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Literature review on the tragedy of Jude and Sue

Literature review on the tragedy of Jude and Sue
Literature review on the tragedy of Jude and Sue

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Thomas Hardy’s life covers two centuries and all his works benefit much from the life he experiences. He presents the world which juxtaposes the conflicts between the individual and society. People’s sustained agony caused by these conflicts makes the theme of Mr Hardy’s novels. Jude the Obscure is one of his most famous works. Its protagonist, Jude Fawley, is a working-class young man who dreams to be a scholar and do priest work. The other protagonist is his cousin, Sue Bridehead, who is also his beloved. The themes in the novel are mainly Victorian morality, education value and patriarchism which together cause Jude and Sue’s tragedy. As it is said in Nineteenth-century Criticism, “every major novel could be seen as a response to an issue of topical importance, direct or indirect, to the upheaval of the time” (Dewsbury 288). In fact, the novel not only brings about the social criticism, but also devotes itself to spiritual issues. It has a great many things which deserve our exploration and appreciation.

Jude the Obscure has been widely studied by foreign scholars. In Thomas Hardy: The Critical Heritage, Cox R G.highly praises it (283). Although many critics agree that it is a tragedy, very few people give a clear distinction to the real tragical heroes among the characters. There are generally two kinds of opinions about Jude and Sue’s tragedy in the previous studies.

First, most of them take all the characters’ life as tragic. For example, Harold Child considers this book as the “exposition of the conflict between love and morality” (45). He thinks Arabella is also tragical both for her piggish life and for her having no sense of morality (46). However, it is just because she has no sense of morality, her life can not be called “tragical.” David J. de Laura’s article takes the characters’ tragedy as a whole. He holds that there is the “ache of modernism” in the characters, and they criticize the collapse of the Victorian secular convention which makes all the characters suffer (397). Michael E. Hassett, in his “Compromised Romanticism in Jude the Obscure,” holds that Jude and Sue’s story is a compromised romance. He also thinks all the people living in such a period are all tragical in the novel.

Second, some other critics believe that Jude and Sue cannot be called tragical as other characters. Some people even hold that there is nothing tragical in

Xia Zugui

(Aba Teachers’ College 623002)

Literature review on the tragedy of Jude and Sue

Abstract: This literature review on the tragedy of Jude and Sue aims to study on the profound significance of Jude the Obscure. The studies both abroad and at home devote much to such study like this. Author tries to give order to all previous studies so to provide useful information for further study and hopes to be cultivated at the same time.

Key Words: literature review tragedy Jude the Obscure

Jude and Sue’s life. An anonymous review in The World says, “Humanity, as envisaged by Mr Hardy, is largely compounded of hoggishness and hysteria...” (Anonymous Reviewer 238). In Athenaeum, Sue and Jude’s behaviour is also called “merely ludicrous” (Anonymous Reviewer 242). Obviously, there are historical reasons for it. Nevertheless, we still cannot ignore the confusion or disagreement on the understanding of “tragedy.” Harold Child shows his conventional view when he cannot accept the protagonists’ immorality in the novel, and he writes that “no one in the book one can love” (46). Lascelles Abercrombie discusses the nobility and dignity of Jude’s resistance and admits the influence of social convention on the tragedy of the protagonists (66). But he holds that the cause of Jude’s tragic marriages with Arabella and Sue is religion (100-101) and it is not Jude’s fault to fail in his dream. So he does not think there is anything tragical in it.

