English-Literature教學(xué)講解課件

EnglishLiteratureCompiledbyWuWeiLunEnglishLiteratureCompiledby11.WhatisLiterature?Literaturereferstothepracticeandprofessionofwriting.Itcomesfromhumaninterestintellingastory,inarrangingwordsinartisticforms,indescribinginwordssomeaspectsofhumanexperiences.Literatureischaracterizedbybeautyofexpressionandformandbyuniversityofintellectualandemotionalappeal.Literatureshowsusnotonlywhatasocietyislikeinacertainage,butalsowhatindividualfeelaboutit,whattheyhopefromit,andhowtheycanchangeitorescapefromit.1.WhatisLiterature?Literatu22.WhywereadLiterature?a.readforpleasureHowellsobservedthatthestudyofLiteratureshouldbeginandendinpleasure.b.readingforrelaxationModernlifeisfullofpressure.Itispeople’scommondesiretoseektemporallyrelaxationfromthestressinlife.c.readingtoacquireknowledge.Literaturegivesreadersaninsightintothetradition,custom,beliefs,attitudes,folklore,valuesoftheageinwhichitiswritten.2.WhywereadLiterature?a.r33.HowtostudyLiterature?a.analyticalapproachTheelementsoffictionincludeplot,character,setting,pointofview,theme,symbol,allegory,style,andtone.b.thematicapproachWhatisthestory,thepoem,theplay,ortheessayabout?3.HowtostudyLiterature?a.4c.historicalapproach

Itaimsatillustratingthehistoricaldevelopmentofliterature.AlltheLiteratureexistsintimeandassuchbearstheunmistakableimprintoftheperiodandcultureinwhichitiswrittenc.historicalapproach

Itaims5d.OtherapproachesMarxist/sociologicalcriticismpsychoanalyticalcriticismfeminist/gendercriticismmythicandarchetypalcriticismreader-responsecriticismformalist/newcriticismstructuralismd.OtherapproachesMarxist/soc6Otherapproaches(2)post-structuralismDecostructuralismOurtextbookisarrangedinchronologicalorder,butwedealwitheachperiodanalyticallywithemphasisontheme.Otherapproaches(2)post-struc7II:theAnglo-Saxonperiod

(449-1066)1.historicalbackgroundThreeconquests:Romanconquestin43AD;Anglo-Saxonconquestin449;Normanconquestin106643AD,RomanconqueredBritain,makingthelatteraprovinceofRomanEmpire;thewithdrawalofRomantroops,theTeutonictribes,esp.,theAnglosconqueredtheislandandcalleditAngle-land,thenEngland,theirlanguageisAnglo-SaxonoldEnglish.II:theAnglo-Saxonperiod

(482.literature

1):pagan:oralsagas:theSongofBeowulf2):Christian:copiedbythemonk.TheinfluenceoftheChristianityuponlanguageandculture.Twoecclesiasticpoets:CaedmonandCynewulf3.theSongofBeowulfEngland’snationalepic1)creationtime:writtenin10-thcentury2.literature

1):pagan:oral92).plotandtheme:

fightwithGrendelfightwithGrendel’smotherfightwithfiredrakedeathandfuneral2).plotandtheme:

fightwith103).Characteristicsof“Beowulf”

