见的修辞方法并不等于不辨别掌握。
因为对“表达作用”或“表达效果”的领会是以了解、识别修辞手法为基础的。
“常见的修辞方法”的范围没有明确的规定，一般还是以原考试说明为准，即比喻、夸张、排比、设问、反问、引用、比拟、对比、对偶、反语、反复、借代等12种修辞手法。
“表达作用或效果”主要是通过对具体文段中运用的不同修辞手法分析理解，能准确地把握作者在文中所要表达的思想情感。
知识点2、常见修辞手法的具体表达作用或效果1、比喻(1)明喻。
如：他那张脸皱缩得像个干瘪的茄子，不知怎么会那么愁闷?(2)暗喻。
如：儿童是祖国的花朵。
(3)借喻。
如：其缺点是见树木不见森林，拣了芝麻绿豆却丢了西瓜三种比喻的区别：明喻出现本体、喻体，用比喻词“像”、“似”、“仿佛”等；暗喻出现本体、喻体，不用比喻词；借喻只出现喻体，不出现本体和比喻词。
通感(移觉)是一种特殊的比喻。
如：光与影有着和谐的旋律，交口梵婀玲上奏着的名曲。
效果：形象生动的写出了+本体特征+人物情感/事物状态2、比拟(1)拟人。
如：荷花，有袅娜地开着的，有羞涩地打着朵儿的。
(2)拟物。
如：在众人的呼喝声中，那个恶霸夹着尾巴逃走了。
(以人拟物)月光如流水一般，静静地泻在这一片叶子和花上。
(以物拟物)效果：生动形象，增强感情色彩。
比拟与比喻的区别：比喻用乙事物来比甲事物，比拟用描写乙事物的词语来描写甲事物；比喻出现喻体，比拟不出现拟体；比喻常用名词，比拟常用动词、形容词。
3、夸张(1)扩大。
如：这家伙一手遮天。
(2)缩小。
如：五岭逶迤腾细浪，乌蒙磅礴走泥丸。
（3）超前夸张。
如：看到那片麦田，我就闻到了香面包的味道。
效果：生动形象，给人以深刻的印象。
4、借代(1)特征代本体。
考点4文学文体常识传统文化-2022-2023学年七年级上册语文期中考试高频考点专题训练(原卷版)
C. 曹操，字孟德，东汉末政治家、军事家、诗人。诗歌《蒿里行》《观沧海》等。
D. 古代尊称对方的父亲为“令尊”，谦称自己的弟弟为“舍弟”。尊称对方的见解为“高见”，谦称自己的家为“寒舍”。
17. 下列说法正确的一项是（）
C. 古代称谓有谦称和尊称的区别，“令郎”“令爱”是尊称对方的儿女，“小儿”“小女”是谦称自己的儿女。
D. “国庆节放假回家，我刚到门口，四岁 弟弟便飞出来迎我。”句中把弟弟写成能飞的小鸟，运用了拟物的修辞。
13. 下列关于文学、文化常识表述不正确的一项是（）
A. 《论语》是儒家经典著作，是记录孔子及其弟子言行的一部书。宋代将其与《大学》《中庸》《孟子》合称为“四书”。
D. 《论语》是儒家学派经典著作，以“语录体”的方式，记录了孔子和他弟子们的言行，集中反映了孔子的政治主张、伦理思想、道德观念和教育原则，是研究孔子的主要依据。
16. 下列关于文学、文化常识表述不正确的一项是（）
A. 《论语》是儒家经典著作，是记录孔子及其弟子言行的一部书。宋代将其与《大学》《中庸》《孟子》合称为“四书”。
A. 六年同窗，朝夕相处，以后你生活上若有困难，我一定会鼎力相助。
B. 徒弟给老师拜年时说：“您的高足叩问老师金安！祝老师新年事业蟾宫折桂！”
C. 元宵节吃元宵、赏花灯，端午节喝雄黄酒、挂香袋，腊八节吃赤豆粥、拜祭祖先，这些都是传统节日里约定俗成的活动。
D. 小明告诉奶奶：“今年农历八月份的节气有处暑和白露。”
2. 下列文学常识搭配错误的一项是（）
A. 孔子——战国——儒家
B. 刘义庆——南朝——《世说新语》
修辞手法专题复习教案
修辞手法专题复习教案第一章：复习导入1.1 教学目标：让学生回顾已学的修辞手法，包括比喻、拟人、夸张、排比、对偶、反复、设问、反问等。
帮助学生理解修辞手法的定义和作用。
激发学生对修辞手法的兴趣和运用能力。
1.2 教学内容：复习各种修辞手法的定义和特点。
通过例句和练习题，让学生识别和运用不同的修辞手法。
引导学生思考修辞手法在写作中的重要性。
1.3 教学步骤：1.3.1 回顾修辞手法的定义和作用。
1.3.2 通过示例和练习，让学生识别和运用比喻、拟人、夸张等修辞手法。
1.3.3 小组讨论，分享彼此的练习成果和心得体会。
第二章：比喻和拟人2.1 教学目标：让学生掌握比喻和拟人的修辞手法。
帮助学生理解比喻和拟人的定义和特点。
培养学生在写作中运用比喻和拟人的能力。
2.2 教学内容：比喻和拟人的定义和特点。
比喻和拟人在写作中的作用和效果。
