Genre Analysis 文體分析
進階辨文體。
- 四大文體：narrative（敘事）、expository（說明）、argumentative（議論）、descriptive（描寫）。
- 格式透露文體：信有稱謂結尾、報告有標題分節、日記第一人稱。
- 文體揭示目的和受眾：政府通告指示市民，網誌分享感受。
文體小知識：Identify text type.
§課文原文 Passage
1The COVID-19 pandemic began in early 2020 and spread to every continent within months. Governments imposed lockdowns; schools moved online; businesses closed; millions of people lost their jobs. Video meetings replaced classrooms and offices, and working from home turned from an exception into a routine. It was a historic event that affected everyone, and it produced an ocean of writing: news reports, diary entries, government announcements, editorials and personal blogs.
2Each of those texts belongs to a different genre, and each genre follows its own rules. A narrative retells events in time order and often focuses on one person's experience. An expository text, like the summary above, explains facts objectively. An argumentative piece tries to persuade readers — perhaps that lockdowns were necessary, or that they caused more harm than good. A descriptive text paints scenes with sensory language, such as the silence of empty MTR platforms at rush hour. Identifying the genre is the first step to reading well.
3Genre also reveals purpose and audience. A government notice aims to instruct citizens and uses a formal, impersonal tone, while a teenage blogger aims to share feelings and uses informal, emotional language. When the DSE gives you a text, ask three questions: why was this written, who was it written for, and how does the tone match the purpose? The answers unlock inference questions that vague reading cannot touch.
4The pandemic proved that genre awareness matters beyond examinations. During a crisis, people who cannot distinguish a fact-based report from an emotional opinion piece make poorer decisions. Read the genre first, then the words — and both the passage and the world become easier to understand.
§逐句中文翻譯 Sentence-by-sentence translation
The COVID-19 pandemic began in early 2020 and spread to every continent within months.
新冠疫情於2020年初爆發，數月內蔓延至各大洲。
Governments imposed lockdowns; schools moved online; businesses closed; millions of people lost their jobs.
各地政府實施封鎖，學校轉為網上授課，商戶結業，數以百萬計的人失業。
Video meetings replaced classrooms and offices, and working from home turned from an exception into a routine.
視像會議取代了課室和辦公室，在家工作由例外變成常態。
It was a historic event that affected everyone, and it produced an ocean of writing: news reports, diary entries, government announcements, editorials and personal blogs.
這是影響所有人的歷史事件，亦產生了浩如煙海的文字：新聞報道、日記、政府公告、社論和個人網誌。
Each of those texts belongs to a different genre, and each genre follows its own rules.
上述每種文本都屬於不同文體，而每種文體都有其自身規則。
A narrative retells events in time order and often focuses on one person's experience.
敘事文按時間順序重述事件，多聚焦於一個人的經歷。
An expository text, like the summary above, explains facts objectively.
說明文（如上述摘要）客觀地解釋事實。
An argumentative piece tries to persuade readers — perhaps that lockdowns were necessary, or that they caused more harm than good.
議論文則企圖說服讀者——或許是封鎖措施有其必要，或許是其弊多於利。
A descriptive text paints scenes with sensory language, such as the silence of empty MTR platforms at rush hour.
描寫文以感官語言描繪場景，例如繁忙時間空無一人的港鐵月台那種寂靜。
Identifying the genre is the first step to reading well.
辨識文體是良好閱讀的第一步。
Genre also reveals purpose and audience.
文體亦揭示寫作目的和對象。
A government notice aims to instruct citizens and uses a formal, impersonal tone, while a teenage blogger aims to share feelings and uses informal, emotional language.
政府公告旨在指示市民，用詞正式而客觀；青少年網誌旨在分享感受，語言隨意而感性。
When the DSE gives you a text, ask three questions: why was this written, who was it written for, and how does the tone match the purpose?
文憑試給你一篇文章時，問三條問題：為何而寫？為誰而寫？語氣如何配合目的？
The answers unlock inference questions that vague reading cannot touch.
這些答案能解開馬虎閱讀無法應付的推論題。
The pandemic proved that genre awareness matters beyond examinations.
疫情證明文體意識在考試以外同樣重要。
During a crisis, people who cannot distinguish a fact-based report from an emotional opinion piece make poorer decisions.
危機當前，無法分辨事實報道與感性評論的人，決定往往較差。
Read the genre first, then the words — and both the passage and the world become easier to understand.
