WRITING PROSE PRESENTED BY YOU NANCHUN

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WRITING PROSEPRESENTED BY YOU NANCHUN
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• You Nanchun ???
• School of Foreign Studies
• South China Normal University
• Email younanchun_at_gmail.com
• Teaching blog http//sfs.scnu.edu.cn/tblogs/youn
  c/

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COURSE OBJECTIVES

• Learn to write by reading good prose, by analysis
  and imitation.
• Critical thinking
• Intensive reading assignment
• Reading comprehension What?
• Close reading / textual analysis how?
• Critical thinking

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TEXTS SELECTED FOR THIS SEMESTER

• Exposition
• Emotive Component of Meaning
• The Big Bull Market
• Oxford As I See It
• Education as a Philosophy

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FURTHER READINGS

• The Delicate Art of the Forest
• Tourists

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COURSE EVALUATION (100)

• Attendance 10
• Performance in class 10(including group work)
• assignment 10
• Final written exam 70 (see next slide)

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FINAL EXAM

• Rhetoric devices 10
• Vocabulary 10
• Reading comprehension (30)
• Paraphrase 20
• Translation 20 (English ? Chinese)
• Text analysis (Questions)10

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• Preface to Writing Prose

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What does this textbook offer?

• This book offers the student examples of good
  writing.
• one learns to write by imitationan imitation of
  the basic patterns, form, and structures
• In short, our assumption is this the student of
  composition should study good prose to learn to
  write good prose.

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• To acquaint the student with the diversity of the
  subjects, purposes, and techniques of good prose
  is the intention of this book.
• we have made our standard not superficial
  journalistic appeal or timeliness or an
  introduction to great ideas, but high quality.

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About the Excerpts

• The first section of the book reprints short, but
  self-contained, excerpts from books and essays
  rather than whole pieces, a procedure that we
  think has two advantages.
• First, it keeps the model closer to the length of
  the average student theme.
• Second, it allows the student to focus upon a
  limited number of writing problems.

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QUESTIONS AND POINTS TO LEARN

• we have followed each selection with analytical
  questions, among which the instructor can pick
  and choose if he wishes. Following each group of
  questions is a list of points to learn about
  the principles of writing illustrated in the
  selection.

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WHAT IS THE BEST WAY OF READING PROSE?

• we can only say that to us close attention to a
  writers means of expressing what he says is the
  best way of readingreally readingwhat the
  writer has to say.
• It is just this attention to how the writer works
  that is most important to the student of
  composition.

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AIMS TO BE ACHIEVED

• How to say what he does know with clarity and
  precision.
• Before a student tries to wrestle with Great
  Ideas, he should at least have mastered some of
  the holds.

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• An Introduction

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WHAT IS PROSE?

• The form of written language that is not
  organized according to the formal patterns of
  verse although it will have some sort of rhythm,
  the significant unit being the sentence rather
  than the line. (Oxford Concise Dictionary of
  Literary Terms, 1990, p. 180.)

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• ?? ??????????,????????????,??????????(?????)
• ??1. ?????????(?????)
• 2. ?????????????????,????????????

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CATEGORIES OF PROSE

• Expositon The setting forth of a systematic
  explanation of or argument about any
  subject.??(?)
• Narration the process of relating a sequence of
  events or another term for a narrative. ??????
• Description is the art of translating
  perceptions into words. All description thus
  involves two elements the objectthat which is
  seen or heardand the observerhe who sees or
  hears it. According to which predominates,
  description is of two basic types objective and
  impressionistic. (Writing Prose, p. 138)

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Exposition
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QUESTIONS FOR EXPOSITION

• How is prose writing traditionally classified?
• What purpose does exposition writing achieve?
• How does expository writing distinguish itself
  both form narration and description?
• Which are the four questions the author must ask
  himself before starting to write?
• Which are the common methods of logic and
  thinking used by writers of exposition?

