英国文学材料

英国文学史资料一. Old English Literature & the Late Medieval AgesBeowulf 贝奥武夫The national epic of the Anglo-SaxonsEpic: long narrative poems that record the adventures or heroic deeds of a hero enacted in vast landscapes. The style of epic is grand and elevated.e.g. Homer‟s Iliad and OdysseyGeoffery Chaucer 杰弗里•乔叟He is the father of English poetry.It is ____alone who, for the first time in English literature, presented to us a comprehensive realistic picture of the English society of his time and created a whole gallery of vivid characters from all walks of life.A. Geoffrey ChaucerB. Matin LutherC. William LanglandD. John GowerWriting style: wisdom, humor, humanity.The Canterbury Tales《坎特伯雷故事集》:first time to use …heroic couplet‟ by middle Eng lish首创“双韵体”，英国文学史上首先用伦敦方言写作。

Medieval Ages‟ popular Literary form: Romance(传奇故事)Famous three：King ArthurSir Gawain and the Green KnightBeowulf二、The Renaissance PeriodA period of drama and poetry. The Elizabethan drama is the real mainstream of the English Renaissance. Renaissance: the activity, spirit, or time of the great revival of art, literature, and learning in Europe beginning in the 14th century and extending to the 17th century, marking the transition from the medieval to the modern world. Three historical events of the Renaissance – rebirth or revival:1. New discoveries in geography and astrology2. The religious reformation and economic expansion3. Rediscovery of ancient Roman and Greek cultureThe most famous dramatists:Christopher MarloweWilliam ShakespeareBen Johnson.Edmund Spenser埃德蒙•斯宾塞1552~1599The poets‟ poet.The first to be buried in the Poet‟s corner of Westerminster Abbey后人称之为“诗人的诗人”。

• Geographical Discoveries (commercial expansion and broadening the mental horizons)
• In the commercial expansion, Spain was the rival with England over the sea. At last a war broke out in 1588. it ended with the rout of the Spanish fleet “Armada”.
Arcadia
• Pastoral, as an adjective, refers to the lifestyle of shepherds and pastoralists, moving livestock around larger areas of land according to seasons and availability of water and food.
• Thomas Wyatt and Surrey were court poets. They are both top-notch aristocrats and their poetry was more representative of the thoughts and feelings of the nobility.
• Then Spenser studied at Cambridge, where she read the classics and italian poets and wrote poems. He received his M.A.degree in 1576.
• In 1579 he wrote The Shepherd’s Calendar, a pastoral poem in twelve books, one for each month of the year.

英国文学英国文学是世界文学史上的重要组成部分，具有悠久的历史和丰富的文化底蕴。

英国文学的影响力遍布世界各地，不仅是文学作品本身的影响，也是英国文学背后蕴含的思想和情感的传播。

从中世纪的史诗诗歌到现代的小说和诗歌，英国文学传承着丰富多彩的传统，展现出不同时代不同风格的创作特点。

古典时期在英国文学史上，古典时期是一个重要的阶段。

古代英国文学的代表作品包括《贝奥武夫》和《坎特伯雷故事集》。

《贝奥武夫》是一部史诗诗歌，讲述了英雄贝奥武夫与怪物格rendel的战斗，反映了古代英国人对勇气和荣誉的追求。

《坎特伯雷故事集》则是一部讲述朝圣之旅中人们的故事的作品，展现了当时社会各阶层的生活和价值观。

文艺复兴时期文艺复兴时期是英国文学史上的又一个辉煌时期。

在这个时期，威廉·莎士比亚创作了许多经典的戏剧，如《哈姆雷特》、《罗密欧与朱丽叶》等。

莎士比亚的作品以其深刻的人物刻画和丰富的情感表现而著称，为后世文学的发展奠定了基础。

现代文学英国现代文学呈现出多样化的风貌，包括小说、诗歌、戏剧等形式。

20世纪的英国文学，有着许多杰出的作家，如乔治·奥威尔、弗吉尼亚·吴尔芙、阿加莎·克里斯蒂等。

他们以自己独特的视角和风格，探讨着当代社会和人性的问题，为英国文学增添了新的光彩。

结语英国文学作为世界文学的重要组成部分，拥有着丰富多彩的文化底蕴和创作传统。

从古典时期到现代文学，英国作家们以精湛的艺术表现力和深刻的思想内涵，为读者呈现出一幅幅生动而震撼人心的文学画卷。

让我们一同领略英国文学的魅力，感受其中蕴含的智慧和情感，让文字的力量永远流传下去。

Chapter One The Anglo-Saxon PeriodI. Fill in the blanks.1.After the fall of the Roman Empire and athe withdrawl of Roman troops fromAlbion, the aboriginal ＿＿population of the larger part of the island was soon conquerered and almost totally exterminated by the Teutonic tribes of ____, _____ , and _____ who came from the continent and settled in the island, naming its central part a, or England.2.For nearly ______ years prior to the coming of the English, British had been aRoman province. In _____, the Rome withdrew their legions from Britain to protect herself against swarms of Teutonic invaders.3.The literature of early period falls naturally into teo divisions, and ____.The former represents the poetry which ____the Anglso-Saxons probably brought with them in the form of _____ , the crude material out of which literature was slowly developed on English soil; the later represents the writings developed under the teaching of ______ .4._____can be justly termed England’s national epic and its hero _____---one of thenational heros of the English people.5.The Song of Beowulf reflects events which took place on the ______approximately at the beginning of the_____century, when the forefathers of the Jutes lived in the southern part of the _____ and maintained close relations with kindred tribes, e.g. with the ______ who lived on the other side of the straits.6.Among the early Anglo-Saxon poets we may mention______ who lived in thelatter half of the ______ century and who wrote a poetic Paraphase of the Blible.7.____ is the first known religious poets of England. He is known as the father ofEnglish song.8.The didactic poem “The Chris t” was produced by ________.II. Choose the best answer for each blank.1.The most important work of _______ is the Anglo-Saxon Chronicles, which isregarded as the best monument of the old English prose.a. Alfred the Greatb. Caedmonc. Cynewulfd. Venerable Bede2. Who is the monster half-huamn who had mingled thirty warriors in The Song of Beowulf?a. Hrothgat.b. Heorot.c. Grendel.d. Beowulf.3. _____ is the first important religious poet in English Literature.a. Cynewulfb. Caedmonc. Shakepeare.d. Adam Bede4. The epic, The Song of Beowulf, represents the spirit of ______.a. monksb. romanticistsc. sentimentalistd. paganIII. Decide whether the following statements are true or false and write your answers in the brackets.1. ( ) The author of The Song of Beowulf is Cynewulf.2. ( ) The setting of The Song of Beowulf is in Scotland.3. ( ) Alfred the Great compiles The Anglo-Saxon Chronicles.4. ( ) Venerable Bede wrote The Ecclesiastical History of the English People.5. ( ) The author of Paraphase is Caedmon.IV. Define the liretary terms listed below.1.Alliteration2.Epic.V. Answer the following questions.1.What do you know about the Teutors.2.Please give a brief description of The Song of Boewulf.Chapter Two The Anglo-Norman PeriodI. Fill in the following blanks.1.In the year___, at the battle of ___, the ____ headed by William, Duke ofNormandy, defeated the Anglo-Saxons.2.The literature which Normans brought to England is remarkable for its bright,____ tales of _______ and _______, in marked contrast with the ___ and ______ of Anglo-Saxon poetry.3.English literature is also a combination of ____and _____ elements.4.In the 14th century, the two most important writers are ___ and Chaucer.5.In the 15th century, there is only one important prose writer whose name is _____.He wrote an important work called Morte d’ Arthur.II. Define the leterature terms listed below.1.Canto2.legend3.Arthurian Legend.III. Read the excerpt of Sir Gawain and the Green Knight carefully, and then make a brief comment on it.IV. Answer the following questions.1.What is the consequence of the Norman Conquest?2.Make a brief survey of the middle English literature.Chapter Three Geoffrey ChaucerI. Fill in the following blanks.1.Chaucer’s masterpiece is _____, one of the most famous works in all literature.2.Chaucer created in The Canterbury Tales a strikingly brilliant and picturesquepanorama of _______.3.There are various kinds of ballads _______, ______, ______, _____, and ______.4.Bishop ____ was among the first to take a literary interest in ballads.5.The name of the “jolly innkeeper” in The Canterbury Tales is ______, whoproposes that each pilgrim of the ____ should tell two tales on the way to Canterbury and two more on the way back.6.In contradistinction to the ______ verse of Anglo-Saxon poetry, Chaucer chose themetrical form which laid the foundation of the English _____ verse.II. Choose the best answer.1.Who is the “father of English poetry” and one of the greatest narrative poets ofEngland?a. Christopher Marlowb. Geoffrey Chaucerc. W. Shakespeared. Alfred the Great2. Chaucer’s earlist work of any length is his “______” a translation of the French “Roman de la Rose” by Gaillaume de Lorris and Jean de Meung, which was a love allegory enjoying widespread popularity in the 13th and 14th centuries not only in France but throught Europe.a. Troilus and Criseydeb. A Red, Red Rosec. Romance of the Rosed. Piers the Plowman3. In his literary development, Chaucer was influenced by three literatures, which one is not true?a. French literature.b. Italian literaturec. English literatured. American literatureIII. Decide whether the following statements are true or false and write your answers in the brackets.1. ( ) The 32 pilgrims, according to Chaucer’s plan, was to exceed that ofBaccoccio’s Decameron.2. ( ) The Prologue is a splendid masterpiece of Romantic portray, the first of itskind in the history of English literature.3. ( ) The Canterbury Tales is a vivid and brilliant reflection of 15th century inEngland.4. ( ) Chaucer’s poetry traces out a path to th e literature of English Renaissance. IV. Define the leterary terms listed below.1.Romance.2.Fable.3.BalladV. Anwer the following question.1.What is the social significance of The Canterbury Tales ?Chapter Four The RenaissanceI. Complete each of the following statements with a proper word or phrase according to the textbook.1.Shakespeare’s first priginal play written in about 1590 was _________.2.Hamlet, Othello, King Lear, and _______ are generally regar ded as Shakespeare’sfour great tragedies.3.The Tragical History of Doctor Faustus is one of _______’s best known sonnets.4.Absolute monarchy in England reached its summit during the reign of ______.5.Bacon’s works may be divided into three classes, the ______, the _______, the_______ works.6.Together with the development of bourgeois relationships and formation of theEnglish national state this period is marked by a flourishing of national culture known as the _________.7.Edmund Spenser was the author of the greatest epic poem of _______.II. Find out the author and his works.⑴The author and their works1. ( ) Thomas More a. Gorge Green2. ( ) Enmund Spenser b. Eupheus3. ( ) John Lyly c.The Fairy Queen4. ( ) Marlowe d. Utopia5. ( ) Robert Greene e. The Jew of Malta⑵The characters in the play1. ( ) Desdemona a. The Merchant of Venice2. ( ) Cordelia b. As you like it3. ( ) Juliet c.Hamlet4. ( ) Ophelia d. King Lear5. ( ) Portia e. Othello6. ( ) Rosalind f. Romeo and JulietIII. Define the leterary terms listed below.1.Renaissance2.sonnet3.Spenserian Stanza4.Humanism5.dramatic irony6.tragedy7.allusionIV. Answer the following questions.1.Give a summary about the English literature during the Renaissance period.2.What is the main idea of Hamlet?3.Give a brief introduction to Thomas More’s Utopia.4.When were Shakespeare’s main tragedies written? what did he write about in histragedies?Chapter Five The Period of Revolution and RestorationI. Complete each of the following statements with a proper word or phrase according to th etextbook.1.The 17th century was a period when ______ impeded the further development ofcapitalism in England and the ______ could no longer bear the sway of _______.2.England became a commomwealth under the leadership of _______.3.The Glorious Revolution in _____ meant three things the supremacy of ________,the beginning of _______, and the final truiumph of the principle of _______.4.Restoration created a literature of its own, that was often ______ and _______,but on the whole _______ and _______.5.The first thing to strike the reader is Donne’s extraordinary _____ and penetrating_______. The next is the ______ which marks certain of the lighter poems and which represents a conscious reation from the extreme _______ of woman encouraged by the Petrachan tradition.6.Paradise Lost presents the author’s view in an ______, _______ form. It is basedon the _______legend of the imaginary progenitors of the human race-______, and _______, and involves God and his eternal adversary _____in its plot.7.Bunyan’s most important work is _________, written in the old-fashioned,medieval form of ________ and _________.8.Christia has two objects, ---to get rid of his ______, which holds the sins and fearsof his life, and to make his way.II. Find out the work from column A and its content from column B.1. ( ) II Penseroso a. defense of the Revolution2. ( ) Lycidas b. Satan against God3. ( ) Comas c. about dear friend4. ( ) Areopagitica d. happiness5. ( ) Eikonolastes e. meditation6. ( ) Defense for the English People f. masque7. ( ) Paradise Lost g. attack on the censorship8. ( ) L’Allegro h. justifying the excutionIII.Define the leterature terms listed below.1.Blank Verse2.Three Unities3.Conceit4.Stanza5.Elegy6.Allegory7.Genre8.Literary CriticismIV. Answer the following questions.1.What are the different aspects between the literature of Elizabeth period and thatof the Revolution period?2.Give a brief analysis of Satan, the central figure in Paradise Lost.3.Why do people say Samson is Milton?4.In your opinion, why is “The Pilgrim’s P rogress” successful?Chapter Six The Age of Enlightenment EnglandI. Complete each of the following statements with a proper word or phrase according to th etextbook.1.The Revolution of 1688, which banished the last of the _____ kings, marks theend of the long struggle for political freedom in England.2.Another feature of the age was the rapid development of _________.3.It is simply for convenience that we study 18th century writings in three maindivisions: the reign of so-called _____, the revival of _______ poetry, and the beginnings of the _______.4.The philosophy of the nlighteners, though ________ ________ and _________ inits essence, did not exclude senses, or sentiments, as a means of perception and learning.5.The most outstanding figure of English sentimentalism was ________.6.The Tarler and _______ _________ were Steele and Addison’s chief contributionto English literature.7.Robinson Crusoe is largely an ______ ________ ________ story, rather than thestudy of ______ _______ which Defoe probably intended it to be.8.Gulliver’s adventures begins with ______________, who are so small thatGulliver is a giant among them.9.The poem, which Addison named ______ _______, was hailed throughoutEngland as a great work.10.In the essays of the 16th century, French writer ____ set the model for morefamiliar, personal and discursive discussion.11.Fielding’s laternovels are _______________, was inspired by the success ofRichardson’s novel Pamela.12.As________, Goldsmith is among the best of the century.13.The greatest of _______ poets is Robert Burns.II. Match the theirs works in column A writers/genres with in column B.⑴1. ( ) The Deserted Village a. Thomas Gary2. ( ) The Village b. George Crabble3. ( ) Elegy Written in a Country Churchyard c. Oliver Goldsmith4. ( ) The Seasons d. James Thomson5. ( ) The Rape of the Lock e. William Blake6. ( ) The Chimney Sweeper f. Alexander Pope7. ( ) A Red, Red Rose g. Robert Burns⑵1. ( )A Sentimental Journey a. Daniel Defoe2. ( ) The Vicar of Wakefield b. Jonathan Swift3. ( ) The School for Scandal c.John Bunyan4. ( ) The History of a Young Lady d. Horace Walpole5. ( ) Tom Jones e. Laurence Sterne6. ( ) The Adventures of Peregrine Pickle f. Oliver Goldsmith7. ( ) Robinson Crusoe g. Richard B. Sheridam8. ( ) Gulliver’s Travels h. Samuel Richardson9. ( ) The Castle of Otranto i. T. G. Smollet10.( ) The Pilgrim’s Progress j. Fielding.⑶1. ( ) The Vicar of Wakefield a. essay2. ( ) She Stoops to Conquer b. poem3. ( ) The Citizen of the world c. novel4. ( ) The Deserted Village d. comedyIII.Define the leterature terms listed below.1.Enlightenment Movement2.Realistic Novel3.Gothic novel4.Heroic Couplet5.Mock Epic6.Bildungsroman7.Epitaph8.Farce9.Imagism10.RhymeIV. Answer the following questions.1.What is Pope’s position in En glish literature?2.What are the features of Sterne’s novels?3.What are the narrative festures of Gulliver’s Travel?4.What is Dr. Johnson’s comment on Addison’s prose?5.What is Fielding’s style?6.Why is Burn’s poetry important?Chapter Seven The Romantic PeriodI. Fill in the following blanks.1.With the publication of William Wordworth’s _____ in Collaboration with S. T.Coleridge, ________ began to bloom and found a firm place in the history of English literature.2.The most important and decisive factor in the develoment of literature is _____,English Romanticism was greatly influenced by the _______ and _______.3.The greatest historical novelist _____ was produced in the Romantic Age.4.Byron is chiefly known for his two long poems, one is Child e Harold’sPilgrimage, the other is ________.5.Shelley’s poem _______ (1816), is vaguely autobiographical acount of a youngpoet’s unsuccessful attempt to recapture his envisional ideal.6.Ode to a Nightingale was written by _______.II. Decide whether the following statements are true or false.1. The Romantics emphasized the special qualities of each individual’smind.2.The brilliant literary criticiam Biographis literaria is written by Samuel Johnson. III. Write the author of the following literary works.1. Song of Innocence2. The Prelude3. Kubla Khan4. Don Juan5. Prometheus Unbound6. Ode to the West Wind7. Ode on a Greciam Urn 8. Pride and Prejudice9. Poor RelationsIV. Match the authors in column A with the works in column B.1. Dante a. I Wandered Lonely as a Cloud2.Byron b. Ode to a Nightingale3. Wordsworth c. Gain4. Keats d. Prometheus Unbound5. Shelley e. Divine ComedyV. Define the following terms.1.Romanticismke poetsVI. Answer the following questions.1.How does Wordsworth define the poet?2.What kinds of stylistic devices are used in Ode to the West Wind?ment on Austen’s writing festures.Chapter Eight The Victorian AgeI. Fill in the following blanks.1.Victorian literature, as a product of its age, naturally took on its quality of _____and _______. It was many-sicked and complex, and reflected both _____ and ______ the great changes that were going on in people’s life and thought.2.The novel _____ makes a fierce attack on the bourgeoise system of education andthe bourgeois philosophy _______.3.George Eliot produced three remarkbale novels including Adam Bede, The Millon the Floss and __________________.4.________ by Tenneyson is made of 12 books of narrative poems.5.In Victorian poetry, the “Browning” refers to _________ and _______. II. Define the literary terms.1.Critical realism.III. Find the relevant match from column B for each item in column A.⑴ A B1. Transcendentalism a . Stephen Crane2. Neoclassicism b. Robert Louis Stevenson3. Preromanticism c. Percy Bysse Shelley4. Sentimentalism d. Henry Fielding5. Realism e. William Blake6. Romanticism f. Alezander Pope7. Criticial realism g. Rolph Waldo Emerson8. New romanticism h. Ezra Pound9. Naturalism i. Charles Dickens10. Imagism j. Lawrence Sterne⑵1. Charles Dickens a. Mary Barton2. William Makepeace Thackeray b. Jane Eyre3. Charlotte Bronte c. Vanity Fair4. Emily Bronte d. David Copperfield5. Mrs. Gaskell e. Wuthering Heights6. George Eliot f. The Mill on the Floss7. Thomas Hardy g. The Egoist8. George Meredith h. Tess of the D’Urbervilles9. Samuel Butler i. News From Nowhere10. William Morris j. The Way of All FlushIV. Answer the following questions.1.What is the majoe contribution made by critical realists in the 19th century.2.Give a brief analysis of the features of Dickens’ works.Chapter Nine 20TH Century LiteratureI. Fill in the following blanks.1.Those “novels of character and enviorement” by Thomas Hardy are the mostrepresentative of him as both a _______ and a critical realist writer.2.The trilogy “The Forsyte Saga” consists of The Man of Property, In Chancery and_________.wrence first novel, _________________, was received with respect.4.Virginia Woolf’s novel ________________, published in 1925, made herreputation as an important psychological writer.5._________is the m ost outstanding stream of consciousness novelist.II. Define the literary terms.1.Imagism2.ModernismIII. Find the relevant match from column B for each item in column A.1. James Joyce a. Neo-classicism2. Ezra Pound b. An active romantic3. William Wordsworth c. Humanism4. Oscar Wilde d. Transcendantalism5. Walter Scott e. A radical enlightenner6. Alezander Pope f. Imagism7. Johanthan Swift g. Aestheticism8. Percy Bysshe Shelley h. A lake Poet9. William Shakespeare i. Stream of consciousness10. Henry, David Thoreau j. A historical novelistIV. Give a brief comment on the characteristic of Hardy’s novels.。

