英語畢業(yè)論文(全英文)-Jane-Austen-A-Transitional-Writer-in

Jane

Austen,A

Transitional

Writer

in&nbs【摘

要】簡·奧斯汀是英國文學(xué)史上18世紀(jì)末新古典主義過渡到19世紀(jì)初浪漫主義的重要代表作家。本文重點從兩方面探討她的過渡性：一方面從作品的主題看，大部分奧斯汀的小說都反映了人們對婚姻態(tài)度及觀念的變化；另一方面，從寫作風(fēng)格上看，她的作品以喜劇的形式諷刺社會，令人深思。【關(guān)鍵詞】簡·奧斯；過渡時期As

we

all

know,

it

is

not

until

the

second

half

of

the

18th

century

that

women

novelists

began

to

appear

in

England.

And

some

gifted

women

from

the

end

of

the

18th

century

to

19th

century

made

some

contributions

to

the

development

of

the

English

novel,

which

even

won

their

places

in

the

front

ranks

of

some

realists

like

Charles

Dickens,

William

Makepeace

Thackeray,

etc.

Jane

Austen

(1775-1817)

was

just

such

a

great

woman

writer

in

this

period.

She

brought

the

English

novel

to

its

maturity

and

her

satirical

fictions

marked

the

transition

from

the

18th-century

neoclassicism

to

the

19th-century

romanticism

in

the

English

literature.Jane

Austen

was

born

at

Steventon

and

the

seventh

child

of

a

country

clergyman

family.

She

was

educated

at

home

and

passed

all

her

life

in

doing

small

domestic

duties

in

the

countryside.

She

wrote

six

complete

famous

novels,

including

Sense

and

Sensibility

(1811),

Pride

and

Prejudice

(1813),

Mansfield

She

lived

and

worked

at

the

turn

of

the

century,

which

witnessed

a

great

change

of

the

English

society.

Since

the

Industrial

Revolution

in

the

second

half

of

the

18th

century,

the

English

social

structure

underwent

rapid

changes.

The

industrial

capitalists

began

to

control

not

only

the

economic

but

also

the

political

power

and

thus

the

struggle

between

the

workers

and

capitalists

also

became

more

and

more

sharp.

Consequently,

people

started

to

doubt

and

even

lose

hope

to

the

enlightening

thoughts

that

was

popular

in

the

first

half

of

the

18th

century.

Literature,

as

a

“barometer”

of

the

social

life,

also

experienced

great

change.

One

of

the

most

remarkable

changes

was

in

the

literary

taste.

That

is

to

say,

people

started

to

dislike

Swift’s

brutality,

Defoe’s

frank

realism,

and

even

Fielding’s

masculine

satire.

So

the

works

with

the

rational

tone

began

to

give

way

to

the

works

full

of

sentiments.Under

such

a

social

and

literary

environment,

Jane

Austen

exerted

her

transitional

role

in

English

literature.

We

can

see

it

from

two

aspects.

And

the

hero

and

theroine

are

the

very

sensible

people.

Mr.

Darcy,

from

a

noble

family,

has

a

strong

sense

of

family

status

and

turns

up

his

nose

at

the

vulgarity

of

Bennet

family.

And

Elizabeth

Bennet

is

also

very

sensitive

to

her

family

background

and

becomes

instantly

prejudiced

against

Mr.

Darcy,

despite

his

good

looks

and

great

wealth.

However,

with

the

gradual

deep

intercourse

and

understanding

between

these

two

people,

they

fall

in

love

with

each

other

and

finally

smash

the

bonds

of

the

ration

and

social

pressure

and

marry.

So

this

novel

shows

the

victory

of

the

sentiment,

for

it

is

just

thanks

to

the

deep

love

that

makes

these

two

people

from

different

class

status

successfully

marry.

This

reflects

that

Jane

Austen’s

creating

thoughts

begins

to

change

from

the

rationalism

to

the

romanticism.

Her

last

novel

Persuasion

also

displays

such

a

change.

Therefore,

we

can

say

that

it

is

just

through

the

conflict

between

the

ration

and

sentiment

in

the

novels

that

Jane

Austen

accomplishes

the

transition

from

the

rational

literature

to

the

romantic

literature.Firstly,

in

theme,

most

of

Jane

Austen’s

novels

reflect

the

process

of

the

change

of

the

attitude

towards

the

marriage.

As

we

all

know,

in

Austen’s

novel

Sense

and

Sensibility,

one

of

the

heroine,

Elinor

Dashwood,

is

quite

sensible.

