Literature February 4, 2012

Total Page:16

File Type:pdf, Size:1020Kb

Literature February 4, 2012 Outline of Literature February 4, 2012 Contents ARTS>Literature ............................................................................................................................................................... 2 ARTS>Literature>Book Parts ....................................................................................................................................... 3 ARTS>Literature>Drama.............................................................................................................................................. 4 ARTS>Literature>Drama>Set ................................................................................................................................. 5 ARTS>Literature>Drama>Chorus ........................................................................................................................... 5 ARTS>Literature>Drama>Dialogue ........................................................................................................................ 5 ARTS>Literature>Drama>Performers ..................................................................................................................... 6 ARTS>Literature>Drama>Kinds ............................................................................................................................. 6 ARTS>Literature>Drama>Kinds>Comedy ......................................................................................................... 8 ARTS>Literature>Drama>Kinds>Tragedy ......................................................................................................... 9 ARTS>Literature>Drama>Kinds>Tragedy>Type .......................................................................................... 9 ARTS>Literature>Literary Criticism ............................................................................................................................ 9 ARTS>Literature>Literary Prizes ............................................................................................................................... 10 ARTS>Literature>Literary Techniques ...................................................................................................................... 11 ARTS>Literature>Poetry ............................................................................................................................................ 12 ARTS>Literature>Poetry>Prosody ........................................................................................................................ 12 ARTS>Literature>Poetry>Rhyme.......................................................................................................................... 13 ARTS>Literature>Poetry>Rhythm ........................................................................................................................ 13 ARTS>Literature>Poetry>Rhythm>Feet .......................................................................................................... 14 ARTS>Literature>Poetry>Kinds ........................................................................................................................... 15 ARTS>Literature>Poetry>Kinds>Church ......................................................................................................... 15 ARTS>Literature>Poetry>Kinds>Epic Poem ................................................................................................... 16 ARTS>Literature>Poetry>Kinds>French ......................................................................................................... 16 ARTS>Literature>Poetry>Kinds>Funeral ........................................................................................................ 17 ARTS>Literature>Poetry>Kinds>Greek ........................................................................................................... 17 ARTS>Literature>Poetry>Kinds>Humorous .................................................................................................... 17 ARTS>Literature>Poetry>Kinds>Italian .......................................................................................................... 18 ARTS>Literature>Poetry>Kinds>Japanese ...................................................................................................... 18 ARTS>Literature>Poetry>Kinds>Persian ......................................................................................................... 19 ARTS>Literature>Poetry>Kinds>Roman ......................................................................................................... 19 ARTS>Literature>Poetry>Kinds>Spanish ........................................................................................................ 19 ARTS>Literature>Prose ............................................................................................................................................. 19 ARTS>Literature>Prose>Expressions ................................................................................................................... 19 ARTS>Literature>Prose>Expressions>Humorous ............................................................................................ 20 ARTS>Literature>Prose>Expressions>Letter Combinations ............................................................................ 20 ARTS>Literature>Prose>Expressions>Sayings ................................................................................................ 21 ARTS>Literature>Prose>Expressions>Serious ................................................................................................ 22 ARTS>Literature>Prose>Expressions>Speaking Methods ............................................................................... 24 ARTS>Literature>Prose>Styles ............................................................................................................................. 26 ARTS>Literature>Prose>Theory ........................................................................................................................... 26 ARTS>Literature>Prose>Theory>Plot .............................................................................................................. 27 ARTS>Literature>Prose>Theory>Characters ................................................................................................... 28 ARTS>Literature>Prose>Theory>Formats ....................................................................................................... 28 ARTS>Literature>Prose>Theory>Viewpoint ................................................................................................... 29 ARTS>Literature>Prose>Kinds ............................................................................................................................. 29 ARTS>Literature>Prose>Kinds>Book ............................................................................................................. 29 ARTS>Literature>Prose>Kinds>Book>Fiction ........................................................................................... 30 ARTS>Literature>Prose>Kinds>Book>Nonfiction ..................................................................................... 31 ARTS>Literature>Prose>Kinds>Broadsheet .................................................................................................... 33 ARTS>Literature>Prose>Kinds>Condensation ................................................................................................ 33 ARTS>Literature>Prose>Kinds>Declaration ................................................................................................... 33 1 ARTS>Literature>Prose>Kinds>Document ..................................................................................................... 34 ARTS>Literature>Prose>Kinds>Essay ............................................................................................................. 34 ARTS>Literature>Prose>Kinds>Letter............................................................................................................. 35 ARTS>Literature>Prose>Kinds>News ............................................................................................................. 36 ARTS>Literature>Prose>Kinds>Religious ....................................................................................................... 36 ARTS>Literature>Prose>Kinds>Story ............................................................................................................. 37 ARTS>Literature>Rhetoric ......................................................................................................................................... 38 ARTS>Literature>Rhetoric>Anamnesis ................................................................................................................ 39 ARTS>Literature>Rhetoric>Asyndeton ................................................................................................................ 39 ARTS>Literature>Rhetoric>Contrast .................................................................................................................... 39 ARTS>Literature>Rhetoric>Erotesis ..................................................................................................................... 39 ARTS>Literature>Rhetoric>Fallacy ...................................................................................................................... 40 ARTS>Literature>Rhetoric>Figurative Language ................................................................................................
