本科毕业设计（论文）
题目: A Brief Study on Black Humor in
Catch-22 浅析《第二十二条军
规》中的黑色幽默
学院：外语学院
专业：英语
学号： 20121222
学生姓名：牛笔
指导教师：耿牛比
2012年2月2日
Contents
English Outline.........................................................................I Chinese Outline......................................................................II English Abstract....................................................................III Chinese Abstract...................................................................IV Chapter I Introduction (1)
Chapter II General Explanation of the Black Humor (1)
Chapter III An Brief Introduction to Joseph Heller (2)
Chapter IV Black Humor in Catch-22 (6)
Chapter V Conclusion (11)
Works Cited (12)
目录
英文提纲...................................................I 中文提纲.................................................III 英文摘要..................................................IV 中文摘要...................................................V 第一章引言 (1)
第二章黑色幽默简介 (1)
第三章约瑟夫.海勒简介 (2)
第四章黑色幽默在《第二十二条军规》中的体现 (6)
第五章结论 (11)
参考文献 (12)
Thesis statement: This paper makes a tentative analysis of black humor in Joseph Heller’s catch-22 aiming at deepening the reader’s understanding of the black humor and catch-22.
Chapter I Introduction
Chapter II General Explanation of the Black Humor
Chapter III Brief Introduction to Joseph Heller
3.1 Heller’s Life
3.2 Heller’s Writing Style and Works
3.3 Heller’s Catch-22
3.3.1 The Background of Catch-22
3.3.2 A Gist of the Novel
Chapter IV Black Humor in c atch-22
4.1 The Description of Main Characters
4.2 The Theme of the Novel
4.3 The Structure of the Novel
4.4 The Characteristics of the Language
Chapter VI Conclusion
Works Cited
论文主旨：本文通过分析约瑟夫.海勒的作品《第二十二条军规》中的黑色幽默加深读者对这部作品以及黑色幽默的理解。
第一章引言
第二章黑色幽默简介
第三章约瑟夫简介
3.1 约瑟夫.海勒的一生
3.2约瑟夫.海勒的写作风格及作品
3.3 海勒的《第二十二条军规》
3.3.1《第二十二条军规》的创作背景
3.3.2《第二十二条军规》的内容梗概
第四章黑色幽默在《第二十二条军规》中的精彩体现
4.1 人物塑造
4.2 小说主题
4.3 结构特点
4.4 语言特色
第五章结论
参考文献
Abstract
Catch-22is one of the typical representative books of black humor. Joseph Heller, the author of this novel described many absurd images in a symbolic way. Many words, phrases, and dialogues in this novel are disorder, repeating, dubious and paradoxical. It is the wonderful deduction of black humor. The author of this paper mainly analyzed black humor in catch-22 through concrete discussing the black humor in portraying the characters, deepening the theme, arranging the structure and selecting the words and sentences in this fiction. All in all, catch -22 is one of the most important works of black humor and this paper is to make the readers have a better understanding of the novel catch-22.
Key Words: black humor; catch-22; absurd
摘要
《二十二条军规》是黑色幽默文学的代表作之一。《二十二条军规》的作者约瑟夫.海勒以象征主义手法创造了许多经典的角色。这部著作的许多词、短语、对话都是处于无序、重复、模棱两可和自相矛盾中，是黑色幽默的完美演绎。这篇论文主要通过详细探讨黑色幽默在塑造人物、深化主题、安排结构以及选词造句上的运用来分析黑色幽默在这部小说中的完美展现。总之，《第二十二条军规》是黑色幽默最重要的著作之一，这篇论文旨在加深读者对它理解。
关键词：黑色幽默；第二十二条军规；荒诞
A Brief Study on Black Humor in Catch-22
Chapter I Introduction
Catch-22 is the first and most important long novel of Joseph Heller. Since catch-22 was published in 1961 in America, it has always been a crucial part of modern literature. With the time passing, the novel has not been out of date. On the contrary, it attracts wide attentions around the world because of the novel’s theme, writing style and v alue.
In China, an increasing number of scholars write books and essays to expound different aspects of the novel. Through detailed search and analysis, it was found that at present there are at least 130 academic papers about Catch-22on the CDMD (Chinese Doctor and Master’s Database). Among all these papers, 48 papers focus on its theme and the author and 66 papers are concerned with its writing skills. Some others mainly study on the absurdity as well as other things related with Catch-22, for example, Wu Shaohui(2006) Free Choice in an Absurd World—An Interpretation of the Existentialism and Wang Yimei(2005)The Gradual Return to Self—A Tentative Analysis of Self-awareness in the 20th Century’s Western Modernist Literature. Besides, several papers are ab out characters of Catch-22 such as Wan Shihua (2006)The Black Figure Salon—Analysis of the Figures on Catch-22. Undoubtedly no matter what subjects the scholars study, theme, writing skill or others, it is inevitable for them to touch on the literature gene of this novel—black humor.
This paper makes a tentative study on the relationship between black humor and Catch-22. From the perspective of black humor, the author of this paper is trying to make a detailed analysis on its main character, theme, structure and language aims to comprehensively display the deduction of black humor in Catch-22and let the readers have a better understanding of this novel.
Chapter II General Explanation of the Black Humor
Black humor is credited to the Anthology of Black Humor, a 1939 French anthology of 45 writers edited by Andre Breton. In the United States, black humor as a literary genre came to prominence in the 1950s and 1960s. Later, an English-language anthology edited by Bruce Jay Friedman, titled Black Humor, assembles works of 12 writers of the genre. It is one of the most representative genres in the American literature in 1960s. For instance, the works of such writers as Kurt V onnegut, Thomas Pynchon, John Barth, Joseph Heller,
and Philip Roth contain elements of black humor.
It was usually used in literature, drama, and film, is a kind of grotesque or morbid humor retaining a serious tone .The purpose of black humor is to express the absurdity, insensitivity, paradox, and cruelty of the modern world. Ordinary characters or situations are usually exaggerated far beyond the limits of normal satire or irony. Black humor uses devices often associated with tragedy and is sometimes equated with tragic farce. For example, Stanley Kubrick's film Dr. Strangelove or How I Learned to Stop Worrying and Love the Bomb (1963) is a terrifying comic treatment of the circumstances surrounding the dropping of an atom bomb, while Jules Feiffer's comedy Little Murders (1965) is a delineation of the horrors of modern urban life, focusing particularly on random assassinations. Popular themes of the genre include murder, suicide, war, barbarism, drug abuse, terminal illness, domestic violence, insanity, nightmare, disease, racism, disability (both physical and mental), chauvinism, corruption, and crime. Besides, some comedians use it as a tool for exploring vulgar issues, thus provoking discomfort and serious thought as well as amusement in their audience.
The author of this paper thinks that black humor as one of the American literature genres must have its origin. Looking back into the history, it is not difficult to find that there are two aspects of reasons for the appearance of black humor. First of all, the war trauma and social disturbance make people have a foreboding of the end of the world. In 1960s, the WWII has just finished, but the effects of the war lasted for many years. All facts in American disclosed the lies of so-called justice and patriotism resulting in shaking people’s belief in God, humanitarianism and reason. In addition, the lopsided development of technology caused the loss of personality. An increasing number of people were stressed out materially and spiritually. Under that circumstance, black humor came out as a necessary method to express people’s inner feelings.
Chapter III Brief Introduction to Joseph Heller
3.1 Heller’s Life
Joseph Heller (1923-1999) was born in Coney Island in Brooklyn, New Y ork on May 1, 1923. He is the son of poor Jewish parents from Russia. He died of a heart attack at the age of 76 years old at his home in East Hampton, on Long Island, in December 1999.
Even as a child, he loved to write; as a teenager, he wrote a story about the Russian invasion of Finland and sent it to New Y ork Daily News, which rejected it. His works were first published in 1948, when the Atlantic ran one of his short stories. That first story nearly
won the ―Atlantic First."In 1953, he began to write his Catch-22 and it was published in 1961. Shortly after Catch-22was published, Heller thought of an idea for his next novel, which would become Something Happened. After that, he became a professional writer and kept on writing until the completion of his last novel, Portrait of an Artist, as an Old Man.
