英美小说要素解析 复习

英美小说要素解析 复习
英美小说要素解析 复习

The Bride Comes to Yellow Sky新娘来到黄天镇——Stephen Crane 斯蒂芬·克莱恩

Christmas Day in the Morning在圣诞节的早上——Pearl.S.Buck 赛珍珠

The Catbird Seat胜券在握——James Thurber 詹姆斯·瑟伯

Two kinds喜福会——Amy Tan 谭恩美

To Build a Fires生火——Jack London杰克·伦敦

A Horseman in the sky空中骑士——Bierce Ambrose 比尔斯

A Clean,Well-lighted Place一个干净而明亮的地方——Ernest Hemingway 海明威

The Broken Globe残破的世界——Henry Kreisel亨利

Yellow Woman黄女人——Leslie Silko莱斯利

Rain 雨——W.Somerset Maugham 毛姆

My Oedipus Complex我的恋母情结——Frank O’Connor奥康纳

Haircut 剪发——Ring Lardner拉德纳

The Horse Dealer's Daughter马贩子的女儿——https://www.360docs.net/doc/fa8747251.html,wrence劳伦斯

Luck好运气——Mark Twain 马克吐温

The Chrysanthemums菊花——John Steinbeck约翰斯坦贝克

The Egg 蛋——Sherwood Anderson安德森

Old Rogaum and His Theresa老罗格姆和他的特里萨——Theodore Dreiser西奥多

Everything That Rises Must Converge上升的一切必将汇合——Flannery O’Connor奥康纳

Plot: A Sequence of Interrelated Actions or Events. Plot, or the structure of action, it generally refers to the scheme or pattern of events in a work of fiction. A plot is a plan or groundwork for a story, based on conflicting human motivations, with the actions resulting from believable and realistic human response.

Types of Conflict:①External Conflict: Man and nature, man and society, and man and man.②Internal Conflict: It focuses on two or more elements contesting within the protagonist’s own character.

Exposition(情节交代): It is where everything is introduced is the beginning section in which the author provides the necessary background information, sets and scene, establishes the situation, and dates the action. It usually introduces the characters and the conflict, or at least the potential for conflict.

Complication(纠葛): Which is sometimes referred to as the rising action, develops and intensifies the conflict. The rising action(起始行动) is when things begin to escalate. It takes the reader from the exposition and leads them towards the climax. This part tends to be dramatic and suspenseful.

Climax(高潮):When you finally take a breath after holding it in suspense. This is the most emotional part of the book.

Crisis(关子):It( also referred to as the climax) is that moment at which the plot reaches its point of greatest emotional intensity; it is the turning point of the plot, directly precipitating the resolution. It is the reversal or” turning point”.

Falling action(下降行动):Once the crisis, or turning point, has been reached, the tension subsides and the plot moves toward its conclusion. It is when everything tends to slow down, and the climax is over.

Resolution(冲突解开):It is the final section of the plot which records the outcome of the conflict and establishes some new equilibrium. The resolution is also referred to

as the conclusion, the end or the denouement. This is the final part of the story when everything is wrapped up. Sometimes the story is finished off completely, answering every reader's question. Sometimes authors leave mysterious, to intrigue the reader. Or sometimes authors leave hints of a sequel.

Catastrophe: Applied to tragedy only.

Denouement:Applied to both comedy and tragedy.

The ordering of plot—Chronological plotting—Flashback: It is interpolated narratives or scenes( often justified, or naturalized, as a memory, a reverie, or a confession by one of the characters) which represent events that happened before the time at which the work opened.

Character:They are the persons represented in a dramatic or narrative work, who are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities by inferences from what the persons say and their distinctive ways of saying it –the dialogue—and from what they do—the action. A character may remain essentially“stable,”or unchanged in outlook and disposition, from beginning to end of a work, or may undergo a radical change, either through a gradual process of development, or as the result of a crisis. Whether a character remains stable or changes, the reader of a traditional and realistic work expects “consistency”--- ---the character should not suddenly break off and act in a way not plausibly grounded in his or her temperament as we have already come to know it.

Motivation: The grounds in the characters temperament, desires, and moral nature for their speech and actions.

Types of characters—protagonist: The chief character in a plot, on whom our interest centers.(or alternatively, the hero or heroine) It is the major, or central, character of the plot.

Antagonist: If the plot is such that he or she is pitted against and important opponent, that character is called the antagonist. It is his opponent, the character against whom the protagonist struggles or contends.

Flat characters: they are those who embody or represent a single characteristic, trait, or idea, or at most a very limited number of such qualities. Flat characters are also referred to as type characters, as one-dimensional characters, or when they are distorted to create humor, as caricatures.

Stock characters: Flat characters have much in common with the kind of stock characters who appear again and again in certain types of literary works. A flat character (also called a type, or “two-dimensional”), Forster says, is built around “a single idea or quality”and is presented without much individualizing detail, and therefore can be fairly adequately described in a single phrase or sentence.

Round characters: They are just the opposite. They embody a number of qualities and traits, and are complex multidimensional characters of considerable intellectual and emotional depth who have the capacity to grow and change. A round character is complex in temperament and motivation and is represented with subtle particularity; such a character therefore is as difficult to describe with any adequacy as a person in real life, and like real persons, is capable of surprising us.

Dynamic characters: They exhibit a capacity to change; static characters do not. As

might be expected, the degree and rate of character change varies widely even among dynamic characters.

Static characters: They leave the plot as they entered it, largely untouched by the events that have taken place.

Methods of characterization-- Telling: It relies on exposition and direct commentary by the author.In telling, the author intervenes authoritatively in order to describe, and often to evaluate, the motives and dispositional qualities of the characters. Characterization through the use of names, through appearance, and by the author. Showing: It involves the author’s stepping aside, as it were, to allow the characters to reveal themselves directly through their dialogue and their actions. In showing(also called“the dramatic method”), the author simply presents the characters talking and acting and leaves the reader to infer the motives and dispositions that lie behind what they say and do.The author may show not only external speech and actions, but also a character’s inner thoughts, feelings, and responsiveness to events; for a highly developed mode of such inner showing, see stream of consciousness. Characterization through dialogue, and action.

