• In other words, Brooks is not interested in developing a theory of the author or a theory of character.

    换句话说,布鲁克斯不想展开,作者或者角色的理论研究。

    耶鲁公开课 - 文学理论导论课程节选

  • By extension we have our attempt as readers to arrive at an understanding of the first two books in general.

    延伸开来,我们作为作者,试图,达成这两卷书的大体上的理解。

    耶鲁公开课 - 弥尔顿课程节选

  • You want to think about how much attention and primacy we should give to an author's statements about what her work mean--as readers.

    作者对自己作品的阐述和说明,我们怎么注意,怎么给予优先度也不为过。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • It's so amazing it can be equally surprising the poem to the person who was writing it and to the reading it.

    真的是太奇妙了,一首诗可能,作者和读者来说都是一个惊喜。

    普林斯顿公开课 - 人性课程节选

  • I guess it struck the author of that article that Redleaf is just a guy who was very curious about a lot of things.

    我认为打动这篇文章作者的是,莱德利夫是一个,很多事都抱有好奇心的人

    耶鲁公开课 - 金融市场课程节选

  • It's sort of a sympathetic look at--that's the name of this-- of these expiring dudes there.

    作者对他们报以同情,这幅画的名字就叫《同情的目光》

    耶鲁公开课 - 欧洲文明课程节选

  • There's very little control over who writes these diet books or what goes into them.

    减肥书的作者也没有什么资格限制,其内容也没有限制

    耶鲁公开课 - 关于食物的心理学、生物学和政治学课程节选

  • Each book, each writer, each voice reflects another thread in the rich tapestry of human experience, human response to life and its puzzles, human reflection on the sublime and the depraved.

    每本书,每个作者,每种声音,反映了纷繁人类历程画卷中的一个侧面,人类生活和生活困惑的反应,人类高尚和腐败的思考。

    耶鲁公开课 - 旧约导论课程节选

  • Whatever danger a particular text may pose to the state is outweighed by the greater harm of the official elimination of that text or by the greater harm of the punishment of the author.

    这个文章政府产生的威胁远远比不上,官方这篇文章的打压的危害,和作者的批判的危害。

    耶鲁公开课 - 弥尔顿课程节选

  • Then, when we open up the front, we see the author's note to the second edition, and this was something O'Connor added to the novel in 1962.

    然后当我们打开书的前几页,会看到作者对第二版的注解,这是奥康纳在1962年加上去的。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • It doesn't depend on our going to the archive, finding out what the author said in his letters about it, finding out what he told his friends, or what he told the newspapers. It doesn't involve any of that.

    而不是我们是否要把它保存起来,在作者的字里行间琢磨里面的意思,或者发现作者对他的朋友是怎么说的,报纸是怎么说的,这些都没有。

    耶鲁公开课 - 文学理论导论课程节选

  • It's a problem if we reject the police-like authority of authors, of whom we may have a certain suspicion on those grounds, when we certainly don't feel that way about Marx and Freud.

    但若我们并不喜欢马克思和弗洛伊德,那么如果我们排斥警察,就好像因为作者有所怀疑,而排斥作者权威的话,就有问题了。

    耶鲁公开课 - 文学理论导论课程节选

  • Generally, there are a couple of elements that one might set down as in a Petri dish, and wait to see if some chemical reaction might take place, but not at all sure of what it might be.

    一般来说,都有几个元素,作者会把它们像放入培养基中一样培养,等待某种化学反应的产生,但可能的结果却一无所知。

    普林斯顿公开课 - 人性课程节选

  • The Psalmist is going to use this motif when he denounces social injustice, exploitation of the poor and so on.

    赞美诗的作者,也常常借用这种思想,谴责社会不公正,穷人的剥削。

    耶鲁公开课 - 旧约导论课程节选

  • It's not just a question, as obviously Foucault and Barthes are always suggesting, of deferring to authority as though the authority were the police with a baton in its hand, right?

    这不仅仅是一个,如福柯和巴特经常暗示的一样明显的,尊崇作者权威就好像这种权威,是一个手握警棍的警官的问题,吧?

    耶鲁公开课 - 文学理论导论课程节选

  • We can't possibly know what the author meant except on the basis of our determination of the meaning of the text, so why not just focus our attention to meaning on the text?

    我们无法知道作者是什么意思,除非以我们文本意思的分析为基础,因此,为什么不仅仅将我们的注意力,集中在文本的意思上呢?

    耶鲁公开课 - 文学理论导论课程节选

  • In the controversies that are leading up to the Licensing Act, one of the authors most frequently mentioned as posing a special threat to the well-being of the English nation is our very own Milton.

    这些论战导致了《权利法》的出台,最常提到的英国的繁荣富强有着特殊威胁的,作者之一就是弥尔顿。

    耶鲁公开课 - 弥尔顿课程节选

  • Well, look at this footnote: And the history of words after a poem is written may contribute meanings which if relevant to the original pattern should not be ruled out by a scruple about intention.

    那么我们就来看一下这条脚注:,在诗产生后,语言的意思也就跟着产生了,这种意思如果和原始的形式不同,就不该有作者意图的顾虑。

    耶鲁公开课 - 文学理论导论课程节选

  • In other words, the author, the traditional idea of the author -so much under suspicion in the work of Foucault and Barthes in the late sixties--can be turned on its ear.

    换言之,有一种传统的看法就是作者置之不理,六十年代晚期在福柯和巴特的,作品中有那么多疑点。

    耶鲁公开课 - 文学理论导论课程节选

  • But there's one in particular that you just have to listen too, and it was the interview with Michael Pollan, the author of the book that's for the class.

    但还有一个你们不能错过的播客,就是麦克尔·波兰的访谈,他是本课教材的作者

    耶鲁公开课 - 关于食物的心理学、生物学和政治学课程节选

  • And one of the things one may immediately detect is whether or not the person who wrote the poem was indeed writing the poem and thought that she or he was in command, right?

    一个人在阅读时很快就能发现,写这首诗的作者是否,真的是在独立作诗,认为自己文字完全具有掌控权?

    普林斯顿公开课 - 人性课程节选

  • He wants us to feel, and it is in fact feeling, that he credits to novels, that allows him to imagine that he himself could have a different life.

    而是让读者身临其境,这里其实表现了,作者对小说的自信。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • It's a romantic ideal for this writer too.

    作者来说,这也是一种很浪漫的想法。

    耶鲁公开课 - 旧约导论课程节选

  • So that's a shot fired across the bow against the author because it's Barthes' supposition that the author isn't maybe even quite an author function because that function may be hard to identify in a discrete way among myriad other functions.

    因而这是作者的警告,因为巴特推测,作者可能甚至都不是功能性的,因为这种功能可能很难通过分离的方式,在很多其他功能中被辨认出来。

    耶鲁公开课 - 文学理论导论课程节选

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