Your Feet's Too Big: Downsizing English Metrics
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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. -
Robert Hayden (1913-1980)
ROBERT HAYDEN (1913-1980) “RUNAGATE RUNAGATE” (1962) √A highly moving—rhythmic—poetic evocation of the Underground Railroad: sights, sounds, fears, threats, the heroine Harriet Tubman, language from “WANTED” posters. Different VOICES. √ THE CONCISE OXFORD COMPANION TO AFRICAN AMERICAN LITERATURE: “One of Robert Hayden’s most successful historical poems, ‘Runagate Runagate’ (first published in 1962), employs a montage of voices to portray the tumultuous world of escaped slaves, and ultimately the fundamental human impulse toward freedom. ‘Runagate,’ a term for a runaway slave, refers specifically to Harriet Tubman and by extension to a series of symbols suggesting freedom and emancipation.” [http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803100433238] √ Cental Idea: Quest for Freedom, of slaves in the American South √ Poetic Meter: Utilizes a variety of meters: dactyl, iamb, amphibrach, cretic, anapest, spondee—yet is strongly grounded in the TROCHAIC. The poem’s opening line is in Trochaic Heptameter, with other major line-groupings of 6 trochees, 4 trochees, 3 trochees, pairs of trochees “bookending” another single meter; the “hoot-owl calling” quatrain near the poem’s conclusion has all 4 lines in Trochaic Tetrameter. The use of TROCHEE is, further, associated with moments of high drama. Three MOLOSSUS in highly emotionally charged moments. √ Historical, Evocative, Powerful, Personal √ Historical sources of some of the poetic language: spirituals, hymns, abolitionist songs, WANTED posters, voices of slaves, the voice of Harriet Tubman. √ Reiteration and Alliteration: “Catch them if you can….”; “she says”; “movering, movering”; “Mean (mean mean) to be free”; “brethren brethren”; “air”; “leaves”; “No more”; “Some go (some in)”; “for me”; “darkness”; “beckoning beckoning”; “and the hunters pursuing and the hounds pursuing”; “and the night cold and the night long”; “keep on going”; “when you try to catch them”; “Many thousands”; “If you see”; “woman of earth, whipscarred, a summoning, a shining”; “Tell me . -
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. -
Phonetics and Phonology
TRNAVA UNIVERSITY IN TRNAVA FACULTY OF EDUCATION PHONETICS AND PHONOLOGY Selected Aspects of English Pronunciation Učebné texty Hana Vančová Trnava 2019 Phonetics and Phonology. Selected Aspects of English Pronunciation Učebné texty. © Mgr. Hana Vančová, PhD. Recenzenti: prof. PaedDr. Silvia Pokrivčáková, PhD. Mgr. Eva Lukáčová, PhD. Jazyková korektúra: M. A. Louise Kocianová Vydal: Pedagogická fakulta Trnavskej univerzity v Trnave Vydanie: prvé Náklad: elektronické vydanie Trnava 2019 ISBN 978-80-568-0178-9 2 OBSAH Introduction ................................................................................................................................ 5 1 THE ACOUSTIC ASPECT OF LANGUAGE ................................................................................... 6 1.1 The development of human speech ................................................................................. 6 1.2 Interfaces of phonetics and phonology with other linguistic disciplines ......................... 8 1.3 English orthography and pronunciation ......................................................................... 11 2 PHONEMES AND ALLOPHONES ............................................................................................. 16 2. 1 Vowel sounds ................................................................................................................. 16 2.1.1 Vowels (monophthongs) .......................................................................................... 16 2.1.2 Diphthongs .............................................................................................................. -
Definitions & Identify 1. Which of the Following Is A
