Elizabeth Bishop and the Villanelle
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Villanelle WORKSHEET
Villanelle WORKSHEET Rhyme 1. ______________________________________________________________________________________ ______ Rhyme 2. ______________________________________________________________________________________ ______ Rhyme 3. ______________________________________________________________________________________ ______ Rhyme 4. ______________________________________________________________________________________ ______ Rhyme 5. ______________________________________________________________________________________ ______ Rhyme 6. ______________________________________________________________________________________ ______ Rhyme 7. ______________________________________________________________________________________ ______ Rhyme 8. ______________________________________________________________________________________ ______ Rhyme 9. ______________________________________________________________________________________ ______ Rhyme 10. ______________________________________________________________________________________ ______ Rhyme 11. ______________________________________________________________________________________ ______ Rhyme 12. ______________________________________________________________________________________ ______ Rhyme 13. ______________________________________________________________________________________ ______ Rhyme 14. ______________________________________________________________________________________ ______ Rhyme 15. ______________________________________________________________________________________ -
The Library of America Interviews Lloyd Schwartz About Elizabeth Bishop
The Library of America Interviews Lloyd Schwartz about Elizabeth Bishop In connection with the publication in October 2007 of Elizabeth Bishop: Poems, Prose, and Letters , edited by Robert Giroux and Lloyd Schwartz, Rich Kelley conducted this exclusive interview for The Library of America e-Newsletter. Sign up for the free monthly e-Newsletter at www.loa.org . Critics now consider Elizabeth Bishop one of the great poets of the 20th century, but they have a bit of problem placing her. Marianne Moore was an early mentor and Robert Lowell raved about her first book of poems and became a close friend, yet her poems are not confessional. Some people say she reminds them of Wallace Stevens, others of Robert Frost. How would you characterize Elizabeth Bishop’s achievement and why is she so difficult to place? Maybe what makes her hard to place is exactly what makes her different from anyone else. The more we learn about her the more we realize that her biography has a lot more to do with both the kind of poet she was and with the subject of her poems than first meets the eye. Here was someone who grew up essentially an orphan. Her father died when she was only a few months old. Her mother had a series of nervous breakdowns , was not able to take care of her , and was institutionalized when Bishop was four. Elizabeth never saw her again even though her mother lived for 18 more years. She was brought up by her grandparents and her aunts and farmed out to private schools. -
The Elements of Poet :Y
CHAPTER 3 The Elements of Poet :y A Poetry Review Types of Poems 1, Lyric: subjective, reflective poetry with regular rhyme scheme and meter which reveals the poet’s thoughts and feelings to create a single, unique impres- sion. Matthew Arnold, "Dover Beach" William Blake, "The Lamb," "The Tiger" Emily Dickinson, "Because I Could Not Stop for Death" Langston Hughes, "Dream Deferred" Andrew Marvell, "To His Coy Mistress" Walt Whitman, "Out of the Cradle Endlessly Rocking" 2. Narrative: nondramatic, objective verse with regular rhyme scheme and meter which relates a story or narrative. Samuel Taylor Coleridge, "Kubla Khan" T. S. Eliot, "Journey of the Magi" Gerard Manley Hopkins, "The Wreck of the Deutschland" Alfred, Lord Tennyson, "Ulysses" 3. Sonnet: a rigid 14-line verse form, with variable structure and rhyme scheme according to type: a. Shakespearean (English)--three quatrains and concluding couplet in iambic pentameter, rhyming abab cdcd efe___~f gg or abba cddc effe gg. The Spenserian sonnet is a specialized form with linking rhyme abab bcbc cdcd ee. R-~bert Lowell, "Salem" William Shakespeare, "Shall I Compare Thee?" b. Italian (Petrarchan)--an octave and sestet, between which a break in thought occurs. The traditional rhyme scheme is abba abba cde cde (or, in the sestet, any variation of c, d, e). Elizabeth Barrett Browning, "How Do I Love Thee?" John Milton, "On His Blindness" John Donne, "Death, Be Not Proud" 4. Ode: elaborate lyric verse which deals seriously with a dignified theme. John Keats, "Ode on a Grecian Urn" Percy Bysshe Shelley, "Ode to the West Wind" William Wordsworth, "Ode: Intimations of Immortality" Blank Verse: unrhymed lines of iambic pentameter. -
