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Start Over Topic poetry (literary form) Publication Year Range Last 50 years Region england Publisher taylor & francis ltd
7 results

1. Unweaving the Rainbow: poetry teaching in the secondary school I.

Author

Benton, Peter

Subjects
POETRY (Literary form), EDUCATION, EDUCATIONAL leadership, SECONDARY education
Abstract

The Poetry Research Project 1998 continues work begun in 1982 which analysed the practice of secondary school teachers when teaching poetry and their attitudes towards it. Then some 170 teachers in a single Local Education Authority (LEA) completed a lengthy questionnaire and a number were interviewed. The information gained by this means highlighted both good practice and a number of problem areas which teachers encountered. Sixteen years after that first survey, and following considerable change in the teaching of English and of poetry as a result of such initiatives as the National Curriculum, the survey was repeated with a group of over one hundred teachers from the same LEA. This, the first of two papers, reports mainly on teachers' attitudes to poetry, particularly the reading, writing and discussion of poetry and upon their concerns. The second paper, to be published in the Oxford Review of Education, March 2000, considers the effects of the National Curriculum, of SATs and of changes in examinations at 16+. [ABSTRACT FROM AUTHOR]

Published
1999
Full Text
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2. Transition, transformation and the art of losing: Some uses of poetry in hospice care for the terminally ill.

Author

McLoughlin, Dominic

Subjects
POETRY (Literary form), HOSPICE care, HOSPITAL patients
Abstract

What lessons for psychotherapy can be drawn from the enjoyment and sustenance we find in the use of literature? This paper looks back on a recent creative writing project undertaken with patients in a hospice day centre, and suggested reasons why the patients found this activity not only enjoyable but also therapeutic. Both the hospice as an institution and the poetic form are defined in terms of a transitional space. The article shows how the act of reading and writing poetry places a value for patients on not knowing at a time when the plain hard facts of terminal illness loom large. The author describes a practical way of engaging with poetry in this context, and uses clinical material to describe how the literary arts can provide a transformational object, and a point of inspiration, that may help patients to negotiate the changes brought about by their illness. [ABSTRACT FROM AUTHOR]

Published
2000
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3. 'I lov'de thee best': London as Male Beloved in Isabella Whitney's 'The Manner of her Wyll'.

Author

Gleed, Paul

Subjects
POETRY (Literary form), LITERARY criticism, LONDON (England) in literature, IRONY in literature, MASCULINITY in literature
Abstract

