Carol Ann Duffy's Postmodern Satire
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Final Thesis Phil Isherwood
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Bolton Institutional Repository (UBIR) Numinous Connections: Poetry in the Hospice Philip Isherwood A thesis submitted in partial fulfilment of the requirements of the University of Bolton for the degree of Doctor of Philosophy January 2015 Numinous Connections - Poetry in the Hospice - Philip Isherwood A thesis submitted in partial fulfilment of the requirements of the University of Bolton for the degree of Doctor of Philosophy Philip Isherwood Numinous Connections: Poetry in the Hospice Abstract This thesis offers a distinctive approach to writing poetry which has been developed within the context of the author’s/researcher’s observations of, and participation in, end of life care. It will be argued that poetry can have a unique role in supporting patients within a hospice setting. It emerges that there may be a further role of the poem as ‘memorial art’. The practical base to the research has been writing poetry based on conversations with, and the creative artwork of, hospice patients throughout a period of over three years. These working methods have enabled the author to produce a substantial collection of poetry, presented at the start of the thesis, as the prime evidence of the value of the approach. In this research context the ‘numinous’ is interpreted from its extended definition as relating to transcendence, wonder and otherness. Particular components of the writing practice have formed a ‘numinous poetics’. The numinous as a focus in this research has emerged through careful and scholarly reading and reflection as part of the author’s response to the perceived qualities and value of the poems as they were written. -
Poet Andrew Motion, Interviewed at National Portrait Gallery, London, 14 March 2014
Picture the Poet – Fusion Digital Gallery audio transcript: Poet Andrew Motion, interviewed at National Portrait Gallery, London, 14 March 2014 For me, poems begin with a sense of, well, I think it is a sort of musical ache if that means anything to anybody else; it's a preverbal back-of-the-mind unlit part of the mind yearning to complete something. Robert Frost very beautifully says ‘a poem begins with a lump in the throat, a love sickness, a homesickness’. That has always meant a lot to me, that remark, partly because it catches the distress often involved in writing, lovesickness and homesickness being horrible things, but also because it allows us to think a little bit about preverbalness; a lump in the throat is not quite a verbalised thing yet. So, far back in my mind, I have a feeling of wanting to complete something that is unfinished, to satisfy something which is already disappointed, to complete the circle in some way; but what idea that might have to do with at that point, I really don’t know. And I then drag it to the slightly better-lit front of my mind, and in that process words, what we call ideas, concepts, phrases, allusions, references, bits of childhood etc. etc., all start to stick to it; so it becomes something that is recognisable as a poem. Writing poems for me, and I guess for most people, is a strange businesses of getting the side of your mind that knows what it's doing, that is calculating, that might go to a place to get inspiration, with the side of your mind that really doesn't know what it's up to at all; that is the expression of your ‘un’ or ‘sub’ conscious. -
Little Red Cap
Get hundreds more LitCharts at www.litcharts.com Little Red Cap filled with enticing books. She is filled with intense pleasure and SUMMARY excitement upon seeing all these books, her response to reading so many words described in terms resembling an As the speaker leaves behind the metaphorical neighborhood orgasm. of her childhood, there are fewer and fewer houses around, and the landscape eventually gives way to athletic fields, a local Time passes, however, and the speaker reflects on what ten factory, and garden plots, tended to by married men with the years together with the wolf has taught her. She compares the same submissive care they might show a mistress. The speaker oppressive nature of their relationship to a mushroom growing passes an abandoned railroad track and the temporary home of from, and thus figuratively choking, the mouth of a dead body. a recluse, before finally reaching the border between her She has learned that birds—implied to be representative of neighborhood and the woods. This is where she first notices poetry or art in general—and the thoughts spoken aloud by someone she calls "the wolf." trees (meaning, perhaps, that art comes only from experience). And she has also realized that she has become disenchanted He is easy to spot, standing in a clearing in the woods and with the wolf, both sexually and artistically, since he and his art proudly reading his own poetry out loud in a confident oice.v have grown old, repetitious, and uninspiring. The speaker notes the wolf's literary expertise, masculinity, and maturity—suggested by the book he holds in his large hands The speaker picks up an axe and attacks a willow tree and a fish, and by his thick beard stained with red wine. -
