DOCSLIB.ORG

CHAPTER I INTRODUCTION Literature Is the Art of Written Work

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CHAPTER I INTRODUCTION Literature Is the Art of Written Work CHAPTER I INTRODUCTION Literature is the art of written work. This word literally means "things made from letters". It is commonly classified as having two major forms and two major techniques. One of the major techniques of literature is poetry. Poetry comes from the Greek poiesis which means "making", it is seen also in such more narrowly terms as "hemopoiesis". The making of poetry is a form of literary art which uses aesthetic and rhythmic qualities of language such as phonaesthetics, sound symbolism, and metre to evoke meanings in addition to, or in place of, the prosaic ostensible meaning. Poetry has a long history as the history of modern man, dating back to the Sumerian Epic of Gilgamesh. Many scholars believe poetry predates literacy. The oldest written works on Earth are all presented in some poetic form. The style is believed to have aided memorization and oral transmission. Poetry is specific to particular cultures and genres and responds to characteristics of the language in which the poet writes. Readers accustomed to identifying poetry with Dante, Goethe, Mickiewicz and Rumi may think of it as written in lines based on rhyme and regular meter; there are, however, traditions, such as Biblical poetry, that use other means to create rhythm and euphony. Much modern poetry reflects a critique of poetic tradition, playing with and testing, among other things, the principle of euphony itself, sometimes altogether forgoing rhyme or set rhythm. In today's increasingly globalized world, poets often adapt forms, styles and techniques from diverse cultures and languages. 1 | The American Poetry A. Background of the Study As the researchers talked about poetry, different literatures from different countries have their own poetry. One of the most influential poetry in the world is the American poetry. It is poetry with a great history and parts of its history were the thousands of American poets who have penned the different great poems that have been influenced and inspired the whole world from its beginning until today. And according to the research, from a thousand of American poets during the different periods, there are some of them who are considered as the most America’s most influential and great poets, namely; Phillis Wheatley, Edward Taylor, James Russell Lowell, James Riley, Henry Wadsworth Longfellow, Ralph Waldo Emerson, William Carlos Williams, Edgar Allan Poe, Emily Dickinson, Robert Frost, Anna Bradstreet, Walt Whitman, William Cullen Bryant, T.S Elliot, Ezra Pound, Wallace Stevens, Edward Cummings, Marianne Moore, Herman Melville, Stephen Crane, Vachel Lindsay, Hilda Doolittle, Karl Shapiro, Robert Duncan, Claude Mckay, Jean Toomer, Sonia Sanchez, Nikki Giovanni and James Wright. These poets had known their names in different eras. They made their works of art with so much efforts and hardships. Because of them, American poetry became one of the most beautiful poetry that had seriously influenced other people, countries and literatures around the world. Talking about American poetry, the poetry of the United States, arose first as efforts by colonists to add their voices to English poetry in the 17th century, well before the constitutional unification of the thirteen colonies. Unsurprisingly, most of the early 2 | The American Poetry colonists' work relied on contemporary British models of poetic form, diction, and theme. However, in the 19th century, a distinctive American idiom began to emerge. By the later part of that century, when Walt Whitman was winning an enthusiastic audience abroad, poets from the United States had begun to take their place at the forefront of the English-language avant-garde. The history of American poetry is not easy to know. Much of the American poetry published between 1910 and 1945 remains lost in the pages of small circulation political periodicals, particularly the ones on the far left, destroyed by librarians during the 1950s McCarthy era. The received narrative of Modernism proposes that Ezra Pound and T.S. Eliot were perhaps the most influential modernist English-language poets in the period during World War I. But this narrative leaves out African American and women poets who were published and read widely in the first half of the twentieth century. This study was conducted by the researchers to inform the readers about the American literature particularly in poetry. It was undertaken to get to know the most influential and great American poets who were those mentioned above who have contributed a lot in their literature. And to go further and make afar in this study, the researchers also make points in giving the best poems by the poets, their life and achievements in life, how these poets and their works influenced their country and literature and the researcher also give some other points that are needed and relevant in completing this study. 