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7 \  \6 D5 X% z) Y/ r9 x* v, Please
' u  g0 L, o9 z* F6 qanswer ONE of the following questions (40)- n( |3 \2 q- V$ J  r! f0 U% C
0 E' X4 l: k+ ?1 D, O! o
1, In Milton¡¯s Paradise Lost,
- u  e* A8 n$ P- xSatan displays tremendous heroic energy,
# ^2 P( g: H: x! I6 tand we cannot but admire him. Is 6 |- X: H% x2 K2 X0 I' E( J# x
Satan a hero? Why (not)? You might
6 M" U5 a* ^& J6 L$ r8 Swant to compare Satan with Adam and
7 d/ ~1 h, ~) T3 UChrist the Son to make your point.
/ c) i/ m/ S( Q: S& n' S. F8 S' I* P9 k/ E
2, A conceit is a far-fetched and
: r' M# m9 y' m8 ]6 O/ Eingenious comparison. The " Y( z0 [! Z4 E9 T
metaphysical conceit is a more intellectualized,
; x( i6 a$ A  M! K  Rmany-leveled comparison, giving a 3 i9 x* f8 K( y
strong sense of the poet¡¯s ingenuity in ; _) g' p; Q, N: [( Z1 A: n9 U* c
overcoming obstacles. John
9 n. F# {* Y+ W& RDonne¡¯s conceits leap continually in a restless - ]& x7 B- [3 x, t- F; ?9 O% J6 B
orbit from the personal 7 _0 G2 ]0 C0 x1 f, H( @- @
to the cosmic and back again. Please pick two " H7 l# w( L' B$ j: k0 e
examples of metaphysical
6 l& u. i8 y4 N9 Q1 t. _0 M7 v( p0 Jconceits form Donne and comment on them.& v4 d5 X! u3 p% x
- v+ C5 Q% e' e! c. h
II. % o' p2 m1 N7 R) ^3 S
Please answer ONE of the following questions.(40)
" U, z) ?& e7 ~- F; d- X
) u% L0 f+ W, w  G. W0 P4 z# O1, Many people believe
# s6 z) i' ]+ E* U# \6 @& \; Lthat the Puritan Movement and the Puritan 9 }1 Q/ {  k6 v- |& N  B
migration to North American in , U4 t. r* ?/ c+ A' k/ M; T
early 17th century are a form of religious
) a& z9 n4 R0 \. ~' l) p( wrevivalism. However, critics ) q. w' u8 U% U+ M$ _, Q
argue that the Puritan enterprise is a much
* A- f) N2 ?1 Gmore complicated phenomenon, . r3 y, I8 C7 h% N$ _7 \  K: ?
which cannot be limited only to its , j" m/ `1 \" {" s' o; c. y% T) I
religious aspect. Which view do you
8 [9 M3 }* a- S  g' z. ?8 ^agree? Please give two or more examples & f/ B/ D! ?9 X( u/ y7 ~# C5 v
(and with proper analyses) from the
% i8 e, A' E4 n3 [+ Rwritings of Puritan Era to explain
* n1 t6 p3 |! n9 tyour opinion.
, P; X! V. F' O% {1 J
( l* c1 ]6 r4 j* \, W0 F# S2, In 19th century ; T* _0 H5 {0 o1 {6 E+ ]( N
American novelists, Nathaniel Hawthorne stands out
0 b+ ~3 e/ x  O. ~for his extraordinary . Z' ^3 T2 A6 c
familiarity with the social and religious life of * ^( l& I1 ^1 G; m
early New England society 7 f6 z6 O) |( p( H: @
and for his profound understanding of the
4 l3 q& _6 K5 J; }5 Q! g% q/ q# Ginnate complexity of human nature
/ {) |- Q& q( |( P. `$ b/ E$ C; C, Y(its irrepressible tendencies and
+ l1 o/ D8 R6 ]  T! j0 O' G  Q( A% ^ambivalent impulses, the impossibility of . g% s$ s! o0 E- C( K0 D* D3 q
eradicating sin from the human & F7 A6 d+ h" ]/ q* B, b% W
heart). Please give two or more examples
# l! t5 j3 K9 ^. B( t9 _1 F(with proper analyses) from the
1 F1 n4 K5 x9 Ynovels or tales of Howthorne in order to
3 g  ?& `5 S0 E5 a0 t/ }0 wdemonstrate and explain both the ( G  e0 m& R  I& }% s7 S
historical imagination of Howthorne and his $ }: `: T6 a6 _1 {+ u1 m
Mastery of psychological   Y4 C4 k% K. f' q. C6 x
insight.! N1 b6 w! \% D( B# t4 d

