文档库 最新最全的文档下载
当前位置:文档库 › 美国黑人文学中黑人身份解析

美国黑人文学中黑人身份解析

美国黑人文学中黑人身份解析
美国黑人文学中黑人身份解析

美国黑人文学中的黑人身份解析

摘要20世纪美国黑人小说在反映作家“双重意识”的同时,也在传达他们对美国黑人文化身份的思考。本文对美国黑人文学中的黑人身份进行解析,指出自20世纪中期以来,美国黑人作家们的创作及其创作出来的主人公们渐渐走出了“双重意识”的误区,观念上已经变成“我是美国人,又是黑人”的倾向,并以这个为定位开始人生奋斗。而作家的双重意识,形象生动地再现了美国黑人的文化心理。

关键词:美国黑人小说“双重意识”建构文化身份倾向

中图分类号:i106 文献标识码:a

在《黑人的奋斗》中,杜波伊斯第一次使用了“双重意识形态”这个概念。这个概念存在三个层次的含义:1、在黑人的形象总是以反派被定义的时候,黑人该怎么寻求自我;2、美国黑人处于社会底层,他们被戴着有色眼镜看待,他们要如何面对自己是美国人这一事实。3、其身为“非洲人”与“美国人”的身份定位产生的心理冲突。“双重意识形态”反映了美国黑人的一个主要问题,这个问题在黑人的奋斗史中始终困惑着他们,在建构美国黑人身份的历程中,成为了一道难以逾越的鸿沟,其内里的矛盾和苦难、追求和抗争,成为一个永恒的话题,供作家们探寻、定义黑人的阶层身份。

20世纪,美国黑人在法律层面上获得了平等自由,但这在后来被证明是一张空头支票,无法兑现,黑人们依旧无法享有公正的待遇,

美国黑人批评文学概述

美国黑人女性主义文学批评综述 摘要:美国黑人女性主义批评在20世纪70年代崛起并迅速发展,成为当代西方文学与批评领域的新思潮。它引入了性别、种族、阶级等共时性话语,并借鉴其它当代文学批评理论,建构了自己独特的文学特色,丰富了女性主义的内涵,不仅推动了当代女性主义文学批评、美国黑人文学批评的发展, 也是美国文学批评中不可或缺的一部分。 关键词:黑人女性主义;文学批评;性别;种族;阶级 (一) 女性主义运动在历史上经历了很长一段发展、成熟的过程。早在文艺复兴时期,薄迦丘、乔叟等人文主义者已开始呼吁家庭婚姻中的“男女平等”。1729年,英国的克雷弗特(Mary Wollstone Craft)发表了题为《女性权利》的论著。19世纪出现妇女解放运动的萌芽。20世纪初开始了更积极争取男女平等和选举权的运动,被称为西方女性主义运动的“第一次浪潮”。在这期间也出现了女性主义批评的声音。以弗吉尼亚·沃尔夫的《一间自己的屋子》(1929)为先声,西蒙.德.波伏娃(Simone de Beauvoir)1949年出版了《第二性》,大大深化了女性主义思想,这对以后的西方女性主义思潮产生了重要的引导作用。 20世纪60、70年代,西方的女性主义运动进入“第二次浪潮”,主要以反对男性在家庭的统治为核心,强调男女平等,鼓励妇女走出家庭,参加工作,实现经济独立。这个时期的女性运动主要是争取白人妇女的权利,白人女性主义者成为所有女性的代言人,她们把自己的生活经历和观点普适化,而忽略了黑人女性和其它第三世界女性的差异性。莫汉蒂在《在西方注视下:女性主义学术研究与殖民话语》一书中指出,西方女性主义者在提到“妇女”这个范畴时,不约而同的把它看作一个先验的、统一的、有一致利益和欲望的整体,而有意忽略它内部包含阶级、种族、文化等差异。美国的白人妇女很难将黑人妇女视为平等的姐妹,甚至很难视她们为女人,这就导致了白人女权主义者不可能真正站在黑人妇女的立场上为她们谋求福利。 20世纪60、70年代正值美国黑人民权运动的高潮,它强调黑人的团结,旨在唤起黑人大众的民族意识和自豪感,最终解放黑人种族,但事实上它所关注的对象主要是黑人男性,忽略了存在于种族内部的性别歧视和性别压迫,忽视了黑人妇女的存在和要求。在这两次运动中,“黑人”成了黑人男性的代名词,而“妇女”一词则成为白人妇女的专利,“所有的女性都是白人,所有的黑人都是男性” 黑人女性地位一直处于双重边缘状态。 早在19世纪30、40年代,美国黑人女性就开始了争取女性权利的斗争。主要代表有;

