论哈克贝利-费恩的形象

本科毕业设计（论文）说明书ONTHEIMAGEOFHUCKLEBERRYFINN论哈克贝利费恩的形象学院外国语学院专业班级英语二班学生姓名学生学号指导教师提交日期2014年5月16日华南理工大学广州学院学位论文原创性声明本人郑重声明所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名日期年月日学位论文版权使用授权书本人完全了解华南理工大学广州学院关于收集、保存、使用学位论文的规定，即按照有关要求提交学位论文的印刷本和电子版本；华南理工大学广州学院图书馆有权保存学位论文的印刷本和电子版，并提供目录检索与阅览服务；可以采用复印、数字化或其它复制手段保存论文；在不以赢利为目的的前提下，可以公布论文的部分或全部内容。学位论文作者签名日期年月日指导教师签名日期年月日作者联系电话电子邮箱华南理工大学广州学院毕业设计（论文）任务书兹发给10英语2班学生毕业设计（论文）任务书，内容如下1毕业设计（论文）题目ONTHEIMAGEOFHUCKLEBERRYFINN论哈克贝利费恩的形象2应完成的项目（1）2013年57月学生联系指导老师商量论文的有关事宜，通过各种途径收集与论文的相关资料。（2）2013年9月完成论文开题报告。（3）2013年10月学生搜集论文相关资料，确定参考文献。（4）2013年1112月总结论文资料，着手起草论文。老师指导学生修改论文。（5）2014年1月完成论文初稿，提交指导老师批改。根据指导老师意见修改论文。（6）2014年4月7日前，完成论文终稿。3参考资料以及说明1BERNARDDEVOTEMARKTWAINSAMERICASCHOLASTICCANADALIMITED,19322CHARLESNEDTHEAUTOBIOGRAPHYOFMARKTWAINHARPERCOLLINS,19583CANFIELD,JDNINETEENTHCENTURYLITERATUREOXFORDOXFORDUNIVERSITYPRESS,19914ERNESTHEMINGWAYGREENHILLSOFAFRICASCRIBNER,19355HLMENCKENHLMENCKENSSMARTSETCRITICISM19916TWAIN,MARKTHEADVENTURESOFHUCKLEBERRYFINNBEIJINGFOREIGNLANGUAGETEACHINGANDRESEARCHPRESS,20057TWAIN,MARKTHEADVENTURESOFHUCKLEBERRYFINNBEIJINGCHINESEBOOKCOMPANY,20068VANWYCKBROOKSTHEORDEALOFMARKTWAINUNIVERSITYPARKPENNSYLVANIASTATEUNIVERSITYPRESS,19929WDHOWELLSMYMARKTWAINHARPERREBELPRAGMATISMMORALDEFENDERCONTENTSINTRODUCTION1PARTONEHUCKLEBERRYFINNASAREBELAGAINSTCIVILIZATION411ANUNCULTUREDBOY412ANIRRELIGIONIST5PARTTWOHUCKLEBERRYFINNASAPRAGMATIST821ABOYAVOIDINGDISADVANTAGES822ABOYVALUINGEXPERIENCE923ABOYVALUINGRESULTS10PARTTHREEHUCKLEBERRYFINNASADEFENDEROFMORALITY1131AREALEGALITARIAN1132ARIGHTEOUSMAN1133ACOMPASSIONATEMAN12CONCLUSION14BIBLIOGRAPHY16ACKNOWLEDGEMENTS17INTRODUCTIONMARKTWAINWHOSEREALNAMEISSAMUELCLEMENSISONEOFTHEGREATESTWRITERSINTHE19THCENTURYHISGENUINEANDINDULGENCEBROUGHTHIMHIGHREPUTATIONAMONGTHEAMERICANSANDEVENTHEWORLDHEISREGARDEDASONEOFTHETHREETRUEAMERICANWRITERSBYMANYSCHOLARSBECAUSEHISWORKSTRULYREFLECTTHETYPICALAMERICANPEOPLESLIFETHECHARACTERSANDTHEIRSPIRITHAVEBECOMEASYMBOLOFANINDEPENDENTNATIONWILLIAMDEANHOWELLSPRAISEDTWAINAS“THELINCOLNOFAMERICANLITERATURE”HLMENCKENREGARDEDHIMAS“THETRUEFATHEROFAMERICANNATIONALLITERATURE,THEFIRSTGENUINELYAMERICANARTISTWITHROYALBLOOD”NET1WILLIAMFAULKNERPOINTEDTHAT,“MARKTWAINWASTHEFIRSTTRUEAMERICANWRITER,ANDALLOFUSSINCEAREHISHEIRS,WEDESCENDEDFROMHIM”NET2BERNARDDEVOTO,LITERARYCRITICANDTWAINSCHOLAR,COMMENTEDTHAT“HEMARKTWAINWROTEBOOKSTHATHAVEINTHEMSOMETHINGETERNALLYTRUETOTHECOREOFHISNATIONSLIFE”HEEVENCALLEDMARKTWAIN“THEGREATESTOFALLAMERICANWRITERS,NOTJUSTOFWESTERNAMERICANWRITER”BERNARDDEVOTO19323AMONGTWAINSGREATFICTIONS,THEADVENTURESOFHUCKLEBERRYFINNISTHEMOSTCELEBRATEDONETHENOBELLAUREATEERNESTHEMINGWAYHIGHLYPRAISEDTHEBOOKWITHTHESAYING,“ALLMODERNAMERICANLITERATURECOMESFROMONEBOOKBYMARKTWAINCALLEDHUCKLEBERRYFINNTHEREWASNOTHINGBEFORETHEREHASBEENNOTHINGASGOODSINCE”ERNESTHEMINGWAY1935HLMENCKENALSODECLAREDTHENOVELAS“ONEOFTHEGREATESTMASTERPIECEOFTHEWORLD”HLMENCKEN1913DUETOITSSUPERBARTISTRY,THENOVELHASENJOYEDEXTRAORDINARYPOPULARITYSINCEITSPUBLICATIONASTHEGREATESTNOVELOFMARKTWAIN,THEADVENTURESOFHUCKLEBERRYFINNTELLSABOUTTHESTORYOFHUCKLEBERRYFINN,AWHITEBOYABOUTTHEAGEOFTHIRTEEN,WHOHELPEDTHEBLACKSLAVEJIMGETRIDOFHISMISERABLEFATETOBESOLDANDTOBEENSLAVEDTHEWRITERSUCCESSFULLYMOLDSTHEIMAGEOFHUCKLEBERRYFINNTHROUGHLAYINGTHESOCIALENVIRONMENT,DESCRIBINGTHESCENERYUNIQUELYWITHCHILDSLANGUAGESTYLE,CONTRADISTINCTION,ANDPROVIDINGTHEPSYCHOLOGICALDESCRIPTIONITISWORTHYOF“THEGREATESTWORKSOFAMERICANLITERATUREFORITSPROLIFICALLYCONNOTATIONANDINIMITABLELANGUAGESTYLE”孟凡文2011SINCEHEHASBEENDEAD,MARKTWAINANDHISWORKS,ESPECIALLYHISNOVELADVENTURESOFHUCKLEBERRYFINN,HAVEATTRACTEDTHEATTENTIONOFMANYCRITICSTHEWESTERNRESEARCHERSHAVEPUBLISHEDMANYSEMINARPAPERSANDBOOKSABOUTHIMFOREXAMPLE,WILLIAMDEANHOWELLSINHISBOOKMYMARKTWAINDESCRIBEDTWAINAS“THEMOSTDESOUTHERNIZEDSOUTHERNERIEVERKNEW”WDHOWELLS1910INTHISBOOK,WILLIAMDEANHOWELLSINTRODUCEDMARKTWAINSFAULTS,FOIBLES,ANDPERSONALITY,ASWELLASINSIGHTSINTOTHESPIRITANDSTYLEOFHISWRITINGANDANOTHERBOOKTHEORDEALOFMARKTWAIN,WHICHWASWRITTENBYVANWYCKBROOKS,COMPLETELYDENIEDMARKTWAINWHILEUSINGTHEPSYCHOANALYTICMETHODTODISSECTHIMVANWYCKBROOKS1992BERNARDDEVOTOSBOOKMARKTWAINSAMERICAWASTHECONSPICUOUSACCOMPLISHMENTOFRESEARCHWHICHSPOKEHIGHLYOFMARKTWAINBERNARDDEVOTO1932MOREOVER,CHARLESNEDINHISBOOKTHEAUTOBIOGRAPHYOFMARKTWAINSHOWEDHISOWNOPINIONABOUTMARKTWAIN,WHICHHASAROUSEDAHEATEDDEBATEINTHELATE1950SCHARLESNED1958BESIDESTHERESEARCHOFWESTERNSCHOLARS,THERESEARCHESONMARKTWAINANDHERWORKSALSOFLOURISHINCHINAFORINSTANCE,ANALYSISOFHUCKLEBERRYFINNSMORALCHANGES,WHICHWASWRITTENBYZHUDEXUAN,MADEACOMPREHENSIVEANALYSISABOUTHUCKLEBERRYFINNSMORALCHANGESTHROUGHHISPSYCHOLOGICALDESCRIPTION朱德轩1995ANDBYANALYZINGTHESTRUCTUREFEATUREOFTHENOVEL,YANGLEIANDXINLEIMAINLYDISCUSSEDTHEPERSONALITYCHARACTERISTICSOFHUCK,WHICHPOINTEDOUTTHATHUCKWASAREBELLIOUSANDVIRTUOUSBOY杨磊2006WHATSMORE,XULIANALYZEDTHENATIONALCHARACTERISTICSOFTHEUNITEDSTATESFROMTHEIMAGEOFHUCK,ANDSHEEMPHASIZEDTHATTHEPERSONALITYCHARACTERISTICSSHOWNBYHUCK,WHICHNOTONLYBELONGEDTOHUCKINDIVIDUALS,BUTALSOBELONGEDTOTHENATION,EMBODIEDTHENATIONALFEATURESOFTHEUNITEDSTATES徐莉2008BASEDONTHEPREVIOUSSTUDY,LIUJINGHUAANALYZEDHUCKSMORALCHARMINHISRESEARCH,ANDREVEALEDTHELIGHTOFHUMANNATURE刘敬华2012ANDANOTHERPAPERWRITTENBYWEIYANXUE,SHOWEDTHEEVILSOFCIVILIZEDSOCIETYANDTHEIGNORANCEOFHUMANBEINGSBYANALYZINGMARKTWAINSWORKS魏衍学2012WHATSMORE,THROUGHTHEANALYSISOFHUCKSREBELLIOUSSPIRIT,WUGUANGINTENDEDTOREVEALTHEVIOLENTCONFLICTBETWEENTHETRADITIONALCONCEPTANDHUCKSKINDCONSCIOUSNESS,ANDTOLEADADEEPTHINKINGOFSOCIALPROBLEMSSUCHASSOCIALDISCRIMINATION,SOCIALMORALS,ETCWUGUANG2010INCONCLUSION,THEABOVEMENTIONEDBOOKSANDPAPERSWOULDHELPMEALOTINMYRESEARCHBUTASFARASIKNOW,MOSTCHINESEANDWESTERNCRITICSFOCUSEDTHEIRRESEARCHONTHEADVENTURESOFHUCKLEBERRYFINNFROMTHEASPECTSOFWRITINGSTYLEANDTHEFICTIONSSTRUCTURE,ANDFEWPEOPLESETABOUTANALYZINGTHEIMAGESOFHUCKANDTHEIMPLYINGREASONSFORHISCHARACTERISTICSINAMACROSCOPICALANDCOMPREHENSIVEWAYACCORDINGLY,THEREISSTILLVASTSPACELEFTFORFURTHEREXPLORATIONTHISTHESISAIMSTOMAKEUPFORTHELACKOFSTUDYONMARKTWAINANDHISWORKS,ESPECIALLYTHESTUDYDIRECTEDAGAINSTHISTHEADVENTURESOFHUCKLEBERRYFINNBESIDESTHEINTRODUCTIONANDTHECONCLUSION,THETHESISISCOMPOSEDOFTHREEPARTSINTHEINTRODUCTION,THETHESISGIVESABRIEFINTRODUCTIONTOTHISMASTERPIECEANDTHENOVELISTSLITERARYACHIEVEMENT,REVIEWSONTHECURRENTRESEARCHSITUATIONATHOMEANDABROAD,EXPOUNDSTHETHEORETICALSIGNIFICANCEANDTHEPRACTICALVALUEOFTHERESEARCH,ANDOUTLINESTHESTRUCTUREOFTHEPAPERTHEFIRSTPARTANALYSESHUCKLEBERRYFINNSIMAGEASAREBELAGAINSTTHESOCIETY,POINTINGOUTTHATHUCKLEBERRYFINNWHOISANUNCULTUREDBOYANDANIRRELIGIONIST,FIGHTSAGAINSTCIVILIZATIONASAREBELANDINTHELATTERPARTOFTHISCHAPTER,RELATEDREASONTOHUCKSREBELLIONWILLBEEXPLOREDTHESECONDPARTPROBESINTOHUCKLEBERRYFINNSIMAGEASAPRAGMATISTANDREVEALSTHEREASONFORHISCHARACTERITMAINLYTELLSUSTHATHUCKLEBERRYFINNISACTUALLYAPRAGMATIST,WHOAVOIDSDISADVANTAGESANDVALUESEXPERIENCEANDRESULTSTHETHIRDPARTTREATSTHEUNDERLYINGIMAGEOFHUCKLEBERRYFINNASADEFENDEROFMORALITYANDANALYSESTHEIMPLYINGREASONINTHECONCLUSION,THETHESISRESTATESTHEMAINIDEAINDIFFERENTWORDSANDCOMESTOSEEKOUTMARKTWAINSOWNINTENTIONSWITHTHEBOOKFROMFINNSPERSONALITIESPARTONEHUCKLEBERRYFINNASAREBELAGAINSTCIVILIZATION11ANUNCULTUREDBOYTHESTORYHAPPENEDIN19THCENTURYBEFORETHECIVILWARITMAINLYNARRATEDTHEBREATHTAKINGEXPERIENCEOFHUCKLEBERRYFINN,APOORWHITEBOY,ANDJIM,ANEGROSLAVEBOY,WHENTHEYFLEWAIMLESSLYONTHEMISSISSIPPIRIVERTOGETHERFROMTHEBEGINNINGOFTHISNOVEL,WECANKNOWTHATHUCKLEBERRYFINNWASAWAIFABOUT13YEARSOLDTHEWIDOWDOUGLASTOOKINHIMASHERSONANDSHEWANTEDTOCIVILIZEHIMTHOUGHLIVINGADECENTLIFEINTHEWIDOWSHOUSE,HUCKTHOUGHTITWASROUGHANDDISMALLIVINGINTHEHOUSEFROMDAYTODAYFORHUCK,HEDIDNTLIKETHISKINDOFLIFESTYLE,BUTUNDERTHEUNREMITTINGEFFORTSOFTHEWIDOWDOUGLAS,HEMADEALITTLEPROGRESSANDFROMTHENOVEL,WECANKNOWTHATATFIRSTHUCKHIMSELFHATEDTOGOTOSCHOOLANDREJECTEDTHEEDUCATIONOFTHECULTURALSOCIETYHEALWAYSWANTEDTOEXTRICATEHIMSELFFROMTHEBINDINGOFTHECULTURALSOCIETY,SOHEHARDLYKNEWHOWTOREADORWRITEBUTDAYBYDAY,UNDERTHEUNREMITTINGEFFORTSOFTHEWIDOWDOUGLAS,HESTARTEDTOGETUSEDTOTHESCHOOLLIFEANDCOULDSTANDITASHUCKHASSHOWNINTHENOVEL,“ATFIRSTIHATEDTHESCHOOLBUTBYANDBYIGOTSOICOULDSTANDITWHENEVERIGOTUNCOMMONTIREDIPLAYEDHOOKEY,ANDTHEHIDINGIGOTNEXTDAYDONEMEGOODANDCHEEREDMEUPSOTHELONGERIWENTTOSCHOOLTHEEASIERITGOTTOBEIWASGETTINGSORTOFUSEDTOTHEWIDOWSWAYS,TOO,ANDTHEYWARNTSORASPYONME”MARKTWAIN200520FINALLY,HUCKCOULDSPELL,READ,ANDWRITEJUSTALITTLE,ANDHECOULDALSOSAYTHEMULTIPLICATIONTABLEHUCKEVENSAID,“ILIKETHEOLDWAYSBEST,BUTIWASGETTINGSOILIKEDTHENEWONES,TOO,ALITTLEBITTHEWIDOWSAIDIWASCOMINGALONGSLOWBUTSURE,ANDDOINGVERYSATISFACTORY”MARKTWAIN200520UNFORTUNATELY,LATERTHISLITTLEPROGRESSDISAPPEAREDAFTERHUCKLEBERRYFINNSFATHERCAMEBACKHEDEPRECATEDHUCKSRECEIVINGEDUCATION,SOHUCKHADNOCHANCETOGOTOSCHOOLTORECEIVEEDUCATIONMOREOVER,HUCKSFATHERWASLIVINGATERRIBLELIFEHEWASALMOSTFIFTYHISHAIRWASLONGANDTANGLEDANDGREASY,ANDHUNGDOWNANDYOUCOULDSEEHISEYESSHININGASIFHEWASBEHINDVINESITWASALLBLACK,NOGRAYSOWASHISLONG,MIXEDUPWHISKERSTHEREWASNTANYCOLORINHISFACE,WHEREHISFACESHOWEDASFORHISCLOTHESJUSTRAGS,THATWASALLMARKTWAIN200525HUCKSFATHERHADNOMONEYTOSUPPORTHIMSELF,LETALONEHAVEMONEYFORHUCKTORECEIVEANEDUCATIONATTHESAMETIME,HUCKSFATHERWANTEDTOGETBACKTHEMONEYFROMJUDGETHATCHERTHATHUCKGOTWITHTOMINTHECAVEHEWENTTOJUDGETHATCHERSHOUSE,BULLYRAGGEDHIMANDTRIEDTOMAKEHIMGIVEUPTHEMONEY,BUTHEFAILEDWHATSMORE,DURINGTHETIMETHEYLIVEDTOGETHER,BECAUSEHUCKSFATHERWASAHEAVYDRINKER,HEUSEDTOWHALEHUCKWHENHEWASDRUNKENONEDAYWHENHUCKSFATHERWASDRUNKEN,HESAWHUCKANDWENTFORHIMHECHASEDHUCKROUNDANDROUNDTHEPLACEWITHACLAPKNIFE,CALLINGHUCKTHEANGELOFDEATH,ANDSAIDHEWOULDKILLHUCKHUCKBEGGED,ANDTOLDHISFATHERHEWASHUCKBUTHISFATHERLAUGHEDSUCHASCREECHYLAUGH,ANDROAREDANDCURSED,ANDKEPTONCHASINGHUCKUPANDWHATSWORSE,INORDERTOPREVENTTHEJUDGETHATCHERANDTHEWIDOWDOUGLASFROMTAKINGHUCKAWAYFROMHIM,HUCKSFATHERKIDNAPPEDHUCKANDTOOKHUCKTOANOLDLOGHUTLOCATEDINAPLACEWHERETHETIMBERWASSOTHICKTHATPEOPLECOULDNTFINDITIFTHEYDIDNTKNOWWHEREITWASUNDERSUCHANENVIRONMENT,THEREWASNORIGHTFORHUCKLEBERRYTOCHOOSE,NOFREEDOMANDSECURITYTOLIVEWITHEITHERHEJUSTWANTEDTORUNFARAWAYFROMHISDRUNKEN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