解析威廉布莱克《老虎》中的修辞运用及其对英语写作的启示

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英语文体学课程论文论文标题：A Stylistic（rhetorical) Analysis of The Tiger 成绩：专业班级：学号：学生姓名：任课教师：完成时间：2014年1 月 4 日William Blake (1757-1827) Tiger！Tiger！Burning bright 老虎！老虎！光焰闪耀，In the forests of the night，在黑夜的丛林中熊熊燃烧，What immortal hand or eye 什么样的不朽之手和眼Could frame thy fearful symmetry？造成你那可怕的匀称外貌？In what distant deeps or skies 你眼中的烈火熊熊Burnt the fire of thine eyes？来自多远的深处或高空？On what wings dare he aspire？他凭什么翅膀敢飞到九天？What the hand dare seize the fire？什么样的手敢去抓这火焰？And what shoulder, and what art，什么样的臂力，什么样的技艺Could twist the sinews of thy heart？才能拧成你那心脏的腱肌？And when thy heart began to beat，什么样的手，什么样的脚，What dread hand？And what dread feet？才使得你的心脏开始弹跳？What the hammer？What the chain? 用什么样的锤子？什么样的链条？In what furnace was thy brain？在什么样的炉里炼成了你的大脑？What the anvil? What dread grasp 在什么样的铁砧上？用什么样的臂力 Dare its deadly terrors clasp？敢抓住这可以致命的可怕东西？When the stars threw down their spears，当星星投下他们的矛枪，And watered heaven with their tears，用他们的泪水浇灌穹苍，Did he smile his work to see？他见到自己的作品时可微笑？Did he who made the Lamb make thee？难道是他造了你也造了羊羔？Tiger！Tiger！Burning bright 老虎！老虎！光焰闪耀，In the forests of the night，在黑夜的丛林中熊熊燃烧，What immortal hand or eye，什么样的不朽之手和眼Dare frame thy fearful symmetry？造成你那可怕的匀称外貌？ContentsAbstract in English (Ⅰ)Chapter ⅠIntroduction (1)1.1 Brief Introduction of the Author—William blake (1)1.2 The Writing Background of The Tiger (2)Chapter ⅡThe Stylistic Feature of the poem’s R hythm2.1Meter (3)2.2 Rhyme (4)2.3 Anaphora (5)Chapter Ⅲ The Stylistic Feature of the Poem’s Rhetoric3.1 Symbolism (6)3.2 Allusion (8)Chapter Ⅳ4.1 Conclusion (9)Reference (10)Abstract in EnglishThe Tiger, William Blake’s poem, was published in a collection of poems: Songs of Experience in 1794. Literary critic Alfred Kazin calls it "the most famous of his poems," and The Cambridge Companion to William Blake says it is "the most anthologized poem in English." It is one of Blake's most reinterpreted and arranged works. In the thesis, I will attempt to make a stylistic analysis of this poem; the analyses will focus on the poem’s r hythm and rhetoric. The aim is to let readers understand the distinctive features and inner meaning of this poem, at the same time, understand the poet’s emotion on this poem.Key Words: William Blake The Tiger stylisticChapter ⅠIntroduction1.1 Brief Introduction of the Author—William BlakeWilliam Blake is a transitional figure that marks the end of the 18th century and the beginning of the 19th century in literature. He tries to show the romantic ideas but the form he used is conventional, close to the 18th century. And of all the romantic poets of the eighteenth century, William Blake is the most independent and the most original poet. Blake's early work was written in a classical style. Later he used the romantic style made popular by Wordsworth and Coleridge.Blake was born in London and educated at Henry Pars Drawing School. After becoming established as a graphic designer and drawing tutor, he opened a print shop in London in 1784. He lived in Sussex from 1800 to 1803, during which time he was charged with high treason but acquitted. He returned to London and staged a rather unsuccessful show of his artistic work in 1809, after which he went into obscurity and became a mystic.As a supporter of the French Revolution, he openly criticized the social evils that he linked with the Industrial Revolution. His work is usually seen in the context of his social, political and religious beliefs. He was not really understood by his peers, but twentieth-century readers appreciate the greatness he achieved in his varied fields of interest.1.2 The Writing Background of The TigerThe Songs of Experience was published in 1794. At that time, the French Revolution and the American War of Independence broken out. For Black, an underprivileged craftsman lived in London. Which had been internalized into great spiritual event, not just in generally favor, but warmly support. And it inspired him to battle bravely in his heart for the new world as a prophecy of his imminent. The Tiger is written in such a background and expresses a strong desire for revolutionary feelings. Blake puts violent revolution as a great spiritual power that can destroy an old world which represses and imprisons people, and the world can transform the human soul in order to establish an earthly kingdom .Chapter ⅡThe Stylistic Feature of the poem’s Rhythm2.1MeterMeter is the basic structure with a foot in western poetry verse rhythm. There are four commons: iambic, trochaic, and anapestic iambic and dactylic.A line of poetry can be divided into several groups’ feet. A group foot usually obeys the following forms: iamb/iambic, trochee/trochaic, dactyl/dactylic, anapest/anapestic, spondee/pyrrhic. And they can be mixed with the use. When need to divide the English poetry foot, we usually mark with a tone to express its strong or weak.In this poem, William Blake adopts the trochaic tetrameter in the whole poem so as to imitate the sound in a forge and set the dignified and stately tone for the whole poem:/ ˇ /ˇ / ˇ /Tiger! |Tiger! | Burning| BrightBy deliberately making the stress sounds fall into the more important words, Blake expresses the power and strength of the tiger, and adds to the musical beauty when reading it.The Tiger, beginning with plosive, abrupt, rapid in the first sentence, is trochaic tetrameter step. This is the basic metrical rhythm of the poem. Such a heavy tone (╱) and a light tone (∨) are in line with the rhythm produced by the hammer blacksmith waves and beats struggle on the anvil. So, it is formed an anvil music. This rhythm, swirling in the poem,fits the scenes of casting tiger and perfectly loads “forging tiger” in this content. The poem at the end of step 7 syllables four syllables trochaic line eliminates the need for a light syllable, which adds to the intensity of the sound fourth step. That makes the readers cannot stop and hurrily turn downward and feel the cast who cannot wait begins a new round of percussion. The poem tiger is in syllables step trochaic tone and intersperses among some of declension. For example the first 4、10、11、18、20、24 lines, each line has eight syllables and basically can be divided into four syllables iambic tetrameter. The sixth verse repeats the first verse on the contents excepting on word (dare VS could). But it expresses the sublimation on the poet’s admiration for The Tiger. On the rhythm, the sixth stanza and the first stanza verse are completely identical: loop back and forth, resonance, end to end convergence, and that forms a non-porous integral, the theme of The Tiger imagery performs indestructible and cathartic thoroughly.2.2 RhymeRhyme is an important element of musical beauty of poetry and is an important means to make rhyming words so rich in musical association. Alliteration and assonance can trip string of words in poetry; end rhyme can be connected to the line into articles. Rhyme can make poem become an organic whole by resonant voice resonates. Alliteration is made by plosive; end rhyme and assonance are consisted by loud vowel anddiphthongs in The Tiger. This makes the poem harmony compact, context similarities. Plosive in this poem looks like percussion under the hammer. Loud vowel is like an explosive cry when the blacksmith is struggling to build. This extraordi nary force creates that tiger has “fearful symmetry”, “the fire of thy eyes”, “the sinews of thy heart”，“In what furnace was thy brain?” where this is by no means made the flesh body, and its divinity makes us awesome.The alliteration of the poem, The Tiger，plays an important role in sound and the theme. For example, the first verse “Tiger！