英国文学学习资料Unit 2Sonnet 181.What is the theme of the sonnet?The poet writes beautifully on the conventional theme that his poetry will bring eternity to the one he loves and eulogizes.2.What does the poet mean by the last two lines? What is the role of the last six lines?The last two lines mean “you will not lose your own beauty, nor shall Death boast that you roam about in his darkness; so long as men can stay alive, so long as this poem lives, it gives you eternal life.” The sestet provides a major “turning” in the sonnet and answers the question raised earlier: Shall I compare thee to a summer’s day? The answer is: a nice summer’s day is usually transient, but the beauty in poetry is eternal.ment on the humanist idea expressed in the sonnet.In this sonnet Shakespeare expresses a very bold idea: beauty can rely on the force of literature to reach their eternity; literature is created by man, thus it declares man’s eternity. This idea is not only possessed by Shakespeare. It is a spark of the European Renaissance movement. Under the harsh religious control on the medieval period, man was not a great being, an eternal being, but rather a being of born sin. Now there rises a vigorous commercial class of bourgeoisie, strongly attacking the feudal ideas and declaring things created by man are eternal. This historical circumstance gave the sonnet a particular deep and rich meaning. The emphatic tone of the poem shows the mighty self-confidence of the newly-arisen class. And the vivid variable and rich images reflect the lively and adventurous spirits of those who were opening new space, creating new world.Unit 3Of Marriage and Single Life1. Is marriage an impediment or help to one’s career development?I think it just depends. Good marriages usually lead to good results and bad marriages may lead to bad results. Of course, there are cases in which bad marriages lead to good results if the two make good their own folly or one helps the other overcome (get rid of) his/her shortcomings.2. In what sense are wife and children “a kind of discipline of humanity”?A married man knows how to love, and how to respond to love. By contrast, a single man’s tenderness is not often called upon. Loving husbands commonly have grave and constant natures. Wives are young men’s mistresses, companions for middle age, and old men’s nurses. A man may have a good reason to marry when he will. Bad husbands can become good husbands under the influence of good wives. If a woman persists in choosing a bad man for her husband against their friends’ consent, she is sure to be able to help him to get rid of his shortcomings (folly).3. Bacon prefers marriage to single life. Do you find his arguments convincing?Bacon neglected one important aspect of a married life. Not only do the couple share the common ground, but each of them is an independent being, who has his/her own space for development. One cannot impose ideas upon the other. Bacon’s words incline people to think a woman is just something helpful to a man and attached to a man. A woman just acts according to what a man says and does. That means women are passive and men are active. A woman should think and act from a female perspective in many cases.Of Studies1. We are now living in the age of “information explosion”. What lessons can we learn from Bacon’s “Of Studies” in our access to information?According to Bacon, the general counsels, and the plots and marshaling of affairs, come best from those that are learned. That is to say, right decisions and judgments over important matters are based upon comprehensive knowledge which is acquired by studies. Without a wide range of knowledge, a person cannot digest information, analyze information and take timely measures accordingly.2. In what sense does reading make a full man.Studies serve for delight, for ornament, and for abilities. But the general counsels, and the plots and marshaling of affairs, come best from those that are learned. Studies perfect nature, and is perfected by experience. There is no stond or impediment in the wit but may be wrought out by fit studies. Studies can train (shape) a person’s character and make up a person’s deficiencies. Every defect of the mind may have a special receipt.3. What does the essay deal with?This essay analyzes what studies chiefly serve for, the different ways adopted by different people to pursue studies, and how studies exert influence over human character.4. What do you think of the language of the essay?The essay is peculiar for its clearness, brevity, and force of expression. The sentences are short, pointed, incisive, and of balanced structures. Conciseness of expression and simplic ity of diction are two chief distinguishing features of the prose style of Bacon who was among the earliest of English essayists.Unit 4Analysis 1John Donne’s, “The Flea,” is a persuasive poem in which the speaker is attempting to establish a sexual union with his significant other. However, based on the woman’s rejection, the speaker twists his argument, making that which he requests seem insignificant. John Donne brings out and shapes this meaning through his collaborative use of conceit, rhythm, and rhyme scheme. In the beginning, Donne uses the flea as a conceit, to represent a sexual union with his significant other. For instance, in the first stanza a flea bites the speaker and woman. He responds to this incident by saying, “And in this flea our bloods mingled be.”He is suggesting that they are united in this flea and, thus, would equally be united in intimacy（性行为）. In addition, he states, “This flea is you and I, and this our marria ge bed, and marriage temple is.”The speaker is suggesting that through the flea the two are married. Again, the flea represents marriage, union, and consummation（完成，圆满，完美）through intimacy. However, the woman crushes the flea, thus, refusing his request, and states that neither she nor he is weakened by its death.Based on her reaction, the speaker states, “Tis true...Just so much honor, when they yield’st to me, Will waste, as this flea’s death took life from thee.”In other words, he twists his argument to make the point that the woman will lose as much giving herself to him as she lost killing the flea - NOTHING! Secondly, Donne’s use of rhythm aids in shaping the poem’s meaning. The poem has alternating lines of iambic tetrameter（四步）and pentameter. However, Donne varies this rhythm to create emphasis on particular words or phrases. For instance, in the first stanza he states, “Mark but this flea, and mark in this.”Instead of beginning with an unstressed word or syllable as in iambic, Donne stresses the word “Mark.”This is important in accentuating his argument. In this same phrase, he uses a pyrrhic（抑抑格）foot over “but” and “this” so stre ss can be placed over the word “flea.”Again, the flea is a n important part of the speaker’s argument and emphasis is placed accordingly.Finally, Donne’s rhyme scheme plays an important part in the meaning. All twenty-seven lines of the poem follow the aabbccddd rhyme scheme. This consistency in pattern re flects the speaker’s persistence as he proceeds with his request for intimacy throughout the poem.Analysis 2The Flea by Jo hn Donne Incomplete Essay Donne’s poem “The Flea” appears to be a love poem, a dedication from a male suitor to his lady of honor, who repudiates to yield to his lustful desires. In this poem, the speaker tries to seduce a young woman by comparing the consequences of their lovemaking with those of an insignificant fleabite. He uses the flea as an argument to exemplify that the physical relationship he desires is not in itself a momentous event, because a similar unification has already taken place within the flea. In the stanza 1, the speaker creates likeness between the fleabite and lovemaking. I interpreted the first two lines, “Mark but this flea, and mark in this, How little that, which thou deny’st me, is;” to mean that the woman doesn’t reject the flea entrée to her body, yet she denies the advancements of the speaker. Then the speaker shows the similarities between their lovemaking and the mingling of their blood within the flea. “It sucked me first, and now sucks thee, And in this flea our two bloods mingled be.” This argument shows the woman that the same physical exchange, which takes place between her and a flea, is the same type of union that he has in mind. In lines 5-6 ofstanza 1 the speaker persuades the woman that their act could not be considered a sin because a fleabite isn’t considered one. This act could not be considered a loss of innocence because it is so common that if it were to be true, nearly everyone would have lost his or her innocence. Therefore this lady should not be troubled about giving herself to him before they marry, because their only act is the mixing of their blood. The poet introduces the idea of the baby in the final lines of stanza 1. “And pampered swells with one blood made of two, And this, alas! Is more than we would do.” This line describes the physical changes that happen to a fle a’s body after it fills with blood. The flea is now considering the baby produced by their bloods.In the second stanza the speaker asks the women to spare the life of the flea because if she kills it she would kill three lives as well. Not only that, the flea (the baby) has joined them eternally, the same way marriage would join them. “Oh stay, three lives in one flea spare, Where we almost, yea more than, married are. This flea is you and I, and this Our marriage bed and marriage temple is.” Since they h ave already the marital bond, making love would not be considered a sin. Lines 14 and 15 of stanza 2, “Though parents grudge, and you, we are met, and cloistered in these living walls of jet,” describes how her parents do not accept that what he says is marriage. But last lines of stanza 2, the speaker argues that if she kills the flee she would be committing murder. “Though use make you apt to kill me, Let not to that, self-murder added be, And sacrilege, three sins in killing three.” She would kill the symbolic marriage realm and the baby. In addition to those murders, she would be killing herself.In the last stanza, the woman has killed the flea and in doing so she has killed the child. “Cr uel and sudden, hast thou since purpled thy nail in blood of innocence?” The speaker then brings up the point that the child is innocent and all the baby did wrong was choosing her as a mother. “Wherein could this flea guilty be, Except in that drop which it sucked from thee?” The next two lines indicate that she is happy, but the speaker says that she should not. “Y et thou triumph’st, and say’st that thou Find’st not thyself, nor me, the weaker now.” She should not be cheerful because her choice to kill le d to her loss of innocence. And the speaker ends the argument in the subtext of the third stanza saying that since she has already los s her innocence by killing the flea, she might as well give into him because she cannot lose her innocence again. “The Fl ea” by John Donne, an English poet and clergyman, was one of the greatest metaphysical poets. His poetry was marked by conceits and lush imagery. The Flea is an excellent example of how he was able to establish a parallel between two very different things. Donne adopts a cynical and rather flippant tone towards his woman, using his wit to try to belittle and overcome her moral arguments for immediate pleasure.ConceitConceit, an unusually far-fetched or elaborate metaphor or simile presenting a surprisingly apt parallel between two apparently dissimilar things or feelings. Under Petrarchan influence, European poetry of the Renaissance cultivated fanciful comparisons and conceits to a high degree of ingenuity, either as the basis for whole poems or as an incidental decorative device. Poetic conceits are prominent in Elizabethan love sonnets, in metaphysical poetry, and in the French dramatic verse of Corneille（高乃依，法国17世纪剧作家）and Racine（拉辛，法国17世纪剧作家）. Conceits often employ the devices of hyperbole, paradox, and oxymoron.1. Why does the poet say that “this cannot be said a sin, or shame, or loss of maidenhead”?T he woman doesn’t reject the flea entrée to her body, yet she denies the advancements of t he speaker. The speaker shows the similarities between their lovemaking and the mingling of their blood within the flea. “It sucked me first, and now sucks thee, And in this flea our two bloods mingled be.” This argument shows the woman that the same physi cal exchange, which takes place between her and a flea, is the same type of union that he has in mind. Their act could not be considered a sin because a fleabite isn’t considered one. This act could not be considered a loss of innocence because it is so common that if it were to be true, nearly everyone would have lost his or her innocence. Therefore this lady should not be troubled about giving herself to him before they marry, because their only act is the mixing of their blood.2. What do you think is the addressee’s parents’ attitude toward the poet’s wooing?Lines 14 and 15 of stanza 2, “Though parents grudge, and you, we are met, and cloistered in these living walls of jet,” describes how her parents do not accept that what he says is marriage. Her parents are against such a marriage.3. What is the real purpose of the poet to say that in killing the flea “thou” are actually killing three lives?Three lives refer to you, me and the flea (implying our baby). The speaker argues that if she kills the flee she would be committing murder. She would kill the symbolic marriage realm and the baby. In addition to those murders, she would be killing herself. When the flea is killed, the speaker purposefully turns to another argument. The killing has done no harm tothem. Likewise, their secret union will do no harm to them. They should not worry about their union. Their fears are false.Death, Be Not Proudment on the poem.This poem reveals the aut hor’s belief in life after death. Here death is compared to rest or sleep. Death is but momentary while happiness after death is eternal. This religious idea is curiously expressed in the author’s supposed dialogue with “death”, as various reasons are given in the poem against the common belief in death as “mighty and dreadful”. According to the author, “death” is a slave and will die. The sonnet was a typical work of the school of metaphysical poetry.2.How do you understand lines 5-8?Apparently, Donne is saying that relaxation and slumber are desirable things in life, and death offers human beings eternal “rest” and “sleep”, and therefore “much pleasure”. By saying “which but thy pictures be”, Donne refers to the fact that our image of Death is rest and sle ep. Of course, all men and women, not just the “best men”, eventually walk with Death. Donne means to say that even the best among us will perish in the end. No one is safe, but that’s not necessarily the way to look it. Death is not something we should fear, for it is part of a natural cycle. It is the preface to our final sleep, which offers “freedom” (and final delivery) for the soul. Here Donne is implying that our life offers only imprisonment for the soul, and in this sense Death would be more powerful.Paradise Lost1.Where is the story taken from? Tell the story briefly.The story is taken from the Old Testament. Satan and other angels rebel against God, but they are defeated and driven from Heaven into Hell. Even amidst the furnace of Hell, Satan is determined to fight back. He assumes the shape of a snake and comes to the Garden of Eden, a paradise where Adam and Eve live. God, after knowing Satan’s plot, sends the Archangel Raphael to warn Adam and Eve of Satan. However, Satan still succeeds in seducing Eve to eat the fruit from the Tree of Knowledge, which has been totally forbidden by God. As a result, Adam and Eve are exiled by God from the paradise and thereafter live a life full of hardship.2.The general subject（总的主题）is briefly stated in Book I, from which the excerpt is taken. What is the general subject? The general subject is man’s disobedience and the loss thereupon of Paradise, with its prime cause, Satan, who, having revolted from God, has been driven out of heaven. Satan is represented with his angels, lying on the burning lake of hell. He awakens his legions, comforts them, and summons a council. Pandemonium, the palace of Satan, is built.mon on the character of Satan in Book I of Paradise Lost?Satan in Book I is in some ways an appealing figure. Most of us admire the rebel, especially the rebel who will not bow down to another even in defeat. He is a good military leader. And when he feels sorrow at the sad plight（状态）of those he had led to so terrible a punishment, we cannot but sympathize with his state of mind. Satan is at the most notable in Book I because he has about him the last flickers（闪烁）of heavenly radiance（光辉）, the traces of his ruined greatness. There is undoubtedly something thrilling as he summons up his defeated powers, c ollects together the scattered legions （军团）of the lost angels, addresses them with words of defiance of God, and draws forth response of militaristic（穷兵黩武的）assent as his troops “Clashed on their sounding shields the din of war, / Hurling defiance towards th e vault of heaven.” But even in Book I the effects of his sin are beginning to show. He blusters（吓唬，狂吹）. He presents the commonest excuse the wrongdoer who has failed can make: he says more than once that he had no way of knowing God was so strong when he rebelled since no one had ever tried His strength. He lies when he claims to have emptied Heaven, for only a third of the angels rebelled. In spite of the terrible defeat he has just suffered, he refuses to acknowledge the power of God. He will continue the battle, even though he should realize that all he can get out of his fight is further pain for himself and for his fellows. For all this self-delusion（自欺）, however, Satan’s defiance of the Divine Will is indispensable to the continuance of his identity, a predicament that raises him to tragic status.4. Where are the serpent and his followers condemned after their defeat?They are driven from Heaven into hell.5. What are the God’s punishments for those rebellious angels as described by Milton in lines 59-74?Satan looks around and finds himself in a horrible dungeon. There is a great furnace in the dungeon. What is burning is sulfur, with flames, but without light. Through the visible darkness, he can discover sights of woe, regions of sorrow,mournful shades, where peace and rest can never live. Hope goes everywhere except to this place. It is such a place as Eternal Justice had prepared for those rebels. It is far away from God and light of Heaven.6. What is considered by Satan as “ignominy” and “shame” (line 115)?To bow and sue for grace with suppliant knee and deify his power. To give in to God, to fall down on one’s knees to beg for mercy submissively, worship God’s power, become scared for God’s authority and power, lose confidence.7. What is Satan advising the serpent and his followers to do in this part of Paradise Lost?He is defeated in the battle against God, but he does not lose heart. He w ill not bow down to God. Instead, he is advising the serpent and followers to rise up again and fight another battle.Unit 5* 辉格党(Whig)和托利党(Tory)是17世纪末在英国出现的两个正在形成中的政党。

