American literature美国文学
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EXCERPT When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, which among these are Life, Liberty and the pursuit of Happiness.
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Novel?
Poem?
Essay?
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The Declaration of Independence
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1777年6月14日正式使用的美国国旗
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新罕布什尔 New Hampshire 马萨诸塞 Massachusetts 罗德岛 Rhode island 康涅狄格 Connecticut 纽约 New York 新泽西 New Jersey 宾夕法尼亚 Pennsylvania 特拉华 Delaware 马里兰 Maryland 弗吉尼亚 Virginia 北卡罗来纳 North Carolina 南卡罗来纳 South Carolina 佐治亚 Georgia
American Literature
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通往独立之路
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1607年，100多个英国人漂洋过海来到美洲大陆，建立了第一 个永久性殖民地——詹姆斯镇。在此后的150年里，大量的殖民者 从欧洲尤其是从英国涌来，定居在沿岸地区。到了18世纪中叶， 13个英国殖民地逐渐形成，他们在英国的最高主权下有各自的政 府和议会，经济上也有极大发展。
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• 黑人R&B歌手惠特尼· 休斯 顿（Whitney Houston）在 1991年超级明星演唱会上 演唱了《star Spangled Banner》（美国国歌）， 其激动人心的表演引起了 轰动。美国著名评论家家 吉姆· 法伯评论说惠特尼 的《star Spangled Banner》 版本“足以摧毁千艘轮 船”。
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U.S Constitution
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美利坚合众国宪法 （The Constitution of the United States of America）， 简称美国宪法，是美国的 根本大法。该宪法于1787 年9月17日在费城召开的美 国制宪会议上获得代表的 批准，并在以后不久被当 时美国拥有的13个州的特 别会议所批准。1789年， 美国宪法正式生效。
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The Star Spangled Banner
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一开始，这只是克伊写的一首诗，名为《保卫 麦克亨利堡》，后改名为《星条旗》，并配上《致 天上的酒神》的曲调。在好多年的时间里，这首歌 一直是众多流行的爱国歌曲之一，而且与《嗨！哥 伦比亚》及《亚美利加》竞争作为国歌。在美国内 战中，这首歌受到联邦军的青睐，并在那以后的几 十年里变得越来越流行。1895年，陆军规定在降旗 时必须奏《星条旗》。1904年，海军部长下令早晚 对军舰旗敬礼时都得奏《星条旗》。尽管一直有人 批评这首歌（有些人认为曲调太难唱，或者歌词太 晦涩，或者认为这首歌太尚武），但是，国会还是 在1931年采纳了《星条旗》作为国歌。
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美国宪法包括序言、7条正文以及27 条修正案。 美国宪法的序言只有一句话，由52 个单词构成。这篇序言并没有赋予或者 限制任何主体的权力，仅仅阐明了制定 美国宪法的理论基础和目的。尽管如此， 这篇序言尤其是最开头的“我们美利坚 合众国人民”（“We, the people of the United States”）却成为美国宪法中被引 用频率最高的部分。
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但是，他们和英国之间的矛盾也日益加深。殖民地的扩张， 使他们产生某种自觉，自觉到英国的迫害，从而产生独立的念 头。1774年，来自12个州的代表聚集在费城，召开所谓的第一 次大陆会议希望能寻找出一条合理的途径，与英国和平解决问 题，然而英国却坚持殖民地必须无条件臣服于英王，并接受处 分。
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1775年，莱克星顿点燃了战火，打响了独立的第一枪。次年， 召开第二次大陆会议，坚定了战争独立的决心，并发表了有名 的《独立宣言》，提出了独立的充分理由和迫切需要。1783年， 英美签订巴黎条约，结束了独立战争。
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Preamble We, the people of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
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《独立宣言》包括三个部分：第一 部分阐明政治哲学——民主与自由，内 容深刻动人；第二部分列举若干具体的 不平事例，以证明英王乔治三世破坏了 美国的自由；第三部分郑重宣布独立， 并宣誓支持该项宣言。 它的民主思想，主要体现在平等、 天赋人权、主权在民、和人民革命权利 等几个方面。
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About "United States“
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【英美概况】【课堂笔记】美国文学american literature
AMERICAN LITERATUREWe shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.T.S. Eliot --- Little GiddingLiterature represents the language of a people, their culture and their tradition. But the reading of literature is more important to us than just a historical or cultural activity. Literature introduces us to new worlds of experience. When we enjoy the comedies and the tragedies of poems, stories, and plays, we may also grow and evolve through our literary journey with books.American literature is a literature that has recorded the stories of a search. Early explorers searched for new lands and new wealth. The puritans searched for a place that would become the ideal community, one of which God would approve. Many Americans travelled across America simply because they were restless and were searching for new experiences and opportunities. These searches can be said to be the “pursuit of happiness” and Americ an literature is the story of that pursuit.Some of the early literature was concerned with life in the cities and on the frontier. It created heroes and characters that epitomised the adventurous, the brave and the strong individual. This literature could be said to have created a history for a country which, in European eyes, had very little history!As the country expanded westwards, some authors questioned some of the beliefs and lifestyle of the established east coast communities. For instance, Ralph Waldo Emerson wrote a book called ‘Nature’ that questioned whether or not humans needed religion to reach a higher state of spirituality. Henry Thoreau wrote about how important it was for individuals to think for themselves, and claimed that an individua l’s conscience is more important than the demands of society. These ideas caused much controversy and discussion.Other writers of this time were writing about human imagination and emotion, rather than intellect. These novels asked the reader to understand the nature of guilt, pride and emotional repression, and to find meaning in his/her life.After the Civil War (1861-1865) many Americans became discontent with the growing materialism of society, and some writers wrote about the harsher reality which was facing some Americans in their daily lives. For instance, they wrote of poor working conditions, unsympathetic reactions by the community to someone who has committed ‘sin’, and of people findingthemselves trapped in their environment and struggling to find happiness.There were also writers like Emily Dickinson who wrote