Recommended publications
  • Your Paper's Title Starts Here
    International Journal of Science Vol.5 No.1 2018 ISSN: 1813-4890 Representation of Modernism in Mansfield’s Short Stories Jialing Ding Nantong University, Nantong 226001, China [email protected] Abstract The modernist thought itself has a very complex background. Strictly speaking, modernism is not a genre, but a literary trend that is revealed in many modernist creative fictions. Kathrine Mansfield’s works have this unique feature. She uses modernist techniques in her short stories very skillfully and tactfully. The aim of the thesis is to explore representative modernist techniques in Mansfield’s short stories. Through the research, I want to prove that she is an innovator of English short stories. The thesis mainly discusses stream of consciousness in Mansfield’s short stories which includes association, time and space montage and illusion. The thesis also analyses symbols in her representative short stories and different perspectives of narration in her works. I sincerely hope that readers can understand her works better through my efforts. Undoubtedly, Mansfield opens up a path to a higher literary standard. Keywords Mansfield; modernism; stream of consciousness; symbolism; perspectives of narration. 1. Introduction Katherine Mansfield(1888-1923) is a splendid English short story writer in the early 20th century. In order to get a better development, Mansfield gave up her pleasant and affluent life. Surprisingly, she chose to travel to London by herself. From the moment she set foot in London, she has become a wandering soul who didn’t have a complete home. Mansfield had complex personality, at the same time, she went through the same intricate life journey.
    [Show full text]
  • Name Upon Name.Indd
    Name upon Name Encountering Pauline Réage Dominique Aury Anne Desclos by Gregory Stephenson “Through me forbidden voices, voices of sexes and lusts, voices veil’d and I remove the veil.” —Walt Whitman The pornographic paperback with an incongruously chaste white cover had been circulating around the barracks for some weeks before the now creased and curling copy came into my hands. Up to this time of my young life, the only explicit erotic writing that I had read was the thick Grove Press paperback of My Life and Loves by Frank Harris and that was all roguish and rollicking and jolly. This book was something altogether different. This was stern and severe, stark and solemn. And hauntingly strange. The year was 1967, the place was Fort McClellan, Alabama; I was twenty years old, and the book was Story of O by Pauline Réage.1 I read it with intense interest but little real attention, ignoring altogether the learned prefaces by Jean Paulhan and André Pieyre de Mandiargues. Yet even the most casual reader must ultimately find himself implicated in the paradoxes and ambiguities of this unsettling novel. For here is a story with its well- springs in the deepest recesses of consciousness, those William James named “the darker, blinder strata of character;” a story revelatory of the mystery, the power and peril of the erotic appetite. I was, to be sure, intrigued by the 2 book, aroused and even discomposed while reading it, but—having once finished it and quickly going on to readI, Jan Cremer, another sexy Grove Press publication—I thought little more about it, except to feel a kind of lingering low-key awe.
