DTE – Book Club – 2017 session 3: 新书介绍:‘锦瑟’

Discovery Your Talent – Book Club 探賦中心 读书会第3期:

报名链接: https://goo.gl/forms/54J4SG1XkDjJLxKx2

分享书目:长篇小说‘锦瑟’ - 由作家范迁亲自来做新书介绍

文本的痛楚–严歌苓评范迁力作《锦瑟》

福克纳说过;我们当中没有一个人愿意相信,我们的痛苦都是我们自己造成的。所有的不幸都可以找到可怪罪的人,或是时代。喔,我们只是升斗小民,手无缚鸡之力。我们的行为高尚或卑贱,正确或错误,都不可能对国家、社会、或历史产生哪怕微小的影响。所以,我的不幸,一定是得由谁来负责。

坐在美国南方燠热的书房里,福克纳永远令人摸不透他的话语究竟是嘲讽还是怜悯。而米兰·昆德拉就直白的多;永远不要认为我们可以逃避,我们的每一步都决定着最后的结局,我们的脚步正走向我们自己选定的终点。

我们中国人也有一句话,叫做;风起于青苹之末,摧城掠地。历史的变迁缓慢而不易察觉,一旦发轫,任何力量阻挡不了。我们反思文革,我们反思反右。指头点来点去,就是不会点到自己头上。我们深刨历史的细节,研究由于这个事件那个起因,而形成了当下的局面。几代人的认识论,就是被这种短视而蒙蔽,以致弯路走了又走至今还未从这个怪圈里摆脱出来。

分享内容:

作家范迁会介绍这本书所描写四十年代末到文革前期知识分子的心路历程。这是中国近代史上最为重要的一段时期,随着政局,经济,文化的变迁,文化人一步步地蜕变,活力和心性的丧失,陷入困顿和苦闷。但细究起来,一个社会的形成,每个人都有责任,就像严歌苓说的,我们是社会最小的细胞,我们健康,社会也健康。我们病病歪歪,这个社会也好不到哪里去。

分享人介绍 :范迁,上海人,旧金山艺术学院美术硕士,艺术家,作家,常为海内外各大媒体撰稿。出版过长篇小说 ‘错敲天堂门’,‘古玩街’,桃子’,‘丁托雷托庄园’,‘风吹草动’,‘失眠者俱乐部’,‘宝贝儿’。及短篇小说集 ‘旧金山之吻’,和‘见鬼’等。

Date / Time: 2017/4/29 Saturday 5:30 PM – 8 PM
Location: 1260 S Abel St, Milpitas, CA
Name: DTE center
Fee: $20 – 提供简单PIZZA或类似晚餐以便大家多些时间讨论

Note: The center is located on the second floor. 硅谷探賦教育中心在二楼。
Contact Us: info@dte.leeyee.us

《锦瑟》 范迁 著ISBN-13: 978-1-68372-043-0 开本:6″x9″ (15.24cm x 22.86cm) 页数:417页 字数:259千 出版日期:2017年2月

购书链接: http://zither.dixiewpublishing.com/

更多介绍: http://dte.leeyee.us/bookclub/

《数学家谈怎样学数学》阅读笔记

《数学家谈怎样学数学》阅读笔记

来自: 小凡 2011-11-08 09:19:53

Six Common Mistakes in ESL Writing

Six Common Mistakes in ESL Writing
…and how to avoid them

Mistake #1:  Switching tenses unnecessarily

One of the more common problems seen in ESL writing is unnecessary switching between past, present and future tenses. Changing between verb tenses within a sentence can make it difficult for the reader to follow a piece of writing and should be avoided. An exception to this is when a time change must be shown.

To ensure that you avoid this problem, keep the following in mind:

  • In general, establish a primary tense and remain consistent with it at the sentence, paragraph and overall work level
  • Only change tenses when it is appropriate, e.g. when there is a time shift that must be shown
  • Reread your writing and consider what overall timeframe it is in – past, present or future
  • Pay close attention to your verbs and notice the tense they are in

Practical tip: Review EnglishClub’s verb tenses to brush up on your knowledge.

Mistake #2: Excessively long paragraphs

While there is no set rule for the number of sentences a paragraph should contain, it is possible to have paragraphs that are too long. Excessively long paragraphs are one of the more common problems seen in ESL writing. The problem can easily be avoided if you adopt a conscious attitude towards it.

Practical tip: As a rule of thumb, two to five paragraphs per A4 page works well (assuming single line spacing). Also, try to keep each paragraph to a single main idea or topic.

Mistake #3: Inconsistency in spelling style (UK/US English)

The subtle spelling differences between British English (BrE) and American English (AmE) spelling can be difficult for ESL writers to spot. It is important, however, that you write in the appropriate spelling style for your audience and that you remain consistent.

