• The first is the radical theology, and the second is this poem's equally radical and equally daring original verse form.

    第一它激进的神学观点,第二诗,同样激进大胆的原始诗歌形式。

    耶鲁公开课 - 弥尔顿课程节选

  • And this poem seemed like one you might find and be able to read yourself, without me there to explain it.

    诗似乎,你们自己就可以读懂的,不用我多做解释的诗。

    耶鲁公开课 - 现代诗歌课程节选

  • I think that the entry could be seen as in some way helpful for our understanding of this poem, the Mask.

    我觉得个条目某种程度上来说,对我们理解《面具》有帮助的。

    耶鲁公开课 - 弥尔顿课程节选

  • It's called Death and Transfiguration, and I hear this as a companion piece, a kind of pendant to the Zarathustra.

    曲子名叫死亡与净化,我听说它查拉图斯特拉的姊妹篇,某种对查拉图斯特拉的补充

    耶鲁公开课 - 聆听音乐课程节选

  • who was it who sang the song "Two Out of Three Ain't Bad" ? Was that Meat Loaf? Who was it?

    三个中占有两个就不错了“,谁唱的来着“,肉块乐队吗?,么?

    耶鲁公开课 - 心理学导论课程节选

  • Torah And this is an acronym. The T stands for Torah, which is a word that means instruction or teaching.

    字母缩写词,T代表,指示或教义的意思。

    耶鲁公开课 - 旧约导论课程节选

  • This is palpably false because here's the poet praising her, right?

    似乎不合理因为在赞扬她,对么?

    耶鲁公开课 - 文学理论导论课程节选

  • And the poem goes on, and this is the tone of a poem. It's a poem of crisis, a poem of a kind of hollow speaker, someone who emerges as, more or less, buried alive. And this is supposed to reflect both personal crisis and a historical crisis.

    然后诗继续娓娓道来,诗歌的韵律,这是首关于危机的诗,关于一个有点言之无物的叙述者,最后活活烧死的诗,恰好反映了,个人和历史的危机。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • 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,写诗的作者否,真的在独立作诗,认为自己对文字完全具有掌控权?

    普林斯顿公开课 - 人性课程节选

  • Can someone recite it? What's the last line?

    有人能够背诵诗吗?最后一句什么?

    耶鲁公开课 - 金融市场课程节选

  • Here, the stopping of the train is like the interruption by memory of normal consciousness that's the basis of the poem.

    里,火车的停止就像,被正常知觉的记忆所打断,那诗的基础。

    耶鲁公开课 - 现代诗歌课程节选

  • The character of Peter brought directly out of the New Testament is really slicing through the poem's fictive veneer.

    彼得的形象直接从中借鉴而来的,在诗虚构的伪饰中显得格外犀利。

    耶鲁公开课 - 弥尔顿课程节选

  • The very structure, in fact, of Milton's poem here is what Dr. Johnson would be obliged to call a remote allusion.

    约翰逊称弥尔顿诗的结构,遥远的幻境不得已的。

    耶鲁公开课 - 弥尔顿课程节选

  • He's without question the most compelling figure, certainly, in the first two books and, I think, arguably in the entire poem.

    前两卷书中最引人注目的角色,当然,也可以认为诗中最引人注目的。

    耶鲁公开课 - 弥尔顿课程节选

  • Yeats spoke of the poem as a mad song, maybe not a kind of mad song we would--it's not what we would think of as a mad song, necessarily.

    叶芝说这是首狂诗歌,也许不我们所讲的狂诗歌,不一定我们所认为的狂诗歌。

    耶鲁公开课 - 现代诗歌课程节选

  • It's rhymed iambic tetrameter, four beats per line, with some variations.

    这是首押韵的短长体四音部句,一行四音,也有些变化。

    耶鲁公开课 - 现代诗歌课程节选

  • Now we'll play a passage of Mozart-- a symphony by Mozart here that he wrote at the ripe old age of nine years.

    现在我们要放的个片段来自莫扎特-,交响曲莫扎特在九岁那年写的。

    耶鲁公开课 - 聆听音乐课程节选

  • So, a classic example is from the song "Super Freak" By Rick James.

    经典的例子,瑞克·詹姆斯的"超级怪胎"

    耶鲁公开课 - 心理学导论课程节选

  • And the poetry that he stands for the fisherman stands for like all of Yeats's poetry is a poetry again of symbols.

    诗代表了,渔夫代表了,和叶芝所有的诗一样,这是关于象征的诗。

    耶鲁公开课 - 现代诗歌课程节选

  • It is, well, it's a great poem. There are lots of them that when I first started teaching this course I decided I wouldn't teach.

    伟大的诗,有很多诗都,我开始教门课的时候就决定不去说诗。

    耶鲁公开课 - 现代诗歌课程节选

  • It's a very funny poem, and you've got triplet rhymes there to make sure you know that Frost is joking, and it feels like light verse.

    这是首有趣的诗,你会得到三连音的押韵,让你确实觉得弗罗斯特在开玩笑,就像光的韵律一样。

    耶鲁公开课 - 现代诗歌课程节选

  • The other character that's mentioned in the poem is the boy's father, whose trees they are, the property owner, who also is absent.

    诗里提到的其他人他的爸爸,些树就他爸爸的,些财产的拥有者,但也没有出现。

    耶鲁公开课 - 现代诗歌课程节选

  • And so when the figure of Orpheus appears in this poem, it's the second half of the Orpheus story that Milton is forced to tell.

    因此当俄耳甫斯的形象出现在诗中时,弥尔顿要讲的他生平的后一段。

    耶鲁公开课 - 弥尔顿课程节选

  • It's just this interest in the right, the proper form of warbled song that's so important here.

    颤抖歌曲的,恰如其分的形式在如此重要。

    耶鲁公开课 - 弥尔顿课程节选

  • I'll bet you, even if you're reading this for the second or the third time, you were surprised again when you came to this point.

    我敢说,即使第二遍或第三遍读诗,读到儿时你们还会感到惊讶。

    耶鲁公开课 - 弥尔顿课程节选

  • And this poem could be the basis of a first paper, a topic for one.

    诗可能会第一篇论文,的基础,一个话题。

    耶鲁公开课 - 现代诗歌课程节选

  • It's difficult to imagine that as an expression of genuine grief over the death of a genuinely close friend would take the form of a poem so learned, so filled with remote literary allusions and obscure opinions.

    为表达对挚友逝去的真挚悲痛,却采取了样一种如此博学,如此充满,遥远的幻境和隐晦的观点的形式,确实难以想象的。

    耶鲁公开课 - 弥尔顿课程节选

  • Milton clearly wants us to know that this Nativity Ode was written by a young Londoner in 1629, but it's a poem that is at the same time deliverable to the infant Christ by some extraordinary violation, of course, of all of the established laws of temporal sequence.

    显然弥尔顿想让我们了解《圣诞清晨歌》,在1629由一位伦敦年轻人写的,但它同时也,通过非同寻常的方法能够交到圣婴手里的诗,当然就需要他违反现有的一系列法律。

    耶鲁公开课 - 弥尔顿课程节选

  • What musical is that from?

    这是歌里面的来着?

    耶鲁公开课 - 心理学导论课程节选

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