Poetic Diction, Poetic Discourse and the Poetic Register
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17Th-First Half of the 18Th Century
The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Siedina, Giovanna. 2014. The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065007 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA © 2014 Giovanna Siedina All rights reserved. Dissertation Advisor: Author: Professor George G. Grabowicz Giovanna Siedina The Reception of Horace in the Courses of Poetics at the Kyiv Mohyla Academy: 17th-First Half of the 18th Century Abstract For the first time, the reception of the poetic legacy of the Latin poet Horace (65 B.C.-8 B.C.) in the poetics courses taught at the Kyiv Mohyla Academy (17th-first half of the 18th century) has become the subject of a wide-ranging research project presented in this dissertation. Quotations from Horace and references to his oeuvre have been divided according to the function they perform in the poetics manuals, the aim of which was to teach pupils how to compose Latin poetry. Three main aspects have been identified: the first consists of theoretical recommendations useful to the would-be poets, which are taken mainly from Horace’s Ars poetica. -
THE INFLUENCE of MILTON Oi WORDSWORTH's POETRY
THE INFLUENCE OF MILTON Oi WORDSWORTH'S POETRY APPROVED; Major.Professor kI JLJBL4^£,\^Xk\4 Minor Professor ^ Director of the Department of English £**r^Vu De&h of tha^Braduate School THE INFLUENCE OF MILTON ON WORDSWORTH'S POETRY THESIS Presented to the Graduate Council of the North Texas State College in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By 179878 Luree Burson, B. A* Silverton, Texas August, 1950 N. T. S. C. LIBRARY 179878 TABLE OF CONTENTS Chapter Page I. MILTON'S FAME IN WORDSWORTH'S DAY . 1 II. THE INFLUENCE OP MILTON ON WORDSWORTH'S POLITICAL VIEWS, PROSE, AND EARLY POlTfiT . 34 III. WORDSWORTH'S SONNETS AND SHORTER POEMS IN BLANK VERSE ........... 60 IV. THS PRELUDE AND THE EXCURSION .... 77 V. CONCLUSION .............. 94 BIBLIOGRAPHY ................. 102 iii CHAPTER I MILTON1S FAME IS WORDSWORTH'S DAI Throughout the eighteenth century the literary reputation of Milton had steadily grown, but the poetry of Milton had never been more generally or ardently admired by men of letters than during the time of William Wordsworth* The early romanticists seemed to have been responsible for this. When roaanticisa became the dominant word in English literature, it was only natural that the works of Milton, along with those of Spenser and Shakespeare, should enter upon an era of great popularity. Biographies of Milton were numerous, but the numerous editions of his works give the best basis for proof of his fame during that period. With particular reference to Paradise Lost this can be noted. Here a genuine surprise awaits us, for we find that between 1705 and 1$Q0 Paradise Lost was published over a hundred times! fhe wonder grows when we look at the Faerie Queene. -
The Use of Vulgar Language in Fiction for Young Adults Bachelor Thesis
ŠIAULIAI UNIVERSITY FACULTY OF SOCIAL SCIENCES, HUMANITIES AND ART DEPARTMENT OF FOREIGN LANGUAGE STUDIES STUDY PROGRAMME ENGLISH PHILOLOGY THE USE OF VULGAR LANGUAGE IN FICTION FOR YOUNG ADULTS BACHELOR THESIS Research Adviser: Lect. dr. Karolina Butkuvienė Student: Ieva Biliūnaitė Šiauliai, 2017 CONTENTS INTRODUCTION ...................................................................................................................... 3 1 THE UNDERSTANDING OF VULGAR LANGUAGE ....................................................... 5 1.1 Standard and Non-standard Language .............................................................................. 5 1.2 Definition of Vulgar Language......................................................................................... 6 1.3 Vulgar Language and Other Non-standard Varieties ....................................................... 7 1.4 Types of Vulgar Language ............................................................................................. 11 1.5 Functions of Vulgar Language ....................................................................................... 14 2 THE USE OF VULGAR LANGUAGE IN MELVIN BURGESS’S NOVEL “LADY: MY LIFE AS A BITCH” ................................................................................................................. 16 2.1 Methodology of the Research ......................................................................................... 16 2.2 Bodies and their Effluvia ............................................................................................... -
Julius Caesar
