师范英语专业毕业论文

师范英语专业毕业论文 学科分类号(二级)7405011 本科学生毕业论文(设计) 题 目 A Study of Mrs. Ramsay and Lily Briscoe’s Tragedies in To the Lighthouse from the Approach of Text World Theory 从文本世界理论的角度浅析《到灯塔去》中 拉姆齐太太和莉丽?布里斯库的悲剧生活 姓 名 章艳波 学 号 094050131 院、 系 外国语学院 英语系 专 业 英语 (师范4) 指导教师 杜蓓 职称/学历 讲师 (硕士) 2013年4月30日 独创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除文中已经标明引用的外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人或集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。 学位论文作者签名: 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，即:学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权云南师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 学位论文作者签名: 指导老师签名: 年 月 日 年 月 日 ii STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma. No other person‘s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted for the award of any other degree or diploma in my tertiary institution. Signed Dated iii Acknowledgements I am deeply grateful to my supervisor Professor Du Bei for her patient guidance, general assistance, helpful advice and continual encouragement, all of which have been of inestimable work to the completion of my paper. Without her helpful instruction, detailed comments, and beneficial advice, this paper would have never been finished so smoothly. My thanks also go to all the teachers who have taught me and helped me a lot during the four years of my study in Yunnan Normal University. Without their teaching, I can not learn so much. At last, I would like to express my sincere gratitude to my family, who gave me great help and encouragement during my four years‘ study and the thesis writing. iv Abstract Virginia Woolf (1882-1941) is one of the foremost modernist literary figures of the twentieth century. To the Lighthouse has been widely considered as one of Woolf‘s most successful novels. A lot of people studied To the Lighthouse from different perspectives including the writing style of the stream of consciousness, masculinity, psychoanalysis and so on. The paper focuses on Mrs. Ramsay and Lily Briscoe‘s sad image through the approach of Text World Theory that is a practical theory from Cognitive Poetics. By analyzing several examples from the aspects of thought and speech of these two women‘s text world and sub-world, we can not only see how readers to build the outside and inside world of Mrs. Ramsay and Lily Briscoe, but also understand Mrs. Ramsay and Lily Briscoe‘s tragic lives clearly. Key words: To the Lighthouse; Text World Theory; Mrs. Ramsay; Lily Briscoe 摘要 弗吉尼亚?伍尔夫(1882-1941)是20世纪英国著名现代小说家。《到灯塔 去》被广泛地认为是她最著名的小说。许多人从不同的角度来研究这本小说，包 括意识流的写作技巧，男子主义，心理分析等。本文主要从认知诗学中实践较强 的世界文本理论来分析拉姆齐太太和莉丽?布里斯库的形象。本文通过几个例子 从思想、语言两个角度分析这两位女性的文本世界和亚世界， 我们不仅看到读 者如何对拉姆齐太太和莉丽?布里斯库的外部世界和内心世界进行心理构建，而 且也清楚地理解了拉姆齐太太和莉丽?布里斯库的悲剧生活。 关键词:《到灯塔去》;文本世界理论;拉姆齐太太;莉丽?布里斯库 v Contents 1 Introduction……………………………………………………………………….....1 1.1 Virginia Woolf and To the Lighthouse ………………………………………….....1 1.2 The significance of choosing this subject …………………………………............1 2 Literature review………………………………………………………………….....2 2.1 Studies of cognitive poetic …………………………………………………..........2 2.2 Review of text world theory abroad and at home……………………………........3 2.3 Studies on Virginia Woolf‘s To the Lighthouse…………………………………....4 3 Theoretical basis and analytical framework……………………………………........5 3.1 Three layers of text world theory ……………………………………………........5 3.1.1 Discourse world layer……………………………………………………............5 3.1.2 Text world layer …………………………………………………………............5 3.1.3 Sub-world layer………………………………………………………….............6 3.2 Thought and speech under text world theory ………………………………..........7 3.3 Analytical framework of the study…………………………………………….......7 4 The tragic lives of Mrs. Ramsay and Lily Briscoe …………………………….........8 4.1 Women in victorian age………………………………………………………........8 4.2 Mrs. Ramsay and Lily Briscoe‘s tragedies through thought presentation …….......9 4.2.1 Mrs. Ramsay‘s tragedy…………………………………………………..............9 4.2.2 Lily Briscoe‘s tragedy………………………………………………….............11 4.3 Mrs. Ramsay and Lily Briscoe‘s tragedies through speech presentation ……......12 4.3.1 Mrs. Ramsay‘s tragedy …………………………………………………...........12 4.3.2 Lily Briscoe‘s tragedy………………………………………………….............15 5 Conclusion……………………………………………………………………….....16 Reference……………………………………………………………………………..17 vi 1 Introduction 1.1 Virginia Woolf and To the Lighthouse Virginia Woolf (1882-1941), regarded as one of the foremost modernist literary figures of the twentieth century, was a famous English novelist and a distinguished feminist essayist. She created a great number of novels and short stories as well as hundreds of essays. Her major works include the novels Mrs. Dalloway in 1925, To the Lighthouse in 1927, Orlando in 1928, The waves in 1931, Flush in 1933 Between the Act in 1941 and the essays A Room of One’s Own in 1929, Three Guineas in 1938, stndThe Common Reader, 1 and 2 Series in 1925 and 