This paper reflects on the role of London as male Beloved in Whitney's 'Last Wyll and Testament'. Such a characterization of the city, the paper argues, has two consequences. First, it complicates and provides an important challenge to the ubiquitous personification of London as female in early modern England. Second, this dynamic between female speaker and male Beloved encourages a reconsideration of Whitney's agency in the poem - often celebrated as forceful - as more consciously ironic (although, ultimately, all the more compelling and effective because of it). [ABSTRACT FROM AUTHOR] </p></dd> <dt class="blacklight-eds_authors col-md-3">Published</dt> <dd class="col-md-9 blacklight-eds_authors">2012</dd> <dt class="blacklight-eds_authors col-md-3"><span class="tags-custom">Full Text</span></dt> <dd class="col-md-9 blacklight-eds_authors"><a class="pdf-blue-icon" target="_blank" href="https://doi.org/10.1179/174963212X13296107765873">View/download PDF</a></dd> </dl> </article><article data-document-id="edb__153986083" data-document-counter="4" itemscope="itemscope" itemtype="http://schema.org/Thing" class="blacklight-academic-journal document document-position-4"> <header class="documentHeader row"> <h3 class="index_title document-title-heading col-sm-9 col-lg-10"> <span class="document-counter"> 4. </span> <a data-context-href="/articles/edb__153986083/track?counter=4&document_id=edb__153986083&search_id=36371678" href="/articles/edb__153986083">The Heliand in tenth-century England: translation, transmission and turbulence.</a> </h3> <div class="index-document-functions col-sm-3 col-lg-2"> <form class="bookmark-toggle" data-doc-id="edb__153986083" data-present="In Bookmarks" data-absent="Bookmark" data-inprogress="Saving..." action="/bookmarks/edb__153986083" accept-charset="UTF-8" method="post"><input type="hidden" name="_method" value="put" /><input type="hidden" name="authenticity_token" value="AJWeA/Kr1uDfbbQaB4hb5Zuwgce6RBiiokQP0uIMLymQdjGd44uFkZHPWmumBhecB9r/+FtJ0uVDb/twe7lZew==" /> <input type="hidden" name="catalog_type" id="catalog_type" value="articles" /> <input type="submit" name="commit" value="Bookmark" id="bookmark_toggle_edb__153986083" class="bookmark-add btn btn-outline-secondary" data-disable-with="Bookmark" /> </form> </div> </header> <dl class="document-metadata dl-invert row"> <dt class="blacklight-eds_authors col-md-3">Author</dt> <dd class="col-md-9 blacklight-eds_authors mb-0"> <p class="truncate-text"> Arthur, Ciaran</p></dd> <dt class="blacklight-eds_authors col-md-3">Subjects</dt> <dd class="col-md-9 blacklight-eds_authors"><searchLink fieldCode="DE" term="%22NATIVE+language%22">NATIVE language</searchLink>, <searchLink fieldCode="DE" term="%22TURBULENCE%22">TURBULENCE</searchLink>, <searchLink fieldCode="DE" term="%22COPYING%22">COPYING</searchLink>, <searchLink fieldCode="DE" term="%22GOSPEL+music%22">GOSPEL music</searchLink>, <searchLink fieldCode="DE" term="%22POETRY+%28Literary+form%29%22">POETRY (Literary form)</searchLink></dd> <dt class="blacklight-eds_languages col-md-3">Abstract</dt> <dd class="col-md-9 blacklight-eds_languages"><p class="truncate-text"> The Heliand is a rewriting of the Gospels in Old Saxon, reflecting daring efforts to not only convert pagans, edify catechumens and reinforce orthodox teachings, but also to present the Old Saxon vernacular as a language worthy of translating Scripture. A copy of the poem was in England by the second half of the tenth century, perhaps even earlier. In the single surviving copy from England, two incipits from a gospel lectionary were added in the margins near the time of writing, and they shed much light on how this poem was consulted and probably used for guidance on specific issues faced by a tenth-century English court. From its origin as a theological statement about the capabilities of vernacular languages in continuing Patristic traditions, the Heliand was later