She

thinks

very

highly

of

a

man

whose

worthiness

in

her

eyes

only

increases

when

she

learns

why

he

cannot

marry

her.

However,

another

heroine,

Marianne

Dashwood,

is

very

sentimental

at

the

beginning.

So

she

trusts

her

senses

and

falls

in

love

with

a

man

who

in

truth

is

not

as

good

as

he

seems

and

finally

is

abandoned.

Through

the

different

fates

of

these

two

sisters,

Jane

Austen

shows

us

her

early

attitude

towards

the

marriage

that

to

marry

according

to

sense

will

end

in

failure

while

with

ration

will

succeed.

Such

a

theme

reflects

that

at

first

Jane

Austen

inherits

the

traditional

enlightening

thoughts.

However,

her

minds

change

in

her

later

novels,

especially

in

her

novels

Pride

and

Prejudice

and

Persuasion.

In

these

novels,

sentiment

becomes

upper

hand

and

attains

success

in

the

end.

For

example,

at

the

very

beginning

of

the

novel

Pride

and

Prejudice,

Jane

Austen

wrote,

“It

is

a

truth

universally

acknowledged,

that

a

single

man

in

possession

of

a

good

fortune

must

be

in

want

of

a

wife.”Moreover,

her

development

from

rationalism

to

the

romanticism

also

reflects

in

her

new

concept

of

marriage.

That

is

she

advocates

the

only

base

of

marriage

should

be

the

true

love,

not

the

family

backgrounds

and

economic

base.

This

vividly

reflects

in

the

scene

of

Elizabeth

Bennet

refusing

Mr.

Collins’

proposal.

When

Mr.

Collins

proposes

to

Elizabeth,

she

answers,

“I

thank

you

again

and

again

for

the

honor

you

have

done

me

in

your

proposals,

but

to

accept

them

is

absolutely

impossible.

My

feelings

in

every

respect

forbid

it.”

These

words

show

Elizabeth

the

determination

that

she

prefers

to

keep

single

in

all

her

life

Secondly,

her

transitional

role

also

displays

in

her

writing

style.

That

is

to

say,

on

the

one

hand,

she

inherited

some

characteristics

of

the

neoclassicism

in

style

and

painted

the

world

she

knew;

so

it

is

foolish

to

expect

from

her

the

high-flown

sentiment;

but

on

the

other

hand,

to

some

degree,

her

style

is

also

different

from

the

previous

enlightening

writers,

like

Fielding,

just

as

she

herself

claimed

that

she

not

only

painted

the

world

she

lived

in

with

fidelity,

but

also

with

sympathy;

with

a

sensitive

sense

of

its

blemishes,

but

also

with

a

true

insight

into

its

redeeming

virtues.

So

her

characters

evolve

themselves

without

any

great

dramatic

episodes.

And

although

her

language

sparkles

with

wit

and

irony,

they

are

moderate.

Her

novel

Pride

and

Prejudice

provides

a

good

example

for

this

point.

We

know

that

Mr.

Collins

is

a

clergyman

in

this

novel.

When

he

sings

high

praise

for

his

patroness,

he

says,

“Lady

Catherine

was

reckoned

proud

by

many

people,

he

knew,

but

he

had

never

seen

anything

but

affability

in

her.

She

had

always

spoken

to

him

as

she

would

to

any

other

gentleman;

she

made

not

the

smallest

objection

to

his

joining

in

the

society

of

the

neighborhood,

nor

to

his

leaving

his

parish

occasionally

for

a

week

or

two

to

visit

his

relations.”It

is

true

that

these

words

are

also

the

satire

to

Mr.

Collins’

snobbery.

But

different

from

the

traditional

satire,

Jane

Austen

is

too

conscious

of

people’s

snobbery

to

be

angry

with

them,

and

thus

gives

her

criticism

a

flavor

of

humor.

Therefore,

we

say

that

in

style

she

is

also

a

transitional

writer

at

the

turn

of

the

century,

just

as

one

of

the

most

important

neoclassicist,

Sir

Walter

Scott,

comments

on

her,

“The

big

bow-wow

strain

I

can

do

myself,

like

any

now

going;

but

the

exquisite

touch

which

renders

ordinary

commonplace

things

and

characters

interesting

from

the

truth

of

the

description

and

the

sentiment

is

denied

me.”To

sum

up,

through

the

above

analysis,

we

can

make

such

a

summary

that

Jane

Austen

plays

a

transitional

role

in

the

English

literature

from

the

18th

neoclassicism

to

the

19th

romanticism.

Trained

in

the

enlightening

tradition,

she

displays

the

feeling

moderately;

influenced

by

the

coming

romanticism,

she

satirizes

the

society

in

comedy.

