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Lesson11 We can batten down and ride it out.--metaphor2 Everybody out the back door to the cars!--elliptical sentence3 Telephone poles and 20-inch-thick pines cracked like guns as the winds snapped them.-simile4 Several vacationers at the luxurious Richelieu Apartments there held a hurricane party to watch the storm from their spectacular vantage point--transferred epithet5 Strips of clothing festooned the standing trees, and blown down power lines coiled like black spaghetti over the roads-metaphor, simileLesson21 The little crowd of mourners –all men and boys, no women—threaded their way across the market place between the piles of pomegranates and the taxis and the camels, wailing a short chant over and over again.—elliptical sentence2 A carpenter sits cross-legged at a prehistoric lathe, turning chair-legs at lightning speed.—historical present, transferred epithet3 Still, a white skin is always fairly conspicuous.—synecdoche4 As the storks flew northward the Negroes were marching southward—a long, dusty column, infantry, screw-gun batteries, andthen more infantry, four or five thousand men in all, winding up the road with a clumping of boots and a clatter of iron wheels.—onomatopoetic words symbolism5 Not hostile, not contemptuous, not sullen, not even inquisitive.—elliptical sentence6 And really it was like watching a flock of cattle to see the long column, a mile or two miles of armed men, flowing peacefully up the road, while the great white birds drifted over them in the opposite direction, glittering like scraps of paper.—simileLesson31The fact that their marriages may be on the rocks, or that their love affairs have been broken or even that they got out of bed on the wrong side is simply not a concern.—metaphor2They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into, each other’s lives or the recesses of their thoughts and feelings.—simile3It was on such an occasion the other evening, as the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without and focus and with no need for one that suddenly the alchemy of conversation took place, and all at once they was a focus.—metaphor4The Elizabethans blew on it as on a dandelion clock, and its seedsmultiplied, and floated to the ends of the earth.—simile5Even with the most educated and the most literate, the King’s English slips and slides in conversation.—metaphor ,alliteration 6When E.M. Forster writes of ―the sinister corridor of our age,‖ we sit up at the vividness of the phrase, the force and even terror in the image.—metaphorLesson51Charles Lamb, as merry and enterprising a fellow as you will meet in a month of Sundays, unfettered the informal essay with his memorable Old China and Dream’s Children.—metaphor2Read, then, the following essay which undertakes to demonstrate that logic, far from being a dry, pedantic discipline, is a living, breathing thing, full of beauty, passion, and trauma.—metaphor, hyperbole3Back and forth his head swiveled, desire waxing, resolution waning.—antithesis4What’s Polly to me, or me to Polly?—parody5This loomed as a project of no small dimensions, and at first I was tempted to give her back to Petey.==understatement6Maybe somewhere in the extinct crater of her mind, a few embers still smoldered. Maybe somehow I could fan them into flame.—metaphor, extended metaphorLesson71Here was the very heart of industrial America, the center of its most lucrative and characteristic activity, the boast and pride of the richest and grandest nation ever seen on earth—and here wasa scene so dreadfully hideous, so intolerably bleak and forlornthat it reduced the whole aspiration of man to a macabre and depressing joke.—metaphor, hyperbole, antithetical contrast 2Here was wealth beyond computation, almost beyond imagination—and here were human habitations so abominable that they would have disgraced a race of alley cats.—hyperbole, antithetical contrast3The country itself is not uncomely, despite the grime of the endless mills.—litotes, understatement4Obviously, if they were architects of any professional sense or dignity in the region, they would have perfected a chalet to hug the hillsides—a chalet with a high pitched roof, to throw off the heavy winter snows, but still essentially a low and clinging building, wider than it was tall.—sarcasm5And one and all they are streaked in grime, with dead and eczematous patches of paint peeping through the streaks.—metaphor6When it has taken on the patina of the mills it is the color of anegg long past all hope or caring.—ridicule ,irony, metaphor7I award this championship only after laborious research and incessant prayer.—irony8Safe in a Pullman, Ihave whirled through the gloomy, God-forsaken villages of Iowa and Lansas, and the malarious tidewater hamlets of Georgia.