英国文学史复习资料
以下是一些关于英国文学史的复习资料：
1. 《英国文学的发展与演变》（The Development and Evolution of British Literature）：这本书提供了英国文学史的全面概述，从中世纪到现代不同时期的文学作品和文学流派都有介绍。

2. 《英国文学史导论》（Introduction to British Literary History）：这本导论书通过对英国文学史的重要事件、作家和作品进行深入讲解，帮助读者理解英国文学的演变和发展。

3. 《英国文学史简明教程》（A Short History of English Literature）：这本书以简明清晰的语言介绍了英国文学史的重要内容，包括不同时期的文学作品和重要作家的生平和作品。

4. 网络资源：有许多网站提供关于英国文学史的资料和学
术文章，如英国文学史学术网站、大学的文学部门网站等。

你可以在搜索引擎上搜索英国文学史相关的关键词，找到
适合你的学习资料。

5. 学术论文和专著：在学术期刊和图书馆中，你可以找到
许多针对英国文学史的研究论文和专著，这些都是深入了
解英国文学史的重要资源。

无论使用哪种资料，重要的是要有系统地学习和复习英国
文学史，理解各个时期的文学作品和文学流派的特点和发
展趋势，同时熟悉一些重要的作家和作品。

1. What does "to be" mean? Quote and then explain. L1 p82. What does "not to be" mean? Quote and then explain. L1 p83. 11 ,Tis a consumation devoutly to be wish'cT--what is this idealstate, according to Hamlet?L2-3 p94. What is death compared to? What make one hesitate to end thetroubles of life by death?5"There's the respect that makes calamity of so long llong life"-— how do you understand the line?L7-8 p9fe"6. What "puzzled the will" of death? L19 p97. What influence do thoughts have upon resolution and action?(open question)8. What is the internal conflict that Hamlet is going through?(personal understanding)9. When, where and how should he punish the murderer and bringjustice back to the world? Give your personal ideas, (open question) —-how do you understand the line?L7-8 p91 Which is nobler, to suffer the injuries of bad fortune, or to take armsagainst the sea of troubles?27b die is to sleep. In the sleep, we can get free from all the troubles that obsess us in this world.3Death is the best end of our sufferings.4No, no! lb die is not to sleep. Perhaps to die is to dream. In the sleep of death both good dreams and bad dreams may come.5Such a thought makes us hesitate.6Life is horrible. Life is full of such bad things as the oppressor's wrong and the insolence( conceit, arrogance) of office.7That patient merit...with a bare bodkin:本来一把短剑就可以了结一切，可我们为什么还要寄人篱下苟活于世？8We can not bear such a bad life. But at the same time, we dare not go to the other world.活下去还是不活，这是个问题；要做到高贵，究竟该忍气吞声来容受狂暴的命运矢石交攻击呢，还是该挺身反抗无边的苦恼，扫它个干净？死，就是睡眠——就这样；而如果睡眠就等于了结了心痛以及千百种身体要担受的皮痛肉痛，那该是正求之不得啊！死，就是睡眠；睡眠也许要做梦，这就麻烦了！我们一旦摆脱了尘世的牵缠在死的睡眠里还会做些什么梦，一想到就不能不踌躇。

一、主要文学流派和重大历史事件1.The Old English period1)The only organic whole poem to come out of the Anglo-Saxon period.2)epic(史诗).3)The story takes place in Scandinavia, there is no mention of England.2.The middle English period中世纪文学1)Popular folk literature2)Romance代表作：《Sir Gawain and the Green Knight》3.The English Renaissance文艺复兴时期文学1)Poetry2)Drama3)Prose代表作：Thomas More《Utopia》;William Shakespeare是文艺复兴时期最杰出的作家《A Midsummer Night’s Dream》;《The Merchant of Venice》;《Romeo and Juliet》;《Hamlet》.....4.The Age of Enlightenment十七世纪文学1)The metaphysical poets2)The Cavalier poets代表作：John Milton《Paradise Lost》and《Paradise Regained》5.Neoclassicism新古典主义文学1)Poetry2)Novel3)Drama代表作：Jonathan Swift《Gulliver’s Travels》6.Pre-Romanticism前浪漫主义1)Poetry代表作：Robert Burns《A Red, Red Rose》;William Wordsworth《the Lyrical Ballads》7.The romantic movement浪漫主义运动From the latter part of the eighteenth century to the present day, art and literature and philosophy, and even politics, have been influenced, positively or negatively, by a way of feeling which was characteristic of what, in a large sense, may be called the romantic movement.代表作：George Gordon Byron《Don Juan》[小说]Percy Bysshe Shelley《Ode to the West Wind》[poet and critic]8.Critical realism批判现实主义1)Novels代表作：Charles Dickens《A tale of Two cities》、《Oliver Twist》;9.The Roman conquestBritish recorded history began with Roman invasion.First landing in 55 B.C. Led by Julius CaesarComplete control over the land in 43 A.D.Leaving in around 410 A.D.10.The English conquest11.The Norman conquest1)The year 1066: Norman Conquest.2)The social situations soon after the conquest.A. Norman nobles and serfs;B. restoration of the church.12.The church reformation13.The bourgeois revolution14.The Glorious revolution15.The industrial revolution16.The French revolution回答问题1.What makes the poet think that"thou"can be more beautiful than summer and immortal in "Sonnte 18"?A：On the one hand,"Rough winds do shake the darling buds of May, and summer's lease hath all too short a date;"on the other hand,"Sometime too hot the heaven shines, and often is his gold complexion dimmed."So from the above two aspects the poet thinks that "thou" can be more beautiful than pared with immortal, "So long as men can breathe or eyes can see, so long lives this, and this gives life to thee." So in this case, "thou" in the poem can be regarded as female because love can beauty eternal. Or "thou" can be referred to male, for friendship can make beauty everlasting.2.What are the most striking qualities of Robinson Crusoe’s character?A：First of all, he is adventurous. Unlike common people, Robinson is eager to take adventures. So he is brave under most circumstances and curious about new things. Even when he was left in a deserted island, he was not afraid of what he was confronted with.3.How the narrator in”A Red,Red Rose”express his love?A：To use many figures of speeches: simile,hyperbole, repetition.1)Simile: He comparing his love to a red rose and a piece of melody.2)Hyperbole:In the last line of the stanza, he presents his love to his girl withhyperbole.3)Repetition: The poet addresses his girl as a red red rose for many times.4.What do you think of the title of “She Walks in Beauty”? How do you understand the comparison between the woman and the night.A：1)a.”She walks in beauty”is the theme of the poem, the poet used the enumeration of certain qualities that he considered to give her beauty to describe his cousin—a young lady.b.The word ”walk” gives a connotation of advancing, not only in space, butalso in time.2)The poem used images of light and darkness interacting to describe thelady’s personality and looks: She wore a black dress. She was quiet like night with a peaceful mind, and that was the inner beauty of her.ment on this sentence: ”Justice’was done, and the President of the immortals( in Aeschylean phrase) had ended his sport with Tess”. In what sense is Tess’ story tragic?A：1)Tess is a typical victim of the society. Poverty of the family, inhumanity, injustice and hypocrisy of the society decide her tragedy.The two men—the one who takes away her virginity and purity, the other who takes away her love but deserts her on the very weding night—join their forces in bringing about her final destruction.Hers is a personal tragedy; it can also be a social one.2)The tragic fate of Tess and her family was not an individual one, but it was symbolic of the disintegration of the English peasantry--- a process which had reached its final and tragic stage at the end of 19th century.6.The excerpted part of Pygmalion shows that Eliza, the flower girl, now is admired by people for her way of speaking. What do you think of this? Do you think that learning a language can change a person?A：1) I don’t believe that the admiration from people at party for Eliza is true. It is not based on their own experiences and feelings, but based on the shallow views from others. It revealed the shallowness and hypocrisy of the upper class at that time.2)自行补充7.What is the significance of the title of “Araby”? Is anything gained by the boy through his frustration and humiliation?A：1)Araby is a splendid bazaar where Mangan’s sister recommended the boy togo. In his imagination before he went to there, Araby was “An Eastern enchantment” in which his “soul luxuriates”.2) He at least realized that the true life is not as perfect as what he thought to be.。

PPT01：总述1. Literature in the Anglo-Saxon period (450-1066) 安格鲁-撒克逊时期poetry: Beowulf 诗歌：《贝奥武夫》2. Literature in the Middle English period (1066-1500) 中世纪文学romance (narrative verse or prose) 传奇popular ballad 大众民谣Geoffrey Chaucer: The Canterbury Tales 乔叟---《坎特伯雷故事集》3. The Renaissance period (16th century) 文艺复兴时期Shakespeare: poetry and drama 莎士比亚---诗歌和戏剧Francis Bacon: essay 培根---散文4. The period of revolution and restoration (17th ) 革命和复辟时期poetry: John Milton：Paradise Lost, Paradise Regained诗歌：约翰弥尔顿---《失乐园》、《复乐园》John Donne：约翰多恩John Bunyan：The Pilgrim’s Progress 约翰班扬---《天路历程》5. The period of Enlightenment(启蒙运动)(18th)Alexander PopeDaniel Defoe: Robinson Crusoe 丹尼尔笛福---《鲁滨逊漂流记》Henry Fielding: The History of Tom Jones 菲尔丁---《汤姆琼斯历险记》Jonathan Swift: Gulliver’s Travels 乔纳森斯威夫特---《格列佛游记》Richard Brinsley Sheridan: The School of Scandal 肖尔顿---《造谣学校》Thomas Gray and Robert Burns 汤姆斯格雷、罗伯特伯恩斯Old English period (450-1066)The Song of Beowulf (Beowulf) 贝奥武夫—National epic 民族史诗/ National hero 民族英雄·人物：BeowulfHrothgar-King of DanesGrendel—monsterGrendel’s motherFire-breathing dragon·剧情：lst one: Beowulf kills Grendel2nd one: Beowulf kills Grendel’s mother3rd one: Beowulf kills a dragon and diesTheme 主题:People’s struggle with the hostile forces under a wise and heroic leader Beowulf (alliterative verse)of men was the mildest and most beloved,to his kin the kindest, keenest for praise.Then the Goth’s people reared a mighty pileWith shields and armour hung, as he had asked,And in the midst the warriors laid their lord,Lamenting. Then the warriors on the moundKindled a mighty bale fire; the smoke roseBlack from the Swedish pine, the sound of flameMingled with sound of weeping;…For their dead king; exalted his brave deeds,Holding it fit men honor their liege lordPraise him and love him when his soul is fledThus the (Geat’s) people, sharers of his hearth,Mourned their chief’s fall, praised him of kings, of menThe mildest and the kindest, and to allHis people gentlest, yearning for their praiseEg: clean and clearRound the rocks runs the riverbusy as a beeAlliteration 头韵：The repetition of the usually initial consonant sounds in two or more neighboring words.·The Prologue (序诗) supplies a miniature(小画像) of the English society of the time·Heroic couplet(英雄双韵体)The Middle English Period(1066-1500)Influence of Norman Conquest in 1066：❖in politics: feudalist system was established in England❖in religion: Catholic Church had a much stronger power over the country❖in language: three languages co-existed❖French, Latin, EnglishRomance:Uses narrative verse or prose to sing knightly adventures or heroic deeds1. hero: knight2. plot: set out—test: the meeting with the evil—accomplish one’s mission—returnmost famous one: King Arthur and his knights of the Round TableSir Gawain and the Green Knight《高文爵士和绿色骑士》Popular ballad(民谣)：a narrative poem of no great length, without any known writer （anonymous）in an oral tradition then was written downtheme: romantic stories of love and friendships, of treachery and murder, supernatural tales about ghosts and spiritse.g.: Robin Hood 《罗宾逊》An outlaw: brave, clever, strong, loving, tender-hearted and affectionateRob the rich and help the poor and the distressedReflection of the social realityEnglish peasants rose against their oppressors 绿林好汉Geoffrey Chaucer-----“father of English poetry”英国诗歌之父：乔叟The Canterbury Tales 《坎特伯雷故事集》1. It has 24 stories.2. It is the description of the pilgrims（朝圣者）who tell stories.A pilgrim: a person who travels to a holy place for religious reasons3. It is about the life of ordinary people.4. It gives vivid characters, with humor and satire.·World of Chaucer and his PilgrimsPilgrimage: In religion and spirituality, pilgrimage is a long journey or search of great moral significance·Took three days to walk sixty miles between London and Canterbury to visit the shrine of Saint Thomas Becket at Canterbury Cathedral.·Characteristics:1.deal with all sorts of people from all walks of society2.a wide range of plots and ideas3.full of humor and irony4. Presenting characters with both typical qualities and individual dispositionsA realistic portrayal of the English society·Chaucer’s language:1. His language is full of humor and satire.2. His language is vivid, exact and smooth, a master of word-pictures.3. He is the first to use heroic couplet which he introduced from France.4. He is the first great poet who wrote in the English language, making the dialect of London the standard for the modern English speech.Heroic couplet(英雄双韵体)As soon /as Ap/ril pier/ces to /the rootThe drought /of March/, and bathes/ each bud /and shootThrough e/very vein /of sap /with gen/tle showersFrom whose /engen/dering li/quor spring/ the flowersWhen ze/phyrs have/ breathed soft/ly all /aboutInspiring every wood and field to sprout…Two lines with the same rhymes10 syllables, 5 stressed, 5 unstressedA couplet of two lines of iambic pentameter with the same end rhymes and forming a logical whole.PPT02：The Renaissance English Literature（文艺复兴时期）·Social, cultural and intellectual movement embracing the whole Western Europe ·Rebirth or revival of ancient Greek and Roman culture and civilization.It marks a transition from the medieval to the modern world·First appeared in Italy in the 14th century, with the flowering or flourishing of painting, sculpture and literature·前期代表人物Representatives: Dante(但丁) (The Divine Comedy);Boccaccio（薄迦丘）(Decameron)Leonardo da Vinci , Michelangelo , Raphael Backgrounds:❖Economically：development of trade →enclosure movement →uprisings❖Politically：feudalist relations →capitalismfeudal nobility →rising bourgeoisie❖Religiously：Roman Catholic Church →Church of England;❖Culturally：interest in God and life after death →significance of man and enjoyment of life·In essence, the Renaissance is a historical period in which the European progressive writers and scholars (humanists人文主义者) made attempts to get rid of those old feudalist ideas in medieval Europe, to introduce new ideas that expressed the interests of the rising bourgeoisie（资产阶级）, and to recover the purity of the early church from the corruption of the Roman Catholic ChurchThe essence of the Renaissance is humanism.文艺复兴后期文学代表人物：Thomas More 托马斯莫尔Utopia《乌托邦》Edmund Spenser 斯宾塞Francis Bacon 培根William Shakespeare 莎士比亚Ben Johnon ★◇Thomas More’s Masterpiece—Utopia(乌托邦)Utopia first written in Latin then translated to English：“nowhere”·Part I: social evils“even a beast’s life is enviable”cause of all the social evils the existence of private property·Part2: Utopiafoundation of an ideal society is the abolishment or abolition of private propertyAll land is held in common. All citizens are equal.Universal education for all children.◇Edmund SpenserEdmund Spenser and Philip Sidney are the two most important poets of the English Renaissance.They were labeled “court poets”because they were of noble birth.Spenser was known as the Poets’Poet by later generation.PPT03：William Shakespeare 莎士比亚◇Writing Career:38 plays154 sonnets2 long narrative poems·Four periods of his dramatic career:·1st(1590-1594) apprenticeship；King Richard IIItragedy: Romeo and Juliet 1594some comedies·2nd period(1595-1600) rapid developmentGreat comedies:A Midsummer Night’s Dream 1595；The Merchant of Venice 1596The Merry Wives of Windsor 1598；Much Ado About Nothing 1598As You Like it 1599 ；Twelfth Night 1600Mature historical plays：Richard II；Henry IV ；Henry v·3rd period: 1601-1607maturity, gloom and depression4 greatest tragedie s: King LearHamletOthelloMacbeth·4th period(1608-1616)peace and calm, disillusionment·Sonnet ：a poem of 14 lines of iambic pentameter with a rigid rhyme-scheme◇HamletHamlet: Prince of Denmark Claudius: King of Denmark, Hamlet’s uncle Gertrude: Queen of Denmark, Hamlet’s mother Polonius: Lord Chamberlain under Claudius Ophelia: Polonius’daughter, Hamlet’s love Laertes: Polonius’sonHoratio: Hamlet’s schoolmate & loyal friend Rosencrantz & Guildenstern: his schoolmates Fortinbras: Prince of Norway Ghost of King Hamlet·Plot Summary -- Act IThe ghost appears at the castle.Hamlet grieves over father’s death and mother’s hasty marriage to Claudius.The ghost tells Hamlet the truth about his death.Ophelia is told by her father and brother not to fall in love with Hamlet.·Plot Summary -- Act IIHamlet pretends to be mad.Polonius attributes the madness to Ophelia’s rejection of his love.Hamlet arranges for a play to test Claudius.·Plot Summary -- Act IIIThe play is performed and Hamlet finds out the truth.Hamlet accidentally kills Polonius and is to be sent to England.Ophelia goes mad and drowns herself.Laertes wants to avenge his father’s death.A plot is worked out between Claudius and Laertes.·Plot Summary -- Act VHamlet and Laertes have a grapple at Ophelia’s grave.Fencing match:Gertrude diesLaertes confesses and diesHamlet dies and names Fortinbras heir to the throne.⊙Hamlet《哈姆雷特》is a play about murder, ghost, betrayal, revenge, madness, friendship and love.Murder---intentional and accidentalGhost---a bridge between reality and illusionBetrayal---Claudius, Gertrude, R&GRevenge---Hamlet, LaertesMadness---real madness；pretended madnessLove---Hamlet and OpheliaFriendship---1.）true friendship between Hamlet and Horatio2.）false friendship between Hamlet and R&G⊙Hamlet is a man of (knowledge, nobility, talent and brilliance, youth,energy and wisdom.)⊙Writing devices。