3 | The American Poetry B. Objectives The main objective of this study is to know all about the American poetry, its history and evolution and to know their greatest and best known poets. The specific aims of this study are to: a. To gain knowledge about American literature particularly in poetry and develop a great insight of it. b. To be able to know who are the poets during the different periods and how they became very influential to their country. c. To develop a better understanding in the literary pieces of those poets and appreciate those pieces. C. Significance of the Study This study will benefit the following individuals: Writers/Poets They will gain additional knowledge/information about their favorite American poets and learned their literature. Filipinos Through this study, most of the Filipino people will get a better understanding not just with our own literature but of course also in other literature particularly the American literature and their poetry. Students This study will give them a great insight about the American literature and help them to know who the best American poets are. This will also help them in 4 | The American Poetry their studies in a way that the researchers will provide all the information about American poetry. Professor Through this study, he/she will able to gain additional information about the American poetry and help him/her in better understand the said poetry and he/she could even share it to his/her other classes. Researchers They will gain new knowledge about the American literature especially in its poetry and they will be learning about the American poets who are the most influential. D. Statement of the Problem This study attempts to answer the following questions: 1. How was the American poetry evolved? 2. Who are the most influential poets from all American poets from different periods (from early to modern period)? 3. What are their best known literary pieces? 4. How these poets influenced their countrymen and their own literature? 5 | The American Poetry CHAPTER II BODY Poetry, verse in English that originates from the territory now known as the United States. American poetry differs from British or English poetry chiefly because America’s culturally diverse traditions exerted pressure on the English language, altering its tones, diction, forms, and rhythms until something identifiable as American English emerged. American poetry is verse written in this altered form of English. The term American poetry is in some ways a contradiction. America represents a break with tradition and the invention of a new culture separate from the European past. Poetry, on the other hand, represents tradition itself, a long history of expression carried to America from a European past. American poetry thus embodies a clearly identifiable tension between tradition and innovation, past and future, and old forms and new forms. American poetry remains a hybrid, a literature that tries to separate itself from the tradition of English literature even as it adds to and alters that tradition. American poetry could be defined differently, however, especially if it is not limited to poetry in English. Without that qualifying term, American poetry has its origins in the rich oral traditions of Native American cultures. Each of these cultures developed complex symbolic tales of the origins and history of its people, similar to epic poems in the European tradition. These tales were performed as part of rituals and passed on through memorization from one generation to the next. Some of them have been translated into 6 | The American Poetry English. Yet these works tend to vanish from most histories of American poetry because they were part of ongoing performances based in spoken rather than written language. Moreover, their rhythms and sounds are bound to the native languages in which they evolved. Similarly, there is a rich heritage of Spanish-language poetry written in America from the time of the earliest Spanish explorers to current Hispanic and Chicano and Chicana poetry. American poetry traditions also have thrived in many other languages, from Chinese to Yiddish, as the result of centuries of immigration to the United States. But most people mean by American poetry those rhythmic, memorable, and significant verse forms composed in English in the United States or in lands that became the United States. This overview of more than 300 years of American poetry tracks the creation of a national literature identifiably different from that of any other nation. In the 1600s colonial poets responded to the challenges of their new world and expressed the hopes and fears of Europeans who settled there. In the years following the Declaration of Independence (1776) American poets created a patriotic poetry as a defining literature for the new nation. A powerful new kind of poetry flowered in the mid- and late 19th century among the first poets to be born and raised as actual citizens of the United States. American modernist poetry emerged in the first half of the 20th century, as many writers sought to subdue nationalist impulses in their poetry and define themselves as part of an international advance in the arts.
