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  我们已经在新浪BLOG安家了,欢迎你“常过来看看”,大家多多交流哦。我们可以一起把这里变成共同的心灵家园,像家一样温暖的地方。

   

    在这里,我们可以写下学习资料,也可以写下你对大学生活的感悟,对未来的畅想。无论是现在,还是以后,这都是我们的一个交流平台,常来奥!

   
  我会把一些新鲜有趣的东西记录下来一块与你分享,也希望你能够记住我的BLOG地址,像老朋友一样经常过来做客——你可以把“她”添加到你的收藏夹中,也可以把“她”复制下来告诉你的朋友们。特别希望能通过你,让我认识更多的好朋友。如果还有不了解的,就跟着我一起来看看拥有所有博客知识和维护技巧的博客帮助站吧:http://blog.sina.com.cn/lm/help/2008/index.html :)

  我的BLOG地址:  http://blog.sina.com.cn/sdut2008

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(2008-06-14 12:37)
标签:

杂谈

英语语言学
开放分类: 学科、课程、语言学
“英语语言学”课程是英语语言文学专业培养计划中的一门基础必修课,其重要性不言而喻。该课程的目标包括系统传授现代语言学知识、提高学生英语学习能力、激发学生对从事语言研究的兴趣,培养学生的创新能力等。
“英语语言学”课程由三个知识模块组成:理论启蒙、基础理论、研究方法。理论启蒙模块内容涉及英语的词汇知识、语音知识、语法知识、修辞知识、语体知识、英语变体、英语学习策略等。基础理论模块由“英语语言学概论”执行,内容涉及语言的各种属性、语言学的学科知识、语音学、形态学、句法学、语义学、语用学、社会语言学、语言与心理、语言与文化、语言习得等。研究方法模块通过介绍语言学研究的设计与分析方法,帮助学生掌握从事语言研究的本领,并直接与本科毕业论文的写作挂钩,
本课程的重点包括:1、语言学基础理论和概念;2、语言研究能力的培养。
本课程的难点包括:1、抽象概念的讲解;2、理论的具体应用。
采取的解决方法包括:积极探索教学手段和方法的革新,尝试运用研究性教学的教学路线,注重理论联系实际,充分运用互联网和现代教育技术,编写课程电子教案,实施课
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(2008-06-14 12:30)
标签:

杂谈

英语语言学
开放分类: 学科、课程、语言学
“英语语言学”课程是英语语言文学专业培养计划中的一门基础必修课,其重要性不言而喻。该课程的目标包括系统传授现代语言学知识、提高学生英语学习能力、激发学生对从事语言研究的兴趣,培养学生的创新能力等。
“英语语言学”课程由三个知识模块组成:理论启蒙、基础理论、研究方法。理论启蒙模块内容涉及英语的词汇知识、语音知识、语法知识、修辞知识、语体知识、英语变体、英语学习策略等。基础理论模块由“英语语言学概论”执行,内容涉及语言的各种属性、语言学的学科知识、语音学、形态学、句法学、语义学、语用学、社会语言学、语言与心理、语言与文化、语言习得等。研究方法模块通过介绍语言学研究的设计与分析方法,帮助学生掌握从事语言研究的本领,并直接与本科毕业论文的写作挂钩,
本课程的重点包括:1、语言学基础理论和概念;2、语言研究能力的培养。
本课程的难点包括:1、抽象概念的讲解;2、理论的具体应用。
采取的解决方法包括:积极探索教学手段和方法的革新,尝试运用研究性教学的教学路线,注重理论联系实际,充分运用互联网和现代教育技术,编写课程电子教案,实施课
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杂谈

分类: 修辞写作
、引用:引用一些名人名句,主要为了突出主题,增加文章的说服力。但是也能显示作者的读书功底与阅历,给阅卷人以个人印象得分,所以应积累一些材料。不一定非要名人名句,有时一句有哲理、发人深省的句子很能起到得分作用。 
 
  引用方式:一般在文章第一段诠释主题。但是这个引用不要多,一行左右。然后在文章的议论过程中,再引用一次,加上自己的心得和思想,要做到主题的升华,但是不要超过三行。(放在理论分析中,不要放在结尾),恰到好处的引证可以增加文章的美感。如果没有相当的资历,可以从背诵过的课文中选取引用文字。