比喻和拟人的练习和应用。
2.3 教学步骤：2.3.1 讲解比喻和拟人的定义和特点。
2.3.2 通过示例和练习，让学生识别和运用比喻和拟人。
2.3.3 小组讨论，分享彼此的练习成果和心得体会。
第三章：夸张和排比3.1 教学目标：让学生掌握夸张和排比的修辞手法。
帮助学生理解夸张和排比的定义和特点。
培养学生在写作中运用夸张和排比的能力。
3.2 教学内容：夸张和排比的定义和特点。
夸张和排比在写作中的作用和效果。
夸张和排比的练习和应用。
3.3 教学步骤：3.3.1 讲解夸张和排比的定义和特点。
3.3.2 通过示例和练习，让学生识别和运用夸张和排比。
3.3.3 小组讨论，分享彼此的练习成果和心得体会。
第四章：对偶和反复4.1 教学目标：让学生掌握对偶和反复的修辞手法。
帮助学生理解对偶和反复的定义和特点。
培养学生在写作中运用对偶和反复的能力。
4.2 教学内容：对偶和反复的定义和特点。
对偶和反复在写作中的作用和效果。
对偶和反复的练习和应用。
4.3 教学步骤：4.3.1 讲解对偶和反复的定义和特点。
辨析修辞手法2024高考语文一轮复习重难点专项突破(新高考通用)
正确运用常用的修辞方法。 常见9种修辞方法：比喻、比拟、借代、夸张、对偶、排比、反复、设问、反问。 不常考修辞：回环、对比、反语、引用、双关、顶真、通感（移觉）、互文
一是直接设题，如近三年全国卷题;二是间接考查，放在仿写、句式效果比较，以及古诗鉴赏和文学阅读中
1、单选题：常见的修辞方法的辨析和理解。 2、主观题：①能够理解修辞所表达的内容和表达作用；②能够评价修辞运用的优劣；③能够根据要求运用修辞方 法。重点考查修辞手法在具体语境中的运用。
意更加丰富。
修辞判断 效果分析 构成及效果 比喻的相似性
修辞判断 效果分析 比拟的转移性
用相关的事物 来代替 所要表达的事物。不 直接说出人或物。 （借体必须具备鲜明 的代表性）
1志、代特本征体代本3、体专2名、代标 本体 4、具体代抽象 5、局部代整体 6、绰 号代本人 7、材料代 本体 8、结果代原因
边练边悟1 比喻具有相似性，请据此对文中画横线的句子所用比喻进行简要分析。 有些风筝还安装了声响装置，如著名的“板鹞”风筝，通体安装笛哨，
少则数十个，多则成百上千。放飞时百哨齐鸣，宛若空中交响乐，具有独特 的魅力，大大增加了放风筝的趣味性。 答案 ①句中把放飞风筝时有百哨齐鸣的声音比作交响乐，体现了比喻的相 似性；②放飞风筝时百哨齐鸣，交响乐由多人共同演奏，二者相似；③交响 乐很有魅力，笛哨声也很有魅力，二者相似。
（1）强调，增强语气或 语势； （2）起反复咏叹，表达 强烈情感； （3）使语言整齐有序而 又回环起伏，有音韵美。
修辞判断 效果分析
修辞判断 排比构成及效果分析
修辞判断 反复构成及效果分析
修辞名称
设问 反问
对偶
特点
种类
效果
2024届高考专题复习：语用修辞和标点习题++课件41张
中国印章艺术由此实现了一次完美的升华——演变为中国文化特有的篆刻艺术 。
下列各句中的破折号，和文中破折号作用相同的一项是( )
A.你现在没有资格跟我说话——矿上已经把你开除了。
B.醉心阅读使我得到了回报——我的作文常常得到老师的表扬。
C.我看你的性情好像没有大变——鲁贵像是个很不老实的人。
D.你永远那么青翠挺拔，风吹雨打，从不改色，刀砍火烧，永不低头——这正 是英雄的井冈山人的革命精神。
“长跪不起”并不表示字面意思，而是把这样一个动作作为内心崇敬的象征。A项中的“之” 用引号标示出来，表示引号内的字不表示意义，文中只是取其形状。B项中的“厚壁障”加 了引号，“壁障”也作“障壁”，指屏障、墙壁等遮挡物，这里并不是说“我”和“父亲”之间隔 了真的厚厚的壁障，而是用“厚壁障”这样一种事物象征二人之间内心的隔阂。C项“形神兼 备，充满生机”是对别人所说的话的引用。D项“文明”加了引号，表示反语，意思是“不文
）
最近，中科院2022跨年科学演讲在短视频平台火了。规范场论、量子力学、电磁学， 一个个听上去艰涩的物理术语被转化成通俗易懂的语言，吸引了260万网友观看。“科 普的使命就是让人放下对高深学科的抵触，把人‘领进门’，弥合科学与公众之间的认 知鸿沟。”北京师范大学系主任陈刚说。
A．牙璋辞凤阙，铁骑绕龙城 B．久在樊笼里，复得返自然
A.新媳妇把被子铺在棺材底。卫生员为难地说:“被子……是借老百姓的。 ”
B.你这样干,未免太……!