Nonetheless, Luxun and Zhang Fusheng’s views are quite suitable to Jude and Sue’s situation, that is, tragedy is when something worth pursuing are destroyed due to the social reasons (587) and tragedy must show the hero’s perseverance and struggle (张福生 231). There are many researches which discuss Jude and Sue’s tragedy, but when they view the work from a certain height, they miss the point there or here. For instance, Spivey examines Hardy’s view of “the glory of man in his doomed defiance of his destiny.” He discusses that Jude and Sue’s tragedy is caused by the miracle power which dominates people’s life ubiquitously (181). Obviously, he ascribes Jude and Sue’s tragedy to “miracle power” instead of discussing it on the practical ground. David J. de Laura’s article gives readers a deep impression on the “ache of modernism” in Jude, and criticizes the collapse of the secular convention in the Victorian Age (397); but he gives only some general discussion and miss the personal problems of the two protagonists. In his Victorian Values: An Introduction, S. Bayley discusses the morality related to this novel, and objectively gives his comments and sympathy to Jude and Sue (12). In Stratification: Social Division and Inequality, Wendy Bottero explores how the working class’ position influences a common toiler’s as Jude’s life (248). Bottero realizes that the social status is the cause of Jude’s tragedy, but he holds that morality is supposed to be obeyed because

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点评it is considered as the foundation of governing (249). He may misses the point that everything has its two sides. Among those views, Jude’s desperate efforts on their pursuits are missed in previous studies. It is their efforts that reveal Jude’s courage and nobility. And it is the outward pressure that makes him suffer and such power is beyond his control, so he fails. The above studies discuss the causes of the tragedy sporadically. Except these studies, there are also some about Sue. Some holds that social ills are also among her tragical causes. Gary Adelman takes Sue as one of the successful figures who resist the victim identity in the Victorian society (11). However, her resistance is under time limitation, Huang Hui says. And he also believes that Sue is full of confusion which is the feature of the Victorian new women and he continues that this confusion reflects the development of women themselves and the social mores which give severe limits to women’s self-development (65). This opinion is also agreed by Robert Heilman, who believes that “Sue has free spirit instead of free existence” (311). Obviously, Sue’s tragedy already goes into the heart of social ills. She can hardly avoid her tragical destiny.

All the above researches emphasize on the external causes of Jude and Sue’s tragedy. There are also Some critics who point out the two protagonists’ personal flaws. For instance, Heilman thinks that Sue is “selfish” (314), “complacent” (309), “inconsiderate” (312) and of “insufficient maturity” (317). Some other critic thinks, “Sue is altogether a strange and unnatural creature. A highly-strung, nervous, hysterical woman, who in the most tremendous crises of her life can quote poetry and prose as calmly as a lecturer, is distinctly abnormal” (Anonymous Reviewer 231). And Phelps considers Jude as “the victim of the affectionate hearts” (Phelps 127). Besides, F. Manning considers his natural instincts as the deadly flaw to his ambition (134). W. J. Harvey in his Character and Novel, considers that Jude and Sue are both too subjective when they face difficulties.Truly, there is fear inside of them when there is discordance between them and society. They deliberately shrug off those objective problems. As William J. Harvey states, “Sue shows the want of firm emotional attachment to ideas such as Mill” to support her action (160). Thus, when their affectionate hearts make them absorbed in love, they are in want of enough courage to resist the outward pressure.

In China, Hardy scholars are also increasing as well and have achieved valuable results. Chinese scholar Zhang Guruo translates Jude the Obscure into Chinese in 1958 and in the same year, his essay collection, including the study on this novel, is published and becomes the first of this kind on Thomas Hardy (张中载 49). Later, there are Nie Zhenzhao and He Ning, who study Thomas Hardy’s works. In their books, they study the causes of Jude and Sue’s tragedy. Nie Zhenzhao considers class position and hypocritic bourgeois education as Jude’s inevitable disadvantages (1991) and he considers that Sue’s tragedy is caused by her Victorian women’s social status. Nevertheless, he seems to have neglected Jude and Sue’s personal flaws and take Sue’s tragedy as something natural in her time. In He Ning’s book, Jude’s class position and Sue’s female identity are also considered as the important causes of their tragedy but she does not mention the morality on marriage (2011). It is known that Victorian morality has a great influence on Sue and Jude. There is something wrong in the marriage institution and should be improved so as to cater to the needs of the developing Victorian society. Moreover, in Ding’s book, the marriage institution problem is also discussed as the cause of the two character. In relation to this, he analyzes Jude and Sue’s family ethics, religious ethics, and including their ecological consciousness as well (2008). In Wang Xiaoyan’s book, The Status of the English Women in the 18-19 Centuries, she gives many examples on women’s life and she holds that women internalize the social norms and mores so as to reach the standards of the Victorian women. And in return, they use this internalized concepts to supervise others’ behavior and behave themselves. Such as the landlady who damages Sue’s two statues in Jude the Obscure. They live as spies and willingly help maintain Victorian morality in order. (54)

