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现代大学英语精读6(第二版)Unit2教师用书

Unit 2

A Rose for Emily

William Faulkner

Additional Background Information on William Faulkner

William Faulkner was born and brought up in the American South and lived there for almost all

his life. On November 14, 1888, the local newspaper in Jackson, Mississippi reported a news story: “A terrible tragedy was enacted at Ripley on Tuesday afternoon of last week—the widely and

Col. Falkner had run for the Mississippi well-known Col. W. C. Falkner being the victim.”　

legislature and had been elected. But before he took office he was shot dead by his rival. Col. Falkner had been a local hero and a legendary figure. He was a pioneer in Mississippi, organized a regiment to fight for the South in the Civil War, practiced law after returning from the battlefields, bought a large plantation, built the first railroad in his hometown, and wrote a novel, which became a national best-seller. This “widely a nd well-known”　C ol. W. C. Falkner was Wi lliam -grandfather.

Faulkner’s great

On September 25, 1897, Faulkner was born in this distinguished family. He spent his youth in Oxford, a small town in Mississippi. Although the old colonel had died before Faulkner came into

this world, the boy grew up listening to all sorts of stories about his great-grandfather and other people in his hometown. The stories that his Negro nanny told him and the gossip he heard from

the townspeople resting and chatting in the small downtown square provided Faulkner with an oral tradition of storytelling as an important part of his education.

During World War I Faulkner served in the Royal Canadian Air Force. After the armistice in 1918

he returned to Oxford, and for some time he led his life in a rather listless way. He attended the University of Mississippi but left the university within a year; he tried his hand at poetry but without much success; he went north to the cultural metropolitan city of New York, but was driven back home soon by loneliness. He became a postmaster, but after three years at most, he resigned from this post. All this time, Faulkner had been reading, first, whatever interested him, and, later,

the great poets and novelists. In New York, Faulkner met Sherwood Anderson, a famous writer,

and then when he traveled to New Orleans in 1925, he gained entry into this artistic center through Anderson. Inspired by Anderson, Faulkner began to write novels.

Faulkner wrote 19 novels and nearly a hundred short stories. The setting of 15 novels and the majority of the short fiction is the American South. In his third book Sartoris (1929), he created the fictional Yoknapatawpha County. In the same year, he published The Sound and the Fury (1929), one of his masterpieces. This novel owes much to James Joyce and the stream of

consciousness technique. In another major work As I Lay Dying (1930), Faulkner relates a

terrifying comic story to a ritualized burial journey. In this novel he experiments with

multiple-point-of-view narration. Light in August (1932) is also one of Faulkner’s major novels.

development is the brilliant Absalom, Absalom! (1936). His other

The high point of Faulkner’s

major works include The Unvanquished, The Wild Palms, The Hamlet, The Town, The Mansion,

Go Down Moses, A Fable, etc.

As the setting of most of his works is the American South, Faulkner is regarded as a regional

is misleading because Faulkner deals with some of the major

writer. But the word “regional”　

universal themes in literature so profoundly that his work is read and recognized nationally and

internationally. As far as writing techniques are concerned, Faulkner is among the great

experimentalists of the 20th century novel. His effective use of stream of consciousness, multiple

points of view, symbolism and imagery, places him among the rank of outstanding modern writers

along with James Joyce and Virginia Woolf. In 1950, Faulkner won the Nobel Prize for Literature.

The Themes and Writing Techniques of “A Rose for Emily”

is one of his most frequently anthologized short stories and is

Although “A Rose for Emily”　

widely used in the American classroom, Chinese students may find it difficult to understand and

appreciate. Some of them may think it is a bizarre story about an old eccentric lady in an

American Southern town. I t’s true that the setting of the story is the American South. Yet, the

theme of the story is universal, transcending the boundaries of time and space. Like many other

works of great literature, this short story tells about love, death, honor, pride, change, and loss.