( {) j; K9 ~' E3 [5 p7 V4 p
* \! D: Z, C$ d3 D) s/ ?! j
% }. `7 Q' c" Z0 pIII. Answer ONE of the 4 T6 q) ?; Q- u, k: J% H0 G* h
following questions. (40)- ?# b, ~2 U. G- l9 P% `; K. M9 y

: S" ~, [2 P, h0 M1The Romantic Age in Britain was a time when
. Y9 C! _; z) T, R; L9 B# idomestic unrest combined % {& o2 {% Y9 R2 m, f+ v' d3 k
with international turmoil to raise the awareness
1 v; i+ r+ N4 E6 ^0 t& h& Eof Englishness on the
( r) g& N  j" rpart of the people. Briefly analyze two literary works
( I, C! j: `, a9 Xof this period,
% T# h6 m5 h$ B0 ]" Ifocusing on how they reflect such heightened
& X7 K: O9 c  F) l% x- ^% fnational/international % G! ~  i0 F( [+ B# x: @! z
consciousness.
" p8 @, u+ v. a9 L
: Z" U' U4 @6 Z1 d$ B/ j2. Choose two among the great
1 x( q6 O" r. ?6 G8 e) v3 enumber of heroines of the English novel ( @: Y, v# S8 t) Y
and briefly analyze the source(s) of
0 ]8 |' ^5 [/ |5 }: ]their social power. What, for
0 r. {6 e+ @% G4 M% i$ y; E; Pexample, give these women advantage over their ' T+ Q6 p8 |1 J7 x6 q9 P0 Z
rivals or men, and how?
, g5 R1 M3 K4 S: x' ], [% m! N
/ c0 y( g9 x+ t% `5 E' c! `" GIV, The following passage is taken from an essay
+ Y' c( T: e! f0 d* Aby the modern French
2 M/ `2 F  f7 x% F) s: q4 jcritic Roland Barthes. See if you are aware of any
8 @# o4 C- c" t7 {0 P1 C- Ointellectual + r7 e# f8 O& T4 [2 u
background against which Barthes¡¯s view may have occurred, and
& y" m# t( K" U, o$ @elaborate upon
1 r  S/ |1 ^! S9 ]& t/ W( d' oor respond to or refute the passage in a way you see fit. $ ]" Q# s( B4 s# W- I  X+ d# i& S
(30)' q$ X- O/ B, M6 s3 b
7 e# o; q3 b) k$ H
      Whatever the complexity of literature . [! G/ L6 ?1 M# K& J$ w
theory, a novelist or a
( c7 @. h3 e8 gpoet is supposed to speak about objects and # J3 Q4 T; x- f4 q* _9 W
phenomenon which, whether ; {7 m1 R2 L2 a- N& T
imaginary or not, are external and anterior to $ l" o  F5 z- K+ }0 n/ {
language. The world exists
& |; a. Y% y4 [( t: w# x3 Qand the writer use language; such is the ' G2 Q5 X1 l2 a
definition of literature. The
. E/ }4 N6 l. r1 Y  S) @9 `object of criticism is very different; it deal
: E! }( b9 L- fwith ¡°the world¡±, but 1 u  }5 {/ e* x- J
with the linguistic formulations made by others; it is
& f$ B/ a$ U3 |! W+ x; ~a comment on a
  ]  _5 I3 g3 M. ?; Scomment. a secondary language or meta-language (as the
% Z4 m2 a9 B& W3 Slogicians would
" w4 G8 [) o8 u6 x. s" D/ q; dsay), applied to a primary language (or language-as-object). % q8 p0 @6 w  A, [' r1 b( g
It follows
  D8 q# K, t& }$ T6 K3 @0 ithat critical activity must take two kinds of relationships into
: [2 l; {" R8 J" T# O/ o3 q! m1 r6 H- w  V# M
account: the relationship between the critical language and the language of
& R, j, y$ X, U. w7 C6 L0 V% z# R& U6 a+ I9 [& k, r6 D+ X$ a
the author under consideration and the relationship between the latter
3 |4 c; C; C4 {3 X2 t
+ u) ?  [1 ?" X3 N' p(language-as-object) and the world. Criticism is defined by the , s8 k0 _1 r2 q$ v

& i$ [! S0 K- V1 Ointeraction of these two languages and so bears a close resemblance to 6 O" Y! _2 t, H( B
another
, s& V  j9 U4 G& N: h4 `intellectual activity, logic, which is also entirely founded on the " E. }2 b8 g' Q5 h& D
+ R4 E! y$ u$ @# H; E9 Q1 u# ~
distinction between language-as-object and / w* Y9 T+ f3 O, a6 {4 b
meta-language.7 x$ y# t2 z! i; a
- @( x7 W. |& p; ?9 H

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unexamined life is not worth living
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Thank you so much

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