A Computational Analysis of Poetic Style: Imagism and Its Influence On
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1 Visual Aid: Teaching H.D.'S Imagist Poetry with the Assistance Of
Teaching American Literature: A Journal of Theory and Practice Winter 2008 (2:1) Visual Aid: Teaching H.D.'s Imagist Poetry with the Assistance of Henri Matisse Christa Baiada, Borough of Manhattan Community College, CUNY The mantra of the modernist movement, articulated by Ezra Pound, was "make it new." Unfortunately, students don't always know how to approach "new" styles of literature, especially poetry that itself daunts many students. As we've all observed, if not experienced for ourselves, modernist poetry, upon first encounter, can be especially intimidating. In the spirit of making it new, this poetry often appears obscure in its density, perspective, and complexity. Students may look at a poem like "The Red Wheel Barrow" and ask "how is this poetry?" Of course, this is precisely the question we want to work through with them, so this is good. On the other hand, the initial discomfort of students with modernism can develop into a resistance hard to tackle. This is a challenge I found especially difficult to address in my early attempts to teach the poems of H.D. at a small, suburban music college in Long Island, NY. For my first lesson at the start of a unit on modernism in an undergraduate 200-level, Introduction to Literature class, I would devote the entire period to H.D. because I believe that her work beautifully encapsulates many of the principles of modernism laid out by Pound in his seminal essay "A Retrospect." Though several of my students have been fans, or even writers, of poetry and most had artistic sensibilities, many were disconcerted in their first encounter with modernist poetry via H.D., and the malaise they felt would linger in the following weeks as we read additional modernist poets. -
H.D., Daughter of Helen: Mythology As Actuality
University of Pennsylvania ScholarlyCommons Departmental Papers (Classical Studies) Classical Studies at Penn 2009 H.D., Daughter of Helen: Mythology as Actuality Sheila Murnaghan University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/classics_papers Part of the Classics Commons Recommended Citation (OVERRIDE) Murnaghan, Sheila. “H.D., Daughter of Helen: Mythology as Actuality,” in Gregory A. Staley, ed., American Women and Classical Myths, Waco: Baylor University Press, 2009: 63-84. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/classics_papers/84 For more information, please contact [email protected]. H.D., Daughter of Helen: Mythology as Actuality Abstract For H.D., classical mythology was an essential means of expression, first acquired in childhood and repossessed throughout her life. H.D.’s extensive output of poems, memoirs, and novels is marked by a pervasive Hellenism which evolved in response to the changing conditions of her life and art, but remained her constant idiom. She saw herself as reliving myth, and she used myth as a medium through which to order her own experience and to rethink inherited ideas. If myth served H.D. as a resource for self-understanding and artistic expression, H.D. herself has served subsequent poets, critics, and scholars as a model for the writer’s ability to reclaim myth, to create something new and personal out of ancient shared traditions. Disciplines Arts and Humanities | Classics This book chapter is available at ScholarlyCommons: https://repository.upenn.edu/classics_papers/84 Gregory A. Staley, editor, American Women and Classical Myths (Waco, Tex.: Baylor University Press, 2009) © Baylor University Press. -
A Collection Analysis of the African-American Poetry Holdings in the De Grummond Collection Sarah J
SLIS Connecting Volume 2 | Issue 1 Article 9 2013 A Collection Analysis of the African-American Poetry Holdings in the de Grummond Collection Sarah J. Heidelberg Follow this and additional works at: http://aquila.usm.edu/slisconnecting Part of the Library and Information Science Commons Recommended Citation Heidelberg, Sarah J. (2013) "A Collection Analysis of the African-American Poetry Holdings in the de Grummond Collection," SLIS Connecting: Vol. 2: Iss. 1, Article 9. DOI: 10.18785/slis.0201.09 Available at: http://aquila.usm.edu/slisconnecting/vol2/iss1/9 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in SLIS Connecting by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. A Collection Analysis of the African‐American Poetry Holdings in the de Grummond Collection By Sarah J. Heidelberg Master’s Research Project, November 2010 Performance poetry is part of the new black poetry. Readers: Dr. M.J. Norton This includes spoken word and slam. It has been said Dr. Teresa S. Welsh that the introduction of slam poetry to children can “salvage” an almost broken “relationship with poetry” (Boudreau, 2009, 1). This is because slam Introduction poetry makes a poets’ art more palatable for the Poetry is beneficial for both children and adults; senses and draws people to poetry (Jones, 2003, 17). however, many believe it offers more benefit to Even if the poetry that is spoken at these slams is children (Vardell, 2006, 36). The reading of poetry sometimes not as developed or polished as it would correlates with literacy attainment (Maynard, 2005; be hoped (Jones, 2003, 23). -
