108 年 國立政治大學英國語文學系碩士班文學組《文學作品分析》
第 A 題40 分
A. Read the following passage and write an essay to explain how the author characterizes the fifty-year-old man through the use of certain images and tones and through the narrator's and other characters' perspectives, speculating how the story will end with such characterization and what the author is criticizing.
I had shut the door to. Then I turned around, and there he was. I used to be scared of him all the time, he tanned me so much. I reckoned I was scared now, too; but in a minute I see I was mistaken—that is, after the first jolt, as you may say, when my breath sort of hitched, he being so unexpected; but right away after, I see I warn't scared of him worth bothering about.
He was most fifty, and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-up whiskers. There warn't no color in his face, where his face showed; it was white; not like another man's white, but a white to make a body sick, a white to make a body's flesh crawl—a tree-toad white, a fish-belly white. As for his clothes—just rags, that was all. He had one ankle resting on t'other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor—an old black slouch with the top caved in, like a lid.
I stood a-looking at him; he set there a-looking at me, with his chair tilted back a little. I set the candle down. I noticed the window was up; so he had clumb in by the shed. He kept a-looking me all over. By-and-by he says:
"Starchy clothes—very. You think you're a good deal of a big-bug, don't you?"
"Maybe I am, maybe I ain't," I says.
"Don't you give me none o' your lip," says he. "You've put on considerable many frills since I been away. I'll take you down a peg before I get done with you. You're educated, too, they say—can read and write. You think you're better'n your father, now, don't you, because he can't? I'll take it out of you. Who told you you might meddle with such hifalut'n foolishness, hey?—who told you you could?"
"The widow. She told me."
"The widow, hey?—and who told the widow she could put in her shovel about a thing that ain't none of her business?"
"Nobody never told her."
"Well, I'll learn her how to meddle. And looky here—you drop that school, you hear? I'll learn people to bring up a boy to put on airs over his own father and let on to be better'n what he is. You lemme catch you fooling around that school again, you hear? Your mother couldn't read, and she couldn't write, nuther, before she died. None of the family couldn't, before they died. I can't; and here you're a-swelling yourself up like this. I ain't the man to stand it—you hear? Say—lemme hear you read."
I took up a book and begun something about General Washington and the wars. When I'd read about a half a minute, he fetched the book a whack with his hand and knocked it across the house. He says:
"It's so. You can do it. I had my doubts when you told me. Now looky here; you stop that putting on frills. I won't have it. I'll lay for you, my smarty; and if I catch you about that school I'll tan you good. First you know you'll get religion, too. I never see such a son."
"I hain't got no money, I tell you. You ask Judge Thatcher; he'll tell you the same."
"All right. I'll ask him; and I'll make him pungle, too, or I'll know the reason why. Say—how much you got in your pocket? I want it."
"I hain't got only a dollar, and I want that to—"
"It don't make no difference what you want it for—you just shell it out."
He took it and bit it to see if it was good, and then he said he was going down town to get some whisky; said he hadn't had a drink all day. When he had got out on the shed, he put his head in again, and cussed me for putting on frills and trying to be better than him; and when I reckoned he was gone, he come back and put his head in again, and told me to mind about that school, because he was going to lay for me and lick me if I didn't drop that.
Next day he was drunk, and he went to Judge Thatcher's and bullyragged him and tried to make him give up the money, but he couldn't, and then he swore he'd make the law force him.
The judge and the widow went to law to get the court to take me away from him and let one of them be my guardian; but it was a new judge that had just come, and he didn't know the old man; so he said courts mustn't interfere and separate families if they could help it; said he'd druther not take a child away from its father. So Judge Thatcher and the widow had to quit on the business.
That pleased the old man till he couldn't rest. He said he'd cowhide me till I was black and blue if I didn't raise some money for him. I borrowed three dollars from Judge Thatcher, and pap took it and got drunk and went a-blowing around and cussing and whooping and carrying on; and he kept it up all over town, with a tin pan, till most midnight; then they jailed him, and next day they had him before court, and jailed him again for a week.
But he said he was satisfied; said he was boss of his son, and he'd make it warm for him.