九年级语文下册《黑人谈河流》优化教案 人教新课标版

《黑人谈河流》教学设计 【教学目标】 1.了解莱蒙托夫、休斯的经历及其创作。 2.领略诗歌深厚的文化底蕴。 3.理解诗中的艺术形象,感受诗人的爱国思乡情怀。 4.品味诗歌语言,展开丰富的联想和想象,体会诗歌的内涵。 【教学重点】 1.了解诗歌的文化背景。 2.理解诗中的艺术形象及诗人由此抒发的思想情感。 【教学难点】因民族文化背景不同,准确地把握诗人的意念和情绪并深入诗中的意境。【教学方法】诵读法、合作研讨法 【课时安排】1课时 【教学内容及教学步骤】

一、导入新课 学生活动 同学们,爱国主义是诗歌的永恒主题,更是诗人永恒歌唱的心声。在我国诗歌长河中是这样,在外国优秀的作品中也不乏其例。今天,我们就一起走进《黑人谈河流》,去聆听美国诗人休斯的爱国心声。(板书文题、作者) 边听边想,引起注意 二、简介作者及写作背景 休斯(1902~1967)美国黑人诗人、小说家,美国黑人文艺复兴运动的领导者,被誉为“黑人桂冠诗人”。休斯写过小说、剧本、自传和新闻速写,以诗歌方面的成就最为突出。他创作了十多部诗集,比较重要的有《哈莱姆的莎士比亚》《单程票》《延迟的梦之蒙太奇》等。休斯的创作植根于美国黑人生活,对他们痛苦生活给予同情,讴歌他们美好的情感,颂扬了他们源远流长的文化传统。诗歌的主题思想有积极的社会意义,休斯创造性地把黑人民歌艺术引进诗歌创作,吸收了黑人爵士音乐和布鲁斯民歌的形式和手法,形成了轻松活泼豪迈奔放的风格,对美国黑人诗歌的发展具有深远的影响。 听简介,了解作者及背景 三、研读《黑人谈河流》 1.学生自由诵读全诗,整体感知诗意。

教师提示:这首诗在语言结构上。长句、短句互相交错,参差起伏;四个排比句,上半句结构相似,下半句发生变化,均不相同。这样的变化既有结构整齐均衡的一面,又有诗行形式上的跳跃,也不失节奏上的宫商之声。 自由朗读全诗,感知诗意 2.学生合作研讨。 (1)诗人想通过谈“河流”来表达什么样的思想感情? 教师点拨, (2)“我的灵魂变得像河流一般深邃”应该怎样理解?这句诗两次出现有什么表达效果? 分小组讨论这些问题 (3)全诗的艺术构思是跳跃的,但又有严密的思维逻辑。请归结诗歌内在的思维逻辑。 然后发表见解,互为补充 根据学生发言,教师归纳明确: (1)在《黑人淡河流》一诗中,“河流”是个高度凝练的意象。我们可以将其理解为历史的象征。黑人对河流的追溯,就是对自身历史的追溯。就是对祖先和故土的寻根。

