B. While Listening. Listen carefully 40 the recording. Each sefitence will be read twice. In column 1, wrte the tone {or mood) ex- @ pressed in the sentence. In column 2, write who could have said the sentence. Your clue is the profession of the speaker. C. Affer Listening. Your teacher vill play the recording again. Dou- ble-check your answers. Make any necessary corrections. Whiting a Paragraph When you write a sentence, you separate the words. If you do not do this, it will be very difficult o know what you are saying. Canyoureadthiseasilyandatonce? Of course, you could not read it easily. In addition to separating words, you also separate a sentence from another by using punctuation morks and by leaving a space between sentences. Again, this is done to make reading easier. Sentences are grouped into paragraphs and each grouping is marked with on indention. When you look at the page of a book, the first thing you notice is the indention of the poragraphs. If the paragraphs are very lng, you may think that the selection is dry and not interesting. This is one reason why a book with dialogue is more likely to appeal to you at first glance. There are other reasons why a page of printed matter is divided info paragraphs. The paragraph morks the divisions between the thought units of the whole composition. If you have a number of things to say about a subject, breck the composition into paragraph units Suppose you want to write a composition on a trip to Israel. This subject can be logically divided into the following paragraphs or sub- topics. 1. Preparation for the trip 2. The actual flight 3. Anival in Isroel 4. Activities there 5. Return home A porograph must always be thought of os a little composition. 52 Unit 2 + Exploring the Works of Chinese and Japanese Writersnot ce ice is develéps a subdivision of the subject Read the selection that follows and notice how each paragraph A\isit to a Fishpond Hove you ever tasted o milkfish with its belly thick with fat? Or crabs heavy with rich, dark yellow fat? Or oysters soft and melting in your mouth? IF you visit « typical fishpond, you will find it a very inter- esting place. Here, fishes are raised just like form crops. The fishponds ore rectangular bodies of water connected to one another by control gates that can be raised or lowered. By means of these gates, the fishpond owner can flood and drain the ponds just os « farmer floods and drains the fields of rice paddies. Milkfish ore plentiful in these ponds. To prepare these ponds, they ore first drained one by one. Then they are cleaned thoroughly. Next, soft moss and algae are spread along the botiom, and water plants are introduced. These will provide food for the fish. The ponds are then filled with water. The fry are releosed in the water by the thousands. Ii fakes about six months for the millfish to grow to maturi- ty. Aller six months, the fish are cough! and sold in the markets where homemakers eagerly buy them. The first paragraph introduces the subject. The second paragraph explains the water control in a fishpond. The third paragraph explains the preparations for and the maintenance of the fish. The last para- graph shows how the full grown fish are caught and marketed QOa=ay Develop each sentence into a short paragraph of three or four sentences by answering the parenthetical questions. 1. [think | paid foo much for this pen. (Where did you buy the pen? How much did it cosi? What might you decide to do next fime you buy a pen?) Lesson 1 + Exploring Chinese Literature. My brother enjoys making me cry. (What kind of a person is your brother? Why does he like to tease you? How did he moke you cry this fime? What did you do with him?) 3._Icertainly enjoyed the party, (Who hosted the parly? Who were the guests? What were the three things you enjoyed? Did you meet anybody interesting?) 4. | would travel if | had money. (What three places would you like to see? Why would you like to see each of them?) 5. When the teacher called on me, | couldn't recite. (Why were you not able to recite? Give three reasons.) Identifying and Developing the Topic Sentence You have learned that the paragraph is the foundation of © com- position and that the sentence is the foundation of the paragraph Every good poragraph must develop only one main thought. The sen- tence thot expresses this keel idea is called the fopic sentence. All the other sentences develop this idea and serve to make it clear Not all paragraphs contain a topic sentence that is actually stated in the paragraph. Quite offen the lopic sentence is merely implied This means that although the topic sentence is not actually found in the paragraph, the reader may easily formulate it affer reading the poragraph. Study these examples of paragraphs with the topic sentence im- plied: 1. To escape persecution by the Nazis in the 1930s, cbout three million Jews came to settle in Israel, 0 land of only about 8,000 square miles. They found an empty wasteland of dry sand and swamp. The task of converting this bad land to green fields wos left entirely to the initiative of its leaders ond to the industry and cooperation of their followers. Their motto was: We build together. Another motio was: From each according fo his means, to each according fo his needs. Cooperative vil- lages, called kibbutzim (singular kibbutz), were organized and are at present scattered all over Israel. Topic sentence formulated: To escape persecution by the Nazis in the 1930s, three million Jews settled in Israel and Converted the empiy wasteland and swamp info prosperous village cooperatives called kibbutzim, 4 54 Unit 2 + Exploring the Works of Chinese and Japanese Writers Xxa person is tow did he 2) 2 Who were d? Did you would you on?) Why were > of a com- paragraph. nt. The sen- catence. All # clear. wally stated ely implied lly found in reading the enience im- about three nly ebout ind of dry dio green sand fo the motio was: 5 according cerative sonized and ion by the > Israel and prosperous We Filipinos are over 100,000,000 strong. We live in a land blessed with o sunny climate where a large variety of crops can easily be grown. Our land is fertile; our rivers teem with fish; our mountains are rich with mineral deposits of all kinds. We are considered one of the most versatile and intelligent peoples in Asia. There is no reason why we cannot develop our natural resources and be self-sufficient. Topic sentence formulated: We Filipinos, living in @ land blessed with a good climate and rich in natural resources, should be self-sufficient. Writing a Unified Paragraph ‘A good paragraph has a central idea developed by the sentences init The central idea, the details of which the other sentences supply, provides the basic unity of the paragraph. Suppose your teacher tells you to write a paragraph about your favorite day. First, you have to decide what your favorite kind of day is. Would you like a rainy day, a windy doy, a stormy day, or a warm sunny day? Hoving clarified the picture you wantto project, make a list of the lems you might use in your paragraph. Your list might run like this: 2. 3. 4 5 6. ze 8. ee 10. You see at once that some details belong together. Numbers 1, 4, 7,9, and 10 belong together . a dleor blue sky heavy clouds racing across the sky the waters rolling toward the shore the rippling waters of the sec mud holes everywhere the flooded fields the shimmering sands trees bending to the strong wind a warm, summer breeze light, fleecy clouds Lesson 1 + Exploring Chinese Literature 55 esYou can write a paragraph weaving these details together, such {98 the following One sunny. day in April, we found ‘ourselves on the sea- shore. The sky was a clear blue across which fleecy clouds floated. Before us extended the rippling waters of the bay, while around us was a siretch of sand shimmering in the clear sunlight. On our faces and foreheads blew the warm, summer wind coming from the sea. Discuss the poragraph. Do all the sentences develop the ideo that it was @ warm, sunny doy? The topic sentence is given. Which of the sentences given after the topic sentence suppor it, and which do nof? Circle those that support it and cross out those that do not. 1. Topic sentence: Getting on the honor roll is not easy. It requires hard work. Nanding is on the honor roll. ‘One must study very hard. One must develop good study habits. | envy Nanding when | seé his name on the honor rol. ayo SCD Nanding is my friend 4g. 1am proud of him. hh. One must be attentive during the recitation. i. [wish | could be os smart as he is. 2. Topic sentence: It was a hard-fought game. cg. The two teams were well-matched. b. | saw the game with my father. . My sister wanted fo go with us. d. My father would not let her. 56 Unit 2 + Exploring the Works of Chinese and Japanese Writers‘er the sport all. ze The game seesawed dangerously several times. There was a big crowd. | cheered my team enthusiastically. With three minutes to go, the score was tied. 9. | grew hoarse from sho} When the buzzer ending the game went off, our team had ‘won. Topic sentence: Everything in my bedroom was in order. zo means i | worked hard all morning The bed cover lay smoothly over the bed The floor was spic and span. The pillows were arranged neatly. Some friends were coming fo see me. The wastebosket contained « few soiled pieces of paper. The dressing ‘able had received special core All the articles on it were arranged in neat rows. A vase on the dresser had a few fresh roses, A ted rose had fallen fo the floor. Topic sentence: Celia didn’t want to play with us. -~e ange e She said that she had a lot of things to do. Celia generally joins us in our play every day. She is a very lively person. She would have a test the next day. She always wants to study well for a test. We spent some time coaxing her to play with us. When Celia says no, she means it. Lesson 1 + Exploring Chinese Literature 57 —_—Developing the Topic Sentence The following ways may be used to develop o topic sentence: o. by giving details b. by giving examples c. by cause and effect 4. by comparison or controst Study the following paragraphs. A. Development by Giving Detoils The cocstal plain of Israel isa narrow strip of ferfile land along the Mediterranean Sea. Most Israelis live in the coastal plain, and ‘most of the nation’s industry and agriculture are located there. Haifa, Israel's major port, is on the northern coast. The northern Part of the coastal plain includes a part of the fertile Plain of Es- draelon. The Quishon, o broad stream, flows through this plain, Most of Israel’s important citrus crop is produced in the Plain of Sharon, which forms part of the central coastal plain. Farther south is the city of Tel Aviv. Let us onalize the foregoing paragraph. The topic sentence is: Most Israelis live in the coastal plain, and most of the nation’s industry and ogriculture are located there. What details ore given inthe paragraph regarding the shape of the plain, the kind of soil, the produce of the land, and the cities located there? How do the details develop the two ideas in the topic sentence? Developing a paragraph by details is different from develop- ing a paragraph by examples, as you will see next. 4 B. Development by Giving Examples We have many delicious dishes from different parts of Luzon, From the Ilocos region comes goat kilawin. This is goat meat served with radish and seasoned heavily with vinegar, garlic, on- ions, ond pepper. From this region also comes pinakbet, a veg. etable dish made from eggplant, sitaw, ampaloya, okra, and fish sauce (bagoong). From Central Luzon comes paksiw, milkfish cooked in vinegar and ginger with a dash of salt, Central Luzon is also famous for its tamales, a complete lunch wrapped in banana leaves. From Southern Luzon we have delicious