LOVE IS A FALLACY练习答案

Stuart: Introduction to the Passage

1. Type of literature: a piece of narrative writing --protagonist/antagonists --climax --denouement 2. The main theme

3. Well chosen title and words 4. Style

--a very fast pace with a racy dialogue full of American colloquialism and slang

--employing a variety of writing techniques to make the story vivid, dramatic and colorful

III. Effective Writing Skills: 1. Employing colorful lexical spectrum, from the ultra learned terms to the infra clipped vulgar forms 2. Too much figurative language and ungrammatical inversion for specific purposes 3. The using of short sentences, elliptical sentences and dashes to maintain the speed of narration

Love is a Fallacy 课后练习题/EXERCISES I. Write a short note on: Ruskin. [SRB]

1. Oxford Companion to English Literature

2. any book on the history of English literature 3. any standard encyclopedia II. Questions on content:

1. What does the writer say about his own essay? Is he serious in his remarks? 2. What, according to the writer, is the purpose of this essay? Do you agree? 3. Why does the narrator consider Petey Burch dumb as an ox? 4. Why does the narrator teach Polly Espy logic? Did he succeed? 5. Define and give an example of each of the logical fallacies discussed in this essay. Ⅲ. Questions on appreciation:

1. Comment on the title of this essay. Is it humorous? 2. Can you find any evidence to support the view that the writer is satirizing a bright but self-satisfied young man?

3. What is the purpose of this essay or story? What method does the writer employ? 4. Comment on the language used by Polly. What effect does her language create? 5. Why does the narrator argue that \things you learn in school don't have anything to do with life\

6. What is the topic sentence of paragraph 50? How does the writer develop the idea expressed in the topic sentence?

7. Why does the narrator refer to Pygmalion and Frankenstein? Are these allusions chosen aptly?

8. In what sense is the conclusion ironic?

IV. Analyze the logical fallacy in each of the following statements: 1. Watching television is a waste of time.

2. In the last month, fourteen students have been arrested in California for using drugs. That state is obviously filled with young addicts.

3. All his life he has read comic books. Is it any wonder he's a juvenile delinquent? 4. If I had studied harder, I would definitely have passed that test.

5. Religion obviously weakens the political strength of a country. After all, Rome fell after the introduction of Christianity.

6. It's true that this boy killed four people. Yet think of the poverty and misery he was raised in: his parents neglected him, and he never had enough to eat. 7.Teachers in capitalist countries are out for all the money they can get.

8. Everybody in a capitalist country is basically dishonest. Look at all the politicians who are arrested every year for taking bribes and misusing public funds. V. Translate paras 145--154 into Chinese.

Ⅵ. Look up the dictionary and explain the meaning of the italicized words\1. that logic, far from being a dry, pedantic discipline (para 3) 2. my brain was as powerful as a dynamo (para 4) 3. pausing in my flight (para 8)

4. when the Charleston came back (para 11) 5. They shed. (para 16)

6. Don't you want to be in the swim? (para 17) 7. I would be out in practice (para 24)

8. She was not yet of pin-up proportions (para 25) 9. She already had the makings. (para 25)

10. She had an erectness of carriage, an ease of bearing (para 26) 11. are you going steady (para 30)

12. I deposited her at the girls' dormitory (para 97) 13. lawyers have briefs to guide them (para 105) 14. hammering away without let-up (para 123) Ⅶ. Explain how the meaning of the following sentences is affected when the italicized words are replaced with the words in brackets. Pay attention to the shades of meaning of the words:

1. Fads, I submit, are the very negation of reason. (fashions)

2. \3. he said passionately. (eagerly)

4. She was, to be sure, a girl who excited the emotions (feelings)

5. I threw open the suitcase and revealed the huge, hairy, gamy object (showed) 6. I was tempted to give her back to Petey. (inclined) 7. I hid my exasperation. (disappointment)

8. I said, patting her hand in a tolerant manner (indulgent) 9. I chuckled with somewhat less amusement. (merriment) 10. I will languish. (suffer a lot)

