英国诗歌赏析倒装1

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倒装的诗歌的表现手法

倒装的诗歌的表现手法
诗歌常用的一种修辞手法。

通过变换句式，达到突出重点，加强语势，抒*** 感的目的。

它有意把句子的语法结构或句子与句子间的习惯次序调换过来，某些提前，某些挪后。

常见的倒装类型有：①主谓倒装：即将谓语提到主语前边。

如：“得了大地的封赐/享有一切劳动的欢愉/牧羊人，快乐的王子。

”②状语后置，即状语倒置在中心词之后。

如：“杏花开着，/在黑夜里，闹哄哄的开着，/象年轻人的梦。

”③宾语提前，即宾语提到谓语的前面。

如：“我们/人性的/呼吸/不能停止;/血肉的/行列，/不能拆散。

”④偏句后置，即把偏句放在正句之后。

如：“但我心头却永远活着这纯洁的记忆，/虽然，今天它和我相距已多么遥远。

”。

英国诗歌赏析Word版

William Wordsworth⏹What are the main features of Wordsworth’s poetry?⏹back to nature⏹deep love of nature⏹appeal to individual sensations⏹attention to humble folk of rural life⏹simplicity and purity in languageI travelled among unknown men这首诗是采用民谣体创作的经典之作，浪漫主义产生了一定的促进作用。

它的主题是诗人对露西和对祖国英格兰深深爱恋，意境凄美，感情真挚自然。

从韵律上看，这首诗的前三个诗节压的是行尾交叉韵（单数诗句四音部抑扬格，双数诗句三音部抑扬格交替转换），最后一诗节韵式为成对韵。

露西之死可以从诗的最后一句中——“露西，她最后一眼望见的”——可以看出，《露西》组诗的另外几首也可以作为旁证。

露西死了，但是露西永远活在诗人心中，虽死犹生。

露西是完美的，她死了，是因为现实中不存在这样完美的人。

lines composed a few miles above Tintern Abbey赏析It is in blank verse.One of the major themes of the poem is - people\'s change over time.The title is very clear and literary gives us all the necessary informations like, time, place, date etc. which helps us to understand the poem.Imagination also plays very important role here. His longing to return to this special place a few miles above Tintern Abbey which he absolutely adores. We can see he has been away from this place for five years, and he always thinks about this magical place with its steep lofty cliffs and its beautiful scenery. the poem is about nature and how the speaker revoke his memory when he was in that location.She Dwelt among the Untrodden Ways在韵律上，此诗采用谣曲形式（四音步抑扬格与三音步抑扬格相间押交韵），这些语言形式的特点也与诗中乡村姑娘的形象贴合得当，和谐统一。