Setting: The stage against which the story unfolds.( Place and objects in fiction) The overall setting of a narrative or dramatic work is the general locale, historical time, and social circumstances in which its action occurs; the setting of a single episode or scene within such a work is the particular physical location in which it takes place. Types of setting—Natural and Manufactured

The language used in description of setting

The functions of setting: Setting as a background for action, antagonist, a means of creating appropriate atmosphere, a means of revealing character, and a means of reinforcing theme.

Point of view: The events of a story may be told as they appear to one or more participants or observers. In first-person narration the point of view is automatically that of the narrator.More variation is possible in third-person narration, where the author may choose to limit his or her report to what could have been observed or known by one of the characters at any given point in the action--- or may choose to report the observations and thoughts of several characters. The author might choose to intrude his or her own point of view.

Narrator: It is the speaker or the voice of the literary text, the agent who does the narration. The narrator, like any character in fiction, only exists in a narrative, and he cannot be identified with anything of the real-life author of a literary work.

Various points of view—First person:①Advantages: First, he creates an immediate sense of reality. Second, the writer has a ready-made principle of selection.

② Difficulties: It may only strike us when we try to write stories ourselves.

Second person

Third person: There are three variants: omniscient, limited omniscient, and objective or dramatic.

Mingling of points of view: It is because for the purpose of sustaining interest or creating suspense.

A brief summary: 1. First person( I): All these first-person narrators may have(1)

complete understanding,(2) partial or incorrect understanding, or(3) no understanding at all.①Major participantⅰtelling his or her story as a major mover,ⅱtelling a story about others and also about herself or himself as one of the major inter-actors,ⅲtelling a story mainly about others; this narrator is on the spot and completely involved but is not a major mover.②Minor participant, telling a story about events experienced and/ or witnessed.③Uninvolved character, telling a story not witnessed but reported to the narrator by other means. 2. Second person( you): Occurs only when speaker has more authority on a character’s action than the character himself or herself. Occurs only in brief passages when necessary. 3. Third person( she, he, it, they):①Omniscient. Omniscient speaker sees all, reports all, knows inner workings of minds of characters.②Limited omniscient. Action is focused on one major character.③Dramatic or third-person objective. Speaker reports only actions and speeches. Thoughts of characters can be expressed only as dialogue.

Theme: It is the central idea or a statement about life that unifies and controls the total work.

Points of theme:1. A theme does not exist as an intellectual abstraction that an author superimposes on the work like icing on a cake.2. The theme may be less prominent and less fully developed in some works of fiction than in others.3. It is entirely possible that intelligent readers will differ, at times radically, on just what the theme of a given a work is.4. The theme of a given work need not be in accord with the reader’s particular beliefs and values. As a general rule, then, we should assume that the ideas of authors grow out of their values, and that values are embodied in their stories along with the ideas. But we must remember that although literature is full of ideas that may strike us, at least initially, as unpleasant, controversial, or simply wrongheaded, literary sophistication and plain common sense should warn us against dismissing them out of hand.

Identifying theme:1. It is important to avoid confusing a work’s theme with its subject or situation.2. We must be as certain as we can that our statement of theme does the work full.3. The test of any theme we may propose is whether it is fully and completely supported by the work’s other elements.4. The title an author gives the work often suggests a particular focus or emphasis for the reader’s attention.

Style: It has traditionally been defined as the manner of linguistic expression in Prose or verse--as how speakers or writers say whatever it is that they say. The

Word style, derived from the Latin word stilus, is understood to mean the way in which writers assemble words to tell the story, develop the argument, dramatize the play, or compose the poem. Style is to be judged on the degree of its adaptability. Elements of style—Diction: Choice of words, and Syntax: Construction of sentences.

Oedipus complex: ①It is a term coined by Sigmund Freud to designate a son’s subconscious feeling of love toward his mother and jealousy and hatred toward his father. ②D.H. Lawrence’s Sons and Lovers is a case in point.

Tone: It refers to the methods by which writers convey attitudes, it refers not to attitudes but to those techniques and modes of presentation that reveal or create these attitudes. It is a means of creating a relationship or conveying an attitude.

Types of irony:1. Verbal irony: It is a statement in which one thing is said and another is meant.2. Situational irony: It or irony of situation, refers to conditions that are measured against forces that transcend and overpower human capacities.3. Dramatic irony: It is a special kind of situational irony; it applies when a character perceives a situation in a limited way while the audience, including other characters, may see it in greater perspective.

1.1 The Bride Comes to Yellow Sky—Stephen Crane 1.2 Christmas Day in the Morning—Pearl S. Buck

2.1 The Catbird Seat—James Thurber 2.2 Two kinds—Amy Tan

3.1 To Build a Fire—Jack London 3.2 A Horseman in the Sky—Ambrose Bierce

4.1 A Clean, Well-lighted Place—Ernest Hemingway 4.2 The Broken Globe—Henry Kreisel

5.1 Yellow Woman—Leslie Silko 5.2 Rain—W. Somerset Maugham

6.1 My Oedipus Complex—Frank O’Connor 6.2 Haircut—Ring Lardner

7.1 The Horse Dealer’s Daughter—D.H. Lawrence 7.2 Luck—Mark Twain

英美文学重点整理

What’s symbolism? 1)Symbolism is a movement in literature and the visual arts that originated in France in the late 19th century. In literature, symbolism was an aesthetic movement that encouraged writers to express their ideas, feelings, and values by means of symbols or suggestions rather than by direct statements. Hawthorne and Melville are masters of symbolism in America in the 19th century. 2)举例。

48. “Young Goodman Brown ”is one of Hawthorne ’s most profound tales. What is the allegorical meaning of Brown, the protagonist? What does Hawthorne set out to prove in this tale? How does Melville comment on Hawthorne ’s manner of concerning with guilt and evil?

