第一篇：英美文学考试心得
英美文学方向年研究生入学考试初、复试总结
(一) 政治与二外
首先，要对这两门副科对于我们考研的意义有清醒的认识。按照南大的规矩，凡是超过复试线的考生，这两门副科的成绩便被剔除，仅根据后两门专业课的总和来确定考生在复试名单中的排名。这造成一种印象，似乎这两门课不必太过重视，应付一下就可以了。这是一种错误的印象，因为这两门课的成绩对于应试者能否进入复试线有重大的影响，决不可忽视。这两门课成绩的作用，就象是捆绑式火箭上的助推器，如果这两门考得太差，主发动机(亦即专业课成绩)再强大，也必受其拖累，使自己在竞争中处于不利境地。考后有研友曾写电子邮件与我交流，其总分为340多，后两门专业课成绩总和在200分以上。而今年进入复试的最后两名同学的后两门专业课成绩均不足200分。但南大规定的复试线总分要求要达到350分，这位研友仅以数分之差而与复试机会失之交臂，殊为可惜!!!由此可见两门副科的重要性。
对于政治课的备考，要针对各个科目的特点，全面复习和掌握。政治课主要有四大组成部分，即马克思主义哲学、马克思主义政治经济学、毛泽东思想概论与邓论和三个代表思想。其中，哲学与政经逻辑性强，一定要以理解为主，辅以必要的记忆，才能有好的复习效果;毛概的逻辑性较差，而邓三的逻辑性最差，所以这两门课的记忆成分较大。我们被迫去学这些东西，这是在上者羁束在下者的一种思想强制，这实在是一件悲哀的事情。但我们无力改变，就当喝中医的汤药，为了自己的前途强自忍耐吧。政治的备考，哲学和政经一定要以深入阅读教材内容(我用的是“红宝书”)为主;毛概和邓三则要以熟悉和记忆为主。这两大类课程，可辅以必要的做题练习(我用的是任汝芬系列的系列二)。但习题只是帮助我们检查和巩固对于教材内容的理解和记忆的，切勿颠倒主次，必须以读书为本。另外关于政治辅导班，我因为是第一次考研，心里总觉得不托底，报名上了任汝芬老师的辅导班，包括七月中旬的强化班、十二月的冲刺班和元月的点睛班。实际上的时候多有逃课发生，包括最后的所谓点睛班。我的体会是，政治辅导班的作用几乎是零，完全可以忽略不计。这种辅导班可能对于哲学和政经这两门课基础差的同学有一定的帮助。大家可以根据自己的实际情况选择是上还是不上辅导班。
对于二外，南大放得很松，学校的本意应当是希望考生将精力放在专业课上，不要希冀利用二外去拉分。我的二外是德语。假设07年的二外难度与06年持平，考生只需掌握上下两册的《德语速成》中的课文与练习就应当可以对付考试了，不需要购买南大指定的北京大学出版社出版的《德语教程》前三册。
(二) 基础英语与文学专业课
所谓“基础英语”与“专业英语”的划分，除了其内容自然有别之外，是人为形成的，并不是那么截然。每一位参加了文学专业课考试的同学都知道，除了第一部分根据所给引文列出作者和作品的名字这样的“客观题”以外，第
二、三部分每道题的答案都是一篇小短文。我们在回答时，自然要运用自己英文的书面表达能力，这正是“基础英语”要考察的核心能力之一。可以说，要答好文学考卷，除了透彻地理解和掌握学校指定的参考书目外，良好的英文书面表达能力是至为关键的。有研友曾与我交流，说每道题目都有感触，但苦于无力用英文准确地表达之。这有力地说明了“基础英语”与“专业英语”的关系。这两门课实际是相互渗透的。我们在阅读文学篇章的时候，何尝不是在提高自己的“基础英语”呢?而我们在为巩固和提高自己的英文基本功而阅读好的英文散文时，何尝不是在提高自己
的文字鉴赏水平，从而也是在提高我们的“专业英语”呢?我个人的备考体会是，所谓“基础英语”如果视为一门独立的考试科目，则专门花费在这个上面的时间和精力在整个备考总的付出中所占比例很小，而且这门“课程”的准备完全可以采取“随兴之所至，取文辞自觉可观者而览之”的原则，不必抱太强烈的目的性。读书本来就应当是一件乐事，贵在能“涵泳其间”。选看一些自己喜欢的英文散文，做到“习而不辍”，保持与新鲜的语言材料的接触，斯足矣!文学课的备考，必须以对学校指定的参考书目的透彻理解和全面把握为基础，因为150分的文学考卷中，基于参考书目的就占到了100分。只有真正做到了透彻的理解和把握，才能比较勾连不同的文学选篇，才能对考题所涉及的选品内容有深入的见解。今年的文学考卷第三部分是两道分值均为25分的对所给引文的评述题，灵活性最大，是学校藉以拉开考生差距的手段。