Dunbar's Georgics
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Narrative Section of a Successful Application
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Humanities Connections Planning guidelines at https://www.neh.gov/grants/education/humanities-connections-planning-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Education Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: The Life, Works, and Legacy of Paul Laurence Dunbar: Interdisciplinary Curriculum Development Institution: University of Dayton Project Director: Minnita Daniel-Cox, Jennifer Speed, and Ju Shen Grant Program: Humanities Connections Planning 400 7th Street, SW, Washington, DC 20024 P 202.606.8500 F 202.606.8394 [email protected] www.neh.gov TABLE OF CONTENTS Summary 1 Narrative Project Rationale & Desired Outcomes 2-5 Intellectual Content 5-7 Planning Committee 7-10 Planning Process 10-11 -
Renaissance Receptions of Ovid's Tristia Dissertation
RENAISSANCE RECEPTIONS OF OVID’S TRISTIA DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Gabriel Fuchs, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Frank T. Coulson, Advisor Benjamin Acosta-Hughes Tom Hawkins Copyright by Gabriel Fuchs 2013 ABSTRACT This study examines two facets of the reception of Ovid’s Tristia in the 16th century: its commentary tradition and its adaptation by Latin poets. It lays the groundwork for a more comprehensive study of the Renaissance reception of the Tristia by providing a scholarly platform where there was none before (particularly with regard to the unedited, unpublished commentary tradition), and offers literary case studies of poetic postscripts to Ovid’s Tristia in order to explore the wider impact of Ovid’s exilic imaginary in 16th-century Europe. After a brief introduction, the second chapter introduces the three major commentaries on the Tristia printed in the Renaissance: those of Bartolomaeus Merula (published 1499, Venice), Veit Amerbach (1549, Basel), and Hecules Ciofanus (1581, Antwerp) and analyzes their various contexts, styles, and approaches to the text. The third chapter shows the commentators at work, presenting a more focused look at how these commentators apply their differing methods to the same selection of the Tristia, namely Book 2. These two chapters combine to demonstrate how commentary on the Tristia developed over the course of the 16th century: it begins from an encyclopedic approach, becomes focused on rhetoric, and is later aimed at textual criticism, presenting a trajectory that ii becomes increasingly focused and philological. -
Racial Ideas of the Nineteenth Century in Dunbar's Lyrics of Lowly
A Reflection of the Times: Racial Ideas of the Nineteenth Century in Dunbar’s Lyrics of Lowly Life Nerlande Adolphe Adolphe 1 Before Lyrics of Lowly Life: Paul Laurence Dunbar and the Influence of his Race In 1872, five years before the end of Reconstruction, Paul Laurence Dunbar was born. The time Dunbar was born is significant it speaks to how Dunbar grew up during a time when the racial tenor was signified by pervading theories of racial hierarchies and racial caricatures, socio-political entrenchment for African Americans, and growing black scholarship. In this social context, Dunbar flourished as a poet and influential figure and became the first African-American commercially recognized poet. As William Dean Howells’s cannot help noting in the introduction of Dunbar’s Lyrics of Lowly Life (1896), Paul Laurence Dunbar was the child of once enslaved people; his father escaped to Kentucky and his mother was freed during the Civil war (xiv). This particular detail of his life is not a defining marker of Dunbar’s identity as a poet or man, but it becomes integral, for it reveals Dunbar’s racial identity. Furthermore, similar to Phyllis Wheatley, Dunbar’s history and race are factors that attract some of his admirers, especially those who identify with his poems written in African American dialect. Additionally, Dunbar further developed his talent and acquired connections through his education, which later assisted with his literary popularity. Paul Laurence Dunbar was the only African-American in his high school class in Dayton, Ohio. During his time in Central High School, Dunbar involved himself with programs that involved writing; he was the president of the literary Philomathean Society, editor-in-chief of the school newspaper, and class poet. -
TABLE of CONTENTS GRADES 6–12 OPEN a WORLD of IDEAS It Is Important to Understand That Learning Is Different in the 21St Century Than It Was in the 20Th Century