valued as a text that offered clarification on how to deal with hostile military and spiritual threats to Christian kingdoms. [ABSTRACT FROM AUTHOR] </p></dd> <dt class="blacklight-eds_authors col-md-3">Published</dt> <dd class="col-md-9 blacklight-eds_authors">2021</dd> <dt class="blacklight-eds_authors col-md-3"><span class="tags-custom">Full Text</span></dt> <dd class="col-md-9 blacklight-eds_authors"><a class="pdf-blue-icon" target="_blank" href="https://doi.org/10.1080/03044181.2021.1975645">View/download PDF</a></dd> </dl> </article><article data-document-id="edb__128182133" data-document-counter="5" itemscope="itemscope" itemtype="http://schema.org/Thing" class="blacklight-academic-journal document document-position-5"> <header class="documentHeader row"> <h3 class="index_title document-title-heading col-sm-9 col-lg-10"> <span class="document-counter"> 5. </span> <a data-context-href="/articles/edb__128182133/track?counter=5&document_id=edb__128182133&search_id=36371678" href="/articles/edb__128182133">Mother tongue as a universal human right.</a> </h3> <div class="index-document-functions col-sm-3 col-lg-2"> <form class="bookmark-toggle" data-doc-id="edb__128182133" data-present="In Bookmarks" data-absent="Bookmark" data-inprogress="Saving..." action="/bookmarks/edb__128182133" accept-charset="UTF-8" method="post"><input type="hidden" name="_method" value="put" /><input type="hidden" name="authenticity_token" value="SH0FzT6LciPoBI2baTIurFbSvT/M0Vv7OZnyy4YzfJLkLZOTizk/aV/UQjT0mXBaoHvgg5C6B0kiKarn+sXQEQ==" /> <input type="hidden" name="catalog_type" id="catalog_type" value="articles" /> <input type="submit" name="commit" value="Bookmark" id="bookmark_toggle_edb__128182133" class="bookmark-add btn btn-outline-secondary" data-disable-with="Bookmark" /> </form> </div> </header> <dl class="document-metadata dl-invert row"> <dt class="blacklight-eds_authors col-md-3">Author</dt> <dd class="col-md-9 blacklight-eds_authors mb-0"> <p class="truncate-text"> De Luca, Christine</p></dd> <dt class="blacklight-eds_authors col-md-3">Subjects</dt> <dd class="col-md-9 blacklight-eds_authors"><searchLink fieldCode="DE" term="%22DIALECTS%22">DIALECTS</searchLink>, <searchLink fieldCode="DE" term="%22HUMAN+rights%22">HUMAN rights</searchLink>, <searchLink fieldCode="DE" term="%22LANGUAGE+%26+languages%22">LANGUAGE & languages</searchLink>, <searchLink fieldCode="DE" term="%22LINGUISTICS%22">LINGUISTICS</searchLink>, <searchLink fieldCode="DE" term="%22LITERATURE%22">LITERATURE</searchLink>, <searchLink fieldCode="DE" term="%22MINORITIES%22">MINORITIES</searchLink>, <searchLink fieldCode="DE" term="%22MULTILINGUALISM%22">MULTILINGUALISM</searchLink>, <searchLink fieldCode="DE" term="%22WRITING%22">WRITING</searchLink>, <searchLink fieldCode="DE" term="%22CULTURAL+values%22">CULTURAL values</searchLink>, <searchLink fieldCode="DE" term="%22POETRY+%28Literary+form%29%22">POETRY (Literary form)</searchLink></dd> <dt class="blacklight-eds_languages col-md-3">Abstract</dt> <dd class="col-md-9 blacklight-eds_languages"><p class="truncate-text"> Article 19 of the Universal Declaration of Human Rights enshrines the right to freedom of opinion and expression. UN Resolution A/RES/61/266 called upon Member States “to promote the preservation and protection of all languages used by peoples of the world”. This resolution has particular relevance for minority language groups where mother tongue – so vital to self-expression – is primarily a spoken medium, often ascribed low status. With few fluent readers and writers, and a consequent dearth of written resources, a vicious circle develops and linguistic and cultural heritage erodes. Not all governments are vigilant with appropriate policies and funding. Even in a community like Shetland, where there is no class connotation associated with speaking Shetlandic, the proportion of fluent dialect speakers is now relatively small. It therefore