演講MP3+雙語文稿:精讀教會(huì)我寫作

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聽力課堂TED音頻欄目主要包括TED演講的音頻MP3及中英雙語文稿，供各位英語愛好者學(xué)習(xí)使用。本文主要內(nèi)容為演講MP3+雙語文稿:精讀教會(huì)我寫作，希望你會(huì)喜歡！

【演講人及介紹】Jacqueline Woodson

獲獎(jiǎng)作家，杰奎琳·伍德森說，寫作不僅是她自己的禮物，也是她的讀者的禮物。

【演講主題】精讀教會(huì)我寫作

【演講文稿-中英文】

翻譯 psjmz mz 校對 Jiasi Hao

00:13

A long time ago, there lived a Giant, aSelfish Giant, whose stunning garden was the most beautiful in all the land.One evening, this Giant came home and found all these children playing in hisgarden, and he became enraged. "My own garden is my own garden!" theGiant said. And he built this high wall around it.

在很久很久以前，有一個(gè)巨人，一個(gè)擁有世界上最美花園的自私巨人。一天晚上，巨人回到家里發(fā)現(xiàn)孩子們在他花園里嬉鬧玩耍，他很生氣。 “我的花園只屬于我！”巨人說道。 于是他在花園周圍立起了高墻。

00:37

The author Oscar Wilde wrote the story of"The Selfish Giant" in 1888. Almost a hundred years later, that Giantmoved into my Brooklyn childhood and never left. I was raised in a religiousfamily, and I grew up reading both the Bible and the Koran. The hours ofreading, both religious and recreational, far outnumbered the hours oftelevision-watching. Now, on any given day, you could find my siblings and Icurled up in some part of our apartment reading, sometimes unhappily, becauseon summer days in New York City, the fire hydrant blasted, and to our immensejealousy, we could hear our friends down there playing in the gushing water,their absolute joy making its way up through our open windows. But I learnedthat the deeper I went into my books, the more time I took with each sentence,the less I heard the noise of the outside world. And so, unlike my siblings,who were racing through books, I read slowly -- very, very slowly.

這是奧斯卡·王爾德1888年寫的《自私的巨人》里的內(nèi)容。一百年后，這個(gè)“巨人”住進(jìn)了我在布魯克林時(shí)的兒童時(shí)光后就再?zèng)]有離開過。我成長于一個(gè)宗教家庭，同時(shí)閱讀了《圣經(jīng)》和《古蘭經(jīng)》。我花在閱讀以及理解宗教的時(shí)間，出于宗教和娛樂目的，比看電視的時(shí)間都多。無論何時(shí)，我和我的兄弟姐妹都蜷在公寓的一個(gè)小角落進(jìn)行閱讀，有時(shí)并不開心， 因?yàn)樵谙奶欤~約市的消防栓總會(huì)時(shí)不時(shí)地爆開，朋友們在樓下嬉戲玩耍的聲音沿著打開的窗戶 傳到我們這邊，他們絕對的快樂 讓我們非常地嫉妒。 但是后來我發(fā)現(xiàn)， 當(dāng)我越來越專注于我手上的書本， 花在每個(gè)句子上的時(shí)間越來越多時(shí)，外界的聲音就會(huì)越來越小。 與其他快速讀書的兄弟姐妹不同的是， 我讀得很慢， 非常非常慢。

01:39

I was that child with her finger runningbeneath the words, until I was untaught to do this; told big kids don't usetheir fingers. In third grade, we were made to sit with our hands folded on ourdesk, unclasping them only to turn the pages, then returning them to thatposition. Our teacher wasn't being cruel. It was the 1970s, and her goal was toget us reading not just on grade level but far above it. And we were alwaysbeing pushed to read faster. But in the quiet of my apartment, outside of myteacher's gaze, I let my finger run beneath those words. And that Selfish Giantagain told me his story, how he had felt betrayed by the kids sneaking into hisgarden, how he had built this high wall, and it did keep the children out, buta grey winter fell over his garden and just stayed and stayed. With eachrereading, I learned something new about the hard stones of the roads that thekids were forced to play on when they got expelled from the garden, about thegentleness of a small boy that appeared one day, and even about the Gianthimself. Maybe his words weren't rageful after all. Maybe they were a plea forempathy, for understanding. "My own garden is my own garden."

