Translating Camões
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English 201 Major British Authors Harris Reading Guide: Forms There
English 201 Major British Authors Harris Reading Guide: Forms There are two general forms we will concern ourselves with: verse and prose. Verse is metered, prose is not. Poetry is a genre, or type (from the Latin genus, meaning kind or race; a category). Other genres include drama, fiction, biography, etc. POETRY. Poetry is described formally by its foot, line, and stanza. 1. Foot. Iambic, trochaic, dactylic, etc. 2. Line. Monometer, dimeter, trimeter, tetramerter, Alexandrine, etc. 3. Stanza. Sonnet, ballad, elegy, sestet, couplet, etc. Each of these designations may give rise to a particular tradition; for example, the sonnet, which gives rise to famous sequences, such as those of Shakespeare. The following list is taken from entries in Lewis Turco, The New Book of Forms (Univ. Press of New England, 1986). Acrostic. First letters of first lines read vertically spell something. Alcaic. (Greek) acephalous iamb, followed by two trochees and two dactyls (x2), then acephalous iamb and four trochees (x1), then two dactyls and two trochees. Alexandrine. A line of iambic hexameter. Ballad. Any meter, any rhyme; stanza usually a4b3c4b3. Think Bob Dylan. Ballade. French. Line usually 8-10 syllables; stanza of 28 lines, divided into 3 octaves and 1 quatrain, called the envoy. The last line of each stanza is the refrain. Versions include Ballade supreme, chant royal, and huitaine. Bob and Wheel. English form. Stanza is a quintet; the fifth line is enjambed, and is continued by the first line of the next stanza, usually shorter, which rhymes with lines 3 and 5. Example is Sir Gawain and the Green Knight. -
ED 105 498 CS 202 027 Introduction to Poetry. Language Arts
DOCUMENT RESUME ED 105 498 CS 202 027 TITLE Introduction to Poetry. Language Arts Mini-Course. INSTITUTION Lampeter-Strasburg School District, Pa. PUB DATE 73 NOTE 13p.; See related documents CS202024-35; Product of Lampeter-Strasburg High School EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS Class Activities; *Course Descriptions; Course Objectives; *Curriculum Guides; Instructional Materials; *Language Arts; Literature; *Poetry; Secondary Education; *Short Courses IDENTIFIERS Minicourses ABSTRACT This language arts minicourse guide for Lampeter-Strasburg (Pennsylvania) High School contains a topical outline of an introduction to a poetry course. The guide includes a list of twenty course objectives; an outline of the definitions, the stanza forms, and the figures of speech used in poetry; a description of the course content .nd concepts to be studied; a presentation of activities and procedures for the classroom; and suggestions for instructional materials, including movies, records, audiovisual aids, filmstrips, transparencies, and pamphlets and books. (RB) U S Oh PAR TmENT OF HEALTH C EOUCATKIN WELFARE NAT.ONA, INSTITUTE OF EOUCATION Ch DO. Ls. 1 N THA) BE E 4 REPRO ^,,)I qAt L'e AS RECEIVED FROM 1' HI PE 4 sON OR ulICHLNIZA T ION ORIGIN :.' 4L, , T PO,N' s OF .IIE K OR OP .NICINS LiN .." E D DO NOT riFcE SSARL + RE PRE ,E % , Lr lat_ 4.% 00NAL INS T TUT e OF CD c D , .'`N POs. T 1C14 OR POLICY uJ Language Arts Mini-Course INTRODUCTION TO POETRY Lampeter-Strasburg High School ERM.SSION TO RE POODuCETHIS COPY M. 'ED MATERIAL HA; BEEN GRANTED BY Lampeter, Pennsylvania Lampeter-Strasburg High School TD ERIC AV) ORGANIZATIONS OPERATING P.t,EP AGREEMENTS .SiTH THE NATIONAL IN STTuTE Or EDUCATION FURTHER 1973 REPRO PUCTION OU'SIDE THE EPIC SYSTEMRE QUIRES PERMISS'ON OF THE COPYRIGHT OWNER N O INTRODUCTION TO POETRY OBJECTIVES: 1. -
Ottava Rima and Novelistic Discourse
Ottava Rima and Novelistic Discourse Catherine Addison In “Discourse in the Novel,” Mikhail Bakhtin goes to some lengths to dis- tinguish novelistic from poetic discourse. And yet, as noted by Neil Roberts (1), he uses a poetic text, Alexander Pushkin’s Eugene Onegin, as one of his prime examples of novelistic discourse (Bakhtin 322–24, 329). Bakhtin’s theory is that poetic genres are monologic, presupposing “the unity of the language system and . of the the poet’s individuality,” as opposed to the novel, which is dialogic, “heteroglot, multivoiced, multi- styled and often multi-languaged.” (264–65). This paper contends that, by Bakhtin’s own criteria, some verse forms are especially well designed for novelistic discourse. The form chosen for particular scrutiny is ottava rima, a stanza that has been used for narrative purposes for many cen- turies, originating in the Italian oral tradition of the cantastorie (Wilkins 9–10; De Robertis 9–15). Clearly, ottava rima could not have originated as an English oral form, for it requires too many rhymes for this rhyme-poor, relatively uninflected language. Using a heroic line—in Italian the hendecasyllabic, in English the iambic pentameter—the stanza’s rhyme scheme is ABABABCC. Thus it resembles the English sonnet in a sense, for it begins with an alternating structure and concludes with a couplet that is alien to both the rhymes and the rhyme pattern that precede it. As with this type of sonnet, a potential appears for a rupture in the discourse between the alternating structure and the couplet. Alternating verse tends to lean forward not to the next line but JNT: Journal of Narrative Theory 34.2 (Summer 2004): 133–145. -
