英語修辭寫作-語法修辭篇 參考材料 Section 9

Section9ModesofDiscourse(4):Expository一ClassificationandExemplification,KeytotheExerciseWhatisclassification?Whyisitsoimportant?Classificationordivisionsortsthingsintocategoriesorgroupsaccordingtotheircommoncharacteristics.Classificationconcernstypology(thegenusandspeciesofthings).Thereforeitisveryimportantnotonlyindevelopingparagraphsandorganizingdiscoursesinwriting,butalsoinbuildingupscientificsystemsofthings.Whatareformalandinformalclassifications?Whataretheessentialsforformalclassification?Findouttheanswerinthelecture.Readthefollowingpassageandanswerthequestionsthatfollow.Howisthesubjectclassified?ItseemsthatthesubjectNewYorkisdividedintothreeclasses,butactuallythepeopleofthecityareclassified.Thefirstsentenceisthegeneralclassificationandtherestarethedetaileddefinitionsordiscussionofthespecificclasses,thethreegroupsofNewYorkpeople.Isitaformalorinformalclassification?Why?Itisaratherclearclassification,butnotquiteformal,becausetheinclusions(peopleworkinginNewYorkCity)arenotexplicitlylimitedandthecriterion(wheretheycomefrom：NewYorknatives,commutersandthosewhocomefromotherplacestoworkinNewYorkCity)isimpliedratherthanstated.Whataretheessentialsforthisclassification?Thecriterion(wheretheycomefrom)issensible：accordingtothiscriterion,peopleworkinginNewYorkcanbeeffectivelydividedintothreegroups.Theclassificationincludesmorethantwosubclasses：threegroupsaltogether.Thethreegroupsarebasicallynotoverlapped^theyareeasilydifferentiated.Exemplificationmeanstoprovideexamplesaboutsomething.Writinganexemplificationessaytypicallyinvolvesofferingmanyexamplestosupportageneralizationaboutsomething.Inthistypeofessay,examplesactassupportingmaterialtoexplainorclarifythegeneralization.InstructionsStep1Decideonatopic.Basically,whatgeneralizationdoyouwanttoexemplify?Ifatopicisassigned,mostlikelyyouwillalreadyhaveasetofgeneralizationsaboutitsoyoucanjustbuildyouressayfromthat.Ifyouchooseyourowntopic,youwillhavetodecideonageneralizationaboutthattopicthatyoucansupportwithexamples.Step2Determineapurpose.Whatangleofthegeneralizationdoyouwanttopresenttothereader?Havingaclearpurposewillhelpyouchooseexamplesandwriteyourthesis.Step3Thinkaboutyouraudience.Howdoyouthinkmembersoftheaudiencefeelaboutthegeneralizationthatyouarediscussing?Step4Makealistofexamplesrelatedtoyourgeneralization.Initiallylistallexamplesthatyoucanthinkof-youwillnarrowthemdownlater.Includeanecdotes(shortstories),facts,statisticsandanyothertypesofexamples.Step5Chooseexamplesfromthelistthatarerelevanttoyourpurpose.Makesurethatalloftheonesthatyouchoosesupportthegeneralization.Obviously,youdonotwanttochooseonesthatcontradictyourpurpose.Step6Writeathesisstatement.Thethesisstatementshouldstatethegeneralizationthatyouareexemplifyingandmakeitclearthatyouareattemptingtosupportitwithexamples.Step7Writeanintroductionthatletsyourreaderknowwhattoexpectfromyouressayandstatesthethesis.Step8Writeawell-developedbodythatsupportsthethesis.Thebodyshouldfullysupportthegeneralization.Eachparagraphshoulddirectlyrelatetothethesis.Step9Arrangeyourexampleslogically.Itmaybeimportanttocategorizeexamplesifyouhavealotofthemsothatyoudon'tconfuseyourreader.Step10Usetransitionwordsandphrasestoguidereadersthroughyouressay.Step11Writeaconclusionthatsumsuptheessay'smainpointsandrestatesthethesis.Remembertomakeitclearintheconclusionwhatyouwantreaderstotakeawaywiththem.Guide(2):Exemplification(B)UsingExamplesOneofmostimpressiveformsofargument(whichisnotreallyanargumentatall)istouseexamplesofwhateveritiswe'retalkingabout.Itisalsooneofthemostcommonformsofdiscourseandweuseitconstantly,eveninthemostinformaldiscussions.Askpeoplewhattheymean,andtheywillsurelyanswerwithanexample,anillustration.TheGuidetoGrammarandWritingispracticallyoneexampleafteranother.Whenwritinganillustrationorexampleassignment,wewillhavetodecidehowmanyexampleswillbeenoughtomakeourpointandthen,ifweusemorethanone,inwhatordershouldweusethem.Doweworkuptothemostpersuasivepointorillustrationordowebeginwiththatandthenfillinwithmoredetails?Noonepatternwillworkallthetime,andit'sgoingtodependontheargumentwechoosetobackupwithexamples.You'llalsohavetodecidewhentostop.Ifyou'retryingtodefinewhatitmeanstobeagoodteacher,howmanyexamplesofgoodteachingdoyouhavetogivebeforeyoumakeyourpoint?Youneedenoughexamplestomakeavalidpoint,butnotsomanythatyourreaderwillputdowntheessayandwalkoutthedoor.BecarefuloftheTransitionsyouusetoconnectyourexamples.Itistooeasysimplytonumberthem,butthenouressaybeginstosoundlikeamathematicalexercise.Ifithelpstoorganizeyourpaper,youcannumberyourexamplesatfirstandthengobackoverthepaperandprovideothertransitions(anotheradvantageofword-processing).Getinthehabitofprovidingsteps,though,fromonepieceofthepuzzletoanother.Speakingofexamples,let'slookatonenow,anessaythatillustratesthewriter9ssuspicionthatnewsprogramsaregettinglongerandlongerandofferinglessandlessactualnews.Itwaswrittenbyastudent,GetonHamurd,whogivesuspermissiontousehispaper.Brainstormingforthisessayiseasy,Mr.Hamurdsays:sitinfrontofthetelevisionforanhourandtakenotes,keepingscoreofthethingsthatarenewsandthethingsthataren't.Tobecompletelyfair,Hamurdadds,weshouldprobablydothisovertheperiodofaweekoronrandomnightsoveramonth(tomakesurethatwedidn'tcatchthenewsonabadnight),anditwouldbefuntouseastopwatchtotimetheads,too,butwe'llletyoudothatforyourownpaper.WhatHappenedtotheNews?TheGuidetoGrammarandWriting

CapitalCommunityCollegeFoundationWhentelevisionnewsstartedout,backinthe1950s,itoccupiedlessthanathirty-minuteslot.Tenorfifteenminuteswouldbegrantedtolocalstationsfortheirnews,andthenthenetworkswouldsayalltherewastosayaboutnationalandworldnewsintheremainingfifteentotwentyminutes.Therewereveryfewadvertisementsduringthenews;itwasn'tregardedasappropriatetosponsornewsaboutfloodsandfiresandpoliticaldisasters.Lifemusthavebeensimplerthen.Nowadaysmanytelevisionstationssetapartninetyminutesforlocalnewsalone,andthafsjustfortheearlyeveningnewsshow.OnMarch17,1998(St.Patrick'sDay),wewatchedalocalnewsshowinHartfordforonehour,from5to6p.m.,andkepttrackofwhatseemedtobereallynewsandwhatwas—well,notnews.Firstofall,duringthisonehourofnews,therewere35advertisements.Amongotherthingsadvertised,therewereadsforcars(sometimescompetingcarcompanieswouldfollownosetotailpipe),lotsofpharmaceuticals(withdreadfulwarningsaboutside-effects),fast-foodchains(nowarningsaboutsideeffects),mutualfunds,femininehygieneproducts,cheese,utilitycompanies,phoneservice,shampoos,anddeodorants.Mostoftheadswerefastpaced,colorful,slick,andsometimesfunny.Theyseemedtodoalotintheirthirtyseconds.Graphically,theywerethemostinterestingpartofthehour.Inaddition,thereweretenadvertisementsapparentlyproducedbythetelevisionstationitselfthatadvertisedprogramsandservicesofthestation—sometimesfeaturingwhatwascominguplaterthatevening,sometimestoutingthevirtuesofthestation'snewsteamandweatherforecasters.Besidestheseself-advertisements,thenewsprogramwasalsolitteredwitheightverybrief"teasers55(wellcallthem)announcingthat“ThisisConnecticufsNewstation,Jandtellinguswhatwillhappen“atthetopofthehour,"or“onLateLine,tonightat11"Wait511youhearthis"precededmorethanonebreakforads.Inbothhalf-hoursegmentsofthisone-hournewsprogram,therewereTorecastFirst"momentswheretheweatherforecasterwasapparentlyawakenedfromanaptotellusthatlateronhewasgoingtogiveushisweatherpredictions.Hetoldus,rightthenandthere,thatitwassunnyoutsidenow,butlookoutforlaterontonight!(Detailstofollow,fifteenminuteslater.)Incidentally,theweatherforecastitself,whenwefinallygottoit,wasexactlythesame(withmaybeadegreedifference)at6:20asithadbeenat5:50.Itcouldjustaswellhavebeenvideotaped,butitwasn't.Therewerealsoteasersforthesportscommentator.Heannouncedattwodifferenttimeswhathewasgoingtotellusaboutfifteenortwentyminuteslater.Atleastthesportsnewswasdifferentinthetwohalf-hoursegments./Perhapsthemostannoyingmomentsinthenewshourarethelittlemomentsofconvivialityandchit-chatbetweenmembersofthenewsteam,thelittleasidesofmutualcongratulationandgratitudeandcommiseration(withthevariousvictimsintheday'snews)thataresupposedtomakeusseehowwonderfullyhumanthenewscastersare.Whatmustthefifteen-minute,get-it-done-and-get-outnewscastersofthe50sthinkofallthis?Surprisingly,onlyoneportionofthenewsthiseveningfrom6to6:30repeatedexactlywhatwehadalreadyseenduringthe5:30to6segment.Billedasa"follow-up,nitwasavideotapedredundancy.Therewere,however,severalfeaturesthatdidn'texactlyfeellikenews."CoveringConnecticufamountedtoseveralfive-orten-secondblurbsonwhatprominentpeoplehaddonethatdayacrossthestate."PeopleintheNews"wasmostlyabouttheshenanigansofHollywoodtypes,aboutanewfilmcalledPrimaryColorsthatseemstomocktheWhiteHousescandalsandaboutthestarofTitanicbeingupsetbecausesomepicturesofhim,naked,werebeingpublishedbyamagazine.TherewasthenightlyannouncementofthewinningLotteryNumbers(perhapsthisis,indeed,importantnewsforsomepeople!),andtwosegmentsaboutSt.Patrick'sDaypartiesgoingoninthecapitalcity—lotsofpeopledrinkinglotsofbeer.A"HealthBeafsegmenttoldusaboutpheromonesandperfumesand"BusinessBeat"toldussomethingaboutKathieLeeG訐ford'ssweatshops.Finally,thenewsbrokeandtherewasasolemnandclearlylabeledEditorialComment,completewiththesuggestionthatthenewsstationwaswillingtoentertainopposingviewpoints.Whateverhappenedtothenews?Whatweneedtodonowistotakeastopwatchtothenewshouranddeterminehowmuchofthetimeisspentactuallyreportinguhardnews,"thekindofthingthatwasputintothatfifteen-minutesegmentduringtheearlydaysoftelevisionnews.We'rewillingtowagerthatoveraone-hournewsshowthereisconsiderablylessthanthefifteenminutesthatusedtobedevotedsolelytonews.Wecan5tsaythatourlivesweresimplerbackthen,butapparentlywehadlesstimetospendwatchingposition/examples.htmPointstoPonder:Doesthewriterconvinceyouofanything?Whatstructuralelementsholdsthisessaytogether?Tryprintingtheessayandconnectingstructuralelementswithcirclesandlines.Doyouthinkthewritergoesoverboardwithhisillustrations?Ifso,canyousaywhatyouwouldleaveout?Thewriterinsistsonadifferencebetween“hardnews"andthekindofthingheseesonthenewsprogram.Isitclearwhatthewritermeansby“hardnews"?Woulditbemorefairifthewriterprovideduswithagooddefinitionofwhat"news"reallyis?Shouldthewriterdoamorescientificorstatisticalsurveyofnewsprograms-usingastopwatch,perhaps,watchingotherchannelsandsamplingthenewsonseveraldifferenteveningsoveraperiodofweeksorevenmonths?Hereisabriefessaydevelopedbymeansofaseriesofexamplesabouthowlanguagehaschangedsodramaticallyinourcentury.Trytopointtothatplaceintheessaywhereyouknowwhatthewriterswantyoutobelieveandwhattheywantyoutodoaboutit.ACENTURYOFCHANGE—WORDSMODIFIEDBYTIMEWhatacenturythishasbeen.Acenturythattookusfromhorsebacktofuel-injectedhorsepower,fromgaslightstosodium-vaporstreetlights,fromcrystalradiostodigitaltelevision,fromcompassestoglobalpositioningsatellites,fromwoodstovestomicrowaveovens,fromVictrolastoDVDplayers,frompoulticestocomputedtomography.Whilethoseandmanymoreinnovationswereaccompaniedbytheintroductionofnewterminologyandadditionalmeaningsforexistingwords,technologywasnotaloneresponsibleforthemetamorphosisinmeaningofasubstantialnumberofexistingwordsthatchangeddramaticallyoverthecourseofthecentury.Somealternativetermssupplantedonce-dominantnames.Othertermsdeclinedinusageandgraduallyvanishedfromthecommonlexicon.Insomecases,shorthandreferencetospecializedterminologyeclipsedtraditionalmeaningsofcertainwords.Languageisdynamic,andcertainlymanyofthechangesintroducedduringthe20thcenturyconstitutelogicalprogressionsinusage.Butadisturbinglylargequotientofmoderntermsresultfromgrotesquemutationsinmeaning—theillegitimateprogenyofignoranceandlackofrespectforetymologyandhistory.Justasapersonawakeningtodayfromacentury-longRipVanWinkledozewouldbebewilderedbyourmodernworld,wewouldbeconfoundedifwecouldsomehowtravelbackintimetotheearlyportionofthe20thcentury.Considerhowconfusedyou'dbetolearnthattheshopdownthestreetwashavingasaleonwaists,andhowpeoplefearedconsumption.Duringtheearlypartofthecentury,"waist"wasthetermforablouseorthebodiceofawoman'sdress.Whiletodaywelaud“consumption”asasymbolofaffluenceandanindicatorofahealthyeconomy,thistermconnotedanythingbuthealthacenturyago,whenitcommonlyreferredtotuberculosis.Todaywegawkatspectacles,butbackthenthatwasthetermforwhatwecalleyeglassesor,inevenmoreabbreviatedfashion,glasses.Somewordshaveallbutdisappearedduringthepastfivedecades.Fewpeoplerefertopantsas"trousers"anymore.Asktheclerkinaclothingstoretosellyousomedungareesandyoulllikelyleaveempty-handed.Fewpeople,includingthatclerk,realizethat“jean”isreallythenameforaheavy-dutytwilledcottonfabricusedinmanufacturingdungarees—itselfthenameofadenimfabric.Whilepeopleusetheverbformoftheword“spoon”toindicateascoopingorliftingmotion,fewrememberthatwordhadromanticconnotations,referringtocaressingorkissing.Asaresultofnewsmediahabits,socialchangeorpoliticization,manywordswereassignednewmeaningsthatsuppressedpreviousdenotations.Theword“solution“isnowwidelyusedinreferencetocomputersoftwareapplications.Whiletheword“l(fā)egacy"haslongbeenusedtoindicateafinancialbequest,oranideologyortangiblepropertyhandeddownfromanancestor,itisnowatermforalargemainframecomputersystemwithinwhichincrementalmodificationshavebeenmadeovertime.Likewise,computingadministratorsarefondofcallingacomputernetworkan“enterprise"一atermthattraditionallymeansasubstantialundertakingorabusinessorganization.Instructionmanualstodayarelabeled“documentationJand川egalaliensarenowcalled"undocumentedimmigrants.5,Althoughinitstraditionalsensetheverb“molest“meanstodisturb,botherorannoy,itisnowalmostexclusivelyidentifiedwithaspecifictypeofmolestation—sexualassault.Onceusedtodesignateexuberanceormerriment,theterm“gay”isnowunderstoodexclusivelyasanindicatorofsexualorientation.Althoughinitsliteralsensetheterm"affirmativeaction"wouldsuggestanactivitythatisdeclarativeortrue,ithasbeeninexorablyassociatedsince1964withlegalmandatestoprovideequalemploymentandadmissionsopportunitiesformembersofminoritygroupsandwomen.Likewise,derivativeprogramshaveallbutsubsumedtheword"diversity,natermthattraditionallyreferstodifferenceordistinctiveness.Lackinginthecontemporaryuseofthewordisthemodifier"racialandethnic,Mwhichnotonlywouldprovideclarification,butalsowouldhaveleftthetraditionalmeaningofthewordundisturbed.Butsuchisthenatureofcontemporaryuseoflanguage,whichisbecomingtruncatedinourpursuitofspeedandefficiency.Ourspeechtodayispepperedwithcrypticappellations:CEO,IPO,EIR,MOU,APR,401(k),LLP,UPS,FEDEX,LAX,NBA,NFL,MLB,ALCS,ESPN,SUV,ABS,MSRP,IRS,HMO,PPO,PLO,OPEC,FDIC,NASA,EPA,CD,DVD,MP3,PCS,GPS,RAM,URL,丫2K.Ironically,however,thezealofoursocietytoabbreviatelanguagethroughcreationofacronymsandshort-cutterminologyonlyshort-circuitsunderstandingandengendersconfusion.Theterm“CD,"forexample,canrefereithertoafinancialinvestmentmedium(certificateofdeposit)ortoadigitizedstoragemediumforsoundordata(compactdisk).Likewise,subjectsofpoliticalstrifeandfinancialsecurityshareanotherabbreviation,whichcanrefereithertotheIrishRepublicanArmyortoanIndividualRetirementAccount.Thisessay,then,isapleanotonlyforreverenceofthelanguage,butalsoforspeedreduction.Spelloutthemeaningofacronymsonfirstreference.Includemodifiersnecessaryforunderstanding.Goslowertoincreasetheefficiencyofcommunication.RipVanWinklewouldthankyou.ByMartiSmileyChildsandJeffMarchco-authors,EchoesoftheSixties(BillboardBooks)Partners,EditProsmarketingcommunicationsDavis,Calif.,U.S.A.UsedwithpermissionGuide(3):Comparison-Contrast(A)Comparison-ContrastHowisanapplelikeanorange?Acommonwaytoexplainsomethingistoshowhowitissimilartoordifferentfromsomethingelse—inotherwords,tocompareandcontrast.Thepurposeofcomparingorcontrastingistounderstandeachofthetwothingsmoreclearlyand,attimes,tomakejudgmentsaboutthem.Thewriterhastwomainoptionsincomparingandcontrasting.Onewayistopresentthesimilaritiesordifferencespointbypoint,turningfirsttoonesubjectandthentotheothereachtime.Thisissometimesreferredtoasintegrativestructure.Thesecondapproach,sometimesreferredtoasparallelstructure,treatseachsubjectasawhole,finishingwithoneduringthefirsthalfoftheessay,andthenwiththeother.Ineithercase,strictorganizationofthespecificdifferencesandsimilaritiesbetweenoneitemandtheotherisessential.Inaddition,therehastobesomebalanceandsomesenseofequaltreatmentofeachsubjecttoestablishcoherence.Guide(4):Comparison-Contrast(B)WritingEffectiveComparisonorContrastEssaysAComparisonorContrastessayisanessayinwhichyoueithercomparesomethingorcontrastsomething.Acomparisonessayisanessayinwhichyouemphasizethesimilarities,andacontrastessayisanessayinwhichyouemphasizethedifferences.Weusecomparisonandcontrastthinkingwhendecidingwhichuniversitytoattend,whichcartobuy,orwhethertodriveacarortakeabusoranairplanetoavacationsite.Inthissection,twoclassicorganizationalpatternsofacomparisonorcontrastessaywillbediscussed.Oneiscalledblockarrangementofideas;theotheriscalledpoint-by-pointoralternatingarrangementofideas.Supposeyouareinterestedinshowingthedifferencesbetweenvacationinginthemountainsandvacationingatthebeach.Youwillthenwriteacontrastcomposition.Onewaytoarrangeyourmaterialistousetheblockarrangementwhichistowriteaboutvacationinginthemountainsinoneparagraphandvacationingatthebeachinthenext.Ifyoumentionaparticularpointinthemountainsparagraph,youmustmentionthesamepointinthebeachparagraph,andinthesameorder.Studythefollowingoutline,whichshowsthiskindoforganization.Theintroductoryparagraphisfollowedbythemountainsparagraph,thebeachparagraph,thentheconclusion;thefullydevelopedessayisjustfourparagraphs.BlockArrangement(fourparagraphs)IntroductioninwhichyoustateyourpurposewhichistodiscussthedifferencesbetweenvacationinginthemountainsoratthebeachILMountainClimateTypesofActivitiesLocationBeachClimateTypesofActivitiesLocationConclusionAsecondwaytoorganizethismaterialistodiscussaparticularpointaboutvacationinginthemountainsandthenimmediatelytodiscussthesamepointaboutvacationingatthebeach.Thisiscalledpoint-by-pointoralternatingarrangement.AnoutlineofthisorganizationfollowsPoint-by-PointorAlternatingArrangement(fiveparagraphs)IntroductioninwhichyoustateyourpurposewhichistodiscussdifferencesbetweenvacationinginthemountainsoratthebeachILFirstdifferencebetweenmountainsandbeachesisclimateMountainsBeachIILSeconddifferencebetweenmountainsandbeachesaretypesofactivitiesMountainsBeachThirddifferencebetweenmountainsandbeachesisthelocationMountainsBeachConclusionApplication:BlockorPoint-by-PointExaminethecomparisonorcontrastessaysthatfollow,anddecidewhethertheauthorsusedblockarrangementorpoint-by-point(oralternating)arrangement.Noticehowotherauthorsstructuretheiressays.Fiveparagraphsorfour?Blockarrangementorpoint-by-pointarrangement?Noticingthesethingswillhelpyoubecomeabetter,moreconsciousreaderandwriter.VacationingattheBeachorintheMountainsPeoplearealwayslookingforwardtotheirvacationperiod.Therearemanyoptionswheretochoose.Ithinkthatthetwomostcommonplacespeoplechoosefortakingavacationarethebeachesandthemountains.Bothplacesofferavarietyoffunactivities.Thebeachoffersactivitiesthatthemountaincannotofferandviceversa.Themountainandthebeacharetotallydifferent.Thepurposeofthisessayistocontrasttheclimate,typesofactivitiesandlocationsofbeachesandmountains.I'mgoingtodiscussmountainsfirst.ThethreeaspectsI'mgoingtodiscussareclimate,typesofactivitiesandlocation.Climateisalwaysimportantinordertoenjoyvacations.Ifapersondislikescoldweather,heorshemighthaveahardtimeinthemountains.Thecoldclimateinthemountainsisthefirstbarriertoenjoyingthem,buttheclimateandthetemperatureofthesezonesalsodeterminethetypesofactivitiestheyoffer.Snowboarding,mountainclimbing,mountainbiking,hiking,andskiingaresomeactivitiespeoplecanenjoywhengoingtothemountains.Therearemanyregionsthathavemountainswherepeoplecangoandhaveagreatvacation.CanadaisacountrylocatedinNorthAmericaandcontainsmanymountainvacationsiteswherepeoplecangoandhavefun.I'mgoingtodiscussthebeachsecond.ThethreeaspectsI輛goingtodiscussareclimate,typesofactivitiesandlocation.Warmclimateisoneofthemostimportantfeaturesthatthebeachhas.Sunandfunaretwowordsthatdescribethebeach.Thetemperatureinthoseplacesisalwayshot.Theseaandthewarmclimatedeterminetheactivitiesthatareavailableatthebeach.Peoplecanswim,playvolleyball,playsoccer,andridewaterbikes.Inmostcoastalsites,therearediscosandrestaurantswherepeoplecandanceorpartythroughoutthenight.Mexicooffersmanyamazingcoastalsitestovisit.AcapulcoandCancunaretwoofthemostbeautifulandfamousbeachesintheword.D.Theclassesandsubclassesarelogicallyarranged：followingapart-and-wholeorder.Whatisexemplification?Wheredoesthesimilaritybetweenexemplificationandthedevelopmentofparagraphslie?Findouttheanswerinthelecture.Readthefollowingpassageandexplainhowthegeneralstatementisexplainedbyexemplification.Thegeneralstatementismadeinthefirstparagraph：Theaccumulatedwisdomofreligionsandphilosophiesfromaroundtheglobeoffersmuchguidancetopeoplewhoareshapinglifestylesappropriatetothelastquarterofthetwentiethcentury.Thesupportingexamplesarefoundinthesecondandthirdparagraphs.Thesecondparagraphdealswiththereligiousinfluences'theinfluencesbyBuddhism,Christianity,andmanyotherbeliefs.ThethirdparagraphdealswiththephilosophicalinfluencessuchasthatbyKant(categoricalimperative).ILTranslationoftheSampleTextOpen.III.SupplementarySamples1.Sample(1):Classification/Division(A)TheWaysOpentoOppressedPeopleOppressedpeopledealwiththeiroppressioninthreecharacteristicways.Onewayisacquiescence:theoppressedresignthemselvestotheirdoom.Theytacitlyadjustthemselvestooppression,andtherebybecomeconditionedtoit.Ineverymovementtowardfreedomsomeoftheoppressedprefertoremainoppressed.Almost2800yearsagoMosessetouttoleadthechildrenofIsraelfromtheslaveryofEgypttothefreedomofthepromisedland.Hesoondiscoveredthatslavesdonotalwayswelcomedeliverers.Theybecomeaccustomedtobeingslaves.Theywouldratherbearthoseillstheyhave,asShakespearepointedout,thanfleetoothersthattheyknownotof.Theypreferthe"fleshpotsofEgypt"totheordealsofemancipation.Thereissuchathingasthefreedomofexhaustion.Somepeoplearesoworndownbytheyokeofoppressionthattheygiveup.AfewyearsagointheslumareasofAtlanta,aNegroguitaristusedtosingalmostdaily:"BeendownsolongItdoesn'tmatterwhatplaceapersondecidestochoose.Thefunis100%guaranteed.Peopleoftenchooseoneofthesetwooptionstospendtheirvacations.Dependingonwhatthepersonlikesiswhatheorshewillchoose.Ilikethebeachbetterthanthemountains,butsometimesitisbettertotakeariskandtryadifferentplacetoenjoy.(399words)Istheessayaboveorganizedusingblockorpoint-by-pointarrangementofdetails?Notefirsttheessayisfourparagraphs,(1)anintroduction,(2)aparagraphaboutvacationinginthemountains,(3)aparagraphaboutvacationingatthebeach,and(4)aconclusion.Thisistheblockarrangement,thefirstblockcontaininginformationaboutmountainsandthesecondblockcontaininginformationaboutthebeach.Thefollowingessaycontrastseatingfreshfoodsandcannedfoods.Isitsorganizationblockorpoint-by-point?Howmanyparagraphsdoesitcontain?Howmany“differences"betweenfreshfoodsandcannedfoodsdoestheauthordiscuss?C