Text B A Six-step Program for Breaking Your Smartp...
Elizabeth Tenety
Have you ever been chatting with someone when they glance over to check their smartphone?Of course you have.So you must know what always happens next:Distracted by their latest email,or Text message,or Tweet,or Facebook update,or Instagram pic,or Snapchat,or Pin(to name a few),your friend suddenly loses the ability to hear what you are saying,and stops engaging with you,the real person in front of them.You're stuck there,waiting to feel as important as a Facebook feed in your friend's life.
We've all seen it.Many of us have done it.What can we do about it?
Social norm-setting around new technology often lag behind the innovations themselves,so today,researchers,spiritual leaders,life hackers,and well,just ordinary device-addicted Americans like the rest of us,are contemplating ways to take what's great about always being connected,and leave behind what's potentially harmful(see also:always being connected).
“Part of the norm process is people trying to figure out how to maximize all of the good things that those new technologies bring while minimizing all the negatives,”explains Aaron Smith,senior researcher at the Pew Research Center explains.
The good news is that Americans say that on the whole,people are“less loud and annoying than they used to be”on their phones,according to research from Pew.Part of that shift however,has taken place as the dominant form of cell phone communication has gone from talk(phone calls)to type.So too does the etiquette change.
Experts say we can start by creating some rules around devices—and actually sticking to them.We can also take breaks or fasts from our devices,partially as a mental break,but also to prove to ourselves that we don't have to be so plugged in 24-7.Additionally,we can reprogram our smartphones to notify us less,leaving us to be more free to be present to the people in front of us at work and home.
From sunup to sundown,here are six ways to try disengaging with devices,to better reengage with the humans in front of us(including ourselves!).
1.“Don't read emails first thing”in the morning,says social media expert Claire Díaz-Ortiz in an email.An early employee of Twitter and author of a forthcoming book on taking control of your time,Díaz-Ortiz echoes a surprising theme from an increasing number of highoctane leaders.“Although I scan upon waking(which isn't great,but is a cheat I allow myself),it's only after I complete my morning routine of reading,journaling,prayer,meditation—which helps center me for the day ahead—that I will respond to anything.”
2.Be intentional about how you use your smartphone throughout the day.Don't let the phone's default settings—which include push notifications,email pings,and high-volume ring tones—dictate how you live.By disabling the notifications,you'll start to take a little of the psychic control back from a state of constantly reacting to the latest notification flying your way.
3.Set limits on when and where you let yourself use the devices.Do you really need to read emails while stopping at a red light?Do you really need to check Facebook in front of the cashier at the checkout line?A good rule of thumb might be to not use the smartphone in situations where an interaction with another human is taking place.If your 452 Facebook friends are worth checking in on,it might also be worth engaging with the person directly in front of you.
4.Set a good example:Buddhist scholar Thupten Jinpa,also the father of two teen daughters,says parents need to demonstrate to their children how to have healthy relationships to technology,particularly since the ubiquity of these devices is so new.
“Control and conscious awareness is going to be the key in the future,”he says in an interview.“Our children are growing up at a time where the competition for attention from all these sources is increasingly going to be challenging.Unless children learn self-regulating ability,they will be living a life which is constantly reactive,always responding to something coming from the outside.”And for all the limits on screen time for kids,parents must start by themselves being in control.
Block out time for family in the evening.Keep smartphones off the dining table to connect with your family at dinner,and similarly keep them out of bed to connect with your partner,or just to get some much-needed sleep.
5.Track your smartphone habits:Change can begin with keeping a record.Jot down when you start using your smartphone and when you stop for seven days.Jot what you were doing—like answering work email,checking out Facebook or playing Candy Crush five times in a row.Add up the time and divide it by seven and make a modest goal of cutting back—say 10 percent.Then track yourself again,taking care to stay under your previous daily average.Ratchet it back again if you dare.
Edward M.Hallowell,an expert in attention deficit disorders and author of Driven to Distraction at Work,about increasing focus and productivity,suggests adding notes as you go about how easing up on what he calls“screen sucking”is enhancing your life.What are you finding time to do instead?Hallowell also recommends making a list of pleasurable or productive things you can do when you're not compulsively using your smartphone when you're bored and keeping it within easy reach.