8.Christopher Marlowe 柯里斯托弗 •马 罗 1564~1595 ① <Doctor Faustus> 浮士德博士 ②<Tamburlaine> 铁木真 ③<The Jew of Malta> 马耳他的犹太人
9. William Shakespeare 威 廉 • 莎士比亚 1564~1616 ①Venus and Adonis 维纳斯与阿都尼斯 The Rape of Lucrece 鲁克丽丝受辱记 The Taming of the Shrew 驯悍记 Love’s Labour’s Lost 爱的徒劳 Romeo and Juliet 罗密欧与朱丽叶 Much Ado about Nothing 无事生非 The Merry Wives of Windsor 温莎的风流女人 Measure for Measure 一报还一报 The Winter’s Tale 冬天的故事 The Tempest 暴风雨 The comedy of errors 错中错 Cymbeline 辛白林 Pericles 佩里科尔斯 Timon of Athens 雅典的泰门 Coriolanus 科里奥兰纳斯 Antony and Cleopatra 安东尼与克莉奥佩特拉 All’s Well That Ends Well 终成眷属 Troilus and Cressida 特洛埃围城记 Julius Caesar King John 约翰王
②Four Comedies:
< A s Y o u L i k e I t > 皆大欢喜; <Twelfth Night>第十二夜 ; <A Midsummer Night‟S Dream>仲夏夜之梦; < T h e M e r c h a n t O f V e n i c e > 威尼斯商人

• 英国文学在当代社会的重要意义
• 英国文学在当代社会的代表作品
• 传承了英国的历史文化
• 提供了思想启蒙和批判的视角
• 讽刺了现代社会的权力斗争
• 增强了英国人民的民族认同感
• 对当代社会的问题进行了关注和思
• 体现了英国文学在当代社会的价值
考
与意义
谢谢观看
THANK YOU FOR WATCHING
• 创作了《仲夏夜之梦》等经典喜剧
ห้องสมุดไป่ตู้
人性与冲突
• 莎士比亚戏剧的核心主题
• 揭示了人性的复杂性和冲突
• 对英国文学产生了深远的影响
⌛️
语言与修辞
• 莎士比亚戏剧的突出特点
• 善于运用语言和修辞手法
• 对英国文学的写作技巧产生了影响
简·奥斯汀的文学创作
爱情与婚姻
• 简·奥斯汀的主要题材
• 创作了《傲慢与偏见》等经典作品
自然与超自然
• 浪漫主义文学的重要主题
• 崇尚自然和超自然的力量
• 对英国文学的题材选择产生了影响
《拜伦诗选》
• 浪漫主义时期的代表作品
• 由乔治·戈登·拜伦创作
• 体现了浪漫主义文学的特点
现实主义文学的发展
《雾都孤儿》
• 现实主义时期的代表作品
• 由查尔斯·狄更斯创作
• 体现了现实主义文学的特点
苏格兰地区的文学贡献

启蒙运动时期的文学
• 苏格兰地区的文学繁荣时期
• 出现了大卫·休谟等伟大哲学家
• 对英国文学的发展产生了影响
《苏格兰诗选》
• 苏格兰地区的文学瑰宝
• 收集了苏格兰诗人的作品
• 体现了苏格兰地区的文学传统

英国文学资料第一篇：英国文学资料英国文学一、古英语时期的英国文学（499-1066）1、贝奥武夫2、阿尔弗雷德大帝：英国散文之父二、中古英语时期的英国文学1、allegory体非常盛行2、Romance开始上升到一定的高度3、高文爵士和绿衣骑士4、Willian Langlaud 《农夫皮尔斯的幻象》5、乔叟坎特伯雷故事集（英雄双韵体）6、托马斯.马洛礼《亚瑟王之死》三、文艺复兴时期的英国文学（伊丽莎白时代）（14-16世纪）1、托马斯.莫尔《乌托邦》2、Thomas Wyatt 和 Henry Howard引入sonnet3、Philips Sidney 《The defense of Poesie》《阿卡迪亚》描述田园生活；现代长篇小说的先驱4、斯宾塞《仙后》诗人中的诗人；斯宾塞体诗节；5、莎士比亚：长篇叙事诗：《维纳斯和阿多尼斯》、《露克丝受辱记》四大悲剧：哈姆雷特、李尔王、奥赛罗、麦克白7、本.琼森风俗喜剧（comedy of manners）《人性互异》8、约翰.多恩“玄学派”诗歌创始人9、George Herbert 玄学派诗圣10、弗朗西斯.培根现代科学和唯物主义哲学创始人之一《Essays》英国发展史上的里程碑《学术的推进》和《新工具》四、启蒙时期（18世纪）1、约翰、弥尔顿：《失乐园》、《为英国人民争辩》2、约翰、班扬：《天路历程》religious allegory3、约翰、德莱顿：英国新古典主义的杰出代表、桂冠诗人；《论戏剧诗》4、亚历山大.蒲柏：英国新古典主义诗歌的重要代表；英雄双韵体的使用达到登峰造极的使用；《田园组诗》是其最早田园诗歌代表作5、托马斯、格雷：感伤主义中墓园诗派的代表人物《墓园挽歌》6、威廉、布莱克：天真之歌、经验之歌；7、罗伯特、彭斯：苏格兰最杰出的农民诗人；8、Richard Steel和Joseph Addison合作创办《The tatler》和《the spectator》9、Samuel defoe 英国现实主义小说的奠基人之一；《鲁滨逊漂流记》；《铲除非国教徒的捷径》，仪表达自己的不满；10、Jonathan Swift 《一个小小的建议》；《格列佛游记》；《桶的故事》；11、Samuel Richardson 英国现代小说的创始人；帕米拉；克拉丽莎；查尔斯.格蓝迪森爵士的历史；12、Henry Fielding 英国现实主义小说理论的奠基人；《约瑟夫。

1.The Norman Conquest brought the body of customs and ideals known as ___________ intoEngland. 1.诺曼的战胜带来了即是的关税和理想的身体＿＿＿＿＿＿＿＿＿＿＿进入英国之内。

A.chivalry 一。

骑士精神B.feudalism 封建制度C.Christianity 。

基督教D.capitalism资本主义2. Being one of the forerunners of ____________, Chaucer praises man’s energy, intellect, quick wit and love of life. 作为先驱之一＿＿＿＿＿＿＿＿＿＿＿＿, 乔叟称赞男人的精力，智力、快的机智和生活的爱。

一。

人性B。

写实主义C。

现代作风D。

浪漫精神A. humanismB. realismC. modernismD. romanticism3.The keynote of English Renaissance was ____________.3.英国文艺复兴的主调音是＿＿＿＿＿＿＿＿＿＿＿＿.一。

人性B。

改革C。

附件运动D。

恢复A.HumanismB.reformationC.Enclosure movementD.Restoration4.When Shakespeare wrote King Lear and Macbeth, he mainly relied on ___________.4.当莎士比亚写信给李尔王的时候和马克白，他主要地仰赖＿＿＿＿＿＿＿＿＿＿＿.一。

意大利故事B。

Holinshed 年代记C。

高贵希腊人的生命和罗马人D。

丹麦的事件A.Italian storiesB.Holinshed’s ChroniclesC.Lives of the Noble Greeks and RomansD.Danish events5.Paradise Lost was written in ___________.5.遗失的天堂被写了在＿＿＿＿＿＿＿＿＿＿＿.一。

（完整word版）英国文学选读复习资料Part I The Middle AgeChapter 1 the Anglo-Saxon period (449-1066)1. Beowulf（贝奥武甫）: England’s national epic.（第一部民族史诗）2. artistic feature: ① using alliteration② using metaphor and understatementChapter 3 Geoffrey Chaucer (ca1343-1400)1.Geoffrey Chaucer is the father of English poetry and one of the most greatest narrative（叙事）poets of England.2.首创双韵体. tonico-syllabic verse. 运用London dialect.3. writing style: wisdom, humor, humanity.4.代表作：The Canterbury Tales-----In this book, Chaucer created a strikingly brilliant and picturesque panorama of his time and his country. In this poem Chaucer’s realism, trenchant irony and freedom of views reached such a high level of power that it had no equal in all the English literature up to the 16th century. But Chaucer was not entirely devoid of medieval prejudices. [乔叟为他那个时代和国家勾勒出一幅生机勃勃而又充满诗情画意的社会百态图。

