英国诗歌赏析 倒装1
倒装的诗歌的表现手法
倒装的诗歌的表现手法
诗歌常用的一种修辞手法。
通过变换句式，达到突出重点，加强语势，抒*** 感的目的。
它有意把句子的语法结构或句子与句子间的习惯次序调换过来，某些提前，某些挪后。
常见的倒装类型有：①主谓倒装：即将谓语提到主语前边。
如：“得了大地的封赐/享有一切劳动的欢愉/牧羊人，快乐的王子。
”②状语后置，即状语倒置在中心词之后。
如：“杏花开着，/在黑夜里，闹哄哄的开着，/象年轻人的梦。
”③宾语提前，即宾语提到谓语的前面。
如：“我们/人性的/呼吸/不能停止;/血肉的/行列，/不能拆散。
”④偏句后置，即把偏句放在正句之后。
如：“但我心头却永远活着这纯洁的记忆，/虽然，今天它和我相距已多么遥远。
”。
英国诗歌赏析Word版
William Wordsworth⏹What are the main features of Wordsworth’s poetry?⏹back to nature⏹deep love of nature⏹appeal to individual sensations⏹attention to humble folk of rural life⏹simplicity and purity in languageI travelled among unknown men这首诗是采用民谣体创作的经典之作，浪漫主义产生了一定的促进作用。
它的主题是诗人对露西和对祖国英格兰深深爱恋，意境凄美，感情真挚自然。
从韵律上看，这首诗的前三个诗节压的是行尾交叉韵（单数诗句四音部抑扬格，双数诗句三音部抑扬格交替转换），最后一诗节韵式为成对韵。
露西之死可以从诗的最后一句中——“露西，她最后一眼望见的”——可以看出，《露西》组诗的另外几首也可以作为旁证。
露西死了，但是露西永远活在诗人心中，虽死犹生。
露西是完美的，她死了，是因为现实中不存在这样完美的人。
lines composed a few miles above Tintern Abbey赏析It is in blank verse.One of the major themes of the poem is - people\'s change over time.The title is very clear and literary gives us all the necessary informations like, time, place, date etc. which helps us to understand the poem.Imagination also plays very important role here. His longing to return to this special place a few miles above Tintern Abbey which he absolutely adores. We can see he has been away from this place for five years, and he always thinks about this magical place with its steep lofty cliffs and its beautiful scenery. the poem is about nature and how the speaker revoke his memory when he was in that location.She Dwelt among the Untrodden Ways在韵律上，此诗采用谣曲形式（四音步抑扬格与三音步抑扬格相间押交韵），这些语言形式的特点也与诗中乡村姑娘的形象贴合得当，和谐统一。
英国文学期末考试-诗歌鉴赏分析部分
英国⽂学期末考试-诗歌鉴赏分析部分莎⼠⽐亚1.Sonnet 18(B1,P118)（theme：It talks about the poet’s faith in the permanence of poetry.The message is that in this world no beauty (in Nature) can stay except poetry or art; and your beauty can only last if I write it down in my poetry. Transiency of time is also the themes of Sonnet 18. Content: On the surface, the poem is a statement of praise about the beauty of the beloved woman. The beloved's "eternal summer" shall not fade precisely because it is embodied in the sonnet. To him, her beauty must be like the eternal summer, but he does not want it to fade with time. Thus the best way to preserve her beauty is to keep it in this poem. The final couplet explains that the beloved’s ―eternal summer‖ will continue as long as there are people alive to read this sonnet. Comments: Actually, the writer wanted to express his view that art can keep the beauty forever. Art not only can make people enjoy the beauty by reading it, but also be a beauty itself. Natural beauty would be knocked out with the passing of the time. Only the art brings the eternity. For the speaker, love transcends nature. The poet’s love is so powerful that even death is unable to curtail(减少) it. The speaker’s love lives on for future generations to admire through the power of the written word-through the sonnet itself.Figures of Speech:Rhetorical questioning: the 1st line, to used to create a tone of respect, and to engage the audience;Metaphor: Shakespeare opens the poem with a metaphor, comparing the woman he loves to all of the best characteristics of a summer's day and she is far more beautiful and even tempered than the most desirable summer weather; Personification:It is worth mentioning Shakespeare's use of personification here. He gives the sun an eye, a human attribute, and in the next line, a complexion.Parallelism:The final couplet, used to emphasize the message: the beauty of the subject will be immortalized by the power of his art.）2.Sonnet 29(B1,P119)(theme: The theme of Sonnet 29 is to show the importance of love which can overpower the feelings of self-hate. Content: it starts with the speaker talking about how much he dislikes his life. The speaker sites many examples of why this is how he feels. Then the speaker talks about how he by change thinks about his love and it lifts his spirits. The whole poem expresses the changes of the author's inner feelings,which are from disappoint to hopeful,from negative to positive ,from desperate to affectionate ,from self-abased to confident.Figures of Speech:Metaphors: It were used in lines 10-12. In these lines, he compares his love to the lark who sings songs to the heavens. Shakespeare uses this metaphor because he wants to show the reader how happy the thought of his true love makes him feel. Symbolizes: In the first three lines, he symbolizes that he is jealous of everything in society. He uses symbolism here because he wants the reader to know that the speaker feels like an outcast compared to the rest of society.symbolism In the eleventh line, the symbolism is that the speaker is describing his lover as a lark. He uses this symbolism because he is portraying that his lover is as lovely as a songbird singing to the heavens.Personification: It can be found in line 3. Shakespeare is giving Heaven human like characteristics, such as the ability to hear. He includes this in his sonnet because this adds to the lonesomeness the speaker is feeling, since even God will not answer his wishes.Repetition:―like him‖ and ―mans‖ in lines 6 and 7, This emphasizes that he wants to me like the other men other than remaining like himselfAlliteration(头韵): ―think, thee, then‖ in line 11Rhyme:follows pattern: abab cdcd ebeb ff, ex. ―state, fate, gate‖ and ―brings, kings‖ The use of rhyme is very common in sonnets.)弥尔顿3.On His Blindness(B1，P148）(Theme: Its theme is that people use their talent for God, and they serve him best so can endure the suffering best. This sonnet is written as a result of Milton’s grief, as he lost his eye sight at his middle age.Content:Lines 1-8: Milton gets rather impatient at the thought of his blindness in the middle age. Blindness prevents him from using his poetic talent by writing something great to glorify God. In an impatient mood Milton doubts if God would be just in demanding work from a blind man like him.Lines 8-14: Milton’s attitude of doubt passes off in a moment. His inner conscience rises up with its faith in God’s justice. He realizes that God does not need man’s work by way of service to him; nor does he care whether man uses His gifts. He has a lot of angels working for him. So, patient submission to His will is the best service to Him.Figures of Speech:Alliteration: my days in this dark world and wide (line 2)Metaphor: though my soul more bent / To serve therewith my Maker (lines 3-4). The author compares his soul to his mind. Personification/Metaphor: But Patience, to prevent / That murmur, soon replies . . . (lines 8-9).Paradox: They also serve who only stand and wait.Rhyme: This sonnet is written in iambic pentameter rhymed in abba abba cde cde, typical of Italian sonnet. )多恩4.Song(B1, P134)（Theme：Negative view about love. Content: The whole poem focus on the argument of whether beautiful women will be loyalty to love. In the first stanza, he use 6 impossible things to clarify his view that such women who both beautiful and loyalty do not exist in the world. In the second stanza, he describes the journey of a man who was born to strange sights and sware that there were no women true, and fair. In the last stanza, he agreed that it would be sweet if there were women true, and fair, but he won’t change his belief that there exist no women who are both true and fair. Figures of Speech: 第⼀节中⽤了imperative sentence祈使句，像在对话；metaphor将找到美丽⽽忠贞的⼥⼦⽐作第⼀节中的做那些离奇怪诞的事）5.Valediction: Forbidding Mourning: (B1,P135)（Theme:farewell and love. Content:In the first two stanzas the departure of the lovers is compared with the death of virtuous men. Then, he clarify that their love is high to the soul and the body departure cannot influence them any more. Their two souls are united into one like the gold that has excellent ductility. If souls are still two, then they will just like the compasses, separated but never really divided. At last, he asked his wife to take care of the family so that he can complete his missions without worries, just like the moving compass complete a full circle with the help of the fixed point.Figures of Speech:comparison⾼尚男⼈的死和他们的分离；Metaphor(Conceit):The