There are some scholars who ascribe Jude and Sue’s tragedy cause to society. It is clear from Marxist opinion that human beings exist both naturally and socially, but the more important is the latter which influences the former to a great degree (复旦大学中文系文艺理论教研室 570). There are scholars who agree with this opinion. In 2005, in his article, Ding Shizong discusses about the significances of Jude and Sue’s struggles, and he presents the protagonists’ confusion and criticizes the influences of the social problems which cause the protagonists’ tragedy (丁世忠236). This partly supports that the development of the individual is greatly influenced by society. There is also discussion from the angle of Sartre’s existentialism in Yang Yanlin’s thesis. She holds the opinion that social morality is an invisible net which makes the protagonists unable to breathe freely, and this pressure gives them influences both inwardly and outwardly so it threatens their existence (56). Similarly, that the social causes are considered as the main causes of Jude and Sue’s tragedy is also presented in Huang Chuan’s article. He treated Jude

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点评Literature review

the Obscure as an Bildungsroman novel and he holds that Jude’s refusing to be the collaborator of society proves his whole life as an anti-bildungsroman. And he also holds that the social ills are so powerful that Jude cannot accept reality (117). There is also Li Zeng and Wang Ding, who believe that Jude’s worth is revealed in his rebellion (65).

In 2010, Liu Maosheng analyzes this novel from the angle of ethic literary criticism and states that family ethic relations give great pressure to Jude and Sue. He thinks the two’s fate is doomed since they have the similar unlucky family which becomes the scar in their heart and the scar in their heart influences their every day action (39). From the viewpoint of feminism, the author Li Dexian gives her sympathy to Sue. She criticizes the rigid social conventions in the Victorian Era as the unbeatable force to Sue’s marriage (19). Her discussion on Sue gives a good example to this paper and gives the inspiration that it is not only in the marriage Sue suffers her inequality, but also in education, etc. On this basis, this thesis tries to further the discussion on Sue Bridehead’s tragedy.

The personal flaws discussed by Chinese scholars are similar to those of foreign critics. And there is a feature about the discussion on their personal flaws. As is exemplified, their personal flaws are not only in their personality, but are also influenced by society. Their personal flaws and social ills are inseparable in causing Jude and Sue’s tragedy.

In a word, Jude the Obscure is an excellent English novel which reflects many problems in the Victorian Era and inspires people to think deeply about the individual and society. Serious problems in the Victorian society concerning morality, education, and women’s social status give Jude and Sue great pressure on their pursuits. Confronting powerful social forces, their desires are never fulfilled, but their spirit is never defeated. Researches on Jude and Sue aims to explore their tragical story so to be cultivated by the deep meaning in it

祝:(本文以此书为研究文本)Hardy, Thomas. Jude the Obscure. 李建立,注。 西安:世界图书出版西安公司, 2010.

Bibiliography

.Abercrombie, Lascelles. “Thomas Hardy. ” Clarke, ed, Thomas Hardy: Critical Assessments.Vol. II. 60-128. Print.

Adelman, Gary. Jude the Obscure: A Paradise of Despair. New York: Twayne Publishers, 1992. Print.

Bayley, S. Victorian Values: An Introduction. Montreal: Dawson College, 2008. Print.

Bottero, Wendy. Stratification: Social Division and Inequality. London: Routledge, 2004. Print.

