Approach to Literature week 5

Ø  The reader 為愛朗讀

It tells the story of Michael Berg, a German lawyer who as a mid-teenager in 1958 had an affair with an older woman, Hanna Schmitz, who then disappeared only to resurface years later as one of the defendants in a war crimes trial stemming from her actions as a guard at a Nazi concentration camp. Michael realizes that Hanna is keeping a personal secret she believes is worse than her Nazi past – a secret which, if revealed, could help her at the trial.

Ø  Never Let Me Go

Never Let Me Go is a 2005 dystopian science fiction novel by Japanese-born British author Kazuo Ishiguro. Time magazine named it the best novel of 2005 and included the novel in its TIME 100 Best English-language Novels from 1923 to 2005. It also received an ALA Alex Award in 2006. A film adaptation directed by Mark Romanek was released in 2010; a Japanese television drama aired in 2016.

The novel's title comes from a song on a cassette tape called Songs After Dark, by fictional singer Judy Bridgewater. Kathy bought the tape during a swap meet-type event at Hailsham, which she often used to sing to and dance to the chorus: "Baby, never let me go." On one occasion, while dancing and singing, she notices Madame watching her and crying. Madame explains the encounter when they meet during Kathy's time as a carer. The tape was then lost somehow and Tommy bought her another copy while they were in Norfolk looking for Ruth's "possible".

 Ø   A Little Chaos

A 2014 British period drama film directed by Alan Rickman. The story was conceived by Allison Deegan and she co-wrote the screenplay along with Rickman and Jeremy Brock.

A romantic drama following Sabine (Kate Winslet), a talented landscape designer, who is building a garden at Versailles for King Louis XIV (Alan Rickman). Sabine struggles with class barriers as she becomes romantically entangled with the court's renowned landscape artist, André Le Nôtre (Matthias Schoenaerts). Written by Focus World

Ø  3c = computer, communication, consumer

People worldwide have enjoyed improved living standards over the last four decades. At the same time, demand for digital multimedia products has been growing rapidly, with the focus shifting to 3C- (computing, communication, and consumer) and IA- (information application) related products.

Ø  Yalta 代表回歸正途

Ø  Coming of age

Coming of age is a young person's transition from being a child to being an adult. The certain age at which this transition takes place changes in society, as does the nature of the change. It can be a simple legal convention or can be part of a ritual or spiritual event, as practiced by many societies. In the past, and in some societies today, such a change is associated with the age of sexual maturity (early adolescence); in others, it is associated with an age of religious responsibility. Particularly in western societies, modern legal conventions which stipulate points in late adolescence or early adulthood (most commonly 18-21 when adolescents are generally no longer considered minors and are granted the full rights and responsibilities of an adult) are the focus of the transition. 

Ø  Vocabulary

l   Affair: events and activities relating to the government, politics, economy etc of a country, region, or the world  事件; 誹聞

l   Literacy: the ability to read and write

Ø  -dant = people

l   Defendant: someone who has been accused of a crime and is on trial 罪犯

l   Attendant: someone whose job is to help customers or people who visit a public place

l   Protestant新教徒 (Protestant Christian catholic) : a member of a group of Christian churches that separated from the Roman Catholic Church in the 16th century

l   protestant 抗議者

l   Inspect: to look at something carefully in order to check that it is correct or good enough

l   Spectator: someone who watches a public activity or event, especially a sports event

l   Spectacular: extremely impressive

l   Speculation: ideas or discussion about why something has happened or what might happen

Approach to literature week 4

Ø  Mimesis 模仿

Mimesis (/maɪˈmiːsəs/; Ancient Greek: μίμησις (mīmēsis), from μιμεῖσθαι (mīmeisthai), "to imitate," from μῖμος (mimos), "imitator, actor") is a critical and philosophical term that carries a wide range of meanings, which include imitation, representation, mimicry, imitatio, receptivity, nonsensuous similarity, the act of resembling, the act of expression, and the presentation of the self.