Catharsis Discussion Circle, We Have Prepared This List of Frequently Asked Questions to Assist Participants with Common Concerns
Frequently Asked Questions Thank you for your help in this important research project! In order to facilitate a successful Catharsis discussion circle, we have prepared this list of Frequently Asked Questions to assist participants with common concerns. Q: Do I need to make any special preparations before the session? A: No, you can follow your normal routine. There is no need to avoid food or drink before the session. Q: Is there any physical discomfort associated with channeling? A: No. However, as you may be sitting for long periods, we recommend taking breaks to stand and stretch from time to time. Q: Will I get to pick which entity I am channeling? A: Yes, with some limitations. Hera is always present in a Catharsis session. If the person channeling her leaves the group or chooses another entity to channel, she will "jump" to another random person; if that person is already channeling, the entity already present will be expelled, either to withdraw or to find another willing channeler. Q: What if I arrive at the session late? A: Catharsis sessions are designed to be unstructured and participant-led, so it's fine if you don't arrive at the same time as everyone else. We recommend that before joining in the conversation, you take a few minutes to consider personality of the entity you have decided to channel, and their relation to the others present. Then, just relax and allow them to speak through you. Q: What if I need to leave early? A: No problem! Simply relax and wait a moment for the entity you are channeling to separate from you, then quietly leave the circle. -
MS 406 Title: Fighting Cock Press/Pennine Poets Archive S
University of Sheffield Library. Special Collections and Archives Ref: MS 406 Title: Fighting Cock Press/Pennine Poets Archive Scope: A collection of documents relating to Fighting Cock Press and Pennine Poets, including proofs, correspondence, log books, photographs and illustrations; also published books and journals. Dates: 1997- Level: Fonds Extent: 13 boxes, with books and journals Name of creator: Mabel Ferrett (1917-2011); Pauline Kirk Administrative / biographical history: The collection consists of documents relating to Fighting Cock Press and Pennine Poets, and includes proofs of many poems, correspondence, grant applications, log books, photographs, illustrations and cover art. There is also a collection of books published by Fighting Cock Press, and of issues of Pennine Platform, the journal of Pennine Poets. Fighting Cock Press came into being in 1996 when Mabel Ferrett and Pauline Kirk began to collaborate in publishing high-quality literary works, and provides an outlet for the poetry and artwork of Pennine Poets as well as poetry and short stories by other Northern writers. Grants from the the National Lottery and Arts Council have enabled the Press to publish anthologies of poetry, prose and artwork, and to advise and support more than a hundred writers. Pennine Poets is a group of published writers who meet for regular creative writing workshops, stage readings and festivals. The group was founded at Elland Library in 1966, and was based for many years at the home of Mabel Ferrett in Heckmondwike. As well Mabel Ferrett and Pauline Kirk, the founders of Fighting Cock Press, the Poets include Andrew Boobier, John Cook, Julia Deakin, Simon Currie, Ian Emberson, Lesley Quayle, K.E. -
Sri Sathya Sai Speaks, Vol 39 (2006) Divine Discourses of Bhagawan Sri Sathya Sai Baba
Sri Sathya Sai Speaks, Vol 39 (2006) Divine Discourses of Bhagawan Sri Sathya Sai Baba Index Of Discourses 1. Discharge your duties with a sense of surrender to God ...................................... 2 2. Control of Senses is the Real Sadhana ................................................................. 13 3. Limit not the all-pervading Brahman with Names and Forms ......................... 26 4. Atma is the Nameless, Formless Divinity ............................................................. 39 5. Experience the Sweetness of Rama's Name ......................................................... 51 6. Happiness Is Holiness ............................................................................................ 63 7. Do Not Burden Yourself With Limitless Desires ................................................ 74 8. Mother's love has immense power ....................................................................... 84 9. Attain enlightenment by renouncing desires ....................................................... 95 10. Selfless service to society is true sadhana .......................................................... 105 11. The youth should follow the path of sathya and dharma ................................. 113 12. Develop Broad-mindedness and Live in Bliss ................................................... 122 13. Give up selfishness and strive for self-realisation ............................................. 132 14. Love of God is True Education .......................................................................... -
