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美国文学选段分析题

美国文学选段分析题
美国文学选段分析题

美国文学选段分析题

Passage 1

I celebrate myself, and sing myself,

And what I assume you shall assume,

For every atom belonging to me as good belongs to you.

I loafe and invite my soul,

I learn and loa, fe at my ease observing a spear of summer grass. Questions:

1.These are the first two stanzas in the first section of a long poem entitled

2.The name of the poet is___________ .

3.Who is the poet celebrating? Whom do lines 2 ~ 3 also include in the celebration?

4.What is the verse structure?

5.Take the fifth line as a hint, can you write out the name of the poet' s completed collections of poems?

Passage 2

Because I could not stop for Death—

He kindly stopped for me—

The Carriage held but just Ourselves—Questions:

1.Who is the writer of these lines?

2.In which category would you place this poem?

A. narrative

B. dramatic

C. lyric

3.Emily Dickinson is noted for her use of_____________ to

achieve special effects.

A. perfect rhyme

B. exact rhyme

C. slant rhyme

Passage 3

It is impossible to conceive of a human creature more wholly desolate and forlorn than Eliza, when she turned her

footsteps from Uncle Tom' s cabin.

Questions:

1.This is taken from a famous novel. What is the name of

the novel?

2.What is the name of the writer?

3.Who is Uncle Tom?

Passage 4

Tom Sawyer stepped forward with conceited confidence and soared into the unquenchable and indestructible "Give me

liberty or give me death" speech, with fine fury and frantic gesticulation, and broke down in the middle of it. A ghastly stage fright seized him, his legs quaked under him, and he was like to choke. True, he had the manifest sympathy of the house----------- but he had the house' s silence, too, which was even worse than its sympathy. The master frowned, and this completed the disaster. Tom struggled awhile and then retired, defeated.

Questions:

1.Which novel is this passage taken from?

2.Who is the author?

Passage 5

I took the sack of corn meal and took it to where the canoe was hid, and shoved t, he vines and branches apart and put it in; then I done the same with the side of bacon; then the whisky-jug. I took all the coffee and suga, r there was, and all the ammunition; I took the wadding; I took the bucket and gourd; took a dipper and a tin cup, and my old saw and two blankets, and the skillet and the coffee-pot. I took fish-lines and matches and other things—everything that was worth a cent. I cleaned out the place. I

wanted an ax, but there wasn' t any, only the one out at the woodpile, and 1 knew why I was going to leave that. I fetched out the gun, and now I was done.

Questions:

1.Which novel is this passage taken from?

2.Analyse the language style of this passage.

Passage 6

On his bench in Madison Square, Soapy moved uneasily. When wild geese honk high of nights, and when women without sealskin coats grow kind to their husbands, and when Soapy moves uneasily on his bench in the park, you may know that winter is near at hand.

Questions:

1.This passage is taken from a short story

entitled____________ .

2.The author's name is William Sidney Porter. What is his pen name?

Passage 7

Isabel always felt an impulse to pull out the pins; not that she imagined they inflicted any damage on the tough old parchment, but because it seemed to her her aunt might make better use of her sharpness. She was very critical herself-it was incidental to her sex, and her nationality but she was very sentimental as well, and there was something in Mrs. Touchett' s dryness that set her own moral fountains flowing.

"Now what' s your point of view?" she asked of her aunt. "When you criticize everything here you should have a point of view. Yours doesn' t seem to be American you thought everything over there so disagreeable. When I have mine; it' s thoroughly American!"

"My dear young lady", said Mrs. Touchett, "there are as many points of view in the world as there are people of sense to take them. You may say that doesn't make them very numerous. American? Never in the world; that' s shockingly narrow. My point of view, thank God, is personal!" Isabel thought this a better answer than she admitted; it was a tolerable description of her own manner of judging, but it would not have sounded well for her to say so.

Questions:

1.This passage is taken from a well-known novel. What is the name of the novel?

2.Who is the author of this novel?

3.Make a brief comment on the heroine Isabel Archer.

4.What is Jamesian theme?

Passage 8

He went back to the text and lost himself. He did not notice that a young woman had entered the room. The first he knew was when he heard Arthur' s voice saying:

"Ruth, this is Mr. Eden."

The book was closed on his forefinger, and before he turned he was thrilling to the first new impression, which was not of the girl, but of her brother' s words. Under that muscled body of his he was a mass of quivering sensibilities. At the slightest impact of the outside world upon his consciousness, his thoughts, sympa-thies, and emotions leapt and played like lambent flame. He was extraordinarily receptive and responsive, while his imagination, pitched high, was ever at work establishing relations of likeness

and difference. "Mr. Eden," was what he had thrilled to—he who had been called "Eden" or "Martin Eden" or just "Martin" all his life. And "Mister!" It was certainly going some, was his internal comment. His mind seemed to turn, on the instant, into a vast camera obscure.

Questions:

1.What is the name of the novel from which this passage is taken?

2.Whom does the first word "He" refer to?

3.Who is the author of this novel?