Load more

Recommended publications
  • Zukofsky), 736–37 , 742–43 Asian American Poetry As, 987–88 “ABC” (Justice), 809–11 “Benefi T” Readings, 1137–138 Abolitionism
    Cambridge University Press 978-1-107-00336-1 - The Cambridge History of: American Poetry Edited by Alfred Bendixen and Stephen Burt Index More information Index “A” (Zukofsky), 736–37 , 742–43 Asian American poetry as, 987–88 “ABC” (Justice), 809–11 “benefi t” readings, 1137–138 abolitionism. See also slavery multilingual poetry and, 1133–134 in African American poetry, 293–95 , 324 Adam, Helen, 823–24 in Longfellow’s poetry, 241–42 , 249–52 Adams, Charles Follen, 468 in mid-nineteenth-century poetry, Adams, Charles Frances, 468 290–95 Adams, John, 140 , 148–49 in Whittier’s poetry, 261–67 Adams, L é onie, 645 , 1012–1013 in women’s poetry, 185–86 , 290–95 Adcock, Betty, 811–13 , 814 Abraham Lincoln: An Horatian Ode “Address to James Oglethorpe, An” (Stoddard), 405 (Kirkpatrick), 122–23 Abrams, M. H., 1003–1004 , 1098 “Address to Miss Phillis Wheatley, academic verse Ethiopian Poetess, Who Came literary canon and, 2 from Africa at Eight Year of Age, southern poetry and infl uence of, 795–96 and Soon Became Acquainted with Academy for Negro Youth (Baltimore), the Gospel of Jesus Christ, An” 293–95 (Hammon), 138–39 “Academy in Peril: William Carlos “Adieu to Norman, Bonjour to Joan and Williams Meets the MLA, The” Jean-Paul” (O’Hara), 858–60 (Bernstein), 571–72 Admirable Crichton, The (Barrie), Academy of American Poets, 856–64 , 790–91 1135–136 Admonitions (Spicer), 836–37 Bishop’s fellowship from, 775 Adoff , Arnold, 1118 prize to Moss by, 1032 “Adonais” (Shelley), 88–90 Acadians, poetry about, 37–38 , 241–42 , Adorno, Theodor, 863 , 1042–1043 252–54 , 264–65 Adulateur, The (Warren), 134–35 Accent (television show), 1113–115 Adventure (Bryher), 613–14 “Accountability” (Dunbar), 394 Adventures of Daniel Boone, The (Bryan), Ackerman, Diane, 932–33 157–58 Á coma people, in Spanish epic Adventures of Huckleberry Finn (Twain), poetry, 49–50 183–86 Active Anthology (Pound), 679 funeral elegy ridiculed in, 102–04 activist poetry.
    [Show full text]
  • December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You Will
    Due: December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You will work as a team to analyze a poem by one of the great Fireside Poets. 1. Pick a poet (tell Mrs. Peden -- first come, first served) ​ a. Henry Wadsworth Longfellow d. John Greenleaf Whittier b. Oliver Wendell Holmes e. James Russell Lowell c. William Cullen Bryant 2. Pick a poem (minimum of 20 lines) by that poet. ​ ​ 3. Complete the artifacts below Artifacts 1. Complete the TPCASTT as a group via GoogleDocs and share it with me. Make sure EVERYONE’s ​ name is on the document. Answer all questions using complete sentences. ​ 2. Create a slide with poet’s biographical information on it. Include a picture. Share your slide with me. ​ 3. Create an artistic representation of the poem (poster, diorama, model, movie, skit, etc.). It may NOT ​ be submitted on copy paper or notebook paper. Bring your representation on Monday, December 5th. 4. Answer the question: how does your poem reflect the values/characteristics of American ​ Romanticism? Names:____________________________________Group Leader:___________________________ *The artifacts will be submitted TOGETHER using the group leader’s Henry County Gmail account. They must ​ ​ be shared with me BEFORE class starts so as to aid with presentations. ​ ​ Rubric: COLLABORATION (Peer survey).....................................................................____/25 ​ ● Did ALL members of the team work together? COMPLETED TPCASTT (using complete sentences).................................____/25 ​ ● Correctness ● Depth of analysis PRESENTATION………………………………………………………………..____/50 ​ 1. Present your biographical information slide to the class. Include pictures, but keep it simple (10 points). a. CITE your sources! b. Is it: Visually appealing? Correct? Informational? 2.