poems such as this:If I can stop one heart from breaking,I shall not live in vain;If I can ease one life the aching,Or cool one pain,Or help one fainting robinUnto his nest again,I shall not live in vain.The first half of the 20th century saw the emergence of writersc alled “Imagists” whose poems focused on strong, concrete images. An example of this style was T.S.Eliot’s poem called the ‘The Waste Land’. This poem created images for the reader to interpret. Another such writer was E. E. Cumming, who threw away the rules of punctuation, spelling and even changed the way words were placed on the page.In the 1920’s in New York there emerged of a lively, powerful form of African-American music called jazz, and at the same time African-American writers began writing about the black community and their lives. Their writings used the rhythms drawn from their African and slavery. They told the American people not only about the injustices that society inflicted upon blacks, but also about the rich cultural life of the “the new negro” who was proud of his/her racial identity. Two African-American writers of this period were Langston Hughes and Countee Cullen.Mother To Son by Langston HughesWell, son, I'll tell you:Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare.But all the timeI'se been a-climbin' on,And reachin' landin's,And turnin' corners,And sometimes goin' in the darkWhere there ain't been no light.So, boy, don't you turn back.Don't you set down on the steps.'Cause you finds it's kinder hard.Don't you fall now—For I'se still goin', honey,I'se still climbin',And life for me ain't been no crystal stair.Post World War 2 authors started to write about American society in ways that questioned the direction in which society was going. After a short period of conservatism (1940’s and 1950’s), Americans saw a significant change in their culture and lifestyle. It was the period of African-American activism/protest, the feminist movement, the sexual revolution, the peace movement, and, it was a time when many alternative lifestyles were being experimented with. Politically, the world was in the midst of the Cold War between the USA with its political allies and the USSR and communism in general.People who immigrated to America were often said to be pursuing “The American Dream”. The term “The American Dream” represented an ideal. Simply stated, it meant that in America a person could achieve anything if he/she really wanted it enough. In recent history some people started doubting the possibility of this ideal: it seemed that the ideal could not be possible while society was the way that it was. Some people wanted to change society, and said that “The Dream” should be not be so much about economic success but more about personal fulfillment and the development of a just and caring society. People wanted to feel that they had a purpose in society, where they were needed, where they could fulfill their potential and where they could develop as an individual. It can be seen that some writers expressed a sense of hopelessness about achieving “The Dream” in their books and poetry.Richard Coryby Edwin Arlington RobinsonWhenever Richard Cory went downtown,We people on the pavement looked at him:He was a gentleman from sole to crown,Clean favored, and imperially slim.And he was always quietly arrayed,And he was always human when he talked;But still he fluttered pulses when he said, “Good morning,” and he glittered when he walked. And he was rich -- yes, richer than a king,And admirably schooled in every grace:In fine, we thought that he was everythingTo make us wish that we were in his place.So on we worked, and waited for the light,And went without the meat, and cursed the bread, And Richard Cory, one calm summer night,Went home and put a bullet through his head.Books, such as the following, also reflected this era:‘Catch 22’ (Joseph Heller) portrayed war as an absurd exercise for madmen. (1961)‘Death of a Salesman’ (Arthur Miller) is a play about the com mon man pressured by society. He tries to provide for his family but ultimately he fails to achieve what he thinks (and what society thinks) he should achieve. His unfulfilled dreams lead to a tragic ending.‘Native Son’ (Richard Wright) is a novel which has a black hero, whose character has been heavily impacted upon by a violent and cruel society. (1940)‘Catcher in the Rye’ (J.D.Salinger) is a book which portrays, through the eyes of a teenage boy, the hypocrisies of the adult world. The boy feels a sense of hopelessness about his world.Toni Morrison’s poems portrayed strong black women in society, and the struggles of growing up being black in America during the 1960’s and 1970’s.‘America’ (Allen Ginsberg) is a poem of anger and rage. It expresses the feelings of the Beat writers about the state of American culture in the 1950’s and 1960’s. Th e poem rages against the traditional American values of that time.