1923, The Death of the Moth and Essays in 1942, and the diary of A writers Diary in 1953. To the Lighthouse has been widely considered as one of Woolf‘s most successful novels. Some critics like Edwin Muir, William Troy, A.D. Moody, and Frank Swinnerton put it at the top of her writing career. In the novel, Woolf examines the life of a middle class British family. It is divided into three parts. The first part, ―The Window‖, introduced most of the characters spending their holidays at the Ramsay‘s summer home. Mrs. Ramsay promised her son James that they would go to the Lighthouse if the weather was good. But Mr. Ramsay refused cruelly. In the second part, ―Time Passes‖, ten years‘ time past quickly. Mrs. Ramsay, Pure Ramsay，and Andrew Ramsay died during the period of time. The house eventually became ruin. Finally，the Ramsays and some other guests came back to the house again. In the third part, ―The Lighthouse‖, mainly talked about how Mr. Ramsay leaded his son James, his daughter Cam and other guests to go to the Lighthouse. At last, the Ramsays reached the Lighthouse and Lily Briscoe had finished her painting lasting ten years. 1.2 The significance of choosing this subject No mater what a novel is about, when it is studied, people pay much attention to its characterization and characters that always reflect temporal social environment. To the Lighthouse was considered by Virginia Woolf as her best novel that adapted perfectly the narrative technique of stream of consciousness. Woolf studied characters‘ deep consciousness and focused on their psychological experience. The point of the 1 thesis is how Virginia Woolf created Mrs. Ramsay and Lily Briscoe‘s images in the creating process and how readers established Mrs. Ramsay and Lily Briscoe‘s sad images during the reading process by applying Text World Theory which is found by Paul Werth. Text Word Theory is a main brunch of Cognitive Poetic. It is used to analyze characters in many novels for these years. The significance of this thesis at least has three aspects. First of all, analyzing characters in To the Lighthouse from the approach of Text World Theory may become an illuminating force to promote a cognitive study to the novel. Second, applying the approach of Text World Theory to analyze the readers‘ reading process is creative. Third, Mrs. Ramsay and Lily Briscoe‘s tragedies expose social background at that time, which gives a lesson to modern women ---- women can get real happiness only basing on independent spirit. 2 Literature review 2.1 Studies of cognitive poetics Cognitive Poetics, formed in the mid-1990s, is the study of literary reading that draws on the principle of cognitive science. Although its history is short, practitioners in this field have manifested great wishing and tendency for truly multidisciplinary studies. During its short history, different names have been used, each showing the slightly different emphases of its uses. For example, cognitive stylistics focuses on detailed textual analysis in the European literary linguistics. While cognitive rhetoric indicates the connection with classical rhetoric in uniting effect and form in language study, which has been used in North America. Since three books‘ publication, cognitive poetic has become a promising new branch. These three books are: Cognitive Stylistics (Semino and Culpaper, 2002), Cognitive Poetics: An Introduction (Stockwell, 2002) and Cognitive Poetics in Practice (Gavins and Steen, 2003). Cognitive Poetics emerged varied dimensions of investigation. One of dimensions is formed different frameworks for the consideration of ―worlds‖ in literary works. Recently, Text World Theory, offering a way of understanding how to stimulate 2 readers‘ diagram knowledge while reading literary text, is developing out of the ―worlds‖ tradition. 2.2 Review of text world theory abroad and at home Text World Theory, considering human language in the light of disciplines such as cognitive poetics, cognitive psychology, cognitive linguistics, possible world logic and formal semantics, is a cognitive poetic model of human discourse processing. Paul Werth originally formulated and then set down the basic framework for the theory. Then, his work stopped because of his death in 1995. In 1999, Mick Short wrote Text Words: Representation Conceptual Space in Discourse which is the first work about Text World after Paul Werth. Since then the theory has been used by different authors. What‘s more, most authors explore the building of text world in literary discourse by using text world model. In 2000, Hidalgo Downing wrote an article ―Text World Creation in Advertising Discourse‖. She studied the method that text worlds were created in advertising discourse by analyzing features of context and linguistic choice. Besides, Text Worlds: Representing Conceptual Space in Discourse written by Mick Short in 1999, there is another book