coconut milk dish 8s, for the Bicolanos love to cook their vegetables in coconut milk. How is paragraph B developed? Ave the examples appropri- ate? What makes you say so? 7 58 Unit 2 - Exploring the Works of Chinese and Japanese WritorsC. Development by Cause and Effect It is not hard to understand why he failed. He wos naturally lazy and would not exert any effort to study his lessons. He was offen absent. He took more holidays than were shown on the school calendar. He was often absent when a test was scheduled because he knew that he did not review for the test. Sometimes, he took a test and when the test papers were returned, he would briefly look at his paper. He would then crumple it and throw it ‘away. He did not care to find out what items he had missed and did not listen as the test questions were discussed on the day the test papers were returned. What is the topic sentence? Give the cause that explains why the student foiled. Would you call this paragraph development by details, ie., details of the cause? Explain. Development by Comparison or Contrast A vacation spent by the sea is different from @ vacation spent ‘on a mountain. It is true that in both places, oné will live close to nature. In both places the air will be healthy and invigorating. But there are some elements which makes the places different, By the sea, one is lulled to sleep by the sound of the waves. In the moun- tain, one sleeps to the rustling of the leaves and the creaking of the branches as the wind blows. On the beach, one can swim to his/her heart's content, pick up shells on the shore, and even go: sunbathing. In the mountains, one can go hiking, camp under the trees, and fish in some clear river or brook. What is the topic sentence? What similarities exist between the two places? Pick out the differences. Or=y Do these three things for each paragraph that follows: 1. Find or formulate the central thought or topic sentence. 2. Identify the method the writer used in developing the topic sentence, 3. Pick out the supporting sentences that develop this central thought. Lesson 1 + Exploring Chinese LiteratureA. What, then, do | do in my solitary moments? One thing is sure, | take to doydreaming, a sort of heaven for lonely souls. But day- dreaming does not occupy all my time. When nobody is around, open my treasure box of old albums and screpbooks and my collection of odds ond ends. Looking at these mementos of my childhood, | live the past all over again and wonder about my future. Topic Sentence: £8 B. We should not measure man’s greatness by his ability to attain success. Rather we should measure his greatness by the way he faces and accepts defeat. He is not less of a man in the eyes of God and man if he accepts defeat with courage. He is considered great because he possesses a virtue that even some great men lack. He is the kind of man who deserves our admiration. A severe blow to his pride does not embitter him; he falls only to rise again. He may be ridiculed, but he is not disheartened because he knows that he has succeeded, not in trying to achieve something but in his relentless struggle with self, to overcome the blight in his soul his pride. Topic Sentence: = Sentence Variety in Paragraphs Study the following paragraph {have o cat. Her name is Ming. She is like other cats. She likes to catch birds. She likes to sit on my lap. She likes to be petted. But she has a bad habit. She likes to steal food from the kitchen. Once she stole a leg of chicken. Another fime, she stole a whole fish. Our cook was angry at her. She wanted to beat Ming. | hid Ming in my room. The cook could not find her. The preceding paragraph is correct and clear enough, but the sentences are choppy. The composition sounds like the literary ef- forts of o Kindergarten pupil. Combining some of the sentences and changing them slightly will improve the paragraph very much. With- out soerificing clarity, you can change the paragraph above, thus: 60 Unit 2 * Exploring the Works of Chinese and Japanese WritersIhave a cat whose name is Ming. Like other cats, she likes to catch birds. She likes to sit on my lap and have me pet her by stroking her on the head. But she has some bad habits. She likes fo steal food from the kitchen, such as a leg of chicken ‘or even a whole fish. When she stole a whole fish once, our ‘cook was angry at her. She chased Ming around the house in- tending to give her a good beating. But | hid Ming in my room where the cook could not find her. The second version of the paragraph about Ming is much better than the first because there is a greater variety in sentence structure and sentence length ‘The surest way to find out if your composition is monotonous is fo read it aloud or to have a friend read it for you. Monotony of style is more easily detected by the ear than by the eye. Avoid monotony of style by using different kinds of sentences, such as sentences in the inverted order, by placing phrases at the beginning of sentences, ond by using sentences of different lengths cand forms. Make sure that in attaining voriety to avoid monotony, you do not sacrifice clarity, It is better to write simple, short sentences that are clear than to write long and varied sentences that no one can understand Lear fo vary the form and length of your sentences to attain ef- fectivoness in your paragrophs tudy the sentences that make up the following paragraph. [like cats. (declarative, very short) Why do I like cats? (inter= rogative, shor) I ike them because they are soft and gentle and affectionate. (declarative, long) How silky their fur is (exclama- fory, shor) What gentle voices they have! (exclomatory, shor!) They like to sit on your lap or rub themselves against your legs ~ orstare at you with their unwinking eyes. (declarative, very long) You will notice that the paragraph above is composed of six sen- ences. The first sentence is declarative and has three words. The sec~ ond sentence is interrogative and has five words. The third sentence is declarative and has eleven words. The fourth sentence is exclama- tory and has five words. The fifth senience is exclamatory and has five words too. The sixth sentence is declorative ond has twenty-one words Lesson 1 + Exploring Chinese Literatureexample of effective writing. Writ. ‘ences are all of one type and of The preceding poragraph is an ing becomes monotonous if the sen the same length. Two C enced the principles forily on underston Lao: name gi author « or the contoins Taor stresses ing the ™Path® that co 62._Unit2 + Exploring the Works of Chinese and Japanes® WritersThe Great Chinese Philosophers Two Chinese philosophers, Loo Tzu and Confucius, greatly influ- enced the Chinese woy of life. Their teachings became the guiding principles of the Chinese people in conducting their personal lives, fomily and social relotions, political dealings, and jin their search to understand the force that controls the universe Lao Tzu (6th Century 8.c,) lao Tzu, pronounced (lou’d2u'), is the name given fo the father of Taoism and the author of the book called “Tao Te Ching” ‘or the Way and Its Power. The Too Te Ching contains Lao Tzu’s words of wisdom. Taoism Taoism (dou‘izm) is a religion developed from Taoist philosophy. It stresses freedom from desires, simplicity of lifestyle, and understand- ing the way of the universe. Taoism is derived from Tao, which means "Path" or “Way.” For the early Chinese, the Tao referred to the force shat controlled the universe. The following selection is en excerpt from the Tao Te Ching. Water Lao Tzu The best of men is like water; To whom did Lao “ Tzu compare Woter benefits all things Seis? Wty do And does not compete with them. veLihok he It dwells in the lowly places that all disdain, the bosis for the comparizon? Wherein it comes near to the Tao. In his dwelling, he loves the lowly earth; Lesson 2 * The Great Chinese Philosophers 63Based on the poem, what are the best quaities cof g human being? Are these traits still seen in human beings? Why do you soy 50? Discuss with a se of the sup: superior mon as de: their names and your reasons for choosing them. rior man? Why? Why not? Values: Life Connection Think of three persons who exemplify the beautiful qualities ofa Inhis relations with others, he loves kindness; In his words, he loves sincerity; In government, he loves peace; In business affairs, he loves ability; In his actions, he loves choosing the right time; Itis because he does not contend That he is without reproach. ‘atmate: Do you egree with Lao Tzu's description scribed in the poem. On the table below, write Superior Persons Reasons Identifying Figures of Speech A figure of specch isa liteary device used to create 0 speci! ef- fect or feeling by mal Tee ome common types of figures of speech are simile, metaphor, personification, ond Simile is a comp’ Example: The Chinese 64. Unit 2 Exploring the ing some type of interesting or creative compar hyperbole. sarison of two unlike things using like or as. core like anis who work day and night. Works of Chinese and Japanese Wri Meta Exams Tt & Perse or an idk Lit This is que:jime; ription es of a » write Metaphor is a direct comparison of two unlike things. Example The Chinese are vines who have slowly taken root i ely. Personification is a literary device in which an animal, an object, ‘or an idea is spoken of or is described as if it were a person. our soci- Example: 2 The sun refuses to set Hyperbole is an exaggerction or an overstatement. Example: They walked a thousand miles to find the elusive Chinese treasure. Litoies takes place when double negatives are used for emphasis. This is similar in purpose to hyperbole, which uses exaggerations Example You are not unlike yourtather, who was very persistent. (Mean- ing, he was like the father) ? Your teacher will divide your class into small groups. Answer the ' questions with your group mates. Be ready to reporr. 1. What figure of speech is used in the line “The best of men is like water"? Explain the figurative line 2. What are the similarities and differences between simile and 3 metaphor? Cite two examples of each to illustrate your an- swers. ' 3. When is hyperbole effectively used? Why do you say so? Give an example situation of the use of hyperbole and explain why it was used effectively. 4. In the book of Jeremich chapter 30 of the Bible, it says, “I will multiply them, and they shall not be few; | will make them honored, and they shall not be small.” What figure of speech is used in this verse? Explain its meaning. Lesson 2 * The Great Chinese PhilosophersConfucius (651 ac-478 eC) Confucius is one of the truly great men that China has produced, The word Confucius is the Westernized form of his name, which is Kung Fu- tze, Kung being his proper name, Fu signifying revered, and tze signifying teacher. The Analects or collected sayings ‘of Confucius were ‘compiled by his fol- lowers long after his death. Inall his teachings, Confucius em- phosized the importance of moral con- duct. He tried to teach his followers to become true gentlemen, by which he meant morally and spiritually superior men. Confucianism The philosophical ideos taught by Confucius led to the develon- ment af Confucianism, a system of belies observed by most Chinese er comed particulary with moral behovior. The Analects of Con- oo con etollecron of Confucian sayings, contain truth abou! social torte Between and among family members or fiends. Selections from the Analects of Confucius 1. The superior man understands what is right; the inferior man understands what will sell 2, The superior man loves his soul; the inferior man loves his properly. 3. The superior man blames himself; the inferior man blames others. 4 To know what you know and know whet you don't know is the characteristic of one who knows. 