C.全城的人不敢大声说话,不敢写信,不敢交朋友,不敢看书……
D.你出门便是八抬大轿,还说不阔?……吓,什么都瞒不过我。
C 解析:文中句子省略号标示列举的省略。A项,标示语言断断续续。B项 ,标示语意未尽。C项,标示列举的省略。D项,标示静默或思考。
英语专业文体修辞学期末复习资料
➢AphesisDefinition: the omission of an initial part of a word.Example: Thou on whose stream, ’mid the steep sky’s commotion 暴动、暴乱(’mid --amid)➢SyncopeDefinition: the omission of a medial part of a word.Example: A voice so thrilling ne’er was heardIn spring-time from the cuckoo-birdBreaking the silence of the seasAmong the farthest Hebrides(ne’er--never)➢ApocopeDefinition: the omission of a final part of a wordExample: Till a’ the seas gang dry, my dear.And the rocks melt wi’ the sunI will love thee still, my dear,While the sands o’ life shall run(a’—all, wi’—with, o’--of)➢GraphologyDefinition: by graphology is meant the encoding of meaning in visual symbols.Example: shape of text; type of print; grammetrics; punctuation; indentation.(Eg of type of print) Me up at doesout of the floorquietly Starea poisoned mousestill who aliveis asking whathave i done thatYou wouldn’t have➢GrammetricsDefinition: By grammetrics is meant the ways in which grammatical units are fitted into metrical units such as lines and stanzasExample:This Is Just to SayI have eatenthe plumsthat were inthe icebox →and whichyou were probablysavingfor breakfast →Forgive methey were deliciousso sweetand so cold(“→→”means a very strong pulling-forward effect; “→”means a less strong pulling-forward effect. “eaten,the, in”all indicate a strong fulling-forward effect. )➢Marked themeDefinition: the literary writer places any of the rest of clause elements in the thematic position in order to achieve certain literary effect.Example: A lone she cuts and binds the grain,And sings a melancholy strain;O listen! for the vale profoundIs overflowing with the sound(“alone” is a fronting of the adjunct that can make the element highly noticeable) ➢AffixationDefinition: affixation is the addition of a prefix or suffix to an item which already exists in the languageExample: there was a balconyful of gentlemen.(“balcony+ful” is a vivid description of the number of people staying on the balcony.) ➢CompoundingDefinition: compounding is the combination of two or more items to make a single compound one.Example: Baby wakeOpen-eyed;Open-eyed:as a verbless adjective clause, express a result➢ConversionDefinition: conversion, described as “zero affixation” is the adaptation of an item to a new grammatical function without changing its form.Example: “Don’t be such a harsh parent, father!”“Don’t father me!”(the noun”father” is changed to a verb to express the annoyance and discontent.) ➢OxymoronDefinition: Oxymoron is the yoking together of two expressions which are incompatible, so that in combination they have no conceivable literal reference to reality.e.g. As the wretched creature mumbled and chuckled in her hideous merriment, the undertaker turned to go away. (Oliver Twist)➢ParadoxDefinition: A Paradox is a statement which is absurd because it is self-evidently false.e.g. It was a bright, cold day in April, and the clocks were striking thirteen.➢SynecdocheDefinition: Synecdoche is a type of transference of meaning which involves the substitution of a part for the whole.e.g. Return to her?...No, rather I abjure all roofs and choose…To be a comrade with the wolf and owl.➢MetonymyDefinition: Metonymy is the substitution of a word referring to an attribute of the thing that is meant, rather than the substitution of a part for the whole, or the whole for a part.e.g. Sceptre and CrownMust tumble downAnd in the dust be equal madeWith the poor crooked Scythe and Spade.(Shirley,The Glories of our Blood)Here, Sceptre and Crown represent their power and authority, and metonyms for kings and queens. Scythe and Spade are things used by peasants or farm workers, and are metonyms for peasants.➢Metaphor(重点！)Metaphor: It is associated with particular rule of transference, that is, the figurative meaning is derived from the literal meaning or it is, as it were, the literal meaning.e.g. Life's but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a tale( life is like a walking shadow, a poor player .)Five types:A. One type of sensory perception is expressed in terms of anotherB. A non-human referent is given human attributesC. A non-animate referent is given animate characteristicsD. An abstraction is treated as if it were animateE. A human referent is treated either as an inanimate being or an animal or a bird➢OverstatementOverstatement is termed hyperbole in traditional rhetoric. It distorts the truth by great exaggeration. It is usually used to emphasize strong feeling and to create a sentimental, satiric or comic effect.e.g. Till a' the seas gang dry, my dear,And the rocks melt wi' the sun!And I will luve thee still, my dear,While the sands o' life shall run.All the seas will never become dry and rocks will unlikely melt with the sun, the hyperbolic expressions here strongly emphasize the promise of undying love.