One of the best-known modern studies of mimesis, understood as a form of realism in literature, is Erich Auerbach's Mimesis: The Representation of Reality in Western Literature, which opens with a famous comparison between the way the world is represented in Homer's Odyssey and the way it appears in the Bible. In art history, "mimesis", "realism" and "naturalism" are used, often interchangeably, as terms for the accurate, even "illusionistic", representation of the visual appearance of things.

Ø  Catharsis 洗滌，淨化

Catharsis (from Greek κάθαρσις katharsis meaning "purification" or "cleansing") is the purification and purgation of emotions—especially pity and fear—through art or any extreme change in emotion that results in renewal and restoration. It is a metaphor originally used by Aristotle in the Poetics, comparing the effects of tragedy on the mind of spectator to the effect of a cathartic on the body.

Ø  Hamartia (判斷錯誤 悲劇性弱點)

The term hamartia derives from the Greek ἁμαρτία, from ἁμαρτάνειν hamartánein, which means "to miss the mark" or "to err". It is most often associated with Greek tragedy, although it is also used in Christian theology. Hamartia as it pertains to dramatic literature was first used by Aristotle in his Poetics. In tragedy, hamartia is commonly understood to refer to the protagonist’s error or flaw that leads to a chain of plot actions culminating in a reversal from their good fortune to bad. What qualifies as the error or flaw can include an error resulting from ignorance, an error of judgement, a flaw in character, or sin. The spectrum of meanings has invited debate among critics and scholars, and different interpretations among dramatists.

Ø  Harper Lee

Nelle Harper Lee (April 28, 1926 – February 19, 2016), better known by her pen name Harper Lee, was an American novelist widely known for To Kill a Mockingbird, published in 1960. Immediately successful, it won the 1961 Pulitzer Prize and has become a classic of modern American literature. Though Lee had only published this single book, in 2007 she was awarded the Presidential Medal of Freedom for her contribution to literature. Additionally, Lee received numerous honorary degrees, though she declined to speak on those occasions.

The plot and characters of To Kill a Mockingbird are loosely based on Lee's observations of her family and neighbors, as well as an event that occurred near her hometown in 1936, when she was 10 years old. The novel deals with the irrationality of adult attitudes towards race and class in the Deep South of the 1930s, as depicted through the eyes of two children. The novel was inspired by racist attitudes in her hometown of Monroeville, Alabama.

Ø  To Kill Mockingbird

To Kill a Mockingbird is a novel by Harper Lee published in 1960. It was immediately successful, winning the Pulitzer Prize, and has become a classic of modern American literature. The plot and characters are loosely based on the author's observations of her family and neighbors, as well as on an event that occurred near her hometown in 1936, when she was 10 years old.

The novel is renowned for its warmth and humor, despite dealing with the serious issues of rape and racial inequality. The narrator's father, Atticus Finch, has served as a moral hero for many readers and as a model of integrity for lawyers. One critic explains the novel's impact by writing, "In the twentieth century, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism."

Ø  Thomas hardy

Thomas Hardy, OM (2 June 1840 – 11 January 1928) was an English novelist and poet. A Victorian realist in the tradition of George Eliot, he was influenced both in his novels and in his poetry by Romanticism, especially William Wordsworth. Charles Dickens was another important influence. Like Dickens, he was highly critical of much in Victorian society, though Hardy focused more on a declining rural society.

Most of his fictional works – initially published as serials in magazines – were set in the semi-fictional region of Wessex. They explored tragic characters struggling against their passions and social circumstances. Hardy's Wessex is based on the medieval Anglo-Saxon kingdom and eventually came to include the counties of Dorset, Wiltshire, Somerset, Devon, Hampshire and much of Berkshire, in southwest and south central England.

Ø  Humanities

 

Humanities are academic disciplines that study human culture. In the Middle Ages, the term contrasted with divinity and referred to what is now called classics, the main area of secular study in universities at the time. Today, the humanities are more frequently contrasted with natural, physical and sometimes social sciences as well as professional training.

