高英写作1—5课翻译 2.doc

1 Lesson 1 The Delicate Art of the Forest
库珀的创造天分并不怎么样； 但是他似乎热衷于此并沾沾自喜。确实，他做了一些令人感到愉快的事情。在小小的道具箱内，他为笔下的森林猎人和土人准备了七八种诡计或圈套，这些人以此诱骗对方。利用这些幼稚的技巧达到了预期的效果，没有什么更让他高兴得了。 其中一个就是他最喜欢的，就是让一个穿着鹿皮靴的人踩着穿着鹿皮靴敌人的脚印，借以隐藏了自己行踪。这么做使库珀磨烂不知多少桶鹿皮靴。他常用的另一个道具是断树枝。他认为断树枝效果最好，因此不遗余力地使用。在他的小说中，如果哪章中没有人踩到断树枝惊着两百码外的印第安人和白人，那么这一节则非常平静/那就谢天谢地了。每次库珀笔下的人物陷入危险，每分钟绝对安静的价格是4美元/一分静一分金， 这个人肯定会踩到断树枝。尽管附近有上百种东西可以踩，但这都不足以使库珀称心。他会让这个人找一根干树枝；如果找不到，就去借一根。事实上，《皮袜子故事系列丛书》应该叫做《断树枝故事集》。
很遗憾，我没有足够的篇幅，写上几十个例子，看看奈迪·班波和其他库伯专家们是怎样运用他的森林中的高招。大概我们可以试着斗胆举它两三个例子。库伯曾经航过海—当过海军军官。但是他却一本正经/煞有介事地告诉我们，一条被风刮向海岸遇险的船，被船长驶向一个有离岸暗流的地点而得救。因为暗流顶着风，把船冲了回来。看看这森林术，这行船术，或者叫别的什么术，很高明吧？库珀在炮兵部队里待过几年，他应该注意到炮弹落到地上时，要么爆炸，要么弹起来，跳起百英尺，再弹再跳，直到跳不动了滚几下。现在某个地方他让几个女性—他总是这么称呼女的—在一个迷雾重重的夜晚，迷失在平原附近一片树林边上—目的是让班波有机会向读者展示他在森林中的本事。这些迷路的人正在寻找一个城堡。他们听到一声炮响，接着一发炮弹就滚进树林，停在他们脚下。对女性，这毫无价值。但对可敬的班波就完全不同了。我想， 如果班波要是不马上冲出来，跟着弹痕，穿过浓雾，跨过平原，找到要塞，我就再也不知道什么是“和平”了。是不是非常聪明？ 如果库伯不是对自然规律一无所知，他就是故意隐瞒事实。比方说，他的精明的印地安专家之一，名叫芝稼哥（我想，该读作芝加哥）的，跟踪一个人，在穿过树林的时候，脚印就找不到了。很明显，脚印是再也没法找到了。无论你还是我，都猜不出，怎么会找到它。对芝加哥可完全不同。他没迟疑多久。他改变了一条小溪的流向，在原来泥泞的河床上，那人的鹿皮鞋印竞然历历在目。在其他情况下，脚印一定被水冲得荡然无存，但在（库伯笔下）这里流水竟然冲不掉脚印！对，当然不会冲掉啰！因为只要库伯要给读者显示一下他森林中的本事，永恒的自然规律也会失效。
2 The Emotive Component of Meaning 词义的情感成分
如果人脑真的象计算机，是一个严密的逻辑运算器，那它就会把字词处理得象排序归类的名字；进而把排序归类当成基本工具，使以感官刺激来表现的无序宇宙有序化（并把归类作为基本方法，使整个宇宙的事物变得有秩序，否则整个宇宙看起来就是一片杂乱无章〖感官刺激因素〗）。但人对词语的反应，象许多人类的其他行为一样，都受非理性的冲动，如爱、恨、喜、忧、惧、畏等的影响；而当一种语言的使用者显示出划一的情感反应，这反应就成为词义内涵的一部分，成为这个词在那种语言中的标准词义。词汇的主要部分当然是由灯、书、读、减、过这样的只带一点或一点也不带“ 情感电荷” 的词汇组成的。但也有不少词汇却能产生不同感情色彩的反应，它们的“[ 情感] 电压” 有的弱，有的能把人“ 击倒” 。
区分感情的反应是词汇造成的还是词汇所定义的东西造成的并不容易。玫瑰即使改个名，还是芳香宜（怡）人，百灵的鸣唱即使改个名，也仍旧悦耳；粪堆即使改个名，照样难闻，地铁轮子的磨擦声即使改个名，也还刺耳。[ 它们都和名字无关，] 但好多词汇无疑是带上了说话人或听话人的情感。这情感是和这词[ 有关，而和这词] 所定义的 能观察到的这个东西的属性 无关。如果有人说，“ 说话注意点！” 他不是说你没权说这些话，而是告诉你不要用定义和涵义都没问题，但他听起来不舒服的话。象早川教授所说的，有表示高兴的词，也有表示愤怒的词，当然这两者之间还可以划分好多等级。告密者和信息员都提供相同的秘密信息; 抓壮丁和征兵给男性公民提出了同样的要求；汗和汗腺分泌物都要除臭剂才能去掉臭味。不同的词有不同的味道。闻不出味道的鼻子，是揍扁了的鼻子；听不出声音和谐不和谐的耳朵，是打破了的开花耳朵。
比如，在《罗密欧与朱丽叶》中，当容易冲动的替巴特遇到罗密欧的两个朋友莫扣休和本沃柳时，替巴特本应说，“ 你们认识罗密欧。” 或者可以说，“ 你们是罗密欧的朋友。” 或者也可以说，“ 你们结交罗密欧。” 但他却充满敌意地说，“ 莫扣休，你与罗密欧鬼混。” 莫扣休立刻为这“ 鬼混” 二字勃然大怒，因为“ 鬼混” 在当时的英文中指结交优伶，用于贵族就大为不敬。他立即回嘴说，“ 鬼混？你把我们和优伶相提并论？. 畜生！你敢说鬼混！” 这样，没多久替巴特就杀了莫扣休（给蚯蚓做了个大餐）。而罗密欧就杀了替巴特。这些由于选词而引起的一系列事件，导致后来两个年轻恋人的悲剧。今天，优伶（也即歌星）已经不带蔑视的味道了，但鬼混与结交相比，依然带着贬义（比如，我们说‘ 与某个罪犯鬼混/ 勾结。’ ），尽管二者的词义相同。
有时同一词根的不同形式往往带有很强的感情色彩，例如前面讲过的告密者和信息员。如果你想称赞一个人精力充沛，就要用“ 男子的” 或“ 大丈夫的” ，而不能用有贬义的讲女人的“ 男性化的” 和中性词“ 男人般的” （如这雕塑中有几个是男人模样的塑象) 。同样，女人的，女性化的，女人般的，也是如此英语中，没有childly 这个字。而幼稚和稚气的涵义则分别为贬和褒。

