英語修辭寫作-語法修辭篇 參考材料 Section 10

Section9ModesofDiscourse(5):Expository一Comparison/ContrastandCause-EffectI.KeytotheExerciseWhatiscomparison?FindouttheanswerintheLecture.(1)Whatisnon-figurativecomparisonandwhatisfigurativecomparison?FindouttheanswerintheLecture.Readthefollowingparagraphandcommentonthenon-figurativeandfigurativeuseofcomparison.Thiscomparisonisafigurativeonecombinedwithnon-figurativeone.Byfigurativeone,wemeanthatthegrowthofchildreniscomparedtothatofyoungbirds：babiestobabybirds,youngpeopletoyoungbirds,andpeople'shometobirds'nest.Bynon-figurativeone,wemeanthatthesimilaritiesanddifferencesbetweenyoungpeopleandyoungbirdsareexpositorilycomparedwith.Whatispoint-by-pointcomparisonandwhatisblock-by-blockcomparison?Isthecomparisonusedintheaboveparagraphapoint-by-pointoneorblock-by-blockone?Thecomparisonusedinthatparagraphischieflyapoint-by-pointoneinwhichthesimilaritiesanddifferencesarerespectivelycomparedtwopoints.Butitcanalsobeconsideredasapoint-by-pointonecombinedwithablock-by-blockone：thesimilaritiesanddifferencescanbetakenastwoblocks,onlywithsomekindofpitythatthedifferenceblockconsistsofonlyonepoint.Whatistheoperationbycause-and-effect?Howisitarranged?FindouttheanswerintheLecture.ReadthefollowingpassageabouttheTitanicandexplainthecause-and-effectdevelopment.ThepassagefirstreportstheoccurrenceofTitanicdisasterandthen,interestsratherthanbecauseofspecificcauses(thustheemphasisonprocessandbalancing).Thefieldmaybeinastateoflocalequilibriumordisruption,thusinfluencingthesalienceofpossiblecausesorconditions.Moreover,indefiningcausesandconditionsIamconcernedwiththeirsystematic,empiricalevidence.Withthisinmind,Iwilldemandofa“cause”or“condition”thatit:havealogical(orstatistical)relationshiptoconflict,2haveatheoreticalexplanationastowhyitshouldaffectconflict,beempiricallyandscientificallytestable.Now,denotesomecauseasx,andtheconflictbehavioritaffectsasy.Then,logically,acauseinmytermscanhaveoneofthreemeanings.First,thecausecanbesufficientfory:ifxtheny.Wheneverxoccurs,yfollows.Butycanalsobeaneffectofothercauses,sothatifxissufficientfory,wecannotsaythatnotximpliesnoty,orthatyimpliesx.Ifheavydrinkingisasufficientcauseofautomobileaccidents,thisdoesnotmeanthatsoberdrivingimpliesnoaccidents.Foraccidentsalsoarecausedbyexcessivespeed,fallingasleep,mechanicalbreakdowns.Second,thecausexcanbenecessaryfory:ifythenx.Ifyoccurred,thenxmusthavealsooccurred.Or,ywouldnotoccurwithoutxbeingpresent.Thus,gravityisanecessarycauseforonetofallonanicysidewalk.Butgravityisnotsufficient.Eventhoughgravityispresentyoumaynotslipandfall.Third,acausemaybenecessaryandsufficient:yifandonlyifx.Thatis,ywilloccuronlywhenxoccurs.Forexample,thelaunchingofAmericanICBMsinvolvesacomplexsetofsimultaneousprocedurestobecarriedoutbymorethanoneperson.Theseprocedureshavebeendesignedsothattogethertheyarenecessaryandsufficientforalaunching:alaunchingwouldnotoccurwithoutfollowingtheseprocedures,eitherbyaccidentorwill.ThereisaspecialtypeofsufficientcausethatIwillcallatrigger.Thisisaclassofcausesxthatoperateswithinasystemofconditionshighlyfavorableforproducingy,suchthatanymemberoftheclassxcouldhaveproducedyandwouldnothavebeenacausewithouttheseconditions.Thetriggerisoftencalledtheproximateorimmediatecause.Anykindofspark(classx)maytriggeranexplosiononcesufficientexplosivegashasaccumulated;anyadditionalcar(classx)onabridgemaytriggeritscollapse,givenitisalreadyoverloaded.Anyovertattack(classx)onaregime,suchasanassassination,maytriggerarevolutionorwar,ifthepoliticalconditionsareripe.Specifictriggersarethereforerandomcauses.Theyarenotofintrinsicinterestexceptasaclassofevents.Whatisofinterestarethecausesandconditionsthatmustcooccurfortriggerstobesuccessfulandthespecific,sufficientcausesthatmakecertainthatsomerandomtriggerwillspringy.Thenthereareconditionszofy.Conditions,inmysense,retardorenhancetheoperationsofacause.Settingamatchtokindlingisasufficientcauseoffire.But,ifthe(conditionofthe)woodiswet,thesufficientcausewillbehampered,possiblydefeated.Ifthe(conditionofthe)woodisdesertdry,thewoodcouldburstintovigorousflameatthetouchofamatch.Worldopinionsimilarlycouldinhibitoraggravateviolencedependingonwhetheritwasstronglyopposedorfavorable.Intheoreticallyexplainingconflictbehavior,then,thecausalmodelIwillusetreatscausesandconditionsasoperatingwithinafieldandthroughamediumofmeanings,values,andnorms.ThemodelisillustratedbyFigure16A.1,WiththisunderstandingofcausesandconditionsofConflictBehaviorinmind,then,Table16A.iorganizesthetheoreticalcausesandconditionsofConflictBehavior.ThepropositionrelatingthemtoconflictanddiscussionoftheirmeaningsaregiveninAppendix16B;theevidenceisgiveninAppendix16c.InreadingTable16A.ikeepinmindthatConflictBehaviorincludesviolenceorwar.Therefore,whatisanecessarycauseforConflictBehaviorwouldalsobesoforwar.WhatcausesorconditionsarespecifiedinadditionforviolenceorwararethereforethosethattheoreticallydiscriminatethemfromotherConflictBehavior.Thus,giventhatthenecessarycauseshaveoccurred,thennonviolentconflictescalatestomilitaryactionandwarifneitherpartyislibertarian,thestatusquohasbeendisrupted,andeachisconfidentofsuccess.Thisescalationwillbemade,moreorless,intensedependingonthepresenceofthetabulatedaggravatingandinhibitingconditions.Especially,escalationtowarwillbeprobableifthepartieshavepowerparityanditisawidescaleclassconflict.NOTES*ScannedfromAppendix16AinR.J.Rummel,War,Power,Peace,1979.Forfullreferencetothebookandthelistofitscontentsinhypertext,clickbook.Typographicalerrorshavebeencorrected,clarificationsadded,andstyleupdated.TheworkthatcomesclosesttomyviewoncausationisBunge(1963).Hearguesthatcausaldeterminationisjustoneofmanyformsofdetermination；thatcause-effectcannotbeconsideredpurelyalogicalorstatisticalrelationship；thatcause-effectdoesimplyanillogicalbondorlinkofsomekindbetweenthecauseandeffect.Idonotintendtodefinecauselogically,forthelawsoflogicimplycausalrelationshipthatfewwouldbewillingtoaccept(forexample,seeBunge,1963：242-243).Iamusinglogiconlytoclarifythetypesoftheoreticalcausalconnectionsofconcern.Thelogicisthereforeanorganizingprincipleandnotarigidformalization.IV.SupplementaryGuidesorReferencesGuide(1)ABriefGuidetoWritingArgumentativeEssaysTheRSCC,OnlineWritingLabTheartofargumentationisnotaneasyskilltoacquire.Manypeoplemightthinkthatifonesimplyhasanopinion,onecanargueiteffectively,andthesefolksarealwayssurprisedwhenothersdon'tagreewiththembecausetheirlogicseemssocorrect.Additionally,writersofargumentationoftenforgetthattheirprimarypurposeinanargumentistonwinHit—toswaythereadertoaccepttheirpointofview.Itiseasytonamecall,easytoignorethepointofvieworresearchofothers,andextremelyeasytoacceptone*sownopinionasgospel,evenifthewriterhasnotcheckedhisorherpremiseinacoupleofyears,or,asisthecaseformanyyoungwriters,neverquestionedthebeliefsinheritedfromothers.Wanttoknowwhatyouthinkaboutsomething?Thenwriteanargumentativeessay.Tobefair,however,you*llfindthatoneofthefirstthingsyoumustdoisbecomeanexpertontheissue.Whenyoupickatopic,youshouldavoidwritingaboutissuesthatcannotbewon,nomatterhowstronglyyoumightfeelaboutthem.Thefivehottesttopicsofourtimeseemtobeguncontrol,abortion,capitalpunishment,freedomofspeech,andprobablythemostrecent,euthanasia,ortherighttodie.Ifpossible,avoidwritingaboutthesetopicsbecausetheyareeitherimpossibleto"win,"orbecauseyourinstructorisprobablysickofreadingaboutthemandknowsalltheprosandconsbyheart(thiscouldputyouataseriousdisadvantage).Thetopicsmaybefinereadingmaterial,however,becausemostpeoplearesomewhatawareoftheproblemsandcanthenconcentrateonunderstandingthemethodofargumentitself.Butcareshouldbetakenthatifyoureadoneside,youalsoreadtheother.Fartoomanyindividualsonlyreadthesidethattheyalreadybelievein.Theseissuescannotbewonforgoodreason:eachtouchesonmattersoffaithandbeliefsthatformanypeopleareunshakableanddeeplyprivate.FeaturesSo,whatdoyouwriteabout?Pickawell-defined,controversialissue.(Spendsometimewiththelatestcopiesofseveralnewsmagazines,watch60Minutes,orlistentoNationalPublicRadiotogenerateideas.)Readersshouldunderstandwhattheissueisandwhatisatstake.Theissuemustbearguable,asnotedabove.Afterstatingyourthesis,youwillneedtodiscusstheissueindepthsothatyourreaderwillunderstandtheproblemfully.Aclearpositiontakenbythewriter.Inyourthesissentence,statewhatyourpositionis.Youdonotneedtosay:HIbelievethatweshouldfinanciallysupportthespacestation.nUsingthefirstpersonweakensyourargument.Say"FundingforthespacestationisimperativetomaintainAmerica'scompetitiveedgeintheglobaleconomy.0Thethesiscanbemodifiedelsewhereintheessayifyouneedtoqualifyyourposition,butavoidhedginginyourthesis.Aconvincingargument.Anargumentativeessaydoesnotmerelyassertanopinion;itpresentsanargument,andthatargumentmustbebackedupbydatathatpersuadesreadersthattheopinionisvalid.Thisdataconsistsoffacts,statistics,thetestimonyofothersthroughpersonalinterviewsandquestionnairesorthrougharticlesandbooks,andexamples.Thewriterofanargumentativeessayshouldseektouseeducatedsourcesthatarenonbiased,andtousethemfairly.Itisthereforebesttoavoidusinghategroupsasasource,althoughyoucanusethembrieflyasanexampleoftheseriousnessoftheproblem.Talkshowsfallintothesamecategoryastheyarefrequentlyopinionatedoruntrue.Areasonabletone.Assumethatyourreaderwilldisagreewithyouorbeskeptical.Itisimportant,therefore,thatyourtonebereasonable,professional,andtrustworthy.Byanticipatingobjectionsandmakingconcessions,youinspireconfidenceandshowyourgoodwill.StepsofaResearchPaperDecideonatopic.Makesureitisoneyouareinterestedinandthatitisnottoobroadortoonarrowtoanalyzeadequately.Beginyourlibraryresearch.Startwiththecardcatalogueorcomputersubjectheadings.Usetheperiodicalindex.Yourbestbetmaybetofindafewgeneralbooksonthesubject,andthenstudythebibliographiesinthebackofthebooks.Oftentimes,theverybestsourcesarefoundthisway.Youmaynote,asyouread,thatonepersonmaybequotedrepeatedlyinseveralarticles.Thisshouldtellyouthatthispersonmaybeanauthority.