**ELIZABETH **4. A comparison of the three giants: William Dean Howells; Mark Twain; and Henry James They are the three dominant figures of the realistic period. The forerunner of American Realism is Howells. Though the three writers wrote more or less at the same time, they differed in their understanding of the “truth.”While Mark Twain and Howells seemed to have paid more attention to the “life”of the Americans, Henry James had apparently laid a greater emphasis on the “inner world”of man. Though Twain and Howells both shared the same concern in presenting the truth of the American society, they had each of them different emphasis. Howells focused his discussion on the rising middle class and the way they lived, while Twain preferred to have his own region and people at the forefront of his stories. This particular concern about the local character of a region came about as “local colorism,”a unique variation (变体) of American literary realism.

高级英语学习方法

《高级英语》的学习方法漫谈 学习方法的重要性不言自明,学习方法得当,有利于培养和提高学习活动中的各种学习能力,从而有助于加速学习进程。常有学生询问“如何才能迅速提高英语水平”、“英语学习有什么捷径”等等,严肃认真的英语教师很难回答这样宽泛的问题,学生也很难得到满意的回答。其实,学习英语根本没捷径可言,但“授人以鱼不如授人以渔”。因此,我们拟结合多年教学经验,就学习《高级英语》这门课程提供一些建议或者称作方法。 我们认为,学生在学习该课程时往往存在一些误区,例如:(1)在课外阶段,学生沿袭基础英语阶段的学习习惯,精力集中在查单词、找例句、抄词典,忽视词义的选择。查完课文中所有的生词也就意味着预习的结束。(2)在课上阶段,学生多

逐句理解,忽略背景知识、篇章意义;重视词汇短语和难句的解释,忽略课文结构、课文主题、写作过程的分析;满足于对课文的字面理解,不求隐含、引申意义,不求批判性思考。总的来说,学生仅仅把该门课当成是基础英语的延伸,结果常抱怨“学不到东西”、“英语水平没提高”,影响了学生的学习能力和自信心。老师也认为学生在口、笔头表达上仍然没条理、没逻辑,对课文的主题等宏观理解问题知之甚少,就是所谓的“见木不见林”,达不到“高级”的要求。目前,有些学校由于各种原因采用了大班授课的方式,学生的自主学习以及学习方法就更加重要。学生该怎么学《高级英语》要学什么首先,必须弄清《高级英语》这门课的性质。《高级英语》是英语专业三、四年级主干课,《高等学校英语专业教学大纲》中规定:“高级英

语是一门训练学生综合英语技能尤其是阅读理解、语法修辞与写作能力的课程。课程通过阅读和分析内容广泛的材料,包括涉及政治、经济、社会、语言、文学、教育、哲学等方面的名家作品,扩大学生知识面,加深学生对社会和人生的理解,培养学生对名篇的分析和欣赏能力、逻辑思维与独立思考的能力,巩固和提高学生英语语言技能。”由此看来,这门课除了和其它课程一样担负着发展学生的人文素质的任务外,从英语学习的角度看,还要巩固和提高学生英语语言技能,即听、、说读、写、译的能力。然而,学生面临的新任务是发展“对名篇的分析和欣赏能力、逻辑思维与独立思考的能力”。为此,学生要实现几个转变:从低年级那种机械性的“词汇—语法—练习”学习为主转移至课文分析与理解为主;从对课文的字面理解为主转移

北京外国语大学英美文学专业初试复试备考经验及03

北外英美文学专业初试复试备考经验及 03—06真题 准备考研的时间不长,只有三个月,总结起来两大经验吧,细节和节奏。细节是说考研要做个有心人,要勤看别人的经验,即使不是一个方向的。因为虽然准备的内容不同,但过程都是一样的(讲到底也只有专二不同)。学习别人的经验自己才能避免走别人的弯路,犯别人犯过的错误。节奏是说时间的充分利用,时间不在长短而在效率的高低,要根据自己的情况制定合适的复习计划。在这里给大家小小的鼓励一下:永远不要觉得时间不够用,也永远不要觉得这是不可能完成的的任务。当然要基于自身实力和现实的考虑,我相信大家都明白我的意思。等到真正做到了,你就是那个“传说”。 政治:六十多分没什么经验。。。。。。总的感觉是过线不拉分就好因为进入复试政治和二外就不算分了,不要给自己太大的压力,不要浪费过多的时间,节省下来精力好好看专业。 法语:学校用的是很老的橘黄色皮的《法语》,先复习一遍,把忘掉的知识捡回来。然后把历年真题研究一遍,考察的知识点就那么多,有的题基本没变隔年又考一次。从图书馆借来新大学法语1-3,从头到尾梳理知识点整理笔记。因为知道考什么,所以看得有重点。借书的好处之一就是“书非借不能读也”,借来的总要还,有压力就看得快了,而且借的书都少都有点笔记,看看也是很好的。

基英:分阅读,翻译和写作三个部分。像名字一样就是考察英语的基础,所以投机取巧是不可取的,要稳扎稳打地不间断复习。阅读--每天精读一篇1500字左右的新闻,有用的词句整理出来,有兴趣的段落翻一翻,阅读是最好的输入方式,扩大阅读量不言而喻,也对写作和翻译大有益处。翻译--练了叶子南里面几个靠谱的文章,订在一起没事看看,每翻译一篇都会看到自己逐步的进步,翻译得逐渐成熟。写作—写作看的是内容、结构和语法。虽然在考场上不可能三方面都完美,但是写的时候有这样的意识在脑子里,偏也偏不到哪里去。基础自认为还是不错的,所以每天的复习就是一个routine,保持对英语的娴熟度,主要的精力都集中在复习专业上了。 专业:文学选段匹配+小说分析,今年取消了逻辑题。虽然文学的复习范围没边没沿,文学著作浩如烟海;但是恶俗的讲一句,只要是考试,它就有它的侧重点和一定的规律。文学选段匹配--本着上一原则,我把历年真题找来统计了一下每年考得上都是谁的作品,集中在哪几部作品上。统计过后发现大概十人左右而且都是大家Mark Twain, Charles Dicke ns, Wordsworth…然后就拜读他们的大作就好了。小说的话要先看看写作风格,像总考的adventures of huckleberry finn,如果没读过现读是来不及的,但只要了解马克吐温的写作风格,就会在看到南方方言的第一时间想到他老人家。诗歌

