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An Autoethnography of Scottish Hip-Hop: Identity, Locality, Outsiderdom and Social Commentary
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repository@Napier An autoethnography of Scottish hip-hop: identity, locality, outsiderdom and social commentary Dave Hook A thesis submitted in partial fulfilment of the requirements of Edinburgh Napier University, for the award of Doctor of Philosophy June 2018 Declaration This critical appraisal is the result of my own work and includes nothing that is the outcome of work done in collaboration except where specifically indicated in the text. It has not been previously submitted, in part or whole, to any university or institution for any degree, diploma, or other qualification. Signed:_________________________________________________________ Date:______5th June 2018 ________________________________________ Dave Hook BA PGCert FHEA Edinburgh i Abstract The published works that form the basis of this PhD are a selection of hip-hop songs written over a period of six years between 2010 and 2015. The lyrics for these pieces are all written by the author and performed with hip-hop group Stanley Odd. The songs have been recorded and commercially released by a number of independent record labels (Circular Records, Handsome Tramp Records and A Modern Way Recordings) with worldwide digital distribution licensed to Fine Tunes, and physical sales through Proper Music Distribution. Considering the poetics of Scottish hip-hop, the accompanying critical reflection is an autoethnographic study, focused on rap lyricism, identity and performance. The significance of the writing lies in how the pieces collectively explore notions of identity, ‘outsiderdom’, politics and society in a Scottish context. Further to this, the pieces are noteworthy in their interpretation of US hip-hop frameworks and structures, adapted and reworked through Scottish culture, dialect and perspective. -
Meter of Classical Arabic Poetry
Pegs, Cords, and Ghuls: Meter of Classical Arabic Poetry Hazel Scott Haverford College Department of Linguistics, Swarthmore College Fall 2009 There are many reasons to read poetry, filled with heroics and folly, sweeping metaphors and engaging rhymes. It can reveal much about a shared cultural history and the depths of the human soul; for linguists, it also provides insights into the nature of language itself. As a particular subset of a language, poetry is one case study for understanding the use of a language and the underlying rules that govern it. This paper explores the metrical system of classical Arabic poetry and its theoretical representations. The prevailing classification is from the 8th century C.E., based on the work of the scholar al-Khaliil, and I evaluate modern attempts to situate the meters within a more universal theory. I analyze the meter of two early Arabic poems, and observe the descriptive accuracy of al-Khaliil’s system, and then provide an analysis of the major alternative accounts. By incorporating linguistic concepts such as binarity and prosodic constraints, the newer models improve on the general accessibility of their theories with greater explanatory potential. The use of this analysis to identify and account for the four most commonly used meters, for example, highlights the significance of these models over al-Khaliil’s basic enumerations. The study is situated within a discussion of cultural history and the modern application of these meters, and a reflection on the oral nature of these poems. The opportunities created for easier cross-linguistic comparisons are crucial for a broader understanding of poetry, enhanced by Arabic’s complex levels of metrical patterns, and with conclusions that can inform wider linguistic study.* Introduction Classical Arabic poetry is traditionally characterized by its use of one of the sixteen * I would like to thank my advisor, Professor K. -
MLA In-Text Citations
1 MLA In-Text Collin College–Frisco, Lawler Hall 141 972-377-1080 ▪ [email protected] Citations Appointments: collin.mywconline.net Short Quotations Prose: Less than four (4) typed lines of prose is considered to be a short quotation. • Quotations should always be incorporated into a sentence of your original prose. A quotation should never stand alone in a sentence. • Follow each quotation with a parenthetical in-text citation containing: o Author’s last name (unless the author is introduced in your sentence) o Page number from which the quotation was taken. • The period comes after the parenthetical citation. A question mark or exclamation point should be placed within the quotation if it is part of the quoted section, with a period following the parenthetical citation. Example: According to John Brown, the writing center proves to be a “calm and quiet area to learn more about writing techniques” (22). Poetry: Three (3) lines or less of a poem is a short quotation. • In the parenthetical citation, use line number(s) instead of page numbers • The first time you quote a poem, use the word “line” or “lines.” In subsequent references, only include the actual line numbers. • Indicate each line break with a slash (/), placing a space both before and after it. • Use two slashes to indicate a stanza break. • A verse play, such as those written by Shakespeare, follows the rules for poetry. Example: The closing lines of Frost’s poem have a sleepy, dream-like quality: “The only other sound’s the sweep / Of easy wind and downy flake // The woods are lovely, dark and deep” (lines 11-13). -
