《英美文学选读》应用EnglishLiterature.docx
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《英美文学选读》应用EnglishLiterature.docx
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《英美文学选读》应用EnglishLiterature
《英美文学选读》应用EnglishLiterature
ChapterOneTheRenaissancePeriod
I.Shakespeare’ssonnets
1.Withafewexceptions,ShakespearewriteshissonnetsinthepopularEnglishformofthreequatrainsandacouplet.Thecoupletusuallytiesthesonnettooneofthegeneralthemes,leavingthequatrainsfreetodevelopthepoeticintensity.
2.Thesonnet’smostcommonthemesconcernthedestructiveeffectsoftime,thequicknessofphysicaldecay,andthelossofbeauty,vigor,andlove.Althoughthepoemscelebratelife,theyarealwayswithakeenawarenessofdeath.
3.Hissonnet18expressesthatbeautifulthingscanrelyontheforceofliteraturetoreacheternity.Literatureiscreatedbyman,thusitdeclaresman’seternity.Thepoemshowsthemightyself-confidenceofthenewlyclass.Thevivid,variableandrichimagesreflectthelivelyandadventurousspiritsofthosewhowereopeningnewworld.
II.Shakespeare’sAMerchantofVenice
1.Theme
(1)Justicevs.mercy:
Shakespearesuggeststhatallmenshouldbemerciful.Thereisafurtheraspectofjustice—theinjusticerevealedintheChristians’treatmentoftheJews.
(2)Appearancevs.reality:
e.g.superficialorexternalbeautyvs.moralorspiritualbeautyortruth(inthecaseofthreecaskets);thelettersoflawvs.thespiritofthelaw.
(3)Commercialormaterialvaluesvs.love:
Trueloveismuchmoreworthwhilethanmoneyandmaterialvalues.AntonioepitomizestrueloveinhisfriendshipforBassanio.
2.ThecharacteranalysisofShylock
ShylockisaJewishusurer,andheisatragic-comiccharacter.
Heiscomicbecausehefinallybecomestheonepunishedbyhisownevildeed.Heisavaricious.Heaccumulatesasmuchwealthashecanandheevenequateshislostdaughterwithhislostmoney.Heisalsocruel.Inordertorevenge,hewouldratherclaimapoundoffleshfromhisenemyAntoniothangetbackhisloan.
Heistragic,becauseheisthevictimofthesociety.AsaJew,heisnottreatedequallybythesociety.Thelawisharshtohim.Hehastomakeasmuchmoneyashecaninordertoprotecthim.HeisabusedbyAntonio,sohewantstogetrevenge.
III.ThecharacteranalysisofHamlet
Hamletisascholarandawarrior.Hisfatherhasbeenkilledbyhisuncle,Claudius,whothentakethethroneandmarrieshismother.Hamletisinformedbytheghostofhisfathertotakerevenge,buttheweaknessofindecisivenessorindeterminationinhischaracteralwaysdelayhisaction,andfinallyleadstohistragicfallofdeath.Hamletisnotamanofaction,butamanofthinkingatfirst.Hehesitatesatsomecrucialmoments.Atlastwhenheisforcedtotakesomeactions,hedoeskillClaudiusgloriously,buthealsosacrificeshisownlife.
V.Milton’sParadiseLost:
1.Structure:
ThestoryistakenfromtheOldTestament.ItextendschronologicallyfromtheexaltationofChristbeforethecreatureofuniversetothesecondcomingofChrist.Geographically,itrangesovertheentireworld.
2.ThecharacteranalysisofSatan:
Hehasthestrength,thecourageandthecapacityforleadership,buthedevotedallthosequalitiestoevil.HisdefianceofGodshowshisegoisticpride,hisfalseconceptionoffreedom,andhisalienationfromallgood.Hisownevilanddamnationgivehimpotentiallytragicdimensions.Therefore,SatanisenvelopedindramaticironybecausehefightinignoranceoftheunshakablepowerofGodandgoodness.
3.Features:
Parallelandcontrast
Thecentralconflictandcontrastbetweengoodandevilareintensifiedbythecontrastbetweenheavenandhell,lightanddarkness,loveandhate,reasonandpassion,etc.
ChapterTwoTheNeo-classicalPeriod
III.ThesocialsatireofJonathanSwift’sGulliver’sTravels
TheaccountofLilliputianlife,especiallythegamesforpeopleatcourt,alludestothesimilarridiculouspracticesortricksintheEnglishgovernment.ThedescriptionofthecompetitioninthegamesbeforetheroyalmembersleadstothefactthatthesuccessofthosegovernmentofficialssuchasthePrimeMinisterliesnotintheirbeinganywiserorbetterbutintheirbeingmoredexterousinthegame.ThisalludestothepracticesinEngland.AndthepompouswordssingingoftheLilliputianemperorridiculethearistocraticarroganceandvanity.
IV.HenryFieldingandhisTomJones
Itisagoodexampleof“comicepicinprose”.FieldingdescribesthefightbetweenMollyandthevillagersandherfistfightwithGoodyBrowninthegrandstyleoftheHomericepic.HefirstofallcallsontheMusestoassisthiminrecountingthefightasifitwereofgreathistoricalimportance.LikeHomerwhowouldlistnamesofgodsinvolvedinthebattle,heliststhenamesofthevillagers.HetreatsMollyasagreatheroatbattle,an“Amazonianheroine”.Besides,heusesamock-epictoneandseemsverysolemnaboutwhatheisdescribing.Heusesformalwordsandrefinedlanguage.Finally,hemakesuseofdifferentfiguresofspeech,particularly,ironyandhyperbole.