《英美经典短篇小说赏析》课程教学大纲

《英美经典短篇小说赏析》课程教学大纲 A Guide to Classic British and American Short Stories 学分:2 总学时:32 课程性质:选修课 考核方式:考查适用专业:各类专业 一、课程性质、目的与任务 1. 课程性质:本课程是高等学校非英语专业的一门选修课,是为培养学生了解英国和美国文学短篇小说知识而设置的一门选修课程。 2. 教学目的:本课程旨在帮助学生全面了解英国和美国在不同历史时期所出现的重要作家与作品、风土人情与习俗、历史与文化等,通过经典短篇小说的分析,让学生能欣赏原作的风格、语言等,从而更好地把握英语,更全面地了解英国和美国的政治、经济与传统,扩大知识面,提高文学修养。 3. 教学任务:通过对英国文学和美国文学发展的主要阶段中的著名作家的短篇作品的分析,使学生掌握基本的短篇小说构成要素、在英美文学史上著名的短篇小说家以及分析小说的基本方法。本门课虽然是一门选修课程,但是,它对学生进一步学习和掌握英美文学有着重要的辅助作用。因此,要求学生在培养自己学习兴趣同时,增加短篇小说理论知识,更重要的是,加强学生对短篇小说理解及分析能力。 二、教学基本要求 1. 重点掌握:所选短篇小说涉及到的著名作家的写作特色,短篇小说的重要因素包括主题,内容,写作技巧,象征意义等。 2. 一般了解:作者的生平,所选短篇小说涉及的与英国和美国文化相关的背景知识。 三、课程内容与学时分配 第一讲英美短篇小说简介(4学时) 1. 重点:短篇小说的概念、短篇小说的基本要素、Rip Van Winkle和The Minister's Black Veil的基本要素及主旨内涵。 2. 难点:短篇小说的基本要素、Rip Van Winkle和The Minister's Black Veil主旨内涵。 3. 主要内容 3.1、短篇小说的概念

小说阅读与鉴赏教案

第一课小说阅读与鉴赏 教学目标:1、了解小说的概念。 2、善于把握小说的三要素。 3、能深入领会鉴赏小说的一般方法。 4、提高学生观察赏析文章的能力。 教学重点:1、把握小说三要素。 2、深入领会鉴赏小说的一般方法。 教学难点:领悟小说精巧的构思及深刻的主旨。 教学方法:问答法、点拨法、讨论法 教学准备:投影,课件 课时安排:3课时 教学步骤和安排: 第一课时 开课语:亲爱的同学们,大家好,欢迎你们走进小桔灯快乐阅读的课堂。我是大家的新老师,我姓x,高年段的阅读有我来给大家上,希望和大家能够成为朋友,我们共同进步。 一提到阅读,相信大多数同学都会感觉困惑,文章读懂了,可就是做不对题目,原因在哪里呢?(让学生自己找原因)好了,有同学说是不知从哪着手,还有同学说不知该从哪些方面答题,不管什么原因,归结起来就是对文体知识及阅读技巧掌握得还不够牢固。快乐的学阅读,是我们课堂的主旋律,同学们你们想不想掌握一定的阅读技巧、在快乐中提高阅读能力呀?(学生答:想)那好,想快乐的学阅读呀,要喊出魔法口号,你们还记不记得是什么?我们的口号是:在快乐中学会阅读,在阅读中享受快乐。耶! 棒极了!同学们的声音都十分的响亮,老师的心情也非常愉快。下面老师先给大家讲述一篇短篇小说《老人的新鞋子》。 一、自在游心 讲述小说:《老人的新鞋子》 (此故事要求讲述而不是阅读,讲述应该注意生动形象,尽量把小说的特点加重语气突出出来;如果是事先有安排,可以让学生讲述,要求口齿清楚,讲述明白。)讲述完小说后,师说:这篇小说可谓短小精悍,下面请同学们思考两个问题 1、文章塑造了一位什么样的老人形象? (生回答:睿智、善良、懂得放弃等) 2、这篇小说给了你怎样的启示? (生回答:成功者善于放弃等) 刚才同学们都很积极主动地思考、回答老师的问题,老师很欣慰,希望同学们继续保持,同时也希望同学们也能像文中的老人一样成为生活的智者! 但同学们想过没有,怎样才能成为生活的智者呢?(学生:多动脑、多学习、多读书……)很好,大家都说到了许多的办法,今天老师也介绍一种办法给大家,那就是多读小说,并且要把它读通读透才行,也就是要学会阅读及鉴赏小说。下面老师就带领大家去学习小说的阅

英美文学复习

Romantic period Came from two great shapers of thought 1.rousseau’s du contrat social and emile 2.thomas paine’s declaration of right of man Time: from1798 the publication of wordsworth and coleridge’s lyrical ballads to 1832 scott’s death and the passage of first reform bill in the parliament The romantic focus on following things: Stong imagnationg Individual feelings Return to nature Being nationalistic 文学思想: 1.constitudes a change of direction from attention to the outer world of social civilization to the inner world of human spirit.社会文明的外部世界与人类精神的内部世界的转变 2.litery and philosophical theory which tends to see the individual as the very center of all life and all experience.文学和哲学理论倾向于把个人思想作为所有生活和经历的中心。 3.poetry writing, the writers employed new theories and innovated new techniques.preface acts as a manifesto for the new school.强调新理论和创作新手法,序言作为新学派的里程碑。 4.not only extol the faculty of imagination, but also elevate the concepts of spontaneity and inspiration.不仅要称颂想象的作用,也要重视自发和联想的概念。 5.regarded nature as the major source of poetic imagery and the dominant subject.自然是诗歌想象的主要资源也是永恒的主题 6.romantics also tend to the nationalistic.大多具有民族主义 Poems Balke,wordsworth,coleridge,byron,shelley and keats are the major romatic poets.

