Tag Archives: poetry

Chinese Poetic Forms

“Chinese Poetic Forms: The two most important forms of Chinese are the shih (poem) and the tz’u (lyric). The shih form was first used in the Book of Songs. These songs are of varied length; the lines are usually four characters long, and are marked by the use of end rhyme, most often at the end of the even-number lines.

Around the first century AD, the four-character line was replaced by the five- and seven-character line. The T’ang dynasty (618-907) saw the development of regulated verse or lu-shih, which were shih poems that used lines of five or seven characters, were eight lines in length, made use of a single rhyme throughout, and required strict verbal and tonal parallelism. The great T’ang poet Tu Fu was a master of this particular style.

The t’zu or lyric form also began to gain popularity in the T’ang dynasty, although its heyday was during the Five Dynasties (907-960) and Sung (960-1289). Originally written to musical tunes from Central Asia, the tz’u is essentially a song form with prescribed rhyme and and tonal sequences (“tunes”) and lines of differing length. Although, by the Sung Dynasty most tz’u were not written to be sung, poets retained the tune title to indicate the metrical pattern they were using. One of the most famous tz’u writers was the woman poet Li Ch’ing-chao.

Other poetic forms include the ballad (yueh-fu) and the prose form (fu). The ballads tend to use the five- or seven-character line, but are much more flexible about total length of the poem and prosody and meter. Traditionally, this form has been used to describe the hardships and sufferings of ordinary people, or to express direct or indirect criticism of the government. A common subject of the yueh fu is the abandoned woman who languishes away while her husband is away fighting on the frontier. These can be read as love poems, as criticism of a government policy that sends men away from the fields to fight a distant enemy, or the complaint of a neglected official who feels “abandoned” by his ruler.

Fu is translated variously as ‘prose-poetry,’ ‘rhyme-prose,’ ‘verse-essay,’ or ‘rhapsody’; however, because of its strong rhythmic and metrical qualities, it is generally considered to be closer to poetry than prose. The golden age of the fu was the Han dynasty (206 BC-AD 220). Writers of fu, such as Ssu-Mar Hsiang-ju (179-117 BC), were usually officials patronized and favored by the court. They were in many cases lexicographers, a fact reflected in their long (the longest is 10,000 lines), elaborate, almost encyclopedic rhymed descriptions of the splendor of the cities, gardens, and palaces of the Han dynasty. Fu continued to be written even after the Han, many of them taking on a more philosophical tone.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Chinese Literature

“Chinese Literature: The earliest examples of Chinese writing are found etched on bone of cast in Bronze and are over three thousand years old. These short inscriptions, used in divination or in commemoration of important events, demonstrate the unique qualities of the Chinese language and writing system even at this early date. The ancient symbols, which grew out of pictures and visual metaphors, are independent of the sound of the word they represent and are in most cases the same as in modern Chinese once allowances are made for certain changes in their shape. These old inscriptions, however, are of more interest as examples of paleography than as literature.

The first anthology of Chinese poetry, the Book of Songs (Shih ching, 8th to 6th centuries BC), appeared during the Chou dynasty (1027-BC-256 BC). Another anthology, the Songs of Ch’u (Ch’u’tz’u. 4th to 3rd century BC), originated on the southern edges of the Chinese cultural area; its impassioned tone contrasts sharply with the restraint of the earlier Songs and has had an abiding influence on later writing. Two features of this and all Chinese verse are the use of rhyme and a metrical system based on syllable count. The latter half of the Chou dynasty was a period of social change and military conflict, an uncertain environment that seems to have stimulated a great period of philosophical thought. Confucius and Mencius (372-289 BC) stressed a conservative political and moral theory whose ethical and didactic views dominated literary thinking until modern times. The Taoists Lao Tzu and Chuang Tzu, with their skepticism about government and their concept of the relativism of moral values, seem to contradict the Confucian vision. In the manner of Chinese eclecticism, though, these views came to be seen as complementary aspects of a whole philosophy of living. The Ch’in dynasty (221 BC-206 BC) unified China and attempted to suppress all philosophies except that of the Legalist School, but the brief rule of the dynast allowed many destroyed texts to be reconstructed. During the Han dynasty (206 BC-AD 220) the writing of history became one of the principal responsibilities of government. Ssu-ma Ch’ien’s (145? BC-90? BC) monumental history, the Records of the Historian (Shih chi), not only set the pattern for subsequent official histories but also established many of the conventions used by later writers of fiction. After the Han dynasty, the period of interregnum known as the Six Dynasties (222-589) was another time of constant warfare and great historical changes, of the spread and domestication of Buddhism and of literary theorizing and criticism, which began to show some independence from Confucian ideas.