Ⅷ. Discriminate the following groups of synonyms: 1. keen, calculating, perspicacious, acute, astute

2. intelligent, bright, brilliant, clever, smart

IX . Study the suffixes in the following nouns and give at least 5 examples of each: 1. analogy 4. fallacy, idiocy 2. appendicitis 5. tactics 3. chemist, faddist 6. venture [SRB]

1. Walker's Rhyming Dictionary

2. any book on lexicology or word building

X . The narrator in this essay has a style all his own. In part, it is characterized by many figures of speech. Mention examples of the following: simile, metaphor, hyperbole, metonomy, antithesis. Comment on the figures that are used effectively.

Ⅺ. The style is also characterized in part by inverted sentence order. Point out the places where inversion occurs and explain the reason for the inversion.

Ⅻ. One of the ways to achieve emphasis is to change the normal order of a sentence. Rewrite the following sentences by inverting sentence part: 1. I don't want sympathy!

2. He would not yield, though death threatened him. 3. You mustn't miss that trip to Niagara. 4. The boy came down on his head.

5. The medical records and conduct sheets were piled on the desk in front of him. 6. The last story is completely different. 7. A man dressed in a black gown walked in.

8. He who is devoted to a just cause lives without fear.

ⅩⅢ.Pick out some of the colloquialisms and slangs used in the text.

ⅩⅣ.Read the following passage and explain what method is used to develop the main idea.

A hospital usually employs five different kinds of nurses according to their degrees and the amount of training they have had.

At the highest level are the registered nurses with college degrees. This may be a doctorate, master, or bachelor of science degree. A degree is a prerequisite if a person desires a supervisory job or wants to teach in a school of nursing. Naturally, these jobs are the highest paid and carry the greatest responsibility.

Next are the registered nurses with an associate degree (two years of college). This is particularly suited to a person who is not quite sure about going to college. It leaves the door open to further learning and at the same time enables the person to work as an R.N. Associate degree programs are rather new and have been instituted to help relieve the crucial need for qualified nurses.

Third is the three-year diploma from a school of nursing. Upon graduation, nurses are entitled to take a state board examination. There is no degree given, however, other than R. N. These schools are rapidly disappearing from many areas as the cost

of maintaining them is high, and also because state requirements insist on more attention to theory and more closely supervised clinical experience.

Licensed practical nurses have only recently become important. They usually take a twelve month course followed by a written examination required by the state before licensing. Bedside nursing is stressed and a good L. P.N. can ease the work load of the R.N. tremendously. This allows the R.N. to give medications and to carry out intricate procedures once assigned only to interns. Aides are a valuable asset to the nursing team. Usually a few weeks on the job training with pay is all that is required. This job supplements and works in hand both with the L. P. N. and R.N. XV. Topics for oral work:

1. What and whom does the author satirize in this essay? Illustrate your point with examples.

2. Does the narrator love Polly? Is love a fallacy?

XVI. Write a short composition on one of the following topics, using the method of classification for developing your ideas: 1. Farm Work in My Village

2. Physical Training in Our School 3. Some Successful Study Methods

Love is a Fallacy 练习题答案/answer

Ⅰ．Ruskin：John Ruskin(1819—1900)，English critic and social theorist，was the virtual dictator of artistic opinion in England during the mid-19th century. Ruskin attended Oxford from 1836 to 1840 and won the Newdigate Prize for poetry. In 1843 appeared the first volume of Modern Painters. This work elaborates the principles that art is based on national and individual integrity and morality and also that art is a \theories to architecture. About 1857, Ruskin’s art criticism became more broadly social and political. In his works he attacked bourgeois England and charged that modern art reflected the ugliness and waste of modern industry. Ruskin r s positive program for social reform appeared in Sesame and Lilies (1865), The Crown of Wild Olive (1866), Time and Tide (1867), and Fors Clavigera (8 vols. , 1871-- 1884). Many of his suggested programs--old age pensions, nationalization of education, organization of labor--have become accepted doctrine.

