英语短篇小说欣赏
一、课程描述
本课程旨在用最优美的文学语言素材培养学生的语言能力，让学生在欣赏名著的娱乐中轻松的学习语言。通过本课程的学习，可以增强学生的文学欣赏能力，扩大学生的知识面，使学生掌握文学批评的基本方法和途径，同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。文学读物可进一步加强学生的语感，扩大学生的眼界，增强学生语言的综合能力。
文学读物正是取得这一目的的最佳途径，因为文学作品可为学生提供无限的文学信息，它的语言生动，并且直接来自于现实生活。此外，通过阅读不同作者的不同作品，可以了解他们各自的创作风格，领略到英语语言的精妙和生动。阅读和欣赏小说不仅可以使学生从语言上得到提高，而且可以使学生了解更多的历史知识、人生态度、文化差异、人生的真谛，使学生的人格更加完善。
二、教学目的及要求
通过本课程的学习增强学生的文学欣赏能力。扩大学生的知识面，使学生掌握文学批评的基本方法和途径，同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。
三、教学重点及难点
1．英语短篇小说的基本要素。
2．英语短篇小说欣赏的基本方法和途径。
3．与短篇小说相关的背景知识。
四、与其它课程的关系
对高年级英语专业的学生来说，最重要的是扩大他们的阅读量和提供给他们语言实践的机会。除了报刊杂志，科技文章之外，文学读物，尤其是小说为学生提供了大量的文学信息。它的语言是活生生的、来自生活的语言，给学生创造了使用语言的机会。
五、学时与学分
学时：36学时
学分：2学分
六、教学内容
本课程用18周时间学习大约10篇英语短篇小说，使学生初步了解一些主要
的文学现象，如浪漫主义，现实主义，自然主义，现代主义等。期间穿插讲授英语小说的基本要素和欣赏方法，采用讲授和学生讨论相结合的方式使学生在实际阅读的过程中学会如何欣赏文学作品。
七、教学安排
周数与内容
1.Introduction of fiction and its elements
2.John Steinbeck: The Chrythansmums
3.John Steinbeck: The Chrysanthemums
4.John Steinbeck: The Chrysanthemums
5.John Steinbeck: The Chrysanthemums
6.Ernest Hemingway: A Clear, Well-Lighted Place
7.Ernest Hemingway: A Clear, Well-Lighted Place
8.William Faulkner: A Rose for Emily
9.William Faulkner: A Rose for Emily
10.William Faulkner: A Rose for Emily
https://www.doczj.com/doc/2c6332472.html,nston Hugues: Early Autumn
12.James Joyce: Araby
13.James Joyce: Araby
14.O. Henry. The Gift of the Majgi/Guy de Maupassant: The Diamond
Necklace
15.Virginia Woolf: Kew Gardens
16.Virginia Woolf: Kew Gardens
17.Virginia Woolf: Kew Gardens
18.Final Examination
八、教材：《世界短篇小说教程》
白凤欣冯梅姬生雷李正栓编著河北教育出版社
九、参考文献：
Allen, Walter. The English Novel:A Short Critical History. New York: Dutton, 1954
Brooks, Cleanth. and Warren P. Robert. Understanding Fiction. Beijing: Foreign Language Teaching and Research Press, 2004.
Humalian, Leo, and Frederick R. Karl. The Shape of Fiction.New York: McGraw-Hill Book Company, 1978.
Pickering, James H. Fiction 100, An Anthology of Short Stories. New York: Macmillan Publishing Company, 1988.
DiYanni, Robert. Literature Reading Fiction, Poetry, Drama, and the Essay (2nd ed.) New York: McGraw-Hill Publishing Company, 1990.