5. Do not worry about people not knowing you, but strive 10 be worth knowing. 6. Aman who hos commitied @ mistake ond does not correct it is committing onother mistake. 66 Unit2 + Exploring the Works of Chinese and Japonese Writerssally nan) his mes the be tit 7. Reading without thinking gives one a disorderly mind; thinking without reading makes one flighty. 8. When a country is in order, itis @ shame to be poor and a common man; when a country is in chaos, it is a shame to be rich and an official. 9. To repay evil with kindness is a sign of a generous character; fo repoy kindness with evil is the sign of a criminal. 10. Aman who has a beautiful soul always has some beautiful things to say, but a man who says beautiful things does not necessarily have o beautiful soul. Work with a partner and reflect on the Analects of Confucius. Se- lect two of your favorite anolects and onswer question 1 below as well = as the questions corresponding fo your chosen anolects. 1. What are the greatest contributions of Confucius to the world? 2. Analect #1: What is Confucius’s message to businessmen in relation to wanting to earn money? 3. Analect #2: If a man loves his soul, how must he act? 4. Analect #3: What is the importance of taking responsibility for one’s actions and mistakes? 5. Analect #4: Is there ony person who knows everything? Why? Why not? 6. Analect #5: Does popularity guarantee true friendship? Why? Why not? 7. Analect #6: Why should a person correct his/her mistakes? 8. Analect #7: How important is learning by reading and think- ing? 9. Analect #8: What is the importance of ensuring that you and others live with dignity in the world? Why do greed and selfish- ness not have a place in society? 10. Analect #9: Do you agree thot it is better to repay cruelty with kindness? Why is revenge not advisable? 11. Analect #10: Why is a man who says beautiful things not al- ‘ways a genuinely nice person? Explain your answer. Lesson 2 + The Great Chinese Philosophers 6768 Unit 2 + Exploring the Works of Chinese and Japanese Writers Values: Life Connection 1. Think of a person who exemplifies the Confucian teachings. The person may be a celebrity, @ political figure, a teacher, or any person. Do some research on the following aspects regarding that person: (a) family background, (b) early years, {c) education and training, (d] choice of career, and (e| biggest ‘accomplishments. 2. How does the life of that person exemplify the Confucian teachings? 3. Present your findings fo your closs. In the presentation, you will pretend io be this person, telling the class about yourself, your life, ond your accomplishments. Be ready to answer questions your classmates may hove. Search YouTube.com for video clips about Confucius and his analects. Find two clips talking about Confucius himself and one lip talking about his most famous analects, As you watch the clips, fake note of the very important information, like life events, people, ic. Come up with a summary of these and be ready to present what you learned in class. Do not forget to present with correct pronuncia- fion and projection. Using the Rising-Falling and the Rising Intonations Intonation refers to how our words in a sentence or phrase sound when put together. Our voice may keep rising until the end of the sen- tence or phrase, while in some other times it may rise then fall after the stressed syllable. When the intonation rises until the end of the sentence, itis called the rising intonation. This is used only in yes-no questions. Conversely, when the intonation rises on @ stressed syllable and falls after that syl- lable, itis called the rising-falling intonation. This is the more common of the two and the more commonly used. We use this when we state or declare’ things, when we ask people wh questions, and when we cask people to make a choice. > = 5. They 6. Exple 7. Disa 8. Who 9. Hey 10. Hiss B. Observe tions of 1. Was 2. Did have A. Isa eral isieachings. : teacher, 9 aspects rly years, ») biggest ‘onfucian you will self, your svestions nd his ad one e clips, apie ant what uncia- = sound he sen- all after s called versely, hat syl- mon © state nen we A. Observe the rising-falling intonation in the following sentences. Number 1 serves as your guide. 1. Corftkius was affedcher. 2. How did he teach his people? 3. What did he teach them? 4. Why did they call him wise? 5. They followed him everywhere. 6. Explain why he traveled widely. 7. Disciples joined him. 8. Whot did they call him? 9. He was very kind. 10. His people loved him. B. Observe the rising-falling intonation in saying the following ques- tions of choice. 1. Was Confucianism a religion or a philosophy of life? 2. Did Confucius live before Christ or after Christ? 3. Would Confucius have preached Communism or would he have condemned it? 4. |s modern China a Communist country or does it have a lib- eral government? 5. Does Chinese literature today show Western influence or does it sill cling to traditional Asian values? Lesson 2 * The Great Chinese Philosophers 69C. The rising intonation is used when we ask yes-no questions. As the term suggests, the rise in our voice and pitch is sustained until the tend. This signals listeners to respond with either yes or no. Read the following sentences with the rising intonation. _ Do you speak Chinese? Would you like to learn Chinese? The Chinese language is difficult to learn, isn't it? Can you read Chinese characters? Chinese characters are ideographs, aren't they? Scanning Texts for Logical Connectors to Determine the Text Type Scanning refers tothe kind of reading where people look for spe- cific words or phrases in order to onswer given questions. To do this, you must reod fast and know exactly what you are looking for There are clues thot you can look for in order to find out the kind of paragraph you are dealing with. You will know it is a narrative, ston or a process fext if you find connectors lke first, next then, and lastly. These are words used to arrange events or ideas in sequence, like when telling a story or telling people what to do. Likewise, when you see 0 lot of adjectives and adverbs, you are dealing with o de- scriptive text. Finally, when you see words like “this means,” and “de- fined os," you are dealing with a definition/explanation paragraph. Try practicing scanning in order to find out what kind of text the following paragraphs are. O==a China is our nearest neighbor in East Asia, The name Chi- na was originally Ch'in. The country is huge; it hos the world's largest population and is the third largest in area. Only Russia and Canada have more territory. China calls herself the "Red Dragon” because in Chinese tradition ond att, the dragon is the ancient symbol of power, fer, and well-being, Red to the Chinese is also the color of good luck. China, The Red Dragon 70 Unit 2 + Exploring the Works of Chinese and Japanese WritersAs the stil the >. Read 2. China consists of China proper, Mongolia, Manchuria, and Sinkiang. Since the country is so large, the climate is varied and the crops produced by the people are of a wonderful variely. Northen China has cold winters and Southern China has very hat summers. In most places, the soil is fertile ond the people culfivate rice, corn, wheat, mil- let, barley, soybeans, and peanuts. The country is also rich in natural resources, such os different minerals. 3. China hos two large rivers: the Yangtze, the longest river in all Asia, and the Hwang Ho. The latter is called the Yellow River because of the peculiar yellowish color of its water Itis also called “China's Sorrow” because when the rains fall, the river overflows its banks and inundales the plains, causing very destructive yearly floods. Many human lives are lost, and properties in a vast scale are destroyed. 4. The capital of China is Beijing. Other large cities are Tientsin, the biggest seaport in North China; Shanghai, the largest city; and Canton, the trading center of South China. China has the largest population in the world; the Chinese are estimated to constitute about one-fifth of hu- mankind. 1. What words show that this paragraph is a descriotion of Chi- na? What makes it clso a comparison? 2. What words show that this poragraph explains what China is and what it has? 3. Why is this an enumeration poragraph? What words and punctuation mark signal the enumeration? 4. Why'is this a definition paragraph? Writing a Composition Writing is based upon two things: what you want to say and how you say it. First of all, you must have something fo say that is worth saying. Express your own thoughts, show sincerity, and reveal a bit of yourself, and your writing will be a fairly good composition. Lesson 2 * The Great Chinese Philosophers 7172. Unit 2 * Exoloring the Works of Chinese and Japanese Writers Do you know how Robert Louis Stevenson learned #0 write? He was very fond of reading. He read a lot. Whenever he liked the sound of a phrase ora sentence, he memorized it. He always carried a note- book in which he wrote down things he had observed about people, interesting bits of conversation he heard, descriptions of scenery that he liked. He also kept a diary in which he would write, rewrite, and write some more. Answer the following questions: 1. How does the habit of reading help develop one’s ability to write? If you only read comic strips, will you learn to write well? Do you think that « person must be a good observer to write well? Why? How can you improve your power of observation? What other means of leaning to write well can you give? Choosing a Subject When you are asked to write, don't you wonder: "What om | go- ing to write about” Many people do so, and they spend hours and hours looking around and trying to think of something to write about, How should you begin a composition? Do you begin by selecting a subject, thinking of a title, or composing the first sentence? There is no sure way to begin a composition. Different people work in different ways. But there is a logical way to begin. First, choose a subject that you like or that is based on your experience, direct or indirect. Direct ‘oxperiences are those that actually happen to you, the things you have felt and known firsthand. Indirect experiences are those that you hear from others or read about, the things you have felt and known from secondhand information. The best type of experience is direct, personal experience. That is why experience has been called the best teacher. But the direct experiences of young people ore normally very lim- ited. Therefore you should read, understand, and think about what you read. You should read worthwhile things; otherwise your reading activities will not help your writing ot all Whe: next cor all subje read ab: somethi soy with your sui one poi Rem wonte . it When you have chosen « subject you know and like, you must next consider your audience. Who will read your composition? Not all subjects cre interesting to everybody. In general, people like to read about things familiar to them. In case you decide to write about something familiar, say things different, things new. Connect what you say with what your readers already know. Once you hove selected your subject, narrow it down. Do not iry to say too much. Develop ‘one point at a time. Remember these pointers: 1. Choose a subject familiar or interesting to you: 2. Have a definite purpose. 