Elizabeth Bishop, Brazil, and the Question of Home
Elizabeth Bishop, Brazil, and the Question of Home Yuko Matsukawa GLINDA. en close your eyes and tap your heels together three times. And think to yourself: “ere’s no place like home; there’s no place like home; there’s no place like home.” e Wizard of Oz (1939) e rst stanza of one of Elizabeth Bishop’s most anthologized poems, the villanelle entitled “One Art,” declares, “e art of losing isn’t hard to master;/ so many things seem lled with the intent/ to be lost that their loss is no disaster” (166)1. Bishop (1911-1979) was no stranger to loss: having lost her father when she was eight months old and then having had her mother institutionalized when she was ve, the most profound loss she experienced was that of a stable and loving home. A childhood of being shuttled back and forth between the homes of her maternal and her paternal grandparents as well as that of an aunt did not alleviate her sense of alienation, though boarding school and later Vassar College gave Bishop friends with whom she would stay and/or travel, abroad and within the United States. But it was not until she moved to Brazil in 1951 that she found a place she could call home for over a decade and a half. Her years abroad in Brazil suggest that she was an expatriate writer; yet within the context of American writers who lived abroad, she followed not her immediate ― 527 ― “Lost Generation” predecessors such as Ernest Hemingway and F. Scott Fitzgerald, whose sojourns in Europe were predicated on the assumption that there would always be a return home to the United States, but writers who preceded them and stayed in Europe for most of their lives̶Henry James and Gertrude Stein come to mind̶as well as her contemporaries whose ties to France ( James Baldwin) and Tangiers (Paul Bowles) also rewrote how we understand American writers abroad. -
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 to Use Prime Numbers and Periodicity to Write a Poem
Bridges 2019 Conference Proceedings How to Use Prime Numbers and Periodicity to Write a Poem Emily R. Grosholz1 and Sarah Glaz2 1Department of Philosophy, Pennsylvania State University, University Park, Pennsylvania, USA; [email protected] 2Department of Mathematics, University of Connecticut, Storrs, Connecticut, USA; [email protected] Abstract Participants in this workshop will read and experiment with writing poems structured by two poetic forms, each of which has a connection to mathematics. The first poetic form is of recent vintage, but it is based on an ancient mathematical result, The Fundamental Theorem of Arithmetic, which combined with careful word choices creates a pattern of repetitions that results in a poem with the musicality of tolling bells. The other is the classic and melodic poetic form, the villanelle, whose lines follow a strict meter and whose stanzas are formed by braiding elements of rhyme and refrain in a way that resembles the combined waves of sine and cosine functions in the plane. Both poetic forms are difficult to use successfully and require some adjustments of word choices throughout the process of creating the poem. The workshop will not assume prior knowledge of either the mathematics or the prosody involved. All Bridges participants are welcome! Please bring writing materials, that is, paper and pen. Introduction Among the similarities between composing a highly structured poem and providing a proof for a newly discovered mathematical result, is the necessity to create something new and beautiful under rigorous constraints. Mathematics has its axioms and highly structured poetry has its prosodic rules (which are often mathematical). -
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. -
The First Villanelle: a New Translation Of
