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诗歌 一

AP 英语文学与写作 · 第 2 主题

训练
讲义 词汇表
2.1

文本细节所揭示的人物
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

CHR-1
Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.

1.A
Identify and describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives.

  • CHR-1.E Characters reveal their perspectives and biases through the words they use, the details they provide in the text, the organization of their thinking, the decisions they make, and the actions they take.

来源:美国大学理事会 AP 课程与考试说明

第二单元是本课程的第一个诗歌单元,它在第一单元的工具箱之外增加了两样东西:作为分析对象的结构,以及被精确处理而非仅仅点名的比喻性语言(figurative language)。

先补一条关于人物的内容:人物通过所用的词语、所提供的细节,以及所略去的细节(details they omit),揭示其视角与偏见(perspectives and biases)。

最后这一项是分析的入口。在一首每样东西都是被选定的诗中,说话者没有提到什么,本身就是证据。

词汇表 训练
英文 中文 拼音
figurative language 比喻性语言 bǐ yù xìng yǔ yán
characters reveal their perspectives and biases 视角与偏见 shì jiǎo yǔ piān jiàn
the words they use, the details they provide, and the details they omit 略去的细节 lüè qù de xì jié
2.2

文本结构的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

STR-1
The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

3.C
Explain the function of structure in a text.

  • STR-1.D Line and stanza breaks contribute to the development and relationship of ideas in a poem.
  • STR-1.E The arrangement of lines and stanzas contributes to the development and relationship of ideas in a poem.
  • STR-1.F A text’s structure affects readers’ reactions and expectations by presenting the relationships among the ideas of the text via their relative positions and their placement within the text as a whole.

来源:美国大学理事会 AP 课程与考试说明

  • 行与诗节的断开(line and stanza breaks)促成一首诗中观念的展开与相互关系。
  • 诗行与诗节的排布同样促成这一展开。
  • 文本的结构通过呈现观念之间的关系,影响读者的反应与期待。

诗中的结构不是装饰,它是思想的标点。断行的位置决定了哪些词落在行末,而行末是可用的最有强调力的位置。跨过断行继续的句子要求读者悬置某种未决之事;在断行处结束的句子则把它合上。

词汇表 训练
英文 中文 拼音
Line and stanza breaks 行与诗节的断开 xíng yǔ shī jié de duàn kāi
2.3

文本中对比的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

STR-1
The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

3.D
Explain the function of contrasts within a text.

  • STR-1.G Contrast can be introduced through focus; tone; point of view; character, narrator, or speaker perspective; dramatic situation or moment; settings or time; or imagery.
  • STR-1.H Contrasts are the result of shifts or juxtapositions or both.
  • STR-1.I Shifts may be signaled by a word, a structural convention, or punctuation.
  • STR-1.J Shifts may emphasize contrasts between particular segments of a text.

来源:美国大学理事会 AP 课程与考试说明

  • 对照(contrast)可以通过焦点、语调、叙述视点、人物或说话者的视角,以及戏剧情境引入。
  • 对照是转换或并置或两者兼有(shifts or juxtapositions)的结果。
  • 转换可以由一个词、一种结构惯例或标点来标示。
  • 转换可以突出文本特定段落之间的对照。

这是进入一首陌生诗作最可靠的路径。找到那个转换——一个但是、一处诗节断开、一次时态或称呼的改变——诗就分成了之前与之后。什么改变了,以及这一改变的代价或收获是什么,往往就是这首诗的论证。

词汇表 训练
英文 中文 拼音
Contrast 对照 duì zhào
shifts or juxtapositions or both 转换与并置 zhuǎn huàn yǔ bìng zhì
2.4

特定词语的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

FIG-1
Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

5.B
Explain the function of specific words and phrases in a text.

  • FIG-1.A An antecedent is a word, phrase, or clause that precedes its referent. Referents may include pronouns, nouns, phrases, or clauses.
  • FIG-1.B Referents are ambiguous if they can refer to more than one antecedent, which affects interpretation.
  • FIG-1.C Words or phrases may be repeated to emphasize ideas or associations.
  • FIG-1.D Alliteration is the repetition of the same letter sound at the beginning of adjacent or nearby words to emphasize those words and their associations or representations.

来源:美国大学理事会 AP 课程与考试说明

  • 先行词(antecedent)是位于其指代对象之前的词语、短语或分句。
  • 如果指代对象可以指向不止一个先行词,它就是歧义的,而这会影响阐释(affects interpretation)。
  • 词语或短语可以被重复,以强调某种观念或联想。
  • 头韵(alliteration)是相邻或邻近词语开头重复同一个音,以强调这些词语。

歧义指代尤其值得注意。在散文中它通常是毛病;在诗中它往往是手段,一个可以指向两处的代词可能是在有意同时承载两种含义。

词汇表 训练
英文 中文 拼音
antecedent 先行词 xiān xíng cí
affects interpretation 影响阐释 yǐng xiǎng chǎn shì
Alliteration 头韵 tóu yùn
2.5

明喻的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

FIG-1
Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

6.A
Identify and explain the function of a simile.