Reality is the setting of literature. Heller’s life experience affected his writing career. He was born into a Jewish family. Because of racial persecution in Russia, his family immigrated to America in 1913. When he was young, his family was very poor. In 1942, at the age of 19, he joined the U.S. Army Air Corps. Two years later, he was sent to Italian Front as a bombardier. Y ossarian, the main character in Catch-22 is similar to him in many aspects. After the war, Heller studied English at the University of Southern California and New Y ork University. During that period, he began to write short stories. He was once suffered from gullian-barre syndrome. His illness and recovery are recounted at great length in the autobiographical No Laughing Matter(Heller 1986). In 1998, he released a memoir, Now and Then: From Coney Island to Here, in which he relived his childhood as the son of a deliveryman and offered some details about the inspirations for Catch-22.
3.2 Heller’s Works and Writing Style
Joseph Heller began his writing career as the author of short stories but wo n immediate acclaim with Catch-22 (1961; film, 1970). A protest novel underscored with black humor, Catch-22 satirizes the horrors of war and the power of modern society, especially bureaucratic institutions, to destroy the human spirit. Heller's second no vel, Something Happened (1974), an expose of the capacity of the business world to crush the individual, is a pessimistic statement about the effects of prosperity on the human condition. We Bombed in New Haven, a play produced on Broadway in 1967, is a tragicomedy similar in theme and mood to Catch-22. Good as Gold (1979) involves a humorous portrayal of Jewish family life and a satire of national politics, including attacks on real people such as Henry Kissinger. God Knows (1984) is a humorous retelling a nd analysis of the biblical account of King David. Among his later works are the novels Poetics (1987) and Picture This (1988) Closing Time (1994) Portrait of an Artist, as an Old Man (2000). No Laughing Matter (1986) is a chronicle of Heller's recovery from Guillain-Barre syndrome, which contains alternating chapters by Heller and his good friend Speed V ogel. The book reveals the assistance and companionship Heller received during this period from a number of his prominent friends—Mel Brooks, Mario Puzo, Dustin Hoffman and George Mandel among them.
Heller's works are characterized by a satirical sense of the absurd, speaking out
against the military-industrial complex and those organized institutions which seem to manipulate people's lives in the name of reason or morality. The author of this paper just takes Heller’s Catch-22 and something wrong as examples.
In Catch-22, the author discarded the traditional realism, made whole works without a complete plot development clue. There was not a prominent character image. Instead, it is full of chaos, noisy, crazy atmosphere. But the authors also stressed a"serious absurd", describing the whole American society from its internal dirty, corruption, and fall, especially those bureaucrats. Joseph Heller’s second novel,Something Wrong,written in 1974, described a company staff’s mental anguish. It reflects the psychological state of American middle class. Something Wrong focused on writing external forces causing the person’s oppression and corrosion. Catch-22 mainly told the characters’ inner spiritual life. The author in this novel made use of jokes to show that there was really something wrong with the society. He also satirized the reality and politics through absurd and deforming description.
3.3 Heller’s Catch-22
3.3.1 The Background of Catch-22
After WWII, America experienced a period of unprecedented economic boom. In 1950s, America became the big brother of the capitalism world. The Cold War broke out between America and Soviet Union. With the stronger of Soviet Union, many American began be afraid of communism. They thought that the lives of American would be in danger. The republican from Wisconsin Joseph R McCarthy speak out the fear of the American. McCarthyism made the young be resentful and limited the development of literature. Besides, exhausting all resources to build up American military power aroused the anti-war sentiment. Under such political circumstances, Catch-22 came out to express the author’s feeling to a chaotic America.
At the beginning of 20th-century, the famous new humanism critic More found that there was a kind of ―the power of blackness‖ in American literature. O. Henry made use of ―tearful humor‖to tell the miserable life of ordinary people. Mark Twain used a kind of humor, which described bleeding with pleasure and made jokes on corpse. This kind of humor was very close to black humor literature created by Mark Twain has significant effects on the following writers. With the time passing, the humor literature was developed by leaps and bounds. Some scholars pointed out that ridicule was one of the characters in 20-th century literature. In 1960s, black humor became prevalent. It was a new period of humor after Mark Twain. Just at that time, Joseph Heller began to write his Catch-22. And
after it was published, he became the representative writer of this period.
There are social factors for Joseph Heller’s Catch-22. Although the WWII ended in 1945, it was difficult for people to get rid of the fear and unpeaceful feelings caused by war. The crime of Nazi and the using of atom all left a very deep impression on people. Because of the using of atom, people doubted whether technology benefit human or not. In 1950s, the success of superatomatic experiments and artificial satellite all made people feel pollution made people unpeaceful. In 1960s, population explosion and deteriorated environment pollution made people feel ideological confusion. Democracy, individual pursuit religious belief all did not exist. Traditional moral beliefs and value system lost their effects. The people in modern society lost connect with history and were tapped in lone and alienation.
3.3.2 Gist of the Novel
Catch-22is a satirical, historical novel of Joseph Heller. It was set during the later stages of World War II from 1944 onwards, which is frequently cited as one of the great literary works of the twentieth century. It has a distinctive non-chronological style where events are described from different characters’ points of view and out of sequence so that the time line develops along with the plot.
Joseph Heller wrote the novel without a complete plot. There are 42 chapters and every chapter tells a story of one person. The novel follows Y ossarian, a U.S. Army Air Forces B-25 bombardier, and a number of other characters. Most events occur while the airmen of the fictional 256th squadron are based on the island of Pianosa, in the Mediterranean Sea west of Italy. During the WWII, the protagonist Y ossarian lived in a strange and unusual world, where everyone placed the war in the center. As a bombardier of an U.S. Army Air Forces, he was committed to war out of justice. Because of his achievements in war, he was promoted to captain. However, after he witnessed a lot of hypocritical, absurd, crazy and cruel phenomena, Y ossarian became cynical and antipathetic to war. He wanted neither to be promoted nor to contribute. He just wanted to go home after his companions were killed one after another. So he devised multiple strategies to avoid combat missions, but the military bureaucracy is always able to use the catch-22 to make him stay. Gradually, Y ossarian came to realize that catch-22 did not actually exist, but because the powers that claimed it does, and the world believes it does. At last, he had to escape to Sweden.
The author of this paper thinks that although many events in the book are repeatedly described, it is from different points of view. In that way the reader learns more about each event from each point of view, with the new information often completing a joke, the
punch line of it was told several chapters previously. The novel often describes events out of sequence, but events are referred to as if the reader is already familiar with them, so that the reader must ultimately piece together a timeline of events.
Chapter IV Black Humor in Catch-22
4.1 The Characters in this Novel
The writer directly exposes every real aspect of American bureaucracy society after WWII by depicting those people in single of multiple dimensions. Being the representative of the literature of black humor, the work contains tremendous styles of utterances and behaviors of various persons which circle the principle of ―catch-22‖ .Y ossarian, a typical anti-heroic character of black humor, is the protagonist in Catch-22. Y ossarian had a lot of heroic characteristics, for instance, he was very smart and knew the world literature very well. Therefore, he was familiar with various classical heroic characters. He was not like Henry having too many fancies. In the Air Force Training, Clevinger thought Scheisskoph really need suggestions when he asked for advices, while Y ossarian knew that was not true. At the same time, Y ossarian was admired and respected by others. Without his support, Dobbs’s plan of assassinating Colonel Cathcart was failed. Besides, the capitalists Milo admired Y ossarian very much, for instance, he always asked Y ossaria n for advices to run his business.
Most of his behaviors are regarded as immoral and coward, for example, he would pretend to be ill and then be sent to the hospital every time when he was afraid of the war or his friends have been killed. He tried many ways to be proved that he is a maniac so that he can be exempted from flying any mission.
But In many aspects, Y ossarian always lived a moral life. He refused to be a hero when he knew that it was just a transaction, which was designed by the bureaucrat Colonel Cathcart to conceal his illegal behaviors; he would not have a relationship with the women he did not love. In fact, Y ossarian can be regarded as a hero to some extent. He was opposed to the corruption among soldiers. Even nowadays, very few people ha ve the courage to do like that. Y ossarian rejected to accept ―catch-22‖ and wanted to escape from the army, which were not only regarded as the demonstration of his cowardice but also reflected he was a hero. In conclusion, Y ossarian is the representative of the common in the society, whose destiny is dominated by others. The difference is Y ossarian can not stand that his life is in other people’s hands.
Everyone in this novel is very special. They represent the attitudes of this system. The
canteen Minder Milo is a calculating entrepreneur. He symbolized the international monopoly. He engaged in speculation in the name of food purchasing. He even established a multinational corporation in this way. He smuggled goods through planes and even employed the enemy’s planes to transport for his company. What was more ridiculous is that he bombed his own airfield when the enemy-Germans offered him an extra 6%. In order to cut the costs, he let the solider eat chocolates with cotton inside. However, such a capitalist who ignored the soldiers’lives, became an international celebrity. He even became the may of many European cities and the vice governor of Malta.