Robert, Edgar V. and Jacobs, Henry E. Fiction: An Introduction to Reading and
Writing (2nd ed.) Englewood Cliffs, New Jersey: Prentice-Hall, 1989. 姚乃强英美小说要素解析上海外语教育出版社2004
吴定柏美国文学欣赏上海外语教育出版社2002
叶年华等英语短篇小说导读华东师范大学出版社1999
10、考试方式：考试
年轻人必读的29本英文短篇小说，分分钟刷新你三观 本周，著名网站Buzzfeed 罗列了一份年轻人必读的29 篇短篇小说书单，这份书单的作者覆盖了英语世界，尤其是美国文学界最富盛名的小说家。《外滩画报》精选出10 篇已经翻译成中文的小说作重点推荐。 编辑：谭浩制图：唐卓人部分图片来自Buzzfeed 2013年，瑞典学院将诺贝尔文学奖颁给了以写作短篇小说见长的加拿大作家爱丽丝·门罗，这在某种程度上褒扬了中短篇小说为世界文学做出的重要贡献。阿根廷女作家萨曼塔·施维伯林甚至说：“门罗能够得到诺贝尔文学奖，让我们这些写作短篇的都松了一口气。”虽然很多人不一定赞同顾彬关于“长篇小说已经没落”的论调，但是短篇小说作为一种更为有力凝练的文学形式，确实更加符合如今这个时代的节奏。本周，著名网站Buzzfeed 罗列了一份年轻人必读的29 篇短篇小说书单，这份书单的作者覆盖了英语世界，尤其是美国文学界最富盛名的小说家。《外滩画报》精选出10 篇已经翻译成中文的小说作重点推荐： 1. 弗兰纳里·奥康纳：《流离失所的人》 《流离失所的人》选自小说集《好人难寻》在弗兰纳里·奥康纳的小说里，尽管大部分时间故事里的人物都被堕
落、自私、愚昧、自负、欺骗或冷漠所掌控，但是，总有那么一个时刻（往往在接近小说结尾处），奥康纳会安排上帝的恩惠（或曰天惠）降临到他们身上。在这圣灵显现的一瞬间，这些人物突然受到某种精神上的启迪，进而达到某种“顿悟”，他们也许会接受这一天惠，也许会拒绝它，但不管怎样，这一灵光闪现的“天惠时刻”会使他们的内心发生改变。——比目鱼，书评人 2. 朱诺?迪亚斯：《沉溺》 选自小说集《沉溺》《沉溺》里面的九个小短篇和一个准中篇都是以朱诺?迪亚斯自己和他的家庭的真实经历为蓝本书写出来的半自传作品，它所处理的是一个移民家族心灵史上最特殊的时段：移民前在多米尼加共和国的等待期和移民初期在美国的无望岁月。朱诺?迪亚斯在写这些“少作”的时候，还没有获得他后来的作品中罗伯特?波拉尼奥式的喷薄的语言强度，但这种语流清浅、句法简朴的写法与作者的青春期原型所附体的叙述者尤尼尔非常合拍：如此“低限度”的风格，恰好能够为那些在生理、心理与地理的转换交接处所蛰伏的晦暗不明的能量提供随机释放的可能性。——胡续东，作家 3. 米兰达·裘丽：《楼梯上的男人》
《英美经典短篇小说赏析》课程教学大纲 A Guide to Classic British and American Short Stories 学分：2 总学时：32 课程性质：选修课 考核方式：考查适用专业：各类专业 一、课程性质、目的与任务 1. 课程性质：本课程是高等学校非英语专业的一门选修课，是为培养学生了解英国和美国文学短篇小说知识而设置的一门选修课程。 2. 教学目的：本课程旨在帮助学生全面了解英国和美国在不同历史时期所出现的重要作家与作品、风土人情与习俗、历史与文化等，通过经典短篇小说的分析，让学生能欣赏原作的风格、语言等，从而更好地把握英语，更全面地了解英国和美国的政治、经济与传统，扩大知识面，提高文学修养。 3. 教学任务：通过对英国文学和美国文学发展的主要阶段中的著名作家的短篇作品的分析，使学生掌握基本的短篇小说构成要素、在英美文学史上著名的短篇小说家以及分析小说的基本方法。本门课虽然是一门选修课程，但是，它对学生进一步学习和掌握英美文学有着重要的辅助作用。因此，要求学生在培养自己学习兴趣同时，增加短篇小说理论知识，更重要的是，加强学生对短篇小说理解及分析能力。 二、教学基本要求 1. 重点掌握：所选短篇小说涉及到的著名作家的写作特色，短篇小说的重要因素包括主题，内容，写作技巧，象征意义等。 2. 一般了解：作者的生平，所选短篇小说涉及的与英国和美国文化相关的背景知识。 三、课程内容与学时分配 第一讲英美短篇小说简介（4学时） 1. 重点：短篇小说的概念、短篇小说的基本要素、Rip Van Winkle和The Minister's Black Veil的基本要素及主旨内涵。 2. 难点：短篇小说的基本要素、Rip Van Winkle和The Minister's Black Veil主旨内涵。 3. 主要内容 3.1、短篇小说的概念
The Romance of a Busy Broker by O. Henry Pitcher, confidential clerk in the office of Harvey Maxwell, broker, allowed a look of mild interest and surprise to visit his usually expressionless countenance when his employer briskly entered at half past nine in company with his young lady stenographer. With a snappy "Good-morning, Pitcher," Maxwell dashed at his desk as though he were intending to leap over it, and then plunged into the great heap of letters and telegrams waiting there for him. The young lady had been Maxwell's stenographer for a year. She was beautiful in a way that was decidedly unstenographic. She forewent the pomp of the alluring pompadour. She wore no chains, bracelets or lockets. She had not the air of being about to accept an invitation to luncheon. Her dress was grey and plain, but it fitted her figure with fidelity and discretion. In her neat black turban hat was the gold-green wing of a macaw. On this morning she was softly and shyly radiant. Her eyes were dreamily bright, her cheeks genuine peachblow, her expression a happy one, tinged with reminiscence. Pitcher, still