英国文学及作品选读复习笔记整理.docx
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英国文学及作品选读复习笔记整理.docx
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英国文学及作品选读复习笔记整理
PartonePre-ClassicismTheMiddleAges(449--1485)
GeneralColorsofEnglishLiterature:
1.Elegantandstandardinlanguage;2.Melancholyandironicalinstyleorintone;3.Conventionalandconservativeinthematicconcernandinliterarythoughts.
MainLiteraryAchievements
1.TheAnglo-SaxonPeriod
Beowulf--England’snationalepic
ItwellrevealsthefeaturesofAnglo—SaxonEnglish,suchas1)wideuseofalliteration,2)metaphorsandunderstatements,3)mixtureofpaganandChristianelements.
Alliteration:
Twoormorewordsinaphraseorlinehavethesameinitialsound.
2.TheAnglo-NormanPeriod
1)TheRomances
SirGawainandtheGreenKnight
2)EnglishBallads(PopularBallads)
“ThecharacterofRobinHoodismany—sided.Strong,braveandclever,heisatthesametimetender-heartedandaffectionate…Butthedominantkeyinhischaracterishishatredforthecrueloppressorsandhisloveforthepooranddowntrodden.”(LiuBingshan,20)
3)TheMedievalDrama
3.GeoffreyChaucer(1340—1400)
Chaucer’smaincontributionstoEnglishliterature(language)canbefoundfromlanguageaspect.1)ItisChaucerwhoformallyfinishedtheblendofthreelanguages,Anglo-SaxonEnglish,Norman’sFrenchandLatintoshapetheearlyformofmodernEnglish.ItishewhofirstusedLondonDialectEnglishinformalwriting,anditisduetohiswritingthatmodernEnglishbecametheonlynationallanguageacceptedbyallEnglishpeople.2)BasedonhisapplicationofLondonDialectEnglishinhiswritings,Englishbecameabridgebetweenliteratureandthegreatpublic.3)Firstuseof“heroiccouplet”(therhymedcoupletof5accentsiniambicmeter/therhymedcoupletofiambicpentameter)4)HedevotedamasterpieceTheCanterburyTalestoEnglishliterature,whichremainsaclassicwithsufficientheritageinbothlanguageandartisticachievements.
4.TheCanterburyTales(GeneralPrologue)
1)Itssocialsignificance:
TheCanterburyTalesismorethanamerecollectionoftrue-to-lifepictures.Takingthestandoftherisingbourgeoisie,Chauceraffirmsmenandwomen’srighttopursuetheirhappinessonearthandopposesthedogmaofasceticismpreachedbythechurch.
Asaforerunnerofhumanism,hepraisedman’senergy,intellect,quickwitandloveoflife.Histalesexposeandsatirizetheevilsofthetimeandattackthecorruptionofthechurch.(LiuBingshan,28)
2)samplereading
•Theysuggestastateofstrength,vigor,vitality,lifeandimplythereturnoflife.
•StudyonImages:
•Incategory,wecanclassifytheimagesinthispartintofourgroups
1.Showers,liquidareconcernedwithwaterorrainthatbecomesthesourceoflifeandvitality;
2.Root,bud,flowers,woodandfieldarethesignsoflivingthingswhichsuggestthereturnoflife;
3.Zephyrs,sun,birdsarethelivingthingswhicheitherbringsaboutorengenderslifeorthereallifeform;
4.Palmers,pilgrimsandpeoplearethewakenpeoplewhoarehopefulandpious,longingforbetterfutureanddedicatingtothemartyredsaint.
3)FeaturesofChaucer’sWriting:
a:
Simpleandexpressivelanguage;b:
Optimistictone;c:
Thematicconcern–therisingandadvancingsociety.
