剑桥 IGCSE IGCSE, A-Level & AP 练习单预览

短篇小说 三

AP 英语文学与写作 · 第 7 主题

训练
讲义 词汇表
7.1

人物的变化与不变
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.B
Explain the function of a character changing or remaining unchanged.

  • CHR-1.AA An epiphany may affect the plot by causing a character to act on his or her sudden realization.
  • CHR-1.X Often the change in a character emerges directly from a conflict of values represented in the narrative.
  • CHR-1.Y Changes in a character’s circumstances may lead to changes in that character.
  • CHR-1.Z While characters can change gradually over the course of a narrative, they can also change suddenly as the result of a moment of realization, known as an epiphany. An epiphany allows a character to see things in a new light and is often directly related to a central conflict of the narrative.

来源:美国大学理事会 AP 课程与考试说明

第七单元是最后一个短篇小说单元,它把两件事磨得更锋利:人物的变化如何发生,以及作为对时间的有意操纵的节奏。

  • 人物的变化常常直接源于叙事中所呈现的价值冲突。
  • 人物处境的变化可能导致该人物本身的变化。
  • 人物可以渐进地变化,也可以骤然(suddenly)变化。
  • 顿悟(epiphany)可以因为使人物依据这一突然的领悟采取行动而影响情节。
一次变化从何而来,以及它以多快到来——这是两个独立的问题
没有来源的变化是断言;在情节中没有后果的变化是装饰

这两条轴是彼此独立的,而这正是它们有用的原因。由价值冲突引发的变化可以渐进到来,也可以在一瞬间到来;而顿悟只有在人物依据它行动时才可考——一个什么也没改变的领悟并未影响情节。

词汇表 训练
英文 中文 拼音
suddenly 骤然 zhòu rán
epiphany 顿悟 dùn wù
A group or force can function as a character 群体作为人物 qún tǐ zuò wéi rén wù
7.2

人物关系中的微妙之处
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.D
Describe how textual details reveal nuances and complexities in characters’ relationships with one another.

  • CHR-1.AB A group or force can function as a character.
  • CHR-1.AC When readers consider a character, they should examine how that character interacts with other characters, groups, or forces and what those interactions may indicate about the character.
  • CHR-1.AD The relationship between a character and a group, including the inclusion or exclusion of that character, reveals the collective attitude of the group toward that character and possibly the character’s attitude toward the group.

来源:美国大学理事会 AP 课程与考试说明

  • 一个群体或一股力量可以充当人物(a group can function as a character)。
  • 读者应当考察某个人物如何与其他人物互动。
  • 人物与群体之间的关系——包括被纳入其中或被排除在外——是有意味的。

"群体作为人物"这一观念值得照字面来用。一个小镇、一个家庭、一所机构可以持有价值、施加压力、与主人公相对立,就像一个个体对立者那样;这样去读,往往能打开一篇没有明显对手的小说。

7.3

环境在叙事中的作用
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

SET-1
Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.

2.B
Explain the function of setting in a narrative.

  • SET-1.E When a setting changes, it may suggest other movements, changes, or shifts in the narrative.
  • SET-1.F Settings may be contrasted in order to establish a conflict of values or ideas associated with those settings.

来源:美国大学理事会 AP 课程与考试说明

  • 当背景发生变化时,它可能暗示叙事中其他的移动、变化或转折。
  • 背景之间可以形成对照,以确立与它们相关联的价值或观念冲突。

两个被并置的背景很少只是两个地方。它们通常承载着情节正在检验的那些相互竞争的价值体系。

7.4

人物与环境的关系
大纲
Enduring UnderstandingLearning ObjectiveEssential Knowledge

SET-1
Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.

2.C
Describe the relationship between a character and a setting.

  • SET-1.G The way characters interact with their surroundings provides insights about those characters and the setting(s) they inhabit.
  • SET-1.H The way characters behave in or describe their surroundings reveals an attitude about those surroundings and contributes to the development of those characters and readers’ interpretations of them.

来源:美国大学理事会 AP 课程与考试说明

  • 人物与周遭环境互动的方式提供了关于他们的洞见。
  • 人物在周遭环境中的举止或对它的描述,揭示了对这一环境的态度。
7.5

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.AA Pacing is the manipulation of time in a text. Several factors contribute to the pace of a narrative, including arrangement of details, frequency of events, narrative structures, syntax, the tempo or speed at which events occur, or shifts in tense and chronology in the narrative.

来源:美国大学理事会 AP 课程与考试说明

节奏(pacing)是文本中对时间的操纵,有若干因素促成它——给某一事件的篇幅、对长时段的压缩、对时间顺序的打断。

词汇表 训练
英文 中文 拼音
Pacing 节奏 jié zòu
7.6

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.AB Narrative pacing may evoke an emotional reaction in readers by the order in which information is revealed; the relationships between the information, when it is provided, and other parts of the narrative; and the significance of the revealed information to other parts of the narrative.

