nit 5 Section A I. Background Knowledge he applied ethical issue of euthanasia, or mercy killing, concerns whether it is morally permissible for a third party, such as a physician, to end the life of a terminally ill patient who is in Intense pain The euthanasia controversy is part of a larger issue concerning the right to die. Staunch defenders of personal liberty argue that all of us are morally entitled to end our lives when we see fit. Thus, according to these people, suicide is in principle morally permissible For health care workers, the issue of the right to die is most prominent when a patient in their care(1)is terminally ill, (2)is in intense pain, and (3) voluntarily chooses to end his life to escape prolonged suffering. In these cases, there are several theoretical options open to the health care worker. First, the worker can ignore the patient's request and care can continue as usual. Second, the worker can discontinue providing life-sustaining treatment to the patient, and thus allow him to die more quickly. This option is called passive euthanasia since it brings on death through nonintervention. Third, the health care worker can provide the patient with the means of taking his own life, such as a lethal dose of a drug This practice is called assisted suicide, since it is the patient, and not technically the health care worker, who administers the drug Finally, the health care worker can take active measures to end the patient's life, such as by directly administering a lethal dose of a drug. This practice is called active euthanasia since the health care worker's action is the direct cause of the patient's death. Active euthanasia is the most controversial of the four options and is currently illegal in the United States. However, several right to die organizations are lobbying for the laws against active euthanasia to change voluntary euthanasia: When the person who is killed has requested to be killed. Non-voluntary: When the person who is killed made no request and gave no consent involuntary euthanasia When the person who is killed made an expressed wish to the contrary assisted suicide Someone provides an individual with the information, guidance, and means to take his or her own life with the intention that they will be used for this purpose. When it is a doctor who helps another person to kill themselves it is called"physician assisted suicide Euthanasia By Action: Intentionally causing a person's death by performing an action such as by giving a lethal injection. Euthanasia By Omission: Intentionally causing death by not providing necessary and ordinary(usual and customary) care or food and water SeemoreaboutEuthanasiaathttp://www.nrlc.org/euthanasiaindex.html II. Text analysis Main Idea and Devices for Developing It 1. Main Idea of the text The story deals with a doctors view of a terminally ill grandmother as a terrible-looking lady with graceful hands from the outset but a considerate lady with graceful heart and mind in the end 2. Devices for Developing
Unit 5 Section A I. Background Knowledge The applied ethical issue of euthanasia, or mercy killing, concerns whether it is morally permissible for a third party, such as a physician, to end the life of a terminally ill patient who is in intense pain. The euthanasia controversy is part of a larger issue concerning the right to die. Staunch defenders of personal liberty argue that all of us are morally entitled to end our lives when we see fit. Thus, according to these people, suicide is in principle morally permissible. For health care workers, the issue of the right to die is most prominent when a patient in their care (1) is terminally ill, (2) is in intense pain, and (3) voluntarily chooses to end his life to escape prolonged suffering. In these cases, there are several theoretical options open to the health care worker. First, the worker can ignore the patient's request and care can continue as usual. Second, the worker can discontinue providing life-sustaining treatment to the patient, and thus allow him to die more quickly. This option is called passive euthanasia since it brings on death through nonintervention. Third, the health care worker can provide the patient with the means of taking his own life, such as a lethal dose of a drug. This practice is called assisted suicide, since it is the patient, and not technically the health care worker, who administers the drug. Finally, the health care worker can take active measures to end the patient's life, such as by directly administering a lethal dose of a drug. This practice is called active euthanasia since the health care worker's action is the direct cause of the patient's death. Active euthanasia is the most controversial of the four options and is currently illegal in the United States. However, several right to die organizations are lobbying for the laws against active euthanasia to change voluntary euthanasia: When the person who is killed has requested to be killed. Non-voluntary: When the person who is