‘The Kitchen God’s Wife’ by Amy Tan (1991) is a novel about her mother, who was born in China but who later, with her American husband, moved to America. The novel shows how the author sees her mother as a slight embarrassment, because of her traditional Chinese behaviour. Her mother tells her the story of her life in China. At the end of the story the young women comes to see her mother in an entirely different way. The love for her mother is still there, but her respect for her is now immense. Amy Tan was born in America and lives with her family.Extra PoemsWhat Fifty Said by Robert Frost (1925) When I was young my teachers were the old.I gave up fire for form till I was cold.I suffered like a metal being cast.I went to school to age to learn the past.Now when I am old my teachers are the young. What can't be molded must be cracked and sprung.I strain at lessons fit to start a suture.I got to school to youth to learn the future.Hey, that's no way to say goodbye by Leonard CohenI loved you in the morning, our kisses deep and warm,your hair upon the pillow like a sleepy golden storm, yes, many loved before us, I know that we are not new,in city and in forest they smiled like me and you, but now it's come to distances and both of us must try,your eyes are soft with sorrow,Hey, that's no way to say goodbye.I'm not looking for another as I wander in my time, walk me to the corner, our steps will always rhyme you know my love goes with you as your love stays with me,it's just the way it changes, like the shoreline and the sea,but let's not talk of love or chains and things we can't untie,your eyes are soft with sorrow,Hey, that's no way to say goodbye.I loved you in the morning, our kisses deep and warm,your hair upon the pillow like a sleepy golden storm, yes many loved before us, I know that we are not new,in city and in forest they smiled like me and you, but let's not talk of love or chains and things we can't untie,your eyes are soft with sorrow,Hey, that's no way to say goodbye.So long, Marianne by Leonard CohenCome over to the window, my little darling,I'd like to try to read your palm.I used to think I was some kind of Gypsy boy before I let you take me home.Now so long, Marianne, it's time that we beganto laugh and cry and cry and laugh about it all again.Well you know that I love to live with you,but you make me forget so very much.I forget to pray for the angelsand then the angels forget to pray for us.Now so long, Marianne, it's time that we began ...We met when we were almost youngdeep in the green lilac park.You held on to me like I was a crucifix,as we went kneeling through the dark.Oh so long, Marianne, it's time that we began ...Your letters they all say that you're beside me now. Then why do I feel alone?I'm standing on a ledge and your fine spider web is fastening my ankle to a stone.Now so long, Marianne, it's time that we began ...For now I need your hidden love.I'm cold as a new razor blade.You left when I told you I was curious,I never said that I was brave.Oh so long, Marianne, it's time that we began ...Oh, you are really such a pretty one.I see you've gone and changed your name again. And just when I climbed this whole mountainside, to wash my eyelids in the rain!Oh so long, Marianne, it's time that we began ...It Ain’t Me Babe by Bob DylanGo 'way from my window,Leave at your own chosen speed.I'm not the one you want, babe,I'm not the one you need.You say you're lookin' for someone Never weak but always strong,To protect you an' defend you Whether you are right or wrong, Someone to open each and every door, But it ain't me, babe,No, no, no, it ain't me, babe,It ain't me you're lookin' for, babe.Go lightly from the ledge, babe,Go lightly on the ground.I'm not the one you want, babe,I will only let you down.You say you're looking' for someone Who will promise never to part, Someone to close his eyes for you, Someone to close his heart, Someone who will die for you an' more, But it ain't me, babe,No, no, no, it ain't me, babe,It ain't me you're lookin' for, babe.Go melt back into the night, babe, Everything inside is made of stone. There's nothing in here movingAn' anyway I'm not alone.You say you're looking for someone Who'll pick you up each time you fall, To gather flowers constantlyAn' to come each time you call,A lover for your life an' nothing more, But it ain't me, babe,No, no, no, it ain't me, babe,It ain't me you're lookin' for, babe.The Times They Are A-Changing by Bob Dylan Come gather 'round peopleWherever you roamAnd admit that the watersAround you have grownAnd accept it that soonYou'll be drenched to the bone.If your time to youIs worth savin'Then you better start swimmin'Or you'll sink like a stoneFor the times they are a-changin'.Come writers and criticsWho prophesize with your penAnd keep your eyes wideThe chance won't come againAnd don't speak too soonFor the wheel's still in spinAnd there's no tellin' whoThat it's namin'.For the loser nowWill be later to winFor the times they are a-changin'.Come senators, congressmenPlease heed the callDon't stand in the doorwayDon't block up the hallFor he that gets hurtWill be he who has stalled There's a battle outsideAnd it is ragin'.It'll soon shake your windows And rattle your wallsFor the times they are a-changin'. Come mothers and fathers Throughout the landAnd don't criticizeWhat you can't understandYour sons and your daughters Are beyond your command Your old road isRapidly agin'.Please get out of the new oneIf you can't lend your handFor the times they are a-changin'. The line it is drawnThe curse it is castThe slow one nowWill later be fastAs the present nowWill later be pastThe order isRapidly fadin'.And the first one nowWill later be lastFor the times they are a-changin'.Suzanne by Leonard CohenSuzanne takes you down to her place near the river You can hear the boats go byYou can spend the night beside herAnd you know that she's half crazyBut that's why you want to be thereAnd she feeds you tea and orangesThat come all the way fromChinaAnd