从《了不起的盖茨比》到 《白色噪音》——美国都市文学嬗变管窥

以《了不起的盖茨比》和《白色噪音》为范本,通过精细解读,从都市文学语境的演变、话语的衍变、风格的改变等视角,探讨美国都市文学从现代主义到后现代主义的审美对抗格局和消长承转态势,探析个中的内在逻辑及其嬗变轨迹.     

Reading,engagement and higher education

ABSTRACT

This article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational ‘engagement’. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their ‘stylistics of existence’ into higher education to elaborate engagement’s ‘eventful’ character: it is not in the power of teacher or student to ‘bring about’ engagement. In place of pedagogical ‘method’, I demonstrate how Padraig Hogan’s treatment of education as the ‘courtship of sensibility’ is consistent with this phenomenological treatment of engagement. I am thus able to illustrate how engagement is in tension with instrumental approaches to teaching and learning. I conclude by offering an ethical relation of mutual belonging to subject matter as a corrective to the centrality of ‘knowledge’ in recent attempts to unify the different degrees and objects of engagement.     

罗伯特·弗罗斯特诗歌的文本诠释

弗罗斯特是美国 20 世纪著名的诗人,他的诗歌继承了美国 19 世纪诗歌的浪漫主义传统,深受超验主义的影响.在弗罗斯特的诗歌中,通过新批评的文本细读,可以感受文学力量的强烈释放,一是作者诗歌结构中形成了密集的文学意象 ; 二是作者诗歌的意象具有非常深刻的文学隐喻.     

Making Sense of Close Reading

The term ‘close reading’ is problematic for English teachers, yet a heightened awareness of the role that language plays in mediating experience and social relationships is fundamental to an informed and critically engaged citizenry. This essay finds that a focus on abstracted ideological content of literary texts comes at the cost of material, aesthetic considerations of language or ‘literariness’: it is the baby that has been thrown out with the bathwater. The essay argues that a false dichotomy between a literary education as ‘cultural studies’ and the study of ‘Culture’ (with a capital C) has diverted attention from the relationship between words and meaning. It draws on the work of Raymond Williams in contending that a renewed concept of ‘close reading’ should be at the heart of English teachers’ professional practice.     

《色,戒》欲将文学艺术引向何处？

在当今信息时代,消费主义甚嚣尘上,文学艺术也避免不了成为大众消费的对象。文学作品借助现代电子传媒技术正在变成五颜六色的图像,而阅读图像比阅读文字省力、省时,影视作品对文学创作的影响越来越大。电影《色,戒》的出笼是西方后现代主义背景下的文化商品化的结果,其在商业运作上的成功势必对文学艺术生产与消费的良性互动关系形成巨大的冲击,使人们不得不对文学艺术该如何表达人性、如何担当人类精神家园的守护者提高警惕。     

T·S·艾略特与新批评派之比较研究

Ｔ·Ｓ·艾略特可谓美国“新批派”的开山大师,他的文学整体论,非个性化理论和他的批评风格对新批评派的本体论和文本细读有直接影响,艾略特后期的批评重点转向社会文化批评,与新批评派趋向形式主义的文学批评不同     

“Anti-hero”Feature of Black Humor in Postmodernism Literary Fiction:with“Yossarian”in Catch-22 as an Example

Yossarian is the hero in Catch-22 written by Joseph Heller in 1961,bearing the typical"anti-hero"feature of Black Humor in postmodernism literary fiction.This paper aims at giving some of the examples to make readers clearer of the Black Humor and more familiar with the"anti-hero"feature of Black Humor in postmodernism literary fiction.     

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.     

Building reading resilience: re-thinking reading for the literary studies classroom

This paper introduces the concept of ‘reading resilience’: students’ ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our research was across four Australian universities and the first study of its kind in the Australian context. We trialled three working strategies to support students to become consistent and skilled readers, and to equip teachers with methods for coaching reading: ‘setting the scene’ for reading, surveying students on their reading experiences and habits, and rewarding reading within assessment. We argue that the nature and pedagogy of close reading has not been interrogated as much as it should be and that the building of reading resilience is less about modelling or outlining best practice for close reading (as has traditionally been thought) and more about deploying contextual, student-centred teaching and learning strategies around reading. The goal is to encourage students to develop a broad suite of skills and knowledge around reading that will equip them long term (for the university and beyond). We measured the effectiveness of our strategies through seeking formal and informal student feedback, and through students’ demonstration of skills and knowledge within assessment.     

Book Reviews

This article discusses changes in beliefs about knowledge reported by 36 women studying English Literature/Culture Studies in preparation for entry to Higher Education. These changes were identified through a qualitative study established to examine shifts in values and beliefs resulting from textual study and analysis. Data were collected through participant observation, structured and unstructured interviews and from students' learning journals. Data analysis revealed that students developed progressively more complex beliefs about knowledge as a result of close engagement with texts, as a consequence of considering texts as socially and historically situated and as a result of considering issues of authorial intention, intertextuality and the referential properties of language. This article argues that the development of the kinds of critical thinking skills and sophisticated models of knowledge needed to engage in effective lifelong education can be promoted through literary study.     

