科研方法與論文寫作-英美文學(xué)（英文版）

WaystoUnderstandandInterprettheNovelResearchMethodsandThesisWriting-LiteratureWhydowestudyliterature?

Literaturerepresentsalanguageorapeople:cultureandtradition.But,literatureismoreimportantthanjustahistoricalorculturalartifact.Literatureintroducesustonewworldsofexperience.Welearnaboutbooksandliterature;weenjoythecomediesandthetragediesofpoems,stories,andplays;andwemayevengrowandevolvethroughourliteraryjourneywithbooks.Howdoweinterpretandevaluateliterature?wemaydiscovermeaninginliteraturebylookingatwhattheauthorsaysandhowhe/shesaysit.Wemayinterprettheauthor'smessage.Inacademiccircles,thisdecodingofthetextisoftencarriedoutthroughtheuseofliterarytheory,usingamythological,psychological,cultural,historical,orotherapproach.

Whatisnovel?Novelisafictionalpieceofproseusuallywritteninanarrativestyle.Novelstellstories,whicharetypicallydefinedasaseriesofeventsdescribedinasequence.Formula:Patterns:ThePrecriticalResponse

Ⅰ.SettingⅡ.PlotⅢ.CharacterⅣ.ThemeⅤ.SymbolismVI.PointofViewI.SettingDefinition:Settingisthetimeandplaceinwhichtheeventsofanarrativeoccur.Themajorelementsofsettingarethetime,theplace,andthesocialenvironmentthatframesthecharacters.Thesettingmaybespecificanddetailed,andintroducedattheverybeginningofthenovel,oritmaybemerelysuggestedthroughtheuseofdetailsscatteredthroughoutthenovel.EffectsofSetting-Createsatmosphere,givesinsighttocharacters,andprovidesconnectionstootheraspectsofthestory.ExampleofSettingJaneEyre☆Setting(time)-Earlydecadesofthe19thcentury.☆Setting(place)-Thenovelisstructuredaroundfiveseparatelocations,allsupposedlyinnorthernEngland:TheReedfamily'shomeatGateshead,ThewretchedLowoodSchool,Rochester'smanorhouseThornfield,TheRiversfamily'shomeatMoorHouse,Rochester'sruralretreatatFerndean.II.Plot

Simplyspeaking,plotisthearrangementoftheeventsoractionsinastoryintoacausalrelationship.“Thekingdiedandthenthequeendied.”InAspectsoftheNovel,E.MFosterdefinedastoryasanarrativeofeventsarrangedintheirtimesequence.(Aplotisalsoanarrativeofevents,theemphasisfallingoncausality.)III.

Character&CharacterizationCharacterreferstooneofthepersonsinthestory–theendresultoftheauthor’sefforttocreateafictionalpersonality.CharacterizationreferstoThemethodanauthorusestoacquaintthereaderwithhisorhercharacters.MethodsofCharacterization:Therearefourmethodsofcharacterization:describingthecharacter’sappearance;reportingthecharacter’sspeechandbehavior;describingthereactionsofothercharacterstotheindividual;revealingthecharacter’sthoughtsandfeelingsExamplesofCharacterizationI

Karenwassmallforherageandinclinedtoplumpness.Herblueeyesviewedthepeopleandeventsaroundherwithamixtureofcuriosityandamusement.Shewasnotawoman,butshewaspastbeingachild;toosophisticatedfortoys,shemightstill,onimpulse,turnasomersault(翻筋斗)onthelivingrug.1.ApproximatelyhowoldisKaren?2.Whatdetailshelpyouvisualizeher?3.WhatdetailsrevealsomethingaboutKaren’spersonality?ExamplesofCharacterization

II

"Butwhycan'tIgo?"Karenwailed."Everyoneelseisgoing.Youneverletmegoanywhere!"Youjustdon'twantmetogrowupandhavefun!"Karenwheeledaroundandstormedoutofthehouse,slammingthedoorbehindher.

1.WhatdoesKarenrevealaboutherpersonalityinthisspeech?2.Whatdoheractionscontributetoyourpictureofher?ExamplesofCharacterizationIII

I'veknownKarenforalongtime,eversincefirstgrade.We'vebeenbestfriendssincelastyear.Ilikeherbecause...well,Iguessit'sbecausesheisalwayssohappyandsureofherselfandshe'sgoodatthingslikebaseball,andswimmingandpaintingandstuff."Joaniepaused,thenadded,"Everybodyatschoollikesher."1.WhatisJoanie’srelationshiptoKaren?2.WhatdoyoulearnaboutKarenfromJoanie’scomments?ExamplesofCharacterization

IV

Thesunlighttrickledbetweentheslatesofthebambooblinds.Karenstretchedluxuriously,pleasantlyawareofthetinglingsensationinhermuscles.Shereallyoughttogetup,shethought.Sallywascomingoverateleven.Maybesheshouldmakesomesandwichessotheycouldeatoutinthebackyard.Mrs.Henleywastakingthemtothebeachintheafternoon.SheshouldfinishthatlettertoPeggy...maybeshewouldtonight...ifsheremembered...andifshehadtime.

