1、精選優質文檔-傾情為你奉上Because I could not stop for Death,He kindly stopped for me;The carriage held but just ourselvesAnd Immortality. We slowly drove, he knew no haste, And I had put awayMy labor, and my leisure too,For his civility.We passed the school, where children stroveAt recess, in the ring;We passed

2、 the fields of gazing grain,We passed the setting sun.Or rather, he passed us;The dews grew quivering and chill,For only gossamer my gown,My tippet only tulle.We paused before a house that seemedA swelling of the ground;The roof was scarcely visible,The cornice but a mound.Since then 'tis centur

3、ies, and yet eachFeels shorter than the dayI first surmised the horses' headsWere toward eternity.我無暇去會死亡 愛米莉·伊麗莎白·狄更生 我無暇去會死亡， 死神便和善地接我前往， 我只好放下勞作與閑暇， 無法拒絕他的殷勤禮讓。 我們一起坐上馬車， 還有永生陪伴身旁， 我們驅車緩緩前行， 他悠然自得不慌不忙。 我們經過校園， 娛樂的孩子擠滿操場， 我們經過田野，麥穗張望， 我們經過西沉的太陽。 或許該是夕陽經過我們吧， 露珠抖動，略顯蒼涼， 只為我的面紗、斗篷， 還有我

4、薄絲織就的衣裳。 我們經過一個隆起的土堆， 那似乎是一座住房， 屋頂幾乎無法看見， 屋架也在地下埋藏。 感覺比一天還要短暫， 雖然自此千萬年歲月漫長， 我初次產生這種猜測： 永恒正是馬頭所向。 專心-專注-專業Type of Work “Because I Could Not Stop for Death” is a poem on the theme of death. The contains six stanzas, each with four lines. A four-line stanza is called a quatrain. The poem was first publ

5、ished in 1890 in Poems, Series 1, a collection of Miss Dickinson's poems that was edited by two of her friends, Mabel Loomis Todd and Thomas Wentworth Higginson. The editors titled the poem "Chariot." Commentary and Theme “Because I Could Not Stop for Death” reveals Emily Dickinsons ca

6、lm acceptance of death. It is surprising that she presents the experience as being no more frightening than receiving a gentleman callerin this case, her fiancé (Death personified).  The journey to the grave begins in Stanza 1, when Death comes calling in a carriage in which Immortality is

7、 also a passenger. As the trip continues in Stanza 2, the carriage trundles along at an easy, unhurried pace, perhaps suggesting that death has arrived in the form of a disease or debility that takes its time to kill. Then, in Stanza 3, the author appears to review the stages of her life: child

8、hood (the recess scene), maturity (the ripe, hence, “gazing” grain), and the descent into death (the setting sun)as she passes to the other side. There, she experiences a chill because she is not warmly dressed. In fact, her garments are more appropriate for a wedding, representing a new beginning,

9、than for a funeral, representing an end.  Her description of the grave as her “house” indicates how comfortable she feels about death. There, after centuries pass, so pleasant is her new life that time seems to stand still, feeling “shorter than a Day.”  The overall theme of the poem seems

10、 to be that death is not to be feared since it is a natural part of the endless cycle of nature. Her view of death may also reflect her personality and religious beliefs. On the one hand, as a spinster, she was somewhat reclusive and introspective, tending to dwell on loneliness and death. On the ot

11、her hand, as a Christian and a Bible reader, she was optimistic about her ultimate fate and appeared to see death as a friend.  Characters Speaker: A woman who speaks from the grave. She says she calmly accepted death. In fact, she seemed to welcome death as a suitor whom she planned to "m

12、arry."  Death: Suitor who called for the narrator to escort her to eternity.  Immortality: A passenger in the carriage.  Children: Boys and girls at play in a schoolyard. They symbolize childhood as a stage of life.     Text and Notes   Because I could not sto

13、p for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality. We slowly drove, he knew no haste,  And I had put away My labor, and my leisure too, For his civility. We passed the school, where children strove At recess, in the ring; We passed the fields of gazing

