6. Their energies had been whipped up and their naiveté destroyed by the war (innocence)
7. Instead, their ideas had been generally ignored (disregarded)
8. there was little remedy for the sensitive mind but to emigrate to Europe (migrate)
Ⅸ. Explain the meaning of the following sentences in plain, nonfigurative language:
1. we had reached an international stature that would forever prevent us from retreating behind the artificial walls of a provincial morality or the geographical protection of our two bordering oceans.
2. The war acted merely as a catalytic agent in this breakdown of the Victorian social structure.
3. this one lasted until the money ran out, until the crash of the world economic structure at the end of the decade called the party to a halt and forced the revellers to sober up and face the problems of the new age
4. Their very homes were often uncomfortable to them; they had outgrown town and families.
5. After the war, it was only natural that hopeful young writers, ttieir minds and pens inflamed against war, Babbittry, and \artistic center
6. As it became more and more fashionable throughout the country for young persons to defy the law and conventions and to add their own little matchsticks to the conflagration of \
7. Younger brothers and sisters of the war generation now began to imitate the manners of their elders and play with the toys of vulgar rebellion.
8. but since the country was blind and deaf to everything save the glint and ring of the dollar, there was little remedy for the sensitive mind but to emigrate to Europe where \do things better
Ⅹ. For each word in the column on the left, find a word or phrase of similar meaning in the column on the right. Tell which of the two is more formal or literary. amour a bitter criticism questions a big fire throw headlong exile
manifesto residence fracas demolish dissopate a love affair conflafration dispel,break up
affluent a pubilc declaration Susceptible brawl Expatriation precipitate Diatribe inquiries dwelling place rich
tear down easily influenced
Ⅺ. The prefixes\the following words:
1. resistible 9. prudent 2. material 10. pleasant 3. comparable 11. legitimate 4. safe 12. alterable 5. secure 13. logical 6. literate 14. popular 7. precise 15.sensitive
8. pure 16.cmprehensible
Ⅻ. Read the first paragraph of the text and be prepared to discuss: 1) What interest and background material does the paragraph give the reader? 2) Does the paragraph include the thesis statement -- a single sentence expressing the central hought of the piece of writing? 3) Does it include a clear indication of the direction of the writer's flow of thought? 4) Is it a well-written introductory paragraph? Give your reasons.
ⅩⅢ. Write an introductory paragraph for an essay on one of the following topics: 1. The Younger Generation in China 2. The Workers in Socialist China 3. The Peasants in Socialist China
ⅩⅣ.Topic for oral work:
What younger generation problems do we have in China today? What caused them? How can we solve them?
ⅩⅤ. Write a summary of the text within 400 words.
习题全解
Ⅰ.
１. Harold E. (Edmond) Stearns (1891--1943), in America and the Young Intellectuals(1921),stated the credo of the post-war generation in the United States, which he said \the type of people who dominate in our present civilization \attitude appeared in the symposium that he edited, Civilization in the United States: An Enquiry by Thirty Americans (1922). With his return from expatriation from France and growing awareness of social action in place of escape, described in The Street I know (1935), he prepared a new manifesto, America :A Re-Appraisal (1937), again a
symposium by leading critics. (Note: There is a misprint in Exercise I. The name Steam should be Stearns. )
2. Gertrude Stein (1874--1946), American author and patron of the arts. A celebrated personality, she encouraged, aided, and influenced -- through her patronage as well as through her writing -- many literary and artistic figures. In 1902 she went abroad and from 1903 until her death lived chiefly in Paris. In Paris, Stein became interested in modern art movements; she encouraged and purchased the work of many new painters, including Picasso and Matisse. During the 1920s she was the leader of a cultural salon, which included such writers as Hemingway, Sherwood Anderson, F. Scott Fitzgerald, all of whose works she influenced. It was she who first coined the phrase \those post world war I expatriates. During World War Ⅱ she remained in France, and after the war her Paris home became a meeting place for American soldiers. Stein' s own innovative writing emphasizes the sounds and rhythms rather than the sense of words. By departing from conventional meaning, grammar, and syntax, she attempted to capture \of consciousness\in-dependent of time and memory. Some of her best known works are: Three Lives(1909), The Making of Americans (1925), Autobiography of Alice 13. Toklas (1933) (her own autobiography presented as that of her secretary companion).
3. Ernest Hemingway (1899--1961), American novelist and short story writer, one of the great American writers of the 20th century. Hemingway's fiction usually focuses on people living essential, dangerous lives - soldiers, fisher- men, athletes, bullfighters -- who meet the pain and difficulty of their existence with stoic courage. His celebrated literary style, influenced by Ezra Pound and Gertrude Stein, is direct, terse and often monotonous, yet particularly suited to his elemental subject matter. During World War I he served as an ambulance driver in France and in the Italian infantry and was wounded just before his 19th birthday. Later, while working in Paris as correspondent for the Toronto Star, he became involved with the expatriate circle surrounding Gertrude Stein. With the publication of The Sun Also Rises (1926), he was recognized as the spokesman of the \generation\(so-called by Gertrude Stein). The novel concerns a group of psychologically bruised, disillusioned expatriates living in post-war Paris, who take psychic refuge in such immediate physical activities as eating, drinking, travelling, brawling and lovemaking. During the Spanish Civil War, Hemingway served as a correspondent on the loyalist side~ from this experience came his great novel For Whom the Bell Tdls (1940), which, in detailing an incident in the war, argues for human brotherhood. Hemingway fought in World War Ⅱ and then settled in Cuba in 1945. His novelette The Old Man and the Sea (1952) celebrates the indomitable courage of an aged Cuban fisherman. In 1954, Hemingway was awarded the Nobel Prize in literature. After his expulsion from Cuba by the Castro regime, he moved to Idaho. He was increasingly plagued by ill health and diminishing mental faculties, and in July, 1961, he committed suicide by shooting himself. Some of his other well-known works are: A Farewell to Arms (1929), Death in the Afternoon (1932), \of short stories as Men without Women (1927),Win- her Take Nothing (1933) and the First Forty-nine Stories (1938).