英国文学期末考试-诗歌鉴赏分析部分

英国⽂学期末考试-诗歌鉴赏分析部分莎⼠⽐亚1.Sonnet 18(B1,P118)（theme：It talks about the poet’s faith in the permanence of poetry.The message is that in this world no beauty (in Nature) can stay except poetry or art; and your beauty can only last if I write it down in my poetry. Transiency of time is also the themes of Sonnet 18. Content: On the surface, the poem is a statement of praise about the beauty of the beloved woman. The beloved's "eternal summer" shall not fade precisely because it is embodied in the sonnet. To him, her beauty must be like the eternal summer, but he does not want it to fade with time. Thus the best way to preserve her beauty is to keep it in this poem. The final couplet explains that the beloved’s ―eternal summer‖ will continue as long as there are people alive to read this sonnet. Comments: Actually, the writer wanted to express his view that art can keep the beauty forever. Art not only can make people enjoy the beauty by reading it, but also be a beauty itself. Natural beauty would be knocked out with the passing of the time. Only the art brings the eternity. For the speaker, love transcends nature. The poet’s love is so powerful that even death is unable to curtail(减少) it. The speaker’s love lives on for future generations to admire through the power of the written word-through the sonnet itself.Figures of Speech:Rhetorical questioning: the 1st line, to used to create a tone of respect, and to engage the audience;Metaphor: Shakespeare opens the poem with a metaphor, comparing the woman he loves to all of the best characteristics of a summer's day and she is far more beautiful and even tempered than the most desirable summer weather; Personification:It is worth mentioning Shakespeare's use of personification here. He gives the sun an eye, a human attribute, and in the next line, a complexion.Parallelism:The final couplet, used to emphasize the message: the beauty of the subject will be immortalized by the power of his art.）2.Sonnet 29(B1,P119)(theme: The theme of Sonnet 29 is to show the importance of love which can overpower the feelings of self-hate. Content: it starts with the speaker talking about how much he dislikes his life. The speaker sites many examples of why this is how he feels. Then the speaker talks about how he by change thinks about his love and it lifts his spirits. The whole poem expresses the changes of the author's inner feelings,which are from disappoint to hopeful,from negative to positive ,from desperate to affectionate ,from self-abased to confident.Figures of Speech:Metaphors: It were used in lines 10-12. In these lines, he compares his love to the lark who sings songs to the heavens. Shakespeare uses this metaphor because he wants to show the reader how happy the thought of his true love makes him feel. Symbolizes: In the first three lines, he symbolizes that he is jealous of everything in society. He uses symbolism here because he wants the reader to know that the speaker feels like an outcast compared to the rest of society.symbolism In the eleventh line, the symbolism is that the speaker is describing his lover as a lark. He uses this symbolism because he is portraying that his lover is as lovely as a songbird singing to the heavens.Personification: It can be found in line 3. Shakespeare is giving Heaven human like characteristics, such as the ability to hear. He includes this in his sonnet because this adds to the lonesomeness the speaker is feeling, since even God will not answer his wishes.Repetition:―like him‖ and ―mans‖ in lines 6 and 7, This emphasizes that he wants to me like the other men other than remaining like himselfAlliteration(头韵): ―think, thee, then‖ in line 11Rhyme:follows pattern: abab cdcd ebeb ff, ex. ―state, fate, gate‖ and ―brings, kings‖ The use of rhyme is very common in sonnets.)弥尔顿3.On His Blindness(B1，P148）(Theme: Its theme is that people use their talent for God, and they serve him best so can endure the suffering best. This sonnet is written as a result of Milton’s grief, as he lost his eye sight at his middle age.Content:Lines 1-8: Milton gets rather impatient at the thought of his blindness in the middle age. Blindness prevents him from using his poetic talent by writing something great to glorify God. In an impatient mood Milton doubts if God would be just in demanding work from a blind man like him.Lines 8-14: Milton’s attitude of doubt passes off in a moment. His inner conscience rises up with its faith in God’s justice. He realizes that God does not need man’s work by way of service to him; nor does he care whether man uses His gifts. He has a lot of angels working for him. So, patient submission to His will is the best service to Him.Figures of Speech:Alliteration: my days in this dark world and wide (line 2)Metaphor: though my soul more bent / To serve therewith my Maker (lines 3-4). The author compares his soul to his mind. Personification/Metaphor: But Patience, to prevent / That murmur, soon replies . . . (lines 8-9).Paradox: They also serve who only stand and wait.Rhyme: This sonnet is written in iambic pentameter rhymed in abba abba cde cde, typical of Italian sonnet. )多恩4.Song(B1, P134)（Theme：Negative view about love. Content: The whole poem focus on the argument of whether beautiful women will be loyalty to love. In the first stanza, he use 6 impossible things to clarify his view that such women who both beautiful and loyalty do not exist in the world. In the second stanza, he describes the journey of a man who was born to strange sights and sware that there were no women true, and fair. In the last stanza, he agreed that it would be sweet if there were women true, and fair, but he won’t change his belief that there exist no women who are both true and fair. Figures of Speech: 第⼀节中⽤了imperative sentence祈使句，像在对话；metaphor将找到美丽⽽忠贞的⼥⼦⽐作第⼀节中的做那些离奇怪诞的事）5.Valediction: Forbidding Mourning: (B1,P135)（Theme:farewell and love. Content:In the first two stanzas the departure of the lovers is compared with the death of virtuous men. Then, he clarify that their love is high to the soul and the body departure cannot influence them any more. Their two souls are united into one like the gold that has excellent ductility. If souls are still two, then they will just like the compasses, separated but never really divided. At last, he asked his wife to take care of the family so that he can complete his missions without worries, just like the moving compass complete a full circle with the help of the fixed point.Figures of Speech:comparison⾼尚男⼈的死和他们的分离；Metaphor(Conceit):The two lovers are likened to the two points of a compass. The idea of the wife staying and minding the house while the husband goes away is old-fashioned now, but we can still comprehend it.Pun: Take the lines Thy firmness makes my circle just,/ And makes me end, where I begun.. Here the compass is doing two different things, and both have significance. "End where I begun" implies the finish of a circle as drawn by a compass; only through his wife's stability in the centre, Donne argues, can his circle be drawn correctly. However it also implies the closing of the compass - and Donne coming home to be with his wife.Symbolism: symbolism of gold is very important, as it is also the most precious and noble of all the metals. It is also the least reactive of all metals, which ties in with Donne's placing of the lovers above the emotional layer and makes their love difficult to destroy.Comments:Donne's basic argument was that most people's relationships are built on purely sensual things - if they are not together at all times, the relationship breaks down. I agree with him, because a real love should have no restrictions of distance or time, so long as lovers’ hearts and souls are bound to each other, there will be no reason for them to worry abouta temporary separation.）布莱德6.Songs of Innocence-The Chimney Sweeper(Theme: This poem protest the living working and conditions, and the overall treatment of youngchimney sweepers in the cities of England; also it expresses sympathy for these young chimney sweepers. Content:The first stanza tells the narrator's life story: abandoned by parents, working in thedark chimney and sleeping in dark, dirty soot. Probably it's the reflection of all the little chimney sweepers' life story. In the thir d line, the cry "'weep! 'weep! 'weep! 'weep!" is actually the child's attempt at saying "Sweep! Sweep! Sweep!", which was the c himney sweeper's street cry.The poem goes on to talk about Tom Dacre, one of the narrator's fellows in the second and third stanzas. The second stanza intr oduces Tom Dacre, who acts as a foil to the speaker. Tom is upset about his lot in life, then the narrator comforts little Tom, sha ving his curl white hair and getting bare, so that he needn't worry that his hair would get spoiled until Tom falls asleep. Here To m's family name "Dacre" is a homophone for the word "dark". In next three stanzas, the poem describes Tom's dream. He drea ms of an angel opening the coffins and freeing the sweepers. It shows the freeing of Tom and other sweeps from the oppressive lifestyle.When the angel tells Tom that ―if he’d be a good boy, He’d have God for his father and never want joy‖, he gives Tom hope that if he is good and does his job, God will be his father and bless him in the next life. Figures of Speech:symbolism,irony)7.Songs of Experience-The Chimney Sweeper(B1，P289)(Theme: This poem protest the living working and conditions, and the overall treatment of youngchimney sweepers in the cities of England; also it expresses sympathy for these young chimney sweepers.Content: In the first two lines, Blake gives us an image of an anguished child in a state of agony. In the second stanza, the child is pictured in a very more happier and playful mood. This soon changes when he decides to tell the stranger more about his parents. They are showed to be punishing their child for being so happy by "clothing in clothes of death and teaching him to sing notes of woe." It is very obvious the sweeper’s feels hate towards his parents for putting him in such sadness, but inst ead he chooses to hide it by making himself look happy and satisfied.It is clear in the last Stanza that Blake’s criticizing the Church, especially, and the state for letting a lot of these things happen. During this time many children were dying from being, either, worked to death or from malnutrition. Neither the state or the church did any thing to stop this and is obviously why Blake feels so much anger towards them. The sweeper’s parents are really no help towards their own child. This makes the reader wonder, if they are worshiping god, the source of good doings, why do they chose to ignore their own child. They would rather turn their heads the other way and instead find love at church. Figures of speech:partial tone:T he cry "'weep! 