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Okay. Now I want to turn to Tony as an instance of the way in which reading for the plot can take place.
好了，现在我想回头讲《托尼的拖车》,这是一个说明我们会去阅读情节的好例子。
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I would go so far to say that something like a satanic sensibility may be one of our best guides in our reading of Milton.
我大可以这样说，这种撒旦式的艺术感受力,可能是我们阅读弥尔顿时的最好引导之一。
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That is to say, how do we form the conclusion that we are interpreting something adequately, that we have a basis for the kind of reading that we're doing?
也就是说,当说到我们能够解读某个事物，或对正在进行的阅读有一定基础，我们是如何得出上述结论的？
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Point I want to make about this, though, is that we are going to cover a lot of material that is not in the assigned readings, and we do have assigned readings associated with each one of these lectures.
要说的一点是,我们会有很多,不在拓展阅读里面的材料，而且还有涉及到,每节课内容的拓展阅读。
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The presumption is that they all reward and demand a certain amount of close reading.
我认为这些诗人及其作品是值得,我们去细细品味并进行深入的阅读研究。
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These are some of the questions that these two readings raise, and they are questions that we will return to over and over throughout the term.
这是这两篇阅读提出的一些问题，也是我们在学期里面,将反复提及的问题。
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Plato's Republic is, we will discover as you read, it is a republic of a very special kind.
柏拉图的《理想国》各位在我们继续阅读中，自会发现是一种很特别的理想国。
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I really, really need you to read that before the next class, and I want you to read it critically.Kaufman's ideas are important, but they are also overstated, and so they're going to be interesting for us.
我非常非常需要你们在下一次课前读完，要带有批判性的去读，考夫曼的思想是很重要的，但也有夸张的成分在里面，所以阅读他的作品对我们来说是很有趣的。
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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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You can put somebody in an MRI machine now and have them read a book and look at what parts of their brain become activated when they're reading and what parts stop activating when they stop reading, so you can learn where in their brain is reading done.
现在如果有人躺在核磁共振仪中进行阅读,我们就可以看到,在阅读时,大脑哪些部位变得活跃,停止阅读时哪些部位停止活动,这样我们就知道了,大脑中什么部位是和阅读相关的
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In other words, only if we really are sure that the historicist act of reading is effective and works, if I know the meaning of a text. Well, fine.
换言之，要是我们确定,阅读这个历史主义行为是有效的，有用的，如果我知道文本的意思，那么，很好。
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Now for next time we'll be reading Lycidas, which is about the death of a friend -- and the death of a friend, in fact, who died a virgin, we have to assume.
下一次我们将开始阅读《利西达斯》,是关于一位朋友的死亡，事实上这位死去的朋友是位处女，这我们得设想。
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It's another example of how the world comes to impinge on and change our reading experience.
这是另一个有关生活,如何改变我们阅读经验的例子。
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The challenge for you is to figure out: well, what do we do with those novels?
你们的挑战是发掘出，我们应该怎么阅读它？
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This is probably the most difficult poem linguistically that we'll be reading all semester.
语言上说来这可能是最难的一首诗,我们这一学期都要阅读这首诗。
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Much of what we'll be reading takes up the question "What is literature?"
我们将阅读的文章很大程度上是关于“文学是什么？“
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We're going to read these stories with an eye to Israel's adaptation of Near Eastern motifs and themes to sort of monotheize those motifs and themes and express a new conception of God and the world and humankind.
我们将阅读这些故事，并关注,以色列是怎样把一神论从近东时期的宗教主题中分离出来,并创造出一个关于神、世界和人类的崭新观点的。
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It's likewise, I think, part of our pleasure in this crazy world of disparate and it's part of our pleasure to read, to sort out, and to reassemble the various manifestations of truth.
这就像我们在这个疯狂的世界中享受,不同的令人困惑的真理一样,这是我们享受的一部分，去阅读去挑选，去重新集合不同的真理的表达。
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At least I don't have those. But what I've done is to excerpt some of the texts earlier in the term-- and actually there's so that it's a little bit lighter after break, when we're doing those long novels.
至少我没有列出那些,但我已经做完的是,在放假前当然会有稍多的阅读量，假期过后我们再读那些长篇小说时就会轻松一点。
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Power is something - and this is what we learn from a reading of John Milton - power is something that is created by a human process of deification, a process of king-worship or a process of God-worship or book-worship or a process, for that matter, of poet-worship.
力量是,-通过阅读弥尔顿我们就会知道,力量就是人们崇拜外物，不断将其神化的产物，这可能是对国王，上帝，或书本的崇拜,或者，就此而言，对诗人的崇拜。
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Okay, there's a distinction between the two And we'll have to talk about that, And I hope that you'll get into some of that in section as well.
好吧，这两种说法之间是有差别的,我们将要就此讨论，我希望你们在阅读章节的时候也考虑这个问题。
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This is the effect that we get, I think, from reading Milton - is this notion that he seems to have had one of the largest memories imaginable and that he's remembered just about everything he's ever read.
我认为，我们从阅读弥尔顿而得到的,是这样一种说法，即他似乎,拥有我们可以想象的最大容量的记忆,他记下了所有他读过的东西。
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We have to assume, though, in the context of a reading of this kind that it's a push toward a state in which the little yellow garage and the unnarratable junkyard are manifest as one and the same thing.
我们只能假设这种阅读的上下文,是在揭示一个状态，那就是黄色车库,和那个没有明说的垃圾场其实是一样东西。
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Much like the opportunities in the word "plastic," I think it's useful to suggest that this sense of gapping a spark plug may have some relevance to our understanding of what goes on in this reading process.
就像说到“塑料“时的几种可能性“,值得一说的是，这种火花塞间隙的概念,可能与我们的阅读有关,它让我们了解到阅读过程到底是怎样的。
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Chastity is not only an obsessive topic in the early poems for Milton or in the published treatise that we looked at last time, The Apology for Smectymnuus.
贞洁不仅在弥尔顿早期诗篇中是一个令其着迷的话题,抑或是在我们上次阅读的出版论文中，对Smectymnuus的致歉信。
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he text refers back directly to our own preconceptions--" -Gadamer would call those "prejudices"- "which are revealed by the act of interpretation that is a basic element of the reading process."
他说，“文本最直接地起源于先入之见“，He，says：，“…,葛达玛会称这些为“偏见“,“这些先见会在我们的理解行为中体现出来,这是阅读过程中的基本元素“
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