Full List of Poets
NATIONAL POETRY MONTH Uncover the stories behind the world’s most famous poems. Read full text poems and their origins in Gale Literature: LitFinder. • O Captain! My Captain - Walt Whitman O CAPTAIN! my Captain! our fearful trip is done… • Hope Is the Thing with Feathers - Emily Dickinson "Hope" is the thing with feathers / That perches in the soul… • Sonnet 16 - William Shakespeare Love is not love, / Which alters when it alteration finds… • The New Colossus - Emma Lazarus Give me your tired, your poor, / Your huddled masses yearning to breathe free… • The Rime of the Ancient Mariner - Samuel Taylor Coleridge Water, water, everywhere, Nor any drop to drink… • The Road Not Taken - Robert Frost Two roads diverged in a wood, and I - / I took the one less traveled by, / And that has made all the difference. • Sonnets from the Portuguese - Elizabeth Barrett Browning How do I love thee? Let me count the ways… • Sonnets 18 - William Shakespeare Shall I compare thee to a summer's day? • The Charge of the Light Brigade - Alfred Lord Tennyson Theirs not to reason why, / Theirs but to do and die… • Leisure – W. H. Davies What is this life if, full of care, / We have no time to stand and stare… • She Walks in Beauty - Lord Byron She walks in beauty, like the night… • The Passionate Shepard to His Love - Christopher Marlowe Come live with me and be my love… • The Raven - Edgar Allan Poe Quoth the Raven, "Nevermore." • To The Virgins, To Make Much of Time - Robert Herrick Gather ye rosebuds while ye may… • A Red, Red Rose - Robert Burns O, my Luve's like a red, red rose. -
Graded High School, English Department 2011-2012 POETRY RECITATION 2012
Graded High School, English Department 2011-2012 POETRY RECITATION 2012 WHAT: For the fourth year the English Department will hold a Poetry Recitation, involving all students in the high school. Students will each choose a poem to recite (around 14-40 lines; not to exceed 2 minutes when recited) that was originally written in English. Each selection should be written by someone from the Poet List below or from one of the established poetry sites also listed below, in consultation with their teacher. Students are not allowed to repeat a poem that they have done in the past (listed in an archive in the English department). Song lyrics are not allowed as poems for this event. During the month of February, students will recite their poems in their English classes. Each teacher will choose the three best performers (the semifinalists), who will then recite the poem for the English department. Teachers will then decide on the two best performers per grade level and two other outstanding performances from any grade level (the finalists). Finalists will recite their poems in an assembly at the beginning of April, and an outside panel of judges will choose the top performances from the whole high school. HOW TO: The following tips will help you memorize your poem, from a piece by John Hollander, “Committed to Memory.” The complete piece can be found on Poets.org (URL below). Memorizing sonnet of the catalogue of beautiful sights in We speak of memorizing as getting something "by Wordsworth's "Composed upon Westminster Bridge." heart," which really means "by head." But getting a poem On the other hand, memorizing will make clearer than or prose passage truly "by heart" implies getting it by even the most studious written analysis the difference in mind and memory and understanding and delight. -
The Italian Verse of Milton May 2018
University of Nevada, Reno The Italian Verse of Milton A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English by Francisco Nahoe Dr James Mardock/Dissertation Advisor May 2018 © 2018 Order of Friars Minor Conventual Saint Joseph of Cupertino Province All Rights Reserved UNIVERSITY OF NEVADA, RENO THE GRADUATE SCHOOL We recommend that the dissertation prepared under our supervision by Francisco Nahoe entitled The Italian Verse of Milton be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY James Mardock PhD, Adviser Eric Rasmussen PhD, Committee Member Lynda Walsh PhD, Committee Member Donald Hardy PhD (emeritus), Committee Member Francesco Manca PhD (emeritus), Committee Member Jaime Leaños PhD, Graduate School Representative David Zeh PhD, Dean, Graduate School May 2018 i Abstract The Italian verse of Milton consists of but six poems: five sonnets and the single stanza of a canzone. Though later in life the poet will celebrate conjugal love in Book IV of Paradise Lost (1667) and in Sonnet XXIII Methought I saw my late espousèd saint (1673), in 1645 Milton proffers his lyric of erotic desire in the Italian language alone. His choice is both unusual and entirely fitting. How did Milton, born in Cheapside, acquire Italian at such an elevated level of proficiency? When did he write these poems and where? Is the woman about whom he speaks an historical person or is she merely the poetic trope demanded by the genre? Though relatively few critics have addressed the style of Milton’s Italian verse, an astonishing range of views has nonetheless emerged from their assessments. -