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PARAGRAPH I

• The traditional division of prose and the
  importance of exposition.
• (paragraph 1-2) According to the author, prose
  can be divided into three types, what is the
  criterion of the categorization?
• What is the most common type of writing? Please
  gives some concrete examples.
• Paraphrase On the basis of controlling purpose
  we traditionally divide all prose into three
  kinds narration, description, and exposition.
  (Para.1)

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PARAGRAPH II

• Exposition as distinguished from narration and
  description.
• What can be the subjects of exposition?
• To sum up, what are the main differences that set
  these three types of writing apart?

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PARAGRAPH II

• purpose narrative ---tell a story, to tell
  merely what happened
• description---to tell us how sth looks, to
  re-create the thing in words
• exposition---the writing that explains, it
  answers the questions how and why
• organization narrativein time a stage play or
  motion picture in words
• descriptionin space a verbal photograph or
  painting
• exposition----by logic more like a lecture,
  discussion, or debate

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PARAGRAPH III

• Seldom is any piece of writing pure exposition.
• What does the author mean with the following
  statement, seldom is any piece of writing pure
  exposition? How does he prove this point?
• What is the relevance of the preceding discussion
  of the nature of exposition to the actual writing
  of an exposition? (implications?)Does it answer
  the questions in your mind?
• Paraphrase Seldom is any piece of writing pure
  exposition.

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PARAGRAPH IV

• What is the topic under discussion in this
  paragraph?
• Preparation before writing4 questions
• What specific point do I intend to make? Is it
  worth making? For whom am I writing? How can I
  best convey my point to my readers?

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The starting points for any expository writing

• The purpose what specific point do I intend to
  make? (the aim, the subject matter, the key
  argument)
• The value of the purpose Is it worth making?
  (value, interest, originality,)
• Target readership For whom am I writing?
• The means How can I best convey my point to my
  readers? (readership-oriented structure, logic
  of argument, style, diction,)
• Among the four questions listed, which two
  questions are more important, and why?

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PARAPHRASE

• Deciding upon reader and purpose is easily half
  the task of writing. (Para.4)
• The writer has already saved himself time by
  eliminating several false starts, and he has
  already resisted the temptation to lose himself
  and his reader in the thickets and bypaths of his
  subject. (Para.4)

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PARAGRAPH V

• What is the topic under discussion in this
  paragraph?
• Generally speaking, statements (sentences) in all
  paragraphs can be divided into two classes, what
  are they?
• What is the implication for our writing?

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PARAGRAPH VI

• What is the topic under discussion in this
  paragraph?
• Can you find a topic sentence in this paragraph?
• What are the common patterns of paragraphs?
• general-particular particular-general

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TOPIC SENTENCE
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• A topic sentence (also known as a focus sentence)
  encapsulates or organizes an entire paragraph.
• Although topic sentences may appear anywhere in a
  paragraph, in academic essays they often appear
  at the beginning.

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THE FUNCTIONS OF A TOPIC SENTENCE

• It might be helpful to think of a topic sentence
  as working in two directions simultaneously
• It relates the paragraph to the essay's thesis,
  as a signpost for the argument of the paper as a
  whole.
• It also defines the scope of the paragraph
  itself.

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topic sentence

• the topic how to make pancakes.   
• "I really like pancakes, and I will tell you how
  to make them."
• "Pancakes are a delicious treat and can be made
  in five easy steps.
• the topic Country Superstitions
• In the folklore of the country, numerous
  superstitions relate to winter weather.

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• Application

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ANALYZING A TOPIC SENTENCE

• Topic sentences often act like tiny thesis
  statements. Like a thesis statement, a topic
  sentence makes a claim of some sort. As the
  thesis statement is the unifying force in the
  essay, so the topic sentence must be the unifying
  force in the paragraph. Further, as is the case
  with the thesis statement, when the topic
  sentence makes a claim, the paragraph which
  follows must expand, describe, or prove it in
  some way. Topic sentences make a point and give
  reasons or examples to support it.