When he got out the new judge said he was agoing to make a man of him. So he took him to his own house, and dressed him up clean and nice, and had him to breakfast and dinner and supper with the family, and was just old pie to him, so to speak. And after supper he talked to him about temperance and such things till the old man cried, and said he'd been a fool, and fooled away his life; but now he was agoing to turn over a new leaf and be a man nobody wouldn't be ashamed of, and he hoped the judge would help him and not look down on him. The judge said he could hug him for them words; so he cried, and his wife she cried again; pap said he'd been a man that had always been misunderstood before, and the judge said he believed it. The old man said that what a man wanted that was down, was sympathy; and the judge said it was so; so they cried again. And when it was bedtime, the old man rose up and held out his hand, and says:
"Look at it, gentlemen and ladies all; take ahold of it; shake it. There's a hand that was the hand of a hog; but it ain't so no more; it's the hand of a man that's started in on a new life, and 'll die before he'll go back. You mark them words—don't forget I said them. It's a clean hand now; shake it—don't be afeard."
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本題要求考生分析作者如何透過描寫、語氣,以及敘事者與其他角色的觀點,刻劃一位五十多歲的男性角色,並推測故事的結局以及作者的批判意圖。這是一道典型的文學作品分析題,需要考生深入文本,運用文學批評的理論與方法,進行細緻的閱讀與論述。
核心觀念:
- 角色刻劃 (Characterization): 作者如何透過外貌、語言、行為、心理描寫、他人評價等方式塑造人物。
- 意象與象徵 (Imagery and Symbolism): 文中出現的具體事物或景象所代表的象徵意義。
- 敘事者觀點 (Narrator's Perspective): 敘事者的立場、情感、判斷如何影響讀者對角色的理解。
- 語氣與氛圍 (Tone and Atmosphere): 作者或敘事者對描寫對象所持的態度,以及營造出的整體感受。
- 主題與批判 (Theme and Criticism): 作者透過故事傳達的訊息,以及對社會現象或人性弱點的批判。
- 結局預測 (Speculating the Ending): 根據現有線索推測故事可能發展的走向。
解題步驟與詳解:
一、 角色刻劃 (Characterization of the Fifty-Year-Old Man)
作者透過多種方式刻劃這位五十多歲的男性(後來可知為「pap」,即主角的父親)。
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外貌描寫 (Physical Description):
- 「He was most fifty, and he looked it.」 直接點出年齡與外貌的符合,暗示其經歷的滄桑。
- 「His hair was long and tangled and greasy, and hung down」;「long, mixed-up whiskers」:這些詞彙(tangled, greasy, mixed-up)營造出邋遢、不修邊幅的形象。
- 「you could see his eyes shining through like he was behind vines」:此比喻(like he was behind vines)暗示眼神可能藏匿著某種東西,或是被遮蔽、不易看透,帶有神秘感或潛藏的危險。
- 「There warn't no color in his face, where his face showed; it was white; not like another man's white, but a white to make a body sick, a white to make a body's flesh crawl—a tree-toad white, a fish-belly white.」:這段描寫極具力量,使用「sick」、「crawl」等負面詞彙,並以「tree-toad white」、「fish-belly white」這些令人不安的意象,極力渲染其膚色不健康的病態感,傳達出角色的衰敗、骯髒,甚至帶有某種令人反感的特質。
- 「As for his clothes—just rags, that was all.」:直接點明其貧困與破爛的狀態。
- 「He had one ankle resting on t'other knee; the boot on that foot was busted, and two of his toes stuck through」:細節描寫(busted boot, toes stuck through)進一步強化其窮困潦倒的形象。
- 「His hat was laying on the floor—an old black slouch with the top caved in, like a lid.」:破舊的帽子(caved in, like a lid)也呼應了其整體破敗的形象。
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語言與語氣 (Speech and Tone):
- 「Starchy clothes—very. You think you're a good deal of a big-bug, don't you?」:開場便帶有挑釁、質疑的語氣,針對主角的「starchy clothes」(乾淨整齊的衣著)進行嘲諷,顯露出其階級意識和對主角「put on airs」的不滿。