Check for Understanding: Definitions & Identify 1. Which of the following is a definition of an iamb? (Short = unstressed, long = stressed) a. 1 short syllable followed by another short syllable b. 1 short syllable followed by a long syllable c. 1 long syllable followed by another long syllable d. 1 long syllable followed by a short syllable 2. Which of these words is an iamb? a. Employ b. Coffee c. Drinking d. Eat 3. Which of these words is not an iamb? a. Unfit b. Unwell c. Behold d. Freedom 4. What is the definition of a metrical foot? a. A syllable b. A group of 5 or more syllables c. A rhyme scheme in a poem d. A group of 2-3 syllables that form a rhythmic unit 5. All of these are types of metrical feet except – a. Iamb b. Trochee c. Spondee d. Taradactyl e. Dactyl 6. True or False: A metrical foot can only be one word. a. True b. False 7. True or False: An iamb must be more than one word. a. True b. False 8. True or False: Poems that rhyme have meter. a. True b. False 9. True or False: Poems that do not rhyme have meter. a. True b. False 10. True or False: A poem’s meter cannot change throughout a poem. a. True b. False Answer KEY 1. Which of the following is a definition of an iamb? (Short = unstressed, long = stressed) a. 1 short syllable followed by another short syllable b. 1 short syllable followed by a long syllable c. -
Basic Guide to Latin Meter and Scansion
APPENDIX B Basic Guide to Latin Meter and Scansion Latin poetry follows a strict rhythm based on the quantity of the vowel in each syllable. Each line of poetry divides into a number of feet (analogous to the measures in music). The syllables in each foot scan as “long” or “short” according to the parameters of the meter that the poet employs. A vowel scans as “long” if (1) it is long by nature (e.g., the ablative singular ending in the first declen- sion: puellā); (2) it is a diphthong: ae (saepe), au (laudat), ei (deinde), eu (neuter), oe (poena), ui (cui); (3) it is long by position—these vowels are followed by double consonants (cantātae) or a consonantal i (Trōia), x (flexibus), or z. All other vowels scan as “short.” A few other matters often confuse beginners: (1) qu and gu count as single consonants (sīc aquilam; linguā); (2) h does NOT affect the quantity of a vowel Bellus( homō: Martial 1.9.1, the -us in bellus scans as short); (3) if a mute consonant (b, c, d, g, k, q, p, t) is followed by l or r, the preced- ing vowel scans according to the demands of the meter, either long (omnium patrōnus: Catullus 49.7, the -a in patrōnus scans as long to accommodate the hendecasyllabic meter) OR short (prō patriā: Horace, Carmina 3.2.13, the first -a in patriā scans as short to accommodate the Alcaic strophe). 583 40-Irby-Appendix B.indd 583 02/07/15 12:32 AM DESIGN SERVICES OF # 157612 Cust: OUP Au: Irby Pg. -
Downloaded from Brill.Com09/30/2021 10:48:23AM Via Free Access 340 Psaroudakēs and Moschos
Greek and Roman Musical Studies 6 (2018) 339-358 brill.com/grms An Experimental Investigation of Rhythmic Irrationality Stelios Psaroudakēs Department of Music Studies, National & Kapodistrian University of Athens [email protected] Fotis Moschos Laboratory of Musical Acoustics, Department of Music Studies, National & Kapodistrian University of Athens [email protected] Abstract The present paper investigates ‘rhythmic irrationality’ in the medium of recited ‘word’, as this is defined by Aristoxenos and Dionysios Halikarnasseus in three rhythmic con- texts: that of the anapaest, of the dactyl, and of the trochee (choreios). For this purpose, computer experiments have been devised, one for each of the aforementioned irratio- nalities: against the background of a monitored metronome, a line in each rhythm is initially recited in the rational mode. The line is subsequently recited another seven times, with the podic duration which is to suffer diminution or augmentation, in steps of eighths of the time unit. The eight vocal renderings of each line are then assessed psychoacoustically, in order to locate: (a) the point at which our hearing detects the onset of irrationality, and (b) the point at which a shift from the original rhythm to another is sensed. Keywords rhythmic theory – rhythmic irrationality – cyclic anapaest – irrational dactyl – alogos choreios © koninklijke brill nv, leiden, 2018 | doi:10.1163/22129758-12341326Downloaded from Brill.com09/30/2021 10:48:23AM via free access 340 Psaroudakēs and Moschos 1 Rhythmic Rationality1 It has been established in the scholarship of ancient Hellenic music that a ‘simple rational foot’ (ῥητὸς ἀσύνθετος/ἁπλοῦς πούς) is defined as the temporal structure2 π = (Χl: Ẋ f) or (Ẋl: Xf), where3 π stands for simple rational foot; Xl stands for the ‘leading part of the foot’ (καθηγούμενος ποδικὸς χρόνος),4 hereafter the ‘leader’, which is a multiple of the ‘unit of time’ (πρῶτος χρόνος).5 Thus, Χl = kυ with k ϵ {1, 2, 3}, i.e. -
Notes on Prosody
Notes on Middle English Prosody Dr. A Mitchell Sound and Sense Middle English poets typically delight in the accidental harmonies and disharmonies of verbal sounds. Sometimes sound is deliberately made to echoe sense, but more often accoustic patterns do not serve a referential or mimetic function. Syncopated rhythm may just be pleasurable to hear in the voice; variation may aid expressiveness or enhance interest; or sounds may be affective or mnemonic. Sound patterns also function as a sign of the poet’s pedigree, affiliations, or tastes. But in any event critics can probably make only modest claims about the significance of acoustic effects in the vernacular – some measure of irregularity is just a natural consequence of writing in Middle English. Rhyme is the most familiar sound pattern, and it basically demands that the poetic composition be oriented around the music (not the other way around). As a result, the semantic may be subordinated to the sonic or phonetic: e.g., syntax is inverted or contorted so as to get the proper rhyme in place; rhyme words are chosen less for sense than for sound. But of course rhymes may also produce interesting semantic juxtapositions or recapitulations, and occasionally Chaucer among others uses rhyme deftly to produce harmony and discordance, parallelism and antithesis. The main types of rhyme are the following. • end rhyme (most common) • internal rhyme (within a line) • masculine (single-sllable, or when final stressed syllable rhymes as in cat/hat) • feminine (rhymed stressed syllable followed by unstressed as in butter/clutter) • exact rhyme and rime riche (on the same sounds) • near rhyme (not a failed rhyme, it has the salutary effect of avoiding monotony) You will recognize these additional sound effects: • onomatapoia • assonance • alliteration • consonance Metrics: Alliterative and Accentual-Syllabic Some Medieval English verse is alliterative (that of Langland and the so-called poems of the Alliterative Revival), but much is what we call accentual-syllabic. -
Trochees and Iambs2
CHAPTER III. Some Remarks on the Nature of Trochees and Iambs and their Relationship to Other Metres ‘The iambic is the characteristic rhythm of people as they talk […]. The trochaic rhythm, again, is too much akin to the comic dance, as may be seen in tetrameter verse, for the rhythm of tetrameters is light and tripping. (Aristotle, 1932: 3.8, 1408b). The present study assumes that poetic rhythm in the tonic-syllabic system current in English poetry can be best accounted for by three sets of patterns: First, an abstract matrix of expectations consisting of regularly alternating strong and weak positions. Secondly, the stress-pattern of spoken language. Some aspects of this stress pattern confirm the abstract schema (one could even say that it is from these that the reader abstracts the metric pattern); some aspects deviate from it, and produce tension. These deviations, far from being signs of imperfection, of “unmetricality”, are major prosodic and expressive assets. When the reader encounters some deviation from the abstract metric pattern, he makes adjustments in its performance, so as to preserve both his metrical set, that is, his feeling of regularly alternating strong and weak positions and, at the same time, the stress pattern of his spoken language. The adjustment frequently consists in overarticu- lation, overstressing, and additional grouping of stresses. This constitutes the third pattern, the pattern of performance. The greater the deviation, the greater the adjustment required and the tighter the additional grouping, One of the basic assumptions of the present study is, then, that the rhythm of a poem is accessible only through some kind of performance; an adequate account of a poem’s rhythm can be given only by considering the interplay of three patterns: those of metre, stresses and performance. -
Zeuscansion: a Tool for Scansion of English Poetry