6.Go offline:Many experts talk about the productivity and personal-life boosting benefits of leaving our devices behind for an hour,or a weekend.“It's essential to not stay on the screen if you know you're not being productive,”Díaz-Ortiz explains.By taking a break from technology to reconnect with nature,our family and friends,and ourselves,we are actually super-charging ourselves to work more effectively when we hop back online.Humans were designed for connection,and that especially includes offline,in-the-flesh human interaction.
(1,064 words)
Notes
1.This essay was written by Elizabeth Tenety and published by The Washington Post on 10 June,2015.
2.Tweets refer to the messages users post and interact on Twitter,an online news and social networking service.Tweets are restricted to 140 characters.Registered users can post tweets,but those who are unregistered can only read them.Users access Twitter through its website interface,SMS or a mobile device app.
3.Instagram is a mobile,desktop,and Internet-based photo-sharing application and service that allows users to share pictures and videos either publicly or privately.Instagram lets registered users upload photos or videos to the service.
4.Snapchat is an image messaging and multimedia mobile application created by Evan Spiegel,Bobby Murphy,and Reggie Brown,former students at Stanford University,and developed by Snap Inc.,originally Snapchat Inc.Originally,Snapchat was centered on private,person-to-person photo sharing.New features,including the ability to send short videos,communicate via video chat,and saving necessary chat information through a press on a message,were added through later updates.In October 2013,it introduced a“My Story”feature,letting users compile images,known as“snaps”,into chronological storylines accessible to all of their friends.The Stories functionality was later expanded to“Live Stories”,letting users at on-location events contribute snaps to a curated story available to all Snapchat users.In January 2015,Snapchat introduced“Discover”,a designated area within the app focused on ad-supported short-form content from major publishers.Two years later,it announced a new,global“Our Story”feature,letting all users contribute snaps at any time.An“Official Stories”designation verifies the accounts of notable public figures.Snapchat has also introduced“Memories”,allowing users to save snaps and story posts to a private storage area；“Geostickers”,city-specific stickers that can be placed on snaps and messages；and“World Stickers”,which lets users add augmented reality objects into any scenery.
5.Pin,or PIN,redundantly PIN number by mistake,is the abbreviation of personal identification number,is often a numeric or alphanumeric password or code used in the process of authenticating or identifying a user to a system and system to a user.The personal identification number has been the key to flourishing the exchange of private data between different data-processing centers in computer networks for financial institutions,governments,and enterprises.Pins may be used to authenticate banking systems with cardholders,governments with citizens,enterprises with employees,and computers with users,among other uses.
英译汉中句子的分译与合译
在准确把握英语句子语法结构的基础上，还要针对不同类型的句子，灵活选择译法。在翻译中，有些语句可以完全或大体按照其本来的结构进行处理，但也有很多语句需要对其原来的结构进行或大或小的调整，在句子成分乃至句子之间进行拆分、合并、倒逆或打乱重组等。本节谈谈翻译中对句子的分译和合译的处理。
一般说来，对于较长的句子，我们往往会将原句译成两个或两个以上的句子，这就是分译法。具体而言，就是将句中的某个单词、短语或从句与其他部分拆开，单独译成一个句子，使最终形成的译文主次有序，层次分明，读来流畅自然。
The ancients tried unsuccessfully to explain how a rainbow is formed.
古人曾试图解释彩虹是怎样形成的,但没有成功。(拆译副词)
He stalked away,but with a gnawing uncertainty in his breast.
他昂然离去,但心里半信半疑,因而十分苦恼。(拆译形容词)
He had a sound feeling that idiom was the backbone of a language and he was all for the racy phrase.
他认为习语是语言的支柱,这种想法很有道理,他也因此特别主张用生动活泼的短语。(拆译形容词)
This level of his success would have been unimaginable just last year.
他竟能取得这样的成就,这在仅仅一年前都是不敢想象的。(拆译名词短语)
At present,people have a tendency to choose the safety of the middleground reply.
现在人们都倾向于一种不偏不倚的态度,因为这样做没有风险。(拆译名词)
A movie of me leaving that foxhole would look like a shell leaving a rifle.
我离开那个单人掩体速度之快,要是拍成电影的话,就像出膛的子弹一样。(拆译名词)
Being a kind of matter,air has weight and occupies space.
空气是一种物质,因此具有重量并占有空间。(拆译现在分词短语)
Far from filling the breach and propping up gro wth,the Chinese consumers'willingness to spend will continue to deteriorate until sectors such as construction come back.
