Lesson 4 The Nightingale and the Rose B T L EW Metonymy （轉(zhuǎn)喻）In metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt. ：一種一個(gè)詞或詞組被另一個(gè)與之有緊密聯(lián)系的詞或詞組替換的修辭方法，如用華盛頓 代替 美政府 或用 劍 代替 軍事力量 It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. (Para. 23) Mr. Houghton To be continued on the next page. girls Lesson 4 The Nightingale and the Rose B T L EW Democracy favors the vote rather than the bullet. (Vote=election, bullet=military solutions) “Political power grows out of the barrel of a gun.” (Mao Zedong refers it to the military revolution) Bill Gates is the king of operating systems worldwide. (Bill Gates = Microsoft) The pen is mightier than the sword. (pen = writer; sword = fighter) synecdoche To be continued on the next page. Lesson 4 The Nightingale and the Rose B T L EW Irony （反語） To be continued on the next page. Irony is the expression of ones meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. Technically, it is about as proficient as most businessmens golf, as honest as most politicians intentions, or as coherent as most books that get written. (Para. 23) Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty. (Para. 20) Lesson 4 The Nightingale and the Rose B T L EW To be continued on the next page.It is the deliberate use of overstatement or exaggeration to achieve emphasis. For instance.You could hear the wind, trapped in his chest and struggling with all the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning. (Para. 19) Hyperbole （夸張） Lesson 4 The Nightingale and the Rose B T L EW To be continued on the next page. Simile （明喻）It makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison, words like “as”, “as. as”, “as if” and “l(fā)ike” are used to transfer the quality we associate with one to the other. They all came tumbling down like so many rotten apples off a tree. (Para. 31) Man enjoys agreement as cows will graze all the same way on the side of a hill. (Para. 24) Lesson 4 The Nightingale and the Rose B T L EW 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. He seems to me ruled not by thought but by an invisible and irresistible spring in his neck. (Para. 20) It took the swimmer some distance from the shore and left him there, out of his depth. (Para. 29) The end of Writing Devices. Lesson 4 The Nightingale and the Rose B T L EW Lesson 4 The Nightingale and the Rose B T L EW Lesson 4 The Nightingale and the Rose B T L EW Grade- 3 thinkersMajoritySelf-contradictionStampede, jump on the bandwagonDelight in their solidarityInnocent stupidity Grade- 2 thinkersMinority the contradictionsLag behind, withdraw from the crowdDelight in laughing at othersDestruction without construction Lesson 4 The Nightingale and the Rose B T L EW The price for being a grade-2 thinkerIt “could be costly as well as fun”.It “did not make for content”.It “satisfies the young ego but does not make for personal security”It “took the swimmer out of his depth”.It asks “what is truth?” and stops there. Lesson 4 The Nightingale and the Rose B T L EWWhat might be grade-one thinking like? Comprehension Qssystemmoral livinglogicalunconventional Lesson 4 The Nightingale and the Rose B T L EW Summary Grade-three Grade-two Grade-one natureproportionbehaviorconsequence Lesson 4 The Nightingale and the Rose B T L EW Grade-three Grade-two Grade-one nature prejudiced, ignorant, hypocritical mocking, satirical, cynical Moral,LogicalTruth-seeking proportion 9/10 fewer fewestbehavior StampedeGroup together Withdraw,Lag behind Stick to truth,Dare to loseconsequence Dangerous Destructive but not constructive Constructivecreative Lesson 4 The Nightingale and the Rose B T L EW The summary of the characteristics of the three grades of thinking Grade-threeGrade-twoGrade-one characteristics examplesIgnorance, hypocrisy, prejudice, self-satisfied, contradictions Mr. Houghton, nine tens of peopleDetecting contradictions; do not stampede easily; lag behind, a withdrawal, destroy but not create Ruth, the author, (maybe) some acquaintancesTo find out what is truth, based on a logical moral system far and few between, only in booksthinking The end of General Analysis. Lesson 4 The Nightingale and the Rose B T L EWI no longer consider the way grade-three thinkers think unimportant because they account for nine-tenths of the people and therefore have great power. Now I know that ignorance, prejudice and hypocrisy are very powerful enemies. 1 I no longer dismiss lightly a mental process. (Para. 24) Lesson 4 The Nightingale and the Rose B T L EWThe author thinks that it is probably human nature to enjoy agreement because it seems to bring peace, security, comfort and harmony. A crowd of grade-thinkers, all shouting the same thing, all warming their hand at the fire of their own prejudices Man enjoys agreement as cows will graze all the same way on the side of a hill. (Para. 24)All feeling very content and happy because they share the same prejudices Simile: enjoy the peaceful, safe and harmonious environment Lesson 4 The Nightingale and the Rose B T L EW Grade-two thinkers do not stampede easily, though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with eyes and ears open. It destroys without having the power to create. (Para. 25)To get easily frightened and run with the crowdTo go to the other extreme, that is to act too slowly and lag behind Detachment: (冷漠) as from social or emotional involvement; refusing to be part of the crowd. Lesson 4 The Nightingale and the Rose B T L EW She claimed that the Bible was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jeromes Vulgate and the two books were different. Argument flagged. (Para. 26) A true historical recordThe