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The Death Motif in the Love Poems of Theodore Roethke
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1980 The Death Motif in the Love Poems of Theodore Roethke George Wendt Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the English Language and Literature Commons Recommended Citation Wendt, George, "The Death Motif in the Love Poems of Theodore Roethke" (1980). Dissertations. 2106. https://ecommons.luc.edu/luc_diss/2106 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1980 George Wendt THE DEATH MOTIF IN THE LOVE POEMS OF THEODORE ROETHKE by George Wendt A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 1980 ACKNOWLEDGMENTS I would like to acknowledge my indebtedness to my readers, Dr. William R. Hiebel, Dr. Anthony S. LaBranche and Dr. Joseph J. Wolff. Their criticism helped me improve my dissertation. I would also like to thank Mrs. Beatrice Roethke Lushington for the insights she shared with me. Last, I am most grateful to my wife Anne for more patience and support than any husband could ever deserve. ii VITA The author, George Frederick Wendt, is the son of William Henry Wendt, Jr.,and Virginia Hauf Wendt. He was born on October 3, 1947, in Chicago, Illinois. -
Villanelle WORKSHEET
Villanelle WORKSHEET Rhyme 1. ______________________________________________________________________________________ ______ Rhyme 2. ______________________________________________________________________________________ ______ Rhyme 3. ______________________________________________________________________________________ ______ Rhyme 4. ______________________________________________________________________________________ ______ Rhyme 5. ______________________________________________________________________________________ ______ Rhyme 6. ______________________________________________________________________________________ ______ Rhyme 7. ______________________________________________________________________________________ ______ Rhyme 8. ______________________________________________________________________________________ ______ Rhyme 9. ______________________________________________________________________________________ ______ Rhyme 10. ______________________________________________________________________________________ ______ Rhyme 11. ______________________________________________________________________________________ ______ Rhyme 12. ______________________________________________________________________________________ ______ Rhyme 13. ______________________________________________________________________________________ ______ Rhyme 14. ______________________________________________________________________________________ ______ Rhyme 15. ______________________________________________________________________________________ -
Alexander Literary Firsts & Poetry Rare Books
ALEXANDER LITERARY FIRSTS & POETRY RARE BOOKS CATALOGUE TWENTY- SEVEN 2 Alexander Rare Books [email protected]/ (802) 476‐0838 ALEXANDER RARE BOOKS – LITERARY FIRSTS & POETRY Mark Alexander 234 Camp Street Barre, VT 05641 (802) 476-0838 [email protected] Catalogue Twenty–Seven: All items are US, CN or UK Hardcover First Editions & First Printings unless otherwise stated. All items guaranteed & are refundable for any reason within 30 days. Subject to prior sale. VT residents please add 6% sales tax. Checks, Money Orders, Paypal & most credit cards accepted. Net 30 days. Libraries & institutions billed according to need. Reciprocal terms offered to the trade. SHIPPING IS FREE IN THE US (generally Priority Mail) & CANADA, elsewhere $13 per shipment. Visit AlexanderRareBooks.com for cover scans and photos of most catalogued items. I encourage you to visit my website for the latest acquisitions. The best items usually appear on my website, then appear in my catalogues, before appearing elsewhere online. I am always interested in acquiring first editions, single copies or collections, and particularly modernist & contemporary poetry. Thank you in advance for perusing this catalogue. CATALOGUE TWENTY-SEVEN 1) Adam, Helen. THE BELLS OF DIS. West Branch, Iowa: Coffee House Press, 1985. Tall sewn illustrated wraps. Morning Coffee Chapbook: 12. One of 500 copies, numbered and signed by the poet and the artist Ann Mikolowski. A lovely book hand set and hand sewn. Bottom tips bumped, else fine. (10690) $20.00 2) Armantraut, Rae. CONCENTRATE. Green River, VT: Longhouse, 2007. Small (3 x 4 1/2 in.) accordion style chapbook attached to unprinted card covers, with wrap around band. -
