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长篇小说或戏剧 二

AP 英语文学与写作 · 第 6 主题

训练
讲义 词汇表
6.1

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.T Different character, narrator, or speaker perspectives often reveal different information, develop different attitudes, and influence different interpretations of a text and the ideas in it.

来源:美国大学理事会 AP 课程与考试说明

第六单元是第二个"长篇小说或戏剧"单元,它加入了本课程中最精深的两件工具:叙述者的可靠性与象征。

不同人物、叙述者或说话者的视角常常揭示不同的信息,并对同样的事件发展出不同的阐释。

在一部有多个视角的长篇作品中,这些视角之间的出入并不是有待调和的问题。它们就是文本的方法。

6.2

对比性人物的作用
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.C
Explain the function of contrasting characters.

  • CHR-1.U Foil characters (foils) serve to illuminate, through contrast, the traits, attributes, or values of another character.

来源:美国大学理事会 AP 课程与考试说明

陪衬人物(foil characters)的作用是通过对照,照亮另一人物的特质、属性或价值。

陪衬人物不是对立者。陪衬可以是同盟、手足或朋友——使其成为陪衬的,是他们相似到足以让差异显现出来。有用的问题永远是:这个人物拥有主人公所缺少的什么,而文本又拿这道落差做了什么?

词汇表 训练
英文 中文 拼音
Foil characters 陪衬人物 péi chèn rén wù
Inconsistencies between the private thoughts of characters and their actual behaviour reveal tensions 内心与行为之间的张力 nèi xīn yǔ xíng wéi zhī jiān de zhāng lì
competing, conflicting, or inconsistent choices contribute to complexity 复杂性 fù zá xìng
6.3

选择、行动与言语揭示的复杂性
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.E
Explain how a character’s own choices, actions, and speech reveal complexities in that character, and explain the function of those complexities.

  • CHR-1.V Inconsistencies between the private thoughts of characters and their actual behavior reveal tensions and complexities between private and professed values.
  • CHR-1.W A character’s competing, conflicting, or inconsistent choices or actions contribute to complexity in a text.

来源:美国大学理事会 AP 课程与考试说明

  • 人物的私下想法与实际行为之间的不一致,揭示了内在的张力(tensions)。
  • 人物相互竞争、彼此冲突或前后不一的选择,造就了复杂性(complexity)。

正是在这里,AP 文学与更简单的阅读分道扬镳。不一致不是人物塑造的瑕疵;它是这个人物拥有内心的证据。一个永远照自己所想行事的人物是一个立场,而不是一个人。

6.4

情节如何组织事件
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.A
Identify and describe how plot orders events in a narrative.

  • STR-1.X Some narrative structures interrupt the chronology of a plot; such structures include flashback, foreshadowing, in medias res, and stream of consciousness.

来源:美国大学理事会 AP 课程与考试说明

有些叙事结构打断情节的时间顺序:倒叙(flashback)、伏笔(foreshadowing)与从中间开始(in medias res)。

词汇表 训练
英文 中文 拼音
flashback 倒叙 dào xù
foreshadowing 伏笔 fú bǐ
in medias res 从中间开始 cóng zhōng jiān kāi shǐ
introduce nuance, ambiguity, or contradictory interpretations 矛盾的阐释 máo dùn de chǎn shì
Information included and not included conveys the perspective 包含与略去的信息 bāo hán yǔ lüè qù de xìn xī
Readers who detect bias in a narrator may find that narrator less reliable 不可靠 bù kě kào
6.5

事件顺序的作用
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.B
Explain the function of a particular sequence of events in a plot.

  • STR-1.Y Narrative structures that interrupt the chronology of a plot, such as flashback, foreshadowing, in medias res, and stream of consciousness, can directly affect readers’ experiences with a text by creating anticipation or suspense or building tension.

来源:美国大学理事会 AP 课程与考试说明

这些打断性的结构影响读者对叙事的体验——什么时候知道什么,因而什么时候感受到什么。

分析的动作永远是问读者在那一刻知道什么。伏笔让读者掌握人物所不知的信息,从而把悬念转化为不祥之感。倒叙则把信息扣留到后面,于是先前的场景被读了两遍——一遍在无知中,一遍在回望中。

6.6

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.Z Contrasts often represent contradictions or inconsistencies that introduce nuance, ambiguity, or contradiction into a text. As a result, contrasts make texts more complex.

来源:美国大学理事会 AP 课程与考试说明

对照往往代表着矛盾或不一致,它们引入细微差别、含混,或相互矛盾的阐释(contradictory interpretations)。

注意最后那个说法。CED 明确允许一个文本支持不止一种读法。一篇承认某个竞争性阐释、并说明自己的读法为何更优的文章,做的正是思辨深度那一分所奖励的事。

6.7

细节、措辞与句法揭示的立场
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

NAR-1
A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text.

4.C
Identify and describe details, diction, or syntax in a text that reveal a narrator’s or speaker’s perspective.

  • NAR-1.P The narrator’s or speaker’s tone toward events or characters in a text influences readers’ interpretation of the ideas associated with those things.
  • NAR-1.Q The syntactical arrangement of phrases and clauses in a sentence can emphasize details or ideas and convey a narrator’s or speaker’s tone.
  • NAR-1.R Information included and/or not included in a text conveys the perspective of characters, narrators, and/ or speakers.
  • NAR-1.S A narrator’s or speaker’s perspective may influence the details and amount of detail in a text and may reveal biases, motivations, or understandings.

