剑桥 IGCSE IGCSE, A-Level & AP 练习单预览

诗歌 二

AP 英语文学与写作 · 第 5 主题

训练
讲义 词汇表
5.1

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.U Closed forms of poetry include predictable patterns in the structure of lines, stanzas, meter, and rhyme, which develop relationships among ideas in the poem. Note: The AP Exam will not require students to label or identify specific rhyme schemes, metrical patterns, or forms of poetry.
  • STR-1.V Open forms of poetry may not follow expected or predictable patterns in the structure of their lines or stanzas, but they may still have structures that develop relationships between ideas in the poem.
  • STR-1.W Structures combine in texts to emphasize certain ideas and concepts.

来源:美国大学理事会 AP 课程与考试说明

第五单元是第二个诗歌单元,它做两件事:为诗可能采取的形式命名,并补全比喻性语言的工具箱。

  • 格律诗体(closed forms)在诗行、诗节、格律与韵脚的结构上有可预期的模式。
  • 自由诗体(open forms)可能不遵循预期或可预测的结构模式。
  • 各种结构在文本中组合起来,以强调某些观念。

可考的问题从来不是"这是哪种形式?",而是这一形式起了什么作用。在格律诗体中,有意思的时刻是偏离——那一行忽然拉长,那个韵脚没有如期到来。在自由诗体中,有意思的时刻是强加——一首一直拒绝规则的诗中忽然出现的整齐。

词汇表 训练
英文 中文 拼音
Closed forms 格律诗体 gé lǜ shī tǐ
Open forms 自由诗体 zì yóu shī tǐ
Words with multiple meanings or connotations add nuance or complexity 细微差别与复杂性 xì wēi chā bié yǔ fù zá xìng
5.2

字面义与比喻义
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.A
Distinguish between the literal and figurative meanings of words and phrases.

  • FIG-1.L Words with multiple meanings or connotations add nuance or complexity that can contribute to interpretations of a text.

来源:美国大学理事会 AP 课程与考试说明

具有多重含义或内涵的词语增添了细微差别与复杂性(nuance or complexity),而这可以促成阐释。

在诗中,一个可以有两种含义的词往往两种都指。不要急着二选一。

5.3

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.M Descriptive words, such as adjectives and adverbs, qualify or modify the things they describe and affect readers’ interaction with the text.
  • FIG-1.N Hyperbole exaggerates while understatement minimizes. Exaggerating or minimizing an aspect of an object focuses attention on that trait and conveys a perspective about the object.

来源:美国大学理事会 AP 课程与考试说明

  • 描述性词语限定或修饰它们所描述之物,并影响读者对其的感知。
  • 夸张(hyperbole)放大,而低调陈述(understatement)缩小。对某物某一方面的放大或缩小,会影响它如何被理解。

低调陈述是这一对中更有力的一个,也是第二语言读者更常遗漏的一个。一首把灾难描述为有些不便的诗并不是在保持平静;事件与用词之间的落差,正是这首诗对它的全部评论。

词汇表 训练
英文 中文 拼音
Hyperbole 夸张 kuā zhāng
understatement 低调陈述 dī diào chén shù
contribute to sensory imagery 感官意象 gǎn guān yì xiàng
5.4

意象的作用
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.D
Identify and explain the function of an image or imagery.

  • FIG-1.O Descriptive words, such as adjectives and adverbs, contribute to sensory imagery.
  • FIG-1.P An image can be literal or it can be a form of a comparison that represents something in a text through associations with the senses.
  • FIG-1.Q A collection of images, known as imagery, may emphasize ideas in parts of or throughout a text.

来源:美国大学理事会 AP 课程与考试说明

第五单元的各种手法,按各自对读者所起的作用排列
点出手法的名称得不到分。说出它对读者做了什么,才是分析
  • 描述性词语促成感官意象(sensory imagery)。
  • 意象(image)可以是字面的,也可以是通过另一事物来表现某物的一种比较形式。
  • 一组意象——即意象群(imagery)——可以在文本的某些部分或全篇中强调某些观念。

复数形式很重要。单一意象是一处细节;而贯穿一首诗的意象模式,是这首诗未加陈述便已作出的主张。

5.5

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.R Metaphorical comparisons do not focus solely on the objects being compared; they focus on the particular traits, qualities, or characteristics of the things being compared.
  • FIG-1.S Comparisons not only communicate literal meaning but may also convey figurative meaning or transmit a perspective.
  • FIG-1.T An extended metaphor is created when the comparison of a main subject and comparison subject persists through parts of or an entire text, and when the comparison is expanded through additional details, similes, and images.
  • FIG-1.U Interpretation of an extended 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

  • 隐喻式比较并不只着眼于被比较的对象;它着眼于这一比较所凸显的特定性质。
  • 比较传达字面意义,也可能传达比喻意义。
  • 当主体与喻体的比较持续贯穿一个段落或整篇文本时,就构成了延伸隐喻(extended metaphor)。
  • 对延伸隐喻的阐释可能取决于其使用的语境。

延伸隐喻是在一首陌生诗作中最值得找到的东西,因为它同时给你结构与意义:你可以追踪这一比较如何展开,而一个在延伸过程中发生变化的比较,就是这首诗正在进行中的论证。

词汇表 训练
英文 中文 拼音
extended metaphor 延伸隐喻 yán shēn yǐn yù
5.6

拟人的作用
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.C
Identify and explain the function of personification.