Text World Theory: an Introduction written by Gavins in 2007 introduced Text Word Theory in detailed. In China, studies of Text World Theory are just emerging. In 2007, Huang Hongli who is from Shanghai Jiaotong University studied the modality of nothingness in the Beatles through Text World Model. In 2008, Ma Juling who is from Henan University showed a Text World mainly based on Text World Theory approaching to American black humor fictions in her PHD dissertation. In 2009, Liu Shisheng and Liang Xiaohui who are from Tsinghua University published an article about the identification of Text World in Academic Exploration. It showed that a text world was a space where characters take mental or physical action. In 2011 from Tsinghua University, Liu Shisheng and Pang Yuhou published an article in Foreign Language Research analyzing the narrative world of the film A Beautiful Mind (2001) by using the Text World Theory. In 2012, Yang Lin who is from Qufu Normal University analyzed the main character Mrs. Ramsay‘s image from the perspective of Text World Theory. 3 To sum up, there aren‘t many articles can be found about Text World Theory in China. 2.3 Studies on Virginia Woolf’s To the Lighthouse Since To the Lighthouse was published in 1930s, it has been considered Virginia Woolf‘s most excellent novel by herself and literary critics. Bennet, one of Woolf‘s opponents, considered the novel was the best book of hers that he knew. Even some critics who are from the Cambridge attacking Woolf‘s books during the 1930 pointed out To the Lighthouse was her best novel. In 1950, Joseph Blotner claimed that Mrs. Ramsay was ―the meaning of the novel and a symbol of female principle in life‖ (Yang, 2012: 12). In 1970s, Phvllis Rose considered Mrs. Ramsay as Woolf‘s memories of her mother and considered Lily Briscoe as Woolf‘s expression of a deep ambivalence to her mother (qtd.in Yang, 2012: 12). Joan Lidoff asserted that the novel showed a feminine voice and a few female genres by analyzing the awareness of union in both language and meaning (qtd.in Yang, 2012: 13). In 1980, Gayatri C. Spivak regarded the novel as the attempt of connecting Mrs. Ramsay the thinker and Lily the artist to describe and define Mrs. Ramsay‘s image (Yang, 2012: 12). In China, To the Lighthouse is favored. In 2006, Guo Xiaochun from Xiangtan University published an article Feminist’s tragedy reading To the Lighthouse (translate from Guo, 2006) in Journal of Tangshan Teachers Cillege. She explored Mrs. Ramsay and Lily Briscoe‘s sadness in life. In 2010, Cai Bei published an article An Analysis of Lily’s Mental Growth in To the Lighthouse in Overseas English. She revealed Lily Briscoe‘s psychology changing process. In 2012, Yang Lin from Qufu University analyzed the novel in her Master Degree thesis A Cognitive Interpretation of To the Lighthouse from the perspective of Text World Theory. The same year, Yang Jingsha from Yunnan Normal University explored Mrs. Ramsay‘s tragic lives because they did not realize themselves (Yang, 2006: 30). In addition, a lot of people studied To the Lighthouse from different perspectives, including the writing style of the stream of consciousness, masculinity, postmodernism, psychoanalysis, historical and social text. But no study has found to analyze Mrs. Ramsay and Lily Briscoe‘s tragedies under Text World Theory. 4 3 Theoretical basis and analytical framework 3.1 Three layers of text world theory 3.1.1 Discourse world layer Discourse world is the nearest contest of a situation occurring in a discourse, including at least two discourse participants (one writer or speaker or one or more readers or listeners) and a naturally-occurring language event which can take place both the same and different times and places, for example, having conversations on the phone take place in the same time but different places. And communicating by writing letters and sending e-mails takes place in different time and different places. In these situations, the producers and receivers build a different discourse world. Factors of the discourse world include the understanding of the nearest situations, and the dreams, hopes, memories, imaginations, belief, knowledge and intentions of the discourse participants. In Text World Theory, served as integral factors of the discourse world context (Werth, 1999: 52), all of those are called Common Ground. The Common Ground is a flexible entity, which is updating in any language event. For example, when one is reading, he or she constantly gets new information, even sometimes throws away the old information got from the reading material or his or her background knowledge before. In certain discourse, while, only the relevant background knowledge of the participants can be activated due to the participant‘s knowledge is beyond known for others. Therefore, when reading Virginia Woolf‘s To the Lighthouse, readers need only specific