'weep! " is actually the child's attempt at saying "Sweep! Sweep! ‖,whichwas the chimney sweeper's direct cry. The use of the partial tone creates an ironic effect. It makes readers feel that the chimney children are weeping for their living and working conditions.symbolism,Contrast:In the first two lines, t he color black seems to be very important because it is used to represent sin against innocence, the color of the white snow.)8.Holy Thursday --From Songs of Innocence'(Theme: portrays unfortunate children as blessings to society and shows their gratitude towards God for all that he has done. Figures of speech: simile, metaphor, symbolismBlake tries to express an optimistic and hopeful image of innocent children singing to Christ onthe day of ascension. The poem’s rhythm is playful and childish and effectively carries out Blake’s image.In the first four lines, colorful children are marching into St Paul’s cathedral for the celebration of the ascension of Christ. From the footnote, one learns that these children are from the charity s chools in London, meaning that they are very poor and probably don’t have a family. Despite their hardships, the children are still described in a joyful, harmonic wayWith an ABAB rhyming pattern, the poem starts with a bouncing, nursery rhyme quality. The children’s problems are not an iss ue; they are still cute, innocent, and alive, like a river. The beadles that must keep the kids in order are portrayed as old and lifel ess men who have lost their childhood innocence. Even though these children are poor and homeless, they are showing hopeful ness and optimism when they go to sing the Lord’s praisesIn the next stanza, the children are again portrayed as sweet and innocent, and there is no mention of the hardships they must fa ce every other day in their life. There are a few different images that Blake gives the reader to express his idea that children are pure and free–flowing characters:Here, the children are a beautiful and vital part of the London society. They are ―flowers‖ that give pleasure to all men and wom en. Blake fails to mention that these children are a blight and burden to mankind. They are victims of a cruel and harsh world, a nd as a result, they reflect images of misery and poverty. However, in this stanza, the children are innocent lambs who have a ―r adiance all their own.‖ They are beautiful flowers and are pleasing to the entire world.In the final stanza, the children are singing to the heavens with songs of joy. They are singing the praises of the Lord to heaven on this glorious day.Here, the children are powerful and mighty and are capable of communicating with the heavens above. They believe that God tr uly loves them in spite of the fact that they are really the wretched of the earth. Even though they are penniless and homeless, the children raise their hands and sing their praise and thanks to Jesus.)9.Holy Thursday---From Songs of Experience(Theme: the condemn for the church or the god; sympathy for the poor childrenFigures of speech: contrast, irony, metaphorThis poem is negative and pessimistic and it questions the nature or existence of a God. The children are rejected and abused by society and they are exactly the opposite of the children in the first poem.This procession into the cathedral has religious intentions, but the speaker wonders how holy it is to have so many pitiful and m iserable children in a world that is so rich and prosperous. It doesn’t seem possible to him that these children are singing to the Lord out of pure happiness and thanksgivingThe speaker finds it hard to believe that these children are actually singing out praises of the Lord. He sees them so unhappy an d so poor, and yet they are thanking Jesus for all that he has done for them. The series of questions by the speaker in this stanza implies a tone of disbelief and amazement that heightens throughout the poem.In the last two stanzas, the speaker offers an explanation as to why these children are so poor and pitiful.The speaker believes that the life of the children is always dark, bleak, and bare. It will always be difficult, cold, and barren. He believes that the children are poor because they never have any sunshine or any rain. In other words, these kids don’t have the wonderful and plentiful eye of the Lord upon them. Blake believes that man could not decline into such a pitiful state if God is constantly watching over him. Throughout the ceremony, the children are praising God and all of His works. This prai se now seems very ironic since these children are not under the watchful eye of the Lord)10.The Lamb" --From Songs of Innocence(Theme: the origin of human, blessing for the human and GodContent: The poem begins with the question, ―Little Lamb, who made thee?‖ The speaker, a child, asks the lamb about its origins: how it came into being, how it acquired its particular manner of feeding, its ―clothing‖ of wool, its ―tender voice.‖ In the next stanza, the speaker attempts a riddling answer to his own question: the lamb was made by one who ―calls himself a Lamb,‖ one who resembles in his gentleness both the child and the lamb. The poem ends with the child be stowing a blessing on the lamb.Figures of speech:repetition:Repetition in the first and last couplet of each stanza makes these lines into a refrain, and helps to give the poem its song-like quality.rhetoric questionsSymbolism:The lamb symbolizes Jesus and the image of the child is also associated with Jesus.Comment:The poem is a child’s song, in the form of a question and answer. The first stanza is rural and descriptive, while the second focuses on abstract spiritual matters and contains explanatio n and analogy. The child’s question is both naive and profound. The question (―who made thee?‖) is a simple one, and yet the child is also tapping into the deep and timeless questions that all human beings have, about their own origins and the nature of cr eation. The poem’s apostrophic form contributes to the effect of naivety, since the situation of a child talking to an animal is a believable one, and not simply a literary contrivance. Yet by answering his own question, the child converts it into a rhetorical one, thus counteracting the initial spontaneous sense of the poem. The answer is presented as a puzzle or riddle, and even though it is an easy one—child’s play—this also contributes to an underlying sense of ironic knowingness or artifice in the poem. The child’s answer, however, reveals his confidence in his simple Christian faith and his innocent acceptance of its teachings.)11.The Tiger(B1,P288)(Theme:humans are incapable of fully understanding the mind of God and the mystery of his handiwork.But considering the social background of this poem, It could destroy the old system and establish a new one.Content:This poem begins with the author presents a series of questions that embodies the central problem: Who created the tiger? Or w as it Satan? Blake presents his question in Lines 3 and 4: What immortal hand or eye/ Could frame thy fearful symmetry? However, to express his bewilderment that the God who created the gentle lamb also created the terrifying tiger, he includes Satan as a possible creator while raising his rhetorical questions, the one he asks in Lines 5 and 6: In what distant deeps orskies/Burnt th e fire of thy eyes?Figures of speech:Symbolism:The tiger is symbolic of the revolutionary forces:the French people in the French Revolution to which Blake was a s upporter and it can also symbolizes evil, or the incarnation of evil.And that the lamb represents goodness, or Christ. Metaphor&alliteration:In Lines 3 and 4the author uses alliteration and metaphor to make comparison the tiger and his eyes to fi re.Symbol&Allusion:In Lines 5 and 6: In what distant deeps or skies/Burnt the fire of thy eyes? In these sentences, “Deeps” ap pears to refer to hell and “skies” refer to heaven which is the expression of symbol and Allusion.Comments:It is said that human souls have two sides: a good side, and an evil side."The Lamb" and "The Tyger," by William B lake, are both poems of deep meaning. They seem to explain both sides of human nature: the light and the dark, the yin and the yang, the good and the evil. They can also represent the transition from a child to an adult or even Heaven and Hell. "The Lamb " is a poem that is referring to the good side of the human soul, while "The Tyger" is referring to the dark side. The lamb brings to mind innocence,purity,children,or Jesus; the tiger brings to mind viciousness, cunning, danger, or death. )彭斯12.John Anderson my jo, John(B1, P294)（theme: love. Content:It’s a simple but warm poem about the commonplace feeling of a ordinary couple. The old wife recalls their encounter at their young ages and compare her husband’s young appearance with that of now. They has gone through so many years, and she blesses her husband and wishes joint happiness until their death.Figures of Speech:Metaphor/contrast: In line3 and line6, John’s locks are said to be as black as the raven when young but as white as snow now. The metaphor is so properly used, while the contrast between John’s young and aged years is also very vivid in delivering the massage of their peaceful and lasting marriage.Rhyme:Comments: This poem is very simple, but it remind me of a Chinese saying, ― I’ll take your hand and grow old with you.‖The love I dreamed of is just like this, more stability and less impulsion.）华兹华斯13.The Solitary Reaper(B2，P22)（theme：T he poet is fascinated with a Scottish peasant girl’s beautiful song.Content: Stanza 1: The poet heard a Scottish girl singing while reaping in the wheat field.Stanza 2: The poet is surprised to hear such a beautiful song in so remote aplace.Stanza 3: The poet doesn’t understand her song but knows it is about something sad. Stanza 4: The poet was so moved by her song that he could never forget it.Figures of Speech:Contrast:反衬⽤夜莺和杜鹃反衬少⼥歌声的优美Metaphor/synaesthesia：暗喻、通感声⾳在作者眼中变为有形的事物Vocative：呼语BEHOLD HER /O LISTEN，像在与⼈对话，拉近读者和说话者的距离Repetition：反复同源词反复Analogy：少⼥的歌声与夜莺和杜鹃的歌唱诗⼈与旅⼈及赫布⾥群岛Symbolism: 象征MOUNT UP THE HILL象征着⼈⽣的旅途Rhyme：iniambic tetrameter with the rhyme of ababccdd (except lines 1 & 3 In stanzas 1 and 4）Comments:⽣活中有时停下匆匆的脚步可能会有惊喜。

