This dissertation is a study of the Afro-American oral tradition with special reference to the formal aspects of the poetry of spirituals. In the introduction. an attempt has been made to take a look at the value of oral tradition; the interplay between oral and written tradition; the use made of orality in a society that was denied conventional literacy; the concept and the definition of the term, “spiritual". The organization of the rest of the essay is as follows: The sections are divided into four chapters. The first chapter concerns the origins of Afro-American spirituals and the anthropological foundations of the Afro-American oral style (anthropology of gesture). In addition, an attempt has been made to place the Afro-American oral tradition vis-a-vis the African oral tradition. The second chapter deals with key characteristics in the expressive phase of the Afro-American slave community with special reference to the dynamics of language usage. In the third chapter, there is consideration in some detail on the Afro-American oral composer and the transmission of the spirituals in an oral style milieu. The fourth chapter investigates stylized expression and is devoted to analyses of mnemotechnical devices within the spirituals. In the concluding chapter, an attempt has been made to take an overall look at Afro-American sacred poetic achievement. I must point out that it is not my intention to embark on any technical analysis of the music form and configuration of the spirituals - that is beyond the scope of this essay. In including "representative" samples of spirituals (and portions of spirituals), I do not intend them to be seen as "islands unto themselves" but rather, each spiritual must be seen as part of the whole corpus of Afro-American sacred oral composition. The question may arise: "Why a study of the Afro-American spirituals when there is so much to be studied on the oral traditions of Southern Africa? My response would be that the spirituals fascinate me for I see in them their widespread influence on the Pentecostal and Charismatic movements in South Africa. The Gospel song, so beloved of Pentecostal congregations, is an heir to the Spiritual. An enquiry on the sacred music and performance styles (improvisation, extemporization, dance, handclapping, shouts, etc.) of Pentecostalism will reveal that much of the Afro-American oral style still exists within the fellowship of Black and, venture to say, all Pentecostal churches in South Africa with obvious nuances that vary from denomination to denomination. But, the spirited and lively sacred music is encouraged and preserved. / Thesis (M.A.)-University of Natal, Durban, 1991.

Diploma work presents the Poetics of Emily Dickinson and Walt Whitman as a big influence on traditional American Literary development. Their work brought a new view of traditional Poetry in 19th century, which affected the whole status of traditional American culture. Their styles of writing had an effective impact on American Literature and shaped the new image of Poetry. One of the purposes of this diploma work is to introduce historical and literary-philosophical background of the period of 19. century, which influenced their lives and work as well. Then the diploma work demonstrates the Poetry of Walt Whitman and Emily Dickinson and compares their work afterwards according to the chosen topics appearing in their poems. To summarise the whole diploma work there is the analyse of the similarities and differences in the poetry of both poets.

Made available in DSpace on 2016-06-02T20:11:03Z (GMT). No. of bitstreams: 1 5827.pdf: 1297297 bytes, checksum: 98e36389b25b51d1be869e0085ff6e0b (MD5) Previous issue date: 2014-02-28 / Financiadora de Estudos e Projetos / This dissertation will seek to understand the issues existing at the time of publication of the book Americanas (1875) written by Machado de Assis. For this, we will hold a course by the Brazilian Romanticism, considering one of its main elements: Indianism, and reading of Americanas in the prism of the american Indian-Romantic tradition. Through this course we aim to see how the reading of Americanas worked the Indianism in the book, discuss the theme distancing at the time of its publication as a rereading of this romantic tradition and elucidate the facts that lead to the writer's choice for this theme, dear to the romantic nationalist project, thus showing the possibility of a distinct nationalism embedded in this work. / O presente trabalho procurará compreender as questões existentes no momento da publicação do livro Americanas (1875), de Machado de Assis. Para isso, realizaremos um percurso pelo Romantismo brasileiro, considerando um dos seus principais elementos: o indianismo, e a leitura de Americanas no prisma da tradição romântica indianista. Por meio desta leitura objetivamos verificar como funcionou o indianismo na presente obra, tratar do distanciamento temático notado no momento de sua publicação como uma releitura desta tradição romântica e elucidar quais fatos fizeram com que o escritor enveredasse por tal temática, cara ao projeto romântico nacionalista, evidenciando, portanto, a possibilidade de um nacionalismo distinto abordado nesta obra.

Orientador: Fábio Akcelrud Durão / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T02:43:36Z (GMT). No. of bitstreams: 1 Welcman_Max_M.pdf: 689545 bytes, checksum: 220de918e976fa7f963c4ec14a71c61b (MD5) Previous issue date: 2010 / Resumo: O objetivo do trabalho é introduzir no âmbito acadêmico brasileiro a discussão sobre a primeira vanguarda literária inglesa do século XX, o Imagismo, além de trazer a público, por meio da elaboração de uma antologia bilíngue, uma série de poemas de autores britânicos e norte-americanos pertencentes àquele movimento e ainda inéditos ou pouco divulgados no país. O Imagismo teve reconhecido seu papel pioneiro na reflexão e difusão de novas formas literárias na poesia anglo-norteamericana, envolveu alguns dos principais nomes da literatura anglófona do período, como Ezra Pound, T. E. Hulme, Hilda Doolittle, Amy Lowell, D. H. Lawrence, William Carlos Williams, Ford Madox Ford, entre outros, e influenciou diversos poetas modernistas a ele posteriores, sendo assim fundamental para compreender a formação e desenvolvimento do modernismo nos Estados Unidos e Reino Unido. O estudo foi realizado a partir da leitura e análise das antologias imagistas de 1914-1917, além de obras dos seus alegados precursores; do exame dos principais textos teóricos que embasam a escola imagista; da pesquisa bibliográfica sobre o tema; e da seleção e tradução dos textos antologizados / Abstract: The objective of the work is to introduce into Brazilian academic scope a discussion on the first English literary avant-garde movement in XX century, Imagism, and also to bring a number of poems by British and North American authors related to that movement still unreleased or little promoted in Brazil before the public, by means of a bilingual anthology. Imagism is acknowledged as a pioneer in creating and promoting new literary forms in English and North American poetry, included some of the main English literature authors of the period, such as Ezra Pound, T. E. Hulme, Hilda Doolittle, Amy Lowell, D. H. Lawrence, William Carlos Williams, Ford Madox Ford, among others, and influenced several modernist poets, being thus essential to understand the formation and development of modernism in the USA and United Kingdom. The study was performed by reading and analyzing Imagist anthologies dated of 1914-1917, besides some works by their alleged precursors; by analyzing the main theoretical founding texts of imagist school; by means of bibliographical research on the theme and selection and translation of anthologized texts / Mestrado / Teoria e Critica Literaria / Mestre em Teoria e História Literária