  • FIG-1.E A simile uses the words “like” or “as” to liken two objects or concepts to each other.
  • FIG-1.F Similes liken two different things to transfer the traits or qualities of one to the other.
  • FIG-1.G In a simile, the thing being compared is the main subject; the thing to which it is being compared is the comparison subject.

来源:美国大学理事会 AP 课程与考试说明

CED 自己的术语——而这一转移只朝一个方向
先点出主体,再点出喻体,然后说出是哪一种性质越了过来
  • 明喻(simile)使用**"like"或"as"**把两个对象或概念相比。
  • 明喻把两样不同的事物相比,是为了把其中一方的特质或性质转移(transfer the traits or qualities)到另一方。
  • 在明喻中,被比较的那一方是主体(main subject);被用来比较的那一方是喻体(comparison subject)。

这两个术语就是全部方法。能得分的答案会点出主体、点出喻体,然后说出是哪一种性质被转移了——因为那种性质正是这首诗所作出的主张。

词汇表 训练
英文 中文 拼音
simile 明喻 míng yù
to transfer the traits or qualities of one to the other 性质的转移 xìng zhì dì zhuǎn yí
metaphor 隐喻 yǐn yù
2.6

暗喻的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

FIG-1
Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

6.B
Identify and explain the function of a metaphor.

  • FIG-1.H A metaphor implies similarities between two (usually unrelated) concepts or objects in order to reveal or emphasize one or more things about one of them, though the differences between the two may also be revealing.
  • FIG-1.I In a metaphor, as in a simile, the thing being compared is the main subject; the thing to which it is being compared is the comparison subject.
  • FIG-1.J Comparisons between objects or concepts draw on the experiences and associations readers already have with those objects and concepts.
  • FIG-1.K Interpretation of a metaphor may depend on the context of its use; that is, what is happening in a text may determine what is transferred in the comparison.

来源:美国大学理事会 AP 课程与考试说明

  • 隐喻(metaphor)在两个通常不相关的概念之间暗示相似性,以揭示或强调主体的某些性质。
  • 主体与喻体的同一结构同样适用。
  • 比较借助读者对喻体已有的经验与联想——这正是隐喻在缺乏这些联想的受众那里会失效的原因。
  • 对隐喻的阐释可能取决于其使用的语境:文本中正在发生的事,可能决定所指的是喻体的哪一种性质。

最后这一点能保护你免于最常见的错误,即把一个词的所有联想统统搬进来。如果一首诗把悲伤称作一座房子,相关的性质可能是庇护,可能是禁闭,也可能是人必须住在它里面这一事实。由文本来决定是哪一种。

2.7

撰写含主张与证据的段落
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

LAN-1
Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

7.A
Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.

  • LAN-1.A In literary analysis, writers read a text closely to identify details that, in combination, enable them to make and defend a claim about an aspect of the text.
  • LAN-1.B A claim is a statement that requires defense with evidence from the text.
  • LAN-1.C In literary analysis, the initial components of a paragraph are the claim and textual evidence that defends the claim.

来源:美国大学理事会 AP 课程与考试说明

与第一单元同样的三个组成部分:一项需要文本辩护的主张、文本证据,以及合在一起被辨认出的那些细节。

**Worked example(一项真实的 AP 考试任务)。**一道诗歌分析题要求说明说话者对比喻的使用如何传达其态度。薄弱答案:*「诗人使用了一个把记忆比作房子的隐喻,效果很好。」能得分的答案会用上 CED 的术语与语境规则:「主体是记忆,喻体是一座房子,但这首诗不肯让这个比喻带上暖意:这座房子有『她不再走进的房间』。因此被转移的性质不是庇护,而是被自己所建之物禁闭——于是说话者对自身过往的态度,被呈现为居住在一个她既无法离开、也无法完全占据的东西之中。」*主体、喻体、被转移的性质,以及它所传达的态度。

2.7

考试技巧
  • 说话者略去什么就是证据。在一首诗中,凡是在场的都是被选定的。
  • 先找到转换。一个但是、一处诗节断开、一次时态改变——诗在那里分开。
  • **行末是强调位置。**要说出诗人把哪些词放在了那里。
  • 诗中的歧义指代通常是手段,而不是失误。
  • 始终要点出主体与喻体,然后是被转移的性质。那种性质就是主张。
  • **由语境决定隐喻带入哪一种性质。**不要罗列这个词的全部联想。

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