English Literature• 1. 中世纪文学/mediaeval literature（约5世纪—1485）• 2. 文艺复兴时期文学/Renaissance literature（15世纪后期—17世纪初）• 3. 17世纪文学/17th Century Literature• 4. 启蒙时期文学/Literature Enlightenment period（17世纪后期—18世纪中期）• 5. 浪漫主义时期文学/Romantic literature period（1798-1832）• 6. 现实主义时期文学/Realism period（19世纪30年代-1918）•7. 现代主义文学时期/Modern Literature period （1918-1945）•8. 当代文学/Contemporary Literature（1945—今）1. 中世纪文学/mediaeval literature（约5世纪—1485）Note:“Medieval period” is a quite special period in English history. In Chinese “Medieval” or “The Middle Age”. Overview:•Many books on English literature begin with Chaucer, who serves as a convenient starting point since he is undoubtedly the first important writer in English history. Such a convenient choice, however, will leave out Beowulf, the most impressive long poem in Old English.•From the history ,the land was occupied by the Celts 凯尔特人before the Romans invaded it.Part I: Anglo-Saxon Period (449—1066)1. Historical background2. literature3. Old English Poetry: BeowulfThe Anglo-Saxon period (449-1066)•English literature began with the Anglo-Saxon settlement• 1. historical background•Three conquests: Roman conquest in 43 AD; Anglo-Saxon conquest in 449; Norman conquest in 1066 •43 AD, Roman conquered Britain ,making the latter a province of Roman Empire; the withdrawal of Roman troops ,the Teutonic tribes日耳曼人的,条顿人的.•esp., the Anglos conquered the island and called it Angle-land, then England, their language is Anglo-Saxon old English.New words:•pagan [‘peiɡən]:异教徒, 非基督教徒•Saga ['sɑ:ɡə]:中世纪北欧传说; 英雄传奇(saga novel)(多卷本)家世小说•ecclesiastic [i͵kli:zi'æstik] ：(基督教的)牧师, 教士2. Literature:•the old English poetry can be divided into two groups: the secular and the religious.•The secular group: Beowulf, The Wife’s Complaints•The religious group: Genesis A and B are two poems based on the Old Testament.Sum up: 2. literature•1): pagan: oral sagas--the Song of Beowulf•2): Christian: copied by the monk.•The influence of the Christianity upon language and culture.•Two ecclesiastic poets: Caedmon and Cynewulf•Caedmon--[‘kædmən]凯德蒙(公元7世纪盎格鲁-撒克逊基督教诗人)•Cynewulf--[‘kinəwulf] 基涅武甫(盎格鲁-撒克逊诗人,生活在公元9 世纪诺森伯里亚或麦西亚,其古英语诗稿于10世纪被发现,有《埃琳娜》、《使徒们的命运》、《基督升天》和《朱莉安娜》等) Epic:史诗•Epic is an extended narrative poem in elevated or dignified language and in a grand style, like Homer’sIliad[‘iliəd] and Odyssey[’ɔdisi] . It usually celebrates the feats and achievements of one or more legendary or traditional heroes. The action is simple but full of magnificence. Many epics were drawn from an oral tradition and were transmitted by song and recitation before they were written down.•The epics are the earliest pieces of literature surviving from the Old English period and indeed a tribute to the vitality of the ancient paganism. This tradition is the composing in verse of tribal or national legends about a great hero, always a fighting warrior.•This is to be found in the Heroic Age of the Anglo-Saxons, while they were still on the Continent. In any case, the personality and the deeds of a hero were a source of inspiration to members of the tribe. To celebrate the deeds of the hero, and thereby to perpetuate his name and his glory unto succeeding generations, was the business of the bard, or minstrel, whom the Anglo-Saxons called the scop古代盎格鲁撒克逊的(吟游)诗人or gleeman吟游诗人.•How many of these epics were composed during the Heroic Age of the Anglo-Saxon can not be told;none of them were written down for centuries; instead they were passed by word of mouth from scop to scop; and the stories grew in the passing.•the Song of Beowulf [‘beɪə、wʊlf]----England’s national epicOld English Poetry: The Story of Beowulf•Beowulf -- written in 10th century, probably composed some time during the first half of the 8th century, after the Christianization of the whole nation. The historical event described in the poem belongs to the early 6th century.•Beowulf is the national epic of the Anglo-Saxon and English people. It consists of 3182 lines and is to be divided into two parts.–Though it is regarded today as the national epic of the Anglo-Saxons, th e hero and the setting of Beowulf have nothing to do with England, for the story took place in Scandinavia .•Scandinavia --[skændɪ’neɪvɪə]:the countries of N Europe, esp. considered as a cultural unit and including Norway, Sweden, Denmark, and often Finland, Iceland, and the Faeroes斯堪的纳维亚(半岛)(欧洲)Beowulf•Beowulf is folk legend brought to England by the Anglo-Saxons from their continental homes. Beowulf isa grand hero. He is so, simply by his deeds. He is faithful to his people. He goes alone, in a strange land,to venture himself for the deliverance of his people. He forgets himself in face of death. Though the poem was written in the 10th century, its hero was no doubt mainly the product of a primitive, tribal society on the continent.2). the Song of Beowulf- plot and theme:I. a. fight with Grendel II. a. fight with fire dragonb. fight with Grendel’s mother b. death and funeralplot•Part I: It opens in Denmark, where King Hrothgar's splendid mead hall, Heorot, has been ravaged for 12 years by nightly visits from an evil monster, Grendel, who carries off Hrothgar's warriors and devours them. Unexpectedly, young Beowulf, a prince of the Geats of southern Sweden, arrives with a small band of retainers and offers to cleanse Heorot of its monster. The King is astonished at the little-known hero's daring but welcomes him, and after an evening of feasting, much courtesy, and some discourtesy, the King retires, leaving Beowulf in charge. During the night Grendel comes from the moors, tears open the heavy doors, and devours one of the sleeping Geats. He then grapples with Beowulf, whose powerful grip he cannot escape. He wrenches himself free, tearing off his arm, and leaves, mortally wounded.•The next day is one of rejoicing in Heorot. But at night as the warriors sleep, Grendel's mother comes toavenge her son, killing one of Hrothgar's men. In the morning Beowulf seeks her out in her cave at the bottom of a mere and kills her. He cuts the head from Grendel's corpse and returns to Heorot. The Danes rejoice once more. Hrothgar makes a farewell speech about the character of the true hero, as Beowulf, enriched with honors and princely gifts, returns home to King Hygelac of the Geats.•The second part passes rapidly over King Hygelac's subsequent death in a battle (of historical record), the death of his son, and Beowulf's succession to the kingship and his peaceful rule of 50 years. But now a fire-breathing dragon ravages his land and the doughty but aging Beowulf engages it. The fight is long and terrible and a painful contrast to the battles of his youth. Painful, too, is the desertion of his retainers except for his young kinsman Wiglaf. Beowulf kills the dragon but is mortally wounded. The poem ends with his funeral rites and a lament.基本情节可分为两部分：•第一部分（诗行1—1904）：丹麦国王赫罗斯加兴建了一座宏伟的宴乐厅，遭到魔怪格兰道尔的袭击。

