Early Modern Verse, Rhetoric, and Text Analysis

Total Page:16

File Type:pdf, Size:1020Kb

Early Modern Verse, Rhetoric, and Text Analysis Early Modern Verse, Rhetoric, and Text Analysis by Charlene V. Smith Artistic Director [email protected] 2018 Our Mission: Brave Spirits Theatre stages visceral and intimate productions of Shakespeare and his contemporaries with a focus on female artists and feminist perspectives. Table of contents I. Welcome .......................................................................................................... 4 A. Our Mission, Vision, and Values ............................................................................................5 B. Our History ............................................................................................................................. 6 C. Ensemble ..................................................................................................................................7 II. Steps to Text Analysis ........................................................................................ 8 A. Paraphrase ................................................................................................................................8 1. Guidelines for paraphrasing .......................................................................................10 B. Scan verse ............................................................................................................................... 11 1. Verse or prose? ............................................................................................................ 11 2. Iambic pentameter ..................................................................................................... 11 3. Why write in iambic pentameter? ............................................................................. 12 4. Why do scansion and verse matter? .......................................................................... 12 C. Sense units .............................................................................................................................. 12 D. Operative words .................................................................................................................... 13 E. Rhetoric ..................................................................................................................................14 F. Audience contact ...................................................................................................................14 G. Other elements ...................................................................................................................... 15 1. Modes of Address ........................................................................................................ 15 i. Thee vs. You ....................................................................................................... 15 ii. Insults ................................................................................................................. 15 iii. Status ...................................................................................................................16 iv. English Hierarchy ..............................................................................................16 2. Sounds .......................................................................................................................... 17 i. Alliteration ......................................................................................................... 17 ii. Assonance ........................................................................................................... 17 3. Rhyme .......................................................................................................................... 17 i. Single Rhyming Couplet marking the end of a a. scene ........................................................................................................... 18 b. play ............................................................................................................. 18 ii. Multiple Rhyming Couplets at the end ........................................................... 18 iii. Shared Rhyming Couplet ..................................................................................19 iv. Supernatural Characters ....................................................................................19 v. Song .....................................................................................................................19 vi. Bad Rhyme ........................................................................................................ 20 4. Word Choice .............................................................................................................. 20 i. Oaths .................................................................................................................. 20 ii. Bawdy Jokes ....................................................................................................... 20 iii. Inarticulate Speech ............................................................................................ 21 iv. Strange of Archaic Language ............................................................................ 21 5. Other Textual Clues .................................................................................................... 21 i. Monosyllabic Lines ............................................................................................ 21 ii. Embedded Stage Directions .............................................................................22 www.bravespiritstheatre.com 2 iii. Punctuation ........................................................................................................22 iv. Enjambed vs. End-stopped Lines .....................................................................22 v. A note on breathing ........................................................................................... 23 III. Verse ...............................................................................................................24 A. Introduction to Verse ............................................................................................................24 1. Types of Feet in Poetry ..............................................................................................24 2. Types of Meter in Poetry ...........................................................................................24 i. Tetrameter ..........................................................................................................24 ii. Hexameter .......................................................................................................... 25 iii. Doggerel ............................................................................................................. 