坐便器十大名牌Samples of Introduction & Conclusion
Sample 1理想液体
Introduction
From its publication in 1952, The Old Man and the Sea has played an important role in defining and confirming Ernest Hemingway’s position as a major voice in 20异烟肼中毒th century fiction. He was born on July 21, 1899, at Oak park, Illinois. He stands for the spirit of the “Lost Generation”, and believes that the hero can always ri from destruction. At the same time, he created a “code hero” who shows “grace under pressure”. In his parable novel The Old Man and the Sea, Hemingway further explored the masculine theme of man meeting challenges and struggling alone, manifesting extreme determination and fortitude in the face of certain defect, and living with “grace under pressure”.
The Old Man and the Sea was hailed as Hemingway’s triumphant return after the 1940s and 1950s when his novel Across the River into the Trees was such a poor performance th
at critics all agreed that Hemingway’s talent was dead. The appearance of The Old Man and the Sea not only saved his reputation but also won the Nobel Prize in 1954. The work reveals the spirit of the man, people’s wisdom, firmness and persistency. Besides, Hemingway created his own literary style characterized by directness and simplicity. He said it was just like the “iceberg”. The work is so famous all over the world that it evoked wide attention. Robert Gorham Davis describes The Old Man and the Sea as a brilliant, deceptively simple work that express the author’s most fundamental beliefs about what it means to be a person. He extolled the novel as “a tale superbly told” and marveled at its ability to imply “a human continuity that far transcends an individual relationship (Davis, 1952:1).” And Wu Dingbai, a scholar among Hemingway’s many enthusiasts in China, comments, “Almost all his stories deal with the theme of courage in face of tragedy. They reveal man’s impotence and despairing courage to asrt himlf against overwhelming odds (Wu, 2002:121).” 补写句子
The Old Man and the Sea is so important to Hemingway and the American literature that there are lots of studies on it, while studies on the old man always dominate among them.
Therefore, the rearch on the little boy——Manolin is minimal. It ems that his role is irrelevant and unimportant to the novel. In fact, the appearance of the boy is the ingenious arrangement by the author. When Hemingway talked about the successful factors later, the little boy was mentioned in the same breath with the old man. So the boy’s role in this novel is worthy being considered by critics and readers. This paper attempts to explore the roles of the boy in helping to show the old man’s grace and deepening the theme of love as well as conveying the symbolic meaning of the novel. By making this study, we will have a better understanding of the novel.
Conclusion
华侨大学华文学院From the above discussion, we can e that the little boy is esntial to the novel in three aspects: firstly, he acts as a medium to show the old man’s grace, during which he rves as an important factor in the development of the plot. His leaving indirectly lays pressure on the old man and forces him to make up his mind to go far for fishing, which offers a premi for the following story. Furthermore, through his living with the old man we can g
et a clear picture of the old man’s fine qualities. Thus he is the medium through which we can have an entire understanding of the old man’s character. Secondly, his love and care for the old man helps to deepen the love theme of the novel, and it also plays a great part in removing the tragic atmosphere of the old man. Apart from this, it rves as a forceful spiritual support in the old man’s heart, which is in company with him to fight until the end. Thirdly, his symbolic meaning in the novel helps us to have a deep understanding of the novel, the old man as well as the author. He symbolizes many things at the different stages of the novel, most importantly; he is the continuity of the old man’s heroism, which can be regarded as a best complement to the old man’s character. Therefore, it is not exaggerated to say that without the boy the work could not be such a great work we know now. The image of the boy is clear and discernible in reader’s mind, the more description of the boy we read, the stronger feeling we feel of the old man.
虾丸的做法Sample 2
Introduction
告别单身派对
Translation has a long history of about 2000 years in China, and it ems to be a subject on which hot debates never cea since its appearance, but compared with other aspects of translation studies, little has been devoted to the study on translation teaching.
Traditional translation teaching is almost bad on grammar and it is a pedagogy which parates from the real context. Discour, the basic unit of translation, is always being overlooked. Besides, the traditional translation teaching method is always teacher-centered. The are all against the cognitive theory, which indicates that: study is not an automatic, positive stimulate-respon bond. Study can only be realized through learners’ subjective function. Information-organized theory emphasizes that the teachers must organize the knowledge into meaningful units in order to make the students learn as much as possible in a short time and reduce students’ automatic study at the same time. Though traditional translation teaching method has played an important role in translation teaching in recent decades, we still can’t ignore its problems. Therefore, some considerations about translation teaching should be taken for English majors in overall.
The study focus on the following issues: firstly, translation and translation teaching for English majors. In this part, the author will analyze the problems existing in traditional translation teaching, including the general description of traditional translation and its problems, and then suggest the solutions to the problems; condly, the distinction between pedagogy of translation and pedagogical translation. In this part, the author mainly introduces their definitions, characteristics, their distinction and the importance of distinguishing them; thirdly, tting up discour-bad translation teaching model. In this ction, the author would talk about what is discour-bad translation, why we should establish discour-bad translation and how we can achieve it.
The purpo of this study is to point out the problems existing in traditional translation teaching method so as to draw teachers and authorities' attention, to make distinction between translation teaching and translation for teaching so as to exemplify the importance of distinguishing them, to advocate discour-bad translation teaching model in order to emphasize its importance and to give some suggestions to the prent translation teaching for English majors.
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