    [Show full text]
  • Rubai (Quatrain) As a Classical Form of Poetry in Persian Literature
    INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY ISSN: 2456-6683 Volume - 2, Issue - 4, Apr – 2018 UGC Approved Monthly, Peer-Reviewed, Refereed, Indexed Journal Impact Factor: 3.449 Publication Date: 30/04/2018 Rubai (Quatrain) as a Classical Form of Poetry in Persian Literature Ms. Mina Qarizada Lecturer in Samangan Higher Education, Samangan, Afghanistan Master of Arts in English, Department of English Lovely Professional University, Punjab, India Email – [email protected] Abstract: Studying literature, including poetry and prose writing, in Afghanistan is very significant. Poetry provides some remarkable historical, cultural, and geographical facts and its literary legacy of a particular country. Understanding the poetic forms is important in order to understand the themes and the styles of the poetry of the poets. All the Persian poets in some points of the time composed in the Rubai form which is very common till now among the past and present generation across Afghanistan. This paper is an overview of Rubai as a classical form of Poetry in Persian Literature. Rubai has its significant role in the society with different stylistic and themes related to the cultural, social, political, and gender based issues. The key features of Rubai are to be eloquent, spontaneous and ingenious. In a Rubai the first part is the introduction which is the first three lines that is the sublime for the fourth line of the poem. It represents the idea if sublet, pithy and clever. It also represents the poets’ literary works, poetic themes, styles, and visions. Key Words: Rubai, Classic, Poetry, Persian, Literature, Quatrain, 1. INTRODUCTION: Widespread geography of Persian speakers during the past centuries in the history of Afghanistan like many other countries, it can be seen and felt that only great men were trained in the fields of art and literature.
    [Show full text]
  • Introduction
    1 Introduction A jackal who had fallen into a vat of indigo dye decided to exploit his mar- velous new appearance and declared himself king of the forest. He ap- pointed the lions and other animals as his vassals, but took the precaution of having all his fellow jackals driven into exile. One day, hearing the howls of the other jackals in the distance, the indigo jackal’s eyes filled with tears and he too began to howl. The lions and the others, realizing the jackal’s true nature, sprang on him and killed him. This is one of India’s most widely known fables, and it is hard to imagine that anyone growing up in an Indian cultural milieu would not have heard it. The indigo jackal is as familiar to Indian childhood as are Little Red Rid- ing Hood or Snow White in the English-speaking world. The story has been told and retold by parents, grandparents, and teachers for centuries in all the major Indian languages, both classical and vernacular. Versions of the collec- tion in which it first appeared, the Pañcatantra, are still for sale at street stalls and on railway platforms all over India. The indigo jackal and other narratives from the collection have successfully colonized the contemporary media of television, CD, DVD, and the Internet. I will begin by sketching the history and development of the various families of Pañcatantra texts where the story of the indigo jackal first ap- peared, starting with Pu–rnabhadra’s. recension, the version on which this inquiry is based.
    [Show full text]
  • (Hons.) in Persian Is Designed
    Content: In order to foster quality higher education in India, the syllabus of B.A. (Hons.) LOCFin Persian - Page: 1 of 45 Introductionis designed with the aim of improving the quality of higher education. The syllabus of B.A. (Hons.) in Persian enables effective participation of young people in knowledge production and participation in the knowledge economy, improving national competitiveness in a globalized world and for equipping young people with skills relevant for global and national standards and enhancing the opportunities or social mobility. Persian is not merely a language but the life line of inter-disciplinary studies in the present global scenario as it is a fast growing subject being studied and offered as a major subject in the higher ranking educational institutions at world level. In view of it the proposed course is developed with the aims to equip the students with the linguistic, language and literary skills for meeting the growing demand of this discipline and promoting skill based education. The proposed course will facilitate self-discovery in the students and ensure their enthusiastic and effective participation in responding to the needs and challenges of society. The course is prepared with the objectives to enable students in developing skills and competencies needed for meeting the challenges being faced by our present society and requisite essential demand of harmony among human society as well and for his/her self- growth effectively. Therefore, this syllabus which can be opted by other Persian Departments of all Universities where teaching of Persian is being imparted is compatible and prepared keeping in mind the changing nature of the society, demand of the language skills to be carried with in the form of competencies by the students to understand and respond to the same efficiently and effectively.
