纽约大学公开课 美国文学
Lectures on American Literature——美国文学讲义
True Relation of Virginia (1608)
Description of New England (1616)
General History of Virginia, New England, and the Summer Isles (1624)
我要讴歌基督教创造的 奇迹为逃避欧洲的腐败 堕落，他们来到美洲的 海滩；……感谢上帝的 庇佑，把印第安人的荒 芜之地变得辉煌灿烂。 ---科顿· 马瑟
我们将成为整个世界的山巅 城 ( a city set upon a hill )， 全世界人民的眼睛都将看着 我们。如果我们在实现这一 事业的过程中欺骗了上帝， 如果上帝不再像今天那样帮 助我们，那么我们终将成为 世人的笑柄。
A Puritan Should Be…
务实的理想主义者
教条机会主义者
• “a visionary梦想家 who never forget that two plus two equals four; He was a practical idealist…his conduct was regulated by expediency 私利. He was a doctrinaire教条主义者 and an opportunist.”
• In content
religious writings serving either God or colonial expansion
• In form
imitating English literary tradition
American colonial literature is neither real literature nor American
美国文学概述
任何由书写所固定下来的 任何话语。
文本和段落的区别在于， 文本构成了一个相对封闭、 自足的系统。
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05
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由语言文字组成的文学实 体，代指\"作品\"，相对 于作者、世界构成一个独 立、自足的系统。
对语言学家来说，文本指 的是作品的可见可感的表 层结构，是一系列语句串 联而成的连贯序列。
文学作品创作和受众所处的文化 和社会环境的总和
整个历史阶段的总和 一个历史 时期的艺术形式
人性的
通过所有的个体不同的期待视野 的集合发生作用的
WHAT IS
文化模型
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新马克思主义思想
家Raymond
Williams
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文化竞技(法国)
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文化就是变化 文化
模型必须是动态的
Marxism&Literature1977
新批判主义new criticism的一部分
新批评是英美现代文学批评中最有影响的流派之 一。它认为文学作品是一个由不同要素组成的、 不断变化运动的自足的体系,文学的规律就在这一 文学本体中。在此基础上,新批评提出了意图谬误 和感受谬误,认为文学批评的有效程序应当是详尽 而又精确地分析一部作品内部各要素的复杂的组 合方式以及它们的相互关系,即细读法。应用新批 评的理论和方法分析文学作品有利于加深人们对 作品的理解和提高人们的鉴赏能力。
美国文学American literature
演讲人
2020-12-30
目录
纽约大学的美国文学课程涵盖了从殖 民时期一直到南北战争时期的美国文 学。我们的目标 WHAT IS
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纽约大学的美国文学课程涵盖了从殖民 时期一直到南北战争时期的美国文学。 我们的目标
“美国文学”课程教学大纲
“美国文学”课程教学大纲一、课程基本信息开课单位：翻译学院课程名称：美国文学课程编号：223114英文名称：American1iterature课程类型：专业拓展课总学时：36 理论学时：36实验学时：O学分：2分开设专业：翻译专业先修课程：英国文学二、课程任务目标（一）课程任务《美国文学》是翻译专业本科学生的必修课程，是为培养和检验学生美国文学的基本理论知识和理解、鉴赏美国文学原著的能力而设置的一门专业理论课程。
（二）课程目标设置本课程旨在使学生对美国文学形成与发展的全貌有一个大概的了解；并通过阅读具有代表性的美国文学作品，理解作品的内容，学会分析作品的艺术特色并努力掌握正确评价文学作品的标准和方法。
由于本课程以作家作品为重点，因此学生要仔细阅读原作。
通过阅读努力提高语言水平，增强对美国文学原著的理解，特别是对作品中表现的社会生活和人物感情的理解，提高他们阅读文学作品的能力和鉴赏水平。
三、教学内容和要求（-）理论教学的内容及要求本课程主要内容包括美国文学发展史及代表作家的简要介绍和作品选读。
文学史部分从美国历史、语言、文化发展的角度，简要介绍美国文学各个历史断代的主要历史背景，文化，文学思潮与流派等对文学发展的影响，主要作家的文学生涯、创作思想、艺术特色及其代表作品等;选读部分主要节选了美国文学史上各个时期重要作家的代表作品，包括诗歌、戏剧、小说、散文等。
第•章殖民地时期的文学教学内容：了解殖民地时期的社会及文化背景与新英格兰文学的状况，理解清教主义思想及其对美国文学的深远影响。
第一节美国殖民地时期概述一、北美拓殖的开始二、美国清教主义思想三、美国清教主义思想对早期美国文学的影响第二节殖民地时期的代表作家及作品一、安妮•布雷兹特里特(AnneBradStreet)二、爱德华•泰勒(EdwardTay1or)教学重点：殖民地时期新英格兰文学的特点教学难点：清教主义思想第二章理性和革命时期的文学教学内容：了解理性和革命时期美国文学产生的社会及文化背景，掌握理性和革命时期美国文学的形式、特点、代表作家及作品。
《美国文学》课件.ppt
• When he woke up, he noticed that his joints were stiff and that his beard had grown a foot long. Returning to his village, he found it changed almost beyond recognition.