    [Show full text]
  • Université De Montréal Par Bennett Yu-Hsiang Fu Département D'études
    Université de Montréal Differing Bodies, Defying Subjects, Deferring Texts: Gender, Sexuality, and Transgression in Chinese Canadian Women’s Writing par Bennett Yu-Hsiang Fu Département d’études anglaises faculté des arts et des sciences Thèse présentée à la faculté des études supérieures en vue de l’obtention du grade de Philosophiae Doctor (Ph.D.) en études anglaises avril 2004 © Bennett Yu-Hsiang fu, 2004 H C ‘ o C Université de Montréal Direction des bibliothèques AVIS L’auteur a autorisé l’Université de Montréal à reproduire et diffuser, en totalité ou en partie, par quelque moyen que ce soit et sur quelque support que ce soit, et exclusivement à des fins non lucratives d’enseignement et de recherche, des copies de ce mémoire ou de cette thèse. L’auteur et les coauteurs le cas échéant conservent la propriété du droit d’auteur et des droits moraux qui protègent ce document. Ni la thèse ou le mémoire, ni des extraits substantiels de ce document, ne doivent être imprimés ou autrement reproduits sans l’autorisation de l’auteur. Afin de se conformer à la Loi canadienne sur la protection des renseignements personnels, quelques formulaires secondaires, coordonnées ou signatures intégrées au texte ont pu être enlevés de ce document. Bien que cela ait pu affecter la pagination, il n’y a aucun contenu manquant. NOTICE The author cf this thesis or dissertation has granted a nonexclusive license allowing Université de Montréal to reproduce and publish the document, in part or in whole, and in any format, solely for noncommercial educational and research purposes. The author and co-authors if applicable retain copyright ownership and moral rights in this document.
    [Show full text]
  • Representations: Doing Asian American Rhetoric
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@USU Utah State University DigitalCommons@USU All USU Press Publications USU Press 2008 Representations: Doing Asian American Rhetoric LuMing Mao Morris Young Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the Rhetoric and Composition Commons Recommended Citation Mao, LuMing and Young, Morris, "Representations: Doing Asian American Rhetoric" (2008). All USU Press Publications. 164. https://digitalcommons.usu.edu/usupress_pubs/164 This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. REPRESENTATIONS REPRESENTATIONS Doing Asian American Rhetoric edited by LUMING MAO AND MORRIS YOUNG UTAH STATE UNIVERSITY PRESS Logan, Utah 2008 Utah State University Press Logan, Utah 84322–7800 © 2008 Utah State University Press All rights reserved Manufactured in the United States of America Cover design by Barbara Yale-Read Cover art, “All American Girl I” by Susan Sponsler. Used by permission. ISBN: 978-0-87421-724-7 (paper) ISBN: 978-0-87421-725-4 (e-book) Library of Congress Cataloging-in-Publication Data Representations : doing Asian American rhetoric / edited by LuMing Mao and Morris Young. p. cm. ISBN 978-0-87421-724-7 (pbk. : alk. paper) -- ISBN 978-0-87421-725-4 (e-book) 1. English language--Rhetoric--Study and teaching--Foreign speakers. 2. Asian Americans--Education--Language arts. 3. Asian Americans--Cultural assimilation.
    [Show full text]
  • James Russell Lowell - Poems
    Classic Poetry Series James Russell Lowell - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive James Russell Lowell(22 February 1819 – 12 August 1891) James Russell Lowell was an American Romantic poet, critic, editor, and diplomat. He is associated with the Fireside Poets, a group of New England writers who were among the first American poets who rivaled the popularity of British poets. These poets usually used conventional forms and meters in their poetry, making them suitable for families entertaining at their fireside. Lowell graduated from Harvard College in 1838, despite his reputation as a troublemaker, and went on to earn a law degree from Harvard Law School. He published his first collection of poetry in 1841 and married Maria White in 1844. He and his wife had several children, though only one survived past childhood. The couple soon became involved in the movement to abolish slavery, with Lowell using poetry to express his anti-slavery views and taking a job in Philadelphia, Pennsylvania as the editor of an abolitionist newspaper. After moving back to Cambridge, Lowell was one of the founders of a journal called The Pioneer, which lasted only three issues. He gained notoriety in 1848 with the publication of A Fable for Critics, a book-length poem satirizing contemporary critics and poets. The same year, he published The Biglow Papers, which increased his fame. He would publish several other poetry collections and essay collections throughout his literary career. Maria White died in 1853, and Lowell accepted a professorship of languages at Harvard in 1854.