对于其中的第二道题目，即关于维多利亚时代的文学与现代文学的关系的评述题，前帖已备述之，兹不赘言。这里想着重谈一下自己对第三部分第一道题目的感受。这道题我只记得大意，似乎是讲美国文学作品有一种教育功能，可使读者了解到美国社会的风俗习惯，风土人情等等。这道题目在应试时答得很差，首先我很讨厌这种观点，觉得很干瘪和乏味。在这样的情绪之下，自然也觉得思维枯涩，难以为文，只是敷衍地答了一下。这道题我的预期分值不超过5分，实际上老师给我3分我也觉得赚了。可以说把这道题基本放弃了。前一段我才回过这个题的味道来。假如现在让我答，我会以这样的思路去组织答案:这种观点只是看到了美国文学中某一种流派，即所谓“local colorism”所采取的一种表现手法，即在作品的文学表现中多反映某一地域所特有的风土人情、风俗习惯。但这只是一种手段，而并非目的，是为达成文学表现的效果服务的。题目中引文的观点有以手法为目的的本末倒置的嫌疑。这就如同中国古代文学中历来有人主张“文以载道”的文学创作原则，但实际的情形却是“文可以载道，却不必载道”。文字有自身的趣味，并不天然负载着传扬儒家道统的义务。文必载道而后可，是对文字的束缚乃至戕害。以美国文学为例，其价值并不主要体现在对于风土人情、风俗习惯的反映，有以思想为文者，如爱默生，不满于体制化之宗教、日益猖獗之物质主义、但求取合于世之因循(即所谓“social conformity”)，而力倡transcendatalism;有以险怪为文者，如爱伦坡，其作品远离现实社会，独好表现人性中阴暗幽微、癫狂扭曲之情状;有以寓言为文者，如海明威，其《老人与海》实为人类在孤独无助之普遍境况中(即英文中所谓“the human condition”)之坚毅挣扎之写照。此三子者，未尝以描摹风俗人情为根本，然皆有所树立，其文流传至今，足可见引文观点之偏颇。可惜我在应试时被对引文观点的厌恶情绪所主宰，全然没有想到这些，否则我的文学考卷成绩应当稳上120分(我的实际成绩是114分)。这是一个值得大家汲取的教训。如果在应试时遇到这样自己一时间无所感触的大题，应沉静其心，检索脑中的知识储备，寻找到自己有所感触的适宜的切入点，依照“言之成理，持之有据”的原则去组织自己的答案，必有所得。我在这道题上的经历，生动地证明了哲学理论中关于非理性因素在人的认识过程中的作用的论述。非理性因素对于人的认识功能的开启与闭合、激发与抑制有着重要的影响。我讨厌这道题的观点，这种非理性因素极大地抑制了自己思维的活跃程度与走向，自己又未能及时给予调节，导致在这道题上失分太多。夫哲学者，离吾人亦不远乎!愿后来者以此为戒。
另外，我在以往的帖子中主张，除了彻底地掌握学校规定的参考书目之外，应当有一定数量和范围的自主阅读，以扩大我们的视野，这一定是有利于我们的应试的。而且这种自主阅读，可以说既有利于我们对于文学专业课的备考，也有利于我们基础英语能力的提高，专业课与基础英语是相互渗透的。但有一点务须强调，必须以对学校指定的参考书目的掌握为基础和主体，自主阅读应当处于从属和辅助的地位，毕竟有三分之二的文学分数是以参考书目为基础的。对于学校指定参考数目的掌握,不仅要深入理解和熟悉各个选篇的内容,对于每个篇章之前的赏析和评述也要认真以待,特别是其中提到的文学概念和术语,要一无遗漏地
涵盖.可以找一些相关的书籍,深化对这些概念或术语的理解.总而言之,对于指定书目要真正吃透,努力做到烂熟于胸,这样才能为文学考卷取得较好成绩奠定坚实的基础.其次，谈一下复试。
复试分两大部分，即“中英文综合能力笔试”与“专业口试”，以下分论之:
(一) 中英文综合能力笔试
笔试由“中文综合能力”与“英文综合能力”两部分组成，总计150分。其中，中文试题占50分，英文试题占100分。
中文综合能力试题由三部分构成:
A:单项选择题(共5道，每题1分)这部分属送分题。
B:简答题:苏轼所写的“明月几时有，把酒问青天--
-”这首词是怎样以月贯穿全篇的。(这道题的分值我不能肯定，应当是10分)
C:就鲁迅先生三十年代发表在《申报》上的一篇题为“为翻译辩护”的文章，写一篇六百字的议论文，角度自选，题目自拟。
英文综合能力试题由三部分构成:
A:完形填空(无任何选择项，需据对文章理解自行给出缺失之单词。供15处空缺，每空填入一个单词，每空2分，合计30分)
B:中翻英(将所提供的中文选文中的划线句子翻译为英文。共有8处划线句子，每句翻译5分，合计40分)
翻译试题中，我对两句话印象尤深。很希望与参加了复试的研友以及和其他研友展开交流。其中的一句是“貌似痴直，心实狡黠”。这是中文选文的作者引述古人对于安禄山的评价。我是这样处理的“Beneath the veneer of simplicity and gruffness is a heart of much cunning and contrivance.”我觉得这样翻译比较符合中文原文的雅致之感;另外一句是“这段文字如此精彩，每句话都可圈可点。”所谓“精彩”，我觉得最准确的词是“scintillating”。我的翻译是 “So scintillating is this passage that every sentence in it is commendable.”
但在应试的时候，我把scintillating中的字母c给漏掉了。阅卷老师应当能看得出我想用的是什么词。举这句话，是想说明拼写在笔试中的重要性;
C:命题作文(以Benjamin Franklin的一句格言为题[这句格言是“One today is worth two tomorrows”]，写一篇不少于200字的议论文。分值为30分)
(二) 专业口试
由二外口试和英语口试两部分组成，总计150分。二外口试占50分。
A: 二外口试 (由听写、单独朗读和问答组成)
难度不大。先是听写一篇短文，然后主考老师挨个单独对考生进行二外口语的考察。口语部分先是朗读一篇用二外写的文章中由老师指定的段落，之后老师会提些学习方面的问题，都比较好对付。
B:英语口试 (两部分组成)
B1:人对机器的单向口语考察(由两部分组成，在语音实验室内进行)
B1(a)给定一篇英文短文，在不允许预先准备的情况下，在三分钟的时限内朗读完毕。朗读内容被录制在
学校提供的磁带上。短文措辞浅显。这个考题意在考察考生的语音语调以及朗读成篇文章时的节奏感。
B1(b)给定一个话题，考生有3分钟的准备时间。准备时限到达后，考生须在3分钟内对着耳机的话筒讲述自己的观点和理由。考生所讲述的内容不需要在整体结构上是完整的。给定的话题是:对于曾做过义工的学生在其就业时是否应予以特别优待。我在回答时提出的观点是不赞同优待的:首先,赞同原来题目中提出的观点,即义工不同与真实的工作,鲜有竞争性;其次,也是更为重要的观点,真正执着地做义工的人,是本着无功利的仁爱精神(in
the spirit of disinterested
benevolence)在做的,并不求得到实际的好处.如果给凡是做过义工的学生在就业中给予优待,就会出现以功利目的去做义工的投机心态和行为,这完全背离了义工的真精神.大意如此,实际应试时,个别句子在结构的组织上有些毛病.总的感觉,这道题处理得属中等水平吧.它考察的是我们在给定的准备时限内对于既定的情景的反应和语言组织能力.
B2:面试
应试者被分为四个组别，每组每次同时考察三位考生，有五位面试老师。我的组别中有三位老师发问。首先是自我介绍，还问一些个人化的问题，如“你认为你的性格中最好的那部分是什么”。然后问一些专业方面的问题。我个人印象较深的问答内容有:先是一个女老师问我，为什么会选择以文学作为自己的专业方向。我的回答从总体上讲了一下自己对于英语的感受，大致如下:“I
think I do have a passion or enthusiasm for English learning, for
English is such a charming language. Except for one particular
aspect English is entirely comparable to Chinese. This particular
aspect that I am referring to is the formal beauty of language. The
word “calligraphy” in English means at its most ornamental writing.