3).Characteristicsof“Beowulf”a.themixtureofpaganelementswithChristiancoloring.Themostoutstandingexampleisthefrequentreferenceintheepicto“Wyrd”(fate)asthedecisivefactorinhumanaffaires,whileonotheroccasions“God”or“Lord”isalsomentionedastheomniscientandomnipotentbeingthatrulesoverthewholeuniverse.3).Characteristicsof“Beowul11Characteristicsof“Beowulf”(2)b.thefrequentuseofmetaphorsandunderstatements.“Ringgiver”isusedforking,“Swanroad”,“whale-path”or“sealbath”forthesea,“wave-traveler”or“sea-wood”forship,“shield-bearer”,“battle-hero”or“spear-fighter”forsoldier.c.Beowulfiswritteninalliterativeverse.Itsrhythmdependsuponaccentandalliteration.Thatis,thebeginningoftwoormorewordsinthesamelinewiththesamesoundorletter.Thelinesaremadeupoftwoshorthalves,separatedbyapause.Norhymeisused;butamusicaleffectisproducedbygivingeachhalflinetwostronglyaccentedsyllables.Eachfullline,therefore,hasfouraccents,threeofwhichusuallybeginwiththesamesoundorletter.Characteristicsof“Beowulf”(212Characteristicsof“Beowulf”(3)BeowulftowersaboveallotherAnglo-Saxonliterature,notonlybecauseitisapowerfulpoemaboutpeople’sherowrittenintrueepicstyle,butalsobecauseittellsinartisticformthetaleinaleisurelyway,fullofelaborationsinlegendarydetails,andtheverserisesatplacestoheightsofpoeticgrandeur.Characteristicsof“Beowulf”(313ThesignificanceofBeowulf4).ThesignificanceofBeowulf：a.ThisgloriousepicpresentsusavividpictureofthelifeofAnglo-Saxonpeopleandhighlypraisesthebraveandcourageousspiritofthefightingagainsttheelementalforces.b.TheepicreflectsthesituationstheepochofpagantribalismandoftheeraoftheChristianizedfeudalsociety.c.Theepicgivesthevividportrayalofagreatnationalhero,strongandcourageouspeopleandhiskinfolk.ThesignificanceofBeowulf4).14PartII:theAnglo-Normanperiod(1066—1350)

1.

historicalbackgroundNormanConquestofAnglo-SaxonEngland,underWilliam,DukeofNormandyafterthebattleofHastingsin1066,acceleratedthedevelopmentoffeudalisminEngland.Themiddleages:thedarkage(449-16-thcentury)PartII:theAnglo-Normanperi152.literatureromance:1).threechiefeffectsoftheConquest.2).Fourkinds.a.Geoffrey’shistory:asourcebookofliteratureb.theworkoftheFrenchWriters:Arthurianlegendsc.Riming/rhythmicchronicles:historyindoggerelversed.metricalromances,ortalesinverse.2.literatureromance:1).16Threemajorthemes

a.thematterofFrance:aboutCharlemagneandhispeers/knightsb.thematterofGreeceandRome:aboutAlexanderthegreatandtheTrojanWarandthefallofTroyc.thematterofBritain:kingArthurandhisRoundTableknight

Threemajorthemes

a.themat173.SirGawainandtheGreenKnight

a.theplot1).Feastinthepalace2)journeyforthegreenchapel3)testinthecastle4).blowinthechapel3.SirGawainandtheGreenKni18b.characteristicsandtheme

thebravestofknightsatestofhisvirtueandtruthoneofthebesttoldstoriesinallthemedievalliteratureofEuropeMotif:thetestsoffaith,courageandpuritynobilityofherothehumanweaknessforself-preservationhumannessromance:theheroicadventureforadventures’sakeBeowulf:tohelpthehero’skinsfolkoutofthedistressortoprotectthemfromdisasterb.characteristicsandtheme19PartIII:GeoffreyChaucer

(1340—1400)

1.hislife

borninawinemerchantfamily,pagetoElizabethhehadbroadandintimateacquaintancewithpersonshighandlowinallwalksoflifeandknewwellthewholesociallifeofhistime.PartIII:GeoffreyChaucer

(120Hisliterarycareer

a.

Frenchperiod(1360-1372)inFrench“Romanceoftherose”b.

Italianperiod(1372-1385)inLatin“thelegendofGoodWomen”Englishperiod(1386-1400)inEnglish“TheCanterburyTales”

Hisliterarycareera.

Frenc213.TheCanterburyTales

Itisoneofthemostfamousworksinallliterature.Itbeginswithageneralprologuethatexplainstheoccasionforthenarrationofthetalesandgivesadescriptionofthepilgrimswhonarratethetales,andthenfollowthetwenty-fourtalesthatmakeupthebulkofthebook,plustheseparateprologuesandthe“l(fā)inksthataccompanysomeof”thetales.

3.TheCanterburyTalesItis225.Chaucer’scontributionstoEnglishLiteratureandLanguage

a.amasterofrealismb.founderofEnglishliterarylanguagec.Chaucer’sEnglish:Londondialectd.FatherofEnglishpoetry:heroiccouplet(Theheroiccoupletisaniambicpentameterheavingthelinesrhyminginpairs.e.thefirstoccupantofthePoets’Corner

5.Chaucer’scontributionsto23PopularBallads

1.Definition:anonymousnarrativesongsthathavebeenpreservedbyoraltransmission.2.ClassificationofPopularBallads

a.thereflectionofthehistoricaleventsb.thereflectionofmythsandlegendsc.theadaptationofsomeliteraryworks.