So

it

might

be

an

error

to

say

that

Jane

Austen

is

incapable

of

sentiment,

because

nobady

can

create

a

true

comedy

of

life

without

romance

and

passion

that

is

even

in

the

humblest

existence.【Notes】[1]Austen,

Jane,

1997,

Pride

and

Prejudice,

Bei

Jing:

Foreign

Language

Teaching

&

Research

Press

&

OxfordUniversity

Press,

p.1.[2]Austen,

Jane,

1997,

Pride

and

Prejudice,

Bei

Jing:

Foreign

Language

Teaching

&

Research

Press

&

OxfordUniversity

Press,

p.48.[3]Craik,

W.

A.

1965,

Jane

Austen:

The

Six

Novels,

New

York:

Barnes

&

Noble

Inc.,

p.56.【References】[1]Austen,

Jane,

1997,

Pride

and

Prejudice,

Bei

Jing:

Foreign

Language

[2]Craik,

W.

A.

1965,

Jane

Austen:

The

Six

Novels,

New

York:

Barnes

&

Noble

Inc.,

p.56.[3]Rubinstein,

Annette

T.

1953,

The

Great

Tradition

in

English

Literature

from

Shakespeare

to

Shaw,

[4]朱紅編寫，1985，《奧斯丁研究》，北京：中國文聯(lián)出版公司。TheComparisonofFamilyEducation英語畢業(yè)論文----中美家庭教育的比較[Abstract]Inthelastfewyears,withthedevelopmentofdiatheticeducationhasstrickenrootintotheheartsofthepeople,thefamilyeducationhasbeenahotspotofsociety,inwhichtensofthousandsoffamilies#39;vitalbenefitsandurgentneedlie.Because,goodfamilyeducationiscloselyrelatedtochildren#39;squalityandbehaviour,andrelatedtothefutureofourcountry.Atpresent,thesituationoffamilyeducationisgood,largenumberofparentsandschoolshavecreatedsuccessfulexperience,evenmanyparentsstudythefamilyeducationknowledgeinitiatively,theeducationalideahasundergonetheprofoundchange.Nevertheless,thefamilyeducationisstillaweaklink,particularly,AstheWesterneducationalthoughtispenetratingthroughtheEastandfacingthetraditionalandmodernthoughtaboutfamilyeducation,theChineseparentsaretornbetweenthetwochoices.Therefore,developingfamilyeducationiseitheranopportunity,orachallenge.Moreover,ChineseandtheWesternfamilyeducationeachhasitsowngoodpoints,butindifferentaspects,theeducationalmethodsaredifferent,soweneedtounderstandthedifferencesbetweenChineseandWesternfamilyeducation,makeupforone#39;sdeficiencybylearningfromothers#39;strongpoints,andpushforwardthefamilyeducationalmodernizationinstantaneously,inthatcase,Chinawillhavetheinestimableprospects.[keywords]familyeducationchinaandthewesttraditiondifferencecomparison[摘要]近幾年來，隨著素質(zhì)教育的深入人心，家庭教育已經(jīng)成為當(dāng)今社會關(guān)注的一個熱點，是千萬家庭的切身利益和迫切需求所在。因為，良好的家庭教育直接關(guān)系到了孩子的素質(zhì)和品行，更關(guān)系到祖國的未來。就中國目前來看，家庭教育的發(fā)展態(tài)勢良好，一大批家長、學(xué)校創(chuàng)造了成功的經(jīng)驗，更有許多學(xué)生家長主動學(xué)習(xí)家庭教育知識，教育觀念發(fā)生了深刻變化。但是盡管如此，家庭教育仍是一個薄弱環(huán)節(jié)，尤其是隨著西方教育思想的傳入，中國家長面對傳統(tǒng)與現(xiàn)代家教思想，表現(xiàn)出無所適從的無奈。因此，對于開展家庭教育，既是機遇，又是挑戰(zhàn)。而且，中西家庭教育各有千秋，在不同方面，教育方法也不同，所以我們就需要深刻了解中西家庭教育的差異，取長補短，并且不失時機地推進(jìn)家庭教育現(xiàn)代化，這樣中國的未來才具有不可估量的發(fā)展前景。[關(guān)鍵詞]家庭教育，中西，傳統(tǒng)，差異，比較Fromancienttimestomoderntimes,familyeducationhasbeenplayinganimportantroleinthenationaleducationalcause.Agreatman-XiaopingDengsaid,“Thebasisofacountry#39;smodernizationliesintalents,thebasisoftalentsliesineducation,andthebasisofeducationliesinfamily.Chinaisacountrywithemphasisonthehomeeducation.Theoutstandinghomeeducationinthedeepeducationculture.”Thefamilyeducation,theschooleducationandthesocialeducationarethethreebigpropsofeducation.Theyareindispensable.Nowadays,increasingattentionhasbeenpaidtofamilyeducationbythemodernsociety,anditgetsahotspotofsociety,whichiscloselyrelatedtotensofthousandsoffamilies#39;vitalbenefitsandurgentneed.Atpresent,familyeducationmaintainsagoodmomentumofgrowthinChina.ItgetsmoreandmoreimportanttoChinesefamilies.Throughouttheages,manymenofinsightworkdelightlyinthefieldofhomeeducation,andaccumulatequitesubstantialachievements.AndChinaisanorientalcountrywithalonghistory,itsdeepeducationalcultureincludestheelementsofexcellentfamilyeducation.Asweallknow,China’sancienteducatinalthoughtwantthroughtheancientfamilyeducationalfield.