Ⅱ . 1. The writer humorously uses words like \describe his essay . Nationally he doesn't believe his essay to be bad, or else he would not have written nor would it have been published. Max Shulman is well-known for his humor.

2. The purpose of this essay, according to the writer, is to demonstrate that logic, far from being a dry, pedantic subject, is a living, breathing :thing, full of beauty, passion, and trauma. Logic may be an interesting subject, but it is definitely not a living, breathing, full of beauty, passion and trauma. The writer is exaggerating for the sake of humor.

3. The narrator considers Petey Burch dumb as an ox because he thinks Petey to be unintelligent, an emotional and impressionable type of person. However, Peteyr s worst fault is that he is a faddist, he is swept up in every new craze that comes along.

4. He decided to teach Polly Espy logic because he wanted not only a beautiful wife but also an intelligent one. The narrator wanted a wife who would help to further his career as a lawyer. He found Polly had all the necessary qualities except intelligence. This he decided to remedy by teaching her logic. He succeeded only too well for in the end Polly refused to go steady with him and employed all the \fallacies\

5. (1) The fallacy of accident is committed by an argument that applies a general rule to a particular case in which some special circumstances (\makes the rule inapplicable. This is the \(2) The converse fallacy of accident argues improperly from a special case to a general rule. The fact that a certain drug is beneficial to some sick persons does not imply that it is beneficial to all men. This is the fallacy of \the text.

(3) The fallacy of irrelevant conclusion is committed when the conclusion changes the point that is at issue in the premises. Special cases of irrelevant conclusion are presented by the so- called fallacies of relevance. These include: (a) the argu- ment \Hominem \(speaking \the man\rather than to the issue, or the fallacy of *'Poisoning the Well\a personal attack on a person who holds some thesis, instead of offering grounds showing why what he says is false; (b) the argument \to \a trial lawyer, rather than arguing for his client's innocence, tries to move the jury to sympathy for him. (4)The fallacy of circular argument or \the question\occurs when the premises presume, openly or covertly, the very conclusion that is to be demonstrated (example :\always votes wisely. \how do you know? Because he always votes Libertarian. \cause mislocates the cause of one phenomenon in another that is only seemingly related. The most common version of this fallacy, called \hoc, ergo propter hoc\mistakes temporal sequence for causal connection--as when a misfortune is attributed to a \consists in demanding or giving a single answer to a question when this answer could either be divided (example: \you like the twins?\yes nor no; but Ann yes and Mary no. \refused altogether, because a mistaken presupposition is involved (example-\(\does not follow\still more drastic than the preceding, occurs when there is not even a deceptively plau- sible appearance of valid reasoning, because there is a virtually complete lack of connection between the given premises and the conclusion drawn from them.

Ⅲ.1. The title of the story is humorous and well chosen. It has two meanings. When \delusive quality about love. \When it is taken as a specific term in logic, the title

means. \

2. Yes, I can. The whole story is satirizing a smug, self-conceited freshman in a law school. The freshman is made the narrator of the story who goes on smugly boasting and singing praises of himself at every chance he could get. From the very beginning in paragraph 4, he begins to help on himself all the beautiful words of praise he can think: cool, powerful, precise and penetrating. At the same time the narrator takes every opportunity to downgrade Petey Bureh. For example, he calls him \%upstairs \\\\and \faddist \as for Polly Espy, she is \3. The purpose of this essay is to demonstrate that logic, far from being a dry, pedantic subject, is a living, breathing thing, full of beauty, passion, and trauma. Logic may be an interesting subject. The writer is exaggerating for the sake of humor. The writer employs a whole variety of writing techniques to make his story vivid, dramatic and colorful. The lexical spectrum is colorful from the ultra learned terms used by the conceited narrator to the infra clipped vulgar forms of Polly Espy. He uses figurative language profusely and also grammatic inversion for special emphasis. The speed of the narration is maintained by the use of short sentences, ellip- tical sentences and dashes throughout the story. This mix adds to the realism of the story, 4. The writer deliberately makes Polly Espy use a lot of exclamatory words like \\\wow-dow \and clipped vulgar forms like \\\etc. to create the impression of a simple and rather stupid girl. This contrasts strongly with the boasting of the narrator and thus helps to increase the force of satire and irony.