4 The evil of my tale 译文
我的故事中邪恶部分，都来自环境。多年来，我们这些人住在光秃秃的沙漠上，住在不知痛痒的苍穹之下。白天，火一样的太阳，烧烤着我们，我们都要发酵了。风夹着沙子，扑面而来，打得我们昏头转向。晚上，露水沾湿了我们的衣裳，辽阔的天空，寂静的星辰，数都数不清，却没一个理我们，使我们感到十分渺小。我们这支部队是独立的，我们自己管理自己，不搞阅兵式，也不注意军容风纪。我们完全为自由献身，完全为这人类的第二个信条献身。它是这样的贪婪，以致我们的所有力量，都被它吞噬。它是这样的超绝，以致我们先前的雄心壮志，与之相比，就相形见绌。
汉语的语序与英语不同，所以innumerable silences of stars，不能译成“无数的寂静”，只能译成“无数的星辰，寂静无声”。
Analysis of the text
Parallelism — a list of three
Parallelism expresses similar ideas in similar forms which can be phrase, clause, or sentence. Most of parallels in English takes three successive similar parts, called a list of three. Parallelism helps produce coherence. It also makes the written expression in English more direct.
drained of morality, of volition, of responsibility
sold ourselves into its slavery, manacled ourselves together in its chain-gang, bowed ourselves to serve its holiness with all our good and ill content

Now let’s see an example of parallel sentences:
Today’s young couples seem to be freer to express themselves, in words and physically. Perhaps they will succeed in incorporating into their sexual lives a new philosophy of touch. Perhaps they do understand that touching — like seeing, hearing, tasting and smelling — nourishes the pleasure of being alive; that touching another human being satisfies the profound creature need not to feel alone; that being touched by another human being satisfies the need to be desired as a physical presence; and that in touching and being touched, one can experience not only the pleasure of being alive but also the joy of being a sexual creature — a joy that ultimately and inevitably, as a natural extension of life itself, expresses itself in the sexual embrace.