《叙事、文体与潜文本——重读英美经典短篇小说》读书笔记

《叙事、文体与潜文本——重读英美经典短 篇小说》读书笔记 申丹教授的《叙事、文体与潜文本——重读英美经典短篇小说》,是一本研究与应用欧美文学批评的专著。在读完这本作品三遍之后,我仍然如堕五里雾中,多方面的原因造成了我的理解困难。第一,文学批评的理论研究本身是一门有一定难度的科学,它有着繁杂的概念,有着多样的研究流派和研究方法;第二,文学批评理论研究总是处在一定的历史文化环境中,会深刻地受到一定时期的政治、文化的影响,要理清这些影响也是很困难的;第三,作家的文学创作有一部分是根据自身经验和天赋进行创作,有一部分是在接受文学理论的学习之后进行的创作,这两部分的创作都会对文学批评理论产生反作用,所以文学批评的理论研究是动态的,复杂的,是需要付出艰辛努力的;第四,申丹教授在该专著的上篇的概述中说到“本书为文学领域的读者撰写”,已经明确指出了受众。文学领域的读者就应该对文学概论、文学批评理论、文学潮流等有非常熟悉的认知,否则在阅读、理解该书时就会产生与我类似的困难,进而不能把握该书的理论框架、理解该书的观点和看法,更不要说对申丹教授提出的方法进行迁移运用了。 虽然在阅读的过程中会面对上述种种困难,但读者应选择继续阅读,并通过收集其他方面的资料来帮助理解。 一、为什么要阅读这本专著? 前面已经提到这是一本文学批评方面的专著,它提供的是一种方法,一种思路。文学是人学,文学作品通过虚构、改编等方式或明或暗来展现现实生活的本质,要了解文学作品的内涵,把握文学作品的实质,就需要掌握文学批评的方法。作为学科教学(语文)专业的研究生,掌握一定的文学批评的方法,进行文学批评的实践,对于语文文学作品的教学是大有裨益的。文学作品是作者精心创作出来的,体现了作者的立场和价值判断,阅读文学作品,能引起读者的审美体验和思考,这就需要读者能尽可能地走进作者,挖掘出作者创作的真实意图,同情作者,进而生出自己的思考;同时,文学创作不是简单直白的说教,文学作品的深层次意义,有可能是不明显的,或者在文本内部是矛盾的,这就要求读者掌握一定的批评方法,能挖掘出文本的深层含义,进而对现实生活有更深层的认识。语文教育工作者在对文学作品有了一定的认识之后,在语文教学过程中,才会对学生的语文学习起到指导作用,才能为学生的文学鉴赏活动提供有效的帮助。 文学批评的方法与流派多种多样,造就了文学批评理论的多样性。“而西方文论则承受了古埃及文明、巴比伦文明、希腊文明、希伯来文明等的远缘与多元塑造”[1],是一种破裂式的文学批评理论,“西方文论则在远缘多元杂交环境中长成,屡屡走极端,先后呈现出人学、神学、认识论、语言论和文化论等‘转向’” [2],北京师范大学文艺学研究中心、文学院教授王一川在他的文章《西方文论的知识型及其转向——兼谈中国文论的现代性转向》中,在“知识型”和“范式”理论的视角下,对西方文论的五次转向和在“转向”基础上产生的新的文学理论进行了详细地阐述,“‘知识型’当于特定时代的具有话语生产能力的基本话语

英语短篇小说欣赏课程描述

英语短篇小说欣赏 一、课程描述 本课程旨在用最优美的文学语言素材培养学生的语言能力,让学生在欣赏名著的娱乐中轻松的学习语言。通过本课程的学习,可以增强学生的文学欣赏能力,扩大学生的知识面,使学生掌握文学批评的基本方法和途径,同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。文学读物可进一步加强学生的语感,扩大学生的眼界,增强学生语言的综合能力。 文学读物正是取得这一目的的最佳途径,因为文学作品可为学生提供无限的文学信息,它的语言生动,并且直接来自于现实生活。此外,通过阅读不同作者的不同作品,可以了解他们各自的创作风格,领略到英语语言的精妙和生动。阅读和欣赏小说不仅可以使学生从语言上得到提高,而且可以使学生了解更多的历史知识、人生态度、文化差异、人生的真谛,使学生的人格更加完善。 二、教学目的及要求 通过本课程的学习增强学生的文学欣赏能力。扩大学生的知识面,使学生掌握文学批评的基本方法和途径,同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。 三、教学重点及难点 1.英语短篇小说的基本要素。 2.英语短篇小说欣赏的基本方法和途径。 3.与短篇小说相关的背景知识。 四、与其它课程的关系 对高年级英语专业的学生来说,最重要的是扩大他们的阅读量和提供给他们语言实践的机会。除了报刊杂志,科技文章之外,文学读物,尤其是小说为学生提供了大量的文学信息。它的语言是活生生的、来自生活的语言,给学生创造了使用语言的机会。 五、学时与学分 学时:36学时 学分:2学分 六、教学内容 本课程用18周时间学习大约10篇英语短篇小说,使学生初步了解一些主要

的文学现象,如浪漫主义,现实主义,自然主义,现代主义等。期间穿插讲授英语小说的基本要素和欣赏方法,采用讲授和学生讨论相结合的方式使学生在实际阅读的过程中学会如何欣赏文学作品。 七、教学安排 周数与内容 1.Introduction of fiction and its elements 2.John Steinbeck: The Chrythansmums 3.John Steinbeck: The Chrysanthemums 4.John Steinbeck: The Chrysanthemums 5.John Steinbeck: The Chrysanthemums 6.Ernest Hemingway: A Clear, Well-Lighted Place 7.Ernest Hemingway: A Clear, Well-Lighted Place 8.William Faulkner: A Rose for Emily 9.William Faulkner: A Rose for Emily 10.William Faulkner: A Rose for Emily https://www.360docs.net/doc/fa8747251.html,nston Hugues: Early Autumn 12.James Joyce: Araby 13.James Joyce: Araby 14.O. Henry. The Gift of the Majgi/Guy de Maupassant: The Diamond Necklace 15.Virginia Woolf: Kew Gardens 16.Virginia Woolf: Kew Gardens 17.Virginia Woolf: Kew Gardens 18.Final Examination 八、教材:《世界短篇小说教程》 白凤欣冯梅姬生雷李正栓编著河北教育出版社 九、参考文献: Allen, Walter. The English Novel:A Short Critical History. New York: Dutton, 1954 Brooks, Cleanth. and Warren P. Robert. Understanding Fiction. Beijing: Foreign Language Teaching and Research Press, 2004. Humalian, Leo, and Frederick R. Karl. The Shape of Fiction.New York: McGraw-Hill Book Company, 1978. Pickering, James H. Fiction 100, An Anthology of Short Stories. New York: Macmillan Publishing Company, 1988. DiYanni, Robert. Literature Reading Fiction, Poetry, Drama, and the Essay (2nd ed.) New York: McGraw-Hill Publishing Company, 1990. Robert, Edgar V. and Jacobs, Henry E. Fiction: An Introduction to Reading and