    [Show full text]
  • Istanbul 2016 T.C. Fatih Sultan Mehmet Vakif Üniversitesi
    T.C. FATİH SULTAN MEHMET VAKIF ÜNİVERSİTESİ MEDENİYETLER İTTİFAKI ENSTİTÜSÜ YÜKSEK LİSANS TEZİ BİLİMSEL BİR SÖYLEM FORMU OLARAK TEMSİL: MANDEVİLLE’İN ARILAR MASALI ÜZERİNE BİR İNCELEME FİRDEVS BULUT 130401003 TEZ DANIŞMANI: PROF. DR. RECEP ŞENTÜRK PROF. DR. TAHSİN GÖRGÜN ISTANBUL 2016 T.C. FATİH SULTAN MEHMET VAKIF ÜNİVERSİTESİ MEDENİYETLER İTTİFAKI ENSTİTÜSÜ YÜKSEK LİSANS TEZİ BİLİMSEL BİR SÖYLEM FORMU OLARAK TEMSİL: MANDEVİLLE’İN ARILAR MASALI ÜZERİNE BİR İNCELEME FİRDEVS BULUT 130401003 Enstitü Anabilim Dalı: Medeniyet Araştırmaları Enstitü Bilim Dalı: Medeniyet Araştırmaları Bu tez 23/06/2016 tarihinde aşağıdaki jüri tarafından oy birliğiyle kabul edilmiştir. BEYAN Bu tezin yazımında bilimsel ahlâk kurallarının gözetildiğini, başkalarının eserlerinden yararlanırken bilimsel normlara uygun olarak kaynak gösteriminin yapıldığını, kullanılan veriler üzerinde herhangi bir değişiklik yapılmadığını, tezin herhangi bir kısmının bu üniversite veya başka bir üniversitedeki başka bir tez çalışmasına ait olarak sunulmadığını beyan ederim. FİRDEVS BULUT ÖZET Bu tezde, Bernard de Mandeville’in 1714 yılında kaleme aldığı ve klasik temsili anlatım türünün bir örneği olan Arılar Masalı (The Fable of the Bees) eseri incelenecek, metinde öne çıkan kavramlar ve metnin yazıldığı dönemin özellikleri, temsili anlatım ile bilgi üretimi arasındaki ilişkiyi ortaya koyması açısından ele alınacaktır. Ortaya koyduğu toplum teorisi ve erken modern Batı toplumu örnekliği ile yazıldığı dönemin ender eserlerinden biri olan Arılar Masalı, bu çalışmada öncelikle döneminin düşünsel birikiminin bir parçası olarak değerlendirilecektir. Daha sonra metnin şu ana kadarki iktisadi ve ahlaki açıklama ve yorumlarının ötesine geçilmeye çalışılarak, edebi bir metin olarak ele alınacaktır. Fabl türü ve temsil getirme metodu ile siyasi ve ahlaki bir toplum teorisi kuran eserin, bir edebiyat ürünü olarak döneminin neresinde bulunduğu açıklanacaktır.
    [Show full text]
  • Appendix: Major Periodical Publications (1910–22)
    Appendix: Major Periodical Publications (1910–22) Short stories (signed Katherine Mansfield unless otherwise stated) ‘Bavarian Babies: The Child-Who-Was-Tired’, New Age, 6.17 (24 February 1910), 396–8 [Katharine Mansfield] ‘Germans at Meat’, New Age, 6.18 (3 March 1910), 419–20 [Katharine Mansfield] ‘The Baron’, New Age, 6.19 (10 March 1910), 444 [Katharine Mansfield] ‘The Luft Bad’, New Age, 6.21 (24 March 1910), 493 [Katharine Mansfield] ‘Mary’, Idler, 36.90 (March 1910), 661–5 [K. Mansfield] ‘At “Lehmann’s” ’, New Age, 7.10 (7 July 1910), 225–7 [Katharine Mansfield] ‘Frau Brechenmacher Attends a Wedding’, New Age, 7.12 (21 July 1910), 273–5 ‘The Sister of the Baroness’, New Age, 7.14 (4 August 1910), 323–4 ‘Frau Fischer’, New Age, 7.16 (18 August 1910), 366–8 ‘A Fairy Story’, Open Window, 1.3 (December 1910), 162–76 [Katharina Mansfield] ‘A Birthday’, New Age, 9.3 (18 May 1911), 61–3 ‘The Modern Soul’, New Age, 9.8 (22 June 1911), 183–6 ‘The Journey to Bruges’, New Age, 9.17 (24 August 1911), 401–2 ‘Being a Truthful Adventure’, New Age, 9.19 (7 September 1911), 450–2 ‘A Marriage of Passion’, New Age, 10.19 (7 March 1912), 447–8 ‘Pastiche: At the Club’, New Age, 10.19 (7 March 1912), 449–50 ‘The Woman at the Store’, Rhythm, no. 4 (Spring 1912), 7–24 ‘Pastiche: Puzzle: Find the Book’, New Age, 11.7 (13 June 1912), 165 ‘Pastiche: Green Goggles’, New Age, 11.10 (4 July 1912), 237 ‘Tales of a Courtyard’, Rhythm, no.