Child, Harold. “Writers of the Day. ” Clarke, ed, Thomas Hardy: Critical Assessments. Vol. II. 24-59. Print.

Cox, R. G. Thomas Hardy: The Critical Heritage. Britain: Taylor & Francis, 2002. Print.

De Laura, David J. “ ‘The Ache of Modernism’ in Hardy’s Later Novels.” EHL, Vol. 34, No. 3 (1967): 380-99. JSTOR. Web. 5 Dec 2012.

Dewsbury, Suzanne. Nineteenth-Century Literature Criticism. Detroit: Gale Group, 1999. Print.

Hardy, Thomas. Jude the Obscure. 李建立,注。 西安:世界图书出版西安公司, 2010.

Harvey, W. J. Character and Novel. London: Chatto& Windus, 1965. Print.

Heilman, Robert B. “Hardy’s Sue Bridehead.” Nineteenth-Century Fiction, 20. 4 (1996): 307-23 JSTOR. Web. 14 Mar 2013.

Manning, F. “Novels of Character and Environment.” Clarke ed, Thomas Hardy: Critical Assessments. Vol. III. 132-35. Print.

Phelps, W. L. “Essays on Modern Novelists.” Clarke ed, Thomas Hardy: Critical Assessments. Vol. III. 121-31. Print.

Spivey, Ted R. “Thomas Hardy’s Tragic Hero.” Nineteenth-Century Fiction, 9. 3. (1954): 179-191. JSTOR. Web. 5 Dec 2012.

Hassett, Michael E. “Compromised Romanticism in Jude the Obscure.” Nineteenth-Century Fiction, Vol. 25, No. 4 (1971): 432-43 JSTOR.. Web. 3 Jan 2014.

丁世忠. 哈代小说伦理思想研究[M]. 四川:巴蜀书社, 2008.

复旦大学中文系文艺理论教研室编著.《马克思主义文艺理论发展史》[M]. 北京: 中国文联出版社, 1995 年。

何宁. 哈代研究史[M]. 南京:译林出版社, 2011.黄川. 李霞,《无名的裘德》: 一部实验性的反成长小说[J]. 解放军外国语学院学报, 2012, (2): 116-21.

黄晖.《无名的裘德》研究在西方[J]. 盐城工学院学报( 社会科学版), 2013, (2): 63-68.

李德娴. Sue 的生存选择:现实压迫下的传统回归——托马斯?哈代《无名的裘德》[J]. 安徽文学, 2012, (2): 19-20.

李 增 王 丁. 论哈代“ 性格与环境小说”中的“ 性格”和“ 环境”的关系[J]. 外国文学研究, 2004, (5):62-67.

刘茂生,陈琴.《无名的裘德》中的家庭伦理解读[J].世界文学评论,2010, (1):39-42.

聂珍钊. 托玛斯?哈代小说研究---悲戚而刚毅的艺术家[M]. 湖北:华中师范大学出版社,1991.

鲁迅. “再论雷峰塔的倒掉”[A],《鲁迅全集》(一). 北京:人民文学出版社,1981: 112.

王晓焰. 18-19世纪英国妇女地位研究[M]. 北京:人民出版社, 2007.

张福生. 欧洲文学丛论[M],(第二辑). 北京:人民文学出版社, 2002.

[作者简介]夏祖贵(1983—),女,汉,泸县人,讲师,硕士。单位:

阿坝师专英语语言文学专业,研究方向:叙事学

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英语造句

一般过去式 时间状语:yesterday just now (刚刚) the day before three days ag0 a week ago in 1880 last month last year 1. I was in the classroom yesterday. I was not in the classroom yesterday. Were you in the classroom yesterday. 2. They went to see the film the day before. Did they go to see the film the day before. They did go to see the film the day before. 3. The man beat his wife yesterday. The man didn’t beat his wife yesterday. 4. I was a high student three years ago. 5. She became a teacher in 2009. 6. They began to study english a week ago 7. My mother brought a book from Canada last year. 8.My parents build a house to me four years ago . 9.He was husband ago. She was a cooker last mouth. My father was in the Xinjiang half a year ago. 10.My grandfather was a famer six years ago. 11.He burned in 1991