Anotherclassification:a.borderballads:age-longstrugglebetweenScotsandEnglishb.

theballadsofRobinHoodc.

thehumorousballadsPopularBallads

1.Definition:24thecharacteristicsofRobinHood

a.hishatredforthecrueloppressorsandhisloveforthepooranddown-troddenb.strong,braveandcleverc.tender-heartedandaffectionateforthepooranddown-troddend.hispureloveforMariane.hissimpleloyaltytothemonarchythecharacteristicsofRobinH254.Varietiesofthemes:

a.mattersofclassstruggleb.theborderwarsbetweenEnglandandScotlandc.conflictbetweenloveandwealthd.thecrueleffectofjealousyandtreacherye.thestruggleofyoungloversagainsttheirfeudalfamiliesf.ofhumorsg.someaboutsupernaturalghostandspirits4.Varietiesofthemes:a.matt26.Thecharacteristicfeaturesofthepopularballads

a.theextensiveuseofdialogueb.therefrainc.theballadmeterd.therepetitionofwordsorphrase.Thecharacteristicfeatureso27PartIV.TheRenaissance

Thisisagreatestandmostadvancedrevolutioninthehumanhistory.Thisistheagethegiantsareneededandproduced.F.EnglesPartIV.TheRenaissanceThis281.therenaissanceintheworld(1)ItoriginatedinItalyinthe14-thcenturywhentheart,literatureandideasofancientGreeceandRomewerediscoveredandwidelystudiedandcametoafloweryinthe15-thcenturyandlaterspreadtoFrance,Germany,Spain,HollandandBelgiumandEnglandinthe16-thcentury.TheRenaissanceperiodismarkedlybytherediscoveryandstudyoftheclassicsofancientGreeceandRome,bychallengefeudalobscurantismandreligiousdogmas,byopposingthetyrannyoffeudalrules.1.therenaissanceintheworld291.therenaissanceintheworld(2)Itischaracterizedwiththegrowthofamorescientificoutlook,majordevelopmentinartandliterature,newinventionandoverseasdiscoveriesandageneralassertionofhumanvalueandemancipationofthehumanintellectandpower.Humanismwasthekeynoteoftherenaissance,reflectingthenewoutlookoftherisingbourgeoisclass.Thehumanistsadvocatedtheemancipationofman,andtheytriedtohavethenewevaluationofmanandhispowersandfoughtforequalityandjustice,opposedfeudaltyrannyandobscurantismandreligiousobstinacy.1.therenaissanceintheworld302.TherenaissanceinEngland

1).Somemajorhistoricevents:a.TheWarofRoses(1455-1488)andtheestablishmentofthedynastiesofHenryVIIandVIII—thecentralizedmonarchy.b.

TheEnclosuremovement“sheepdevouredMen”c.Thereligiousreformation,establishmentoftheAnglicanChurchd.

FlourishingintheElizabethanAge(1558-1603)e.defeatingtheSpanishInvinciblefleet”Armada”in1588andtheestablishmentofthehegemonyontheseas.f.Thegeographicalexplorationandtradeexpansionbroughtaboutthegrowthofthecitiesandthedevelopmentofthecapitalisttextileindustry.2.TherenaissanceinEngland312).ThedivisionoftheEnglishrenaissance

a.Beginning:thelastyearsofthe15-thcenturyfirsthalfofthe16-thcenturyb.Flourishing:theElizabethanAge(1558-1603)

c.Declining:theperiodofJamesI(1603-1625)early17-thcentury

2).ThedivisionoftheEnglis32WilliamShakespeare

(1564-1616)

Whatapieceofworkisaman,hownobleinreason,howinfiniteinfaculties,informandmoving,howexpressandadmirableinaction,howlikeanangleinapprehension,howlikeagod!Thebeautyoftheworld;theparagonofanimals;andyettomewhatisthisquintessenceofdust?