我都是用手一個(gè)字一個(gè)字順著讀下去的，直到我被告知，大孩子在閱讀時(shí)是不用手指的。在三年級的時(shí)候，我們規(guī)定要把雙手疊放在課桌上，只有需要翻頁時(shí)才能解除這個(gè)姿勢，然后翻完之后就要立馬恢復(fù)原狀。我們的老師并不殘忍。那時(shí)是20世紀(jì)70年代，老師的目標(biāo)是讓我們閱讀超越本年級水平的書籍。于是我們常常被老師要求加快閱讀速度。 但是在老師觸及不到的 我住的公寓里的一個(gè)安靜角落， 我還是用手指著一個(gè)字一個(gè)字地讀書。 《自私的巨人》對我重述了他的故事， 他是如何對這些偷溜進(jìn)來的孩子 感到不尊重的， 他是如何建立起高高的圍墻不讓這些小孩子入內(nèi)的， 而是同時(shí)，他的院子也因此變得荒蕪， 這種情況也在一直持續(xù)下去。 每讀一遍這個(gè)故事， 我都能發(fā)現(xiàn)一些新的東西 比如當(dāng)孩子們被禁止進(jìn)入花園時(shí)， 他們是如何在碎石路上玩耍的， 比如當(dāng)某天那個(gè)小男孩出現(xiàn)時(shí) 所展示的禮貌， 甚至是巨人自己 所展示出的那種溫柔。也許他的言辭并不是那么憤怒。 也許它們是一種對于同理心 對于被理解的懇求。 “我的花園只屬于我?！?/p>

02:59

Years later, I would learn of a writernamed John Gardner who referred to this as the "fictive dream," orthe "dream of fiction," and I would realize that this was where I wasinside that book, spending time with the characters and the world that theauthor had created and invited me into. As a child, I knew that stories weremeant to be savored, that stories wanted to be slow, and that some author hadspent months, maybe years, writing them. And my job as the reader -- especiallyas the reader who wanted to one day become a writer -- was to respect thatnarrative.

多年之后，我認(rèn)識(shí)一位名為約翰·加德納的作者，他把這種感覺稱為“小說般的夢”，或者是“關(guān)于小說的夢”。這樣的形容讓我發(fā)現(xiàn)我在書中就在這樣的狀態(tài)，受邀與書中的角色一起生活在作者所創(chuàng)造的世界中。當(dāng)我還是一個(gè)孩子的時(shí)候，我就知道故事是需要品味的，閱讀故事需要慢，一些作者花了好幾個(gè)月也許好幾年才書寫完這些故事。而我作為一名讀者——尤其是還懷揣著一個(gè)作家夢的讀者——是去尊重那些故事。

03:33

Long before there was cable or the internetor even the telephone, there were people sharing ideas and information andmemory through story. It's one of our earliest forms of connective technology.It was the story of something better down the Nile that sent the Egyptiansmoving along it, the story of a better way to preserve the dead that broughtKing Tut's remains into the 21st century. And more than two million years ago,when the first humans began making tools from stone, someone must have said,"What if?" And someone else remembered the story. And whether theytold it through words or gestures or drawings, it was passed down; remembered:hit a hammer and hear its story.

在有線電視、互聯(lián)網(wǎng)甚至是電話還沒有問世的時(shí)代，人們通過故事分享想法、信息甚至是記憶。 這是我們最早的一種連接方式。 這是一個(gè)因?yàn)?對尼羅河下游的美好向往 促使埃及人 沿著尼羅河前進(jìn)的故事， 一個(gè)關(guān)于如何更好地保存死者將圖坦卡蒙的遺物帶入21世紀(jì)的故事。在兩百多萬年以前，當(dāng)?shù)谝慌祟愰_始使用石器的時(shí)候，肯定有人說過， “如果…怎么辦？” 而另外一些人記住了這個(gè)故事。 不管他們是通過語言、手勢 還是作畫等方式進(jìn)行傳播， 這個(gè)故事得以被傳承記錄： 敲著錘子，聽聽它的故事。

04:19

The world is getting noisier. We've gonefrom boomboxes to Walkmen to portable CD players to iPods to any song we want,whenever we want it. We've gone from the four television channels of mychildhood to the seeming infinity of cable and streaming. As technology movesus faster and faster through time and space, it seems to feel like story isgetting pushed out of the way, I mean, literally pushed out of the narrative.But even as our engagement with stories change, or the trappings around itmorph from book to audio to Instagram to Snapchat, we must remember our fingerbeneath the words. Remember that story, regardless of the format, has alwaystaken us to places we never thought we'd go, introduced us to people we neverthought we'd meet and shown us worlds that we might have missed. So astechnology keeps moving faster and faster, I am good with something slower. Myfinger beneath the words has led me to a life of writing books for people ofall ages, books meant to be read slowly, to be savored.