Tiger！Burning bright”, the fifth verse “distant deeps” and the eleventh verse “began to beat”help create a sing-song rhythm, among which many stops such as /b/ /d/ /t/ /p/ are used to imitate the sound of the hammer, thus which paint a vivid image in front of the reader of the making the tiger, also give them a hint of the destructive force of the beast. Every two verses have the same end rhyme (bright/night, eye/symmetry, skies/eyes) and most of the rhymes are masculine rhymes “bright/ night, art/ heart, see/ thee”, which strengthen the image of the tiger with an overwhelming momentum.2.3 AnaphoraAnaphora is the oldest and the most practical means of writing poems. In terms of its classification whatever is from what kind of angle, the function and role of the repetition is the same: rendering the feelings, heighten the atmosphere; form the melodious rhythm; strengthen therepeated parts meaning; modificate the verse. Anaphora is used for the subject discussed “tiger! Tiger！” and also the first stanza and the last one are identical so that readers can feel the power of the beast from the very beginning. On the one hand, the anaphora expresses the poet’s emotion and resonate readers feelings, on the other hand, it can highlighten the theme---support the French Revolution, praise the violent revolutionary forces.Chapter ⅢThe Stylistic Feature of the Poem’s Rhetoric 3.1 SymbolismSymbolism, borrowing a specific image of the things to implie a specific person or affair, is based on a link between things to show some kind of abstract concepts, ideas and emotions. The performance results of the symbolic are: have pregnant meaning; enrich people’s association; make people thought-provoking; give people a concise, real sense of the image; express sincere feelings.The meaning of symbolism in The Ttiger is open. Firstly, tiger has a religious symbolism with mysterious. In first-second stanza, the poet praises the magic and the courage to take wings to catch fire of the creator. “On what wings dare he aspire ？” means courage and expresses the broad mindness of the tiger’s founder.In first stanza “What immortal hand or eye Could frame thy fearful symmetry？” poet makes a strong question. “Fearful” and “symmetry” express the image---tiger powerfuland the poet’s praise on molder. Secondly, tiger has a significance symbolism of the revolution. From the view of historical background, Blake’s era is the era that British society changes dramatically. Society change that is of great historical significance has been ensuing. British Industrial Revolution, the American Revolution, the French Revolution. This is an era which revolutionary and counterrevolutionary forces fight fiercely. So his poetry is the product of this troubled era. At the beginning of the poem, “Tiger！Tiger！Burning bright”, we can feel the tremendous power of the fire of the revolution. In poetry, “the tiger” symbolizes revolution; “fearful symmetry” is a symbol of the great revolution; “the fire of thine eyes” stands for the fire of revolution. “thy heart” symbolizes the core of the revolution; “dread hand ”and “dread feet” is a symbol of the power of the revolution; “thy brain” symbolizes the guiding ideology of the revolution. “Did he smile his work to see？Did he who made the Lamb make thee？” expresses where there is oppression, where there is the emergence of resistance. And the tiger is symbolic of the revolutionary forces---the French people in the French Revolution. Blake is a supporter and he believes it could destroy the old system and establish a new one. In a word, Blake wants to show anti-traditional and anti-rationalism by this passion of the revolution and the spirit of the rebellion.Some words in this poem also bore other symbolic meanings. Forexample, “the fire imagery” symbolize trials (baptism by fire perhaps); “the forest of the night” represents unknown realms or challenges; “the blacksmith” represents the Creator; “the fearful symmetry” symbolizes the existence of both good and evil, the knowledge that there is opposition in all things, a rather fearful symmetry indeed. “The lamb” represents innocence, youth, and pleasant aspect of nature.3.2 AllusionAllusion is an indirect reference to people or things outside the text in which it occurs, without mentioning them explicitly. Allusions require common reading and cultural experiences shared by the writer and the reader. Allusion is the figure of speech based on resemblance which is as a reference of work of literature to another work of literature or to a well-known person, place or event outside of literature.The allusion in The Tiger is mainly derived from Greek mythology, the Bible, literary classics and historical events. For example, In first-second stanza, the poet praises the magic and the courage to take wings to catch fire of the creator. “On what wings dare he aspire ？”(line 7) means courage. That uses the story about Daedalus and his son Icarus of the Greek myth. Poet borrows this story to express the broad mindness of the tiger’s founder.“Seize the fire” (line 8) is borrowed from the Greek mythology that Prometheus takes the fire in order to benefit mankind. This expresses the courage of the creator. “ And water’d heaven withtheir tears”（line 17) is an allusion to Satan and his angels and also to the God of Old Testament. It could be debated that Blake argues here that the Fallen Archangel Lucifer is the creator of the tiger, or the beastly part of our own nature. The abundant use of allusion adds to the ambiguity of the poem, thus leads to many versions of interpretation of this poem. Chapter Ⅳ4.1 ConclusionThe Tiger was written in the French Revolution. As a supporter of the French Revolution, William Blake takes the image of “the tiger” to represent an unstoppable force by his pure goodness of nature and the politics tendency of supporting the revolution. In this poem, William Blake uses a simple structure and several Stylistic Features to help the reader see the images he wants to transmit: humans are incapable of full understanding the mind of God and the mystery of his handiwork. Literally, Blake is praising the skill and courage of the maker of the tiger. Symbolically, Blake is praising the French Revolution and the violent revolutionary forces. At the same time, William Blake successfully puts his democratic ideas into the image and symbolism.(Total number:2215)Reference：【1】康利英. 2012.从文体学角度分析威廉·布莱克诗歌《老虎》隐喻意义的体现——以威廉·布莱克的《老虎》为例[J]. 忻州师范学院学报,(6):68 - 70.【2】王博.2010.威廉·布莱克诗歌的文体分析[D].辽宁:辽宁大学. 【3】李延福.国外语言学通观[M].济南: 山东教育出版社, 1999:818.【4】胡曙中.英汉修辞比较研究[M].上海:上海外语教育出版社, 1993:373.。