By the time of the T’ang dynasty (618-907) the new surge of cultural and political accomplishments had been well prepared by the previous age. The T’ang was the golden age of poetry, with such figures as Wang Wei, Li Po, Tu Fu, and Po Chu-i. It is also the era in which the writing of fiction became well established. Ch’an Buddhism, a native Chinese sect with many concepts similar to Taoism, had great influence on literature. After the persecutions of 845, however, the Buddhist faith never again played an important role in politics. Poetry reached its peak during the T’ang, and, although poets continued to write in the old forms, creative energy flowed mostly to the new musical genres of the Sung (960-1280) and Yuan dynasties (1280-1368). There are some examples of fiction and dramatic entertainment which date to the T’ang, but the real growth of these forms followed the establishment of large urban centers and the spread of literacy to the merchant classes of the Sung and Yuan periods. The purely written literary language of the scholar-official class was not suitable for these new types of writing. Instead, the spoken colloquial language of the times became the medium for stories, novels, and plays. This literature was read by all levels of society but never had the sanction of Confucian orthodoxy. Colloquial fiction was thus not a completely respectable field of activity or study until the 20th century. Still, many great novels were written, among the most famous being Romance of the Three Kingdoms, Journey to the West, The Plum in the Golden Vase, and Dream of the Red Chamber. The Ch’ing dynasty (1644-1911) also saw great activity in literary and philological scholarship and in the making of encyclopedias and compendia of all sorts. Since the literary revolution of the early 1920s, there has been considerable ferment and controversy in literature. Writers turned their back on tradition and set out to create a new literature based on Western modes and on the use of the spoken vernacular. The short story and essay are of particularly high quality. The names of Lu Hsun, Pa Chin, and Lao She, Mao Tun and Ting Ling acquired some renown in the Western world. Following the establishment of the People’s Republic of China in 1949, literature was harnessed in the service of the Communist Party, and became heavily moralistic and didactic. Following the cataclysmic events of the Cultural Revolution, Chinese writers such as Chang Hsien-Liang turned inwards in search of a subjectivity and sense of self, exploring the often painful issues that had so long been denied.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Kamo no Chomei

“Kamo no Chomei: (1155-1216) Japanese writer. Best known for his meditative Account of My Hut (Hojoki, 1212), which vividly describes the natural and man-made disasters he witnessed in the late Heian period. Chomei was also a prominent poet and theorist in the literary circle of Fujiwara Teika (Sadaie, 1162-1241) and principal compiler of the New Collection of Ancient and Modern Times (Shokinshu, c 1205). His Anonymous Notes (Mumyosho, 1209-10) includes the best definition of the elusive aesthetic ideal of Yugen (“mystery and depth), important in the poetry of his day but also in the later Noh theater. The Kamo family were hereditary Shinto priests at the famous Kyoto shrines of that name, but in 1204, Chomei became a Tendai Buddhist monk and adopted the life of a literary recluse. His last work is a collection of anecdotes (Setsuwa) called the Collection of Religious Awakenings (Hosshinshu c 1241).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Gennady Nikolaevich Aigi

