高级英语（张汉熙）第二册 课文翻译与课后习题答案
“你是说??”我问道。
“草率结论，”她重复了一遍。“你怎么能凭我们仅有的五次约会就说我们俩很相配呢?”
我咯咯一笑，觉得挺有意思。这可爱的小家伙功课学得可真不错。“亲爱的，”我耐心地拍打着她的手说，“五次约会就不少了，毕竟你不必把整个蛋糕吃下去才知道蛋糕的甜味。”
“错误类比，”波利敏捷地说。“我可不是蛋糕，我是个女孩子。”我微微一笑，但这次不感到那么有意思了。这可爱的孩子功课或许是学得太好了。我决定改变策略。显然，最好的办法就是态度明朗，直接了当地向她表示爱。我沉默了一会儿，用我特别发达的脑袋挑选着合适的词句。然后我便开始说：
“波利，我爱你。对我来说，你就是整个世界，是月亮，是星星，是整个宇宙。我亲爱的，请说你爱我吧。如果你不这样，我的生活就失去意义了。我将会萎靡不振，茶不饮，饭不思，到处游荡，成为一个步履蹒跚、双眼凹下的躯壳。”
我交叉着双手站在那里，心想这下子可打动了她。
“文不对题，”波利说。
我咬咬牙。我不是皮格马利翁，我是弗兰肯斯坦，我的喉咙似乎一下子让魔鬼卡住了。我极力地控制涌上心头的阵阵痛楚。无论怎样，我电要保持冷静。
“好了，波利，”我强装着笑脸说，“这些谬误你的确已学到家了。”
“这可说得很对，”她使劲地点了点头说道。
“可是波利，这一切是谁教给你的?”
“你教的嘛。”
“是的，那你得感谢我呀。是吗，亲爱的?要是我不和你在一起，你永远也不会学到这些谬误的”。
“与事实相反的假设，”波利不加思索地说着。
我摔掉了额前的汗珠。“波利，”我用嘶哑的声音说道，“你不要死板地接受这些东西。我是说那只是课堂上讲的东西。你知道学校学的东西与现实生活毫不相关。”
“绝对判断，”她说道，嬉戏地向我摇摇指头。
这一下可使我恼火了。我猛地跳了起来，像公牛似地吼叫着，“你到底想不想跟我相爱?”
“我不想，”她答道。
“为什么不想?”我追问着。
“因为今天下午我答应了皮蒂伯奇，我愿意和他相爱。”
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高级英语（张汉熙）第二册 课文翻译与课后习题答案
我被皮蒂这一无耻的行径气得一阵晕眩，情不自禁地向后退去。皮蒂答应了我，跟我成了交，还跟我握了手呢!“这个可耻的家伙!”我尖着嗓子大叫，把一块块草皮踢了起来。“你不能跟他在一起，波利。他是一个说谎的人，一个骗子，一个可耻的家伙!”
“井下放毒，”波利说。“别叫嚷了，我认为大声叫嚷就是一种谬误。”
我以极大的意志力把语气缓和下来。“好吧，”我说，“你是一个逻辑学家。那就让我们从逻辑上来分析这件事吧。你怎么会看得中皮蒂，而看不起我呢?你瞧我一个才华横溢的学生，一个了不起的知识分子，一个前途无量的人；而皮蒂——一个笨蛋，一个反复无常的人，一个吃了上顿不知有没有下顿的家伙。你能给我一个合乎逻辑的理由来说明你为什么要跟皮蒂好吗?”
“当然能，”波利肯定地说。“他有一件浣熊皮大衣。”
(选自詹姆斯K贝尔与艾德里安A科恩 《明．代．修辞方式》)
习题全解
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 \same 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 \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 \been taught to reject his offer.
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 (\
(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 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 \the man\attack on a person who holds some thesis, instead of offering grounds showing why what he says is false; (b) the argument \(an appeal to \athy for him. (4)The fallacy of circular argument or \ion that is to be demonstrated (example :\cause mislocates the cause of one phenomenon in another that is only seemingly related. The most common version of this fallacy, called \
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高级英语（张汉熙）第二册 课文翻译与课后习题答案
hoc, ergo propter hoc\mistakes temporal sequence for causal connection--as when a misfortune is attributed to a \event\like the dropping of a mirror. (6)The fallacy of many questions consists in demanding or giving a single answer to a question when this answer could either be divided (example: \presupposition is involved (example-\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 \he title means: \ans. \a set of given premises. \
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 \\
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 \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--\was a torn man. \The writer develops the paragraph by describing the behavior of the torn man. In 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 \ 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
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高级英语（张汉熙）第二册 课文翻译与课后习题答案
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)'\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)\
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高级英语（张汉熙）第二册 课文翻译与课后习题答案
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 \dictum secundum quid\
2)You are guilty of Post Hoe if you blame Eula Becker (You have committed the logical fallacy called Post Hoe).
3)'-\is, after all, easier to make a beautiful dumb girl smart than to make an ugly smart girl beautiful (\against \\each other).
Ⅺ. 1. Vague though its category \she was (inversion to 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 \
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 \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 \learn in school don?t have anything to do in life\ 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 \itle means: \deceptive or delusive quality about love ⅩⅥ. Learning
A proverb goes, \is the eye of mind\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,
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