The How of Literature
Oral Tradition, 20/2 (2005): 164-187 The How of Literature Ruth Finnegan In a challenging article that starts not from the conventional Western literary canon but from traditional Japanese theatre, Andrew Gerstle (2000:43) has raised the interesting question of whether the concept of “performance literature” might be illuminating as an analytic and comparative tool when approaching the literatures of Africa and Asia. Further light on this has been shed by the impressive crosscultural range of the articles in this volume of Oral Tradition (20) and the comparative and interdisciplinary workshops that gave rise to them. My article also follows up Gerstle’s question, seeing it as of potential relevance not just for Africa or Asia but also for any literary forms in which performance has a part and thus for theories of “literature” more generally.1 It is a question well worth addressing. For despite the now-accepted problematizing of the concepts of “text” and of “literature,” conventional approaches to studying literature and literary theory still regularly bypass performance. As pointed out directly or indirectly in several of the articles here (notably those by Peter Middleton [2005] and John Miles Foley [2005]) the implicit starting point still seems to be that the defining heart of “literature” lies in “texts,” prototypically texts in writing; and that this is how and where literature exists. Most textbooks and glossaries on literature contain little or nothing about the complex performed aspects of literature in the sense of its realization as a publicly enacted display in the here and now; 1 My paper draws heavily on presentations, discussions, and follow-up interchanges related to the four comparative and interdisciplinary workshops on “Literature and Performance,” organized by Andrew Gerstle and Rosalind Thomas between 2001 and 2003 at the School of Oriental and African Studies, University of London. -
How the Villanelle's Form Got Fixed. Julie Ellen Kane Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1999 How the Villanelle's Form Got Fixed. Julie Ellen Kane Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Kane, Julie Ellen, "How the Villanelle's Form Got Fixed." (1999). LSU Historical Dissertations and Theses. 6892. https://digitalcommons.lsu.edu/gradschool_disstheses/6892 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been rqxroduced from the microfilm master. UMI films the text directfy firom the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fiice, vdiile others may be from any typ e o f com pater printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e g., maps, drawings, charts) are reproduced by sectioning the original, b^innm g at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Don Juan Study Guide
Don Juan Study Guide © 2017 eNotes.com, Inc. or its Licensors. ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution or information storage retrieval systems without the written permission of the publisher. Summary Don Juan is a unique approach to the already popular legend of the philandering womanizer immortalized in literary and operatic works. Byron’s Don Juan, the name comically anglicized to rhyme with “new one” and “true one,” is a passive character, in many ways a victim of predatory women, and more of a picaresque hero in his unwitting roguishness. Not only is he not the seductive, ruthless Don Juan of legend, he is also not a Byronic hero. That role falls more to the narrator of the comic epic, the two characters being more clearly distinguished than in Byron’s Childe Harold’s Pilgrimage. In Beppo: A Venetian Story, Byron discovered the appropriateness of ottava rima to his own particular style and literary needs. This Italian stanzaic form had been exploited in the burlesque tales of Luigi Pulci, Francesco Berni, and Giovanni Battista Casti, but it was John Hookham Frere’s (1817-1818) that revealed to Byron the seriocomic potential for this flexible form in the satirical piece he was planning. The colloquial, conversational style of ottava rima worked well with both the narrative line of Byron’s mock epic and the serious digressions in which Byron rails against tyranny, hypocrisy, cant, sexual repression, and literary mercenaries. -