诗歌的省略和倒装

7、省略连词
例如：例如：（东风不与周郎（周郎便（1）若）东风不与周郎便，则）铜雀春）深锁二乔。深锁二乔。（（2）明朝风起应吹尽，故））明朝风起应吹尽，夜惜衰红把火看。火看。
8、省略两个词或两个以上的词
例如：例如：（耸立于）（1）南朝四百八十寺，多少楼台耸立于））南朝四百八十寺，风雨中。风雨中。（（（清宵立，（2）思家步于）月下）在）清宵立，）（白日眠。忆弟看云于）白日眠。此外，还有省略状语、兼语等成分的，此外，还有省略状语、兼语等成分的，兹不一一列举。兹不一一列举。
杜甫《月夜》杜甫《月夜》诗：“香雾云鬟湿，清辉香雾云鬟湿，玉臂寒。实即“香雾湿云鬟，玉臂寒。”实即“香雾湿云鬟，清辉寒玉臂”。诗人想象他远在鄜州的妻子也正好在闺中望月，闺中望月，那散发着幽香的蒙蒙雾气仿佛沾湿了她的头发，湿了她的头发，清朗的月光也使得她洁白的双臂感到寒意。这里的“ 双臂感到寒意。这里的“湿”和“寒”都是所谓使动用法，云鬟”“玉臂” ”“玉臂所谓使动用法，“云鬟”“玉臂”本是它们所支配的对象，结果被放在前面，所支配的对象，结果被放在前面，似乎成了主语。主语。
1、主语被移到谓语后面
例如：例如：（1）沾衣欲湿杏花雨，吹面不寒杨柳风。）沾衣欲湿杏花雨，吹面不寒杨柳风。杏花雨” 杨柳风，（“杏花雨”与“杨柳风，” 是主语或主语部是谓语。分，“沾”、“吹” 是谓语。（2）柴门闻犬吠，风雪夜归人（ “人”是主）柴门闻犬吠，风雪夜归人（是谓语）。语，“归”是谓语）。（3）漠漠水田飞白鹭，阴阴夏木啭黄鹂。）漠漠水田飞白鹭，阴阴夏木啭黄鹂。白鹭” 黄鹂”是主语，（“白鹭”、“黄鹂”是主语，“飞”与“啭” 是谓语。）是谓语。）

赏析英文诗歌的四种方法

赏析英文诗歌的四种方法赏析英文诗歌的四种方法——对比分析、关注音步和韵律、还原情景、分析用词用句，并以北师大版高中英语教材和其他若干英文诗歌为例，演示如何赏析不同类别诗歌的节奏和韵律、表情和达意、用词和用句，以及如何通过诗歌的赏析来提高学生的审美能力和英语学科核心素养。

1.对比分析赏析英文诗歌“对比分析”能够有效地调动起学生原有的母语诗歌赏析经验，助力学生理解英文诗歌的基本意义。

众所周知，中英文诗歌在性质上有着众多的共性，例如，中英文诗歌都有音韵节奏美的特点，都使用意象意境来抒发感情，都运用明喻隐喻、夸张拟人等修辞手法。

但与此同时，中英文诗歌的表达形式、意象寓意、文化内涵却又大相径庭，同样的月亮却有着不同的意蕴。

中国学生在小学、初中阶段的汉语诗歌学习过程中，已经积累起了相当的诗歌赏析知识和经验。

如果教师能够尽可能地利用学生已具有的中文诗歌知识对照分析、相互比较，不仅对英文诗歌的理解和赏析有益，而且也有助于学生认识和了解中英文化。

北师大版《英语》选修Module 6 Unit 18 Lesson 3 “Poetry”推荐使用了这一方法。

教材选用了学生最熟悉的中国诗人李白的《静夜思》英译版A Tranquil Night和英文圣诞诗歌Twas the Night Before Christmas。

A Tranquil Night (by Li Bai)Before my bed a frost of light,Is it hoarfrost upon the ground?Eyes raised,I see the moon so bright;Head bent,in homesickness I am drowned.教学方法第一步：教师将常用的英文诗歌赏析表达术语给学生，如：rhyme（韵脚）、rhythm（节奏）、image（意象）、simile（明喻）、metaphor（暗喻）、exaggeration（夸张）等。

英美诗歌赏析（英文版）

墓园挽歌：托马斯·格雷（Thomas Gray，1716-1771）是感伤主义诗歌的代表诗人。

他最著名的诗歌是便是《墓园挽歌》，并因此同写过《夜吟死亡》（Nitht-Piece on Death,1721）的托马斯·帕达尔（Thomas Parnell, 1679-1718）,写过《坟墓》（The Grave, 1743）的罗伯特·布莱尔（Robert Blair，1699-1746）和写过《夜思》（Night Thoughts，1742）的爱德华·杨格（Edward Yong,1683-1765）等人一道被称为“墓园派诗人”。

《墓园挽歌》是“感伤主义”的代表作，常被批评家誉为十八世纪乃至英国历来最好的诗歌。

这首诗有着这样独特的地位，主要是因为它凝聚了每个时期中的某种社会情绪，用比较完美的形式表达了这种情绪，在一定程度上解决了如何革新旧传统的问题，具有较高的艺术成就。

这首诗写诗人流连在乡村的墓园里，望着一座座平民百姓的墓石，他思考了狠毒。

这些人默默无闻，劳作终身，死后埋葬简陋的墓地里，他们身前也有过报复，经历过悲欢离合。

回忆中，诗人对他们寄予深切的同情，对骄奢淫逸的权贵做了温和的批评，并指出：不论身前多么荣华富贵，死亡对于每个人来说都是平等的。

既然大家殊途同归，人们就应该以一种豁达的态度来面对人生。

这首诗共32节，每节有四行五步抑扬格组成，以abab押韵。

总体上来说，这首诗在形式上采用了古典主义的格式，但在内容上却显示了感伤主义和浪漫主义的新特征。

诗人在晚钟时分步入墓园：晚钟殷殷响，夕阳已西沉。

群牛呼叫归，迂回走草径。

农夫荷锄犁，倦倦回家门。

唯我立狂野，独自对黄昏。

（The curfew tolls the knell of parting day,The lowing herd winds slowly o'er the lea,The ploughman homeward plods his weary way,And leaves the world to darkness and to me.）开头一段描写了天黑时分牧人赶着牛群徐徐入村，农人们经历了一天的劳累拖着疲惫的步伐回家的景象，把恬静的乡村生活如风景画般的呈现在了我们面前。

英国文学诗歌赏析

Ode to the west 雪莱西风颂查良铮译1哦，狂暴的西风，秋之生命的呼吸！你无形，但枯死的落叶被你横扫，有如鬼魅碰到了巫师，纷纷逃避：黄的，黑的，灰的，红得像患肺痨，呵，重染疫疠的一群：西风呵，是你以车驾把有翼的种子催送到黑暗的冬床上，它们就躺在那里，像是墓中的死穴，冰冷，深藏，低贱，直等到春天，你碧空的姊妹吹起她的喇叭，在沉睡的大地上响遍，（唤出嫩芽，像羊群一样，觅食空中）将色和香充满了山峰和平原。

不羁的精灵呵，你无处不远行；破坏者兼保护者：听吧，你且聆听！2没入你的急流，当高空一片混乱，流云象大地的枯叶一样被撕扯脱离天空和海洋的纠缠的枝干。

成为雨和电的使者：它们飘落在你的磅礴之气的蔚蓝的波面，有如狂女的飘扬的头发在闪烁，从天穹的最遥远而模糊的边沿直抵九霄的中天，到处都在摇曳欲来雷雨的卷发，对濒死的一年你唱出了葬歌，而这密集的黑夜将成为它广大墓陵的一座圆顶，里面正有你的万钧之力的凝结；那是你的浑然之气，从它会迸涌黑色的雨，冰雹和火焰：哦，你听！3是你，你将蓝色的地中海唤醒，而它曾经昏睡了一整个夏天，被澄澈水流的回旋催眠入梦，就在巴亚海湾的一个浮石岛边，它梦见了古老的宫殿和楼阁在水天辉映的波影里抖颤，而且都生满青苔、开满花朵，那芬芳真迷人欲醉！呵，为了给你让一条路，大西洋的汹涌的浪波把自己向两边劈开，而深在渊底那海洋中的花草和泥污的森林虽然枝叶扶疏，却没有精力；听到你的声音，它们已吓得发青：一边颤栗，一边自动萎缩：哦，你听！4哎，假如我是一片枯叶被你浮起，假如我是能和你飞跑的云雾，是一个波浪，和你的威力同喘息，假如我分有你的脉搏，仅仅不如你那么自由，哦，无法约束的生命！假如我能像在少年时，凌风而舞便成了你的伴侣，悠游天空（因为呵，那时候，要想追你上云霄，似乎并非梦幻），我就不致像如今这样焦躁地要和你争相祈祷。

哦，举起我吧，当我是水波、树叶、浮云！我跌在生活底荆棘上，我流血了！这被岁月的重轭所制服的生命原是和你一样：骄傲、轻捷而不驯。

读懂诗歌：诗歌的省略和倒装30页PPT

读懂诗歌：诗歌的省略和倒装
51、没有哪个社会可以制订一部永远适用的宪法，甚至一条永远适用的法律。 ——杰斐逊 52、法律源于人的自卫本能。——英格索尔
53、人们通常会发现，法律就是这样一种的网，触犯法律的人，小的可以穿网而过，大的可以破网而出，只有中等的才会坠入网中。 ——申斯通 54、法律就是法律它是一座雄伟的大夏，庇护着我们大家；它的每一块砖石都垒在另一块砖石上。 ——高尔斯华绥 55、今天的法律未必明天仍是法律。 ——罗·伯顿
谢谢
11、越是没有本领的就越加自命不凡。——邓拓 12、越是无能的人，越喜欢挑剔别人的错儿。——爱尔兰 13、知人者智，自知者明。胜人者有力，自胜者强。——老子 14、意志坚强的人能把世界放在手中像泥块一样任意揉捏。——歌德 15、最具挑战性的挑战莫过于提升自我。——迈克尔·F·斯特利

赏析莎士比亚十四行诗第十八首

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Ａｎｄｓｕｍ／ｍｅｒ＇ｓｌｅａｓｅ／ｈａｔｈａｌｌ／ｔｏｏｓｈｏｒｔ／ａｄａｔｅ：
Ｓｏｍｅｔｉｍｅ／ｔｏｏｈｏｔ／ｔｈｅｅｙｅ／ｏｆｈｅａ／ｖｅｎｓｈｉｎｅｓ，
Ａｎｄｏｆｔｅｎ／ｉｓｈｉｓ／ｇｏｌｄｃｏｍ／ｐｌｘｉｏｎｄｉｍｍ＇ｄ；Ａｎｄｅｖｅ／ｒｙｆａｉｒ／ｆｒｏｍｆａｉｒ／ｓｏｍｅｔｉｍｅ／ｄｅ－ｃｌｉｎｅｓ，Ｂｙｃｈａｎｃｅ，／ｏｒｎａ／ｔｕｒｅ＇ｓｃｈａｎ／ｇｉｎｇｃｏｕｒｓｅ，／ｕｎｔｒｉｍｍ＇ｄ；Ｂｕｔｔｈｙ／ｅｔｅｒ／ｎａｌｓｕｍ／ｍｅｒｓｈａｌｌ／ｎｏｔｆａｄｅ，Ｎｏｒｌｏｓｅ／ｐｏｓｓｅｓ／ｓｉｏｎｏｆ／ｔｈａｔｆａｉｒ／ｔｈｏｕｏｗ＇ｓｔ；Ｎｏｒｓｈａｌｌ／Ｄｅａｔｈｂｒａｇ／ｔｈｏｕｗａｎ／ｄｅｒ’ ｓｔｉｎ／ｈｉｓｓｈａｄｅ，Ｗｈｅｎｉｎ／ｅｔｅｒ／ｎａｌｌｉｎｅｓ／ｔｏｔｉｍｅ／ｔｈｏｕｇｒｏｗｅｓｔ；Ｓｏｌｏｎｇ／ａｓｍｅｎ／ｃａｎｂｒｅａｔｈｅ／，ｏｒｅｙｅｓ／ｃａｎｓｅｅ，Ｓｏｌｏｎｇ／ｌｉｖｅｓｔｈｉｓ／，ａｎｄｔｈｉｓ／ｇｉｖｅｓｌｉｆｅ／ｔｏｔｈｅｅ．中文译作②如下：能不能让我来把你比作夏日？你可是更加可爱，更加温婉；狂风会吹落五月里开的好花儿，夏季租出的日子又未免太短暂：有时候苍天的巨眼照得太灼热，他那金彩的脸色也会被遮暗；每一样美呀，总会离开美而凋落，被时机或者自然的代谢所摧残；但是你永久的夏天决不会凋枯，你永远不会失去你美的形相：死神夸不着你在他影子里踯躅，你将在不朽的诗中与时间同长；只要人类在呼吸，眼睛看得见，我这诗就活着，使你的生命绵延。（屠岸译）这首诗的格律是抑扬格五音步。每行有十个音节（五个音步，诗中用／划分），从诗歌结尾的双偶句来看，多数音步的第一个音节弱读，第二个音节重读（重读音节用下划线标注），称为抑扬格，其韵式为ａｂａｂｃｄｃｄｅｆｅｆｇｇ，如每行的结尾“ｄａｙ－ｍａｙ”、 “ ｔｅｍｐｅｒａｔｅ－ｄａｔｅ”、“ｓｈｉｎｅｓ－ｄｅｃｌｉｎｅｓ”、“ ｄｉｍｍ＇ｄ－ｕｎｔｒｉｍｍ＇ｄ”、 “ ｆａｄｅ－ｓｈａｄｅ”、 “ ｏｗ＇ｓｔ－ｇｒｏｗ＇ｓｔ” 和 “ｓｅｅ－ｔｈｅｅ”都构成押韵。这种格局犹如轻重相间婉转动听的音律，给听觉带来艺术享受，犹如潺潺之流水，有轻有重，有缓有急，曲折跌宕，节奏富于变化。最后两行诗自成一体，是一个双偶句（两句押韵的抑扬格五音步诗行），用来点明全诗的主题，是全诗点睛之笔，又自成一联警语格言。那么，对诗人而言，诗的结构越严谨，就越难抒情，而诗人自由奔放、热烈真挚的感情却在诗歌中娓娓道出，