Ⅱ .
1.The younger generation of the 1920s were thought to be wild because 1hey visited speakeasies, denouced Puritan morality, etc. (See para. 1).
2. \Younger Generation Problem, \because all their actions can now be seen in perspective as being something considerably less sensational than the degeneration of jazz mad youth.
3. Yes. Youth was faced with the challenge of changing the standards of social behavior, of rejecting Victorian gentility. But in America the young people tried to escape their responsibilities and retreat behind and air of naughty alco-holic sophistication and a pose of Bohemian immorality.
4. The revolt was logical and inevitable because of the conditions in the age. First of all, the rebellion affected the entire Western world. Second, people in the United States realized their country was no longer isolated in either politics or tradition and that they could no longer take refuge in isolationism.
5. All the activities mentioned above were means to help the young people to escape their more serious responsibilities of changing society and most young people went in for these activities. It became a general pattern of behavior. 6. The war whipped up their energies but destroyed their naivette. It made them cynical. They could not fit themselves into postwar society so they rebelled and tried to overthrow completely the gentel standards of behavior.
7. Intellectuals and non-intellectuals began to imitate the pattern of life set by those living in Greenwich Village. These people lived a Bohemian and eccentric life. They defied the law and flouted all social conventions. They attacked the war, Babbittry, and \
8. These young intellectuals wanted America to become more sensitive to art and culture, less avid for material gain, and less susceptible to standardization.
9. They emigrated to Europe because there \States where people only care for money and wealth. Only in Europe will they be able to find remedy for their sensitive minds.
10. They were called the \generation\by Gertrude Stein because they were troubled and worried and had emigrated to Europe. But they were never really lost for they finally returned to America and produced the liveliest, freshest, most stimulating works in America's literay experience. Ⅲ .
1. The structural organization of this essay is clear and simple. The essay divides logically into paragraphs with particular functions: to introduce the subject (introduction) in paragraph 1, to support and develop the thesis (the body or the middle) in paragraphs 2 through 9, to bring the discussion to an end (conclusion)in paragraphs 10 and 11.
2. Horton and Edwards state their thesis in the last paragraph of the essay: \intellectuals of the Twenties, the \young men\as F. Scott Fitzgerald called them, cursed their luck but didn't die; escaped but voluntarily returned; flayed the Babbits but loved their country, and in so doing gave the nation the liveliest, freshest, most stimulating
writing in its literary experience. \
3. They support their thesis by providing historical material concerning the revolt of the younger generation of the twenties in a series of paragraphs and paragraph units between the introduction and conclusion.
4. Yes. Each paragraph or paragaph unit develops a new but related aspect of the thought stated in the thesis. Frequently the first sentence of these middle paragraphs states clearly the main idea of the material that follows and indi- cates a new but related stage of the developing thought. For example : The rejection of Victorian gentility was, in any case, inevitable. (paragraph 3). The rebellion started with World War I . (paragraph 5) Greenwich Village set the pattern. (paragraph 7) Meanwhile the true intellectuals were far from flattered. (parageraph 9).
5. The two paragraphs form a single unit. The writers begin .with a clearly stated main idea -- Greenwich Village set the pattern and use paragraph 1 to explain Green- wich Village to the reader, following in paragraph2 with sup-porting material showing how the rest of the country imitated life in the \ 6.Student' s choice. 7.Student's choice. Ⅳ.
1.At the very mention of this post-war period, middle-aged people begin to think about it longingly.
2.In any case, an American could not avoid casting aside its middle-class respectability and affected refinement.
3.The war only helped to speed up the breakdown of the Victorian social structure. 4.In America at least, the young people were strongly inclined to shirk their responsibilities. They pretended to be worldly-wise, drinking and behaving naughtily.
5.The young people found greater pleasure in their drinking because Prohibition, by making drinking unlawful added a sense of adventure.
6.Our young men joined the armies of foreign countries to fight in the war.
7.The young people wanted to take part in the glorious ad-venture before the whole war ended.
8.These young people could no longer adapt themselves to lives in their home towns or their families.
9. The returning veteran also had to face Prohibition which the lawmakers hypocritically assumed would do good to the people. 10. (Under all this force and pressure) something in the youth of America, who were already very tense, had to break down.
11. It was only natural that hopeful young Writers whose minds and writings were filled with violent anger against war, Babbitry, and \numbers to live in Greenwich Village, the traditional artistic centre.
12. Each town was proud that it had a group of wild, reckless people, who lived unconventional lives.
Ⅴ . See the translation of the text.