knowledge relevantly with the text, such as Virginia Woolf‘s life and role in Victorian time. Thus, the discourse world layer of the Text World Theory is important to analysis discourse among characters in the text. 3.1.2 Text world theory Text world is created in the mind of each participant, which is the situation described by the discourse. It is not only interrelated with the nearest discourse world text, but also describes situations from the imagination or memory of its interlocutor. In constructing a text world, participants combine their knowledge-based judgments and the textual linguistic cues, which mainly depend on two kinds of input: discourse 5 participants‘ cognitive and the text itself. Text world analysis includes world building elements and function-advancing proposition. Everyday, we use many specific expressions to communicate our experiences with others. The world–building elements include time, location, character and object. Tense can reflect time. Adverbial of phrases or noun phrases can illustrate location. The noun phrases and the pronoun phrases can indicate the character and the object. ―The function- advancing proposition or function- advancers are verbs which can describe the enactors to each other and the objects surrounding them, propel the action, or present an argument of some kind.‖(Yang, 2012: 18). It contains both physical activities in the mind such as cognition, reaction and perception. 3.1.3 Sub-world layer After a text world established, many other worlds may separate from it, that is to say, further conceptual layers are created, which are called sub-worlds. It can take place for a great amount of reasons with many types. Different scholars classify sub-worlds in different ways. While the theories of Werth and Gavin are popular most. Then, we will represent sub-worlds by Gavins. According to Werth‘s classification, Gavins classify sub-world into two types: world-switch and modal world. For the world-switch, it describes a change of world in the temporal or spatial location by focusing on discourse, such as direct speech and thought, flash-forward or flashback, spatial alternation and so on. For the modal world, it can be further divided into three specific modal worlds. They are deontic modal world, spistemic modal world and boulomaic modal world. Deontic modality can be seen by some modal verbs such as should, ought to, must or can, or by some participles or adjectivals such as it is allowed that and it is demanded that. All of those are used to express a degree of obligation. Epistemic modality can be seen by some verbs such as know, think, belief or suppose and so on, which expresses a character‘s belief or knowledge. Boulomaic modality can be seen by some verbs such as expect, want, wish, hope, dream or desire, which expresses a wish or desire (qtd.in Yang, 2012: 21-22). 6 3.2 Thought and speech under text world theory According to the Text World Theory, once a speech or a thought either indirect or direct breaks in, an epistemic modal world will establish or a world-switch will take place. Free Indirect Discourse is a complicated way to represent a particular character‘s thought or speech. To some degree, it can be summarized as the appearance of different narrative voice in a text. From these Free Indirect Discourses, readers are likely to feel that another character in the text world join the narrator‘s voice of the text. The characters‘ mental activities are mainly expressed by Free Indirect Discourse. In To the Lighthouse, different characters‘ Free Indirect Discourses are used abundantly, which enables readers to ether into character‘s mental world without any disorder. In Gavin‘s term, Direct Speech forms a world-switch just like flash-forward or flashback. In its original text world, like Direct Speech, we suppose Direct Thought, Free Direct Thought and Free Direct Speech will build a world- switch (qtd.in Yang, 2012: 25). In the novel, different speeches and thoughts are presented from various characters‘ perspective. Therefore, it is difficult for readers to understand the novel from the approach of Text World Theory. However, it also offers chances to readers to enter the inner worlds of characters deeply in the novel. 