arguementative/expository:
1. introduction:
a. When asked about...., many people say that....but others believe that ...
b. When it comes to ...some people believe that ... There is probably some truth in their statement, but I think quite differently. c..... opinions vary widely. Some view ... as ... while others claim that....
2. reason paragraph:
a. ....can account for....'
b. among the most convincing reasons cited by people for the ..is c.
3. examples:
a. take , for example, ....
b. take a look at...
c. Consider the cased of ...
d. no one can deny the fact that ....
4 conclusion:
a. From what has been discussed above, we may conclude that ....
b. taking into account of all three factors, we may reasonably draw the conclusion that....
c.judging form the above, it is obvious that ....
2010年7月1日 星期四
2010年5月9日 星期日
think points
ue作文好多時學生都唔係好識去唸points. 在討論區有人post呢三點,值得參考:
Talk about things which cannot be rebutted:
1) Human freedoms--human rights, freedom, democracy, universal suffrage, etc., are always strong arguments and cannot be rebutted.
2) Religion--the power of God, Jesus, Christianity, etc., cannot be disproved.
3) Human goodness--essential goodness of humanity cannot be rebutted either.
Focus all your arguments around these values (perhaps not religion if you don't strongly believe in it) and you will always be "right".
Talk about things which cannot be rebutted:
1) Human freedoms--human rights, freedom, democracy, universal suffrage, etc., are always strong arguments and cannot be rebutted.
2) Religion--the power of God, Jesus, Christianity, etc., cannot be disproved.
3) Human goodness--essential goodness of humanity cannot be rebutted either.
Focus all your arguments around these values (perhaps not religion if you don't strongly believe in it) and you will always be "right".
2010年4月24日 星期六
sentence patterns to express consequence
sentence patterns to express consequence
1. There are a number of depressing /dreadful consequences of + 行為
e.g. There are a number of depressing consequences of online dating.
2. Perhaps the most serious/ detrimental /disastrous effect is...
e.g. Perhaps the most serious effect is Internet fraud.
3. Who know what (the long-term) effects will be upon + 受影響者?
e.g Who know what long-term effects will be upon children who are abused in prolonged period?
1. There are a number of depressing /dreadful consequences of + 行為
e.g. There are a number of depressing consequences of online dating.
2. Perhaps the most serious/ detrimental /disastrous effect is...
e.g. Perhaps the most serious effect is Internet fraud.
3. Who know what (the long-term) effects will be upon + 受影響者?
e.g Who know what long-term effects will be upon children who are abused in prolonged period?
Sentence patterns to express reasons
Sentence patterns to express reasons
1. There are probably many causes/reasons for ...+現象
e.g. There are probably many reasons for the popularity of video games among teenagers.
2. +(cause) can account for + 現象
e.g. Lack of parental care and heavy academic pressure can account for the significant growth in the number of teenage suicide.
3. Among the most convincing reasons cited by people for the + 問題 is...
e.g. Among the most convincing reasons cited by people for the marked increase in the number of obese children is the popularity of junk food.
1. There are probably many causes/reasons for ...+現象
e.g. There are probably many reasons for the popularity of video games among teenagers.
2. +(cause) can account for + 現象
e.g. Lack of parental care and heavy academic pressure can account for the significant growth in the number of teenage suicide.
3. Among the most convincing reasons cited by people for the + 問題 is...
e.g. Among the most convincing reasons cited by people for the marked increase in the number of obese children is the popularity of junk food.
sentence structure for opening an article
1. 對立法
a)
When asked about.....
most/many/quite a few (people/students) say that....
People say/think/believe/answer that....
But other people regard/view/see/think of...as ...
I think/view quite/a bit differently.
eg. When asked about the biggest problem today, many people say that it is the serious energy crisis. They are afraid that the world will soon run out of oil and food. But other people hold optimistic views: they regard it as a natural result of technological development and believe it will be only solved with further advances in economy and technology.
b) When it comes to...
Some people think/believe that...
Others argue/claim that the opposite/reverse it true. There is probably some truth in both arguments/statements,
but......
eg. When it comes to international sports such as the Olympics Games and the World Cup soccer game, some people believe that it creates goodwill between the nations and that if countries play games together they will learn to live together. Others say that the opposite is true: that international contests encourage false national pride and lead to misunderstanding and hatred. There is probably some truth in both arguments, but in recent years the Olympics Games have done little to support the view that sports encourage international brotherhood.
2. 現象法
Recently, the rise in /phenomenon of/problem of....
has drawn/aroused/caused/
public/popular/grave/world-wide/wide/general
attention/concern.