Circe's Understanding of Rape Victims in Ovid's Metamorphoses
New England Classical Journal Volume 43 Issue 4 Pages 203-240 11-2016 Circe’s Understanding of Rape Victims in Ovid’s Metamorphoses, XIV Karen Mower Rufo Waltham High School Follow this and additional works at: https://crossworks.holycross.edu/necj Recommended Citation Rufo, Karen Mower (2016) "Circe’s Understanding of Rape Victims in Ovid’s Metamorphoses, XIV," New England Classical Journal: Vol. 43 : Iss. 4 , 203-240. Available at: https://crossworks.holycross.edu/necj/vol43/iss4/3 This Article is brought to you for free and open access by CrossWorks. It has been accepted for inclusion in New England Classical Journal by an authorized editor of CrossWorks. ARTICLES AND NOTES New England Classical Journal 43.4 (2016) 203-240 Circe’s Understanding of Rape Victims in Ovid’s Metamorphoses, XIV Karen Mower Rufo Waltham High School e f I. INTRODUCTION: PREDATOR AS READER1 Violence in idyllic settings crafts a type of informal “education” by which characters of Ovid’s Metamorphoses learn from previous stories how to (re)act and how to un- derstand their situations and roles within the narrative. The goddess Circe receives such an education from successful and unsuccessful rapes committed by divine or semi-divine beings on others who travel in idyllic scenery. In this paper I argue that Circe exploits this understanding in order to make her attempt on Picus, thus “reading” the Metamorphoses to achieve her victory over and metamorphical rape of her love-prey. The idea of a female character reacting to the narrative based on her “under- standing” of previous stories in the Metamorphoses originates in the work of John Heath. -
Bulfinch's Mythology
Bulfinch's Mythology Thomas Bulfinch Bulfinch's Mythology Table of Contents Bulfinch's Mythology..........................................................................................................................................1 Thomas Bulfinch......................................................................................................................................1 PUBLISHERS' PREFACE......................................................................................................................3 AUTHOR'S PREFACE...........................................................................................................................4 STORIES OF GODS AND HEROES..................................................................................................................7 CHAPTER I. INTRODUCTION.............................................................................................................7 CHAPTER II. PROMETHEUS AND PANDORA...............................................................................13 CHAPTER III. APOLLO AND DAPHNEPYRAMUS AND THISBE CEPHALUS AND PROCRIS7 CHAPTER IV. JUNO AND HER RIVALS, IO AND CALLISTODIANA AND ACTAEONLATONA2 AND THE RUSTICS CHAPTER V. PHAETON.....................................................................................................................27 CHAPTER VI. MIDASBAUCIS AND PHILEMON........................................................................31 CHAPTER VII. PROSERPINEGLAUCUS AND SCYLLA............................................................34 -
Poetry's Afterlife: Verse in the Digital Age / Kevin Stein
POETRY'S AFTERLIFE DIgITALCULTUREBDDKS is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Poetry's Afterlife VERSE IN THE DIGITAL AGE Kevin Stein The University of Michigan Press and The University of Michigan Library ANN ARBOR Copyright © by the University of Michigan 20IO Some rights reserved This work is licensed under the Creative Commons Attribution-Noncommercial No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Published in the United States of America by The University of Michigan Press and The University of Michigan Library Manufactured in the United States of America r§ Printed on acid-free paper 2013 2012 2011 2010 4 3 2 I A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Stein, Kevin, 1954- Poetry's afterlife: verse in the digital age / Kevin Stein. p. cm. - (Digitalculturebooks) ISBN 978-0-472-07099-2 (cloth: alk. paper) - ISBN 978-0-472-05099-4 (pbk.: alk. paper) I. American poetrY-21st century-History and criticism. 2. Poetry-Appreciation United States-HistorY-2Ist century. 3. Poetry-Appreciation-United States HistorY-20th century. 4. American poetrY-20th century-History and criticism. I. Title. ps326s74 2010 811.509-dc22 ISBN 978-0-472-02670-8 (e-book) For Deb, with daisies, And for Kirsten and Joseph, who question everything.