谢abook1把此书的音频全部贴完了，我附上了[6-10节]的原文，供感兴趣的网友参考：

1. In summaries, keep to one tense.

2. In summarizing the action of a drama, the writer should always use the present tense. In summarizing a poem, story, or novel, he should preferably use the present, though he may use the past if he prefers. If the summary is in the present tense, antecedent action should be expressed by the perfect; if in the past, by the past perfect.

   An unforeseen chance prevents Friar John from delivering Friar Lawrence's letter to Romeo. Juliet, meanwhile, owing to her father's arbitrary change of the day set for her wedding, has been compelled to drink the potion on Tuesday night, with the result that Balthasar informs Romeo of her supposed death before Friar Lawrence learns of the nondelivery of the letter.

   But whichever tense be used in the summary, a past tense in indirect discourse or in indirect question remains unchanged.

   The Legate inquires who struck the blow.

   Apart from the exceptions noted, whichever tense the writer chooses, he should use throughout. Shifting from one tense to the other gives the appearance of uncertainty and irresolution (compare Rule 15).

   In presenting the statements or the thought of some one else, as in summarizing an essay or reporting a speech, the writer should avoid intercalating such expressions as "he said," "he stated," "the speaker added," "the speaker then went on to say," "the author also thinks," or the like. He should indicate clearly at the outset, once for all, that what follows is summary, and then waste no words in repeating the notification.

   In notebooks, in newspapers, in handbooks of literature, summaries of one kind or another may be indispensable, and for children in primary schools it is a useful exercise to retell a story in their own words. But in the criticism or interpretation of literature the writer should be careful to avoid dropping into summary. He may find it necessary to devote one or two sentences to indicating the subject, or the opening situation, of the work he is discussing; he may cite numerous details to illustrate its qualities. But he should aim to write an orderly discussion supported by evidence, not a summary with occasional comment. Similarly, if the scope of his discussion includes a number of works, he will as a rule do better not to take them up singly in chronological order, but to aim from the beginning at establishing general conclusions.

• 1. Place the emphatic words of a sentence at the end.

  The proper place for the word, or group of words, which the writer desires to make most prominent is usually the end of the sentence.

  Humanity has hardly advanced in fortitude since that time, though it has advanced in many other ways. Humanity, since that time, has advanced in many other ways, but it has hardly advanced in fortitude. This steel is principally used for making razors, because of its hardness. Because of its hardness, this steel is principally used in making razors.

  The word or group of words entitled to this position of prominence is usually the logical predicate, that is, the new element in the sentence, as it is in the second example.

  The effectiveness of the periodic sentence arises from the prominence which it gives to the main statement.

  Four centuries ago, Christopher Columbus, one of the Italian mariners whom the decline of their own republics had put at the service of the world and of adventure, seeking for Spain a westward passage to the Indies as a set-off against the achievements of Portuguese discoverers, lighted on America. With these hopes and in this belief I would urge you, laying aside all hindrance, thrusting away all private aims, to devote yourselves unswervingly and unflinchingly to the vigorous and successful prosecution of this war.

  The other prominent position in the sentence is the beginning. Any element in the sentence, other than the subject, becomes emphatic when placed first.

  Deceit or treachery he could never forgive. So vast and rude, fretted by the action of nearly three thousand years, the fragments of this architecture may often seem, at first sight, like works of nature.

  A subject coming first in its sentence may be emphatic, but hardly by its position alone. In the sentence,

  Great kings worshipped at his shrine,

  the emphasis upon kings arises largely from its meaning and from the context. To receive special emphasis, the subject of a sentence must take the position of the predicate.

  Through the middle of the valley flowed a winding stream.

  The principle that the proper place for what is to be made most prominent is the end applies equally to the words of a sentence, to the sentences of a paragraph, and to the paragraphs of a composition.

Section 7

Section 8

Section 9

Nature. Often simply redundant, used like character.

• Near by. Adverbial phrase, not yet fully accepted as good English, though the analogy of close by and hard by seems to justify it. Near, or near at hand, is as good, if not better.

  Not to be used as an adjective; use neighboring.

• Oftentimes, ofttimes. Archaic forms, no longer in good use. The modern word is often.
• One hundred and one. Retain the and in this and similar expressions, in accordance with the unvarying usage of English prose from Old English times.
• One of the most. Avoid beginning essays or paragraphs with this formula, as, "One of the most interesting developments of modern science is, etc.;" "Switzerland is one of the most interesting countries of Europe." There is nothing wrong in this; it is simply threadbare and forcible-feeble.
• People. The people is a political term, not to be confused with the public. From the people comes political support or opposition; from the public comes artistic appreciation or commercial patronage.