A Stylistic Analysis of William Blake’s Poem“The Tyger”Abstract: William Blake’s The Tyger is considered one of his best poems for its marvelous use of illusion and symbols and its musical beauty. In the thesis, the author attempts to make a stylistic analysis of this poem, and the analyses will focus on the phonological, graphological, lexical, syntactical and semantical levels of the poem. Key words: William Blake; the Tyger; stylistic IntroductionWilliam Blake, poet, painter, and visionary, was considered by many one the forerunners of British Romanticism, whose most poems are concerned with creation and full of romantic elements. Among his works, Songs of Innocence and Songs of Experience are two famous ones. The Tyger, one poem in Songs of Experience, has been described by one critic as Blake’s most fully developed art --- a process using small revelations leading to greater discoveries through profound use of symbol.Born into a time when the society was experiencing great changes---the Industrial Revolution, Blake was amazed and astonished the creation as well as the destruction the power of the revolution can bring. In this poem, by bringing forth the central image the tiger and describe both the tiger and the creation of the tiger, Blake poses many questions without answering them, leaving the readers to think.In order to get his ideas across, Blake uses many unique techniques in this poem to get the effect of foregrounding if considered under the term of stylistics. So in the following part of the thesis, we will deal with the stylistic features in details at four levels: phonological, graphological, lexical and semantic respectively.I. At the Phonological LevelMeterIn this poem, William Blake adopted the trochaic tetrameter in the whole poem so as to imitate the sound in a forge and set the dignified and stately tone for the whole poem:_V_V_V__V_V_V__V_V_V__V_V_V_By deliberately making the stress sounds fall into the more important words, Blake expresses the power and strength of the tiger, and adds to the musical beauty when reading it.RhymeThe rhythmical sounds in this poem is achieved by the use of regular end rhymes,which is presented by the rhyme pattern aabb ccdd eeff gghh iijj aabb, and such figures of speech as alliteration and repetition.Every two lines have the same endrhyme(bright/night, eye/symmetry, skies/eyes ) and most of the rhymes are masculine rhymes(bright/night, art/heart, see/thee), which strengthen the image of the tiger with an overwhelming momentum; repetition is used for the subject discussed(Tyger! Tyger ) and also the first stanza and the last one are identical so that readers can feel the power of the beast from the very beginning; Blake also employs alliteration abundantly(burning bright, what wings, distant deeps, began to beat, dare its deadly terror clasp, frame thy fearful symmetry ), among which many stops such as /b/ /d/ /t/ /p/ are used to imitate the sound of the hammer, thus paint a vivid image in front of the reader of the making of the tiger, also give them a hint of the destructive force of the beast. II. At the Graphological LevelFormatThe whole poem contains six stanzas and each stanze is a quatrain, adding that the first stanza and thelast one are identical, so the poem has a beauty of uniformity in the term of the form. Also the repetition ofthe stanzas makes the theme profound.PunctuationThrough the unconventional use of punctuation,particularly the question mark, Blake in this poem uses twelve whats(what dread hand? And what dread feet? ) to pose questions to create an atmosphere of mystery,giving the image of the tiger a mysterious and religious color. The exclamations used to address the tiger(Tyger! Tyger! ) help to emphasize the urgency of the question. CapitalizationIn the whole poem, except the first word of each line and the beginning of a sentence, there is still one word capitalized(Lamb in line 20 ), which probably is the intertextuality with Blake’s another poet The Lamb. By the contrast between the tiger and the lamb, Blake emphasizes the strength and the dark power of the former, also by pointing out that both the powerful tiger and the weak lamb are created by the some God, Blake expresses the divine power of the Creator.III.At the Lexical LevelPoetic and archaic wordsMany poetic words are employed by Blake to make the poem elegant and poetic(deeps, aspire, art, symmetry), also the words some times are chosen according to the end rhyme.Archaic words can be found in the poem(tyger/tiger, dread/dreadful,thy/your,thine/yours, thee/you ).Short and powerful wordsWords to show strength and speed (frame, aspire, seize, clasp, make, twist) ,words to show the process of making the tiger (hammer, chain, furnace, anvil) and words to describe the fire (fire, bright, burn) are used not only to express the power of the tiger but also to create the scene of making the tiger so as to emphasize the evengreater power of the Creator.IV. At the Semantic LevelSymbolismSome words in this poem bore symbolic meanings. The tiger (the central image in the poem) is considered by many as representing the dark shadow of the human soul. This is the beastly part of ourselves that we would prefer to keep only in our dreams at night. Night(line 2 ) in Blake's poetry often seems to suggest this sort of dream time. The forests(line 2 ) might represent the wild landscape of our imagination under the influence of this beast. The heart (line 10) represents not only the biological engine of the tiger, but perhaps its passion for living.AllusionBlake also employs allusion in this poem since it is somewhat concerned with religion. For example, on what wings dare he aspire (line 7 ) is an allusion from Milton’s Paradise Lost;seize the fire ( line 8) could be a possible reference to Prometheus; and when the starsthrew down their spears, and water’d heaven with their tears( lines 17 and 18) is an allusion to Satan and his angels and also to the God of Old Testament. It could be debated that Blake argues here that the Fallen Archangel Lucifer is the creator of the tiger, or the beastly part of our own nature. The abundant use of allusion adds to the ambiguity of the poem, thus leads to many versions of interpretation of this poem.ConclusionIn this thesis, we have given a careful analysis to William Blake’s The Tyger from the stylistic perspective. First, by giving an elaborate account of the phonological characteristics of the poem, we are able to get a more comprehensive understanding of the role the sound patterns played in a poem and the stately momentum created by the use of certain phonological devices suchas the use of archaic tetrameter, alliteration and repetition. Then, we have looked into the graphological features of this poem so that we have got a better understanding of the theme. Next,through the continuous analysis of the diction of the poem, we are able to get a clear picture of the careful and deliberate choice of the short and powerful words that described the tiger and the creating of the tiger, which helped to highlight the idea the poet wants to convey, that is, the tiger has fury and grounds to believe in its own strength and it could be understood as similar to our psychological view of the ego which is the part of us that believes in its own power, in its own vision, and the creator of this powerful creature is awesome in its own right. Finally, we have analyzed the semantic characteristics, which mainly concern with the figures of speech the poem employed, which, in this case, is symbolism and allusion particularly.After this stylistic study of William Blake’s The Tyger, we are able to have a more comprehensive understanding both this poem and the importance of stylistics in analyzing and appreciating poems.References康利英. 2012.从文体学角度分析威廉·布莱克诗歌《老虎》隐喻意义的表达——以威廉·布莱克的《老虎》为例[J]. 忻州师范学院学报,(6):68-70.李菁菁. 2012.歌唱光明与驱逐黑暗的统一——布莱克的“羔羊”意象与“老虎”意象解析[J]. 大众文艺,(21):34-37.刘云雁,吴虹. 2012.威廉·布莱克诗歌的泛神主义倾向[J]. 湖南大学学报(社会科学版),(1):111-114.唐梅秀. 2010.威廉·布莱克:文化边缘的履冰者——《老虎》与《羔羊》诗的互文性解读[J]. 长沙理工大学学报(社会科学版),(2):67-71.王博. 2010.威廉·布莱克诗歌的文体分析[D]. 辽宁:辽宁大学.汪雪盈. 2010.《老虎》的象似性解读[J]. 长江大学学报(社会科学版),(2):161-162.杨志刚. 2009.论布莱克作品中的圣经元素[D]. 石家庄:河北师范大学.曾令富. 2010.布莱克诗歌《老虎》的永恒魅力与其语言的含混[J]. 宜宾学院学报,(4):29-32.。