But in Chinese calligraphy is truly an art. No other language in
this world is to be compared with Chinese in this particular regard.
But apart from this English is entirely comparable to Chinese in
terms of its power for
expression”。我在这样回答的时候，看到老师在不住地点头，显然是赞同我的观点的。然后一位男老师问我的学习和工作经历。此后，又有一位男老师问我为什么不以翻译为专业方向，而选择文学。我的回答是:“The
primary motivation of my choosing literature as my specialization is
because I feel attracted to it, for literature is the form where
language is used in its greatest subtlety and
richness”。这位老师听了之后，问我:“But that sounds too general. Can you give us
a specific example?”我立即回答:“I can give you a very good example thatwill show you how witty English is when it is used by Shakespeare.
From one of Shakespeare’s plays there is a very witty question which
goes like this: “In kissing do you render or receive?” This is a
very witty question, because it shows us the mutual dependence not
merely in love but also in every other human relationship. Even in
our case we both render and receive.”看得出来，老师们对于我举的例子有着深刻的印象，他们自己说“a
very impressive
sentence”。还是那位男老师接着问我，能否说出例句所出的莎士比亚的那出戏剧的名称，我确实忘掉了，因为它来自莎士比亚不太为人所知的一部戏，我如实以告。男老师有问我是否完整地读过莎士比亚的某个剧本。我告诉他，我确实在上大三的时候把《Hamlet》读过一遍，但不是完全能理解。但其中的有些章节我是很喜欢和熟悉的，比如著名的
“To be or not to be, that is the
question”这段著名的soliloquy。女老师紧接着问我，能否背诵出这段独白，我当即告诉她:“If you want me to
do it right now, I can do it from the very beginning to the
end.”问到这里，对我的提问就结束了。这位女老师用了一个英文单词来肯定我的表现——“impressive”。面试的得分应当是不错的。实际上从外院公布的复试的笔试部分和专业口试部分的成绩来看，我的专业口试成绩是最高的。
对于面试，我的体会是心态要放松，回答要对老师的问题形成有力的回应，同时不要去刻意显示自己的英文水平，我的意思倒不是会使老师生厌，而是说在回答的时候要根据自己要表达的思想内容采取相应的语言形式，简单的意思就不要用那些偏难险怪的词，好象只有这样才能显示出自己的英文水平。细腻丰富的意思，就可以相应地用细致一些的英文。在自己的回答中，应当让老师能感受到你的语言中有一种variety和richness。这是理想的境界，我自己也没有达到。但原则上应当是这样的。切勿以艰深言浅陋，这是贻笑大方的不智之举。同时作答时语言也不可太干瘪枯燥，全无变化。
第二篇：英美文学。
一、殖民主义时期The Literature of Colonial America
1.船长约翰•史密斯Captain John Smith
《自殖民地第一次在弗吉尼亚垦荒以来发生的各种事件的真实介绍》
“A True Relation of Such Occurrences and Accidents of Note as Hath Happened in Virginia Since the First Planting of That Colony”
《弗吉尼亚地图，附：一个乡村的描述》
“A Map of Virginia: with a Description of the Country”
《弗吉尼亚通史》“General History of Virginia”
2.威廉•布拉德福德William Bradford and John Winthrop
《普利茅斯开发历史》“The History of Plymouth Plantation”
3.约翰•温思罗普John Winthrop
《新英格兰历史》“The History of New England”
4.罗杰•威廉姆斯Roger Williams
《开启美国语言的钥匙》”A Key into the Language of America”
或叫《美洲新英格兰部分土著居民语言指南》
Or “ A Help to the Language of the Natives in That Part of America Called New England ”
5.安妮•布莱德斯特Anne Bradstreet
《在美洲诞生的第十个谬斯》
”The Tenth Muse Lately Sprung Up in America
二、理性和革命时期文学 The Literature of Reason and Revolution
1。本杰明•富兰克林Benjamin Franklin
※《自传》“ The Autobiography ”
《穷人理查德的年鉴》“Poor Richard’s Almanac”
2。托马斯•佩因Thomas Paine
※《美国危机》“The American Crisis”
《收税官的案子》“The Case of the Officers of the Excise”
《常识》“Common Sense”
《人权》“Rights of Man”
《理性的时代》“The Age of Reason”
《土地公平》“Agrarian Justice”
3。托马斯•杰弗逊Thomas Jefferson
※《独立宣言》
4。菲利浦•弗瑞诺Philip Freneau
※《野忍冬花》“The Wild Honey Suckle”
※《印第安人的坟地》“The Indian Burying Ground”
※《致凯提•迪德》“To a Caty-Did”
《想象的力量》“The Power of Fancy”
《夜屋》“The House of Night”
《英国囚船》“The British Prison Ship”
《战争后期弗瑞诺主要诗歌集》
“The Poems of Philip Freneau Written Chiefly During the Late War”
《札记》“Miscellaneous Works”
第三篇：英美文学
英国文学知识点梳理：
1.Renaissance: ( from 14th century to 17th century)
Definition: Renaissance is commonly applied to the movement or period in Western civilization, which marks the transition from the medieval to the modern world. An age of drama and poetry.
