(最新整理)英国文学期末考试-诗歌鉴赏分析部分

1、(完整)英国文学期末考试-诗歌鉴赏分析部分(完整)英国文学期末考试-诗歌鉴赏分析部分 编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整)英国文学期末考试-诗歌鉴赏分析部分）的内容能够给您的工作和学习带来便利。同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快 业绩进步，以下为(完整)英国文学期末考试-诗歌鉴赏分析部分的全部内容。莎士比亚1. sonnet 18(b1，p11

2、8）(theme：it talks about the poets 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 p

3、oem is a statement of praise about the beauty of the beloved woman. the beloveds ”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 t

4、o keep it in this poem. the final couplet explains that the beloveds “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

5、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 poets love is so powerful that even death is unable to curtail(减少) it. the speakers love lives on for future gener

6、ations to admire through the power of the written wordthrough 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

7、best characteristics of a summers day and she is far more beautiful and even tempered than the most desirable summer weather;personification:it is worth mentioning shakespeares use of personification here. he gives the sun an eye, a human attribute， and in the next line， a complexion.parallelism:the

8、 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 selfhate. content： it starts with the speaker talking about

9、 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 authors inner feelings，which are from disappoint to hopeful,from nega

10、tive to positive ,from desperate to affectionate ,from selfabased to confident。 figures of speech:metaphors: it were used in lines 1012。 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 t

11、hought 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.symbolismin the eleventh line， the

12、 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

13、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)

14、： “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 sufferi

15、ng best. this sonnet is written as a result of miltons grief， as he lost his eye sight at his middle age.content： lines 18： 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。 i

16、n an impatient mood milton doubts if god would be just in demanding work from a blind man like him.lines 814: miltons attitude of doubt passes off in a moment。 his inner conscience rises up with its faith in gods justice。 he realizes that god does not need mans work by way of service to him; nor doe

17、s 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 a

18、uthor 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

19、(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 sta

20、nza， 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 wont change his belief that there exist no women who are both true and fair. figure

21、s 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 hi

22、gh 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 fam

23、ily 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 mind

24、ing the house while the husband goes away is oldfashioned 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

25、 circle as drawn by a compass; only through his wifes 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 precio

26、us and noble of all the metals. it is also the least reactive of all metals, which ties in with donnes placing of the lovers above the emotional layer and makes their love difficult to destroy。 comments:donnes basic argument was that most peoples relationships are built on purely sensual things - if

27、 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 about a temporary separation.）布莱德6. songs of

28、 innocencethe chimney sweeper （theme：this poem protestthelivingworking and conditions,andtheoveralltreatmentofyoungchimneysweepersinthecitiesofengland; also it expresses sympathy for these young chimney sweepers。 content：thefirststanzatellsthenarratorslifestory：abandonedbyparents，workinginthe darkch

29、imneyandsleepingindark，dirtysoot.probablyitsthereflectionofallthelittlechimneysweeperslifestory。inthethirdline,thecryweep！weep!weep！weep!”isactuallythechildsattemptatsayingsweep！sweep！sweep!，whichwasthechimneysweepersstreetcry。 thepoemgoesontotalkabouttomdacre，oneofthenarratorsfellowsinthesecondandt

30、hirdstanzas。thesecondstanzaintroducestomdacre，whoactsasafoiltothespeaker.tomisupsetabouthislotinlife,thenthenarratorcomfortslittletom,shavinghiscurlwhitehairandgettingbare,sothatheneedntworrythathishairwouldgetspoileduntiltomfallsasleep.heretomsfamilynamedacre”isahomophonefortheworddark.innextthrees

31、tanzas,thepoemdescribestomsdream。hedreamsofanangelopeningthecoffinsandfreeingthesweepers。itshowsthefreeingoftomandothersweepsfromtheoppressivelifestyle。whentheangeltellstomthat“ifhedbeagoodboy，hedhavegodforhisfatherandneverwantjoy”，hegivestomhopethatifheisgoodanddoeshisjob,godwillbehisfatherandbless

32、himinthenextlife。 figures of speech:symbolism,irony)7. songs of experiencethe chimney sweeper(b1,p289)(theme: this poem protestthelivingworking and conditions，andtheoveralltreatmentofyoungchimneysweepersinthecitiesofengland； also it expresses sympathy for these young chimney sweepers. content： in th

33、e 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 be

34、ing so happy by ”clothing in clothes of death and teaching him to sing notes of woe。” it is very obvious the sweepers feels hate towards his parents for putting him in such sadness, but instead he chooses to hide it by making himself look happy and satisfied.it is clear in the last stanza that blake

35、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 anything to stop this and is obviously why blake feels so much anger t

36、owards them. the sweepers 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

