第五期：好的句子III 4.强调 凡是重要的意思都应该予以强调。写文章时可以有以下几种方式： （1） 整句强调 文章中有的句子可能比别的句子更重要，因为它表达了更为重要的意思。下面是些强调整句的方法： 短句：前面已经提到短句比长句更为有力，尤其是在一段的开头、结尾或在长句之中。 不完整句：也叫单一成分句，因为只有少数几个词表达主要意思而起到强调的作用。 The sky was overcast. A north wind was blowing. It threatened to rain at any moment. A gloomy day. 倒装句：它们不同寻常的语序会吸引读者的注意： In rushed the noisy children. The poet was born poor, and poor he remained all his life. 平行结构和对称句：例句见第二期“句子的类型”。 圆周句：它们向高潮发展的句式起到了强调的作用，例句见第二期“句子的类型”。 祈使句和感叹句：祈使和感叹的语气自然使句子得到强调。 Don’t move! How nice! 修辞问句或反问句：它们在形式上是问句，意思上却是强调的陈述。 Didn’t I tell you that you mustn’t touch this machine? Can anyone believe his explanation? 否定肯定陈述句：这种句子先指出不是什么，然后指出是什么，对比使之得到强调。 The delegates shouted and quarreled. It was not a meeting; it was a farce. 重复词或短语的句子：重复加强了语气。 Government of the people, by the people, for the people shall not perish from the earth. ——Abraham Lincoln （2） 句内强调 句中的某个词语或短语有时应该得到强调，因为那是全句主要意思之所在。可以有多种办法做到这一点。 位置：一句的开头和结尾，尤其是结尾，最能引起读者的注意。重要的词，如可能，应放在这两个位置。试比较： There is a big tree, which is said to be 300 years old, in the temple. In the temple there is a big tree, which is said to be 300years old. There have been many great discoveries made by scientists in the 20th century. Many great discoveries have been made by scientists in the 20th century. In the 20th century scientists have made many great discoveries. 重复：不必要的重复并不增加任何意见，因而应该避免。但有时在适当上下文中重复一个词，或用不同的词重复一个意思，也可以作为一种强调的手段。 Bright, very bright, were the stars over the wild, dark Yen’an hills. ——Anna Louise Strong 动词和主动语态：在描写动作时，用动词比用表示动作的名词要好些，因为动词比名词更为生动有力。比较： At the sight of the disorderly crowed, he was aware that something bad would be possible. The moment he saw the disorderly crowed, he knew that something bad would happen. 第二句中的三个动词（saw，knew，happen）给人一种紧急的感觉，而第一句则缺少这种气氛。 从属：就是把次要的意思放在句子从属的成分里，从而突出主要意思。下面一句话包含两个意思： The professor walked into the classroom and he carried a bag of books with him. 这句的并列结构表示这两个意思同等重要。事实上前一个应该是主要意思，后一个则应该是从属的： The professor walked into the classroom, carrying a bag of books with him. The professor walked into the classroom with a bag of books under his arm. The professor walked into the classroom, a bag of books under his arm.