Editor's Introduction
Editor’s Introduction: Scansion DAVID NOWELL SMITH _______________________ I would like to start from an intuition.1 This might seem an abuse of editorial privilege, and indeed might strike one as more generally tendentious: is an issue on ‘scansion’ the place for discussing one’s intuitions at all? For a start, it contravenes quite brazenly the strict separation between description and performance, lain down most powerfully by John Hollander well over half a century ago. For Hollander, a ‘descriptive’ system of scansion would aim at presenting schematically the whole ‘musical’ structure of a poem, whether this consists, in any particular case, of the prosodic features of the language in which it is written, the arrangement of elements completely foreign to that language (syllable counting in English verse for example), or even the arrangement of type on a page. A performative system of scansion, on the other hand, would present a series of rules governing a locutionary reading of a particular poem, before a real or implied audience. It would end up by describing not the poem itself, but the unstated canons of taste behind the rules. Performative systems of scansion, disguised as descriptive ones, have composed all but a few of the metrical studies of the past. Their subjectivity is far more treacherous than even that of reading poems into oscilloscopes and claiming that the image produced describes, or even is, the true poem.2 1 My great thanks to Ewan Jones on his comments on an earlier draft of this introduction. 2 John Hollander, ‘The Music of Poetry’, The Journal of Aesthetics and Art Criticism vol. -
Introduction to Meter
Introduction to Meter A stress or accent is the greater amount of force given to one syllable than another. English is a language in which all syllables are stressed or unstressed, and traditional poetry in English has used stress patterns as a fundamental structuring device. Meter is simply the rhythmic pattern of stresses in verse. To scan a poem means to read it for meter, an operation whose noun form is scansion. This can be tricky, for although we register and reproduce stresses in our everyday language, we are usually not aware of what we’re going. Learning to scan means making a more or less unconscious operation conscious. There are four types of meter in English: iambic, trochaic, anapestic, and dactylic. Each is named for a basic foot (usually two or three syllables with one strong stress). Iambs are feet with an unstressed syllable, followed by a stressed syllable. Only in nursery rhymes to do we tend to find totally regular meter, which has a singsong effect, Chidiock Tichborne’s poem being a notable exception. Here is a single line from Emily Dickinson that is totally regular iambic: _ / │ _ / │ _ / │ _ / My life had stood – a loaded Gun – This line serves to notify readers that the basic form of the poem will be iambic tetrameter, or four feet of iambs. The lines that follow are not so regular. Trochees are feet with a stressed syllable, followed by an unstressed syllable. Trochaic meter is associated with chants and magic spells in English: / _ │ / _ │ / _ │ / _ Double, double, toil and trouble, / _ │ / _ │ / _ │ / _ Fire burn and cauldron bubble. -
A Crash Course in Foot Structure
Representations Foot Parsing A Crash Course in Foot Structure Jochen Trommer [email protected] University of Leipzig Department of Linguistics Concatenative Approaches to Nonconcatenative Morphology EGG 2008 Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Not all syllables are created equal ba A ma la py tech ro nic Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Word Stress Metrical prominence of syllables in (phonological) words Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Phonetic Correlates of Word Stress I Length I Loudness I Pitch contour Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Consequences of Word Stress for Vowel Reduction EI t@m tO mIk @ I Vowels are maintained under stress I and reduced to [@] if unstressed Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Word Stress in the IPA [man.da."öi:.n@] ["Py:.b5.mO5.g@n] Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Overview Foot Parsing Jochen Trommer [email protected] A Crash Course in Foot Structure Representations Foot Parsing Prosodic Phonology Iambs&Trochees Hayes (1995) Word Stress in Prosodic Phonology (Selkirk, 1980) Phonological Word Footw Foots σs σw σs σw a la ba ma s = strong w = weak Jochen Trommer [email protected] A Crash Course -
Poetry-II-Teacher-Sample-3Rd-Ed.Pdf
Contents Contents How to Use This Study Guide with the Text & Literature Notebook ......5 Notes & Instructions to Teacher ....................................................................7 Taking With Us What Matters .......................................................................9 Four Stages to the Central One Idea ............................................................13 How to Mark a Book ......................................................................................18 THE ENGLISH RENAISSANCE PERIOD Introduction ................................................................................................... 22 Basic Features & Background ....................................................................... 24 Queen Elizabeth On Monsieur’s Departure ............................................................................. 30 Speech to the Troops at Tilbury ..................................................................... 33 Edmund Spenser – from The Faerie Queene, Canto I ..............................................37 Christopher Marlowe – The Passionate Shepherd to His Love ...............................47 Sir Walter Raleigh – The Nymph’s Reply to the Shepherd .......................................50 Sir Philip Sidney – Sonnet 31 ...............................................................................................54 George Peele – A Farewell to Arms .....................................................................................57 Robert Southwell – The Burning Babe .............................................................................60 -