just when you mean to tell herThat you have no love to give herThen she gets you on her wavelengthAnd she lets the river answerThat you've always been her loverAnd you want to travel with herAnd you want to travel blindAnd you know that she will trust youFor you've touched her perfect body with your mind.And Jesus was a sailorWhen he walked upon the waterAnd he spent a long time watchingFrom his lonely wooden towerAnd when he knew for certainOnly drowning men could see himHe said "All men will be sailors thenUntil the sea shall free them"But he himself was brokenLong before the sky would openForsaken, almost humanHe sank beneath your wisdom like a stoneAnd you want to travel with himAnd you want to travel blindAnd you think maybe you'll trust himFor he's touched your perfect body with his mind. Now Suzanne takes your handAnd she leads you to the riverShe is wearing rags and feathersFrom Salvation Army countersAnd the sun pours down like honeyOn our lady of the harbourAnd she shows you where to lookAmong the garbage and the flowersThere are heroes in the seaweedThere are children in the morningThey are leaning out for loveAnd they will lean that way foreverWhile Suzanne holds the mirrorAnd you want to travel with herAnd you want to travel blindAnd you know that you can trust herFor she's touched your perfect body with her mind.。
美国文学之父the father of American literature
美国文学之父the father of American literatureUnit 2美国文学之父The Father of American Literature2.1美国文学之父The Father of American Literature(1)Mark Twain, the pen name of Samuel Clemens, was the first American writer to specifically dwell on American themes, American language and the American point of view. He was a master at rendering the different colloquial dialects of American English into wr iting so the reader can really “hear” the accent while reading the words. Twain was known particularly for his interest in portraying the American point of view. Tired of European writers who came to tour the United States and then go home to write critical things of it, Twain took to touring Europe and writing frankly (and critically) of what he saw there. Twain was also the first American writer to produce a tremendous volume of works. In fact, he wrote so much that there is no complete bibliography of his works. He used various pen names, wrote so many novels, short stories, newspaper and magazine articles, speeches and lectures that they have never been all compiled. Twain loved to travel, and many of his stories and books record his adventures and observations while traveling all over the United States. He was the first writer to do so thoroughly.马克·吐温真名萨缪尔·克莱门，他是第一位重视表达美国人的思想、语言和观点的美国作家。
美国文学主要作家作品表american literature
Moby Dick/The White Whale莫比·迪克/白鲸；Typee泰比;Omoo奥穆;Mardi玛地;Redburn雷得本;White Jacket白外衣;Pierre皮尔埃;Piazza广场故事;Billy Budd比利·巴德
Walt Whitman 1819-1892
The Bostonians波士顿人；The Real Thing and Other Tales真货色及其他故事；The Wings of the Dove鸽翼；The Ambassadors大使；
The Golden Bowl金碗评论集：
French Poets and Novelists法国诗人和小说家;
Through the Eye of the Needle透过针眼----乌托邦小说;
Criticism and Fiction;Novel-Writing and Novel-Reading小说创作与小说阅读
Henry James 1843-1916
小说：Daisy Miller苔瑟·米乐；The Portrait of a Lady贵妇人画像；
HenryWadsworthLongfellow 1807-1882
The Song of Hiawatha;Voices of the Night夜吟;Ballads and Other Poens;Belfry of Bruges and Other Poems;Tales of a Wayside Inn：An April Day /A Psalm of Life /Paul Revere’s Ride;Evangeline;The Courtship of Miles Standish；Poems on Slavery
美国文学
·概述：美国文学（America literature）表现为平民化，多元化，富于阳刚之气，热爱自由，追求以个人幸福为中心的美国梦。
美国文学大致出现过3次繁荣：19世纪前期形成民族文学，第一和第二次世界大战后，美国文学两度繁荣，并产生世界影响，已有近10位作家获得诺贝尔文学奖。
·菲利普·弗瑞诺（1752～1832）是当时著名的革命诗人，他的创作开创了美国诗歌的优秀传统·早期浪漫主义文学19世纪初期欧文(1783～1859）致力发掘北美早期移民的传说故事，他的《见闻札记》（1819～1820）开创了美国短篇小说的传统。
库珀(1789～1851）在《皮袜子故事集》中以印第安人部落的灭亡为背景，表现了勇敢、正直的移民怎样开辟美国文明的途径。
诗人布莱恩特(1794～1878）笔下的自然景色，完全是美国式的，他歌颂当地常见的水鸟和野花，而且通过它们歌颂人与人之间的和谐。
爱伦·坡在诗歌、短篇小说和理论批评方面达到新的水平，标志着民族文学的多样性和在艺术上的发展。
·超验主义（transcendentalism强调直觉）与后期浪漫主义（19世纪30年代以后）爱默生（1803～1882）超验主义代表，宗教、直觉、认为人是上帝梭罗(1817～1862) 侧重超验主义中人的“自助”精神霍桑（1804～1864）转向对人类状况与命运的探索，如《红字》（1850）梅尔维尔（1819～1891）把社会矛盾归结为抽象的“恶”，使《白鲸》（1851）等作品蒙上神秘、悲观的气氛。
·“婆罗门”或称“绅士派诗人朗费罗(1807～1882）、洛威尔（1819～1891）和霍姆斯(1809～1894）·废奴文学19世纪30年代后（黑人的处境激起许多作家的同情）斯托夫人的小说《汤姆叔叔的小屋》（1852），林肯(1809～1865）称她为“发动了一次战争的小妇人”。
美国文学教案American Literature
American LiteratureLecture One A brief outline of the courseI. Teaching objectives:through this lecture, the students are expected to have a general idea about the important authors and their most influential works, and the literary focus and achievements in different periods of the formation of the nation.II. Teaching focus: a brief introduction of:1. The background of different periods2. The major writers to be covered3. The important works that are going to be studiedIII. Teaching steps1. Ask students some general questions about American literature2. Lecture by the teacher3. Group discussion by the studentsIV. HomeworkWrite a short article about what you are expecting to learn from this course, what suggestions you have for this courseLecture Two Colonial PeriodI. Teaching objectives:through this lecture, the students are expected to have a general idea about the mission of the first group of Puritan immigrants to the New World, their perseverance in seeking their purpose, and the pervading spirit of Puritanism in the early communities.I.Teaching focus1. The mission of the Puritan immigrants to the New World2. Puritanism and its influence in all spheres of life in the early communities3. The religious poems by Anne BradstreetII.Teaching steps1.Warming-up questions1.1 What is the meaning of Puritan, what are the major characteristics of thePuritans1.2 Why did some Puritans left their own country and risked their lives tocross over the Atlantic Ocean and settle on the New World?1. 