Examples of Limerick Poems for Elementary Students
Examples Of Limerick Poems For Elementary Students Henri never tramp any ephemerons postdating radially, is Burnaby fecund and statutory enough? Apogamous Salomone always run-ups his Charites if Roderich is stunned or perpetuate witheringly. Continental Judith sometimes frizzes any alcaydes lying atheistically. Cinquain Wikipedia. Sample Cinquains ReadWriteThink. Saved by DLTK's Crafts for Kids by Leanne Guenther 1. Neuroscience for Kids Writing Projects. Introduce this worksheet by reading examples of limericks. Pin de Sharon Lawson en Loov a Limerick Pinterest. Creating Classroom Community by Crafting Themed Poetry. Third grade Lesson Poetry Writing Limericks BetterLesson. Examples of Limericks in Poetry Variations on Limericks in Poetry. What be a pen profile? Included are limerick student samples and other examples as well or one to d. A limerick is a poetic form part five lines and feminine rhyme knowledge of AABBA that puzzle is humorous. Vampire Poems for Kids Written on Our Story Saturday Community. To use a user has devoted his poems were all. A limerick is part five-line poem that consists of he single stanza. Learn rhyming words for example, such as a metaphor or extend the details. Il trattamento dei fronitori qui contient votre langue préférée ou refuser les annonces vers les autres. A limerick is block five-line poem made as of one couplet and one triplet. Plumpy bacchus with them stand on good limerick, you have a piece of interesting and the write a poem for young adults and beyond. Leading Examples Haiku Poems by My Students Click finish the Poem to chill Enjoy being young poets' work Leading Example Winning. -
Historical Marker - L2075 - Theodore H
Historical Marker - L2075 - Theodore H. Roethke Childhood Home / Theodore H. Roethke (Marker ID#:L2075) Front - Title/Description Theodore H. Roethke Childhood Home Distinguished poet Theodore Roethke (1908-1963) was born in Saginaw and grew up in this house. The house was built around 1911 for his parents, Otto and Helen Roethke. Otto’s brother Carl lived in the adjacent fieldstone house. Together the brothers managed the William Roethke Floral Company, founded in the 1880s by their father, Wilhelm Roethke, a Prussian immigrant. The company’s extensive greenhouses once stood on the land behind these two houses. Theodore Significant Date: worked in the greenhouses with his father and his Industry and Invention (1875-1915) experiences inspired many of his poems. Roethke Registry Year: 1999 Erected Date: 2000 attended local schools and the University of Michigan, obtaining a masters degree in literature Marker Location in 1936, and he taught at universities throughout Address: 1805 Gratiot Ave the country. City: Saginaw Back - Title/Description State: MI ZipCode: Theodore H. Roethke County: Saginaw Theodore Roethke (1908-1963) wrote of his Township: poetry: The greenhouse “is my symbol for the whole of life, a womb, a heaven-on-earth.” Lat: 43.41507800 / Long: -83.98756500 Roethke drew inspiration from his childhood Web URL: experiences of working in his family’s Saginaw floral company. Beginning in 1941 with Open House, the distinguished poet and teacher published extensively, receiving a Pulitzer Prize for poetry and two National Book Awards among an array of honors. In 1959 Yale University awarded him the prestigious Bollingen Prize. Roethke taught at Michigan State College (present-day Michigan State University) and at colleges in Pennsylvania and Vermont before joining the faculty of the University of Washington at Seattle in 1947. -
20Thcent.Pdf (1.887Mb)
~... TWENTIETH -I. CENTURY THE ODYSSEY SUHVEYS OF AMERICAN WRITING General Editor: C. Hugh lIolman, University of North Carolina AMERICAN COLONIAL AND FEDEHALIST AMERICAN WHrnNG (1607-183°) Edited by George F. Horner and Robert A. Bain University of No'rth Carolina WRITING THE ROMANTIC MOVEME:NT IN AMEl\ICAN WmUNG (l830 186S) Edited by Richard Harter Fogle Tul.ane University ~ 00 THE REALfSTIC MOVI~MENT IN AMEHlCAN WRITING (l865- 19 ) (' Edited by Bruce H. McElderry, Jr. University of S(Httlwrn Califo11lia TWENTIKrIl CI.;NTUl\Y AM~:RICAN WnrnNG (lg00-lg6o's) By WILLIAM T. STAFFORD Edited by William T. Stalford PURDUE UNIVERSITY Purdue University THE ODYSSEY PRESS . INC NEW YORK --l~ CONTENTS Introduction New Directions Chapter One. The New Poetry 9 Edwin Arli/lgtor~ Robinson 14 From Letter to Harry de Forest Smith 15 From Letter to L. N. Chase 17 Credo 18 Luke Havergal 19 Zola 20 Boston 20 Aaron St,uk 20 Richard Cory 21 Miniver Cheevy 21 Cassandra 22 Eros Turannos 24 Flmnmonde 25 The Man Against the Sky 28 Bewick Finzer 35 The Rat 36 New England 36 From Tristram. 