A common issue found in ESL writing is for the author to interchange between UK and US English spelling, i.e. they spell some words in the British form and others in the American. The most frequent instances are: 

  • -our (BrE) and -or (AmE)
    as in “colour” and “color”
  • -ise (BrE) and -ize (AmE)
    as in “organise” and “organize”

Practical tip: this issue can easily be solved by ensuring that you have MS Word’s spellcheck on the appropriate spelling setting.

 

Mistake #4: Writing in the first-person in academic contexts

Writing in the first-person in an academic context can make a piece of writing read as informal, subjective and biased; it is a major no-no in the context of academic writing. It is an established convention that academic writing should be done in the third-person, and breaking this rule will cost you precious marks.

First-person (the incorrect way):

I would argue that Smith’s (1992) research was biased as he was personally invested in the positive outcome of the results.

Third-person (correct way):

It can be argued that Smith’s (1992) research was biased as he was personally invested in the positive outcome of the results.

Practical tip: to ensure that you are writing in the third-person, avoid making personal statements and using personal pronouns such as “I/me/my” etc.

Mistake #5: Incorrect capitalization

The rules of capitalization in English may seem confusing, especially to non-native speakers. Issues with incorrect or missing capitals in ESL writing are regularly seen. Stick to these basic rules:

  • Always capitalize “I”
  • Capitalize proper nouns, which include names of people, places and organizations
  • Do not capitalize common nouns (for example: car, pen, school)
  • Always capitalize the first letter of a new sentence
  • Capitalize weekdays, holidays and months of the year

Here is an example of these bad capitalization issues (in order 1-5):

“This year i will be going to london to study at University. my visa application still has to be accepted but i have been told to expect it to arrive in january.”

The correct capitalization would be:

“This year I will be going to London to study at university. My visa application still has to be accepted but I have been told to expect it to arrive in January.”

Practical tip: be conscious of the differences between proper nouns and common nouns as these represent the most common capitalization issues amongst ESL writers. For example, “car/truck/lorry/van” are common nouns, while “BMW/Mercedes/Ford/Toyota” are proper nouns.

Mistake #6: Incorrect use of articles

The improper use of definite (the) and indefinite (a/an) articles is a common problem for ESL writers. The best method for avoiding this issue in a sentence is to first consider whether it contains a countable or uncountable noun.

Countable nouns have both a singular and plural form and may be preceded by an article, e.g. “a banana”. Uncountable nouns have only a singular form and should not have an indefinite article, e.g. “a/an rice”.

Generally, “a” precedes words starting with a consonant, while “an” should appear before words that begin with a vowel. There are exceptions to this, however. Words that begin with a silent “h” should be preceded by “an”, e.g. “it would be an honour”.

The definite article “the” should be used in front of singular and plural nouns and adjectives when referring to something that both the author and reader are familiar with. “A dog” is in reference to a single unspecified dog, while “the dog” refers to a particular dog.

Practical tip: there are no short-cuts to proper article usage. Keep practising using articles in your writing and look for feedback from friends, teachers or through the EnglishClub forums.

Charlotte Beckham is a professional proofreader and editor for Proofreading Service UK. She has edited hundreds of documents for ESL speakers.

Common Problems in High School Writing

Common Problems in High School Writing

Writing is a big part of every high schooler’s life. In fact, students write more than ever before–from school research papers to essays on standardized tests to texting their friends. Yet writing problems abound. According to the 2011 results of the National Assessment of Educational Progress (NAEP), only 24% of twelfth-graders are at or above the proficient level in writing and only 3% write at an advanced level. While these results are disappointing, the overall effect on student achievement is a larger concern: writing problems can greatly hinder college and career success. The good news is that with hard work, patience, and targeted help, high school writing problems can be overcome.

What is Proficient High School Writing?
By understanding high school writing proficiency standards, parents can be more effective in helping their children meet grade level expectations. At the proficient level or above, high school students are able to plan, draft, and complete error-free essays of upwards of 1,500 words or more. High school students should know how to select the appropriate form of writing for various audiences and purposes, including narrative, expository, persuasive, descriptive, business, and literary forms. Students in ninth to twelfth grade should exhibit an increasing facility with complex sentence structures, more sophisticated vocabulary, and an evolving individual writing style. When revising selected drafts, students are expected to improve the development of a central theme, the logical organization of content, and the creation of meaningful relationships among ideas. In addition, students must edit their essays for the correct use of standard American English.

