Composition COMFTF-06 Analogy PPT (Without Sound)

8/14/2019 Composition COMFTF-06 Analogy PPT (Without Sound)

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Composition : Firstomposition : FirstThings Firsthings FirstThe Analogyhe Analogy Dr. David F. MaasDr. David F. Maas


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The Analogy COMFTF-he Analogy COMFTF-066 The analogy is a variety of metaphorThe analogy is a variety of metaphor

actually a metaphor which teaches aactually a metaphor which teaches a

lessonlesson


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The Analogy COMFTF-he Analogy COMFTF-066 Dr. Maas defines aDr. Maas defines a metaphormetaphoras aas a

comparisoncomparison

in which the characteristics, properties,in which the characteristics, properties,and structure of something we can seeand structure of something we can see

become projected upon something webecome projected upon something we

cant see.cant see.


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The Analogy COMFTF-he Analogy COMFTF-066 The metaphor or analogy is a figurativeThe metaphor or analogy is a figurative

comparisoncomparison

in which two things being compared arein which two things being compared arenot of the same general class.not of the same general class.


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The Analogy COMFTF-he Analogy COMFTF-066 A person could be compared toA person could be compared to

a mechanical devicea mechanical device

a planta plant

an animal.an animal.


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The Analogy COMFTF-he Analogy COMFTF-066 A storm is not compared to anotherA storm is not compared to another

stormstorm

but rather a war or a wild party.but rather a war or a wild party.


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The Analogy COMFTF-he Analogy COMFTF-066 The Psalmist David compares GodThe Psalmist David compares God

to a rockto a rock

a fortressa fortress

or a shield.or a shield.


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The Analogy COMFTF-he Analogy COMFTF-066 Two things are being comparedTwo things are being compared

in structure of formin structure of form

and function.and function.


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The Analogy COMFTF-he Analogy COMFTF-066 Two things in some respect look alikeTwo things in some respect look alike

or two things in some respect work alike.or two things in some respect work alike.


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The Analogy COMFTF-he Analogy COMFTF-066 The human being and a gorilla,The human being and a gorilla,

or the human being and the chickenor the human being and the chicken

share certain physiological similarities.share certain physiological similarities.
http://www.google.com/imgres?imgurl=http://www.industryplayer.com/images/licrespic/chicken%25201.jpg&imgrefurl=http://www.industryplayer.com/licenceinfo.php%3Flicid%3D002200&h=360&w=353&sz=22&tbnid=X9LtLqmWbjsJ::&tbnh=121&tbnw=119&prev=/images%3Fq%3DPictures%2Bof%2Bchickens&hl=en&sa=X&oi=image_result&resnum=3&ct=image&cd=1http://www.google.com/imgres?imgurl=http://www.safarisgorilla.com/images/gorilla.gif&imgrefurl=http://www.safarisgorilla.com/&h=295&w=319&sz=47&tbnid=Iu9lPu-WysQJ::&tbnh=109&tbnw=118&prev=/images%3Fq%3DPictures%2Bof%2Bgorilla&hl=en&sa=X&oi=image_result&resnum=3&ct=image&cd=1


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The Analogy COMFTF-he Analogy COMFTF-066
http://www.google.com/imgres?imgurl=http://www.onefloorup.com/uploaded_images/0214-Human_Heart.jpg&imgrefurl=http://www.onefloorup.com/2007/02/photos-of-human-heart.html&h=355&w=432&sz=29&tbnid=ygBVNWBnTDQJ::&tbnh=104&tbnw=126&prev=/images%3Fq%3DPictures%2Bof%2Bhuman%2Bheart&sa=X&oi=image_result&resnum=3&ct=image&cd=1


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The Analogy COMFTF-he Analogy COMFTF-066 TheThe tenortenorwhich is the content of thewhich is the content of the

message,message,

TheThe vehiclevehiclethe device which conveysthe device which conveysthe content.the content.


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Tenor: VehicleTenor: Vehicle

Underling message: Image or pictureUnderling message: Image or picture

used to explainused to explain Intangible: TangibleIntangible: Tangible

Abstract: ConcreteAbstract: Concrete

Spiritual: PhysicalSpiritual: Physical Invisible: VisibleInvisible: Visible


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The Analogy COMFTF-he Analogy COMFTF-066 He only is my rock and salvation.He only is my rock and salvation.

