Tag Archives: poetry

Cultural Literacy: The Rime of the Ancient Mariner

If you teach it, or perhaps even better if you don’t, but still want to add if to your students’ fund of prior knowledge, here is a Cultural Literacy worksheet on Samuel Coleridge’s poem “The Rime of the Ancient Mariner.” It serves as a short, general introduction to the work.

And if you want to take this a step further and familiarize your students with the literary term rime, you’ll find a squib on it under that hyperlink.

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.

Book of Answers: Willing Suspension of Disbelief

“Who coined the term ‘willing suspension of disbelief’? Samuel Taylor Coleridge in his critical treatise Biographia Literaria (1817). Coleridge used the term to refer to the ‘poetic faith’ of a reader in accepting imaginary elements in a literary work.”

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

Vorticism

“Vorticism: An English movement, founded by Wyndham Lewis in 1912 and named by Ezra Pound, which reacted against Cubism and Futurism (while owing much of its outlook and style to them). The compositions were abstract geometric forms organized in arcs around a focal point (vortex). The chief aim seems to have been to make the British aware of advanced movements in modern art on the continent and elsewhere.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Cultural Literacy: Iambic Pentameter

On a sunny, cold December morning, here is a Cultural Literacy worksheet on iambic pentameter. By the time young people reach their college English classes (if not their advanced English classes in high school), this is a term of art and a concept they should understand and be able to recognize and discuss with facility. This is, after all, the most commonly used poetic meter in English.

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.

Alexander Pope on Education

“Tis education forms the common mind/Just as the twig is bent, the tree’s inclined.”

Alexander Pope, Moral Essays: Epistle to Richard Boyle, Earl of Burlington

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Art for Art’s Sake

“Art for Art’s Sake: English equivalent of the French l’art pour l’art, which is embodied in The Poetic Principle by Edgar Allan Poe:

There neither exists nor can exist any work more thoroughly dignified…than the poem which is a poem and nothing more—the poem written solely for the poem’s sake.

 The doctrine which this represents, that the aim of art should be creation and the perfection of technical expression rather than the service of a moral, political, or didactic end, has been evolving ever since the romantic period. It was adumbrated by Coleridge and given early expression by Poe in the above treatise, flowered among the French symbolist poets and their English associate Walter Pater, and reached its culmination in the aesthetic theory of I.A. Richards. It was the dominant theory of art and especially of poetry until the 1930s, when the proletarian and Marxist movements in literature threatened for a time to revive the 18th-century didactic theories. After the beginning of World War II in 1939, the latter movements began to lose much of their influence.”

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

Common Errors in English Usage: Sarcastic (adj), Ironic (adj)

Moving right along on this sunny, autumnal morning, here is an English usage worksheet on the adjectives sarcastic and ironic and differentiating their use. I hear these words misused frequently; they strike me as a pair of adjectives that represent abstractions (the nouns, and you know, are sarcasm and irony) that students should understand deeply and use correctly.

If nothing else, understanding these two words and concepts might help students produce solid literary exegesis.

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.

Term of Art: Atmosphere

“Atmosphere: The mood and feeling, the intangible quality which appeals to extra-sensory as well as sensory perception, evoked by a work of art. For instance, the opening scene in Hamlet where the watch is tense and apprehensive, even “jumpy.” By contrast, the beginning of Ben Jonson’s The Alchemist indicates clearly that the play is going to be comic to the point of knockabout. An excellent example in the novel is Hardy’s depiction of Egdon Heath in The Return of the Native.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Latin American Boom

“Latin American Boom: A term for the recognition and publication of Latin American fiction in Europe, the U.S., and Latin America during the 1960s. The ‘boom’ writers were innovative and experimental and yet also accessible, and included Gabriel Garcia Marquez, Carlos Fuentes, Mario Vargas Llosa, Jose Donoso, and Julio Cortazar. Guillermo Cabrera Infante is often considered part of the group. The reasons for the boom include attention and the awarding of prizes by publishers in Spain to Latin American authors; the Cuban Revolution (1959), which focused attention on the Americas; the exhaustion of the Nouveau Roman style and a renewed interest in vibrant storytelling; and the conjunction of imaginative work that engaged political and historical themes. Paradoxically, the fame of book writers has obscured the recognition of pre-boom writers like Onetti, Pinera, Lezama Lima, Lispector, Arguedas, and Arreola, while post-boom writers have found it hard to crack the commercial market, given the starlike promotion of the boom novelists. Notable exceptions are Isabel Allende and writers whose work has been made into successful U.S. films, plays, or musicals, such as Manuel Puig.”

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

Book of Answers: The Bloomsbury Group

“What gave the Bloomsbury Group its name? The group of writers and thinkers, which included Virginia Woolf, Vanessa Bell, and Lytton Strachey, among others, was named for the place where they held their meetings, 46 Gordon Square, in Bloomsbury, London.”

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