這個(gè)世界正變得越來越嘈雜。我們從大型手提式錄音機(jī)換到隨身聽、便攜式CD播放器再到iPods 又到了現(xiàn)在隨時(shí)隨地能夠聽到想要聽到的歌曲。從我小時(shí)候只能看4個(gè)頻道的電視到現(xiàn)在無限的有線電視和流媒體。當(dāng)科技推動(dòng)著我們在時(shí)間和空間中越行越快的時(shí)候，故事仿佛逐漸被我們所遺忘，我的意思是，從敘述中被擠了出來。但即使我們對故事的互動(dòng)方式發(fā)生了改變，或者故事的載體從書本變成了音頻、Instagram、Snapchat諸如此類的社交軟件，我們也應(yīng)該記得用我們的手指逐一閱讀。記住那個(gè)故事，不管它的形式如何，總是會(huì)把我們帶到我們從沒想過要去的地方，讓我們認(rèn)識(shí)我們從沒想過要去認(rèn)識(shí)的人，向我們展示我們可能會(huì)錯(cuò)過的世界。所以即使技術(shù)推著我們越來越快地向前走，我也可以和一些慢的事情相處愉快。 我的逐字閱讀讓我進(jìn)入為所有年齡層用戶寫書的生涯， 寫這些需要慢慢讀的書， 意味深長的書。

05:31

My love for looking deeply and closely atthe world, for putting my whole self into it, and by doing so, seeing the many,many possibilities of a narrative, turned out to be a gift, because taking mysweet time taught me everything I needed to know about writing. And writingtaught me everything I needed to know about creating worlds where people couldbe seen and heard, where their experiences could be legitimized, and where mystory, read or heard by another person, inspired something in them that becamea connection between us, a conversation. And isn't that what this is all about-- finding a way, at the end of the day, to not feel alone in this world, and away to feel like we've changed it before we leave? Stone to hammer, man tomummy, idea to story -- and all of it, remembered.

我喜歡深入和密切地觀察這個(gè)世界，喜歡全身心地投入其中，憑此，去看到一個(gè)故事中的許多可能性，這是一份饋贈(zèng)， 因?yàn)槲宜ǖ倪@些時(shí)間 教給了我寫作所需要了解的所有事情。 而寫作教會(huì)了我創(chuàng)造人們可聽見和看到的世界所需要了解的知識(shí)， 在那里他們的經(jīng)歷可以合理化， 在那里，我的故事可以被另一個(gè)人閱讀和聽到，激發(fā)他們身上的東西從而在我們之間建立連接和對話。這難道不就是它的本意——找到一種方式，在一天結(jié)束的時(shí)候，在這個(gè)世界不會(huì)感到孤單，一種在我們離開之前感覺我們已經(jīng)改變它的方式？石對錘，人對木乃伊，想法到故事——所有這些，被記住。

06:28

Sometimes we read to understand the future.Sometimes we read to understand the past. We read to get lost, to forget thehard times we're living in, and we read to remember those who came before us,who lived through something harder. I write for those same reasons.

有時(shí)候我們通過閱讀來理解未來。有時(shí)候我們通過閱讀來理解過去。我們通過閱讀來迷失，來忘記生活中的艱難，我們通過閱讀來記住前人，那些經(jīng)歷更艱難的人。我寫作也是出于同樣的理由。

06:47

Before coming to Brooklyn, my family livedin Greenville, South Carolina, in a segregated neighborhood called Nicholtown.All of us there were the descendants of a people who had not been allowed tolearn to read or write. Imagine that: the danger of understanding how lettersform words, the danger of words themselves, the danger of a literate people andtheir stories. But against this backdrop of being threatened with death forholding onto a narrative, our stories didn't die, because there is yet anotherstory beneath that one. And this is how it has always worked. For as long aswe've been communicating, there's been the layering to the narrative, thestories beneath the stories and the ones beneath those. This is how story hasand will continue to survive.

在來到布魯克林之前，我的家人住在南卡羅來納州的格林維爾里一個(gè)叫尼科爾敦的種族隔離社區(qū)。我們的祖先從來不被允許去學(xué)習(xí)閱讀和寫作。想象那個(gè)時(shí)候：了解字母如何構(gòu)成話語的危險(xiǎn)，話語本身的危險(xiǎn)，文化人和他們故事的危險(xiǎn)。但是在這樣因?yàn)閳?jiān)持?jǐn)⑹龆艿剿劳鐾{的背景下，我們的故事沒有消失，因?yàn)檫@個(gè)故事下面還有另一個(gè)故事。這是它一直以來的運(yùn)作方式。只要我們保持溝通，故事就會(huì)有層次，一個(gè)故事孕育另一個(gè)故事，一個(gè)故事接著一個(gè)故事。這是故事過去和未來的生存之道。

07:41

As I began to connect the dots thatconnected the way I learned to write and the way I learned to read to an almostsilenced people, I realized that my story was bigger and older and deeper thanI would ever be. And because of that, it will continue.