WilliamShakespeare

WilliamShakespeare

(1564-161331.hislife2.divisionsofhisliterarycareer.a.

thefirstperiod(1590-1600)b.

thesecondperiod(1601-1608)c.

thethirdperiod(1609-1612)3.analysisof“hamlet”and“theMerchantofVenice”

1.hislife34MainfeaturesofShakespeare

a.

oneofthefoundersofrealisminworldliteratureaswellasinEnglishliterature;b.

thegreatsuccessesincharactercreationsinvividnessandintensityinemotionalandpsychologicaldepth;c.

thepsychologicalprobingofthecharactersinnerconflict;d.

theadroitplotconstructionconflict;e.

skilledinmanypoeticforms;f.

agreatmasterofEnglishlanguage;g.

thesummitoftheEnglishRenaissanceandoneofthegreatwriterstheworldoverMainfeaturesofShakespearea35《哈姆雷特》提要

丹麥國王新死，在國外求學(xué)的王子哈姆雷特回國奔喪，參加的卻是母后與叔父克勞迪斯的婚禮。模樣似先王的鬼魂在夜間出現(xiàn)，告訴哈姆雷特是克勞迪斯陰謀殺害了他。哈姆雷特立志為父復(fù)仇。他開始裝瘋，有意疏遠(yuǎn)戀人奧菲莉婭；他請來戲班，按他所寫的劇本演出王后與情夫合謀殺害國王的故事，以刺探克勞迪斯的反應(yīng)。后者有所警覺，便派人將哈姆雷特送往英國，并指使差人帶信，讓英王處決哈姆雷特。但陰謀敗露，哈姆雷特回國，得知奧菲莉婭因失戀神經(jīng)失常溺水而亡。奧菲莉婭的哥哥雷厄提斯憤怒提出與哈姆雷特決斗，而克勞迪斯則為兩人安排了一場擊劍比賽，設(shè)計(jì)讓雷厄提斯用沾了毒藥的劍將哈姆雷特刺死。比賽中，哈姆雷特被毒劍刺中，雷厄提斯也受了致命傷，王后誤喝了克勞迪斯為哈姆雷特準(zhǔn)備的毒酒而身亡。雷厄提斯臨死前說出真相，哈姆雷特殺死了克勞迪斯后也最終死去。

《哈姆雷特》提要

丹麥國王新死，在國外求學(xué)的王子哈姆雷特回國36OnlineresourcesMr.ShakespeareandtheInternet

提供莎士比亞的生平年表、著作全集，以及多部作品的其他語言版本（如中文版的《哈姆雷特》等），同時(shí)帶有相關(guān)評(píng)論和搜索引擎。

ShakespeareClassroom

/~massij/shakes/該網(wǎng)站標(biāo)題為“莎士比亞教室”(ShakespeareClassroom)，專供高等院校教師和學(xué)生使用，提供內(nèi)容包括莎劇簡介，簡短評(píng)論，參考資料，以及閱讀莎劇時(shí)經(jīng)常提出的問題等。OnlineresourcesMr.Shakespear37FrancisBacon

(1561-1626)

1.hislife2.classificationofhisworksa.

Thephilosophicalworks:theAdvancementofLearningb.

Literaryworks:Essaysc.

Professionalworks:MarximsofthelawFrancisBacon

(1561-1626)1.hi383.Ofstudies

a.

fiveparts:purposeofreadingattitudestowardsstudyprinciplesofstudiesstudymethodstudydevelopyourcharacter/effectofstudyonhumancharacterStyle:a..Theargumentsarewellarrangedinunityandcoherenceinoneparagraph.b.

theconcisenessofexpressionsandphrasespresentsaplainstyleaswellashissimplelanguage.c.

Thesimplemetaphorshavedeepimplications.d.

Theomissionmakestheessayconcise,clearandcoherent.e.

Thenaturalflowofparallelsmakeshislogicandphilosophicalargumentconvincinglyandforceful.E.g.Tospendtoomuchtimeinstudy…Craftyman…simpleman….3.Ofstudiesa.

fivepart39PartV:the17-thcentury

1.Historicalbackgroundthecontradictionsbetweenthefeudalsystemandbourgeoisiea.

Elizabeth:1558-1603b.

JamesI:1603-1625politicalandreligioustyrannyc.

CharlesI:1625-1649d.

Cromwell:1649-1660commonwealthprotector:1653-1658e.

CharlesII:1660-1688restorationf.

JamesII:1685-1688g.