Carol Ann Duffy
NCTE Verse - Carol Ann Duffy mail.google.com/mail/u/1 Poet of the Day: Carol Ann Duffy 1/5 Carol Ann Duffy, born in 1955, became the first female poet laureate of Britain in 2009. She often explores the perspectives of the voiceless women of history, mythology, and fairy tales as well as those on the fringes of society in her dramatic monologues. Duffy is most well-known for her collections Standing Female Nude (1985) and The World’s Wife (1999). She has also written plays and poetry for children. CC image “Carol Ann Duffy 8 Nov 2013 5” courtesy of Steel Wool on Flickr under a CC BY-NC-ND 2.0 license. This poet belongs in our classrooms because… she explores the voices of those who have traditionally been silenced. Her poetry uses humor and emotion with simple language that hits us in the gut with its truth. It’s poetry that students can understand quickly but can also explore at length, uncovering its layers and relating to the speakers and their experiences. A Poem by Carol Ann Duffy Warming Her Pearls for Judith Radstone Next to my own skin, her pearls. My mistress bids me wear them, warm them, until evening when I'll brush her hair. At six, I place them round her cool, white throat. All day I think of her, 2/5 resting in the Yellow Room, contemplating silk or taffeta, which gown tonight? She fans herself whilst I work willingly, my slow heat entering each pearl. Slack on my neck, her rope. -
Teaching Values Through Fables
LESSON 10 Museum Connection: Family and Community Lesson Title: Teaching Values through Fables Purpose: In this lesson students will analyze two fables—one African, the other African American—in order to explain how fables are used to impart cultural values from one generation to the next. Applying what they have learned about the interaction of narrative elements in a fable, students will create a modern fable of their own. Grade Level and Content Area: Middle, Language Arts and Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: PNW 7.2 Students understand how individuals, groups, and institutions sustain and influence cultures. Social Studies: Maryland College and Career Ready Standards 2.A.1.a (Grade 7) Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs. 2.B.1.a (Grade 8) Describe the effects of cultural exchange and interactions among Europeans, Africans and Native Americans on the development of the United States. Correlation to State Reading and English Language Arts Maryland College and Career Ready Standards: 3.A.3.b (Grades 6 and 7) Analyze the conflict and the events of the plot. 3.A.3.b (Grade 8) Analyze the conflict and its role in advancing the plot. 3.A.3.e (Grades 6, 7, and 8) Analyze relationships between and among characters, setting, and events. 1.E.1.a (Grades 6, 7, and 8) Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background. -
Folklore and the Hebrew Bible: Interdisciplinary Engagement and New Directions
humanities Article Folklore and the Hebrew Bible: Interdisciplinary Engagement and New Directions Susan Niditch Department of Religion, Amherst College, Amherst, MA 01002, USA; [email protected] Received: 16 November 2017; Accepted: 1 January 2018; Published: 10 January 2018 Abstract: This essay explores the rich interactions between the fields of folklore and biblical studies over the course of the 20th century until the present. The essay argues for the continued relevance of folklore and related fields to an appreciation of ancient Israelite cultures and their artistic inventions. It concludes with several case studies that underscore the fruitful realizations that emerge from this sort of interdisciplinary humanistic work. Keywords: form-criticism; oral tradition; formula; morphology; typology; social context; performance 1. Introduction The fields of biblical studies and folklore studies have always shared much in terms of content and methodology. Readers of the Hebrew Bible encounter narratives about the exploits of heroes and the creation of the world, they find descriptions of ritual actions rich in symbolic media, saying forms akin to proverbs and riddles, and verbal repetitions of various kinds betokening formulaic and traditional styles of speech—a corpus richly suggestive of folklore. Biblicists’ interests in life settings, prosody, literary forms, reception, and redaction in many ways, moreover, parallel those of folklorists who emphasize performance contexts and cultural settings, the texture, content, and structures of various folk genres, the significance of these aspects of genre for an appreciation of message, and the importance of developments in stories and other media across time and place. The scholarly interrelationship between the study of the Hebrew Bible and folklore studies has a long, complicated history. -
The Ghostmodern: Revisionist Haunting in Turn-Of-The-Century American Literature (1887-1910)
