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This paper will discuss the possibility of attributing authorship to translations by carrying out a comparative stylometric analysis of an author's poems and their translations of other writers' works. The paper puts forward two hypotheses. Firstly, its aim is to test whether an author's poems and translations share stylistic patterns. Secondly, it will test whether these shared patterns can be used to attribute authorship of translations. The complete works of Antonio Colinas and Eloy Sánchez Rosillo, together with their respective translations of Giacomo Leopardi's Cantos, will be used. Based on these texts, we will build computational representations that correspond to the stylistic profiles of each author, using various style cues related to metrics, grammar, and lexicon. These representations will serve as input for the calculation of similarity. Its result will allow us to determine to what extent characteristics of an author's own verses remain in the translated poems and whether there is more closeness between the two translations or between each author's poetry and their translation. [ABSTRACT FROM AUTHOR]

Between the eighteenth and nineteenth centuries, an esthetic revolution awakened a new interest in traditional poetry, which was considered the depositary of the Volksgeist and the most faithful representation of the national character. This paper raises the possibility of using the concept of author function to prove the high coherence with which German Hispanism, and in particular Ferdinand Wolf, considered the people of Spain as the authorial subject of Spanish romances. To do so, I will review the increasing interest in folk poetry since the 1750s contextualizing it within the new processes of the creation of national identities and Europe's special attraction to the Spanish case. Secondly, I will connect this revival to both new esthetic sensibilities that revolutionized the concept of authorship, such as expressive theories, and the creation of a collective subject (das Volk) as the origin of romances. I will analyze this collective subject as a potential author function. Finally, I will compare this against Wolf's thesis on the Spanish Romancero. [ABSTRACT FROM AUTHOR]

The counterfeit works of Rafael Bolívar Coronado (1884–1924) represent a phenomenon with unusual repercussions on critical reception. This author managed to publish more than twelve volumes with false authorship and content, from "crónicas de Indias" to collections of poetry. This article presents a theoretical approach regarding literary falsification in general and highlights the concepts of lightness and multiplicity to propose an interpretation of the Bolívar Coronado case. This paper also deals with the artistic dimension of literary forgeries as creative works that use the same methods and strategies as fiction writing. The set of falsified works by this author can be interpreted as a conceptual proposal that questions the functioning of the literary field of his time. Likewise, his proposal can also be framed within the cultural criticism that the forgery tradition entails: it questions not only the difficult discernment between the concepts of truth and lies, but also the rigidity of some guardians of cultural institutions and the system of legitimation, awards, and literary reviews. [ABSTRACT FROM AUTHOR]

This essay considers considers two pamphlets from the early career of John Taylor the Water Poet, The Pennyles Pilgrimage (1618) and The Praise of Hemp-seed (1620), and explores Taylor's description of writing as a branch of domestic industry whose virtues reside in plainness rather than fineness. Most early modern theorists of poetry privileged ingenium or natural wit, arguing that literary excellence originated in the smooth, spontaneous workings of the imagination. Drawing resourcefully from contemporary theories of authorship, including Ben Jonson's, Taylor proposed instead that literary value depended upon exercitatio , the intellectual and physical labour involved in writing. It is argued that the familiar contemporary figure of the pot-poet enabled Taylor to contribute in important ways to contemporary debates about literary worth. Although pot-poetry was associated with both social roughness and aesthetic worthlessness, this category of literature nevertheless provided Taylor with a vocabulary to describe and enact new strategies of professionalism in print. [ABSTRACT FROM AUTHOR]