5. The narrator does such a final attempt to make Polly forget the fallacies he has taught her. He may yet be able to convince Polly that he loves her and that she should go steady118 with him.

6. The topic sentence of paragraph 50 is the second sentence--\\other words, he uses illustrative examples to develop the theme stated in his topic sentence.

7. Because he begged Polly's love, which was refused. He might get the same result as Frankenstein, who created a monster that destroyed him, not as Pygmalion, who was loved by his own statue of Galatea.

8. The conclusion is ironic because the whole thing backfires on the narrator when Polly refutes all his arguments as logical fallacies before finally rejecting him. The end of the story finds that the narrator has got what he deserves. He has been too clever for his own good.

IV. 1. The fallacy of unqualified generalization or \secundum quid\

2. The fallacy of Hasty Generalization.

3. The fallacy of \4. The fallacy of Hypothesis Contrary to Fact. 5. The fallacy of \6. The fallacy of Ad Misericordiam.

7. The fallacy of unqualified generalization. 8. The fallacy of HaMy Generalization. V. See the translation of the text.

Vl. 1. discipline :a branch of knowledge or learning

2. dynamo: an earlier form for generator, a machine that converts mechanical energy into electrical energy

3. flight :fleeing or running away from 4. Charleston: a lively dance in 4/4 time, characterized by a twisting step and popular during the 1920's

5. shed: cast off or lose hair

6．in the swim：conforming to the current fashions。or active in the main current of affairs

7?practice：the exercise of a profession of occupation

8?pin—up：(American colloquialism)designating a girl whose sexual attractiveness makes her a subject for the kind of pictures often pinned up on walls 9?makings：the material or qualities needed for the making or development of something -

10?carriage：manner of carrying the head and body：physical posture bearing：way of carrying oneself：manner

11．go steady：(American colloquialism)date someone of the opposite sex regularly and exclusively：be sweethearts

1 2．deposit：(facetious)put，lay or set down

l 3．brief：a concise statement of the main points of a law case。usually filed by counsel for the information of the court 14．1et—up：stopping；relaxing

Ⅶ．1．fashion和fad均为名词。fashion主要指某人，尤其指文学、艺术界或社会上流人物在某一特定场合或时间内穿衣、讲话等方面的姿态或习惯。fad指由某种感情引起的一时的爱好或者一时流行的风尚。 2?incredulous和incredible均为形容词。incredulous是“不轻易相信的”、“表示怀疑的”的意思，指对某人的能力或意志力持怀疑和不相信态度。incredible是“不可相信的”意思，指某件事不平凡或不大可能存在，因而表示怀疑或不可相信。 3?passion和eagerness均为名词。passi‘on指一种强烈的愿望或感情，这种愿望或感情往往会产生一种不可抗拒的或者 必然的结果。eagerness意即“渴望”或“热情”，但往往含有不耐烦的意味。 4．feeling和emotion均是名词。feeling在没有上下文限制的时候，往往指人们在主观上反映的一种高兴或不高兴的感觉或感情。emotion指由于精神上或身体上受到外界某种刺激而引起的一种强烈的情感或情绪。 5．reveal和show均为动词。reveal指公开或揭露某种秘密或隐蔽的东西，好像是揭开一种掩饰物似的。show指某种事物或者东西“展现”在眼前，以便能看得到和看得清。 6．tempt和incline均为动词。tempt意为“引诱”、“诱惑”，指一种强有力的诱惑，这种诱惑能克服对某一事物的顾忌或推断。incline意为“倾向于”、“有?的倾向”，指对某事物或行动或多或少表现出一种暖昧的心理倾向。 7．exasperation和disappointment均为名词。exasperation指使某人忍无可忍或者使某人失去自控力的强烈愤怒或生气。disappointment意为“失望”、“失意”，指某人对某件事情感到没希望或失去信心。 8．indulge和tolerate均为动词。indulge意为“纵容”、“容许”，指由于意志力的软弱或对事物的热心而对自己或他人的希望或愿望的一种屈从。tolerate意为“容忍”、“忍受”，指以自我克制的态度对待令人厌恶、令人反感的东西，含