Advisory Editor: Professor M. M. Willcock Julius Caesar THE CIVIL V/AR BOOKS I 8. II Edited with an Infroduction, Translation & Commentary by J. M. Carter {Qq t Aris & Phillips - Warminsten - England 153 COMMENTARY BOOK I 1.33 The capture of ltaly, Sicily and Sardinia 1-6 Caesar begins with the politícal moves made against him, and the tribunes who snpported him, in the first days of larunry. The aim is to show his chíef enemies a.s men who are unwilling to negotiate, contemptuons of the constitutíon, and actuated by discreditable personal motives. The clímax of this first section is the flight of the two tribunes from Rome on Jarunry 7th, but Caesar rounds it off wìth an account of the decßíons made hy the senate after they had gone, when hís enemies had a free lund to make the díspositions they wished. In spìte af hís supefficíally dispassionate tone, the presentation here is more consistenþ subjective and biased against his opponents thon anywhere else in the work. ' 1 L ...when Caesar's letter was delivered to the consuls: could Caesar have plunged thus, without introduction or explanation, into his narr¿tive? Modem editorial consensus (Fabre, Klotz, Oppermann, Trillitzsch) holds so, but there a¡e strong reasons for believing that at least several sentences have been lost from the start of the book: (a) the narative at the end of Bellum Gallicum I fails to join up properly with the beginning we have here, although Hirtius wrote it speciñcally to filI the gap between Caesar's two wodcs (8.G. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
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. -
The Rhythm of the Gods' Voice. the Suggestion of Divine Presence
T he Rhythm of the Gods’ Voice. The Suggestion of Divine Presence through Prosody* E l ritmo de la voz de los dioses. La sugerencia de la presencia divina a través de la prosodia Ronald Blankenborg Radboud University Nijmegen [email protected] Abstract Resumen I n this article, I draw attention to the E ste estudio se centra en la meticulosidad gods’ pickiness in the audible flow of de los dioses en el flujo audible de sus expre- their utterances, a prosodic characteris- siones, una característica prosódica del habla tic of speech that evokes the presence of que evoca la presencia divina. La poesía hexa- the divine. Hexametric poetry itself is the métrica es en sí misma el lenguaje de la per- * I want to thank the anonymous reviewers and the editors of ARYS for their suggestions and com- ments. https://doi.org/10.20318/arys.2020.5310 - Arys, 18, 2020 [123-154] issn 1575-166x 124 Ronald Blankenborg language of permanency, as evidenced by manencia, como pone de manifiesto la litera- wisdom literature, funereal and dedicatory tura sapiencial y las inscripciones funerarias inscriptions: epic poetry is the embedded y dedicatorias: la poesía épica es el lenguaje direct speech of a goddess. Outside hex- directo integrado de una diosa. Más allá de ametric poetry, the gods’ special speech la poesía hexamétrica, el habla especial de los is primarily expressed through prosodic dioses es principalmente expresado mediante means, notably through a shift in rhythmic recursos prosódicos, especialmente a través profile. Such a shift deliberately captures, de un cambio en el perfil rítmico. -
Topic: Sentence Structure Definition: Syntax, Diction, and Grammar Create
Topic: Sentence Structure Definition: Syntax, diction, and grammar create sentence style. They work together to create effective writing. Explanation: Good writing is clear and easily understood by readers. That means the following elements of writing must be used effectively: • Syntax (sentence structure) should be as concise as possible. • Diction (word choice) should be as precise as possible. • Grammar (spelling and punctuation) should be accurate. Examples of rules in style to remember • Use simple present tense consistently when describing someone's written statement. o Example: “In another article she is saying…” or “she said…” o Better: "In another article she says…" o Note on verb tense: Research papers are typically written in past tense, and papers about literature and film are written in present tense. • To maintain formal style, avoid contractions even though they are appropriate in conversation. o Example: "I've noticed that she's written a novel that many people haven't read." o Better: "I have noticed that she has written a novel that many people have not read." • To maintain formal style, avoid writing in second person (you, your). o Example: "When you read Lincoln's words, you will understand his wisdom." o Better: "Reading Lincoln's words reveals his wisdom." • Avoid qualifiers, such as, pretty, little, rather, somewhat, very, kind of. They sound uncertain and hesitant. Go easy on the use of very. o Example: "I am pretty certain that with a little effort, you can be somewhat sure of the kind of success that most people usually hope for." o Better: "With effort, she can reach the success others hope for." Page 1 of 3 • Go easy on superlatives. -
