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It can be understood as the relationship between a reader and a text, and this can be put in a variety of ways.
解释学循环可以理解为读者和文本之间的关系，有不同的理解方法。
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It's just fascinating as a reader and an interviewer to be taken into other communities.
做个读者或者采访者确实很有吸引力,因为你能进入别的群体当中。
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Literary theory just takes those for granted as part of the sense experience, as one might say, of any reader and prefers, rather, to dwell on questions of description, analysis and speculation, as I've said.
文学理论把这些,当作是读者感性认识的一部分，它更喜欢讨论关于描述，分析和猜测的问题，正如我之前，说过的那样。
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He began and ended his career as a decadent, I suppose a reader of Walter Pater and Oscar Wilde.
他以颓废者的形象开始和结束其事业，我想作为佩特和王尔德的读者。
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So, this is Nabokov's beautiful evocation of how writer and reader meet at the summit of this misty mountain of the imagination.
那么，这就是纳博科夫的美好呼唤，是关于读者和作者,如何在想像的巅峰相遇。
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If you have a Text-to-Speech Reader, and it comes across a website that has graphics Most likely it`s not gonna be or would like to read the graphics.
当你使用文字阅读器，遇到网页中的图片时,很可能阅读器,没办法读出图片来。
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We don't even know where it is we're supposed to be looking from, and the choice between Fesole and Valdarno that Milton gives the reader is crucial here.
我们甚至不知道是否应该从此处着眼，而弥尔顿向读者提出的，菲索尔和瓦达诺之间的抉择,在这儿是至关重要的。
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There's a textbook, Peter Gray's Psychology, 5th edition, and there's also a collection of short readings, The Norton Reader edited by Gary Marcus.
我们的教材是,彼得·格雷的《心理学》,第五版,我们的阅读书目是,格雷·马库斯主编的《诺顿读本》
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The panting and happy reader, and there they spontaneously embrace and are linked forever if the book lasts forever.
是气喘吁吁却兴高采烈的读者，他们在这里,不由自主的相拥，只要作品永存，他们就永不分离。
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By the same token, if literature has effects, it must have effects on someone, and this gives rise to the equally interesting and vexing question, "What is a reader?"
同样，如果文学史有影响的，它一定会对某些人产生影响，它也会引出一个同样有趣,而恼人的问题，“读者是谁？“
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And Milton reasonably alerts his reader to the timeliness of a lot of the material that would be covered in this poem.
弥尔顿合乎情理的向他的读者们,发出了这首诗所要描写的大量内容的警戒。
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For Hartman, the Miltonic simile actually permits the reader something like the perspective of eternity, a divine perspective, and of course, this is exactly what Stanley Fish had told us was impossible.
对他而言，弥尔顿式的比喻实际上使得读者能够,得知一些类似于永恒的透视，一个神圣的看法，当然，这是据费什所有，不可能的事情。
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The relationship between text and reader must be a collaboration, Iser argues.
作品和读者必须是合作关系，伊瑟尔争论道。
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What should be established I think is an artistic, harmonious balance between the reader's mind and the author's mind.
我觉得需要建立一种能艺术地协调，读者和作者思想之间的平衡,我们要保持些许冷漠。
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There is also the question of what kind of reader we are that this preface brings up and sort of puts in front of us.
有一个问题，我们是什么样的读者呢,在这个序言面前。
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So Nabokov imbues that state of impersonality with certain kinds of emotion and then asks the reader to be as impersonal as that modernist artist also must be.
所以纳博科夫用某些特定的情感,来营造非个人化的境界,让读者像现代主义艺术家那样非个人化。
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The reader should prefer a story with action and dialog to one with none."
读者要偏爱有动作和对话的故事,而不是没有这些元素的“
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Milton wants the reader to know that she's fallen, we are all fallen, and any problem that we have in understanding the theology of heaven and hell is our problem as fallen readers.
弥尔顿希望读者认识到她在堕落，我们也在堕落，以及我们在理解天堂中遇到的任何问题,以及地狱式我们这些堕落了的读者们的心魔。
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What kind of reader are writers in this period looking for, and what do they want from that reader?
作者在这时候要找的是怎样的读者，他们希望从读者身上获得什么？
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Ulysses is not difficult to read, and it richly rewards each reader in wisdom and pleasure.
尤利西斯》不难读，它会给每位读者以智慧和愉悦。
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And my job as a writer is to stand in for you as a subsequent reader.
作为一名作者，我的职责,是站在你们读者的角度上考虑问题。
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Once again, there is that moment of suspense that the reader is able to get through with a kind of pleasurable excitement and then overcome as the moral is actually revealed.
同样，还存在一刻的悬念,让读者能带着愉悦的兴奋感读完整部作品,接着在寓意揭露之后，悬念结束。
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The poly-semantic nature of the text--that is to say, the fact that the text and the illusion making of the reader are opposed factors.
作品的多重语意性，也就是说，作品会,而给读者的幻觉却是相反的因素。
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If there is a balance of power between the writer and the reader in this little vignette, the power really I think finally resides with the writer.
如果作者和读者之间,存在力量平衡的话,我觉得最后力量肯定归于作者一方。
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And, of course, she progresses through a kind of education as a reader.
当然，她从作为一个读者的，经历中进步了。
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