英美诗歌选读第10周(颂歌) 英美诗歌选读
第二讲：英语诗歌的韵步数
《英美诗歌选读》课程教案第二讲首页备注：教学进程一栏可根据教学内容的多少自定页数。
第二讲英美诗歌的韵步数第一节单韵步行单韵步诗行（monometer）是由一个韵步构成的诗行。
例如斯科若的《希腊古瓮颂总结》，就是由单韵步诗行写成的诗：Gods chaseRound vase.What say?What play?Don’t know.Nice, though. 1(Desmond Skirrow: Ode on a Grecian Urn Summarized)完全由单韵步诗行构成的诗很稀有，单韵步诗行往往出现在多韵步诗行中间，如下面两个诗节中的第七、八诗行：Go and catch a falling star,Get with child a mandrake root,Tell me where all past years are,Or who cleft the Devil’s foot,Teach me to hear mermaids’ singing,Or to keep off envy’s stinging,And findWhat windServes to advance an honest mind. 2（John Donne: Song）第二节双韵步行双韵步诗行（dimeter）是由两个韵步构成的一行诗。
例如：Razors | pain you;Rivers | are damp;1神在追/ 绕花瓶。
/ 说什么？/ 弹什么？/ 不知晓，虽很美。
2去捉一颗陨落的星辰，/ 使曼德拉草根怀胎，/ 告诉我，过去的岁月何处寻，/ 或者谁劈开魔鬼蹄，/ 教我听美人鱼唱歌，/ 或躲避嫉妒的刺蜇，/ 弄清/ 何风/ 有助于提升诚实心灵。
（傅浩译）Acids | stain you;And drugs | cause cramp.Guns aren’t | lawful;Nooses | give;Gas smells | awful;You might | as well | live. 3(Dorothy Parker: Résumé)除了最后一行，其他诗行都是双韵步，而第六诗行的第二个韵步省略了非重读音节。
讲：英语诗歌的基本押韵格式
《英美诗歌选读》课程教案第四讲首页备注：教学进程一栏可根据教学内容的多少自定页数。
第四讲英美诗歌的基本押韵格式押韵格式（rhyme scheme）指的是一首诗中各押韵诗行的组合形式。
一般说来，每首诗都由数量不同的诗行组成，每一行的结尾都按照其读音的相同或类似而押韵,并表现出规律性。
押韵格式分为定型诗歌格式和普通诗歌格式.前一种格式主要有十四行诗体、斯宾塞诗体、回旋诗体等押韵格式；普通诗歌格式主要有双行押韵格式（aa）、隔行交互押韵格式（abab）和吻韵格式(abba)。
第一节基本押韵格式一、双行押韵格式（aa）它是英语诗歌最基本押韵格式，主要用于双行诗节（couplet）。
双行诗节指两行押韵或不押韵的诗行.双行诗节可以单独成为诗节，也可以存在于其他诗节中。
七行体（又称皇韵体,rhyme royal）诗和八行体(octa rima）诗用双行诗节结束，莎士比亚的十四行诗也是用双行诗节结束全诗。
双行诗节分开放双行诗节(open couplet）和完整双行诗节（closed couplet）两种。
完整双行诗节如果是用抑扬格五韵步写成,就被称为英雄双行诗节（heroic couplet）。
开放双行诗节指的是跨行的双行诗体，即两行诗有共同的语法和逻辑结构,但第二行的意思需要继续下去，直到在后面的诗行中结束。
如济慈叙述希腊神话中的美少年长诗《恩弟米安》开始几行：A thing of beauty is a joy for ever：Its loveliness increases；it will neverPass into nothingness; but still will keepA bower quiet for us, and a sleepFull of sweet dreams，and health，and quiet breathing.Therefore，on every morrow，are we wreathingA flowery band to bind us to the earth,Spite of despondence，of the inhuman dearthOf noble natures (1)(John Keats: Endymion)这些诗行的特点是：首先，每两行押韵，即ever / never，keep / sleep,breathing / wreathing，earth / dearth押1美的事物是一种永恒的愉悦：/ 它的美与日俱增：它永不湮灭，/ 它永不消亡；/ 为了我们，它永远/ 保留着一处幽境，让我们安眠，/ 充满了美梦，健康，宁静的呼吸。
《英美诗歌选读》课件