第8卷第4期燕山大学学报（哲学社会科学版）V ol.8No.4 2007年12月Journal of Yanshan University(Philosophy and Social Science Edition)Dec.2007威廉布莱克的著名短诗《老虎》对老虎的活力和能量中体现的雄浑之美与和谐之美进行讴歌，该诗表达了诗人的辩证哲学观：恶是一种自然状态，它和社会进步必不可分。

[关键词]美感；邪恶；自然状态[中图分类号]I32[文献标识码]A[文章编号]1009-2692(2007)04-0113-04[收稿日期]2007-05-20[作者简介]刘丽霞（1977－），女，内蒙古鄂尔多斯人，燕山大学外国语学院讲师；王娜（1982－），女，河北廊坊人，燕山大学外国语学院助教。

114燕山大学学报(哲学社会科学版)2007年下抛在读者面前。

不仅如此，为了更好地烘托老虎的雄浑之美与和谐之美，诗人对整首诗的节奏安排、结构安排和比喻意象的挑选也是匠心独具。

在诗中，节奏对体现主题起着重要作用。

几乎每个热爱诗歌的人看到这首诗都忍不住大声的读出来：Tyger,tyger,burning brightIn the forests of the night,What immortal hand or eyeCould frame thy fearful symmetry?当我们双唇用力发出这些铿锵有力的爆破音[t],[b]及元音[ai]时，我们仿佛感到了老虎那神圣的威严和一触即发的爆发力。

在诗行内部诗人使用“burning bright”、“distant deeps”、“frame thyfearful”等押头韵的词，而整首诗的韵律则是两行押运，更增加了节奏的紧迫感；在视觉和听觉上达成一种共鸣，总体创造出一种强度和张力，强化了老虎的雄浑意象。

而这种雄浑的力道之美又被包裹在一种和谐美当中，诗人用“可怕的对称（fearful symmetry）”耶利米书》中的一段来解释老虎中火的象征意义，引用如下：Deliver him that is spoiled out of the hand of theoppressor,lest my fury go out like fire,and burn that none can quench it,because of the evil of your doingÒ®ºÍ»ªÓÖ˵£¬Îұذ´ÄãÃÇ×öʵĽá¹ûÐÌ·£ÄãÃÇ¡£ÎÒÒ²±Øʹ»ðÔÚҮ·ÈöÀäµÄÁÖÖÐ×ÅÆ𣬽«ËýËÄΧËùÓеľ¡ÐÐÉÕÃð¡££©£¨Ò®ÀûÃ×Êé21:12-14）根据以上引文，王先生认为森林中的火象征了被压迫者对压迫者的愤怒。

鉴赏布莱克老虎通过对诗人所运用的阳韵、头韵、典故、象征和修辞疑问句等修辞艺术的分析，来阐释英国浪漫主义诗人布莱克《老虎》一诗中的修辞效果。

阳韵与头韵给人铁砧般的音乐美，从字里行间捶击出强有力的猛虎意象；典故与象征暗示了老虎威武堂堂、活力四射的反叛者与革命者的意象；修辞疑问句的重复使用勾画出与羔羊对立的凶神意象。

威廉布莱克(1757-1827)被二十世纪的评论界捧为重要的预言家”，他预言了浪漫主义运动，被誉为英国浪漫主义的先驱；是一位具有天分的抒情诗人，他打破了十八世纪古典主义的传统，强调本能、激情和想象力，表达了诗人对精神自由的追求，体现了浪漫主义精神之特点，是“最能表现精神的艺术家”；布莱克也是一位革命诗人，是“他的时代的孤独的孩子”，他一反十八世纪的清规戒律，在诗中表达了强烈的革命激情和反叛精神；布莱克还是一位象征主义者和神秘主义者，他的诗歌充满意象，象征主义和神秘主义色彩浓厚，诗句晦涩难懂。

《老虎》是布莱克早期的重要抒情诗歌之一，收集在他的代表作品《经验之歌》( Songsof Experience，1794)里。

布莱克的老虎意象威武堂堂，活力四射，有着火焰般光芒四射的眼睛，令人毛骨悚然的匀称的身躯，强有力的心跳，饱经锤炼的大脑。

老虎的意象给人一种威慑力的美，含有一股令人恐惧的破坏力和自然的暴力，富有深刻的象征意义。

诗人主要通过对韵格的精心的策划、典故与象征的巧妙运用和大胆地重复使用修辞性问句等修辞艺术手法塑造了活灵活现、栩栩如生的老虎意象。

一韵格的运用创造了老虎令人毛骨悚然的威慑力量的气氛。

首先，阳韵(masculi ne rhyme)的修辞艺术效果。

阳韵读起来铿锵有力，回音持久，震耳不绝，充分表达出了这首诗铁砧般的音乐美。

全诗采用aabb韵，共24行，有21行运用了单音节词汇作为脚韵(end rhyme)，如“bright, ““night, ” “art, ” “hear，” “bea，”“feet, ”“grasp ” “clasp?” 单音节词尾构成了阳韵，给人坚定有力的听觉意象。

Lecture 13The 18th CenturyThe Age of Enlightenment in England(IV)William Blake ---The Tiger(I)I. Teaching Aim1.The literary trend---pre-romanticism2. William Blake ---The TigerII. Key Points:1. The literary trend--- pre-romanticism2. William Blake ---The TigerIII. Difficulties:The stylistic analysis of The Tiger .IV. Teaching methods:1.Direct Method & Communicative Method2.Authorware PresentationV. Teaching Procedures:1.Check the assignment2.Authorware Presentation.3.The introduction of William BlakeWilliam Blake is a transitional figure that marks the end of the 18th century and the beginning of the 19th century in literature. He tries to show the romantic ideas but the form he used is conventional, close to the 18th century. 形式守旧，但思想接近浪漫派4.The literary trend--- pre-romanticismAnother conspicuous trend in the English literature of the latter half of the 18th century in England was the so-called pre-romanticism, which originated among the conservative groups of men of letters as a reaction against Enlightenment and found its most manifest expression in the “Gothic novels”, the term arising from the fact that the greater part of such romances were devoted to the medieval times. The mysterious element plays an enormous role in the Gothic novel.(P170)William Blake, in spite of his mysticism, wrote poems full of human feelings and sympathy for the oppressed people.The task of upholding revolutionary struggle for the people for their rights in the 18th century was initiated by Robert Burns and later taken up in the 19th century by the writers of revolutionary romanticism.5.The poem The Tiger1) The interpretation of the poem2) The symbolic meanings of the tigerA. Tiger is associated with fire in, firstly, color--- the burning fire is in the color between redand orange, similar to the color of the tiger; secondly, the tiger’s eyes are like flames, and made of flames in the poem.老虎代表凶猛的力量和保护力, 作为百兽之王, 自然也象征生命力、活和动物的能量。