A Passage to IndiaIt might seem scandalous to reduce E.M. Forster 's A Passage to India, a complex and multi-faceted work considered one of the greatest novels of the 20th century, to such a concise formula. But we humbly offer up this mantra as our homage to Forster's novel, as a passage into his Passage to India. Published in 1924 when the cracks in the British Empire were just emerging, the novel centers on the trial of an Indian doctor accused of raping an Englishwoman. The work was the last of Forster's novels, and a thematic departure for him as well. Previous novels such as A Room with a View (1908) and Howards End (1910) stayed in Europe, focusing on the familiar Edwardian theme of the individual's struggle against the stifling conventions of society. Informed by Forster's own travels to India in 1912-13 and 1921, A Passage to India has been lauded not only for its critique of the British Empire, but also for its stylistic innovation and philosophical density.So, a girl walks into a cave...and an empire trembles. One of the reasons that Forster's novel is so amazing is that it takes an individual case – a rape trial – and shows how it sets off network of social, political, and cultural forces that reverberates across the British Empire. Set in India in the early 20th century when it was still a British colony, the novel challenges the claim that British had a right to colonize India. Variously called Britain's "civilizing mission" or, in Rudyard Kipling 's famous line, the "white man's burden," British imperialism was motivated by the idea that the British were a superior, enlightened, and more advanced race than non-European peoples, and thus had a duty to "civilize" these people, by force if necessary (source).British imperialism in India entailed a fundamentally racist set of beliefs about "Orientals," a term which denoted anyone living east of western Europe, from North Africa to China. Orientals were considered passive, weak, illogical, and morally corrupt with a tendency toward despotism.A Passage to India turns this imperial ideology on its head through its scathing depiction of British colonial bureaucrats, its detailed and nuanced portrayal of Indian characters, and its invocation of India's rich history and culture. But it also shows how difficult the path to Indian independence would be through exploration of the tensions between the Hindu and Muslim characters in the novel.Despite its critique of the British Empire, Forster's novel continues to draw controversy, particularly in the field of postcolonial studies, a field devoted to the study of literary, social, and political issues relating to former European colonies. (Read more about postcolonial studies here.) Some critics argue that A Passage to India is still bogged down by the Orientalist stereotypes that the novel condemns. Others take issue with Forster's exclusion of women from the idealized, though fraught, friendships between men in the novel – this exclusion is seen as revealing how the British Empire was not only a racist system, but a patriarchal one as well.The novel certainly resists easy answers to these daunting questions. As Forster himself said of his novel, "When I began the book I thought of it as a little bridge of sympathy between the East and West, but this conception has had to go, my sense of truth forbids anything so comfortable" (Childs22). In its refusal of "comfortable" solutions to pressing political issues, Forster's novel doesn't give us a blueprint to a better, happier, world. Instead, A Passage to India offers a way of thinking critically about our relationship to the world, and our relationship to ourselves. So we invite you to bid farewell to our mantra, and let yourself get lost in the extraordinary passages of Forster's A Passage to India.A Passage to India SummaryIn Part 1, "Mosque," the novel opens with a panoramic view of the fictional city of Chandrapore, India. The narrative shifts to Dr. Aziz, who is called away from dinner with his friends by his superior at the hospital, Major Callendar. He then visits to the local mosque, where he meets Mrs. Moore, an Englishwoman who has recently arrived to visit her son, Ronny Heaslop, with his love interest, Adela Quested.After the mosque, Mrs. Moore arrives at the club just as Adela announces to the members of the club that she would like to see the real India. To humor her, Mr. Turton, the Collector of the district, offers to set up a Bridge Party. At the Bridge Party, Adela is disappointed to find that the British and Indian guests are grouped in separate areas of the lawn. There, Adela meets Mr. Fielding, the principal of the local Government College, who invites her to a tea party where she might meet more Indians, including Mrs. Moore's friend Aziz.At Fielding's tea party, Adela finally meets Aziz. The other guests include Mrs. Moore and Professor Godbole. While Fielding gives Mrs. Moore a tour of the grounds, Aziz and Adela continue their conversation. Aziz spontaneously offers to take Adela and the rest of the party for an excursion to the Marabar Caves. During this conversation, Aziz and Adela are interrupted by Ronny, who is angered to see Adela alone with an Indian. After Fielding's tea party, Adela tells Ronny that she is unwilling to marry him. Just then, the Nawab Bahadur offers to take them on a ride in his new car. They accept, but on the ride, get into a car accident. No one is hurt, and the accident is a bonding experience for Adela and Ronny, who agree to marry each other by the time they return home.Aziz skips work for a few days feigning illness. Aziz's friends, including Hamidullah, stop by to see how he's doing, followed by Fielding. After the rest of the guests leave, Aziz detains Fielding in order to show him a photograph of his dead wife as a gesture of friendship.In Part 2, "Caves," the hot season approaches. Upon hearing a false rumor that Adela is offended that Aziz has not invited them out to the caves, Aziz invites Adela and Mrs. Moore for an excursion to the caves, even though no one in the party wants to go.On the morning of the picnic, Aziz meets Adela and Mrs. Moore at the train station, but Fielding and Godbole arrive too late to make the train. Aziz, Adela, Mrs. Moore, and the rest of their party proceed to the Marabar Caves. In the tour of the first cave, Mrs. Moore feels ill and is shaken to her spiritual core by the troubling echo within the cave. She stays behind at the picnic site while Adela follows Aziz and the guide to other caves. Just as Adela comes to a realization that she doesn't love Ronny, she offends Aziz, who slips into another cave to escape her. Distracted, Adela also walks into a cave.Having recovered his composure, Aziz leaves the cave, and notices that Adela is missing. Aziz also notices that a car is driving by the hills below. When he returns to the picnic site, he is greeted by Fielding. Together with Mrs. Moore, they return to Chandrapore, but upon their arrival, Aziz is arrested for allegedly attacking Adela. Fielding spends the rest of the day working for Aziz's release. At the club, the British gather to discuss Adela's case. Fielding defends Aziz's innocence, in the process offending Ronny Heaslop and the rest of the club members. After Adela recovers from her injuries at the McBrydes' bungalow, she returns to Ronny's bungalow, where Mrs. Moore, still overwhelmed by her experience in the caves, speaks incoherently and unpleasantly to Adela. Unwilling to participate in the trial, Mrs. Moore, with Ronny's help,arranges to sail back to England.After Mrs. Moore leaves, Adela stays with the Turtons. On the day of the trial, the Turtons take Adela to the courthouse. In the courtroom, McBryde opens the case against the defendant. When Adela takes the stand, she suddenly realizes her mistake and withdraws her charge against Aziz. The courtroom is thrown into a tumult. Adela is carried out of the courtroom by the crowds. Fielding rescues her and drives her back to the college for safety. Meanwhile, Aziz and his party decide to attack the hospital, but Lal's buffoonery defuses their riotous impulses.Ronny visits Adela at Fielding's, where he notifies both of them of Mrs. Moore's death on the boat out to England. Fielding lets Adela stay at the college while he goes to Aziz's victory celebration, where he tries to convince Aziz not to pursue a lawsuit for damages against Adela. Later, Aziz decides not to press charges against Adela.With Ronny breaking off their engagement, Adela returns to England. A rumor that Adela and Fielding had an affair while she was staying at the college strains Aziz's relationship with Fielding, who also leaves for England before their friendship is repaired.In Part 3, "Temple," the novel fast-forwards several years to Mau during the rainy season. Godbole, the Minister of Education at Mau, directs the Gokul Ashtami festivities while Aziz, now a doctor at Mau, attends to the ailing ruler. On a walk to a local shrine, Aziz sees Fielding and a man get chased out by bees. The man turns out to be Ralph Moore, and Aziz realizes his mistake: Fielding has married Stella Moore, Mrs. Moore's daughter, not Adela. Aziz's antagonism toward Fielding and his party melts when he talks with Ralph alone in their guest quarters. Aziz takes Ralph out on the Mau tank to view the festivities, but their boat collides with Fielding and Stella's. Everyone ends up in the water. The novel ends as Fielding and Aziz go on a horse ride together, with the mutual realization that circumstances prevent them from maintaining their friendship.Themes, Motifs & SymbolsThemesThe Difficulty of English-Indian FriendshipA Passage to India begins and ends by posing the question of whether it is possible for an Englishman and an Indian to ever be friends, at least within the context of British colonialism. Forster uses this question as a framework to explore the general issue of Britain’s political control of India on a more personal level, through the friendship between Aziz and Fielding. At the beginning of the novel, Aziz is scornful of the English, wishing only to consider them comically or ignore them completely. Yet the intuitive connection Aziz feels with Mrs. Moore in the mosque opens him to the possibility of friendship with Fielding. Through the first half of the novel, Fielding and Aziz represent a positive model of liberal humanism: Forster suggests that British rule in India could be successful and respectful if only English and Indians treated each other as Fielding and Aziz treat each other—as worthy individuals who connect through frankness, intelligence, and good will.Yet in the aftermath of the novel’s climax—Adela’s accusation that Aziz attempted to assault her and her subsequent disavowal of this accusation at the trial—Aziz and Fielding’s friendship falls apart. The strains on their relationship are external in nature, as Aziz and Fielding both suffer from the tendencies of their cultures. Aziz tends to let his imagination run away with him and to let suspicion harden into a grudge. Fielding suffers from an English literalism and rationalism thatblind him to Aziz’s true feelings and make Fielding too stilted to reach out to Aziz through conversations or letters. Furthermore, their respective Indian and English communities pull them apart through their mutual stereotyping. As we see at the end of the novel, even the landscape of India seems to oppress their friendship. Forster’s final vision of the possibili ty of English-Indian friendship is a pessimistic one, yet it is qualified by the possibility of friendship on English soil, or after the liberation of India. As the landscape itself seems to imply at the end of the novel, such a friendship may be possible eventually, but ―not yet.‖The Unity of All Living ThingsThough the main characters of A Passage to India are generally Christian or Muslim, Hinduism also plays a large thematic role in the novel. The aspect of Hinduism with which Forster is particularly concerned is the religion’s ideal of all living things, from the lowliest to the highest, united in love as one. This vision of the universe appears to offer redemption to India through mysticism, as individual differences disappear into a peaceful collectivity that does not recognize hierarchies. Individual blame and intrigue is forgone in favor of attention to higher, spiritual matters. Professor Godbole, the most visible Hindu in the novel, is Forster’s mouthpiece for this idea of the unity of all living things. Godbole alone remains aloof from the drama of the plot, refraining from taking sides by recognizing that all are implicated in the evil of Marabar. Mrs. Moore, also, shows openness to this aspect of Hinduism. Though she is a Christian, her experience of India has made her dissatisfied with what she perceives as the smallness of Christianity. Mrs. Moore appears to feel a great sense of connection with all living creatures, as evidenced by her respect for the wasp in her bedroom.Yet, through Mrs. Moore, Forster also shows that the vision of the oneness of all living things can be terrifying. As we see in Mrs. Moore’s experience with the echo that negates everything into ―boum‖ in Marabar, such oneness provides unity but also makes all elements of th e universe one and the same—a realization that, it is implied, ultimately kills Mrs. Moore. Godbole is not troubled by the idea that negation is an inevitable result when all things come together as one. Mrs. Moore, however, loses interest in the world of relationships after envisioning this lack of distinctions as a horror. Moreover, though Forster generally endorses the Hindu idea of the oneness of all living things, he also suggests that there may be inherent problems with it. Even Godbole, for example, seems to recognize that something—if only a stone—must be left out of the vision of oneness if the vision is to cohere. This problem of exclusion is, in a sense, merely another manifestation of the individual difference and hierarchy that Hinduism promises to overcome.The “Muddle” of IndiaForster takes great care to strike a distinction between the ideas of ―muddle‖ and ―mystery‖ in A Passage to India.