从文体学角度赏析《西风颂》

从文体学角度赏析《西风颂》作者简介：孙惠燕（1987.7-），女，汉族，山东潍坊人，山东大学外国语学院英语语言文学专业硕士研究生，研究方向：语言学。

摘要：《西风颂》是英国浪漫主义诗人雪莱最著名的一首抒情诗，全诗运用多种修辞方法，融写景与抒情于一体，节奏明快，感情奔放，含意深刻，达到了形式和内容的完美统一。

本文从语音、语法和深层结构变异三个层面对伟大浪漫主义诗人雪莱的名篇《西风颂》加以分析。

关键词：语音过分规则化；语法过分规则化；深层结构变异；修辞中图分类号：g642 文献标识码：a 文章编号：1006-026x（2012）12-0000-01一、引言“在恰当的地方使用恰当的词，这就是文体的真实定义。

”从斯威夫特给文体下的这个定义中，我们做出这样的理解：一部作品的语言表达方式就是最显著的风格。

简单来说，“文体的研究对象有两个：一是作品要表达的思想内容；二是作者的语言特色”。

文学文本是问题分析最普遍的材料，文体分析也以文本本身为主。

本文在文体学的视角下，从语音过分规则化、语法过分规则化、深层结构变异及其他修辞手法方面，对雪莱的政治抒情诗名篇《西风颂》进行了赏析。

二、从文体学角度赏析《西风颂》（一）语音过分规则化诗歌讲究语言的乐感，分析诗歌时，语音始终是一个重要的衡量标准。

《西风颂》的格律是但丁《神曲》所用的三行诗节（terzerima）与莎士比亚的十四行诗（sonnet）的完美结合。

诗人使用跨行跨节诗行（run-online），前四节为三行诗，第v节为双行排偶句（couplet），既遵守了十四行诗体，又富于变化。

在音韵上，诗人采用了独特的环环相扣的韵脚：aba，bab，cdc，ded，ee，而在诗行中则采用五步抑扬格，以及其独特的重读单音节押阳韵等方法。

诗的节奏感强，同时全诗五章格律一致，通篇成为衔接紧密的一个整体。

在“ode to the west wind”中，west与wind运用了押头韵的形式。

《简·爱》语句修辞倒装功能分析和其译文关照

《简爱》语句修辞倒装功能分析和其译文关照张焰明【摘要】The language of Jane Eyre is beautiful, for which one of the reasons is its use of rhetorical inversion. Rhetorical inversion is invested with the functions of emphasis, liaison, structural balance, vivid description, emotional expression and service to poem rhymes. An analysis of certain typical examples of the novel shows the importance of their demonstration in TL. TL is required to achieve the same position or same order as the rhetorical inversion of SL, and if impossible, the translator is supposed to make proper adaptations in order to foreground the semantic intention of the original author.%《简·爱》语言优美,修辞倒装是其原因之一。

修辞倒装具有强调、承上启下、平衡结构、描写生动、抒发感情、诗歌押韵等功能。

通过这些功能分析该小说的一些典型例句可以看出译文对其关照的意义。

译文与原文的修辞倒装应尽量同位或同序,如不可能,译者应采取相应的变通手段,以突出作者的语义意图。

【期刊名称】《山西农业大学学报（社会科学版）》【年(卷),期】2012(011)010【总页数】5页(P1040-1044)【关键词】《简·爱》;修辞倒装;功能;关照;同位或同序;变通;语义意图【作者】张焰明【作者单位】韩山师范学院外语系,广东潮洲524041【正文语种】中文【中图分类】H315.9世界精典名著《简·爱》（Jane Eyre）除其故事跌荡起伏、思想内容深刻之外，语言也独具一格。

英国诗歌赏析

它的主题是诗人对露西和对祖国英格兰深深爱恋，意境凄美，感情真挚自然。

从韵律上看，这首诗的前三个诗节压的是行尾交叉韵（单数诗句四音部抑扬格，双数诗句三音部抑扬格交替转换），最后一诗节韵式为成对韵。

露西之死可以从诗的最后一句中——“露西，她最后一眼望见的”——可以看出，《露西》组诗的另外几首也可以作为旁证。

露西死了，但是露西永远活在诗人心中，虽死犹生。

露西是完美的，她死了，是因为现实中不存在这样完美的人。

lines composed a few miles above Tintern Abbey 赏析It is in blank verse.One of the major themes of the poem is - people\'s change overtime.The title is very clear and literary gives us all the necessary informations like, time, place, date etc. which helps us to understand the poem.Imagination also plays very important role here. His longing to return to this special place a few miles above Tintern Abbey which he absolutely adores. We can see he has been away from this place for five years, and he always thinks about this magical place with its steep lofty cliffs and its beautiful scenery. the poem is about nature and how the speaker revoke his memory when he was in that location.She Dwelt among the Untrodden Ways在韵律上，此诗采用谣曲形式（四音步抑扬格与三音步抑扬格相间押交韵），这些语言形式的特点也与诗中乡村姑娘的形象贴合得当，和谐统一。

英国浪漫主义诗歌赏析

英国浪漫主义诗歌赏析所谓浪漫主义文学，是指在现实的基础上，以热情奔放的语言和丰富多彩的想象以及夸张直白的表现手法来抒发自我的人生理想和追求。

英国是最早出现浪漫主义文学的国家之一！下面请看英国浪漫主义诗歌赏析！英国浪漫主义诗歌赏析《她走在美的光彩中》（英国）拜伦一她走在美的光彩中，象夜晚皎洁乌云而且繁星满天；明与暗的最美妙的色泽在她的仪容和秋波里呈现；耀目的白天只嫌光太强它比那光亮柔和而幽暗。

二增加或减少一份明与暗就会损害这难言的美，美波动在她乌黑的发上或者散布淡淡的光辉，在那脸庞，恬静的思绪指明它的来处纯洁而珍贵。

三呵，那额际，那鲜艳的面颊，如此温和，平静，而又脉脉含情，那迷人的微笑，那容颜的光彩，都在说明一个善良的生命：她的'头脑安于世间的一切，她的心充溢着真纯的爱情！赏析：乔治·戈登·拜伦（公元1788年——1824年）是英国伟大的积极浪漫主义作家，是十九世纪上半叶欧洲最有影响的诗人之一。