英美文学考试复习点重点整理

1.现实主义、批判现实主义(代表人物、作品,以及每部作品讲了什么故事)P276—比如《匹克威克外传》主要讲什么?P281 《双城记》主要讲什么?P298 《大卫科波菲尔》主要讲什么?P292 2.其中自传体形式的作品有哪些? 3.傲慢与偏见的第一个名字:first impression(Pride and prejudice现) 4.三姐妹指的是? 5.19世纪有名小说名利场副标题:“A Novel Without a Hero”作者:William Makepeace Thackeray P303 6.18th浪漫主义作家、代表作P211 反对什么,反抗什么思想? 7.Pop代表作有哪些?P134 剪发记? 8.玄学诗派有哪些人物组成?Leading Feature? P116 9.乌托邦is written in form of ?P33 10.Universal Wicks大学才子是谁?P50 11.中世纪文学流行的是? 主题特征骑马精神P8? 12.最著名作家:乔叟P19 13.对于三次征服的概念(1)罗马征服P1 (2)英国人征服P2(3)诺曼征服P5 14.人民大宪章什么时候出现?时间:1837年

1.John Milton He was born in London in 1608. He is a master of the blank verse, and a great stylist. And he is famous for his grand style.But his style is never exactly natural. He devoted almost twenty years of his best life to the fight for political, religious and personal liberty as a writer. His famous works are Paradise lost, Paradise Regained, and Samson Agonistes. 2.Romance Romance was the most prevailing kind of literature of the upper class in feudal England in the Medieval Ages. It is a long composition in verse or in prose which describes the life and chivalric adventures of a noble hero. The central character of romances is the knight, a man of noble birth skilled in the use of weapon. The theme of loyalty to king and lord was repeatedly emphasized in romances. 3.the Enlightenment It is the philosophical and artistic movement growing out of the Renaissance and continuing until the nineteenth century. It was an optimistic belief that humanity could improve itself by applying logic and reasons to all things. Typically, these enlightenment writers would use satire to ridicule what they felt illogical errors in government, social

《英美经典短篇小说赏析》课程教学大纲

《英美经典短篇小说赏析》课程教学大纲 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

《英美经典短篇小说赏析》课程教学大纲 A Guide to Classic British and American Short Stories 学分:2 总学时:32 课程性质:选修课 考核方式:考查适用专业:各类专业 一、课程性质、目的与任务 1. 课程性质:本课程是高等学校非英语专业的一门选修课,是为培养学生了解英国和美国文学短篇小说知识而设置的一门选修课程。 2. 教学目的:本课程旨在帮助学生全面了解英国和美国在不同历史时期所出现的重要作家与作品、风土人情与习俗、历史与文化等,通过经典短篇小说的分析,让学生能欣赏原作的风格、语言等,从而更好地把握英语,更全面地了解英国和美国的政治、经济与传统,扩大知识面,提高文学修养。 3. 教学任务:通过对英国文学和美国文学发展的主要阶段中的著名作家的短篇作品的分析,使学生掌握基本的短篇小说构成要素、在英美文学史上著名的短篇小说家以及分析小说的基本方法。本门课虽然是一门选修课程,但是,它对学生进一步学习和掌握英美文学有着重要的辅助作用。因此,要求学生在培养自己学习兴趣同时,增加短篇小说理论知识,更重要的是,加强学生对短篇小说理解及分析能力。 二、教学基本要求 1. 重点掌握:所选短篇小说涉及到的著名作家的写作特色,短篇小说的重要因素包括主题,内容,写作技巧,象征意义等。 2. 一般了解:作者的生平,所选短篇小说涉及的与英国和美国文化相关的背景知识。 三、课程内容与学时分配 第一讲英美短篇小说简介(4学时)

浅析小说三要素及标题之间的相互关系及作用

龙源期刊网 https://www.360docs.net/doc/fa8747251.html, 浅析小说三要素及标题之间的相互关系及作用 作者:邵国钢 来源:《新教育时代·教师版》2018年第12期 摘要:透过小说三要素与标题是鉴赏小说的常用方法。从运用四者构成的小说要素图可见,它们之间存在着相互依存、无法隔离的密切联系和作用。立足于任意一个要素,可发现它与另外三个要素均有联系,这就为解题者提供了多个思维的角度,从而有效避免了解题中的思路不清、考虑不全而失分的现象。 关键词:小说三要素标题关系作用 抓住小说中的人物形象、故事情节、环境描写来阅读和分析小说,是常用的小说鉴赏方法。纵观近年各地高考试卷,围绕小说三要素及标题而命制的试题呈现主流趋势。比如,“…我?在小说中的主要作用是什么?请简要分析”(2016年新课标全国卷Ⅲ卷,第11题(2)小题)。“小说以一个没有谜底的…美好的谜?结尾,这样处理有怎样的艺术效果?请结合作品进行分析”(2017年新课标全国卷Ⅰ卷,第6题)。 可见,理解小说反映的社会生活和情感世界,探索作品蕴涵的民族心理和人文精神,往往离不开对小说三要素解析。同时,小说标题确定也常常源自三要素,因此,本文将重点探讨分析小说三要素及标题各自的作用,实现对小说阅读解题规律的把握。 一、理清三要素及标题间的相互关系 小说以塑造人物为中心来传递作品的主题,为了完成这个中心任务,故事情节与环境描写往往是作品人物活动的重要载体。同时,作为作品的标题则基本上体现在三要素中。因此,小说的三要素及标题间存在着相互依存、无法隔离的密切联系。它们之间的关系可用下面的图表呈现,本文将此图命名为“小说要素图”。 如图例所示,可得出三层含义:①小说三要素之间是相互联系并相互作用的。②三要素与主题之间同样存在相互联系并作用的关系。③标题一方面与处于核心位置的主题之间存在着紧密的关系,形象地点明或暗示小说主题;另一方面与主题一样,与处于外围的三要素有着密切的联系。 二、探究三要素及标题间的作用

