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翻譯:徐卿(簡介並寄信)、汪海(簡介並寄信)
編輯:朱學(簡介並寄信)

論文 #1

在下面所列論題中選擇一個,寫一篇5-6頁的文章。如果你願意,可以和我聯絡,設計自己的論題。如果你有任何疑問、困難或者只是想隨意談談你的想法,不要猶豫,請與我預約見面。
  1. 我們已經發現:洛克的文章和後續的很多文學作品均強調一種思想,即,自我省視對於總結人類總結經驗教訓的必要性。基本上,所有自傳,包括寫實類和虛構類,都反映出:人具有回憶過去,並通過自我反省將自己的經歷排序的能力。比較兩個(最多三個)作家自我省視的方式,分析他們自我省視的內容是什麼,產生了哪些影響或結果?最重要的是,當我們反思人生,進行自我省視時,學到或者應該學到什麼?

  2. 18世紀的作家在描寫或定義人類理智時往往將它和人類其他的官能因素(如人類情感/熱情,迷信,瘋狂等)相聯繫。寫一篇文章,探討在洛克、蒲柏、斯維夫特或湯姆森作品中所表現出的理智和其他官能因素的關係;或者,比較任意兩個作家對於理智的或缺乏理智的個人的定義和評價。在任何情況下,清醒的理智都是令人嚮往的品質,作家是怎樣描述這一品質的特點和它理想的實踐方式的? 一個理智的人該具備哪些品質,妨礙一個人做出理智行為的主要障礙是什麼?最後,相對人類其他官能因素或經驗,如情感、信念等,作家們又是如何給理智定位的?這些官能因素是互不可少的、相互依賴加強的,還是對立損害的?


論文 #2

在下面所列論題中選擇一個,寫一篇8頁的文章。如果你願意,可以和我聯絡,設計自己的論題。和以前一樣,如果你想談談自己的任何想法,不要猶豫,請與我預約見面。

  1. 華茲華斯兩章節的序曲(prelude)通常被認為是第一部傳記體?述文,自此形成了對於自我的文學?述傳統——從普魯斯特到佛洛德。然而,從另一個角度上來看,創作於18世紀末期的華氏自傳詩作,只是初期自我省視和自我表現的哲學及文學套路思考模式發展的自然結果。重溫、對比、深入探討一個或幾個本學期所學的其他18世紀作家的思想,寫一篇關於華氏詩體序曲(prelude)的文章。可以與華氏詩(prelude)相對比的作家及主題包括:自我反省(洛克,斯維夫特,格雷),想像與記憶(愛迪生,阿肯賽德),感性和感傷(斯特恩,史密斯,沃爾斯通克拉夫特)等等。 我們從華茲華斯的詩作學到了什麼?從18世紀作家所創作的關於自我省視的廣袤文學作品中挑選一兩個實例,將其與華氏詩作比較,那個時代的文學自傳又具有什麼藝術特點?

  2. 學期最後幾周中我們將讀到的作品,都體現了一個主題:即外界因素對於個體人生的巨大影響。埃斯戴爾和沃爾斯通克拉夫特的散文,黑斯和雪萊的小說,都表現了一個人物主宰命運的能力總是被其無法控制的力量糾纏或限制。周圍的生活環境從很大程度上塑造了文章中人物的性格。寫一篇文章,分析兩部(最多三部)中小說中人物性格和外界環境之間的聯繫。各種因素(如教育,社會地位等)是怎樣影響個體的?在人生的哪些領域人們願意自己主宰命運,又在哪些領域人們更願意接受命運的安排?最重要的是,這些作家通過作品對個體掌握自身命運的能力表達了怎樣的看法?



Essay #1

Please write a 5-6 page essay on one of the following topics; or, if you prefer, devise your own topic in consultation with me. If you have questions, problems, or simply want to talk through your proposed thesis, feel free to schedule a meeting.

  1. We have observed how Locke's Essay and many literary texts in its wake insist upon the necessity of self-observation for deriving valuable lessons about humankind. At the most basic level, the autobiographical (both fictional and non-fictional) narratives we will read suppose an individual capable of recalling and giving order to the events of his/her life through self-reflection. Compare two or (at most) three writers on their treatment of the activity of self-observation. What is entailed by this activity? What are the effects or consequences of self-examination? Above all, what do we or should we learn when we consult our own lives?

  2. Eighteenth-century writers frequently describe or define the faculty of reason in relation to some other human faculty or condition (emotion/passion, superstition, madness, etc.). Write an essay reflecting on the relationship between reason and its others in Locke, Pope, Swift, or Thomson; or, if you like, you may consider how two writers define and evaluate individuals based on their possession or lack of reason. While clearly reason is a desirable quality in all cases, how do writers describe this faculty and its ideal exercise? What are the attributes of the reasonable person, and what are the principal obstacles to reasonable behavior? Finally, how do writers conceive the status of reason relative to human faculties and experiences such as emotion, faith, etc.? Are these faculties necessary to each other, mutually reinforcing, or dangerously opposed?


Essay #2

Please write an 8-page essay on one of the following topics; or, if you prefer, devise your own topic in consultation with me. As always, feel free to schedule a meeting if you want to talk through your argument.

  1. Wordsworth's two-part Prelude is often regarded as the first modern autobiographical narrative, anticipating later accounts of the self from Proust to Freud. From another perspective, however, Wordsworth's poem - written in the closing days of the eighteenth century - can be seen as responding to earlier philosophical and literary conventions for thinking about and representing the self throughout this period. Write an essay reflecting upon The Prelude as a poem that revisits, responds to, argues with, or extends the insights of one or more eighteenth-century writers whose work we have read this semester. Some general themes and authors you might consider in relation to Wordsworth's poem: self-reflection (Locke, Swift, Gray), imagination and memory (Addison, Akenside), sensibility and sentiment (Sterne, Smith, Wollstonecraft), etc. What do we learn about Wordsworth's poem or about the craft of literary autobiography when considered in relation to one or two particular examples of a vast body of eighteenth-century writing on the self?

  2. The texts we will read in the last few weeks display an acute awareness of the role of external factors in shaping and defining individual lives. In essays by Astell and Wollstonecraft and in novels by Hays and Shelley, a character's capacity for self-determination is often closely entwined with or defined by forces beyond that individual's control. As a result, individuals in these texts are described as strongly shaped by the various contexts in which they find themselves. Write an essay examining the relationship between character and context in two or (at most) three of these texts. How do various factors (of education, social class, etc.) act on or define the individual? In what areas of one's life does one seek to exercise powers of self-determination; conversely, in what areas are individuals more willing to accept their own fate? Above all, what do these writers seem to suggest about the capacity of the individual to become the author of his or her own life?



 
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