    [Show full text]
  • Francisco Carlos Ribeiro.Pdf
    PONTIFÍCIA UNIVERSIDADE CATÓLICA DE SÃO PAULO PUC-SP Francisco Carlos Ribeiro A “missão” na literatura: A redução jesuítica em A fonte de O tempo e o vento MESTRADO EM HISTÓRIA SÃO PAULO 2016 PONTIFÍCIA UNIVERSIDADE CATÓLICA DE SÃO PAULO PUC-SP Francisco Carlos Ribeiro A “missão” na literatura: A redução jesuítica em A fonte de O tempo e o vento MESTRADO EM HISTÓRIA Dissertação apresentada à Banca Examinadora da Pontifícia Universidade Católica de São Paulo, como exigência parcial para obtenção do título de MESTRE em História, sob a orientação da Profª. Drª. Olga Brites. SÃO PAULO 2016 Banca Examinadora ________________________________________________ Prof.ª Dr.ª Olga Brites _______________________________________________ Prof.ª Dr.ª Yvone Dias Avelino _______________________________________________ Prof. Dr. Ubirajara de Farias Prestes Filho _______________________________________________ Prof.ª Dr.ª Maria do Rosário da Cunha Peixoto (suplente) ______________________________________________ Prof. Dr. Mirna Busse Pereira (suplente) Dedico esse trabalho de pesquisa aos meus pais, J. Francisco e Francisca M., e também a todos aqueles que o inspiraram, mas, que não terão tempo, desejo ou paciência para lê-lo. Agradeço de modo especial o apoio financeiro oferecido pela CAPES ‒ Coordenação de Aperfeiçoamento de Pessoal de Nível Superior ‒ do Ministério da Educação e pela FUNDASP ‒ Fundação São Paulo ‒ da Pontifícia Universidade Católica de São Paulo. Agradecimentos Quanto mais velho fico, mais pessoas de meu passado tenho o desejo de encontrar para abraçá-las e dizer- lhes sem mais explicações: Obrigado! Obrigado! Obrigado! Erico Verissimo Assim como um filme, que é fruto do trabalho de equipe (produtor, diretor, roteirista, intérpretes e técnicos), uma dissertação de pesquisa também se concretiza como resultado do esforço de um grupo de pessoas que direta ou indiretamente estão relacionadas com a sua realização.
    [Show full text]
  • Iranian Leadership Ideals: a Culturally-Based Leadership Approach Azadeh Davari University of San Diego
    University of San Diego Digital USD Dissertations Theses and Dissertations 2018-05-20 Iranian Leadership Ideals: A Culturally-based Leadership Approach Azadeh Davari University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Arts and Humanities Commons, Business Commons, Education Commons, and the Social and Behavioral Sciences Commons Digital USD Citation Davari, Azadeh, "Iranian Leadership Ideals: A Culturally-based Leadership Approach" (2018). Dissertations. 113. https://digital.sandiego.edu/dissertations/113 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. IRANIAN LEADERSHIP IDEALS: A CULTURALLY-BASED LEADERSHIP APPROACH by Azadeh Davari A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2018 Dissertation Committee Afsaneh Nahavandi, Ph.D. Zachary Gabriel Green, Ph.D. Touraj Daryaee, Ph.D. Kaveh Abhari, Ph.D. University of San Diego © Copyright by Azadeh Davari All Rights Reserved 2018 University of San Diego School of Leadership and Education Sciences CANDIDATE’S NAME: Azadeh Davari TITLE OF DISSERTATION: IRANIAN LEADERSHIP IDEALS: A CULTURALLY-BASED LEADERSHIP APPROACH APPROVAL: _____________________________________, Cha ir Afsaneh Nahavandi, PhD- _____________________________________, M
    [Show full text]
  • TDC Syllabus Under CBCS for Persian, Urdu, Bodo, Mizo, Nepali and Hmar
    Proposed Scheme for Choice Based Credit System (CBCS) in B.A. (Honours) Persian 1 B.A. (Hons.): Persian is not merely a language but the life line of inter-disciplinary studies in the present global scenario as it is a fast growing subject being studied and offered as a major subject in the higher ranking educational institutions at world level. In view of it the proposed course is developed with the aims to equip the students with the linguistic, language and literary skills for meeting the growing demand of this discipline and promoting skill based education. The proposed course will facilitate self-discovery in the students and ensure their enthusiastic and effective participation in responding to the needs and challenges of society. The course is prepared with the objectives to enable students in developing skills and competencies needed for meeting the challenges being faced by our present society and requisite essential demand of harmony amongst human society as well and for his/her self-growth effectively. Therefore, this syllabus which can be opted by other Persian Departments of all Universities where teaching of Persian is being imparted is compatible and prepared keeping in mind the changing nature of the society, demand of the language skills to be carried with in the form of competencies by the students to understand and respond to the same efficiently and effectively. Teaching Method: The proposed course is aimed to inculcate and equip the students with three major components of Persian Language and Literature and Persianate culture which include the Indo-Persianate culture, the vital portion of our secular heritage.