ZeuScansion: A tool for scansion of English poetry Manex Agirrezabal1, Aitzol Astigarraga1, Bertol Arrieta1, and Mans Hulden2 1 University of the Basque Country (UPV/EHU), Department of Computer Science, 20018 Donostia, Spain 2 University of Colorado Boulder, Department of Linguistics, Boulder, Colorado (USA) abstract We present a finite-state technology (FST) based system capable of Keywords: performing metrical scansion of verse written in English. Scansion scansion, English, is the traditional task of analyzing the lines of a poem, marking the poetry, out-of-vocabulary stressed and non-stressed elements and dividing the line into metrical words feet. The system’s workflow is composed of several subtasks designed around finite-state machines that analyze verse by performing tok- enization, part-of-speech tagging, stress placement, and stress-pattern prediction for unknown words. The scanner also classifies poems ac- cording to the predominant type of metrical foot found. We present a brief evaluation of the system using a gold standard corpus of human- scanned verse, on which a per-syllable accuracy of 86.78% is achieved. The program uses open-source components and is released under the GNU GPL license.1 1 introduction Scansion is a well-established form of poetry analysis which involves marking the prosodic meter of lines of verse and possibly also dividing the lines into feet. The specific technique and scansion notation may 1 ZeuScansion code: https://github.com/manexagirrezabal/zeuscansion Stress guesser code: https://github.com/manexagirrezabal/athenarhythm Journal of Language Modelling Vol 4, No 1 (2016), pp. 3–28 M. Agirrezabal et al. differ from language to language because of phonological and prosodic differences, and also because of different traditions regarding meter and form. -
(Article) {12/80}
ABSTINENCE {d87} austan•ençù {v} ACETONE acetôn {m} ABSTRACT (DOCUMENT) riaßúnt {m} ACETYLENE acetülene {m} a ABSTRACT {6/85} absträts {a} ACHAEA Ac’haiâ {fr} ABSTRACTION absträtsità {f} ACHE {v} {d87} ác’h•ar {vs} ABSTRUSE {d97} rescundít {a} ACHE {n} {d85} ac’hâ {f} A (ARTICLE) {12/80} ’n {ai} ABSURDITY {d85} ausîrd•ità {a} ACHIEVEMENT {d85} acav•amáintsch {v} A PROPOS {a} apropô {a} ABUGIDA {d97e} abugidâ {f} ACHINESE {s96} Atschì {a} A (LETTER OF ALPHABET) a {f} ABUNDANCE {d97al} circümfuênçâ {f} ACHOO! (SNEEZE) {2/90} aciîc’h! [aCî’x] A (ARTICLE) {2/81} viens {ai} ABUNDANT {d97al} cüpiös {a} ACID {a} chisléu {a} A CAPPELLA acapelâ {a} ABUSE {v} envilan•ar {v} ACID {n} {d85} acid {m} AARON {s96} Aharôn {m} ABUSE {n} vilanïa {f} ACKNOWLEDGE {d97} repaxh•ar {v} AARONIC PR’HOOD prestriçâ {f} d’Aharôn ABUSE OF POWER OR TRUST impaceâ {f} ACKNOWLEDGEMENT {d11/81d} jà {f} ABACUS schotìns {mp} ABUTMENT rinfiánc {m} ACNE CREAM cremâ {f} për poiëriçù ABALONE avaliun {f} ABYSMAL {d97!G} avüßmic {a} ACNE {d87} poiëriçù {f} ABANDONMENT {d85} avandun•aziun ABYSS {d85} avüß {m} ACOLYTE colüta {m} ABATE {d87e} abat•ar {v} ABYSSINIA {s96} Apsügñh {iv} ACONITE: MONKSHOOD ~ aconiteu {m} ABATE {d97al} segñhësch•ar {v} ACACIA acaceâ {f} ACONITE: WINTER ~ aconiteu da þivereu ABBA, FATHER (ARAMAIC) avvà {m} ACADEMIC {d87} academic {a} ACORN BREAD {s97ho} lasch {m} ABBAVILLA INSIDER esoteric d’Abbavilla ACADEMY {12/80} académieu {m} ACORN MUSH {s97ho} sôviâ {f} ABBEY arc’histár {m} ACADIA Acadzïa {fr} ACORN {s97al} is-chír {m} ABBOT {s97mo} abáþ {m} ACANTHUS -
Downloaded September 12, 2014, Itunes
Hearing Meter from Different Angles: Interactive Vocal Meter and Hypermeter in Selected Songs and Their Covers by Kristi Dawn Hardman B. Mus., University of Manitoba, 2013 B. Ed., University of Manitoba, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Music) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) March 2016 © Kristi Dawn Hardman, 2016 Abstract A vocal melody is a setting of poetry to musical rhythms and pitches. The poetry and the musical melody have distinct accentuation patterns, yet as musicians we too often only analyse the musical events of a vocal melody in order to determine its rhythmic structure and meter, while ignoring the meter of the poetic text. This thesis examines how the meter of the poetic text interacts with the meter of the musical melody to inform our overall perception of the vocal melody’s meter. Through comparison of popular songs with cover versions that adopt a different meter, it investigates how the same poetic meter interacts with different musical meters, and studies the resulting effects on vocal meter and hypermeter. The methodology can be applied to a wide range of popular music genres, so each chapter examines an original song and cover versions representing different genres. The first chapter establishes the new methodology developed in this thesis. The concepts of poetic meter, melodic meter, and the resulting “interactive vocal meter” are introduced and applied in the analysis of three versions of Hank Williams’s “I’m So Lonesome I Could Cry.” This chapter also explores some novel ways in which we can interpret syncopations and hypermeter.