falls to the writer to create resources for children, to help stem the tide. Engaging in translation can also help raise the status ofdialectand pinpoint the somewhat arbitrary distinction betweendialectandlanguage. There are many problems in publishing in minority tongues; for example, uneconomic print runs, language authenticity versus contemporaneity, standardisation of orthography and the trend to “exotic-ise” dialect in mainstream literature. [ABSTRACT FROM PUBLISHER] </p></dd> <dt class="blacklight-eds_authors col-md-3">Published</dt> <dd class="col-md-9 blacklight-eds_authors">2018</dd> <dt class="blacklight-eds_authors col-md-3"><span class="tags-custom">Full Text</span></dt> <dd class="col-md-9 blacklight-eds_authors"><a class="pdf-blue-icon" target="_blank" href="https://doi.org/10.1080/17549507.2017.1392606">View/download PDF</a></dd> </dl> </article><article data-document-id="edb__38419330" data-document-counter="6" itemscope="itemscope" itemtype="http://schema.org/Thing" class="blacklight-academic-journal document document-position-6"> <header class="documentHeader row"> <h3 class="index_title document-title-heading col-sm-9 col-lg-10"> <span class="document-counter"> 6. </span> <a data-context-href="/articles/edb__38419330/track?counter=6&document_id=edb__38419330&search_id=36371678" href="/articles/edb__38419330">'The Birth Day of my Selfe, & of Theis Lynes': Self-expression and Poetic Form in The Memorandum of Martha Moulsworth, Widow (1632).</a> </h3> <div class="index-document-functions col-sm-3 col-lg-2"> <form class="bookmark-toggle" data-doc-id="edb__38419330" data-present="In Bookmarks" data-absent="Bookmark" data-inprogress="Saving..." action="/bookmarks/edb__38419330" accept-charset="UTF-8" method="post"><input type="hidden" name="_method" value="put" /><input type="hidden" name="authenticity_token" value="mSEDi20bYnL8dw86VgEnjfFTo1aT5vi36SoVZ+OGl/orI2mxzTVRXTRb+TXHsl63lowrC2yqNvZtCdZpTLNSbQ==" /> <input type="hidden" name="catalog_type" id="catalog_type" value="articles" /> <input type="submit" name="commit" value="Bookmark" id="bookmark_toggle_edb__38419330" class="bookmark-add btn btn-outline-secondary" data-disable-with="Bookmark" /> </form> </div> </header> <dl class="document-metadata dl-invert row"> <dt class="blacklight-eds_authors col-md-3">Author</dt> <dd class="col-md-9 blacklight-eds_authors mb-0"> <p class="truncate-text"> Tancke, Ulrike</p></dd> <dt class="blacklight-eds_authors col-md-3">Subjects</dt> <dd class="col-md-9 blacklight-eds_authors"><searchLink fieldCode="DE" term="%22AUTOBIOGRAPHY%22">AUTOBIOGRAPHY</searchLink>, <searchLink fieldCode="DE" term="%22POETRY+%28Literary+form%29%22">POETRY (Literary form)</searchLink>, <searchLink fieldCode="DE" term="%22WOMEN+in+literature%22">WOMEN in literature</searchLink></dd> <dt class="blacklight-eds_languages col-md-3">Abstract</dt> <dd class="col-md-9 blacklight-eds_languages"><p class="truncate-text"> Martha Moulsworth's The Memorandum of Martha Moulsworth, Widow (1632) is the first autobiographical poem by a woman and, indeed, one of the earliest known examples of female autobiographical writing in England. With its deliberate construction and artful rhetoric, the Memorandum seems to contradict the idea of autobiography as a truthful and honest account of individual experience. This essay poses the question whether consciously elaborate poetic composition, far from being inhibiting, could provide a secure framework for female authorial expression at a time when female writing was generally met with apprehension. The abundant tensions and ambiguities in the poem—for example, in Moulsworth's depiction of her marriages and relationships with her husbands, her remarks about the deaths of her children or her attitudes to female education—suggest that poetry could open up a space for feminine self-expression precisely because of the generic constraints it imposes and the