  2、对比:在议论文中一般可以用一到两次。一次在例证中,详细论证正面,反面略写,起到对比效果就行,不要对半分。如果没有反面材料,可以用假设论证或反问论证。(假如….,就….;难道….?)但是假设论证的结果要有余地,不要把话说死。如在《六国论》中“或未易量也…”

  3、设问:在议论文中,用一次就行。一般在第二段或第三段开头,起到承上起下作用(提出新问题或见解)。不要一问就答,而是问而不答或慢慢答。

  4、排比:能用一到两次,使语言增加力度与气势
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杂谈

分类: 修辞写作

Oxymoron(矛盾修饰法)

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修辞

杂谈

分类: 修辞写作
修辞手法

 
现在可知的修辞手法:有六十三大类,七十八小类。

具体有比喻:可分为:明喻、暗喻、借喻、博喻(又名复喻)、倒喻(又名逆喻)、反喻、互喻(又名回喻)、较喻(又名强喻)、譬喻、饰喻、引喻、隐喻;

有白描,比拟(又名比体),避复,变用,层递,衬垫(又名衬跌) ,衬托(又名反衬、陪衬),倒文,倒装,迭音,叠字复叠,顶真(又名顶针、联珠),对比,对仗(又名对偶、队仗、排偶),翻新,反复,反问,反语,仿词,仿化,飞白,分承(又名并提、合叙、合说);

有复迭错综,复合偏义,共用,合说,呼告,互体,互文,换算,回环,回文,降用,借代,设问,歧谬,排比,拈连,摹绘(又分为:摹形,摹声,摹色),列锦,连及,夸张,警策,示现,
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Rhetoric was part of the curriculum in Jesuit and, to a lesser extent, Oratorian colleges until the French Revolution. For Jesuits, right from the foundation, in France, of the Society, rhetoric was an integral part of the training of young men toward taking up leadership positions in the Church and in State institutions, as Marc Fumaroli has shown it in his foundational Age de l’éloquence (1980). The Oratorians, by contrast, reserved it a lesser place, in part due to the stress they placed on modern languages acquisition and a more sensualist philosophy (Bernard Lamy’s Rhetoric is an excellent example of their approach).Nonetheless, in the 18th Century, rhetoric was the armature and crowning of college education, with works such as Rollin’s Treatise of Studies achieving a wide and enduring fame across the Continent.

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Rhetorical theory today is as much influenced by the research results and research methods of the behavioral sciences and by theories of literary criticism as by ancient rhetorical theory. Early rhetorical theorists attempted to turn the study of rhetoric into a social science that allowed predictive analyses of human behavior. Interdisciplinary scholars of symbol systems, such as Ernst Cassirer (1874-1945),

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杂谈

分类: 修辞写作

Rhetorical theory today is as much influenced by the research results and research methods of the behavioral sciences and by theories of literary criticism as by ancient rhetorical theory. Early rhetorical theorists attempted to turn the study of rhetoric into a social science that allowed predictive analyses of human behavior. Interdisciplinary scholars of symbol systems, such as Ernst Cassirer (1874-1945),

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The Canadian Jesuit philosopher and theologian Bernard Lonergan (1904-1984), who was deeply influenced by Newman's An Essay in Aid of a Grammar of Assent (1870), worked out what he styles the generalized empirical method in Insight: A Study of Human Understanding (1957) and elsewhere. In a review article originally published in the Quarterly Journal of Speech (1985: 476-88),

At the turn of the twentieth century, there was a revival of rhetorical study manifested in the establishment of departments of rhetoric and speech at academic institutions, as well as the formation of national and international professional organizations. Theorists generally agree that a significant reason for the revival of the study of rhetoric was the renewed importance of language and persuasion in the increasingly mediated environment of the twentieth century (see

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The Romans, for whom oration also became an important part of public life, saw much value in Greek rhetoric, hiring Greek rhetoricians to teach in their schools and as private tutors, and imitating and adapting Greek rhetorical works in Latin and with Roman examples. Roman rhetoric thus largely extends upon and develops its Greek roots, though it tends to prefer practical advice to the theoretical speculations of Greek rhetoricians. Cicero (106-43 BC) and Quintilian (35-100 AD) were chief among Roman rhetoricians, and their work is an extension of sophistic, Isocratean, Platonic and Aristotelian rhetorical theory.

Latin rhetoric was developed out of the Rhodian schools of rhetoric. In the second century BC, Rhodes became an important educational center, particularly of rhetori

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