—antonomasia9It is as if some titanic and aberrant genius, uncompromisingly inimical to man, had devoted all the ingenuity of Hell to the making of them.—hyperbole ,irony10They like it as it is: beside it, the Parthenon would no doubt offend them.—irony11It is that of a Presbyterian grinning.—metaphorLesson101The slightest mention of the decade brings nostalgic recollections to the middle-aged and curious questionings by the young: memories of the deliciously illicit thrill of the first visit to a speakeasy, of the brave denunciation of Puritan morality, and of the fashionable experimentations in amour in the parked sedan ona country road; questions about the naughty, jazzy parties, theflask-toting‖ sheik‖ , and the moral and stylistic vagaries of the ―flapper‖ and the ―drug-store cowboy‖.—transferred epithet2Second, in the United States it was reluctantly realized bysome—subconsciously if not openly—that our country was no longer isolated in either politics or tradition and that we had reached an international stature that would forever prevent us from retreating behind the artificial walls of a provincial morality or the geographical protection of our two bordering oceans.—metaphor3War or no war, as the generations passed, it became increasingly difficult for our young people to accept standards of behavior that bore no relationship to the bustling business medium in which they were expected to battle for success.—metaphor4The war acted merely as a catalytic agent in this breakdown of the Victorian social structure, and by precipitation our young people into a pattern of mass murder it released their inhibited violent energies which, after the shooting was over, were turned in both Europe and America to the destruction of an obsolescent nineteenth century society.—metaphor5The prolonged stalemate of 1915-1916,the increasing insolence of Germany toward the United States, and our official reluctance to declare our status as a belligerent were intolerable to many of our idealistic citizens, and with typical American adventurousness enhanced somewhat by the strenuous jingoism of Theodore Roosevelt, our young men began to enlist under foreignflags.—metonymy6Their energies had been whipped up and their naive destroyed by the war and now, in sleepy Gopher Prairies all over the country, they were being asked to curb those energies and resume the pose of self-deceiving Victorian innocence that they now felt to be as outmoded as the notion that their fighting had “made the world safe for democracy‖.—metaphor7After the war, it was only natural that hopeful young writers, their minds and pens inflamed against war, Babbittry, and‖ Puritanical‖gentility, should flock to the traditional artistic center(where living was still cheap in 1919)to pour out their new-found creative strength, to tear down the old world, to flout ht morality of their grandfathers, and to give all to art, love, and sensation.—metonymy synecdoche8Younger brothers and sisters of the war generation, who had been playing with marbles and dolls during the battles of Belleau Wood and Chateau-Thierry, and who had suffered no real disillusionment or sense of loss, now began to imitate the manners of their elders and play with the toys of vulgar rebellion.—metaphor9These defects would disappear if only creative art were allowed to show the way to better things, but since the country was blindand deaf to everything save the glint and ring of the dollar, there was little remedy for the sensitive mind but to emigrate to Europe where‖they do things better.‖—personification, metonymy ,synecdoche。
大学英语修辞1) Simile：(明喻）2) Metaphor：(暗喻）3) Analogy: (类比）4) Personification: (拟人）5) Hyperbole: (夸张）6) Understatement: (含蓄陈述）7) Euphemism: (委婉）8) Metonymy (转喻）9) Synecdoche (提喻）10) Antonomasia (换称）11) Pun: (双关语）12) Syllepsis: (一语双叙）13) Zeugma: (轭式搭配）14) Irony: (反语）15) Innuendo: (暗讽）16) Sarcasm: (讽刺）17) Paradox: (隽语）18) Oxymoron: (矛盾修饰）19) Antithesis: (对照）20) Epigram: (警句）21) Climax: (渐进）22) Anti-climax or bathos: (突降）23) Apostrophe：(顿呼）24) Transferred Epithet: (一就修饰语）25) Alliteration: (头韵）26) Onomatopoeia: (拟声）修辞格(figures of speech)是提高语言表达效果的语言艺术。
它能使语言生动形象、具体活泼，给人以美的享受。
（一）音韵修辞格(phonological rhetorical devices)顾名思义，音韵修辞格是利用词语的语音特点创造出来的修辞手法。
包括: a) Onomatopoeia(拟声) 是模仿事物发出的声响,如：Presently there came theclick of high-heeled shoes.高跟皮鞋声咯咯地传了过来。
b) Alliteration(头韵) 就是在一个词组或一个诗行中，有两个以上彼此靠近的词，其开头的音节（或其他重读音节）具有同样的字母或声音；如：Peter Piper picked a peck of picking pepper.皮特.派特咽下了一口腌菜用的胡椒粉。
高级英语2修辞总结Lesson 1: XXXPub Talk has a Charm of its OwnGrowing up in English pubs。
I have come to XXX。
It maybe due to my upbringing that I find it XXX meanders。
leaps。
sparkles。
and glows。
No one knows where it will go。
Suddenly。
XXX。
and the XXX.XXXXXX。
we often make ns to history。
We reference the musketeers of Dumas。
the descendants of convicts。
Saxon churls。
and XXX.XXXXXX for effect。
For example。
getting out of bed on the wrong side is not a XXX。
we may say it to add humor or emphasize a point.XXXXXX。
They help us express complex ideas in a simple way。
For instance。
we ought to think ourselves back into the shoes ofthe XXX and way of life。
Another example is the XXX ideas spread like seeds。
XXX.Avoiding Slip-XXXWhile pub talk has its charm。
it is XXX in our language。
Itis essential to XXX.5.The n een ns can e n and mistrust。
英语修辞手法1) Simile：(明喻）It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic (特性)in common. To make the comparison, words like as, as...as, as if and like are used to transfer the quality we associate with one to the other. For example, As cold waters to a thirsty soul, so is good news from a far country./ This elephant is like a snake as anybody can see.2) Metaphor：(暗喻）It is like a simile, also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated. For example, the world is a stage./ The diamond department was the heart and center of the store.3) Analogy: (类比）It is also a form of comparison, but unlike simile or metaphor which usually uses comparison on one point of resemblance, analogy draws a parallel between two unlike things that have several common qualities or points of resemblance.4) Personification: (拟人）It gives human form of feelings to animals, or life and personal attributes(赋予) to inanimate(无生命的) objects, or to ideas and abstractions(抽象). For example, the wind whistled through the trees.5) Hyperbole: (夸张）It is the deliberate use of overstatement or exaggeration to achieve emphasis. For instance, he almost died laughing.6) Understatement: (含蓄陈述）It is the opposite of hyperbole, or overstatement. It achieves its effect of emphasizing a fact by deliberately(故意地) understating it, impressing the listener or the reader more by what is merely implied or left unsaid than by bare statement. For instance, It is no laughing matter.7) Euphemism: (委婉）It is the substitution of an agreeable or inoffensive(无冒犯) expression for one that may offend or suggest something unpleasant. For instance, we refer to "die" as” pass away".8) Metonymy (转喻）It is a figure of speech that has to do with the substitution of the mane of one thing for that of another. For instance, the pen (words) is mightier than the sword (forces). 借代（metonymy）是指两种不同事物并不相似，但又密不可分，因而常用其中一种事物名称代替另一种。
English Rhetoric Chapter 2Reading 3I am more than angry. I did not give birth to my one and onlyson to have him snatched away from me 18 years later. My child has been loved and cared for and taught right from wrong and will not be fed into any egomaniac’s war machine.Our 18-to 25-year-olds have not brought this world to its present sorry state. Men over the age of 35, down through the centuries, have brought us here, and we women have been in silent accord.Well, this is one woman, one mother, who says No. I did not go through the magnificent agony of childbirth to have that glorious young life snuffed out.Until the presidents, premiers, supreme rulers, politburos, senators and congressmen of the world are ready to physically, as opposed to verbally, lead the world into combat, they can bloody well forget my child.Unite mothers！Don’t throw your sons and daughters away.Sometime, somewhere, women must say No.No. No. No. No. No. Never my child.(Louise M. Saylor, Washington Post, Jan.28, 1980)Reading 4In informal situations, we often overgeneralize from the facts: “She’s never on time”; “Advertising is only a pack of lies.”A little consideration shows us that in reality all-or-none, black-or-white situations are rare; reality is more accurately described in terms of finer shadings and degrees. Most readers are aware of this, and although they will accept and make statements like the above uncritically enough in conversations, they are suspicious of them in writing.Be especially cautious in using terms like “all”, “always”, “everybody”, “nobody”, “never”, “none”, “only”and “most”. Before making such all-inclusive statements, make sure that they are justified. If there are any exceptions to some assertion you make, modify your language to make it more accurate. Don’t say that all young people have such and such a disadvantage: “some” or “many” might be more accurate. Before you say that almost all the schools in that area have very poor educational facilities,ascertain from some reliable source whether more than 80 percent actually do;otherwise you are not really justified in saying it. Keep in mind that the English vocabulary provides you with a wealth of qualifying terms (some, few, often, to name only a few) and choose those that most accurately describe the number, extent, and frequency of the facts you are