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POSITION OF MAIN IDEASTOPIC SENTENCE

• The main idea can be found in 3 different places
  in a paragraph as follows
• beginning of the paragraph
• end of the paragraph
• middle of the paragraph
• implied in a paragraph

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implication for our writing

• Make sure that the thesis statement and topic
  sentences have subjects which are about the topic
  and clearly state a purpose.  

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exercise

• A baby elephant is the biggest of all land
  babies. A newborn baby weighs more than two
  hundred pounds. It is about three feet high. The
  new body is strong too. Almost as soon as it is
  born, it can walk about.
• Fins are a great help in swimming. A fish pushes
  itself forward by moving its tail and tail fins
  from side to side. Its other fins help it keep
  its balance. They also help guide it.

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PARAGRAPH VII

• What is discussed in paragraph 7?
• What does the phrase throw new light upon mean?
  What does light mean here?
• Paraphrase The expository writer may throw new
  light upon two things by comparing and
  contrasting them, by showing how they are alike
  and yet different. (Para.7)
• What are the common methods of thinking?

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• Exercises

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PARAFPHRASE

• On the basis of controlling purpose we
  traditionally divide all prose into three kinds
  narration, description, and exposition. (Para.1)
• Seldom is any piece of writing pure exposition.
  (Para.3)
• Deciding upon reader and purpose is easily half
  the task of writing. (Para.4)
• The expository writer may throw new light upon
  two things by comparing and contrasting them, by
  showing how they are alike and yet different.
  (Para.7)

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TRANSLATE THE FOLLOWING SELECTED SETIONS INTO
CHINESE

• Deciding upon reader and purpose is easily half
  the task of writing. Once the wrier has
  determined what point he intends to make, his
  composition is already half organized, if not
  completely planned. The writer has already saved
  himself time by eliminating several false starts,
  and he has already resisted the temptation to
  lose himself and his reader in the thickets and
  bypaths of his subject.

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• With his reader in mind he has already solved
  many of his problems of diction and tone as well,
  and, however awkwardly he has expressed himself
  when he has done, he will know that he has
  fulfilled the first requirement of writinga
  definite point for definite readers.

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• The expository writer, therefore, uses the common
  methods of logic and thinking he develops his
  material by offering examples as evidence, by
  comparing and contrasting, by making analogies,
  by restating, by giving reasons, by classifying
  and dividing his subject, by showing cause and
  effect, by defining, by arguing form premise to
  conclusion.

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• summary

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The starting points for any expository writing

• What specific points do I intend to make?
• Is the point worth making?
• For whom am I writing?
• How best can I convey my point to the reader?
• - Innovative and structured thinking. Choosing
  the angle of analysis/expositing. Originality in
  perspective.

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Structure a hamburger essay

• Introduction
• Body (more than one paragraphs)
• Conclusion
• A rule of thumb. 
• No paragraph should have fewer than three or
  four sentences. Each should have a topic
  sentence, which states the purpose of the
  sentence, and two or three sentences which
  provide evidence.

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Organisation and format

• The thesis statement must be defined and narrow
  enough to be supported within the essay.
• Each supporting paragraph must have a distinct
  controlling topic and all other sentences must
  factually relate directly to it. The transition
  words or phrases are important as they help the
  reader follow along and reinforce the logic.
• Finally, the conclusion paragraph should
  originally restate the thesis and the main
  supporting ideas. Finish with the a statement
  that reinforces your position in a meaningful and
  memorable way.
• Never introduce new material in the conclusion.