3. Make your composition interesting to others. The following subjects are too broad. Suggest more specific titles that may be derived from each subject. Write your titles on a piece of paper. Eromple: Subject: Trees Tiles: The llang-ilong Tree at Night The Oldest Tree in the Plaza The Tree ot the Bend of the Road 1. People 6. Books 2. Animals 7. Flowers 3. Means of transportation B. Houses 4, Vacation 9. Hobbies 5. Pets 10. Friends Assigning a Title to a Composition The title of a composition is like a promise that the writer gives the reader. After making that promise, the writer should not tell the reader about something else; otherwise, the reader will feel cheated and lose interest. A writer must stick to his/her title. Lesson 2 + The Great Chinese Philosophers 73‘Atille is not o subject or. topic. lis something more specific, and it serves a definite purpose. It is like the advertisement we find in the popers. It should attract and hold the readers’ attention. ‘A good iitle should be short, interesting, easy to remember, and arouse curiosity O== . Spotting Interesting Titles Study the following filles of possible compositions ‘and discuss them. Which are attractive? Which are not attractive? Explain. How to Grow Radishes Getting on a Bus at Twelve O'clock Animals Are Useful Human Nature in Doves Many Men Hove Become Great Writers The Pen Is a Mighty Weapon Kinds of Dogs My Dog Spotty The Opening Game of o Basketball League Lost at Sea onhwne SL PN Interesting Beginnings Beginning o composition is like making a first impression on peo- ple you meet, whose good opinion you care for. If your beginning q does not arouse the reader’s interest, he/she will not continue read- ing. One secret of good writing, therefore, is to crouse the reader's interest at the very start. The unusual catche. attention. Suppose the classroom is very quiet and someone suddenly talks. The student may not even have to shout, but everyone will look up, for the monotony of silence has been broken and everyone's attention has been ottracted. The man walking on his hands along the street is more likely to calch attention than the scores of people walking on their feet. Similorly, if you begin your composition in a way that's diferent, you will make it more ef- fective. ‘ 74, Unit 2 + Exploring the Works of Chinese and Japanese Writers-and scUSS How can you begin your composition differently? Study the follow ing examples of good beginnings Dogs are in many ways like human beings. When we like people, we smile at them; dogs wag their tails to express their liking for others. When we enjoy ourselves, we laugh. In the some way, when | play with my dog Tagpi, and he is having a wonderful time, he gives short, happy barks, and of course | know he is laughing, 2 If someone were to offer you o pet, what animal would you choose? Would you choose a monkey, a rabbit, « cat, or a dog? As for me, | wouldn't hesitate to choose a dog any time. Especially if that dog is as lively and cute and lovable as my dog Sniff. Selection 1 is an interesting beginning for a composition. It begins with an uncommon statement. We do not usually think of animals os similar to human beings. Selection 2 is interesting too. Questions make interesting begin- Pees. When asked a question, you try to answer it even if you know # cre not expected fo do so. But do not suppose that any beginning © %e form of a question is interesting. The question must be related © what you are going to say next. It should be interesting in itself. Are the following sentences good for beginning or for concluding = ecragraph? State what ideas must go before or after each sentence. 1. Thotis, think, the noture of true education 2. Thus, the test of good cooking is in the eating. 3. Let me tell you about our voledictorion. 4. And through the sacrifices of one man, medicine made a tre- mendous leap forward 5. Roses are not easy to grow. 6. | shall not repeat what | have already said. Lesson 2 + The Great Chinese PhilosophersThe truth always comes out 8. After this crude beginning of the airplane indusiry, there was @ period of slow growth. 9. The origin of conscription that led entire nations into war is very interesting. 10. Learning how to swim is not really difficult. Delivering an Entertainment Speech ‘tthe end of Unit 2, you are expected fo deliver another type of speech—the speech fo entertain. Unlike in an informative speech, you are not expected to educate ‘and inform your audience in an entericinment speech. The primary purpose of an entertainment speech is for the audience to enjoy the presentation. The speaker aims to make the audience relax, smile, or even laugh. The research work is lighter compared to the one you did for an informative speech. However, the challenge is in self-preparation. Not ‘everyone finds it easy to make people laugh and as beauty depends on the eye of the beholder, finding fun and humor also depends on the ear of the listener, What is funny for one may not be for ‘another. Using Nonverbal Cues in an Entertaining Speech Listening fo a humorous or enterlaining speech allows us fo en- joy ourselves. However, one must remember several things in order fo moke sure that the speech really does entertain people. Among the things thot you con use are nonverbal cues, like smiling, making funny faces, and even gesturing with your hands. Ofien, comedians and comediennes exaggerate for effect, so you can choose to extend your arms wide as you are delivering your en- feriaining speech. Remember, your goal is to cause your listeners to get the effect of your jokes and enteriaining stories, so use nonverbal Cues fo help you do this.All of these come together when you deliver an entertaining seeech. To do so properly, do not forget fo follow these steps: J. Select a topic that can be developed into an entertaining piece. 2. Make your topic relevant by adding real-life examples that your classmates can relate to. Do not, however, use other peo- ple as examples and objects of ridicule. 3. Write your speech, then practice delivering it. 4. Deliver your speech in class. | ees Watch an entertainment show on television. Observe how the ‘ess and/or comedians deliver their punch lines. Note how they @ =e nonverbal cues in the delivery of their jokes. Write short insights ‘om your observations. In class, discuss your observation and share _ ur insights with your seatmate. Exchange ideas with one another O==y Prepare at least five clean jokes. Practice telling your jokes to your Sends or siblings. Practice the delivery in front of the mirror and pay eatticular attention to your facial expressions and hand gestures as yee deliver your jokes. Your teacher will divide you info small groups % take tums telling your jokes. Afterward, discuss your answers fo these questions. 1. Is giving a joke easy? Why? Why not? 2. Is there a secret to delivering jokes? What is it? war is Lesson 2 * The Great Chinese Philosophers 77But w Enjoying a Chinese en moule discover Legend and Some Poems less core had rebe alliance “The Soul of the Greot Bell” is a Chinese legend retold in English with the by Lofcadio Hearn (1850-1904). Hearn was an American journalist be prepe of Irish and Greek parentage who spent the latter part of his lfe in Ja- the met pan. He was so interested in Orientol culture, especially Chinese and. toilsome Japanese, that he eventually became o Japanese citizen and married was ang a Japanese girl. His nome as a naturalized Japanese was Yakumo The Koizumi. was eve The Soul of the Great Bell to blene Lafeadio Hearn formity j fissured, What did the Son Nearly five hundred years ago the Celestial, Au nen of Heaven want the gust, the Son of Heaven, Yung-Lo, of the “Illustrious”, eres bellto become? De | or Ming Dynasty, commanded the worthy official ses eit ca nisler | Kouan-Yu thot he should have o bell made of such ose Why? Why not? |_ size that the sound thereof might be heard for one hundred {i. And he further ordained that the voice te of the bell should be strengthened with brass and the Cele deepened with gold and sweetened with silver and to Koug that the face and the great lips of it should be graven have de with blessed sayings from the sacred books and that a thitd + it should be suspended in the center of the imperial be seve capital to sound through all the many-colored ways Noy of the City of Peking (now called Beijing]. a dau Why dd Kouan Yo Therefore the worthy mandarin Kouan-Yu ossem- zling need fogatherthe | bled the master moulders and the renowned bell- nore, feted a ‘the | Smiths of the empire and all men of great repute ever in fond? Why wesitse | and cunning in foundry work; and they measured poets < Parca the moterials for the alloy and treated them skill: Why do you thine | Tully and prepared the bell fo sound through all the the metal workers | Many-colored ways of the imperial capital, the City exerted so much__| of Peking. And they labored exceedingly, like gionts, ceffor for this bell? | neglecting rest and sleep and the comforis of life, What made it so toiling both day and night in obedience to Kouan- paupele?, Yu, and striving in all things 10 do the behest of the Son of Heaven, on sea’ sake. \ 78 Unit 2 + Exploring the Works of Chinese and Japanese Writers~ : < < : , > 5 ueeereeeeeewr But when the metal had been cast and the earth- en mould separated from the glowing casting, it was discovered that despite their great labor and cease- less care, the result was void of worth; for the metals had rebelled one against the other; the gold scorned alliance with the brass, the silver would not mingle with the molten iron. Therefore the moulds had to be prepared once more and the fires rekindled and, the metal remelted and all the work tediously and joilsomely repeated. The Son of Heaven heard and was angry, but spoke nothing. The bell was cast 6 second time, and the result was even worse. Still the metals obstinately refused to blend, one with the other; and there was no uni- formity in the bell, and the sides of it cracked and fissured, and the lips of it slagged and split asunder; so that all the labor had to be repeated even a third time, to the great dismay of Kouan-Yu, who received a letter written upon colored silk and sealed with the seal of the Dragon, containing these words: From the Mighty Yung-Lo, the Sublime Toit-Sung, 2 Celestial and August, whose reign is called Ming, = Kouan-Yu: Twice thou hath betrayed the trust we Save deigned graciously fo place in thee; if thou fail = Sid time in fulfilling our command, thy head shall = severed from thy neck. Tremble and obey. Now Kouan-Yu had = doughler of doz og loveliness, whose seme—Ko-Ngai—was Ser in the mouths of see's and whose heart ses even more beauti- “A than her face. Ko- Nesi loved her father 2 = such love that she Sed refused a hundred worthy suitors. But when she sw the awlul yellow missive, sealed with the Drag- = seal, she fainted away with fear for her father's sske. When her senses and her sirength returned to What was the great disappointment when the bell was finally made? How would you have felt iFyou were one of the metol workers? What threst did the Son of Heaven imoke ifthe metal workers failed fo deliver he required bell for a third fime? How would you feel if you were Kovan.¥u? Why was Ka-Ngoi bothered? Whom did she consult for Lesson 3 + Enjoying a Chinese Legend and Some Poems advice? 