killed made no request and gave no consent involuntary euthanasia: When the person who is killed made an expressed wish to the contrary assisted suicide: Someone provides an individual with the information, guidance, and means to take his or her own life with the intention that they will be used for this purpose. When it is a doctor who helps another person to kill themselves it is called "physician assisted suicide." Euthanasia By Action: Intentionally causing a person's death by performing an action such as by giving a lethal injection. Euthanasia By Omission: Intentionally causing death by not providing necessary and ordinary (usual and customary) care or food and water See more about Euthanasia at: http://www.nrlc.org/euthanasia/index.html II. Text Analysis Main Idea and Devices for Developing It 1.Main Idea of the text The story deals with a doctor’s view of a terminally ill grandmother as a terrible-looking lady with graceful hands from the outset but a considerate lady with graceful heart and mind in the end. 2.Devices for Developing
1>. Double Clues(双线索法) There are two clues running through the whole passage, one being explicit and another implicit The explicit clue is the time sequence, along which the author organized her experience with the dying patient.(Refer to Explicit clue)The implicit clue is the authors emotional experience, hich unnoticeably leads the reader into her emotional world. (Refer to Implicit clue) Explicit clue --- Time sequence Explicit clue- As a major device used in narrative, the order of time is employed in this text like a thread to string all the events together from "i have never seen Mrs. Clark before. "to "two days later, I read about Mrs. Clark in the newspaper. A fact to be noted is that the progression of time is shown not only with time markers, but also with some other means I have never seen Mrs. Clark before, but I know that tonight she will die. (Para. 1) 2)As I stand there, the smell hits my nose. (Para. 2) 3)When I am finished, I pull a chair up beside the bed to face her... ( Para. 6) 4)Some unknown interval of time passes before her eyes open again, only this time there is no esponse in them.(Para. 8) 5)Two days later, I read about Mrs. Clark in the newspaper.(Para. 9) Sentences without time markers. 1)I reach for the light switch, .. I return to bed .(Para. 2) 2)I reach for the long, thin fingers.. (Para. 4) 3)I bend close to her... I put my finger over the end of the straw. We repeat the procedure 4)I go about providing for her needs. . I turn her on her side, . I remove the lid.. I rub cream into the yellow skin . I notice that .. (Para. 5 5).her shallow breathing stops,. I begin to cry quietly . still holding her hand, I become aware that .(Para. 8) Implicit clue Following this clue unconsciously, the reader seems to experience the same shock and change in emotion as the author did. As a result, Mrs. Clark, a dying patient with terrible appearance changes from someone we as well as the author understand first to someone we admire and praise in the end. In fact, the change in the authors emotion undergoes three steps. Implicit clue - Emotional experience Step 1: Mrs. Clark is a total stranger I,ve never seen mrs Clark before (L.1) I return to the bed to observe the patient with an unemotional, medical eye. (L. 7) Then, the objective narration and description in Paras. 3, 4 and 5 I reach for the long, thin fingers that are lying on the chest. (L. 14) Step 2: I know something about her an begin to understand or admire her I.. again notice the long, thin fingers. Graceful. (L. 35) but I have understood what she has done. (L. 40) I feel my own pulse quicken and hear my breathing as it begins to match hers, ..(L
1>. Double Clues (双线索法) There are two clues running through the whole passage, one being explicit and another implicit. The explicit clue is the time sequence, along which the author organized her experience with the dying patient. (Refer to Explicit clue) The implicit clue is the author’s emotional experience, which unnoticeably leads the reader into her emotional world. (Refer to Implicit clue) .Explicit clue --- Time sequence Explicit clue — As a major device used in narrative, the order of time is employed in this text like a thread to string all the events together: from “I have never seen Mrs. Clark before.” to “Two days later, I read about Mrs. Clark in the newspaper.” A fact to be noted is that the progression of time is shown not only with time markers, but also with some other means. Sentences with time markers: 1) I have never seen Mrs. Clark before, but I know that tonight she will die. (Para. 1) 2) As I stand there , the smell hits my nose. (Para. 2) 3) When I am finished, I pull a chair up beside the bed to face her…(Para. 6) 4) Some unknown interval of time passes before her eyes open again, only this time there is no response in them. (Para. 8) 5) Two days later, I read about Mrs. Clark in the newspaper. (Para. 9) Sentences without time markers: 1) I reach for the light