(完整版)美国文学课后答案

1.Why did Franklin write his Autobiography? Franklin says that because his son may wish to know about his life, he is taking his one week vacation in the English countryside to record his past. He also says that he has enjoyed his life and would like to repeat it 2.What made Franklin decide to leave the brother to whom he had been apprenticed? His brother was passionate, and had often beaten him. The aversion to arbitrary power that has stuck to him through his whole life .After a brush with the law, Franklin left his brother. 3.How did he arrive in Philadephia? First he set out in a boat for Amboy, the boat dropped him off about 50 miles from Burlington, the next day he reached Burlington on foot, in Burlington he found a boat which was going towards Philadelphia, he arrived there about eight or nine o’clock, on the Sunday morning and landed at the Market Street wharf. 4.What features do you find in the style of the above selection? It is the pattern of Puritan simplicity, directness, and concision(言简意赅). The narrative is lucid(易懂的), the structure is simple, the imagery is homely(朴素的). 二、Questions 1.How many characters does Poe include in The Cask of Amontillado? What are these names? Montresor, Fortunato and Luchesi 2. What drink are the French most famous for? Wine 3.Does Montresor have something of great value to him which we might consider to be his treasure? His pride and the pride of his French family heritage. Perhaps his devious plot of revenge. 4.Does Montresor seem to have much respect for Italians? Montresor does not have much respect for Italians. He feels the French are superior, especially with respect to wine. 5.What was Fortunato's insult? Poe does not tell us directly, but only implies it in the third paragraph 6.Which wine does Montresor use to lure Fortunato into the catacombs? "Amontillado" (the Spanish wine; Montresor's ruse to lead Fortunato down into the catacombs. 7.Why does Montresor entertain Fortunato with wines from his collection? Montresor wants to get Fortunato drunk enough to be able to trap him in his plan of vengeance. 8.In what two ways does Montresor imprison Fortunato? He fetters (chains and locks) Fortunato to the wall of the catacombs. He builds a wall to close Fortunato off in a small corner of the catacombs, where Montresor will leave him to die. 9.In what ways is The Cask of Amontillado grotesque? First, which of Montresor's actions are abnormal? The whole obsessive plot of vengeance. The fettering and entombment of Fortunato. Montresor's sick sense of humor. 10.Is there anything grotesque about Fortunato? His obsession with alcohol. His drunkenness. His tendency to berate Luchesi (he may have been drunk and may have insulted Montresor in a similar

5. 二十世纪黑人文学

The Twentieth-Century Black American Literature二十世纪黑人文学 I. The Rise of Black American Literature The literary achievement of African-Americans was one of the most striking literary developments of the post-Civil War era. In the writing of Booker T. Washington, Charles Waddell Chesnutt, Paul Laurence Dunbar, and others, the roots of black American writing took hold, notably in the forms of autobiography, protest literature, sermons, poetry, and song. 1. 华盛顿B.T. Washington Profile (1856.4.5,美国弗吉尼亚州富兰克林县~1915.11.14,亚拉巴马州塔斯基吉) born April 5, 1856, Franklin county, Va., U.S. died Nov. 14, 1915, Tuskegee, Ala. U.S. educator and reformer. 美国教育家和黑人领袖。出生于一个奴隶家庭,在黑奴解放后举家迁往西弗吉尼亚州。9岁

起即开始工作,后就学于弗吉尼亚州汉普顿师范和农业技术专科学校(1872~1875),并在该校工作过。1881年获选担任塔斯基吉师范学校校长,这是一所新设的黑人师范学校。他成功地使该校成为著名的学院(参阅塔斯基吉大学[Tuskegee University])。在当时他可能是最突出的黑人领袖。他认为其黑人同胞借由受教育以改善经济状况,比争取全面公民权及政治力量更能替黑人赢得平等的公民待遇。这个颇受争议的论点即著名的《亚特兰大种族和解声明》。他的著作有自传《出身奴隶》(1901)。 Born into slavery, he moved with his family to West Virginia after emancipation. He worked from age nine, then attended (1872–75) and joined the staff of the Hampton (Va.) Normal and Agricultural Institute. In 1881 he was selected to head the Tuskegee Normal and Industrial Institute, a new teacher-training school for African Americans, and he successfully transformed it into a thriving institution (later Tuskegee University). He became perhaps the most prominent African American leader of his time. His controversial conviction that African Americans could best gain equality in the U.S. by improving their economic situation through education rather than by demanding equal rights was termed the Atlanta Compromise. His books include Up from Slavery(1901). Major Works Up from Slavery (1901)《出身奴隶》, autobiography 2. 杜波伊斯W.E.B. Du Bois (1868.2.23,美国马萨诸塞州大巴灵顿~1963.8.27,加纳阿克拉) born Feb. 23, 1868, Great Barrington, Mass., U.S. died Aug. 27, 1963, Accra, Ghana U.S. sociologist and civil-rights leader. He received a Ph.D. from Harvard University in 1895. Two years later he accepted a professorship at Atlanta University, where he conducted empirical studies on the social situation of African Americans (1897–1910). He concluded that change could be attained only through agitation and protest, a view that clashed with that of Booker T. Washington. His famous book The Souls of Black Folk appeared in 1903. In 1905 Du Bois founded the Niagara Movement, the forerunner of the NAACP. In 1910 he left teaching to become the NAACP's director of research and editor of its magazine, Crisis (1910–34). He returned to Atlanta University in 1934 and devoted the next 10 years to teaching and scholarship. After a second research position with the NAACP (1944–48), he moved steadily leftward politically. In 1951 he was indicted as an unregistered agent of a foreign power (the Soviet Union); though a federal judge directed his acquittal, he was by then completely disillusioned with the U.S. In 1961 he joined the Communist Party, moved to Ghana, and renounced his U.S. citizenship. 美国社会学家和黑人民权领袖。获哈佛大学博士学位后,开始深入美国黑人环境领导实地的