    [Show full text]
  • A Brief History of Poetry
    10/19/2017 A Brief History of Poetry A Brief History of Poetry blog.bookstellyouwhy.com /a-brief-history-of-poetry Unlike other literary forms that we can date to precise texts and time periods, it’s a challenge to pinpoint the earliest work of poetry. In one form or another, poetry has been around for thousands of years. However, we might think of the epic poem as the first instance of poetry, appearing as early as the 20th century B.C. Jumping hundreds of years ahead, we might turn, then, to the sonnet form and its early appearance in the 13th century. Before moving into more modern poetic forms, it’s important to consider Restoration poetry of the 17th century and the satirical verses of John Dryden and Alexander Pope. When most of us think about poetry’s beginnings, we’re drawn to the work of notable Romantic poets or to the American fireside poets who responded to the work of those British writers, reusing old forms and creating new ones. Yet by the 20th and 21st centuries, Modernism and the waves of change brought about by world war also influenced poetry, resulting in works by poets with distinct voices who came to enjoy global circulation. Where Does Poetry Begin? Discovering the Epic Poem Who wrote the first work of poetry, and is it something that a collector can seek out in an antiquarian bookstore? The Epic of Gilgamesh often is cited as one of the earliest works of epic poetry, dating back to the 18th century B.C.
    [Show full text]
  • A Companion to American Literature]
    Journal of Transnational American Studies 10.2 (Winter/Spring 2019–20) Reprise Connecting a Different Reading Public: Compiling [A Companion to American Literature] Yu Jianhua Shanghai International Studies University At the end of 2015, ten years after the project was initiated, A Companion to American Literature was finally published by Commercial Press in Beijing. This was the first attempt in Chinese academia at compiling a large-scale handbook covering foreign literature published in China and in Chinese. The Companion provides readers in China with easy access to sources in order for them to gain a better understanding of three hundred years of American literature. It includes well-known authors and their major works, literary historians and critics, literary journals, awards, organizations and movements, as well as terminologies such as “tall tale” and “minstrel show” that are unique to American literature. We started in a small way in 2003 after a suggestion from Fudan University Press that we provide a handy companion on American literature for Chinese undergraduates and graduate students. After American Literature: Authors and Their Works was published in 2005, a more ambitious plan emerged for a new handbook that was to be more comprehensive, and one that was to be written in Chinese for Chinese readers. The proposition received financial support from the Shanghai International Studies University Research Fund, and later, The National Social Science Fund of China, with more than thirty professors and young scholars participating in the project. After decisions were made in regard to the general layout and entries, we set to work, each responsible for an area that he or she specialized in, and together we contributed to the project that came to fruition ten years later.