(Seeiftheirnameisinthecatalogue.)Ifyourunacrossthementionofanarticlewhilereadinganotherarticleorbook,gofindit.Useencyclopedias,referencebooks,newspapers,microfilm,thelibrarians,theWorldWideWeb,andotherprofessors*advice.Researchisaback-and-forth,in-and-outprocess,ratherlikethestrategyofagoodcardgame.Asyouscanpossiblesources,makealistofsourcesyouwon'tuse,sourcesyoumightuse,andsourcesyouwilldefinitelyuse.Makebibliographycardsforthelattertworightaway.Photocopyallmaterialthatyoumightorwilluse—evenpamphletsandpersonalbooks.Thiswillsaveyoutimelater,shouldyouneedtoreturntothelibrary.Ifyouconductagooddealofresearch,thefirstlistwillhelpyoukeepupwithsourcesyou'vealreadychecked(unlessyouenjoycheckingthemthreeandfourtimes).Afteracquiringsomeknowledgeofyoursubjectmatter,itistimetodecideonyourpersonalinterviewand/orquestionnaire,shouldyouchoosetouseone.Writetheinterviewquestionsandpreparethesurvey.Becarefultowordbothobjectively.Yourresearchisonlyasvaluableastheintervieworquestionnaire.Writetheoutline,roughdraft,andthefinalpaper.Thenrewriteittomakeitsoundasprofessionalaspossible.Toanalyzesomething,divideitintoparts.Sinceyouarewritingaboutaproblem,thebodyofyourpapermightlooksomethinglikethis:Paragraph1:Generalintroductionoftheproblem.Thesisstatementwhichstatesyouropinion.Paragraph2-3:Historyoftheproblem(including,perhaps,pastattemptsatasolution).SourcesneededParagraph4-6:Extentoftheproblem(whoisaffected;howbadisit,etc.).SourcesneededParagraphs7-8:Repercussionoftheproblemifnotsolved.Sourcesneeded.Paragraphs9-10:Youshouldhaveleduptoaconclusionthatyourargumentissound.Pullitalltogetherbyconnectingyourargumentwiththefacts.Anticipateobjectionsandmakeconcessions.Paragraph11:Conclusion:Restatementofthesisandsummaryofmainideas.Youarewritingafullexplanationoftheproblemandarguingforyourviewpointtobeaccepted.Workinyourowninterviewandquestionnaireinthebodyofthepaperwheretheymakethemostsense.Onceyourpaperhasbeenwritten,checkeveryquotationinitforaccuracy.Yourinstructormayrequirethateveryquotationshouldbephotocopiedandincludedwithwhatyouturnin.Allquotedmattershouldbeclearlymarkedonthephotocopy.Copyright1988JenniferJordan-HenleyGuide(2)PersuasiveEssaysTheycoulddoitbecause

theybelievedtheycould.Vergil,Roman70-19BCEInpersuasiveorargumentativewriting,wetrytoconvinceotherstoagreewithourfacts,shareourvalues,acceptourargumentandconclusions,andadoptourwayofthinking.Elementstowardbuildingagoodpersuasiveessayincludeestablishingfactstosupportanargumentclarifyingrelevantvaluesforyouraudience(perspective)prioritizing,editing,and/orsequencingthefactsandvaluesinimportancetobuildtheargumentformingandstatingconclusions''persuading''youraudiencethatyourconclusionsarebasedupontheagreed-uponfactsandsharedvalueshavingtheconfidencetocommunicateyournpersuasionninwritingHerearesomestrategiestocompleteapersuasivewritingassignment:Writeoutthequestionsinyourownwords.Thinkofthequestionsposedintheassignmentwhileyouarereadingandresearching.Determineofactsoanysourcesthatwillhelpyoudeterminetheirreliability(aswellasforfurtherreference)owhatprejudiceslieintheargumentorvaluesthatcolorthefactsortheissueowhatyouthinkoftheauthor'sargumentListoutfacts;considertheirimportance:prioritize,edit,sequence,discard,etc.AskyourselfnWhat*smissing?HWhatarethe“hotbuttonsnoftheissue?Listpossibleemotions/emotionalreactionsandrecognizethemforlateruseStartwritingadraft!