How to Spot Common Writing Problems
Parents can spot common writing problems simply by reviewing their children’s essays and other writing homework. Writing problems may also come to light as high school students prepare for the writing portion of standardized tests. On these tests, students are asked to write an essay, which involves reading and interpreting a writing prompt, selecting the appropriate form of writing to use, and completing an error-free essay within the test’s time limit. The essay measures the student’s ability to develop a thesis, organize and express ideas in a coherent manner, and use appropriate word choice, varied sentence structures, and correct language conventions. If your high school student has trouble in any of these areas, it will hamper their ability to score well on standardized test essays.

What Does Your Child’s Writing Look Like?
Does your high school student make errors in grammar, spelling, and punctuation? Are you finding poorly constructed sentences and unsuitable word choices? Is there a lack of organization or supporting ideas? Here are some common errors that will help you identify the trouble spots in your high schooler’s writing:

Problem: Sentence Fragments
Example: Going to the football game this afternoon.
Solution: I am going to the football game this afternoon.

Problem: Run-on Sentences
Example: I enjoy going to the movies first I have to finish my homework.
Solution: I enjoy going to the movies, but first I have to finish my homework.

Problem: Lack of Subject-Verb Agreement
Example: She drive every day.
Solution: She drives every day.

Problem: Incorrect Noun Plurals
Example: The berrys are ripe.
Solution: The berries are ripe.

Problem: Incorrect Plural and Possessive Nouns
Example: The childrens’ toys were donated to a charity group.
Solution: The children’s toys were donated to a charity group.

Problem: Wrong End Punctuation
Example: Where are you.
Solution: Where are you?

Problem: Not Forming Compound Sentences
Example: It rained today. The weather report called for blue skies.
Solution: It rained today, yet the weather report called for blue skies.

Problem: Sentence Variety
Example: Susan runs to school every morning. Susan talks to her friends before class. They don’t get to class on time. Their teacher gets angry.
Solution: Susan runs to school every morning so she can talk to her friends before classes begin. However, when they don’t get to class on time, their teacher gets angry.

Problem: Paragraph Focus
Example: I love computer games, model cars, and comic books. All are fun!
Solution: I enjoy many different types of leisure activities. My friends and I have a great time playing the latest computer games with the most excitement and challenge. When I want to create something on my own, I build model cars and take pride in getting every detail just right. Yet nothing beats my comic book collection if I want to kick back and relax! With all of these things to do, I’m never bored.

Overcoming Writing Problems: How Parents Can Help
High school writing problems can be overcome through a combination of thorough feedback, writing practice, and careful revision. Start by speaking with your child’s teachers. Share your observations and concerns. Often writing problems exist because students need more feedback or are confused about the feedback they are getting. Another issue is the busy high schooler’s schedule, which doesn’t allow enough time for practice and revision. Here are some tips that can help you get your student on track for writing success–in class and on tests:

  • Give positive feedback. When reviewing your student’s essays, give positive feedback along with talking about what needs improvement. Engage your student in the revision process by discussing the mechanics of writing without disapproval of their ideas. Students should understand that writing is a process and all writers revise their work. Remember, children need encouragement as much as correction. Also, speak in private to avoid possible embarrassment.
  • Encourage practice and revision. Suggest writing activities that relate to your child’s interests, such as writing for the school newspaper or a club website. The fact that their writing will be published provides an extra incentive to revise. Students should also practice interpreting writing prompts and completing timed essays in preparation for standardized tests.
  • Ask for an opinion. Much of high school writing focuses on producing persuasive essays that convey a well-defined perspective and tightly reasoned argument. Students are expected to clarify and defend positions, as well as refute opposing arguments. Start discussions at home on topical subjects and encourage your children to express and support their opinions. If they have strong views about a particular issue, suggest writing letters or emails to their state representatives or the local newspaper.
  • Stress Reading: Good readers are good writers. If your child doesn’t read published essays, newspaper editorials, or other nonfiction, they won’t know what good essay writing sounds like. Of course, all reading will boost writing and vocabulary skills.
  • Don’t rush writing. Make sure your student has a quiet place to write and help them gauge how long it will take to complete a writing assignment. Writing usually takes longer than we think. If the assignment is rushed, students may feel they can’t write, when they really just needed more time to revise.
  • Get extra help. Recognize when extra help is needed. Ask if your school has any extracurricular programs that target writing. Consider tutoring programs and test prep books. Most importantly, don’t ignore writing problems—working with teachers and utilizing available resources can make a difference.

Time4Writing Tackles High School Writing Problems
Time4Writing high school and college prep writing courses meet a variety of needs, from basic skills reinforcement to coaching in essay writing. Taught by certified teachers on a one-on-one basis, our courses help students achieve meaningful improvement in their writing. At Time4Writing, the revision process becomes a highly productive and rewarding learning conversation between the student and teacher. Students revise and re-submit, and the teacher gives further feedback. Some students enjoy the process so much, they must be asked to go on to the next assignment, or they’d never finish the course!