―Muddle‖ has connotations of dangerous and disorienting disorder, whereas ―mystery‖ suggests a mystical, orderly plan by a spiritual force that is greater than man. Fielding, who acts as Forster’s primary mouthpiece in the novel, admits that India is a ―muddle,‖ while figures such as Mrs. Moore and Godbole view India as a mystery. The muddle that is India in the novel appears to work from the ground up: the very landscape and architecture of the countryside is formless, and the natural life of plants and animals defies identification. This muddled quality to the environment is mirrored in the makeup of India’s native population, which is mixed into amuddle of different religious, ethnic, linguistic, and regional groups.The muddle of India disorients Adela the most; indeed, the events at the Marabar Caves that trouble her so much can be seen as a manifestation of this muddle. By the end of the novel, we are still not sure what actually has happened in the caves. Forster suggests that Adela’s feelings about Ronny become externalized and muddled in the caves, and that she suddenly experiences these feelings as s omething outside of her. The muddle of India also affects Aziz and Fielding’s friendship, as their good intentions are derailed by the chaos of cross-cultural signals.Though Forster is sympathetic to India and Indians in the novel, his overwhelming depiction of India as a muddle matches the manner in which many Western writers of his day treated the East in their works. As the noted critic Edward Said has pointed out, these authors’ ―orientalizing‖ of the East made Western logic and capability appear self-evident, and, by extension, portrayed the West’s domination of the East as reasonable or even necessary.The Negligence of British Colonial GovernmentThough A Passage to India is in many ways a highly symbolic, or even mystical, text, it also aims to be a realistic documentation of the attitudes of British colonial officials in India. Forster spends large sections of the novel characterizing different typical attitudes the English hold toward the Indians whom they control. Forster’s satire is most harsh toward Englishwomen, whom the author depicts as overwhelmingly racist, self-righteous, and viciously condescending to the native population. Some of the Englishmen in the novel are as nasty as the women, but Forster more often identifies Englishmen as men who, though condescending and unable to relate to Indians on an individual level, are largely well-meaning and invested in their jobs. For all Forster’s criticism of the British manner of governing India, however, he does not appear to question the right of the British Empire to rule India. He suggests that the British would be well served by becoming kinder and more sympathetic to the Indians with whom they live, but he does not suggest that the British should abandon India outright. Even this lesser critique is never overtly stated in the novel, but implied through biting satire.MotifsThe EchoThe echo begins at the Marabar Caves: first Mrs. Moore and then Adela hear the echo and are haunted by it in the weeks to come. The echo’s sound is ―boum‖—a sound it returns regardless of what noise or utterance is originally made. This negation of difference embodies the frightening flip side of the seemingly positive Hindu vision of the oneness and unity of all living things. If all people and things become the same thing, then no distinction can be made between good and evil. No value system can exist. The echo plagues Mrs. Moore until her death, causing her to abandon her beliefs and cease to care about human relationships. Adela, however, ultimately escapes the echo by using its message of impersonality to help her realize Aziz’s innocence.Eastern and Western ArchitectureForster spends time detailing both Eastern and Western architecture in A Passage to India. Three architectural structures—though one is naturally occurring—provide the outline for the book’s three sections, ―Mosque,‖ ―Caves,‖ and ―Temple.‖ Forster presents the aesthetics of Eastern andWestern structures as indicative of the differences of the respective cultures as a whole. In India, architecture is confused and formless: interiors blend into exterior gardens, earth and buildings compete with each other, and structures appear unfinished or drab. As such, Indian architecture mirrors the muddle of India it self and what Forster sees as the Indians’ characteristic inattention to form and logic. Occasionally, however, Forster takes a positive view of Indian architecture. The mosque in Part I and temple in Part III represent the promise of Indian openness, mysticism, and friendship. Western architecture, meanwhile, is described during Fielding’s stop in Venice on his way to England. Venice’s structures, which Fielding sees as representative of Western architecture in general, honor form and proportion and complement the earth on which they are built. Fielding reads in this architecture the self-evident correctness of Western reason—an order that, he laments, his Indian friends would not recognize or appreciate.Godbole’s SongAt the end of Fielding’s tea party, G odbole sings for the English visitors a Hindu song, in which a milkmaid pleads for God to come to her or to her people. The song’s refrain of ―Come! come‖ recurs throughout A Passage to India, mirroring the appeal for the entire country of salvation from something greater than itself. After the song, Godbole admits that God never comes to the milkmaid. The song greatly disheartens Mrs. Moore, setting the stage for her later spiritual apathy, her simultaneous awareness of a spiritual presence and lack of confidence in spiritualism as a redeeming force. Godbole seemingly intends his song as a message or lesson that recognition of the potential existence of a God figure can bring the world together and erode differences—after all, Godbole himself sings the part of a young milkmaid. Forster uses the refrain of Godbole’s song, ―Come! come,‖ to suggest that India’s redemption is yet to come.SymbolsThe Marabar CavesThe Marabar Caves represent all that is alien about nature. The caves are older than anything else on the earth and embody nothingness and emptiness—a literal void in the earth. They defy both English and Indians to act as guides to them, and their strange beauty and menace unsettles visitors. The caves’ alien quality also has the power to make visitor s such as Mrs. Moore and Adela confront parts of themselves or the universe that they have not previously recognized. The all-reducing echo of the caves causes Mrs. Moore to see the darker side of her spirituality—a waning commitment to the world of relationships and a growing ambivalence about God. Adela confronts the shame and embarrassment of her realization that she and Ronny are not actually attracted to each other, and that she might be attracted to no one. In this sense, the caves both destroy meaning, in reducing all utterances to the same sound, and expose or narrate the unspeakable, the aspects of the universe that the caves’ visitors have not yet considered.The Green BirdJust after Adela and Ronny agree for the first time, in Chapter VII, to break off their engagement, they notice a green bird sitting in the tree above them. Neither of them can positively identify the bird. For Adela, the bird symbolizes the unidentifiable quality of all of India: just when she thinks she can understand any aspect of India, that aspect changes or disappears. In this sense, the green bird symbolizes the muddle of India. In another capacity, the bird points to a different tensionbetween the English and Indians. The English are obsessed with knowledge, literalness, and naming, and they use these tools as a means of gaining and maintaining power. The Indians, in contrast, are more attentive to nuance, undertone, and the emotions behind words. While the English insist on labeling things, the Indians recognize that labels can blind one to important details and differences. The unidentifiable green bird suggests the incompatibility of the English obsession with classification and order with the shifting quality of India itself—the land is, in fact, a ―hundred Indias‖ that defy labeling and understanding.The WaspThe wasp appears several times in A Passage to India,usually in conjunction with the Hindu vision of the oneness of all living things. The wasp is usually depicted as the lowest creature the Hindus incorporate into their vision of universal unity. Mrs. Moore is closely associated with the wasp, as she finds one in her room and is gently appreciative of it. Her peaceful regard for the wasp signifies her own openness to the Hindu idea of collectivity, and to the mysticism and indefinable quality of India in general. However, as the wasp is the lowest creature that the Hindus visualize, it also represents the limits of the Hindu vision. The vision is not a panacea, but merely a possibility for unity and understanding in India.Analysis of Major CharactersDr. AzizAziz seems to be a mess of extremes and contradictions, an embodiment of Forster’s notion of the ―muddle‖ of India. Aziz is impetuous and flighty, changing opinions and preoccupations quickly and without warning, from one moment to the next. His moods swing back and forth between extremes, from childlike elation one minute to utter despair the next. Aziz even seems capable of shifting careers and talents, serving as both physician and poet during the course of A Passage to India.Aziz’s somewhat youthful qualities, as evidenced by a sense of humor that leans toward practical joking, are offset by his attitude of irony toward his English superiors.Forster, though not blatantly stereotyping, encourages us to see many of Aziz’s characteristics as characteristics of Indians in general. Aziz, like many of his friends, dislikes blunt honesty and directness, preferring to communicate through confidences, feelings underlying words, and indirect speech. Aziz has a sense that much of morality is really social code. He therefore feels no moral compunction about visiting prostitutes or reading Fielding’s private mail—both because his intentions are good and because he knows he will not be caught. Instead of living by merely social codes, Aziz guides his action through a code that is nearly religious, such as we see in his extreme hospitality. Moreover, Aziz, like many of the other Indians, struggles with the problem of the English in India. On the one hand, he appreciates some of the modernizing influences that the West has brought to India; on the other, he feels that the presence of the English degrades and oppresses his people.Despite his contradictions, Aziz is a genuinely affectionate character, and his affection is often based on intuited connections, as with Mrs. Moore and Fielding. Though Forster holds up Aziz’s capacity for imaginative sympathy as a good trait, we see that this imaginativeness can also betray Aziz. The deep offense Aziz feels toward Fielding in the aftermath of his trial stems from fiction and misinterpreted intuition. Aziz does not stop to evaluate facts, but rather follows his heart to theexclusion of all other methods—an approach that is sometimes wrong.Many critics have contended that Forster portrays Aziz and many of the other Indian characters unflatteringly. Indeed, though the author is certainly sympathetic to the Indians, he does sometimes present them as incompetent, subservient, or childish. These somewhat valid critiques call into questio n the realism of Forster’s novel, but they do not, on the whole, corrupt his exploration of the possibility of friendly relations between Indians and Englishmen—arguably the central concern of the novel.Cyril FieldingOf all the characters in the novel, Fielding is clearly the most associated with Forster himself. Among the Englishmen in Chandrapore, Fielding is far and away most the successful at developing and sustaining relationships with native Indians. Though he is an educator, he is less comfortable in teacher-student interaction than he is in one-on-one conversation with another individual. This latter style serves as Forster’s model of liberal humanism—Forster and Fielding treat the world as a group of individuals who can connect through mutual respect, courtesy, and intelligence.Fielding, in these viewpoints, presents the main threat to the mentality of the English in India. He educates Indians as individuals, engendering a movement of free thought that has the potential to destabilize English colonial power. Furthermore, Fielding has little patience for the racial categorization that is so central to the English grip on India. He honors his friendship with Aziz over any alliance with members of his own race—a reshuffling of allegiances that threatens the solidarity of the English. Finally, Fielding ―travels light,‖ as he puts it: he does not believe in marriage, but favors friendship instead. As such, Fielding implicitly questions the domestic conventions upon which the Englishmen’s sense of ―Englishness‖ is founded. Fielding refuses to sentimentalize domestic England or to venerate the role of the wife or mother—a far cry from the other Englishmen, who put Adela on a pedestal after the incident at the caves.Fielding’s character changes in the aftermath of Aziz’s trial. He becomes jaded about the Indians as well as the English. His English sensibilities, such as his need for proportion and reason, become more prominent and begin to grate against Aziz’s Indian sensibilities. By the end of A Passage to India, Forster seems to identify with Fielding less. Whereas Aziz remains a likable, if flawed, character until the end of the novel, Fielding becomes less likable in his increasing identification and sameness with the English.Adela QuestedAdela arrives in India with Mrs. Moore, and, fittingly, her character develops in parallel to Mrs. Moore’s. Adela, like the elder Englishwoman, is an individualist and an educated free thinker. These tendencies lead her, just as they lead Mrs. Moore, to question the standard behaviors of the English toward the Indians. Adela’s tendency to question standard practices with frankness makes her resistant to being labeled—and therefore resistant to marrying Ronny and being labeled a typical colonial English wife. Both Mrs. M oore and Adela hope to see the ―real India‖ rather than an arranged tourist version. However, whereas Mrs. Moore’s desire is bolstered by a genuine interest in and affection for Indians, Adela appears to want to see the ―real India‖ simply on intellectual grounds. She puts her mind to the task, but not her heart—and therefore never。