中国消费者还远远谈不上填补缺口和支撑增长,他们的支出意愿将持续减弱,直到建筑等行业复苏。(拆译介词短语)
I find it unbelievable that people can accept t his sort of behaviour.
人们竟能接受这样的行为,真让我难以置信。(拆译从句)
Nether Stowey,where Coleridge wrote The Rime of the Ancient Mariner,is a few miles from Bridgewater.
Nether Stowey是柯尔律治创作《古舟子咏》的地方,离布里奇沃特仅几英里远。(拆译从句)
Kam-leung said a major target of the regulations will be the“shadow tour members”who hide in groups to persuade other members to spend mo ney in shops.
苏锦梁表示,这项政策的主要打击目标就是所谓的“影子团友”,他们通常隐藏在旅行团之中,从旁规劝其他游客在购物店消费。(拆译从句)
As my own studies have advanced,I have been increasingly impressed with the functional similarities between insect and vertebrate societies and less so with the structural differences that seem,at first glance,to constitute such an immense gulf between the m.
随着研究的深入,我对昆虫和脊椎动物群落之间的功能相似性印象愈来愈深刻,而对其结构性差异印象愈发淡薄,虽然初看上去这些结构性差异似乎构成了二者间一条无法逾越的鸿沟。(拆译短语、从句)
Declaring that he was opposed to using this unusual animal husbandry technique to clone humans,he ordered that federal funds not be used for such an experiment—although no one had proposed to do so—and asked an independent panel of experts chaired by Princeton President Harold Shapiro to report back to the White House in 90 days with recommendations for a national policy on human cloning.
他宣布自己反对使用这种非同寻常的畜牧繁殖技术来克隆人类,并下令联邦政府基金不得用于此类试验,尽管还没有人建议这么做。他还请一个以普林斯顿大学校长哈罗得·夏皮罗为首的独立的专家小组三个月后向白宫汇报有关情况,并提出制定有关克隆人的国家政策方面的建议。(拆译分词短语)
英语中两个或两个以上的简单句有可能被译成一个单句，复合句有时候也会被合并译成一个简单句，这就是合译法；合译可以使译文更加简洁洗练。不过，由于英汉语言本身的特点，合译法的使用没有分译法那样频繁。
His father had a small business in the city of Pisa.This city is in the north of Italy near the sea.
他父亲在意大利北部近海的比萨市做点小本经营。(两个单句的合并)
There are men here from all over the country.Many of them are from the South.
从全国各地来的人中有许多是南方人。(两个单句的合并)
The time was 10:30,and traffic on the street was light.
十点三十分的时候,街上来往的车辆少了。(并列复合句的合并)
None of these institutions is directly concerned with granting credit for trade.Instead,they lend money to aid the development of productive resources in various parts of the world.
这些机构都不直接发放贸易信贷,而是贷款帮助世界各地生产性资源的开发。(合并单句)
When we praise the Chinese leadership and the people,we are not merely being polite.
我们对中国领导人和中国人民的赞扬不仅仅是出于礼貌。(主从复合句的合并)
This contract is made by and between the Buyer and the Seller,whereby the Buyer agrees to buy and the Seller agrees to sell the under-mentioned commodity according to terms and conditions stipulated below.
买卖双方同意按下列条款购买、出售下述商品,并签订本合同。(合并主从句)
Translation Exercises
A.Translate the following sentences into Chinese,using the techniques of translation you have just learned.
1.Four score and seven years ago our fathers brought forth on this continent,a new nation,conceived in Liberty,and dedicated to the proposition that all men are created equal.(拆译短语)
2.The Chinese seemed justifiably proud of their economic achievements.(拆译副词)
3.She sat with her hands cupping her chin,staring at a corner of the little kitchen.(拆译分词短语)
4.Energy can be neither created nor destroyed,a universally accepted law.(拆译短语)
5.It wouldn't be an exaggeration to say that Europe's future hinges on it.(拆译从句)
6.Matter has certain features or properties that enable us to recognize it easily.(拆译从句)
7.It has been rightly stated that this situation is a threat to international security.(拆译从句)
8.It is my liver that was out of order.(合并主从句)
9.The brave men,living and dead,who struggled here,have consecrated it,far above our poor power to add or detract.(合并主从句;拆分短语)
10.From Florence the river Arno ran down to Pisa,and then it reached the sea.(合并单句)
B.Translate the following sentences from Text A into Chinese.