3.3 Analytical framework of the study This thesis pays attention to the text world level and sub-world level under the Text World Theory. First, it divides discourse presentation of the novel into two categories ---- thought presentation and speech presentation. Then from each category under the Text World Theory, it studies some typical examples to see how readers form Mrs. Ramsay and Lily Briscoe‘s tragedies respectively during their reading process. Through the analysis, Mrs. Ramsay and Lily Briscoe‘s tragedies can expose Victorian social background. The similar and different points about Mrs. Ramsay and Lily Briscoe give us modern women a lesson about how to pursuer happy life. 7 4. The tragic life of Mrs. Ramsay and Lily Briscoe 4.1 Women in victorian age Victorian Age is the time that male is in centre, and female is in subordinate position. A wife‘s role is to love her husband and children. A good wife has to ensure that their own homes must a comfortable and agreeable place for their families, especially for their husbands backing from pressure and unhappy-things in the outside world. The topics about economy and politics belong to male forever. A respectable mark of Victorian women is domestic affection. In this novel, as women‘s representative, Mrs. Ramsay‘s fate and image are the miniature of social female at that time. As a result, her image has universal meaning. In addition, women who have the interest in art such as music, painting are considered ridiculous. Generally speaking, one who can create is a person who has his or her thought to this world. Those people‘s representative is Lily Briscoe liking painting. Under that traditional social environment, especially Mrs. Ramsay‘s influence, lily walks back and forth between bowing to reality and insisting on her real self. As the matter of fact, the images of Mrs. Ramsay and Lily Briscoe are respectively the reflection of Virginia Woolf‘s mother and herself in reality at that time. Woolf‘s mother Julia Stephan was so beautiful that some well-known photographers and painters choose her to be their models. She married Woolf‘s father and gave birth to three children. Woolf was her youngest child. Then she remarried to another man who had five children because of Woolf‘s father‘s death. In this family, she was a standard housewife who cared for her husband and looked after her eight children wholeheartedly. As the term of personality, Woolf‘s mother is almost the same as Mrs. Ramsay. They both are housewives regarding families as their life center, both are charming and beautiful, both has eight children, and both dies unexpectedly in fifty. In a word, they have similar experiences. And in that male-centered world, Woolf experiences unequal treatment with her other brothers. She is interested in reading and writing. Although she loves her mother, she doesn‘t want to live her mother‘s life. Woolf expresses her thought by Lily‘s image in this novel. Both of them strive for a kind of life that they can live not depending on 8 anybody else. During the interpretation of Mrs. Ramsay and Lily Briscoe‘s sad images in the novel, readers might refer to the information of Virginia Woolf‘s mother and herself in the discourse world. Then they might turn Mrs. Ramsay‘s image to Woolf‘s mother and turn Lily‘s image to herself in the text world and sub-worlds. Therefore, in reading the novel, the background knowledge of Victorian age will help readers to understand Mrs. Ramsay‘s image as a Victorian housewife and Lily Briscoe‘s image struggling how to realize her real heart. 4.2 Mrs. Ramsay and Lily Briscoe’s tragedies through thought presentation 4.2.1 Mrs. Ramsay’s tragedy Mrs. Ramsay only lives in the part one of this novel. Readers still have deep impression on her, a typical housewife image, when reading the rest of parts. Example 1 This example is selected from chapter 17 of the part one ―Window‖ ?But what I have done with my life? thought Mrs. Ramsay, taking place at the head of the table, and looking at all the plates making write circles on it. ?‖William, sit by me,‖ she said. ?‖Lily,‖ she said wearily,‖ over there‖. ?They had that----Paul Rayley and Minta Doyal----she, only this----an infinitely long table was her husband, sitting down, all in a heap, frowning. ?What at? ?She did not know. ?She did not mind. ?She could not understand how she had ever felt any emotion or affection for him. ?She has a sense of being past everything, as she helped the soup, as if there was an eddy----there----and one could be in it, or one could be out of it, and she was one of it.〔…〕(Woolf, 1937: 90-91) In sentence ?, the words thought Mrs. Ramsay presents her Free Direct thought. However, there are no words written in the following sentences while entering Mrs. Ramsay‘s inner world. But through mental verbs such as ―know‖, ―understand‖, ―feel‖, we can distinguish whether we are in outside text world or her epistemic modal world. In the first sentence, at first, we enter the epistemic modal world---- Mrs. Ramsay‘s Free Direct thought ―But what I have done with my life ?‖, then to narrator‘s original text world ―Mrs. Ramsay, taking place at the head of the table….