Jose Garcia Villa is best known as a modernist Filipino poet who migrated to America in the 1930s. Much critical discussion of Villa in Philippine literary studies has emphasised his narrow concern with aestheticism and his rejection of contemporary demands to politicise artistic production. This paper returns to Villa's first short story collection Footnote of Youth (1933) and argues for a reconsideration of the politics of Villa's modernist aesthetics. In particular, I wish to concentrate on a series of short stories at the end of the collection that present revisionary 'shadow biographies' of revolutionary hero Jose Rizal, whose own life story and novels have attained, in Carol Hau 's words, the status of 'master-narratives' of the Philippine nation, with Rizal himself portrayed as the 'First Filipino'. Apart from engaging in translation across language in a multilingual environment, the short stories are translations in a larger sense. They re-present elements of longer narratives such as biography and indeed the 'biographisation of the social' deployed by the colonial and bourgeois national states in a consciously fragmentary form. Furthermore, they map such biographies onto the lives of ordinary Filipinos in a manner that destabilises them: on a rational level, the claims of filiation made in these stories are preposterous, yet the narrative and literary economies of the texts encourage readerly identification with their subaltern protagonists. In exploring the space of contradiction that Villa's stories occupy, and the manner in which their formal qualities enable a reappraisal of this space, this paper also to makes a larger argument concerning the frequently neglected centrality of the short story and life-writing in exploring national imaginaries under late colonialism, and encourages reflection on the manner in which biographisation is an unacknowledged subtext in contemporary postcolonial literary studies. [ABSTRACT FROM AUTHOR]

The line is arguably the most defining feature of poetic structure. Discussions of prosody are prone to the limitations of convention, though the poet may strive for more freedom in the line. This paper begins by noting an example of a radical use of page space from Mallarmé and goes on to describe recent innovations and experiments with line breaks in work by Australian and New Zealand poets, and to summarise the functions of the line breaks used. These explorations of form show that the poetic line is neither static nor redundant in contemporary practice, and suggest the need for poets to reappraise the possibilities made available to them by the work of their peers. [ABSTRACT FROM PUBLISHER]

This article reflects on the remarkable career of one of the founders and first coeditors of Social Work with Groups. Catherine (Katy) Papell made outstanding contributions to social work—especially to social work with groups for which she was a passionate advocate. In addition to editing this journal, she was a group worker, educator, activist, historian, writer/theorist, mentor, and role model. In the process she became a beloved friend to many and will be greatly missed. [ABSTRACT FROM PUBLISHER]

Trauma needs containment and recognition in order to be handled, and this project enabled the soldier to do both through the use of writing and poetry. This paper is based on the qualitative findings of an 18-month long poetry therapy group conducted in a veteran's center, and follows the progress of the veterans as they learned to use writing and poetry to focus on the present and reconnect to a broad spectrum of emotions they had been trained to suppress. The paper describes the theory behind the exercises and their impact on the veterans. [ABSTRACT FROM AUTHOR]

Through a focus on 'Moi, Eugénie Grandet', one of the last exhibitions Louise Bourgeois worked on before her death in 2010, this article explores the artist's writings, both public and private, and her interactions with writers, to assess the potentially literary nature of her written and visual works. Arguing that Bourgeois's dialogues with Honoré de Balzac's novel Eugénie Grandet is a contemporary and feminist response to a longstanding tradition of pictorial appropriations of Balzac's work—from Paul Cézanne's 'Frenhofer, c'est moi!' to Pablo Picasso's illustrations for the centenary edition of Balzac's The Unknown Masterpiece—this article brings to light a literary intertext to Bourgeois's visual works and contends that it is a crucial aspect of her œuvre. Reckoning with a growing critical interest in the artist's archives and a rising number of edited volumes devoted to her writings, this article considers existing claims that identify Bourgeois as a writer and a poet. Aligning with Roland Barthes's definition of the literary text as a 'new cloth woven with old quotations' and the figure of active reader developed in Barthes's own dialogues with Balzac, this article contends that Bourgeois's literariness is found in simultaneous writing, reading and visual practices and in the ambivalence—between dependency and resistance—towards the words they rely on. Ultimately, this exploration of Bourgeois's words participates in a wider debate on the status of artists' writings, first articulated in Linda Goddard's 2012 special issue of this journal, where they are defined through their 'heightened awareness of the inescapable tensions and crossovers between practice and discourse' and the way they 'bear the trace of this consciousness'. [ABSTRACT FROM AUTHOR]