[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Forexample:moralinstructionsfirst;therespectforold;thecarefortheyoung;thecultivationofmoralcharacter;examplesetting;thedeterminationofbeingstrong;learnedprofoundknowledge,carefulconsideration;andsoon.Theseoutstandingthoughtsaregobacktoancienttimes.Nevertheless,therearestillalotofproblemsemergingoutinthatfamilyeducation,whichisstillweak.Theeducationexpertconcerned,whomadethelong-termpursuitofinvestigations,thoughtthat2/3familyeducationisimproper.Alltheanalysisjustifiestheconclusion:thefirst,malignanteventseruptunceasingly.Itnotonlyindicatestheimportanceoffamilyeducation,butindicatestheimportanceandnecessityofcarryingonscientificfamilyeducation;thesecond,incurrenthomeeducation,thereisstillerroneouszone.Itmaybesummarizedas“threeexcess”and“oneexcessiveheight”:thatis,quitesomeparentsareexcessivelyconcernedwiththechildren,excessivelyreatrainandnosedintothechildren#39;saffairs,excessivelychatterandcriticizethechildren,andsomethingexcessiveisexpectedofthechildern.Theseproblemsareinneedofimmediatesolution;Thethird,underthemarketeconomycondition,thereisthemultipleconceptofvalue,theonlychildcommunitygrowsaswellasthedivorcefamiliesincreaseandsoon,allthisbringsaboutmanyunprecedentednewsituationsandnewproblems;Thefourth,ruralpopulationaccountfor80%,thecountrysidehousingdisperses,theconditionisbad,guardian#39;sculturalqualityissomewhatlow,thecountryside#39;sfamilyeducationhasbecomethekeyanddifficultpointndevelopingfamilyeducation.Andatthesametime,withthedevelopmentofeducationalcause,WesterneducationalthoughtspenetrateslowlythroughtheEast.Whenfacingthetraditionalandmodernthoughts,chineseparentsareatalossastowhattochoose.Therefore,directingatsomebadphenomena,weregarditasnecessarytomakeacomparisonbetweenchinesefamilyeducationandwesternfamilyeducation.But,beforethecomparison,weneedtoknowaboutthesocialbackgroundofChinaandWesternCountries.Asweallknow,ChinaisasocialistcountryandmostWesterncountriesbelongtocapitalistcountries.And,theyhavedifferenthistoryandcultures.ChinaadvocatesConfucianismandthewesterncountriesadvocatetherevivalofliteratureandart.Butthemostimportantpointisthattheirattitudetowardsthepositionoffamilyinstitution#39;spositionisalsodifferent.Inchina#39;straditionalfamily,parents#39;authoritativeconsciousnessplaysaleadingrolewhilewesterncivilizationsmainlyemphasizestruggle,equality,democracyandhumanrightshomeOfcourse,homeeducationisakindofhumanity#39;seducationalpractice.ChinaandtheWesternfamilyeducationhavemanythingsincommon.Generallyspeaking,itcanbesummedupasfollows1st,emphasisislaidonfamilyeducation.Nomatterwhichcountryyoucomefrom,whatnationalityyoubelongtoallthinkthefamilyisaperson#39;sfirstschool,andtheparentisthefirstteacher.EitherChinaorWesterncountries,eithertheancienttimesorthemoderntimes,familyeducationisalwaysinthemostfundamentalposition.2nd,familyeducationshouldbestartedsincechildhood,performthedutypromptly.FamilyinstructionofYansaidthat,“Theparentsshoulddothemissionarywork,whentheinfantisyoung.Judgingfromhisfacialexpression,weknowwhetherheisangryorhappy,thengiveinstructions.”