two lovers are likened to the two points of a compass. The idea of the wife staying and minding the house while the husband goes away is old-fashioned now, but we can still comprehend it.Pun: Take the lines Thy firmness makes my circle just,/ And makes me end, where I begun.. Here the compass is doing two different things, and both have significance. "End where I begun" implies the finish of a circle as drawn by a compass; only through his wife's stability in the centre, Donne argues, can his circle be drawn correctly. However it also implies the closing of the compass - and Donne coming home to be with his wife.Symbolism: symbolism of gold is very important, as it is also the most precious and noble of all the metals. It is also the least reactive of all metals, which ties in with Donne's placing of the lovers above the emotional layer and makes their love difficult to destroy.Comments:Donne's basic argument was that most people's relationships are built on purely sensual things - if they are not together at all times, the relationship breaks down. I agree with him, because a real love should have no restrictions of distance or time, so long as lovers’ hearts and souls are bound to each other, there will be no reason for them to worry abouta temporary separation.）布莱德6.Songs of Innocence-The Chimney Sweeper(Theme: This poem protest the living working and conditions, and the overall treatment of youngchimney sweepers in the cities of England; also it expresses sympathy for these young chimney sweepers. Content:The first stanza tells the narrator's life story: abandoned by parents, working in thedark chimney and sleeping in dark, dirty soot. Probably it's the reflection of all the little chimney sweepers' life story. In the thir d line, the cry "'weep! 'weep! 'weep! 'weep!" is actually the child's attempt at saying "Sweep! Sweep! Sweep!", which was the c himney sweeper's street cry.The poem goes on to talk about Tom Dacre, one of the narrator's fellows in the second and third stanzas. The second stanza intr oduces Tom Dacre, who acts as a foil to the speaker. Tom is upset about his lot in life, then the narrator comforts little Tom, sha ving his curl white hair and getting bare, so that he needn't worry that his hair would get spoiled until Tom falls asleep. Here To m's family name "Dacre" is a homophone for the word "dark". In next three stanzas, the poem describes Tom's dream. He drea ms of an angel opening the coffins and freeing the sweepers. It shows the freeing of Tom and other sweeps from the oppressive lifestyle.When the angel tells Tom that ―if he’d be a good boy, He’d have God for his father and never want joy‖, he gives Tom hope that if he is good and does his job, God will be his father and bless him in the next life. Figures of Speech:symbolism,irony)7.Songs of Experience-The Chimney Sweeper(B1，P289)(Theme: This poem protest the living working and conditions, and the overall treatment of youngchimney sweepers in the cities of England; also it expresses sympathy for these young chimney sweepers.Content: In the first two lines, Blake gives us an image of an anguished child in a state of agony. In the second stanza, the child is pictured in a very more happier and playful mood. This soon changes when he decides to tell the stranger more about his parents. They are showed to be punishing their child for being so happy by "clothing in clothes of death and teaching him to sing notes of woe." It is very obvious the sweeper’s feels hate towards his parents for putting him in such sadness, but inst ead he chooses to hide it by making himself look happy and satisfied.It is clear in the last Stanza that Blake’s criticizing the Church, especially, and the state for letting a lot of these things happen. During this time many children were dying from being, either, worked to death or from malnutrition. Neither the state or the church did any thing to stop this and is obviously why Blake feels so much anger towards them. The sweeper’s parents are really no help towards their own child. This makes the reader wonder, if they are worshiping god, the source of good doings, why do they chose to ignore their own child. They would rather turn their heads the other way and instead find love at church. Figures of speech:partial tone:T he cry "'weep! 