(referto:Writingessays,thebasics)Startascloseaspossibletoyourreading/researchDonotconcernyourselfwithgrammarorspellingWriteyourfirstparagraphoIntroducethetopicoInformthereaderofyourpointofview!oEnticethereadertocontinuewiththerestofthepaper!oFocusonthreemainpointstodevelopEstablishflowfromparagraphtoparagraphKeepyourvoiceactiveQuotesourcestoestablishauthorityStayfocusedonyourpointofviewthroughouttheessayFocusonlogicalargumentsDon'tlapseintosummaryinthedevelopment—waitfortheconclusionConclusionoSummarize,thenconclude,yourargumentoRefertothefirstparagraph/openingstatementaswellasthemainpointsdoestheconclusionrestatethemainideas?reflectthesuccessionandimportanceoftheargumentslogicallyconcludetheirdevelopment?Edit/rewritethefirstparagraphtobettertelegraphyourdevelopmentandconclusion.Takeadayortwooff!Re-readyourpaperwithafreshmindandasharppenciloAskyourself:Doesthismakesense?AmXconvinced?Willthisconvinceareader?Willtheyunderstandmyvalues,andagreewithmyfacts?oEdit,correct,andre-writeasnecessaryoCheckspellingandgrammar!oHaveafriendreaditandrespondtoyourargument.Weretheyconvinced?oReviseifnecessaryo Turninthepapero Celebrateajobwelldone,withtheconfidencethatyouhavedoneyourbest.Howtorespondtocriticism:Considercriticismasatestofdevelopingyourpowersofpersuasion.Trynottotakeitpersonally.Ifyourfactsarecriticized,doublecheckthem,andthenciteyoursources.Ifyourvaluesarecriticized,sometimesweneedagree〃todisagree”.Remember:yoursuccessinpersuadingothersassumesthattheotherpersonisopentobeingpersuaded!Fear:Ifyouarenotusedtocommunicating,especiallyinwriting,youmayneedtoovercomefearonseverallevels.Writing,unlikeunrecordedspeech,isapermanentrecordforalltosee,andthe"context"isnotasimportantasinspeechwherecontext"colors”thewords.Forexample:yourreadersdonotseeyou,onlyyourwords.Theydonotknowwhatyoulooklike,whereyoulive,whoyouare.Hopefullyinschool,andclass,wehaveasafeplacetopracticeboththeartofwritingandofpersuasion.Thenlater,whenweareinourcommunities,whetherwork,church,neighborhoods,andevenfamilies,wecanbenefitfromthispractice.Persuasionalsohasanotherdimension:itisbuiltwithfacts,whichillustrateconclusions.Ofcourse,thismeansyouneedtoknowwhatyouaretalkingabout,andcannotbelazywithyourfacts,oryouwillnotsucceedinconvincinganyone.Thisshowsanotherleveloffear:Fearofmakingamistakethatwillmakeyourargumentorpersuasionmeaningless.Sinceyouarewriting,andthewordsareonpaperforalltosee(oronawebsite!),youneedtoworktomakesureyourfactsareinorder.ThankstotheinspirationofSRyder,andhersixthgradeclassinPennsylvania,forrevisionofthisGuide.3.Guide(3)Argument&PersuasiveWritingLessonPlansandTeachingResourcesTheBasicPrinciplesofPersuasiveWritingAnanalysisofpersuasivestrategiesforcollegestudents.BattleBars--TheEdibleArgumentStudentsdevelopathesisstatementandwritepersuasiveparagraphs.TheirgoalistopersuadetheiraudiencethatSnickerscandybarsarebetterthanKitKatsorviceversa.CanYouConvinceMe?DevelopingPersuasiveWritingAclassroomgameintroducesstudentstothebasicconceptsoflobbyingforsomethingthatisimportanttothem(orthattheywant)andmakingpersuasivearguments.Studentsthenchoosetheirownpersuasivepiecetoanalyzeandlearnsomeofthedefinitionsassociatedwithpersuasivewriting.Oncestudentsbecomeawareofthetechniquesusedinoralarguments,theythenapplythemtoindependentpersuasivewritingactivities.Designedforgrades3-5.DearLibrarian:WritingaPersuasiveLetterStudentswritetotheirschoollibrarian,requestingthataspecifictextbeaddedtotheschoollibrarycollection.Dictionary,SchmictionaryInthisWebQueststudentsevaluatefouronlinedictionaries.Theyselectonetorecommendtoothers.Theywriteamemototheirprincipalanddesignpostersforpeers,usingdifferentpersuasivestrategiesfordifferentaudiences.Don'tThrowAwaythatJunkMail!Studentsuseoldjunkmailtoidentifytechniquesusedtoattractandholdthereader'sattention.FiveWaysofLookingataThesisUsingThePrincessBrideandotherworksasmodels,thispagepresentsfiveaspectsofagoodthesisstatement.IdentifyingVoiceThis3handoutasksmiddleschoolstudentstoreadanarticle,respond,andidentifythevoice.Itincludesagraphicorganizer.RequiresAdobeReaderorcompatibleapplicationforaccess.IfyoucanconvinceMomandDad,youcanconvinceanyone!Studentswritealettertotheirparentsinwhichtheyattempttowinpermissiontodosomethingtheparentsareopposedto.Includesatimelineandalettertoparents,involvingthemintheassignment.LogicalfallaciesDefinitionsandexamplesoffaultythinking.TheOprahShowStudentsselectaglobalissue,researchit,andmakearecommendationregardingAmerica'sparticipationinasolution.Thetopicsavailableareapartfromthedescriptionoftheluxuriousshipandthenarrationofthedesirousstory,itexplainsthedirectcauseoftheshipwreckontheonehand：theicebergrupturedtheship,thecrew'sfutilerescueattemptsandthelackofenoughlifeboatscausedlargeamountofdeath；andontheother,itimpliesthatthedisasteroccurredbecauseofthenegligencebythecrew.Inthisdevelopment,thecausegoesaftertheeffect.ILTranslationoftheSampleTextOpen.III.SupplementarySamplesSample(1):Comparison/Contrast(A)Let'sGototheMoviesCommentingonthemotionpictureversionofMacbeth1,acriticonceWrote,ulnthisfilmofShakespeare'stragedy,OrsonWellesplayedMacbeth.Macbethlost.”Manyproducersoffilmsalsolose,inanothersense.Theyloseintheireffortstocreatemeaningfulandartisticfilms.Forthemodemfilmindustry,generallyspeaking,emphasizesbusinessratherthanart.Despitethisfact,afewbrilliantfilmsareproducedeachyear.Mostsuccessfulfilmshaveanumberofqualitiesincommon.Theseincludecreativephotography2,asenseofstyle,andmeaningfulideas.Becausethecameramakesitpossibleformoviestobethemostflexibleloftheperformingarts,imaginativecameraworkisapleasuretowatch.Inthefieldofblackandwhitephotography3,theBritishdirectorDavidLeanpoeticallyfilmedtheEnglishcountrysideinGreatExpectations4andtheslums5ofLondoninOliverTwist.Similarly,intheAmericanmovieCitizenKane,OrsonWellesappliedthetechniqueofperspective6tothemotionpictureinthesamewaythatBreugheltheElderhadappliedittoFlemish7painting300yearsearlier.Colorphotographyhasgivennewopportunitiesforcreativity.Oftenacolorfilmwillreflecttheartofthecountryinwhichitwasmade.LikeTeinosukeKinugasa'smasterpieceGateofHell,whichhasthedelicatecoloringofaJapaneseprint,FrancoZeffirelli'sTheTamingoftheShrew8isfilmedinthesamerichlymutedItaliancolorsthattheRenaissancepainterRaphaelmighthaveused.AsecondimportantfeatureinthefilmsIhavemostenjoyedisstyle.Afilmgainsitsstylenotonlyfromcameraworkbutalsofromsetdesign,costlImedesign,soundfataldisease,ethniccleansing,naturaldisaster,terrorism,civilwar,andreligiouspersecution.ThisWebQuestisdesignedforsophomores.PersuadeMeStudentsanalyzethepersuasivetechniquesfoundinjunkmail.Designedforgrades6-8.PersuasiveEssayTopicsFourpromptsdesignedforhighschoolstudents.PicturesandSlogansPersuadeanAudience!Designedfor6-9,thisunitasksstudentstoexaminepersuasivetechniquesinadvertising.PositionPapersLinkstostrategiesandprompts.SellingRock'n'RolltothePTAStudentsworkingroupstosellaproducttoanunlikelymarket.Studentsmustconsiderthesellingqualitiesoftheitem.AStringofBeadsThroughconstructinganecklacestudentsvisualizeaplanforincludingthecentralidea,supportingfacts,andaclinchersentenceinaparagraph.TheToulminProjectHomepageAnexplanationofandpracticewithToulminargumentation(data,warrant,claim).TheTotalPackagenAfterexaminingthematerialsusedinthepackagingofeverydayproducts,studentsgatherandanalyzeinformationaboutaspecificproduct,createanewdesignfortheproductandgenerateawrittenreportthatcontainsthesuggestedchangesfortheproduct.0ATriptotheBaseballHallofFame(WritingaPersuasiveLetter)Studentsconductresearchonline,thenwriteabusinessletterntodemonstratethatatriptothatinstitutionwouldbeacademicallybeneficialtothemembersoftheschoofsbaseballteam."WritinganArgumentFollowlinktohandoutsonkeyterms,classicalstructure,Toulmin(claimandwarrant)andRogerian(commonground)arguments,andhowtowriteagoodthesis.WritinganArgumentInadditiontodefiningHargument/thissiteincludesanexerciseinavoidinglogicalfallacies.track,filmediting,andtheperformancesoftheactors.JeanCocteau'sBeautyandtheBeast,BillyWilder'sSunsetBoulevard,ArthurPenn'sBonnieandClyde,andStanleyKubrick'sBarryLyndonaremoviesinwhichstyleisavitalelement.Detailsfromthesefilmsstickinthemind:thehumanarmschangedintocandelabra4inCocteau'ssurrealistic”production;thezebra-skinupholsteryofanagingactress5sRolls-RoyceinSunsetBoulevard;FayeDunawayrunningthroughadead,sun-bleachedcornfieldasthesunlightbrieflypassesoveritinBonnieandClyde;thestunningglowofcandlelit,eighteenth-centuryrooms,photographedforBarryLyndonwithaspeciallensnormallyusedinspaceexploration.Anactorwhopersonifies6cinematicstyleisthecomedianCharlesChaplin.WhocouldforgetChaplinasahungrytrampinAlaska,usingaknifeandforktoeathisshoe?Whatusuallygiveafilmitsmostenduringvalue,though,aretheideasitpresents.Forthisreason,theworkoftheSwedishdirectorIngmarBergmanisespeciallypowerful.Oneofhismostironicfilms,WildStrawberries,concernsanagingprofessorwhowinshighacademichonorsbutlosestheloveandrespectofhisfamily.TheFrenchmanJean-LucGodardandtheSpaniardLuisBunuelalsoconcernedwithman5sroleinlife,focusintheirfilmsonthealienationTofmodernman.BoththeJapanesedirectorAkiraKurosawa,inSevenSamurai,andtheIndiandirectorSatyajitRay,inFatherPanchali,examinethesocialstructureoftheirrespectivecultures,withanemphasisonthevaluesofpeasantlife.Andfewmaledirectorshaveshownthevigor,daring,andpoliticalawarenessthatexplodeinsuchfilmsbyItaliandirectorLinaWertmullerasLotieandAnarchy,TheSeductionofMimi,SweptAway,andSevenBeauties.Significantchangesaretakingplaceincinemainthesecondhalfofthetwentiethcentury.Newdramaticsubjects,fromchildbirthtospacetravel,arebeingfilmed.Thecameraisbecomingmoreversatilethaneverbefore.Slowmotionscenesandspeeded-upactionarecombinedatanormalspeed.Color,sepia,andblackandwhite