TABLE OF CONTENTS GRADES 6–12 OPEN A WORLD OF IDEAS It is important to understand that learning is different in the 21st century than it was in the 20th century. For many of us educated in the 20th century, our learning modalities are closer to Gutenberg than Zuckerberg! Learning changes as technologies change. We’re moving from what would have been a receptive learning ecology to an interactive and productive one. The 21st century is about producing knowledge. It’s a century where students need to develop unique and powerful voices plurally and consider the following questions: How do I speak to different audiences? How do I understand the rhetorical situation? How do I know what my audience needs to hear from me? How do I meet them where they are? There’s not just one generic academic voice; there are multiple voices. It’s also about learning to consider and engage diverse perspectives. —Dr. Ernest Morrell, myPerspectives Author ERNEST MORRELL, Ph.D., Coyle Professor and the Literacy Education Director at the University of Notre Dame 2 TABLE OF CONTENTS myPerspectives ensures that students read and understand a variety of complex texts across multiple genres such as poetry, myths, realistic fiction, historical fiction, speeches, dramas, literary criticism, letters, speeches, articles, short stories, and more. These varied texts allow students to encounter new perspectives, rethink ideas, and deepen their knowledge of contemporary, traditional, and classic literature. STUDENT EDITION UNITS Grade 6 . .. 6 Grade 7 . .. 9 Grade 8 . 13 Grade 9 . 16 Grade 10 . .. 21 American Literature . 26 British and World Literature . -
As the Month of April Winds Down, We End the Last Sunday of the Month Honoring Paul Laurence Dunbar During National Poetry Month
As the month of April winds down, we end the last Sunday of the month honoring Paul Laurence Dunbar during National Poetry Month. Paul Laurence Dunbar (June 27, 1872 – February 9, 1906) was an American poet, novelist, and short story writer. Born in Dayton, Ohio, to parents who had been enslaved in Kentucky before the American Civil War, Dunbar began writing stories and verse when he was a child. He published his first poems at the age of 16 in a Dayton newspaper, and served as president of his high school's literary society. Dunbar's popularity increased rapidly after his work was praised by William Dean Howells, a leading editor associated with Harper's Weekly. Dunbar became one of the first African-American writers to establish an international reputation. In addition to his poems, short stories, and novels, he also wrote the lyrics for the musical comedy In Dahomey (1903), the first all-African-American musical produced on Broadway in New York. The musical later toured in the United States and the United Kingdom. Suffering from tuberculosis, which then had no cure, Dunbar died in Dayton, Ohio, at the age of 33. Much of Dunbar's more popular work in his lifetime was written in the " Negro dialect" associated with the antebellum South, though he also used the Midwestern regional dialect of James Whitcomb Riley. Dunbar also wrote in conventional English in other poetry and novels. Source: Wikipedia Two brief examples of Dunbar's work, the first in standard English and the second in dialect, demonstrate the diversity of Dunbar's works. -
Paul Laurence Dunbar's Naturalist Strategies
%ODFN1DWXUDOLVP:KLWH'HWHUPLQLVP3DXO/DXUHQFH 'XQEDU V1DWXUDOLVW6WUDWHJLHV Thomas L. Morgan Studies in American Naturalism, Volume 7, Number 1, Summer 2012, pp. 7-38 (Article) 3XEOLVKHGE\8QLYHUVLW\RI1HEUDVND3UHVV DOI: 10.1353/san.2012.0009 For additional information about this article http://muse.jhu.edu/journals/san/summary/v007/7.1.morgan.html Access provided by University of Dayton (12 Sep 2014 11:11 GMT) Black Naturalism, White Determinism Paul Laurence Dunbar’s Naturalist Strategies Thomas L. Morgan, University of Dayton Paul Laurence Dunbar was born into a country with already existing ex- pectations regarding African Americans. While this is not a novel observa- tion, it is intended to acknowledge the differing assumptions critics and readers, both then and now, bring to his work. As a black male author in a predominantly white literary world, Dunbar had to navigate the racial presumptions of editors and readers alike in order to succeed. To be fi - nancially successful while maintaining his political and aesthetic stance, Dunbar had to create literary strategies capable of critiquing the social, political, economic, and cultural problems facing African Americans that, at the same time, would not explicitly confront white readers’ internal- ized beliefs regarding blacks. As Gene Jarrett argues in Deans and Tru- ants (2007), Dunbar’s experience with the racial realism of William Dean Howells led to Dunbar’s experimentation with literary naturalism.1 And it is this experimentation that informs Dunbar’s naturalist depictions of white -