Passage 9

When a girl leaves her home at eighteen, she does one of two things. Either she falls into saving hands and becomes better, or she rapidly assumes the cosmopolitan standard of virtue and becomes worse. Of an intermediate balance, under the circumstances, there is no possibility. The city has its cunning wiles, no less than the infinitely smaller and more human tempter. There are large forces which allure with all the soulfulness of expression possible in the most cultured human. The gleam of a

thousand lights is often as effective as the persuasive light in a

wooing and fascinating eye. Half the undoing of the

unsophisticated and natural mind is accomplished by forces wholly superhuman. A blare of sound, a roar of life, a vast array of human hives, appeal to the astonished senses in equivocal terms. Without

a counsellor at hand to whisper cautious interpretations, what

falsehoods may not these things breathe into the unguarded ear!

Unrecognised for what they are, their beauty, like music, too often relaxes, then weakens then perverts the simpler human perceptions.

Questions:

1.From which novel is this paragraph taken?

2.Who is the author of this novel?

3.How do you understand "the cosmopolitan standard of

virtue"?

4.Is there any naturalist tendency in this passage?

Passage 10

At length as the craft was cast to one side, and ran ranging along with the White Whale’s flank, he seemed strangely oblivious of its advance—as the whale sometimes will---and Ahab was fairly

within the smoky mountain mist, which, thrown off from the whale’s spout, curled round his great Monadnock hump; he was even thus close to him; when, with body arched back, and both arms lengthwise high-lifted to the poise, he darted his fierce iron, and his far fiercer curse into the hated whale.

Question:

1.From which novel is this paragraph taken?

2.What is the name of the novelist?

3.What is the theme of the novel?

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One “His shadow lies heavier than any other man's on of his fellow Americans said, this young nation.”D.Thomas Paine B. Benjamin Franklin C. Thomas Jefferson A. John Smith 3. Romantics put emphasis on the following EXCEPT __A____. D. individualism C. intuition B. imagination A. common sense The Raven was written in 1844 by __B______ 4. B. Edgar Allan Poe A. Philip Freneau D. Emily Dickinson C. Henry Wadsworth Longfellow 5. The ship __C____ carried about one hundred Pilgrims and took 66 days to beat its way across the Atlantic. In December of 1620, it put the Pilgrims ashore at Plymouth, Massachusetts. D. Titanic C. Mayflower B. Armada A. Sunflower D____ is a tremendous chronicle of a whaling voyage in 6. Melville's novel __ pursuit of a seemingly supernatural white whale. Moby Dick D. C. White Jacket A. Typee B. Omoo 7. As a philosophical and literary movement, __D____ flourished in New England from the 1830s to the Civil War. D.Transcendentalism C.Sentimentalism B.Rationalism A.Modernism 8. The theme of original sin is fully reflected in ___A______. B. Sister Carrie A. The Scarlet Letter The Old Man and Sea D. C. The Great Gatsby 9. In all his novels Theodore Dreiser sets himself to project the ___B___ American values. For example, in Sister Carrie, there is not one character whose status is not determined economically. 页1 第 A. Puritan B. materialistic C. psychological D. religious 10. Realism was a reaction against____B__ or a move away from the bias towards

(完整word版)《美国文学选读》课程标准

《美国文学选读》课程标准 一、课程性质与任务 美国文学选读是英语专业高年级的选修课。它与英美文学史密切结合,使学生在接触到浩繁的文学作品的同时,可以对繁杂的文学现象加以整理和梳理,并形成自己阅读文学作品的习惯,开阔视野,在学习过程中把握正确的理解文学作品的方法。美国文学选读通过向学生介绍文学作品及其作品创作的历史文化背景,培养学生阅读文学作品的兴趣,增强语感,增进学生对美国社会、历史、文化以及生活习俗的了解,提高他们对西方文学的欣赏能力及批评能力。 二、课程教学目标 1.知识目标 1)文学知识:通过本课程的学习,学生应深入、直观地理解各个时期的美国文学作品,把握其思想、语言及创作技巧上的特点;另外,还应对美国的文学评论流变具备相对清晰的认识。 2)语言知识:本课程是通过介绍不同文体的文学作品,深化学生对英语语言的认知、理解和应用的能力。并通过对不同时期英语原文资料的阅读和解析,以一种更加直观的方式了解这门语言的发展。 2.能力目标 1)文学作品鉴赏能力:通过作者作品的讲解,学生可以对作品的社会历史价值和艺术价值进行评价,培养并提高自我的鉴赏能力; 2)语言表达能力:通过课堂和课下阅读及评价任务的完成,学生的口头和书面表达能力能够得到全面的提高; 3)思辩能力:课上小组讨论环节和presentation环节能够激发学生的思辩能力,助其开拓思路,同时也为以后对英语的有效使用打下基础。 3.素质目标 1)文学文化修养:本课程作为英语专业高年级学生的素养课,旨在培养学生对美国文学及文化的理解,可以使学生以直观的方式全面接触这种语言和文化,并形成独立的开放的文化观,进一步强化其跨文化意识; 2)基本的研究素质:本课程通过对文学评论的介绍和讲解向学生传授文学鉴赏的不同视角,可使其具备基本的文学研究素质; 3)文学翻译的基础:本课程通过对文学作品的细读向学生介绍文字背后的人文、历史、政治、哲学及美学等因素,可为文学翻译课程提供较好的材料,并做好前期准备。 三、课程基本信息和内容要求

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