Reasons:the rediscovery of ancient Roman and Greek culture, the new discoveries in geography and astronomy, the religious reformation and economic expansion
Significance: a reflection of the class struggle waged by the new rising bourgeoisie against the feudal class and its ideology.
William Caxton—the first person who introduced printing into England.
Sonnet: originated in Italy, sonnet is a fourteen-line poem with a distinctiverhyme scheme and metrical pattern. It was introduced to England by Sir Wyatt in the early stage of English Renaissance and then further cultivated by Edmund Spenser and William Shakespeare so as to produce respectively the Spenserian stanza and
Shakespearian stanza, both of which exerted great influence on the successing poets.Shakespearian Stanza: Shakespearean Sonnet is made up of three quatrains(四行诗节) with different rhymes, followed by a couplet. The rhyme scheme is abab cdcd efef gg. Spenserian Stanza: invented by Edmund Spenser. It is a stanza of 9 lines, with the first eight lines in iambic pentameter 抑扬格五音步& the last line in iambic hexameter抑扬格六音步, rhyming ababbcbcc.
blank verse—is unrhymed poetry with each line written in iambic pentamet Metaphysical Poetry:
Definition:The term is commonly used to name the work in the 17th century written by the writers who wrote under the influence of John Donne.Representatives: John Donne & George Herbert
Technique: Peculiar/Metaphysical conceits(奇喻)
General Features: a. The diction is simple and echoes the words and cadence of
common speech.The imagery is drawn from the actual life yet subtle, the extended metaphors for such images are typically called “metaphysical/peculiar
conceits”. The form is frequently that of an argument with the poet’s loved, with God, or with himself.
2.Neo-classic Period:
1)The Enlightenment Movement—The Age of Reason
Definition: The Enlightenment refers to a progressive intellectual movement
throughout Western Europe that spans approximately one hundred years from
1680s to 1789.
Purpose: to enlighten the whole world with the light of modern philosophical and
artistic ideas.
2) Neoclassicism: (Main literary form—English Novels)
Definition: In literary criticism, this term refers to the revival of the attitudes and
styles of expression of classical literature. It is generally used to describe a period in
European history beginning in the late seventeenth century and lasting until about
1800.
Characteristics of Neoclassical Literature: fixed laws and rules for almost every
genre of literature. Prose: lyrical, epical, didactic, satiric or dramatic, each class
guided by its own principles. Drama: in Heroic Couplet; strictly observation of the 3
unity of time, space andaction; regularity in construction; type characters
rather than individuals. Mainstream of literature: realism—writers described the
social realities.
3.Romantic Period: (an age of poetry)
1) Romanticism
English Romanticism is said to have begun in 1798 with the publication of
Wordsworth and Coleridge’s Lyrical Ballads and to have ended in 1832 with
Sir Walter Scott’s death and the passage of the first Reform Bill in the
Parliament.
2) Characteristics of the Age
The Romantic Age is emphatically an age of poetry.Women novelists appeared in this age. It was during this period that women assumed, for the first time, an important place in English literature. (Jane Austen)The greatest historical novelists Walter Scott belongs to this period. His
historical novels combines a romantic atmosphere with a realistic depiction of
historical background and common people’s life. Scott marked the transition
from romanticism to the period of realism that followed it.
