維吉尼亞•伍爾夫，《戴洛維夫人》(從eBooks@Adelaide下載譯本 )
Woolf, Virginia. Mrs. Dalloway. (Download a version from eBooks@Adelaide )

理查•埃爾曼等，《現代詩》，第二版，由理查埃爾曼，羅伯特 歐•克萊爾，以及歐•克萊爾•埃爾曼編輯，紐約︰W. W. Norton & Company, 1989，國際標準圖書編號：0393959074.
Ellman, Richard, ed. Modern Poems. 2nd ed. Edited by Richard Ellmann, Robert O'Clair, and O'Clair Ellmann, New York: W. W. Norton & Company, 1989. ISBN: 0393959074.

注
Note

艾略特的〈荒原〉（從(「古騰堡計畫」網站下載譯本）可以確切地說是該時期最富影響力的詩歌了。像許多其他劃時代的作品一樣，它傾向於教它的讀者如何去讀它。它不僅是曲折的詩，它的手法是「神話的」和「曲折的」。該詩的構成倚賴於典故以及重新賦予典故新的情景與涵義，並且重新改寫了它所立足的文學史。從某種程度講，這種關於「史實性」的歷史爭論是採用順序的手法與詩本身的「重點」︰一些問題例如，我如何以及是否能從歷史上學到一些東西，或者一些有問題的文化態度（反猶太主義）是否在我們的文化中成為威脅，以至於我們需要去「拯救」那段歷史，或者去「淨化」它的語言。有些人把〈荒原〉當成歷史細節來讀，一個對所處年代社會習俗和性道德的相應表現；其他人把〈荒原〉當作對歷史興衰實質的總體沈思來讀。該詩教我們它自身的歷史方法，而我們學要日積月累來習得。慢讀本詩才會更有趣，一個發音一個發音地，一段一段地。若我們一次把它讀完，我們可以更準確地判斷這些人是否的確在相互交流，段落與主題的關係是什麼，本詩為什麼需要一個存活了幾千年的雙性講述者（提瑞西阿斯）。我們不會在一到兩節課內完成該詩，我計畫在接下來的數月中，每次上課用10到15分鐘來分段閱讀該詩。我以詩組形式列出這些閱讀資料。
T. S. Eliot's "The Waste Land" (download a version from Project Gutenberg) is arguably the most influential poem of the period. Like many other groundbreaking works it tends to teach its readers how to read it. It is not only a poem of refraction; its method is "mythic" and refractive. Its components both depend on allusion and remake the frame or implications of the allusion, restructuring the literary history on which it depends. In some senses, this 'historical' argument about historicity is both the technique of the sequence AND the 'point' of the poem itself: questions for instance of how and whether we can learn anything from history, or whether some problematic cultural attitudes (anti-Semitism) are so threaded through our culture that we need to 'redeem' that history, or to 'purify' its language. Some read "TWL" as historically specific, a choral representation of its contemporary social and sexual mores; others read "TWL" as a more general meditation on the nature of historical progress and decline. The poem teaches its own historical method, and we learn that method cumulatively. The poem is more fun to read slowly, voice by voice and section by section. If we read it aggregatively, we can judge more accurately whether these people are in fact communicating with one another, what are the relations between sections and themes, and why the poem needs a 'narrator' ('Tiresias') who has been both male and female, and who is several thousand years old. Instead of doing that work all in one or two classes, I propose we spend 10-15 minutes in each class meeting for several months, to read section-by-section closely. I list those readings as 'sequence-poem.'

以課時劃分的閱讀資料
Readings by Class Session

下表中引用的頁碼指《現代詩》中的文段。
The pages referenced in the table below refer to texts from Modern Poems.