Singing and Printing Chivalric Poems in Early Modern Italy
Journal of Early Modern Studies, n. 7 (2018), pp. 43-62 DOI: http://dx.doi.org/10.13128/JEMS-2279-7149-22837 Singing and Printing Chivalric Poems in Early Modern Italy Luca Degl’Innocenti University of Florence (<[email protected]>) Abstract Between the fifteenth and sixteenth centuries, chivalric romances were much loved in Italy, both in popular and in learned contexts, and were one of the bestselling genres in the nascent printed book trade. Although traditional blockbusters and brand-new poems alike typically refer to the oral performance of a poet-singer, literary scholars tend to evaluate those references as part of a rhetorical strategy of fictive orality, as literary clichés derived from a performing practice supposedly confined to earlier periods. Nevertheless, upon closer inspection, many authors and texts prove to be linked with real oral performances. Several chivalric poems, in particular, were surely composed, sung, and even improvised by street singers, who also played a very active role in printing and selling them. The article aims to survey the most relevant evidence, thus reassessing the importance of orality in fostering and disseminating one of the prominent literary genres of Renaissance Italy. Keywords: Canterino, Chivalric Poems, Poet-Performers, Orality, Renaissance Italy 1. Introduction Italian late-medieval and early-modern chivalric poetry narrated the battles of Carolingian paladins, the adventures of Arthurian knights, the War of Troy, the deeds of Alexander the Great, of Aeneas, of Caesar and other -
1. Alliteration, Consonance and Assonance 2. Allusion 3. Analogy 4. Apostrophe
A Few Literary and Poetic Devices: (words underlined in bold represent “figurative” language) 1. Alliteration, consonance and assonance • The repetition of sounds where consonance uses consonants and assonance uses vowels Ex. From “The Raven” by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door. “’Tis some visitor,” I muttered, “tapping at my chamber door— Only this and nothing more.” 2. Allusion • a literary device in which an author uses subject matter refer to an event, place, or other work – usually not directly stated • An indirect reference to a piece of knowledge not explicitly mentioned in the text, e.g. “Chocolate was her Achilles Heel” Ex. When Nature sleeps and stars are mute, To mar the silence ev’n with lute. At rest on ocean’s brilliant dyes An image of Elysium lies:” 3. Analogy • A literary device that creates a relationship based on parallels or connections between two ideas. By establishing this relationship, the new idea is introduced through a familiar comparison, thus making the new concept easier to grasp. Analogy is more extensive and elaborate than either a simile or a metaphor. Ex. From Romeo and Juliet “What’s in a name? That which we call a rose By any other word would smell as sweet. So Romeo would, were he not Romeo called,” 4. Apostrophe • An apostrophe used in literature is an arrangement of words addressing a non-existent person or an abstract idea in such a way as if it were present and capable of understanding feelings. -
Oral Poetry and Performance
Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 2015 Canterino and Improvvisatore: Oral Poetry and Performance Blake McDowell Wilson Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the Music Commons Recommended Citation Wilson, Blake. "Canterino and Improvvisatore: Oral Poetry and Performance." In The Cambridge History of Fifteenth-Century Music, edited by Anna Maria Busse Berger and Jesse Rodin, 292-310. Cambridge, UK: Cambridge University Press, 2015. This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. 16 . Canterino and improvvisatore. oral poetry and performance BLAKE WILSON Fifteenth-century Italy witnessed a distinctive chapter in the ancient and global history of oral poetry. Aspects of Renaissance Italian poetic performance are clearly linked with oral practices of all times and places: the conception of poetry as a multivalent and nearly universal form of human discourse, a tendency for poetic voice to culminate in song (often instrumentally accom• panied), and the inseparability of oral poetry from the agonistic environment of performance.1 The interrelated operations of memory and improvisation, too, played essential roles: music was never notated and always improvised, while the poetry was sometimes improvised but may have been conditioned by writing. The capacity of a well-trained memory to engage in both recall and combinatorial invention meant that while "improvisation" of text or music almost always involved some element of composition in performance, it was rarely ex nihilo, but involved the refashioning (rifacimento) of preexistent materials. -