- 「Don't you give me none o' your lip," says he. "You've put on considerable many frills since I been away. I'll take you down a peg before I get done with you. You're educated, too, they say—can read and write. You think you're better'n your father, now, don't you, because he can't? I'll take it out of you. Who told you you might meddle with such hifalut'n foolishness, hey?—who told you you could?":這段話充滿攻擊性、威脅性,語氣強硬,使用「lip」、「take you down a peg」、「hifalut'n foolishness」等詞,顯示其對主角的教育和「進步」感到不滿與嫉妒。他將主角的受教育視為對自己的挑戰與威脅,並將其與父親(無法讀寫)的無知對比,顯露出強烈的自卑與權威感。
- 「Well, I'll learn her how to meddle. And looky here—you drop that school, you hear? I'll learn people to bring up a boy to put on airs over his own father and let on to be better'n what he is. [...] Your mother couldn't read, and she couldn't write, nuther, before she died. None of the family couldn't, before they died. I can't; and here you're a-swelling yourself up like this. I ain't the man to stand it—you hear? Say—lemme hear you read.":他將主角的學習視為家族的恥辱,因為這突顯了他和已故母親、家族其他成員的無知。他試圖壓制主角的學習,維持其在家庭中的絕對權威,並以「I ain't the man to stand it」來強調自己的底線。最後要求主角「read」是為了證明主角的能力,以便進一步打壓。
- 「It's so. You can do it. I had my doubts when you told me. Now looky here; you stop that putting on frills. I won't have it. I'll lay for you, my smarty; and if I catch you about that school I'll tan you good. First you know you'll get religion, too. I never see such a son.":雖然承認主角的能力(「You can do it」),但立即轉為威脅,再次強調禁止主角「put on frills」(炫耀、裝腔作勢),並威脅要「tan you good」(嚴厲懲罰),甚至預言主角會「get religion」(這句「get religion」在當時的語境中,可能帶有對主角變得「循規蹈矩」或「接受某種正統價值觀」的輕蔑,認為這與父親的價值觀不符)。
- 「I hain't got no money, I tell you. You ask Judge Thatcher; he'll tell you the same." "All right. I'll ask him; and I'll make him pungle, too, or I'll know the reason why. Say—how much you got in your pocket? I want it." "I hain't got only a dollar, and I want that to—" "It don't make no difference what you want it for—you just shell it out.":展現其無賴、貪婪的性格,直接向兒子索取金錢,絲毫不顧兒子的需要。
- 「When he had got out on the shed, he put his head in again, and cussed me for putting on frills and trying to be better than him; and when I reckoned he was gone, he come back and put his head in again, and told me to mind about that school, because he was going to lay for me and lick me if I didn't drop that.」:即使在離開後,仍然不斷地威脅和恐嚇主角,顯示其執迷不悟和惡劣的控制欲。
- 「Next day he was drunk, and he went to Judge Thatcher's and bullyragged him and tried to make him give up the money, but he couldn't, and then he swore he'd make the law force him.」:酒醉後行為失控,對權威人士(Judge Thatcher)進行騷擾,甚至威脅要訴諸法律,顯示其蠻橫無理。
第 B 題40 分
B. Read the following poem, fill in the blank in the first line, and write an essay to analyze how the metaphor(s) help illustrate what you think about the topic and explain how the poem relates to your current life experiences. (40%)
" ____ is the thing with feathers -
That perches in the soul -
And sings the tune without the words -
And never stops - at all -
And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird -
That kept so many warm -
I've heard it in the chillest land -
And on the strangest Sea -
Yet - never - in Extremity,