'weep! " is actually the child's attempt at saying "Sweep! Sweep! ‖,whichwas the chimney sweeper's direct cry. The use of the partial tone creates an ironic effect. It makes readers feel that the chimney children are weeping for their living and working conditions.symbolism,Contrast:In the first two lines, t he color black seems to be very important because it is used to represent sin against innocence, the color of the white snow.)8.Holy Thursday --From Songs of Innocence'(Theme: portrays unfortunate children as blessings to society and shows their gratitude towards God for all that he has done. Figures of speech: simile, metaphor, symbolismBlake tries to express an optimistic and hopeful image of innocent children singing to Christ onthe day of ascension. The poem’s rhythm is playful and childish and effectively carries out Blake’s image.In the first four lines, colorful children are marching into St Paul’s cathedral for the celebration of the ascension of Christ. From the footnote, one learns that these children are from the charity s chools in London, meaning that they are very poor and probably don’t have a family. Despite their hardships, the children are still described in a joyful, harmonic wayWith an ABAB rhyming pattern, the poem starts with a bouncing, nursery rhyme quality. The children’s problems are not an iss ue; they are still cute, innocent, and alive, like a river. The beadles that must keep the kids in order are portrayed as old and lifel ess men who have lost their childhood innocence. Even though these children are poor and homeless, they are showing hopeful ness and optimism when they go to sing the Lord’s praisesIn the next stanza, the children are again portrayed as sweet and innocent, and there is no mention of the hardships they must fa ce every other day in their life. There are a few different images that Blake gives the reader to express his idea that children are pure and free–flowing characters:Here, the children are a beautiful and vital part of the London society. They are ―flowers‖ that give pleasure to all men and wom en. Blake fails to mention that these children are a blight and burden to mankind. They are victims of a cruel and harsh world, a nd as a result, they reflect images of misery and poverty. However, in this stanza, the children are innocent lambs who have a ―r adiance all their own.‖ They are beautiful flowers and are pleasing to the entire world.In the final stanza, the children are singing to the heavens with songs of joy. They are singing the praises of the Lord to heaven on this glorious day.Here, the children are powerful and mighty and are capable of communicating with the heavens above. They believe that God tr uly loves them in spite of the fact that they are really the wretched of the earth. Even though they are penniless and homeless, the children raise their hands and sing their praise and thanks to Jesus.)9.Holy Thursday---From Songs of Experience(Theme: the condemn for the church or the god; sympathy for the poor childrenFigures of speech: contrast, irony, metaphorThis poem is negative and pessimistic and it questions the nature or existence of a God. The children are rejected and abused by society and they are exactly the opposite of the children in the first poem.This procession into the cathedral has religious intentions, but the speaker wonders how holy it is to have so many pitiful and m iserable children in a world that is so rich and prosperous. It doesn’t seem possible to him that these children are singing to the Lord out of pure happiness and thanksgivingThe speaker finds it hard to believe that these children are actually singing out praises of the Lord. He sees them so unhappy an d so poor, and yet they are thanking Jesus for all that he has done for them. The series of questions by the speaker in this stanza implies