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3) What does “this legendary superstition” refer to? (Para. 2) 4) What is “the general purport of this legendary superstition”? (Para. 3—Para. 4)
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5) Is the “Legend of Sleepy Hollow” the story of the Headless Horseman? If not, what does the “Legend of Sleepy Hollow” deal with?
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Literary Terms: 1.Protagonist: The leading character in a play or story, originally the leader of the CHORUS in the AGON (“contest”) of Greek drama, faced with the ANTAGONIST, the opposition.
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6) How many major characters are mentioned in the “legend”? Who are they? And what’s the relationship between them? Who is the protagonist? And who is the antagonist?
大学美国文学教案设计模板
课程名称：美国文学史授课对象：大学本科生课时安排：共8课时教学目标：1. 了解美国文学的历史发展脉络，掌握美国文学的基本特征。
2. 培养学生对美国文学作品的鉴赏能力，提高文学素养。
3. 增强学生跨文化交际能力，拓展国际视野。
教学内容：一、美国文学概述1. 美国文学的起源和发展2. 美国文学的基本特征3. 美国文学的重要流派和代表作家二、殖民时期文学（17世纪）1. 殖民时期文学的社会及文化背景2. 新英格兰文学3. 清教主义思想4. 代表作家：Anne Bradstreet & Edward Taylor三、启蒙时期文学（18世纪）1. 启蒙时期文学的社会及文化背景2. 美国独立战争与文学3. 代表作家：Benjamin Franklin & Thomas Paine四、浪漫主义文学（19世纪）1. 浪漫主义文学的社会及文化背景2. 美国南北战争与文学3. 代表作家：Nathaniel Hawthorne & Edgar Allan Poe五、现实主义文学（19世纪末至20世纪初）1. 现实主义文学的社会及文化背景2. 代表作家：Mark Twain & Henry James六、现代主义文学（20世纪）1. 现代主义文学的社会及文化背景2. 代表作家：F. Scott Fitzgerald & Ernest Hemingway七、后现代主义文学（20世纪后半叶）1. 后现代主义文学的社会及文化背景2. 代表作家：Thomas Pynchon & Don DeLillo八、当代美国文学1. 当代美国文学的社会及文化背景2. 代表作家：Toni Morrison & John Updike教学过程：一、导入1. 结合美国历史背景，简要介绍美国文学的起源和发展。
2. 引导学生关注美国文学的基本特征和重要流派。
二、讲授1. 按照教学内容，依次讲解各个时期的美国文学。
《美国文学》课件song of myself 1
of nature and the universe.
Beat! Beat! Drums!
• Beat! Beat! Drums! Blow! Bugles! Blow! Through the windows---through doors---burst like a ruthless force, Into the solemn church, and scatter the congregation, Into the school where the scholar is studying; Leave not the bridegroom quiet---no happiness must he have now with his bride. Nor the peaceful farmer any peace, ploughing his field or gathering his grain, So fierce you whirr and pound you drums---so shrill your bugles blow.