3 What is the meaning of theocracy?2.Points to be covered by the teacher2.1 A brief introduction about the Puritan from a historic perspective2.2 The missions of the first group of Puritans to the new world2.3 The situation in the communities of the early settlement2.4 The spirit of Puritanism and its impact on the building of the nation andpeople’s daily life during the colonial period.3.Read and analyze the poem “Upon the Burning of Our House” by AnneBradstreetIII.HomeworkRead the e-book: Research Guide to American Literature: Colonial Literature: 1607-1776Lecture Three: Edwards and FranklinI. Teaching objectivesIn this lecture, the students are expected to get some knowledge about the major point of Puritanism and Calvinism, and how Edwards and Franklin demonstrate different aspects of the spirit of PuritanismII. Teaching focus1. The major doctrine of Puritanism2. The major doctrine of Calvinism3. Benjamin Franklin4. Jonathan EdwardsIII. Teaching steps1. Warming-up questions for the students1.1 Do you know the original of original sin?1.2 Do you have any knowledge about John Calvin and the religious doctrines that he advocated?1.3 Do you know the well-story of Franklin’s flying of kite, and can you name some of his inventions?2. Points to be covered by the teacher2.1 the major doctrines of Puritanism and its profound impact on people’s daily life of the colonial period and literary endeavors for a long time2.2 the major doctrines of Calvinism and its pervading spirit of sin and evil2.3 the most famous self-made man in America, Benjamin Franklin, and his successful story which is the best example of the American Dream from a material perspective.2.4 the pious life of Jonathan Edwards and his influence on a group of writers called the Transcendentalists in the 1830s-40s3. Read and analyze certain passage from Benjamin Franklin’s AutobiographyIV. HomeworkRead the Autobiography of Benjamin Franklin and Sinners in the Hands of an Angry God by Jonathan EdwardsLecture Four American Romantic LiteratureI.Teaching objectivesThrough this lecture, students are expected to have a general idea about the following points: the relationship between American Romantic literature and that of Britain; the major writers and their works of American Romanticism. II.Teaching focus1.The major characteristics of American Romanticism2.Washing Irving and his short stories3.James Fenimore Cooper and his Leatherstocking TalesIII.Teaching steps1. Warming-up questions1.1 Washington Irving is called the Father of American Literature, what canpossibly denote by such honorary title?1.2 There is a very interesting anecdote concerning Cooper’s trying to writenovels by himself, have you ever heard that anecdote, and what is youropinion of such a personage?2. Points to be covered by the teacher2.1 a comparison between Romanticism in America and Britain2.2 Washington Irving’s literary creation and two of his most famouslegendary tales: Rip Van Winkle and Legend of the Sleepy Hollow2.3 Cooper’s Leatherstocking Tales and his importance as the builder of theAmerican myth3. Read and analyze some passages from Rip Van Winkle by WashingtonIrvingIV.HomeworkRead Irving’s Legend of the Sleepy Hollow and Cooper’s The Last MahicanLecture Five American Transcendentalist Literature(1) I.Teaching objectivesThrough this lecture, the students are expected to have a general idea about the following points: the spirit of the period; the major writers and their works. II.Teaching focus1. The sources and doctrines of Transcendentalism2. Emerson’s work and influence during the Transcendental periodIII.Teaching steps1.Points to be covered by the teacher1.1 the various sources of Transcendentalism, such as the idealisticphilosophy of Germany and France, and Oriental mysticism.1.2 the major features of Transcendentalism: Oversoul, importance ofindividual, and nature as symbolic of the Spirit or God.1.3 Emerson’s role in the Transcendentalist movement, the dean, the editor ofthe its major journal Dial, and the founder of the Transcendental club.1.4 Emerson’s Nature and The American Scholar, one is considered to be themanifesto of Transcendentalism, the other is considered to America’s declaration of intellectual independence.2.Read and analyze passages from Nature by Ralph EmersonIV.HomeworkRead TheAmerican Scholar by EmersonLecture Six American Transcendentalist Literature(2) I.Teaching objectivesThrough this lecture, students are expected to have a general idea about the following points: Thoreau and his experience; Thoreau’s masterpiece Walden II.Teaching focus1. Thoreau’s life experience2. Thoreau’s materialization of the doctrines of Transcendentalism in a smallhut on the bank of Walden pond3. The rediscovery and reevaluation of Walden in the twentieth centuryIII.Teaching steps1.Warming-up questionsDo you have any idea about what is Walden about?2.Points to be covered by the teacher2.1 Thoreau’s life style and the commentaries of his contemporaries to him2.2 rediscovery and reevaluation of Thoreau’s Walden in the twentiethcentury2.3 Walden and eco-criticism3. Read and analyze certain passages from WaldenIV.HomeworkRead Thoreau’s WaldenLecture Seven Hawthorne