asserting.Exercise twoⅠ. Identify the reasoning pattern used in each of the following passages.1.There seems to be a general assumption that brilliant people cannotstand routine, and that they need a varied, exciting life in order to dotheir best. It is also assumed that dull people are particularly suited fordull work. We are told that the reason present-day young people protestso loudly against the dullness of factory jobs is that they are bettereducated and brighter than the youth of the past. (Eric Hoffer, “DullWork”)2.The cases of Adolf Beck, of Oscar, of the unhappy Brooklyn bank tellerwho vaguely resembled a forger and spent eight years in Sing Sing[State Prison in New Y ork] only to “emerge”a broken, friendless,useless, “compenstated” man—all these, if the dignity of the individualhas any meaning, had better have been dead before the prison door everopened for them. This is what counsel always says to the jury in thecourse of a murder trial and counsel is right: far better to hang this manthan “give him life.”(Jacques Barzun, “In Favor of Capital Punishment”)Ⅱ. Fill in each blank with an appropriate preposition.Emotional fallacies appeal directly (1)_______ the human frailties(2)_______ the audience: some (3)________their prejudices, some (4)________ their vanity, some (5)________their national pride, others(6)_______their desire to emulate people they admire. Because(7)______this, they exert great persuasive force. These fallacies should beavoided (8)______writing (9)______essentially the same reason that you shun slanting: they deceive your readers. Remember how often you have felt cheated because an advertiser convinced you to buy an expensive, ineffective product (10)______ playing (11)______your desire to be attractive (12)______the opposite sex. Using such tactics(13)_______argument can only have short-range effectiveness; yourcommitment should be to make a lasting impression (14)______your readers.(Michael E. Adelstein and Jean G..Pival: The Writing Commitment, 2nd ed. 1980, pp. 328-329)III. An elementary acquaintance with the general patterns of inference can help writers in two ways.,1.It can make them aware of the premises that underlie an argument.Analyze the following example and provide its major premise:“There is a school ahead. Here we come across a traffic sign onwhich there are school children.”2.It can also help a writer check the validity of his line of reasoning.Examine the following example, point out its fallacy and provide possible remedies:Some elected officials are bribe-takers.Smith is an elected official.Therefore, Smith is a bribe-taker.IV. Identify the fallacies of pathos in each of the following paragraphs as “Ad Hominen”, “Name calling”, or “Bandwagon Appeal”with the help of a dictionary.1.Many advertising slogans urge readers to buy something so that they becomeassociated with the majority of people or with a particular prestigious group: “Beer belongs,”“Camels aren’t for everybody (but then, they don’t try to be),”“John the Pepsi generation,”“The car for the people who think,”“长龙，只为少数派的宣言”.2.When challenged by an opponent to discuss military spending, a politicianaccuses the opponent of alcoholism.3.He (the male) is a half dead, unresponsive lump, incapable of giving orreceiving pleasure or happiness; consequently he is at best an utter bore, an inoffensive blob, since only those capable of absorption in others can be charming.。
● 1. Alliteration 头韵●2。
Allusion 引喻● 3. Anaphora 首语重复法●4。
antithesis对偶● 5. Antonomasia 换称，代称●6。
Chiasmus 交错法●7。
Hyperbole 夸张●8. Metaphor 隐喻，暗喻●9。
metonymy借喻，转喻●10。
oxymoron 反意法，逆喻●11. Repetition 重复，反复●12。
Paradox 隽语●13。
Parallelism 排比, 平行●14. Pun 双关●15. Simile 明喻●16. Syllepsis 一语双叙法,兼用法●17。
Synecdoche 提喻●18. transferred epithet移就●19。
Irony反语Where do we go from hereAntithesis●Ossie Davis has suggested that maybe the English language should bereconstructed so that teachers will not be forced to teach the Negro child 60 waysto despise himself，and thereby perpetuate his false sense of inferiority, and the white child 134 ways to adore himself，and thereby perpetuate his false sense of superiority。
(para4）●As long as the mind is enslaved，the body can never be free。
(para5）●Psychological freedom ...。
..physical slavery （para5)●And one of the great problems of history is that the concepts of love and powerhave usually been contrasted as opposites - polar opposites——so that love is identified with a resignation of power, and power with a denial of love. (para7）●For through violence you may murder a murderer but you can’t murder.（para19)●The dark yesterdays of segregated schools will be transformed into brighttomorrows of quality，integrated education. （para. 25)●There will be those moments when the buoyancy of hope will be transformed intothe fatigue of despair。