Amanda French October 10, 2003 The First Villanelle: A New Translation of Jean Passerat's "J'ay perdu ma Tourterelle" (1574) Contemporary villanelles—and there are a surprising number of them—take as their model a nineteen-line scheme with alternating rhymed refrains, a scheme that is usually represented as A'bA" abA' abA" abA' abA" abA'A", with the capital letters standing for lines that repeat and the lower-case letters standing for lines that merely rhyme. Perhaps the most famous of all twentieth-century villanelles is Dylan Thomas's "Do not go gentle into that good night" of 1952, with its incantatory refrains that resolve into a final, urgent couplet: "Do not go gentle into that good night. / Rage, rage, against the dying of the light." Another celebrated villanelle, Elizabeth Bishop's 1976 "One Art," makes the same form sound entirely different: in Bishop's poem, the speaker seems to be trying to emulate Thomas's insistent tone—but the refrains vary and the rhythms stutter, as though the speaker is involuntarily denied such certainty. The initial declaration "The art of losing isn't hard to master" becomes by the end of Bishop's villanelle the much more troubled "the art of losing's not too hard to master / though it may look like (Write it!) like disaster." The villanelle has recently enjoyed a decided resurgence among poets of standing (many of whom are doubtless moved by admiration of "One Art"), and the form is also becoming a staple of creative writing classes, with instructors asking young poets to write villanelles as an exercise in traditional poetic craft. -
Refrain, Again: the Return of the Villanelle
Refrain, Again: The Return of the Villanelle Amanda Lowry French Charlottesville, VA B.A., University of Colorado at Boulder, 1992, cum laude M.A., Concentration in Women's Studies, University of Virginia, 1995 A Dissertation presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Department of English University of Virginia August 2004 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ABSTRACT Poets and scholars are all wrong about the villanelle. While most reference texts teach that the villanelle's nineteen-line alternating-refrain form was codified in the Renaissance, the scholar Julie Kane has conclusively shown that Jean Passerat's "Villanelle" ("J'ay perdu ma Tourterelle"), written in 1574 and first published in 1606, is the only Renaissance example of this form. My own research has discovered that the nineteenth-century "revival" of the villanelle stems from an 1844 treatise by a little- known French Romantic poet-critic named Wilhelm Ténint. My study traces the villanelle first from its highly mythologized origin in the humanism of Renaissance France to its deployment in French post-Romantic and English Parnassian and Decadent verse, then from its bare survival in the period of high modernism to its minor revival by mid-century modernists, concluding with its prominence in the polyvocal culture wars of Anglophone poetry ever since Elizabeth Bishop’s "One Art" (1976). The villanelle might justly be called the only fixed form of contemporary invention in English; contemporary poets may be attracted to the form because it connotes tradition without bearing the burden of tradition. Poets and scholars have neither wanted nor needed to know that the villanelle is not an archaic, foreign form. -
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. -
AP Poetry Prompts with the Poems
MsEffie’s List of Poetry Essay Prompts for Advanced Placement® English Literature Exams, 1970-2019* *Advanced Placement® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this website. Each poem is included in the following prompts, printed on separate pages for better use in the classroom. None of the prompts are original to me, but are Advanced Placement® English Literature and Composition Exam prompts. This is my best effort to comply with College Board’s use requirements. 1970 Poem: “Elegy for Jane” (Theodore Roethke) Prompt: Write an essay in which you describe the speaker’s attitude toward his former student, Jane. Elegy for Jane by Theodore Roethke I remember the neckcurls, limp and damp as tendrils; And her quick look, a sidelong pickerel smile; And how, once startled into talk, the light syllables leaped for her, And she balanced in the delight of her thought, 5 A wren, happy, tail into the wind, Her song trembling the twigs and small branches. The shade sang with her; The leaves, their whispers turned to kissing, And the mould sang in the bleached valleys under the rose. 10 Oh, when she was sad, she cast herself down into such a pure depth, Even a father could not find her: Scraping her cheek against straw, Stirring the clearest water. My sparrow, you are not here, 15 Waiting like a fern, making a spiney shadow. The sides of wet stones cannot console me, Nor the moss, wound with the last light. If only I could nudge you from this sleep, My maimed darling, my skittery pigeon. -
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.