the good story skillfully; how he creates the

In “A Rose for Emily” we can see how the author tells

requisite atmosphere for telling the story; how he maintains the suspense and unfolds the conflict

bit by bit; and how he digs deep into the social world of his characters. This story is a rich and

modern 20th-century literary text. Those who are not very familiar with modern American

literature may therefore encounter obstacles in reading this story: vague references, ambiguities,

symbolism, imagery, experimental point of view, jumbled time sequences, avoidance of clear

transitions, withholding of vital information, etc. By exploiting those “tricks,” Faulkne invite readers to participate in the process of seeking the truths of the inner life of the characters in

the

the story. Once we do, we will surely enjoy reading the story. It’s like working at a puzzle: more parts we start to figure out, the more interesting the puzzle will become.

The 1950 Nobel Prize presentation speech called Faulkner as the “unrivaled master of all living

“A Rose for Emily”　

He is regarded as a “deep psychologist.”　

British and American novelists.”　

lives up to that high praise.

Implicit Chronology (approximate)

does not follow a normal chronological order. Instead, it

The narration of “A Rose for Emily”　

shifts in time frequently and gives out bits of information about the main character, Miss Emily, in

such a way that the reader has to piece them together by himself/herself. The following implicit chronology has been worked out on the basis of the information from the text.

ca. 1855: Miss Emily was born to the richest family of slave-owners in the town.

1861: The American Civil War broke out; Confederate troops from the town were commanded by

Col. Sartoris.

1865: The American Civil War ended.

had the family house built in the Gothic revival style.

1870s: Mr. Grierson, Miss Emily’s father,

was only the house; she was over thirty.

ca. 1886: Mr. Grierson died; Miss Emily’s inheritance

ca. 1887: Homer Barron, Northern construction foreman, arrived; he and Miss Emily started courting.

ca. 1888: Homer Barron could be seen no more; the smell in the house was noticed.

1894: The Young Colonel Sartoris, as mayor of the town, exempted Miss Emily from taxes for

life.

ca. 1919: The Young Colonel died.

ca. 1927-1928: The tax delegation visited Miss Emily.

ca. 1929-1930: Miss Emily died at the age of 74.

figure. We Notes: “ca.” is short for circa, meaning “about” used before an approximate date or must remember that Faulkner is not always accurate about the exact time of a certain event. The

purpose of working out this chronology is to give students a rough idea of the time frame in which

the story took place.

Structure of the Text

Part I (Paras. 1-14)

This part begins with the death of Miss Emily, the daughter of an eminent Southern family and

indicates who Emily was.

When Miss Emily died, all the people in the town went to her funeral. (Para. 1)

Miss Emily lived in a big old house on one of the best streets of the town. (Para. 2)

When Miss Emily was alive, the older generation treated her as a tradition, a duty, a care and

a sort of hereditary obligation. The mayor remitted her taxes. (Para. 3)

When a new generation came along, its members wanted her to pay taxes like everyone else.

A deputation visited her, but she firmly dismissed them. (Paras. 4-14)

Part II (Paras. 15-28)

In this part, there is a time shift to thirty years before the visit of the deputation.

There was a bad smell from Miss Emily’s house. That was two years after her father’s de and a short time after her sweetheart disappeared. (Para. 15)

The neighbors complained about the bad smell, but the town authorities didn’t want to

embarrass Miss Emily by telling her straightforwardly. (Paras. 16-23)

So, one night, four men secretively crossed Miss Emily’s lawn and sprinkled lime, and soon after that the smell was gone. (Para. 24)

The townspeople felt sorry for Miss Emily because her father was so proud that he drove all

her suitors away, and when he died, he left her almost nothing apart from the house. (Paras.

25-26)

death, people came to offer their condolences, but Miss Emily The day after her father’s

refused to let them in the house, telling them that her father was not dead. (Paras. 27-28)

Part III (Paras. 29-42)

It describes how a construction foreman named Homer Barron, a Yankee, courted Miss Emily and

how she behaved after her sweetheart disappeared.

Because Miss Emily was courting a day laborer, a Northerner, people began to pity her.

