LogicSequenceoftheApproachesinBenjaminFranklin’sHowITaughtMyselftoWrite
郭亮
Abstract:ThebestwritingofBenjaminFranklinisfoundedinhisownautobiography.ThisessayrevealsthestrikinglogicsequenceoftheapproachesmentionedintheproseHowITaughtMyselftoWritefromautobiography,andconcludestheenlightenmentforvastteacherswhentheylectureEnglishwriting.
Keywords:HowITaughtMyselftoWrite;logicsequence;enlightenmentforteaching
Ⅰ.Introduction
Anotedpolymath,“thefirstAmerican”BenjaminFranklin,wasaleadingauthor,printer,politicaltheorist,scientist,musician,inventor,satirist,civicactivist,statesmananddiplomat.Asanauthor,Franklinhadanincomparabletalentforwritingwiththepowerofexpression,simplicity,persuasionandsubtlehumor.IntheproseHowITaughtMyselftoWrite,BenjaminFranklinputsforwardfourapproachestoenhancingwritingskillsinthreeaspects(vocabulary,wordingandreasoning).Itisplaintoreadersthattheauthorthroughoutstickstoonespecificreasoningpattern,"proposingamethod----findingouthisproblems----formulatingasupplementarysolution",whichisdefinitelyavirtuouscircle.Thatistosay,allofthemethodsarepregnantwithsomeproblems,whileallofthefurtherimprovementsaredeprivedfromthesettlementofproblems.
Ⅱ.LogicSequenceoftheApproachesinHowITaughtMyselftoWrite
Thefollowingpartistheelaborateanalysisabouthowtheauthordevelopesthisessay.
Atthebeginning,encouragedbythewritingimpulse,thenarratorembarkedonimitatingtheoriginalsinSPECTATOR.He"tooksomeofthepapers,madeshorthintsofthesentiments,laidthembyafewdaysandthen,withoutlookingatthebook,triedtocompletethepapersagain".Itwasatoughbutfruitfulchallengebecauseintheprocessofimitation,thenarratorfoundhisbiggestadversitylayinginlimitedvocabularyandselectingaccuratewords.
Then,thenarratorwasdeterminedtorewritethetalesintheformofversesbecausethespecialrequirementsinverse"forwordsofthesameimport,butofdifferentlength,tosuitthemeasure,orofdifferentsoundoftherhyme",wouldhavepushedhimtosearchforvarietyandveracityandfinallymadehimmasterwordchoice.
Newproblemsemergedafteroldonesweresolved----thenarratordetectedhisshortcomingsinlogicreasoning.Thus,hesometimesmixeduphiscollectionofhintsintoconfusionandafterseveralweeksendeavoredtoputthemintothebestorderbywritinganewstory,"thiswastoteachmemethodinthearrangementsofthoughts",asthenarratordescribed.Moreluckily,notonlythereasoningabilitywastrained,sometimesbutalsosomemorecreativeandinterestingtaleswereproducedunexpectedly.
Finally,thelaststepwastopracticeandpractice,justasthesaying"Practicemakesperfect"goes.Thenarratorsuggestedallreaders,byusinghisrealexperience,avoidingtrivialmattersindailylifeasmuchaspossibleandseizedtheprecioustimetoindustriouswork.
Seeingfromthewholeprose,itfollowstheauthor’swritingexperienceandeveryphaseislogicallyinterlinkedwitheachotherandfuseintotheintegrity.
Ⅲ.EnlightenmentforTeachingEnglishWriting
Generallyspeaking,apartfromtheknowledgeofwordsandexpressions,teachersshouldalsoincludethebackgroundinformation,stylisticstructureandwww.zgqkk.comtheideas-combinedway.Takethisproseasanexample,teachersaresupposedtoclarifythelogicsequenceworkingbehinditandencouragestudentstooutlinetheirscompositionsinameaningfulandwell-organizedpattern.Specificallyspeaking,asforpracticalteachingmethods,wecanaskstudentsrewritesomematerialsintoverseorprovidesomeseeminglyirreverentwordsanddemandthemcreatestoriesafterbrainstorminglikeBenjaminFranklindidintheyouth.
Ⅳ.Conclusion
"Ifyouwouldnotbeforgotten,assoonasyouaredeadandrotted,eitherwritethingsworthreading,ordothingsworththewriting"-----itisoneofthemostwell-knownsayingsspokenbyBenjaminFranklin.Fromthispointofview,students,underteacher’sguidance,canlearnfromBenjaminFranklin’srealexperienceandfollowthefourinstructionstomakeaprogressinwritingskillsandthen“writesthingsworthreading”.
Ⅴ.Bibliography
[1]:金涛，“民族之父”的身份认同——《富兰克林自传》的叙事学解读[J]，牡丹江教育学院学报，2005，2
[2]:李瑞林，富兰克林及其《自传》[J]，阜阳师范学院学报（社会科学版），2003，4
[3]：陶久胜，一部伟大的道德教科书--分析《富兰克林自传》的修辞技巧[J]，淮海工学院学报（人文社会科学版），2005,3（2）
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