• So the criterion is: is it relevant to the unified form that we as critics are trying to realize in the text?

    所以,这里的标准是:,隐含的意义是否和文本的一致性有关,而这正是我们作为文学批评家,要通过文本实现的?

    耶鲁公开课 - 文学理论导论课程节选

  • What's the dominant in the text is just the stuff, the stuff in his knapsack listed with as little implication as possible.

    主题占支配地位,重要的是那些在背包里几乎没有任何含义的东西。

    耶鲁公开课 - 文学理论导论课程节选

  • And under this title, "On the Morning of Christ's Nativity," appears as you can see from your text -- appears the subtitle, "composed 1629."

    你们可以看到在《圣诞清晨歌》,的标题下有个副标题“作于1629“

    耶鲁公开课 - 弥尔顿课程节选

  • It's very helpful for me, as I address you, to think about what you're seeing in the text, and that helps me to think about what I want to say to you.

    这对我很有用,正如我和你们说的,想一想你们在文章里看到了什么,那会帮助我思考要和你们说什么。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • So you will sometimes see as you are reading the text, they will sometimes refer to Horeb instead of Mount Sinai, or you'll see the two names used interchangeably. And it's been the theory of scholars that that's because it comes from a different source.

    所以,有时在你阅读的文本中,它会提到和烈山,而不是西奈山,或者你会看到这两个名字,互换着用,根据学者的理论解释,这是因为,这两个名字来源于不同的资料。

    耶鲁公开课 - 旧约导论课程节选

  • As you the study the program text, keep in mind that you don't understand it.

    一定要记住你并没有理解它,因为如果你真正理解了它的话。

    麻省理工公开课 - 计算机科学及编程导论课程节选

  • The "Confutatis" Go -The text is as follows: "Confutatis maledictis, voca--voca--me cum benedictis."

    羞惭无地》是这样的,歌词如下,你使该受指责的人羞惭无地,请让我和得恩宠的人为伍

    耶鲁公开课 - 聆听音乐课程节选

  • Anybody whose read a basic finance text, as a matter of fact, I think anybody who thinks about investments in a common sense fashion knows that diversification is an important fundamental tenet of portfolio management.

    事实上,任何一个读过金融基础教材的人,任何一个,以正常思维来考虑投资问题的人,都知道分散投资是投资管理的,一条重要的基本原则

    耶鲁公开课 - 金融市场课程节选

  • no surprise] as we refer to the objects they are meant to present - a defect in a literary text."

    当我们讲到它们所想要表现的东西时,但这正是文学作品的一个缺点“

    耶鲁公开课 - 文学理论导论课程节选

  • You'll see this more and more clearly as you read through the text and as we talk about it.

    你通过阅读文本,和参与讨论就会渐渐发现。

    耶鲁公开课 - 文学理论导论课程节选

  • Milton would insert into the printed text of his poem his own anticipation that his epic would receive the same universal approbation as Homer's and Virgil's.

    弥尔顿会把自己的预想也写进他的诗里,他认为自己的史诗也会得到普遍的认可,就如荷马和维吉尔的史诗。

    耶鲁公开课 - 弥尔顿课程节选

  • The author may have been looking out of the window, but literature, as we encounter it and as a text, is not looking out of the window.

    作者可能往窗外看过了,但是文学上,我们遇到它时并且在它作为一个文本时,并不需要往窗外看。

    耶鲁公开课 - 文学理论导论课程节选

  • Nevertheless, as much as we like to engage sometimes in this kind of analysis about the sources that have gone into the composition of the text it's also always important to keep your eye on the final form of the text as we've received it.

    然而,当我们大量的进行,对关于著书来源的分析时,很重要的一点是,我们要留意,我们拿到的最终版本。

    耶鲁公开课 - 旧约导论课程节选

  • Obviously, there's something going on in this text that has produced this confusion, or we could think of it as a misreading.

    显然,这文章中有些东西,让人产生疑惑,或者是我们可以将它视为是误解。

    耶鲁公开课 - 弥尔顿课程节选

  • Some of this--we tend to think,as modern people, that a written text is actually the best thing.

    我们现代人通常会认为,文字资料是最可靠的。

    耶鲁公开课 - 新约课程节选

  • So that will be appearing in your text as "God" with a capital G.

    所以在你们书上,上帝的首字母是大写的。

    耶鲁公开课 - 旧约导论课程节选

  • As I said, right now that's just text file.

    正想我刚才说的,它现在就是一个文本文件。

    麻省理工公开课 - 计算机科学及编程导论课程节选

  • So what I want to do today is look closely first at the selections from Black Boy that I asked you to read and to look at those as a text and to ask ourselves what kind of story it is.

    它们细微的差别,我先读部分《黑孩子》,先前我布置给大家去阅读,并思考几个问题,我发现了什么,故事是什么类型。

    耶鲁公开课 - 1945年后的美国小说课程节选

  • We no longer appeal, in other words, to the authority of the author as the source of the meaning that we find in the text.

    换言之,我们也不会再诉求作者的权威,把它作为我们在原文中找到的原意。

    耶鲁公开课 - 文学理论导论课程节选

  • Meaning is in the intention of the author, and that is what we need to arrive at as we work through the text.

    含义在作者的意图之中,也是我们在读这个作品时需要领会到的。

    耶鲁公开课 - 文学理论导论课程节选

  • 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。

    耶鲁公开课 - 文学理论导论课程节选

  • So that even a text like the Decalogue, which is represented as being the unmediated word of God, can appear in more than one version.

    因此,即使像十诫这种被认为是,直接来自上帝的话语也可以以不止一种版本出现。

    耶鲁公开课 - 旧约导论课程节选

  • The reader projects before himself a meaning for the text as a whole as soon as some initial meaning emerges in the text.

    一旦文本开始构成意义读者,就会对整个文本,做出自己的解读。

    耶鲁公开课 - 文学理论导论课程节选

  • It gives a sense of what this music is all--really all about and since, as we were saying, so much classical music doesn't have a text with it we've got to have some markers in there to know what the composer is trying to communicate to us.

    让我们了解这段音乐想表达什么,就像我说的,大部分古典音乐并没有文字注解,而我们需要一些标记,来告诉我们作曲家想用这段音乐告诉我们什么。

    耶鲁公开课 - 聆听音乐课程节选

  • We have first of all, the whole offering or "burnt offering," it's sometimes called. This is when an animal is entirely burned to create, as the text says, a pleasant smelling odor or pleasant smelling smoke that ascends to God.

    第一个,整祭品或者有时候被叫做“烧祭品“,动物被整个燃烧,散发一种,正如文章中所说的,一种令人愉悦的气味,或者一种令人愉快的烟雾,上升到上帝面前。

    耶鲁公开课 - 旧约导论课程节选

  • So we consider a text as a structured entity, or perhaps as an entity which is structured and yet at the same time that's the case with Roland Barthes.

    所以,我们把原文视为一个结构上的实体,或者是作为一个,有结构上的实体同时,这就是罗兰,巴特的例子。

    耶鲁公开课 - 文学理论导论课程节选

  • Every aspect of the structure of the text can be understood as having a function.

    文本结构的每一方面都能被理解为,有特定的功能。

    耶鲁公开课 - 文学理论导论课程节选

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