却最简洁最重点的英美文学考试重点

一、The Anglo-Saxon period (449-1066) 1、这个时期的文学作品分类:pagan(异教徒) Christian(基督徒) 2、代表作:The Song of Beowulf(national epic民族史诗)metaphor alliteration。 3、Angles, Saxons and Jutes. 二、The Anglo-Norman period (1066-1350) 1、The Roman Conquest: In 1066, the Duke of Normandy William led the Norman army to invade England. The result of this war was William became the king of England. After the conquest, feudal system was established in English society.Chivalry was introduced by the Normans into England. Sir Gawain and the Green Knight头韵 2、传奇ramances:描写骑士的冒险精神和典雅爱情文学。seek adventures , fighting for his lord in battle,humility,honor,sacrifice,brave,honesty,love with women 三、Geoffrey Chaucer (1340-1400)(反封建、反教会、追求个性自由) 1、the father of English poetry 英国诗歌之父 2、purely English(the London dialect伦敦方言) 3、heroic couplet英雄双韵体

大学英语专业推荐阅读书目

英语专业学生推荐阅读书目(英汉对照) 1. 美国文学简史与作品选读 [专著]/何木英,杜平主编, 2004, 2. 傲慢与偏见=Pride and Prejudice/(英)简奥斯汀(Jane Austen), 2006, 3. 傲慢与偏见:中英对照/[英]简奥斯汀著;刘玉成编译, 2005, 4. 洛娜杜恩/(英)理多布莱克莫尔原著;赵雅君编译, 2006, 5. 雾都孤儿/(英)狄更斯原著;钱颖编译, 2006, 6. 艰难时世/(英)狄更斯原著;吴素君编译, 2006, 7. 威克菲尔德的牧师/(英)奥利费哥尔斯密原著;王红坤编译, 2006, 8. 德伯维尔家的苔丝/(英)托马斯哈代原著;贾志刚编译, 2006, 9. 白衣女人/(英)威尔基柯林斯原著;袁曦编译, 2006, 10. 化身博士/(英)史蒂文森原著;危薇编译, 2006, 11. 大卫科波菲尔:中英对照/(英])更斯著;张宏中编译, 2005, 12. 德拉库拉/(英)Bram Stoker著;(英)Diane Mowat改写;商海燕译, 2003 13. “慷慨”号上的叛乱:[英文插图本]/[英]William Bligh[著];[郑红译注], 2002, 14. 远大前程:[英文插图本]/[英]Charles Dickens[著], 2002, 15. 双城记:[英文插图本]/[英]Charles Dickens[著], 2002, 16. 呼啸山庄/(英)勃朗特(Emily Bronte)著;(英)韦斯特(Clare West)改写;赵兵译, 199 17. 简爱=Jane Eyre/(英)Charlotte Bronte原著;Evelyn Attwood简写;陈小眉译, 198 18. 蝴蝶梦:中英对照/[英]达夫妮杜穆里埃著;周亮编译, 2005, 19. 生命之爱:英汉对照/(英)汉考克(Penny Hancock)著;黎松峭译, 2002, 20. 孤身复21. 仇记/(英)Alan Maley著;温向东译, 2002, 22. 海豚之歌:英汉对照/(英)Antoinette Moses著;石显富,黄秀云译, 2002, 23. 柯南道尔作品选:中英对照/[(英)柯南道尔(Arthur Conan Doyle)著];刘青译注, 200 24. 占有/(美)A.S.拜厄特(, 2000, 25. 简萨默斯的日记/(英)多丽丝莱辛(Doris Lessing)著, 2000, 26. 三十九级台阶/(英)John Buchan著;[英]Nick Bullard改写;王云译 27. 达罗卫夫人 [中译文]/(英)沃尔夫(Virginia Woolf) 著;(英)米弗姆(John Mepham) [注释 28. 莎士比亚名29. 篇赏析/黄必康编著, 2005.06, 30. 李尔王:中英文对照全译本/(英)莎士比亚著;朱生豪译, 2001, 31. 奥瑟罗:中英文对照全译本/(英)莎士比亚著;朱生豪译, 2001, 32. 四大喜剧:无事自扰仲夏夜梦威尼斯商人第十二夜:中英对照/[(英)莎士比亚著];梁实 33. 四大悲剧:马克白哈姆雷特李尔王奥赛罗:中英对照/[(英)莎士比亚著];梁实秋译, 34. 托马斯哈代的卡斯特桥市长/[美][K.索博尔]Ken Sobol著;刘芊,覃荣译, 1997, 35. 第十二夜 [中译文]=Twelfth Night/(英)莎士比亚(Shakespeare,W.)著;朱生豪译,杨小川 36. 仲夏夜之梦 [中译文]=A Midsummer Night's Dream/(英)莎士比亚(Shakespeare,W.)著;朱编, 2001, 37. 罗密欧与朱丽叶 [中译文]=Romeo and Juliet/(英)莎士比亚(Shakespeare,W.)著;朱生豪编, 2001, 38. 哈姆莱特 [中译文]=Hamlet/(英)莎士比亚(Shakespeare,W.)著;朱生豪译,杨小川编, 39. 无事生非 [中译文]=Much Ado About Nothing/(英)莎士比亚(Shakespeare,W.)著;朱生豪编, 2001, 40. 威尼斯商人 [中译文]=The Merchant of Venice/(英)莎士比亚(Shakespeare,W.)著;朱生编, 2001, 41. 麦克白 [中译文]=Macbeth/(英)莎士比亚(Shakespeare,W.)著;朱生豪看不42. 见的人 [

