英国文学简史复习重点.docx
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英国文学简史复习重点.docx
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1.Byronichero:
withimmensesuperiorityinhispassionsandpowers,thisByronicherowouldcarryonhisshoulderstheburdenofrightingallthewrongsinacorruptsociety,andwouldrisesingle-handedlyagainstanykindsoftyrannicalruleseitheringovernment,inreligion,orinmoralprincipleswithunconquerablewillsandinexhaustibleenergies.Theconflictisusuallyoneofrebelliousindividualsagainstoutwornsocialsystemsandconventions.E.g.GeorgeByron“DonJuan”
2.Conceit:
In literature,a conceit isan extendedmetaphor withacomplex logic thatgovernsapoeticpassageorentire poem.In Englishliterature thetermisgenerallyassociatedwiththe17thcentury metaphysicalpoets,anextensionofcontemporaryusage.Inthe metaphysical conceit,metaphorshaveamuchmorepurely conceptual,andthustenuous,relationshipbetweenthethingsbeingcompared.E.g.JohnDonne“TheFlea”
3.Englishrenaissance:
The EnglishRenaissance wasa cultural and artisticmovement inEnglanddatingfromthelate15thtotheearly17thcentury.ThebeginningoftheEnglishRenaissanceisoftentaken,asaconvenience,tobe1485.Renaissancestyleandideas,however,wereslowtopenetrateEngland,andthe Elizabethanera inthesecondhalfofthe16thcenturyisusuallyregardedastheheightoftheEnglishRenaissance.E.g.ThomasMore“Utopia”WilliamShakespeare“Hamlet”
4.RomanticisminEnglishpoetry:
attheturnofthe18thand19thcenturiesromanticismappearedinEnglandasanewtrendinliterature.ItroseandgrewundertheimpetusoftheIndustrialRevolutionandFrenchRevolution.In1798ColeridgeandWilliamWordsworthjointlypublishedthe“LyricalBallads”,whichmarkedthebeginningofromanticisminEngland.(Romanticismwasanartistic,literary,andintellectualmovementthatoriginatedinEuropetowardtheendofthe18thcenturyandinmostareaswasatitspeakintheapproximateperiodfrom1800to1850.)E.g.WilliamBlake“TheLamb”RobertBurns“ARed,RedRose”
5.Dramaticmonologue:
inliterature,itreferstotheoccurrenceofasinglespeakersayingsomethingtoasilentaudience.RobertBrowning’s“MyLastDuchess”isatypicalexampleinwhichtheduke,speakingtoanon-respondingaudiencerevealsthereasonsforhisdisapprovalofthebehaviorofhisformerduchessandsometyrannicalandmercilessaspectsofhisownpersonality.
6.Streamsofconsciousness:
itisapsychologicaltermindicating“thefluxofconsciousandsubconsciousthoughtsandimpressionsmovinginthemindatanygiventimeindependentlyoftheperson’swill.”Inthe20thcentury,undertheinfluenceofFreud’stheoryofpsychologicalanalysis,anumberofwritersadoptedthe“streamofconsciousness”methodofnovelwriting.E.g.VirginiaWoolfMrs.Dalloway
7.Epiphany(顿悟):
Deepthoughtsthatmightbegainedthroughincidentsandcircumstanceswhichseemoutwardlyinsignificant.It’sJoyce’stheory.E.g.JamesJoyceDubliners
8.CriticalrealisminEnglish:
Englishcriticalrealismofthe19thcenturyflourishedinthefortiesandintheearlyfifties.ThecriticalrealistsdescribedwithmuchvividnessandgreatartisticskillthechieftraitsoftheEnglishsocietyandcriticizedthecapitalistsystemfromademocraticviewpoint.E.g.CharlesDickensGreatExpectationsDavidCopperfield
WilliamBlake“TheTyger”
“SongsofExperience”
Theme:
God’screativity
Tone:
rational
Rhythm:
blacksmithing
Image:
mysteriousaugust
Sixquatrainsinrhymedcouplets;themeterisregularandrhythmic;fromtheperspectiveofamoreexperiencedperson
GeorgeBernardShaw:
Hewasan Irish playwright andaco-founderofthe LondonSchoolofEconomics.Shawwasagainst“artforart’ssake.”Hewrote,“Forart’ssakeIwillnotfacethetoilofwritingasentence.”Shawwasafriendofprogressivemankind.Hesupportedtheforcesofrevolutionanddemocracyintheirstruggleagainstimperialismandreaction.
Mrs.Warren’sProfessionisoneofthePlaysUnpleasant.UnpleasantitistothebourgeoispublicbecauseShawattackedinitthevicesofcapitalistsociety.Heshowsthatundertheguiseofbourgeoisrespectabilityhorriblecrimesandcorruptionareconcealed.InthisplayShawaccusesthebourgeoisofmakingprofitbyfosteringprostitution.Mrs.Warren’sownlifeexperienceasawholecannotrepresentthatoftheordinary,sufferingpoorwomenincapitalistsociety.