学生造句--Unit 1

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英语句子结构和造句

高中英语~词性~句子成分~语法构成 第一章节:英语句子中的词性 1.名词:n. 名词是指事物的名称,在句子中主要作主语.宾语.表语.同位语。 2.形容词;adj. 形容词是指对名词进行修饰~限定~描述~的成份,主要作定语.表语.。形容词在汉语中是(的).其标志是: ous. Al .ful .ive。. 3.动词:vt. 动词是指主语发出的一个动作,一般用来作谓语。 4.副词:adv. 副词是指表示动作发生的地点. 时间. 条件. 方式. 原因. 目的. 结果.伴随让步. 一般用来修饰动词. 形容词。副词在汉语中是(地).其标志是:ly。 5.代词:pron. 代词是指用来代替名词的词,名词所能担任的作用,代词也同样.代词主要用来作主语. 宾语. 表语. 同位语。 6.介词:prep.介词是指表示动词和名次关系的词,例如:in on at of about with for to。其特征:

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六级单词解析造句记忆MNO

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base on的例句

意见应以事实为根据. 3 来自辞典例句 192. The bombers swooped ( down ) onthe air base. 轰炸机 突袭 空军基地. 来自辞典例句 193. He mounted their engines on a rubber base. 他把他们的发动机装在一个橡胶垫座上. 14 来自辞典例句 194. The column stands on a narrow base. 柱子竖立在狭窄的地基上. 14 来自辞典例句 195. When one stretched it, it looked like grey flakes on the carvas base. 你要是把它摊直, 看上去就象好一些灰色的粉片落在帆布底子上. 18 来自辞典例句 196. Economic growth and human well - being depend on the natural resource base that supports all living systems. 经济增长和人类的福利依赖于支持所有生命系统的自然资源. 12 1 来自辞典例句 197. The base was just a smudge onthe untouched hundred - mile coast of Manila Bay. 那基地只是马尼拉湾一百英里长安然无恙的海岸线上一个硝烟滚滚的污点. 6 来自辞典例句 198. You can't base an operation on the presumption that miracles are going to happen. 你不能把行动计划建筑在可能出现奇迹的假想基础上.

英语造句大全

英语造句大全English sentence 在句子中,更好的记忆单词! 1、(1)、able adj. 能 句子:We are able to live under the sea in the future. (2)、ability n. 能力 句子:Most school care for children of different abilities. (3)、enable v. 使。。。能句子:This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的句子:We must have the accurate calculation. (2)、accurately adv. 精确地 句子:His calculation is accurately. 3、(1)、act v. 扮演 句子:He act the interesting character. (2)、actor n. 演员 句子:He was a famous actor. (3)、actress n. 女演员 句子:She was a famous actress. (4)、active adj. 积极的 句子:He is an active boy. 4、add v. 加 句子:He adds a little sugar in the milk. 5、advantage n. 优势 句子:His advantage is fight. 6、age 年龄n. 句子:His age is 15. 7、amusing 娱人的adj. 句子:This story is amusing. 8、angry 生气的adj. 句子:He is angry. 9、America 美国n.