The humanities use methods that are primarily critical, or speculative, and have a significant historical element—as distinguished from the mainly empirical approaches of the natural sciences. The humanities include ancient and modern languages, literature, philosophy, art and musicology.

Scholars in the humanities are "humanity scholars" or humanists. The term "humanist" also describes the philosophical position of humanism, which some "antihumanist" scholars in the humanities refuse. The Renaissance scholars and artists were also called humanists. Some secondary schools offer humanities classes, usually consisting of English literature, global studies and art.

Ø  Lunatic (a.)

Lunatic is an informal term referring to a person who is considered mentally ill, dangerous, foolish or unpredictable, conditions once attributed to lunacy. The term may be considered insulting in serious contexts in modern times, but is now more likely to be used in friendly jest. The word derives from lunaticus meaning "of the moon" or "moonstruck". The term was once commonly used in law

Ø  A Midsummer Night's Dream

A Midsummer Night's Dream is a comedy written by William Shakespeare sometime between 1590 and 1597. It portrays the events surrounding the marriage of Theseus, the Duke of Athens, to Hippolyta. These include the adventures of four young Athenian lovers and a group of six amateur actors (the mechanicals) who are controlled and manipulated by the fairies who inhabit the forest in which most of the play is set. The play is one of Shakespeare's most popular works for the stage and is widely performed across the world.

Ø  Measure for measure

Measure for Measure is a play by William Shakespeare, believed to have been written in 1603 or 1604. Originally published in the First Folio of 1623, where it was listed as a comedy, the play's first recorded performance occurred in 1604. The play's main themes include justice, "mortality and mercy in Vienna," and the dichotomy between corruption and purity: "some rise by sin, and some by virtue fall." Mercy and virtue predominate, since the play does not end tragically.

Measure for Measure is often called one of Shakespeare's problem plays. It was, and continues to be, classified as comedy, though its tone and setting defy those expectations.

Ø  Cust Away

Cast Away is a 2000 American epic survival drama film directed and produced by Robert Zemeckis and starring Tom Hanks, Helen Hunt, and Nick Searcy. The film depicts a FedEx employee stranded on an uninhabited island after his plane crashes in the South Pacific and his Robinsonade attempts to survive on the island using remnants of his plane's cargo.

Ø  Vocabulary

   Didactic (a.): intended to teach something, especially a moral lesson

   Didacticism (n.) 教導主義

l   Image: an opinion that people have about someone or something, which may not be a true one

²  image of: We have an image of the US as a very rich country.

l   Imagination: the ability to think of clever and original ideas, possibilities, or solutions

²  have the imagination to do something: They didn’t have the imagination to deal with such complex problems.

²  use your imagination: Try to use your imagination when planning main meals.

²  lack of imagination: The speaker’s visual aids showed a remarkable lack of imagination.

l   Imaginative: involving the use of your imagination

Approach to Literature week 3

Ø  Charles Dickens

Charles John Huffam Dickens (/ˈtʃɑːrlz ˈdɪkɪnz/; 7 February 1812 – 9 June 1870) was an English writer and social critic. He created some of the world's best-known fictional characters and is regarded as the greatest novelist of the Victorian era. His works enjoyed unprecedented popularity during his lifetime, and by the twentieth century critics and scholars had recognised him as a literary genius. His novels and short stories enjoy lasting popularity.

Born in Portsmouth, Dickens left school to work in a factory when his father was incarcerated in a debtors' prison. Despite his lack of formal education, he edited a weekly journal for 20 years, wrote 15 novels, five novellas, hundreds of short stories and non-fiction articles, lectured and performed extensively, was an indefatigable letter writer, and campaigned vigorously for children's rights, education, and other social reforms.

