Evolutionary Feminism in Late-Victorian Women's Poetry
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POETRY, FEMINISM, and PROTEST Introduction
POETRY, FEMINISM, AND PROTEST Introduction In this set of lessons, students will explore the often-overlooked relationship between poetry and politics. Poets like Anne Sexton, Adrienne Rich, and Audre Lorde create vital dialogue about the relationship between the daily lives of women and structures of power. The poems and essays below will be examined through a feminist-activist lens. Ø Anne Sexton, “Little Girl, My String Bean, My Lovely Woman” Ø Adrienne Rich, “Anne Sexton: 1928- 1974” Ø Audre Lorde, “Power” and “Poetry is Not a Luxury” Essential Question: Ø How can poetry serve as a form of feminist social protest? FOR THE TEACHER: ADRIENNE RICH AND ANNE SEXTON 1. Explain to students that after Anne Sexton took her own life in 1974, Adrienne Rich delivered a eulogy for Sexton, celebrating her poem “Little Girl, My String Bean, My Lovely Woman.” 2. Explain to the students how Sexton’s poem is central to Rich’s eulogy of Sexton and helps to better illustrate what Rich and others mean when they try and expand the definition of feminist poetry. 3. Ask your students to read the poem by Sexton and essay by Rich and to complete the attached questions. Then use those answers to inform a class discussion. 4. Feminist theorist bell hooks defines feminism as “a movement to end sexism, sexist exploitation, and oppression.” After students have answered the worksheet questions, share hooks’s definition of feminism and ask students to consider how Rich’s essay and Sexton’s poem address feminist ideas or goals. 5. For further reading: In a 2013 issue on women in fiction, Vice magaZine included a fashion spread of seven models depicting famous female writers who died by suicide, but without any mention of the writers’ works. -
"I Am Not Certain I Will / Keep This Word" Victoria Parker Rhode Island College, Vparker [email protected]
Rhode Island College Digital Commons @ RIC Honors Projects Overview Honors Projects 2016 "I Am Not Certain I Will / Keep This Word" Victoria Parker Rhode Island College, [email protected] Follow this and additional works at: https://digitalcommons.ric.edu/honors_projects Part of the Other Feminist, Gender, and Sexuality Studies Commons, Poetry Commons, and the Women's Studies Commons Recommended Citation Parker, Victoria, ""I Am Not Certain I Will / Keep This Word"" (2016). Honors Projects Overview. 121. https://digitalcommons.ric.edu/honors_projects/121 This Honors is brought to you for free and open access by the Honors Projects at Digital Commons @ RIC. It has been accepted for inclusion in Honors Projects Overview by an authorized administrator of Digital Commons @ RIC. For more information, please contact [email protected]. “I AM NOT CERTAIN I WILL / KEEP THIS WORD”: LOUISE GLÜCK’S REVISIONIST MYTHMAKING By Victoria Parker An Honors Project Submitted in Partial Fulfillment of the Requirements for Honors In The Department of English Faculty of Arts and Sciences Rhode Island College 2016 Parker 2 “I AM NOT CERTAIN I WILL / KEEP THIS WORD”: LOUISE GLÜCK’S REVISIONIST MYTHMAKING An Undergraduate Honors Project Presented By Victoria Parker To Department of English Approved: ___________________________________ _______________ Project Advisor Date ___________________________________ _______________ Honors Committee Chair Date ___________________________________ _______________ Department Chair Date Parker 3 TABLE OF CONTENTS -
Religion & Spirituality in Society Religión Y Espiritualidad En La
IX Congreso Internacional sobre Ninth International Conference on Religión y Religion & Espiritualidad en Spirituality in la Sociedad Society Símbolos religiosos universales: Universal Religious Symbols: Influencias mutuas y relaciones Mutual Influences and Specific específicas Relationships 25–26 de abril de 2019 25–26 April 2019 Universidad de Granada University of Granada Granada, España Granada, Spain La-Religion.com ReligionInSociety.com Centro de Estudios Bizantinos, Neogriegos y Chipriotas Ninth International Conference on Religion & Spirituality in Society “Universal Religious Symbols: Mutual Influences and Specific Relationships” 25–26 April 2019 | University of Granada | Granada, Spain www.ReligionInSociety.com www.facebook.com/ReligionInSociety @religionsociety | #ReligionConference19 IX Congreso Internacional sobre Religión y Espiritualidad en la Sociedad “Símbolos religiosos universales: Influencias mutuas y relaciones específicas” 25–26 de abril de 2019 | Universidad de Granada | Granada, España www.La-Religion.com www.facebook.com/ReligionSociedad @religionsociety | #ReligionConference19 Centro de Estudios Bizantinos, Neogriegos y Chipriotas Ninth International Conference on Religion & Spirituality in Society www.religioninsociety.com First published in 2019 in Champaign, Illinois, USA by Common Ground Research Networks, NFP www.cgnetworks.org © 2019 Common Ground Research Networks All rights reserved. Apart from fair dealing for the purpose of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. Common Ground Research Networks may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be used on Common Ground’s various social media sites or websites. -