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Some Expository Organizational Patterns
Pattern Description Cue Words
Description The author describes a topic by listing characteristics, features, and examples   for example, characteristics are
Sequence The author lists items or events in numerical or chronological order. first, second, third next then finally
Comparison The author explains how two or more things are alike and/or how they are different. different in contrast alike same as on the other hand
Cause and Effect The author lists one or more causes and the resulting effect or effects. reasons why if...then as a result therefore because
Problem and Solution The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it. problem is dilemma is puzzle is solved question... answer
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an example paragraph 1

• The Olympic symbol consists of five interlocking
  rings. The rings represent the five continents -
  Africa, Asia, Europe, North America and South
  America - from which athletes come to compete in
  the games. The rings are colored black blue,
  green, red, and yellow. At least one of these
  colors is found in the flag of every country
  sending athletes to compete in the Olympic games.

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Description
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Para 2

• The Olympic games began as athletic festivals to
  honor the Greek gods. The most important festival
  was held in the valley of Olympia to honor Zeus,
  the king of the gods. It was this festival that
  became the Olympic games in 776 B.C. These games
  were ended in A.D. 394 by the Roman Emperor who
  ruled Greece. No Olympic games were held for more
  than 1,500 years. Then the modern Olympics began
  in 1896. Almost 300 male athletes competed in the
  first modern Olympics In the games held in 1900,
  female athletes were allowed to compete. The
  games have continued every four years since 1896
  except during World War II, and they will most
  likely continue for many years to come.

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Sequence
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Para 3

• The modern Olympics is very unlike the ancient
  Olympic games. Individual events are different.
  While there were no swimming races in the ancient
  games, for example, there were chariot races.
  There were no female contestants and all athletes
  competed in the nude. Of course, the ancient and
  modern Olympics are also alike in many ways. Some
  events, such as the javelin and discus throws,
  are the same. Some people say that cheating,
  professionalism, and nationalism in the modern
  games are a disgrace to the Olympic tradition.
  But according to the ancient Greek writers, there
  were many cases of cheating, nationalism, and
  professionalism in their Olympics too.

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comparison
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Para 4

• There are several reasons why so many people
  attend the Olympic games or watch them on
  television. One reason is tradition. The name
  Olympics and the torch and flame remind people of
  the ancient games. People can escape the
  ordinariness of daily life by attending or
  watching the Olympics. They like to identify with
  someone else's individual sacrifice and
  accomplishment. National pride is another reason,
  and an athlete's or a team's hard earned victory
  becomes a nation's victory. There are national
  medal counts and people keep track of how many
  medals their country's athletes have won.

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Para 5

• One problem with the modern Olympics is that it
  has become very big and expensive to operate. The
  city or country that hosts the games often loses
  a lot of money. A stadium, pools, and playing
  fields must be built for the athletic events and
  housing is needed for the athletes who come from
  around the world. And all of these facilities are
  used for only 2 weeks! In 1984, Los Angeles
  solved these problems by charging a fee for
  companies who wanted to be official sponsors of
  the games. Companies like McDonald's paid a lot
  of money to be part of the Olympics. Many
  buildings that were already built in the Los
  Angeles area were also used. The Coliseum where
  the 1932 games were held was used again and many
  colleges and universities in the area became
  playing and living sites.

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Problem and Solution
 
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good writing begins with asking yourself
questions

• What specific points do I intend to make?
• Is the point worth making?
• For whom am I writing?
• How best can I convey my point to the reader?

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TEST 1

• When I was young I often heard people say,
  "Canada is the Scotland of North America." Only
  recently did it occur to me that it might be
  worthwhile considering the extent to which this
  is true. As Scotland is the hard northern cap to
  the British island, with the rich farmlands and
  cities of England just below her, so is Canada to
  the United States.

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• Both countries were gouged by the retreating
  glaciers, which left them on the subsistence
  level as far as good farmland was considered. It
  also gave them both a heritage of spectacular
  beauty uncrowded by cities and towns, and of this
  they were both inclined to boast. (from Hugh
  MacLennan, "Scotland's Fate, Canada's Lesson"
  edited)
• Development by Detail
• Development by Comparison and Contrast
• Development by defining
• Combination of cause and effect
•  

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• The author compares the natural environments of
  Scotland and Canada.