‖ 9 Two worlds switch. Present tense becomes past tense narration. The fourth sentence is in Mrs. Ramsay‘s epistemic modal world to outside text world. The word only indicates Mrs. Ramsay complains the distance the distance with her husband at the table. In sentence ? to ?, we leave the text world to Mrs. Ramsay‘s risen complaining. At last the tenth sentence, we continue staying in her epistemic modal world until the signal of adverbial clause of time let us reenter into the text world. In this example, we can not see Mrs. Ramsay‘s energy and kindness towards her husband, her children, her guest, her summer house, her servant and the Lighthouse boy, and even to life and marriage but her tiredness and weariness. Readers can sense Mrs. Ramsay‘s doubt for love and life and can see her dissatisfaction of her husband and suspicion of her value. Beyond doubt, Mrs. Ramsay‘s life is a tragedy. The whole of her life is working and endless giving. She gives out all her youth and energy so that she loses herself totally without her own dreams and pursuit. Giving numbly under the control of male authority, Mrs. Ramsay is confused to life, which makes her always think the question ―What I have done to my life?‖ She seems fulfilled a happy on surface. But in her heart, she often thinks deeply about life and can not find proper answer. Example 2 This example is selected from chapter 3 of part one ―Window‖. ?But here, as she turned the page, she suddenly her search for the picture of a rake or a mowing-machine was interrupted. ?The gruff murmur, irregularly by the taking out of pipes and the putting in of pipes which had kept on assuring her, though she could not hear what was said(as she sat in the window which opened on the terrace), that the men were happily talking; this sound, which had lasted now half an hour and had taken its place soothingly in the scale of sounds pressing on top of her, such as the tap of balls upon bats, the sharp, sudden bark now and then, ‖How‘s that‖? How‘s that? Of the children playing cricket, had ceased; so that the monotonous fall of the waves on the beach, which for the most part beat a measured and soothing tattoo to her thoughts and seemed consolingly to repeat over and over again as she sat with children the words of some old cradle song, murmured by nature, ‖I am 10 guarding you---I am your support,‖ but at other times suddenly and unexpectedly, especially when her mind raised itself slightly from the task actually in hand, and no such kindly meaning, but like a ghostly roll of drums remorselessly beat the measure of life, made one think of the destruction of the island and its engulfment in the sea, and warned her whose day and slipped past in one quick doing after another that it was all ephemeral as a rainbow—this sound which had been obscured and concealed under the other sounds suddenly thundered hollow in her ears and made her look up with an impulse of terror.(Woolf, 1937: 20) From the underline in the example, we can know the location of that scene is near window which opens on the terrace. Only sentence? use past perfect tense while other sentences use past tense. The use of past perfect indicates that action took place before Mrs. Ramsay looks up to see. The two time-zones mixed, which hinders readers to understand smoothly what occur in the text world and Mrs. Ramsay‘s epistemic modal world. Her epistemic modal world has three world-switches. ―That the man were happily talking‖ is world-switch one. ―the tap of balls upon bats, the sharp, sudden bark now and then, ‖How‘s that‖? How‘s that? Of the children playing cricket, ‖ is world-switch two. ― the monotonous fall of the waves on the beach ‖ is world-switch three. Readers regard those world-switches as sub-worlds happening from Mrs. Ramsay‘s epistemic modal world. Those inlayed sub-worlds indicate that Mrs. Ramsay‘s life center focuses on the things around her, but not her own issue and thought. She depends on her husband and children even when she is alone. She cannot hear what they are talking about, but those activities supply a comfortable consolation of domestic order for her. In this example, we can feel Mrs. Ramsay‘s mood relies on the things happening around her. 4.2.2 Lily Briscoe’s tragedy Example 3 This example is selected from chapter 5 of part three ―The Lighthouse‖. ?She had only escaped by the skin of her teeth though, she thought. ?She had been looking at the table-cloth, and it had flashed upon her that she would move the tree to the middle, and need never marry anybody, and she felt an enormous exultation. 11 ? She had felt, now she could stand up to Mrs. Ramsay---a tribute to the astonishing power that Mrs. Ramsay had over one.? Do this, she said, and one did it. ?Even her shadow at the window with James was full of authority.