Colonel Cathcart and Scheisskoph signify the bureaucratic group. Colonel Cathcart, who kept raising the number of missions, was a cold, ambitious commander. Just because he wanted to be the general and be appreciated by the senior officer, he kept raising the number of missions neglecting the lives of the soldiers. At last he tried to make a dirty deal with Y ossarian to conceal his illegal behaviors. The second lieutenant Scheisskoph graduated from the reserve force. He was very happy for the war because that made him have the chance to wear the army uniform everyday and give the word of command with dignified and clear voice to those soldiers who are going to die. For himself, because of the poor sight and fistula, he was not required to risk his life to participate in the war. In this fiction, Scheisskoph was obsessed with reviewing troops. He was committed to training the soldiers with their own personalities into monotonous robot. It was his addiction that made him have the chance to be promoted and praised by his senior officers. He even won the title of ―military genius‖ and became a general. It is obvious that the top level rulers aimed to destroy human’s personality and will. Only in this way, can they be in the ruling class forever without any resistance.
The ―soldier in white‖ was the most miserable character in this novel. He was encased from head to toe in plaster and gauze. He had two useless legs and arms. His legs were hoisted from thee hips and the two strange arms anchored up perpendicularly, all four limbs pinioned strangely in air. Sewn into the bandages over the insides of both elbows was zippered lip through which he was fed clear fluid from a jar. A silent zinc pipe rose from the cement on his groin and was coupled to a slim rubber hose that carried waste from his kidneys and dripped efficiently into a clear, stopped jar on the floor. When the jar on the floor was full, the jar feeding his elbow was empty and the two switched so that the staff could drip back to him. All others ever really saw of ―the soldier in white‖was a frayed black hole over his mouth. No one talked to him except the Texan. ―T he soldier in white‖ represent those whose soul and spirit have been destroyed by the rulers. The other pitiable man was Doc.Daneeka. He was always afraid of being sent to pacific. Because in
spite of telling others he was alive again and again, he was still regarded as dead in a plane accident. He became a dead -alive person. Even his families for the sake of money thought that he was killed in the accident without any evidence.
What is more, there were a lot of other unique characters, for example, the boring Texan who is the only one talking with the ―soldier in white‖. Dunbar, the ward mate of Y ossarian, always told Y ossarian some strange dreams and liked to shoot skeet to kill his time. Clevinger, who was lost in the clouds, was full of theories but was lack of experience. The wounded gunner Snowden, though never appeared was known by the readers through Y ossarian’s memory. Every time when Y ossarian recalled his death, the readers are deeply affected. He lay dying in the tail of Y ossarian’s plane and at last revealed his terrifying secret. Major Majormajor, whose tragedy in life is that he resembles Henry Fonda and Major_de Coverley, whose face was so forbidding and no one has ever dared to ask his first name.
4.2 The Theme of this Novel
The main theme is to expose the expose the absolute power of bureaucratism. The most frightening and miserable thing in Catch-22is that Y ossarian and his colleagues’ lives were not decided by themselves in danger but by those savage and terrifying bureaucrats. Catch-22is the typical symbol of bureaucratism. No novel before or since has matched Catch-22’s intensity and brilliance in depicting the brutal insanity of war. Heller satirizes military bureaucracy with bitter, sting humor, all the while telling the darkly comic story of Y ossarian, a bombardier who refused to die. According to the Catch-22, the soldiers must risk their lives to obey the orders in spite of knowing the goal was meaningless or dangerous. At the end of this novel, the soldiers were still ordered to keep finishing their missions although they had known their allies have won the war. The soldiers did try their efforts to express their anger, but the bureaucrats just neglect their voices.
Affected by bureaucratism, individualism can not exist. Just as other novels set in war period,Catch-22 shows that the soldiers lost their self-esteem. But the loss is not only owing to the war but also caused by the bureaucratism. The typical example is that lieutenant Scheisskoph was so immersed in parade that the soldiers were puppets rather than human. He even thought about bonding the soldiers together so that they can march in step with each other. In addition, the colonel Cathcart was also the same. He kept raising the number of missions not out of the needs of war but because he wanted to improve his military prestige among the soldiers. The ―soldier in white‖is a different example for the extinguishing of individualism. The soldier appeared twice in the novel. Every time
Y ossarian and his friends saw him was about plaster and gauze. No one knew who was inside. Every time he was injected the same kind of clear fluid. It is absurd and obviously shows that he is not a real person.
Bureaucratism also leads to the disintegration of moral values. Milo made deals with the enemy bombing his own airfield and convince the higher authorities that it is beneficial for everyone. In the modern military bureaucratism, value did not exist. People found that they were involved in a crazy society. Everyone was trying to find so lutions. Y ossarian can not fight with those bureaucrats face to face. If he did that, he would only be a victim. As a result, the best way for him is to escape.
One of the other themes developed in the novel is the question of what is right to do in a basic moral dilemma, social dilemma, prisoner’s dilemma where a person can cooperate with others to their collective greater payoff or can sell them out by not cooperating, and reap even greater benefits as an individual. Another theme is the turning on their heads of notions of what people generally think of as morally right or wrong, particularly patriotism and honor, which lead most of the airmen to accept abusive lies and petty rules of bureaucrats, though Y ossarian whole-heartedly disregards all such notions. When Major Major asked why he wouldn't fly more missions, Y ossarian answered that he was just afraid.
4.3 The Structure of this Novel
The development of the novel can be split into multiple segments. The first (chapters 1–11) broadly follows the story fragmented between characters, but in a single chronological time in 1943. The second (chapters 12–20) flashes back to focus primarily on the "Great Big Siege of Bologna" before once again jumping to the chronological "present" of 1943 in the third part (chapter 21–25). The fourth (chapters 26–28) flashes back to the origins and growth of Milo’s syndicate, with the fifth part (chapter 28–32) returning again to the narrative "present" but keeping to the same tone of the previous four. In the sixth and final part (chapter 32 on) while remaining in the "present" time the novel takes a much darker turn and spends the remaining chapters focusing on the serious and brutal nature of war and life in general. While the previous five parts develop the novel in the present and by use of flash-backs, it is in chapters 32–41 of the sixth and final part where the novel significantly darkens. Previously the reader had been cushioned from experiencing the full horror of events, but now the events are laid bare, allowing the full effect to take place. The horror begins with the attack on the undefended Italian mountain village, with the following chapters involving despair (Doc Daneeka and the Chaplain),
disappearance in combat (Orr and Clevinger), disappearance caused by the army (Dunbar) or death (Nately, McWatt, Mudd, Kid Sampson, Dobbs, Chief White Halfoat and Hungry Joe) of most of Y ossarian’s friends, culminating in the unspeakable horrors of Chapter 39, in particular the rape and murder of Michaela, who represents pure innocence. Many events in the book are repeatedly described from differing points of view, so the reader learns more about each event from each iteration, with the new information often completing a joke, the punch line of which was told several chapters p reviously. The narrative often describes events out of sequence, but events are referred to as if the reader is already familiar with them, so that the reader must ultimately piece together a timeline of events. Specific words, phrases, and questions are also repeated frequently, generally to comic effect. Much of Heller's prose in Catch-22 is circular and repetitive, exemplifying in its form the structure of a Catch-22.
The seemingly random non-chronological structure to the novel is misleading Catch-22 is actually highly structured, but it is a structure of free association where ideas run into one another through seemingly random connections. For example, Chapter 1 entitled "The Texan" ends with "everybody but the CID man, who had caught cold from the fighter captain and come down with pneumonia." Chapter 2, entitled "Clevinger", begins with "In a way the CID man was pretty lucky, because outside the hospital the war was still going on.‖ The CID man connects the two chapters like a free association bridge and eventually Chapter 2 flows from the CID man to Clevinger through more free association links.
4.4 The Language Feature of this Novel
Heller abandons traditional writing method. He adopts a new way to write Catch-22. He makes the words, phrases, and even the whole sentence in disorder resulting in people’s realizing the crazy and morbidity of the whole society. This is the feature of black humor.
There are plenty of repeating, dubious and paradoxical words, phrases, and dialogues.
E.g. Doe Daneeka was Y ossarian’s friend and would do just about nothing in his power to help him. ―My only fault‖, he observed with practiced good humor watching for the effect of his words, ―is that I have no faults?‖ (Chapter 29)
The paradoxical and confusing sentences are going counter to common sense aiming to hint the world’s ridiculous. Heller deliberately creates some confusing sentences. He plans to express clearly but he doesn’t do that. Actually, they are playing contrary roles.