79What were the things that the ‘strologer observed before giving) Ko-Ngoi advice? Are these things sill bong used today? Have you ever used them? Briofly norrate your ‘experiences. ifony. What wos the costrologer’s advice, ‘ond how did Ko: Nooi take if? How would you have felt ifyou were Ko- Ngai? Why? 80 Unit 2 + Exploring the Works of Chinese and Japanese Writers her, she could not rest nor sleep for thinking of her parent’s danger, until she had secretly sold some of her jewels, and with the money so obtained had has- fened to an astrologer and paid him a great price to advise her by what means her father might be saved from the perils impending over him. So the astrologer made observations of the heavens and marked the aspect of the Silver Stream (which we call the Milky Wey) and examined the signs of the Zodiac—the Hwang-tao, or Yellow Road—and con- sulted the table of the Five Hin, or Principles of the Universe, and the mythical books of the alchemists. And after a long silence, he made an answer to her, saying: "Gold and brass will never meet in wedlock, silver and iron never will embrace, until the flesh of a maiden be melted with the crucible, until the blood of o virgin be mixed with the metals in their fusion.” So Ko-Ngai returned home sorrowful at heart, but she kept secret all that she had heard and told no ‘one what she had done. At last came the awful day when the third and last effort to cast the great bell was to be made; and Ko-Ngai, together with her waiting woman, accom- panied her father to the foundry, and they took their places upon a platform overlooking the toiling of the moulders and the lava of metal. All the workmen. wrought their tasks in silence; there was no sound heard but the muttering of the fires. And the mutter- ing deepened into roar like the roar of typhoons ‘approaching, and the blood-red lake of metal slowly brightened like the vermilion of a sunrise, and the vermilion was transmitted into a radiant glow of gold, ond the gold whitened blindingly like the silver face of a full moon. Then the workers ceased to feed the raving flames, and all fixed their eyes upon the eyes of Kouan-Yu; and Kouan-Yu prepared to give the signal to cast. But ere ev to turn his he sounding she great thunder ther!” And ev white flood o roared to re flakes of flar and subsided ders and with Then the # have leaped him back ond fainted away to his home. dizzy and spe nace, still hok shoe with en shoe of her b sought to gre: but had only pretty shoe co to stare at it fi But in spit the Celestial work of the m result might & purer and wi sign of the be therein. So th lol when the thot the bell fect in form, a bells. Nor we: Ko-Nagai; for cious alloy ans the interming! they sounded deeper and m any other bellBut ore ever he lifed his finger, a cry caused him fo tum his head and ail heord the voice of Ko-Ngai sounding sharply sweet as a bird’s song above the great thunder of the fires, “For thy soke, O my Fo- ther!” And even as she cried, she leaped into the white flood of metal; ond the lava of the furnace roared to receive her, and spatiered monstrous flakes of flame to the roof, of many-colored fires, ‘and subsided quelled, with lightnings and with thun- ders and with mutterings. Then the father of Ko-Ngai wild with grief, would have leaped in after her, but the strong men held him back and kept firm grasp upon him until he had fainted away ond they could bear him like one dead to his home. And the serving woman of Ko-Ngai, dizzy and speechless for pain, stood before the fur- nace, still holding in her hand a shoe, a tiny, dainty shoe with embroidery of pearls and flowers—the shoe of her beautiful mistress that was. For she had sought to grasp Ko-Ngai by the foot as she leaped; but had only been able to clutch the shoe, and the pretty shoe came off in her hand; and she continued fo stare at it like one gone mad. But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the moulders to be finished, hopeless as the result might'be. Yet the glow of the metal seemed purer ond whiter than before; and there was no sign of the beautiful body that had been entombed therein. So the ponderous casting was made; and lol when the metal had become cool, it was found that the bell was beautiful to look upon, and per- fect in form, and wonderful in color above all other bells. Nor was there any trace found of the body of Ko-Naai:; for it had been totally absorbed by the pre- cious alloy and blended with the brass and gold, with the intermingling of the silver and iron. And when they sounded the bell, ifs tones were found to be deeper and mellower and mightier than the tones of any other bell, reaching even beyond the distance of Just before the costing of the metals for the third time, what horrific thing hoppened? you were Kovan: Yo, how would you have felt? Why? After the shock wore ‘of, whot did the metal workers do with the metals they had been trying 10 work vith? What was the resul!? Was the astrologer’s ‘advice correct? Did Ko-Ngai's supreme sacrifice work? Lesson 3 * Enjoying @ Chinese Legend and Some Poems 81How did the people | one hundred Ii like the peeling of summer thunders peer aoe and yet also like some vast voice uttering a name, a from the bel woman's name—the name of Ko-Neai According to lore, i what was Ko-Ngal And still, between each: mighty siroke there is o bout ihe end longing for? qi a friggin Jong, low moaning ending with a sound of sobbing pica tris eccepted ‘and of complaining, as though a weeping woman aghis, val that perents ofen | should murmur “Hiail” And sfil, when the people eciod ell sacifice for their eat ah tre BiRvoo hear the great golden moan, they keep. silent; but ugh or ery children Borer” | when the sharp sweet shuddering comes in the cir, ee ooo peuling | with the sobbing of the *Hicil” then, indeed, do all noe to penfee foryour | the Chinese mothers in all the many-colored woys 1. Afra! pera SCH of Peking whisper {o their litle ones: “Listen! That is 2 nO you show them that | \q.Ngai crying for her shoel That is Ko-Nagai celling eo you love them? hair a for her shoe!” pocke wife a Distinguishing the Types of Irony aaa Irony is a figure of speech in which words are used to express them with yo something that is different from the actual meaning or, at times, is the exact opposite of its intended meaning. Simply put, itis @ deviation Dramatic Iro from the appearance and reality of something or a situation. Dace Like all other figures of speech, irony is used fo develop the read- opposite is 1 ers’ interest. It brings about added meanings to ¢ situation. It mokes under false ! literature more intriguing and allows the readers fo use their imagina- % : Bample fion in order to understand the text. 1. Susp Verbal Irony aude Verbal irony is when a character or person says one thing but 2. Emel means the complete opposite. Ironic statements ore used fo convey 0 anot meaning that is exactly the opposite of the literal meaning. ning Example: “Once done with your very important video game, let’s spend some relaxation time solving these math problems, okay?" Mom said. 4 Watch ¢ Can you explain how irony is employed in the example? Con ee you give other examples of verbal irony? Shore them with your your classmates. 82 Unit 2 - Exploring the Works of Chinese and Japanese Writersae Situational Irony Situational irony is when the complete opposite of what is expect= ed occurs, The audience (readers, listeners, or viewers) are ‘certain about the ending but the opposite situation happens. Usually writers ‘employ strong word connections with situational irony and add fresh thoughts, variations, and ‘embellishments to their works. Such unex: pected tumaround in plot is commonly used to make the audience laugh or cry. Examples: 1. Afire station burned down. 2. In ©. Henry’s “The Gift of the Magi" the wife cuts her long hai and sells it 6 be oble to buy her husband a chain for his pocket wotch. The husband sells his pocket watch to buy his wife @ comb. Can you remember other stories showing situational irony? Share them with your classmates. Dramatic Irony Dramatic irony is when a choracter believes something and the opposite is true, The audience knows that the characteris working under false beliefs. This can lead to hilarious or tragic situations. Bamples: 1. Suspense is created when a character enters a house and the audience knows that the killer is in it 2. Emotions are elicited when a character plays nice and kind to another while the audience knows that the choracter is plan- ning to kill the person. Watch o TV program —o telenovela, « movie, or.an episode of a series. Note examples of irony and be ready to share them with your classmates. Lesson 3 * Enjoying a Chines: .e Legend and Some Poems 83Goto the library or go online for research work. Look for five examples of irony of different types. Copy them and submit your ‘examples to your teacher. Based on your research, answer this question: |s the use of irony effective in expressing humor or iragedy? Why do you soy so? Cite snstonces from your examples fo support your answer Your teacher will feciltote an oral recitation. Identify the type of irony reflected in the text assigned to you eae Enjoying Chinese Poeiry Poetry has always played « very Important role in Chinese culture During the imperial rule in China, the emperor was assisted by the bureaucratic officials who were offen common people who passed the government exarnination. This tested their knowledge on major works oF philosophy and poety. The oldest collection of Chinese poetry s the Shih Ching or Book of Odes. Old and New (from the Book of Odes) | che went up'the mountain to pluck wild herbs; Who were Vis cnc scene nelternare tne: her ormer ieee esa husband. the poem? She knelt down and asked her former husband, We cere *What do you find your new wife like?" comparison? *My new wife, although her telk is clever, What isthe Cannot charm me as my old wife could. ee a In beauty of facé there is not much to choose, ‘tle with the poem's topic? But in usefulness they are not all alike. “My new wife comes in from the road to meet me; My old wife always came down from her tomer. BA Unit2 + Exploring the Works of Chinese and Japonese Writers Ifyou were. the old wife, would you ask for a comparison? Why? Why. nol? Ouxz ‘A. Form small Then, be abl Why do woys in the 4 What quel 1. My new: Cannes 2. In beaut 3. My new My old y 4, My old s My new B. What quali them accor rellect on w tance or his tions. C. Great core do you thir future part most impor 1 2 seyour {irony 2 Cite ype of culture. by the sed the c works oetry is old wife, would you cask fora Of silk embroidery one can do an inch a day; wie Why Of plain sewing, more than five feet. noi? Putting her silk by the side of her sewing, A. Form small groups ond discuss the following within your group. My old wife was good at plain sewing, My new wife is clever at embroidering silk parison? | see that the new will not compare with the old.” Then, be able to share in class about your group's ideas. Why do you suppose the husband and the first wife ported ways in the first place? What qualities of both wives are brought out in these lines? 1. My new wife, although her talk is clever, Cannot charm me os my old wife could : 2. In beauly of face there is not much to choose. 3. My new wife comes in from the road to meet me; My old wife clways came down from her tower. 4. My old wife was good at plain sewing, My new wife is clever at embroidering silk. What qualities of a person atiract you? List down five and rank them according to the most attractive to the least attractive. Then, reflect on whether or nat the qualities refer to a person’s appear- ‘ance or his/her character. Write a composition on your reflec- tions. Grect core should be observed in deciding whom to marry. What do you think are the essential qualities one should look for in o future partner? List three and explain why you think they are the most important qualities. 