Credit to: Time4Writing

Technical writing book:

http://www.mhhe.com/mayfieldpub/tsw/toc.htm

《斯人已远》读后感

《斯人已远》是一本对祖父及整个家族的深情回忆,夹杂着很多丰富的1930-1970年代的国民生活细节,知识性趣味性都很强。作者文笔很逗,分析起人情世故来头头是道。老爸也忍不住读了,说很有亲切感。 --当当网读者

 

《人间事的付与流风》一书的可读性之高,完全超出了我的预期。  周立波的孙女,本书作者周仰之女士文笔亦佳,她掌握了大量的史料,写出的却是一个活生生的家人祖父;她把自己的生活和感悟写在传记中,那些文字却和周立波的传记一样耐读。  周立波不仅仅是我们初中课本上那个,被打上《暴风骤雨》标记的延安作家。他聪明,有才华,自学英语而成翻译家,骑马穿越日军封锁线时,能够一天不落得写下52天日记。 文章中涉及到其他现代作家,也让人印象深刻。 很久没看到这么好的传记啦! --当当网读者

 

我对这类名字的书有抗拒,一是脆弱,三四十多年前大人受尽人间侮辱(周立波语)的场景,曾经见过,我不是能够左右历史的人,宁愿忘记;二是疑心,举凡忆自家名人,多有粉饰,只见到完美圣像,看不到真实的人。所以很长时间没碰这本书。那天匆匆出门一时找不到旅行读物,有点不情愿地拿起它翻看前言,放不下了,于是带上飞机,两口气读完(去一口回一口)。像听人侃自己家族最隐密的故事,非痛说,无艾怨,是新潮后代对革命老辈的重新探视。那光荣徽章背后的錐心往事,竟然还能轻松调侃,实在是看透红尘之后的潇洒。书写得随心所欲,有点博客体,过去现在互相闪回,枝枝蔓蔓也不砍,所以像神聊。主线却清晰,关键是故事讲得好。 --网上读者

 

这几天被周仰之的书害得把从欧洲回来倒好的时差又倒了回去,她写得太好了!我最喜欢她的有两点:一是如此沉重悲壮的历史题材,被她写得充满了幽默感,文字的表达清丽脱俗。二是佩服她对时空的掌控能力,过去现在中国美国周家徐家历史现实居然可以随心所欲地穿越,读过那么多人物传记,这种东扯葫芦西扯叶不把自己当外人的写作手法楞是没见过,堪称大师!                   --读者

 

说来惭愧,小红姐的《梦思》是最近两次出差途中才精读了一遍。看《流风》时不过是感慨唏嘘,没想到这一部读得三魂丢了七魄。那是怎样的年代?小红姐能活到现在已是奇迹,能活得如此洒脱简直是不可思议。。。                   --编辑刘琳琳说

 

读《梦思故国静听箫》我跟作者就读同一大学但不同系不同年级也不相识,直到毕业三十多年后在校友会活动中才得知有个叫周仰之的校友写了一本回忆祖父周立波的书,反映不错。有校友的推荐,有著名作家的影响,我看了仰之的第一本书《人间事都付与流风》。读后虽对作者的文笔和风格很喜欢,但关注点全在周立波周扬这两个文学巨子的身世经历上。此后,当仰之的《斯人已远》和《梦思故国静听箫》出版后,又急急的从网上订购阅读。待看完这两本书,尤其看完《梦思故国静听箫》后,对作品的兴趣已不再是对两位著名文学家的崇拜关注了,而是对本书作者独到的手笔,对那个历史时代做了如此生动的描述和再现而钦佩。作者平静而细腻地讲故事,沉浸在半个多世纪前的人和事时,也会忽地回到现在的角度去评判一下,或调侃或感慨或幽默地夹叙夹议;时空穿越,辈份交织,各种人的展现,不同时代的思维,过去与现在,国内与国外,政治与生活,经作者之笔如此自然,流畅,生动和有趣,感人地融在一起。立波周扬已不重要了,作者的叙述、视角、思想、感触才是读者更关注和引起共鸣的中心。是本值得看,很耐看的好书。

 

--同学严方敏说

 

仰之, 第二天就从网上把书买回来了,按顺序已读完了《流风》和《梦思》。书写得非常好,故事叙述坦诚有趣,文思活泼跳跃又不失逻辑.读到多处都让我泪盈双眼,泪流满面:周扬儿子的少年寻亲,你坚持不去北京参加立波的葬礼陪芷青,芷青面对慰问人群的无言无泪,还有周扬真诚的忏悔和80年代最后难为的屈服……

 