“Iwonderedlonelyasacloud”—WilliamWordsworth
Alyricpoem;fourstanzasofsixlines;alliteration;
Masculinerhymein“a,b,a,b,c,c”;rhythmscheme:
ababcc, efefgg, hihikk, lmlmnn
Healsoachievesmusicalqualitybythemanagementofalliteration(e.g.“Thatfloatsonhigho’ervalesandhills”inline2and“Besidethelake,beneaththetrees”inline5)andassonance(e.g.“beneaththetreesinline5”and“Theystretchedinnever-endingline”inline9)andconsonance(e.g.“valesandhills”inline2).Hearrangeshispoeminlinesofiambictetrameterinthemainwithalternationofiambictrimeter.
“IWanderedLonelyasaCloud”isapoemaboutnature.Withhispureandpoeticlanguage,Wordsworthbringsusintoabeautifulworldwheretherearedaffodils,treesandbreeze.Wefollowthepoetateveryturnofhisfeelings.Wesharehismelancholywhenhe“wanderedlonelyasacloud”andhisdelightthemomenthisheart“withpleasurefills”.Wecometorealizethegreatpowerofnaturethatmayinfluenceourlifedeeplyasrevealedinthepoem.
Wordsworth,inthepoem,alsoemploysfigurativelanguagetoevokenotonlythevisualeffectbutalsotheemotionalresponse.(E.g.inline1,thepoetmakesacomparisonbetween“Iwanderedlonely”and“acloud”bytheuseofsimile,thusconveystoushislonelyandmelancholymoodwiththeimageof“cloud”.Inline7,healsoamplifiesthevisualeffectbytheuseofanothersimile“Continuousasthestarsthatshine…”toevokeoursenseof“daffodils”withtheimageof“stars”twinklingonthemilkywaywhichisfamiliartousall.Hegoesfurthertoimpressuswiththeimageofcountlessdaffodilswithanoverstatementinline9“Theystretchedinnever-endingline”).Besides,naturalthingsarealsoendowedwithhumanbeing’scharactersbythepoet’ssubtleuseofpersonification.(e.g.“Tossingtheirheadsinsprightlydance”“Thewavesbesidethemdanced”)therefore,aswereadthepoem,webecomeawareofthepoet’sdeeplovetowardnaturethroughhislovelyandvividdescriptionaboutnaturalthingswithhisfigurativelanguage.
Term:
relaxed,positive
“OdetotheWestWind”—PercyByssheShelley
Theodeisalyricpoemdealingwiththesofttheme.Thepoemexpresseshisdesireforfreedomandhisresolutiontosacrificeforthestruggleforfreedom.
Rhythmscheme:
ababcbcdcdedeewritteniniambicpentameter.
Thefirststanzabeginswiththe alliteration ‘wildWestWind’(1.1).Theformoftheapostrophemakesthewindalsoapersonification. Inthelastlineofthiscantothewestwindisconsideredthe‘Destroyer’becauseitdrivesthelastsignsoflifefromthetrees,andthe‘Preserver’ forscatteringtheseedswhichwillcometolifeinthespring.
Thatmaybewhyheislookingforwardtothespringandasksattheendofthelastcanto‘IfWintercomes,canSpringbefarbehind?
’.Thisisofcoursearhetoricalquestionbecausespringdoescomeafterwinter,butthe"if"suggeststhatitmightnotcomeiftherebirthisstrongandextensiveenoughandifitisnot,anotherrenewal—spring—willcomeanyway.Thusthequestionhasadeepermeaninganddoesnotonlymeanthechangeofseasons,butisareferencetodeathandrebirthaswell.Italsoindicatesthatafterthestrugglesandproblemsinlife,therewouldalwaysbeasolution.Itshowsustheoptimisticviewofthepoetaboutlifewhichhewouldliketheworldtoknow.
TheLifeandSurprisingAdventuresofRobinsonCrusoe—DanielDefoe
Anadventurestory
Quality:
asenseofrealitylifelikeness
Theme:
glorifieshumanlabor.Laboristhesourceofprideandhappiness
Robinsonisanindividuallaborer,thenbecameamaster,untilatlastacolonizer.Heistheprototypeofthepioneercolonist;isatypical18thcenturyEnglishmiddle-classman.Heiscapable,energetic,courageous,self-reliant,andpersistent.
ThecharacterofRobinsonCrusoeisrepresentativeoftheEnglishbourgeoisieattheearlierstagesofitsdevelopment.Heismostpracticalandexact,alwaysreligiousandatthesametimemindfulofhisownprofit.Robinson’severyvoyageisconnectedwithsomecommercialenterprise.Heownsaplantationwherecoloredslavesareexploited.Defoe’sbourgeoisoutlookmanifestsitselfinthefactthathedoesnotcondemnNegro-slaveryinhisbook.ThoughRobinsonlaborsforhisownexistence,yetassoonasanativemakeshisappearanceontheisland,Robinsonassumestheroleofamaster.“Master”isthefirstwordFridaylearnsfromRobinson.Hereliescolonizationingerm.
ThebestpartofthenovelistherealisticaccountofthesuccessfulstruggleofRobinsonaloneagainstthepitilessforcesofnatureontheisland.
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