黑人英语

黑人英语 全屏 发表时间:2013-5-10 11:30:25 浏览:6 评论:0 引言上世纪70年代社会语言学的研究成果中,把黑人英语描绘成贫穷和愚昧的象征,否定了它的文化意义。黑人英语一般指的是那些居住在美国南部和其他地区大城市里,处于社会底层的黑人所讲的英语。并不是所有黑人都讲黑人英语,而讲黑人英语的绝大多数是黑人。美国黑人英语(Black American English)是和美国标准英语( Standard American English)相对而言的。很多语言学家也把这种语言变体称作Black English, Black Vernacular English, 或者Afro-American Vernacular English。 黑人英语的产生和发展与黑人的历史,政治,经济和文化有很紧密的联系。一般来说,它的发展经历了四个阶段:洋泾滨语阶段,克里奥语阶段,克里奥语解体化阶段和独立语言阶段。早期的黑奴贸易,美国社会的种族歧视政策以及母语迁移等都促进了黑人英语在美国的特殊社会环境中产生和发展。黑人英语是一种特殊的英语变体, 也是黑人文化的重要组成部分,它在语音、词汇、语法上有明显不同于标准英语的特征,了解黑人英语的主要特征将促进我们对黑人英语语言及文化的了解。 二.黑人英语主要特点 1.语音 1). “th”的发音。在标准英语中“th”有两个音,而在黑人英语中,依据它在词中出现的位置以及清浊辅音,它一共有五个音。a. 词头清辅音th发成t音。例如, “thin”发成“tin”, “thanks”发成“tanks”。 b. 词头浊辅音th发成d音。例如, “the”, “that”, “those”分别发成“duh”, “:dat”, “dere”。c. 词中清辅音和浊辅音th分别发成f

美国的黑人文化

浅谈美国的黑人文化 摘要:黑人文学理论黑人美学文化民族主义 在美国黑人文化中,非洲文化的影响不可忽视。非洲文化的传播与延续,一方面源于其自身的活力,另一方面是由于奴隶贸易客观上并不能完全拆散非洲的同一文化群体,而这为非洲文化的传播与延续提供了条件。当然,非洲文化因素在美国并非原来意义上的非洲文化,它借助美国黑人的创造精神和适应能力,在新的环境下经过了种种变化,成为美国黑人文化的重要组成部分。 文化是个广义的定义,就狭义方面来讲,美国的黑人文化体现在文学、音乐、舞蹈等各个领域,下面我们就先来了解一下美国黑人文化在文学方面的发展状况。 20年代中期,在抵抗种族主义的大环境中,爆发了张扬黑人文化及种族肤色的哈莱姆文艺复兴运动(Harlem Renaissance)。这一运动以艾伦·洛克(Alain Locke)的文集《黑人新生代》于1925年的出版为标志。与杜波依斯不同,洛克认为应该用文学来重构美国黑人的社会身份,黑人文学艺术的使命在于重新阐释和塑造黑人的自我形象。洛克认为黑人文学不仅和其他非洲文化运动有着密切的联系,而且和世界其他种族或文化民族主义与在艺术、文化和政治上取得的新成就也有着或隐或显的联系。“这种强调新黑人的新艺术、新风格、新追求,重技巧、重自由创作而轻作品的政治使命的宣言式的理论,反映了当时黑人政治和文学艺术上的主要思潮,对哈莱姆文艺复兴时期的黑人作家有着极大的影响”(王家湘,1998)。在写于1927年的《黑人创作的蓝图》一文中,理查德·赖特(Richard Wright)指出黑人文学创作应该从表现中产阶级黑人的理想和挫折转移到下层市民的愤怒和不满。一时间,赖特式的抗议文学大量出现,“抗议”成为黑人文学批评的重要标准。出于种种复杂的历史原因,写作行为对于黑人作家来说一直是一种政治行为,所以他们的文学基本上是“抗争”式的。

