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诗歌 三

AP 英语文学与写作 · 第 8 主题

训练
讲义 词汇表
8.1

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.AC Ideas and images in a poem may extend beyond a single line or stanza.
  • STR-1.AD Punctuation is often crucial to the understanding of a text.
  • STR-1.AE When structural patterns are created in a text, any interruption in the pattern creates a point of emphasis.

来源:美国大学理事会 AP 课程与考试说明

第八单元是最后一个诗歌单元,它处理的是本课程中最难的材料:建立在矛盾之上的那一族手法。

  • 诗中的观念与意象可以跨出单独一行或一节(跨行跨节)。
  • 标点对理解文本往往至关重要。
  • 当文本中建立起某种结构模式时,对这一模式的任何中断都会造就一个强调点(中断即强调)。

第三句是本课程中最有效率的阅读工具。先确定这首诗一直在做什么,再找出它停止这么做的那一刻。那一刻就是这首诗所指之处。

标点值得这份强调。在诗中,分号与句号是关于两个陈述结合得有多紧的两种不同主张;而一首没有标点的诗,已经就你必须如何读它作出了决定。

8.2

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.AF Juxtaposition may create or demonstrate an antithesis.
  • STR-1.AG Situational or verbal irony is created when events or statements in a text are inconsistent with either the expectations readers bring to a text or the expectations established by the text itself.
  • STR-1.AH Paradox occurs when seemingly contradictory elements are juxtaposed, but the contradiction—which may or may not be reconciled—can reveal a hidden or unexpected idea.

来源:美国大学理事会 AP 课程与考试说明

三种建立在矛盾之上的手法——而它们不是同一种手法
对立把相反之物并排安放。反讽是一种不相称。悖论自相矛盾,却依然为真
  • 并置可以造就或展示一种对立(antithesis)。
  • 情境反讽或言语反讽(situational or verbal irony)产生于事件或陈述与所期待者不相符之时。
  • 悖论(paradox)发生于看似矛盾的元素被并置,而这一矛盾——它可能与通常的逻辑相抵触——却揭示了一个更深的真相。

这一区分很重要,而学生总是把它们混为一谈。对立把两个相反之物放在一起,而两者在各自的意义上都仍然为真。反讽是期待与实际之间的落差——而有某个人,写作者或读者,意识到了这道落差。悖论看起来像矛盾,却经得起推敲:那个矛盾是要点,不是错误。

词汇表 训练
英文 中文 拼音
Ideas and images in a poem may extend beyond a single line or stanza 跨行跨节 kuà xíng kuà jié
When structural patterns are created, any interruption in the pattern creates a point of emphasis 中断即强调 zhōng duàn jí qiáng diào
Juxtaposition may create or demonstrate an antithesis 对立 duì lì
Situational or verbal irony 情境反讽与言语反讽 qíng jìng fǎn fěng yǔ yán yǔ fǎn fěng
Paradox 悖论 bèi lùn
Ambiguity allows for different readings and understandings of a text by different readers 含混 hán hùn
8.3

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.AG Ambiguity allows for different readings and understandings of a text by different readers.

来源:美国大学理事会 AP 课程与考试说明

含混(ambiguity)使不同读者可以对同一文本作出不同的读法与理解。

在这门课程中,含混是一种资源。一篇指认出某个确实含混之处、探讨两种读法、再为其中一种作出论证的文章,做的正是思辨深度那一分所奖励的事——远胜过一篇假装文本比它实际更简单的文章。

8.4

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.AH Symbols in a text and the way they are used may imply that a narrator, character, or speaker has a particular attitude or perspective.

来源:美国大学理事会 AP 课程与考试说明

文本中的象征及其使用方式,可能表明某位叙述者、人物或说话者持有某种特定视角。

象征不是悬浮无依的。文本中有某个人正把那个对象当作有意味的东西来对待,而问是谁赋予了这一意义,往往比问这一意义是什么更有收获。

8.5

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.AI A conceit is a form of extended metaphor that often appears in poetry. Conceits develop complex comparisons that present images, concepts, and associations in surprising or paradoxical ways.
  • FIG-1.AJ Often, conceits are used to make complex comparisons between the natural world and an individual.
  • FIG-1.AK Multiple comparisons, representations, or associations may combine to affect one another in complex ways.

来源:美国大学理事会 AP 课程与考试说明

  • 奇喻(conceit)是延伸隐喻的一种形式,常见于诗中,展开复杂的比较。
  • 奇喻常被用来在自然世界与个人之间作出复杂的比较。
  • 多重比较、表现或联想可以彼此结合并相互作用,方式颇为复杂。

奇喻是一种被推得比看起来合理更远的延伸隐喻,而这份勉强是有意为之的。分析奇喻时,要追踪诗人把这一比较推到了多远,以及它在哪里开始抵抗——那份抵抗通常就是这首诗真正的主题。

词汇表 训练
英文 中文 拼音
conceit 奇喻 qí yù
Writers must acknowledge the words, ideas, images, texts, and intellectual property of others through attribution and citation 归属与引用 guī shǔ yǔ yǐn yòng
8.6

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.AL Because of shared knowledge about a reference, allusions create emotional or intellectual associations and understandings.

来源:美国大学理事会 AP 课程与考试说明

由于对某一指涉存在共同的知识,典故在认得出它的读者身上造就情感或思想上的联想。

注意那个条件:共同的知识。典故是对读者记忆的一场赌注,而一首大量用典的诗已经选定了它的受众。

8.7 8.8 8.9

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.

来源:美国大学理事会 AP 课程与考试说明

  • 论点表达一项需要文本辩护的阐释。
  • 更成熟的文学论证会说明一项阐释的意义或相关性——这是 CED 对思辨深度那一分的直接表述。
  • 证据:策略性、有评述才有效、在数量与质量上充分、并反复推敲而成。
8.10

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.W Writers must acknowledge words, ideas, images, texts, and other intellectual property of others through attribution, citation, or reference. Note: Students are not expected to use a specific attribution style (like MLA) within the timed essays on the AP Exam, but should follow such guidelines for any extended papers they develop in class through multiple revisions.

来源:美国大学理事会 AP 课程与考试说明

写作者必须通过归属与引用(attribution and citation)承认他人的文字、观念、图像、文本与知识产权。

**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对照的运用如何传达一种复杂的态度。薄弱答案把一切都称作反讽。能得分的答案会把这些手法分开:*「这首诗把丰收与被掏空的村庄并置——这是一种对立,两者都只是各自为真。但说话者称这一年『慷慨』,而前后各节已经显示了这份慷慨的代价;那种不相称是言语反讽。最后一行则两者都不是:『谷仓越满,吃它的人越少』是一个悖论,而这是全诗唯一没有被自我拆解的陈述——那个矛盾恰恰就是说话者所抵达的真相。」*三种手法被正确区分,而这一阐释三者缺一不可。

8.10

考试技巧
  • **先确定模式,再找出中断。**中断之处就是这首诗所指之处。
  • 标点是一项主张,关乎陈述之间结合得有多紧。没有标点的诗同样作出了决定。
  • **对立、反讽、悖论不是同义词。**要精确掌握这三个定义;混用会失分。
  • **含混是一种资源。**探讨两种读法,再为其中一种作出论证。那就是思辨深度那一分。
  • 要问是谁赋予了象征以意义。这通常比问它意味着什么更有收获。
  • 奇喻是被推过舒适界限的比较。追踪它到它开始抵抗之处——那就是主题。

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