Some Problems in Prosody
1903·] Some Problems in Prosody. 33 ARTICLE III. SOME PROBLEMS IN PROSODY. BY PI10PlCSSOI1 R.aBUT W. KAGOUN, PR.D. IT has been shown repeatedly, in the scientific world, that theory must be supplemented by practice. In some cases, indeed, practice has succeeded in obtaining satisfac tory results after theory has failed. Deposits of Urate of Soda in the joints, caused by an excess of Uric acid in the blood, were long held to be practically insoluble, although Carbonate of Lithia was supposed to have a solvent effect upon them. The use of Tetra·Ethyl-Ammonium Hydrox ide as a medicine, to dissolve these deposits and remove the gout and rheumatism which they cause, is said to be due to some experiments made by Edison because a friend of his had the gout. Mter scientific men had decided that electric lighting could never be made sufficiently cheap to be practicable, he discovered the incandescent lamp, by continuing his experiments in spite of their ridicule.1 Two young men who "would not accept the dictum of the authorities that phosphorus ... cannot be expelled from iron ores at a high temperature, ... set to work ... to see whether the scientific world had not blundered.'" To drive the phosphorus out of low-grade ores and convert them into Bessemer steel, required a "pot-lining" capable of enduring 25000 F. The quest seemed extraordinary, to say the least; nevertheless the task was accomplished. This appears to justify the remark that "Thomas is our modem Moses";8 but, striking as the figure is, the young ICf. -
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 Waste Land by T
The Waste Land by T. S. Eliot Copyright Notice ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. ©2007 eNotes.com LLC ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution or information storage retrieval systems without the written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/waste−land/copyright Table of Contents 1. The Waste Land: Introduction 2. Text of the Poem 3. T. S. Eliot Biography 4. Summary 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Topics for Further Study 11. Media Adaptations 12. What Do I Read Next? 13. Bibliography and Further Reading 14. Copyright Introduction Because of his wide−ranging contributions to poetry, criticism, prose, and drama, some critics consider Thomas Sterns Eliot one of the most influential writers of the twentieth century. The Waste Land can arguably be cited as his most influential work. When Eliot published this complex poem in 1922—first in his own literary magazine Criterion, then a month later in wider circulation in the Dial— it set off a critical firestorm in the literary world. The work is commonly regarded as one of the seminal works of modernist literature. Indeed, when many critics saw the poem for the first time, it seemed too modern. -
PHONOLOGICAL ANALYSIS the Foot Domain in Bambara Christopher R
PHONOLOGICAL ANALYSIS The foot domain in Bambara Christopher R. Green University of Maryland —Center for Advanced Study of Language (CASL) Recent research has shed new light on the role and characteristics of prosodic domains, includ - ing segmental and tonal feet, in an array of languages. This research extends to African languages, but much work remains to be done. Tonal African languages are particularly problematic, as cor - relates of stress or metrical prominence are often not well defined or are absent altogether. In ad - dition, descriptive work may omit details of the structure and function of prosodic domains. An exception to this is Bambara, where research implicates a pivotal role for foot structure in seg - mental and tonal processes. These processes reference a foot domain; however , there are conflict - ing accounts of certain defining characteristics of its structure . This article aims to challenge two long-held claims about Bambara prosodic structure. The data presented support a claim that all Bambara feet are uniformly trochaic and parsed from left to right in all instances. I intend to illus - trate that Bambara segmental and tonal feet are a single, structurally unified prosodic entity. * Keywords : prosodic structure , foot domain , Bambara , Mande languages , headedness 1. Introduction . The characteristics of and roles played by prosodic feet and simi - lar structures (e.g. tonal complexes) in morphophonological phenomena have been the subject of many recent works (e.g. Akinlabi & Liberman 2006 , Akinlabi & Uria 2003 , Bennett 2012 , 2013, Bickmore 1995, 2003 , de Lacy 2002 , Green 2010 , Hannahs 2009 , Hermans 2011 , Jaker 2010 , Leben 1997, 2002, 2003 , Pearce 2006, 2007 , Yip 1996 , Zec 1999, among others). -
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.