  The word people is not to be used with words of number, in place of persons. If of "six people" five went away, how many "people" would be left?

• Phase. Means a stage of transition or development: "the phases of the moon;" "the last phase." Not to be used for aspect or topic.

  Another phase of the subject Another point (another question)

• Possess. Not to be used as a mere substitute for have or own.

  He possessed great courage. He had great courage (was very brave). He was the fortunate possessor of He owned

• Respective, respectively. These words may usually be omitted with advantage.

  Works of fiction are listed under the names of their respective authors. Works of fiction are listed under the names of their authors. The one mile and two mile runs were won by Jones and Cummings respectively. The one mile and two mile runs were won by Jones and by Cummings.

  In some kinds of formal writing, as in geometrical proofs, it may be necessary to use respectively, but it should not appear in writing on ordinary subjects.

• So. Avoid, in writing, the use of so as an intensifier: "so good;" "so warm;" "so delightful."

  On the use of so to introduce clauses, see Rule 4.

• Sort of. See under Kind of.
• State. Not to be used as a mere substitute for say, remark. Restrict it to the sense of express fully or clearly, as, "He refused to state his objections."
• Student body. A needless and awkward expression, meaning no more than the simple word students.

  A member of the student body A student Popular with the student body Liked by the students The student body passed resolutions. The students passed resolutions.

• System. Frequently used without need.

  Dayton has adopted the commission system of government. Dayton has adopted government by commission. The dormitory system Dormitories

• Thanking you in advance. This sounds as if the writer meant, "It will not be worth my while to write to you again." Simply write, "Thanking you," and if the favor which you have requested is granted, write a letter of acknowledgment.
• They. A common inaccuracy is the use of the plural pronoun when the antecedent is a distributive expression such as each, each one, everybody, every one, many a man, which, though implying more than one person, requires the pronoun to be in the singular. Similar to this, but with even less justification, is the use of the plural pronoun with the antecedent anybody, any one, somebody, some one, the intention being either to avoid the awkward "he or she," or to avoid committing oneself to either. Some bashful speakers even say, "A friend of mine told me that they, etc."

  Use he with all the above words, unless the antecedent is or must be feminine.

• Very. Use this word sparingly. Where emphasis is necessary, use words strong in themselves.
• Viewpoint. Write point of view, but do not misuse this, as many do, for view or opinion.
• While. Avoid the indiscriminate use of this word for and, but, and although. Many writers use it frequently as a substitute for and or but, either from a mere desire to vary the connective, or from uncertainty which of the two connectives is the more appropriate. In this use it is best replaced by a semicolon. This is entirely correct, as shown by the paraphrase,

  The office and salesrooms are on the ground floor, while the rest of the building is devoted to manufacturing. The office and salesrooms are on the ground floor; the rest of the building is devoted to manufacturing.

  Its use as a virtual equivalent of although is allowable in sentences where this leads to no ambiguity or absurdity.

  While I admire his energy, I wish it were employed in a better cause.

  I admire his energy; at the same time I wish it were employed in a better cause.

  Compare:

  While the temperature reaches 90 or 95 degrees in the daytime, the nights are often chilly. Although the temperature reaches 90 or 95 degrees in the daytime, the nights are often chilly.

  The paraphrase,

  The temperature reaches 90 or 95 degrees in the daytime; at the same time the nights are often chilly,

  shows why the use of while is incorrect.

  In general, the writer will do well to use while only with strict literalness, in the sense of during the time that.

• Whom. Often incorrectly used for who before he said or similar expressions, when it is really the subject of a following verb.

  His brother, whom he said would send him the money His brother, who he said would send him the money The man whom he thought was his friend The man who (that) he thought was his friend (whom he thought his friend)

• Worth while. Overworked as a term of vague approval and (with not) of disapproval. Strictly applicable only to actions: "Is it worth while to telegraph?"

  His books are not worth while. His books are not worth reading (not worth one's while to read; do not repay reading).

  The use of worth while before a noun ("a worth while story") is indefensible.

• Would. A conditional statement in the first person requires should, not would.

  I should not have succeeded without his help.

  The equivalent of shall in indirect quotation after a verb in the past tense is should, not would.

  He predicted that before long we should have a great surprise.

  To express habitual or repeated action, the past tense, without would, is usually sufficient, and from its brevity, more emphatic.

  Once a year he would visit the old mansion. Once a year he visited the old mansion.

Section 10