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 "does dislike, almost to the point of hatred, and certainly to the point of contempt, the type of people who dominate in our present civilization "'" A definitive statement of the 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 "lost generation" for 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 "moments 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 "lost 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), "/'o Have and Have Not (1937), and such volumes 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. "Yes" and "no Yes" because the business of growing up is always accompanied by a Younger Generation Problem, "no" 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 "Puritanical" gentility.
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 "they do things better" than in the United 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 "lost 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: "The intellectuals of the Twenties, the "sad 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 "Village".
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 "Puritanical" gentility, should come in great 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.
Ⅵ.
1. flapper: (Americanism) (in the 1920s) a young woman considered bold and unconventional in action and dress
2. provincial: narrow, limited like that of rural provinces
3. code: any set of principles or rules of conduct; a moral code
4. Prohibition: the forbidding by law of the manufacture, transportation, and sale of alcoholic liquors for beverage purposes~ specifically in the U. S., the period (1920-1933) of prohibition by Federal law
5. agent : an active force or substance producing an effect , e.g. , a chemical agent
6. orgy: any wild, riotous, licentious merrymaking; debauchery
7. Greenwich Village : section of New York City, on the lower west side of Manhattan: noted as a center for artists, writers, etc.
8. draft : the choosing or taking of an individual or individuals from a group for some special purpose, especially for compulsory military service
9. distinction: the quality that makes one seem superior or worthy of special recognition
10. action: military combat in general
11. whip up: rouse; excite
12. give: bend, sink, move, break down, yield, etc. from force or pressure
13．burden：repeated，central idea；theme
14．keep up with the Joneses：strive to get all the material things one’s neighbors or associates have
15．write off：drop from consideration
Ⅶ．
1．speakeasy：a place where alcoholic drinks are sold illegally，esp．such a place in the U．S．during Prohibition
2．sheik：a masterful man to Whom women are supposed to be irresistably attracted
3．drugstore cowboy：A western movie extra who loafs infront of drugstores between pictures
4．soap opera：a daytime radio or television serial drama of a highly melodramatic，sentimental nature．It has been so called since many original sponsors were soap companies．
5．Babbittry：(after George Babbit，title character of a satirical novel(1 922)by Sinclair I．ewis)a smugly conventional person interested chiefly in business and social success and indifferent to cultural values：Philistine
6．fast：(adjectl‘ve)living in a reckless，wild，dissipated way
7．boobery：same as Babbittry，smug，self—satisfied，conformist in cultural matters
Ⅷ．
1.flourish意为向很理想的状况发展或正处于该状况，即发展的鼎盛时期。boom意为突然迅速地蓬勃发展。aggressive—ness在这里指大胆积极的开拓进取。aggression指无故地攻击别人或喜欢争吵。
2.obsolete指废旧的，不再时兴，不再使用的。obsolescent指向废旧转变的，过渡的。
3.warfare泛指打仗或武装冲突。war一方面使用范围较广，可指任何敌对的争斗，如the war against disease，另一方面可用于具体的、个别的作战，如he fought in this war(不能用warfare)。
4.preparedness指有所准备的状态，而preparations则指作准备的行动或过程。
5．r三cession和depression同为婉转语，指资本主义国家经常出现的经济危机。recession比depression委婉些，而depression又比crisis委婉些。
6．naive指真正的单纯或没有人为的痕迹，但有时又含有愚蠢、缺乏社会知识的意思。innocent指无罪，不会耍花样，或不做、不想不道德的事。
7．ignore意为故意视而不见，有时表现为拒不接受事实。disregard意为不注意或疏忽，常常是有意的。
8．migrate意为从一地区、一国家迁移到另一地区、另一国家。指人时，意为迁往外地定居，指动物时，意为出于气候原因 和食物供给等进行季节性迁移。emigrate和immigrate仅用 于人，emigrate具体指人离开一个国家到另一个国家定居。
Ⅸ．
1．We have become a world power so we can no longer in our action just follow the principles of right and wrong as accepted in out own country。nor can we remain isolated geographically protected by the Atlantic and Pacific oceans．In other words．t he United States can no longer pursue a policy of isolationism．
2．The war only helped to speed up the breakdown of the Victorian social structure．
3．The Great Economic Depression which started in the United States in 1 929 brought the young escapists back to their senses and stopped the wild，riotous lives they were living．
4．These young people could no longer adapt themselves to lives in their home towns or their families．
5．1t was only natural that hopeful young writers whose minds and writings were filled with violent anger against war．Babbittry．and “Puritanical” gentility，should come in great numbers to live in Greenwich Village，t he traditional artistic centre．
6．Many other young people began to intensify and spread this revolt of the young by their own misdeeds—breaking the law and living unconventional lives. The young intellectuals living in Greenwich Village helped to keep the revolt alive and to spread it throughout the country.