....
eg. Recently, the alarm about the problem of the use of genetic technologies on human beings has caused wide public concern. With the nuclear crisis threatening the world and with so many other technological advances visibly damaging to the quality of life, who would wish to have scientists tampering with man's inner nature? Indeed, fear of such manipulation may arouse even more anxiety than fear of death.
3. 問題法
Should/what...............................?
Opinions of/Attitudes toward...................vary widely/greatly/from person to person.
Some think of /regards/view......................as.................
Others argue/believe/claim..................
eg. Should doctors ever lie to benefit their patients-to speed recovery or to conceal the approach of death? People's attitude toward the doctor's lie varies from person to person. SOme see important reasons to lie for the patient's own sake; others think that truthful information should not be denied or distorted. But in medicine as in law, government and other lines of work, the requirements of honesty often seem dwarfed by greater needs: the need to shelter from brutal news or to uphold a promise of secrecy; to expose corruption or to promote the public interest.
1. 對立法
a)
When asked about.....
most/many/quite a few (people/students) say that....
People say/think/believe/answer that....
But other people regard/view/see/think of...as ...
I think/view quite/a bit differently.
eg. When asked about the biggest problem today, many people say that it is the serious energy crisis. They are afraid that the world will soon run out of oil and food. But other people hold optimistic views: they regard it as a natural result of technological development and believe it will be only solved with further advances in economy and technology.
b) When it comes to...
Some people think/believe that...
Others argue/claim that the opposite/reverse it true. There is probably some truth in both arguments/statements,
but......
eg. When it comes to international sports such as the Olympics Games and the World Cup soccer game, some people believe that it creates goodwill between the nations and that if countries play games together they will learn to live together. Others say that the opposite is true: that international contests encourage false national pride and lead to misunderstanding and hatred. There is probably some truth in both arguments, but in recent years the Olympics Games have done little to support the view that sports encourage international brotherhood.
2. 現象法
Recently, the rise in /phenomenon of/problem of....
has drawn/aroused/caused/
public/popular/grave/world-wide/wide/general
attention/concern.
....
eg. Recently, the alarm about the problem of the use of genetic technologies on human beings has caused wide public concern. With the nuclear crisis threatening the world and with so many other technological advances visibly damaging to the quality of life, who would wish to have scientists tampering with man's inner nature? Indeed, fear of such manipulation may arouse even more anxiety than fear of death.
3. 問題法
Should/what...............................?
Opinions of/Attitudes toward...................vary widely/greatly/from person to person.
Some think of /regards/view......................as.................
Others argue/believe/claim..................
eg. Should doctors ever lie to benefit their patients-to speed recovery or to conceal the approach of death? People's attitude toward the doctor's lie varies from person to person. SOme see important reasons to lie for the patient's own sake; others think that truthful information should not be denied or distorted. But in medicine as in law, government and other lines of work, the requirements of honesty often seem dwarfed by greater needs: the need to shelter from brutal news or to uphold a promise of secrecy; to expose corruption or to promote the public interest.
2010年3月6日 星期六
SUPPORT AND ELABORATION
呢下這篇文章, 取自:http://www.learnnc.org/lp/editions/few/685. 作者elaborate咩叫做elaboration,包括故事(narrative writing),和說明文(expository writing)的elaboration的分別. 前者可以寫動作,寫景和寫內心; 而說明文則要有充足(sufficient)和有關係(relevant)的資料:
SUPPORT AND ELABORATION CONSISTS OF THE SPECIFIC DETAILS AND INFORMATION writers use to develop their topic. The key to developing support and elaboration is getting specific. Good writers use concrete, specific details, and relevant information to construct mental images for their readers. Without this attention to detail, readers struggle to picture what the writer is talking about, and will often give up altogether.
Two important concepts in support and elaboration are sufficiency and relatedness.
Sufficiency refers the amount of detail — is there enough detail to support the topic? Any parent who has asked his or her child what happened at school knows how hard it is to get a child to elaborate on a subject. Teachers have a similar problem getting their students to elaborate when they write. Good writers supply their readers with sufficient details to comprehend what they have written. In narrative writing, this means providing enough descriptive details for the reader to construct a picture of the story in their mind. In expository writing, this means not only finding enough information to support your purpose, whether it is to inform or persuade your audience, but also finding information that is credible and accurate.
Sufficiency, however, is not enough. The power of your information is determined less by the quantity of details than by their quality.
Relatedness refers to the quality of the details and their relevance to the topic. Good writers select only the details that will support their focus, deleting irrelevant information. In narrative writing, details should be included only if they are concrete, specific details that contribute to, rather than detract from, the picture provided by the narrative. In expository writing, information should be included only if it is relevant to the writer’s goal and strengthens rather than weakens the writer’s ability to meet that goal.