WilliamofOrange:1688-17021689年通過權(quán)利法案，確立君主立憲制PartV:the17-thcentury1.Hi402.Literarycharacteristics

1).thepuritanage/influence:gloomagePoem:JohnMilton,metaphysicalpoetsProse:johnBunyan2).Restoration/Frenchinfluencedrama:rimedcoupletliterature:wittyandclever,immoralandcynicalonthewhole2.Literarycharacteristics1)41JohnDonne(1572-1631)

1.

hislife2.

hisliterarycareerconceits\conceitfulwritingReligiouspoems,magnificentsermons3.

hiswritingstyleDeathbenotproudprosestyle:involutedandornate,cumulativeandlineronian

JohnDonne(1572-1631)1.

42JohnMilton(1608-1674)

1.

hislife:totallyblindin1652thechildofRenaissance

2.

hisliterarycareer:1):earlywriting2)writingfortherevolution—pamphlets3)

writingpoetry:paradiseLost:plot,theme,charactersesp.SantaJohnMilton(1608-1674)1.

43FeaturesofMilton’sPoetry:

Hededicatedhimselfbychoicetoanoblepoliticalcause,andturnedpoetonlybecausethatcausehadfailed.Thoughhisgeniusisessentiallypoetic,heisepicpoetonlybycircumstance.Inthedischargeofbothduties,weseeinhimaloftinessofmind,whichonlyhisownnamecandesignate.ItisMiltonic.Shakespearecommandsourwonderandadmiration,butMiltonourrespectandawe.

HisBiblicalandclassicalallusionsandhisepicsimilesareoftenobscure,andtheirbeautyisnoteasilycaught,evenwiththehelpofexplanatorynotes.TheeffectofresonantsyllablesthatrollwiththesoundofrumblingthundercanhardlybeappreciatedwhenthereaderisbusyfiguringoutthegrammaticalstructureofhisnumerousLatinism

agreatmasteroftheblankverse

FeaturesofMilton’sPoetry:44JohnBunyan91628-1688)

1.

hislifethemostpopularpreacherandimprisonedforthat2.

ThePilgrim’sprogress:ChristianThemostpopularwriterAllegoryJohnBunyan91628-1688)1.

45hisstyle

Bunyanwroteinasimplebutlivelyandvividprosestyle.Everydayidiomaticexpressionswereusednaturallyandforcefully,andhisknowledgeofthetranslationsoftheBiblealsohelpedhimtointroducethebiblicallanguageintohisowndirectanduninvolvedwayofexpression.In“ThePilgrim’sProgress”’,hisnarrativemethodisastraightforwardone,butthedetailchosenareusuallyverycommonplaceyetextremelycolorful,andhisskillinpickingouttherightwordsandphrasesaddstotheartisticeffectofthedescriptiveandnarrativepassagesinthestory.Hissimple,unaffectedlanguageofthecommonpeople,andhisdetailstakenfromordinarycircumstancesofordinarylifearelargelyresponsibleforthemodernsofhisproseaswereadittoday.

hisstyleBunyanwroteinasi46ItssignificanceThemostsignificantthingisthatthesatiresinthebookarecenteredupontherulingclass.Especiallywell-knownarethedescriptionsofVanityFairandoftheexperienceofChristianandFaithfulinit,forhereBunyannotonlygivesusasymbolicpictureofLondonatthetimeoftherestorationbutoffeudal-bourgeoissocietyingeneralwhereallthingsareboughtandsold(includinghonors,titles,kingdoms,lusts,pleasuresandlives)andwherecheatingandroguery,murdersandadulteryarenormal.ItssignificanceThemostsigni47PartVI:the18-thcenturyTheGloriousRevolutionbroughtintopower,alongwithWilliamofOrange,thelandlordandcapitalistappropriatorsofsurplusvalue.MarxPartVI:the18-thcenturyThe481.

historicalbackground1):thegloriousrevolutionin1688a.thebourgeoisieandthearistocracyruledthecountrytogetherb.Enclosuremovement—commercialexpansion—colonialexpansion—abigindustrialandcolonialcapitalistpower2)AmericanwarofIndependence(1775-1783)3)Frenchbourgeoisierevolutionin1789clearthemindofmanforthecomingrevolution1.