读故事众多人物觉得有一种现在有人谈到的民国人物的韵味,让我回忆起我的父辈和外婆家众多的生活点滴,人情礼俗,淡雅温情……

 

同时也感动感叹祖辈像周扬,立波这样的理想热血青年,敬佩他们豪迈,执着,跌宕起伏,光芒耀眼的生命. 感叹无论是持有怎样的思想理论,所谓的左的右的,革命的保守的,每一次的变革都有这样的青年志士都是不满于社会的不公和悲悯社会的苦难,不惜献身地追求平等,自由和幸福. 只可叹我们苦难的祖国每次的变革最后都成了打出来的江山只是朝代的更迭,与当年的青年志士追求的平等自由幸福理想相去甚远.真是可惜了无数为此献出的生命和怀抱的满腔热情. 就像现在的自由派人士追求的自由平等法制的理想(只是这样的文章出现大多很快被查封了,和立波他们革命时期很像有左倾言论被抓坐牢,只是现在左变成右了[呲牙])似乎与革命时期的理想没有变,只是回到了原点开始了又一次的启蒙……. 由衷地佩服美国的建国者不惜数百日夜的争论要建立一种具有纠错能力的制度,真是一群正义智慧的理想主义者!

 

大量的篇幅记录了我们经历的历次运动和文革,真实中肯,使我们不能忘记不能不反思这些荒唐,无耻,毁灭人性,痛心疾首的恶行! 不容乐观的是现在社会上很多不是这么想的,令人堪忧!        

                                                                                       -- 同学曾小铃说

我的祖父周立波

我的祖父周立波

《我的祖父周立波》是2010年团结出版社出版的图书,作者是周仰之。

作者简介

周仰之,性别,女——很多人望文生义称我为周先生或仰之先生,所以这点很重要。年纪——很想不告诉别人自己多少岁,又常常忍不住夸口说自己有个上大学的女儿,所以这点不重要。现住美国,常回中国,很羡慕有人敢自称自己是世界公民,很喜欢交和自己相似或不相似的朋友。爱工作,爱去新的地方,爱尝试新鲜好玩的东西.爱说话,爱写作——这点没有人知道,所以请你不要告诉别人。我祖父叫周立波,我父亲叫周健明……这点你看完这本书就知道了

内容简介

因《暴风骤雨》《山乡巨变》而驰名中外的著名作家周立波是.个极具才情而又充满矛盾性格的二十世纪中国知识分子的典型代表,他和他的同乡、领路人周扬一样,在革命、爱情、文学创作的漫长历程中经历了后人难以想象的磨难和悲剧,尤其他俩的婚恋,婚变,如出一辙,令人痛惜——而这一切,通过他的嫡孙女、已在美国生活二十多年的白领女性的描述,得到了感性而又真切的反映。在她那充满温情、不乏调侃甚至戏谑的叙述中,作者反思了祖父母那代人的理想与命运,读来有——种全新的感受,宛如走入一个如梦如幻而残酷无比的隔世时代

目录

编辑

引子
第一章 美丽的益阳
第二章 定亲
第三章 学校生活
第四章 结婚
第五章 初到上海
第六章 路易的出生
第七章 牢里牢外
第八章 牢前,牢后
第九章 上海的辉煌
第十章 没有父亲的童年
第十一章 落花有意,流水无情
第十二章 文学的全能冠军
第十三章 “两个口号”的论争
第十四章 “两个口号”的论争之二
第十五章 太行之行1
第十六章 太行之行2
第十七章 走出益阳
第十八章 古城沅陵
第十九章 父母双全的孤儿
第二十章 新知书店
第二十一章 姚家姐妹
第二十二章 路途迢遥
第二十三章 圣地延安
第二十四章 少女林兰
第二十五章 女生指导
第二十六章 社会活动家
第二十七章 逃难去他乡
第二十八章 巍巍宝塔山
第二十九章 苦涩的果实
第三十章 万里征尘1
第三十一章 万里征尘2
第三十二章 值得期盼的父亲
第三十三章 少年寻亲记1
第三十四章 少年寻亲记2
第三十五章 暴风骤雨
第三十六章 文学事业的顶峰
第三十七章 换了人间
第三十八章 苏联之行
第三十九章 重逢不是团圆
第四十章 金色年华
后记
词条标签:

读周仰之《我的祖父周立波》感言 – 读一部传记时,我们在读什么?

读一部传记时,我们在读什么?

2016-04-05 文:方莉 团结出版社

当我们在读一部人物传记的时候,我们在读什么?