➢UnderstatementUnderstatement: understatement is the opposite of overstatement in that it misrepresents the truth by deliberately understating it as opposed to exaggerating it. e.g. The face wasn't a bad one; It had what they called charm. (Galsworthy)The face wasn't a bad one in this context is a non-committal way of saying: the face was a very good one.➢HomophonyHomophony: words that have the same pronunciation but differ in form and meaning.e.g. When I am dead, I hope it may be said“His sins were scarlet, but his books are read.”The past participle of the verb “read” which relates to his books, and the adjective “red” relating to its hyponym scarlet in the first half of the same line.➢HolysemyPolysemy: the ambiguity of an individual word or phrase that can be used to express two or more different meaningse.g. Ben Battle was a warrior bold,And used to war's alarms;But a cannon-ball took off his legs,So he laid down his arms.In this context, “arms”can refer to the upper limbs of the said warrior as well as the weapons he carries.➢AlliterationAlliteration is the repetition of the initial consonant cluster in stressed syllables. Eg. Cold are the crabs that crawl on yonder hills,Colder the cucumbers that grow beneath…➢RhymeRhyme is the identity of sounds between words or verse lines extending back from the end to the last fully accented vowel and not further.Eg. CandyIs dandy,But liquorIs quicker.➢AssonanceAssonance is the repetition of identical vowel or diphthong in stressed syllables. Eg. Think from how many treesDead leaves are broughtTo earth on seed or wing➢ConsonanceConsonance is the repetition of the final consonat cluster in stressed syllables. Eg. Nothing lovelier than that lonely call,Bare and singular, like a gull,And three notes or four, then that was all.It drew up from the quiet like a well,Waited, sang, and vanishing, was still.➢OnomatopoeiaOnomatopoeia refers to the use of words formed in imitation of the natural sounds associated with the object or action involved, and it may also be phrased as the recurrence of phonemes in a text unit that suggests certain natural sounds which reinforce the meaning conveyed in that text unit.Eg. Crack came an officer’s club on his forehead.➢IambIamb or Iambic foot is the commonest type of verse foot. It is a pattern in which one stressed syllable alternates with one unstressed syllable, beginning with the unstressed syllable.Eg. In every cry of every manIn every infant’s cry of fear➢TrocheeTrochee or throchaic foot is a pattern in which one stressed syllable alternates with one unstressed syllable, beginning with the stressed syllable.Eg. Men of England, wherefore ploughFor the Lords who lay yellow?➢AnapaestAnapaest or the anapaestic foot is a pattern in which one stressed syllable alternates with two unstressed syllables, beginning with the two unstressed syllables.Eg. The Assy rian came down like the wolf on the fold.➢DactylDactyl or dactylic foot is a pattern in which one stressed syllable alternates with two unstressed syllables, beginning with the stressed syllable.Eg. Sing me a song of a lad that is gone➢DimeterA dimeter is a verse line that has two metrical feet.Eg. One more unfortunateWeary of breathRashly importunate,Gone to her death!➢TetrameterA tetrameter a verse line that has four metrical feet.Eg. Who fought for freedom, more than lifeWho gave up all, to die in strife?➢PentameterA pentameter is a verse line that has five metrical feet.Eg. How like a winter hath my absence beenFrom thee, the pleasure of the fleeting year!➢Immediate repetitionImmediate repletion means the repeated unit immediately follows the initial unit. Eg. Do not go gentle into that good night,Old age should burn and rave at close of day,Rage, rage against the dying of light.➢Intermittent repetionEg. O, how that name befits my composition,Old Gaunt indeed, and gaunt in being old.➢Large-scale parallelismBy large-scale parallelism we mean the kind which consists of more than two juxtaposed units.Eg. I came, I saw, I conquered.➢Small-scale parallelismSmall-scale parallelism is the case which consists of only two juxtaposed units.Eg. His fees were high; his lessons were light.。
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(1) He is a swimmer and an artist. (2) He lay down and fell asleep. (3) The child was pretty and intelligent. (4) You can get there on foot, by bus or by train. (5) It is important to know how to study and learn how to plan one’s time. (6) Do you know who will come and when they will arrive? 2. formation of parallel constructions 2.1 using word/phrase/clause parallels E.g.