Teaching support and elaboration
The first step in developing a story or essay is learning to add sufficient information. In many classrooms, the recipe for improving support and elaboration is to “sprinkle” a piece of writing with more details. But randomly adding details without relating them to the overall purpose of the writing rarely improves quality.
Why do students have so much trouble developing and elaborating on their topics? Many of the problems students have with elaboration stem from their inability to take the perspective of their readers. In oral language, children have conversational partners who can ask for more information as it is needed. When students make the transition from oral to written language, they need to learn to provide those conversational prompts for more information on their own. This means they need to learn to think like a reader, to read their own writing from the reader’s perspective, filling in the gaps for an audience that is not physically present.
Conferencing is at the heart of helping students develop support and elaboration in their writing. Students can learn to revise by asking questions about their writing and the writing of others during conferences with the teacher and with peers. Teachers can first model how to ask questions to add more information, from general requests to “tell me more” to more specific “who, what, where, when, why, and how” questions. Once students have learned to ask questions and add information, they can learn to delete irrelevant details that weaken the writing and to make details more specific and concrete.
Show, don’t tell: support and elaboration in narrative writing
The best advice for developing support and elaboration in narrative writing is “Show, don’t tell.” Good writers help their readers imagine the story by describing the action, providing sensory descriptions, and explaining characters’ thoughts and feelings. Poets are especially adept at using precise details to focus on specific, concrete, observable things or experiences.
Some ways that writers “show, don’t tell” include the following:
- Description of action. Students often have difficulty elaborating on action in their narratives. Many beginning writers rush through the action in a story, condensing it into a few short sentences. Just as slow-motion replay helps television viewers understand the action in a sporting event, good writers can slow down a moment, breaking down an event into a moment-by-moment replay of the action. Students can learn to use slow motion replays to slow down a moment and to use action chains to elaborate on the actions in a sentence.
- Description of physical states. Good writers use sensory details to provide their readers with concrete images that help them construct a picture of what is happening in the story. Good writers use sensory details to show readers what things in their story look like, sound like, smell like, taste like, and feel like. Similes and metaphors can also help readers construct a picture by comparing the object being described to something they know. Students can learn to construct images with words by identifying the imagery in poetry and using guided imagery to construct their own word pictures.
- Descriptions of internal states. Although most students would rather watch the movie than read the book, books have an advantage over movies because they let the reader inside the characters’ thoughts and feelings. Beginning writers, though, often neglect to include either their own or their character’s thoughts and feelings when they write. “Thoughtshots” (Lane, 1999) and journals help students get inside the minds of their characters and reveal their inner thoughts and feelings. Thoughtshots and journals can also be used to help students learn to take different perspectives by getting inside the minds of people from different times, places, cultures, and backgrounds. Good writers also use dialogue to reveal a character’s personality, internal thoughts, and feelings and to provide background information about the story.
Finding the right information: support and elaboration in expository writing
Information is the key to developing support and elaboration in the expository genres — informational, critical, and argumentative writing. While writers of narratives can often rely solely on their own observations and inner resources to develop their writing, writers of expository genres have to look outside themselves for the information they need to develop their writing. As a result, in expository writing, the ability to find relevant information is just as important as the ability to effectively use that information to develop a topic. Knowing how to use facts, statistics, examples, and anecdotes to develop a topic is not enough; students also need to learn the research, evaluation, and notetaking skills that will help them find that information.
Finding sufficient information. In the Information Age, students have no trouble finding lots and lots of information on any subject they can type into an Internet search engine. Many students never bother to consider the source of their information, though, giving equal weight to information they find in the equivalents of the New York Times and the National Enquirer. The real challenge, then, is not finding sufficient information, but teaching students to separate the wheat from the chaff.
As a result, teaching students research and evaluation skills is critical to the development of support and elaboration in expository writing. Students need to be taught how to (a) locate multiple sources of information in books, on the internet, and from people in their communities, (b) critically evaluate the credibility, accuracy, and relevance of that information, (c) separate fact from opinion, and (d) cite their sources so their readers can make their own judgments about the credibility of their information. In addition, teaching notetaking and summarization skills cuts down on plagiarism by helping students learn to translate ideas into their own words.
Finding relevant information. Knowing who the audience of a piece of writing will be is critical to developing relevant support. When children target their writing to a specific audience, they quickly learn to select only the information that is relevant to that audience. Information that is convincing or useful for one audience may have no effect on a different audience.
Students can learn rhetorical techniques to tailor their support to their audience, asking whether their audience would respond better to using facts, statistics, or personal anecdotes to support their argument. Students can also learn strategies for selecting the information that is strongest and most relevant to their audience, to delete weak, irrelevant information, and to arrange their information from strongest to weakest. Summarizing the same information for different audiences also helps students learn to identify the facts that are relevant to a specific audience.