ChapterThreeTheRomanticPeriod
I.Wordsworthandhis“Iwanderedlonelyasacloud”
Thepoemiscrystalclearandlucid.Belowtheimmediatesurface,wefindthatalltherealisticdetailsoftheflowers,thetrees,thewaves,thewind,andalltherealisticdetailsoftheactivejoy,areabsorbedintoanover-allconcretemetaphor,therecurrentimageofthedance.Theflowers,thestars,thewavesareunitsinthisdancingpatternoforderindiversity,oflinkedeternalharmonyandvitality.Throughtherevelationandrecognitionofhiskinshipwithnature,thepoethimselfbecomesasitwereapartofthewholecosmicdance.
II.Shelleyandhis“OdetotheWestWind”
Inthepoem,Shelleyeulogizesthewestwindasapowerfulphenomenonofnaturethatisbothdestroyerandpreserver.Thewindenjoysboundlessfreedomandhasthepowertospreadmessagesfarandwide.ThekeynoteinthepoemisShelley’sever-presentwishforhimselfandhisfellowmentosharethefreedomofthewestwind,rememberingmeanwhilehisownandcommonhumanmiseries.Andthedominantmoodisthatofhoperatherthandespair,asthepoetishopingfortherealizationofthefreedomandjoy.Theoptimismexpressedinthelasttwolinesshowthepoet’scriticalattitudetowardtheuglysocialrealityandhisfaithinabrightfutureforhumanity.
IV.ThecharacteranalysisofElizabethinJaneAusten’sPrideandPrejudice
ElizabethisabeautifulyoungladyintheBennets.Sheisintelligent,contrastingherempty-minded,snobbishandvulgarmother.Sheisawomenofdistinctcharacter.Sheisnotpassive,butpursuehertruelovebravely.SheturnsdownMr.Collin’smarriageproposalandseekingherhappinesswithDarcy,theoneshepossessestrueaffectionforher.Sheisalsocourageous.WhenDarcy’sauntladycomestoforceherintoapromiseofneverconsentingtomarryDarcy,sheboldlychallengesherauthority,contemptandarrogance.Onthewhole,Elizabethisatypicalimageofthegood,attractiveladyinthe19thcentury.
ChapterFourTheVictorianPeriod
I.ThefeaturesofCharlesDickens
1.Hiscriticalrealism:
Whilestickingtotheprincipleoffaithfulrepresentationofthe18th-centuryrealistnovel,hecarriedthedutytothecriticismofthesocietyandthedefenseofthemass.
2.Heisamasterstoryteller.Withhisfirstsentence,heengagesthereader’sattentionandholdsittotheend.
3.Whathewritesismainlythemiddleandlower-middleclasslifeinLondon.
4.Heisamasteroflanguagewithalargevocabularyandanadeptnesswiththevernacular.
5.Heisagreathumoristaswellasagreatpainterofpathos.Healwaysminglesthetwotomakehisfictionalworldrealistic.
6.Hischaractersarenotonlytruetolifebutalsolargethanlife.Therearebothindividualcharactersandtypecharacters.
II.CharlotteBronte’sJaneEyre
1.Theme:
ThenovelsharplycriticizesthereligioushypocrisyofcharityinstitutionslikeLowoodSchool,wheregirlsaretrainedtobehumbleslaves.Itrebukesthesocialdiscriminationandfalseconventionaboutloveandmarriage.Besides,thenovelisamoralfable.Ittellsusthatpeoplehavetogothroughallkindsofphysicalormoralteststoobtaintheirfinalhappiness.
2.ThecharacteranalysisofJaneEyre:
JaneEyreisanorphanchildwithafieryspiritandalongingtoloveandbeloved.Sheispoorandplain,butshedarestolovehermaster,amansuperiortoherinmanyways,asalittlegoverness.Sheisbraveenoughtodeclaretothemanherloveforhim.Shecutsacompletelynewwomenimage.Sherepresentsthosemiddle-classworkingwomenwhoarestrugglingforrecognitionoftheirbasicrightsandequalityasahumanbeing.
III.EmilyBronte’sWutheringHeight
1.Thenovelisanextraordinarymovinglovestory:
thepassionbetweenHeathcliffandCatherineisthemostintense,beautiful,andthemosthorriblepassionseverfoundamonghumanbeings.
2.Itisalsoaworkofcriticalrealism.Heathcliffisabused,rejectedanddistortedbythesocietyonlybecauseheisapoororphanofobscureparents.Hesuffersallkindsofinhumantreatmentafterthedeathofhisbenefactor.HelovesCatherinedearlybutforcedtobeseparatedfromher.So,Heathcliff’scruelrevengeuponhisenemiesisjustifiedinaway.
3.Theauthormakesclearthatitiswrongtodiscriminateonthebasisofsocialstatus,anditiscruelanddestructivetobreakgenuine,naturalhumanpassions.AlthoughCatherineandEdgar’smarriageisidealintheeyesofthewholeneighborhood,herloveforHeathcliffishardandeverlasting.
ChapterFiveTheModernPeriod
I.ThefeaturesofShaw’splays:
1.Problemplays:
Hetookthemodernsocialissuesashissubjectwiththeaimofdirectingsocialre
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