布莱克诗作《老虎》与《羔羊》的修
辞对比
《老虎》与《羔羊》是英国诗人W.H.贝克的两首著名诗作，
它们都以其独特的修辞手法来描绘动物的形象。

《老虎》以押韵的方式来描绘老虎的形象，诗中每句都以“看”开头，使得读者可以更清晰地感受到老虎的强大气势：“看那
双火热的眼睛，看那双猛烈的爪子，看那双细长的尾巴，看那双细腻的脚爪。

”这些押韵的句子使得读者可以更清晰地感受
到老虎的强大气势。

《羔羊》则以比喻的方式来描绘羔羊的形象，诗中每句都以“像”开头，使得读者可以更清晰地感受到羔羊的温柔柔弱：“像一朵白云，像一抹柔和的阳光，像一滴清泉，像一片清新
的绿叶。

”这些比喻的句子使得读者可以更清晰地感受到羔羊
的温柔柔弱。

总之，《老虎》与《羔羊》这两首诗作都以其独特的修辞手法来描绘动物的形象，《老虎》以押韵的方式来描绘老虎的形象，《羔羊》则以比喻的方式来描绘羔羊的形象，从而使得读者可以更清晰地感受到动物的气势。

此篇为本人亲手收集网络上各种资料汇总的《羔羊》和《老虎》诗评中英文对照威廉布莱克(William Blake,1757-1827)是英国十八、十九世纪的重要诗人。

《天真之歌》和《经验之歌》是布莱克最重要的两个诗作合集。

《天真之歌》象征人类初生状态的天真纯洁,《经验之歌》则描绘了经验状态下的世俗生活。

两组诗的意象多有对立之处,其中最明显也最受人关注的是羔羊与老虎的对立。

这一系列对立的形象象征看人类灵魂的两种对立状态。

在布莱克看来,世界正是在这种矛盾运动中不断地向前发展。

"天真"若不经过"经验"世界的锤炼便无法上升到更高的层次。

"天真"与"经验"之同的问题不仅困扰了布莱克的一生,也存在于几乎全都的人类历史之中,直到现在仍作为一个难以解决的问题摆放在我们面前。

现代人的痛苦正是在"天真"世界中感到压抑、彷徨和迷惑,在"经验"世界里向往单纯、和谐和美好。

如何达到一种全新的"有组织的天真状态",而不仅仅是《天真之歌》中所描绘的简单的纯洁和谐。

这也许应该是我们共同思考的问题。

William Blake (William Blake ,1757-1827) is a British eighteenth and nineteenth century poet. "Songs of Innocence" and "Songs of Experience" Black is the most important two poetry collections. "Songs of Innocence" symbol of the human newborn state of innocence, "Songs of Experience" depicts a secular life in the experience of the state. The two groups of poetic imagery and more confrontation at one of the most obvious is the paramount concern is the lamb and tiger opposition.The opposing image symbolizes this series see two opposing states of the human soul. In Blake's view, the world is in this contradictory movement continue to move forward. "Naive" if not the temper of the world after the "experience" will not be able to rise to a higher level. "Naive" and "experience" is not only plagued with the problem of Blake's life, there are also among almost all of human history, until now still be placed in front of us as a difficult problem to solve. Of modern pain it is "naive" World feel depressed, anxious and confused, longing for the simple, harmonious and beautiful world of the "experience". How to reach a new "organized the naive state", not just the "Songs of Innocence" depicts the simple pure harmony. This may be our common thinking.-------------------------------------------------------华丽的分割线----------------------------------------------------《羔羊》开篇用轻柔的韵脚对温顺的小羊羔提出询问: Little Lamb.who made thee Dost thou know who made thee作者刻意凸显小羊羔纯洁的毛色、温顺的天性和与世无争的性格。