先讀文體，再讀文字——文章和世界都會變得容易理解。
1重點摘要 Summary
辨文體。
2生字卡 Vocabulary
文體。
敘述。
說明。
議論。
描寫。
目的。
讀者。
語氣。
3逐步講解 Steps
- 敘述敘事文（narrative）按時間順序講述事件，要素是人物、情節與轉折。以疫情日記為例：「封城那日我做了什麼」，採用第一人稱、依時序推進，並夾敘夾議流露感受。閱讀時留意時間連接詞（after、then、finally）與轉折事件的出現；答題時依時序定位事件，作者的感受句往往就是主旨題的答案所在。
- 說明說明文（expository）客觀陳述事實，常見於新聞報道與摘要：數據、日期、中立語氣，沒有立場，也沒有情緒。見到 statistics、survey、according to 等字眼，多數就是說明文。閱讀時以資料為先：記下數字的對象與範圍，例如百分之幾、哪一年、哪一批受訪者；答題時切勿把自己的看法混入事實，引用原文資料便是最好的答案。
- 議論議論文（argumentative）以說服為目的：社論主張「封鎖有必要」或「害多於利」，具備立場、論據與反駁三要素。認住 should、must、I believe、clearly 這類帶立場的字眼，便知道作者正在表態。閱讀時先找出中心論點（多在首段或尾段），再標示每段的論據；反駁段落以 however、opponents argue 引出，留意作者如何回應反方。
- 描寫描寫文（descriptive）調動五感營造畫面：空蕩蕩的月台、網課螢幕的藍光——感官細節令畫面浮現。描寫常與敘事並用，在事件推進中放慢鏡頭。閱讀時留意感官動詞與比喻（smelt、glowed、like a...），並追問：這些細節營造什麼氣氛？答 atmosphere、mood 題時，答案就是「感官細節加情感形容詞」的組合，例如 cold、silent、lonely。
- 格式線索格式透露文體：書信有 Dear... 與 Yours sincerely、報告有標題與分節、日記有日期與心情記錄——未讀內容已可估計文體。考試中格式是免費線索：先掃 layout（抬頭、署名、小標題），再決定閱讀策略。部分題目直接考核格式常識，例如信件結尾敬語的位置、報告必備的小節，平日宜多留意範文的格式安排。
- 目的受眾文體揭示寫作目的與受眾：政府通告（正式、非人稱）旨在指示市民；青少年網誌（非正式、情緒化）旨在分享感受。作答時回答三問：作者為何而寫？寫給誰看？語氣是否配合目的？這類題目的答法有公式：The writer aims to 加動詞（inform／persuade／entertain），再加 for 加受眾，並用 formal／informal、emotional／neutral 等語氣形容詞作證。
- 讀法配對每種文體對應一種讀法：說明文抓數據與定義、議論文抓論點與論據、敘事文抓情節與轉折、描寫文抓感官與氣氛。方法對文，讀得快又答得準；方法錯配，例如逐字細讀說明文的數字段落，只會浪費時間。考前溫習方法：把四種文體各找一篇範文，列出具體讀法清單，考場上按文體套用，表現自然穩定。
5例題示範 Example
疫情產生了大量文字：新聞報道、日記、政府通告、社論、網誌。試逐個辨認文體，並講出各自的目的和語言特徵。
- 第一步：新聞報道＝expository：客觀講事實（封鎖、失業），語氣正式中立。
- 第二步：日記＝narrative + descriptive：按時間記一日，加感官描寫（繁忙時間空蕩蕩的月台）。
- 第三步：社論＝argumentative：想說服你「封鎖有必要」或者「害多於利」，有立場有論據。
- 第四步：政府通告：目的是指示市民，正式、非個人（impersonal）語氣。
- 第五步：青少年網誌：分享感受，非正式、情緒化。辨認後答三問：為什麼寫？為哪個寫？語氣合目的嗎？
- 答案：用文中框架辨認五類文字：新聞報道屬 expository，客觀陳述封鎖、失業等事實，語氣正式中立；日記屬 narrative 加 descriptive，按時間記事兼有感官小節（例如「繁忙時間空蕩蕩的月台」）；社論屬 argumentative，目的是說服——無論「封鎖必要」還是「害多於利」都有明確論點；政府通告目的是指示市民，用正式、非個人（impersonal）語氣；青少年網誌非正式、情緒化，想分享感受。辨認文體後答三問：為何寫？為誰寫？語氣配合目的嗎？文中提醒：危機期間分不清事實報道和情緒意見的人，會做出更差的決定——文體意識不止考試有用。
6常見錯誤 Mistakes
79 題快測 Quick check
Q1文體分多少種？
Q2敘述特徵？
Q3說明特徵？
Q4議論特徵？
Q5描寫特徵？
Q6目的？
Q7What genre?
Q8When did it begin?
Q9What happened to schools?
8重點回顧 Recap
- 四大文體：narrative（敘事）、expository（說明）、argumentative（議論）、descriptive（描寫）。
- 格式透露文體：信有稱謂結尾、報告有標題分節、日記第一人稱。
- 文體揭示目的和受眾：政府通告指示市民，網誌分享感受。
- 每種文體用不同讀法：說明抓數據，議論抓論點，敘事抓情節。
- 答 inference 題前先答三問：為什麼寫？為誰寫？語氣合不合？