switch, …, I return to bed…(Para. 2) 2) I reach for the long, thin fingers…(Para. 4) 3) I bend close to her…I put my finger over the end of the straw…We repeat the procedure. (Para. 4) 4) I go about providing for her needs. …I turn her on her side. …I remove the lid …I rub cream into the yellow skin … I notice that …(Para. 5) 5) …her shallow breathing stops, …I begin to cry quietly. …still holding her hand, I become aware that …(Para. 8) .Implicit clue Following this clue unconsciously, the reader seems to experience the same shock and change in emotion as the author did. As a result, Mrs. Clark, a dying patient with terrible appearance, changes from someone we as well as the author understand first to someone we admire and praise in the end. In fact, the change in the author’s emotion undergoes three steps. Implicit clue --- Emotional experience • Step 1: Mrs. Clark is a total stranger. • I’ve never seen Mrs. Clark before. (L. 1) • …, I return to the bed to observe the patient with an unemotional, medical eye. (L. 7) • Then, the objective narration and description in Paras. 3, 4 and 5. • I reach for the long, thin fingers that are lying on the chest. (L. 14) Step 2: I know something about her an begin to understand or admire her. • I … again notice the long, thin fingers. Graceful. (L. 35) • …but I have understood what she has done. (L. 40) • …I feel my own pulse quicken and hear my breathing as it begins to match hers, … (L
42) we become aware that.(L. 44) I nod my head slowly, smiling.(L. 45) I receive my thank you...(L. 46) Step 3: I am deeply touched by her I begin to cry quietly. There is a swell of emotion within me for this stranger..(L. 50) it was a privilege she has allowed me, and I would do it again, gladly(. 53) and instead shared it with me. (L. 55) and I am glad I was there for her. (L. 56) Yes, they were long and graceful fingers.(L 60) 2>. General- specific(总分法) The author states an impress first and then presents the details. With this method, the author successfully introduces the reader into the scene she depicts. Thus, the reader feels the same thing and breathes the same breath as the author does She lies motionless: the head seems unusually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide; the right arm lies straight out at the side, taped cruelly to a board to secure a needle so that fluid may drip in; the left arm is across the sunken chest, which rises and falls with the uneven breaths. (Para. 3) 3>. Detailed description(细节描写法) The detailed descriptions are centered around the conditions of"the ward"and " the patient as well as around the help the doctor gave to the patient This device produces the result that the eader feels to be on the spot as the author is, and that the writers mental activities can find The conditions of the ward: The only as If in warning. eyes as I remember the smell of decay from past experiences. In my mouth, I have a sour, vinegar taste coming from the pit of my stomach The conditions of the patient 1)Refer to Para. 3 2)In Para. 5: They are cold. Naked, except for a light hospital gown, she is very small and light that she seems like a victim of some terrible famine. The yellow skin rolls freely over the bones 3)In Para 8: Without warning, her shallow breathing stops, and within a few moments, the faint pulse is also gone. One single tear flows from her eye, across the cheek and down onto the pillow he help given to the patient I bend close to her... I put my finger over. and allow a few drops. and ease her thirst. Para. 4) Picking her up in my arms like a child, I turn her on her side... I remove the lid from a jar of skin cream and put some... Carefully, to avoid injuring her, I rub cream into the yellow skin,.(Para. 3. The passage can be divided into 6 parts, the main idea of each part and devices for developing it Part I( Para 1-4)
42) • …we become aware that … (L. 44) • … I nod my head slowly, smiling. (L. 45) • … I receive my thank you … (L. 46) • Step 3: I am deeply touched by her. • I begin to cry quietly. There is a swell of emotion within me for this stranger… (L. 50) • … it was a privilege she has allowed me, and I would do it again, gladly. (L. 53) • …and instead shared it with me. (L. 55) • … and I am glad I was there for her. (L. 56) • Yes, they were long and graceful fingers. (L. 60) 2>. General-specific (总分法) The author states an impress first and then presents the details. With this method, the author successfully introduces the reader into the scene she depicts. Thus, the reader feels the same thing and breathes the same breath as the author does. She lies motionless: the head seems unusually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide; the right arm lies straight out at the side, taped cruelly to a board to secure a needle so that fluid may drip in; the left arm is across the sunken chest, which rises and falls with the uneven breaths. (Para. 3) 3>. Detailed description (细节描写法) The detailed descriptions are centered around the conditions of “the ward” and “the patient” as well as around the help the doctor gave to the patient. This device produces the result that the reader feels to be on the spot as the author is, and that the writer’s mental activities can find echoes in the reader. The conditions of the ward: The only light in her room is coming from a piece of medical equipment, which is flashing its red light as if in warning. The smell hits my nose, and I close my eyes as I remember the smell of decay from past experiences. In my mouth, I have a sour, vinegar taste coming from the pit of my stomach. The conditions of the patient: 1) Refer to Para. 3. 