Ode to the West Wind
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Ode to the West Wind" Author(S): I
The Symbolism of the Wind and the Leaves in Shelley's "Ode to the West Wind" Author(s): I. J. Kapstein Source: PMLA, Vol. 51, No. 4 (Dec., 1936), pp. 1069-1079 Published by: Modern Language Association Stable URL: http://www.jstor.org/stable/458084 Accessed: 06-11-2016 14:50 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Modern Language Association is collaborating with JSTOR to digitize, preserve and extend access to PMLA This content downloaded from 210.212.129.125 on Sun, 06 Nov 2016 14:50:54 UTC All use subject to http://about.jstor.org/terms LXX THE SYMBOLISM OF THE WIND AND THE LEAVES IN SHELLEY'S "ODE TO THE WEST WIND" T H E "Ode to the West Wind" has received considerable special com- ment from a number of students of Shelley. H. B. Forman' has in- dicated, in part, its emotional background; Professor H. C. Pancoast2 has discussed it in relation to the scene and climate in which it was written; W. E. Peck3 has pointed out parallels of its thought and imagery in Shelley's earlier work; and Professor B. P. Kurtz4 has recently shown in an admirable study the relation of its theme of life and death and re- generation to the poet's "pursuit of death" throughout his work. -
Systemic Thought and Subjectivity in Percy Bysshe Shelley's Poetry
Systemic Thought and Subjectivity in Percy Bysshe Shelley‟s Poetry Sabrina Palan Systemic Thought and Subjectivity in Percy Bysshe Shelley’s Poetry Diplomarbeit zur Erlangung eines akademischen Grades einer Magistra der Philosophie an der Karl- Franzens Universität Graz vorgelegt von Sabrina PALAN am Institut für Anglistik Begutachter: Ao.Univ.-Prof. Mag. Dr.phil. Martin Löschnigg Graz, 2017 1 Systemic Thought and Subjectivity in Percy Bysshe Shelley‟s Poetry Sabrina Palan Eidesstattliche Erklärung Ich erkläre an Eides statt, dass ich die vorliegende Arbeit selbstständig und ohne fremde Hilfe verfasst, andere als die angegebenen Quellen nicht benutzt und die den benutzen Quellen wörtlich oder inhaltlich entnommenen Stellen als solche kenntlich gemacht habe. Überdies erkläre ich, dass dieses Diplomarbeitsthema bisher weder im In- noch im Ausland in irgendeiner Form als Prüfungsarbeit vorgelegt wurde und dass die Diplomarbeit mit der vom Begutachter beurteilten Arbeit übereinstimmt. Sabrina Palan Graz, am 27.02.2017 2 Systemic Thought and Subjectivity in Percy Bysshe Shelley‟s Poetry Sabrina Palan Table of Contents 1. Introduction ............................................................................................................................ 5 2. Romanticism – A Shift in Sensibilities .................................................................................. 8 2.1 Etymology of the Term “Romantic” ............................................................................. 9 2.2 A Portrait of a Cultural Period ..................................................................................... -
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. -
Mr. Francis European Literature Terza Rima: Verse for Literary Application
Mr. Francis European Literature Terza Rima: verse for Literary Application Essay For your assignment on Dante's Inferno, you will compose a short verse (7-22 lines) in terza rima to introduce your circle and to serve as an epigraph to your essay. The Academy of American Poets describes the form as follows: Invented by the Italian poet Dante Alighieri in the late thirteenth century to structure his three-part epic poem, The Divine Comedy, terza rima is composed of tercets woven into a rhyme scheme that requires the end-word of the second line in one tercet to supply the rhyme for the first and third lines in the following tercet. Thus, the rhyme scheme (aba, bcb, cdc, ded) continues through to the final stanza or line. Dante chose to end each canto of the The Divine Comedy with a single line that completes the rhyme scheme with the end-word of the second line of the preceding tercet. Terza rima is typically written in an iambic line, and in English, most often in iambic pentameter. If another line length is chosen, such as tetrameter, the lines should be of the same length. There are no limits to the number of lines a poem composed in terza rima may have. Possibly developed from the tercets found in the verses of Provencal troubadours, who were greatly admired by Dante, the tripartite stanza likely symbolizes the Holy Trinity. Early enthusiasts of terza rima, including Italian poets Boccaccio and Petrarch, were particularly interested in the unifying effects of the form.1 Therefore, the shortest possible verse for this assignment will have an ABABCBC rhyme scheme; the longest will end with GHGH. -
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. -
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. -
Humanities (World Focus) Course Outline