intricate layers of meaning that it is able to accommodate. For an early modern female poet like Moulsworth, literary self-affirmation takes the form of a delicate balancing act that strives to combine acceptance and rejection of the demands of patriarchy, submission and small-scale agency, reticence and open expression. [ABSTRACT FROM AUTHOR] </p></dd> <dt class="blacklight-eds_authors col-md-3">Published</dt> <dd class="col-md-9 blacklight-eds_authors">2009</dd> <dt class="blacklight-eds_authors col-md-3"><span class="tags-custom">Full Text</span></dt> <dd class="col-md-9 blacklight-eds_authors"><a class="pdf-blue-icon" target="_blank" href="https://doi.org/10.1080/14484520802550288">View/download PDF</a></dd> </dl> </article><article data-document-id="edb__35537707" data-document-counter="7" itemscope="itemscope" itemtype="http://schema.org/Thing" class="blacklight-academic-journal document document-position-7"> <header class="documentHeader row"> <h3 class="index_title document-title-heading col-sm-9 col-lg-10"> <span class="document-counter"> 7. </span> <a data-context-href="/articles/edb__35537707/track?counter=7&document_id=edb__35537707&search_id=36371678" href="/articles/edb__35537707">British Romantic Poets and the African Plight.</a> </h3> <div class="index-document-functions col-sm-3 col-lg-2"> <form class="bookmark-toggle" data-doc-id="edb__35537707" data-present="In Bookmarks" data-absent="Bookmark" data-inprogress="Saving..." action="/bookmarks/edb__35537707" accept-charset="UTF-8" method="post"><input type="hidden" name="_method" value="put" /><input type="hidden" name="authenticity_token" value="BySwK4DMjoXEddMHRxQ17wm4lw1pRINzr3/0/l1XovUhW9WJDY+QpbCxq0Wnv7v10oh5pTfMpOzL42KAAvBGqg==" /> <input type="hidden" name="catalog_type" id="catalog_type" value="articles" /> <input type="submit" name="commit" value="Bookmark" id="bookmark_toggle_edb__35537707" class="bookmark-add btn btn-outline-secondary" data-disable-with="Bookmark" /> </form> </div> </header> <dl class="document-metadata dl-invert row"> <dt class="blacklight-eds_authors col-md-3">Author</dt> <dd class="col-md-9 blacklight-eds_authors mb-0"> <p class="truncate-text"> Bakić-Mirić, Nataša</p></dd> <dt class="blacklight-eds_authors col-md-3">Subjects</dt> <dd class="col-md-9 blacklight-eds_authors"><searchLink fieldCode="DE" term="%22EXPLOITATION+of+humans%22">EXPLOITATION of humans</searchLink>, <searchLink fieldCode="DE" term="%22HUMAN+rights%22">HUMAN rights</searchLink>, <searchLink fieldCode="DE" term="%22SLAVE+trade%22">SLAVE trade</searchLink>, <searchLink fieldCode="DE" term="%22COLONIZATION%22">COLONIZATION</searchLink>, <searchLink fieldCode="DE" term="%22LIBERTY%22">LIBERTY</searchLink>, <searchLink fieldCode="DE" term="%22AFRICANS%22">AFRICANS</searchLink>, <searchLink fieldCode="DE" term="%22SLAVE+labor%22">SLAVE labor</searchLink>, <searchLink fieldCode="DE" term="%22POETRY+%28Literary+form%29%22">POETRY (Literary form)</searchLink>, <searchLink fieldCode="DE" term="%22CRIME+victims%22">CRIME victims</searchLink></dd> <dt class="blacklight-eds_languages col-md-3">Abstract</dt> <dd class="col-md-9 blacklight-eds_languages"><p class="truncate-text"> The enslavement of Africans did strike the young, hopeful and radical Romantic poets of nineteenth-century England as the most blatant example of human oppression and the clearest example of humans being deprived of liberty. Although their poetry refers to and draws on the imagery of African slavery, the major poetic figures of the Romantic Movement in England rarely spoke directly against the slave trade and colonial slavery. Thus the issue of slavery, the transatlantic trade, and Britain's role in it, though well established in the nineteenth-century historical context, remained a subject only partially explored by the English Romantic poets, who were, at the time, more preoccupied with British domestic policy and the enslavement of