and MelvilleI. Teaching objectivesStudents are expected to learn something about the notorious Salem Witchcraft Trial and the major doctrines of Calvinism and their impacts on Hawthorne and his writings, they are also expected to know Melville’s profession as a sailor and the tremendous influence of his profession as a sailor on almost all his works.II. Teaching focus1.Hawthorne and his Scarlet Letter2.Melville and his Moby DickIII. Teaching steps1 warming up questions1.1 Do you have any knowledge about Moses’ten commandments in the Old Testament, and one of the commandments says that “Thou shaln’t commit adultery”, do you know the meaning of adultery?1.2 Say something about your understanding of alienation2.Points to be covered by the teacher2.1 A rough summary of Salem Witchcraft Trial of 1692 and the role played by one of Hawthorn’s preeminent ancestors2.2 Hawthorne pervading sense of sin and evil and the reflection of these themes in almost all his works, either short stories or novels.2.3 Analysis of the four major characters in The Scarlet Letter2.4 Melville’s experience as a whaler on the sea and its influence on his works2.5 An analysis of his highly symbolic work Moby Dick3. Read and analyze certain passages from The Scarlet LetterIV. HomeworkRead the novel The Scarlet Letter and see the film adapted from this novel, and then make a comparison between themLecture Eight Whitman and DickinsonI. Teaching objectivesStudents are expected to have a general idea about Whitman and Dickinson and the differences between the theme and style of their poems.II. Teaching focus1.Whitman and his Song of Myself2.Dickinson and several of her poemsIII. Teaching steps1.Points to be covered by the teacher1.1 Whitman’s gregarious habit and the democratic tendency reflected in his Leaves of Grass1.2 The different evaluation of Leaves of Grass by Whitman’s contemporaries and critics of the twentieth century.1.3 Dickinson’s reclusive living habit and meditation on death and immortality1.4 Rediscovery and reevaluation of Dickinson’s poems in the twentieth century1.5 Whitman and Dickinson’s influence on American modern poetry2. Read and analyze certain passages from Leaves of Grass and some poems by DickinsonIV. HomeworkTry to write a short poem of Dickinsonian styleLecture Nine American Realist Literature (1)I. Teaching objectivesThrough this lecture, the students are expected to get some knowledge about the American Civil War and its impact on literary creation, and also the major doctrines and focus of American Realist literature.II. Teaching focus1. The American Civil War2. Doctrines and focus of American Realism3. William Dean Howells and his influence on the writings of other writers of thisPeriodIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze some passages from Criticism and Fiction by William DeanHowellsIV. HomeworkRead American Literary Realism by Barrish, Phillip Cambridge University Press, 2001Lecture Ten American Realist Literature (2)I. Teaching objectivesThrough this lecture, the students are expected to get familiar with the writings and some realist writers such as Henry James and Mark Twain.II. Teaching focus1. Henry James and his The Portrait of a Lady2. Mark Twain and his Adventure of Huckleberry FinnIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze certain passages from Call of the Wild by Jack LondonIV. HomeworkRead The Ambassadors by Henry James and Life on the Mississippi River by Mark TwainLecture Eleven American Naturalist Literature (1)I.Teaching objectivesThrough this lecture, the students are expected to have a general idea about how Zola’s naturalistic philosophy, Charles Darwin’s evolution theory and the industrialization of the United States brought about the alienation of man with nature, man with man, and man with society, and as a result, the flourish of naturalist literature that reflected these trends.II.Teaching focus1. The social background of naturalist period2. The major features of Naturalism3. The major naturalist writers and their worksIII.Teaching procedures1.Warming-up questions2.Lecture by the teacher3.Group discussion by the studentsIV.HomeworkRead American Naturalism by Bloom HaroldLecture Twelve American Naturalist Literature (2)I. Teaching objectivesThrough this lecture, the students are expected to get familiar with the major naturalistic writers and their representative works.II. Teaching focus1.Stephen Crane and his works2. Theodore Dreiser and his works3. Jack London and his worksIII. Teaching steps1. Warming-up questions2. Lecture by the teacher3. Read and analyze certain passages from Call of the Wild by Jack LondonIV. HomeworkRead The Red Badge of Courage by Crane, American Tragedy by Dreiser, and Martin Eden by Jack LondonLecture Thirteen Literature of the Lost Generation (1)I.Teaching objectivesThrough this lecture, the students are expected to have some knowledge about America’s role during the First World War, and the war’s impact on young people like Fitzgerald and Hemingway, and also the works that reflected the disillusion of the lost generation.II.Teaching focus1. The First World War and the Attitude of American youth toward the war2. The situation in America in the twenties of the 20th century3. Fitzgerald and his nearly autobiographical novelsIII.Teaching steps1.Warming-up questions2.Lecture by the teacher3. Read and analyze certain passages from The Great Gatsby by Fitzgerald IV.HomeworkRead Fitzgerald’s Great Gatsby and