新批评与清真词的含混美

新批评是 2 0世纪初产生于英美批评界的一种理论。含混也译为歧义 ,它是新批评理论中的一个重要概念 ,是西方文论中一个很有参考意义的欣赏文学作品的方法。清真词的含混有原因含混 ;意象含混 ;感性含混等。含混给中国古典诗词的欣赏评价提供了新的方法 :丰富了对文学作品的特性的认识 ,深化了对文学社会效果的科学认识。     

家庭环境是怎样影响小学生学习表现的——基于对新教育实验“家校合作共育”行动效果的调查

通过构建家庭环境影响小学生学习表现的基本机制并运用结构方程模型、多元线性回归分析等方法对770名参与新教育实验“家校合作共育”行动和726名未参与这一行动的小学生进行配对抽样并分析,结果发现:家庭环境通过学生学习投入、学校环境等中介变量对小学生学习表现产生显著作用,学校环境能够直接对小学生的学习投入和学习表现产生显著的正向作用,家校合作共育能够显著改善小学生学习表现。新教育实验学校学生的家庭藏书量显著高于非新教育实验学校的学生,新教育实验学校学生在阅读表现和数学表现上存在显著优势。学校参与新教育实验“家校合作共育”行动的时间越长,其学生的阅读表现和数学表现明显更好。为强化家庭环境对小学生学习表现的积极影响,在兼顾学生性别、年龄以及学校所在地区等因素的同时,可通过打造家庭书屋、创建书香校园、推进每月一事、优化家校合作等方式强化家庭环境对小学生学习表现的积极影响。     

幼儿园儿歌文本阅读策略

要求孩子“喜欢听故事、看图书”,就需要有相应的阅读策略教给孩子.本文以新批评的细读策略为基础,从文学作品形式的感受、叙述关系的理解、音韵格律的体验及儿歌意义的阅读四个方面阐述了儿歌阅读的策略.     

Close Reading of Literary Nonfiction: The Three-column Journal

The Common Core State Standards have placed more emphasis on the close reading of all texts, and have made a point of increasing the use of nonfiction in secondary English classrooms. In this article, the author describes an approach for implementing close reading of literary nonfiction. The approach comes from a small-scale classroom-based research study that revealed statistically significant gains on the subtest measuring analysis of literature. After defining close reading and discussing how and why instructional methods differ, based on elements of analysis within fiction and nonfiction, the author describes the close reading approach using student samples. The approach described in detail is a three-column journal used for guiding students in the close reading of literary nonfiction.     

蒲龄恩诗歌中的后现代主义精神解读

英国实验派诗人蒲龄恩,致力于创作相悖于英国传统诗歌表现手法的新诗体,其独具一格的艺术表现手法在英国当代诗歌领域占有重要地位。蒲龄恩诗歌主要体现后现代主义四个典型特征,它们分别是:碎片化语言、不确定性、语言实验和游戏与偏爱中国文化。通过分析读者不仅看到他对传统诗歌的挑战与创新,更体会到他在诗歌创作中所传达给读者的后现代主义精神。     

从接受美学看“林译小说”

接受美学作为一种读者中心论范式的文学理论,认为文学作品一方面要照顾读者群体的阅读需求,引导读者阅读和鉴赏;另一方面还要超越读者,拓展读者的期待视野。“林译小说”之所以会风靡一时,正因为其迎合了读者的这样一种审美心理。从接受美学的角度探讨其颇受欢迎的原因,既能给人以新的启示,同时也是一种有益的探索和尝试。     

萨特与存在主义文学是后现代主义吗?

郑克鲁主编的<外国文学史>把存在主义文学和萨特定性为后现代主义,这是理论和批评的双重错误.存在主义典型地代表着现代性和现代主义.萨特的文学思想以及他的创作实践本身就是存在主义的主要组成部分,因而,萨特是现代主义,而非后现代主义.     

“I like group reading because we can share ideas”: the role of talk within the Literature Circle

Drawing on research into the use of Literature Circles carried out at the University of Brighton, this paper discusses the role of talk as a way of developing children’s meaningful interactions with literary texts. It argues that where children are engaged in small group unstructured expressive talk, they are able to articulate affective responses to their reading which would otherwise remain dormant, yet which contribute to a richer understanding both of the texts they read and themselves as readers. Using the Literature Circle as a model, this paper suggests that, from reception onwards, guided reading can provide an ideal opportunity for the development of such text‐related talk. The teacher needs firstly to scaffold guided reading to enable children to learn how to respond and secondly, to transfer control of the talk to the group. The teacher should not be seen as the expert reader having all the right answers, but should lead by following. The conclusion stresses the way that guided reading can encourage children as readers, by enabling them to recognise reading as an active and desirable social process rather than as an essentially private activity.     

库切作品的叙述者和叙述声音分 析

以西方经典叙述学对叙述者和叙述声音的划分为理论依据,通过对库切多部作品的细读分析,充分展示其叙述的复杂性,并兼顾剖析叙述者与小说主题及其他人物之间的关系,进一步挖掘其作品中丰富的人文主义内涵。