    [Show full text]
  • BEGE-106 Block-6
    BEGE-106 Understanding Poetry (Revised) Indira Gandhi National Open University School of Humanities The American Poets-I 6 Understanding Poetry (Revised) BEGE 106 VI The American Poets-I (The Nineteenth Century) R.W.Emerson, Walt Whitman, Edgar Allan Poe, H. W. Longfellow, and Emily Dickinson School of Humanities Indira Gandhi National Open University Maidan Garhi, New Delhi BEGE-106 Understanding Poetry (Revised) Indira Gandhi National Open University School of Humanities Block 6 THE AMERICAN POETS-I UNIT 26 Ralph Waldo Emerson 13 UNIT 27 Walt Whitman 32 UNIT 28 Edgar Allan Poe 45 UNIT 29 Henry Wadsworth Longfellow 58 UNIT 30 Emily Dickinson 71 INTRODUCTION TO BLOCK VI A HISTORICAL PERSPECTIVE: AMERICAN POETRY IN THE COLONIAL ERA, THE ENLIGHTENMENT AND THE NINETEENTH CENTURY Dear Students, you must have got used to reading the short essays in the Introductions to the blocks providing you perspectives on the period of literary history required to understand the poets and their works in the blocks better. In the present and the next block you will be reading the poetry of the United States of America. Read this essay with a pencil, rubber and sharpner ready at hand. I’m sure you would not forget to keep a good dictionary nearby. Make notes in the margin of the page so that you may be able later to revise more easily in a short span of time. Be ready to answer a few questions based on this ‘Introduction’ in Unit 31. So, let’s start. Late in the fifteenth century Columbus discovered America for the Spaniards and the Spanish people discovered gold mines there.
    [Show full text]
  • American Romanticism 1800-1855.Pdf
    Included in this unit: TEKS 1A, 1D, 2, 2A–C, 3, 5, 5A–C, 6, 7, 8, 9C, 9D, 11B, 12, 12A, 12B, 13, 13A–E, 14A, 14C, 15A, 15C, 16, 17A, UNIT2 17B, 18, 19, 24A, 24B, 25, 26, RC-11(A), RC-11(B) PrEVIEw Unit Goals LITERARY • Understand rOMANticism as a literARy moVEMENT ANALYSIS • IdenTIFy elements of TRANSCENDENTALISM • IdenTIFy and analyze blank vERSE • IdenTIFy and eXamine stanza, rhyme scheme, and meter • Analyze elements used To crEAte mood; analyze THEME • IdenTIFy and analyze sound deVICes and imagERy • InTERPRET symbol and allegORY • IdenTIFy and analyze saTIRe and unity of efFECT • Analyze elements of an essaY • Analyze author’s perspecTIVe; idenTIFy cultural charACTERISTICS READING • PARAPHRase main ideas; summarize infORMAtion; make infERENCES • Clarify meanings; eXamine cOMPLEx senTENCES WRITIng anD • Write a shorT stORY GRAMMAR • Use rhetorical questions • IdenTIFy and use parallelism and adjecTIVe clauses • Use imperATIVe senTENCes and dashes LISTENIng and • PrESENT a script SPEAKING VOCABULARY • Use knoWLEDGe of wORd roots and afFIXes To determine wORd meaning • RESEARch wORd origins Academic • CONSTRUCT • EXPAND • INDICATE VOCABULARY • REINFORCe • ROLE MEDIa aNd • Analyze how meaning is cONVEYed in visual media VIEWING Find It Online! Go To THINKCENTRal.cOM for the inTERACTIVE Version of this unit. 300 American Romanticism Nathaniel 1800–1855 Hawthorne celebrating the individual • The Early Romantics dvd-rom • The Fireside Poets • The Transcendentalists Illustrations Inspired by Poe Examine evocative paintings and illustrations • American Gothic that take gothic into new dimensions. Page 460 301 TX_L11PE-u02-uo.indd 301 9/22/09 9:00:27 AM UNIT 2 Nuestions of the 4IMES DISCUSS In small groups or as a class, discuss the fOLLOwing questions.