4.The Victorian Period:
1) Victorian Literature
The novel became the most widely read and most vital and challenging
expression of progressive thought.
The Victorian age was also a great one for non-fictional prose.The poets of this period were mainly characterized by their experiment with
new styles and new ways of expression.
2) Critical Realism
English critical realism of the 19th century flourished in the 1840s and early 1850s.It found its expression mainly in the writing of novels and the greatest
English critical realist of the time was Charles Dickens—a humorist and
satirist, a great bourgoisie intellect who could not overstep the limits of
his class.The English critical realism of the 19th century not only gave a satirical
portrayal of the bourgeoisie and all the ruling classes, but also showed
profound sympathy for the common people.
5.The Modern Period—marked by the publification of T. S. Eliot’s The Wast
Land: (Prevailing Genre: Fictions)
1) Cultural Background
Darwin’s Origin of Species and social Darwinism;Einstein’s theory of relativity; Freud’s
analytical psychology; irrational philosophers including Schopenhauer, Nietzsche and
Bergson.
2) The Differences Between Realism and Modernism:
Realism: Theoratical Base ---Rational PhilosophyFunction of Literature--- Educate
People and Criticize Social EvilsSubject--- Public, Exterior WorldConception of
Time &Space--- Clock Time, Geographic spaceForms and Techniques--- Hero, Plot
Tone--- Optimistic
Modernism: Theoratical Base --- Irrational PhilosophyFunction of Literature---
Expression of "Self"Subject--- Private, Interior World
Conception ofTime &Space--- Psychological Time &SpaceForms and Techniques---
Anti-hero, Anti-plot
Tone--- Pessimistic
Modernism is , in many aspects, a reaction against rationalism, it rose out of
skepticism and disillusion of capitalism. The Major theme of Modernism:
distoreted, alienated and ill relationships between man and nature, man and society,
man and man, and man and himself.
Literary Trends: expressionism, surrealism(超现实主义), futurism, imagism and stream
of consciousness, existentialsm.
美国文学
1. Literature of Colonial Period
a. Indian tribes had a rich store of oral literature in the forms of songs, spells, charms,
omens ,riddles and stories.
b. Three stages: Traditional literature, Transitional Literature, Modern Literaturec. The first permanent English settlement was established at Jamestown, Virginia in 1607.
d. Puritanism :Origin of Puritan
Doctrines:based on Calvinism1)predestination2)original sin and total depravity
3)limited atonement4)theocracy
Influence on American Literature 1)Its optimism has exerted a great influence on
American literature2)Puritan’s metaphorical mode of perception changed
gradually into a literary symbolism
e. Literature of Colonial Settlement: Forms: histories, travel account, biographies,
diaries, letters, autobiographies, sermons and poems. Characteristics:1) American
colonial literature is neither real literature nor American. 2) Their writings served either
God or colonial expansion
2. The Literature of the Revolutionary Period:
a. The Age of Reason: Definition:A rational society is that “reforms the mind,
sweetens the temper, cheers the spirits, and promotes health”(by Thomas
Jefferson).
b. The forms of literature: ballads, skits, broadsides, newspaper poems, editorials,
essays, private and public letters, satires, pamphlets
3. The Literature of the Romantic Period
1) American Romanticism: an artistic and intellectual movement originating in Europe
in the late 18th century and characterized by a heightened interest in nature, emphasis on
the individual’s expression of emotion and imagination, departure from the attitudes and
forms of classicism, and rebellion against established social rules and conventions.
native factors: It is a period following American independence.(Political independence,
economic development and territorial expansion contributed much to literature.
foreign influence: Romanticism emerged from England and it added impetusto the
growthof Romanticism in America.