E.g. the more alfalfa he did not grow, the more money the government gave him, and he spent every penny he didn't earn on new land to increase the amount of alfalfa he did not
produce. (Chapter9)
Generally speaking, the traditional novelists try to make their novels clear. Dubious is not allowed; while Heller just uses such sentences to let the people know the absurdity and irrationality of the world. We feel difficult to understand the logic order of this sentence, let alone the meaning. These sentences are to explain but make us more and more confused.
E.g. McWatt wore fleecy bedroom slippers with his red pajamas and slept between freshly pressed colored bed sheets like the one Milo had retrieved half of for him from the grinning thief with the sweet tooth in exchange for none of the pitted dates Milo had borrowed from Y ossarian. (Chapter7)
Chapter V Conclusion
In conclusion, black humor, one of the main literature genes of American literature in 1960s, is closely associated with Joseph Heller’s Catch-22. This paper first explains the background information about black humor and Catch-22 respectively and then analyzes the black humor in this novel from four aspects: main characters, themes, structure and language features.
Through preparing for this paper, the author acquired several methods to conduct a research. They are detail analysis, comprehensive discussion and comparison. Meanwhile, a conclusion can be drawn that the novel doesn’t completely reflect all features of black humor and only black humor also can not summarize this novel, but with the black humor in mind the reader do easily get a better understanding of this novel.
This paper is just a brief study on either C atch-22or black humor. More researches are required to be done. There are many other great works of black humor. The difference s between them and Catch-22 are waiting to be expounded. Besides, except black humor, the other features demonstrated in Catch-22 are necessarily analyzed. All in all, both Catch-22 and black humor are valuable research topics, more studies on them are necessary.
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英语翻译论文开题报告 精编版 MQS system office room 【MQS16H-TTMS2A-MQSS8Q8-MQSH16898】
英语翻译论文开题报告 时间:2015-03- 12Bell.?Translation?and?Translating:?Theory?and?Practice.?Beijing:?Forei gn?Language?Teaching?and?Research?Press,?2006. 崔长青,?张碧竹.?翻译的要素[M].?苏州:?苏州大学出版社,?2007. 李琏.?英式显性词性转换与英语写作[J].?新疆教育学学 报,?2003,?19(1):?85-89. 李连生.?英汉互译中的词性转换[J].?武汉交通管理干部学院学 报,?1996,?(1):102-107. 项伙珍.?谈翻译中的转性译法[J].?长江职工大学学报,?2000,?17(3):?46-48. 叶海燕.?翻译中的词性转换及换形[J].?安徽工业大学学报(社会科学 版),?2005,?22(3):60-61. (责任编辑：1025) 三、对英文翻译中词类转换的引入 从语言的角度来分析，对一门语言中的词性以及在语句中的成分进行分析，?从转喻理论的相关知识出发，来探讨英汉语言翻译中词类转换的概念和知识，并就其异同和特性进行对比，不仅是当前国内外学者研究的重点问题，也是大学英语教学中始终关注的热点。?为?此?，从英文翻译的实践中，?通过例证或典型问题的互译，从语言结构及表达习惯上进行探讨英文翻译中的转换方法，以增强语言翻译的可读性和准确性，并从中探讨出词类转换的规律，帮助更多的学生从中获得有益的指
浅谈小学英语阅读教学论文 浅谈小学英语阅读教学论文介绍：根据英语新课程标准，小学阶段开设英语课程的目的是培养学生学习英语的积极情感，形成初步的英语语感，为其打好语音、语调基础，最终使学生具备初步的用所学英语进行交流的能力。通过日常英语教学，我想在小学阶段对学生阅读能力的培养要符合学生的心理特点，符合小学生学习语言的认知规律，以年级划分，分别进行拼读、认读 浅谈小学英语阅读教学论文详情： [：https://www.doczj.com/doc/cc8851758.html,] 根据英语新课程标准，小学阶段开设英语课程的目的是培养学生学习英语的积极情感，形成初步的英语语感，为其打好语音、语调基础，最终使学生具备初步的用所学英语进行交流的能力。通过日常英语教学，我想在小学阶段对学生阅读能力的培养要符合学生的心理特点，符合小学生学习语言的认知规律，以年级划分，分别进行拼读、认读、朗读和初步的阅读训练。下面我就谈谈自己在阅读教学中的一些做法和体会： 一、阅读教学的教学目的 小学阶段只要求学生读懂一些简单的短文，难度不大，但作为起始阶段，方法的掌握、习惯的形成却是非常重要的。依据小学生学习语言的规律，首先，培养拼读能力十分重要。在日常教学中我发现许多学生对掌握单词的拼读感到困难，因此我们应注意培养学生养成正确的学习方法，如在实际教学中我就尝试采用了直接拼音法 .
这是一种按字母或字母组合的读音规则拼读和拼写单词的方法，它既可以内化学生的认知结构，又可以培养学生看见词能读出来和听音能写词的能力，同时还可以防止学生死记硬背等坏习惯的形成。其次，培养学生形成良好的朗读方法和阅读习惯也是非常重要的。五六年级的学生对语音是比较敏感的，一旦读得不准，形成习惯，改起来不容易了。因此，应在实际教学中尽量使用标准的录音，让学生模仿，以培养学生形成标准地道的语音、语调。然后教师可以再辅以朗读技巧的讲解，让学生在有意义的语流中掌握标准的语音、语调、重音、意群与节奏。再次，培养学生形成良好的阅读习惯和方法也是非常重要的。许多已是五六年级的学生了还有一些不良的阅读习惯和阅读方法，如：阅读时唇动和低声读、用手指着所读内容、不断回读、脑袋摆动等，这些习惯都直接影响阅读速度，从而影响阅读效果。因此，在实际教学中，我们先通过题目、图示、上下文以及构词法等，培养学生猜测生词的能力。再帮助学生掌握抓关键词的能力，如在阅读时，注意事物（what）、地点（where）、人物（who）、时间（when）、怎样（how）、原因（why）等关键词。只有这样，才能帮助学生养成良好的阅读习惯和阅读方法，从而提高学生的阅读能力。 二、阅读教学的教学模式 目前小学阶段读的要求一般相当于基础教学阶段英语课程标准一、二级的要求。根