Papéis Normativos E Práticas Sociais
Agnes Ayres (1898-194): Rodolfo Valentino e Agnes Ayres em “The Sheik” (1921) The Donovan Affair (1929) The Affairs of Anatol (1921) The Rubaiyat of a Scotch Highball Broken Hearted (1929) Cappy Ricks (1921) (1918) Bye, Bye, Buddy (1929) Too Much Speed (1921) Their Godson (1918) Into the Night (1928) The Love Special (1921) Sweets of the Sour (1918) The Lady of Victories (1928) Forbidden Fruit (1921) Coals for the Fire (1918) Eve's Love Letters (1927) The Furnace (1920) Their Anniversary Feast (1918) The Son of the Sheik (1926) Held by the Enemy (1920) A Four Cornered Triangle (1918) Morals for Men (1925) Go and Get It (1920) Seeking an Oversoul (1918) The Awful Truth (1925) The Inner Voice (1920) A Little Ouija Work (1918) Her Market Value (1925) A Modern Salome (1920) The Purple Dress (1918) Tomorrow's Love (1925) The Ghost of a Chance (1919) His Wife's Hero (1917) Worldly Goods (1924) Sacred Silence (1919) His Wife Got All the Credit (1917) The Story Without a Name (1924) The Gamblers (1919) He Had to Camouflage (1917) Detained (1924) In Honor's Web (1919) Paging Page Two (1917) The Guilty One (1924) The Buried Treasure (1919) A Family Flivver (1917) Bluff (1924) The Guardian of the Accolade (1919) The Renaissance at Charleroi (1917) When a Girl Loves (1924) A Stitch in Time (1919) The Bottom of the Well (1917) Don't Call It Love (1923) Shocks of Doom (1919) The Furnished Room (1917) The Ten Commandments (1923) The Girl Problem (1919) The Defeat of the City (1917) The Marriage Maker (1923) Transients in Arcadia (1918) Richard the Brazen (1917) Racing Hearts (1923) A Bird of Bagdad (1918) The Dazzling Miss Davison (1917) The Heart Raider (1923) Springtime à la Carte (1918) The Mirror (1917) A Daughter of Luxury (1922) Mammon and the Archer (1918) Hedda Gabler (1917) Clarence (1922) One Thousand Dollars (1918) The Debt (1917) Borderland (1922) The Girl and the Graft (1918) Mrs. -
Gerard Manley Hopkins' Diacritics: a Corpus Based Study
Gerard Manley Hopkins’ Diacritics: A Corpus Based Study by Claire Moore-Cantwell This is my difficulty, what marks to use and when to use them: they are so much needed, and yet so objectionable.1 ~Hopkins 1. Introduction In a letter to his friend Robert Bridges, Hopkins once wrote: “... my apparent licences are counterbalanced, and more, by my strictness. In fact all English verse, except Milton’s, almost, offends me as ‘licentious’. Remember this.”2 The typical view held by modern critics can be seen in James Wimsatt’s 2006 volume, as he begins his discussion of sprung rhythm by saying, “For Hopkins the chief advantage of sprung rhythm lies in its bringing verse rhythms closer to natural speech rhythms than traditional verse systems usually allow.”3 In a later chapter, he also states that “[Hopkins’] stress indicators mark ‘actual stress’ which is both metrical and sense stress, part of linguistic meaning broadly understood to include feeling.” In his 1989 article, Sprung Rhythm, Kiparsky asks the question “Wherein lies [sprung rhythm’s] unique strictness?” In answer to this question, he proposes a system of syllable quantity coupled with a set of metrical rules by which, he claims, all of Hopkins’ verse is metrical, but other conceivable lines are not. This paper is an outgrowth of a larger project (Hayes & Moore-Cantwell in progress) in which Kiparsky’s claims are being analyzed in greater detail. In particular, we believe that Kiparsky’s system overgenerates, allowing too many different possible scansions for each line for it to be entirely falsifiable. The goal of the project is to tighten Kiparsky’s system by taking into account the gradience that can be found in metrical well-formedness, so that while many different scansion of a line may be 1 Letter to Bridges dated 1 April 1885. -
The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t. -
Poetry: Why? Even Though a Poem May Be Short, Most of the Time You Can’T Read It Fast