Guiding questions for support and elaboration
FOR NARRATIVE WRITING:
- Is your story developed with specific details that are related to the main event?
- Do all of the details move the story along?
- Does your story have enough elaboration so that your reader can see and feel what is happening? Can you show me an example where your reader can see or feel what is happening?
FOR INFORMATIONAL WRITING:
- Is your essay developed with specific information (facts, statistics, etc.) that is related to the main topic?
- Does all of the information support the main topic?
- Does your essay have enough information to fulfill your reader’s needs?
FOR ARGUMENTATIVE WRITING:
- Is your essay developed with specific details that are related to the main topic?
- Does all of the information support the main argument?
- Does your essay have enough supporting evidence to persuade your reader?
References
NARRATIVE WRITING
Atwell, Nancie (2002). Lessons that Change Writers. Portsmouth, NH: Heinemann.
Lane, Barry (1993). After the End. Shoreham, VT: Discover Writing Press.
Lane, Barry (1999). The Reviser’s Toolbox. Shoreham, VT: Discover Writing Press.
INFORMATIONAL WRITING
Harvey, Stephanie (1998). Non-Fiction Matters: Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse.
Stead, Tony (2002). Is That a Fact? Teaching Non-Fiction Writing K-3. Portland, ME: Stenhouse.
Capital Community College Guide To Grammar and Writing. This guide to grammar and writing includes sections on developing an argument and rhetorical devices.
2010年2月25日 星期四
翻譯大師教你寫出好句子
早前看了本書,教寫英文.作者係台灣從事翻譯工作的教授.她整本書都係例句,示範英文應怎樣寫. 我睇過覺得幾有啟發性.
第一章,佢用左5句作為示範,從中我們可以看出, 英文係幾咁婉轉.若用中文方式去寫英文,即使文法?, style也不好. 因為中文表達的意思很白, 若用英文去講, 有多一種修飾.
大家可以試下翻譯以下這5句, 再看看作者的答案:
1. 他感到很失望, 所以他一個字都不說.
2. 不管你的心情如何, 你就是不能偷懶!
3. 他雖然窮得不得了, 但是他對自己仍是充滿信心.
4. 她辛苦工作了二十年後, 終於買下了第一個房子.
5. 我一向如此, 而且以後也不改變!
大部分中國學生會這樣用英文寫這幾句:
1. He feels very disappointed, so he does not say a word.
2. No matter how you feel, you can't be lazy.
3. Even though he is terrribly poor, he is still confident in himself.
4. After she has worked very hard for 20 years, she finally bought her first apartment.
5. I am always like this, and I won't change, either.
係咪好熟口熟面呢?因為我們大多數香港人也是這樣寫英文. 看看教授如何寫正確的英文:
1. Disappointedly, he remains speechless.
2. Your state of mind can't justisfy your laziness.
3. His extreme poverty doesn't deprive of his self-esteem.
4. Twenty years' hard work was rewarded with her first apartment.
5. I will be what I have been.
第一章,佢用左5句作為示範,從中我們可以看出, 英文係幾咁婉轉.若用中文方式去寫英文,即使文法?, style也不好. 因為中文表達的意思很白, 若用英文去講, 有多一種修飾.
大家可以試下翻譯以下這5句, 再看看作者的答案:
1. 他感到很失望, 所以他一個字都不說.
2. 不管你的心情如何, 你就是不能偷懶!
3. 他雖然窮得不得了, 但是他對自己仍是充滿信心.
4. 她辛苦工作了二十年後, 終於買下了第一個房子.
5. 我一向如此, 而且以後也不改變!
大部分中國學生會這樣用英文寫這幾句:
1. He feels very disappointed, so he does not say a word.
2. No matter how you feel, you can't be lazy.
3. Even though he is terrribly poor, he is still confident in himself.
4. After she has worked very hard for 20 years, she finally bought her first apartment.
5. I am always like this, and I won't change, either.
係咪好熟口熟面呢?因為我們大多數香港人也是這樣寫英文. 看看教授如何寫正確的英文:
1. Disappointedly, he remains speechless.
2. Your state of mind can't justisfy your laziness.
3. His extreme poverty doesn't deprive of his self-esteem.
4. Twenty years' hard work was rewarded with her first apartment.
5. I will be what I have been.
2010年2月19日 星期五
楊鐡樑: 英國人說話含蓄
英國人往往不會誇大其詞。相反，他們有時會較為避重就輕。例如，說一個人很有錢， 他們不會說very rich，而是說quite comfortably off，即他的生活過得頗舒適，其實那已意味很富有。又例如說某人很窮，會說他have some difficulties（有些困難）。好開心，不會說overjoyed（欣喜若狂），而是說rather pleased（頗開心）。惱一個人，不會說I am angry with John.，而會說I am not pleased with John. 其實這句話已表達出他對John感到很不滿。英國人的說話方式就是這樣含蓄。
繼續談英國人的說話方式。有一個人是國際公法的世界權威，英國人不會形容他為 top expert，只會說He is quite knowledgeable. （他的知識不少。）深愛一個女生，會說I rather fancy her.而已，而把真正的感情埋藏在心中。
繼續談英國人的說話方式。有一個人是國際公法的世界權威，英國人不會形容他為 top expert，只會說He is quite knowledgeable. （他的知識不少。）深愛一個女生，會說I rather fancy her.而已，而把真正的感情埋藏在心中。
2010年2月18日 星期四
The main role of the government
在剛過去的中七mock exam出了一條題目,係問現在氣候轉變問題惡劣, 請討論問題的迫切性和建議政府約能的措施. 是否中七學生始終視野較窄呢?
問題: Climate change is a global issue that poses a great threat to life on Earth. A lot of organizations have paid great effort to persuade people in different cities to save energy. For example, the World Wide Fund has organized a campaign the participatory cities of which need to switch off the lights for an hour in one day. Write a letter to the editor of Hong Kong Post discussing the urgency of climate change and suggest measures the government can take to conserve energy.
他們提議的措拖很個人, 例如叫公務員用少點冷氣, 政府在電視宣傳用少點電的信息. 只有一兩個同學提出去立訂限制車輛數目, 立例限制廢氣排放, 或要開燈的大廈繳多點稅. 是否他們不懂英語的表達呢?我認為又不是. 是腦筋的部份. 中七學生未有那種成熟度去了解社會的運作.
在寫不到制定政策等意見的學生作文上, 我寫道:
"The main role of the government is to introduce legislation and ensure the enforcement of the law." (政府的主要工作是提交法案及確保法律的執行.)
問題: Climate change is a global issue that poses a great threat to life on Earth. A lot of organizations have paid great effort to persuade people in different cities to save energy. For example, the World Wide Fund has organized a campaign the participatory cities of which need to switch off the lights for an hour in one day. Write a letter to the editor of Hong Kong Post discussing the urgency of climate change and suggest measures the government can take to conserve energy.
他們提議的措拖很個人, 例如叫公務員用少點冷氣, 政府在電視宣傳用少點電的信息. 只有一兩個同學提出去立訂限制車輛數目, 立例限制廢氣排放, 或要開燈的大廈繳多點稅. 是否他們不懂英語的表達呢?我認為又不是. 是腦筋的部份. 中七學生未有那種成熟度去了解社會的運作.
在寫不到制定政策等意見的學生作文上, 我寫道:
"The main role of the government is to introduce legislation and ensure the enforcement of the law." (政府的主要工作是提交法案及確保法律的執行.)
2010年2月16日 星期二
06 UE, Question 4
Q: You are the chairperson of the school hiking club. Recently there have been several reports of accidents that have happened to people hiking on their own in remote areas.
Write an article for your school newspaper offering advice to students on safety measures that they need to take when they should do in case of an emergency. Give your article an title.
A: [這篇答案來自pilot 參考書.]
Hiking in the picturesque countryside is beneficial to both our mind and souls. Not only can you strengthen your body and willpower, you can also refresh your ind through escaping from the hustle and bustle of the city. Yet, every rose has its thorn. Hiking may cause tragedies if people cannot get hold of the situation. Recently there have been several reports of accidents that have happened to people hiking on their own in remote areas.- getting lost, being hurt by plants, being robbed by illegal immigrants are emergencies frequently encountered by hikers. Yet, if you are adequately equipped and know exactly what to do under such emergencies, you can prevent misfortunes from happening. This article will firstly introduce to you the necessary safety measures to be taken when hiking. Being well-prepared, among all other factors, is the key to a safe trip.
To commence with, you should never go hiking alone. Having companions is more than just having somebody to talk to. You can always discuss with the others when you sense something going wrong. In case of an emergency, your pals can give you a hand. In particular, we recommend you to hike in a group of four or more.
Secondly, you should plan your route properly before you set out. While the sense of achievement of conquering a demanding route is too overwhelming to resist, you should never choose a route which exceeds your competence. Sleeping well the night before is also a means to protect yourself from exhaustion. Before leaving for your trip, you should check again if weather is suitable for hiking. If that happens to be a rainy or foggy day, putting off your trip will be a more sensible decision.