ParttwoTheEnglishRenaissance(1485-1660)
Renaissance:
rebirthoflearning
I:
BackgroundInformation
1.Historically,wehavetopayattentiontothefollowingeventsinthisperiod:
1)HenryⅦcametopowerin1485;2)HenryⅧ’sbreakwiththeRomeCatholicsin1533(ProtestantReformation);3)VictoryoverSpainbydefeatingSpanishArmadain1588.
2.Economically,wehavetorememberthesefacts:
1)TheEnclosureMovement(“SheepDevouredMen”);2)Theexpansionoftheterritory.
3.Culturally,wehavetobeawareofthefollowingfacts:
1)JamesⅠauthorizedthepublicationoftheBible2)ThePuritanRevolution3)TheRenaissance:
a)Historicalsignificanceb)“Threeworships”c)Maintraits
a)HistoricalSignificance:
Itsignifiedthebeginningofthedisruptionoffeudalsystemandbecameamovementagainstfeudalismandhierarchyastimewenton.Itwasthegreatestprogressiverevolutionthatmankindhassofarexperienced,atimewhichcalledforgiantsandproducedgiants–giantsinpowerofthought,passion,character,inuniversalityandlearning.---Engels
b)“ThreeWorships”:
Classicalworks;Humanism;Scienceandknowledge
⏹TheloveofclassicswasbutanexpressionofthegeneraldissatisfactionatCatholicandfeudalideas....AnotherfeatureoftheRenaissanceisthekeeninterestintheactivitiesofhumanity.PeopleceasedtolookuponthemselvesaslivingonlyforGodandafutureworld.Thinkers,artistsandpoetsarose,whogaveexpression,sometimesinanoldguise,though,tothenewfeelingofadmirationforhumanbeautyandhumanachievement,afeelinginasharpcontrastwiththeology.Humanismisthekey-noteoftheRenaissancewhichreflectedthenewoutlookoftherisingbourgeoisclass.(LiuBingshan:
34)
⏹Whatapieceofworkisaman!
Hownobleinreason!
Howinfiniteinfaculty!
Informandmovinghowexpressandadmirable!
Inactionhowlikeanangel!
Inapprehensionhowlikeagod!
Thebeautyoftheworld!
Theparaganofanimals!
⏹人是一件多么卓越的精品:
多么高贵的理性!
多么伟大的力量!
多么优越的仪表!
多么文雅的举动!
在行为上多么象一个天使!
在智慧上多么象一个天神!
宇宙的精华!
万物的灵长!
(《哈姆雷特》)
II:
MainLiteraryAchievementsoftheTime
1.MainFigures:
ThomasMore(1478-1535)EdmundSpenser(1552-1599)ChristopherMarlowe(1564-1593)BenJonson(1562-1637)WilliamShakespeare(1564-1616)FrancisBacon(1561-1626)JohnDonne(1573-1631)JohnMilton(1608-1674)JohnBunyan…
2.SomeLiteraryTerms
1)UniversityWits:
ItisappliedtoagroupofwriterswhoflourishedinLondoninthelasttwentyyearsorsoofthe16thcentury.ThemostnotablewereMarlowe,Nashe,GreeneandLylywhoallgraduatedfromeitherOxfordorCambridge,andwhofavoredusingeuphuismandextravaganceinwriting.
2)ComediesofHumors:
Itisappliedtoaformofdramafashionableinthelateofthe16thandtheearlyofthe17thcentury.Itissocalledbecauseitpresentedcharacterswhoseactionswereruledbyaparticularpassion,traitorhumor.TheleadingfigureofthisformisBenJonsonandhisplayEveryManinHisHumorisoneofthetypical.
3)MetaphysicalPoets:
Thisisatermappliedtoagroupofseventeenthcenturypoets,suchasJohnDonne,GeorgeHerbertandAndrewMarvell.Theysharedsomefeaturesinwriting,forexample,theyfavoredusingconceitsandhyperboles,theylikedtodevelopsomepeculiarthemesbutdidn’tliketoberestrainedbystrictrhythm.