2.1. Poetry: why? Even though a poem may be short, most of the time you can’t read it fast. It’s like molasses. Or ketchup. With poetry, there are so many things to take into consideration. There is the aspect of how it sounds, of what it means, and often of how it looks. In some circles, there is a certain aversion to poetry. Some consider it outdated, too difficult, or not worth the time. They ask: Why does it take so long to read something so short? Well, yes, it is if you are used to Twitter, or not used to poetry. Think about the connections poetry has to music. Couldn’t you consider some of your favorite lyrics poetry? 2Pac, for example, wrote a book of poetry called The Rose that Grew from Concrete. At many points in history across many cultures, poetry was considered the highest form of expression. Why do people write poetry? Because they want to and because they can… (taking the idea from Federico García Lorca en his poem “Lucía Martínez”: “porquequiero, y porquepuedo”) You ask yourself: Why do I need to read poetry? Because you are going to take the CLEP exam. Once you move beyond that, it will be easier. Some reasons why we write/read poetry: • To become aware • To see things in a different way • To put together a mental jigsaw puzzle • To move the senses • To provoke emotions • To find order 2.2. Poetry: how? If you are not familiar with poetry, you should definitely practice reading some before you take the exam. -
Mathilde Blind
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln The George Eliot Review English, Department of 1998 Mathilde Blind Graham Handley Follow this and additional works at: https://digitalcommons.unl.edu/ger Part of the Comparative Literature Commons, Literature in English, British Isles Commons, and the Women's Studies Commons Handley, Graham, "Mathilde Blind" (1998). The George Eliot Review. 316. https://digitalcommons.unl.edu/ger/316 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in The George Eliot Review by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. MATHILDE BLIND by Graham Handley The first titles in the Eminent Women Series published in 1883 by W. H. AlIen included stud ies of Emily Bronte and George Sand (Margaret Fuller, Maria Edgeworth, Elizabeth Fry, and Harriet Martineau would be in the next wave) as well as Mathilde Blind's pioneering, sensi tive, uneven and sympathetically feminist exposition of George Eliot's life and art. Blind her self deserves a full-length study, and at particular points her own life and works touch those of George Eliot. Born Mathilde Cohen in Mannheim in 1841, she took her stepfather's name when her mother remarried. Dr Karl Blind was an ardent republican in Baden, was imprisoned, freed, then exiled himself, first to Belgium then to England, the family settling in St John's Wood a couple of years after the European year of Revolutions in 1848. Richard Gamett, in the Memoir prefixed to the Poetical Works of Mathilde Blind (1900) refers to her unpublished autobiographical writings in which he notes her strong attachment to another girl at her school, her love of music and dancing (exemplified in her novel Tarantella, 1885) and her embracing of Christianity in her girlhood as 'this profoundly personal religion'. -
Anne Sexton and Sylvia Plath from a Kristevan Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository Transforming the Law of One: Anne Sexton and Sylvia Plath from a Kristevan Perspective A thesis submitted for the degree of Doctor of Philosophy By Areen Ghazi Khalifeh School of Arts, Brunel University November 2010 ii Abstract A recent trend in the study of Anne Sexton and Sylvia Plath often dissociates Confessional poetry from the subject of the writer and her biography, claiming that the artist is in full control of her work and that her art does not have naïve mimetic qualities. However, this study proposes that subjective attributes, namely negativity and abjection, enable a powerful transformative dialectic. Specifically, it demonstrates that an emphasis on the subjective can help manifest the process of transgressing the law of One. The law of One asserts a patriarchal, monotheistic law as a social closed system and can be opposed to the bodily drives and its open dynamism. This project asserts that unique, creative voices are derived from that which is individual and personal and thus, readings of Confessional poetry are in fact best served by acknowledgment of the subjective. In order to stress the subject of the artist in Confessionalism, this study employed a psychoanalytical Kristevan approach. This enables consideration of the subject not only in terms of the straightforward narration of her life, but also in relation to her poetic language and the process of creativity where instinctual drives are at work. This study further applies a feminist reading to the subject‘s poetic language and its ability to transgress the law, not necessarily in the political, macrocosmic sense of the word, but rather on the microcosmic, subjective level. -
Books at 2016 05 05 for Website.Xlsx