This article presents a collection of response poems that were created by a professional art therapist (the author) while she facilitated an art therapy group for parents. Response poetry as reflective practice is conceptualized by the writer, drawing upon concepts in phenomenology, arts-based supervision and writing for professional development. Each poem is presented with accompanying reflections, which reveal five key themes related to the relationship between the writer's experience as a parent and her art therapy work with parents. Unexpectedly, the writer experienced a transformation in her career narrative that honors the intricate relationship between the two aspects of her life. The writer shares her experience with the intention to inspire other art therapists to experiment with response poetry as reflective practice. [ABSTRACT FROM AUTHOR]

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An analysis of what Mayakovsky, Auden, Jarrell and other modern poets have written about their editing practices reveals a tension between the modernist proclamation that 'there are no rules' (Mayakovsky) and the fact that poets nonetheless need to find some sort of critical standard by which to edit their own work. In the case of an extreme egomaniac like Mayakovsky, one might be tempted to equate that critical standard with the massive law of his own ego - were it not that some part of him clearly finds its productions at times wanting. But if so, where does that critical voice come from? Upon what does it base its judgements? The psychoanalytic theory of the super-ego is key to my argument, which poses a challenge not merely to New Criticism's ideas about objective judgement, but also to the Freudian, and now common-sense, equation between the artist's work and the freedom of unconscious utterance. It suggests that such freedom comes by way of the critical voice in one's own head. [ABSTRACT FROM AUTHOR]

This article describes the process of writing the biography of poet Dudley Randall. According to the author, although she was personally chosen by Randall for the project, he was not a cooperative subject. She adds that writing a biocritical book on Frances E. W. Harper, a nineteenth-century poet, helped prepare her for the task of writing the biography of Randall. His narrative was reconstructed by relating his biography to his poetry, and then intersecting his personal perspective with key historic periods and events.

This article focuses on the rise of women's poetry in the 1970s in New South Wales. The author traces the complex relationship between women's poetry and the radical small press scene of the late 1960s and early 1970s. She traces how poets of both sexes were discussing revolution in terms of authorship and publishing. This will then give light on how gender was taken up and used within this discourse of transformation.

The article examines the communist activity of poet George Oppen from 1934 to 1958. During this period, Oppen did not produce a single line of poetry due to its involvement in the Communist Party of the United States. He has stressed that his membership to the party, together with his wife, was a pragmatic choice. It is considered that despite Oppen's commitment to the party, his political devotion was significant because his poetry is in part a criticism of the authoritative.

In this essay I offer a series of autobiographical ruminations and poems for inviting readers to reflect on poetic possibilities for conceiving and fostering the well‐being of teachers. As an educator, I am confronted daily with challenges. In order to sustain my spirit and energy, I turn to poetry, both reading and writing poetry, and I find in poetry a location of wisdom, sustenance and hope. One of my great concerns about teaching is that the demands are so relentless that even the most dedicated teachers often experience burnout, dissatisfaction, ennui, hopelessness and despair. Therefore, I claim that teachers, both beginning and experienced, should learn to know themselves as poets in order to foster living creatively in the pedagogic contexts of classrooms and the larger pedagogic contexts outside classrooms. I invite both new and experienced teachers to consider the significance of a phrase like ‘living poetically’. I seek to contextualize the more practical and pragmatic considerations of teaching in an understanding of pedagogy as a poetic, emotional, personal, spiritual commitment and experience. My claim is simply that transformative learning can be effectively promoted by giving attention to poetry and poetic knowing and poetic living. I am learning to live poetically, and I am learning that the heart of pedagogy is revitalized and sustained by poetic knowing, being and becoming. Poetry engages us with language, nurtures the inner life, acknowledges the particular and local, encourages us to listen to our hearts, fosters flexibility and trust, and invites creativity and creative living. [ABSTRACT FROM AUTHOR]

The article discusses the author's sentiments on what the post-Sharpeville poetry portrays in South Africa. He expresses his opposition on the view that art is for its own sake or that it has a freedom of its own in a vacuum. He asserts that as the political situation in the region has deteriorated, methods of fighting oppression and the culture of the oppressed have evolved in writing. He emphasizes that the post-Sharperville poetry is a vast body of work that depict the fight for freedom and against the fallacy which the oppressor create to justify his position of dominance.