This Side of the ParadiseLecture Fourteen Literature of the Lost Generation (2) I.Teaching objectivesThrough this lecture, the students are expected to get some knowledge about the theme and style of the writings of Hemingway.II. Teaching focus1. Hemingway’s personal life2. His works3. His theory of “tip of an iceberg”III. Teaching steps1.Warming-up questions2.Lecture by the teacher3.Group discussion by the studentsIV. HomeworkRead Hemingway’s A Farewell to Arms and The Old Man and the SeaLecture Fifteen American Literature of the SouthI.Teaching objectivesThrough this lecture, the students are expected to have a general idea about the history and current reality of the American South, and the slavery system before the Civil War, and how these combined together affected the general spirit of the southern Americans.II.Teaching focus1. The history of the American South, with slavery system as its focal point2. The situation in the south of America after the civil war3. Faulkner and his fictional world epitomized in his Yoknapatawpha county III.Teaching procedures1.Warming-up questions2.Lecture by the teacher3. Read and analyze certain passages from the Sound and the Fury byFaulknerIV.HomeworkRead Go down, Moses by FaulknerSee the film Gone with the WindLecture Sixteen Post-war American Novel (1)I. Teaching objectivesStudents are expected to have some knowledge about the situation in America after World War II, and the impact and influence of the Cold War, the Vietnam War and McCarthyism on the American people as a whole and American writers as a special group, and the pessimism and skepticism reflected in their works.II. Teaching focus1.The general situation in America after World War II2.J.D.Salinger and his Catcher in the RyeIII. Teaching steps1.Warming up questions1.1 Say something about your knowledge of World War Two1.2 Say something about the Cold War and the Vietnam War2.Points to be covered by the teacher2.1 the impact of World War Two on the consciousness of American intellectuals 2.2 the pessimism reflected in the writings of American writers2.3 the life experience of J.D.Salinger2.4 the one work that makes Salinger immortal (Catcher in the Rye)3. Read and analyze certain passages of Catcher in the RyeIV. HomeworkRead the novel Catcher in the Rye after classLecture Seventeen Post-war American Novel (2)I. Teaching objectivesStudents are expected to have a general idea about the social, political and artistic life in America, and the decline of artistic creation in the traditional style and the emergence of modern and post-modern style which was demonstrated in the absurd, metafiction, and avant-gardism; and students are also expected to have some knowledge about some of the representative writers and their most influential works of this period, such as Kurt V onnegut and his Slaughterhouse- Five, and Joseph Heller and his Catch-22.II. Teaching focus1.Modernism and post-modernism demonstrated in literary works2.Joseph Heller and his Catch-22III. Teaching steps1.Warming up questions1.1 What is modernism? And what is post-modernism1.2 Have you ever heard Catch-22, what does it mean?2.Points to be covered by the teacher2.1 a brief introduction of modernism and post-modernism and their similarities and differences.2.2 a brief introduction of Kurt V onnegut and his Slaughterhouse- Five2.3 a brief introduction of Joseph Heller and his Catch-223.Read and analyze the passages that most represent a Catch-22 situationIV. HomeworkRead Catch-22 after classLecture Eighteen American Multi-ethnic LiteratureI.Teaching objectives1.Through this lecture, the students are expected to have a general idea aboutthe following points: a survey of the situation of American blacks from ahistorical perspective; the images of blacks in the works of whiteAmericanBlack writers and the major theme of their worksII.Teaching focus1. A survey of the situation of American Blacks and other minority peoplefrom a historical perspective2. The images of the minority people like American Indians and the blacks inthe works of white Americans3. Major black writers and other minority group writers and theirrepresentative worksIII.Teaching steps1.Warming-up questions1.1 Do you know anything about the Civil Rights Movement that occurred inthe 1950s-60s in America, and what were the things that minority groups such as the blacks and the American Indians were fighting for:1.2 What is the meaning of invisible, if it is used before man, what does itconnote?2.Points to be covered by the teacher2.1 A general introduction of the Civil Rights Movement in America duringthe 1950s-60s2.2 A general survey of the images of blacks and American Indians in theworks of the whites2.3 A general introduction of the most influential writers of minority groupsand their representative works3. Read and analyze certain passages from the Invisible ManIV.HomeworkRead Ralph Ellison’s Invisible Man。
美国文学介绍(殖民主义时期)
Jamestown, Virginia, in 1607
❖ Many of the people who settled in the New World came
to escape religious persecution.
Two Important New England Settlements
1948: T. S. Eliot 艾略特(USA/UK)
❖ 1980: Czeslaw Milosz
米沃什
(Poland/USA)
❖ 1987: Joseph Brodsky
布罗德斯基
(USSR/USA)
❖ Basic common qualities of American Writers: Independent，独立精神 Individualistic，个性意识 Critical，批判精神 Innovative，革新意识 Humorous，幽默风格
How to use the textbook？
❖ 1. the authors ❖ 2. the works ❖ 3. the new words ❖ 4. the related questions
The relationship between English & American Literatures?
