Exemplification(举例法) Back class, the 11 students spend the last five minutes in an energetic exchange evaluating their class performance for the day on a 1-10 scale. “ i get a10.” "I challenge that. You didnt do either your grammar or your spelling homework. “OK, a seven “ You ought to get a six “wait, i put my best effort forth here.” Yeah, but you didnt ask questions today. (Paras. 5-11) 返回
>>>more Exemplification（举例法） Back The author reports some schools’ negative attitude to the program through an example: The first Hyde public school program opened in September 1992. Within months the program was suspended. Teachers protested the program’s demands and the strain associated with more intense work. (Para. 3) 返回 The author reports other schools’ positive attitude to the program through another example: As in Maine the quest for truth is also widespread at the school in Connecticut. In one of English class, the 11 students spend the last five minutes in an energetic exchange evaluating their class performance for the day on a 1 – 10 scale. “I get a 10.” “I challenge that. You didn’t do either your grammar or your spelling homework.” “OK, a seven.” “You ought to get a six.” “Wait, I put my best effort forth here.” “Yeah, but you didn’t ask questions today.” (Paras. 5 - 11)
Text Analysis: Main Idea and Devices for Developing It Back I Main idea? Part I This part deals with detailed principles and approaches in the Hyde school program: valuing each students Part l character-based unique potential, and requiring both students'responsibility Part Ill for each other and parents (Paras. 12-16) commitment to the program. I Devices for developing it? PartⅣv Deduction(演绎法)mMky
This part deals with detailed principles and approaches in the Hyde School program: valuing each student’s character-based unique potential, and requiring both students’ responsibility for each other and parents’ commitment to the program. Main idea？ Devices for developing it ? . Text Analysis: Main Idea and Devices for Developing It Back Part III (Paras. 12 - 16) Part I Part II Part IV Deduction (演绎法）For details
Deduction(演绎法) Back gra Commitment among parents is a key aTopic E 时的的的 ingredient in the Hyde mixture. ConclusionOnce the problems are worked out, Hyde should work well in public schools .. once parents make a commitment to the program, they will be daily role models for their children, unlike parents whose children are in boarding schools. (Para. 16)
Back Deduction (演绎法） Commitment among parents is a key ingredient in the Hyde mixture. Topic For the student to gain admission, parents also must agree to accept and demonstrate the school’s philosophies and outlook. The parents agree in writing to meet monthly in one of 20 regional groups, go to a yearly three-day regional retreat, and spend at least three times a year in workshops, discussion groups and seminars at Bath. Parents of Maine students have an attendance rate of 95% in the many sessions. … children tend to do their utmost when they see their parents making similar efforts. (Para. 14) Detail 1 返回 The process for public school parents is still being worked out, with a lot more difficulty because it is difficult to convince parents that it is worthwhile for them to participate. Of the 100 students enrolled in New Haven, about 30% of the parents attend special meetings. The low attendance is in spite of commitments they made at the outset of the program when Hyde officials interviewed 300 families. (Para. 15) Detail 2 Once the problems are worked out, Hyde should work well in public schools …once parents make a commitment to the program, they will be daily role models for their children, unlike parents whose children are in boarding schools. (Para. 16) Conclusion
Text Analysis: Main Idea and Devices for Developing It Back I Main idea? I Part l This part is about how beneficial Part ll or good the program is to both the teachers and the students Part Ill I Devices for developing it Exemplification(举例法) Part Iv For detaily ia m10 Comparison& Contrast(对比法) For details
This part is about how beneficial or good the program is to both the teachers and the students. Main idea？ Devices for developing it ? . Text Analysis: Main Idea and Devices for Developing It Back Part IV (Paras.17-20) Part I Part II Part III Exemplification (举例法 ) For details Comparison & Contrast (对比法 ) For details
exemplification(举例沟 Back Example 2: Jimmy diBattista, 19, is amazed he will graduate this may from the bath campus and plans to attend a university. Years ago, he had seen his future as"jail, not college.(Para. 18) DiBattista remembers his first days at hyde 4 i came here. i insulted and cursed every body. Every other school was, 'Get out, we dont want to deal with you. 'I came here and they said, ' We kind of like that spirit. We dont like it with the negative attitudes. We want to turn that spirit positive. 2"(Paras. 19-20) 返回
Are these principles beneficial or good to the teachers as well as the students? (Paras. 17 - 20) Question exemplification (举例法) 返回 Back Example 1: One former inner-city high school teacher who now works in the New Haven program, says teachers also benefit. “Here we really begin to focus on having a fruitful relationship with each student. Our focus is really about teacher to student and then we together deal with the … academics. In the traditional high school setting, it’s teacher to the material and then to the student.” The teacher-student relationship is taken even further at Hyde. Faculty evaluations are conducted by the students. (Para. 17) >>>more Example 2: Jimmy DiBattista, 19, is amazed he will graduate this May from the Bath campus and plans to attend a university. Years ago, he had seen his future as “jail, not college”. (Para. 18) DiBattista remembers his first days at Hyde. “When I came here, I insulted and cursed everybody. Every other school was, ‘Get out, we don’t want to deal with you.’ I came here and they said, ‘We kind of like that spirit. We don’t like it with the negative attitudes. We want to turn that spirit positive.’” (Paras. 19 - 20)