
- •Contents
- •I. The study of languages and literature
- •II. English and american literature
- •III. Vocabulary Предисловие
- •Структура и содержание пособия
- •Методические указания студентам
- •Работа над текстом
- •Как пользоваться словарем
- •Основные трудности при переводе английского текста на русский язык
- •Каковы основные типы смысловых соответствий между словами английского и русского языков?
- •Exercises
- •Text 2. Descriptive, historical and comparative linguistics
- •Text 3. Applied linguistics
- •Text 4. Why we study foreign languages
- •Text 5 aspects of language
- •Text 6 parts of speech
- •Text 7 russian language
- •Text 8 languages of russia
- •Text 9 about the english language
- •Text 10 strong language
- •Dialogue I
- •Is that a threat or a promise darling? Look, I’m off, I haven’t got all day.
- •Dialogue II
- •I wonder if you’d be kind enough to get me a size 18 in this …if it’s not too much trouble, that is.
- •18? We don’t do extra-large, lug. Sorry. You want the outsize department.
- •Text 11 types and genres of literature
- •Do we really need poetry?
- •Reading detective stories in bed
- •Books in your life
- •Writing practice: Short story
- •Complete the story using the appropriate form of the verbs in brackets.
- •Look at the checklist below and find examples of these features in the story:
- •Connect the following sentences with the sequencing words in brackets. Make any changes necessary.
- •Rewrite these sentences to make them more vivid and interesting foe the reader. Replace the underlined words with words from the box. Make any changes necessary.
- •Text 12 philologist
- •A good teacher:
- •Is a responsible and hard-working person
- •Is a well-educated man with a broad outlook and deep knowledge of the subject
- •English and american literature
- •2. The Middle Ages
- •Geoffrey Chaucer
- •Chaucer's Works
- •3. The Renaissance
- •Renaissance Poetry
- •4. William Shakespeare
- •The Comedies
- •The Histories
- •The Tragedies
- •The Late Romances
- •The Poems
- •The Sonnets
- •From Classical to Romantic
- •The Reading Public
- •Poetry and Drama
- •Daniel Defoe
- •New Ideas
- •6. The Age of the Romantics
- •The Writer and Reading Public
- •Romantic Poetry
- •The Imagination
- •Individual Thought and Feeling
- •The Irrational
- •Childhood
- •The Exotic
- •7. The Victorian Age
- •The Novel
- •Oscar Fingal o'Flahertie Wills Wilde
- •Life and Works
- •Poetry of the First World War
- •Drama (1900-1939)
- •George Bernard Shaw
- •Life and works
- •Stream of Consciousness
- •9. Historical Background of American literature.
- •Benjamin Franklin
- •10. Romanticism in America
- •11. Critical Realism
- •Mark Twain (1835-1910)
- •О. Henry
- •Jack London
- •Theodore Dreiser
- •Vocabulary
The Writer and Reading Public
Finally, a mention must be made of the relationship between the writer and the reading public during this age. To the satisfaction of a growing number of readers, improvements in manufacturing techniques meant a larger quantity of books were being produced with greater ease and at lower cost. Indeed, the systems of patronage and subscription publishing, dear to writers of the seventeenth and early eighteenth centuries, were disappearing in favour of a more modern and commercial form of publishing. Whereas writers had previously benefited from a close, direct relationship with a known circle of readers (and could skilfully prepare what was expected of them), they now had to deal with a more amorphous public, whose precise collective identity was more difficult to pin down. The sense of 'belonging', which characterized former relations between writers and their public, was gradually being replaced by feelings of detachment from a literary market whose identity was more impersonal.
The decline of patronage meant 'professional writers', who made a living from the pen, became more common. Contemporary poets were no longer bound to the intrigues and flattery customarily associated with their predecessors. They considered themselves to be more inspired visionaries than skilled craftsmen, and many believed their work possessed an intrinsic value which could not be compromised to the requirements and expectations of modern readers and critics. Hostility towards the public was nothing new, of course, but never before had the conflict been so open. Keats said "I have not the slightest feeling of humility towards the public", a sentiment echoed by the rebellious Shelley: "Time reverses the judgment of the foolish crowd. Contemporary criticism is no more than the sum of folly with which genius has to wrestle". If the special value of what they believed they were writing could not be appreciated, then they would leave judgment to posterity. It is perhaps no coincidence that this period witnessed not only a growing estrangement between poets and the reading public, but also the development of the idea that the literary artist was an independent, creative writer, whose autonomous 'genius' was subject to misinterpretation, misunderstanding and, at worst, persecution.
Romantic Poetry
In literary terms, poetry unquestionably provides the main source of what have conveniently been described as 'Romantic' ideas. To varying degrees, six of the most important poets in the English language succeeded in overthrowing what was left of the neoclassical literary regime. The fiercely held individual convictions and immense creative vitality of Blake, Wordsworth, Coleridge, Byron, Shelley and Keats ultimately proved overwhelming in their social and literary impact, and history has certainly borne them out as being representative of the new Zeitgeist of late eighteenth- and early nineteenth-century England. Despite stubborn resistance on the part of conservative-minded reviewers clinging to the inadequate notions of a bygone age, these pushed their point home forcibly and with courage, their creative vitality and intellectual dissent marking the culmination of a process which had begun earlier in the century.
Romantic poetry showed a much diminished concern with man as a 'social animal' and took as its main subject the individual. This emphasis on the individual self contrasted with an age whose poets had concentrated their energies on propounding recognizable ideas and experiences which could be shared by a smaller and more harmonious audience, Early eighteenth-century poets had dealt with experiences familiar to the reading public and been I tacitly supported by scientific and rationalistic j philosophies, which had done much to undermine the Value of aspiring - and perhaps irrational -individualism. In a strictly ordered and unchanging, mechanistic world, individual perception had beer I limited to physical objects and with little or no call for I interpretations which went beyond reassuring j descriptions of the familiar, sensible world. The more imaginative aspects of the individual creative process were, however, given a new importance by German philosophers and metaphysicians throughout the middle to late eighteenth century. Their emphasis on the creative potential of the individual human mind -the mind, or 'ego' as it was called, was seen to be the actual creator of the universe it perceived - did much to weaken former rationalist tendencies. In English Romantic poetry, too, subjective experience assumed a new importance, as the writings of Blake, Wordsworth and Coleridge testify.