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Thesis (Ph. D.)--Ohio State University, 1992. / Includes vita. Includes bibliographical references (leaves 299-330). Available online via OhioLINK's ETD Center.

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Thesis (M.A.) -- Central Connecticut State University, 2006. / Thesis advisor: Antonio García-Lozada. "... in partial fulfillment of the requirements for the degree of Master of Arts in Spanish." Includes bibliographical references (leaves 102-104). Also available via the World Wide Web.

The purpose of the present study is to ascertain the principles of poetry to which Robinson adhers, to determine his position in relation to the imagists, and to discuss in some detail the technical qualities of his shorter poems.

This dissertation investigates the representation of the image of the stone in poems by four modern Latin-American poets. To do this, I selected one key poem by Carlos Drummond de Andrade, João Cabral de Melo Neto, Pablo Neruda, and Octavio Paz. Based on pertinent principles of literary criticism and analysis, I perform close readings of each of these texts. Despite the use of the same image, the semantic results in each poem present significant variation. That is my starting point for discussions of related historical and theoretical issues such as critical reception, value, ("No meio do caminho" by Drummond), the representation of the lyrical speaker, imagery, metapoetry, ("A educação pela pedra" by João Cabral), the role of the history in poetry, the manipulation of literary sources, (Poema XVII by Pablo Neruda), the concept of "logos" and the relationship between poetry and myth ("Como las piedras del Principio" by Octavio Paz). The basic goal of this dissertation is to put into practice critical and theoretical approaches that optimize the reading of poetry. / text

Despite the recent scholarship that has been performed on Margaret Fuller, very little has focused on the varied body of poetry she composed during her brief life. By dividing her poetic works into three categories – those written to an early “lover,” those focusing on the theme of androgyny, and those written during her “mature period” of 1844 – one is better able to follow Fuller on the emotional and intellectual journey that served as the foundation for all of her writings. In addition, the study of Fuller’s poetry provides a clearer understanding of how this erudite woman transcended gender boundaries in her writings, as well as in the choices she made in her daily life, further emphasizing her reputation as a revolutionary woman of nineteenth century.