婚庆公司盈利模式(编辑修改稿)内容摘要:
t (St yle i n Fict ion, 1981) li st f our headings of st ylist ic categori es, which m ay be hel pf ul in our anal ysi s of the style of a st ory: Lexi cal General: I s the vocabul ar y sim ple or plex? Formal or col loquial ? Descr ipti ve or evaluati ve? Gener al or specif i c? How f ar does the author make use of t he emoti ve or ot her associat ions of words ,as opposed t o their r efer ent ial meani ngs? Does t he t ext contain idiom at ic usages, and if so, wi th what ki nd of r egister (l anguage var iat ion beyond di alectical dif ferences, such as di f er ences between poli te and f am il iar language。 spoken and wri t en language。 scient if ic, reli gious, l egal language, et c.) are these i dioms associat ed? I s ther e any use of r ar e or speciali zed vocabul ary? Ar e any par ti cul ar morphological cat egor ies notewort hy (eg r are pound words, words wi th par ti cul ar suff ixes)? Nouns: Are t he nouns abstr act or concret e? What ki nds of abstr act nouns (eg nouns r ef er ri ng to event s, per cepti ons, pr oceses, m or al quali ti es, soci al quali ti es) are used? Why do pr oper nam es occur ? Col ecti ve nouns? Adj ecti ves: To what degr ee of f r equency ar e t he adj ecti ves used? To what ki nds of at ri butes do t he adj ecti ves ref er ( eg physical, psychol ogi cal, vi sual, audi t or y, col or, r efer enti al, emoti ve, evaluati ve, etc) ? Ar e t he adj ect i ves r estr i ct ive or non r estr i ct ive? At ri buti ve or pr edi cat ive? Ver bs: Do t he ver bs car y an im port ant part of t he m eani ng? Do they r ef er t o m ovements, physical act s, speech act s ( roughl y utt erances i n t he l anguage whi ch can be used to perf orm acts, or i n whi ch t he speaker can seen to have per f or med som e acts。 for exam pl e ―I nam e t he ship t he Queen Eli zabeth. ‖) , psychol ogi cal stat es or act i vi ti es, percept i ons, et c? Are t hey tr ansit i ve, i nt ransi ti ve, li nking, et c? Ar e they stati ve ( descr i bi ng st at e s) or dynam ic ( descri bing acti ons) ? Adver bs: Ar e t he adver bs fr equentl y used i n t he text? What semanti c f uncti ons do t hey per f or m (manner , place, dir ect i on, ti me, degr ee, etc) ? Is there any signif icant use of sent ence adver bs (such as ―t her efor e‖, ―however‖。 ―obvi ously‖, ―fr ankl y‖)? Gr am mati cal Sent ence t ype: Does the aut hor use onl y statem ent s, or does he/ she al so use quest ions, mands, exclamati ons, or sentence fr agment s ( such as sentences wit h no verbs)? I f other types of sentence ar e used, what is t hei r function? Sentence pl exi ty: Do sentences on whol e have a si mple or a pl ex st ructur e? What is t he average sent ence l engt h? Does pl exi ty var y st ri kingly fr om one sent ence t o anot her ? I s pl exi ty mainly due t o ( i) coordinati on, ( i ) subor di nat ion, (i i ) juxtaposi ti on of cl auses or of ot her equivalent st ructur es? I n what par ts of t he text does plexit y t end t o occur? clause t ypes: What types of cl auses are f avor ed—r el ative cl auses, adver bial cl auses, or dif f er ent t ypes of nominal clauses? Ar e non fi nit e for ms monly used, and i f so, of what ypes ar e they ( inf init ive, i ng for m, ed f orm, ver bl es str uct ure) ? What is t hei r functi on? Cl ause st ructur e: I s there anythi ng si gni f i cant about cl ause elements ( eg f requency of objects, adverbial s, plements。 