  

会当凌绝顶的高度我想读,但更想读到下山时的风度;峰回路转的惊喜我想读,但我更想读到水到渠成的愉悦;诗意栖居的远方我想读,但我更想读到余音绕梁的当下;世人的称赞我想读,但我更想读到家人的眷恋;神采飞扬的正面我想读,但我更想读到背后的阴影;个人际遇我想读,但我更想读到时代的关联。

  

总之,我想读到的是有诚意、有深度、接地气的作品。

  

意外的是,这些都在《梦思故国静听箫》中读到了。

  

《梦》不同于我以往读到的任何一部传记,作者周仰之女士以一种恢弘的格局、开阔的视野、不落俗套的笔法和清新有趣的格调为其祖父周立波写就的这部传记, 是一部诚意之作。

《梦思故国静听箫》

团结出版社2016年1月出版

—————————————————

人性如水,时局为器。

  

一个时代有怎样的格局,人性便有怎样的深浅形貌,作品便有怎样的天资禀赋。

  

中国现代著名作家、编译家周立波先生,生活在一个“盈满了忧郁的酸辛的泪水,也迸发着庄严的战斗的火花”的时代,周立波就是由这样伟大的时代造就的杰出作家。他用《暴风骤雨》和《山乡巨变》两部巨著,记录了中国农村的两次“暴风骤雨”——东北地区的土地改革和湖南山乡的农业合作化运动。成为记录那个时代的经典之作。

  

然而时代并非一幅抽象画。时代是由一个一个的人,一件一件的事组成。要将一位与时代深刻关联的作家的传记写得好看,并非易事。光写作品,那是文艺评论;光写人情世故,那是日记。

  

作者采用了小说加随笔的叙事方式,分两条主线并驾齐驱,一条自然是祖父周立波的创作生涯和命运走向,勾勒出一个激越深情却又天高云淡的知识分子情节生动的中晚年。一条是包括作者的祖母、外祖母、父母等其他家人的人生脉络,将作者家族祖孙三代的衣食住行、悲欢离合寄予笔端墨下。两条主线并重,时而平行时而交错,共同诠释出一个内涵深厚、层次丰满的时代语境和表情鲜活、立体多样的人性图册。

有很多周立波写作的相片流传,但多半都是摆拍,

唯有这张表现了他真实的写作状态

—————————————————

  

好的传记,记录人生,亦表达人生观。

  

传记须有传记的担当,敬爱须有敬爱的节操。一部传记如若只是歌功颂德,便失去了应有的诚意。倘若真的爱他,敬他,并不需要献媚于他(她)。

  

替尊者讳而把受害者挖个坑埋起来更是要不得……一个能够勇敢地面对自己的缺失并且有能力改正的个人,家族,社会才是强大的、不败的,永恒的。

  

没有通常传记作品中的谄媚和隐晦,对祖父周立波的一生中的缺失,作者便是这样敢于直言不讳,不因对大人物的敬爱而忽略或践踏其他人物的尊严,这是一部好的传记作品应有的担当。

20 世纪 50 年代住在益阳农村写作的立波

  

初读时会有疑惑:既然是祖父周立波的传记,却为何要将其他人着以同等分量的笔墨?读到中途却油生敬意,看似天马行空随意着笔的文风,表达出一种不功利、不献媚、不刻意的坚持。

  

大人物固然值得抒写,而家人却是大人物鲜为人知的另一面,他们的人生轨迹、言谈举止何尝不曾投射出大人物的品质性情?他们的嬉笑怒骂、缘浅情深,何尝不曾隐喻出大人物的人格魅力!

  

周立波是时代的绘者,而他们是周立波描绘的那个时代里的音符。因此,在这部传记里,除了传主祖父周立波,其他的家人都翩然跃于纸上。在作者笔下,祖父周立波温和淡泊、乐天风趣的生命态度固然可爱,他的刻画时代、关注民生的写作观固然可敬,而坚韧挺拔、兰心蕙质的祖母芷青,思想独到、浪子回头的外祖父徐老五,温暖善良、心灵手巧的外祖母肖妹,逍遥自在、文艺散淡的父亲路易,清新健朗、美丽能干的母亲豪,他们都是可爱的,他们可爱的程度并不亚于祖父周立波。

  

这是一部平常心在字里行间俯拾即是的传记,在这种行文方式里,笔者读到以一种罕见的举重若轻的定力和清风自来的情怀,读到作者博大真诚的写作境界和人生哲学。正如周立波为自己拟的墓志铭:

他晒过太阳,

他碰到过几次危险,

……

他爱过人,他也和人打过架,

……

他所歌唱的美丽和真诚,

会永远生存。

  

—————————————————

  

传记即人生。爱读传记的人,何尝不是读着别人的故事,梳理着自己的人生。

  

以往读传记,总会思索这样的问题:赢得世人的尊敬与获得家人的喜爱,孰难孰易?一个世人眼中可爱的人在其家人眼中是否依然可爱?