黑人谈河流

《黑人谈河流》 一、教学目标 知识目标: 1.休斯的经历及其创作。 2.领略诗歌深厚的文化底蕴。 能力目标: 1.理解诗中的艺术形象,感受诗人的爱国思乡情怀。 2.品味诗歌语言,展开丰富的联想和想象,体会诗歌的内涵。 3.体会诗歌或平实中见真情,或深邃中显自豪的特点。 德育目标: 培养学生爱国情感和健康高尚的审美情操。 二、教学重点 1.了解诗歌的深厚文化背景。 2.理解诗中的艺术形象及诗人由此抒发的思想情感。 三、教学难点 由于民族文化背景不同,准确地把握诗人的情感并深入诗中的意境。 四、教学过程 [教学要点] 了解诗人简历及写作背景,诵读、研讨、理解诗歌内容。 [教学步骤] 一、导语设计

让我们来轻松一下,做一道有意思的连线题: 幼发拉底河流域泰姬陵 尼罗河流域秦始皇陵兵马俑 恒河流域金字塔 黄河流域巴比伦的空中花园 ………… 现在同学们从连线中,有没有观察到一个内在的联系:即古文明与河流同在,哪里有大河,哪里就有古代灿烂的文明,可见文明离不开河流,河流孕育文明。今天我们要学的一篇课文也跟河流,跟大河有关,跟古文明有关。 (板书:黑人谈河流休斯) 二、资料助读 投影: 休斯(1902~1967)美国黑人诗人、小说家,美国黑人文艺复兴运动的领导者,被誉为“黑人桂冠诗人”。 休斯写过小说、剧本、自传和新闻速写,以诗歌方面的成就最为突出。他创作了十多部诗集,比较重要的有《哈莱姆的莎士比亚》《单程票》《延迟的梦之蒙太奇》等。 休斯的创作植根于美国黑人生活,对他们痛苦生活给予同情,讴歌他们美好的情感,颂扬了他们源远流长的文化传统。诗歌的主题思想有积极的社会意义,休斯创造性地把黑人民歌艺术引进诗歌创作,吸收了黑人爵士音乐和布鲁斯民歌的形式和手法,形成了轻松活泼豪迈奔放的风格,对美国黑人诗歌的发展具有深远的影响。

美国文学题_答案

III Multiple choice (20%) 1. Anne Bradstreet was a Puritan poet. When her poems were published in England, she became known as the “______” who appeared in America. A Ninth Muse B Tenth Muse C Best Muse D First Muse 2. ______ is the sometimes exaggerated use of local language, characters and customs in regional literature. A purple prose B waste-land imagery C local color D symbolism 3. The Fitzgeralds lived so extravagantly that they frequently spent more money than F. Scoot Fitzgerald earned for parties, liquor, entertaining their friends and traveling. It was this living style that nicknamed the decade of the 1920s as _______. A The Jazz Age B The Gilded Age C The Glorious Age D The Beat Age 4. ___________ was a reaction to the ideas of the Age of Reason and the Enlightenment. A Romanticism B Realism C Naturalism D Modernism 5. Although only few of her poems were published in her lifetime and a complete collection of them didn’t appear until the 1950’s, _____ had a major impact on 20th century poetry. A Anne Bradstreet B Gertrude Stein C Emily Dickinson D Amy Lowell 6. Who of the following is NOT a 20th century American poet? A Henry Wordsworth Longsfellow B Amy Lowell C Ezra Pound D Robert Frost 7. Mark Twain, one of the greatest 19th century American writers, is well known for his ______. A International theme B Waste-land imagery C Local color

当代美国黑人女权主义文学批评理论.

2003年12月学术交流Dec.,2003 总第117期第12期Academic Exchange Serial No.117No.12 当代美国黑人女权主义文学批评理论 修树新 (东北师范大学外国语学院,吉林长春130024 [摘要]美国黑人女权主义文学批评理论自20世纪70年代开始蓬勃发展。这一时期涌现了一批优秀的批评家。芭芭拉?史密斯、奥吉?劳德、爱丽斯?沃克、芭芭拉?克里斯汀等代 表人物各自从不同的侧重点阐发了黑人女权主义批评的理论和方法。她们的理论、观点体现 了黑人女权主义批评的两大任务———寻找、建构一个内涵丰富的黑人女性文学传统;考察并 消除文学作品中有关黑人女性气质和黑人女性神话中的女性形象的刻板模式。 [关键词]当代;美国黑人;女权主义;文学批评 [中图分类号]I106[文献标识码]A[文章编号]1000-8284(200312-0165-03 20世纪70年代,美国黑人女权主义文学批评异军突起,成为评论界一支不可忽视的力量,和英美派、法国派并驾齐驱。黑人女权主义批评的崛起有着必然的历史原因。首先,黑人妇女遭受着双重压迫,即来自白人世界的种族歧视和黑人世界的男性压迫。出于这种特殊体验而写出的黑人文学作品必然和白人女性及男性的作品存在着显著的差异。其次,在男权中心社会中,黑人女性文学一直被忽视、曲解或视为异端。直到20世纪70年代,黑人女性形象在评论中仍被歪曲、排斥;甚至到了70年