14、grain, We passed the setting sun. Or rather, he passed us; The dews grew quivering and chill, For only gossamer my ,1 My 2 only .3 We paused before a 4 that seemed A swelling of the ground; The roof was scarcely visible, The 5 but a mound. ,6 and yet each Feels shorter than the day I first surmised

15、the horses' heads Were toward eternity. Notes 1.gossamer my gown: Thin wedding dress for the speaker's marriage to Death. 2.tippet: Scarf for neck or shoulders. 3.tulle: Netting. 4.house: Speaker's tomb. 5.cornice: Horizontal molding along the top of a wall. 6.Since . . . centuries: The

16、length of time she has been in the tomb. Meter In each stanza, the first line has eight syllables (four feet); the second, six syllables (three feet); the third, eight syllables (four feet); and the fourth, six syllables (three feet). The meter alternates between iambic tetrameter (lines with eight

17、syllables, or four feet) and iambic trimeter (lines with six syllables, or three feet). In iambic meter, the feet (pairs of syllables) contain an unstressed syllable followed by a stressed syllable. (For detailed information on meter, .) The following example demonstrates the metric scheme.  .1

18、.2.3.4 Be CAUSE.|.I COULD.|.not STOP.|.for DEATH, .1.2.3 He KIND.|.ly STOPPED.|.for ME; .1.2.3.4 The CARR.|.iage HELD.|.but JUST.|.our SELVES .1.2.3 And IM.|.mor TAL.|.i TY.  End Rhyme .The second and fourth lines of stanzas 1, 2, 4, 5, and 6 rhyme. However, some of the lines contain only close

19、 rhymes or eye rhymes. In the third stanza, there is no end rhyme, but ring (line 2) rhymes with the penultimate words in lines 3 and 4. Internal Rhyme .Dickinson also occasionally uses internal rhyme, as in the following lines: The carriage held but just ourselves (line 3) We slowly drove, he knew

20、no haste (line 5) We passed the fields of gazing grain (line 11) The dews grew quivering and chill (line 14)Symbols .In the fourth stanza, the school symbolizes the morning of life; the grain, the midday of life and the working years; the setting sun, the evening of life and the death of life. Figur

21、es of Speech .Following are examples of figures of speech in the poem. (For definitions of figures of speech, .) Alliteration Because I could not stop for Death (line 1) he knew no haste (line 5) My labor, and my leisure too (line 7) At recess, in the ring gazing grain (line 11) setting sun (line 12

22、) For only gossamer my gown (line 15) My tippet only tulle (line 16) toward eternity (line 24)Anaphora We passed the school, where children strove  At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun. (lines 9-12)Paradox Since then 'tis centuries, and yet

23、 each Feels shorter than the day I first surmised the horses' heads (lines 21-23)Personification We passed the setting sun. Or rather, he passed us (lines 12-13) Comparison of the sun to a person Death is personified throughout the poem=30. Dickinsons poems are usually based on her own experienc

24、e, her sorrows and joys.狄金森的詩都是根據自己的經歷和悲歡而創作的。 31. Within her little lyrics Dickinson addresses those issues that concern the whole human beings, which include religion, death, immortality, love, and nature. In some of her poems she wrote about her double and belief about religious subjects. 在她的短篇抒情

25、詩里所涉及到的問題卻是有關人類的，包括宗教，死亡，不朽，愛情和自然。她的一些詩還懷疑宗教信仰。 32. Although she believed in God, she sometimes doubted His benevolence. Closely related to Dickinsons religious poetry are her poems concerning death and immortality, ranging over the physical as well as the psychological and emotional aspects of death.雖然她相信上帝但有時卻懷疑它的善。狄金森與宗教有關的詩是關于死亡和不朽，包括身體，心理和情感三個方面。 33. One group of her love poems are clearly the reflection of her own unhappy experience.她的一組愛情詩明確地反映了她自己不幸的經歷。 34. More than five hundred poems Dickinson wrote are about nature