2) Distinct Features of American Romanticism
a. It was in essence the expression of a real new experience
b. American Puritanism served as a cultural heritage in American literature. c. American new ideals were strong enough to inspire Romantic spirit
d. both imitative & independent
4.The Literature of the Realistic Period:
a. Realism:is a term applied to literary composition that aims at an prejudice, idealism, or romantic color.
b. Time:Realism flourished from the Civil War to the turn of the century.
c. Features: (1) It stresses truthful treatment of material. (2) Characterization is the center of the story. (3) Open ending is a good example of the truthful treatment of material. (4) Realism focuses on common characters and everyday events. (5) Realism emphasizes objectivity. (6) Realism presents moral vision.
d. Two Literary Trends:
1)Local Color(or Local Corlorism/Regionalism etc.)
a. Local Color is a term applied to literature which, asthat have escaped standardizing cultural influences
b. Features: Presenting a locale which is distinguished from the outside world; Describing the exotic and the picturesque; Nostalgia; Showing things as they are; The influence of setting on character(environmental determinism)
2) Naturalism:
a. Background: 1) Darwinism’s key points: the struggle for existence or evolution, the survival of the fittest, natural selection. 2) SocialDarwinism: the weak and stupid would fall victim in the natural course of events to economic forces.
b. Definition: Naturalism is a critical term applied to the method of literary
composition
c. Features:Humans are controlled by laws of heredity and environment. The universe is cold, godless, indifferent, and hostile to human desires.
The literary naturalists have a major difference from the realists. (Violent, sensational, sordid, unpleasant and ugly vs. genteel)
5. The Literature of the Modernist Period:
1). Modernism:
Cultural Background: Darwin’s Origin of Species; Freud’s analytical psychology(libido, id, ego, superego); Irrational Philosophers: Schopenhauer & Nietzsche
Modernist literature is characterized chiefly by a rejection of 19th-century traditions.
2) Imagism:(Leaders: Ezra Pound and Amy Lowell)
Definition: Imagism is the doctrine and poetic practice of a small but influential group of American and British poets calling themselves imagists between 1912 and 1917. Aiming at a new clarity and exactness in the short lyric poem, the imagists cultivated concision and directness, building their short poems around single images; they also preferred looser cadences to traditional regular rhythms.
Features: Free choice of subject matter, Free verse, Image Without interpretation or comment
Influences: a. The imagist theories call for brief language, describing the precise picture in as few words as possible. This new way of poetry composition has a lasting influence in the 20th century poetry. b. The second lasting influence of Imagism is the form of free verse. There are no metrical rules. There are apparent indiscriminate line breaks, which reflects the discontinuity of life itself. That is art of the poem. (The poet uses the length of the lines and the strange groupings of words to show how life itself can be broken up into somehow meaningless clusters.)
2)The Lost Generation:
.first used by Gertrude Stein, an American woman writer, who was one of the leaders of the group,the term defines a sense of moral loss or aimlessness. The WWI destroyed the innocent ideas, many good young men went to the war and died, or
returned damaged, both physically and mentally; their moral faith were no longer valid--- they were “Lost.”
In the Narrow Sense: a group ofAmerican writers, including Hemingway,
F.S.Fitzgerald, J.Dos Passos, E.E.Cummings, Sherwood Anderson, and Hart Crane, etc.
In the Broad Sense: the entire post WWI American young generation
Main Characteristics: Suffering from the war, losing beliefs, being cut off from life, indulged in drinking and partying.
第四篇：英美文学
A summery of first two lessons
From the previous classes, we've essentially get an brief idea of some basic knowledge about the United Kingdom. The main knowledge points can be concluded as follows:
The full name of the complicated country is the United Kingdom of Great Britain and Northern Ireland.
Britain is no longer an imperial country, though its past has huge effects. The two main effects respectively lie in Britain'international relationships and the make-up of the British population.
UK, as a multiracial society, has the remarkable class regional and economic differences.
London, the capital and the largest city, is dominant in the UK in all fields. England, the largest in geography and population of the four nations, dominant in culture and economy.
A British invasions history which experiences from stages.
Scotland, the most confident of its own identity, has spent a history as a unified state independent of the UK.
Scotland joined the Union by agreement of the English and Scottish parliament.
A brief introduction to Wales.
Northern Ireland has an active cultural life but has its problems because of the conflicts and the influence of UK.
Irish desires for an indepent Irish state all the time, therefore issues accurred in frequent succession. The Home Rule Bill, the East Rising of 1916 and the Sinn Fein Party made Irish independent.
There exists religious conflicts between the Irish and the British because of the ethnical distinction.
British government organised a partition of Ireland as a compromise.
More violent campaign, IRA's violence and Bloody Sunday.
In order to halt the terrible conflicts, Ireland and Great Britain aim to cooperate with each other and arrive at a resolution. Finally, the Good Friday Agreement was emerged.