(完整版)主谓造句

主语+谓语 1. 理解主谓结构 1) The students arrived. The students arrived at the park. 2) They are listening. They are listening to the music. 3) The disaster happened. 2.体会状语的位置 1) Tom always works hard. 2) Sometimes I go to the park at weekends.. 3) The girl cries very often. 4) We seldom come here. The disaster happened to the poor family. 3. 多个状语的排列次序 1) He works. 2) He works hard. 3) He always works hard. 4) He always works hard in the company. 5) He always works hard in the company recently. 6) He always works hard in the company recently because he wants to get promoted. 4. 写作常用不及物动词 1. ache My head aches. I’m aching all over. 2. agree agree with sb. about sth. agree to do sth. 3. apologize to sb. for sth. 4. appear (at the meeting, on the screen) 5. arrive at / in 6. belong to 7. chat with sb. about sth. 8. come (to …) 9. cry 10. dance 11. depend on /upon 12. die 13. fall 14. go to … 15. graduate from 16. … happen 17. laugh 18. listen to... 19. live 20. rise 21. sit 22. smile 23. swim 24. stay (at home / in a hotel) 25. work 26. wait for 汉译英: 1.昨天我去了电影院。 2.我能用英语跟外国人自由交谈。 3.晚上7点我们到达了机场。 4.暑假就要到了。 5.现在很多老人独自居住。 6.老师同意了。 7.刚才发生了一场车祸。 8.课上我们应该认真听讲。9. 我们的态度很重要。 10. 能否成功取决于你的态度。 11. 能取得多大进步取决于你付出多少努力。 12. 这个木桶能盛多少水取决于最短的一块板子的长度。

初中英语造句

【it's time to和it's time for】 ——————这其实是一个句型,只不过后面要跟不同的东西. ——————It's time to跟的是不定式(to do).也就是说,要跟一个动词,意思是“到做某事的时候了”.如: It's time to go home. It's time to tell him the truth. ——————It's time for 跟的是名词.也就是说,不能跟动词.如: It's time for lunch.(没必要说It's time to have lunch) It's time for class.(没必要说It's time to begin the class.) They can't wait to see you Please ask liming to study tonight. Please ask liming not to play computer games tonight. Don’t make/let me to smoke I can hear/see you dance at the stage You had better go to bed early. You had better not watch tv It’s better to go to bed early It’s best to run in the morning I am enjoy running with music. With 表伴随听音乐 I already finish studying You should keep working. You should keep on studying English Keep calm and carry on 保持冷静继续前行二战开始前英国皇家政府制造的海报名字 I have to go on studying I feel like I am flying I have to stop playing computer games and stop to go home now I forget/remember to finish my homework. I forget/remember cleaning the classroom We keep/percent/stop him from eating more chips I prefer orange to apple I prefer to walk rather than run I used to sing when I was young What’s wrong with you There have nothing to do with you I am so busy studying You are too young to na?ve I am so tired that I have to go to bed early

The Kite Runner-美句摘抄及造句

《The Kite Runner》追风筝的人--------------------------------美句摘抄 1.I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire 翻译:我依然能记得哈桑坐在树上的样子,阳光穿过叶子,照着他那浑圆的脸庞。他的脸很像木头刻成的中国娃娃,鼻子大而扁平,双眼眯斜如同竹叶,在不同光线下会显现出金色、绿色,甚至是宝石蓝。 E.g.: A shadow of disquiet flickering over his face. 2.Never told that the mirror, like shooting walnuts at the neighbor's dog, was always my idea. 翻译:从来不提镜子、用胡桃射狗其实都是我的鬼主意。E.g.:His secret died with him, for he never told anyone. 3.We would sit across from each other on a pair of high