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

and Prague's role within it. It also looks at the cultural relationship between Chapman's journey to Czechoslovakia. The second chapter focuses on the clash bet Chapman and the Czechoslovak intermediaries of US culture such as Josef Škvorecký, Lubomír Dorůžka, and Jan Zábrana and the competing versions of African American poetry, especially in Abraham Chapman's anthology of Black diaspora poetry Černošská : světová antologie

This essay is a critical textual analysis of the poetry of Robert Lowell with focus on religious symbolism used in his work, and the Catholic theology which informed it. This results in a new, contrasting interpretation to the conventional view that he had abandoned his religious focus by mid-career, while accounting for his own assessment that he had not. Insights gained through this analysis, combined with those relating to Lowell’s personal history, reframe his confessional poetry while bolstering this claim.  Through this study, poems selected from Lord Weary’s Castle, The Mills of the Kavanaughs, Life Studies and For the Union Dead are reinterpreted in order to explore the consequences of what Lowell could have intended with this stylistic modification, and discover the religiosity that he claimed was hidden. Lowell’s confessional poetry up until 1964 is examined and recast as the anguished wails of a Catholic soul in Purgatory. This fresh approach to one of America’s finest twentieth-century poets provides a novel foundation for the reinterpretation of the entirety of Lowell’s professional oeuvre.

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Poetics as Joyful Resistance: Exploring Juan Felipe Herrera’s Jabberwalking, engages in narrative teacher research to examine how the philosophies and practices of Juan Felipe Herrera’s hybrid text on poetry, composition, and creativity, titled Jabberwalking (2018), might extend the pedagogical principles and practices in teaching poetry to resist the norm of literary criticism as the purpose of teaching poetry. By examining three curricular experiences where the pedagogical principles of Jabberwalking guide my teaching practices, I document both students’ and my learning using narrative and spatial justice methodologies. The findings reveal that Jabberwalking may function as not only a pedagogical Thirdspace (Soja, 1996) that works against colonial norms around standardization and high-stakes assessment but may be a belief system about teaching literature and language. When I began this research, a problem that I encountered was the lack of scholarship in response to Jabberwalking. A survey of the literature in response to Herrera’s text, an English y Español retelling of Lewis Carroll’s “Jabberwocky,” reveals that the principal source of criticism consists of reviews. This dissertation contributes to the field by being the first of its kind to consider his philosophies on writing as a pedagogical style guide as well as a tool to work against institutionalized norms around standardized writing instruction. Since the focus of this study was to examine the pedagogical principles and practices that invite in diverse learners and decolonize and expand the literacy practices most often used in writing/literature classrooms, I used narrative research to re-tell the stories of ten participants who reflect the diverse student and teacher population of New York City schools. Through Zoom interviews with a total of ten New York-based teachers from a broad range of personal and professional experiences, I examine Jabberwalking, a text that straddles the polarity of the literary borderland (Templeton, 2019) for its pedagogical implications. My purpose was to examine what happened when the pedagogical principles of Jabberwalking were implemented in three separate curricular experiences that were facilitated in 2019–2022: one site was an improvisational music-oriented workshop in response to Jabberwalking, a second site was a Zoom-based Jabberwalking teaching and learning practices workshop, and a third site was a workshop that incorporated a project-based version of Jabberwalking. Two to three hour-long Zoom retrospective interviews with the ten participants from each of the three workshops were conducted. Their writing or projects produced from the workshop-based writing prompts were then analyzed to consider how or if their work reflects the principles of Jabberwalking I intended to incorporate. I also reflected on my own pedagogical practices because of the interviews and analysis of student work from these three curricular experiences. I transcribed and coded an average of forty pages of interview data for each participant, for a total of over four hundred pages of interview transcription analysis. Each of my research questions were addressed in different ways, depending on the site. I found the following themes in the data for each site: a) Jabberwalking as text, b) Jabberwalking as pedagogical method, c) the detrimental impact of standardization and high-stakes assessment, and d) changes in pedagogy and performance standards since 2020. Through the lens of poetics and the theoretical underpinnings of nonsense (Templeton, 2019), and the candid, expansive stories of the participants, this study arrives at a definition in process that formulates a new understanding of pedagogical possibility utilizing Herrera’s methods. This research has important implications for teachers, students, and policymakers that help us understand how Jabberwalking can present learners of all abilities with new methods of composition to inspire critical, analytical, and restorative writing through a sense of “serious play” (Burgess, 2019).