mildly curious, noticed a difference in her ways this morning. Instead of going straight into the adjoining room, where her desk was, she lingered, slightly irresolute, in the outer office. Once she moved over by Maxwell's desk, near enough for him to be aware of her presence. The machine sitting at that desk was no longer a man; it was a busy New York broker, moved by buzzing wheels and uncoiling springs. "Well--what is it? Anything?" asked Maxwell sharply. His opened mail lay like a bank of stage snow on his crowded desk. His keen grey eye, impersonal and brusque, flashed upon her half impatiently. "Nothing," answered the stenographer, moving away with a little smile. "Mr. Pitcher," she said to the confidential clerk, did Mr. Maxwell say anything yesterday about engaging another stenographer?" "He did," answered Pitcher. "He told me to get another one. I notified the agency yesterday afternoon to send over a few samples this morning. It's 9.45 o'clock, and not a single picture hat or piece of pineapple chewing gum has showed up yet." "I will do the work as usual, then," said the young lady, "until some one comes to fill the place." And she went to her desk at once and hung the black turban hat with the gold-green macaw wing in its accustomed place. He who has been denied the spectacle of a busy Manhattan broker during a rush of business is handicapped for the profession of anthropology. The poet sings
K e y s t o U n i t T w o (1) I. B. Singer: The Washwoman (2) Frank Sargeson: A Piece of Yellow Soap 1) Questions for Discussion: (Suggested answers for reference) (1) Does the piece of washing soap have the “power”as the narrator tells us? What is the “power” that forces him to take off? (The piece of yellow washing soap is, of course, an ordinary one. The narrator is a “na?ve narrator”who believed that it had some sort of mysterious “power,”while the readers are expected to know better. This power comes from the narrator’s deep sympathy for the tragic fate of the washing woman. Seeing the situation, he simply could not continue to demand the payment which he knew the woman was unable to produce.) (2) In this Unit, we have two stories about two washwomen. There are a lot of similar descriptions and common characteristics in the two stories. Find and list them. (They were both reduce to desperation, depending solely on washing for living. Both were hard-working and uncomplaining, quietly but almost heroically bore their burden and struggled for a hard existence. The author describes their common feature –the white and shrunken fingers –as symbol of suffering in the lives of the working people. They both were both dead by the end of the stories.) (3) The two first-person narrators tell two stories of two washwomen who shared similar tragic fate. Discuss the differences in the narrators that result in the differences in the way the two short stories are told. (Singer’s narrator knows more and tells more about the washing woman, often making direct comments and revealing his own feelings about the life of the woman whose story he is