翻译加造句

一、翻译 1. The idea of consciously seeking out a special title was new to me., but not without appeal. 让我自己挑选自己最喜欢的书籍这个有意思的想法真的对我具有吸引力。 2.I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by the one decent man, and evil. 我陷入到大屠杀悲剧的痛苦之中,一个体面的人所代表的善与恶的猛烈冲击之中。 3.I was astonished by the the great power a novel could contain. I lacked the vocabulary to translate my feelings into words. 我被这部小说所包含的巨大能量感到震惊。我无法用语言来表达我的感情(心情)。 4,make sth. long to short长话短说 5.I learned that summer that reading was not the innocent(简单的) pastime(消遣) I have assumed it to be., not a breezy, instantly forgettable escape in the hammock(吊床),( though I’ ve enjoyed many of those too ). I discovered that a book, if it arrives at the right moment, in the proper season, will change the course of all that follows. 那年夏天,我懂得了读书不是我认为的简单的娱乐消遣,也不只是躺在吊床上,一阵风吹过就忘记的消遣。我发现如果在适宜的时间、合适的季节读一本书的话,他将能改变一个人以后的人生道路。 二、词组造句 1. on purpose 特意,故意 This is especially true here, and it was ~. (这一点在这里尤其准确,并且他是故意的) 2.think up 虚构,编造,想出 She has thought up a good idea. 她想出了一个好的主意。 His story was thought up. 他的故事是编出来的。 3. in the meantime 与此同时 助记:in advance 事前in the meantime 与此同时in place 适当地... In the meantime, what can you do? 在这期间您能做什么呢? In the meantime, we may not know how it works, but we know that it works. 在此期间,我们不知道它是如何工作的,但我们知道,它的确在发挥作用。 4.as though 好像,仿佛 It sounds as though you enjoyed Great wall. 这听起来好像你喜欢长城。 5. plunge into 使陷入 He plunged the room into darkness by switching off the light. 他把灯一关,房

改写句子练习2标准答案

The effective sentences:(improve the sentences!) 1.She hopes to spend this holiday either in Shanghai or in Suzhou. 2.Showing/to show sincerity and to keep/keeping promises are the basic requirements of a real friend. 3.I want to know the space of this house and when it was built. I want to know how big this house is and when it was built. I want to know the space of this house and the building time of the house. 4.In the past ten years,Mr.Smith has been a waiter,a tour guide,and taught English. In the past ten years,Mr.Smith has been a waiter,a tour guide,and an English teacher. 5.They are sweeping the floor wearing masks. They are sweeping the floor by wearing masks. wearing masks,They are sweeping the floor. 6.the drivers are told to drive carefully on the radio. the drivers are told on the radio to drive carefully 7.I almost spent two hours on this exercises. I spent almost two hours on this exercises. 8.Checking carefully,a serious mistake was found in the design. Checking carefully,I found a serious mistake in the design.

用以下短语造句

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英语造句

English sentence 1、(1)、able adj. 能 句子:We are able to live under the sea in the future. (2)、ability n. 能力 句子:Most school care for children of different abilities. (3)、enable v. 使。。。能 句子:This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的 句子:We must have the accurate calculation. (2)、accurately adv. 精确地 句子:His calculation is accurately. 3、(1)、act v. 扮演 句子:He act the interesting character.(2)、actor n. 演员 句子:He was a famous actor. (3)、actress n. 女演员 句子:She was a famous actress. (4)、active adj. 积极的 句子:He is an active boy. 4、add v. 加 句子:He adds a little sugar in the milk. 5、advantage n. 优势 句子:His advantage is fight. 6、age 年龄n. 句子:His age is 15. 7、amusing 娱人的adj. 句子:This story is amusing. 8、angry 生气的adj. 句子:He is angry. 9、America 美国n. 句子:He is in America. 10、appear 出现v. He appears in this place. 11. artist 艺术家n. He is an artist. 12. attract 吸引 He attracts the dog. 13. Australia 澳大利亚 He is in Australia. 14.base 基地 She is in the base now. 15.basket 篮子 His basket is nice. 16.beautiful 美丽的 She is very beautiful. 17.begin 开始 He begins writing. 18.black 黑色的 He is black. 19.bright 明亮的 His eyes are bright. 20.good 好的 He is good at basketball. 21.British 英国人 He is British. 22.building 建造物 The building is highest in this city 23.busy 忙的 He is busy now. 24.calculate 计算 He calculates this test well. 25.Canada 加拿大 He borns in Canada. 26.care 照顾 He cared she yesterday. 27.certain 无疑的 They are certain to succeed. 28.change 改变 He changes the system. 29.chemical 化学药品

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