You should also equip yourself with essentials like a mobile phone, a map, a compass, sufficient food and water as well as a first-aid pack. Communication devices are especially crucial as you will need them to stay in touch with others. It is equally important to make sure that there is mobile coverage where you go hiking. You may feel the need to wear short-sleeved shirts and shorts for hiking, but what you should do is just the contrary-long sleeved shirts and trousers should be worn instead to prevent you from being scratched by prickly vegetation and get burnt by the scorching sun. They can also keep you warm even if the temperature drops suddenly. The last thing you should do before you leave your home is to inform your family about your trip. Give a brief account of where you are going and the approximate time of return. Your family can then seek help and inform the police of your whereabouts if you do not return home as scheduled.
Making precautions, pitifully, does not guarantee that emergencies would never happen. What you should do is to acquaint yourself with the skills in coping with contingencies. The first and unbeatable rule is to stay calm. A clear mind is the cornerstone of sensible decisions. You should then call 999 to seek help and give accurate information clearly. Stating where you are is of utmost importance. If there is a distance post nearby, cite its number so that the rescue team can locate you more efficiently While you are waiting for rescue, stay where you are unless your present location is particularly inappropriate, to avoid wasting your energy unnecessarily. In case you are bleeding, try to stop it as soon as possible with the first aid kit that you bring with you. For other types of injury, especially sprain and joint dislocation, avoid unnecessary movements.
All in all, hiking is fun and you are sure to get the most out of it if you are, mentally and physically, well prepared for accepting the challenge.
English note:
1. get hold of the situation: 查字典話get hold of即是to find someone or obtain something, 我懷疑這篇文章作者用錯字.
2. emergencies : 緊急情況
3. adequately: 香港學生好鍾意用enough表示足夠, 其實英文的enough很多時用係動詞,形容詞和副詞後,例如old enough, warm enough. 我覺得更好的字係用sufficient,和adequate.
4. measures: measures作為措施, 除了用introduce(實施),也可用take作動詞.
5. to commence with: 即to begin with. 在口語, 大部分人都用start, 書面語則用begin較多. 無論口語定書面, commence都係少用的字.
6. set out :set out有幾個解釋. 呢度解「起程」.
7. competence :能力, exceed your competence即超越自己的能力.
8. ...happens to be...: 即 ...碰巧是..., 這裡即「若那天碰巧是雨天或多霧」.
9. put off= delay
10. scratched by prickly vegetation: scratch 係割傷, prickly 係多刺的, vegetation即係plants.
11. scorching sun: 即好熱的sun.
12. of utmost importance= very important
13. contingencies: 我地經常聽到咩"contingency plan", 解緊急應變計劃, 但本身呢個字解意外事件.
14. sprain : 扭傷.
2010年2月15日 星期一
“Above all” vs “after all”
“Above all” means “the most important of all”. It aims at telling readers what follows is the most important point or idea.
e.g. You should stop smoking. It simply wastes money. Moreover, you will lose friends. Above all, it will kill you.
“After all” implies concession. It means something like “Don’t forget this”.
e.g. We should forgive John for his rude speech to David. After all, he was very angry at that time.
“On the contrary” vs “On the other hand”
When we use “on the contrary”, we are actually emphasizing, or reinforcing, a statement by saying it the other way round. We can use indeed to replace it.
e.g. John is not a modest person. On the contrary, he is very proud.
“Modest” and “proud” are antonyms. The two sentences mean quite the same thing.
“On the other hand” is used to connect two contrasting ideas. It is similar to “however” in meaning.
e.g. Many people are planning to emigrate to other countries; on the other hand, they don’t want to leave their close relatives in Hong Kong.
common mistake: comma splice
Run-on sentence: no punctuation or conjunction
A run-on sentence is a sentence in which two or more independent clauses (that is, complete sentences) are joined with no punctuation or conjunction. It is generally considered to be a grammatical error.
eg. It is nearly half past five we cannot reach town before dark.
A run-on sentence does not mean a sentence is too long; longer sentences are likely to be run-ons only when they contain more than one complete idea. A run-on sentence can be as short as four words—for instance: I drive she walks. In this case there are two complete ideas (independent clauses): two subjects paired with two (intransitive) verbs. So long as clauses are punctuated appropriately, a writer can assemble multiple independent clauses in a single sentence; in fact, a properly constructed sentence can be extended indefinitely.
Comma splice: a type of run-on sentence
A comma splice is the use of a comma to join ("splice") two independent clauses in a
sentence, where the clauses are not connected by a coordinating conjunction.
Some grammarians also include a comma splice, in which two independent clauses are joined with a comma, as a type of run-on sentence,[1] while others exclude comma splices from the definition of a run-on sentence.[2][3]
e.g. It is nearly half past five, we cannot reach town before dark.[1]
Comma splices are generally considered errors in both British and American English although they are acceptable in some languages, including French and German.