a tone of disbelief and amazement that heightens throughout the poem.In the last two stanzas, the speaker offers an explanation as to why these children are so poor and pitiful.The speaker believes that the life of the children is always dark, bleak, and bare. It will always be difficult, cold, and barren. He believes that the children are poor because they never have any sunshine or any rain. In other words, these kids don’t have the wonderful and plentiful eye of the Lord upon them. Blake believes that man could not decline into such a pitiful state if God is constantly watching over him. Throughout the ceremony, the children are praising God and all of His works. This prai se now seems very ironic since these children are not under the watchful eye of the Lord)10.The Lamb" --From Songs of Innocence(Theme: the origin of human, blessing for the human and GodContent: The poem begins with the question, ―Little Lamb, who made thee?‖ The speaker, a child, asks the lamb about its origins: how it came into being, how it acquired its particular manner of feeding, its ―clothing‖ of wool, its ―tender voice.‖ In the next stanza, the speaker attempts a riddling answer to his own question: the lamb was made by one who ―calls himself a Lamb,‖ one who resembles in his gentleness both the child and the lamb. The poem ends with the child be stowing a blessing on the lamb.Figures of speech:repetition:Repetition in the first and last couplet of each stanza makes these lines into a refrain, and helps to give the poem its song-like quality.rhetoric questionsSymbolism:The lamb symbolizes Jesus and the image of the child is also associated with Jesus.Comment:The poem is a child’s song, in the form of a question and answer. The first stanza is rural and descriptive, while the second focuses on abstract spiritual matters and contains explanatio n and analogy. The child’s question is both naive and profound. The question (―who made thee?‖) is a simple one, and yet the child is also tapping into the deep and timeless questions that all human beings have, about their own origins and the nature of cr eation. The poem’s apostrophic form contributes to the effect of naivety, since the situation of a child talking to an animal is a believable one, and not simply a literary contrivance. Yet by answering his own question, the child converts it into a rhetorical one, thus counteracting the initial spontaneous sense of the poem. The answer is presented as a puzzle or riddle, and even though it is an easy one—child’s play—this also contributes to an underlying sense of ironic knowingness or artifice in the poem. The child’s answer, however, reveals his confidence in his simple Christian faith and his innocent acceptance of its teachings.)11.The Tiger(B1,P288)(Theme:humans are incapable of fully understanding the mind of God and the mystery of his handiwork.But considering the social background of this poem, It could destroy the old system and establish a new one.Content:This poem begins with the author presents a series of questions that embodies the central problem: Who created the tiger? Or w as it Satan? Blake presents his question in Lines 3 and 4: What immortal hand or eye/ Could frame thy fearful symmetry? However, to express his bewilderment that the God who created the gentle lamb also created the terrifying tiger, he includes Satan as a possible creator while raising his rhetorical questions, the one he asks in Lines 5 and 6: In what distant deeps orskies/Burnt th e fire of thy eyes?Figures of speech:Symbolism:The tiger is symbolic of the revolutionary forces:the French people in the French Revolution to which Blake was a s upporter and it can also symbolizes evil, or the incarnation of evil.And that the lamb represents goodness, or Christ. Metaphor&alliteration:In Lines 3 and 4the author uses alliteration and metaphor to make comparison the tiger and his eyes to fi re.Symbol&Allusion:In Lines 5 and 6: In what distant deeps or skies/Burnt the fire of thy eyes? In these sentences, “Deeps” ap pears to refer to hell and “skies” refer to heaven