their own nation. [ABSTRACT FROM AUTHOR] </p></dd> <dt class="blacklight-eds_authors col-md-3">Published</dt> <dd class="col-md-9 blacklight-eds_authors">2008</dd> <dt class="blacklight-eds_authors col-md-3"><span class="tags-custom">Full Text</span></dt> <dd class="col-md-9 blacklight-eds_authors"><a class="pdf-blue-icon" target="_blank" href="https://doi.org/10.1080/10848770802503840">View/download PDF</a></dd> </dl> </article> </div> </div> </div> <div class="modal fade" id="loginModal" tabindex="-1" role="dialog"> <button type="button" id="loginclose" class="close" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> <div class="modal-dialog" role="document"> <h5>Discovery Service for Jio Institute Digital Library</h5> <br /> <p>For full access to our library's resources, please sign in.</p> </div> <div class="login-modal-button-wrapper"> <button class="login-modal-sign-in"> <a rel="nofollow" data-method="post" href="/users/auth/saml">Sign In</a> </button> </div> </div> </section> </div> </main> <footer class="navbar navbar-inverse site-footer" style="position: static;"> <div class="container footer-container"> <div class="row"> <div class="col-xs-12 col-md-3 py-4 align-self-center site-footer-links-column"> <div class="footer-logo center-block"> <a href="https://library.jioinstitute.edu.in"> <img class="logo-img" src="/assets/Jio-DLLogo-b5a8a0808ea64b7ff5d156e304a4a034eee76224caf66c04cead90a411971fad.png" /> </a> </div> </div> <div class="col-xs-12 col-md-8 py-3 pb-5 pb-md-3 site-footer-links-column align-self-center"> <div class="row text-center footer-links-row"> <div class="col-4 col-sm-2"> <div class="navlink"><a href="https://library.jioinstitute.edu.in/contact">Contact</a></div> </div> <div class="col-4 col-sm-3"> <div class="navlink"><a href="https://library.jioinstitute.edu.in/access/covid-19-advisory">Covid-19 Advisory</a></div> </div> <div class="col-4 col-sm-2"> <div class="navlink"><a href="https://library.jioinstitute.edu.in/access/policies">Policies</a></div> </div> </div> </div> </div> </div> <div class="row text-center secondary-footer"> <div class="container"> <div class="col-xs-12 col-md-2 px-0"> <div class="footer-logo"> <a href="https://jioinstitute.edu.in/"> <img class="logo-img" src="/assets/JioLogoWhite-3a250c43ad67a5117225db9885c1ac0b116f92a0df0839e850e68dfbbce66ae7.png" /> </a> </div> </div> <div class="col-md-1 col-4 py-1 py-md-3"> <div class="navlink footer-navlink"><a href="https://jioinstitute.edu.in/about">About Us</a></div> </div> <div class="col-md-1 col-4 py-1 py-md-3"> <div class="navlink footer-navlink"><a href="https://jioinstitute.edu.in/academics">Academics</a></div> </div> <div class="col-md-1 col-4 py-1 py-md-3"> <div class="navlink footer-navlink"><a href="https://jioinstitute.edu.in/research-overview">Research</a></div> </div> <div class="col-md-1 col-4 py-1 py-md-3 pl-0 pr-0"> <div class="navlink footer-navlink"><a href="https://jioinstitute.edu.in/campus-life"> Campus Life</a></div> </div> <div class="col-md-1 col-4 py-1 py-md-3"> <div class="navlink footer-navlink"><a href="https://jioinstitute.edu.in/contacts"> Contact</a></div> </div> <div class="col-md-4 col-4 py-1 py-md-3"> <div class="navlink footer-navlink float-right"><a href="https://jioinstitute.edu.in/terms-conditions">T&C</a></div> </div> <div class="col-md-1 col py-1 py-md-3 pl-0"> <div class="navlink footer-navlink float-right"><a href="https://jioinstitute.edu.in/privacy-policy"> Privacy Policy</a></div> </div> </div> </div> <!-- Global site tag (gtag.js) - Google Analytics --> <script async src=https://www.googletagmanager.com/gtag/js?id=G-R4B0KJQ5EY></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-R4B0KJQ5EY'); </script> </footer> <div id="blacklight-modal" class="modal fade" tabindex="-1" role="dialog" aria-hidden="true"> <div class="modal-dialog modal-lg" role="document"> <div class="modal-content"> </div> </div> </div> </body> </html>