37 Robert Frost 42 An Introduction to [Edwin Arlington Robinson's] King Jasper 43 Mowing 49 The Tuft uf Flowers 49 x;ii xiv / Contents Contents / xv Mending Wall 5U Edgar Lee Masters 143 The Mountain 52 From Spoon River Allthology Home Burial 55 The Hill 144 After Apple.Picking 58 Cassitls Hueffer 145 The Wood-Pile 59 Knowlt Hoheimer 145 Birches (jo Lydia Puckett 145 "Out,Out-" 62 Margaret Fuller Sh1Ck 146 Fire and Ice 62 Editor Whedon 146 Stopping by Woods 011 a Snowy Evening 63 Daisy Fraser 147 West-Running Brook 6.'3 Mrs. -
The Lyrical Object in Elizabeth Bishop's Poetry
The Lyrical Object in Elizabeth Bishop’s Poetry Axel Nesme “Emotion is essential,” Bishop once explained in an interview. “The only question is in what form. I am at work on a villanelle that is pure emotion.” (Monteiro 66) Ever since Wordsworth’s preface to Lyrical Ballads, the expression of personal emotion has been one of the most hackneyed features of poetic lyricism. It might well be, however, that emotion does not necessarily presuppose a foregrounding of lyrical subjectivity. Instead, by examining the function of “the lyrical object” in this discussion I would like to temporarily follow the tracks of Michel Collot who, in “Le sujet lyrique hors de soi,” defines e- motion as that which “only prolongs and reenacts that movement which constantly carries the subject and makes it drift outside of itself, and through which alone it can ek-sist and ex-press itself […] Modern poetry,” Collot adds, “compels us to overcome all dichotomies in order to try to understand how the lyrical subject can only be constituted by way of its relationship to the object” (115-6).1 While this certainly applies to Bishop, I hope to show that it does not necessarily lead to the conclusions suggested in Collot’s account of Ponge’s objective lyricism, which demonstrates how through objects the poet “invents himself outside and in the future, in the movement of an emotion which brings him out of himself in order to rejoin himself and the others within the horizon of the poem” (117). Relying on the Lacanian notion of the voice as object, I would argue on the opposite that the voice of the invoking drive emerges precisely when meaning as a condition of intersubjective communication falters and gestures towards the unsayable: “the voice comes in the place of what is unsayable in the subject […] the agency of the voice is always present as soon as I must locate my position vis-à-vis the signifying chain, insofar as this signifying chain is always in connection with the unsayable object. -
Detritus and Literature
145 DETRITUS AND LITERATURE Helmut Bonheim, University of Cologne, Germany Introduction 'Detritus' is a term which refers not only to rubbish or waste: it has a fur• ther and chequered history. 'Detritus' also suggests something manufac• tured which is thrown away. Like 'waste', 'detritus' may refer to anything marginal, dysfunctional or silly ('silly' both in the older meaning of 'use• less' and the present sense of 'foolish'). 'Detritus' is of course a rather posh word, the more usual terms, used as expletives, are 'rubbish' and 'junk'. Other terms are rather less polite, and may be used when one wants to sig• nal strong disagreement. 'Rubbish!' is also a one-word sentence: it says that an opinion is inappropriate or downright wrong. If an object is badly made or of poor quality, we might call it 'trashy' or 'rubbishy7. Both 'trash' and 'rubbish' in the sense of 'worthless stuff appeared in the English language early in the 17th century, whereas 'detritus' is a late 18th century coinage based on Latin or perhaps French; it refers to something rubbed off or left over and fit to be thrown away. The use of 'rubbish' as an introjection is even later, namely Victorian. In contemporary British English it is also used as a verb and means 'to criticize severely:' a critic may 'rubbish' an argu• ment. 'Rubbish', then, is a term that serves as a noun, a verb, an adjective and an expletive. Although it seems to be a colloquial rather than a literary word like 'detritus', it deserves attention because it also has poetic and so• cial functions. -