(Paras. 29-33)

One day Miss Emily went to the drug store and bought poison. When asked what it was for,

she refused to answer. (Paras. 34-42)

Part IV (Paras. 43-53)

This part describes in more detail how Emily and Homer Barron were seen together and what

happened to Emily after his disappearance.

When people saw Emily and Homer Barron together without any signs of their getting

married, they thought she was providing a bad example to the young and asked Emily’s

relatives to persuade her to get married. They were relieved to see that there were

preparations for a marriage. (Paras. 43-45)

Homer Barron went away and came back, and was admitted into the house one evening. That

was when he was last seen. (Para. 46)

Miss Emily did not appear on the streets for a long time. She grew older and her hair grew grayer. She died at the age of seventy-four. (Paras. 47-53)

Part V (Paras. 54-60)

in an upstairs room, which no one had

This part describes what happened after Emily’s death—

entered except Miss Emily herself, the dead body of Homer Barron was found. It had been lying

in that bed for forty years.

Detailed Study of the Text

1.What is the meaning of the title “A Rose for Emily?”

The meaning of the title is ambiguous, and can be interpreted in various way. A rose is a clich,

symbolizing love and a pledge of faithfulness. From the story, we can see Miss Emily was denied

by love. So, in this sense, the title has an ironic meaning. A rose can also mean a kind of memorial

or an offering in memory of someone. Then, who offered a rose to Emily? Faulkner intentionally

leaves the answer for the readers to find out. But different readers may arrive at different answers.

Ambiguity is one of the characteristics of this story. Students should be encouraged to give their

own interpretations and give answers to questions that may arise during their reading and class

discussion.

2.Who is telling the story?

You learn a lot about many 20th-century literary text by asking, “who is telling the story?” Tha not a very important question as regards 18th-century fiction or even 19th-century fiction because

the narrator in stories written in those periods is usually a person who knows everything at any

M odern writers of the

given moment. This is called “the omniscient (all-knowing) narrator”.

20th-century, such as Faulkner, like to experiment with different narrative voices. In his long

fiction, Faulkner often uses several narrative voices. In “A Rose for Emily”, he chooses to use

“we”, the people of the town, as the collective narrator. The first sentence of the story is,

Miss Emily Grierson died, our whole town went to her funeral...” In the following sections, “we”　frequently appears as the narrator.

3.Why did the author choose to use this collective narrator?

“We” are the ordinary people of the town, representing the gossip of the town. They are, most of

the time, not participants but observers of events. They are detached from Miss Emily, and

paragraph 31, who are more

therefore different from the “ladies” or “older people” mentioned in

socially involved with Miss Emily, thus tending to be more judgmental. The townspeople are

mainly interested in keeping track of events and sharing the information with people coming from

outside the town. Yet, as people living in a small town in the South, they have their own values

are

should be regarded as a reliable narrator. However, “we”　

and attitudes. On the whole “we”　

unable to tell the story in a straightforward and systematic manner. As non-participants in the

major events, this collective narrator does not know everything, hence this narrative point of view

had been inside Miss Emily’s house until her death. So

is limited. For example, none of “us”　

inevitably there are gaps in the narration that are bound to cause confusion among readers or

listeners. That leaves a lot of room for readers to participate. As readers, we have to fill in the gaps

and piece together the scattered bits of information by ourselves. This is the burden the author

places on us, and at the same time, it is part of the enjoyment in reading such a story.

4. When Miss Emily Grierson died, our whole town went to her funeral: the men through a

sort of respectful affection for a fallen monument, the women mostly out of curiosity to see

the inside of her house, which no one save an old manservant—a combined gardener and

cook—had seen in at least ten years. (Para. 1)

save: prep.formal except for. e.g.: She answered all the questions save one.

Translation:埃米莉·格里尔森小姐去世时，全镇的人都去送葬了。男人们去是出于尊敬，

因为一个纪念碑倒下了。女人们则是出于好奇，想看看埃米莉小姐的房子里面到底是什么样

子，因为除了一个作花匠兼厨师的老男仆之外，起码有10年没别人踏进过她家的大门了。

5.What is the function of Paragraph 2?