1.These days,in contrast,many of Britain's 30 million smartphone owners think nothing of surreptitiously checking Twitter during a conversation.
2.They also reveal how completely the smartphone has become part of these students'identities and social frameworks.
3.Self-described addicts say they don't know why they can't put the game down,and talk about compulsively tracing their fingers on tables as they subconsciously recall the catapult action of the game.
4.The crucial point is that owning one is a pleasure in itself.This was Steve Jobs's great insight:that engineering was a means to an end—the creation of an intuitive,elegant accessory that you want to be seen using in public.
5.So it's really too early to say whether this revolutionary technology will produce actual revolutions.But we can be confident of one trend,at least.With every passing day,more and more people in Lesotho,Patagonia and Papua New Guinea are learning the infuriating knack of checking their smartphone's inbox while someone is talking to them.
Structuring an Essay
What has been said about unity and coherence in paragraphs also applies in analogous ways to essay writing.A good essay must have unity and coherence.All the materials—facts and opinions—in an essay should serve in logical ways with the purpose of clarifying and substantiating one central claim.Only what is relevant should be included in the essay.
The basic structure of any well-written essay consists of an introduction,a body and a concluding part.
The introduction introduces the essay's topic and tries to arouse readers'interest.At the end of the introductory part one should formulate a powerful thesis statement which makes a specific assertion and presents a clear point of view.The assertion,or thesis,controls the organization of the whole essay as its central claim.The order of ideas as they appear in the thesis statement is also the order in which they will be elaborated in the body of the essay.
Each paragraph in the body part should contain one main idea(actually stated or capable of being summarized in a topic sentence)which is convincingly evidenced or reasoned out by supporting sentences.The main ideas are closely linked to support the thesis of the essay.While all the paragraphs should work towards developing and expanding on the thesis,in each of them one should avoid repeating the same point that has been made in the previous paragraph.They should connect logically to each other.One paragraph moves smoothly to the next one,and the latter grows,so to speak,naturally from the former.Thus the essay will form an organic whole.
Finally there will be a conclusion.This part summarizes the main ideas and reasserts the central claim.The reassertion shouldn't be a mere repetition of the thesis statement.Avoid details and specific examples as well as new issues that have not been addressed.The concluding paragraph should give readers a sense of completion and finality.
The following essay is a well-structured one.
Reasoned Analysis as Questions
It is usually thought that the key to scholarly,intellectual work is finding the answers.Actually,it is not.Critical academic work about any topic is designed,first and foremost,to discover the right questions to ask;the answers come later,once those questions have been determined.While smart thinking is usually more pragmatic than the reflective work done by intellectuals,the same general rule applies in developing our analysis.Thinking first about questions is much smarter than trying to think first about answers.
We can understand the significance of questions by thinking about their relationship to the basic process of reasoning—the linking of claims.For example,if I ask“Does the historical racism of white Australia towards Asians still interfere with Australia's diplomatic relations with Malaysia”,then I am tentatively making the claim“the historical racism of white Australia towards Asians still interferes with Australia's diplomatic relations with Malaysia”.The answer to my question will,in effect,be a judgment of the acceptability or otherwise of this claim;the evidence that I gather and the arguments that I read and create in trying to answer the question become premises for my eventual conclusion(which either confirms or rejects that initial claim).A question,then,can be seen as a conclusion-in-prospect:a proposed relationship between ideas that needs to be tested.The question“What caused Australia to become less reliant on the United Kingdom in economic and political terms following the Second World War”is different in that it presumes that Australia did become less reliant and that the answers will show how that occurred.
So,questions are a way of unlocking and understanding the relationships between ideas.Although we might think of the answers that flow from them as being isolated,individual“facts”(claims),it is much more accurate to characterize the answers as relations between claims and,within a claim,between ideas and/or events.To ask a question is always to call on some existing knowledge and to seek the connection between the answer and that existing knowledge.We want to develop these relationships so that they can form our claims,as well as the links between premises and from premises to conclusions,in our analytical structures.Every stage in the process of analysing an issue can be thought of as one of questioning or interrogating.Questions provide the underlying“glue”that binds together the initial formulation of the topic or problem about which we are reasoning,our search for information about that topic,and the construction of an argument or explanation that leads to a conclusion.