来源:美国大学理事会 AP 课程与考试说明

叙事节奏可以通过信息被揭示的顺序在读者身上唤起某种情感反应。

节奏是可测量的,因此非常适合用作证据。数一数文本给了一个下午多少页、给了随后的十年多少页,这种失衡本身就是关于什么才要紧的一项主张。

7.7

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.W Some narrators or speakers may provide details and information that others do not or cannot provide. Multiple narrators or speakers may provide contradictory information in a text.

来源:美国大学理事会 AP 课程与考试说明

有些叙述者或说话者能提供另一些人不提供或无法提供的细节与信息。

在文本提供了不止一位叙述者的地方,要把他们相互比较。一位能说而另一位不能说的东西,是关于这个文本如何被构造的最清楚的证据。

7.8

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.AB A setting may become symbolic when it is, or comes to be, associated with abstractions such as emotions, ideologies, and beliefs.
  • FIG-1.AC Over time, some settings have developed certain associations such that they almost universally symbolize particular concepts.

来源:美国大学理事会 AP 课程与考试说明

  • 背景可以成为象征,当它与情感、观念、人生阶段等抽象之物产生关联时。
  • 随着时间推移,某些背景已形成极强的关联,以至于它们几乎普遍地象征着某种东西。
7.9

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.AD A motif is a unified pattern of recurring objects or images used to emphasize a significant idea in large parts of or throughout a text.

来源:美国大学理事会 AP 课程与考试说明

母题(motif)是用以强调某个重要观念的反复出现的对象或意象所构成的统一模式。

母题与象征的不同之处在于,它不必代表某一样东西。它是累积的:每一次复现都为这一模式的含义添上一笔,这正是为什么留意它的第一次与最后一次出现,通常比把它们全部罗列出来更有收获。

词汇表 训练
英文 中文 拼音
motif 母题 mǔ tí
assigning the qualities of a nonhuman object, entity, or idea to a person or character 反向拟人 fǎn xiàng nǐ rén
more sophisticated literary arguments may explain the significance or relevance of an interpretation 阐释的意义 chǎn shì de yì yì
7.10

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.AE The function of a simile relies on the selection of the objects being compared as well as the traits of the objects.

来源:美国大学理事会 AP 课程与考试说明

**明喻的作用既取决于所比较对象的选取,也取决于所转移的特质。**两半都是选择,两半都可以分析。

7.11

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.AF By assigning the qualities of a nonhuman object, entity, or idea to a person or character, the narrator, character, or speaker communicates an attitude about that person or character.

来源:美国大学理事会 AP 课程与考试说明

CED 在这里加入了反向的动作:把非人的对象、实体或观念的性质赋予一个人或人物(反向拟人)——把一个人描述为机械的、如天气一般的、如动物一般的。

这值得留意,因为它通常表明了一种判断。一个用机械词汇描述的人物已经被刻画了,而且是被某个人刻画的。

7.12 7.13 7.14

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.
  • LAN-1.U More sophisticated literary arguments may explain the significance or relevance of an interpretation within a broader context, discuss alternative interpretations of a text, or use relevant analogies to help an audience better understand an interpretation.
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.
  • LAN-1.V Textual evidence may require revision to an interpretation and a line of reasoning if the evidence does not sufficiently support the initial interpretation and line of reasoning.

来源:美国大学理事会 AP 课程与考试说明

  • 不变:论点表达一项需要文本辩护的阐释。
  • 新增:更成熟的文学论证可以说明一项阐释的意义或相关性(significance or relevance)——为什么这一读法要紧,而不只是它站得住脚。这正是思辨深度那一分的直接表述。
  • 新增:如果证据不支持,文本证据可能要求修改阐释。

**Worked example(一项真实的 AP 考试任务)。**一道散文小说题要求说明作者对节奏的运用如何传达某一事件的重要性。薄弱答案:*「故事在重要之处慢了下来。」能得分的答案会测量并加以阐释:「这篇小说用四页写一场只持续几分钟的谈话,而用一句话写此后的三年。这种失衡拒绝给予读者后续的慰藉:我们被留在作出决定的那一刻,随后被剥夺了任何关于这一决定是否正确的交代——于是小说的主题变成了这一选择的不可逆,而不是它的后果。」*被测量的节奏,以及它对读者被允许知道什么所起的作用。

7.12 7.13 7.14

考试技巧
  • 一次变化需要来源(价值冲突,或处境改变)与在情节中的后果。
  • 顿悟在人物依据它行动时才可考。什么也没改变的领悟是装饰。
  • **群体可以充当人物。**对任何没有明显对手的小说都可以试一试。
  • 两个被对照的背景通常承载着情节正在检验的那些相互竞争的价值。
  • **节奏是可测量的。**数一数什么得到了篇幅、什么只得到一个分句;这种失衡就是一项主张。
  • 面对母题,比较它的第一次与最后一次出现,而不是把每一次都罗列出来。

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