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Characteristics of critical realism

(1) Exposure and criticism of the capitalist society. The critical realists were thus called because they were strongly dissatisfied with and critical of the social reality of their day. In their works the bourgeoisie and all the ruling classes are placed under merciless examination, satire and censure.

(2) Essentially democratic and humanitarian attitude. The critical realists showed profound sympathy for the poor and down-trodden. The greed, hypocrisy and other vices of the privileged classes are usually contrasted with the honesty and good- heartedness of the people from the lower classes.

(3) Appeal for social reform rather than revolution. The critical realists did not find a way to eradicate social evils nor realize the necessity of changing the bourgeois society. Reformism instead of revolution is the chief tendency in their works, which often start with disclosing of the ugliness of the bourgeois world, merely to close in a much too coincidental happy ending or an impotent compromise. Here lie at once the strength and the weakness of critical realism.

(4) Perfection of the novel. The critical realists paid more attention than the eighteenth-century realists to the truthfulness of details, the typicality of characters, and the sophistication of structure. They were more concerned with the use of language and narrative skills. Besides, they went a step further than the eighteenth-century precursors in that they not only presented the conflicts between separate individuals who stood for different social strata, but also tried to trace the causes underlying the fates of the individuals by putting them on the broader canvas of social conflicts and changes.

C haracteristics of Dickens’ writings

(1) Dickens seizes the economic, cultural and moral essences of his time and dramatizes them in his imagined world. He does not portray his characters merely in terms of personal traits, but examines them against the broad social background and traces the social causes of the characters’ fates. His novels provide a panoramic view of England of his time, in which the individuals move and act in typical social environment that exerts a shaping and determining influence.

(2) Dickens is most strongly critical of the English capitalist society. Even in his early works overflowing with fun, humor and optimism, he never ceases to criticize the corrupting tendencies and practices of society; in his later works, he becomes more bitter and merciless in exposing all vices typical of capitalist England and in blaming them for the sufferings and misfortunes of the common people.

(3) Dickens is noted for his humanitarian attitude toward the lower classes. He has a profound sympathy for the simple, honest and miserable common people. Although sometimes he assumes a condescending tone in depicting their pitiable situation, he always takes their side and envisions a better future life for them. Rising out of the humble himself, Dickens feels a tremendous affinity and fraternity with them. For him, t he best literature is that for the people and literature “cannot be too faithful to the people.”

(4) Although he sympathies with the common people and their cause of righting

the wrongs, Dickens is far from being a revolutionary. Fundamentally a bourgeois writer, he appeals for partial social reforms rather than the use of violence to change the status quo. And since he cannot reconcile the miserable and indignant people and the corrupt social system, his youthful lightheartedness and optimism almost entirely disappear in his more serious late works.

(5) As a novelist, Dickens is most remembered for his character-portrayal. Not only are the major characters in his novels very carefully delineated, but many minor figures also leave unforgettable impressions on the reader. He endows his characters with certain idiosyncrasies in physical appearance, speech and action, making them impressively distinct from one another. But sometimes he highlights the characters’ peculiarities excessively, so that they seem too morally good or bad to be true.

(6) In storytelling, Dickens is a master. He engages the reader’s interest at the very beginning, and holds it to the end. If his early novels are loosely structured, his later works have more complicated and sophisticated plots. Besides the major plot, there are often one or more minor story threads cleverly interwoven. One episode may come after another in either a logical or an unexpected way, and along with the protagonists there usually move a host of less important figures. However, Dickens often takes advantage of his imagination to such an extent that his laborious plot construction, especially the typical happy ending, detracts from the novels’ artistic value for want of convincingness.

(7) Dickens’ language is preci se and flexible and abounds in humor and wit. His large vocabulary and familiarity with the vernacular enable him to bring out wonderful verbal pictures of man and scene, and his consummate skill in using the language makes his characters either pathetic or laughable or ridiculous. In other words, he can use the English language as a handy weapon for narration, description, satire, humor or pathos whenever needed.

全国2014年4月自考英美文学选读真题

绝密★考试结束前 全国2014年4月高等教育自学考试 英美文学选读试题 课程代码:00604 请考生按规定用笔将所有试题的答案涂、写在答题纸上。全部题目用英文作答。 选择题部分 注意事项: 1.答题前,考生务必将自己的考试课程名称、姓名、准考证号用黑色字迹的签字笔或钢笔填写在答题纸规定的位置上。 2.每小题选出答案后,用2 B铅笔把答题纸上对应题目的答案标号涂黑。如需改动,用橡皮擦干净后,再选涂其他答案标号。不能答在试题卷上。 I. Multiple Choice(40 points in all, 1 for each) Select from the four choices of each item the one that best answers the question or completes the statement. Mark your choice by blackening the corresponding letter A, B, C or D on the answer sheet. 1. Shakespeare has established his giant position in world literature with his ______ plays, 154 sonnets and 2 long poems. A. 27 B. 38 C.47 D. 52 2. john Milton’s literary achievement can be divided into three groups: the early poetic works, the middle prose pamphlets and the last ______. A. romances B. dramas C. great poems D. ballads 3. The novels of ______ are the first literary works devoted to the study of problems of the lower— class people. A. John Milton B. Daniel Defoe C. Henry Fielding D. Jonathan Swift