Guiding Document: Humanities Course Outline Humanities (World Focus) Course Outline The Humanities To study humanities is to look at humankind’s cultural legacy-the sum total of the significant ideas and achievements handed down from generation to generation. They are not frivolous social ornaments, but rather integral forms of a culture’s values, ambitions and beliefs. UNIT ONE-ENLIGHTENMENT AND COMPARATIVE GOVERNMENTS (18th Century) HISTORY: Types of Governments/Economies, Scientific Revolution, The Philosophes, The Enlightenment and Enlightenment Thinkers (Hobbes, Locke, Montesquieu, Voltaire, Jefferson, Smith, Beccaria, Rousseau, Franklin, Wollstonecraft, Hidalgo, Bolivar), Comparing Documents (English Bill of Rights, A Declaration of the Rights of Man, Declaration of Independence, US Bill of Rights), French Revolution, French Revolution Film, Congress of Vienna, American Revolution, Latin American Revolutions, Napoleonic Wars, Waterloo Film LITERATURE: Lord of the Flies by William Golding (summer readng), Julius Caesar by Shakespeare (thematic connection), Julius Caesar Film, Neoclassicism (Denis Diderot’s Encyclopedie excerpt, Alexander Pope’s “Essay on Man”), Satire (Oliver Goldsmith’s Citizen of the World excerpt, Jonathan Swift’s Gulliver’s Travels excerpt), Birth of Modern Novel (Daniel Defoe’s Robinson Crusoe excerpt), Musician Bios PHILOSOPHY: Rene Descartes (father of philosophy--prior to time period), Philosophes ARCHITECTURE: Rococo, Neoclassical (Jacques-Germain Soufflot’s Pantheon, Jean- Francois Chalgrin’s Arch de Triomphe) -
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. -
The Unfamiliar Shelley
THE UNFAMILIAR SHELLEY Proof Copy in gratitude for his major contribution to the understanding of Shelley To Don Reiman Proof Copy The Unfamiliar Shelley Edited by ALAN M. WEINBERG University of South Africa, RSA TIMOTHY WEBB University of Bristol, UK Proof Copy © Alan M. Weinberg and Timothy Webb 2008 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Alan M. Weinberg and Timothy Webb have asserted their moral right under the Copyright, Designs and Patents Act, 1988, to be identified as the editors of this work. Published by Ashgate Publishing Limited Ashgate Publishing Company Gower House Suite 420 Croft Road 101 Cherry Street Aldershot Burlington, VT 05401-4405 Hampshire GU11 3HR USA England www.ashgate.com British Library Cataloguing in Publication Data The unfamiliar Shelley. – (The nineteenth century series) 1. Shelley, Percy Bysshe, 1792–1822 – Criticism and interpretation I. Webb, Timothy II. Weinberg, Alan M. (Alan Mendel) 821.7 Library of Congress Cataloging-in-Publication Data The unfamiliar Shelley / edited by Timothy Webb and Alan M. Weinberg. p. cm. – (The nineteenth century series) Includes bibliographical references and index. ISBN 978-0-7546-6390-4 (alk. paper) 1. Shelley, Percy Bysshe, 1792–1822–Criticism and interpretation. I. Webb, Timothy. II. Weinberg, Alan M. (Alan Mendel) PR5438.U64 2008 821'.7–dc22 2007052262 ISBN 978-0-7546-6390-4Proof Copy Contents General Editors’ Preface vii List of Illustrations ix Notes on Contributors xi Acknowledgements xv List of Abbreviations xvii Editorial Note xix Introduction 1 Timothy Webb and Alan M. -
Shelley's “Ode to the West Wind” As the Reflection and Expression Of
Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 3 (2); 2019; 26-32 Available online at: http://ejournal.undip.ac.id/index.php/culturalistics Research Article Received: 03-11-2019; Accepted: 10-11-2019; Published: 12-12-2019 Shelley’s “Ode to the West Wind” as the Reflection and Expression of the Romantic Era Christine Renitriwati Respatio English Department, Diponegoro University,Semarang, 50277 Abstract Literary works usually act as a mirror of the society is life. A literary work can represent historical, social and political background of an era. A poem as one of literary works can do the same thing. In this paper, the writer took the Ode to the West Wind by Shelley, that is as the reflection of the Romantic Age. The writer used the historical approach to understand the historical background of the Romantic Period, and the aspect of the Romanticism era to explore the contain of the poem. The result shows that Ode to The West Wind is really reveals the condition of that era. Keywords: Romanticism; imagination; individual; the post; nature. 1. Introduction Literary works usually act as a mirror of the society’s life in which they are produced, or in other words we can say that the literary works act as the time spirit of an era. When and what kind of situation the literary works are produced are really describe a period of time. A literary work, thus, can represent historical, social and political background of an era. 2. Methods A poem as one of literary works can do the same thing. -
Byron's Prophecy of Dante and Its Form, Terza Rima
1 BYRON’S PROPHECY OF DANTE AND ITS FORM, TERZA RIMA ROSEMARIE ROWLEY IRISH BYRON SOCIETY In 1819, on his way to Ravenna to see Teresa Guiccioli, Byron stopped by the Certosa cemetery, where he came upon two epitaphs: “Martini Luigi Implora pace” and “Lucrezia Pinine Implora eterna quiete”. They moved him deeply: “it appears to me that these two and three words comprise and compress all that can be said on the subject – and then in Italian they are absolute Music.”1 It was at the beginning of his love affair with Teresa Guiccioli, and the culmination of his love for Italy. From the wild dissipation of Venice and its carnival comedies, Byron was psychologically prepared to go deeper into the Italian soul, and having met Teresa briefly, at one of Contessa Albrizzi’s conversazioni in Venice, and spoken to her at length two days later at the Contessa Benzoni’s salon: on April 2nd or 3rd, 1819, the two declared their love for one another, for they had loved with “these mysterious sympathies (which) shake the soul too much and frighten one,” as recalled by Teresa in her posthumously published account and as described by Byron’s biographer.2 He found himself engaging completely with Teresa and her culture, physically, emotionally, spiritually and intellectually, all qualities which were bound up in this convent girl who could recite by heart any part of the Divina Commedia . She was no less struck by him, and extracted a promise from him that he would visit her at her home at Ravenna.