(Woolf, 1937: 191) The narrative use the phrases ―she thought, it had flashed upon her that, and she had felt‖ to leader readers to enter Lily‘s mental world. When reading those sentences, readers experience two world-switches. One is from past to past perfect, the other is from past perfect to past perfect continues. In the world-switch to the past perfect, the world ―never‖ constructs a negative modal world. In sentence?, all of sudden, from past perfect continues to past perfect. Readers from outside scene enter into Lily‘s inner world. Lily wondered ―she would move the tree to the middle‖ when she looked at the table-cloth. Then following closely, readers change to Lily‘s another inner world by the sentence‖ and need never marry anybody‖. By analyzing Lily‘s thought in this example, we learned that Lily was interested in painting. She connected painting with marriage. She found some inspiration in her painting, which persuaded herself that she needed not to marry anybody because she was influenced by the traditional ideal that women should marry and must marry, especially influenced deeply by Mrs. Ramsay who was adored desperately by Lily. Therefore, Lily Briscoe was dissatisfied with her painting all the way and needed to ensure herself what is the right thing for her over and over again. Therefore, Lily had a kind metamorphous psychology of taunt, disgust and horrification to marriage, which can be seen by the sentence?. 4.3 Mrs. Ramsay and Lily Briscoe’s tragedies through speech presentation 4.3.1 Mrs. Ramsay’s tragedy Mrs. Ramsay‘s image through speech presentation only takes place in part one when she is alive and account for a small part in the novel. In addition, most of speeches are in the forms of Indirect or Free Indirect form, which leaves unforgettable and valuable impression in readers‘ minds. Example 4 This example is selected from chapter 6 of part one ―Window‖. 12 ?She was trying to get these tiresome stockings finished to send to Sorley‘s little boy to-tomorrow, said Mrs. Ramsay. There wasn‘t the slightest possible chance that they could go to the Lighthouse to-tomorrow, Mrs. Ramsay snapped out irascibly. ?How did he know? She asked. The window often changed. …He stamped his foot on the stone step. ?―Damn you,‖ he said. But what had she said? Simply that it might be fine tomorrow. So it might. …she bent her head as if to let the pelt of jagged hail, the drench of dirty water, bespatter her unrebuked. ?There was nothing to be said. … She was quite ready to take his word for it, she said. Only then they need not cut sandwiches – that was all. They came to her, naturally, since she was a woman, all day along with this and that; one wanting this, another that; the children were growing up; ?she often felt she was nothing but a sponge sopped full of human emotions. ?Then he said, Damn you. ?He said, It must rain. ?He said, It won‘t rain; and instantly a Heaven of security opened before her. ?There was nobody she reverenced more. ?She was not good enough to tie his shoe string, she felt. (Woolf, 1937: 36-38) The feature of those sentences is the frequent happening of speech either indirect or direct. Here, the word ―said‖ is used most frequently. Woolf describes speech by the way that is the same as the way she describes thought. Sentence ? and ? establish epistemic modal worlds with Mrs. Ramsay‘s Free Indirect Speech while sentences ?, ?, ?, and ?establish epistemic modal worlds with Mrs. Ramsay‘s Free Direct Speech and her Free Indirect Speech. The narration of sentence ?and the thought of Mrs. Ramsay in sentences of ?, ?, and ? make readers to enter the mental world of Mrs. Ramsay. In the sentence ?, the word ―tiresome‖ of Mrs. Ramsay build a text world in readers‘ minds that Mrs. Ramsay does a thing that she doesn‘t like to do. But she is still willing to spend time on it by controlling her temper. And facing Mr. Ramsay‘s two times of ―Damn you‖, Mrs. Ramsay is in the situation of ―There was nothing to be said‖. In readers‘ minds, the background knowledge of Victoria age 13 appears. Male is the center of a family, and female can only be silent even they don‘t agree with their husbands. The nature is that female haven‘t speaking right because they depend on their husbands in economy. Example 5 This example is selected from chapter 9 in the first part ―Window‖. …?And so she went down and said to her husband, why must they grow up and lose it all? Never will they be so happy again. ?And he was hungry. Why take such a gloomy view of life? he said. It is not sensible. For it was odd; and she believed it to be true; that with all his gloom and desperation he was happier, more hopeful on the whole, than she was. Less exposed to human worries – perhaps that was it. ? (He had always his work to fall back on. Not that she herself was ?pessimistic‘, as he accused her of being.) Only she thought life – and a little strip of time presented itself to her eyes, her fifty years. There it was before her – life. Life: she thought but she did not finish her thought. ?(She took a look at life, for she had a clear sense of it there, something real, something private, which she shared neither with her children nor with her husband.) A sort of transaction went on between them, in which she was on one side, and life was on another , and she was always trying to get the better of it, as it was of her; and sometimes they parleyed (when she sat alone); there were, she remembered, great reconciliation scenes; but for the most part, oddly enough, ?