THE GHOSTMODERN: REVISIONIST HAUNTING IN TURN-OF-THE-CENTURY AMERICAN LITERATURE (1887-1910) by MATH TRAFTON B.A., University of Colorado, 2003 B.S., University of Colorado, 2003 M.A., University of Colorado, 2005 M.A., University of Colorado, 2008 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Comparative Literature 2013 This dissertation titled: The Ghostmodern: Revisionist Haunting in Turn-of-the-Century American Literature (1887-1910) written by Math Trafton has been approved for the Department of Comparative Literature Dr. Karen Jacobs, committee chair Dr. Mark Leiderman Dr. Eric White Dr. Sue Zemka Date The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii Trafton, Math (Ph.D., Comparative Literature) The Ghostmodern: Revisionist Haunting in Turn-of-the-Century American Literature (1887- 1910) Dissertation directed by Associate Professor Karen Jacobs This project attempts to identify and explain numerous significant transformations in the genre of the literary ghost story in the period roughly contemporary with the earliest emergence of literary Modernism. Through a detailed examination of the literary encounters with invisibility in pivotal American ghost stories from the end of the twentieth century, the project considers the rich literary trope of ghostly haunting according to its capacity to provoke an engagement with marginalized, liminal spaces. In traditional ghost stories, however, as ghosts are ultimately overcome and order is restored, normative structures resume, and such engagements are trivialized. -
The Liberation of the Heroine in Red Riding Hood : a Study on Feminist and Postfeminist Discourses
Lingnan University Digital Commons @ Lingnan University Theses & Dissertations Department of English 2-11-2015 The liberation of the heroine in Red Riding Hood : a study on feminist and postfeminist discourses Hiu Yan CHENG Follow this and additional works at: https://commons.ln.edu.hk/eng_etd Part of the English Language and Literature Commons, and the Feminist, Gender, and Sexuality Studies Commons Recommended Citation Cheng, H. Y. (2015). The liberation of the heroine in Red Riding Hood: A study on feminist and postfeminist discourses (Master's thesis, Lingnan University, Hong Kong). Retrieved from http://commons.ln.edu.hk/eng_etd/10 This Thesis is brought to you for free and open access by the Department of English at Digital Commons @ Lingnan University. It has been accepted for inclusion in Theses & Dissertations by an authorized administrator of Digital Commons @ Lingnan University. Terms of Use The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited. All rights reserved. THE LIBERATION OF THE HEROINE IN RED RIDING HOOD: A STUDY ON FEMINIST AND POSTFEMINIST DISCOURSES CHENG Hiu Yan MPHIL Lingnan University 2015 THE LIBERATION OF THE HEROINE IN RED RIDING HOOD: A STUDY ON FEMINIST AND POSTFEMINIST DISCOURSES by CHENG Hiu Yan A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Philosophy in English Lingnan University 2015 ABSTRACT The Liberation of the Heroine in Red Riding Hood: a Study on Feminist and Postfeminist Discourses by CHENG Hiu Yan Master of Philosophy Fairy tales’ magic is powerful because it has the potential to enter different cultures at different times. -
World Myths and Folktales: the Stories of Human Kind
9/12/2016 Language Arts Ms. Muhlbaier Literary Significance Myths and folktales are the world’s oldest stories, passed on by word of mouth from generation to generation. Stories have always played a significant role since the dawning of humankind. 1 9/12/2016 Literary Significance Myths and folktales remain vital to modern readers because they reveal common truths, patterns, and themes that are familiar to all ages and cultures. Myths explain the human experience: Who we are Where we came from What we believe in “…myths and folktales are in some ways even ‘truer’ than history.” -Joseph Campbell 2 9/12/2016 What is a Myth? An anonymous, traditional story that explains a belief, custom, or mysterious natural phenomenon. Functions of Myths: To explain the creation of the world and universe. To explain the human condition: how and why people were created, why they are flawed, why there is suffering in the world, why people must eventually die, and what happens to people after death. To explain natural phenomena—i.e. phases of the moon. 3 9/12/2016 Functions of Myths: To explain the nature of gods and goddesses and how these deities and human beings interact. To explain the meanings behind religious rituals, customs, and beliefs. To explain historical events. To teach moral lessons. Myths were created out of a human need to make sense of the universe and explain how the world and its inhabitants came to be. 4 9/12/2016 The Differences Between Myths and Folktales As myths were retold and retold over generations, they transformed. -
Professor Sir Andrew Motion