浅谈小学英语写作教学 英语教学的最终目的是发展学生的英语语言技能，培养学生良好的英语交际能力。而语言技能是构成语言交际能力的重要组成部分，它包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。听和读是理解的技能，说和写是表达的技能。这四种技能在语言学习和交际中相辅相成，相互促进。 目前小学英语教学极其重视“听、说、读”的训练，却往往忽视了“写”的教学，或者说只是停留在“抄写”的阶段，没有开始真正意义上的写作教学。笔者在多年的小学高年级英语教学实践中，开始了英语写作教学的初步探索。 一、建立良好的写作模式 1. 营造和谐的写作环境 写作是一个复杂的思维过程。在教学中，我精心为学生创造一个积极、合作与富有鼓励性的写作环境，使他们乐于写作，充分发挥自己的思维能力。我设置了小组英语日记制度，每一小组学生共用一本日记本，每天有一个学生将日记本带回家写英语日记，我及时作好批改与鼓励性的评价。在传阅过程中，学生们不仅分享了成功的喜悦，也扩大了阅读量，学习了别人的英语日记。 2. 培养积极的写作态度 写作需要明确的动机与积极的态度。在教学中，我让学生结合他们熟悉的实际生活与需要来写作。使他们具有写作的愿望，愿写、乐写。 3. 渗透正确的社会文化 用英语写作时，应遵循英语国家的社会准则，不能照搬我国的社会与文化知识。在教学中我注意加强英语国家的历史地理、风土人情、传统习俗、文学艺术、行为准则、价值观念等的渗透，接触和了解英语国家文化有益于对英语的理解和使用。 二、传授基本的写作知识 由于小学生进行英语写作的难度较大，所以提高小学英语写作教学质量很不容易。在进行英语写作教学时，我特别注意根据教学目标与学生特点，采用适当的教学方法，传授基本的写作知识。 1. 科学指导单词识记，提高正确拼写的效率
English Novel Title Translation: A Skopostheorie Perspective 英语小说标题的翻译:一个Skopostheorie透视图 The Translation of Fuzziness in the Dialogue of Fortress Besieged from the Perspective of Relevance Theory翻译的模糊性的对话《围城》从关联理论的角度 On Domestication Strategy in Advertisement Slogan Translation 在归化策略在广告口号的翻译 Reproduction of “Three Beauties” in the Translation of the Poems in The Journey to the West 繁殖的“三美”翻译的诗歌在西游记 A Comparative Study of Interjection Translation in Teahouse from the Perspective of Functional Equivalence一个比较研究,在茶馆的感叹词翻译功能对等的角度 Public Signs Translation from the Perspective of Functionalist Theory --Taking Shaoyang City as an Example公共标志的翻译的角度,从实用主义的理论——以邵阳城市作为一个例子 The Application of Skopostheory in the Business Advertisement Translation Skopostheory的应用在商业广告翻译 Relevance Theory Applied in the Translation of Neologism 关联理论应用于翻译的新词 Domestication and Foreignization in the Translation of Tourist Texts 归化和异化在翻译旅游文本 A Comparative Study of the Two English Versions of Lun Y u by James Legge and Ku Hongming from Translator's Subjectivity一个比较研究的两个英文版本的Lun Yu詹姆斯Legge和Ku Hongming从译者的主体性 On the Translation and Functions of Metaphor in Advertisements 在翻译和函数中隐喻的广告 C-E Translation of Film Titles from the Perspective of Adaptation Theory 汉英翻译的电影片名的角度,从适应理论 Pun Advertisements Translation From the Perspective of Adaptation Theory 广告双关语翻译的角度,从适应理论 Analysis of the Translation Strategies of the Culture-loading Words in the English Version of Journey to the West分析的翻译策略在英语文化加载字版的西游记 On Business Letter Translation under the Guidance of Conversational Implicature Theory 在商务信函翻译的指导下,会话含义理论 On the Translation of Puns in English Advertising 在翻译双关语在英语广告 Advertising Translation in the View of Skopos Theory 广告翻译目的论的观点 A study on Trademark Translation from the Perspective of Reception Aesthetics 商标翻译的研究从接受美学的角度
初中英语教学论文：初中英语趣味教学 “语言这东西，不是随便可以学好的”，学本族语如此，学习英语更是如此。但是如果教学得法，便可事半功倍。要取得这样的好效果，趣味教学可以说是一种好方法。 中学生这个年龄的特点是：爱说爱动，自我约束、自我控制能力不强，如果教学中忽视这些特点，单纯沿用传统教学模式，使用传统教学方法进行机械地讲解，把他们纯粹当成知识的容纳器，填鸭式地问他们灌输在他们眼中枯燥无味，冷冰冰的语法、词汇，他们便不感兴趣，因而也就谈不上学习的积极性和主动性。目前，中学英语教学质量不佳，恐怕这是一个主要原因。学习需要兴趣。就某种意义上讲，学英语就更需要兴趣。如何激发学生的学习兴趣，并保持它，使之成为他们学习的动力，正是趣味教学考虑的出发点。 爱因斯坦说过：“兴趣是最好的老师”。因此，笔者认为，趣味教学的核心问题是：创造一个和谐融洽的师生关系；轻松、愉快的学习环境；采用灵活多变的教学方法，让学生做中学，学中用，从而激发兴趣，学得主动，提高效率。由于教师的素质不相同，教学对象不同，使用教材不同，因而进行趣味教学没有也不可能有固定的模式可循。但趣味教学所探讨的这些方面和所要追求的效果是相同的。本文愿就此谈点拙见，以期引起同仁的兴趣，共同探讨这个问题，来推动中学英语教学。 一、和谐、融洽师生关系 教和学是一对矛盾，作为矛盾双方的代表教师和学生如何和谐融洽师生关系，对完成教学目的至关紧要。青少年的心理特点告诉我们，这个年龄段的学生“亲师性”较强。如果他们对某个老师有好感，他们便对这位老师的课感兴趣并分外重视，肯下大气力，花大功夫学这门课，因而成绩卓著。这种现象大概就是我们常说的“爱屋及鸟”吧！反之，如果他们不喜欢某一位老师，由于逆反心理，他们也就不愿学或不学这位老师的课。 这种现象也是大家司空见惯的。所以，教师要深入学生，和学生打成一片，了解学生的兴趣，爱好，喜怒哀乐情绪的变化，时时处处关心学生，爱护学生，尊重学生，有的放矢地帮助学生。让你在学生的眼中不仅是一位可敬的师长，更是他们可亲可近的亲密朋友。当然，这并非说他们的缺点不可批评，可以听之任之。而是批评和表扬是出于同一个目的的爱护他们。因而批评的方式比批评本身更重要。要让他们不伤自尊心，人格不受侮辱。从内心让他们感到教师的批评是诚挚的爱，由衷的爱护和帮助。这样，也只有这样师生才能关系和谐，感情融洽，兴趣盎然地进行学习。 二、创造一个轻松愉快的学习环境 传统的教学模式和方法，总是教师“一言堂”，课堂上教师总是向学生灌输，学生始终处于消极、被动的学习地位，没有什么轻松、愉快而言，因而也就无兴趣可谈。即使那些认真学习的学生，也无非把自己当作知识的记忆器，为分数不得已而为之。但就多数而言，由于不感兴趣也就逐渐放弃英语学习，从而导至“两极分化”，教学质量不佳。