英美诗歌选读 - 莎士比亚的诗 歌
了解莎士比亚的诗歌创作和其在文学中的巨大影响力，分析他的代表作品和 独特的文学特色。
英美诗歌选读 - 红楼梦中的诗 歌
探索红楼梦中的诗歌形式和作用，分析诗歌与小说情节的关系，体味红楼梦 的诗意之美。
英美诗歌选读 - 美国现代主义 诗歌
介绍美国现代主义诗歌的发展和其独特特征，分析代表作品和独特的艺术手 法。
英美诗歌选读 - 英国浪漫中的代表作品和主题思想。
英美诗歌选读 - 总结
归纳英美诗歌选读的内容和重点，总结诗歌的艺术魅力和文化意义，点亮你对诗歌的热情和探索。
《英美诗歌选读》PPT课 件
欢迎来到《英美诗歌选读》PPT课件！本课件将介绍英美诗歌的精选内容，探 讨诗歌的艺术魅力和文化意义。
英美诗歌选读 - 简介
了解英美诗歌选读的概念和作用，探讨诗歌在文学中的重要性和影响力。
英美诗歌选读 - 现代英美诗歌
介绍现代英美诗歌的发展和特点，分析其主题和艺术风格，引领我们进入诗 歌的现代世界。
英美诗歌选读-comings
2.Foregrounding in Poetry
The term „foregrounding‟ is borrowed by stylisticians from art criticism, which distinguishes between the foreground and the background of a painting. The theory of foregrounding is probably the most important theory within Stylistic Analysis, and foregrounding analysis is arguably the most important part of the stylistic analysis in poetry.
3.1 Graphological Deviation
The most striking in this poem is perhaps the fact that there ise which runs over the whole poem. that only one clause runs over the whole poem. This may show that poet intends the poem to be read as a whole and places emphasis on the unity of the discourse. The important effect created is the arousal of the reader‟s expectation and interest. This is because when the reader reads the first line, he gets a sense of incompleteness and, therefore would like to read on to find out „what‟ is said. Taking a close look at the whole poem, we find that every line of the poem, in fact, creates a pulling-forward effect, though there may be differences in the degrees of strength.
英美文学选读英国文学3单元诗歌翻译
英美文学选读英国文学3单元诗歌翻译A Song : Men of England给英格兰人的歌By Percy Bysshe Shelley雪莱Men of England, wherefore ploughFor the lords who lay yelow? Wherefore weave with toil and careThe rich robes your tyrants wear?英格兰的人们，凭什么要给蹂躏你们的老爷们耕田种地？凭什么要辛勤劳动纺织不息用锦绣去打扮暴君们的身体？Wherefore feed and clothe and save From the cradle to the graveThose ungrateful drones who would Drain your sweat-nay, drink your blood? 凭什么，要从摇篮直到坟墓，用衣食去供养，用生命去保卫那一群忘恩负义的寄生虫类，他们在榨你们的汗，喝你们的血？Wherefore ,Bees of England, forge Many a weapan, chain, and scourage, That these stingless drones may spoil The forced produce of your toil?