Reader’s Digest (December 1972)

The coherence in the paragraph
Need to fight → possession → faith → slavery → surrendered both soul and body → drained → dead leaves
In lines 16 and 17, dashes — are used. Generally speaking, dash often indicates further explanation. However, dashes are used here to mark off “they have lost the world”, a job often done by commas. The use of dashes can make the sentence easier to read because there are already two commas in the sentence. It is the best punctuation here though we can also use parentheses ( ) instead.
译文
随着时间的流逝，我们为理想而战成了一种无可置疑的财产。它象一位骑手，用马剌和缰绳驾驭我们的疑惑。不管愿意不愿意，我们这财产变成一个信念。我们自己卖身，成了信念的奴隶，又把自己和其他的奴隶拴在一起。不管我们身上好的还是不好的，都一古脑地奉献给了这神圣的事业。普通的奴隶失去了他们的世界，因此他们的精神状态是十分可怕的；而我们不仅在身体上，而且在精神上，都拜倒在一定要获胜的巨大欲望之下。我们则由于我们自己的所做所为，在道德、思想和责任上都用尽了力气，再也无力控制自己，就象风中飘零的枯叶，不由自主。
serve its holiness 不能译成“为它的神圣服务”。
in the wind 不应简单译成 “象风中的枯叶”，要指出飘零之意。汉语多短句和四字词，可用汉语结构重组。
Analysis of the text
on our heads prices = prices on our heads
Merciless, merciless: for stress
The weak = the weak soldiers
Those tired = those who are tired
Failure a near and certain = failure looked a near and certain thing
Controlling ideas: sharp pang, deep grief, high ecstasies
Pang 剧痛: death, torment, hardship
Grief 悲凄: impotency
Ecstasy 疯狂: gusty, white memory

译文
旷日持久的战斗，剥夺了我们对他人生命和自己的生命的关心。我们的脖子上套着无形的绳索，我们的脑袋定了悬赏的价格。这意味着，我们一旦被捕，就会遭受残酷的拷打。每天都有人牺牲。活着的人知道，自己不过是上帝舞台上一个有知觉的玩偶。自由之神是无情的，十分无情。只要我们受伤的双脚还能蹒跚前进，我们就得继续前进。虚弱的人妒嫉那些累得快死的人。因为胜利是那么遥远，而失败却近在咫尺，且确定无疑。如果忍受不了，快死的人就可以一死了之，彻底从苦难中解脱。我们生活在摇摆不定的情绪的波动之中，有时在波峰，有时在波谷。我们对胜利的无能为力，是十分痛苦的。
Analysis of the text
the seen horizon: something that can be seen but cannot reached.
Gusts of cruelty, perversions, lusts is a list of three without and. The usage is called parataxis, or paratactical structure. Julius Caesar’s “Veni, Vidi, Vici”(I came, I saw, I conquered) is the most often quoted example of this structure. Here in this text, parataxis heightens the emotional intensity by keeping three emotional terms close together without relief in between. It also indicates the abnormal situation of the army.

译文
我们好象为可望而不可及的地平线生活，因为身体的痛苦又寒酸又短暂，所以我们毫不在乎别人对我们搞点什么恶作剧，也丝毫不在意受什么罪。阵阵的残酷、堕落和情欲，轻而易举地就浮出表面，而我们竟毫不在乎。因为那些涉及这些蠢事的道德规范，现在都成了苍白无力的文字。我们尝遍了不能再剧烈的痛苦、不能再深沉的悲哀、不能再狂放的喜悦（我们的有限人生，遍尝了本不能尝的巨痛、深悲和狂喜）。当情感达到这一高度，心灵就嘎然停止，而记忆则成为一片空白，直到环境又恢复到乏味无聊为止。
Analysis of the text
In strange airs: in strange manners
Old patient rule: morals
A breathing simulacrum, an apposition, = body = it = rubbish
Therefore, we abandoned it as rubbish: we left it below us to march forward, a breathing simulacrum, on its own unaided level, subject to influences from which in normal times our instincts would have shrunk.
a breathing simulacrum is the subject of subject-to-phrase, and the appositive of it.
译文
我们的思想在拔高，使我们的精神飘浮，以其特殊的方式，给精神极大的自由，而失去了原来那控制身体的耐心。身躯太粗鄙，它不能感知巨大悲伤和高兴。所以我们继续向前走，而把身躯当拉圾丢掉，把它当做会喘气的臭皮囊丢掉，没有人去管它，去过问它，让它去受那些在通常情况下我们会本能地退缩的东西的影响。
Analysis of the text
Strange longings: sexual desire
译文
当兵的都年轻力壮。年轻的血肉之躯，不自觉地要求一种权力，一种特殊的企求折磨着他们的小腹。生活必需品的匮乏、死亡的危险，在能够意识到痛苦的气候下，（加剧）煽起了他们的欲火。我们无幽所可以独居，无厚衣可以遮丑。男人和男人无可避讳地生活在一起，干所有的事都只有男人。
Discourse analysis
Paragraph 1: evils caused by circumstance: natural condition and purpose of the fighting
Paragraph 2: effects caused by need to fight
Paragraph 3: effects caused by the hardship in the fight
Paragraph 4: effects caused by the virile heat in the hardship of the war