Australian Lesbian and Gay Archives Book Collection Author or editor last Author or editor first name(s) name(s) Title : sub-title Place of publication Publisher Date Special collection? Fallopian Tube [Antolovich] [Gaby] Fallopian tube : fallopiana Sydney, NSW Pamphlet July, 1974 December, [Antolovich] [Gaby] Fallopian tube : madness Sydney, NSW Fallopian Tube Press 1974 GLBTIQ with cancer Network, Gay Men's It's a real bugger isn't it dear? Stories of Health (AIDS Council of [Beresford (editor)] Marcus different sexuality and cancer Adelaide, SA SA) 2007 [Hutton] (editor) [Marg] Your daughter's at the door [poetry] Melbourne, VIC Panic Press, Melbourne March, 1975 Inequity and hope : a discussion of the current information needs of people living [Multicultural HIV/AIDS with HIV/AIDS from non-English speaking [Multicultural HIV/AIDS November, Service] backgrounds [NSW] Service] 1997 "There's 2 in every classroom" : Addressing the needs of gay, lesbian, bisexual and Australian Capital [2001 from 100 [no author identified] transgender (GLBT) young people Territory Family Planning, ACT yr calendar] 1995 International Year for Tolerance : gay International Year for and lesbian information kit : milestones and Tolerance Australia [no author identified] current issues Melbourne, VIC 1995 1995 [no author identified] About AIDS in the workplace Massachusetts, USA Channing L Bete Co 1988 [no author identified] Abuse in same sex relationships [Melbourne, VIC] not stated n.d. Acquired Immune Deficiency Syndrome : [New York State [no author identified] 100 questions & answers : AIDS New York, NY Department of Health] 1985 AIDS : a time to care, a time to act, towards Australian Government [no author identified] a strategy for Australians Canberra, ACT Publishing Service 1988 Adam Carr And God bless Uncle Harry and his roommate Jack (who we're not supposed to talk about) : cartoons from Christopher [no author identified] Street Magazine New York, NY Avon Books 1978 [no author identified] Apollo 75 : Pix & story, all male [s.l.] s.n. -
The Voice of African-American Women: Feminist Voice in Maya Angelou's Selected Poems
International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 11, Issue 11, 2020 The Voice of African-American Women: Feminist Voice in Maya Angelou's Selected Poems Ali Kareem Sameera*, Hasan Hadi Alib, a,bMinistry of Education in Iraq, Email: a*[email protected] Being an African-American female poet, dramatist, novelist and critic, Maya Angelou made use of her poetry and literary writing as a means to direct her own feeling toward the racial secularism and injustice of the American society. In addition, she displayed the strength aspects of black women in resisting these stereotypes institutions and supporting their self-confidence and dignity. Thus, many critics and writers indicated that Angelou's poems concentrate on her own self-image and regarded her works as a reflection of the African-American womanhood. Therefore, this paper aims to examine Angelou's poems that apparently mirror the female voice and identity in Woman Work, Phenomenal Woman, Still I Rise and Equality. In each of these poems, the poet used a persona to speak out about the personal experience of the poet with racism and oppression against black women. The feminist theory was adopted to analyse the feminist voice in Angelou’s selected poems. The findings indicated that specific facts and literary devices of Angelou's utilisation of feminist inefficacy and silence were effective to stand against the racial discrimination and state of marginalisation. Thus, this paper implies that the reader can recognise Angelou's effort in emerging her own voice to speak about certain strategies used by the black women to sustain their self-respect, self- consciousness and identity. -
The Man from Snowy River and Other Verses
The Man From Snowy River and Other Verses Paterson, Andrew Barton (1864-1941) University of Sydney Library Sydney 1997 http://setis.library.usyd.edu.au/ © Copyright for this electronic version of the text belongs to the University of Sydney Library. The texts and Images are not to be used for commercial purposes without permission Source Text: The Man From Snowy River and Other Verses Andrew Barton Paterson Angus and Robertson Sydney 1917 Includes a preface by Rolf Boldrewood Scanned text file available at Project Gutenberg, prepared by Alan R.Light. Encoding of the text file at was prepared against first edition of 1896, including page references and other features of that work. All quotation marks retained as data. All unambiguous end-of-line hyphens have been removed, and the trailing part of a word has been joined to the preceding line. Author First Published 1895 Australian Etexts 1910-1939 poetry verse Portrait photograph: A.B. Paterson Preface Rolf Boldrewood It is not so easy to write ballads descriptive of the bushland of Australia as on light consideration would appear. Reasonably good verse on the subject has been supplied in sufficient quantity. But the maker of folksongs for our newborn nation requires a somewhat rare combination of gifts and experiences. Dowered with the poet's heart, he must yet have passed his ‘wander-jaehre’ amid the stern solitude of the Austral waste — must have ridden the race in the back-block township, guided the reckless stock-horse adown the mountain spur, and followed the night- long moving, spectral-seeming herd ‘in the droving days’.