1.WhatisKarenthinkingabout?2.Whatdoherthoughtstellyouaboutherpersonality?Protagonist&AntagonistTheProtagonististhemostimportantcharacter.Theprotagonistdoesnothavetobeheroic,butheorshenormallytriestoaccomplishsomethingdecisiveduringthecourseofthestory.Thisgoalmaybeobvioustotheothercharacters,oritmaybeprivate.Thecharacterwhoopposestheprotagonististheantagonist.Althoughtheantagonistmaywellbeunpleasantoractuallyevil,thisisbynomeansalwaysthecase.IV.ThemeThethemeofastoryoranovelisthegeneralizationabouthumanlifethatcanbedrawnfromoutcomeoftheconflictandfromthesupportprovidedbythetone,attitude,atmosphere.setting,andsymbolism.Inmostgreatliterature,thethemeisimpliedratherthanexplicitlystated.SonsandLoversThenovelhastwothemes:thecripplingeffectsofamother’sloveontheemotionaldevelopmentofherson;andthe“split:betweenkindsoflove,physicalandspiritual,whichthesondevelops,thekindsrepresentedbytwoyoungwomen,ClaraandMiriam.VSymbolsinPilgrim'sProgressTheprotagonistChristian--theCelestialCity--VanityFair--Faithful,Great-heart--VI.PointofViewPointofViewreferstotheperspectivefromwhichastoryistold.Thewriterchoosesanarratorforeverystory.Thenarratortellsthestoryfromeitherthefirst-personorthethird-personpointofview.Theauthor'schoiceofnarratorforastorydeterminestheamountofinformationareaderwillbegiven.Thefollowingarethefourmajorpointsofview:FourMajorPointsofView

★firstperson:Thenarrator("I")isacharacterinthestorywhocanrevealonlypersonalthoughtsandfeelingsandwhatheorsheseesandistoldbyothercharacters.★third-personobjective:Thenarratorisanoutsiderwhocanreportonlywhatheorsheseesandhears.★third-personlimited:Thenarratorisanoutsiderwhoseesintothemindofoneofthecharacters.★third-personomniscient:Thenarratorisanall-knowingoutsiderwhocanenterthemindsofmorethanoneofthecharacters.ExamplesofPointofView★AsIplacedthecarefullywrappedpackageontheparkbench,IlookedupandsawMollywalkingacrossthestreet.Ihopedthatshehadn'tseenme.★AsGeorgeplacedthecarefullywrappedpackageontheparkbench,helookedupandsawMollywalkingacrossthestreet.★George,anxiouslyhopingthatnoonewaswatchinghim,placedacarefullywrappedpackageonanemptyparkbench.Whenhelookedaround,hesawMollywatchinghimfromacrossthestreet.★George,anxiouslyhopingthatnoonewaswatchinghim,placedacarefullywrappedpackageonanemptyparkbench.Molly,whowaswalkinghome,sawhimandcouldn'thelpthinkingthathewasactingstrangely.(first-person)(third-personobjective)

(third-personlimited)(third-personomniscient)AnAnalysisofJaneEyrePlotsummary:★Jane'schildhoodatGateshead★Jane'seducationatLowoodSchool★Jane'stimeasgovernessatThornfieldManor★Jane'stimewiththeRiversfamily★Jane'sreunionwithMr.RochesterCharacters:★JaneEyre:Theprotagonistofthenovelandthetitlecharacter.Orphanedasababy,shestrugglesthroughhernearlylovelesschildhoodandbecomesgovernessatThornfieldHall.★Rochester:ThemasterofThornfieldManor.AByronichero,hemakesanunfortunatefirstmarriagebeforehemeetsJane★Mr.Reed:Jane'smaternaluncle,whoadoptsJanewhenherparentsdieAnAnalysisofJaneEyreThemes:

Socialclass,Genderrelations,LoveversusAutonomy-JaneEyreisverymuchthestoryofaquesttobeloved.Janesearches,notjustforromanticlove,butalsoforasenseofbeingvalued,ofbelonging.ThusJanesaystoHelenBurns:"togainsomerealaffectionfromyou,orMissTemple,oranyotherwhomItrulylove,Iwouldwillinglysubmittohavetheboneofmyarmbroken,ortoletabulltossme,ortostandbehindakickinghorse,andletitdashitshoofatmychest"(Chapter8).Yet,overthecourseofthebook,Janemustlearnhowtogainlovewithoutsacrificingandharmingherselfintheprocess.AnAnalysisofJaneEyrePointofView

--AlloftheeventsaretoldfromJane'spointofview.Sometimesshenarratestheeventsassheexperiencedthematthetime,whileatothertimesshefocusesonherretrospectiveunderstandingoftheevents.Climax--Thenovel'sclimaxcomesafterJanereceiveshersecondmarriageproposalofthenovel—thistimefromSt.JohnRivers,whoasksJanetoaccompanyhimtoIndiaashiswifeandfellowmissionary.MajorTopicsofLiteraryanalysis

AnalysisofthemeAnalysisofplotorstructureAnalysisofcharacterandcharacterization4.Analysisof