Exercise 7
1. Parenthetical elements that are to be minimized are enclosed in parentheses, not commas.
The fact is (if we can believe him) that the order has been sent.
Confucius (551? - 478? B.C.) was a Chinese philosopher and teacher.
2. Parenthetical elements that are to be strongly emphasized are often set off by dashes, not commas.
The chief rule — the one that must be followed — has been given to all of you.
3. Parenthetical elements that would normally be set off by commas are often set off by dashed if they contain internal commas:
The three best students — Gail, Nelson, and Edward — were excused from taking the examination.

Revision
The first revision loses stress on soul.
The second revision loses the transition of “such.”
Diction
Look up
pettiness: unimportance
volition: free will
sentient: alive
ecstasies: very strong feeling
exaltation: spiritual delight
privation: lack of necessities
candidly: openly

Exercises 11
Willy-nilly: Will I Nill I?
Whether one likes it or not, XVII. Later sp. Of will I nill I (XVI), ‘I am willing, I am unwilling’; based on will and its negative. (OE. Nyllan.)
Silly deserving of pity XV; weakly, simple, ignorant, feeble-minded, foolish XVI; later form of seely (orig.) happy, blessed: OE. Saelig; OHG salig, G, selig.
Simulacrum: from Latin: simulare = like

Ex. 12 Figure of speech
Figurative language is a highly flexible technique, used frequently by poets and occasionally by expository and scientific writers. A pressing problem any writer faces is that of bringing his ideas down to earth, of making them concrete and vivid. Figurative language, when carefully controlled, can help him do this. Figures of speech as the simile, the metaphor, and personification make direct or implied comparisons between two things. Often, figures of speech help clarify the meaning of an unfamiliar thing by comparing it to something that is better known. However it has its disadvantage. Because it does not describe directly, a figure of speech can mislead the reader. For example, a dead leaf in the wind can remain on the twig, float in the air, or lie on the ground. If the writer and the reader don’t think in the same way, than misunderstanding occurs.

Alternates
anyhow, in any case; somehow, not known
indifferent, without feeling; empty, no existence
fermented, indicates chemical change; cook only suggests heat
devoured, eat quickly and completely without chewing; eat, too general
stretch or sag of nerves, an idiom; nervous agitation, too general
gust, burst; spell, indicates magic power
white, connotes intensity; blank, indicates empty
virile, suggest a strong sense of male sex; manly, not so strong