3. Lesson 3 * Enjoying a Chinese Legend and Some Poemsch lass D, Be ready to deliver a persuasive speech about an ideal partner in Rubric for Persuasive Speech Descriptor| 4 3 2 1 | Weight | Total Content [Enumer- |Enumer |Enumer Enumer | 4x3) 12 ated and |ated and ated and |ated and Concisely concisely concisely | concisely explained |exploined explained explained atleast three (3) |two (2) only one four [4) qualities |auoliies |(1) quality qualities _|of.agood |of e good ‘of a. good @fagood |parner |poriner | partner partner Pronuncia- | Pro- Pro- Pro- Pro- 4x3] 12 tionand | nounced nounced |nounced nounced Use of Ap- | words words, words words propricie |correctly correctly correctly | correctly Prosodic and used Jand used |and used |and used peeei eet \Gpproeh yaceio Wee) Geelong eal aetna priate [priate priate | priole . prosodic prosodic prosodic prosodic features [features | features features during during during during the entire |most paris | some few parts speech of the parts of the speech ofthe —_| speech speech Toot Expressed | Expressed | Expressed Expressed | 4x3 | 12 all opin- | most some few opin- fons wiih opinions opinions ions with jock with tact_|with tact__|toct Chinese poetry is rich in sy tice of using conventional or tra of revecling or suggesting id ble states. Learn to distinguis symbolic language of literature. 86 Unit 2 * Exploring the Works Understanding Symbolism in Literature mbolism. Symbolism is the ort or prac ditional objects and signs as « method leas, ideals, truti n between the of Chinese and Japanese Writers hs, or otherwise intangi- literal language and the 36 poinis Literal langt because it is co they say and ne 0 pen, on instr “The penis mig ofa siyle of we literally means by force. The ¢ than physical Le Answer the 1. What 2. Whi samp 3. Which the m or me the p There a enjoy ourse reading is reading ne on the Inte must be do recreatner in. = ht | Total 3 oF prac: method intangi- and the Literal longuoge is used in ordinary conversation and in science ween Sit ig concermed with hard facts. The words mean exoctly whot they say and no more than thet. If | say “Lend me your pen,” | mean «a pen, an instrument with @ point to use in writing, But in the prover “the pen is mighfierthan the sword," the word pen becomes a symbol Gayla of wring, ofwhat is witten Likewise, the word sword, which Feral means weapon, becomes a sbol of an agent that destrors iy force. The proverb therefore means that literatures more powerful ‘Hon physical force in effecting change Qrxa ‘Answer the following questions in complete sentences. 1. Whet does o red rose symbolize? a white rose? three roses? >. Which is the best symbol for purity: a white rose, a lily or @ sampaguita? Explain your choice 3, Which would be the best symbol for power: the sun, the clouds, the moon, or the sea? Why? 4. Which would be a better symbol for a mother: « coconut tree or mango tree? Why? 5, Inthe poem "Old ond New." what symbolism is indicated by the phrase “she knelt down"? Enjoying Reading through Extensive or Recreational Reading There are times when we want to simply while away our fine and enjoy ourselves. One form of enjoyment is by reading. This kind of aethng i called extensive or recreational reading. We con do this by reading novels, stories, comic books, magazines, ‘and even articles seo ed tomet for pleasure. Whatever may be, recreational reading cose done regulary. An even greoter bonus isthe fact thot iF you ree creation reading constantly, you will learn longuoge better Lesson 3 * Enjoying o Chinese Legend and Some Poems 87nese poetry. Three Chinese Poets A. TAO CHIEN (365-427) sisting of beautiful verses that appeal to the emotior Nature Poetry I built my hut in a zone of human habitation, Yet near there sounds no noise of horse or coach. Would you know how that is possible? Abeart that is distant creates a wilderness around it. | pluck chrysanthemums under the eastern hedge, Then gaze long at the distant summer hills, The mountain air is fresh at the dusk of day: The flying birds two by two return, In these things there lies a deep meanings Yet when we would express it, words suddenly foil us. Read the following poems. Enjoy as you learn more: about Chi- Tao Chien is still considered one of the finest Chinese poets. He is one of the first masters of the shih, a rigid poetic form con- ns. What was ironic or paradoxical about the first hwo lines? Whol was the explanation forthe lack of noise of hhorsos or coaches in he human hobitation zone? Why did he soy thot when seeing nature's beauty, ‘one’s words fail fo describe it? What were the ‘things in the environment that the persona admired? Do you think boing close to the environment worked well forthe persona? Did he/ she find peace? Given the libery, where will you ‘construct your own home? Why? You mu: demic read terial you w enjoy read Later, ye your rectes with the que 1. Whe 2. Whe 3. Whe The op meant for when our « derstand # When learn. Alse fo answer intensive « text type E persuasio Ox Pract by Li Po, ~ eventualots, on ae Jabout lines? he Hfor the men? forthe Did hes “ace? liberty you ourown —"g You must have put off reading a book to give way to your aca- demic readings. Go back to that book or choose any reading ma- Yerial you want to read. Your teacher will ellow you enough ime to enjoy reading. s Later, your teacher will ossign you to small buzz groups. Talk about your recreational reading activity with your group mates. Be guided with the questions below. 1. What did you choose to read? What was it about? 2. Wht do you like about that book/reading material? 3. Who’ ight did you get from if? Reading intensively The opposite of recreational or extensive reading is the one that is meant for leaming. Reading fo learn or intensive reading takes place when our objective for perusing a maierial is to learn from it and un- derstand it. When doing this, one must be clear about what he/she wants to leorn. Also, one must be familiar with the quide questions and attempt fo onswer them as one reads. One good way of successfully deing intensive reading is by defining the words, as well as uncovering the text type [e.g., narrative, poetry, cause-effect, exolanation, process or persuasion, among others}. Practice intensive reading by taking note of the detoils in the poem by Li Po, which narrates a girl's experiences with her beloved who ~ eventually becomes her husband B. LIPO (701-761) LiPo, or Li Tai Po, was one of the leading Chinese poets of the eighth century. His writings deal with the good things in life and «with the poth of human destiny. With striking vividness, they speck of love, friendship, wine, noture, and simple village living. Lesson 3 * Enjoying a Chinese Legend and Some Poems!Fthe gi sill had her hair “cut straight across her foreheod,” around whos age was she when she met the guy on bamboo stilts? Did the gi! mary carly? Why do you say 30? Ifyou were the father of the git, considering the fimes now, would | you have permitied your daughter fo morn? Why? Why rot? Which stanzos show the deep love shared by the ‘wo lovers? Point these out and state whether these were enough for them fo marry while still feenagers, Why did the wie feel longing for her husband? Where did the husband go? Why did the wite want fo know in ‘advance if the husband was coming home? The River Merchant's Wife: A Letter 90 Unit 2 + Exploring the Works of Chinese and Japanese Writers While my hair wos still cut siroight across my forehead, | ployed about the front gate, pulling flowers. You came by on bamboo stilts, playing horse; You walked cbout my seat, playing with blue plums. ‘And we went on living in the village of Chokan: Two small people, without dislike or suspicion. Ai fourteen | married My Lord you, never laughed, being bashful. Lowering my head, | looked at the wall Called to a thousand times, | never looked back. At fifteen | stopped scowling, | desired my dust fo be mingled with yours Forever and forever and forever. Why should I climb the lookout? At sixteen you departed, You went into far Ku-to-yen, by the river of swirl ing eddies, And you have been gone five months. The monkeys make sorrowful noise overhead You dragged your fee! when you went out. By the gate now, the moss is grown, the different mosses, Too deep to dear them away! The leaves fall early this autumn, in wind The paired butterflies are already yellow with Au- gust Over the grass in the West garden; They hurt me. I grow older If you are ¢ the river Kia Please let m And | will cc As for as - PO-CHU-| Po-Chu: the classico ity. He was conscience chastised # ers. His po good in the In the capi The noisy < They say, “ So they cox Prices, hist But also it Hundreds There is ¢ | Sheltered & And const Watered ar These are Every hous ‘And nobos Only an 0 Coming &oy ross my wers, n01se; ith blue ;okan: sicion ed back. is of swirl- head. Teen different | | | | with Au- | the river Kiang, Please let me know beforehand, ‘And | will come out to meet you As far as Cho-fu-So. PO-CHU-I (722-846) Po-Chu-| was a well-known Chinese poet who represented the classical tradition in Chinese literature, politics, and moral ity. He was a public official who was inspired by a strong social conscience, making his verses rather didactic and satirical as he chastised the warmongers, corrupt politicians, and troublemak- ers. His poems are sturdy, however, and their subject matter is as good in the twentieth century as it was in the ninth, Buying Flowers In the capital, Spring comes late; The noisy chariots and horses are passing. They say, “It is the time of the peonies.” So they come together to buy flowers. Prices, high and low, may change. But also it depends on how much you buy. Hundreds shine bright red. There is a bouquet white as crystal, Sheltered by curtains overhead, And constructed on a bamboo framework Watered and set in mud These are the old colors, but changed. Every house buys them according to custom’ And nobody thinks wrong of it. Only an old man from the farm Coming by chance fo the flower market if you are coming down through the narrows of Lesson 3 * Enjoying a Chinese Legend and Some Poems Whot is the significance of the gesture of the wite meeting the husband ‘95 he comes ] home? Why is | this important for couples? Why do people 0 into 0 fre buying Mowers « spring? Who! flowers symbolize’ Why was the man sighing upo seeing people ny fo get their hands on the flowers? What problem did he see? Did the persona in the poem appreciate the beauty of the lowors? Why? Why nol? What is wrong abou! spending 50 much on flowers? Is there anythi Philippine cukure that resembles this season of spending foo much? What is it, and what do you | think about i? | ch92 Unit 2 Exploring the Works of Chinese and Jopanese Writers Lowers his head, deeply sighs Why must 00 much spending ‘A sigh which no,one understands eed. people? Why should we not Ten common families might sing! be ensloved iy mara peers What benefit, if es from the following mot ee py Zoithol others moy Simply lve.” Over a single posy of deep-colored flowers. Identifying the Theme of a Literary Work The theme is the central idea or thought that a writer tries to con- vey in a literary work. The theme may be stated or implied. A literary work may also have moré than one theme. It is therefore necessory for a reader to extract the theme by carefully studying the passages, lines, characters, plot, and literary devices uflized by the writer Answer the following questions. 1. What are the themes of he three poems? 