telling. He frequently emphasizes that what he is telling is real, and hints that the story has significance. The narrator’s voice is very close to the author’s. Please see more in “Reading Tips” on page 11. On the other hand, Sargeson’s narrator is a na?ve one, that is, the narrator’s understanding is purposely made shallow, and the reader need find by himself the real meaning in the situation. So the narrator stands at some distance from the author. Please see more in “Reading Tips” on page 15. Therefore, in Text I, we, as readers, are basically “given”or “received”the story, while in Text II, we need to participate imaginatively in the story to “dig out” the true meaning the na?ve narrator has left unexplained.) 2) Explanation and Interpretation:
短篇小说《猎手》赏析 贾平凹 的短篇小说 《猎手》玄幻怪诞，神秘奇崛，寓意深刻。要如何进行赏析呢? 《猎手》 是贾平凹的短篇小说集 《太白山记》 中的一篇， 该篇小说玄幻怪诞， 神秘奇崛，寓意深刻。2012 年江苏省连云港市中考语文试题 “理解感悟 ”部分有一道以该小说为材料的阅读分析题，该试题所设计的问题精准恰 当，能够客观地考查学生的阅读能力。选用名家经典作品来设计试题，显示出了 命题者的眼光和水平， 但这道题的参考答案部分有些值得商榷的地方。 本文试着 对这篇小说进行赏析，并对其中试题的部分答案加以商榷。 小说的开头用简洁精炼、朴实严谨的语言点明了故事 发生的环境和矛盾对立的双方，为故事的发展奠定了基础。“从太白 山的北麓往上，越往上树木越密越高，上到山的中腰再往上，树木则越稀越矮， 待到大稀大矮的境界，繁衍着狼的族类，也住了一户猎狼的人家。”作者 让故事在开阔宏大的场景中展开，从山麓到山腰再往上，犹如电影 画面一般形象地展现了猎手和狼生存的环境， “ 大稀大矮的境界 ”几个字暗示出狼生存的环境随着人类生存环境的不断扩张已经变得非常 狭小、极端险恶，猎手和狼的对立已经到了十分尖锐的地步。开门见山式的开头 为全文烘托出了紧张的气氛，使整个故事充满了张力。 接下来，作者用“粗脚大手”四个字表现出了猎手身体的强壮， “熟知狼的习性”暗示他猎狼历史长、经验 丰富， 用枪射击“声响狼倒”强调猎手射杀技术的高超， 暗示出 他在争斗中处于优势地位。本来能用枪猎狼，却偏要用棍虐杀;最后把狼吊起来 在狼的吼叫声中迅速剥掉狼皮， 这表现了猎手对待狼的极端残忍以及人性的缺失。 在这种力量悬殊的较量中，狼几乎绝了踪迹。“几年里，矮林中的狼竟被 猎杀尽了”，这句话在结构上承接上文进一步表现出了猎手猎狼技术的高 超，又启示下文表现猎手杀狼数量之多及造成的结果。当猎手把狼猎杀殆尽，没 有了敌人的猎手也百无聊赖，只能以喝酒解闷，“倏忽听见一声嚎叫，鸟
The Chrysanthemum Elisa Allen, a woman approaching middle age, is at a point in her life when she has begun to realize that her energy and creative drive far exceed the opportunities for their expression. Her marriage is reasonably happy—when she notices that her husband is proud of selling thirty head of steers he has raised, she gives him the compliment he hopes for, while he, in turn, appreciates her ability to grow flowers of exceptional quality. There is an easy banter between them, and while they have settled into a fairly familiar routine, they are still responsive to each other’s moods, and eager to celebrate an achievement in each other’s company with a night on the town. On the other hand, their marriage is childless, and Elisa generally wears bland, bulging clothes that tend to de-sex her. Their house is described as “hard-swept” and “hard-polished”; it is the only outlet for her talents and it is an insufficient focus for her energy. She has begun to sense that an important part of her is lying dormant and that the future will be predictable and rather mundane.
英语短篇小说欣赏 一、课程描述 本课程旨在用最优美的文学语言素材培养学生的语言能力，让学生在欣赏名著的娱乐中轻松的学习语言。通过本课程的学习，可以增强学生的文学欣赏能力，扩大学生的知识面，使学生掌握文学批评的基本方法和途径，同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。文学读物可进一步加强学生的语感，扩大学生的眼界，增强学生语言的综合能力。 文学读物正是取得这一目的的最佳途径，因为文学作品可为学生提供无限的文学信息，它的语言生动，并且直接来自于现实生活。此外，通过阅读不同作者的不同作品，可以了解他们各自的创作风格，领略到英语语言的精妙和生动。阅读和欣赏小说不仅可以使学生从语言上得到提高，而且可以使学生了解更多的历史知识、人生态度、文化差异、人生的真谛，使学生的人格更加完善。 二、教学目的及要求 通过本课程的学习增强学生的文学欣赏能力。扩大学生的知识面，使学生掌握文学批评的基本方法和途径，同时使学生更多的了解英语国家的社会、历史、文化、风俗等各方面的知识。 三、教学重点及难点 1．英语短篇小说的基本要素。 2．英语短篇小说欣赏的基本方法和途径。 3．与短篇小说相关的背景知识。 四、与其它课程的关系 对高年级英语专业的学生来说，最重要的是扩大他们的阅读量和提供给他们语言实践的机会。除了报刊杂志，科技文章之外，文学读物，尤其是小说为学生提供了大量的文学信息。它的语言是活生生的、来自生活的语言，给学生创造了使用语言的机会。 五、学时与学分 学时：36学时 学分：2学分 六、教学内容 本课程用18周时间学习大约10篇英语短篇小说，使学生初步了解一些主要