试究中国古诗词英译中的常用技巧—以《发如雪》为例英语习语非稳定性结构特征研究A Comparison of the English Color TermsAn Analysis of Hamlet’s Delay of Revenge in HamletA Study on Developing Autonomous Learning Ability of Junior High School Students An Analysis of Trademark Translation——from the perspective of Skopos Theory商标名的英译汉目的论研究——以洗护用品为例体育专有名词的翻译研究论福斯塔夫的性格用批评性语言分析中美主要矛盾论圣经诗篇的修辞特点An Analysis of Jude’s Pursuit of Love in Jude the Obscure论建构主义理论指导下英语口语教学方法英语中介语无标志被动语态的错误分析An Analysis of Symbols in Y oung Goodman Brown《荆棘鸟》之宗教观从中西方文化差异看餐桌礼仪对《名利场》中女主人公的性格特征分析英汉习语中价值观的差异从《小王子》看成人世界的身份危机战后美国对伊拉克娱乐文化的影响中英文名词性后缀的比较及其对翻译的启示从人类文化语言学的角度分析英语语言中的性别歧视现象文化因素对品牌翻译的影响国际贸易中付款方式的比较分析及发展趋势《弗洛斯河上的磨坊》中玛吉的悲剧成因比较研究王维与华兹华斯的自然观中英饮食文化的比较如何培养初中生开口说英语的习惯《尤利西斯》与《春之声》中意识流手法的不同影响中学生英语口语流利性的障碍及解决策略The Analysis of Teacher Images in English Films And Their Impacts on Y oung Teachers 从词汇对等角度看《红楼梦》中“笑”一词的英译A Naturalistic Approach to Jude’s Tragedy in Jude the Obscure初中英语词汇教学《简爱》中的人文主义思想述评Comparing the Reasons for Hester Prynne’s and Tess D’Urbervilles’s Tragedies《达芬奇密码》中的女性主义《葬花吟》两英译本的比较研究The Horror Elements in Harry Potter and the Sorcerer's Stone从功能对等角度看英语动物习语的翻译《名利场》中女性命运对比目的论视角下的《边城》的英译研究浅析英汉基本颜色词之文化内涵－－以“白”与“黑”为例从对照艺术看《羊脂球》的人物形象塑造在孤独中寻找自我——析《没有指针的钟》J.T.马龙的救赎通过对比研究看电影《小红帽》对经典童话小红帽的颠覆托妮•莫里森《宠儿》中的主角赛丝的女性形象研究从《店员》解读作者双重身份的矛盾心理On Idioms from the Holy Bible英汉颜色词隐喻的认知比较与研究英汉翻译中的增词技巧从语言功能考察汉语公示语英译美国牛仔形象演变和西部电影发展的研究A Study of Fu Donghua’s Translation of Gone with the Wind from the Perspective of Rewriting 广告中的视觉隐喻及其解读归化和异化翻译策略的研究汉语文化负载词的理解与翻译谈英汉励志谚语互译英国历险小说《所罗门王的宝藏》浅谈自有品牌在中国零售企业的发展《嘉莉妹妹》中女主人公美国梦的幻灭论侦探小说中的侦探话语的谎言测定A Comparison of the English Color Terms浅析《了不起的盖茨比》中的象征文化语境维度下中餐菜名的英译研究诀别武器之缘由——再读《永别了，武器》丰田如何成为全球第一汽车生产商方言电视节目收视群体特点及社会影响分析《傲慢与偏见》中女性意识的体现V ocabulary Teaching Based on Pragmatic Approach电影片名翻译的研究中学英语教育中的情感教育Analysis of the Elements of Modernism of Wuthering Heights卡门-波西米亚之花浅析英汉问候语的文化异同从模因论角度下谈广告语的仿译《等待戈多》的荒诞色彩英汉动物词语隐喻意义的对比分析论学生角色在中学英语课堂中的转换以《最后一片叶子》为例论欧亨利的创作风格从商标翻译看中西文化差异英汉社交称呼语礼貌规范和语用失误研究On Michael Moore's Fahrenheit / From the Rhetoric Perspective浅析《格列佛游记》中的乌托邦主题从中英婚俗看两国文化差异中英色彩词的文化内涵异同分析情景教学法在小学英语教学中的运用浅析英语外加状语的语用功能从功能对等理论看商务合同的翻译美国C标准对中国英语教育的影响艾米莉•狄金森雏菊诗中的死亡观从语用模糊理论看国际商务合同的模糊用语的功能《园会》中男性人物性格作用分析中西方“云”文化的对比研究及其翻译中美地下电影之比较研究埃德加•爱伦•坡恐怖小说的哥特式特征分析英汉委婉语比较研究《分期付款》中英语长句的分译策略浅谈跨文化交流中的非语言沟通佛罗多与亚拉冈：悲剧虚构型模式中的低模仿英雄与喜剧虚构型模式中的高模仿英雄中英文幽默映射的语言与文化差异A