1. Writing skills: 1) lexically: the effective use of verbs and the words with sound effects; 2) syntactically: the use of many elliptical and short simple sentences; 3) discoursally: successful achievement of chronological development achieved by connectors and transitional phrases; 4) rhetorically: effective figures of speech to enhance the vividness of language

2. Rhetorical devices: 1) personification; 2) metaphor; 3) transferred epithet; 4) onomatopoeia

3. Stylistic features: narrative writing

Identify the rhetorical devices in the following sentences.

1. The children went from adult to adult like buckets in a fire brigade. ( )

2. Telephone poles and 20-inch-thick pines cracked like guns as the winds snapped them. ( ) ( )

3. Everybody out the back door to the cars! ( )

Key:

1. simile 2. simile; onomatopoeia 3. ellipsis sentence

Tell what writing techniques the author uses in the following passage.

My friend Paul will never forget his first chemistry teacher. He was a little man with thick glasses, but he had a strange way of making his classes lively and interesting. And his lessons were not easily forgotten.

Paul remembers one of his first lessons from this teacher. After the students were all in the chemistry lab, the teacher brought out three bottles. One was filled with petrol, one with castor oil and one with vinegar. “Now watch carefully,” said the teacher.

He then filled a cup with some of the petrol, some of the castor oil and some of the vinegar. As the students watched him quietly, he mixed the three together. After that, he held up one of his fingers and showed it to the class. He then dipped it into the cup. After a few seconds he took his finger out. “Now watch,” he said. “Remember, you must do everything as I do.”

He put a finger in his mouth, tasted it and smiled, looking rather pleased. Then he handed the cup around the class of students. Each student dipped a finger into the mixture and sucked it. Instead of smiling, each of them made a face. The mixture tasted terrible.

When the cup was at last returned to the teacher, he said sadly, “I’m sorry, none of you watched carefully enough. Yes, I sucked a finger, but the finger I put into my mouth was not the one I had dipped into the cup.”

It was Paul’s first important lesson as a student of chemistry and he never forgot it.

Key:

Instead of describing a chemistry class in general, the passage focuses on the description of the details — making and tasting the mixture of three liquids. By emphasizing the actions of the teacher as well as the students’ responds, especially by the teacher’s word and explanations, the author portrayed an unforgettable teacher successfully.

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