which is the expression of symbol and Allusion.Comments:It is said that human souls have two sides: a good side, and an evil side."The Lamb" and "The Tyger," by William B lake, are both poems of deep meaning. They seem to explain both sides of human nature: the light and the dark, the yin and the yang, the good and the evil. They can also represent the transition from a child to an adult or even Heaven and Hell. "The Lamb " is a poem that is referring to the good side of the human soul, while "The Tyger" is referring to the dark side. The lamb brings to mind innocence,purity,children,or Jesus; the tiger brings to mind viciousness, cunning, danger, or death. )彭斯12.John Anderson my jo, John(B1, P294)（theme: love. Content:It’s a simple but warm poem about the commonplace feeling of a ordinary couple. The old wife recalls their encounter at their young ages and compare her husband’s young appearance with that of now. They has gone through so many years, and she blesses her husband and wishes joint happiness until their death.Figures of Speech:Metaphor/contrast: In line3 and line6, John’s locks are said to be as black as the raven when young but as white as snow now. The metaphor is so properly used, while the contrast between John’s young and aged years is also very vivid in delivering the massage of their peaceful and lasting marriage.Rhyme:Comments: This poem is very simple, but it remind me of a Chinese saying, ― I’ll take your hand and grow old with you.‖The love I dreamed of is just like this, more stability and less impulsion.）华兹华斯13.The Solitary Reaper(B2，P22)（theme：T he poet is fascinated with a Scottish peasant girl’s beautiful song.Content: Stanza 1: The poet heard a Scottish girl singing while reaping in the wheat field.Stanza 2: The poet is surprised to hear such a beautiful song in so remote aplace.Stanza 3: The poet doesn’t understand her song but knows it is about something sad. Stanza 4: The poet was so moved by her song that he could never forget it.Figures of Speech:Contrast:反衬⽤夜莺和杜鹃反衬少⼥歌声的优美Metaphor/synaesthesia：暗喻、通感声⾳在作者眼中变为有形的事物Vocative：呼语BEHOLD HER /O LISTEN，像在与⼈对话，拉近读者和说话者的距离Repetition：反复同源词反复Analogy：少⼥的歌声与夜莺和杜鹃的歌唱诗⼈与旅⼈及赫布⾥群岛Symbolism: 象征MOUNT UP THE HILL象征着⼈⽣的旅途Rhyme：iniambic tetrameter with the rhyme of ababccdd (except lines 1 & 3 In stanzas 1 and 4）Comments:⽣活中有时停下匆匆的脚步可能会有惊喜。
诗歌的省略和倒装
7、省略连词
例如： 例如： （ 东风不与周郎 （ 周郎便 （1） 若）东风不与周郎便， 则） 铜雀春 ） 深锁二乔。 深锁二乔。 （ （2）明朝风起应吹尽， 故） ）明朝风起应吹尽， 夜惜衰红把 火看。 火看。
8、省略两个词或两个以上的词
例如： 例如： （耸立于） （1）南朝四百八十寺，多少楼台 耸立于） ）南朝四百八十寺， 风雨中。 风雨中。 （ （ （ 清宵立， （2）思家步 于） 月 下） 在）清宵立， ） （ 白日眠。 忆弟看云 于） 白日眠。 此外，还有省略状语、兼语等成分的， 此外，还有省略状语、兼语等成分的， 兹不一一列举。 兹不一一列举。
杜甫《月夜》 杜甫《月夜》诗：“香雾云鬟湿，清辉 香雾云鬟湿， 玉臂寒。 实即“香雾湿云鬟， 玉臂寒。”实即“香雾湿云鬟，清辉寒玉 臂”。诗人想象他远在鄜州的妻子也正好在 闺中望月， 闺中望月，那散发着幽香的蒙蒙雾气仿佛沾 湿了她的头发， 湿了她的头发，清朗的月光也使得她洁白的 双臂感到寒意。这里的“ 双臂感到寒意。这里的“湿”和“寒”都是 所谓使动用法， 云鬟”“玉臂” ”“玉臂 所谓使动用法，“云鬟”“玉臂”本是它们 所支配的对象，结果被放在前面， 所支配的对象，结果被放在前面，似乎成了 主语。 主语。
1、主语被移到谓语后面
例如： 例如： （1）沾衣欲湿杏花雨，吹面不寒杨柳风。 ）沾衣欲湿杏花雨，吹面不寒杨柳风。 杏花雨” 杨柳风， （“杏花雨”与“杨柳风，” 是主语或主语部 是谓语。 分，“沾”、“吹” 是谓语。 （2）柴门闻犬吠，风雪夜归人（ “人”是主 ）柴门闻犬吠，风雪夜归人（ 是谓语）。 语，“归”是谓语）。 （3）漠漠水田飞白鹭，阴阴夏木啭黄鹂。 ）漠漠水田飞白鹭，阴阴夏木啭黄鹂。 白鹭” 黄鹂”是主语， （“白鹭”、“黄鹂”是主语，“飞”与“啭” 是谓语。） 是谓语。）
赏析英文诗歌的四种方法
赏析英文诗歌的四种方法赏析英文诗歌的四种方法——对比分析、关注音步和韵律、还原情景、分析用词用句，并以北师大版高中英语教材和其他若干英文诗歌为例，演示如何赏析不同类别诗歌的节奏和韵律、表情和达意、用词和用句，以及如何通过诗歌的赏析来提高学生的审美能力和英语学科核心素养。
1.对比分析赏析英文诗歌“对比分析”能够有效地调动起学生原有的母语诗歌赏析经验，助力学生理解英文诗歌的基本意义。
众所周知，中英文诗歌在性质上有着众多的共性，例如，中英文诗歌都有音韵节奏美的特点，都使用意象意境来抒发感情，都运用明喻隐喻、夸张拟人等修辞手法。
但与此同时，中英文诗歌的表达形式、意象寓意、文化内涵却又大相径庭，同样的月亮却有着不同的意蕴。
中国学生在小学、初中阶段的汉语诗歌学习过程中，已经积累起了相当的诗歌赏析知识和经验。
如果教师能够尽可能地利用学生已具有的中文诗歌知识对照分析、相互比较，不仅对英文诗歌的理解和赏析有益，而且也有助于学生认识和了解中英文化。
北师大版《英语》选修Module 6 Unit 18 Lesson 3 “Poetry”推荐使用了这一方法。
教材选用了学生最熟悉的中国诗人李白的《静夜思》英译版A Tranquil Night和英文圣诞诗歌Twas the Night Before Christmas。
A Tranquil Night (by Li Bai)Before my bed a frost of light,Is it hoarfrost upon the ground?Eyes raised,I see the moon so bright;Head bent,in homesickness I am drowned.教学方法第一步：教师将常用的英文诗歌赏析表达术语给学生，如：rhyme（韵脚）、rhythm（节奏）、image（意象）、simile（明喻）、metaphor（暗喻）、exaggeration（夸张）等。
英美诗歌赏析（英文版）
墓园挽歌：托马斯·格雷（Thomas Gray，1716-1771）是感伤主义诗歌的代表诗人。