2. How is the theme revealed in “Buying Flowers”? Cite specific lines 1o support your answer. Oz stick Zz a Draw the similarities ond differences among the three poems rela- five to their theme. Use a graphic organizer fo show your answers. Select any of the poems by Li Po, Po-Chu-I, and Teo Chien. Prac- tice reading the poem at home, then read it to the class. Employ the prosodic features of speech. Japanese of Oriental I nese literature and Indian i fifth century 2 Poems ar the early Jos ing was kno erature have been extensi Japan, the : were identic ture, literan exclusively | between co coms. The o nese langu ing at pres important ¢ feelings, or lie deeper heart—are five words The w therefore, « characters the Chine: ter represe read and must lear sand seps a basic al Katokana:by must foo sh spending riolled by 2 Why oslaved -moterial sessions? benefit, if will people get following ive simply “fot obbers may Ive." = ties fo con- ed. A literary se necessary Se passages, = writer. ite specific = poems rela- = answers. p Chien. Prac- = Employ the Literature Japan: Land of the Rising Sun Japanese literature is one of the major bodies ‘of Oriental literature. It is less voluminous than Chi- nese literature, but is comparable to Arabic, Persian, ‘and Indian literatures. It covers the period from the filth century AD. to the present. Poems and odes to the gods were composed in the early Japanese language before the art of writ- ing was known in Japan. Only fragments of this lit- erature have survived, but these are thought io have been extensive. During the first centuries of writing in Japan, the spoken language and written language were identical. But with the study of Chinese litera- ture, literary work began to be composed olmost exclusively in Chinese. There soon grew differences between colloquial Japanese and the literary idi- coms. The addition of Chinese words into the Japa- nese language increased rapidly. In Japanese writ- ing at present, Chinese characters occupy the most important places. But for the most part, the desires, feelings, and concerns of everyday life and all that lie deeper in the human = aaa. heart—ore expressed inna- ~~ a tive words. ae The written language, fae therefore, consists mainly of choracters borrowed from the Chinese, each charac ter representing an idea. To read and write, the student must leam several thou- sand separate characters. But Japan has developed «a basic alphabet of only forty-seven characters the Katakana. Lesson 4+ Exploring Japanese Literature 93 Exploring Japanese What kind of literature was the earliest to be writen, cf which veny few works remain? What happened once the Japanese eared abs literature? What happened fo their own language? Do you consider what hhoppened io. literature (specific when Chinese ie came in) iris hoppened to Filipino Iterature when the English longuage come in? Why? Why no¥? What do you think of the entty of Chinese Janguage info the Japanese language? Do you think ft wes good or bad? 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Buipoo. 20} ‘onay asaundor 24h pip 240) ou AO} e841 390%) anypaud ofdood 2504) ip Buypoas jo puny soy) “ous0d soyndod ‘{ien 0 som BUIpOO 3 05 Ans n04 op Ay, guunuosiit 50 4 wol4 dos PIC guoynanpe Moin pupo 009 wey 9jdood 94) pip MOHhis- ving |re- rom afes- rrat- ones ys in me- nent. radi- roes. The setting is always in Japan. The plays are very Jong. The performance begins in the morning and can last all day. The spectators bring their food with them. Three types of drama have been developed in Japan: the Nob play, the Joruri or puppet play, and the Kabuki play. The Noh play is the notional theater of Japan. Tourists from all over the world go to Japan to wit- ness a Noh play. In the past it was a play reserved for the nobility, and the audience dressed themselves in ceremonial robes. Legend says that the Noh has its origin in dance and that this dance was invented by the gods. The story runs thus: The all-important Sun god- dess hid herself in the rock cave of heaven, caus- ing universol darkness. So the other gods invented @ dance that one of them performed on top of an inverted tub, and the Sun goddess came out fo see what was causing the noise. The sound produced by the dancer stamping on the wooden floor is still an important part of the ploy. ‘The puppet play (or doll theoter) is very popular. The puppets are beautifully made and lifelike in size. The strings are expertly monipulated and the dio- logue realistically interpreted, The third type of play is the Kabuki, the play for the masses. It is less intellectual and more realistic, even sensational. Japanese Poetry Poetry is a favorite among the Japanese. The coldest collection of poetry—Man'yésha (Collection of Myriad Leaves)—was compiled in 800 A.D. The collection titled One Hundred Persons was compiled much later. The writing of poetry was a required obility ‘among the aristocratic classes. Skill in the ort led to promotion in cour Poetic ability was also necessory for courtship; @ suitor’s letter to his loved one had Lesson 4 * Expl How important ‘axe plays to the Jopanese? How did the plays, at least in the olden times, reflect differences in social class? Do you think this was favorable? Is there siill discrmination behveen the rich ‘and the poor? Exploin How wos poetry «an expression of infllectuaism and love? Why do you think wes tis so? Japanese Literature 95What wero the most ‘commeci topics for poems? How does this reflect the prionties of the Jopanese? How is Western influence imonifested in Jopanese literature? Is this o healthy influence? Defend, your answer Vocabulary Building to be exquisitely written in poetry. This was carefully folded and fied with a spray of lowers before it was sent Japanese poems havea certain suggestive quality, with the poet seemingly addressing the reader, “Your heart must complete the poem.” Poems are written ‘on various sublects—the falling of the blossoms, the reddening of the leaves in autumn, the glory of the imperial family, the death of a wife or child, or the pleasures of drink. The shortest form of Japanese poetry—but the most popular—is the haiku, a seventeen-syllable poem in three lines of five, seven, and five syllables. Poetry is so infimately bound up with Japanese life that the Japanese set aside one day each year as Haiku Day. With the advent of the twentieth century, Western’ ideas and customs greatly influenced the Japanese. European influences in literature ore manifested in translation and imitation, especially in fiction. From the list of words in the box, choose those that you think are synonymous or closest in meaning to the italicized words. Write the synonym on the line before the number. work hundreds of years shown numerous different few _________ 1. Japanese literature is less voluminous than Chinese literature 2. Japanese literature dates back centuries 96 Unit 2 + Exploring the Works of Chinese and Japanese Writers before Christ The wor meaning “* or clauses. There a subordinati A. Coordi ‘Coc clauses subordi The 1. The soi Be= carefully fore it was vequality, sder, “Your pre written, ssoms, the cory of the iid, or the but the en-syllable - syllables. eanese life ch year os ny, Western Japanese. nifested in son. w think are . Write the ninous than & centuries 3. The cultivation of the native Jongue was left to the ladies of the court, and they per- formed their task nobly. 4. Poems were writlen on various subjects. The Chinese influence is clearly manifest ed in Japanese literature Using Conjunctions Correctly The word conjunction comes from the Latin word conjunctus, meaning “to join.” Conjunctions are words thet join words, phrases, or clauses. They should be used with care. There are two general classes of conjunction: coordinating and subordinating. A. Coordinating Conjunctions Coordinating conjunctions connect words, phrases, and clauses of equal rank; they do not join a principal element to « subordinate element. The principal coordinating conjunctions are and, but, or, ond so. The And type ‘And is used to add something to what has already been soid. It should be used only when the second ideo is along the same line of thought as the first ideo Exomples: a. The beggar was ugly and mean. ~ Correct {The words ugly and mean are both negative qualities.) b. She is attractive and bad tempered. ~ Incorrect (The sentence is faulty because attractive is « positive qual- ity, while bad tempered is a negative quality} c. He went away and never came back. - Correct (And joins the two verbs correctly because never came back is in addition to went away.) d. I don’t know where he went and what he did. — Correct (The coordinating conjunction and Joins two subordinate clauses used as objects of the verb know.) Other words thot may be used instead of and are: both and, not only .. . but also, furthermore, and as well as. Lesson 4 + Exploring Japanese Literature 97. The But type But adds something contrary 10 or different from what has been said. When we use and, the second par of the sentence expresses an idea similar to the first; when we use but, the second part of the sentence expresses an idea that is contrast to the first. ey Example: He is stupid but hardworking. (Stupid expresses a negative quality, while hardworking ex presses a positive quality. The second idéa is constructive.) Other conjunctions of this type include however, yet, nev- ertheless, and on the other hand. But is more often used than the others. The Or type Or implies a choice. It connects ideas of equal value, giv- ing one a chance to choose either idea. Examples: a. You can come today or tomorrow. b. Ican go or stay as | please: Other words to use instead of or are either... . oF neither nor, ond otherwise. 4. The So type The conjunctions so is used when the second part is a i consequence of the first part. The so type differs from the and type, which implies the same line of thought and from the but type, which implies a contrast. So implies that the second part follows as @ result of the first part. Example He shouted, so | had to listen to him. B. Subordinating Conjunctions Subordincting conjunctions ore used to iniroduce subordinate clauses. They convey the thought relafionship between ideas in a sentence. The principal subordinate conjunctions are what, that/so that, because, how, though/although, if, as if, unless, where and whether. 98. Unit 2 + Exploring the Works of Chinese and Jopanese Writers 1. What is an Thot he They c 2. Purpose is They « They « 3. Cause on He foi He we 4, Menner i This 5. Concessi Altho 6. Conditio {Fyou Wl ne 7. Place is: \ dor 8. Uncericl I dos 9! An adjes which, ¢ The The The The follow! tions correclly. 1. Only is Comect Also co» what has = sentence e but, the ’s contrast orking ex scive,} "yet, ney- used than clue, giv- pelther. . port is a > the ond, mm the but cond part ordinate ideas in a #, thot/so yhere and © 1. What is answered by a that clause. That he is a liar is false. (What is false?) They cloimed that he is « liar. (What did they claim?) 2. Purpose is expressed in the following examples: They read that they may learn. They read so that they may learn 3. Cause and effect is expressed in the following He failed because he did not study. He was so lazy that he failed. 4. Manner is expressed by how. This is how | want to do it, 5. Concession is expressed by although. 4 ‘Although | made a few mistakes, | got,a very good mark. © &. Condition is expressed by if and unless. If you go with me, I'll treat you to a snack. I'll not speak to you unless you go with me. 7. Place is expressed by where. | don’t know where | lost it. Uncertainty is introduced by whether (not if). 1 don’t know whether I can go with you: © 9° An adjectival subordinate clause may be introduced by who, which, or that. The boy who won the prize is my cousin. The prize, which he won, is a book. The flowers that she sent are orchids. The following are additional tips on using subordinate conjunc tions correctly, 1. Only is on adverb and a conjunction. Correct: I want to go, only my parents will not allow me. Also correc: | want to go, but my parents will not allow me. Lesson 4 + Exploring Japanese Literature 992. As if ond as though are both conjunctions and introduce 0 clouses of unreal comparison. They are generally followed by the subjunctive, A. Observing Correct: He looks as if he is sick. All sex It eppears as though it might rain. The obje: 3. Use os iFor lke; do not say lke os if piles Wrong: It looks like os if it will rain ane Correct: It looks os if twill rain. pa It looks lke rain. (idiomatic) fence 4. Use because, not because that. Take * Wrong: We ote because that we were hungry. Tt Correct: We ate because we were hungry. 