Parallelisms in Arabic: Morphological and Lexical, Syntactic, and Textual
International Journal for Innovation Education and Research www.ijier.net Vol.2-11, 2014 Parallelisms in Arabic: Morphological and Lexical, Syntactic, and Textual Hisham Monassar, Ph.D. Assistant Professor Department of English and Foreign Languages Cameron University Abstract Parallelism in Arabic is investigated through data from three Arabic varieties: Modern Standard Arabic (MSA), Classical Arabic (CA), and (Yemeni) Adeni Arabic (AA). Parallelism in Arabic is examined at different linguistic levels: morphological and lexical, syntactic, and textual. Parallelism seems to be inherent and is more likely in writings that aim to convince or restate theses and topics. However, the occurrence of parallelisms is genre- specific, purpose-oriented, and situation/context-dependent. It is predictable in sermons, public speeches/addresses, and opinion writing. Apparently, parallelism, particularly beyond reduplication and lexical level, triggers resonance in the mind of the listener/reader, retaining the respective information in short term memory and thus marking it for emphasis. Keywords: (Modern Standard) Arabic, Classic Arabic, Adeni Arabic, parallelism, repetition, cohesion, coherence, resonance, assonance, oral tradition, and emphasis. 1. Introduction It is worth noting that the phenomenon of parallelism is rather a linguistic universal, not a quality exclusive to Arabic. It is a well-known fact that all languages have been spoken before they were ever written, and as such they have developed their own tools and styles. Such styles and tools have been lumped as the oral tradition. In contrast to written language, which is precise and more linguistically economical, they rely on alliteration, reiteration, repetition, rhyming, assonance and resonance much like poetry. Not only did this tradition rendered texts, and hence their contents, memorable and quotable, but also enhanced the esthetic value of the form and its presentation. -
Poetry Terms: Sound Devices, Figures of Speech, Elements of Literature, and Rhythm
Poetry Terms: Sound Devices, Figures of Speech, Elements of Literature, and Rhythm Sound Devices Alliteration – the repetition of constant sounds in words that are close together. Assonance – the repetition of similar vowel sounds followed by different consonant sounds, especially in words close together. Consonance – the repetition of the same or similar final consonant sounds on accented syllables or in important words. Onomatopoeia – the use of a word whose sound imitates or suggests its use or meaning. Refrain/ (Repetition) – a word, phrase, line, or group of lines that is repeated, for effect, several times in a poem. Rhyme – the repetition of vowel sounds in accented syllables and all succeeding syllables. Internal – rhyme that occurs within a line of poetry or within consecutive lines. End Rhyme – rhyme that occurs at the ends of lines. Slant Rhyme – a rhyming sound that is not exact. Couplet – two consecutive rhyming lines of poetry. Common Figures of Speech – a word or a phrase that describes one thing in terms of another and that Is not meant to be taken literally. Cliché – a word or phrase, often a figure of speech, that has become lifeless because of overuse. Conceit – an elaborate metaphor or other figure of speech that compares two things that are startlingly different. Hyperbole – a figure of speech that uses an incredible exaggeration, or overstatement, for effect. Metaphor – a figure of speech that makes a comparison between two unlike things without the use of such specific words of comparison as like, as, than, or resembles. They may be directly states, implied, extended, dead, or mixed. -
A READING of BYRON's DON JUAN by CATHERINE
) "ADVENTUROUS AND CONTEMPLATIVE" A READING OF BYRON'S DON JUAN by CATHERINE ANNE ADDISON A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES DEPARTMENT OF ENGLISH We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA 4 October 1987 © CATHERINE ANNE ADDISON, 1987 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia 1956 Main Mall Vancouver, Canada V6T 1Y3 ABSTRACT This dissertation on Byron's Don Juan begins with a history and analysis of the stanza form. Since ottava rima is a two-fold structure, comprising an alternately rhyming sestet followed by an independent couplet, it encourages the expression of dialectical ideas. Byron's prosodic virtuosity uses this potential to create a multivalent tissue of tones which is essentially—and almost infinitely—ironic. A view of prosody is developed here which is unique in its perception of the poem's existence in terms of a reading that unfolds in "real time." For various reasons, "reader-response" critics have not yet taken much cognizance of prosody.