25 B. Variations in Iambic Pentameter .........................................................................................26 1. Feet Variations .............................................................................................................26 i. Amphibrach........................................................................................................26 ii. Trochee ...............................................................................................................26 iii. Pyrrhic Spondee .................................................................................................27 iv. Anapest ...............................................................................................................27 v. Headless Lines ...................................................................................................27 2. Other Verse Elements ................................................................................................28 i. Shared Lines .......................................................................................................28 ii. Short Lines .........................................................................................................29 iii. Expansion and Contraction ..............................................................................29 iv. Caesuras ..............................................................................................................29 v. Other Variations ................................................................................................30 IV. Prose ............................................................................................................... 31 A. Uses of Prose .......................................................................................................................... 31 1. Formal Prose Speech .................................................................................................. 32 2. Formal Rhetoric .......................................................................................................... 31 3. Informal Rhetoric ....................................................................................................... 32 4. Euphuistic Speech ...................................................................................................... 32 B. Performing Prose ................................................................................................................... 32 1. Pointing and Overstressing ........................................................................................ 32 2. Prose and Verse Interchanges .................................................................................... 33 V. Rhetoric ..........................................................................................................34
Recommended publications
  • Interperformative Relationships in Ingrian Oral Poetry
    Oral Tradition, 25/2 (2011): 391-427 Interperformative Relationships in Ingrian Oral Poetry Kati Kallio [Transcriptions and audio excerpts of sung materials are available at http://journal.oraltradition.org/issues/25ii/kallio] The Baltic-Finnic ethnic groups used trochaic tetrameter called Kalevala-meter in their oral poetry. These ethnic groups included the Finns, Karelians, Estonians, Izhors, Votes, and Ingrian-Finns. The present name of this poetic meter1 derives from the Finnish national epic, The Kalevala (1835), which was compiled by Elias Lönnrot on the basis of folk poems. Kalevala- metric poetry was mainly sung, though it served as a vehicle for proverbs embedded in speech and recited charms. This form was the central poetic language of these groups, used in epic, lyric, ritual, and occasional songs. The very first sources derive from the sixteenth century, while the largest corpora were collected in the nineteenth and twentieth centuries. One of the extensively documented geographical areas of Kalevala-metric oral poetry is Ingria, and in all of Ingria the majority of the sound-recordings were collected from the western districts of Soikkola and Narvusi. Beginning in 1853, many scholars traveled in West Ingria to record the predominantly female singing culture, first manually and later by using sound recording technologies. The Ingrian practices, structures, and stylistics of singing were varied, and this area is often referred as a counterpart to or a point of comparison for Karelian singing of a more male and epic character (Gröndahl 1997; Siikala 2000). In recent years, new insights have created opportunities to understand the massive archival Map 1: Ingria, Estonia, Finland, Karelia, and collections from Ingria as textualized products of Russia.
    [Show full text]
  • Your Feet's Too Big: Downsizing English Metrics
    Mad River Review Volume 1 Issue 1 Article 9 2016 Your Feet's Too Big: Downsizing English Metrics William Wilborn Follow this and additional works at: https://corescholar.libraries.wright.edu/mrr Part of the Fiction Commons Recommended Citation Wilborn, W. (2016). Your Feet's Too Big: Downsizing English Metrics, Mad River Review, 1 (1). This Criticism is brought to you for free and open access by CORE Scholar. It has been accepted for inclusion in Mad River Review by an authorized editor of CORE Scholar. For more information, please contact library- [email protected]. Wilborn: Your Feet's Too Big: Downsizing English Metrics WILLIAM WILBORN Your Feet’s Too Big: Downsizing English Metrics Classical English metrics, as in Shakespeare's iambic pentameter, is a method of grouping the local rhythms of language into two ascending levels of organization, the foot and the line or verse. Unfortunately our understanding of this method has long been clouded by theory. That is because verse is more like dancing than computation. A gardener at Rydal Mount remembered watching Wordsworth as he composed. In his innocence he reveals the physical basis of practical metrics. Essentially he tells us that for Wordsworth iambic meter was walking: I think I can see him at it now. He was ter'ble thrang [busy] with visitors and folks, you mun kna, at times, but if he could git awa fra them for a spell, he was out upon his gres [grass] walk; He would set his head a bit forrad, and put his hands behint his back. And then he would start bumming, and it was bum, bum, bum, stop; then bum, bum, bum, reet down til t'other end [of the walk], and then he'd set down and git a bit o' paper out and write a bit; and then he git up, and bum, bum, bum, and goa on bumming for long enough right down and back agean.
    [Show full text]
  • Some Problems in Prosody
    1903·] Some Problems in Prosody. 33 ARTICLE III. SOME PROBLEMS IN PROSODY. BY PI10PlCSSOI1 R.aBUT W. KAGOUN, PR.D. IT has been shown repeatedly, in the scientific world, that theory must be supplemented by practice. In some cases, indeed, practice has succeeded in obtaining satisfac­ tory results after theory has failed. Deposits of Urate of Soda in the joints, caused by an excess of Uric acid in the blood, were long held to be practically insoluble, although Carbonate of Lithia was supposed to have a solvent effect upon them. The use of Tetra·Ethyl-Ammonium Hydrox­ ide as a medicine, to dissolve these deposits and remove the gout and rheumatism which they cause, is said to be due to some experiments made by Edison because a friend of his had the gout. Mter scientific men had decided that electric lighting could never be made sufficiently cheap to be practicable, he discovered the incandescent lamp, by continuing his experiments in spite of their ridicule.1 Two young men who "would not accept the dictum of the authorities that phosphorus ... cannot be expelled from iron ores at a high temperature, ... set to work ... to see whether the scientific world had not blundered.'" To drive the phosphorus out of low-grade ores and convert them into Bessemer steel, required a "pot-lining" capable of enduring 25000 F. The quest seemed extraordinary, to say the least; nevertheless the task was accomplished. This appears to justify the remark that "Thomas is our modem Moses";8 but, striking as the figure is, the young ICf.