It is not the answers to these questions that matter,so much as the very fact that you ask them.Most students are worried about“the right answer”;people asked to perform a certain task at work also worry about getting the right outcome.There are few(if any)perfectly correct answers in the real world;instead there are processes we go through in order to come to a conclusion(an answer or outcome)that is going to be accepted as correct in relation to the context within which we operate.And that is why reasoning is so important.Reasoning is not about answers(the conclusions),but about the process of making answers more acceptable by giving appropriate reasons for them.Thinking through a series of questions is how we control this process.
Hence,before and during the research process,we need to have questions in mind that are prompted by the particular topic or issue that we are investigating.We need,at the very least,to be using questions to formulate the precise dimensions of our topic—establishing the parameters of our analysis:
·What we do consider and what we do not consider;
·What broadly defined bodies of knowledge we will and will not call upon;
·What definitions of terms we will use within our reasoning;
·What methods of investigation we will use.
In particular,we need to ask these questions to avoid assuming that there is“one right topic”in relation to a broad issue.Often the topics we are told to investigate or write about(whether through our work or study)are poorly formed or are deliberately“open”,thus requiring us to redefine them more carefully before we work on them.Each issue we encounter can give rise to a wide variety of topics.As we go about narrowing it down to the precise topic we are going to investigate,we must always be ready to justify our choices by thinking through the fundamental question of“Why have I chosen this particular topic,in this way,with references to these ideas and not some other topic”.If we do,then we will be able to argue for and establish the acceptability of our decisions about topics.
A precise topic enables us to search efficiently for information that will become our claims.It guides us regarding the sorts of reasoning we will need to use(reasoning from cause,analogy,and so on).A precise topic gives us a benchmark against which we can assess the relevance of any information we encounter,both in our research and in the final planning and construction of our arguments and explanations.A precise topic also provides the benchmark that enables us to judge the degree of evidence and argumentation needed to meet any requirements of the burden of proof,thus guiding our search further.But the key issue here is not the final product—the topic itself—but the insights we gain through the process of formulating it,and we must always be ready to change our topic in light of what we discover.
To gain such insights,bear in mind that academic research should begin with the identification of the right questions.Only when we understand this will we more effectively explore the ways in which we can think about the research process,not in terms of“what”we will find so much as the way that information and knowledge relates to the particular topic we are reasoning about.
The title of the essay above introduces its topic.The introductory paragraph begins with a statement of a usual yet mistaken idea about what is key to scholarly,intellectual work,and immediately turns emphatically to the opposite and arguable idea.The thesis statement appears in the last sentence:Thinking first about questions is much smarter than trying to think first about answers.
The body part develops three main points of the thesis:that questions are important in the process of reasoning,that what matters is the raising of questions instead of the answers to questions,and how we may proceed with the questioning process effectively and efficiently.The concluding paragraph reasserts the thesis“academic research should begin with the identification of the right questions”,and stresses the significance of such understanding by pointing out that“Only when we understand this will we more effectively explore the ways in which we can think about the research process”.
Before writing an essay,one should work out a plan and collect enough materials.Then one can think of a proper thesis based on the materials.Make an outline.The process of outlining is in essence a process of putting one's thoughts in order.A good outline will greatly enhance the logical rigor of an essay and make it smooth and convincing.
For a five-paragraph essay,one useful outline format is as follows:
_____________
(Title of the essay)
Ⅰ.Introduction
A.Background information(interesting facts,statistics,rhetorical questions)
1.________________________
2.________________________
B.Thesis statement(Write the sentence in full.Include Topic,Controlling Idea,3
Aspects/Focal Points.)
Ⅱ.First main idea/aspect
A.First supporting idea
1.Example/Detail 1
2.Example/Detail 2
…
B.Second supporting idea
1.…
2.…
C.…
Ⅲ.Second main idea/aspect
A.…
B.…
…
Ⅳ.Third main idea/aspect
A.…
B.…
…
Ⅴ.Conclusion
A.Restatement of the thesis/summary of aspects
B.Outlook for the future/recommendations
Outline points are usually in phrase form,e.g.adj.+n.+prep.+n.(=noun phrases)or verb phrases.Make sure that points at the same level are of the same logical status in the order of thinking,and appear in parallel structures.
This outline format could be taken as a prototypical structure,with permissive variations,for longer pieces of writing.We may,for example,retrieve such a patterned structure from“Reasoned analysis as questions”we have just read.
To write an essay on green consumerism,one may make such an outline:
Ⅰ.Introduction
A.The rise of green consumerism
B.Thesis:Green consumerism has become an important concern in the market.