凭什么，英格兰的工蜂，要制作那么多的武器，锁链和刑具，使不能自卫的寄生雄蜂竟能掠夺用你们强制劳动创造的财富？Have ye leisure, comfort ,calm,Shelter ,food, love's gentle balm?Or what is it ye buy so dearWith your pain and with your fear?你们是有了舒适，安宁和闲暇，还是有了粮食，家园和爱的慰抚？否则，付出了这样昂贵的代价，担惊受怕忍痛吃苦又换来了什么？The seed ye sow, another reaps;The wealth ye find, another keeps;The robes ye weave, another wears;The arms ye forge, another bears.你们播下了种子，别人来收割；你们找到了财富，归别人占有；你们织布成衣，穿在别人身上；你们锻造武器，握在别人的手。
整理《英美诗歌选读》课程教案
英美诗歌选读课程教学大纲20 年月日A4打印/ 可编辑“英美诗歌选读”课程教学大纲教研室主任：王莉执笔人：曹英慧一、课程基本信息开课单位：外国语学院课程名称：英美诗歌选读课程编号：04188043英文名称：Selected Readings of British and American Poetry课程类型：专业方向限选课总学时：36 理论学时：实验学时：学分：2开设专业：英语专业先修课程：英国文学史及选读（04102613）二、课程任务目标（一）课程任务《英美诗歌赏析》是一门英语专业文学方向限选课程。
对于英语专业学生来说，诗歌作为英语语言学习的重要组成部分，是英语知识结构的一个不可或缺的部分。
诗歌所包含的语言特征、修辞手段和细腻的感情都是英语语言丰富表现能力的集中体现。
另外，诗歌也是增进英语语言能力的重要途径。
诗歌的字里行间都充满了意义，弦外之音、话外之语，它对语言的超常使用将使人们对英语的多种表现手法更加敏感，对英语的特殊表达习惯更加熟悉。
总之，学习诗歌是英语专业学生提高英语水平、提高人文素养以及丰富自己的语言和思想的重要手段。
本课程按照诗歌主题为脉络，介绍诗歌基本知识，梳理英美诗歌的不同流派及其风格，使学生掌握相关韵律法则，引导学生品味诗歌之美，挖掘诗歌内涵，感受诗人寄托在诗中的思想和情愫，进而能够独立进行诗歌阅读、欣赏甚至诗歌翻译及创作。
（二）课程目标具体来说，本课程的教学应达到以下目的和要求：1. 基本诗歌阅读能力：使学生初步了解英、美诗歌的特点、常见修辞手法，英语诗歌的基本要素、相关知识；2. 初步鉴赏能力：能读懂难度适中的英文诗歌，理解字面意思，并能指出主题、韵律形式等，帮助学生进一步感受诗歌中的象征、意象等，挖掘诗歌内涵，领会诗歌的奥妙。
3. 书面表达能力：能就一般或专业性主题撰写简单诗歌评论，流利自如地表达个人观点，做到文章选题合理、结构清晰、内容丰富、逻辑性强。
4. 翻译能力：能翻译所学英语诗歌，译文力争信、达、雅，尽力传达出原文神韵。
英美诗歌的押韵
《英美诗歌选读》课程教案第三讲首页学生专业班级学时数教学目的教学内容教学重点教学难点教学进程教学方法教具课后总结作业备注：教学进程一栏可根据教学内容的多少自定页数。
第三讲英美诗歌的押韵押韵（rhyme）是指一个音节的读音在以后音节读音中的重复，或是一个单词的最后一个音节或几个音节的读音在以后音节相应位置的读音重复。
从押韵的位置看，押韵主要有头韵(alliteration)、尾韵(end rhyme)和中间韵或腹韵（internal rhyme）。
尾韵又分全韵（perfect rhyme）和非全韵(imperfect rhyme)两种。
全韵要求押韵的辅音和元音都相同，非全韵又包括只是元音相同但辅音不押韵的元韵（assonance）和只押辅音不押元音的和韵(consonance)，另外，还有从拼写上看起来似乎押韵但实际读音并不押韵的目韵（eye rhyme, visual rhyme or sight rhyme）等。
第一节头韵头韵是指一行（节）诗中几个词开头的辅音相同，形成押韵。
如克里斯蒂娜•罗塞蒂的《歌》前两诗节：When I am dead, my dearest,Sing no sad songs for me;Plant thou no rose at my head,Nor shady cypress tree:Be the green grass above meWith showers and dewdrops wet;And if thou wilt, remember,And if thou wilt, forget. 12（Samuel Taylor Coleridge: The Rime of the Ancient Mariner）前三行里，头韵[f]重复七次。
这个摩擦送气的清辅音模仿柔风轻涛的声音，创造出一种宁静的意境。
第四行里的两个[s]音宛如和风吹过沉寂海面而发出的咝咝声。
英美诗歌选读..