  

一个既能获得世人的尊敬又能兼得家人的喜爱的大人物自然更可爱。在此书中,我们能看到家人尤其是作者眼中的周立波的可爱:

  

在经历了那么多政治斗争后,他还是一派天然,温文尔雅、言谈风趣,时时处处都对人事物好奇,看到美好的景致有趣的人,听到机智的谈话就能让他愉快,能引起他点评的兴致。他没有被打败,还拥有怡然享受人生的能力。

  

我们读到的是周立波天然的可爱和家人对他纯净的喜爱。他的这种怡然享受人生的能力,也遗传到了作者这儿,作者真的“穿上了他的鞋,明白了他,体会了他的处境”,所以在回忆和想象祖父和父母两辈人经历的那些苦难时,只是一个事实的叙述者,没有成为怨妇,没有将读者带入到一种万丈深渊的悲剧情结中去。感谢作者的笔下留情,因为有些沉痛,实在无须再三重演。人间有味,莫不如此种趣致清欢。

周立波人生最后阶段的留影

—————————————————

  

人生如寄,岁月如驰。

  

年岁渐长,已辞去“少年听雨歌楼上”的铺陈,不喜“红烛昏罗帐”的缠绵轰烈,而渐入“壮年听雨客舟中”的清静,意寻“江阔云低”的情境。

  

闲来无事,清茶一杯,读罢《梦思故国静听箫》,正和此种滋味。

  

祖父周立波先生记录了一个时代的故事,孙女周仰之女士则记录了祖父记录的那个时代中的他和家人。让笔者想起了那句诗:

  

你站在桥上看风景,看风景的人在楼上看你。明月装饰了你的窗子,你装饰了别人的梦。

《梦思故国静听箫》内容简介

江山故宅空文藻,云雨荒台岂梦思。我国现代著名作家周立波的孙女周仰之所著的《梦思故国静听箫》,是一部以祖父周立波为主轴,从新中国成立到20世纪80年代“文革”结束全家三代生活经历为主线的家族史,同时也是一部反映这一时期社会文化生活的社会史。作者通过熟识人物的变化以及自己独特的成长角度凸显出了那个敏感时期纷乱、难以述说的气息,也反映了那一时段中国各个阶层的生活轨迹以及改革开放的历史必然,是一本不多见的有温度、有厚度的长篇散文纪实作品。

《梦思故国静听箫》入选2016年度传记·纪实类十佳好书

《梦思故国静听箫》入选2016年度传记·纪实类十佳好书

2017-01-11 团结出版社

2016年12月28日,《中华读书报》评选出2016年度百佳图书。该编辑部选取了2015年12月至2016年11月,在内地首次公开出版发行的图书,着重考量人文性、思想性、独创性、品质、趣味等因素,评选出了一百种2016年度好书。由中国现代著名作家、编译家周立波先生的孙女、旅美华人作家周仰之女士撰著,团结出版社出版发行的《梦思故国静听箫》,入选了传记·纪实类十佳作品。

《梦思故国静听箫》是周仰之女士继《人间事都付与流风:我的祖父周立波》之后,积5年之功,撰写的第二部家族史,描写了从新中国成立到“文革”结束这段时期,激越深情而又天高云淡的作家周立波,并将祖孙三代的悲欢离合、人生脉络寄予笔端墨下,共同诠释出一个内涵深厚、层次丰满的时代语境和表情鲜活、立体多样的人性图册,是一部不多见的有广度、有深度、有温度、有厚度的长篇散文纪实作品。

《人间事都付与流风》《梦思故国静听箫》两本书,通过作者周仰之幼年及青春期的视角,反映了特殊年代的成长历程,完整呈现了中国1930-1980年代国民的生活和社会发展状况。


周仰之女士

 

好的传记,不仅记录人生,也表达人生观。在《我的祖父周立波》书系中,周仰之对祖父周立波刻画时代的写作理想和才华横溢的文学天赋倾心不已,对他温文尔雅和乐天风趣的人生都由衷赞叹,而同时,也对他一生的缺失,尤其是在婚恋中的纠结,也直言不讳,并没有通常传记作品中的隐晦。周仰之客观地评价祖父的为人和为文,充满温情,也不乏调侃。


中国现代著名作家、编译家周立波先生

 

《梦思故国静听箫》《人间事都付与流风》这两本书不同于一般的人物传记,他们不单单记录了著名作家周立波的生平纪年,而且涉及了众多亲友以及不同阶层人物的人生起伏,与其说是人物传记,不如说是那个逝去时代的缩影。

 

 

斯人已远

斯人已远

作者周仰之

出版社上海文艺本社特价书

条形码9787532157938 ; 978-7-5321-5793-8

ISBN9787532157938  出版时间2015/10/01

 