This paragraph provides details about the setting of the story—the place being the Southern town

of Jefferson and the time being after the South was defeated in the American Civil War. From the

ut her family and

descriptions of the appearance of Miss Emily’s house, we learn something abo

her character, and from the visible changes on the streets over the years we get to know something

about the historical and social changes that were taking place.

6. It was a big, squarish frame house that had once been white, decorated with cupolas and

spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had

once been our most select street. (Para. 2)

frame house: a house made of wood

the heavily lightsome style of the seventies: This house was built in the 1870s, after the end of

the American Civil War. Compared with the solemn houses with columns in the Greek revival

style built before the war (such as those we see in the movie Gone with the Wind), this Gothic

revival style was fancy and frivolous.

select:adj.formal choice, excellent, outstanding; only lived in, visited or used by a small

number of wealthy people

Note:The detailed description of the house reveals the identity of the Griersons as one of the

richest families in the town.

7. But garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss Emily’s house was left, lifting its stubborn and coquettish decay

above the cotton wagons and the gasoline pumps—an eyesore among eyesores. (Para. 2)

garage: a business establishment where motor vehicles are stored, repaired, serviced, etc.

august: (accent on the second syllable) inspiring awe and reverence; imposing and magnificent;

worthy of respect because of age and dignity, of high position, etc.

coquettish:like a girl or woman who, merely from vanity, tries to get men’s attention and

admiration

cotton wagon: a wagon carrying cotton driven to town to wait for cotton gins to separate the

cotton fibers from the seeds

an eyesore among eyesores: 丑中之丑An eyesore is something that is very ugly, especially a

building surrounded by other things that are not ugly.

Note: In former times, the street housed only the best families. Then great changes took place:

garages and cotton gins were built and erased the aristocratic atmosphere of the neighborhood.

While the street became modern and commercial, only Miss Emily’s house remained untouched. Although her house was rundown, it retained the air of a stubborn and frivolous girl. The cotton

wagons and gasoline pumps were ugly, but this house, which was old, disintegrating, pretentious,

and completely out of place, was even less pleasant to look at. Here, the author personifies the

g its stubborn and

buildings on the street, especially Miss Emily’s house by using words like “liftin coquettish decay.” This detail shows that the house and its owner share the same characteristics.

8.And now Miss Emily had gone to join the representatives of those august names where

they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union

and Confederate soldiers who fell at the battle of Jefferson. (Para. 2)

cedar-bemused: transferred epithet

to bemuse:to plunge in thought; to preoccupy, usually in the passive voice. When “we” visit cemetery, we would be plunged in thought, meditating, thinking about the dead, the war, and

history. Cedars are long-lived pine trees often planted in cemeteries.

Translation: 不过，现在埃米莉小姐也加入到那些名门望族代表的行列中了。他们在令人沉

思的雪松陪伴下长眠于公墓，他们的墓碑周围埋葬着一排排南北战争中在杰斐逊战场上阵亡

的南军和北军的无名士兵。

9.Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation

upon the town… (Para. 3)

Miss Emily had lived a long life and had become a tradition because she represented the

aristocracy of the Old South that had lost out in the Civil War. She was a care because she was old,

unmarried, and without family, and the people in the town felt they must take care of her. They felt

that taking care of her was their duty and obligation. And this obligation passed from generation to

generation as long as she lived.