他最著名的诗歌是便是《墓园挽歌》，并因此同写过《夜吟死亡》（Nitht-Piece on Death,1721）的托马斯·帕达尔（Thomas Parnell, 1679-1718）,写过《坟墓》（The Grave, 1743）的罗伯特·布莱尔（Robert Blair，1699-1746）和写过《夜思》（Night Thoughts，1742）的爱德华·杨格（Edward Yong,1683-1765）等人一道被称为“墓园派诗人”。
《墓园挽歌》是“感伤主义”的代表作，常被批评家誉为十八世纪乃至英国历来最好的诗歌。
这首诗有着这样独特的地位，主要是因为它凝聚了每个时期中的某种社会情绪，用比较完美的形式表达了这种情绪，在一定程度上解决了如何革新旧传统的问题，具有较高的艺术成就。
这首诗写诗人流连在乡村的墓园里，望着一座座平民百姓的墓石，他思考了狠毒。
这些人默默无闻，劳作终身，死后埋葬简陋的墓地里，他们身前也有过报复，经历过悲欢离合。
回忆中，诗人对他们寄予深切的同情，对骄奢淫逸的权贵做了温和的批评，并指出：不论身前多么荣华富贵，死亡对于每个人来说都是平等的。
既然大家殊途同归，人们就应该以一种豁达的态度来面对人生。
这首诗共32节，每节有四行五步抑扬格组成，以abab押韵。
总体上来说，这首诗在形式上采用了古典主义的格式，但在内容上却显示了感伤主义和浪漫主义的新特征。
诗人在晚钟时分步入墓园：晚钟殷殷响，夕阳已西沉。
群牛呼叫归，迂回走草径。
农夫荷锄犁，倦倦回家门。
唯我立狂野，独自对黄昏。
（The curfew tolls the knell of parting day,The lowing herd winds slowly o'er the lea,The ploughman homeward plods his weary way,And leaves the world to darkness and to me.）开头一段描写了天黑时分牧人赶着牛群徐徐入村，农人们经历了一天的劳累拖着疲惫的步伐回家的景象，把恬静的乡村生活如风景画般的呈现在了我们面前。
英国文学诗歌赏析
Ode to the west 雪莱西风颂查良铮译1哦，狂暴的西风，秋之生命的呼吸！你无形，但枯死的落叶被你横扫，有如鬼魅碰到了巫师，纷纷逃避：黄的，黑的，灰的，红得像患肺痨，呵，重染疫疠的一群：西风呵，是你以车驾把有翼的种子催送到黑暗的冬床上，它们就躺在那里，像是墓中的死穴，冰冷，深藏，低贱，直等到春天，你碧空的姊妹吹起她的喇叭，在沉睡的大地上响遍，（唤出嫩芽，像羊群一样，觅食空中）将色和香充满了山峰和平原。
不羁的精灵呵，你无处不远行；破坏者兼保护者：听吧，你且聆听！2没入你的急流，当高空一片混乱，流云象大地的枯叶一样被撕扯脱离天空和海洋的纠缠的枝干。
成为雨和电的使者：它们飘落在你的磅礴之气的蔚蓝的波面，有如狂女的飘扬的头发在闪烁，从天穹的最遥远而模糊的边沿直抵九霄的中天，到处都在摇曳欲来雷雨的卷发，对濒死的一年你唱出了葬歌，而这密集的黑夜将成为它广大墓陵的一座圆顶，里面正有你的万钧之力的凝结；那是你的浑然之气，从它会迸涌黑色的雨，冰雹和火焰：哦，你听！3是你，你将蓝色的地中海唤醒，而它曾经昏睡了一整个夏天，被澄澈水流的回旋催眠入梦，就在巴亚海湾的一个浮石岛边，它梦见了古老的宫殿和楼阁在水天辉映的波影里抖颤，而且都生满青苔、开满花朵，那芬芳真迷人欲醉！呵，为了给你让一条路，大西洋的汹涌的浪波把自己向两边劈开，而深在渊底那海洋中的花草和泥污的森林虽然枝叶扶疏，却没有精力；听到你的声音，它们已吓得发青：一边颤栗，一边自动萎缩：哦，你听！4哎，假如我是一片枯叶被你浮起，假如我是能和你飞跑的云雾，是一个波浪，和你的威力同喘息，假如我分有你的脉搏，仅仅不如你那么自由，哦，无法约束的生命！假如我能像在少年时，凌风而舞便成了你的伴侣，悠游天空（因为呵，那时候，要想追你上云霄，似乎并非梦幻），我就不致像如今这样焦躁地要和你争相祈祷。
哦，举起我吧，当我是水波、树叶、浮云！我跌在生活底荆棘上，我流血了！这被岁月的重轭所制服的生命原是和你一样：骄傲、轻捷而不驯。
读懂诗歌：诗歌的省略和倒装30页PPT
51、没有哪个社会可以制订一部永远 适用的 宪法， 甚至一 条永远 适用的 法律。 ——杰 斐逊 52、法律源于人的自卫本能。——英 格索尔
53、人们通常会发现，法律就是这样 一种的 网，触 犯法律 的人， 小的可 以穿网 而过， 大的可 以破网 而出， 只有中 等的才 会坠入 网中。 ——申 斯通 54、法律就是法律它是一座雄伟的大 夏，庇 护着我 们大家 ；它的 每一块 砖石都 垒在另 一块砖 石上。 ——高 尔斯华 绥 55、今天的法律未必明天仍是法律。 ——罗·伯顿
谢谢
11、越是没有本领的就越加自命不凡。——邓拓 12、越是无能的人，越喜欢挑剔别人的错儿。——爱尔兰 13、知人者智，自知者明。胜人者有力，自胜者强。——老子 14、意志坚强的人能把世界放在手中像泥块一样任意揉捏。——歌德 15、最具挑战性的挑战莫过于提升自我。——迈克尔·F·斯特利
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英国诗歌赏析
作者：向恺然来源：博客园发布时间：2010-08-16 14:14 阅读：26 次原文链接[收藏]
以英国诗人罗塞蒂的《闪光》为例探讨英诗汉译技巧（辜正坤-中西诗比较鉴赏与翻译理论）
2010-04-02 13:43
中西诗比较鉴赏与翻译理论/辜正坤/清华大学出版社2003年7月1版1印
第十九章诗歌翻译对策与技巧
OCRed from P425-432
Google Books有预览
19.1 以英国诗人罗塞蒂的《闪光》为例探讨英诗汉译技巧
探讨诗歌翻译技巧的最好的办法就是从一首诗的具体翻译过程来讨论具体的技巧。
翻译标准多元互补论意味着一般翻译技巧的多样性，也意味着诗歌翻译技巧的多样性。
下面我以英国著名诗人罗塞蒂的《闪光》一時为例来具体探讨英诗汉译的若干技巧。
罗塞蒂原诗：
Sudden Light①
Dante Gabriel Rossetti ( 1828-1882)
I have been here before,
But when or how I cannot tell:②
I know the grass beyond the door,
The sweet keen smell.
The sighing sound,③the lights around the shore.
You have been mine before —
How long ago I may not know:④
But just when at that swallow's soar
Your neck turned so,⑤
Some veil did fall, I knew it all of yore.⑥
Has this been thus before?
And shall not thus time's eddying flight⑦
Still with our lives our loves restore⑧
In death despite,⑨
And day and night yield one delight once more?⑩
①Sudden Light,指突发的光。
此处应结合第10行"Some veil did fall"来理解。
“某种纱巾”表面上指诗人爱人所戴的纱巾，但也可以理解为是指掩蔽事物真相的纱巾，一旦纱巾脱落.真相大白，于是，诗人获得一种刹那问的电光火石般的感悟，或者叫做顿悟。
Suddon Light寓意在此。
罗塞蒂的诗歌充满神秘性，因此，这种突发的慼悟虽然和禅宗的顿悟不是一回事，却有相通处：一个极小的或平常的行为、言词之类可以如导火线般触发人心灵深处的东西，使人的灵魂升华到一种具有震撼效应的感悟状态。
②But when or how I cannot tell：倒装句。
应为: But I cannot tell when and how (I have been here.) 诗人使用倒装形式，有时是为了強化某种特殊的语势或艺术效果，有时则只是为了协韵或取得更好的节奏效果等。
③The sighing sound：叹息声，此处指隐约的海涛声。
④How long ago I may not know：倒装句，作用类似注2。
⑤But just when at that swallow's soar \ Your neck turned so: But just when your neck turned at the swallow's soar.但是，正当燕子凌空飞翔而你扭头观望的时候。
⑥Some veil did fall, I knew it all of yore：Some veil某种纱巾，某种遮蔽性的帷幕，某种假象.I knew it all of yore. yore:(书面语）往昔，很久以前，此句可联系上一行的末尾的so来理解：so... I knew it all of yore.所以从前的这些事我原本都知道。
⑦And shall not thus time's eddying flight: shall not的用法有“禁止”的意思，此处用作反意疑问句，使语势大大增强，time's eddying flight,时间的飞旋.转意为“时间的轮回”。
与the wheel of fortune (命运的转轮）有异曲同工处，eddying:旋转的，有旋涡的。
⑧with our lives our loves restore: restore our loves with our lives.