1. Beowulf: the national epic of the English people; Denmark story; alliteration, metaphors and understatementsStory of it: Beowulf is the nephew of Hygrlac, king of the Geats. Hrothgar, king of the Danes, is in great trouble. First fight: Beowulf—Grendel second fight: Beowulf—Grendel’s mother (sword in the lake) third fight: Beowulf—fire dragon2. the Romance (传奇文学):Central character: knightForms: verse and proseTypes: matters of Britain/France/RomeTheme: loyalty to king and lord: for the noble; of the noble; by the poets patronized by the noble3. Chaucer: the founder of English poetryTroilus and Criseyde(特洛伊罗斯与克瑞西达)The Canterbury Tales (坎特伯雷故事集)Chaucer’s contribution to English poetry lies chiefly in the fact that he introduced from France the rhymed stanza of various types, especially the rhymed couplet of 5 accents in iambic meter(the heroic couplet) to English poetry.Humanism4. Renaissance and HumanismIt sprang first in Italy in the 14th century and gradually spread all over Europe. Two features are striking of this movement: ○1thirsting curiosity for the classical literature. The love of classics was an expression of the general dissatisfaction at the Catholic and feudal ideas. ○2the keen interest in the activities of humanity. People cease to look upon themselves as living only for god and a future world. Thinkers, artists and poets arose to the new feeling of admiration for human beauty and human achievement.Humanism is the key-note of the Renaissance.5. Drama: ○1the miracle play(奇迹剧—圣经故事) ○2the morality play(道德剧)—conflict of good and evil ○3the interlude(插剧)—特点：搞笑○4the classical drama(古典戏剧)6. Shakespeare: 四喜：A Midsummer Night’s Dream The Merchant of Venice As you Like it Twelfth Night 四悲: Othello King Lear Hamlet MacbethSonnet 18: 复习！！！7. John Milton: Areopagitica(论出版自由)—the Spokesman of the revolutionParadise Lost(失乐园)—disobedience; blank verse(无韵诗)8. John Bunyan: The Pilgrim’s Progress9. Metaphysical poet (玄学派诗人):John Donne: The Flea（诗歌赏析—imagery 意象）literal image(字面意象) figurative image (修辞意象)10. The Enlightenment and Classicism: rationalism11. John Swift: A Tale of a Tub Gulliver's Travels Bickerstaff Almanac 《比克斯塔福历书》Swift created stylistics(文体学): Proper words in proper places, makes the true definition of a style.His language is simple clear and vigorousRealistic12. Defoe: Robinson Crusoe (realistic novel)13. Henry Fielding: Tom Jones Joseph Andrews Jonathan WildHe was nicknamed as the founder of the English Realistic NovelThe “nature herself”—the exact observation and study of real life, was the basis of Fielding’s work, not rely on imagination to create his characters but from the living human nature which he observed in the people around him.He believed that a truthful artist’s duty was to reproduce human nature faithfully and accurately as he saw itFeatures of his novel: ○1the story was told directly by the author. It enables the author to develop his narrative in the fullest, freest, clearest and most straightforward manner, and also affords him opportunities of giving, at suitable places, personal explanations.○2satire ○3the educational function of the novel ○4his style is easy, unlaboured and familiar, but extremely vivid and vigorous. His sentence are always distinguished by logic and music rhythm.14. Sentimentalism and pre-romanticism: sentimentalism turned to the countryside for its material, and it striking contrast to classicism—confined itself to the clubs and drawing rooms, and to the social and political life of London.Sentimentalists is marked by a sincere sympathy for the poverty-stricken, expropriated peasants. Pre-romanticism: a strong protest against bondage of Classicism, by a recognition of the claims of passion and emotion and by a renewed interest in medieval literature.15. William Blake: Songs of Innocence; Songs of Experience; the marriage of Heaven and Hell; the Lamb; the Chimney-SweeperHe was the forerunner of the romanticism poetry16. Robert Burns: Ch iefly in the Scottish Dialect The Tree of Liberty My Heart’s in the Highlands A Red, Red Rose Auld Lang Syne Bruce at Bannockburn(a typical song of patriotism)He is the national poet of Scotland17. William Wordsworth: escapist romanticist; poet laureate(桂冠诗人)Slogan: all good poetry is the spontaneous overflow of powerful feelingHe focus on the nature: nature and god; nature and life; nature and childhoodWorks: I Wandered Lonely as a Cloud; My Heart Leaps up When I Behold; Above Tintern Abbey;the Solitary Reaper; Intimations of ImmortalityThe lyrical Ballads(抒情歌谣集) marks the beginning of the Romantic revival in England.18. Coleridge, Wordsworth and Dorothy: three people with one soul.Coleridge: the Rime of the Ancient Mariner.(老水手之歌)19. Byron: Hours of Idleness; Don Juan; She Walks in Beauty; My Soul is Dark; The First Kiss of Love; Childe Harold’s Pilgrimage20. Shelley: romanticist, socialist, Utopianist, idealistWorks: Ode to the West Wind; Love's Philosophy; The Cloud; To a Skylark(云雀颂); Prometheus Unbound21. John Keats: (focus on beauty and truth); Ode to AutumnAim of his poetry is to create a beautiful world of imagination; he believes that “beauty in truth, truth in beauty”; the truth of imagination.22. critical realism: in Victoria period; chartist movement(宪章运动) and chartist literature23. Charles Dickens: Sketches by Boz; Oliver Twist; A Christmas Carol; David Copperfield; A Tale of Two Cities; Great Expectations; Bleak House; Our Mutual Friend; Hard TimesFirst period: naïve optimism last period: much darkerHe believes ruling people is infinitesimal; the people governed is illimitable. He was remembered first for his character portrayal; another one is his humor and satire24. Thackeray: Vanity Fair25. Jane Austen: feminine period (1840-1880)—imitation; feminist period (1880-1920)—resisting; female period (1920- )—self-discoveringSense and Sensibility; Pride and Prejudice; Mansfield Park; Emma26. Charlotte Bronte: Jane EyreEmily Bronte: Wuthering Heights27. George Eliot: the Mill on the Floss; Adam Bede; Silas Marner; Middlemarch;28. Robert Browning (create dramatic dialogue): My Last Duchess; Pippa Passes; The Ring and the Book; Sonnets from the Portuguese29. Christina. G. Rossetti: Seek and Find; A Story for Girls; Song; A Birthday30. Literary trends at the end of the end of the 19th century: naturalism (fatalism & determinism) focus on environmental forces and internal impulse. Neo-Romanticism(新浪漫主义); Aestheticism (唯美主义): art for art’s sake; art should serve no religious, moral or social end, norany end except itself.31. Oscar Wilde: The Picture of Dorian Gray; The Importance of Being Earnest; The Truth Of Masks32. Henry James: the wings of a dove; a portrait of a lady; Daisy Miller; the ambassadors; the golden bowl33. Tomas Hardy: critical realist & natural realist; Tess of the D'Urbervilles; Under the Greenwood Tree; Far from the Madding Crowd; Jude the Obscure; novels of character and environment. He believes mankind is subjected to the rule of some hostile mysterious fate, which brings misfortune into human life. (Naturalism and Fatalism)34. Bernard Shaw: socialist and realist; Widowers’ House; Mrs. Warren’s profession; Major Barbara; Heartbreak House35. Modernism: Imagism(意象派)—an image is that which presents an intellectual and emotional complex in an instant of time.36. W. B. Yeats: when you are old37. T. S. Eliot: The Waste Land; Morning at the Window; Four Quartets; cat38. The psychological fiction: D. H. Lawrence: The Rainbow; Women in Love; Sons and Lovers; Lady Chatterley’s Lover39. Stream of the consciousness: James Joyce: A Portrait of the Artist as a Young Man; Ulysses; Dubliners40. Virginia Woolf: The V oyage Out; Mrs. Dalloway; To the Lighthouse; Between the Acts41. Marxist literary criticism42. E. M. Forster: A Room with a View; Howards End; A Passage to India; Where Angels Fear to Tread; The Longest Journey43. George Orwell: 198444. William Golding: Lord of Flies45. Doris Lessing: Golden NotebookPoem: iambic（抑扬格）heroic couplet(英雄双行体)。