Performing Loss, Elegy, and Transcendental Friendship
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The Visitor Who Never Comes: Emerson and Friendship
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1993 The Visitor Who Never Comes: Emerson and Friendship Wallace Coleman Green Jr. College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Literature Commons Recommended Citation Green, Wallace Coleman Jr., "The Visitor Who Never Comes: Emerson and Friendship" (1993). Dissertations, Theses, and Masters Projects. Paper 1539625830. https://dx.doi.org/doi:10.21220/s2-xxw7-ck83 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. THE VISITOR WHO NEVER COMES: EMERSON AND FRIENDSHIP A Thesis Presented to The Faculty of the Department of English The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Wallace Coleman Green, Jr 1993 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts Author Approved, May 1993 Robert Sieholnick, Director ichard Lowry -L Adam Potkay ii TABLE OF CONTENTS APPROVAL SHEET ............................................ ii TABLE OF CONTENTS ........................................ iii ACKNOWLEDGEMENTS ......................................... iv ABSTRACT .................................................. -
Information to Users
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Elizabeth Bishop and the Endurance of Emerson
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2012 My Higher Self: Elizabeth Bishop and the Endurance of Emerson Joshua Andrew Mayo Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the English Language and Literature Commons Recommended Citation Mayo, Joshua Andrew, "My Higher Self: Elizabeth Bishop and the Endurance of Emerson" (2012). Electronic Theses and Dissertations. 190. https://egrove.olemiss.edu/etd/190 This Thesis is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. “MY HIGHER SELF”: ELIZABETH BISHOP AND THE ENDURANCE OF EMERSON A Thesis presented in partial fulfillment of requirements for the degree of Master of Arts in the Department of English The University of Mississippi by JOSHUA ANDREW MAYO April 2012 Copyright Joshua A. Mayo 2012 ALL RIGHTS RESERVED ABSTRACT While there exists some scholarship affirming the aesthetic and intellectual connections between transcendentalism and the poetry of Elizabeth Bishop, there is to date no substantial study of what role Ralph Waldo Emerson singularly played in the inheritance of that tradition. This essay seeks to validate Emerson as Bishop’s literary parentage, an influence that, though not immediately identifiable, greatly shaped her creative process. In so doing, it addresses the critical mistakes which have prevented a thorough discussion of Emerson’s relevance and, moreover, negatively dominated the imagination of Bishop scholarship. As an exploration of the writers’ shared iconography, their mutual metaphors, the following traces three common subjects: nature, language, and vision. -
Home Editorial Authors' Responses Guidelines for Reviewers About Us
Home Search Every Field Editorial Search Authors' EMERSON'S PROTÉGÉS: MENTORING AND MARKETING Responses By David Dowling (Yale, 2014) 352 pp. Guidelines Reviewed by Andrew McMurry on 2016-12-12. For Click here for a PDF version. Reviewers Click here to buy the book on Amazon. About Us Masthead David Dowling aims to give us here "a deeper explanation of the professional fates of those in whom Emerson invested generous time, energy, creativity, and capital for their literary success" (4). At the same time, by working through Feedback the effects of Emerson's mentoring on these varied figures, Dowling aims to construct an "aggregate portrait of his signature method and style of patronage, which has received little critical attention" (5). Indeed, we learn much about Emerson's pedagogy and theory of influence: whom he selected to mentor and why; what sorts of genius he found in actually existing humans; how he struggled with the question-begging prospect of actually teaching self-reliance, creative autonomy, and obedience to method; and how he met the challenge faced by all mentors: separating personal feelings and allegiances from professional judgement and responsibility. In an assured and knowing style, Dowling often furnishes what feels like a window on the innermost sanctums of the Emersonian circle. On Henry David Thoreau: "It is testament to Emerson's conscientious mentorship and patronage that he was constantly supplying his pupil with the tools of his own independence, from his initial funding of his study of British poetry...to providing him with the real estate for his cabin at Walden" (89-90). -
Emerson's Philosophy
EMERSON’S PHILOSOPHY: A PROCESS OF BECOMING THROUGH PERSONAL AND PUBLIC TRAGEDY Amy L. Simonson Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Master of Arts in the Department of English, Indiana University August 2019 Accepted by the Graduate Faculty of Indiana University, in partial fulfillment of the requirements for the degree of Master of Arts. Master's Thesis Committee ______________________________________ Jane E. Schultz, PhD, Chair ______________________________________ Robert Rebein, MFA, PhD ______________________________________ Samuel Graber, PhD ii © 2019 Amy L. Simonson iii ACKNOWLEDGEMENT Thank you. To Professor Jane E. Schultz, thank you for the innumerable hours of listening, suggestions, and feedback you provided as the chair of my thesis committee. I am grateful for your involvement from the first e-mail when you agreed to discuss my appreciation of Emerson to pots of tea while conferring about the places that gave me trouble to hundreds of edits and suggestions for revision to take my project deeper and make it more readable. To Professors Samuel Graber and Robert Rebein, I am grateful for the thought-provoking feedback that pushed me to create a stronger, communicable argument. Professor Megan Musgrave, thank you for your excitement, support, and engaging courses that kept my brain excited about academics for most of this process. To Debbie Oesch-Minor, thank you for giving me interesting articles to read, talking through ideas, and being a kindred spirit. To the Ians and others in our informal post-class class, thank you for the plethora of ideas and frequent discourse regarding my topic, from its first inception to presentations to completion. -
Scholarship from 2010-2017 Adams, Katherine
Scholarship from 2010-2017 Adams, Katherine. “Black Exaltadas: Race, Reform, and Spectacular Womanhood after Fuller” in Toward a Female Genealogy of Transcendentalism. Athens, Georgia: University of Georgia Press, 2014. pp. 399-420. Albert, Judith Strong. Minerva’s Circle: Margaret Fuller’s Women. Novato: Paper Mill Press, 2010. Argersinger, Jana. “Gender Protest and Same-Sex Desire in Antebellum American Literature: Margaret Fuller, Edgar Allan Poe, Nathaniel Hawthorne, and Herman Melville.” Nathaniel Hawthorne Review 41.2(Fall 2015): 138-147. Avallone, Charlene. “Circles around George Sand: Margaret Fuller and the Dynamics of Transnational Reception” in Margaret Fuller and Her Circles, ed. Bailey, et. al. Lebanon: New Hampshire UP, 2013. 206-28. Bailey, Brigitte. “Margaret Fuller’s New York Tribune Dispatches from Great Britain: Modern Geography and the Print Culture of Reform” in Transatlantic Women: Nineteenth-Century American Women Writers and Great Britain. Durham: New Hampshire UP, 2012: 50-70. _______. “Urban Reform, Transatlantic Movements, and US Writers: 1837-1861.” The Edinburgh Companion to Atlantic Literary Studies, ed. Leslie Elizabeth Eckel and Clare Frances Elliott. Edinburgh UP, 2016. 205-219. Bailey, Brigitte, Katheryn Viens, and Conrad Wright, eds. Margaret Fuller and Her Circles. Ed. Brigitte Bailey, et. al. Lebanon: New Hampshire UP, 2013. Baker, Noelle. "'Let me do nothing smale': Mary Moody Emerson and Women's 'Talking' Manuscripts" in Toward a Female Genealogy of Transcendentalism. Athens, Georgia: University of Georgia Press, 2014. pp. 35-56. Bannoni, Mario et al. “Margaret Fuller Ossoli, le Donne e l'Impegno Civile nella Roma Risorgimentale” (M. F. O., The Women and Civil Commitment in the Risorgimental Rome). -
Finding Aid to the Frances Elizabeth Appleton Longfellow (1817-1861)
Longfellow House - Washington’s Headquarters National Historic Site Finding Aid Frances Elizabeth Appleton Longfellow (1817-1861) Papers, 1825-1961 (bulk dates: 1832-1861) Edition 4.0 (2017) Collection Catalog No. LONG 20257 DOCUMENT INFORMATION AND VERSION HISTORY Edition Date of Revision Author(s) 1.0 June 1997 From 1994 & 1997 cataloging project 2.0 July 1999 D.E.W. Godwin, Jonathan Bohan, Anita Israel, John J. Prowse, Jennifer Quinn, Amy E. Tasker, Northeast Museum Services Center 3.0 Summer 2006 Margaret Welch, Northeast Museum Services Center 4.0 October 2017 Kate Hanson Plass, Museum Technician, LONG Cover Illustration: Portrait photograph of Frances Elizabeth Appleton Longfellow (1817-1861), ca. 1860. J.W. Black, photographer Longfellow Family Photograph Collection, 3007-1-2-4-10, Box 5, Envelope 7. Courtesy of Longfellow House-Washington’s Headquarters National Historic Site. Frances Elizabeth Appleton Longfellow Papers – i CONTENTS List of Illustrations .......................................................................................................................... ii Preface............................................................................................................................................ iii Copyright and Privacy Restrictions ................................................................................................ v Introduction ..................................................................................................................................... 1 Processing History ..................................................................................................................... -