(Psalm 62:2)(Psalm 62:2)

Tenor=Tenor= permanence, strength:permanence, strength: VehicleVehicle= Rock= Rock


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The Analogy COMFTF-he Analogy COMFTF-066 One should remember that we do notOne should remember that we do not

use the analogy to prove anything,use the analogy to prove anything,

but only to clarify or help the reader formbut only to clarify or help the reader forma picture.a picture.


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The Analogy COMFTF-he Analogy COMFTF-066 Here are a few reminders for writing aHere are a few reminders for writing a

sustained analogy:sustained analogy:

1. The student should select from a1. The student should select from adifferent general class a second subjectdifferent general class a second subject

with which the reader is already familiar,with which the reader is already familiar,

having enough real similarities to mhaving enough real similarities to m make a logical analogy or figurativemake a logical analogy or figurative

comparison possible.comparison possible.


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The Analogy COMFTF-he Analogy COMFTF-066 2. As in the comparison/ contrast essay,2. As in the comparison/ contrast essay,

the student will explain one by one thethe student will explain one by one the

strange or complex features of thestrange or complex features of theunfamiliar subjectunfamiliar subject

by stating or clearly implying how theyby stating or clearly implying how they

resemble the corresponding but well-resemble the corresponding but well-known or simple features of the familiarknown or simple features of the familiar

subject.subject.


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3. The student should arrange the points in the3. The student should arrange the points in thesequence that is best suited to the subject matter.sequence that is best suited to the subject matter.

(Notice that in the following analogy between the(Notice that in the following analogy between the

economic system and the stagecoach, the authoreconomic system and the stagecoach, the authormoves from driver to team to passengers and thenmoves from driver to team to passengers and thenback and forth several times between passengerback and forth several times between passengerand team,and team,

a logical arrangement since the driver, hunger, isa logical arrangement since the driver, hunger, is

permanently situated but the passengers and the team,permanently situated but the passengers and the team,the rich and the poor are not.)the rich and the poor are not.)


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By way of attempting to give the reader some general impressionBy way of attempting to give the reader some general impressionof the way people lived together in those days (in 1887), andof the way people lived together in those days (in 1887), andespecially of the relations of the rich and poor to one another,especially of the relations of the rich and poor to one another,

perhaps I cannot do better than to compare society as it then wasperhaps I cannot do better than to compare society as it then wasto a prodigious coach which the masses of humanity wereto a prodigious coach which the masses of humanity wereharnessed to and dragged toilsomely along a very hilly and sandyharnessed to and dragged toilsomely along a very hilly and sandyroad.road.

The driver was hunger, and permitted no lagging, though the paceThe driver was hunger, and permitted no lagging, though the pacewas necessarily slow. Despite the difficulty of drawing thewas necessarily slow. Despite the difficulty of drawing the

coach at al along so hard a road, the top was covered withcoach at al along so hard a road, the top was covered withpassengers who never got down, even at the steepest ascents.passengers who never got down, even at the steepest ascents.


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These seats on the top were very breezy and comfortable.These seats on the top were very breezy and comfortable.Well up out of the dust, their occupants could enjoy theWell up out of the dust, their occupants could enjoy thescenery at their leisure, or critically discuss the merits of thescenery at their leisure, or critically discuss the merits of thestraining team.straining team.

Naturally such places were in great demand and theNaturally such places were in great demand and thecompetition was keen, every one seeking as the first end incompetition was keen, every one seeking as the first end inlife to secure a seat on the coach for himself and to leave itlife to secure a seat on the coach for himself and to leave itto his child after him.to his child after him.

By the rule of the coach a man could leave his seat to whomBy the rule of the coach a man could leave his seat to whom

he wished, but on the other hand, there were many accidentshe wished, but on the other hand, there were many accidentsby which it might at any time be wholly lost.by which it might at any time be wholly lost.


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For all that they were so easy, the seats were veryFor all that they were so easy, the seats were veryinsecure, and at every sudden jolt of the coach personsinsecure, and at every sudden jolt of the coach personswere slipping out of them and falling to the ground,were slipping out of them and falling to the ground,

where they were instantly compelled to take hold of thewhere they were instantly compelled to take hold of therope and help to drag the coach on which they hadrope and help to drag the coach on which they hadbefore ridden so pleasantlybefore ridden so pleasantly

It was naturally regarded as a terrible misfortune toIt was naturally regarded as a terrible misfortune tolose ones seat, and the apprehension that this mightlose ones seat, and the apprehension that this might

happen to them or their friends was a constant cloudhappen to them or their friends was a constant cloudupon the happiness of those who rode.upon the happiness of those who rode.