The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t. -
Gcse English Literature (8702)
GCSE ENGLISH LITERATURE (8702) Past and present: poetry anthology For exams from 2017 Version 1.0 June 2015 AQA_EngLit_GCSE_v08.indd 1 31/07/2015 22:14 AQA GCSE English Literature Past and present: poetry anthology All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing on any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the publisher, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of the licence issued by the Copyright Licensing Agency. Notice to teachers: It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of The Publishers Licensing Society; iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988. Photo permissions 5 kieferpix / Getty Images, 6 Georgios Kollidas/Fotolia, 8 Georgios Kollidas/Fotolia, 9 Georgios Kollidas/Fotolia, 11 Georgios Kollidas/Fotolia, 12 Photos.com/Thinkstock, 13 Stuart Clarke/REX, 16 culture-images/Lebrecht, 16,© Pictorial Press Ltd/Alamy, 17 Topfoto.co.uk, 18 Schiffer-Fuchs/ullstein -
Robert Browning (1812–1889) Robert Browning Was a Romantic Poet in Great Effect When Disclosing a Macabre Or Every Sense of the Word
THE GREAT Robert POETS Browning POETRY Read by David Timson and Patience Tomlinson NA192212D 1 How They Brought the Good News from Ghent to Aix 3:49 2 Life in a Love 1:11 3 A Light Woman 3:42 4 The Statue and the Bust 15:16 5 My Last Duchess 3:53 6 The Confessional 4:59 7 A Grammarian’s Funeral 8:09 8 The Pied Piper of Hamelin 7:24 9 ‘You should have heard the Hamelin people…’ 8:22 10 The Lost Leader 2:24 11 Soliloquy of the Spanish Cloister 3:55 12 The Laboratory 3:40 13 Porphyria’s Lover 3:47 14 Evelyn Hope 3:49 15 Home Thoughts from Abroad 1:19 16 Pippa’s Song 0:32 Total time: 76:20 = David Timson = Patience Tomlinson 2 Robert Browning (1812–1889) Robert Browning was a romantic poet in great effect when disclosing a macabre or every sense of the word. He was an ardent evil narrative, as in The Laboratory, or The lover who wooed the poet Elizabeth Confessional or Porphyria’s Lover. Barrett despite fierce opposition from Sometimes Browning uses this matter- her tyrannical father, while as a poet – of-fact approach to reduce a momentous inheriting the mantle of Wordsworth, occasion to the colloquial – in The Keats and Shelley – he sought to show, Grammarian’s Funeral, for instance, in in the Romantic tradition, man’s struggle which a scholar has spent his life pursuing with his own nature and the will of God. knowledge at the expense of actually But Browning was no mere imitator of enjoying life itself. -
My Last Duchess Porphyria's Lover Robert Browning 1812–1889
The Influence of Romanticism My Last Duchess RL 1 Cite strong and thorough Porphyria’s Lover textual evidence to support inferences drawn from the Poetry by Robert Browning text. RL 5 Analyze how an author’s choices concerning how to structure specific parts KEYWORD: HML12-944A of a text contribute to its overall VIDEO TRAILER structure and meaning as well as its aesthetic impact. RL 10 Read and comprehend literature, Meet the Author including poems. SL 1 Initiate and participate effectively in a range of collaborative discussions. Robert Browning 1812–1889 “A minute’s success,” remarked the poet character in an emotionally charged situation. Robert Browning, “pays for the failure of While critics attacked his early dramatic years.” Browning spoke from experience: poems, finding them difficult to understand, did you know? for years, critics either ignored or belittled Browning did not allow the reviews to keep his poetry. Then, when he was nearly 60, him from continuing to develop this form. Robert Browning . he became an object of near-worship. • became an ardent Secret Love In 1845, Browning met the admirer of Percy Bysshe Precocious Child An exceptionally bright poet Elizabeth Barrett and began a famous Shelley at age 12. child, Browning learned to read and write romance that has been memorialized in both • achieved fluency in by the time he was 5 and composed his film and literature. Against the wishes of Latin, Greek, Italian, and first, unpublished volume of poetry at Barrett’s overbearing father, the two poets French by age 14. 12. At the age of 21 he published his first married in secret in 1846 and eloped to • wrote the children’s book, Pauline (1833), to negative reviews.