自考英美文学选读要点总结第一章

Chapter I The Renaissance Period Definitions of the Literary Terms: 文艺复兴时期的界定 1. The Renaissance: The Renaissance marks a transition from the medie val to the modern world. Generally, it refers to the period between the 14 th & 17th centuries. 历史文化背景It first started in Italy, with the flowering of painting, sculpture & literature. From Italy the movement went to emb race the rest of Europe. The Renaissance, which means "rebirth" or "reviva l," is actually a movement stimulated by a series of historical events, such as the re-discovery of ancient Roman & Greek culture, the new discoverie s in geography & astrology, the religious reformation & the economic expa nsion. The Renaissance, therefore, in essence is a historical period in whic h the European humanist thinkers & scholars made attempts to get rid of those old feudalist ideas in medieval Europe, to introduce new ideas that e xpressed the interests of the rising bourgeoisie, & to recover the purity of the early church from the corruption of the Roman Catholic Church. 2. 文艺复兴到英国比较晚的原因The Renaissance was slow in reaching Englan d not only becaus e o f England?s separation from the Continent but also be cause of its domestic unrest. It was not until the reign of Henry VIII that the Renaissance really began to show its effect in England. With Henry VII I?s encouragement the Oxford reformers, scholars and humanists introduc ed classical literature to England. 15th century, began the English Renaissa nce, which was perhaps England?s Golden Age, especially in literature. 人文主义H umanism: Humanism is the essence of the Renaissance. It sprang from the endeavor to restore a medieval reverence for the ancient author s and is frequently taken as the beginning of the Renaissance on its consci ous, intellectual side, for the Greek and Roman civilization was based on s uch a conception that man is the measure of all things. Through the new l earning, humanists not only saw the arts of splendor and enlightenment, b ut the human values represented in the works. Renaissance humanists fou nd in the classics a justification to exalt human nature and came to see th at human beings were glorious creatures capable of individual development in the direction of perfections, and that the world they inhabited was thei rs not to despise but to question, explore, and enjoy. Thus, by emphasizin g the dignity of human beings and the importance of the present life, they voiced their beliefs that man did not only have the right to enjoy the bea uty of this life, but had the ability to perfect himself and to perform wond ers. Thomas More, Christopher Marlowe and William Shakespeare are the b est representatives of the English humanists. The first period of the English Renaissance was one of imitation and assimi lation.

自考英美文学选读要点总结整理出考点26位作家完整教学内容

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自考英语本科英美文学选读教你投机取巧过英美文学整理加强版

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自考英美文学选读 第一章 文艺复兴时期(英国)(课文翻译)

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自考英美文学选读要点总结精心整理

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My ton gue, every atom of my blood, form'd from this soil, this air, Born here of pare nts born here from pare nts the same, and their pare nts the same, I, now thirty-seve n years old in perfect health begi n, Hoping to cease not till death. A. Iden tify the poet and the title of the poem. Whitman, Song of Myself B. What do "soil" and "air" represe nt in the first line? America, his coun try, his n ative land C. What does the poet try to say in the above four lin es? I was born and nurtured by this land and shall from now on devote my whole life to the coun try. 3. I celebrate myself, and sing myself, And what I assume you shall assume, For every atom bel onging to me as good bel ongs to you. I loafe and inv ite my soul, I lea n and loafe at my ease observ ing a spear of summer grass. ” (From Walt Whitman ' So ng of Myself ”) A. Who does myself ” refer to ? The poet himself and the America n people. B. 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(A lot of comm on objects have bee n enu merated before, and here are the last two lines of There Was a Child Went Forth :) The horizon ' edge, the flying sea-crow, the fragranee of salt marsh and shore mud. These became part of that child who went forth every day, and who now goes, and will always go forth every day. A. Who is the author of this poem? What is the title of the poem? Whitma n. There was a Child Went Forth B. What does the "Child" sta nd for in the poem? The young grow ing America. C. In one or two senten ces, i nterpret the implied meaning of the two lin es. The poet uses his childhood experie nee of grow ing up and lear ning about the world around him to imply that young America will grow and develop like that. D. How do you un dersta nd These became part of the child ”? It is interesting to reexamine the sequenee of the items list in this poem which became part of the child ". They reflect the natural process of a boy ' growth. At first, his world was limited within the barnyard. Later, he sought into fields and streets. Then, he became interested in something more mysterious —his fellow huma n bein gs. Fin ally, he was on the symbolic threshold of the outside world, the sea. He had grow n in to a young man from a boy. 8. And when I am formulated, sprawling on a pin, Whe n I am pinned and wriggli ng on the wall. Then how should begi n

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