It asked a crumb of me.
"
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本題要求考生填補詩的第一行空格,然後分析詩中的隱喻如何闡述其主題,並說明詩歌與個人當前生活經驗的關聯。這是一道結合詩歌理解、主題分析與個人連結的題目。
核心觀念:
- 詩歌理解與填空: 識別詩歌的意象、情感,並根據上下文填補關鍵詞。
- 隱喻分析 (Metaphor Analysis): 找出詩歌的核心隱喻,並解釋其如何建構詩歌的主題。
- 主題闡述 (Topic Elucidation): 根據隱喻的運用,歸納出詩歌所要傳達的核心思想。
- 個人經驗連結 (Personal Experience Connection): 將詩歌的主題與個人生活經驗聯繫起來,進行反思。
解題步驟與詳解:
一、 填空:找出「那東西」是什麼
詩的第一行是 " ____ is the thing with feathers -"。接下來的詩句描述了這個「帶羽毛的東西」的特質:
- 「That perches in the soul -」:棲息在靈魂之中。
- 「And sings the tune without the words -」:唱著無言的歌。
- 「And never stops - at all -」:永不停止。
- 「And sweetest - in the Gale - is heard -」:在疾風中聽起來最甜美。
- 「And sore must be the storm - That could abash the little Bird - That kept so many warm -」:能讓這隻小鳥(帶羽毛的東西)感到窘迫的風暴,一定很嚴厲,而牠卻能溫暖許多人。
- 「I've heard it in the chillest land - And on the strangest Sea -」:在最寒冷的地方、最奇異的海洋都聽過它。
- 「Yet - never - in Extremity, It asked a crumb of me.」:即使在極端困境中,它也從未向我索取分毫。
綜合以上線索,這個「帶羽毛的東西」是棲息在靈魂中、永不停止歌唱、能在逆境中給人溫暖、從不索取回報的,最符合「希望」(Hope) 的特質。這首詩是美國著名詩人 Emily Dickinson 的作品 "Hope is the thing with feathers"。
因此,空格應填入 "Hope"。
二、 隱喻分析與主題闡述
詩歌的核心隱喻是將「希望」比作一隻「帶羽毛的鳥」(a thing with feathers / little Bird)。
- 「帶羽毛的東西」/「小鳥」作為希望的隱喻:
- 棲息在靈魂中 (Perches in the soul): 希望是內在的情感,是心靈深處的力量,而非外在物質。它是一種精神上的存在。
- 唱著無言的歌,永不停止 (Sings the tune without the words, And never stops): 希望具有持續性,即使在困境中,它也會默默地、不間斷地給予力量。它的歌聲不依賴言語,而是直抵人心,給人安慰和鼓勵。
- 在疾風中聽來最甜美 (Sweetest - in the Gale - is heard): 這強調了希望在逆境中的重要性。當風暴(困難、挑戰)來臨時,希望的聲音反而顯得更加珍貴和動聽,它提醒我們不要放棄。
第 C 題20 分
C. Choose one of Shakespeare's plays and write a paragraph to comment on how its subplot helps reveal various perspectives about a certain issue and the author's opinion and/or ambivalence about it. (20%)
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本題要求考生選擇莎士比亞的一部戲劇,並論述其副線劇情 (subplot) 如何揭示某個議題的不同面向,以及作者對此議題的觀點或矛盾心理。這是一道要求考生具備莎劇知識、批判性思維和論述能力的題目。
核心觀念:
- 副線劇情 (Subplot): 指在主要劇情之外,獨立發展但與主線有所關聯的次要情節。副線劇情常能提供對比、映襯、或從不同角度探討與主線相關的主題。
- 議題探討 (Issue Exploration): 確定副線劇情所探討的核心議題,例如愛情、權力、忠誠、背叛、人性、命運、社會階級等。
- 多重觀點 (Multiple Perspectives): 副線劇情如何透過不同角色的行動、對話、遭遇,展現該議題的複雜性與多樣性。
- 作者觀點/矛盾心理 (Author's Opinion/Ambivalence): 透過副線劇情,推測莎士比亞對該議題的態度,是明確支持、反對,還是帶有猶豫、不確定或兩難的矛盾情感。
解題步驟與詳解:
一、 選擇莎劇與副線劇情
考生需要選擇一部熟悉的莎劇,並確定其副線劇情。以下列舉幾部常見的莎劇及其副線劇情作為範例:
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《哈姆雷特》(Hamlet):
- 副線劇情: 奧菲莉亞 (Ophelia) 的悲劇,包括她與哈姆雷特的關係、父親波洛尼厄斯 (Polonius) 的死亡對她的打擊、以及她最終的瘋狂與溺亡。
- 核心議題: 愛情、家庭壓力、政治鬥爭對個人命運的影響、瘋狂的界線、女性在父權社會中的困境。
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《羅密歐與茱麗葉》(Romeo and Juliet):
- 副線劇情: 麥丘西奧 (Mercutio) 和提伯爾特 (Tybalt) 的死亡,以及他們各自的家庭背景與性格。
- 核心議題: 仇恨的代價、輕率的暴力、友誼的忠誠、個人命運與家族宿命的衝突。
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《馬克白》(Macbeth):
- 副線劇情: 班寇 (Banquo) 的鬼魂,以及班寇家族的未來預言。
- 核心議題: 罪惡感、超自然力量的影響、對權力的慾望、命運的不可避免性。
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《奧賽羅》(Othello):
- 副線劇情: 伊阿古 (Iago) 的陰謀與其動機的模糊性。
- 核心議題: 嫉妒、背叛、惡的本質、信任的脆弱性、種族歧視。
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《李爾王》(King Lear):
- 副線劇情: 格洛斯特 (Gloucester) 伯爵及其私生子艾德蒙 (Edmund) 的故事。
- 核心議題: 父子關係、忠誠與背叛、盲目與洞察、命運的殘酷、人性的善惡。
二、 分析副線劇情如何揭示議題的不同觀點
以《李爾王》的格洛斯特副線為例:
- 核心議題: 忠誠與背叛、父子關係、盲目與洞察。
- 副線劇情: 格洛斯特伯爵被艾德蒙欺騙,誤信其私生子是忠誠的,而誤解並驅逐了忠誠的私生子艾德加 (Edgar)。