(she must admit that she felt this thing that she called life terrible, hostile, and quick to pounce on you if you gave it a chance.) There were the eternal problems: suffering; death; the poor. There was always a woman dying of cancer even here. And yet ?she had said to all these children. You shall go though with it.… (Woolf, 1937: 66) Sentence ? is Mrs. Ramsay‘s Free Indirect Speech, and sentence ? is her husband‘s. There are two world-switches from Mrs. Ramsay‘s pessimism to her husband‘s doubting about it. Then sentence ? is also Mrs. Ramsay‘s Free Indirect Speech ―You shall go through with it‖, turn back to the first world-switch that is filled with depression and bitterness for life that everyone will experience it. Combining sentences ?, ?, and ? by narration with sentences?, ?, and ?, readers got the feeling of pessimism. Mrs. Ramsay is suffering by the bad aspect of 14 life and she takes those as a big part even all parts in her life. On the contrary, the reason her husband is positive to life is he had always his work to fall back on, that is to say, Mrs. Ramsay hasn‘t her work to depend on although she has to do all housework everyday. Obviously, housework is not Mrs. Ramsay‘s real interest and real work, which reflects Mrs. Ramsay‘s tragic life working not her work. 4.3.2 Lily Briscoe’s tragedy Example 6 The following example is selected from chapter 9 of part one ―Window‖. …?insist that she must, Minta must, they all must marry, since in the whole world, whatever laurel might be tossed to her (but Mrs. Ramsay cared not a fig for her painting), or triumphs won by her (probably Mrs. Ramsay had had her share of those), ?and here she saddened, darkened, and came back to her chair, there could no disputing this: an unmarried woman (she lightly took her hand for a moment), an unmarried woman has missed the best of life.… ?Oh but, Lily would say, there was her father; her home; even, had she dared to say it, her painting. But all this seemed so little, so virginal, against the other. Yet, as the night wore on, and white lights parted the curtain, and even now and then some bird chirped in the garden, gathering a desperate courage she would urge her own exemption from the universal law, plead for it, ?she liked to be alone; she liked to be herself; she was not made for that; and so have to meet a serious stare from eyes of unparalleled depth. And confront Mrs. Ramsay‘s simple certainty (and she was childlike now) that her dear Lily, her little Brisk, was a fool.… (Woolf, 1937: 56) In the sentence ?, the word ―say‖ presents Lily Briscoe‘s Direct Speech. ―Had she dared to say it‖ make readers enter Lily‘s inner world smoothly. She said those words invoice and in her heart. Sentences ? and ? use present tense while sentences ? and ? use past tense, which reflects two world-switches from Mrs. Ramsay‘s to Lily‘s. Lily‘s words are in the connection between those two worlds. Through analyzing, readers got the information that Lily has her own thought that she has her painting and she likes to be alone, but she dares not to say them loudly because as a perfect modal woman, Mrs. Ramsay tells her that what should 15 does a woman do over and over again. Influenced deeply by Mrs. Ramsay, Lily cannot realize herself bravely, which is an important factor to cause her tragic life. Then we can also see that Mrs. Ramsay play a role of accomplice to maintain male‘s center status although her life is unhappy reflected from preceding examples. 5. Conclusion By analyzing Mrs. Ramsay and Lily Briscoe‘s tragic lives from the approach of Text World Theory, there are the similarities and differences between Mrs. Ramsay and Lily Briscoe they both are influenced deeply by the traditional notions of Victorian age that a good female is a good housewife focusing on their husbands and children. They both are confused to life but cannot find ways to go. They doubt their lives constantly and have no other choices but to live with it. Obviously, as a new and young generation, Lily Briscoe is different from Mrs. Ramsay. At that time, as a victim of male-center society, Mrs. Ramsay is an accomplice to dissuade other females to marry. While Lily was confused about life at first, but she finally realizes herself and knows what she likes most in lifeat last. Then Lily‘s tragic life is given a full ending. As a pessimistic Victorian domestic housewife and a victim of new-generation women wasting too much her best time to realize her inner heart, both Mrs. Ramsay and Lily Briscoe have been explored in a more vivid and detailed way. They two are both the victims of Victorian male authority society. To analyze characters‘ images in novel applying Text World Theory is an innovative way to understand social environment at that time. 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