    [Show full text]
  • Hosseini, Mahrokhsadat.Pdf
    A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Iranian Women’s Poetry from the Constitutional Revolution to the Post-Revolution by Mahrokhsadat Hosseini Submitted for Examination for the Degree of Doctor of Philosophy in Gender Studies University of Sussex November 2017 2 Submission Statement I hereby declare that this thesis has not been, and will not be, submitted in whole or in part to another University for the award of any other degree. Mahrokhsadat Hosseini Signature: . Date: . 3 University of Sussex Mahrokhsadat Hosseini For the degree of Doctor of Philosophy in Gender Studies Iranian Women’s Poetry from the Constitutional Revolution to the Post- Revolution Summary This thesis challenges the silenced voices of women in the Iranian written literary tradition and proposes a fresh evaluation of contemporary Iranian women’s poetry. Because the presence of female poets in Iranian literature is a relatively recent phenomenon, there are few published studies describing and analysing Iranian women’s poetry; most of the critical studies that do exist were completed in the last three decades after the Revolution in 1979.
    [Show full text]
  • A Study of the Poetic Foundations of Three Prominent Contemporary
    Propósitos y Representaciones May. 2021, Vol. 9, SPE(3), e1097 ISSN 2307-7999 Current context of education and psychology in Europe and Asia e-ISSN 2310-4635 http://dx.doi.org/10.20511/pyr2021.v9nSPE3.1097 RESEARCH NOTES A Study of the Poetic Foundations of Three Prominent Contemporary Poets Mehdi Akhavan Sales, Ahmad Shamloo and Hamid Mossadegh with an Approach to European Literature Un estudio de los fundamentos poéticos de tres destacados poetas contemporáneos Mehdi Akhavan Sales, Ahmad Shamloo y Hamid Mossadegh con un enfoque de la literatura europea Farshad Daneshvar Nik PhD student in Persian language and literature, Islamic Azad University, Mashhad Branch, Iran Mohammad Fazeli Member of the Department of Persian Language and Literature, Islamic Azad University, Mashhad Branch, Iran Parvin Dokht Mashhor Member of the Department of Persian Language and Literature, Islamic Azad University, Mashhad Branch, Iran Received 07-08-20 Revised 08-10-20 Accepted 09-02-20 On line 03-06-21 *Correspondence Cite as: Email: [email protected] Daneshvar, F., Fazali, M., & Dokht, P. (2021). A Study of the Poetic Foundations of Three Prominent Contemporary Poets Mehdi Akhavan Sales, Ahmad Shamloo and Hamid Mossadegh with an Approach to European Literature. Propósitos y Representaciones, 9(SPE3), e1097. Doi: http://dx.doi.org/10.20511/pyr2021.v9nSPE3.1097 © Universidad San Ignacio de Loyola, Vicerrectorado de Investigación, 2021. Este artículo se distribuye bajo licencia CC BY-NC-ND 4.0 Internacional (http://creativecommons.org/licenses/by-nc-nd/4.0/). A Study of the Poetic Foundations of Three Prominent Contemporary Poets Mehdi Akhavan Sales, Ahmad Shamloo and Hamid Mossadegh with an Approach to European Literature Summary Literary schools in the West are influenced by the social and political conditions prevailing in those societies; This means that each school in line with the political and social developments of its time has undergone structural and content changes and gives way to a school with a different perspective.
    [Show full text]