他的代表作有长篇叙事诗《恰尔德·哈罗德游记》，讽刺长诗《青铜世纪》和长篇诗体小说《堂·璜》（未完成）等。

让我们敬佩的是，他当时在诗作中无情地揭露了封建及资本主义社会的种种弊端，表达了人民争取民主自由的情绪。

他还参加过意大利烧炭党人的革命斗争及希腊的民族解放运动，最后病死于希腊。

希腊独立政府宣布拜伦之死为国丧，全国哀悼三天。

《她走在美的光彩中》这首抒情诗是在一次舞会上拜伦看见威尔莫夫人后，回来便写成了。

当时，威尔莫夫人着哀服，黑色的衣服上装饰有很多闪亮的金箔。

诗中作者把一位身着黑色丧服满身金箔闪烁的美貌女子，在金碧辉煌的舞厅衬托下，比喻成“皎洁无云而且繁星满天”的夜晚。

很是新颖，引人入胜，使读者恰似看见一位仙女在浩瀚的星空飘逸。

到诗的末尾，更是对这位女子的品格发出了由衷的礼赞：她是“一个善良的生命”，“她的头脑安于世间的一切，她的心充溢着真纯的爱情！”这首短诗，不仅表达了对于一位外表和内心都无比美丽的女性的赞美。

赏析莎士比亚十四行诗第十八首

赏析莎士比亚十四行诗第十八首作者：李金香来源：《文学教育》2010年第02期内容摘要:莎士比亚是欧洲文艺复兴时期英国最著名的作家。

他一生共创作了154首十四行诗,其中最脍炙人口的一首就是其中第十八首《能不能让我来把你比作夏日》。

从诗歌的结构和韵律、内容和主题以及诗中运用的修辞手法三个方面来鉴赏这首十四行诗,足能领略到莎士比亚独具特色的诗歌艺术和语言魅力,欣赏到这首十四行诗的永恒之美。

关键词:莎士比亚十四行诗夏天永恒之美十四行诗是英语sonnet的译名,起源于意大利,起先是在民间流行的一种抒情诗体,文艺复兴初期时盛行于整个欧洲。

意大利伟大的诗人彼特拉克是最早的著名的十四行诗作者,他的十四行诗由两部分组成,第一部分是前八行(octave),第二部分是后六行(sestet),韵式为abba abba cd cd cd。

十六世纪初叶,十四行诗传入英国并迅速在英国诗坛盛行。

英国贵族萨里伯爵(Ear1 of Surrey)亨利·霍华德(Henry,Howard)和托马斯·怀亚特爵士(Sir Thomas Wyatt)把这种诗体移植到了英国,到十六世纪末,此诗体在英国诗坛上风行一时,很多诗人都竞相使用这一诗歌形式。

在英国,在十四行诗的诗人群体中升起了一个璀璨的新星,他以烨烨光华照亮了英国诗歌的天空,他就是莎士比亚。

莎士比亚是英国文艺复兴时期一位天才的戏剧家和诗人,他一生一共写了154首十四行诗,大致认为作于1592年至1598年,1609年于伦敦首次出版。

诗集分为两部分,第一部分为前126首,献给一个年轻的贵族(Fair Lord),诗人的诗热烈地歌颂了这位朋友的美貌以及他们的友情;第二部分为第127首至最后,献给一位“黑肤女士”(Dark Lady),描写爱情。

他的十四行诗形式上采用“莎士比亚式”或“伊丽莎白式”;内容与主题上表现出对于生命的热爱与赞美的人文主义思想,概括了人世间一切的悲喜哀乐,如镜子般反映出人生的全貌;语言上不但语汇丰富,用词精练,而且运用多种修辞手法,更能显示出诗人高超的语言技巧。

诗歌的省略和倒装1

2.省略的两个特点：
一是句子的任何成分都可以省略，
二是可以把一句话省略为一个词。
但是这在散文里不允许的，所省去的成分，只能补上近似的意思，这就是为什么古代诗词在理解上可以有更多的伸缩性的原因。
（1）主语省略
句子主语为作者本人时，往往省略。
例如：
（1）向晚（余）意不适，
（我）驱车登古原。
诗歌的省略和倒装
诗词语言的特点
要欣赏诗，首先必须读懂诗句，了解 “诗家语”省略与倒装的特点。诗词语言，从语法角度来看，句子往往缺少部分成分，可谓“不完整语句”，或说，诗词语言有违普通语言习惯。但是诗词语言乃属精炼语言，接近于古文言。
一、省略现象
1. 省略的好处：使诗句紧缩、精炼和符合格律的要求，
前面的名词语不能独立，只是作为后面句子的一个成分而存在的。例如：
（1）旧时王谢堂前燕，飞入寻常百姓家。
（主语“燕”前面的名词性词组是定语、状语，这上句主要是主语及其附加成分，与下句合在一起，才是一个单句。）
（2）玄都观里桃千树，尽是刘郎去后栽。
练习: “香稻啄余鹦鹉粒，碧梧栖老凤凰枝”
（2）平明（我）寻白羽，
（白羽）没在石棱中。
练习
《寄李儋元锡》
韦应物
去年花里逢君别，今日花开又一年。
世事茫茫难自料，春愁黯黯独成眠。
身多疾病思田里，邑有流亡愧俸钱。
闻道欲来相问讯，西楼望月几回圆。
（2）谓语省略
① 谓语直接省略。例如杜甫《野望》诗句：西山白雪三城戌，南浦清江万里桥。其中第二句的谓语“在”或“有”被
“人面不知何处去，桃花依旧笑春风。”
“千家山郭静朝晖，日日江楼坐翠微。”
李商隐《安定城楼》诗：“永忆江湖归白发，欲回天地入扁舟。”

(完整word版)英国文学诗歌赏析

I wandered lonely as a cloud Writer: William WordsworthGenre(体裁)：lyricTone: depression and disconsolateness at the very beginning. But as he catches sight of daffodils stretching as far as the eyes can see and finds himself in the midst of nature, his loneliness turns into relaxation and joy. Thus the shift of the poet’s mood from sadness to happiness manifests the theme --- the great influence of nature upon human being.Rhyme: He employs masculine rhyme in “a, b, a, b, c, c” pattern to receive emphasis as a musical effect. (e.g. “cloud” (a), “hills” (b), “crowd” (a), “daffodils” (b), “trees”(c), “breeze” (c) i n stanza 1. He arranges his poem in lines of iambic tetrameter in the main with alternation of iambic trimeter.Rhetorical devices(修辞手法): He also achieves musical quality by the management of alliteration（头韵）(e.g. “That floats on high o’er vales and hills” in line 2 and “Beside the lake, beneath the trees” in line 5) and assonance（类韵）(e.g. “beneath the trees in line 5” and “ They stretched in never-ending line” in line 9) andconsonance（一致）(e.g. “ vales and hills” in line 2 ). Besides the repetition of sounds, the poet also makes his poem a strong appeal for us in language that is rhythmical.Ode to the west windWriter: Percy ShelleyGenre: LyricTone: eagerness to enjoy the boundless freedom from reality.Rhyme: In each stanze,the first 12 lines use terza rima （三行诗）.The last two lines use couplet（偶句）.aba bab cdc ded ee.Rhetorical devices: Personification.。