Comma splices are condemned in The Elements of Style, a popular American English style guide by E.B. White and William Strunk, Jr.[2]
According to Joanne Buckley,[3] writers often use conjunctive adverbs to separate two independent clauses instead of using a coordinating conjunction and, in doing so, create comma splices.
A coordinating conjunction is one of the following seven words: for, and, nor, but, or, yet, so. A conjunctive adverb, on the other hand, is a word like furthermore, however, moreover. However, a conjunctive adverb and a comma or a conjunctive adverb between two commas is not strong enough to separate two independent clauses and creates a comma splice. Only semicolons and periods are strong enough to separate two independent clauses without a conjunction.
Controversy about comma-splice
Grammarians disagree as to whether a comma splice also constitutes a run-on sentence. Some define run-on sentences to include comma splices,[4] but others limit the term to strictly mean those in which independent clauses are joined without any punctuation, thereby excluding comma splices.[5][6]
Strunk & White note that splices are sometimes acceptable when the clauses are short and alike in form, such as: The gate swung apart, the bridge fell, the portcullis was drawn up.
Fowler[7] (third edition, 1996) notes a number of examples by reputable authors: “ We are all accustomed to the ... conjoined sentences that turn up from children or from our less literate friends... Curiously, this habit of writing comma-joined sentences is not uncommon in both older and present-day fiction. Modern examples: I have the bed still, it is in every way suitable for the old house where I live now (E. Jolley); Marcus ... was of course already quite a famous man, Ludens had even heard of him from friends at Cambridge (I. Murdoch). ”
The comma splice is often considered acceptable in poetic writing. The editors of the Jerusalem Bible translate Isaiah 11:4 as: His word is a rock that strikes the ruthless, his sentences bring death to the wicked.[8]
Lynne Truss[9] observes: "so many highly respected writers observe the splice comma that a rather unfair rule emerges on this one: only do it if you're famous." She cites Samuel Beckett, E. M. Forster, and Somerset Maugham. "Done knowingly by an established writer, the comma splice is effective, poetic, dashing. Done equally knowingly by people who are not published writers, it can look weak or presumptuous. Done ignorantly by ignorant people, it is awful."
Solution to comma-splice
Simply removing the comma does not correct the error, but results in a run-on sentence. There are several ways to correct this:
l Change the comma to another punctuation mark:
It is nearly half past five; we cannot reach town before dark.
It is nearly half past five – we cannot reach town before dark.
l Write the two clauses as two separate sentences:
It is nearly half past five. We cannot reach town before dark.
l Insert a coordinating conjunction following the comma:
It is nearly half past five, and we cannot reach town before dark.
It is nearly half past five, so we cannot reach town before dark.
l Make one clause dependent on the other:
As it is nearly half past five, we cannot reach town before dark.
Because it is nearly half past five, we cannot reach town before dark.
l Use a semicolon or dash and a conjunctive adverb:
It is nearly half past five; therefore, we cannot reach town before dark.
It is nearly half past five – therefore, we cannot reach town before dark.
transition word: summary表示結論
In a nutshell
in brief
in short
To sum up
On the whole
In general
briefly,
in a word,
in conclusion
as a consequence,
as a result,
as stated above,
at last,
finally,
eventually,
in sum
in summary,
in general,
generally speaking,
thereby,
ultimately,
accordingly
in brief
in short
To sum up
On the whole
In general
briefly,
in a word,
in conclusion
as a consequence,
as a result,
as stated above,
at last,
finally,
eventually,
in sum
in summary,
in general,
generally speaking,
thereby,
ultimately,
accordingly
transition word: last vs last but not least
We use “last” at the end of the series “first… second… third…” in giving reasons and points in sequential manner.
We use “last but not least” in a similar fashion to “above all”, the main purpose of which is to bring out what the writer thinks is an important point, though it is put at the end.
Note that there is no “last but not the least”.
transition word: contrast
in spite of/ despite of
having said that
However,
having said that
However,
Be that as it may,
Nevertheless
otherwise,
otherwise,
Nonetheless,
yet,
yet,
Albeit
but
but
Even so
On the other hand, ...on the other hand,...
Notwithstanding
or else,
whereas, [note: 發音/weəˈræz/ ]
instead
unlike,
rather than,
more than,
In contrast,
on the contrary,
conversely,
although,
even though,
admittedly,
even granted,
meanwhile,
anyway,
On the other hand, ...on the other hand,...
Notwithstanding
or else,
whereas, [note: 發音/weəˈræz/ ]
instead
unlike,
rather than,
more than,
In contrast,
on the contrary,
conversely,
although,
even though,
admittedly,
even granted,
meanwhile,
anyway,
2010年2月14日 星期日
格言
e.g. Just as the saying goes: "No garden is without weeds", computer games have also some disadvantages.