代末期,各类版本的文选选集要么对黑人女作家的作品闭口不谈,要么就对像佐拉?尼尔?赫斯顿(Z ora Neale Hur2 ston这样的黑人女性文学史上重要的先驱轻描淡写,几笔带过。即使大多数当代的女权主义文学批评对黑人女性作品的关注也不够。“由于黑人女批评家和作家意识到白人男性和女性,黑人男性都在将自己的经验作为标准而视黑人妇女的经验为异端,这就促成了黑人女权主义批评的诞 生。”[1](P3561974年在美国文学界发生了两大标志性的事件。一是《黑人世界》(Black W orld特刊上发表了朱恩?乔丹(June Jor2 dan和玛丽?海伦?华盛顿(Mary Helen Washington的文章,封面登有佐拉?尼尔?赫斯顿的照片;另一件是爱丽斯? 沃克(Alice Walker的《寻找我们母亲的花园》(In Search of Our M other s’G ardens在MS杂志上的发表。这两件事为黑人女权主义批评的蓬勃发展拉开了序幕。芭芭拉?史密斯、奥吉?劳德、爱丽斯?沃克、芭芭拉?克里斯汀等代表人物从不同的侧面,系统地研究并阐述了黑人女权主义批评理论。 黑人女权主义批评最重要的代表人物之一芭芭拉?史密斯(Barbara Smith在《黑人女性主义批评的萌芽》(T oward a Black Feminist Criticism开篇便指出,没有一个黑人女权主义批评角度,黑人女性作品不但会被误读,长此以往,这些作品终将被毁掉。黑人女权主义批评方法必须承认这样一个前提:在黑人女性作品中,性政治以及种族、阶级的政治是相互交织、密不可分的。其次,黑人女权主义批评家应致力于探求黑人女性作品没有体现的与黑人女性身份未曾感受到的性与种族的政治。再次,女权主义文学批评必须承认黑人妇女悠长的历史,还应旨在发掘黑人女作家的“不同”。史密斯强调黑人女权主义批评理论的立足点应是“自治”但不是“隔离”;应该是和各种女性主义理论的对话和结合。她通过对大量的黑人女作家作品的分析,揭示了她们在文本、主题、意象等方面形成的不同于白人、男性作家的共性, [收稿日期]2003-09-17 [基金项目]吉林省哲学社会科学规划研究资助项目(2003088 [作者简介]修树新(1969-,女,吉林德惠人,东北师范大学外语学院讲师,妇女研究中心成员,硕士,从事英美文学研究。

美国文学选读诗歌赏析

One’s Self I Sing This poem was published as “Inscription”in Leaves of Grass (1867) and given its present title in 1871. According to Whitman’s plan, the poem is printed first in his book. As the title is “One’s Self,”not “Myself”, this already forms the bond between the reader and writer which again it’s what he is conveying in the poem. In the first stanza, the speaker sings of a simple separate person, but the alliteration lends more powerful symbolism to the words. The repetition seems to indicate that perhaps what he sings is not so simple at all. The poem celebrates the “simple, separate Person”as a physical, moral, intellectual, emotional, and aesthetical being, but declares that when he sings of himself, he uses the “word En-masse”to show that he represents the modern man. While he is one voice, he is speaking for a lot of people. In the second stanza, the theme changes when the poet refers to the spirit and physical body, and wisdom. Whitman tells us that he speaks for all colors, classes and creeds. He seems to be telling us to live together like one, accepting all. All organs in the body need others to function properly. No person can live without relying on the complete system. In the last stanza, the poet hammers us with alliteration. Though modern man fights for his freedom and individuality, the greatest freedom he has is his right to live. Altough Whitman consistently celebrated an average man, he was probably feeling his unique qualities. Divided between faith in democratic equality and belief in the individual rebel against society’s restrictions, he combined the figure of the average man and the superman in his conception of himself. He certainly differed in the hypersensitivity that made him as zealous in pursuing emotional freedom through love as he had been in pursuing social freedom in democracy. He differed also in his frequent, forceful declarations of his democratic love for man (The Female equally with the Male I sing), and he has been considered a homosexual. Fire and Ice Desire and hate, believed by some to be the two largest faults of the human race. Robert Frost explains these two ideas in only nine lines. “Fire and Ice”is a perfect example of juxtaposition between fire and ice, or, desire and hate. Both are believed to destroy a person if they succumb to its hold. Frost begins with saying that some believe the world will end in fire, some believe ice. In other words, some believe that those who desire too much will perish; others believe that hating so much as to put their whole self into it will have the same result. Frost did not mean that having either of these faults meant physical death, more of a death of the spirit. Those who desire things such as power or wealth soon think of nothing else and lose all touch with everything around them; those who hate never enjoy life and lose touch with what truly matters in life. With either one, the

