首页
登录
职称英语
Madeleine had met Leonard in an upper-level semiotics seminar taught by a re
Madeleine had met Leonard in an upper-level semiotics seminar taught by a re
游客
2024-12-28
23
管理
问题
Madeleine had met Leonard in an upper-level semiotics seminar taught by a renegade from the English department. Michael Zipperstein had arrived at Brown thirty-two years earlier filled with zeal for the New Criticism. He’d inculcated the habits of close reading and biography-free interpretation into three generations of students before taking a Road to Damascus sabbatical, in Paris, in 1975, where he’d met Roland Barthes at a dinner party and been converted, over duck cassoulet, to the new faith. Now Zipperstein taught two courses in the newly created Program in Semiotic Studies. Introduction to Semiotic Theory, in the fall, and, in the spring, Semiotics 211. Hygienically bald, with a seaman’s mustache less white beard, Zipper stein favored French fisherman’s sweaters and wide-wale corduroys. He buried people with his reading lists: in addition to ali the semiotic big hitters—Derrida, Eco, Barthes—the students in Semiotics 211 had to contend with a magpie nest of reserve reading that included everything from Balzac’s "Sarrasine" to issues of Semi text(e) to Xeroxed selections from E. M. Cioran, Robert Watser, Claude Levi-Strauss, Peter Handke, and Carl Van Vechten. To get into the seminar, you had to submit to a one-on-one interview with Zipperstein during which he asked bland personal questions, such as what your favorite food or dog breed was, and made enigmatic remarks in response. This esoteric probing, along with Zipperstein’s guru’s dome and beard, gave his students a sense that they’d been spiritually vetted and were now—for two hours Wednesday afternoons, at least—part of a campus lit-crit-elite.
Almost overnight it became laughable to read writers like Cheerer or Updike, who wrote about the suburbia Madeleine and most of her friends had grown up in, in favor of reading the Marquis de Sade, who wrote about deflowering virgins in eighteenth-century France. Madeleine had become an English major for the purest and dullest of reasons. , because she loved to read. The university’s "British and American Literature Course Catalogue" was, for Madeleine, what its Bergdorf equivalent was for her roommates. A course listing like "English 274: Lyly’s Euphues" excited Madeleine the way a pair of Fiorucci cowboy boots did Abby. "English 450A. Hawthorne and James" filled Madeleine with an expectation of sinful hours in bed that was not unlike the sensation Olivia got from wearing a Lycra skirt and leather blazer to Danceteria Right up through her third year of college, Madeleine had kept wholesomely taking courses like "Victorian Fantasy: From ’Phonates’ to ’The Water-Babies,’" but by senior year she could no longer ignore the contrast between the blankly people in her Beowulf seminar and the hipsters down the hall reading Maurice Blanchot. Going to college in the moneymaking eighties lacked a certain radicalism. Semiotics was the first thing that smacked of revolution. It drew a line; it created an elect; it was sophisticated and Continental; it dealt with provocative subjects, with torture, sadism, hermaphroditism—with sex and power.
Semiotics 211 was limited to ten students. Of those ten, eight had taken Introduction to Semiotic Theory. This was visually apparent at the first class meeting. Lounging around the seminar table, when Madeleine came into the room from the wintry weather outside, were eight people in black T-shirts and ripped black jeans. A few had razored off the necks or sleeves of their T-shirts. There was something creepy about one guy’s face—it was like a baby’s face that had hideously aged I and it took Madeleine a full minute to realize that he’d shaved off his eyebrows. Everyone in the room was so spectral-looking that Madeleine’s natural healthiness seemed suspect, like a vote for Reagan. She was relieved, therefore, when a big guy in a down jacket and snowmobile boots showed up and took the empty seat next to her. He had a cup of takeout coffee. [br] How did Madeleine feel when she entered the room?
选项
A、Terrified.
B、Amused.
C、Nervous.
D、Comfortable.
答案
A
解析
推断题。由题干定位至最后一段。第六句指出“There Was something creepy about one guy’S face—it was like a baby’s face that had hideously aged一一and it took Madeleine a full minute to realize that he’d shaved off his eyebrows.”,其中creepy意为“毛骨悚然的”;第七句“Everyone in the room was SO spectral-looking that Madeleine’S natural healthiness seemed suspect,like a vote for Reagan.”中的spectral-looking意为“像幽灵一样的”,可见她进去的时候感到害怕,故[A]为答案。第八句“She was relieved,therefore,when a big guy in a down jacket and snowmobile boots showed up and took the empty seat next to her.”容易造成误选nervous,但由前文描述可知,[C]语体色彩比较轻,不符合原文;从这句的relieved可以看出她刚开始不会感到舒服.排除[D];[B]与末段整体基调相反,直接排除。
转载请注明原文地址:https://tihaiku.com/zcyy/3887833.html
相关试题推荐
MadeleinehadmetLeonardinanupper-levelsemioticsseminartaughtbyare
MadeleinehadmetLeonardinanupper-levelsemioticsseminartaughtbyare
MadeleinehadmetLeonardinanupper-levelsemioticsseminartaughtbyare
ThingstobeTaughtinEverySchoolⅠ.Introduction:Importanceofstude
ThingstobeTaughtinEverySchoolⅠ.Introduction:Importanceofstude
ThingstobeTaughtinEverySchoolⅠ.Introduction:Importanceofstude
ThingstobeTaughtinEverySchoolⅠ.Introduction:Importanceofstude
The"basics"taughtintheAmericanelementaryschoolsareA、socialstudies,arit
AlthoughChopinlaterattendedtheLyceumwherehisfathertaught,hisearly
AlthoughChopinlaterattendedtheLyceumwherehisfathertaught,hisearly
随机试题
书籍到了我的手里,我的习惯是先看序文,次看目录。页数不多的往往立刻通读,篇幅大的,只把正文任择一二章节略加翻阅,就插在书架上。除小说外,我少有全体读完的
【S1】[br]【S5】Much→Little根据本句的后一句可知,本句要表达的意思是没有什么迹象表明吃转基因农作物有损健康,所以应该把Much改为Lit
IhaveavividrecollectionofasummereveningwhenIhadtocarryoutaru
Itwas______ofyounottoplaythepianowhileyourbrotherhadabadheadache
报文摘要算法SHA-1输出的位数是()。A.100位 B.128位 C
下列不属于我国专门法治队伍的是( )。A.在人大和政府从事立法的工作人员 B
关于无权代理及其后果,下列说法正确的是()。A.第三人主观为故意,这是无权代
D提示首先画出该电路的复数电路图如解图a)所示,然后画相量图分析(见解图b),可见,由于电参数未定,各相量之间的关系不定。 注意此题可以用“排除法”完成,分
(2016年真题)根据《2016年兴奋剂目录》,具有促进蛋白质合成和减少氨基酸分
钢筋连接时常采用的机械连接方法是()。A.套管挤压连接 B.电渣压力焊 C
最新回复
(
0
)