 

斯人已远 特色及评论

本书是著名作家周立波的孙女周仰之的纪实作品,讲述了行将消逝于历史烟尘中的时代故事,勾勒了周立波、周扬、姚芷青、周路易、林家兄弟、姚家姐妹等家族亲友的人生侧影,以大量第一手的图片文字资料,再现了1930年代至1970年代的国民生活,亦可从中惊鸿一瞥地窥见历史的风云际会,行文冲淡隽永,兼具历史眼光和现代视角,以文字来纪念、怀念那些人、那些事。 正如《美国史》作者alan brinkley的这段话:历史学家一度把过去看作是伟人的经历和非凡时事的展现,如今,他们却倾向于讲述多层次的故事――融合了公共生活和私人生活的故事,普通人生活和名人生活的故事,众口一词的故事和众说纷纭的故事。

斯人已远 内容简介

传统社会*后的旧式文人、家庭妇女…… 中国*早的战地记者、职业女性…… 非常时期的婚恋、教育、医疗…… 1930年代至1970年代的国民生活 写给已经飘然远逝的祖辈 放不下却说不出的父辈 以及终将关心自身来处的年轻一代

斯人已远 相关资料

这本书同时代的人写不出来,有其独特的历史视角和现代视角。 ——顾骧(著名文学批评家) 文学记录时代,跟历史学家记录政治斗争不同,文学记录的是人,是普通人的家长里短、点点滴滴,悲欢离合、生老病死,但折射的是那个时代的大情形,那个时代的世道人心,拷问的是国人的良心和国家民族的命运。 ——郑佳明(著名制片人)

斯人已远 作者介绍

周仰之,1960年代出生在湖南长沙,移居美国二十余年,一度客居上海,著有纪实作品《人间事都付与流风:我的祖父周立波》《梦思故国静听箫》。

斯人已远 

DTE – Book Club – 2017 – Session 2: 纪实作品《斯人已远》- 1930年代至1970年代的国民生活

纪实作品《斯人已远》- 1930年代至1970年代的国民生活
 
2017-03-09// @AM1450,傍晚黃金時段6-7點鐘,金娜的「老中分享」節目,[Sticker][Sticker]網上收聽www.newsforchinese.com,點擊老中廣播電台「現場收聽」[Smile]

Discovery Your Talent – Book Club 探賦中心 读书会第2期: 

报名链接: https://goo.gl/forms/YrOs46nM8xBw3CtZ2

分享书目:纪实作品《斯人已远》

本书是著名作家周立波的孙女周仰之的纪实作品,讲述了行将消逝于历史烟尘中的时代故事,勾勒了周立波、周扬、姚芷青、周路易、林家兄弟、姚家姐妹等家族亲友的人生侧影,以大量第一手的图片文字资料,再现了1930年代至1970年代的国民生活,亦可从中惊鸿一瞥地窥见历史的风云际会,行文冲淡隽永,兼具历史眼光和现代视角,以文字来纪念、怀念那些人、那些事。

正如《美国史》作者alan brinkley的这段话:历史学家一度把过去看作是伟人的经历和非凡时事的展现,如今,他们却倾向于讲述多层次的故事――融合了公共生活和私人生活的故事,普通人生活和名人生活的故事,众口一词的故事和众说纷纭的故事。

分享内容:
在活动现场,周仰之会分享大量第一手的图片文字资料,再现了1930年代至1970年代的国民生活,亦可从中惊鸿一瞥地窥见历史的风云际会,让人想到著名制片人郑佳明先生的精彩点评:“文学记录时代,跟历史学家记录政治斗争不同,文学记录的是人,是普通人的家长里短、点点滴滴,悲欢离合、生老病死,但折射的是那个时代的大情形,那个时代的世道人心,拷问的是国人的良心和国家民族的命运。”

而周仰之则直言作品中人物只是副线,主角是历史,而她的历史观是“没有忏悔就没有原谅,没有宽容宽恕就没有前行”,历史如流风穿过人间,不能轻易忘记,也不宜过分纠缠,能解决的疑惑不含糊,不能解决的疑惑留给后代,不推卸应负的责任,也不勉强承担负不了的责任。

分享人介绍 :

周仰之,1960年代出生在湖南长沙,移居美国二十余年,一度客居上海,著有纪实作品《人间事都付与流风:我的祖父周立波》《梦思故国静听箫》。

Date / Time: 2017/3/12 Sunday 10:00 AM -12:00 (大家注意夏令时时间!!!)
Location: 1260 S Abel St, Milpitas, CA
Name: DTE center
Fee: $1

Note: The center is located on the second floor. 硅谷探賦教育中心在二楼。
Contact Us: info@dte.leeyee.us

                 
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