As the proverbs goes: "Every coin has two sides", television has both advantages and disadvantages.
1. A good beginning is half done./well begun is half done好的開始是成功的一半.
2. A good medicine tastes bitter. 苦口良藥/ Good advice hurts. 忠言逆耳
3. A leopard cannot change its spot. 本性難移
4. A little knowledge is a dangerous thing.
5. A rolling stone gathers no moss.
7. Against all odds.
9. All good things must come to an end.
10. All road lead to Rome.
11. All work and no play makes Jack a dull boy.
12. Beauty is only skin deep.
13. Blood is thicker than water.
14. Don't put all your eggs in one basket.
15. Don't count your chickens before they are hatched. 切莫过于乐观
16. Doing harm with the best of intentions好心做壞事
17. Don't judge a book by its cover.
18. Failure is the mother of success.
20. Knowledge is power.
21. Look before you leap./Think thrice before we leap.
22. Make hay while the sun shines.
23. Money is the root of all evils.
24. Money makes the world go around.
25. Better late than never.
26. Better early than late.
27. Virtue and trade are the best portion for children.
28. Early birds catch worms
29. Every coin has its two sides. /No garden is without weeds./ Every rose has its thron.[有利必有弊]
30. Every one is born equal.
31. Every rose has its thron.
32. Good things stay indoors while bad things will go far away./Ill news travels fast.
32. Good things stay indoors while bad things will go far away./Ill news travels fast.
33. Gossip is a fearing thing.人言可畏。
34. He who keeps company with the wolf will learn to howl.近朱者赤，近墨者黑。
35. Where there is a will, there is a way.
36. a friend in need is a friend inneed.患難見真情。
37. Every little makes a nickel.積少成多。
38. Example is better than precept.言傳不如身教。/Actions speak louder than words.事實勝於雄辯/Lead by example
38. Example is better than precept.言傳不如身教。/Actions speak louder than words.事實勝於雄辯/Lead by example
39. No pains , no gains.
40. Throw the baby out with the bath water.把洗澡水連同嬰兒一起倒掉。
41. One man's meat is another man 's poison./All bread is not baked in one oven./Every man has his liking.人各有所好。
42. It is good to learn at another man's cost.前車之鑒。
43. The onlooker sees the game best.旁觀者清。
44. Variety is the spice of life.
45. It is a two-adged sword.它是雙刃劍。
46. Life is irreversible.
48. One picture is worth ten thousand words
49.A journey of a thousand miles begins with a single step
50. A problem shared is a problem halved
51. A prophet is not recognized in his own land
53. An apple a day keeps the doctor away
54. Prevention is better than cure.
57. Better to have loved and lost than never to have loved at all
59. Do as you would be done by
60. Don't bite the hand that feeds you
61. Don't try to walk before you can crawl
62. Enough is enough
60. Don't bite the hand that feeds you
61. Don't try to walk before you can crawl
62. Enough is enough
63. Every dark cloud has a silver lining
64. Failing to plan is planning to fail/ If a job is worth doing it is worth doing well
65. Faith will move mountains
65. Faith will move mountains
68. Fortune favours the brave
69. God helps those who help themselves
70. Great minds think alike
71. Haste makes waste
71. Haste makes waste
72. He who lives by the sword shall die by the sword
73 .Hindsight is always twenty-twenty (馬後炮)
74. History repeats itself
75. If life deals you lemons, make lemonade
76. It takes a thief to catch a thief以其人之道還治其人之身
78. It's never too late
79. Jack of all trades, master of none 週身刀，無張利
81. Laughter is the best medicine
82. Let bygones be bygones
84. Life begins at forty四十不惑
85. Like father, like son 虎父無犬子
88. Practice makes perfect
89. Procrastination is the thief of time
90.Rome wasn't built in a day
91. Spare the rod and spoil the child
90.Rome wasn't built in a day
91. Spare the rod and spoil the child
92. The darkest hour is just before the dawn
93. The ends justify the means 成王敗寇
93. The ends justify the means 成王敗寇
94. The pen is mightier than sword
95. To err is human, to forgive divine
96. The best defence is a good offence先下手為強
97. Two heads are better than one
98. To turn over a new leaf
99. All good things come to an end. 花無百日紅
100. Let the dead bury the dead. 節哀順變
101. When in Rome, do as the Romans do.
102. What is done cannot be undone. 覆水難收
103. A burnt child dreads fire.
104. Whom the Gods love die young. 天妒英才
105. The good is the enemy of the best.
106. The grass is always greener on the other side of the fence.
107. Many hands make light work.
108. Like master, like man.
109. Misfortunes never comes singly.
110. Strike while the iron is hot.
111. When the wine is in, the wit is out.
112. Necessity breeds invention
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