Translation:埃米莉小姐在世时，一直是传统的化身，是履行责任和给予关照的对象，这是

全镇人沿袭下来的一种义务……

10. … dating from that day in 1894 when Colonel Sartoris, the mayor—

he who fathered

the edict that no Negro woman should appear on the streets without an apron—remitted her

taxes, the dispensation dating from the death of her father on into perpetuity. (Para. 3)

Colonel Sartoris: He was the son of the Old Colonel who organized a regiment to fight in the

Civil War. For more information about Colonel Sartoris, see Note 4 to the text. Mixing up the two

Sartorises would lead to confusions in time when the plot is concerned.

to father: to bring into being; to found, originate, or invent

edict: an official public proclamation or order issued by authority; decree

no Negro woman should appear on the streets without an apron:黑人妇女上街时必须系上

围裙. By the time the mayor issued this edict, the Civil War had been over for almost 30 years. By

law, Negroes were free. In reality, they were still discriminated against and strictly segregated

from white people. In towns like Jefferson in the Deep South, Negro women were primarily house

servants in rich white people’s homes. As servants, they wore aprons at work, so an apron was the

d racial discrimination, revealing

sign of a house servant. Colonel Sartoris’ edict obviously involve

his reactionary attitude towards issues of race.

dating from the death of her father on into perpetuity:从她父亲去世时开始直到永远.

The two things Colonel Sartoris did—promulgating the edict that no Negro woman should

were not directly related.

appear on the streets without an apron and remitting Miss Emily’s taxes—

But they are mentioned in juxtaposition to show the difference in treatment Colonel Sartoris

accorded white upper class women as opposed to Negro women.

11. Not that Miss Emily would have accepted charity. (Para. 3)

“Not that” is used to say that what follows is not true. Miss Emily would not have accepted charity,

which she would have found humiliating. When her father died, Miss Emily was quite poor, but

being a proud woman from an august family, she would not accept charity. Colonel Sartoris, born

into another aristocratic family in Jefferson, had elaborate ideas about how white upper class

women should be treated. With the decline of the South after the war, the fortunes of these rich

white families also declined. Colonel Sartoris knew that the wives and daughters of failing

plantation owners enjoyed very high but also outdated status. Nonetheless, he felt that they should

be looked up to, respected and taken care of. He knew exactly what Miss Emily needed and how

she felt, and thus he invented a tale to justify the edict so that he could give her financial

assistance that would not appear to be charity.

have invented it (Para. 3)

12. Only a man of Colonel Sartoris’ generation and thought could

Colonel Sartoris was the son of the real Colonel, John Sartoris, who fought in the Civil War. From

Sartoris we learn that the Young Colonel inherited his father’s plantation as well Faulkner’s novel

as his military title. He was the mayor of Jefferson. After his death in 1919, his family declined.

As a member of the last Southern aristocratic generation, he tried to cling to past glory, and had

very traditional ideas about deferring to white women of the elite class.

13. When the next generation, with its more modern ideas, became mayors and aldermen,

this arrangement created some little dissatisfaction. (Para. 4)

Note: This sentence indicates that by now Mayor Sartoris had died and many years had passed.

Occasionally the narrator points out the exact year of a certain event, but usually he makes only

vague time references to keep readers guessing and sorting out an approximate chronology.

Faulkner is implying that, most of the time, the townsfolk who make up the “we” are not very precise about dates.

with its more modern ideas: The author makes frequent contrasts between the present and the

past. The Griersons, Colonel Sartoris, Old Judge Stevens, etc., represent the past, and the new

generation, the new mayors and aldermen, represent the present.

14. On the first of the year they mailed her a tax notice. (Para. 4)

Here, the author does not say which year, but later, in Paragraph 14, we learn that the visit was

made almost ten years after Colonel Sartoris’ death.

office at her

15.They wrote her a formal letter, asking her to call at the sheriff’s

convenience. (Para. 4)

Note: First they sent a notice. As they got no reply, they wrote a formal letter in a very polite tone,

venient for her.

asking her to come to the sheriff’s office when it was con

sheriff: In the U.S., a sheriff is the chief law-enforcement officer of a county, charged in general

with keeping the peace and executing court orders.