Romantic Age :– an Introduction
ROMANTIC AGE :– AN INTRODUCTION DR. MANOJ KUMAR CHATURVEDI Assist. Prof. English, Janta Mahavidyalay, Ajeetmal, Auriya (UP) INDIA The Romantic period in English Literature has a very wide sense in itself. As it has taken its birth from French revolution which took place in 1789. But the exact date of the beginning of Romantic period with the publication of “Lyrical Ballad” in 1789 by words worth with the collaboration of Coleridge. There were many changes seen in the poetry of Romantic period. The poets of like Wordsworth, Coleridge, Shelley, Keats and Byron challenged the theory of poetry propounded by the poets of the eighteenth century. Wordsworth made a cry to his fellow poets “Return to Nature”. The Romantic period is special and unique in the Horizon of English literature. Actually romanticism became a controversial word with three phenomena associated with a change occurring in utopian sensibility towards the end of the 18th Century and extending into the present. Basically it started in Germany and England during the 1790’s as a new mode of imagination and vision and spread with considerable modification throughout Europe between 1800 and 1830. Keywords: Meaning of The word ‘Romance’, beginning of The Romantic Period, Characteristics, major poets of the period, type of poetry, etc. INTRODUCTION The word ‘romance’ which was originally used to signify a long tale in prose or verse, changed its meaning, in the course of time and came to stand for the modern as opposed to the antique or classical writings. “It was the German critic Friedrich Schlegel, who had first used the term Romantic to designate a school of literature as opposed to the classic. -
TRADITIONAL POETRY and the ANNALES of QUINTUS ENNIUS John Francis Fisher A
REINVENTING EPIC: TRADITIONAL POETRY AND THE ANNALES OF QUINTUS ENNIUS John Francis Fisher A DISSERTATION PRESENTED TO THE FACULTY OF PRINCETON UNIVERSITY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY RECOMMENDED FOR ACCEPTANCE BY THE DEPARTMENT OF CLASSICS SEPTEMBER 2006 UMI Number: 3223832 UMI Microform 3223832 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 © Copyright by John Francis Fisher, 2006. All rights reserved. ii Reinventing Epic: Traditional Poetry and the Annales of Quintus Ennius John Francis Fisher Abstract The present scholarship views the Annales of Quintus Ennius as a hybrid of the Latin Saturnian and Greek hexameter traditions. This configuration overlooks the influence of a larger and older tradition of Italic verbal art which manifests itself in documents such as the prayers preserved in Cato’s De agricultura in Latin, the Iguvine Tables in Umbrian, and documents in other Italic languages including Oscan and South Picene. These documents are marked by three salient features: alliterative doubling figures, figurae etymologicae, and a pool of traditional phraseology which may be traced back to Proto-Italic, the reconstructed ancestor of the Italic languages. A close examination of the fragments of the Annales reveals that all three of these markers of Italic verbal art are integral parts of the diction the poem. Ennius famously remarked that he possessed three hearts, one Latin, one Greek and one Oscan, which the second century writer Aulus Gellius understands as ability to speak three languages. -
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. -
Elements English Prosody
E L E M E N T S E N G L I S H P R O S O D Y i CQEKS .5639ZNQZIR ‘FCU? LHiE IflV ‘Sf GUECLR E X P L AN AT O R Y O F T H E V A R IO U S T E R M S U S E D IN “ K N R O C H O E YC O M B . H N R U S K IN L L D O . ' , , H N A Y Q T U DE N T O F C H IS T C H U C H XF D A N D H N A Y O F O OR R R R , O OR ; O OR R C P U S C H R IQ T I C L L E G E X F D OR O , O OR . G E OR G E AL L E N , U N N Y ID R P IN G T N K N T S S E , O O , E . 1 8 8 0 . l W tson an d V ine P rin ters L on d on a n d A lesbu r . H a z el , a , y, , y y F A E P R E C . H AV E n ever hitherto printed any bo o k falling so far short of what I hoped to make it as this sketch of the system of English Prosody ; but I had e I no conc ption , when threw the first notes of it together, what a number of difficult and interesting questions would arise out of the vari a ble conditions of national ear for music, and intention in song .