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- You open Brooks and you find yourself really apart perhaps-- I don't know how well all of you are acquainted with the texts of Freud.
也许你们看布鲁克斯的作品时会觉得很头疼-,我不知道你们对弗洛伊德那几篇文章理解的如何了。
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What it means is that in understanding a text, we are attempting to grasp it in paraphrase.
它是说，在理解文章时，我们在试着给它释义，并掌握它。
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We'll say a little bit about Beyond the Pleasure Principle, ; which is the crucial text for our purposes; but plainly apart from the influence of and the ideas borrowed from Freud, you'll find Brooks writing on what for you is pretty familiar turf.
我想花一点点时间说说《超越快乐原则》,这篇文章对于我们今天理解主题至关重要;,但是如果不看从弗洛伊德那里借来的思想和影响外，布鲁克斯所写的对于你们来说应该会很熟悉。
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That is Hirsch's other key position, and we can understand it by saying something like this: the meaning of a text is what the author intended it to mean -that is to say, what we can establish with a reliable paraphrase.
这就是赫施的另一个重要观点，我们可以这样理解它：,文章的意思是作者想要表达的,即我们通过适当的释意能够想到的。
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All right. Now as you read Iser you'll see immediately that in tone, in his sense of what's important, and in his understanding of the way in which we negotiate the world of texts he much more closely resembles Gadamer than Hirsch.
你们在读伊瑟尔时，立马可以感觉到,在他的语气，对重点的把握中,以及他对我们读懂文章的方法上的理解,他更像葛达玛，而不是赫施。
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You prove to your teacher that you understand the authors by being able to put their meaning in other words -in other words, to say the author is intending to say something, not just that the text says something and this is what it says, with your exam then being one long screed of quotation.
你们用自己的话写出文章的含义,以此向老师证明你们理解作者的意图,换句话说，要告诉老师作者想表达什么，而不仅仅是文本说的什么内容，然后在试卷上来一大段,冗长的引用。
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