• 信条和学派暂时不论， 且后退一步，明了它们 当前的情况已足，但也 决不是忘记，
不论我从善从恶，我允 许随意发表意见，
顺乎自然，保持原始的 活力。
An analysis of Song of myself
Three important themes : ➢ the idea of the self ; ➢ the identification of the self with other
Beat! Beat! Drums!
《美国文学》教学课件 American Romanticism
Gothic novel
Gothic novel emphasizes the grotesque mysterious and desolate. It is an ancestor of the modern mystery story , fantasy, and science fiction.
Ideology: Nationalism Patriotism Optimism Puritanism
Foreign influences
Sir Walter Scott,
with his border tales, helped toward the development of American Indian romance and the romantic description of landscape in America literature. ( Cooper )
-----William Wordsworth
2. The Characteristics of American Romanticism.
1) .Early American romantics often modeled their writing on Europe works.
2). The subjects of American Romantic authors were often national ideals of individualism ,democracy ,history and frontier life of the new nation.
--- Robert Burns
I wandered lonely as a cloud
《美国文学》课件二十二
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His position in American literature
Williams is one of the two major literary figures in modern American literary history for whom writing poetry was only an avocation (the other one being Wallace Stevens); he worked all his life as a physician in America except for two brief visits to Europe.
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Questions: “The Red Wheelbarrow” 1. What does the author describe? 2. How many images are so much depends contained in the poem? What kind upon of images are they? Which is the a red wheel dominant image? What can these images symbolize? barrow 3. What is the central thought of glazed with rain the poem? water 4. What can the phrase “so besides the white much” mean? chickens 5. Is there anything special about the form of the poem?
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纽约大学公开课：美国文学
Bruce Robbins, Introduction to Cosmopolitics
Cosmopolitanism should be “understood as a fundamental devotion to the interests of humanity as a whole.”
“Cosmopolitanism has always seemed to claim universality by virtue of its independence, its detachment from the bonds, commitments and affiliations that constrain ordinary nation-bound lives.”
Immanuel Kant
“Idea for a Universal History with a Cosmopolitan Purpose” 1784
“Theory and Practice” 1793
“Perpetual Peace” 1795
David Hollinger, Postethnic America
“Cosmopolitanism shares with all varieties of universalism a profound suspicion of enclosures, but cosmopolitanism is defined by an additional element not essential to universalism itself: recognition, acceptance, and eager exploration of diversity. Cosmopolitanism urges each individual and collective unit to absorb as much varied experience as it can, while retaining its capacity to advance its aims effectively. For cosmopolitans, the diversity of humankind is a fact；for universalists, it is a potential problem.”
Kwame Anthony Appiah
Cosmopolitanism: “ universality plus difference.”
Hector Saint John Revicur
Thomas Bender, The Unfinished City: New York and the Metropolitan Ideal
“Often American history- and the meaning of America- has been framed as a political and cultural dialectic between Virginia and Massachusetts, Cavalier and Yankee.”
What Puritanism and Jeffersonianism share: “ both reject the idea of difference. Neither can give positive cultural or political value to heterogeneity or conflict. Each in its own way is xenophoebic, and that distances form conditions of modern life, especially as presented by the historic cosmopolitanism of New York and increasingly, other cities in the United States.”
Cosmopolitanism
Nationalism
Universalism
Cosmopolitanism
Urbanism
Deliberative democracy
Raymond Williams
Marxism and Literature (1977)
Dominant
Residual
Emergent
Residual culture consists of those practices that are based on the “residual of ... some previous social and cultural institution or information,” but continue to play a role in the present.
Ralph Waldo Emerson (1840)
In all my lectures, I have taught one doctrine, namely, the infinitude of the private man. This, the people accept readily enough, & even with loud commendation, as long as I call the lecture, Art; or Politics; or Literature; or the Household; but the moment I call it the Religion--they are shocked, thought it be only be the application of the same truth which they received everywhere else, to a new class of facts.。