7. These young brothers and sisters did not take part in the war, so they had no feeling of real disillusionment or loss. Nevertheless they began to imitate the manners of their elders and live the unconventional and nonconforming lives of those who were rebelling against society.
8. America could see and hear nothing except the shining gleam and the ringing sound of the doller. /The American people are not moved or stirred by anything. They are only conscious of money and wealth.
Ⅹ.
informal formal informal formal a love affair amour rich affluent questions inquiries easily influenced susceptible throw headlong precipitate exile expatriation a public declaration manifesto a bitter criticism diatribe brawl fracas dwelling place residence dispel break up dissipate tear down demolish a big fire conflagration
Ⅺ.
1. irresistible 4. unsafe 2. immaterial 5. insecure 3. incomparable 6. illiterate 7. imprecise
12. unalterable 8. impure 13. illogical 9. imprudent 14. unpopular 10, unpleasant
15. insensitive 11. illegitimate 16. incomprehensible
Ⅻ.
Introductory paragraphs serve to gain reader interest and present background material or other kinds of explanatory information necessary for a better understanding of what will follow. Some introductory paragraphs include the thesis statement -- a single sentence expressing the central thought of the piece of writing. Others include along with the thesis statement, a clear indication of the direction of the writer's flow of thought.
In "The Sad Young Men" the function of the first paragraph is introductory. The thesis statement is placed in the last paragraph. Horton and Edwards begin by mentioning the interest in the Twenties by young people today. In addition, they discuss the questions that present-day students are asking their parents and teachers. Was there really a Younger Generation problem.9 Were young people really so wild? Their answers are yes and no.
ⅩⅢ.
The Younger Generation in China
In the last twenty years or so, China has undergone great changes thanks to the policy of opening up to the outside world. The younger generation is the Number One beneficiary. Strolling along the street, you may see young men ride by with small earphones and a pocket tape recorder. Most probably they are enjoying music. Attending a computer training course, you will' find so many counterparts there. Nowadays, the younger generation benefits a lot from sophisticated scientific and technological products.
ⅩⅣ. Omitted.
ⅩⅤ.
This is a piece of expository writing by two American writers explaining a certain period in American literary and social history. It focuses especially on the attitudes and revolt of the young people who returned from World War I , disappointed and disillussioned. In this revolt the young intellectuals, writers and artists, stood in the van and was the most vocal group. Many of these intellectuals lived abroad, especially in Paris, as expatriates, but most of them later re-turned to the United States voluntarily. These intellectuals were called "Sad Young Men", or "The Lost Generation", because they were critical and rebellious. However, they were never lost because they were also very creative and productive and as this essay says "gave the nation the liveliest, freshest, most stimulating writing in its literary experience".
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.
In "The Sad Young Men", Horton and Edwards state their thesis in the last paragraph of the essay: "The intellectuals of the Twenties, the 'sad young men', as F. Scott Fitzgeraid called them, cursed their luck but didn't die; escaped butvoluntarily returned; flayed the Babbits but loved their country, and in so doing gave the nation the liveliest, freishest, most stimulating writing in its literary experience.
The Sad Young Men 习题答案/answer
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