Probe into Three Phases for Effective Business Negotiations“三美论”观照下的《再别康桥》英译本比较研究中外酒文化差异分析打破沉默——接骨师之女中“沉默”主题的解读从《永别了，武器》中看战争对人性的影响相似的母爱，不同的表达——对比研究《黑孩子》和《宠儿》中的母亲形象中国时政新词翻译探析英汉习语渊源对比及其常用分析方法图式理论在英语阅读教学中的应用研究汉英叠词对比研究及其翻译英语广告中双关语的运用及其翻译研究论英汉数字习语的差异及翻译用会话含义理论分析《傲慢与偏见》中的人物对白从文化角度看林语堂的《吾国与吾民》教师在初中教学中对学生的评价英语环境公示语翻译中的问题以及解决方法从爱伦·坡《黑猫》探讨人性的善良与邪恶论中西饮食文化的差异中国旅游指南的中译英研究英汉情感隐喻认知对比分析大学英语课程改革审视：基于通识教育的视角《永别了武器》中战争对人类所造成的毁灭Disillusionment of American Dream in death of a salesman高中生英语学习动机的研究与培养——以天河中学学生为例伊丽莎白．贝内特与简．爱的婚姻观之比较On the Image of Women's Language in English中西商务谈判中的跨文化因素研究分析形成性评价在英语教学中的应用失败的逃亡—从《麦田守望者》中主人公的逃亡看个人意识对社会的超越On Relationship Between Mothers-and-Daughters-in-Law in China and the West奥斯卡•王尔德童话中的理想与现实《红字》中的圣经典故与象征意义论流行网络词汇的汉英翻译游戏在小学英语词汇学习中的运用法国大革命对《西风颂》创作的影响归化翻译在电影字幕中的运用－－以《米尔克》为个案分析论国际商务中的跨文化有效沟通浅析伍尔夫意识流小说中的叙事时间论翻译的艺术性别差异在日常英语词汇和句法中的体现《红字》的人文主义色彩文化语境对隐喻理解的影响李尔王和格勒旺布王比较研究以赫索格为代表的索尔贝娄作品中知识分子的困境与出路中国现代散文风格精彩再现——评张培基教授《英译中国现代散文选》简析黑人英语的主要特征及其文化影响《善良的乡下人》的喜剧性分析功能对等理论在中文菜单翻译中的应用《飘》中斯佳丽的人物形象浅析英汉动物习语内涵意义的文化差异《哈克贝利.费恩历险记》三个中文译本的对比赏析商业意识对美国电影片名翻译的影响中西方礼貌用语对比分析论《麦田里的守望者》中的佛教禅宗因素论《简爱》中的女性意识A Study of Corporate Crisis Management through Sanlu Tainted Milk Powder Incident 解读《皆大欢喜》中的浪漫主义汉语句型习惯对英文写作的负迁移作用A Comparison of the English Color Terms英国议会制辩论－－探究与实践浅析英语专业学生在听力理解中的策略运用浅析《最蓝的眼睛》中的创伤和治愈对比研究《珊瑚岛》和《蝇王》主题的冲突性论《荆棘鸟》中人性和宗教信仰的矛盾冲突An Analysis of the Distorted Human Relations in The Grass Is Singing功能视角下商务英语合同英译汉的技巧探析从精神分析角度看《宠儿》中塞斯的内心世界——黑人民族精神重塑英汉称谓语对比分析《愤怒的葡萄》中的圣经原型On the Irony in Pride and Prejudice论世纪年代以来美国文化冲击对中国青少年的影响及教育策略改革的应对措施论新闻英语中隐喻的运用及其翻译技巧论《傲骨贤妻》字幕翻译中的归化和异化策略毛泽东诗词中典故翻译的对比研究浅谈奥巴马演讲中的语用策略An Analysis of the Pragmatic Functions of English Euphemism英美小说《傲慢与偏见》和《飘》中的女性主体意识比较分析浅析“冰山理论”调动读者参与的作用从《飘》中人物性格分析看适者生存的道理意象创造的对比研究——文化视觉下的中英文诗歌A Brief Study of the Impact of Affective Factors on English Teaching in Middle School 英汉“思考”类动词的语义成分与词汇化模式分析哈里的迷惘与自我救赎——《乞力马扎罗的雪》的哲学解读从《麦田里的守望者》看霍尔顿的摇滚情结英汉状语语序修辞对比与翻译由女性“奴性”潜意识解析玛利娅姆多舛命运Differences of Talent Requirements in Chinese and Western Employment Advertising 《莎乐美》中的意象分析翻译中的语境因素分析试析与地理环境有关的英语成语及其文化内涵《孔乙己》两种英译本对比研究李安电影中的文化融合现象当爱遇见不爱——浅析《马可百万》中的三对情爱关系英语系动词语义属性及句法行为研究做最好的自己—论斯佳丽形象对现代女性的教育意义。

