[교양] The Great Gatsby(위대한게츠비) 읽고

-20세기 영․미소설--20세기 영국소설-(1) Joseph ConradHeart of Darkness(2) D. H. LawrenceSons and Lovers(3) James JoyceA Portrait of the Artist as a Young Man(4) Virginia WoolfTo the Lighthouse(5) Graham GreeneThe Heart of the Matter-20세기 미국소설-(6) Theodore DreiserSister Carrie(7) Ernest HemingwayThe Sun also Rises(8) William FaulknerThe Sound and the Fury, A Rose for Emily(9) F. S. Fitzgerald The Great Gatsby(10) John SteinbeckThe Grapes of Wrath, The Pearl(11) Richard WrightNative Son-20세기 영국소설-(1) Joseph

위대한 개츠비 The Great Gatsby》(1925)줄거리 - 미국 중서부 노스다코다 주에서 가난한 농부의 아들로 태어난 개츠비는 대단한 야심가로 입신 출세를 꿈꾼다. 제1차 세계 대전이 발발하자 그는 대위로 임관되어 참전하였고, 테일러 기지에 주둔하던 중 교양 있는 상류층 여인 데이지 페이를 만나 사랑에 빠진다. 어느 날 그는 해외로 파병되었고, 종전 후 한시라도 빨리 귀향하려고 했으나 무슨 착오가 있었는지 옥스퍼드로 파견된다. 개츠비가 돌아오지 않

The average person expresses himself differently in writing and in speaking. With proper practice the difference can be overcome, and ones writing will be more ① intense ② like his talk③ interesting to read ④ widely known⑤ clear and precise13. I wish you had brought your children with you.Ill get them on the next trip.① with me to come along ② to come on with me③ coming along with me④ to come along with me⑤ come on with me14. The great motive to learning a new skill is an urgent need to use it. For this reason many scientists do not learn new

읽고, 예컨대 미국 문학사 교과서를 택한다면 여러 가지 장르의 글에서 골라 읽게 된다(부록 11). 장편의 경우 주로 고전을 읽는다고 이해하면 될 것이다.) USA Today에 의하면 미국 고등학교에서 많이 읽히는 고전의 순위는 다음과 같다. The Scarlet Letter, Huckleberry Finn, The Great Gatsby, Lord of the Flies, Great Expectations, Hamlet, To Kill a Mocking Bird, The Grapes of Wrath, The Odyssey, Wuthering Heights, Catcher in the Rye, The Crucible, Gullivers Travels, Julius Caesar, Of Mice and Men, The Old Man and the Sea,

great pleasure to welcome all of you to this international seminar on teacher policy. It is also honor that we have, among our guests today, Vice Minister Won-Woo Lee; distinguished presenters from OECD, Japan, New Zealand, and the United Kingdom; and distinguished representatives and scholars from many education institutions across Korea. Especially, I wish to express my deepest gratitude to the four representatives from the OECD, Japan, New Zealand, and the United Kingdom, who have traveled far to this land to share insights and to craft a new vision for the development of Koreas teacher