英国文学史诗歌分析

1. Sonnet 18----William Shakespeare Shall I compare thee to a summer's day?(Could I compare you to the time of summer?)Thou art more lovely and more temperate:(You are more lovely and more gentle and mild than the days)(Rough winds do shake the darling buds of May,(The wild winds shakes the favorite flowers of May. )And summer's lease hath all too short a date:(And the duration of summer has a limited period of time)Sometime too hot the eye of heaven shines,(Sometimes the sun shining is too hot. )And often is his gold complexion dimmed;(Or often goes behind the clouds.)And every fair from fair sometime declines,(And everything beautiful will lose its beauty.)By chance or nature's changing course untrimmed;(By misfortune or by nature’s planned out course)But thy eternal summer shall not fade ,(But your youth shall not fade)Nor lose possession of that fair thou ow’st;(Nor will you lose the beauty that you possessed)Nor shall Death brag thou wander'rest in his shade,(Nor will death claim you for his own)When in eternal lines to time thou grow’st(Because in my eternal verse you will live forever)So long as men can breathe or eyes can see,(So long as the men can live in the world with sight and breath)So long lives this, and this gives life to thee.(This poem will exist and you will live in forever.)a)The author of the poem is William Shakespeare .It is a typical English sonnet, the rhymescheme of the poem is “abab cdcd efef gg”.b)On the surface the poem is simply a statement to praise the beauty of the young man. But themore important is the poet wants to show the power of the poem which can defy time and last forever. The stability of love and its power to immortalize the subject of the poet's verse is the theme.2. On His Blindness----John MiltonWhen I consider how my light is spent 想到了在这茫茫黑暗的世界里Ere half my days， in this dark world and wide还未到半生这两眼就已失明，And that one talent which is death to hide ，想到了我的才能，要是埋起来，Lodged with me useless, though my soul more bent 会招致死亡，却放在我手里无用，To serve therewith my Maker, and present 虽然我一心想用它服务造物主，My true account, lest He, returning chide；免得报账时，得不到他的宽容；"Doth God exact day-labor, light denied?" "神不给我光明，还让我做日工 ?’’想到这，I fondly ask. But Patience, to prevent 我愚蠢地自问.但"忍耐"看我在抱怨，That murmur, soon replies, "God doth not need" 立刻止住我，神并不要你工作，Either man's work or his own gifts.；Who best 或还他礼物。

英国诗歌赏析倒装1

英国诗歌赏析作者：向恺然来源：博客园发布时间：2010-08-16 14:14 阅读：26 次原文链接[收藏]以英国诗人罗塞蒂的《闪光》为例探讨英诗汉译技巧（辜正坤-中西诗比较鉴赏与翻译理论）2010-04-02 13:43中西诗比较鉴赏与翻译理论/辜正坤/清华大学出版社2003年7月1版1印第十九章诗歌翻译对策与技巧OCRed from P425-432Google Books有预览19.1 以英国诗人罗塞蒂的《闪光》为例探讨英诗汉译技巧探讨诗歌翻译技巧的最好的办法就是从一首诗的具体翻译过程来讨论具体的技巧。

翻译标准多元互补论意味着一般翻译技巧的多样性，也意味着诗歌翻译技巧的多样性。

下面我以英国著名诗人罗塞蒂的《闪光》一時为例来具体探讨英诗汉译的若干技巧。

罗塞蒂原诗：Sudden Light①Dante Gabriel Rossetti ( 1828-1882)I have been here before,But when or how I cannot tell:②I know the grass beyond the door,The sweet keen smell.The sighing sound,③the lights around the shore.You have been mine before —How long ago I may not know:④But just when at that swallow's soarYour neck turned so,⑤Some veil did fall, I knew it all of yore.⑥Has this been thus before?And shall not thus time's eddying flight⑦Still with our lives our loves restore⑧In death despite,⑨And day and night yield one delight once more?⑩①Sudden Light,指突发的光。

倒装在英文歌曲中的应用

倒装在英文歌曲中的应用倒装句语序就是指英语句子中各成分之间的相对顺序，英语句子中的核心成分是主语、谓语和宾语在英语长期的历史演变过程中它们的顺序被逐渐被固定下来，从而形成了一个相对固定的语序，即“主语+谓语+宾语”的顺序。

这个语序通常被称为“正常语序”或“自然顺序”，大多数英语句子都是采用这种语序。

但是这种语序也并非一成不变，有时也会打破常规改变这种语序，把谓语放在主语之前，从而起到强调或某种特定的修辞效果，这种语序变化就是倒装。

强调是引起语序变化的最主要原因，我们通常把所有要强调的成分放到句首，以达到强调的目的。

保持句子的平衡是引起语序变化的另一个原因。

鉴于此，英文歌词中的倒装是有一部分以上的原因。

但是其中也有部分原因是为了符合音符或者随着音符而变，产生歌词音符相得益彰的感觉。

根据谓语动词结构和位置的不同，倒装可以分为全部倒装和部分倒装两种。

全部倒装是指整个谓语动词放在主语前面。

在英语歌词中的全倒装中由地点和时间副词引出的全部倒装句运用的频率很高。

尤以地点副词“HERE”最多.举例：1．Here comes the rain againFalling from the starsDrenched in my pain againBecoming who we areAs my memory restsBut never forgets what I lostWake me up when September ends（选自 Wake Me Up When September ends）分析：Here comes the rain again这句是很简单的全倒装句，类似于我们很早就见过的Here comes the bus.在日常口语中也是很常见的。

这句原来的形式是The rain comes here again.2. Pistol shots ring out in the barroom nightEnter Patty Valentine from the upper hallShe sees the bartender in a pool of bloodCries out, "My God, they killed them all!"Here comes the story of the HurricaneThe man the authorities came to blameFor somethin' that he never donePut in a prison cell, but one time he could-a beenThe champion of the worldThree bodies lyin' there does Patty seeAnd another man named Bello, movin' around mysteriously "I didn't do it," he says, and he throws up his hands"I was only robbin' the register, I hope you understandI saw them leavin'," he says, and he stops"One of us had better call up the cops."And so Patty calls the copsAnd they arrive on the scene with their red lights flashin'In the hot New Jersey night （选自 Hurricane）分析：在Hurricane的这两段歌词中有两种不同的倒装句。

浅析英文诗歌中“倒装”的修辞功能

浅析英文诗歌中“倒装”的修辞功能
姜春兰
【期刊名称】《教师教育学报》
【年(卷),期】2013(000)008
【摘要】“倒装”是相对于行文中的正常语序而言,它作为一种修辞手法,在英语诗歌创作中被广泛应用.根据布拉格学派的标记理论原理,“倒装”可分为“无标记倒装”和“有标记倒装”.在英语诗歌中,“倒装”偏离了人们的认知规律,故称为“有标记倒装”.就其修辞功能而言,“倒装”在英诗中的应用至少具有3个方面的功能:第一,表示强调突出效果；第二,平抑音韵强化节奏；第三,制造悬念渲染气氛.了解倒装的这些修辞效果,有利于读者加强对英诗的鉴赏.
【总页数】3页(P)
【作者】姜春兰
【作者单位】西安翻译学院研修院,陕西西安,710105
【正文语种】中文
【中图分类】H319
【相关文献】
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2.浅析英语倒装结构的修辞功能 [J], 梁成功
3.颜色词在诗歌中的修辞功能 [J], 祁琦
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