有“默认”或“宽恕”的意味。 9．amusement和merriment均为名词。amusement意为“娱乐”“消遣”、，指一种令人愉快的精神消遣，尤其是某种幽默的事物或谈笑使人感到很有乐趣。merriment意为“愉快”、“欢乐”，指充满趣味和笑声的某种事物。 10．1anguish和suffer均为动词。languish指由于渴望而苦恼或遭受痛苦。suffer指由于伤害、悲痛或损失等原因而被迫遭受、蒙受痛苦或不愉快的事情。

Ⅷ．1．这几个词都是形容词，指人的智力或感觉等方面具有较高的灵敏性或灵活性。keen指在智力或感觉、视觉、听觉等五官方面是敏锐的或敏捷的，尤指具有解决复杂或疑难问题的特殊能力。 acute意为“敏锐的”，指具有观察到别人没有注意到的某种意义、感情、意见、颜色、音调等的细微差别的能力，也指具有某种非常敏锐的神经注意力，这种注意力持续的时间不长。 astute意为“敏锐的”、“精明的”、“聪明的”，指对某领域或某学科有很深的造诣或者有一定的体验的能力或洞察力。perspicacious在这些单词中最为正式的用词，强调具有高度的洞察力。 calculating意为“精明的”，“精于算计的”，尤指会打小算盘。2．intelligent指具有善于从经验中学习或领会或对新事物迅速作出反应的能力。 clever意为“聪明的”，“伶俐的”，指善于理解、善于学习，但有时含有“不够深入”的意思。alert意为“机敏的”，指善于观察和行动，强调善于抓住某个时机。bright和smart比较口语化，一般可代替前面几个词中的任何一个。 brilliant意为“英明的”，指具有非凡的智力或理解力。 Ⅸ．1．biology；mineralogy；geology；eulogy；micrology 2．gastritis；neuritis；hepatitis；arthritis；tonsillitis 3．1inguist；absolutist；violinist；chartist；pragmatist 4．buoyancy；decency；complacency；consistency；fluency 5．politics；economics；dynamics；histrionics；dialectics 6．closure；erasure；exposure；puncture；expenditure X．Simile： 1)My brain was as powerful as a dynamo。as precise as a chemist’s scales，as penetrating as a scalpel(comparing his brain to three different things)． 2)First he looked at the coat with the expression of a waif at a bakery window(comparing his torn expression with the expression of a hungry homeless child looking longingly at the bread at a bakery window)．

3)?the raccoon coat huddled like a great hairy beast at his feet(comparing the coat with a hairy animal)．

Metaphor： 1)There follows an informal essay that ventures even beyond Lamb’s frontier(comparing the limitations set by Lamb to a frontier).

2)'\logic, far from being a dry, pedantic discipline, is a living, breathing thing, full of beauty, passion, and trauma (comparing logic to a living human being). 3)In other words, if you were out of the picture, the field would be open (meaning that if you' re no longer involved with her /if you stop dating her, others would be free to compete for her friendship).Hyperbole ~1)It is not often that one so young has such a giant intellect (hyperbole for effect).2)\he just stood and stared with mad lust at the coat (an exaggeration to describe his great longing for the coat as \lust\

3)You are the whole world to me, and the moon and the stars and the constellations of outer space (exaggeration for effect).

Metonomy ~1)Otherwise you have committed a Ditto Simpliciter (Otherwise you have committed a logical fallacy called \2)You are guilty of Post Hoe if you blame Eula Becker (You have committed the logical fallacy called Post Hoe).

3)'-\as \to make a beautiful dumb girl smart than to make an ugly smart girl beautiful (\dumb and smart\are balanced against \smart and beautiful\and forth his head swiveled, desire waxing, resolution waning (\balanced against \can be no immovable object (\and \are balanced against each other).