當(dāng)我開始連接那些我習(xí)得的寫作方式、和閱讀方法的小圓點(diǎn)，并將其帶給那些沉默寡言的人們時(shí)，我意識(shí)到我的故事比我格局更大、更加悠遠(yuǎn)、更加深入。而正因?yàn)槿绱耍适碌靡匝永m(xù)。

08:00

Among these almost-silenced people therewere the ones who never learned to read. Their descendants, now generations outof enslavement, if well-off enough, had gone on to college, grad school,beyond. Some, like my grandmother and my siblings, seemed to be born reading,as though history stepped out of their way. Some, like my mother, hitched ontothe Great Migration wagon -- which was not actually a wagon -- and kissed theSouth goodbye.

在這些沉默寡言的人里，有一些從來沒有學(xué)習(xí)過閱讀的人。他們的后代，如今幾代人不再受奴役，如果足夠富裕的話，能上大學(xué)，研究生，甚至更遠(yuǎn)。有些人，比如我的祖母和兄弟姐妹，似乎生來就喜歡讀書，仿佛歷史已經(jīng)為他們開辟了道路。有些人，像我母親，搭上了大遷徙的馬車——實(shí)際上不是真的馬車——與南方吻別。

08:32

But here is the story within that story:those who left and those who stayed carried with them the history of anarrative, knew deeply that writing it down wasn't the only way they could holdon to it, knew they could sit on their porches or their stoops at the end of along day and spin a slow tale for their children. They knew they could singtheir stories through the thick heat of picking cotton and harvesting tobacco,knew they could preach their stories and sew them into quilts, turn the mostpainful ones into something laughable, and through that laughter, exhale thehistory a country that tried again and again and again to steal their bodies,their spirit and their story.

但是在故事里面還有故事：那些離開的人，和那些留下的人帶著一段敘述的歷史，深深地知道把它寫下來并不是堅(jiān)持下去的唯一方法，知道他們可以在漫長的一天結(jié)束后坐在門廊或門廊上為孩子們編一個(gè)漫長的故事。他們知道他們可以在摘棉花和收割煙草的酷熱中歌唱他們的故事，知道他們可以講述他們的故事，并將其縫進(jìn)被子里，把最痛苦的事情變成可笑的事情，通過那個(gè)笑聲，面對國家一次、一次又一次試圖偷走他們的身體、他們的精神及故事時(shí)呼出歷史。

09:17

So as a child, I learned to imagine aninvisible finger taking me from word to word, from sentence to sentence, fromignorance to understanding.

當(dāng)我還是一個(gè)孩子的時(shí)候，我學(xué)會(huì)了想像一個(gè)無形的指頭帶著我一個(gè)一個(gè)單詞地讀下去，一個(gè)一個(gè)句子的讀下去，從無知到理解。

09:30

So as technology continues to speed ahead,I continue to read slowly, knowing that I am respecting the author's work andthe story's lasting power. And I read slowly to drown out the noise andremember those who came before me, who were probably the first people whofinally learned to control fire and circled their new power of flame and lightand heat. And I read slowly to remember the Selfish Giant, how he finally torethat wall down and let the children run free through his garden. And I readslowly to pay homage to my ancestors, who were not allowed to read at all.They, too, must have circled fires, speaking softly of their dreams, theirhopes, their futures. Each time we read, write or tell a story, we step insidetheir circle, and it remains unbroken. And the power of story lives on.

所以當(dāng)科技持續(xù)在快速發(fā)展的時(shí)候，我的閱讀速度也依舊很慢，因?yàn)槲抑牢沂窃谧鹬剡@位作者的作品 以及故事所具有的持續(xù)性的力量。 我慢慢讀，以壓過噪聲并記住那些早于我的人，他們可能是最早學(xué)會(huì)控制火，環(huán)繞著他們的火焰、光和熱的新力量的人。我慢讀記住《自私的巨人》這個(gè)故事，他是如何把這座墻拆掉，讓孩子在他的花園里自由奔跑的。我讀得很慢，用以致敬我的祖先，那些被禁止閱讀的祖先。他們肯定也繞著火堆繞了一圈，輕聲訴說他們的夢想，他們的希望，他們的未來。每當(dāng)我們閱讀、書寫或者訴說一個(gè)故事的時(shí)候，我們走進(jìn)了他們的圈子里，而它們也沒有被破壞。故事的力量也得以保存。

10:48

Thank you.

謝謝。

10:49

(Applause)

（掌聲）