    [Show full text]
  • Rhythm and Meter in Macbeth Iambic Pentameter (Nobles)
    Grade 9 Analysis- Rhythm and Meter in Macbeth Iambic Pentameter (Nobles) What is it? Shakespeare's sonnets are written predominantly in a meter called iambic pentameter, a rhyme scheme in which each sonnet line consists of ten syllables. The syllables are divided into five pairs called iambs or iambic feet. An iamb is a metrical unit made up of one unstressed syllable followed by one stressed syllable. An example of an iamb would be good BYE. A line of iambic pentameter flows like this: baBOOM / baBOOM / baBOOM / baBOOM / baBOOM. Why does Shakespeare use it? When Shakespeare's characters speak in verse (iambic pentameter), they are usually the noble (aristocratic) characters, and their speech represents their high culture and position in society. It gives the play a structured consistency, and when this is changed in instances of prose such as when Macbeth writes to Lady Macbeth and when Lady Macduff talks with her son, these are normally instances where a situation is abnormal e.g. when the Porter babbles in his drunken haze. Trochaic Tetrameter (Witches) What is it? Trochaic tetrameter is a rapid meter of poetry consisting of four feet of trochees. A trochee is made up of one stressed syllable followed by one unstressed syllable (the opposite of an iamb). Here is the flow of a line of trochaic tetrameter: BAboom / BAboom / BAboom / BAboom. Why does Shakespeare use it? The witches’ speech patterns create a spooky mood from the start of the scene. Beginning with the second line, they speak in rhyming couplets of trochaic tetrameter. The falling rhythm and insistent rhyme emphasize the witchcraft they practice while they speak—boiling some sort of potion in a cauldron.
    [Show full text]
  • Romeo & Juliet TEACHER
    Contents How to Use This Study Guide with the Text & Literature Notebook ......... 5 Notes & Instructions to Student ........................................................................ 7 Taking With Us What Matters .......................................................................... 9 Four Stages to the Central One Idea ............................................................... 13 How to Mark a Book ......................................................................................... 18 Introduction ....................................................................................................... 20 Basic Features & Background .......................................................................... 22 ACT 1 Pre-Grammar | Preparation ............................................................................ 29 Grammar | Presentation .................................................................................. 29 Logic | Dialectic ................................................................................................ 36 Rhetoric | Expression ....................................................................................... 38 ACT 2 Pre-Grammar | Preparation ............................................................................ 41 Grammar | Presentation .................................................................................. 41 Logic | Dialectic ................................................................................................ 46 ACT 3 Pre-Grammar | Preparation
    [Show full text]
  • Robert Hayden (1913-1980)
    ROBERT HAYDEN (1913-1980) “RUNAGATE RUNAGATE” (1962) √A highly moving—rhythmic—poetic evocation of the Underground Railroad: sights, sounds, fears, threats, the heroine Harriet Tubman, language from “WANTED” posters. Different VOICES. √ THE CONCISE OXFORD COMPANION TO AFRICAN AMERICAN LITERATURE: “One of Robert Hayden’s most successful historical poems, ‘Runagate Runagate’ (first published in 1962), employs a montage of voices to portray the tumultuous world of escaped slaves, and ultimately the fundamental human impulse toward freedom. ‘Runagate,’ a term for a runaway slave, refers specifically to Harriet Tubman and by extension to a series of symbols suggesting freedom and emancipation.” [http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803100433238] √ Cental Idea: Quest for Freedom, of slaves in the American South √ Poetic Meter: Utilizes a variety of meters: dactyl, iamb, amphibrach, cretic, anapest, spondee—yet is strongly grounded in the TROCHAIC. The poem’s opening line is in Trochaic Heptameter, with other major line-groupings of 6 trochees, 4 trochees, 3 trochees, pairs of trochees “bookending” another single meter; the “hoot-owl calling” quatrain near the poem’s conclusion has all 4 lines in Trochaic Tetrameter. The use of TROCHEE is, further, associated with moments of high drama. Three MOLOSSUS in highly emotionally charged moments. √ Historical, Evocative, Powerful, Personal √ Historical sources of some of the poetic language: spirituals, hymns, abolitionist songs, WANTED posters, voices of slaves, the voice of Harriet Tubman. √ Reiteration and Alliteration: “Catch them if you can….”; “she says”; “movering, movering”; “Mean (mean mean) to be free”; “brethren brethren”; “air”; “leaves”; “No more”; “Some go (some in)”; “for me”; “darkness”; “beckoning beckoning”; “and the hunters pursuing and the hounds pursuing”; “and the night cold and the night long”; “keep on going”; “when you try to catch them”; “Many thousands”; “If you see”; “woman of earth, whipscarred, a summoning, a shining”; “Tell me .