Ⅺ. 1. Vague though its category \and logical (inversion for emphasizing \emphasize \

4) Eula Becker, her name is (inversion to emphasize the name of the girl). 5)Five grueling nights this took, but it was worth it (inversion to emphasize \gruelling nights\

Ⅻ. 1. Sympathy I don' t want. 2. Yield he would not, though death threatened him. 3. That trip to Niagara you mustn't miss. 4. Down came the boy on his head. 5. In front of him, on his desk, were piled the medical records and conduct sheets. 6. Completely different is the last story. 7. In walked a man dressed in a black gown. 8. Without fear lives he who is devoted to a just cause.

ⅩⅢ. Colloquialisms:dumb, pin-up, kid, go steady, date, casual, kick, laughs, terrific, magnificent, mad, call it a night, yummy, fire away, darn

Slangs: nothing upstairs, keen, deal, knock (oneself) out, dreamy, how cute, well-heeked, rat, knot head, jitterbug, gug

ⅩⅣ. The main idea is developed by the method of classification. The writer uses a series of paragraphs to develop the classification adequately and completely. To write an effective paragraph of classification, the writer can use the following procedure :

1. Clearly, and as precisely as necessary, identify the term being classified. When necessary, define it in words the reader can understand.

2. State or imply clearly the standards on which the classification is to be made. Sometimes the name of the class or classes in which the item is placed suggests the basis or standard for the classification. Classifying birds as game birds clearly specifies them as among those which can be hunted and eaten by humans.

3. Identify the names of the classes into which the items being classified belong. 4. Finally, discuss each of the classes, limiting the discussion to the standards on which the classification is based. XV. 1. The writer is satirizing a self-conceited freshman in a law school. The freshman is made the narrator of the story, who goes on smugly boasting and singing praises of himself at every conceivable opportunity. From the very beginning, in paragraph 4, he begins to heap on himself all the beautiful words of praise he can think of cool, logical, keen, calculating, perspicacious, acute, astute, pow- erful, precise and penetrating. This exaggerated self praise and the profuse use of similes and metaphors help to make the satire humorous. At the same time the narrator takes every opportunity to downgrade Percy Butch. For example, he calls him: dumb, nothing

upstairs, unstable, impressionable and a faddist. And as for Polly Espy, she is \beautiful dumb girl\her up, the narrator decides to give her a course in logic. He teaches her how to recognize the common fallacies of logic. He succeeds too well because the whole thing backfires on him when Polly refutes all his arguments as logical fallacies before finally rejecting him. In desperation the narrator argues that \things you learn in school don’t have anything to do in life\The appeal does not move Polly because she does not reject him on logical grounds. She rejects him because he does not own a raccoon coat as Petey Burch does. At the end of the story, the reader feels the narrator has got what he deserved. He has been too clever for his own good. The title of the story is humorous and well chosen. It has two meanings, When \is taken in its ordinary sense. the title means: \quality about love ⅩⅥ. Learning

A proverb goes, \is the eye of mind\With the \not only can we develop a better understanding of ourselves but we can see a prosperous future of our nation. Then, how to make the eye sharper? Though it varies accordingly, several principles exist here.

First, distint targets should be set for learning. It includes the targets of both long term and short term. Only with these, can we know how to study efficiently. Second, we should try to form a good habit of learning. We should have in mind the idea of doing one thing at a time, i.e. learn while learning, and play while playing. The last and most crucial principle is involving ourselves in our study. Learning is not only an acceptance, but a digestion and absorption. We can’t improve ourselves without serious attitude.