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(3) The brave men, living or dead, who struggled here, have consecrated it, far above our power to add or detract. (4) I had walked into that reading room a happy healthy man, but crawled out a decrepit wreck. ( 进入那间阅览室时，我幸福愉快、年轻体壮； 出来时却步履蹒跚、年老体衰。) (5) What is written without effort is in general read without pleasure.
Session 4 Syntactic Devices (III)
I. Parallelism 1. Definition Parallelism is a device which emphasizes meaning by means of grammatically parallel construction. In parallelism, it is necessary to balance word with word (e.g. noun with noun, verb with verb, adjective with adjective, etc.), phrase with phrase, clause with clause, sentence with sentence. E.g.
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(6) The world will little note, nor long remember what we say here, but it can never forget what they did here. (7) If a free society cannot help the many who are poor, it cannot save the few who are rich. The form of antithesis is very important for its effect, because its force of emphasis depends chiefly on the juxtaposition of direct opposites, of glaring contrasts.
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a time to love and a time to hate, a time for war and a time for peace. --- from The Bible Antithesis is often used with simile, metaphor, paradox and other figures of speech. E.g. (9) A man may talk like a wise man, and yet act like a fool. (simile) (10) Speech is silver; silence is gold. (metaphor) (11) More haste, less speed. (paradox)
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(18) He not only read the book but also wrote a report about it. 2.3 repeating words (for greater emphasis) (19) Studies serve for delight, for ornament and, for ability. (20) We live in deeds, not years; in thoughts, not breaths; in feelings, not in figures on a dial. (21) …that government of the people, by the people, for the people, shall never perish from the earth.
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Hale Waihona Puke (12) It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the era of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of Hope, it was the winter of Despair, we had everything before us, we had nothing before us. (paradox with partial repetition) ---from Dickens
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II. Antithesis Antithesis is a contrast of ideas expressed by parallelism of strongly contrasted words, generally for a tuneful rhythm and wisdom of brevity. E.g. (1) Not that I loved Caesar less, but that I loved Rome more. (2) If the economy stays down, can the Conservatives stay up?
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2.2 using conjunctions (for greater clarity) E.g. coordinate conjunctions: and, or correlative conjunctions: either … or; neither … nor; both … and; not only … but also; whether … or; rather … than (14) You may either go with them or stay behind. (15) She was both their friend and teacher. (16) Neither he nor I know the answer. (17) I would rather go shopping than visit the parks.
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Antithesis is also often used in proverbs. E. g. (13) Honey is sweet, but the bee stings. (14) Few words and many deeds. (15) Fat paunches make lean pates. （肚子虽肥 ，头脑贫瘠。） (16) Faults are thick where love is thin. (17) Art is long, life is short. (18) Marriage is easy, housekeeping is hard. (19) Small sorrows speak, great sorrows are silent.
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(22) I see the Russian soldiers standing on the threshold of their native land … I see them guarding their homes … I see the ten thousand villages of Russia … I see advancing upon all this in hideous onslaught the Nazi war machine … I see also the dull, docile, the brutish masses of the Hun soldiery plodding on … I see the German bombers and fighters in the sky … (23) We shall fight him by land, we shall fight him by sea, we shall fight him in the air …
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Another example: (8) There is a time for everything, and a season for every activity under heaven: a time to be born and a time to die, a time to plant and a time to uproot, a time to kill and a time to heal, a time to tear down and a time to build, a time to weep and a time to laugh, a time to mourn and a time to dance, … a time to be silent and a time to speak