Impact case study (REF3b) Institution: Royal Holloway, University of London Unit of Assessment: English Title of case study: Literature in Public Life: Professor Sir Andrew Motion. 1. Summary of the impact (indicative maximum 100 words) Professor Sir Andrew Motion works at the heart of the poetry sector in the UK and speaks for it at all levels of public discourse. His research into poetry through criticism and practice, and his tireless public engagement, lead to impacts on a wide range of users in cultural life and education, civil society, public discourses and public services. These are achieved through such positions as Director and Co-Founder of The Poetry Archive (since 2003) Chair of Arts Council Review Group (2009) Director of Poetry by Heart (from 2012). Widespread benefits are felt through the creation and identification of cultural capital influence on education and public policy (2008-13). 2. Underpinning research (indicative maximum 500 words) Professor Motion was appointed Professor of Creative Writing (0.5 FTE) in the English Department at Royal Holloway in 2003. He was already established in the Laureateship, occupying this high office in public life to serve Queen and Commonwealth, engaged in revitalizing the traditions of the role established by such figures as Wordsworth, Tennyson, Betjeman and Hughes. His writing continued to mark not simply Royal occasions, but also encompassed many commissions from Charities seeking his voice to promote their causes in verse. Beyond his work as poet and novelist, he is an influential biographer, editor, and literary critic, specializing in Romantic, twentieth-century and contemporary literature. These are all areas of activity which he has maintained since his appointment at Royal Holloway and since stepping down as Laureate (2009). -
Myths and Legends
Name Class ( ) Myths and Legends A myth is a traditional story that explains the beliefs of a people about the natural and human world. The main characters in myths are usually gods or supernatural heroes. The stories are set in the distant past. The people who told these stories believed that they were true. A legend is a traditional story about the past. The main characters are usually kings or heroes. Some examples of well-known legends include the tales of Odysseus from Ancient Greece, Beowulf from the Norse lands and King Arthur from Old England. Like myths, legends were thought to be true. Mythology is a body of myths and legends from a particular region and culture. Some examples are Greek Mythology, Roman Mythology, Norse Mythology, Celtic Mythology and Chinese Mythology. Many cultures have creation myths, which explain how the world came to be. These stories are interesting to read and compare. Useful websites: http://teacher.scholastic.com/writewit/mff/myths.htm An introduction to different myths and cultures around the world http://teacher.scholastic.com/writewit/mff/mythmachine.htm A website where students can create their own myths http://mythicjourneys.org/bigmyth/2_eng_myths.htm An interactive website with audio, visuals, texts and supporting materials, featuring 25 myths from various regions and cultures http://myths.e2bn.org/mythsandlegends/ A large collection of myths and legends from Britain and other parts of the world Here is another useful resource for exploring myths: ‘Two Greek Myths’ in Teen Time Remix: Using Authentic Materials for Developing Secondary Students’ Listening Skills, English Language Education Section, CDI, EDB, HKSAR, 2008. -
The Ship 2014/2015
A more unusual focus in your magazine this College St Anne’s year: architecture and the engineering skills that make our modern buildings possible. The start of our new building made this an obvious choice, but from there we go on to look at engineering as a career and at the failures and University of Oxford follies of megaprojects around the world. Not that we are without the usual literary content, this year even wider in range and more honoured by awards than ever. And, as always, thanks to the generosity and skills of our contributors, St Anne’s College Record a variety of content and experience that we hope will entertain, inspire – and at times maybe shock you. My thanks to the many people who made this issue possible, in particular Kate Davy, without whose support it could not happen. Hope you enjoy it – and keep the ideas coming; we need 2014 – 2015 them! - Number 104 - The Ship Annual Publication of the St Anne’s Society 2014 – 2015 The Ship St Anne’s College 2014 – 2015 Woodstock Road Oxford OX2 6HS UK The Ship +44 (0) 1865 274800 [email protected] 2014 – 2015 www.st-annes.ox.ac.uk St Anne’s College St Anne’s College Alumnae log-in area Development Office Contacts: Lost alumnae Register for the log-in area of our website Over the years the College has lost touch (available at https://www.alumniweb.ox.ac. Jules Foster with some of our alumnae. We would very uk/st-annes) to connect with other alumnae, Director of Development much like to re-establish contact, and receive our latest news and updates, and +44 (0)1865 284536 invite them back to our events and send send in your latest news and updates.