爱党青年和谐版美国文学答案

Literary terms这部分的答案均来自星火《英美文学》一书,质量高 1.Transcendentalism: is literature,philosophical and literary movement that flourished in New England from about 1836 to1860. It originated among a small group of intellectuals who were reaching against the orthodoxy of Calvinism and the rationalism of the Unitarian Church, their own faith centering on the divinity of humanity and the natural world instead. Transcendentalism derived some of its basic idealistic concepts from romantic German philosophy, and from such English authors as Carlyle,Coleridge, and Wordsworth. The ideas of transcendentalism were most eloquently expressed by Ralph Waldo Emerson in such essays as Nature and Self-Reliance and by Henry David Thoreau in his book Walden. 2.American naturalism:this term was created by Emile Zola. Charles Darwin’s evolutionary theory played an important role in naturalism. In the works off naturalism,characters were conceived as complex combinations of inherited attributes and habits conditioned by social and economic forces. At the end of the 19th century,this pessimistic form of realism appeared in America. Naturalism attempted to achieve extreme objectivity and frankness. Characters in the works of naturalism were dominated by their environment and heredity. Naturalism emphasized:the world was around;men had no free will;religious “truth” were illusory;the destiny of human beings was misery in life and oblivion in death. The dominant figures in naturalism were Stephen crane,Frank Norris, Jack London and Theodore Dreiser. 3.The lost generation: included the young English and American expatriates as well as men and women caught in the war and cut from the old value and yet unable to come to terms with the new era when civilization had gone mad. These writers adopted unconventional style of writing and reacted against the tendencies of the older writers in the 1920s. The term came from Gertrude Stein who said in Hemingway's presence that “you are all a lost generation.” 4.Jazz age: the novelist F. Scott Fitzgerald coined the term "Jazz Age" retroactively to refer to the decade after World War I and before the stock market crash in 1929, during which Americans embarked upon what he called "the gaudiest spree in history". Jazz Age is inextricably associated with the wealthy white "flappers" and socialites immortalized in Fitzgerald's fiction. 5.Free verse: is a poetry that has an irregular rhythm and line length and that attempts to avoid any predetermined verse structure, instead, it uses the cadences of natural speech. While it alternates stressed and unstressed syllables as stricter verse forms do, free verse does so in a looser way. Whitman's poetry is an example of free verse at its most impressive. It has since been used by Ezra Pound, T.S. Eliot and other major American can poets of the 20th century. 6. The iceberg analogy: The Iceberg Theory is a writing theory by American writer Ernest Hemingway, as follows:if a writer of a prose knows enough about what he is writing about he may omit things that he knows and the reader,if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. 这部分来自星火的为:3,7,8, 来自课本为:1,4,9 来自网络为:2,5,6大家自取之 1.Poe's Poetic Ideas A.His conviction that the function of poetry is not to summarize and interpret earthly experience, but to create a mood in which the soul soars toward supernal beauty. B.He insists that poetry must be disembarrassed of that moral sense. C.Poe believes that the elevation of excitement of the soul should be “the poetic principle” thus poetry must concern itself only with “supernal beauty”. D.Poe defines poetry as “the rhythmical creation of beauty” a definition gi ving unexampled emphasis upon the importance of the rhythmical or musical element in poetry.

相关文档
相关文档 最新文档