“Gennady Nikolaevich Aigi: (1934-2006) Chuvash poet and translator. Aigi published six collections of poetry in his native Chuvash language in the period 1958-1988, and several translations into Russian. Later, however, he was only able to publish poems in Russian abroad, in Stikhi, 1954-71 (Poems, 1975) and the two-volume Otmechannaia zima (The Naked Winter, 1982). Aigi worked on various translation projects from the mid-1960s until the early 1980s. His best-known anthologies of translations into Chuvash include works of the French poets (1968) and the poets of Hungary (1974). In 1992, an English-language edition of Chuvash poems selected by Aigi—An Anthology of Chuvash Poetry—appeared in the West. Since the onset of Perestroika, Aigi’s poetry in Russian has once again been officially published in Russia—Zdes (Here, 1991) and Teper vsegda snega (Now There Is Always Snow, 1991). Aigi writes in free verse and searches for new means of expression to embody his vision; he sees the world as broken apart and composed of isolated images, and his metaphors are often abstract. Because his work can be obscure, he sometimes provides his own commentary.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, April 30, 2021: A Lesson Plan on the Relative Pronouns

This week’s Text is a lesson plan on the relative pronoun. I open this lesson with this Cultural Literacy worksheet on limericks; in the event that you extend the lesson into a second day, here is an Everyday Edit worksheet on Thurgood Marshall, the late civil rights jurist and Supreme Court Justice. (Incidentally, if your students respond favorably to that Everyday Edit–mine generally did–you will find that the good people at Education World give away a yearlong supply of them.) This scaffolded worksheet on relative pronouns is the principal work of this lesson. Finally, here is the teacher’s copy of the worksheet to ease delivering this lesson.

The relative pronouns in common use are who, whom, whose, what, which, that, and the –ever forms: whoever, whatever, whichever, and whomever, and they are what this lesson addresses. So, if you want your students to develop an understanding of using these words, I hope these documents abet that cause.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Book of Answers: Dante’s Inferno

“According to Dante’s Inferno (1321), who is at the bottom of hell? In the lowest circle of hell, the place for traitors, a three-faced Satan chews on three people: Brutus and Cassius, betrayers of Julius Caesar, and Judas Iscariot, betrayer of Jesus Christ.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

The Weekly Text, April 2, 2021: A Lesson Plan on the Crime and Puzzlement Case “Picture Gallery”

Since they continue as some of the most downloaded items on Mark’s Text Terminal, here is another case from the pages of the Crime and Puzzlement books, this one a lesson plan on the “Picture Gallery” whodunit.

I start this lesson with this Cultural Literacy worksheet on Dylan Thomas’s immortal lines, some of the best-known in the history of poetry, “Do not go gentle into that good night…Rage, rage against the dying of the light.” I don’t teach younger children, but I’ll hazard a guess that this do-now exercise may well be inappropriate for them. Needless to say, your call. To conduct your investigation into the larceny at the picture gallery, you’ll need this PDF of the illustrations and questions that constitute the forensic material in this crime. Finally, to determine whether your detectives used evidence judiciously to allege a crime and arrest a suspect, here is the typescript of the answer key.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Book of Answers: Emily Dickinson’s Publications in Her Lifetime

“How many of Emily Dickinson’s poems were published during her lifetime? Seven. She wrote over 1,500.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Cultural Literacy: Emily Dickinson

Here is a Cultural Literacy worksheet on Emily Dickinson. I’ve never seen her taught in the public schools in which I’ve served, which for a variety of reasons has always mystified me. 

For her poems, long out of copyright, are available at no charge to readers everywhere. And her work? It is commonly regarded as among the most original of all time. It may require some effort, but I do think it is possible to arouse interest in students in reading Emily Dickinson.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Cultural Literacy: Charlotte and Emily Bronte

Here is a Cultural Literacy worksheet on Charlotte and Emily Bronte. Are the Brontes taught in high school?

If nothing else, this is an interesting artistic family: lesser-known sister Anne also a writer, perhaps because she originally published her novels under the name Acton Bell which may account for her public status among her more famous sister; she also died young, at 29, of tuberculosis. She was also the youngest of six children–in addition to the four siblings mentioned here, two elder sisters, Maria and Elizabeth, rounded out the family. Branwell Bronte, also a writer and an accomplished translator, was also a painter, for which he is primarily known. He too died young, the result of unhappiness and, apparently, drug addiction.

The patriarch of the family, Patrick Bronte (Branwell Bronte carried the full name Patrick Branwell Bronte, after his father and his mother’s–Maria Branwell–maiden name), was a clergyman of humble Irish origins.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.