音形义的完美结合——Tiger赏析作者：王闵利杜雨虹来源：《校园英语·月末》2018年第05期本论文选取威廉·布雷克早期的重要抒情诗歌Tiger作为分析材料，通过对英文诗歌进行音韵、抑扬格等方面的分析，挖掘出诗歌本身的美感以及其中蕴含的诗人情感。

本论文分为两个部分：第一部分集中在外部分析，即对诗人布雷克生平以及诗歌创作背景进行一个简单的介绍；第二部分为内部分析，采用“从音入手，音义互动”的方法论，对诗歌本身进行一个意象与主题的简要分析。

一、布雷克——是版画家，更是诗哲威廉·布雷克（William Blake， 1757-1827）是英国史上第一位重要的浪漫主义诗人，也是十八世纪最伟大的英国诗人之一。

这位天赋非凡、极具个性的年轻人在早年一度抑郁不得志，生活潦倒，很少得到人的赏识。

直到十九、二十世纪之交，诗人叶芝等人重编了他的诗集，人们才惊讶于他的虔诚与深刻。

接着是他的书信和笔记的陆续发表，他的神启式的伟大画作也逐渐被世人所认知，于是诗人与画家布莱克在艺术界的崇高地位从此确立无疑。

他善于将诗、画巧妙完整地融合在一起，诗和画具有不可分割性，诗往往是他自刻画中的一个部分，两者互作印证。

二、伟人屹立的年代正如很多伟大的诗人一样，威廉·布雷克所创作的诗歌主题与其生活的时代背景密切相关。

具体到这首诗歌本身的创作背景，《老虎》（1793）被创作于法国大革命之后，诗人纯真善良的天性和支持革命事业的政治倾向使得他极有可能在借老虎这一意象来代表一种锐不可当的正义力量。

笔者认为这首诗歌虽然表面实在歌颂老虎的创造者，即上帝，实则是表达了作者本身对法国大革命的赞美与支持，以及对暴力武装参与了这场革命的勇士们以及将领们的歌颂。

作为一首政治抒情诗歌，《老虎》一诗的确用其铿锵的铁砧乐音表达出了声势浩荡的革命运动，揭示了法国资产阶级革命的势不可挡。

三、音韵铿锵，神威赫赫头韵的使用。

头韵是行中韵的一种。