浅谈“新课标”下的小学英语写作 【摘要】写作是书面表达和传递信息的交际能力，是小学英语学习中的重点内容，也是一个难点。在《新课标》环境下，培养小学生的英语写作能力，应从培养良好的书写习惯，扎实掌握大纲要求的词汇、句型，加强阅读，扩大输入量，循序渐进、多方位进行写作训练，养成良好的写作习惯，培养兴趣，获取成就感等诸多方面入手。立体式、多层面地进行写作教学，才能有效提高小学生的英语写作能力。 【关键词】写作立体式多层面模式 一、运用点、线结合教学，立体式培养学生正确运用句子的能力 任何语言都有内在联系。英语也不例外，这种联系无非就是：词—词组—句子。许多学生无从下笔，其根本原因之一就是词汇量不足，词组不认识，句子结构不熟悉。要克服这一难点，教师一方面要加强对学生记单词的督促和检查，另一方面要提高单词教学的主动性、灵活性、趣味性。激发起学生想学，想记的欲望。如，颜色单词“green”“brown”分别是“绿色”“棕色”的意思，而大写“Green”“Brown”则是姓氏“格林”、“布朗”的意思。还可指导学生每见到一个单词，从词性、近义词、反义词、相关词组等方面找一找与其有联系的词或句。这样不但拓展了词义，更重要的是增加了学单词、背单词的兴趣。如，go “去”这个单词，是动词。反义词是come。相关的词组常用的有：go home，go to school，go to bed，go to sleep，go on，ect.词组增加了单词的内涵，增加了语言表达的生动性。 龚亚夫老师提出一个词汇记忆和学习的好方法——语块学习记忆法。“语块”，即chunks。它包括习惯搭配，如set the table，rich and famous，be ready for，the milk in the glasses，the cars in front of the building等；常用短语，如get up，take a look，look after等；句子结构，如Would you mind…？It is a pity that…等句型等。“语块”不仅包含单词本身、还包括了单词的搭配和运用。也就是说，我们教学生建立的词汇库，不应该是由单个孤立的单词组成，而应是由一条条语块组成。“语块”无论放置在何处，其表达的意思是固定的，而单词放置在不同的上下文里，所表达的意思不尽相同。语块记忆法有效地避免了孤立记单词的弊端，是词汇学习的一个非常好的方法。 二、多层面训练学生的写作能力 1.培养学生的写作兴趣。兴趣是学生最好的老师。许多科学家获得成功的经验中就有一条，他们都有广博而浓厚的兴趣和爱好。教师应该培养学生对写作的兴趣。首先，由易到难。教师应针对小学生的年龄特点设计难易适中且充满趣味的写作任务。教师在布置写作任务时，要考虑学生现有的写作水平，不要布置难度过高的任务。其次，写作内容贴近学生的生活。教师布置的写作任务，要尽可能选择一些学生比较熟悉又比较感兴趣的内容，巧妙地将课本内容向学生的实际
毕业设计（论文） 英文文献翻译 电力系统 电力系统介绍 随着电力工业的增长，与用于生成和处理当今大规模电能消费的电力生产、传输、分配系统相关的经济、工程问题也随之增多。这些系统构成了一个完整的电力系统。 应该着重提到的是生成电能的工业，它与众不同之处在于其产品应按顾客要求即需即用。生成电的能源以煤、石油，或水库和湖泊中水的形式储存起来，以备将来所有需。但这并不会降低用户对发电机容量的需求。 显然，对电力系统而言服务的连续性至关重要。没有哪种服务能完全避免可能出现的失误，而系统的成本明显依赖于其稳定性。因此，必须在稳定性与成本之间找到平衡点，而最终的选择应是负载大小、特点、可能出现中断的原因、用户要求等的综合体现。然而，网络可靠性的增加是通过应用一定数量的生成单元和在发电站港湾各分区间以及在国内、国际电网传输线路中使用自动断路器得以实现的。事实上大型系统包括众多的发电站和由高容量传输线路连接的负载。这样，在不中断总体服务的前提下可以停止单个发电单元或一套输电线路的运作。
当今生成和传输电力最普遍的系统是三相系统。相对于其他交流系统而言，它具有简便、节能的优点。尤其是在特定导体间电压、传输功率、传输距离和线耗的情况下，三相系统所需铜或铝仅为单相系统的75%。三相系统另一个重要优点是三相电机比单相电机效率更高。大规模电力生产的能源有： 1.从常规燃料（煤、石油或天然气）、城市废料燃烧或核燃料应用中得到的 蒸汽； 2.水； 3.石油中的柴油动力。 其他可能的能源有太阳能、风能、潮汐能等，但没有一种超越了试点发电站阶段。 在大型蒸汽发电站中，蒸汽中的热能通过涡轮轮转换为功。涡轮必须包括安装在轴承上并封闭于汽缸中的轴或转子。转子由汽缸四周喷嘴喷射出的蒸汽流带动而平衡地转动。蒸汽流撞击轴上的叶片。中央电站采用冷凝涡轮，即蒸汽在离开涡轮后会通过一冷凝器。冷凝器通过其导管中大量冷水的循环来达到冷凝的效果，从而提高蒸汽的膨胀率、后继效率及涡轮的输出功率。而涡轮则直接与大型发电机相连。 涡轮中的蒸汽具有能动性。蒸汽进入涡轮时压力较高、体积较小，而离开时却压力较低、体积较大。 蒸汽是由锅炉中的热水生成的。普通的锅炉有燃烧燃料的炉膛燃烧时产生的热被传导至金属炉壁来生成与炉体内压力相等的蒸汽。在核电站中，蒸汽的生成是在反应堆的帮助下完成的。反应堆中受控制的铀或盥的裂变可提供使水激化所必需的热量，即反应堆代替了常规电站的蒸汽机。 水电站是利用蕴藏在消遣的能来发电的。为了将这种能转换为功，我们使用了水轮机。现代水轮机可分为两类：脉冲式和压力式（又称反应式）。前者用于重要设备，佩尔顿轮是唯一的类型；对于后者而言，弗朗西斯涡轮或其改进型被广泛采用。 在脉冲式涡轮中，整个水头在到达叶轮前都被转化为动能，因为水是通过喷嘴提供给叶轮的；而在压力式或反应式涡轮中，水通过其四周一系列引导叶版先直接导入叶片再提供给叶轮（或转子）。离开引导叶片的水有压力，并且以一部分动能、一部分压力的形式来提供能量。 对于低于10,000千伏安的发电站而言柴油机是出色的原动机。其优点是燃料成本低、预热时间短以及标准损耗低。此外，其所需冷却水量极少。柴油发电通常选择用于满足少量电力需求，如市政当局、宾馆及工厂等；医院通常备有独立的柴油发电机，以备紧急情况时使用。 通过电线来传输电能是电力系统中的一个重大问题。而从下面研修目的目的架设输电线路又是必要的： 1.将电力从水电站输送到可能很远的负载中心； 2.从蒸汽站到相对较近负载中心电力的批量供应； 3.出于内部连接目的将电能在紧急情况下从一系统转换至另一系统。 传输电压主要由经济因素决定。实际上，当距离、功率、功耗固定时，输电线路中导体的重量与传输电压成反比。因此，出于经济方面的考虑，长距离传输时电压一定要高。当然，电压超高绝缘成本也就超高，要找到最佳电压必须通过减小导体横截面积来取得绝缘成本与经济节省之间的平衡。 高压传输通常使用配以悬挂式绝缘设备的高架结构。称为路标铁塔用于负载
浅谈小学英语阅读教学 谢佳利摘要：进行英语阅读教学可以巩固和扩大学生的词汇量，培养学生的语感，是学生学习语言和感受语言的重要途径。在小学阶段进行的阅读教学是应该针对小学生的心理特点和认知规律，以年级划分，分别开展拼读、认读、朗读和初步的阅读训练。 关键词：教学目的；教学模式；教学策略；教学渠道 根据英语新课程标准，小学阶段开设英语课程的目的是培养学生学习英语的积极情感，形成初步的英语语感，为其打好语音、语调基础，最终使学生具备初步的用所学英语进行交流的能力。通过日常英语教学，我想在小学阶段对学生阅读能力的培养要符合学生的心理特点，符合小学生学习语言的认知规律，以年级划分，分别进行拼读、认读、朗读和初步的阅读训练。下面我就谈谈自己在阅读教学中的一些做法和体会： 一、阅读教学的教学目的 小学阶段只要求学生读懂一些简单的短文，难度不大，但作为起始阶段，方法的掌握、习惯的形成却是非常重要的。依据小学生学习语言的规律，首先，培养拼读能力十分重要。在日常教学中我发现许多学生对掌握单词的拼读感到困难，因此我们应注意培养学生养成正确的学习方法，如在实际教学中我就尝试采用了“直接拼音法”。这是一种按字母或字母组合的读音规则拼读和拼写单词的方法，它既可以内化学生的认知结构，又可以培养学生看见词能读出来和听音能写词的能力，同时还可以防止学生死记硬背等坏习惯的形成。其次，培养学生形成良好的朗读方法和阅读习惯也是非常重要的。五六年级的学生对语音是比较敏感的，一旦读得不准，形成习惯，改起来不容易了。因此，应在实际教学中尽量使用标准的录音，让学生模仿，以培养学生形成标准地道的语音、语调。然后教师可以再辅以朗读技巧的讲解，让学生在有意义的语流中掌握标准的语音、语调、重音、意群与节奏。再次，培养学生形成良好的阅读习惯和方法也是非常重要的。许多已是五六年级的学生了,还有一些不良的阅读习惯和阅读方法，如：阅读时唇动和低声读、用手指着所读内容、不断回读、脑袋摆动等，这些习惯都直接影响阅读速度，从而影响阅读效果。因此，在实际教学中，我们先通过题目、图示、上下文以及构词法等，培养学生猜测生词的能力。再帮助学生掌握抓关键词的能力，如在阅读时，注意事物(what)、地点(where)、人物(who)、时间(when)、怎样(how)、原因(why)等关键词。只有这样，才能帮助学生养成良好的阅读习惯和阅读方法，从而提高学生的阅读能力。 二、阅读教学的教学模式