[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Because“it’seasytoconcentrateachild’sattention.Afterhegrowsup,hisattentioniseasilydispersed,soachildmustbecaughtearly.”Deweyalsothoughtthefamilyeducationshouldbeexecutedearly.3rd,parents#39;unsuilableroledivisionineducationbringsaboutsomebadresults.EitherinChinaorintheWestmotherisalmostdescribedinmanyculturesasthemainfosterer,andthenfatherplaysonlyapart.Thefatheristhemainundertakerwhoteachesthechildtoknowtherationalityeducation.Motherisresponsibleforchild#39;sfoodanddrinkindailylife,thematerialguarantee,theemotionalsatisfactionandsoon,isalsothemainundertakerofchild’semotionalcultivation.Itsresultisthatthechildholdshisfatherinaweandvenerationandcausesthepoorrelationbetweenchildandfather,andthusaffectschild#39;sperfectdevelopment.4th,payattentiontothetrainingthechildren’slongingforknowledge,valuereading.TheChineseparentsofancienttimes,fullyrealizedthistruth,theyguidedthechilderninreadingtheFourBooksandtheFiveClassicswhentheyareyoung,allthevariousschoolsofthought,stimulatedtheirdesireforseekingknowledge.Thewesternparentsalsofocusonfamilyreading.Thechildernmustlistentosectionofstoriesbeforesleeping,andthisisafinetraditionofWesternfamilyeducation.5th,attachimportancetoteachingbypersonalexampleaswellasverbalinstruction.Theparentsarechild#39;smodels,usuallyasimplemovementismoreeffectivethantheinculcationoftenthousandinstructions.However,thetraditionalfamilyeducationinChina,onaccountoftherespectivedifferencesinmoreaspectsisdifferentfromthatintheWest.Theyhavetheirowncharacteristicsbetweenregionsandcultures.Tobeginwith,thetendencyofeducationisdifferent.TheChineseparentslayemphasisonsocialenlightenment,ignorethegrowthofchildren.TheChineseparentstakethesocialcompatibleenlightenmentseriously,butoftenneglectthedevelopmentofchildren#39;scharacteristics,theyoftentrainthechildrenunderestablishedforms,andlaydownthebroadroadfortheirgrowth.Thewesternparentsprovidethechildrenaenvironmentforgrowthresistanttothem,andfostertheirtenaciousindividualityandthegoodconduct,andtheychoosetheirideaandwayofcultivationaccordingtothechangeofsocietyandthecharacteristicofchildrenphysicalandmental.Secondly,thevalueoffamilyeducationisdifferent.ThefunctionofChina’sfamilyeducationisforcedbytheChina’straditionalculture.TheChinesetraditionalConfuciancultureemphasize“thecultivationofone’smoralcharacter,therunningofone’sfamily,theadministrationofastate,thepeaceandsecurityoftheworld”.Inthisdirectionalthought,thefamilyeducationisbestowedonthedirectsocialsignificance.Inaddition,theChinesetraditionalculturealsoregardsthefamilyeducationandchildren#39;sindividualgrowthasthedirectcorrelativecausesandeffects.TheChineseparentscareaboutthereputationineducatingthechild,thinkingeducatingthechildtobecomeausefulpersonistheirachievement,butifnot,theparentsfeelshameful.Theeducation#39;sgoalisforearningtheirliving,forhonor.Thewesternfamilyeducationisdifferentfromchinaintheeducationalgoal.Educationisnotthepreparationforearningtheirliving,butforsurvival.“Thelearnededucation”theyemphasizehasthevalueofmoldingone’smind,onekindofvaluewhichhasnothingtodowiththeutilityortheoccupationconsiderationPerhapsmanyChineseparentsdenythispoint,andthinkthatIamtalkingnonsenseanddonotrespecttheelder.Butthefactisactuallyso.Asisknown,theparentsusuallydiscusstheirownchild,andcompareotherchildwiththeirownchild.Especially,thechild#39;sstudyisconsideredastheobjectofcomparison.Ihaveaneighbor,whosechildjustgoestotheelementaryschool.Butthechildhascarriedhisbigbagtomakeuphislessoneverydayandeverywhere.Because,myneighborhadchatswithhisfriendoneday,andhisfriendtoldhim,hischild,whohadnotgonetoschool,couldknow300ChineseCharacters,butalsocouldreadtheancientpoetry,andletthechildperformonthescene.Toldofthis,myfriendwasstimulated.Duetohischildissameagewiththatchild,h