3 Tt 5. Use so that to introduce a clause denoting purpose. Do not T use so as for the same purpose. o. Wrong: Let’s hurry so os we won't be late. b. 4H Comect: Let's hurry so that we won't be late. a T 6. Use that and not because when the reason or the clouse is in ? a ‘object position q Wrong: The reason was because we were absent. Correct: The reason was that we were absent. S Wrong: The cause of the accident wos because the driver : : ‘wos coreless. ; Correct: The cause of the accident was that the driver | was careless. : 2. Dor ' 7. Use if to denote simple conditions; use whether with or. ea Correct: She'll come if we ask her : don't know if | can come . I don’t know whether I can come or not: ; 8. Use if for positive statements; use unless for negative state- , ments. ; Comec: I'll come if you invite me. 3. Do : | won't come unless you invite me. the eo 100 Unit2 - Exploring the Works of Chinese and Japanese Writerstroduce: wed by Qo not eisin driver driver siate- Observing Unity and Coherence in Sentences A. Observing Unity in Your Sentences All sentences men something: a sentence expresses on idea. The object of writing is to communicate thoughts os simply, as clearly, ond as effectively as possible. Clear thinking produces clear weiting 1. Do not say too much in a sentence. A sentence that has too many ideas is said to be “overloaded” or is a “straggling sen- tence.” Toke this sentence: There was a beggar and he was blind and he had a dog and the dog took care of him. The sentence hos really four ideas: There wos a beggar He was blind. He had a dog. The dog protected him. Can sentences a and b be put together in one sentence? Yes. There was a blind beggar. Can sentences c and d be put together in one sentence? Yes. He had a dog that took care of him. Combining the two sentences: There was a blind beagar who had a dog that took care him. aoe ge 2. Do not say too litle in a sentence Example: The dog loved the blind man. He was a foithful doa. The man was cruel to the dog. These sentences can be put together in one sentence thus: The dog loved the blind man and watched over him foith- fully, but the man was cruel fo the dog 3. Do not put ideas that have litle or no relation to each other in the same sentence. Example: The mon tied the dog ond the dog tried to reach for « piece of bone Lesson 4 + Exploring Japanese Literature 101These two ideas, tying the dog and tying to reach for 0 piece of bone, have litle to do with each other. This is called a “cat and dog” sentence. The ideas in it should be put together only by indicating a correct rela- tionship. The sentence can be corrected thus: After the mon had tied the dog, it tried fo reach for a piece of bone. 4. Do not use and foo offen in a sentence. Example: The dog strained at his leash and the beggar kicked it and the owner cut the leash of the dog The many ands in this sentence spoil its unity. Improve the sentence thus: As the dog strained at his leash, the beagar kicked it; the owner then cut ifs leash. 5. Keep the tense of the verb in each sentence consistent. Examples: The dog who is intelligent protects the beggar. The dog who was infelligent protected the beggar. 6. Keep the voice of the verbs in each sentence uniform. Do not soy: The dog retuned to the beggar and cruel blows fell on it. Soy: The dog returned fo the beggar who rained cruel blows on it. B. Observing Coherence in Your Sentences Structure in a sentence refers to word order and grammatical relationship between words in a sentence. The principle of unity concems the relation of the thought of a sentence and its expres- sion. It requires that a sentence expresses this one thing adequate- ly. Good sentences are the result of much thought, planning, ond actual practice. The principle of unity demands that only related ideas be put together in a sentence. The principle of coherence demands that the relation of these elements be made clear. We have learned that in English, words should be placed in a certain order to make sense. The basic pattern for an English sentence is the S-TV-O pattern. 102 Unit2 + Exploring the Works of Chinese and Japanese Writersec, Soil, oO The man fed the dog >it (correct word order) fae ‘The dog fed the man: (normally impossible) The dog man the fed a (0 meaning) Dog the fed man the. (0 meaning) Word order is very important in writing coherent sentences. ca 1. Place word, phrase, and clause modifiers as near as possible fo the word modified. a a. Adjective Modifier Foulty: The pretiy, red girl’s sweater wos lost. (Was the girl Fai pretty and red or was the sweater pretty and red?) . Correct: The girl's pretty, red sweater was lost. b. Adverb Modifier Faulty: The undefeated orator hos almost won ten times. (I he is undefeated why did he not win all the time?) Correct: The undefeated orator has won almost ten times c. Phrase Modifier Faully: Placed on a large dish, father stood up to carve the turkey. (Was the father placed on a large dish?) The phrase, placed on a large dish, modifies turkey, so el the sentence should be correcied thus: Father carved the turkey on o large dish d. Clause Modifier el al Faulty: Jean wore a large ring on her third finger thot her ty mother bought in Saudi Arabia. (Did Jear’s mother buy :- her finger in Saudi Arabia?) . The clause that her mother bought in Saudi Arabic d modifies ring, so the sentence should be corrected thus: ‘On her third finger Jean wore o large ring that her mother bought in Saudi Arabia. Lesson 4 * Exploring Japanese Literature 103,Avoid dangling modifiers. A dangling modifier is placed close to a word it does not modify and gives the impression that it refers to that word. Logically speaking, a dangling modifier does not modify any word in the sentence. That is why it dan- gles. Example: Foully: Walking down the street, a pretly cottage came into view. {Did the prety cottage walk down the street? The sentence seems to say so.) To correct this sentence, give the dangling modifier, walking down the street, a definite word to modify, thus: Walking down the street, | saw a pretty cottage. Ideas that are parallel in meaning should be given parallel construction. Ideas that have equal value should follow the same pattern. Example: Everyone thought that the man was dishonest and a liar. The words dishonest and liar are parallel ideas; they are joined by the coordinate conjunction and. Yet dis- honest is an adjective and liar is a noun. The two words: dishonest and liar also have the same function. They are complements of the verb was. Therefore, they should be alike in part of speech; they should have the same form. The sentence should be corrected thus: Everyone thought that the man was a liar and a cheat. Parallelism should be observed not only among words but also among phrases and clauses. Parallelism helps make a sentence effective and clear. a. Parallelism in a series of words of the same class He wos intelligent, wise, and good. (all adjectives) b. Parallelism in a series of phrases We want a government of the people, by the people, and for the people. cc. Parallelism in a series of clauses He knew where he had to go, why he had fo go, and what he had to-do. 104 Unit 2 + Exploring the Works of Chinese and Japanese Writers 4. Asc not lar cor low Our nation, Think Think of pure, or pressing of your ® gins fo ¥ sick may tion. You a wish a Natu invites 0 Nak in the & see eve’ed close 4. Asa general rule, words that normally belong together should on that it not be separated. Separating them weakens the sentence. For modifier clority, the $-IV pattern should be followed; thot is, the verb yy it don- comes after the sublect; or the S-TV-O pattern, should be fol- lowed; thot is, the object comes after the verb. a. S-IV pattern Wrong: We, after we had finished our work, went home: sentence (The subject is we; the predicate is went.) Correct modifier, We went home after we had finished our work dify, thus: or After we had finished our work, we went home. b. S-TV-O pattern a parallel ea Sllow the a ; I like very much swimming. (In this sentence, the subject is J, the verb is like, the ch ‘object is swimming.) ee Correct: it Yet dis: I ike swimming very much. po Writing Creatively should be Our minds are a powerful insirument and by means of our imagi- ame form nation, we can go anywhere and we can be anyone too. Think of your mother or father or other members of your family. nd a cheat. Think of a rose and at once you see it, red ond attractive, white and ong words pure, or pink and lovely. You seem fo be holding it on your hand or 'sm helps pressing if against your cheek, its scent quickeriing your senses. Think of your favorite dish and think of eating it right now. Your mouth be- gins to water, so vivid is the imagination. The poor may be rich; the sick may be well; the weak may be powerful—all thanks fo imagina- es) tion. Your imagination is like Aladdin’s lamp; you rub it while making ‘a wish and your wish instantly comes true. eople, ond Nature is a rich source for imaginative writing. Everywhere, nature invites our admiration or teases us into thought. Nature speaks to us in the rainfoll, in the dawn of a new day, ond 2, and what in the eternal stors twinkling in a summer sky. These are things we see every day, but many of us hardly notice them. The fields, dry ond Lesson 4 * Exploring Japanese Literature. 105barren in summer, turn green under the magic touch of the rain. The flowers that bloom, the petals that fall, the common grass growing by the wayside—each contains an element of beauty which, if we con see, makes our lives so much richer. Here is an example of an imaginative composition 1 Am a Plate of Rice lam the plate of rice on your dining table. You put me on your plote and eat me hearily. Do you realize how long it took to bring me to your plate? | was once a tender plant growing in the wet paddy. | was proud of my slender green stem, and | felt the sunshine and the wind on my body. I went fo sleep in the light of the moon and had sweet dreams | grew strong and tall. At last my spikes appeared. The grains swelled and grew heavy upon me. The spikes began fo droop. My green leaves turned a deli- cate brown. Finally, men came to cut me down. Soon, | found myself ina mill, I feltthe grinding of knives upon me. When Icame out of the chute, was no longer brown. | was while and beautiful. Now lam upon your table, cooked to a delicious softness. | hope _| can help you grow healthy and strong ages in your mind, which are created through the details that allowed you to see, hear, feel, taste, and smell palay and rice without actually experiencing the events. This is called imagery or sensory images. The language ap- peals to your five senses. How do sensory images help you comprehend texts? Do they make reading fun? Disc_ss your answers with your classmates Developing Paragraphs according to Text Types The pieces that you compose and create are of different types. We call these fext fypes. Throughout your years in school, you are asked to write « piece on any of these ‘ex! lypes. Each text type varies in its purpose of writing, siructure, and language features. 106 Unit2 + Exploring the Works of Chinese and Japanese Writers Below is o type and com the needed int online sites a codes. You = cess the sites cand input. Text Type Narrative Text Expository/ Informative Text Explanatory Text Factual Description Recount Persuasive Text ProceduralSelow is table of a text type scaffold, Research on each ted (ER and complete the table with : s=ded information, Sucgesies RE! sites ore loaded inthe QR You may scan them to oc- the sites for additional reading inp. Purpose of Language Mette | Wating | RUM | Foatores | Example Exlanatory ie tual Description unt Persuasive ) Procedural Lesson 4 * Exploring Jopanese Literature 107,