Love is a Fallacy 补充练习题/test I. Words explanation: 1. fallacy

A. religious belief B. false belief C. bankruptcy D. dropping

2. incredulous

A. unbelieving B. increasing C. industrious D. unimproved

3.scalpel

A. a carpet B. a piece of bread

C. a small, light knife D. a rising market

4.perspicacious

A. determinate B. flagitious C. prestigious D. discerning

答案:imp 2-25: /

答案:laccid 2-26: /

答案:ppropriate 2-27: /

答案:ategory 2-28: /

答案:iscipline 2-29: / 答案:cute 2-30: /

答案:stute 2-31: /

答案:ypothesis 2-32: /

答案:ebate 2-33: /

答案:itchblende 2-34: /

答案:ndignation 2-35: /

答案:hriek 2-36: / 答案:urf 2-37: /

答案:eveal 2-38: / 答案:amy 2-39: /

答案:lunge 2-40: / 答案:elt 2-41: /

答案:molder 2-42: /

答案:rospect 2-43: /

答案:raught 2-44: /

答案:ualification 3-1: / 答案: B 3-2: / 答案: D 3-3: / 答案: C

3-4: / 答案: D 3-5: / 答案: A 6-1: /

答案:synecdoche 6-2: /

答案:metaphor 6-3: /

答案:simile 6-4: /

答案:hyperbole 6-5: /

答案:allusion; metonymy 6-6: /

答案:hyperbole 6-7: /

答案:metaphor 6-8: /

答案:extended metaphor 6-9: /

答案:metonymy 6-10: /

答案:mixed metaphor

7-1:Once completed, the Three Gorges Project itself will become a new wonder of the world. The giant dam will stand upstream to hold back Wushan Mountain's clouds and rain. A gigantic shiplock will stand there to lift towboats with a total tonnage up to 10,000 over the dam. The hydropower station, as dazzling as a palace, will shoot out its mighty current through an extensive power--grid. 7-2:As a hallmark of the great success of the concept of “one country, two systems,” Hong Kong's return to the motherland constitutes a crucial step taken by the Chinese people in the great cause of the reunification of the motherland.Since Hong Kong's return, the policies of “one country, two systems”, “Hong Kong people administering Hong Kong” and a high degree of autonomy have been implemented conscientiously, and Hong Kong has maintained its prosperity and stability. Facts will prove that the government of the Hong Kong Special Administrative Region (HKSAR) and our compatriots in Hong Kong will surely be able to administer Hong Kong well in accordance with the Basic Law of the HKSAR.

Background Information:

1. Logical fallacy: An argument in logic presents evidence in support of some thesis or conclusion. An argument has two components: a conclusion, the thesis argued for; and certain premises, the considerations adduced on behalf of the conclusion. The conclusion is said to be drawn, or inferred, from the premises. An argument is deductively valid when its premises provide conclusive evidence for the conclusion. An argument that fails to be conclusively deduced is invalid; it is said to be

fallacious.

An argument may be fallacious in three ways: in its material content, through a misstatement of the facts; in its wording, through an incorrect use of terms; or in its structure (or form), through the use of an improper process of inference. Fallacies are, therefore, divided into three groups and classified as (1) material, (2) verbal and (3) formal. The material fallacies are also known as fallacies of presumption, because the premises \the conclusion, or avoid the issue in view. The verbal fallacies, called fallacies of ambiguity, arise when the conclusion is achieved though an improper use of words. Strictly logical, or formal, fallacies arise not from the specific matter of the argument but from a structural pattern of reasoning that is generically incorrect.

The fallacies mentioned in the text belong to the first group, i.e. they are material fallacies. Some of the important fallacies in this category may be stated as follows: (1) the fallacy of accident is committed by an argument that applies a general rule to a particular case in which some special circumstances (\makes the rule inapplicable. This is the “Dicto Simpliciter\fallacy in the text. (2) The converse fallacy of accident argues improperly from a special case to a general rule. The fact that a certain drug is beneficial to some sick persons does not imply that it is beneficial to all men. This is the fallacy of \(3) The fallacy of irrelevant conclusion is committed when the conclusion changes me point that is at issue in the premises. Special cases of irrelevant conclusion are presented by the so-called fallacies of relevance. These include: (a) the argument ad hominem (speaking \'Poisoning the Welt\personal attack on a person who holds some thesis, instead of offering grounds showing why what he says is false; (b) the argument ad misericordiam (an appeal to \as when a trial lawyer,' rather than arguing for his client's innocence, tries to move the jury to sympathy for him. (4) The fallacy of circular argument or \the question\occurs when the premises presume, openly or covertly, the very conclusion that is to be demonstrated (example: \always votes wisely.\\how do you know?\cause mislocates the cause of one phenomenon in another that is only seemingly related. The most common version of this fallacy, called post hoc ergo propter hoc, mistakes temporal sequence for causal connection--as when a misfortune is attributed to a \consists in demanding or giving a single answer to a question when this answer could either be divided (example: \yes and Mary no. \involved (example: \sequitur (\does not follow''), still more drastic than the preceding, occurs when there is not even a deceptively plausible appearance of valid reasoning, because there is a virtually complete lack of connection between the given premises and the