37、speech: partialtone:thecryweep！weep!”isactuallythechildsattemptatsaying”sweep!sweep!，which wasthechimneysweepersdirect cry。theuseofthepartialtonecreatesanironiceffect。itmakesreadersfeelthatthechimneychildrenareweepingfortheirlivingandworkingconditions.symbolism,contrast：in the first two lines， the c

38、olor 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: portraysunfortunatechildrenasblessingstosocietyandshowstheirgratitudetowardsgodforallthathehasdone。 figures of speech: simile, me

39、taphor, symbolismblaketriestoexpressanoptimisticandhopefulimageofinnocentchildrensingingtochristonthedayofascension.thepoemsrhythmisplayfulandchildishandeffectivelycarriesoutblakesimage。inthefirstfour lines,colorfulchildrenaremarchingintostpaulscathedralforthecelebrationoftheascensionofchrist。fromth

40、efootnote,onelearnsthatthesechildrenarefromthecharityschoolsinlondon，meaningthattheyareverypoorandprobablydonthaveafamily。despitetheirhardships，thechildrenarestilldescribedinajoyful,harmonicwaywithanababrhymingpattern，thepoemstartswithabouncing,nurseryrhymequality.thechildrensproblemsarenotanissue；t

41、heyarestillcute,innocent，andalive,likeariver。thebeadlesthatmustkeepthekidsinorderareportrayedasoldandlifelessmenwhohavelosttheirchildhoodinnocence。eventhoughthesechildrenarepoorandhomeless，theyareshowinghopefulnessandoptimismwhentheygotosingthelordspraisesinthenextstanza,thechildrenareagainportrayed

42、assweetandinnocent,andthereisnomentionofthehardshipstheymustfaceeveryotherdayintheirlife。thereareafewdifferentimagesthatblakegivesthereadertoexpresshisideathatchildrenarepureandfreeflowingcharacters:here，thechildrenareabeautifulandvitalpartofthelondonsociety。theyare“flowers”thatgivepleasuretoallmena

43、ndwomen。blakefailstomentionthatthesechildrenareablightandburdentomankind。theyarevictimsofacruelandharshworld,andasaresult，theyreflectimagesofmiseryandpoverty。however,inthisstanza,thechildrenareinnocentlambswhohavea“radiancealltheirown。theyarebeautifulflowersandarepleasingtotheentireworld.inthefinals

44、tanza，thechildrenaresingingtotheheavenswithsongsofjoy.theyaresingingthepraisesofthelordtoheavenonthisgloriousday. here，thechildrenarepowerfulandmightyandarecapableofcommunicatingwiththeheavensabove。theybelievethatgodtrulylovestheminspiteofthefactthattheyarereallythewretchedoftheearth。eventhoughtheya

45、repennilessandhomeless,thechildrenraisetheirhandsandsingtheirpraiseandthankstojesus。)9. holy thursday-from songs of experience(theme: the condemn for the church or the god; sympathy for the poor children figures of speech： contrast， irony， metaphorthispoemisnegativeandpessimisticanditquestionsthenat

46、ureorexistenceofagod。thechildrenarerejectedandabusedbysocietyandtheyareexactlytheoppositeofthechildreninthefirstpoem.thisprocessionintothecathedralhasreligiousintentions,butthespeakerwondershowholyitistohavesomanypitifulandmiserablechildreninaworldthatissorichandprosperous.itdoesntseempossibletohimt

47、hatthesechildrenaresingingtothelordoutofpurehappinessandthanksgivingthespeakerfindsithardtobelievethatthesechildrenareactuallysingingoutpraisesofthelord。heseesthemsounhappyandsopoor，andyettheyarethankingjesusforallthathehasdoneforthem。theseriesofquestionsbythespeakerinthisstanzaimpliesatoneofdisbeli

48、efandamazementthatheightensthroughoutthepoem。inthelasttwostanzas，thespeakeroffersanexplanationastowhythesechildrenaresopoorandpitiful. thespeakerbelievesthatthelifeofthechildrenisalwaysdark,bleak,andbare.itwillalwaysbedifficult,cold，andbarren。hebelievesthatthechildrenarepoorbecausetheyneverhaveanysu

49、nshineoranyrain.inotherwords,thesekidsdonthavethewonderfulandplentifuleyeofthelorduponthem.blakebelievesthatmancouldnotdeclineintosuchapitifulstateifgodisconstantlywatchingoverhim。throughouttheceremony,thechildrenarepraisinggodandallofhisworks。thispraisenowseemsveryironicsincethesechildrenarenotunde

50、rthewatchfuleyeofthelord)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 partic

51、ular 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 bestow

52、ing 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 wit

53、h jesus。comment:the poem is a childs 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 explanation and analogy。 the childs question is both naive and profound. the question (“who made thee？） is a

54、 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 creation。 the poems apostrophic form contributes to the effect of naivety， since the situation of a child talking to an animal is a believable one

55、, 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 onechilds playthis also contributes to an underlying sense of iro