高中英语阅读技巧 一、通过多种途径，增加学生的词汇量 多年的英语教学使我认识到，学生阅读存在障碍，最基本、最直接的原因在于学生的词汇量不够，他们无法理解阅读文章所传达的信息。因此，扩大词汇量成为解决学生阅读问题的一个重要部分。如何扩大词汇量呢？ 1.学生必须有识记单词的意识。学生可以给自己定一个计划，每天必须背下来15-20 个新单词，这个任务可以在早晨晨读的时间完成，当然也可以留在课后，日积月累，逐渐地词汇量就会增加上来。 2.利用好闲散的时间，学生可将单词记在卡片上，随身携带，随时随地都可以拿出来，这样单词背得就更加扎实了。 3.单词背诵要讲究方法。学生可以在具体的语言环境，例如具体的句子或段落中来记忆单词，这样不仅能将单词的意思记下来，更能掌握该单词的用法。同时，学生要了解一些基本的构词法，因为很多英语单词都是由加了前缀和后缀而变来的派生词。因此，教师要向学生多介绍一些前缀和后缀的知识，如否定前缀in-、un-、dis-、il-，动词后缀-en、-ify，名词后缀-ness、-tion、-sion、-ment，形容词后缀-ful、-less、-ive等。单词的背诵要采取联想的方法，如同义词、近义词、反义词等，背到单词“gain”时，我们就会想到“win、obtain、ac-quire”等单词。 二、在教学过程中传授学生阅读方法，培养阅读技巧 在语篇阅读过程中，困扰学生的不仅仅是词汇的问题。有的学生词汇量已经达到了一定的程度，但是面对一篇阅读材料时却一脸茫然，不知道从哪里下手，对文章的分析和理解也不够透彻，甚至会脱离作者的观点，时间浪费了很多，却没有达到应有的效果。其实阅读是有法可循的，只要按照正确的方法去阅读，学生定会达到事半功倍的效果。那么怎么做呢？ 1.指导学生锁定文章的主题段及主题句。多数情况下，一篇文章的主题段往往位于一篇文章首段或尾段，而文章每一段的第一句或最后一句又往往是该段的中心句。把握文章的主题段和主题句后，对文章的体裁、题材以及文章的中心思想会有一个整体的把握，有助于增加学生的自信，为下一步展开阅读做好铺垫。 2.培养学生查找关键词的能力。阅读文章的时候，一定不要把注意力平均到每个词或短语上，因为每一篇文章都有一些重要的词或短语，这些词或短语更有助于我们理清文章的脉络、线索，所以我们必须有查找关键词的能力，如叙述类文章里time、place、person等就是关键词，要好好把握。
初中英语教学论文《浅谈初中英语写作训练的几种方法》 书面表达是近几年初中英语中考的重要题型，是一种反映学生表达、传递信息和解决实际问题的语言交流能力的十分重要的语言测试手段，同时也是用于测试学生的语言交际能力和语言知识活用能力的一项综合性试题。它要求学生具有较高的书面语言表达能力。然而，目前初中英语教学的书面表达相对滞后，学生的写作水平提高甚微，形成了“听到写作学生心烦，见到习作教师不愿”的现象，究其原因是多方面的。学生方面：(1)汉语影响、生词造句；(2)词汇贫乏、搭配不当；(3)句型误用、语法不通；(4)信息不全、条理紊乱。教师方面则是在教学中缺乏科学和系统的写作教学方法，表现为：(1)散——缺乏条理性、分散；(2)乱——各层次写作杂乱相间、影响写作能力的提高。因此，笔者结合新教材的内容，在教学中探索了学生的写作训练。 一、活用词句 刚接触英语的学生，对英语写作具有一定的害怕心理。教师在教学中可以采用先易后难的方法，用简单的词组成句子，再以句子的构成作为学生进行写作训练的起点，引导学生从对单个句型的掌握，逐渐过渡到多种句型的混用，直到学生能连贯自如地表达思想。一句多译，句型转换，是书面表达能力的关键。总的来说，教师在平时的教学中要将日常生活中经常出现的词、句作为材料让学生训练，使学生乐于接受，轻松完成，享受成功感。 例如：以study为中心组成句子。
I study in No.3 Middle School. I study very hard. My sister studies in the same school. But she studies harder than me. 又如，以“My teacher”为题写一些句子。 My teacher’s name is Miss Liu. She looks very young and beautiful. 这些简单的写作训练会引起初学英语者的极大兴趣，增强他们学习英语的信心，为将来的学习打下良好的基础。 二、巧用单元话题 新目标英语中的单元内容涉及的话题十分广泛，难易程度适中，适合学生进行写作，例如对课文中的故事进行改写、缩写与仿写作文，这样既训练学生的写作，又巩固已学的课本知识，加深对课文的理解，并有助于学生用英语思维。 1.让学生情景对话 对话是在一定情景下的习惯性语言，脱离了情景，对话也就失去了意义。这就要求我们在教学中寻找语言材料与生活的结合点，创设逼真的口语交际情景，让学生通过亲自运用语言的经历来掌握该语言的交际功能和运用场合。目前我们使用的教材中的许多话题“购物”、“野餐”、“打电话”、“生日聚会”、“旅游”都与学生的生活密切相关，因此教师可以通过模拟真实情景，创设接近生活的真实语言环境，让学生理解和掌握对话内容，增强了学生的语感，培养了学生的学习兴趣，同时也为写作打下了基础。 2. 让学生口头复述课文
小学英语写作教学教案 【篇一：小学五年级英语写作课堂教案】 4月8号英语写作组课堂教案 一：教学目的： 让学生积累单词，并初步了解作文的构成，学会写简单的句子。二：教学内容： 1.回顾上堂课所教的单词。 2.强调课堂纪律。 3.简要说明作文的组成（词语，句子，文章），让学生初步了解作文的组成。 4.简要分析一些简单句子的构成：主语+动词+名词，例如：i love you等。 5.在学生对简单的句子有一定了解后可以进行句子拼凑的游戏：用小卡片把一些主语，谓语和名词写上，让他们把单词进行排序，使其变成一个正确的句子，可以分组进行比赛，哪个组完成的最快就能获胜，以此来活跃课堂气氛。 6.有时间的可以讲解一下优秀作文。 三：教学特色：因材施教，实行鼓励式教育。 1.扩展学生词汇量。 2.游戏中学习，使课堂活跃起来。 3.培养学生发散性思维。 四：教学反馈: 让学生提出疑问，老师给予及时的辅导，解决学生这节课的疑问。(耐心，认真，负责的解决学生的疑问) 【篇二：小学英语写作教学】 浅谈小学英语写作教学 摘要：英语写作是英语教学中重要的组成部分。指出了小学英语写作教学的主要问题，并提出了小学英语写作教学的策略，从而激发学生的写作兴趣，促进学生的写作信心。 关键词：小学英语；写作教学；问题；策略 《义务教育英语课程标准》指出：“语言技能包括听、说、读、写四个方面，这四个方面是构成语言交际能力的重要组成部分。听和读是理解的技能，说和写是表达的技能。”写，尤其是写作，这是一个
教与学的难点。如何在教师恰当的指导下，提高学生写作的能力与 水平呢？作为小学英语教师，为了有针对性地培养小学生的英语写 作能力，我们首先要分析小学生英语作文存在的问题，其次“对症下药”，找寻正确的教学方法，最后才能在实践中发挥事半功倍的作用。 一、小学英语写作教学的主要问题 目前的小学英语教学中，学生刚刚接触英语，在写作上难免出现语 法错误，句子结构混乱、含义不清，不能按照英语的语言习惯、思 维角度去安排一个较完整的写作思路。教师往往忽视了对写的有效 训练，认为写作教学枯燥乏味，写作作业难批改，英语写作对于小 学生而言太难了??许多教师失去了培养小学生英语写作能力的积极性，使学生错过了发展写作能力的良好机会，影响了学生语言综合 能力的提高。 二、小学英语写作教学的策略方法 【篇三：英语写作教案】 writing (autumn 2014) for the normal students in grade 2004 (5 years) and grade 2006 (3 years) instructor: telephone: office hours: by appointment objectives: writing, which is related to many elements, is one of the important skills in english learning. the study in this term aims at training the students to develop paragraphs into essays. the four basic english writing styles, narration, argumentation, exposition, and description will be learnt in this term. practical writing is also an important part to be trai ned on, especially writing resumes and letters applying for jobs. chapter 5, 6, and 11 in 美语路路通—写作通(3) will be finished and used as writing practice. students should be taught to integrate all the basic skills learnt before and use it in writing. requirement: 1. the students should take part in the learning activity energetically, such as discussions in the class. 2. homework must be finished on time.