Learning first two lessons has laid a good foundation for our further study on the following lessons. I'm looking forward to comprehend more knowledge about British politics, economy, culture and foreign relations and so on.
第五篇：英美文学简史
新词
Chapter 1 the making of England
第一页
Primitive原始社会的
Clustering 丛 团
Hut茅草屋
Vitality生命力
Invade侵入
Occupy占有
Chieftain首领
Subjugate征服
Refinement改良
Christianity基督教christian 基督教的 第二页
Swarm大群人
Pirate海盗
Dialect方言
Kinship王权
Compose1写、创作(乐曲、歌剧等)2组成Booty战利品
Amusement娱乐
Democracy民主
Incompatible合不来的
Gemtile非犹太的
Territory领土
Feudalism封建制
Heathen不信教的、异教徒
第三页
Monastery修道院
Monk修士、僧侣
Chapter2
Relic遗风
Preserve保护
Minstrel(中世纪)游方诗歌演唱者 Fragmentv、n 碎片 片段
Devour吞食
Grapple (with)扭住(对手)扭打格斗 Avail(against sb) 抵挡
Combat格斗 搏斗 战斗
Retreat撤退 退却
Rejoice高兴
Avenge伸冤
Counseller顾问
Plunge猛进入38个单词1
第四页
Trophy奖品 战利品
Den穴
Belche喷(火) forth its fire
Bid说=say
Envelope包围 包住
Impenetrable不可穿越的forest
Marsh沼泽
Superstitious迷信的
Marvellous
第五页
Alliteration
Consonant
Metaphor
Attendant
Condemn
Tinge
Permanent
Chapter3
viking
plunder
prose
第六页
confescate
bestow
patch
baron
vassal
oath
secure
property
manifestation
supremacy
chronicle
prominent
dominent
intermingle
tend
bishop
archbishop
abbot
toil
第七页
sustain奇妙的 头韵 辅音 隐喻 侍者 责备 淡的色调或痕迹a tinge of 永久的 北欧海盗掠夺散文没收赠与小块土地男爵封臣誓言保护资产显示至高无上编年史的 突出的最突出的、占支配地位的混合照管主教大主教 男修道院长辛苦工作 支撑41个单词
2courageous勇敢的heretics犯异端罪的人perish毁灭
plague瘟疫
poll-tax人头税
impose对()课税
pauperize贫穷
slogan口号 格言】
sermon讲道
bondage
velvet
stuff
ornament
ermine
spices
rye
manor
pomp
sovereign
第八页
remonstate
oppressor
treacherously
apeal
prevail
verse
tournament
code
moral
chivalry
apprenticeship
solemn
cycle
第九页
rim
culmination
collapse
patronize
charge
fabricate
illicit
convert
第十页
Masterpiece奴役天鹅绒布料 装饰 貂皮 貂香料黑麦庄园浮华最高统治者抗议。报复受压迫的背叛的 不忠的恳求 呼吁流行的诗体比赛、武士骑马比赛密码。道德标准道德的骑士精神学徒身份1表情严肃的2庄重的3隆重的正式的1循环周期2系列(如组歌或组诗)边缘结局 结果倒塌赞助 支持控告编造不正当的改变形式或用途名著 杰作41单词
3Vivid鲜明的
Amuse是某人消遣 第十一页
Chapter4
Amid在()当中 Barren贫瘠的 Scanty不足的 Industriously勤劳的 Plough耕田 Idler
Exposure
Parasite
Deacon
Preach
Flock
Leap
Clerk
Despoil
Cardinal
Virtues
Friar
Hermit
Altar
Roamer
Manor
Hood
Plead
Mete
Mist
Mutter
Aught=anything
Sum up
Confer
Sternly
Counsel
无工作(的人) 暴漏揭露寄生物、靠他人生存的人会吏、助祭布道仪仗队1跳跃2冲。窜 1文书、办事员2(议会法院等)书记员、秘书4教士牧师掠夺sth 红衣主教 1美德2.(女子)贞操 托钵修士 隐士、隐居修道士祭桌 慢步行走的人领地 风帽 提出(理由或借口) 给与(奖励) 雾气 咕哝(某事)、低语声 形成对()的看法 1(with sb)(on/about sth)讨论、探讨、商谈、请教2sth(on sb)授予某人(学位或头衔) 严厉的 建议