3.EdmundSpenser(1552-1599):
--poets’poet
⏹SpenseristhefirstmastertomakeModernEnglishthenaturalmusicofhispoeticeffusions.
⏹SpenserhasheldhispositionasamodelofpoeticalartamongtheRenaissanceEnglishpoets,andhisinfluencecanbetracedintheworksofMilton,ShelleyandKeats.
⏹“FaerieQueen”:
Thedominatingthoughtsofthepoemarenationalism,humanism,andPuritanism,alltypicalofthepoet’sage(Wang:
40).
⏹His“FaerieQueen”ismeanttoedifythroughallegorywhichgetsmoreandmorecomplexasthebooksgoon….Heisamastermusicianandagreatpainter.(Liu:
48)
4.Shakespeare
1)FourperiodsofShakespeare’sdramaticcomposition:
a)Theexperimentalperiodb)Theperiodofcomediesandhistoriesc)Theperiodoftragediesd)Theperiodofdramaticromance
2)ChiefAchievementsandFeaturesofShakespeare’sDrama
Shakespeare’ssuccessesasagreatplaywrightchieflyrestonthefollowingfiveaspects:
a)Theprogressivesignificanceofhisthemes.Livinginthetransitionalperiodfromfeudal-ismtocapitalism,ShakespearepaintsinhisdramaafaithfulpanoramaofthedeclineofoldfeudalnobilityandtheriseoftheTudormonarchy,whichrepresentedtheinterestsoftheEnglishbourgeoisie.Moreover,hedistilledintohisdramathehumanisticspiritoftheRenaissance,andhisdramabecomesanexpression,amonumentoftheEnglishRenaissance.b)Lifelikecharacters--hissuccessfulcharacterportrayalc)Hismasterhandinconstructingplaysd)Theingenuityofhispoetrye)HismasteryofEnglishlanguage
3)SampleReadingofShakespeare’s“Sonnet18”
a)HistoricalApproach:
“The16thcenturyinEnglandwasaperiodofthebreakingupoffeudalrelationsandtheestablishingofthefoundationsofcapitalism.”(WuWeiren)
b)Characterstudy---AnalysisofHamlet(AnalysisofHamlet’smelancholyanddelay)
⏹“Hamletisoneoftheseveralidealists(orRenaissancehumanistsassomecriticswouldhaveit)createdbyShakespeareasanembodimentofthepoet’sownideals.”(ChenJia)
⏹“Hamletisahumanist,amanwhoisfreefrommedievalprejudicesandsuperstitions.”
c)Analysisofthesoliloquy:
ⅰHamletisinaseriousconflictorcontradiction,(tobeornottobe;thatisthequestion);ⅱHamletisinagreatmelancholyandheissensitiveandalert;ⅲHamletbelievesmoreinthelifethantheafterlife;ⅳHamletisverycautiousandthoughtful;ⅴHamlethasaveryperceptivemindatthecrueltyandhardshipsofthelifeorthesociety.
5.FrancisBacon:
1)FrancisBaconandhisessaysThefounderofEnglishmaterialistphilosophy.ThefounderofmodernscienceinEngland.“Essays”havewonpopularityfortheirprecision,clearness,brevityandforce.2)Samplereading:
OfStudies(partialanalysis)
6.JohnDonne(1573-1631)andhisMetaphysicalPoetry
1)MetaphysicalPoets:
Thisisatermappliedtoagroupofseventeenthcenturypoets,suchasJohnDonne,GeorgeHerbertandAndrewMarvell.Theysharedsomefeaturesinwriting,forexample,theyfavoredusingconceitsandhyperboles,theylikedtodevelopsomepeculiarthemesbutdidn’tliketoberestrainedbystrictrhythm.
2)Readingandanalysis(AValediction:
ForbiddingMourning)
⏹Valediction-afarewell,butastrongermeaningthanthat:
Valed
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