英语专业毕业论文翻译 类论文 Document number：NOCG-YUNOO-BUYTT-UU986-1986UT
毕业论文（设计）Title:The Application of the Iconicity to the Translation of Chinese Poetry 题目:象似性在中国诗歌翻译中的应用 学生姓名孔令霞 学号 BC09150201 指导教师祁晓菲助教 年级 2009级英语本科（翻译方向）二班 专业英语 系别外国语言文学系
黑龙江外国语学院本科生毕业论文（设计）任务书 摘要
索绪尔提出的语言符号任意性，近些年不断受到质疑，来自语言象似性的研究是最大的挑战。语言象似性理论是针对语言任意性理论提出来的，并在不断发展。象似性是当今认知语言学研究中的一个重要课题，是指语言符号的能指与所指之间的自然联系。本文以中国诗歌英译为例，探讨象似性在中国诗歌翻译中的应用，从以下几个部分阐述：（1）象似性的发展；（2）象似性的定义及分类；（3）中国诗歌翻译的标准；（4）象似性在中国诗歌翻译中的应用，主要从以下几个方面论述：声音象似、顺序象似、数量象似、对称象似方面。通过以上几个方面的探究，探讨了中国诗歌翻译中象似性原则的重大作用，在诗歌翻译过程中有助于得到“形神皆似”和“意美、音美、形美”的理想翻译效果。 关键词：象似性；诗歌；翻译
Abstract The arbitrariness theory of language signs proposed by Saussure is severely challenged by the study of language iconicity in recent years. The theory of iconicity is put forward in contrast to that of arbitrariness and has been developing gradually. Iconicity, which is an important subject in the research of cognitive linguistics, refers to a natural resemblance or analogy between the form of a sign and the object or concept. This thesis mainly discusses the application of the iconicity to the translation of Chinese poetry. The paper is better described from the following parts: (1) The development of the iconicity; (2) The definition and classification of the iconicity; (3) The standards of the translation to Chinese poetry; (4) The application of the iconicity to the translation of Chinese poetry, mainly discussed from the following aspects: sound iconicity, order iconicity, quantity iconicity, and symmetrical iconicity. Through in-depth discussion of the above aspects, this paper could come to the conclusion that the iconicity is very important in the translation of poetry. It is conductive to reach the ideal effect of “the similarity of form and spirit” and “the three beauties”. Key words: the iconicity; poetry; translation
初三英语教学论文（1） 通过不断的学习后，我自己反思过去的教学，还存在许多问题。 一、对教材的深度挖掘不够。课前准备不足导致课堂效率低下：初中生的求知欲非常强烈，对新鲜事物的联想力也很丰富，很多课本中出现的生活性词汇在短时间内便能掌握，有时上课前做的准备不足，学生们提出的各种课本外的问题根本没有想象到，导致课堂效率和课堂气氛受到影响。 二、作业批改不及时，由于自已在工作中的懒惰思想，导致有时学生交的作业当天不能及时批阅，学生们没有趁着刚写完的劲头去改正，时间略一长，就把东西忘了，导致最后的作业效果不强。 三、辅优扶困做得很不到位，从几次考试的成绩来看，优秀生没有达到优秀生的标准，学困生也没有上来。说明这方面的做法是失败的。今后的主要精力课堂上要照顾大部分中等生和后进生身上，课下多找些资料给优秀生去指导，去向他们提更高的要求。这样才会取得更好的成绩。 四、学生的思想工作没有做好，现在好多学生不但是中等生，连部分优秀生的思想状态还没有紧张起来。如果继续这样的话，中考的成绩很难想象。不要认为只有班主任才对学生做思想工作，任何一个学科的教师都有教育学生的责任。同时思想工作做到了位，首先对自己的学科教学得益。为此，我
应该坚持经常找学生谈心，找出他们的思想问题，注意帮助他们树立参加中考的正确备考思想。坚持每星期都学生的英语学习过程当中出现的主要思想问题班内强调。使他们的思想得到统一，这样自己的教学才会减少阻力，才能向更高的目标前进。 五、学生对英语学习缺乏兴趣、自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言；另外，相当一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。 六、学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。七、部分学生缺少教师明确的指导，在复习时缺乏系统安排和科学计划，或者学习和复习没有个性化特点, 导致学习效果不明显。 基于以上情况，我将采取以下整改措施 第一、首先我要有课堂效益意识。教学效益首先体现在课堂教学信息量、教学活动的广度和密度以及媒体的使用上。有效的媒体手段有助于课堂容量、密度和速度的提高。尤其是在复习课堂上适当地使用多媒体手段，不但可以活跃课堂，更能提高学生的参与面，短、频、快的大容量课堂节奏能有
浅谈小学高年级英语写作能力培养
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浅谈小学高年级英语写作能力培养 【关键词】培养,探究,能力,写作,英语,小学生。 儿童获得说的能力通常先于写的能力。从说到写的转化过程是儿童认知能力的飞跃，是一个比较难的过程。这需要教师有极大的耐心，要尊重儿童的任知规律及心理特点，坚 持“由易到难、循序渐进”的原则。针对儿童不同的年龄阶段，不同的要求学生学生写作 能力的现状，设计一些难易适当又充满童趣的写作任务。《全日制义务教育普通高级中学 英语课程标准（实验稿）》（以下简称《课程标准》）在一级目标中对“写”的要求是： 能正确书写字母和单词。根据《课程标准》要求，《牛津小学英语》3A要求学生能正确书写26个字母的大小写。《牛津小学英语》3B要求学生能正确书写一些简单的单词。因此，有的教师认为此时让学生一遍又一遍地反复抄写单词就达到教学目标了。其实，这种无趣 的机械性的抄写，只会让学生索然无味，甚至丧失学习英语的兴趣。教师应采用形式多样 的训练方式，如找朋友（字母大小写），好邻居（字母顺序），观察图画中所藏的字母， 按字母表顺序写出所缺字母，看图写单词，单词归类，等等。 关注学生的学习兴趣，并不表示对学生降低要求。相反，此时应严格要求学生正确规 范地书写，为下一步写作学习打下坚实的基础。三年级第一学期（3A）写作的训练主要集 中于字母的正确书写。对于字母书写要求学生注意以下几点：正确区分字母的大小写；注 意笔顺笔画；意识到手写体与印刷体的区别；按照教材要求正确使用四线三格。三年级第 二学期（3B）写作的训练主要集中于单词及短语的书写。这时期主要要求学生注意以下几点。第一，单词中字母大小比例。第二，单词中字母间距紧凑但不能太拥挤。第三，注意 到有些单词首写字母要大写，如专有名词（如人名Yang Ling，地名the Great Wall,原为商标名的Walkman）、缩略词（如TV）、简写词（如T-shirt）等。第四，书写短语（如，a bar of chocolate）时单词间的间距，并能区分单词、短语和句子。 如上所述，听、说、读、写这些基本技能是相互制约，相互促进的。这时期的英语教 学虽然以“听说”训练为主。但在训练学生“听说”能力的同时，教师要为“写”的技能 的培养有目的地作一些准备。如，在教授《牛津小学英语》3B Unit1各类文具单词时，教师示范后引导学生用下面一段话来描述自己的书包等文具， Look, this is my_________. It’s_________ (red/…). It’s_________ (big/…). Oh, how nice. I like my_________ . 这些口头训练不仅锻炼了学生的思维能力，也为中高年级的写作能力奠定了一定的基础。一、模仿为主的四年级写作提高训练 《课程标准》对于从三年级开设英语课程的学校要求是：三四年级完成一级目标；五 六年级完成二级目标。二级目标中对“写”的要求是：能模仿范例写句子；能写出简单的
心理辅导缺失数据管理的最佳实践 加布里埃尔·l·Schlomer施瑞鲍曼和诺尔卡 亚利桑那大学 这篇文章敦促咨询心理学研究人员识别和报告丢失的数据 处理,因为消费者的研究不能准确地解释发现不知道数量 缺失的数据和模式或策略被用来处理这些数据。缺失的数据模式 综述了,和一些常见的策略来处理他们。作者 提供一个例子,数据模拟和评估3处理缺失数据的方法: 意味着替代,多个归罪,完整的信息极大似然。结果表明, 意味着替代是一个贫穷的方法处理缺失数据,而多个归责和完整 信息极大似然推荐这种方法。作者建议 ,研究人员充分考虑并报告缺失数据的数量和模式和策略 在心理咨询研究和处理这些数据,编辑建议研究人员 期望。 关键词:缺失数据、最佳实践、咨询心理学、多个归罪,完整的信息 最大似然 缺失的数据出现在大多数研究行为科学 (翘起的,2005;埃里森,2005;Orme &里斯,1991;Pigott,2001; 史蒂文斯,1996;Streiner,1996),APA特遣部队在统计推断(威尔金森&特遣部队在统计推断,
1999)建议研究人员报告失踪的模式 数据和统计技术用来解决问题 这些数据创建。虽然适当的报告和处理 缺失的数据对于理解至关重要的结果,这个元素 从报告的研究数据分析通常省略(彭, 哈维尔,宾利,&伊曼,2006;桑德斯et al .,2006)。与 增加计算内存和处理速度、复杂 现在可以通过对缺失数据的分析研究人员 没有昂贵的专用软件。然而,许多 研究人员不知道报告的重要性和管理缺失的数据,和编辑基本上没有坚持 作者提供这些基本信息。 最佳实践与研究要求两个缺失的数据 项目的基本信息,应该在每一个报道 研究:(一)缺失数据的范围和性质和(b) 程序用于管理缺失的数据,包括使用方法选择的基本原理。 在本文中,我们首先检查 最近完成的《咨询 Psychologyto确定作者在这个杂志上有解决这两个项目。然后我们提出建议改善缺失数据报告的期刊文章。最后,我们 提供一个对几种常见的管理方法