来源:美国大学理事会 AP 课程与考试说明

  • 叙述者或说话者对事件或人物的语调影响读者的阐释。
  • 短语与分句的句法排布可以强调某些细节或观念。
  • 被包含与未被包含的信息传达了人物与叙述者的视角(information included and not included)。
  • 叙述者的视角可能影响文本中的细节及其详略程度。
6.8

叙述者可靠性对叙事的影响
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

NAR-1
A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text.

4.D
Explain how a narrator’s reliability affects a narrative.

  • NAR-1.T Readers can infer narrators’ biases by noting which details they choose to include in a narrative and which they choose to omit.
  • NAR-1.U Readers who detect bias in a narrator may find that narrator less reliable.
  • NAR-1.V The reliability of a narrator may influence a reader’s understanding of a character’s motives.

来源:美国大学理事会 AP 课程与考试说明

可靠性如何被判断——而它是从文本判断的,不是凭感觉
偏见由何被写入、何被略去推断而来。察觉到偏见会降低可靠性。可靠性降低,则改变你能就动机得出什么结论
  • 读者可以通过留意叙述者选择写入哪些细节、又略去哪些,推断其偏见。
  • 察觉到叙述者带有偏见的读者,可能认为该叙述者较不可靠(less reliable)。
  • 叙述者的可靠性可能影响读者对某个人物动机的理解。

CED 把这一点给成一条链条,而复述这条链条正是使答案具有分析性而非印象式的原因。你不是断言某位叙述者不可靠;你要展示写入与略去的模式,指出它所暗示的偏见,再说出这一偏见使你无法得出什么结论。

6.9

象征的作用
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.C
Identify and explain the function of a symbol.

  • FIG-1.AA When a character comes to represent, or stand for, an idea or concept, that character becomes symbolic; some symbolic characters have become so common they are archetypal. Note: The AP Exam will not require students to identify or label archetypes.
  • FIG-1.X When a material object comes to represent, or stand for, an idea or concept, it becomes a symbol.
  • FIG-1.Y A symbol is an object that represents a meaning, so it is said to be symbolic or representative of that meaning. A symbol can represent different things depending on the experiences of a reader or the context of its use in a text.
  • FIG-1.Z Certain symbols are so common and recurrent that many readers have associations with them prior to reading a text. Other symbols are more contextualized and only come to represent certain things through their use in a particular text.

来源:美国大学理事会 AP 课程与考试说明

  • 当一个实物开始代表某种观念或概念时,它就成为象征(symbol)。
  • 当一个人物开始代表某种观念时,该人物就具有了象征性。
  • 象征是一个代表某种意义的对象,因此被称为象征着或代表着那种意义。
  • 某些象征如此常见而反复出现,以至于读者在阅读之前就带着对它们的联想。

最后一点是一句提醒。约定俗成的象征是带着既有含义到来的,而文本可能在使用这些含义、拒绝它们,或把它们颠倒过来。在搬用这一约定之前,先查看文本做了什么。

词汇表 训练
英文 中文 拼音
symbol 象征 xiàng zhēng
6.10 6.11 6.12

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.
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.
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

与第三至第五单元相同:一项需要文本辩护的阐释;通过评述传达的主张推理线索;策略性地使用、有评述才有效、在数量与质量上充分、并反复推敲而成的证据。

6.13

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.R Writers convey their ideas in a sentence through strategic selection and placement of phrases and clauses. Writers may use coordination to illustrate a balance or equality between ideas or subordination to illustrate an imbalance or inequality.
  • LAN-1.S Writers use words that enhance the clear communication of an interpretation.
  • LAN-1.T Punctuation conveys relationships between and among parts of a sentence.

来源:美国大学理事会 AP 课程与考试说明

  • 写作者通过对短语与分句的策略性选取与放置来传达观念。
  • 写作者使用有助于清晰传达某项阐释的词语。
  • 标点传达句子各部分之间的关系。

**Worked example(一项真实的 AP 考试任务)。**第三题的文学论证要求说明一位不可靠的叙述者如何促成对整部作品的一种阐释。薄弱答案是断言:*「这位叙述者不可靠,因为他撒谎。」能得分的答案会走完 CED 的那条链条:「叙述者以确切的细节记下他所受的每一次轻慢,却用一个分句概括自己的作为——『发生了一场争执,我就走了』。这种详略上的不对称暗示着一种自我开脱的偏见,这意味着他对其他人物动机的陈述不能被照单全收。因此这部小说要求读者去重建一个叙述者执意不讲的故事,而它的主题与其说是那些事件,不如说是他安排这些事件的需要。」*写入与略去、由此推断的偏见,以及这一偏见所阻断的结论。

6.13

考试技巧
  • 各视角之间的出入是方法,而不是有待调和的问题。
  • 陪衬人物相似到足以让差异显现。要问他们拥有主人公所缺少的什么。
  • **不一致是拥有内心的证据。**一个完全前后一致的人物是一个立场,不是一个人。
  • 面对任何结构性打断,都要问读者在那一刻知道什么。那就是效果所在。
  • 可靠性是一条链条:写入与略去,然后是偏见,然后是你无法得出的结论。三步都要展示。
  • 面对约定俗成的象征,先查看文本是使用、拒绝还是颠倒了那种联想,再决定是否搬用。

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