    [Show full text]
  • Fireside Poets—American Romantic Poetry (From Elements of Literature)
    Fireside Poets—American Romantic Poetry (From Elements of Literature) If the Romantic novelists looked for new subject matter and innovative themes, virtually the opposite tendency appears in the Romantic poets. Like Franklin, they wanted to prove that Americans were not unsophisticated hicks, but were as knowledgable and polished as Europeans. When an editor was shown the manuscript of Bryant’s poem “Thanatopsis” he found it difficult to believe that such accomplished poetry could be the work of an American. Bryant had borrowed typically English themes, meter and imagery to construct a poem with an American setting. In a sense, his poem was what a cultivated Englishman who had emigrated to America might be expected to write. Each of the American poets in this unit, also, looked backward—over his shoulder, as it were—at the established European literary models. Their poetry was limited by this tendency, and by their own facility with traditional meter and diction (leading to poems with “dum-de-dum” rhythms). But these poets used their talents fruitfully. Each wrote a few great poems, and each wrote many many other poems that for generations were the staple of home and school readings. In fact, the Fireside Poets, as the Boston group of Longfellow, Holmes, Lowell and Whittier was called, were the last great popular poets in America. They were called Fireside Poets because their poems were so often read aloud at the family fireside as family entertainment. The works of the Fireside Poets appealed to the ordinary, literate man and woman, and their subjects—love, patriotism, nature, family, God and religion— secured for these poets a well-loved place in almost every American home.
    [Show full text]
  • Chapter I: Introduction at the Time of His Death in 1886, Paul Hamilton Hayne Was the Acknowledged Poet Laureate of the Old Sout
    Chapter I: Introduction At the time of his death in 1886, Paul Hamilton Hayne was the acknowledged Poet Laureate of the Old South. Hayne scholar Rayburn S. Moore goes so far as to proclaim Hayne the South’s “representative poet” as well as its “acknowledged literary spokesman” (Rubin, Jackson, and Moore 192). In spite of this, however, Hayne has become an “unperson,” and scarcely earns even a footnote in the most recent literary histories and anthologies. Therefore, in this thesis, I propose to reassess Paul Hamilton Hayne as an American and Southern poet. Specifically, I hope to investigate how and why his literary reputation has changed, from his being considered the Poet Laureate of his section to virtual erasure from the most recent literary anthologies. To investigate how and why Hayne’s reputation has changed, I shall first construct a reception history outlining the important changes that have taken place over the past 150 or so years. Second, I shall re-evaluate several of Hayne’s poems by comparing three of these poems with similar poems written by established poets in the literary canon, both contemporary and non-contemporary, and by analyses of several other poems considered to be Hayne’s best. By making this re-evaluation, I hope to show his worth, both as one of the most important and representative poets of the nineteenth- century South and as an important American poet in his own right. Thus, I propose to offer a justification for Hayne’s reassessment, demonstrating how Hayne is deserving to be placed within the canon of both Southern literature and U.
    [Show full text]
  • Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. INSTITUTION National Council of Teachers of English, Urbana, Ill
    DOCUMENT RESUME ED 371 401 CS 214 412 AUTHOR Oliver, Eileen Iscoff TITLE Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0972-1 PUB DATE 94 NOTE 241p. AVAILABLE FROMNational Council of Teachers of English, 1111 West Kenyon Road, Urbana, IL 61801-1096 (Stock No. 09721-3050: $14.95 members, $19.95 nonmembers). PUB TYPE Guides Non-Classroom Use (055) Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Annotated Bibliographies; Censorship; Cultural Differences; *Cultural Enrichment; Higher Education; High Schools; Interdisciplinary Approach; *Multicultural Education; *North American Literature; Student Needs; Writing Instruction IDENTIFIERS Literary Canon; *Multiethnic Literature ABSTRACT Intended to help literature teachers examine ways in which the traditional canon can be expanded to include diversity in curricular choices, this book invites readers to work together to find new and better ways to introduce an ever-changing student body to what has heretofore been either unacknowledged or undervalued. The book is divided into three sections. Part 1, "Multicultural Literature for Whom?" develops a rationale for expanding the canon to include multicultural literature in every student's .experience and also confronts the issue of censorship. Part 2, "Curricular Challenges: Beyond Eurocentric Values," begins the task of cataloging the multitude of literary works that might be included in the new repertoire and also explores the process of learning a different kind of critical analysis. This section of the book also provides ',omprehensive bibliographies of African American, Asian American, Jewish, Latino, Native American, and cross-cultural literatures, as well as bibliographies of literature addressing emotional/mental and physical disabilities, homelessness, homosexuality, older adults, teenage suicide, and Vietnam veterans.
    [Show full text]