
- •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 Imagination
Much importance was also attached to the role of the imagination in the creative process. In The Romantic Imagination, Sir Maurice Bowra says, "If we wish to distinguish a single characteristic which differentiates the English Romantics from the poets of the 18th century, it is to be found in the importance they attached to the imagination and the special view which they held of it".
Indeed, the English Romantic poets believed the imagination was a faculty of the mind capable of penetrating the surface reality of human life and apprehending a kind of truth which lay beyond the powers of reason and rational intellect. In exercising the imagination, the individual was thought to gain access to an infinite world of spiritual reality, a kind of supernatural order whose essential truth and reality is far removed from the world of simple sensory impressions. The imagination, they claimed, is a source of spiritual energy, and in drawing on its special powers of perception, the poet - for it was above all the poet who understood its workings - shares in an almost divine activity in his re-creation and modification of the external world. Through this faculty poets created and interpreted anew the universe of human experience, confident that their often prophet-like visions revealed or constituted new, yet equally important truths which had little to do with the methods and conclusions of rational, scientific inquiry.
Individual Thought and Feeling
This new, subjective vision of reality went hand in hand with a much stronger emphasis on individual thought and feeling. Indeed, there is a greater freedom and intensity of feeling in the verse of poets like Burns, Blake, Wordsworth and Shelley. Poetry became more introspective and meditative. Increasingly, poets took as their main subject the workings of their own minds, thus introducing an explicitly autobiographical element, which for many years had been considered inappropriate. Predictably unpopular during much of the eighteenth century, the lyric - written in the first person and well suited to the expression of personal feeling - assumed a new-found importance. The thoughts and experiences of the speaker or 'voice' in Romantic lyrics frequently correspond to those of the poets themselves. Some of the Romantics also chose to isolate themselves from society, believing that solitude was necessary to the fulfilment of their vision. In this they anticipated the idea of the artist as a nonconformist and the feelings of alienation shared by many writers of the modernist age.
The Irrational
Together with the new emphasis on self, Romantic writers also dealt with topics and concerns which formerly had been considered inappropriate. In turning their attentions to the more irrational aspects of human life - the subconscious, mystery and the supernatural, magic and superstition - they enlarged the field of human experience in art, and demonstrated (with or without the use of narcotics) the range and effectiveness of poetry as a vehicle of feelings and perceptions which were difficult to define under more rational forms of investigation.