❖ Within such a short period, American literature
swiftly developed well matured began to receive international recognition has exercised an impactful effect upon world
美国文学的名词解释_特点_流派
美国文学的名词解释_特点_流派美国文学的名词解释美国文学(American Literature 或Literature of the United States)指在美国产生的文学(也包括建国前殖民地时期的文学作品)。
用英语写成的美国文学可视为英语文学的一部分。
美国文学的历史不长，它几乎是和美国自由资本主义同时出现，较少受到封建贵族文化的束缚。
美国早期人口稀少，有大片未开发的土地，为个人理想的实现提供了很大的可能性。
美国人民富于民主自由精神，个人主义、个性解放的观念较为强烈，这在文学中有突出的反映。
美国又是一个多民族的国家，移民不断涌入，各自带来了本民族的文化，这决定了美国文学风格的多样性和庞杂性。
美国文学发展的过程就是不断吸取、融化各民族文学特点的过程。
美国文学的特点美国文学的历史不长，它几乎是和美国自由资本主义同时出现，较少受到封建贵族文化的束缚。
美国早期人口稀少，有大片未开发的土地，为个人理想的实现提供了很大的可能性。
美国人民富于民主自由精神，个人主义、个性解放的观念较为强烈，这在文学中有突出的反映。
美国又是一个多民族的国家，移民不断涌入，各自带来了本民族的文化，这决定了美国文学风格的多样性和庞杂性。
美国文学发展的过程就是不断吸取、融化各民族文学特点的过程。
许多美国作家来自社会下层，这使得美国文学生活气息和平民色彩都比较浓厚，总的特点是开朗、豪放。
内容庞杂与色彩鲜明是美国文学的另一特点。
个性自由与自我克制、清教主义与实用主义、激进与反动、反叛和顺从、高雅与庸俗、高级趣味与低级趣味、深刻与肤浅、积极进取与玩世不恭、明快与晦涩、犀利的讽刺与阴郁的幽默、精心雕琢与粗制滥造、对人类命运的思考和探索与对性爱的病态追求等倾向，不仅可以同时并存，而且形成强烈的对照。
从来没有一种潮流或倾向能够在一个时期内一统美国文学的天下。
美国作家敏感、好奇，往往是一个浪潮未落，另一浪潮又起。
作家们永远处在探索和试验的过程之中。
《美国文学》课件一
V. The Survey of Selected Readings in American Literature
• 2. Henry David Thoreau (1817-1862) was at first a faithful follower of Emerson, but alienated himself somewhat from the master later on. • 3. Another of Emerson's contemporaries, Walt Whitman (1819-1892), tried to write poetry describing the native American experience. • 4. Whitman and Dickinson were the two major American poets of the nineteenth century.
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American Literature
Foreign Language Department
Tangmerican Literature
American colonial literature 美国文学
Literary characteristics 文学 特点
• 主要描述他们在新大陆真实而精力充沛的冒 险。另一类文学作品是清教作品，主要形式 是日记、布道词、赞美诗、历史以及诗歌。 清教作家约翰科顿、罗杰威廉斯。大部分的 清教诗歌都十分沉闷。安妮布拉德斯特利特 和爱德华泰勒被列为诗歌大家。美国革命和 美国的独立时充满了英雄主义和美国革命的 火药味。
• 爱德华泰勒的诗作体现了大量清教思想，大 部分作品涉及宗教主题。 • 诗作有《上帝的决定》、《内省录》，其诗 作受英国玄学派诗人约翰多恩和乔治赫伯特 影响很深，大量运用各种巧妙的意象，但情 感仍然是典型的清教式的顺从及对上帝的敬 畏，如《家务》。
American colonial literature
美国殖民地时期的文学
Table of Contents
• Historical background 时代背景 • Literary characteristics 文学特点
• Representative writers and their works 代表作家及作品
• Edward Taylor 爱德华泰勒 1. Introduction (1) He was born in England and attended Harvard University. (2) He was the best of the puritan poets in the colonial period. (3) His work followed the style and forms of the leading English poets of the mid-seventeenth century, and he showed an authentic(a.真的，真 正的；可靠的，可信的) poetic ability. (4) Most of his works treated religious themes, with many poems based directly on the psalms. (5) His work: Preparatory Meditation
美国文学参考书目和必读书目
《美国文学》参考书目1.A. T. Rubinstein, American Literature root and Flower, Beijing: ForeignLanguage Teaching and Research Press, 1998.2.E. B. Booz, A Brief Introduction To Modern American Literature, Shanghai:Shanghai Foreign Language Education Press, 1982.3.M. H. Abrams, A glossary of Literary Terms, Foreign language Teaching andResearch Press, 2004.4.Peter B. High. An Outline of American Literature，London and New York: LongmanPress, 1996.5.William H. Crawshaw. The Norton Anthology of American Literature. Londonand New York: W.W.Norton &Company Ltd., 1994.6.程爱民：《美国文学阅读教程》，南京师大出版社，1999年。
7.陈新：《英美名家短篇小说精品赏析》（上、下），中国对对外翻译出版社，1999年。
8.范革新：《美国短篇小说赏析》，新华出版社，2006年。
9.桂扬清等：《英美文学选读》，中国对对外翻译出版社，1985年。
10.姜涛：《美国诗歌赏析》，新华出版社，2006年。
11.刘洊波；《英美文学史及作品选读》（美国部分），高等教育出版社，2001年。
12.李正栓：《美国文学学习指南》，清华大学出版社，2006年。
13.美国国务院：《美国文学概况》，辽宁教育出版社，2003年。