conclusion drawn from them.

2. Ruskin: John Ruskin (1819-1900), English critic and social theorist, was the virtual dictator of artistic opinion in England during the mid-19th century'. Ruskin attended Oxford from 1836-40 and won the Newdigate Prize for poetry, in 1843 appeared the first volume of Modern Painters. This work elaborates the principles that art is based on national and individual integrity and morality and also that art is a \to architecture. About 1857, Ruskin's art criticism became more broadly social and political. In his works he attacked bourgeois England and charged that modern art reflected the ugliness and waste of modern industry. Ruskin's positive program for social reform appeared in Sesame and Lilies (1865), The Crown of Wild Olive (1866), Time and Tide (1867), and Fors Clavigera (8 vols., 1871-84). Many of his suggested programs- old age pensions, nationalization of education, organization of labor---have become accepted doctrine.

Unit Ten

Love is a Fallacy By Max Shulman

Detailed Study of the Text:

1. Love is a Fallacy: This piece is taken from Max Shulman's The Many Loves of Dobie Gillis, 1951. The narrator is Dobie.

2. Charles Lamb ... Dream's Children: a metaphor. Charles Lamb ..., with his essays Old China and Dream's Children, set free (loosened the chains that bound) the informal essay.

as ... as: a correlative construction used to indicate the equality or sameness of two things month of Sundays: (colloquial) long time

Old China and Dream's Children: Title of two essays written by Charles Lamb. Charles Lamb is a very merry and enterprising person. You'll meet such a person only after a long time. He wrote the essays, Old China and Dream's Children, which set free the informal essay.

(Note: the word \in the phrase \China and Dream's Children\in the text should not be in italics.)

3. \appropriate: It would perhaps be more correct to call this essay a limp, flaccid-or a spongy essay.

limp: drooping; lacking firmness

flaccid: soft, flabby; hanging in loose folds

spongy: like a sponge; soft and porous

4. logic, far from ... and trauma: metaphor and hyperbole. It is a metaphor comparing logic to a living human being. It is a hyperbole because it exaggerates for the sake of effect. Logic is not at all a dry, learned branch of learning. It is tike a living human being, full of beauty, passion and painful emotional shocks.

far from (it): not at all

discipline: a branch of knowledge or learning

trauma: a term in psychiatry meaning a painful emotional experience or shock, often producing a lasting psychic effect

5. My brain . . scalpel: simile, comparing his brain to three different things; also hyperbole, exaggerating for effect

dynamo: an earlier form for generator, a machine that converts mechanical energy into electrical energy

chemist's scales: Such scales are more precise and accurate for they have to weigh small quantities of powder or other medicine.

Scalpel: a surgeon's sharp knife used in operations

6. And-- think of it! – eighteen: Notice the use of dashes.

think of it: an exclamatory phrase to intensify that which follows. Some other such phrases are \

7. Same age? ox: ellipsis. He is of the same age and has the same background but he is dumb as an ox.

dumb as an ox: simile, as stupid as an ox; very stupid

dumb: (American colloquialism or slang) stupid; moronic; unintelligent

8. A nice ... upstairs: ellipsis. He is a nice enough young fellow, you understand, but there is nothing upstairs.

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