historicalbackground1)492.TheEnlightenmentTheEnlightenmentwasaprogressiveintellectualmovementthroughoutWesternEuropeinthe18thcenturyandinRussiainthe19thcentury.ItwasaEuropeanmovementasifprevailednotonlyoverEnglandbutalsooverRussiaandGermanyandesp.FrancewherethereweresuchgiantsasMontesquieu,Pidero,VoltaireandRousseau,writingontheeveoftheFrenchRevolutionin1789.TheEnlightenmentinEnglandwasdifferentfromthatinotherEuropeancountries.Appearedinanepochnotprecedingbutafterthebourgeoisrevolution.Theydidnotcallforthelaunchingofarevolutionbuturgedthecarryingonoftherevolutiontosystem,atthefoundationofwhichwasthecompromisebetweentheupperstrataoftheoldrulingclassthearistocratsandupperstrataofthenewrulingclassthebourgeoisieandtheEnglishEnlightenmentcomeafterthiscompromise.Theenlightenersconsideredthechiefmeansforthebettermentofthesocietywas“enlightenment”or“education”forthepeople.Theybelievedinthepowerofreason.Reasonservedastheyardstickforthemeasureofallhumanactivitiesandsocialrelations.Superstitionandinjustice;Privilegeandoppressionweretoyieldplaceto“eternaltruth”,“eternaljustice”naturalequalityandinalienablesightofman.Butthisrightofreasonisnothingotherthantheidealizedreignofthebourgeoisie.

2.TheEnlightenmentTheEnlight50Precedingthebourgeoisrevolutionesp.FrancewhileinEnglish,afterit,inRussia,19-thcenturythe18-thcenturywascalledtheageofreason,whichservedastheyardstickforthemeasureofallhumanactivitiesandsocialrelations.3.EnlightenmentinEngland1):moderategroupandradicalgroup2):threemajorperiods:1688-1730s,1740s-1750s,1760s-1790s4.Sentimentalism:Lawrence,Sterne5.Preromanticism:gothicnovel

Precedingthebourgeoisrevolu51DanielDefoe

1.hislife–alegendaryman2.

RobinsonCrusoea.

plotDanielDefoe1.hislife–aleg52b.

CharacteranalysisThecharacterRobinsonisnotcommonsailor.Heisabusinessmanwhotakesoverseasbusinessashiscause.Robinsonisabourgeoisiewithadventurousspirit

Robinsonisabourgeoisieofpracticalspirit.

Robinsonisbourgeoisieofcolonizingcharacter.

A.

Theartisticcharacterofthenovel:theconcretersofthedescriptionandvividness.Theauthordoesnotexpressthecharacterwithhiswordsbutletthecharactershowhimselfinhisownaction.Thecomplementsofcommentsanddiaries,C.

Limitation:1.

simplestructureb.looseandrepletionc.minorcharacterslackmuchimpressionb.

CharacteranalysisThe53.JonathanSwift(1667-1745)

1.

hislifethemostpowerfulsatiristoftheage(hispamphlets)havenoequalatpamphletwriting.JonathanSwift(1667-1745)154

Gulliver’sTravel

1):plota.

inLilliputb.

inBrobdingnagc.

inflyingislandoflaputad.

Houyhnhnms(horses)Yahoos2):itstheme

Gulliver’sTravel

1):plot55JosephAddison(1672-1719)

1.

hislife

coffeehouselifeandhisfriendshipswithDickSteele

1.

TheTatlerandtheSpectator:periodicalThecharacterofSirRoger2.

hiswritingstyleDr.Johnson’scommentJosephAddison(1672-1719)

1.

56HenryFielding(1707-1754)

1.

hislife2.

thehistoryofTomJones,aFoundlingplotandcharactersHenryFielding(1707-1754)

1.

57ThomasGray(1716-1771)

1.

hislifeunhappychildhood,shyandscholarlylife,theearlyromanticpoet.2.

ElegyWritteninaCountryChurchyardLiteratureofmelancholyThethemeofdeathThomasGray(1716-1771)1.

58OliverGoldsmith(1728-1774)

1.

hislifeessayist,poet,dramatist2.

TheVicarofWakefieldOliverGoldsmith(1728-1774)159RichardBrinsleySheridan

(1751-1816)

1.

thedramaofthe18-thcenturyOliverGoldsmith“TheGood-naturedMan”,“SheStropstoConquer”2.

hislife3.