Agrégation Externe D'anglais 2018
1 Agrégation externe d’anglais 2018 Walt Whitman, Leaves of Grass (Éric Athenot, Université Paris-Est Créteil-Val de Marne) Remarque préliminaire : La présente bibliographie propose, entre autres ressources, une série de publications réparties selon des rubriques générales. Cette division pourra fréquemment sembler artificielle tant les thématiques s’imbriquent intimement. Les préparateurs comme les étudiants sont vivement encouragés à consulter le site Web consacré au poète : http://whitmanarchive.org/. Celui-ci, remarquable et irremplaçable, propose un accès direct à un grand nombre de textes critiques, en plus de réunir l’ensemble des publications et des manuscrits du poète. Il est en outre à noter que l’édition Norton de 1973 (voir infra) comporte un appareil de notes très complet permettant de suivre l’évolution du recueil et des poèmes au fil du long travail de réécriture. 1) TEXTES DE WHITMAN a) Édition au programme WHITMAN, Walt, Leaves of Grass [1891-1892], dans Leaves of Grass, and Other Writings. Second edition, Michael Moon, ed., New York: W. W. Norton Critical Editions, 2001. b) Préfaces et postfaces d’autres éditions ATHENOT, Éric, Postface de Feuilles d’herbe (1855). Paris : Éditions Corti, 2008. BRADLEY, Sculley & Harold W. Blodgett, Introduction to Leaves of Grass. New York: W. W. Norton Critical Editions, 1973. MURPHY, Francis, Introduction to The Complete Poems, London: Penguin Classics, 1986. c) Autres éditions de Leaves of Grass Leaves of Grass [1855] : http://whitmanarchive.org/published/LG/1855/whole.html Leaves -
20890 Hamaca Court • Boca Raton • Florida • 33433 954-304-7027 • [email protected] ______
MARK SCROGGINS Curriculum Vitae 20890 Hamaca Court • Boca Raton • Florida • 33433 954-304-7027 • [email protected] ________________________________________________________________________ Professor and Director of Graduate Studies Department of English Florida Atlantic University 777 Glades Road Boca Raton, Florida 33431 EDUCATION CORNELL UNIVERSITY Ph.D. in English, 1993 Dissertation: “Zukofsky and Stevens: Poetry, Music, and Knowledge” (Joel Porte, director) M.A. in English, 1990 M.F.A. in English (poetry writing), 1990 Thesis: “Broken Book” (A. R. Ammons, director) VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY B.A. in English (in honors) and Philosophy, Magna Cum Laude, 1986 ACADEMIC POSTS Florida Atlantic University, Professor of English, 2009 – present. Florida Atlantic University, Associate Professor of English, 2001 – 2009. Florida Atlantic University, Assistant Professor of English, 1996 – 2001. PUBLICATIONS BOOKS: Red Arcadia (poetry). Bristol, UK: Shearsman Books, 2012. Sean Colletti, Stride Magazine April 2012: http://www.stridemagazine.co.uk/Stride%20mag%202012/April%202012/collettireviews.htm Torture Garden: Naked City Pastorelles (poetry). Brooklyn: The Cultural Society, 2011. The Poem of a Life: A Biography of Louis Zukofsky. Emeryville, CA: Shoemaker & Hoard, 2007. Marjorie Perloff, Times Literary Supplement 7 September 2007 (full-page review). Mike Doyle, Pacific Rim Review of Books 7 (Winter 2007): 4. Dan Chiasson, New York Times Book Review 20 January 2008 (full-page review). “Editor’s Choice,” New York Times Book Review 27 January 2008. Nicholas Manning, Jacket 35 (2008): http://jacketmagazine.com/35/r-scroggins-rb-manning.shtml. Michael Dirda, Washington Post Book World 20 April 2008 (full-page review). August Kleinzahler, London Review of Books 22 May 2008. Rachel Blau DuPlessis, Contemporary Literature 50.1 (2009). -
Distribution Agreement