of tr ansit ive or i nt ransit ive verb const ruct ions) ? Ar e there any unusual order ings (i niti al adverbi al s, f ronti ng of object or plement, etc) ? Do speci al ki nds of clause constr uct ion occur (such as t hose wi th pr epar ator y it or there) ? Noun phrases: Are they rel at ively si mple or plex? Wher e does t he plexit y li e (i n pr em odi fi cat ion by adjecti ves, nouns, et c, or i n post modif icati on by preposi ti on by preposi ti onal phr ases, relat ive clauses, et c)? Ver b phrases: Are there any signif icant depart ures f rom the use of the simpl e past tense? For example, not ice occur rences and f unct ions of the pr esent t ense, of the progr essive aspect, of the perf ect aspect , of modal auxi li ar ies. ot her phr ase t ypes: Is t her e anyt hing t o be sai d about other phrases t ypes, such as preposi ti onal phrases, adver b phrases, adj ect ive phrases? Wor d classes: Having alr eady consi dered maj or wor d classes, we may consi der m inor word cl ases (eg f unct ional wor ds) , such as pr eposi t i ons, conj unct ions, pr onouns, deter miner s, auxi li ari es, int er jecti ons. Ar e par ti cul ar words of these types used f or par ticul ar ef ect ( eg demonst rati ves such as this and t hat , negati ves such as not , not hing)? Gener al : Note whet her any gener al t ypes of gramm at ical constr uct ion ar e used t o special ef ect ( eg par ative or super lat ive constr ucti ons, coor di native or l isti ng constr uct ions, par ent het ical constr uct ions, i nterj ect ions and af ter thought s as occur in causal speech). And see to the number of l ists and coordinat ions. Fi gur es of Speech Here we consider the f eat ur es which ar e for egr ounded by vir tue of depar ti ng in some way fr om general nor ms of municati on by means of the language code, f or exampl e, exploit ati on of deviati ons fr om t he li ngui st ic code. Gr ammat ical and l exi cal schemes ( for egr ounded r epeti ti ons of expressi on) : Are there any cases of f or mal and st ructur al r epet it ion ( anaphora, par al lel ism, etc) or of m ir ror i mage pat terns ( chi asm us) ? Is t he rhetor ical ef fect of these one of anti thesi s, r einfor cem ent , cl i m ax, ant i cl i m ax, et c? Phonol ogi cal schem es: Ar e t her e any phonol ogi cal pat t er ns of r hym e, al l i t er at i on, assonance, et c? Ar e t her e any sal i ent r hyt hm i cal pat t er n s? Do vowel s and consonant。婚庆公司盈利模式(编辑修改稿)
相关推荐
l ist of al l the f oods whi ch were f orbi dden. The li st i ncl uded m ost of the t hings Herbert l oves: but ter , potat oes, ri ce, beer , mi lk, chocolate, and sweets. Yesterday I paid hi m a vi
下来,她一个人就救护了十几只燕子。 她的脸冻得通红,手冻得僵硬,但她一点也不在乎。 列车开动了。 载着燕子的列车,带着人类的友情驶向远方。 燕子在车厢里唧唧喳喳,仿佛在向人类致谢。 从课文中找出近义词。 特 殊 —— 立 即 —— 立即 舒 适 —— 9 疲 劳 —— 温 暖 —— 仿佛 —— 照样子写词语。 皑皑白雪 、画线句子中的“纷纷”写出 了。 “四处”写出了。 从这句话中可以感受到
织学生进行疏散 、逃生等自救、互救专题演练 活动,提高学生在各种危险情况下的实际应对能力,确保师生参与率达 100%。 进行一次安全知识宣传。 要通过安全知识课、主题班会、板报等多种形式,开展好“安全知识进校园”宣传活动,全方位地对师生、家长和社会宣传学校安全,争取社会的支持,营造人人懂安全、人人关心安全、人人维护学校安全的良好氛围。 观看宣传教育片。
与他们平等相处成为他们的朋友。 我的学生晓兰,是个比较特殊的一位,由于家庭的原因,她的性格孤僻、任性,与谁同桌便和谁吵架,大家对她是敬而远之。 为了彻底改变晓兰,我先是找她谈心,她根本不说什么。 几次下来, 收效甚微,我没有泄气。 我知道她喜欢画画,便利用学校书画展的机会,鼓励她参加书画比赛。 我发现她的眼神略微闪动一下。 我知道我的预定的计划要奏效。 于是
城造成巨大的经济损失,给居民的生命财产构成了严重威胁。 据 1996 年 7 月 27 日实测整个城镇区域洪水洪峰量最大,洪水达到 190 立方米 /秒,洪水大多在 8 月份发生。 根据 某某 县人民政府统计资料, 1989 年 1998 年该县城因洪水灾害造成的直接经济损失达 8474 万元,各年洪灾损失情况统计见表21。 某某 县城市 1989 年 1998 年洪水灾害损失统计 表 21 年
、充分发挥 了我校的升旗仪式、主题班会等阵地的作用,以学校《学生安全常规》以及《安全知识手册》为素材,大力加强学生良好行为习惯的培养,克服麻痹思想,让学生牢固树立“时时讲安全、处处讲安全、安全第一”的思想。 认真组织全体教职员工深入学习和贯彻《教育法》、《教师法》、《中小学教师职业道德规范》以及《学生伤害事故处理办法》等相关法规,增强依法执教、依法管理的意识,杜绝体罚和变相体罚学生的行为