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Baseballs Versus BasketballsBaseballs Versus Basketballs Dr. Donald Ward, former president of Ambassador University,Dr. Donald Ward, former president of Ambassador University,

often used the analogy of the baseball as compared to as aoften used the analogy of the baseball as compared to as abasketball.basketball.

The baseball, which resembles the character ethic, has a firmThe baseball, which resembles the character ethic, has a firmcore, a hard rubber center, which he compared to Gods Law.core, a hard rubber center, which he compared to Gods Law. Upon this foundational core, layer upon layer of stringUpon this foundational core, layer upon layer of string

(representing the curriculum) became wrapped around the core in(representing the curriculum) became wrapped around the core in15 week semester strips.15 week semester strips.

The horsehide cover he compares to the personalitywhichThe horsehide cover he compares to the personalitywhich

comes on last and is firmly stitched to the curriculum and thecomes on last and is firmly stitched to the curriculum and theessential core which represents Gods Moral and Ethical law.essential core which represents Gods Moral and Ethical law.


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The personality ethic he represents as aThe personality ethic he represents as abasketballinflated, vain, and ostentatious,basketballinflated, vain, and ostentatious,supported by nothing but hot air.supported by nothing but hot air.

Contrasting the results of the personality ethicContrasting the results of the personality ethic

with the character ethic with the characterwith the character ethic with the characterethic, Stephen Covey warns,ethic, Stephen Covey warns,

If our words and actions come from superficialIf our words and actions come from superficial

human relations techniques (the personalityhuman relations techniques (the personalityethic) rather than from our core (the characterethic) rather than from our core (the characterethic) others will sense that duplicity.ethic) others will sense that duplicity.


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Etymology of SincereEtymology of Sincere

Sometimes we use the term sincere as aSometimes we use the term sincere as asynonym for the words goodness or genuine.synonym for the words goodness or genuine.

SincereSincere has an interesting etymology. Over thehas an interesting etymology. Over theyearsyears I have heard two stories whichI have heard two stories whichillustrate the term.illustrate the term.

Two Latin words:Two Latin words: sin,sin, meaning without andmeaning without andcerus,cerus, meaning wax make up the compositemeaning wax make up the compositeterms.terms.


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One story illustrating the concept involves a potteryOne story illustrating the concept involves a potteryvendor who seals up the cracks with cerus or wax tovendor who seals up the cracks with cerus or wax tocover up the flaws.cover up the flaws.

The other story involves marble columns whose flawsThe other story involves marble columns whose flawsbecame masked with resin, pitch, or a type of wax. Inbecame masked with resin, pitch, or a type of wax. Inboth examples, the artisan intended to deceive byboth examples, the artisan intended to deceive byconcealing the cracks or fissures with cerus, wax, orconcealing the cracks or fissures with cerus, wax, orparaffin.paraffin.

Sincere,Sincere, on the other hand, means having nothing toon the other hand, means having nothing to

hidepure from the inside out.hidepure from the inside out. InsincereInsincere suggests that someone has attempted tosuggests that someone has attempted to

cover up or conceal a flaw, making something appearcover up or conceal a flaw, making something appearquality when it, in truth, has abundant flaws.quality when it, in truth, has abundant flaws.


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How to Read a BookHow to Read a Book

Mortimer AdlerMortimer Adler

(14)(14)Let me use the example of baseball. Catching theLet me use the example of baseball. Catching the

ball is just as much an activity as pitching or hitting it.ball is just as much an activity as pitching or hitting it. The pitcher or batter is theThe pitcher or batter is the givergiverhere in the sense thathere in the sense that

his activity initiates the motion of the ball.his activity initiates the motion of the ball.

The catcher or fielder is theThe catcher or fielder is the receiverreceiverin the sense thatin the sense that

his activity terminates it.his activity terminates it. BothBoth are equally active, though the activities areare equally active, though the activities are

distinctly different.distinctly different.


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If anything is passive here, it is the ball; it is pitchedIf anything is passive here, it is the ball; it is pitchedand caught. It is the inert thing which is put in motionand caught. It is the inert thing which is put in motionand stopped, whereas the living men are active,and stopped, whereas the living men are active,

moving to pitch, hit, or catch.moving to pitch, hit, or catch. The analogy with writing and reading is almostThe analogy with writing and reading is almost

perfect.perfect.

The thing which is read, like the ball, is the passiveThe thing which is read, like the ball, is the passiveobject in some way common to the two activitiesobject in some way common to the two activitieswhich begin and terminate the process.which begin and terminate the process.


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Composition COMFTF-06 Analogy PPT (Without Sound)

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