  • FIG-1.V Personification is a type of comparison that assigns a human trait or quality to a nonhuman object, entity, or idea, thus characterizing that object, entity, or idea.

来源:美国大学理事会 AP 课程与考试说明

拟人(personification)是一种把人的特质或性质赋予非人的对象、动物或观念的比较。

把它当作与任何比较有着同样部件的比较来处理:主体是那个非人之物,喻体是人,被转移的性质是那项人的特质。然后问那个有用的问题——**赋予这个东西以能动性,做到了什么?**一阵作出决定的风,与一阵吹拂的风,不是同一个主张。

词汇表 训练
英文 中文 拼音
Personification 拟人 nǐ rén
5.7

典故的作用
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.D
Identify and explain the function of an allusion.

  • FIG-1.W Allusions in a text can reference literary works including myths and sacred texts; other works of art including paintings and music; or people, places, or events outside the text.

来源:美国大学理事会 AP 课程与考试说明

典故(allusions)可以指涉包括神话与宗教典籍在内的文学作品、其他艺术作品,以及历史事件。

典故引入了这首诗自己并未写出的意义。这既是它的效率,也是它的风险:它只对认得出它的读者有效。当你遇到一个不认识的典故时,与其假装认出,不如说出这首诗在结构上如何处置它——它被放在哪里,它打断了什么。

词汇表 训练
英文 中文 拼音
Allusions 典故 diǎn gù
5.8

撰写文学论点句
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

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

7.B
Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.

  • LAN-1.D A thesis statement expresses an interpretation of a literary text, and requires a defense, through use of textual evidence and a line of reasoning, both of which are explained in an essay through commentary.
  • LAN-1.E A thesis statement may preview the development or line of reasoning of an interpretation. This is not to say that a thesis statement must list the points of an interpretation, literary elements to be analyzed, or specific evidence to be used in the argument.

来源:美国大学理事会 AP 课程与考试说明

不变:一项需要文本辩护的阐释,并可以预示推理线索。

5.9

撰写评述
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

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

7.C
Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

  • LAN-1.F A line of reasoning is the logical sequence of claims that work together to defend the overarching thesis statement.
  • LAN-1.G A line of reasoning is communicated through commentary that explains the logical relationship between the overarching thesis statement and the claims/evidence within the body of an essay.

来源:美国大学理事会 AP 课程与考试说明

推理线索是为论点辩护的逻辑主张序列,通过解释证据与主张之关系的评述来传达。

5.10

选取贴切且充分的证据
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

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

7.D
Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

  • LAN-1.H Writers use evidence strategically and purposefully to illustrate, clarify, exemplify, associate, amplify, or qualify a point.
  • LAN-1.I Evidence is effective when the writer of the essay uses commentary to explain a logical relationship between the evidence and the claim.
  • LAN-1.J Evidence is sufficient when its quantity and quality provide apt support for the line of reasoning.
  • LAN-1.K Developing and supporting an interpretation of a text is a recursive process; an interpretation can emerge from analyzing evidence and then forming a line of reasoning, or the interpretation can emerge from forming a line of reasoning and then identifying relevant evidence to support that line of reasoning.

来源:美国大学理事会 AP 课程与考试说明

策略性地使用证据;有评述才有效;在数量与质量上充分;而阐释是一个反复推敲的过程。

5.11

掌控写作的各项要素
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

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

7.E
Demonstrate control over the elements of composition to communicate clearly.

  • LAN-1.Q Transitional elements are words or other elements (phrases, clauses, sentences, or paragraphs) that assist in creating coherence between sentences and paragraphs by showing relationships between ideas.

来源:美国大学理事会 AP 课程与考试说明

过渡成分——词语、短语、分句、句子或段落——有助于创造连贯。

**Worked example(一项真实的 AP 考试任务)。**一道诗歌分析题要求说明诗人对比喻性语言的运用如何传达说话者的态度。薄弱答案是罗列:*「诗人使用了拟人、意象和一个隐喻。」能得分的答案会追踪一种手法的展开:「把潮水比作债主的延伸比较贯穿全诗,但其措辞发生了变化:在第一节里它『索取』,到第三节则『取走本就欠下的』。喻体保持不变,而说话者对这段关系的说法变得强硬——因此这首诗所传达的态度不是对失去的恐惧,而是认识到这场失去从来就不是她所能阻止的。」*一种手法,被追踪下来,并给出它所造就的态度。

5.11

考试技巧
  • 绝不要问"这是哪种形式?"要问这一形式起了什么作用——并寻找偏离或强加。
  • 一个有两种含义的词往往两种都指。不要过早二选一。
  • 低调陈述是这一对中更有力的一半,也是更常被遗漏的一半。那道落差就是评论。
  • 意象模式是这首诗未加陈述便已作出的主张。单一意象只是细节。
  • 在延伸过程中发生变化的延伸隐喻,是这首诗正在进行中的论证。要追踪它。
  • 罗列手法得不到分。追踪一种手法胜过点名四种。

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