Lesson Five: Oxford As I See It尽管牛津大学校舍破旧，缺少防火太平门、通风设备、卫生设备和现代厨房设施，我仍坚持，牛津以其特有的方式，是世界上最好的大学。我清楚，这说法太极端，还需要进一步解释。比方，牛津大学的学生人数，比明尼苏达州立大学少得多，钱也少得多。牛津大学现在，或者说直到昨天，比多伦多大学的学生少。把牛津和有二万六千学生的哥伦比亚大学相提并论，显得很可笑。从钱的角度说，有三千九百万收入的芝加哥大学、三千五百万的哥伦比亚大学、四千三百万的哈佛大学，看来更使牛津无立身之地。但是奇怪的是，牛津仍然占据了重要的地位。它自身某些奇特的方面使它一直都很成功。所以，作为一个堂堂的学者，我有极大的兴趣，要搞清牛津大学总是最好，是如何造成的。 这不可能是课程设置（美国叫curriculum，英国叫programme of study)的原因。说真的，对任何熟知美国和加拿大的最流行和最好的课程设置的人来说，牛津大学的课程设置，坦率地说，是十分可笑的。牛津的应用科学课程，比我们这里的一个神学院开设的还要少。没有哪个牛津教授，在大白天遇到一个发电机，会认得出来。牛津大学的学生对化学、物理、热学、管子工、装电线、安煤气、用焊枪，一无所知。 随便哪个美国大学生，都会开车，拆御汽油发动机，给厨房的水龙头换垫片，修理电铃，对炉子的故障发表内行的意见。正是这些本领标志着他是个大学生，也让他们的父母为之骄傲和感到欣慰。所有这些，牛津的学生都只是外行。 这真是糟糕透了。不过有人会说，这不过仅仅是工科教育。不错，但是人们在牛津大学的课程设置中找不到大家公认的更高深、更具文化涵养的课程。对我们这些大西洋沿岸的人来说，很奇怪，牛津竟然没有家政、营销、广告、比较宗教学、新闻影响之类的课程。那儿也没有关于人类行为、利他主义、自我欣赏、或是野生动物嬉戏的演讲。很明显，牛津学生不学这些。这就使他们少了我们大西洋沿岸文化的相当一部分课程。有一次，我问我们这边一个名牌大学的四年级学生，“今年你选学什么？”他说，“我选了推销和宗教。”这个年轻人，他所受的训练，注定他或者成为一个有道德的商人，或者一事无成。在牛津，销售学是不教的，而宗教课不过教教《新约》之类的无精打彩的东西。人们越是这样研究，就越是奇怪牛津怎么能够有好的教学效果。 两者效果相比较，最令人费解的是牛津大学教授讲课。在加拿大和美国，课堂教学被视为训练学生的必要和有用的部分。我一再听到我们的大学毕业生说，他们从大学课堂中学到的和从体育运动，或希腊字母协会，或班卓琴、曼陀林琴俱乐部得到的一样多，或差不多一样多。一句话，对我们来说，课堂教学形式是大学教育的主要内容。但牛津不是这样。据我所知，那里课有人上，也有人听。但是上课没有什么用，据说也无助于学生的智力提高。有一个加拿大去的留学生告诉我，“这儿讲的课一点用也没有。”我向另一个学生求教，想知道是不是真的如此。他说，“我不知道是不是真的没用，但肯定它们真烂。”其他的说法是：听不听课不重要；没人去听课；听课无关紧要；你要愿意听就可以听；听听课也没害处。
Paragraph I 1.The author begins with a derogatory (uncomplimentary) reference to Oxford’s antiquated (outdated) buildings. Do you think it is a willing admission of Oxford’s drawbacks or it should be regarded as a reluctant concession? What do you think is the author’s true feeling of Oxford’s buildings?
n       The opening phrase “in spite of” clearly indicates that it is an unwilling concession. The author’s depreciative remarks do not express his genuine feeling about Oxford’s noble architecture. He just echoes some of the objections American scholars are raising. The mention of these drawbacks is obviously to emphasize the conviction that Oxford is the greatest University in the world.
2. The author compares Oxford University with American universities on the basis of enrollment and endowment. Why does the author start off by comparing the enrollment and the endowment of the universities? What is the result of the comparison and the conclusion of the author?
n       Because enrollment and endowment are generally regarded as reliable factors which influence the great reputation of a university. If one wants to compare the greatness of universities, he can’t do without concerning about the enrollment and endowment.
n       In both these aspects, the comparison puts Oxford in an insignificant and obscure position. In spite of the result displayed by the comparison, the author persists in his assertion that Oxford is superior and excellent. According to him, the factor contributed to its excellence must be investigated in other aspects.
Key Points in Paragraph I
1. To mention Oxford bedside the 26.000 students of Colombia University sounds ridiculous.
•         to compare Oxford with the 26.000 students of Colombia University.
2. leave Oxford nowhere.
•          put Oxford in an insignificant and obscure position; reduce Oxford to nothingness; cause Oxford to fade away (into an obscurity).
3. It seems to get there every time.
•         to be successful; to get to the place of destination to which it’s entitled.
Paragraph II
1.The first sentence in paragraph 2 is concerned with both paragraph 2 and 3. What kind of sentence is it?
n       Organizing sentence: sentence that establishes the pattern of organization for an entire essay or for a major part of it.
2. From the discussions in paragraph 2, what do you think North American universities emphasize? What’s the difference between the Oxford studuents and American students? 
n       Applied sciences.
n       Oxford studuents learns nothing of …; American students can do …
3. In point of curriculum/programs of studies, is Oxford superior to North American universities?
n       By no means. Oxford is not superior at all. The comparison in this respect turns out to be even more disappointing. It seems Oxford is quite elapsed in Applied Science in contrast to North American curriculum.
4. What do you think might be author’s genuine attitude toward the exclusion of Applied Science from Oxford curriculum?
n       The author actually regards the exclusion of these unscholarly areas of study from Oxford curriculum as something positive, for they are, anyhow, mechanical side of education --- the disciplines belonging to vocational school rather than a university of Oxford’s standard.
5. Translation：It is these things indeed which stamp