16. A week later the mayor wrote her himself, offering to call or to send his car for her…

现代大学英语精读1课本内容及翻译

Lesson Eight The Kindness of Strangers Mike Mclntyre 1. One summer I was driving from my home town of Tahoe City, Calif, to New Orleans. In the middle of the desert, I came upon a young man standing by the roadside. He had his thumb out and held a gas can in his other hand. I drove right by him. There was a time in the country when you' d be considered a jerk if you passed by somebody in need. Now you are a fool for helping. With gangs, drug addicts, murderers, rapists, thieves lurking everywhere, "I don't want to get involved" has become a national motto. 2. Several states later I was still thinking about the hitchhiker. Leaving him stranded in the desert did not bother me so much. What bothered me was how easily I had reached the decision. I never even lifted my foot off the accelerator. 3. Does anyone stop any more? I wondered. I recalled Blanche DuBois's famous line: "I have always depended on the kindness of strangers." Could anyone rely on the kindness of strangers these days? One way to test this would be for a person to journey from coast to coast without any money, relying solely on the good will of his fellow Americans. What kind of Americans would he find? Who would feed him, shelter him, carry him down the road? 4. The idea intrigued me. 5. The week I turned 37, I realized that I had never taken a gamble in my life. So I decided to travel from the Pacific to the Atlantic without a penny. It would be a cashless journey through the land of the almighty dollar. I would only accept offers of rides, food and a place to rest my head. My final destination would be Cape Fear in North Carolina, a symbol of all the fears I'd have to conquer during the trip. 6. I rose early on September 6, 1994, and headed for the Golden Gate Bridge with a 50-pound pack on my back and a sign displaying my destination to passing vehicles: "America." 7. For six weeks I hitched 82 rides and covered 4223 miles across 14 states. As I traveled, folks were always warning me about someplace else. In Montana they told me to watch out for the cowboys in Wyoming, In Nebraska they said people would not be as nice in Iowa. Yet I was treated with kindness everywhere I went. I was amazed by people's readiness to help a stranger, even when it seemed to run contrary to their own best interests. 8. One day in Nebraska a car pulled to the road shoulder. When I reached the window, I saw two little old ladies dressed in their Sunday finest." I know you're not supposed to pick up hitchhikers, but it's so far between towns out here, you feel bad passing a person," said the driver, who introduced herself as Vi. I didn't know whether to kiss them or scold them for stopping. This woman was telling me she'd rather risk her life than feel bad about passing a stranger on the side of the road. 9. Once when I was hitchhiking unsuccessfully in the rain, a trucker pulled over, locking his brakes so hard he skidded on the grass shoulder. The driver told me he was once robbed at knifepoint by a hitchhiker. "But I hate to see a man stand out in the rain," he added. "People don't have no heart anymore." 10. I found, however, that people were generally compassionate. Hearing I had no money and would take none, people bought me food or shared whatever they happened to have with them. Those who had the least to give often gave the most. In Oregon a house painter named Mike noted the chilly weather and asked if I had a coat. When he learned that I had "a light one," he drove me to his house, and handed me a big green army-style jacket. A lumber-mill worker named Tim invited me to a simple dinner with his family in their shabby house. Then he offered me his tent. I refused, knowing it was probably one of the family's most valuable possessions. But Tim was determined that I have it, and finally I agreed to take it. 11. I was grateful to all the people I met for their rides, their food, their shelter, and their gifts. But what I found most touching was the fact that they all did it as a matter of course.

现代大学英语精读3_第二版_unit1、2课文翻译

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U n i t 1 Baptist counsel encyclopedia agenda attitudinal contribute crisis endeavor ethical ethnic masculine resentment evaluate feminine adulthood option perceive project excessive functional genetic inherit interaction peer process stressful endowment ethnic adolescence affirm approval unquestionably heighten inhibition internalize newscast

rebel seminary theological wardrobe unit4 bearded Cynicism elegant guffaw lunatic monarch page pebble scant scratch block elaborately fountain half-naked nudge olive paradox privacy scoop squatter stroll titter sweat unit5 abundance adapt angler biocide birch bound built-in

chorus colossal confined considerable throb trout vegetation migrant suppress synthetic contamination counterpart deliberate ecologist evolve fern flame flicker gear harmony immune reserve score sicken span spiral subject mold outbreak potent primitive puzzle rapidity resurgence midst modify organism

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