“When Dey 'Listed Colored Soldiers”: Paul
Durham Research Online Deposited in DRO: 13 May 2008 Version of attached le: Published Version Peer-review status of attached le: Peer-reviewed Citation for published item: Terry, J. (2007) '"When dey listed colored soldiers": Paul Laurence Dunbar's poetic engagement with the Civil War, masculinity and violence.', African American review., 41 (2). pp. 269-275. Further information on publisher's website: http://aar.slu.edu/ Publisher's copyright statement: Additional information: Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full DRO policy for further details. Durham University Library, Stockton Road, Durham DH1 3LY, United Kingdom Tel : +44 (0)191 334 3042 | Fax : +44 (0)191 334 2971 https://dro.dur.ac.uk “When Dey ’Listed Colored Soldiers”: Paul Laurence Dunbar’s Poetic Engagement with the Civil War, Masculinity, and Violence aul Laurence Dunbar’s poetic treatment of the Civil War and its legacies explores heroism, patriotism, citizenship, P Jennifer Terry is Lecturer in death, mourning, and trauma. In reflecting on the war, consid- English at the University of ered a worthy and elevated national theme, the author found an Durham, UK. -
Didacticism in the Historical Poetry of Michael Drayton. Linda Anne Salathe
Lehigh University Lehigh Preserve Theses and Dissertations 1-1-1976 Didacticism in the historical poetry of Michael Drayton. Linda Anne Salathe Follow this and additional works at: http://preserve.lehigh.edu/etd Part of the English Language and Literature Commons Recommended Citation Salathe, Linda Anne, "Didacticism in the historical poetry of Michael Drayton." (1976). Theses and Dissertations. Paper 2089. This Thesis is brought to you for free and open access by Lehigh Preserve. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Lehigh Preserve. For more information, please contact [email protected]. DIDACTICISM IN THE HISTORICAL POETRY OF MICHAEL DRAYTON by Linda Anne Domina Salathe A Thesis Presented to the Graduate Committee of Lehigh University in Candidacy for the Degree of Master of Arts m Department of English Lehigh University 1976 ProQuest Number: EP76362 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest EP76362 Published by ProQuest LLC (2015). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Certificate of Approval This thesis is accepted and approved in partial fulfillment of the requirements for the degree of Master of Arts. -
Dayton Aviation Heritage National Park Service
National Park Service Dayton Aviation Heritage U.S. Department of the Interior Paul Laurence Dunbar State Memorial IS Dayton Aviation Heritage \*7 National Historical Park Paul Laurence Dunbar State Memorial PAUL LAURENCE-.DSKBAR BW)Ll,U'Rl-i;CEI>U! S s/FIELD Paul Laurence Dunbar Qune 27,1872 - February 9,1906) was an American poet and author who was best known in his lifetime for his dialect work and his use of metaphor and rhetoric, often in a conversational style. In his short career he pro duced an impressive twelve books of poetry, four novels, four books of short sto ries, and wrote the lyrics to many popular songs. Dunbar became the first African American to support himself financially through his writing. 'The child within the Paul was born in Dayton, Ohio. His mother with books of short stories and poetry. Paul was a cradle rail..." Matilda and his father Joshua were former slaves popular speaker in high school, gaining the nick from Kentucky. Joshua Dunbar served in the 55th name "Deacon Dunbar" for his authoritative style Massachusetts Infantry and the 5th Massachusetts of speech. Cavalry of the United States Colored Troops dur ing the American Civil War. Pneumonia prevented Paul from getting his diplo ma on time, but he persevered and it was during Paul had two half brothers, William and Rob this time that he wrote the poem "Keep a Pluggin' ert, sons of Matilda from a previous marriage in a Way." High school was a productive time for Kentucky. Matilda and Joshua had a second child, Dunbar. -
Paul Laurence Dunbar and Turn-Into-The-20Th-Century African American Dualism" (2007)