恢复我们的爱与生活。
⑨In death's despite：In spite of death.不顾、不怕死亡或死神。
⑩yield one delight once more?(时间的飞轮何以不能）再度（让我们）感到一场欢欣呢？注意此句的主语还是time's eddying flight.
参考译诗
闪光
(英）但丁•迦百利•罗塞蒂作
辜正坤译
译文一：词曲风味体（步原诗多元韵式）
曾留遗踪于此，
但忘了何年何月何因。
还记得门前芳草如旧时，
无言暗送香轻。
潮卷吹息，岸畔灯火低迷。
曾赢得你芳心属意，
悠悠岁月，何处淹留。
猛可里见飞燕惊起，
你流盼回眸，
纱巾飘落，——唉，当年旧事堪提！
莫非前事直如此？
莫非荏苒光阴不再轮回
令我们恩爱如往昔，
休道无常相催，
只不分昼夜.再度鱼水乐如斯？
[作者与作品背景简介] 英国诗人但丁•迦百利•罗塞蒂（1828——1882)，先以画名，后以诗名影响了19世纪末的艺坛与诗坛。
在艺术上，他是英国前拉菲尔派的创始人，曾以崇拜爱和美著称于世。
其代表作有《妹妹的睡眠》、《升天少女》、《修女海伦》、《生命之宫》以及《罗塞蒂诗集》等。
罗塞蒂的诗歌创作具有三大特色。
其一，极度地崇尚美和爱，因此，他的诗往往标榜唯美主义，在微妙的肉欲体验方面，招致了传统英国评论家的批评；其二，具有宗教神秘色彩，这使他的诗免于过分的直露，往往有一点迷幻朦胧的官能美象征，同时也有一种哲理性暗示；其三，他的诗画意特别浓，这可能与他本来就是画家有关。
他习惯于以画意入诗。
故他的诗颇强调声、色、光、影的梦幻性叠加效果。
他甚至于认为，诗的表现应该高于诗的思想。
就一个19世纪的诗人而言，他的这种观念已经大大地超前了，实际上20世纪的许多西方文学理论家们都宣扬过这一思想。
这里所选的《闪光》一诗，是他的爱情和悼亡诗集《生命之宫》中的一首。
要读懂这首诗，须得稍稍了解一下罗塞蒂个人情感生活方面的一些遭遇。
1850年，22岁的罗塞蒂爱上了能诗善画的姑娘伊丽莎白•西德尔。
西德尔刚好属于那种神秘而又带梦幻气质的姑娘，具有一种和罗塞蒂追求的诗画效果相契合的特质。
可以想见，这样一位画家兼诗人和这样一位理想女神般的恋人之间的结合无疑当得珠联璧合之称。
然而他们的婚姻却因为经济拮据等原因而耽延了10年。
这10年内，西德尔无疑是罗塞蒂艺术创作最理想的灵感与模特儿。
然而结婚后的罗塞蒂却遇到了更大的不幸。
一年之后，西德尔溘然去世。
罗塞蒂悲愤欲狂，决意以自己的全部诗稿为妻子的殉葬。
又过了7年，由于友人的极力劝说，罗塞蒂才同意从坟墓中掘出诗稿，以《罗塞蒂诗集》为名出版。
诗集一出版就震动了英国文坛，但同时招致猛烈的批评。
《闪光》是作者晚期诗集《生命之宫》中的一首。
深深地弥漫着诗人早期爱情生活不幸的气氛。
从中我们仍可把握到诗人那种如痴如醉的对爱的执着精神。
诗篇一开始就以一种梦幻式的不确定感，对青草、门廊、涛声、灯火进行了叙述，使人感到一种梦幻效果，产生瞻之在前，忽焉在后的感觉。
在第二节诗中，通过
“惊燕”“回首”“纱巾落”三个相对明晰的意象，给了读者一个焦点镜头。
直如在朦胧中忽然闪进一道灼眼的光芒（Sudden light)，使诗歌进人高潮，一种电流般的如梦初醒的感觉攫住了诗人。
然而这种感觉又很快消失。
一种沉思的、忧郁的思索重新笼罩了诗篇。
但现在诗人的思考已经不同于诗篇开首处的困惑然的叙述，而是苏醒的欲望要求重新获得尊严与感情满足的呼声这是爱神试图挑战死神的号角。
可以想象，假如说这样的诗由莎士比亚来写，他一定会把爱情和自己的不朽诗篇当作起死回生的法宝，然而罗塞蒂不同，他把希望寄托于哲理性探索，相信时间的轮回可能会给予他哪怕一次曾失去过的快乐。
从另一个角度看，这无疑透露出诗人深沉的绝望情绪，也透露出罗塞蒂对挚爱的忠诚与追求。
闪光是诗人灵魂深处的一种回光返照，一种神秘的感触与顿悟。
昼夜与轮回这些意象都容易在敏感的中国读者心中唤起一种黑白分明的阴阳太极图式的玄想。
在宗教性的直观领悟层面上，东西方人心灵的触角是可以如灵犀一点通的——这也是一种闪光。