Ⅱ.Concepts of green consumerism
A.Consuming differently
B.Consuming less
Ⅲ.Green consumerism and sustainable development
A.The concept of sustainable development
B.Shared interest of green consumerism and sustainable development
Ⅳ.Green consumerism as actual practice
A.For consumers
B.For manufacturers and marketers
Ⅴ.Conclusion
Green consumerism figures more and more prominently as a pattern of consumer behavior,and no manufacturers can afford to ignore it.
Exercises
A.Read the following essay and see how it is structured to form a unified and coherent whole.
Education and Training
To understand the nature of the liberal arts college and its function in our society,it is important to understand the difference between education and training.
Training is intended primarily for the service of society;education is primarily for the individual.Society needs doctors,lawyers,engineers,teachers to perform specific tasks necessary to its operation,just as it needs carpenters and plumbers and stenographers.Training supplies the immediate and specific needs of society so that the work of the world may continue.And these needs,our training centers—the professional and trade schools—fill.But although education is for the improvement of the individual,it also serves society by providing a leavening of men of understanding,of perception,and wisdom.They are our intellectual leaders,the critics of our culture,the defenders of our free traditions,the instigators of our progress.They serve society by examining its function,appraising its needs,and criticizing its direction.They may be earning their livings by practicing one of the professions,or in pursuing a trade,or by engaging in business enterprise.They may be rich or poor.They may occupy positions of power and prestige,or they may be engaged in some humble employment.Without them,society either disintegrates or else becomes an anthill.
The difference between the two types of study is like the difference between the discipline and exercise in a professional baseball training camp and that of a Y gym.In the one,the recruit is training to become a professional baseball player who will make a living and serve society by playing baseball;in the other,he is training only to improve his own body and musculature.The training at the baseball camp is all relevant.The recruit may spend hours practicing how to slide into second base,not because it is a particularly useful form of calisthenics but because it is relevant to the game.The exercise would stop if the rules were changed so that sliding to a base was made illegal.Similarly,the candidate for the pitching staff spends a lot of time throwing a baseball,not because it will improve his physique—it may have quite the opposite effect—but because pitching is to be his principal function on the team.At the Y gym,exercises have no such relevance.The intention is to strengthen the body in general,and when the members sit down on the floor with their legs outstretched and practice touching their fingers to their toes,it is not because they hope to become galley slaves,perhaps the only occupation where that particular exercise would be relevant.
In general,relevancy is a facet of training rather than education.What is taught at law school is the present law of the land,not the Napoleonic Code or even the archaic laws that have been scratched from the statute books.And at medical school,too,it is modern medical practice that is taught,that which is relevant to conditions today.And the plumber and the carpenter and the electrician and the mason learn only what is relevant to the practice of their respective trades in this day with the tools and materials that are presently available and that conform to the building code.
In the liberal arts college,on the other hand,the student is encouraged to explore new fields and old fields,to wander down the bypaths of knowledge.There the teaching is concerned with major principles,and its purpose is to change the student,to make him something different from what he was before,just as the purpose of the Y gym is to make a fat man into a thin one,or a strong one out of a weaker one.
Clearly the two types of learning overlap.Just as the baseball recruit gets rid of excess weight and tightens his muscles at the baseball camp and thereby profits even if he does not make the team,so the law student sharpens his mind and broadens his understanding,even if he subsequently fails the bar exam and goes on to make his living in an entirely different kind of work.His study of law gives him an understanding of the rules under which our society functions and his practice in solving legal problems gives him an understanding of fine distinctions.
On the other hand,the Y member,whose original reason for joining may have been solely to get himself in shape,may get caught up in the institution's baseball program and find that his skill has developed to the point where he can play the game professionally.Similarly,the student who undertakes a course of study merely because it interests him and he wants to know more about it may find that it has commercial value.He has studied a foreign language and literature in order to understand the society that produced it,and then he may find that his special knowledge enables him to get a job as a translator.Or he may find that while his knowledge of chemistry is not of professional caliber,it is still sufficient to give him preference in a particular job over someone who lacks even that modicum of knowledge of the subject.
But these are accidental and incidental.In general,certain courses of study are for the service of society and other courses are for self-improvement.In the hierarchy of our educational system,the former are the function of our professional schools and the latter are the function of the college of liberal arts.
B.Suppose you are to write an essay on how to decide on a job.First make an outline for it and then develop the outline into a full essay of around 400 words.