的文学现象，如浪漫主义，现实主义，自然主义，现代主义等。期间穿插讲授英语小说的基本要素和欣赏方法，采用讲授和学生讨论相结合的方式使学生在实际阅读的过程中学会如何欣赏文学作品。 七、教学安排 周数与内容 1.Introduction of fiction and its elements 2.John Steinbeck: The Chrythansmums 3.John Steinbeck: The Chrysanthemums 4.John Steinbeck: The Chrysanthemums 5.John Steinbeck: The Chrysanthemums 6.Ernest Hemingway: A Clear, Well-Lighted Place 7.Ernest Hemingway: A Clear, Well-Lighted Place 8.William Faulkner: A Rose for Emily 9.William Faulkner: A Rose for Emily 10.William Faulkner: A Rose for Emily https://www.doczj.com/doc/2c6332472.html,nston Hugues: Early Autumn 12.James Joyce: Araby 13.James Joyce: Araby 14.O. Henry. The Gift of the Majgi/Guy de Maupassant: The Diamond Necklace 15.Virginia Woolf: Kew Gardens 16.Virginia Woolf: Kew Gardens 17.Virginia Woolf: Kew Gardens 18.Final Examination 八、教材：《世界短篇小说教程》 白凤欣冯梅姬生雷李正栓编著河北教育出版社 九、参考文献： Allen, Walter. The English Novel:A Short Critical History. New York: Dutton, 1954 Brooks, Cleanth. and Warren P. Robert. Understanding Fiction. Beijing: Foreign Language Teaching and Research Press, 2004. Humalian, Leo, and Frederick R. Karl. The Shape of Fiction.New York: McGraw-Hill Book Company, 1978. Pickering, James H. Fiction 100, An Anthology of Short Stories. New York: Macmillan Publishing Company, 1988. DiYanni, Robert. Literature Reading Fiction, Poetry, Drama, and the Essay (2nd ed.) New York: McGraw-Hill Publishing Company, 1990. Robert, Edgar V. and Jacobs, Henry E. Fiction: An Introduction to Reading and
《英语短篇小说教程》练习参考答案
Unit Seven James Joyce: Araby 1)Opinions of Understanding: (1) Which adjective is NOT proper to describe the style of the short story? A. Dreamlike. B. Poetic. C. Matter-of-fact. D. Sentimental. (2) Why does the boy want to go to the bazaar, or the “Araby,” so desperately? A. He wants to find some romantic fulfillment. B. He wants to see exotic and exciting things. C. He wants to have new experience. D. He wants to “do something” for the girl. (3) What do you think can be the theme of the story? A. Real beauty is illusory and unattainable. B. Growing up leads to loss of youthful idealism. C. True love can not survive the cruel world. D. Disillusion always accompanies romanticism. (4) Which is probably true about Mangan’s sister? A. She is a young girl of rare beauty. B. She has all the elegance because of her family and religious background. C. She is angel-like both in appearance and in nature. D. She is an ordinary girl but the narrator places his romantic fantasies on her. (5) The short story ends with the sentence: “Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger.” What possibly has the boy suddenly realized? A. He has been behaving foolishly. B. The girl does not deserve so much of his affection. C. His uncle and aunt are heartless people. D. True beauty can not be obtained at any cost.
