Three passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a great ocean of anguish, reaching to the very verge of despair.
2. 衔接手段: 语义衔接（Semantic Cohesion)和结构衔接（Structural Cohesion) 2.1 Semantic Cohesion （语义衔接 语义衔接) Halliday and Hasan (1976)identify five major devices with which to achieve semantic cohesion, that is, reference, substitution, ellipsis, conjunction, and lexical relationships (or “lexical cohesion”). 2.1.1. Reference （指代） Reference-in-text is called endophoric reference. For example: a)Tommy likes ice-cream and he has always an appetite for it. b)Whenever he saw an ice cream, Tommy would like to taste it. Back-referring reference,just like he in a), is called anaphoric reference, while anticipatory reference, just like he in b）， is known as cataphoric reference.
world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate this evil, but I cannot, and I too suffer. This has been my life. I have found it worth living, and would gladly live it again if the chance were offered me. 思考：衔接与连贯已经成为判断文章优劣的标准之一。是什么使罗 素的这篇序言一气呵成、气势磅礴？不可否认，除了伟大的思想之 外，衔接手段的自觉而又自然地运用扮演了重要的角色。 Part Ⅰ . 1. 什么是语篇的衔接？ Cohesion refers to the structural and/or semantic relationships holding between the different elements of a text. For e there. The link (called anaphora) is between Paris and there.
Contrast: Hypotaxis vs Parataxis 知不知上不知知病（《道德经》） （1）知不知，上。不知知，病。 To know the unknowable, that is elevating. Not to know the knowable, that is sickness. (Garus, trans 注：求知) （2）知不知，上。不知，知，病。 To know when one does not know is best. To think one knows when one does not know is a dire disease. (Arthur Waley, trans注：求知与假知) （3）知，不知，上。不知，知，病。 To know, but to be as though not knowing, is the height of wisdom. Not to know, and yet to affect knowledge, is a vice. (Lionel Giles, trans 注：处世智慧)
Contrast: In English, remote demonstratives (such as that) and remote adverbs (such as there) seem to have a higher functional load than near demonstratives (such as this) and near adverbs (such as here). In Chinese the opposite case seems to be true. 译例： “…I assume we are discussing Mrs Bendrix?” “Not exactly.” “But she passes under that name?” “…我想我们是在讨论本德里克斯太太？” “并非如此。” “可是人家是这么 这么叫她，对吧？” （柯平Trans 《恋情的终 这么 结》）
Contrast:Zero-anaphora, that is, ellipsis of personal pronouns, characterizes the textual organization of Chinese. It usually dost not apply with English texts. Example： From the sight that met her eyes she could tell that this had been no ordinary beating. It filled her with anguish for the sufferer and fresh anger for the man who had inflicted it, and for a long time she clung to the inert form and wept… 贾母一面说，一面来看宝玉，只见今日这顿打，不比往日， 又是心疼，又是生气，也抱着哭个不了。（曹雪芹 《红楼 梦》，Chap 33） 注： The translation is done by D. Hawkes. (The Story of the Stone)
(英汉语篇的衔 Cohesion, Coherence and Translation (英汉语篇的衔 连贯与翻译) 接、连贯与翻译) ----Lecture Outline for the Course of E-C Translation by Xu Derong 例文： Russell) What I Have Lived For (by Bertrand
the rest of life for a few hours of this joy. I have sought it, next, because it relieves loneliness--that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and though it might seem too good for human life, this is what--at last--I have found. With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have wished to know why the stars shine. And I have tried to apprehend the Pythagorean power by which number holds sway above the flux. A little of this, but not much, I have achieved. Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people a burden to their sons, and the whole
2.1.4. Conjunction The use of such formal markers as and besides, instead, so, now, etc. to relate sentences and constructions is known as conjunction. Winter (1971)identifies the five most frequent categories of “connectives” in scientific texts: (1) Logical sequence: thus, therefore, then, thence, consequently, so… (2) Contrast: however, in fact, conversely… (3) Doubt and Certainty: probably, possibly, indubitably… (4) Non-contrast: moreover, likewise, similarly… (5) Expansion: for example, in particular… These account for 89% of all the connectives in the texts analyzed.