Distribution Agreement In presenting this thesis or dissertation as a partial fulfillment of the requirements for an advanced degree from Emory University, I hereby grant to Emory University and its agents the non-exclusive license to archive, make accessible, and display my thesis or dissertation in whole or in part in all forms of media, now or hereafter known, including display on the world wide web. I understand that I may select some access restrictions as part of the online submission of this thesis or dissertation. I retain all ownership rights to the copyright of the thesis or dissertation. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. _____________________________ ______________ Claire Laville July 17, 2014 Reading to the Test: Character, Method, and Complicity in U.S. Writing from Emerson to Adorno by Claire Laville Doctor of Philosophy English _____________________________________ Michael Moon Advisor _____________________________________ Walter Kalaidjian Committee Member _____________________________________ Benjamin Reiss Committee Member _____________________________________ Deborah Elise White Committee Member Accepted: _________________________________________ Lisa A. Tedesco, Ph.D. Dean of the James T. Laney School of Graduate Studies ___________________ Date Reading to the Test: Character, Method, and Complicity in U.S. Writing from Emerson to Adorno by Claire Laville Hon. B.A., University of Toronto M.A., Emory University Advisor: Michael Moon, Ph.D. An abstract of a dissertation submitted to the Faculty of the James T. Laney School of Graduate Studies of Emory University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English 2014 Abstract Reading to the Test: Character, Method, and Complicity in U.S. -
Julie Ellison University of Michigan
JULIE ELLISON UNIVERSITY OF MICHIGAN EDUCATION 1965-69 Northfield School 1969-73 B.A. Magna cum laude, American History and Literature, Harvard University 1975-80 Ph.D. English Language and Literature, Yale University FACULTY AND ADMINISTRATIVE APPOINTMENTS* 1978-1979 Instructor, English, Yale University 1980-1986 Assistant Professor, English 1987-1990 Associate Professor, English 1990-2003 Professor, English 1995-1996 Director of Graduate Studies, English 1996-2001 Associate Vice President for Research Founding Director, Imagining America: Artists and Scholars in Public Life, White House Millennium Council Partner Program (1998-2000) 2001-2007 Founding Director, Imagining America: Artists and Scholars in Public Life (consortium of colleges and universities) 2003-2010 Professor of American Culture; Faculty Associate in English and School of Art and Design 2008-2010 Director of Undergraduate Studies, Program in American Culture 2009-2010 Co-founder and leader (with Professor Kristin Hass), Public Humanities Institute, Rackham School of Graduate Studies 2011- Professor of American Culture and English; Faculty Associate in Stamps School of Art and Design and Department of Afroamerican and African Studies Ellison 2 2012- Founder and Lead Organizer, Citizen Alum (national initiative) * At University of Michigan unless otherwise indicated SELECTED FELLOWSHIPS AND HONORS 1985 Bredvoldt Prize, Outstanding Junior Faculty Member, University of Michigan English Department 1987 National Endowment for the Humanities Fellowship 1993-1994 John Rich -
I. Redefining Women's Lives: the Transcendental Caregivers
1 REDEFINING WOMEN’S LIVES: THE TRANSCENDENTAL CAREGIVERS Dr. Dorothy Altman Margaret Fuller Ossoli Ellen Tucker Emerson Louisa May Alcott 2 I. Redefining Women‟s Lives: The Transcendental Caregivers In 19th century America, the chief career open to upper and middle-class women was marriage. Remaining single over the age of thirty meant spinsterhood with its lowered social status and, unless a woman could rely on family support, a struggle to survive: “Birth into a prosperous family and marriage to an income producing husband were a woman‟s path to economic security. for an independent woman to earn enough for even subsistence level food, clothing and shelter was practically impossible.”1 In a society where there was no established system of hospitals or nursing homes and the domestic burdens of maintaining a home were considerable, an unmarried daughter was expected to serve as caregiver of her parents and other family members in need. Girls‟ training in domestic and nursing skills prepared them for this role. However, as women became more educated, spinsters began to push against rigid role restrictions and the discrepancies that existed between women‟s abilities and opportunities. Margaret Fuller, Ellen Tucker Emerson, and Louisa May Alcott, single women in Ralph Waldo Emerson‟s Transcendental circle, combined the traditional caregiver role with other roles which reflected not only a sense of self, but financial necessity and the significant changes which were occurring in women‟s lives. In the nineteenth century, caregiving was a role “so all consuming that it set the parameters of all women‟s lives, whether the women were married, single, or widowed”2 When people became disabled, ill or impoverished, family were expected to help.