Latin translation of the Bible, used in a revised form as the Roman Catholic authorized versionto become dull“Both Methodists and Catholics believed that their Books are a true record of the Gods divine plan.” The author used this example to defy Ruths illogical opinion, therefore the argument became dull because Ruth didnt know how to respond to it. Lesson 4 The Nightingale and the Rose B T L EW That was too easy, said I restively since there were more Roman Catholics than Methodists anyway; (Para. 27) restlessly, difficult to control ones emotionHere, the author pointed out Ruths logical error. The number of people who hold a view is no proof of its validity. Lesson 4 The Nightingale and the Rose B T L EWNote the authors description of the contrasting combination of his intimate action and strong defiant expressions, which eventually made Ruth withdraw and give up as a grade-two thinker.I would bet on the Buddhists; I am sure, they are greater in numberMore than she could accept or bearIf we were talking about the number of people who believe in this I slid my arm around her waist and murmured that if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of my arm and those countless Buddhists was too much for her. (Para. 27) Lesson 4 The Nightingale and the Rose B T L EW I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved reputation as a potential libertine. (Para. 28)To be severely questioned or interrogatedThe author lost his girlfriend and won a bad name even as a grade-two thinker, satisfying himself by finding out deficiencies but not seeking for the truth. Note the effect of the authors self-mockery. Lesson 4 The Nightingale and the Rose B T L EWTo make one feel proud of ones ability and cleverness To be in the water that is too deep for you to stand in and breatheThe author uses this metaphor to express the idea that grade-two thinking has its limitations. It does not have anything positive to offer. To find out the deficiencies of our elders satisfies the young ego but does not make for personal security. It took the swimmer some distance from the shore and left him there, out of his depth. (Para. 29) Lesson 4 The Nightingale and the Rose B T L EW in the person, presentExamples: I have corresponded with him for some years,but I have never met him in the flesh. He is nicer in the flesh than in his photograph.flesh and blood:血肉之軀Those sorrows are more than flesh and blood can bear.The author doesnt give his characters any flesh and blood. 逼真的形象make ones flesh creep: 使人毛骨悚然His story made my flesh creep.thorn in the flesh: 肉中刺9 in the flesh（para.30） Lesson 4 The Nightingale and the Rose B T L EW I came up in the end with what must always remain the justification for grade-one thinking. I devised a coherent system for living. It was a moral system, which was wholly logical. (Para. 31)According to the author, grade-one thinking must be based on a coherent and logical system for living, in other words, a moral system, without which you cannot prove yourself to be a grade-one thinker. Judging by the context, this system probably refers to ones world outlook and basic political beliefs and moral principles. Lesson 4 The Nightingale and the Rose B T L EW repeatedWhat had happened to Ruth and me now happened again. My grade-two thinking frightened away many of my acquaintances. It was Ruth all over again. I had some very good friends who stood by me, and still do. But my acquaintances vanished, taking the girls with them. (Para. 32) Lesson 4 The Nightingale and the Rose B T L EWIn those prewar days when many people were fully worked up to a political frenzy狂亂, it was very dangerous to voice different opinions. You might lose friends or your job. Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake of a hobby. (Para. 33) To go beyond what is reasonable and acceptableHis grade-two thinking which he takes as a hobby To be likely to lose Lesson 4 The Nightingale and the Rose B T L EW Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest (Para. 34)Now you think I will tell you how I gradually saw my stupidity in being a grade-two thinker and therefore decided to give it up and return to the majority of grade-three thinkers. Lesson 4 The Nightingale and the Rose B T L EW The end of Sentence Paraphrase. But you would be wrong. I dropped my hobby and turned professional. (Para. 35)But you guessed wrong. I did not drop my hobby of thinking ( here, we can say he might give up the hobby of grade-two thinking). Instead I went further and became a professional thinker. Lesson 4 The Nightingale and the Rose B T L EW List: Prefix hind- Suffix -ette Derivative: orate Suffix -fer Lesson 4 The Nightingale and the Rose B T L EW prefixPrefixhind-located at or forming the back or rearExamples: hindquarters n. 后腿，臀部 hindlimb (hind legs a.) n. (動物或昆蟲的)后肢，下肢 hindsight n.槍的表尺，后瞄準(zhǔn)器；后見之明，事后聰明 I now know with hindsight that I did him a terrible wrong. 我事后才明白我完全冤枉了他。 hindmost a. 最后面的， 最后部的 Lesson 4 The Nightingale and the Rose B T L EW a. small; diminutive 表示小的，小型的 b. female 表示女性的 c. an imitation or inferior kind of cloth 表示仿造品或衣料質(zhì)地較差的 a. kitchenette 小廚房 novelette 中或短篇 launderette 自動洗衣店b. bachelorette 未婚女子c. Leatherette 人造革suffix-ettestatuette Lesson 4 The Nightingale and the Rose B T L EW orate v. to speak in a formal, pompous manneroration n. a formal speech, especially one given on a ceremonial occasion; a speech delivered in a high-flown or pompous mannerorator n. one who delivers an oration; an eloquent and skilled public speakeroratory n. the art of public speaking; eloquence or skill in making speeches to the public; public speaking marked by the use of overblown rhetoric