    [Show full text]
  • 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.
    [Show full text]
  • Phonetics and Phonology
    TRNAVA UNIVERSITY IN TRNAVA FACULTY OF EDUCATION PHONETICS AND PHONOLOGY Selected Aspects of English Pronunciation Učebné texty Hana Vančová Trnava 2019 Phonetics and Phonology. Selected Aspects of English Pronunciation Učebné texty. © Mgr. Hana Vančová, PhD. Recenzenti: prof. PaedDr. Silvia Pokrivčáková, PhD. Mgr. Eva Lukáčová, PhD. Jazyková korektúra: M. A. Louise Kocianová Vydal: Pedagogická fakulta Trnavskej univerzity v Trnave Vydanie: prvé Náklad: elektronické vydanie Trnava 2019 ISBN 978-80-568-0178-9 2 OBSAH Introduction ................................................................................................................................ 5 1 THE ACOUSTIC ASPECT OF LANGUAGE ................................................................................... 6 1.1 The development of human speech ................................................................................. 6 1.2 Interfaces of phonetics and phonology with other linguistic disciplines ......................... 8 1.3 English orthography and pronunciation ......................................................................... 11 2 PHONEMES AND ALLOPHONES ............................................................................................. 16 2. 1 Vowel sounds ................................................................................................................. 16 2.1.1 Vowels (monophthongs) .......................................................................................... 16 2.1.2 Diphthongs ..............................................................................................................
    [Show full text]
  • I. a Humanist John Merbecke
    Durham E-Theses Renaissance humanism and John Merbecke's - The booke of Common praier noted (1550) Kim, Hyun-Ah How to cite: Kim, Hyun-Ah (2005) Renaissance humanism and John Merbecke's - The booke of Common praier noted (1550), Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/2767/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Renaissance Humanism and John Merbecke's The booke of Common praier noted (1550) Hyun-Ah Kim A copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Durham University Department of Music Durham University .2005 m 2001 ABSTRACT Hyun-Ah Kim Renaissance Humanism and John Merbecke's The booke of Common praier noted (1550) Renaissance humanism was an intellectual technique which contributed most to the origin and development of the Reformation.
    [Show full text]
  • Poetry, Rhyme, Is Probably the Syllable Foot Consisting of an Elements One That Is Least Used in Unaccented, Lightly Accented, Modern Poetry
    is two stressed syllables: // Ironically, the one poetic pyrrhic foot: two Some technique that everyone unstressed syllables, --. Rare. immediately associates with dipodic foot: a four- poetry, rhyme, is probably the syllable foot consisting of an Elements one that is least used in unaccented, lightly accented, modern poetry. Instead, most unaccented, and heavily modern poets use far subtler accented syllable. and less obvious techniques to anacrusis: prefixing an create—and conceal—their art. unstressed syllable to a line of of Many of them are explained which it forms no metrical below. part: Sport that wrinkled Care derides / And Laughter Poetry holding both his sides. feminine ending: a final unstressed syllable appended Meter to an iambic or anapestic line. MC Thompson meter: the pattern of To be or not to be, that is the stressed (accented, long) and question. Those who are not well unstressed (unaccented, short) catalexis: dropping one acquainted with good poetry syllables in poetry. or two unaccented syllables often imagine that poetry is a cadence: rhythm not truly from the end of a line-- spontaneous emotional regular. Walt Whitman wrote necessarily a trochaic or production, involving perhaps in cadences rather than in dactylic line. Dust thou art to some rhyme, but relying meters. dust returnest / Was not largely on intuition and scansion: the analysis of spoken of the soul. fortuitous accident, the muse, meter and its variations in metrical lines: for the details of genius which poetry. monometer, dimeter, trimeter, make great poems great. foot: a unit of meter with tetrameter, pentameter, Actually, poets work in a two or three syllables of which hexameter, heptameter, manner more similar to great one is usually stressed.