小说三要素

小说三要素:人物、情节、环境 小说情节四部分:开端、发展、高潮、结局 引号的作用:1、表引用(引用人物对话、诗文句等);2、表特定称谓(特殊含义);3、表否定、反语、讽刺等意味;4、表强调 省略号的用法:①表内容省略②表语言断续③表因抢白话未说完④表心情矛盾⑤表思维跳跃⑥表思索正在进行 破折号的用法:①表注释②表插说③表声音中断、延续④表话题转换⑤表意思递进 人物的描写方法:肖像描写、语言描写、行动描写、心理描写、细节描写、神态描写、正面描写与侧面烘托 外貌:描写了……的样子,表现了…… 语言:……的语言,生动、传神地展示了……内心,表现了…… 动作:用运……的词语,生动、准确地刻画了…… 心理:……等词语写出了……,表现了…… 描写景物的方法:动静结合(以动写静)、概括与具体相结合、由远到近(或由近到远) 写作方法、表现手法:联想、想像、象征、比较、对比、衬托(正衬、反衬)、烘托、先抑后扬、以小见大、托物言志、借物喻理(人)、寓理于物、状物(借景)抒情 象征通过某一特点的具体形象,表达某种人和某种社会现象的本质特点。 衬托以他体从正面、反面两个角度陪衬本体,突出本体的主要特征。 对比把两种相反的事物或一种事物相对立的两个方面作比较,鲜明的突出主要事

物或事物的主要方面的特征。 借景抒情通过描写具体生动的自然景象或生活场景,表达作者真挚的思想感情。借物喻人描写事物,突出其特点,并以此设喻,表现作者高尚的思想情操。 先抑后扬先否定或贬低事物形象,尔后深入挖掘事物特点及内在意义,再对事物予以肯定、褒扬,更突出地强调事物的特征。 中心思想概括:①写人为主:记叙了……赞扬了……表达了……? ②记事为主:记叙了……(批评了)歌颂了……表现了……? ③写景状物:采用了……手法,借助……描写,赞扬了……抒发了……? ④游记:描写了……表达了……感情? ⑤议论文:文章论述了……阐明了…… 比喻:……采用了比喻的修辞手法,描写了……,表现了作者对……的感情,形象生动。 拟人:……采用了拟人的修辞手法,将……赋与人的情感与性格来写,表现了作者对……的感情,十分形象,生动(或栩栩如生,逼真)。 夸张:……采用了夸张的修辞手法,描写了……,表达了作者……的情感,联想奇特,富于形象感。? 引用:增强语言说服力 排比:……采用了排比的修辞手法,描写了……的情景,集中地表达了作者……的感情,节奏明快,增强了语言的气势 设问:自问自答,引起读者思考,使文章有起伏。 反问:……采用了反问的修辞手法,用反问的句式把作者……的感情表达出来,语气更强烈,表达的思想也更强烈。使文章有起伏。? 对偶:……采用了对偶的修辞手法,描写了……,抒发了作者对……的感情,节

英美文学知识点总结(适用于英语专八)

Old English Literature 古英语文学 (450-1066年) Beowulf (贝奥武甫)---The first English national epic 中世纪英语文学(1066-1500) Geoffrey Chaucer(乔叟,c. 1343–1400) was an English poet. He is remembered for his The Canterbury Tales《坎特伯雷故事集》, called the father of English litera ture―英国文学之父‖William Langland (朗格兰,1330?-1400?),the author of the 14th-century English long narrative poem Piers Plowman《农夫皮尔斯》. 文艺复兴(16-17世纪) William Shakespeare (莎士比亚,1564-1616), English poet and playwright, his surviving works consist of 38 plays, 154 sonnets, two long narrative poems Venus and Adonis 《维拉斯和阿多尼斯》The Rape of Lucrece.《鲁克丽丝受辱记》 Shakespeare‘s greatest works: greatest tragedies are King Lear 《李尔王》,Macbeth《麦克白》,Hamlet《哈姆雷特》, Othello 《奥赛罗》,Romeo and Juliet 《罗密欧与朱丽叶》 grea t comedies: A Midsumme r Night‘s Dream《仲夏夜之梦》,As You Like It 《皆大欢喜》,The Merchant of Venice 《威尼斯商人》, Twelfth Night 《第十二夜》 great historical plays: Richard III 《理查三世》,Henry IV 《亨利四世》, Henry V 《亨利五世》, Henry VII 《亨利八世》 John Milton (弥尔顿, 1608-1674)was an English poet and civil servant for the Commonwealth of England. He is best known for his epic poem Paradise Lost《失乐园》, Paradise Regained《复乐园》Samson 《力士参孙》. 18世纪文学和新古典主义 Alexander Pope (浦柏,1688-1744 ) is generally regarded as the greatest English poet of the eighteenth century, best known for his satirical epigram 讽刺隽语and heroic couplet英雄双韵体.His major works include mock epic satirical poem An Essay on Man 《人论》and An Essay on Criticism 《论批评》 Daniel Defoe ( 笛福,1660—1731)was an English writer who gained enduring fame for his novel Robinson Crusoe《鲁滨逊漂流记》, spokesman for middle-class people Henry Fielding (菲尔丁, 1707 ---1754) ,an English novelist known for his novel:The History of Tom Jones. Jonathan Swift (斯威夫特,1667-1745), was an Anglo-Irish novelist, satirist. He is remembered for novel such as Gulliver‘s Travels《格列佛游记》. Richard Sheridan ( 谢立丹,1751—1816), Irish playwright ,known for his satirical play School of Scandal(造谣学校). He was a represntative writer of Comedies of Manners. Laurence Sterne (斯特恩,1713—1768 ), an English novelist. He is best known for his novel Tristram Shandy (《商第传》). Oliver Goldsmith (哥尔德斯密斯,1728-1774)English novelist, known for his novel Vicar of Wakefield (《威克菲尔德牧师传记》) Thomas Gray (托马斯?格雷1716—1771 ),an English poet, author of Elegy Written in a

相关文档
最新文档