University of Massachusetts Amherst ScholarWorks@UMass Amherst Afro-American Studies Faculty Publication Series Afro-American Studies 2007 Paul Laurence Dunbar and Turn-into-the-20th- Century African American Dualism James E. Smethurst University of Massachusetts - Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/afroam_faculty_pubs Recommended Citation Smethurst, James E., "Paul Laurence Dunbar and Turn-into-the-20th-Century African American Dualism" (2007). AFRICAN AMERICAN REVIEW. 54. Retrieved from https://scholarworks.umass.edu/afroam_faculty_pubs/54 This Article is brought to you for free and open access by the Afro-American Studies at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Afro-American Studies Faculty Publication Series by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Paul Laurence Dunbar and Tum-into-the-20th-century African American Dualism Paul Gilroy has powerfully claimed that the notion of double consciousness in which the black subject "ever feels his James Smethurstteaches twoness" was used by W. E. B. Du Bois to figure a diasporic, and in the W. E. B. Du Bois sometimes transatlantic black modernity expressing the ambiva Department of Afro-American lent location of people of African descent simultaneously within Studies at the University of and beyond what is known as "the West" (111-45). Certainly, Du Massachusetts Amherst. He Bois's articulation of dualism has remained a powerful trope is the author of TheNew Red available to a wide range of artists and intellectuals both inside Negro: The LiteraryLeft and and outside of the United States down to the present. -
Texts and Subtexts in Performing Blackness: Vernacular Masking in Key and Peele As a Lens for Viewing Paul Laurence Dunbar's M
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses March 2017 Texts and Subtexts in Performing Blackness: Vernacular Masking in Key and Peele as a Lens for Viewing Paul Laurence Dunbar’s Musical Comedy Spencer Kuchle University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the African American Studies Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Performance Studies Commons, and the Television Commons Recommended Citation Kuchle, Spencer, "Texts and Subtexts in Performing Blackness: Vernacular Masking in Key and Peele as a Lens for Viewing Paul Laurence Dunbar’s Musical Comedy" (2017). Doctoral Dissertations. 886. https://doi.org/10.7275/9399331.0 https://scholarworks.umass.edu/dissertations_2/886 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Texts and Subtexts in Performing Blackness: Vernacular Masking in Key and Peele as a Lens for Viewing Paul Laurence Dunbar’s Musical Comedy A Dissertation Presented by SPENCER JAMISON PASQUERELLA KUCHLE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2017 W.E.B. Department of Afro-American Studies © Copyright by Spencer Jamison Pasquerella Kuchle 2017 All Rights Reserved Texts and Subtexts in Performing Blackness: Vernacular Masking in Key and Peele as a Lens for Viewing Paul Laurence Dunbar’s Musical Comedy A Dissertation Presented By SPENCER JAMISON PASQUERELLA KUCHLE Approved as to style and content by: ___________________________________ Steven C. -
MCAS Grade 8 English Language Arts, Reading Comprehension Release Items Spring 2015
VII. English Language Arts, Reading Comprehension, Grade 8 Grade 8 English Language Arts Reading Comprehension Test The spring 2015 grade 8 English Language Arts Reading Comprehension test was based on grades 6–12 learning standards in two content strands of the Massachusetts Curriculum Framework for English Language Arts and Literacy (March 2011) listed below. Page numbers for the learning standards appear in parentheses. ■ Reading (Framework, pages 47–52) ■ Language (Framework, pages 64–67) The Massachusetts Curriculum Framework for English Language Arts and Literacy is available on the Department website at www.doe.mass.edu/frameworks/current.html. ELA Reading Comprehension test results are reported under two MCAS reporting categories, Reading and Language, which are identical to the two framework content strands listed above. The tables at the conclusion of this chapter indicate each released and unreleased common item’s reporting category and the standard it assesses. The correct answers for released multiple-choice questions are also displayed in the released item table. Test Sessions and Content Overview The grade 8 ELA Reading Comprehension test included two separate test sessions. Each session included reading passages, followed by multiple-choice and open-response questions. Selected common reading passages and approximately half of the common test items are shown on the following pages as they appeared in test booklets. Reference Materials During both ELA Reading Comprehension test sessions, the use of bilingual word-to-word dictionaries was allowed for current and former English language learner students only. No other reference materials were allowed during any ELA Reading Comprehension test session. 92 MCAS_2015_Gr8_ELA_RID Grade 8 English Language Arts READING COMPREHENSION DIRECTIONS This session contains two reading selections with fourteen multiple-choice questions and two open-response questions.