    [Show full text]
  • I ' Pyrrhic Stress
    " QUANTITATIVE IMPLICATIONS OF THE I ' PYRRHIC STRESS ESPECIALLY IN PLAUTUS AND_TERENCE I “’ BY . LINWOOD LEHMAN A DISSERTATION SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF VIRGINIA 1924 ._» '7ufu: U ‘x’; U. Va. Damn! Dissertan J a "I ‘33 43601.4 Contents page PART I 7-22 Introducrion - - - ~ - - - - - The Tripudic Theory - - - - - ~ - 11 Introductory Remarks - - - - - - - ll The Tripudic Accentuctl System - - - - 12 .— Further Remarks on the Tripudic Accentual System - 13 The Beginning of the Penultimate Law - - - 14 m.— The Tripudium - - - - - - - - IS The Pynhic Stress - - - - - - - 20 “.v. Necessary Alternation and Coincidence of Accent and lcrus 20 PART II 23-68 . Explanation of Division of Examples 25 Textual Restoration, etc. - - - - - - 28 Manifestations of the Pyrthic Stress - - - - 3O Amphicruo - ~ - - - - - - - 32 Aulula'ria - - - - - - - - - 33 Bacchides - - ' - - ~ - - - - 35 Captiuir - . - - - - - - - 37 Menaechmi - - - - - - - - - 39 Miles Gloriosus - - - - - - - 4-1 Mostellan'a - - - - - - - - Pseudolus - - - - - - - - Rudens - - - - - - - - - Trinummus - - - - - - - - 50 Adelphoe - - - - - - - - - 53 Andria - - - - - ~ - - Eunuchus - - - - - - - - 56 Heauton ‘I'imorumenos - - - - - 57 Hecyra - - ~ - - - - 59 Phrmio - - - — - - - - 61 Piautina Addenda - - - - ~ - 63 Miscellanea - - - - - . - ~67 PART III 69-75 The Iambic Law -- - . - - - 69 Synizesis - - - - - - - _ -70 Lengthening - - - - - . _ . 71 Shortening - - - - - - - 72 . - - _ Nempe, Ille, Quippe, etc. - . 74 Final 5 - - - - .. - - 75 A Mute plus L or R - - -
    [Show full text]
  • Image and Influence: the Political Uses of Music at the Court of Elizabeth I
    Image and Influence: The Political Uses of Music at the Court of Elizabeth I Katherine Anne Butler Royal Holloway, University of London Submitted for the Degree of Doctor of Philosophy Acknowledgements With thanks to all the people who supported me throughout my research, especially: My supervisor, Stephen Rose, My advisors, Elizabeth Eva Leach and Anna Whitelock, The Arts and Humanities Research Council for funding this research, Royal Holloway Music Department for conference grants, My proofreaders, Holly Winterton, Sarah Beal, Janet McKnight and my Mum, My parents and my fiancé, Chris Wedge, for moral support and encouragement. Declaration of Authorship I, Katherine Butler, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: ______________________ Date: ________________________ 2 Abstract In their Cantiones sacrae (1575), court musicians William Byrd and Thomas Tallis declared that ‘music is indispensable to the state’ (necessarium reipub.). Yet although the relationship between Elizabethan politics and literature has been studied often, there has been little research into the political functions of music. Most accounts of court music consist of documentary research into the personnel, institutions and performance occasions, and generally assume that music’s functions were limited to entertainment and displays of magnificence. However, Elizabethans believed that musical concord promoted a social harmony that would ease the process of government; hence politics and music were seen as closely connected. This thesis is an interdisciplinary investigation into the role of music in constructing royal and courtly identities and influencing Elizabeth’s policies and patronage.
    [Show full text]