“theRival”“theSchoolforScandal”“theCritic”

RichardBrinsleySheridan

(1760WilliamBlake(1757-1827)

Themostindependentandoriginalromanticpoetof18-thcentury1.

hislife2.

hisworks“London”,“TheTiger”,TheSongofExperience”“TheChimneySweeper”WilliamBlake(1757-1827)The61RobertBurns(1759-1796)

ThegreatestofScottishpoet1.

hislife2.

hisworks“PoemsChieflyinScottishDialect”RobertBurns(1759-1796)Theg62English-Literature教學(xué)講解課件63EnglishLiteratureCompiledbyWuWeiLunEnglishLiteratureCompiledby641.WhatisLiterature?Literaturereferstothepracticeandprofessionofwriting.Itcomesfromhumaninterestintellingastory,inarrangingwordsinartisticforms,indescribinginwordssomeaspectsofhumanexperiences.Literatureischaracterizedbybeautyofexpressionandformandbyuniversityofintellectualandemotionalappeal.Literatureshowsusnotonlywhatasocietyislikeinacertainage,butalsowhatindividualfeelaboutit,whattheyhopefromit,andhowtheycanchangeitorescapefromit.1.WhatisLiterature?Literatu652.WhywereadLiterature?a.readforpleasureHowellsobservedthatthestudyofLiteratureshouldbeginandendinpleasure.b.readingforrelaxationModernlifeisfullofpressure.Itispeople’scommondesiretoseektemporallyrelaxationfromthestressinlife.c.readingtoacquireknowledge.Literaturegivesreadersaninsightintothetradition,custom,beliefs,attitudes,folklore,valuesoftheageinwhichitiswritten.2.WhywereadLiterature?a.r663.HowtostudyLiterature?a.analyticalapproachTheelementsoffictionincludeplot,character,setting,pointofview,theme,symbol,allegory,style,andtone.b.thematicapproachWhatisthestory,thepoem,theplay,ortheessayabout?3.HowtostudyLiterature?a.67c.historicalapproach

Itaimsatillustratingthehistoricaldevelopmentofliterature.AlltheLiteratureexistsintimeandassuchbearstheunmistakableimprintoftheperiodandcultureinwhichitiswrittenc.historicalapproach

Itaims68d.OtherapproachesMarxist/sociologicalcriticismpsychoanalyticalcriticismfeminist/gendercriticismmythicandarchetypalcriticismreader-responsecriticismformalist/newcriticismstructuralismd.OtherapproachesMarxist/soc69Otherapproaches(2)post-structuralismDecostructuralismOurtextbookisarrangedinchronologicalorder,butwedealwitheachperiodanalyticallywithemphasisontheme.Otherapproaches(2)post-struc70II:theAnglo-Saxonperiod

(449-1066)1.historicalbackgroundThreeconquests:Romanconquestin43AD;Anglo-Saxonconquestin449;Normanconquestin106643AD,RomanconqueredBritain,makingthelatteraprovinceofRomanEmpire;thewithdrawalofRomantroops,theTeutonictribes,esp.,theAnglosconqueredtheislandandcalleditAngle-land,thenEngland,theirlanguageisAnglo-SaxonoldEnglish.II:theAnglo-Saxonperiod

(4712.literature

1):pagan:oralsagas:theSongofBeowulf2):Christian:copiedbythemonk.TheinfluenceoftheChristianityuponlanguageandculture.Twoecclesiasticpoets:CaedmonandCynewulf3.theSongofBeowulfEngland’snationalepic1)creationtime:writtenin10-thcentury2.literature

1):pagan:oral722).plotandtheme:

fightwithGrendelfightwithGrendel’smotherfightwithfiredrakedeathandfuneral2).plotandtheme:

fightwith733).Characteristicsof“Beowulf”

3).Characteristicsof“Beowulf”a.themixtureofpaganelementswithChristiancoloring.Themostoutstandingexampleisthefrequentreferenceintheepicto“Wyrd”(fate)asthedecisivefactorinhumanaffaires,whileonotheroccasions“God”or“Lord”isalsomentionedastheomniscientandomnipotentbeingthatrulesoverthewholeuniverse.3).Characteristicsof“Beowul74Characteristicsof“Beowulf”(2)b.thefrequentuseofmetaphorsandunderstatements.“Ringgiver”isusedforking,“Swanroad”,“whale-path”or“sealbath”forthesea,“wave-traveler”or“sea-wood”forship,“shield-bearer”,“battle-hero”or“spear-fighter”forsoldier.c.Beowulfiswritteninalliterativeverse.Itsrhythmdependsuponaccentandalliteration.Thatis,thebeginningoftwoormorewordsinthesamelinewiththesamesoundorletter.Thelinesaremadeupoftwo