Dickens's literary success began with the 1836 serial publication of The Pickwick Papers. Within a few years he had become an international literary celebrity, famous for his humour, satire, and keen observation of character and society. His novels, most published in monthly or weekly instalments, pioneered the serial publication of narrative fiction, which became the dominant Victorian mode for novel publication. The instalment format allowed Dickens to evaluate his audience's reaction, and he often modified his plot and character development based on such feedback. For example, when his wife's chiropodist expressed distress at the way Miss Mowcher in David Copperfield seemed to reflect her disabilities, Dickens improved the character with positive features. His plots were carefully constructed, and he often wove elements from topical events into his narratives. Masses of the illiterate poor chipped in ha'pennies to have each new monthly episode read to them, opening up and inspiring a new class of readers.

Dickens was regarded as the literary colossus of his age. 

Ø   A Tale of Two Cities (London vs. Paris)

A Tale of Two Cities (1859) is a novel by Charles Dickens, set in London and Paris before and during the French Revolution. The novel depicts the plight of the French peasantry demoralized by the French aristocracy in the years leading up to the revolution, the corresponding brutality demonstrated by the revolutionaries toward the former aristocrats in the early years of the revolution, and many unflattering social parallels with life in London during the same period.

Ø  Charles Dickens' "Tale of Two Cities" starts with the words:

Chapter 1 - The Period

IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

Ø  The Western canon

The Western canon is the body of books, music and art that scholars generally accept as the most important and influential in shaping Western culture. It includes works of fiction, non-fiction, poetry, drama, music, art and sculpture generally perceived as being of major artistic merit and representing the high culture of Europe. Philosopher John Searle suggests that the Western canon can be roughly defined as "a certain Western intellectual tradition that goes from, say, Socrates to Wittgenstein in philosophy, and from Homer to James Joyce in literature".

The canon of books, including Western literature and Western philosophy, has perhaps been most stable, although expanding to include more women and minorities, while the canons of music and the visual arts have greatly expanded to cover the Middle Ages and other periods, once largely overlooked. Some examples of newer media such as cinema have attained a precarious position in the canon.

In particular postmodern studies has argued that the body of scholarship is biased, because the main focus traditionally of the academic studies of history and Western culture, has only been on works produced by European men.

Ø  Pachelbel's Canon (卡農)

Pachelbel's Canon is the name commonly given to a canon by the German Baroque composer Johann Pachelbel in his Canon and Gigue for 3 violins and basso continuo.

Pachelbel's Canon, like Pachelbel's other works, although popular during his lifetime, soon went out of style, and remained in obscurity for centuries thereafter. A 1968 arrangement and recording of it by the Jean-François Paillard chamber orchestra became unexpectedly popular over the next decade, and in the 1970s the piece began to be recorded by many ensembles; by the early 1980s its presence as background music was deemed inescapable. From the 1970s to the early 2000s, elements of the piece, especially its chord progression, were used in a variety of pop music songs. Since the 1980s, it has also been used frequently in weddings and funeral ceremonies in the Western world.

The canon was originally scored for three violins and basso continuo and paired with a gigue. Both movements are in the key of D major. Although a true canon at the unison in three parts, it also has elements of a chaconne.

Ø  Educational perennialism

Educational perennialism is a normative educational philosophy. Perennialists believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts. Since people are human, one should teach first about humans, rather than machines or techniques and liberal rather than vocational topics.

Although perennialism may appear similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher-centered, as opposed to student-centered philosophies of education such as progressivism. However, since the teachers associated with perennialism are in a sense the authors of the Western masterpieces themselves, these teachers may be open to student criticism through the associated Socratic method, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.

Ø  Shall I compare thee to a summer’s day?

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date.

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimmed;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wand’rest in his shade,

When in eternal lines to Time thou grow’st.

     So long as men can breathe, or eyes can see,

     So long lives this, and this gives life to thee.

approach to literature week2

l  Plot (The five parts of plot P.85) (Freytag's Pyramid)  

Ø  The Difference Between Stories, Novelettes, Novellas, and Novels