宁波大学考核答题纸 （2014—2015学年第一学期） 课号：063W22A09 课程名称：英语短片小说选读改卷教师：阿德尔 学号：116070035 姓名：石佳得分： The Epiphany for Love Dubliners is often considered as the reflection of ethnic history in Dublin which, is stuffed by the ubiquitous “paralysis”. The corruption in social life, in politics even in people’s spirit is said to have made great impression in reader’s mind. However, with the skinny experience for no more than twenty years, I dare not conclude the thesis or the main idea of this opus in haste, while I could also not just allow myself to follow those comments and opinions made by “they”. Among the chapters I have read, Araby s eems to appeal to me most, because I have once had the same feeling of that little boy. This kind of feeling, literally, the epiphany for love, is the sweetest emotion and the most endurable torture I’ve ever experienced. There seems to be three periods of time during the process of the epiphany for love but to summarize with suitable words is undoubtedly a knotty issue. What comes first must be the admiration for the one who possesses neat skin, delicate facial features or slim figure, or even just a special nice odor. Since an occasion even you yourself cannot remember for sure, a figure has inserted into your little world and driven you to do crazy things. The shadow turned to the base to watch her; the hall witnessed numerous bumping into each other and in that corner the light from the lamp opposite the door caught the white curve of her neck, lit up her hair that rested there and, falling, lit up the hand upon the railing. What a magic feeling! But as you gradually sank in this dramatic journey, the inexplicable confusion and loneliness began to kidnap you. You found that you were not only the idle but also the weirdo nobody understands including yourself. Her name was like a summons to all your foolish body and her words and gestures were like fingers running upon the wires. With this confused adoration, sometimes even an unnoticeable movement or sentence would annihilate the sunshine and the hesitation between “do” or “do not” always brought heavy rain. Asking help seems to be of no sense because adults were going to acting lightly even sometimes with contempt. So the only way is to lie on the floor in a dark evening murmuring her name. I believe that sex or the thoughts about sex must accompany though there is no such description between the lines. And this kind of confusion and loneliness cannot be removed until she refuses which is sure to leave the unbearable pain for you to learn from, or luckily, accepts, which means you are going to exploring the sealed world together. Then the epiphany for love seems to be accomplished. No one can bypass the enlightenment of love to achieve the epiphany. And only by experiencing the sweetest emotion and the most endurable torture at the same time can people really get to know the original taste of love.
‘I t must be broken.’T he girl thought that and tried to get her coins back. But she failed.‘All right, just three coins.’S he left the vending machine and waited for the bus. Soon the bus came near the station, the girl was about to leave when she suddenly saw a man standing in front the vending machine. ‘Sir, the machine is broken.’T he girl came to him and said. ‘Well, thanks.’T he man seemed a little unnatural. The bus had already gone, so the girl was still waiting. ‘I thought Iwas the only person here.’S he turned her head but there was no one. ‘Where is the man? He was just over there!’She looked around and found nobody. ‘How strange it is!’ Thinking of this, she came to the vending machine again. Surprisingly, she found that the slot of the machine was empty, which a coin of hers should have been stuck in. The machine looked like nothing bad. She put another three coins in, and again, nothing in return. ’Oh! Again!’the girl left the machine and went to wait for her bus. Casually, she glimpsed at the vending machine. There stood the man she had met before.
英语短篇小说赏析
教学大纲与教学计划
英美短篇小说赏析是一门专业素质教育任选课，供 英语专业高年级学生选读。通过阅读和分析英语小 说，促进学生语言基本功和人文素养的提高，增强 学生对英语文学和西方文化的了解。 David LIN – Associate Prof, Master of ARTS 2014/2/23
目录
Course Introduction................................................................................................... 1 Course Objectives ...................................................................................................... 1 Course Related Information: ...................................................................................... 1 Teaching Schedule: .................................................................................................... 2 Recommended Text Book .......................................................................................... 3 Assessment Summary................................................................................................ 3 Assessments .............................................................................................................. 7 Assessment 1. Contrast Two Short Stories.......................................................... 7 Stories Analysis Worksheet ........................................................................ 8 Marking Guide ........................................................................................... 9 Assessment 2 Read, study and analyse short Stories ........................................ 10 Assessment 3. Story Writing ............................................................................ 14
学期论文 学期论文题目：Epiphany in James Joyce’s “Araby”课程：英美短篇小说赏析 学生姓名：祁守锁 学号：201101014228 院（系）：外国语学院 班级：英语112班 课程教师姓名：郭建 学期时间：2013-2014-2 （外国语学院制表）
Epiphany in James Joyce’s “Araby” Outline Part I .............................................The background of the story Part II..........................................................The plots of the story Part III..................................Analysis of the themes of the story Part IV...........................................................................Summary Dubliners published in 1914, it is James Joyce youth to create a collection of short stories, is set in Dublin, vividly depicted in the early 19th century Dublin street life of the people with a variety of mentality, and also reveals in the social life is a kind of insensitive and lifeless. Araby is the third piece in the collection, vividly describes a child to obscure the romance of love and disillusioned pursuit. In the novel the most obvious feature is the spirit of Joyce use a novel insight to show character complex thoughts and feelings. Live in the North Richmond Street, a boy hoped to win his friend’s elder sister's heart. One day, the boy with a romantic idea to Mann’s sister, promised to go to the east bazaar and bring a gift for her. After uncle promised money, the boy for a few days have been thinking about girls and bring gifts for her. But on that day to the bazaar, uncle come home