2) In Para. 5: They are cold. Naked, except for a light hospital gown, she is very small and light that she seems like a victim of some terrible famine. The yellow skin rolls freely over the bones. 3) In Para. 8: Without warning, her shallow breathing stops, and within a few moments, the faint pulse is also gone. One single tear flows from her eye, across the cheek and down onto the pillow. The help given to the patient I bend close to her… I put my finger over…and allow a few drops…and ease her thirst. (Para. 4) Picking her up in my arms like a child, I turn her on her side. … I remove the lid from a jar of skin cream and put some… Carefully, to avoid injuring her, I rub cream into the yellow skin,… (Para. 5) 3.The passage can be divided into 6 parts ,the main idea of each part and devices for developing it Part I (Para 1-4)
I attend to a dying patient, who is very thin. Even, she has no enough strength to swallow some 第I部分作者使用了叙述-描写法( Narration- description) Part II(Para. 5 The patient is seriously ill, too weak for anything Dominant impression. Mrs. Clark is too weak for anything 1. She is too weak to make any request and I have to offer my service without asking 2. She is so very small and light that she seems like a victim of some terrible famine 3. I rub cream into the yellow skin, which rolls freely over the bones, feeling perfectly the outline of each bone in the back 4. I notice that her legs are ice cold too, and not until I run my hands up over her knees do I feel any of the life-giving warmth of blood Part Ill(Paras. 6-7) Driven by my thoughts, I exchange with the patient, who is able to utter only broken sentences. Though, I begin to see what a kind and considerate grandmother she is Devices for developing it? 第ⅢI部分作者使用了描写法( Description) This is focused on the author 's mental activities Graceful. I wonder briefly if she has any family, and then I see that there are neither flowers nor pictures of rainbows and butterflies drawn by children, nor cards. There is no hint in the room anywhere that this is a person who is loved. (Para. 6) I feel my own pulse quicken and hear my breathing as it begins to match hers, breath for uneven breath. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings.. Without words, through yellowed eyes, I receive my thank you and her eyes slowly close(Para7) Part IV(Para. 8) The patient dies. And the author seems to have a better understanding of the patient. Mrs Clark spares her family from seeing her die and the author feels it a privilege to be there with the patient Devices for developing it? 第ⅣⅤ部分作者使用了描写法( Description) This is also focused on the author 's mental activitie The most impressive sentence One single tear flows from her left eye, across the cheek and down onto the pillow Analysis: this is the last teardrop of the lady. What is it for? Is it a tear of joy? a tear of gratitude? Or a tear of pity? There is a swell of emotion within me Her suffering is done, yet so is the life Slowly, ., I become aware that I dont mind Mrs. Clark spared her family an episode that No one should die alone
I attend to a dying patient, who is very thin. Even, she has no enough strength to swallow some water. 第 I 部分作者使用了叙述- 描写法 (Narration-description) Part II (Para. 5) The patient is seriously ill, too weak for anything. Dominant impression: Mrs. Clark is too weak for anything. 1. She is too weak to make any request and I have to offer my service without asking. 2. She is so very small and light that she seems like a victim of some terrible famine. 3. I rub cream into the yellow skin, which rolls freely over the bones, feeling perfectly the outline of each bone in the back. 4. I notice that her legs are ice cold too, and not until I run my hands up over her knees do I feel any of the life-giving warmth of blood. Part III (Paras. 6-7) Driven by my thoughts, I exchange with the patient, who is able to utter only broken sentences. Though, I begin to see what a kind and considerate grandmother she is. Devices for developing it ? 第 III 部分作者使用了描写法(Description) This is focused on the author’s mental activities. Graceful. I wonder briefly if she has any family, and then I see that there are neither flowers, nor pictures of rainbows and butterflies drawn by children, nor cards. There is no hint in the room anywhere that this is a person who is loved. (Para. 6) I feel my own pulse quicken and hear my breathing as it begins to match hers, breath for uneven breath. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings …Without words, through yellowed eyes, I receive my thank you and her eyes slowly close. (Para7) Part IV (Para. 8) The patient dies. And the author seems to have a better understanding of the patient. Mrs. Clark spares her family from seeing her die and the author feels it a privilege to be there with the patient. • Devices for developing it ? • 第 IV 部分作者使用了描写法 (Description) This is also focused on the author’s mental activities. The most impressive sentence: One single tear flows from her left eye, across the cheek and down onto the pillow. Analysis: this is the last teardrop of the lady. What is it for? Is it a tear of joy? A tear of gratitude? Or a tear of pity? • The mental activities of the author: • There is a swell of emotion within me… • Her suffering is done, yet so is the life. • Slowly, …, I become aware that I don’t mind… • Mrs. Clark spared her family an episode that … • No one should die alone, …
Part V(Para.9) It is only two days after Mrs. Clark's death that the author comes to learn more about her from Devices for developing it? 第V部分作者使用了事实陈述法( Statement of facts) Here, the author simply states some facts about Mrs. Clark: She was the mother of seven, grandmother of eighteen, an active member of her church, a leader of volunteer associations in her community, a concert piano player, and a piano teacher for over thirty years This is not to stack facts but serves to strengthen the impression the author gains in Para 8 Mrs. Clark is graceful in heart and mind. Thus, readers see the whole picture of a graceful Part IV (Para. 10) Mrs. Clark is really graceful Devices for developing it? 第Ⅵ部分作者使用了描写法( Description) This part consists of only one sentence. "Yes, they were long and graceful fingers. "Literally, the author praises the graceful fingers; in fact, she speaks highly of the patient III. Language Points 1. preceding a. coming or going before in time, order在前的,在先的,前面的 The paintings are a development of ideas she explored in the preceding decade.这些画是她十年以来探索思想的发展 In conclusion, I hope the preceding arguments have convinced you of the need for action.总之,我希望前面的论证能让你信服行动的必要性。 precede:v.) come or go just in front of处在前面,领先 He came into the room preceded by a small dog.他走进房间,一只小狗 走在他前面。 Now that you have read that sentence, reread the one that precedes. F/4E 你已经读到了那句话,那么再把它前面的一句读 2) be earlier than处在之前,先于,在先 Thousands of people traveled to America to escape hardship in the years that immediately preceded the First World War.成千上万的人在第一次 世界大战爆发之前的几年里来到美国,以逃离苦难。 The week that preceded May Day last year had seen days of heavy downpour(倾盆大雨) in that country and the people there were all prepared to fight floods.去年“五·一”节前的一周里,那个国家下了好 几天倾盆大雨,那儿的人们都在准备抗洪 2. secure vt.1. make firm or tight; fasten关紧,固定 The gate won't stay open, so we'll have to secure it to the post 大门不能一直开着,所以我们不得不将它固定在柱子上 Secure all the doors and windows before leaving 离开之前把所有的门窗关紧
Part V (Para.9) It is only two days after Mrs. Clark’s death that the author comes to learn more about her from the newspaper. Devices for developing it ? 第 V 部分作者使用了事实陈述法 (Statement of facts) Here, the author simply states some facts about Mrs. Clark: She was the mother of seven, grandmother of eighteen, an active member of her church, a leader of volunteer associations in her community, a concert piano player, and a piano teacher for over thirty years. This is not to stack facts but serves to strengthen the impression the author gains in Para. 8: Mrs. Clark is graceful in heart and mind. Thus, readers see the whole picture of a graceful lady. Part IV (Para. 10) Mrs. Clark is really graceful. • Devices for developing it ? • 第 VI 部分作者使用了描写法 (Description) This part consists of only one sentence. “Yes, they were long and graceful fingers.” Literally, the author praises the graceful fingers; in fact, she speaks highly of the patient. III. Language Points 1. preceding a. coming or going before in time, order 在前的，在先的，前面的 The paintings are a development of ideas she explored in the preceding decade. 这些画是她十年以来探索思想的发展。 In conclusion, I hope the preceding arguments have convinced you of the need for action. 总之，我希望前面的论证能让你信服行动的必要性。 precede: v. 1) come or go just in front of 处在前面，领先 He came into the room preceded by a small dog. 他走进房间，一只小狗 走在他前面。 Now that you have read that sentence, reread the one that precedes. 现在 你已经读到了那句话，那么再把它前面的一句读一遍。 2) be earlier than 处在…之前，先于，在先 Thousands of people traveled to America to escape hardship in the years that immediately preceded the First World War. 成千上万的人在第一次 世界大战爆发之前的几年里来到美国，以逃离苦难。 The week that preceded May Day last year had seen days of heavy downpour (倾盆大雨) in that country and the people there were all prepared to fight floods. 去年“五 ∙ 一”节前的一周里，那个国家下了好 几天倾盆大雨，那儿的人们都在准备抗洪。 2. secure vt. 1. make firm or tight; fasten 关紧，固定 The gate won't stay open, so we'll have to secure it to the post. 大门不能一直开着，所以我们不得不将它固定在柱子上。 Secure all the doors and windows before leaving. 离开之前把所有的门窗关紧