DEFINITION OF POETRY
The most common is the genological level,(genre) at which critics define poetry as a genre of literature, the collective body of compositions termed as poems. At this level, poetry parallels fiction and drama, forming with them the greatest three of the conventional literary categories which divide the pages of popular literary textbooks, such as An Approach to Literature (Fifth Edition, 1975) by C. Brooks, J. T. Purser, and R. P. Warren.
INTERNALS OF POETRY :IMAGERY, SUBJECT MATTERS AND THEMES
Unit 1 General introduction
Definition of poetry Externals of poetry Internals of poetry Genres of poetry Approaches towards poetry text analysis
ห้องสมุดไป่ตู้
Another is the popular typographical level. As poetry is defined all that is printed in the line form on the page, people, including many critics of course, take their cue from the appearance in deciding what is poetry and what is not; and thus, accordingly, they will fail or refuse to recognize the passage below as poetry. How do I love thee? Let me count the ways. I love thee to the depth and breadth and height my soul can reach, when feeling out of sight for the ends of Being and ideal Grace. ……and, if God choose, I shall but love thee better after death.
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Analysis of the poem
• First stanza: pre-harvest ripeness. The season of Autumn and the sun are conspiring/ plotting secretly to bring ripeness to all.
What is Ode?
• a long stately poem in the stanzas of varied length, meter and form. It is a song in honor of gods or heroes.
• Although an ode is a serious poem expressing the speaker’s passion, it may be passionate about almost everything.
• Ex:“Ode to the West Wind”, “Ode to a Nightingale”, “Ode to a Grecian Urn”
ቤተ መጻሕፍቲ ባይዱ
Analysis of the poem
• This poem is general recognized as the subtlest and most beautiful one of all Keats Odes.
Selected Readings of English and American poetry
Lecture 9 Ode (颂歌)
To Autumn John Keats
• Where are the songs of Spring? Ay, where are they?
Think not of them, thou hast thy music too,-While barred clouds bloom the soft-dying day, And touch the stubble-plains with rosy hue; Then in a wailful choir the small gnats mourn Among the river sallows, borne aloft Or sinking as the light wind lives or dies; And full-grown lambs loud bleat from hilly bourn; Hedge-crickets sing; and now with treble soft The red-breast whistles from a garden-croft; And gathering swallows twitter in the skies.
• Keats's speaker opens his first stanza by addressing Autumn, describing its abundance and its intimacy with the sun, with whom Autumn ripens fruits and causes the late flowers to bloom. In the second stanza, the speaker describes the figure of Autumn as a female goddess, often seen sitting on the granary floor, her hair "softlifted" by the wind, and often seen sleeping in the fields or watching a cider-press squeezing the juice from apples. In the third stanza, the speaker tells Autumn not to wonder where the songs of spring have gone, but instead to listen to her own music. At twilight, the "small gnats" hum above the shallows of the river, lifted and dropped by the wind, and "full-grown lambs" bleat from the hills, crickets sing, robins whistle from the garden, and swallows, gathering for their coming migration, sing from the skies.
Analysis of the poem
• Themes
In both its form and descriptive surface, "To Autumn" is one of the simplest of Keats's odes. There is nothing confusing or complex in Keats's paean to the season of autumn, with its fruitfulness, its flowers, and the song of its swallows gathering for migration. The extraordinary achievement of this poem lies in its ability to suggest, explore, and develop a rich abundance of themes without ever ruffling its calm, gentle, and lovely description of autumn.
• Second stanza: late-harvest fulfillment. The speaker describe the figure of autumn as a female goddess. And like a goddess, she appears wherever she likes and enjoys the harvest she brings in.
• Third stanza: the post-harvest natural music. This is a song of the late autumn. The speaker praises the redbreasted robin and Winter's other singers and finds in the pre-departure twittering of the gathering swallows an emblem of natural completion.