Sounding poetry with digital tools https://vimeo.com/211709866

This is something that seems relevant to The Well Wrought Urn and the heresy of paraphrase, which argues that poetry can't be treated as reducible to quotes and snippets of text.

• Aimé Césaire (American Academy of Poets)
• Aimé Césaire (VIAF)
• Aimé Césaire (English Wikipedia)
• Aimé Césaire (French Wikipedia)

• WorldCat

A little Whitman-esque? "I am large, I contain multitudes" and all that.

I have never heard of this before. Not entirely sure why'd you do it? Googling isn't turning up all that much except other people talking about how to do it. Did turn up a program for automatically converting the other direction, which is pretty interesting.

I have never really understood poetry until my modern literature class this semester. But, this claim cannot be truer. Maybe not all poetry has a persuasive nature, but for the most part, poets tend to make points by making cunning connections to moments to history or another works. Just to tie it in to modern times, N.W.A back in their day would use moments in their lives for their raps to persuade not only the audience, but everyone.

Lanham pushpin

This description reminds me of the 18th century work of Phillis Wheatley, the first African American poet to publish a book. Wheatley doesn't have the best reputation now, but maybe looking at how Wheatley's work has influenced not just poets but other prominent African American women could renew appreciation for her work.

Also, in finding this comparison, I think this indicates that rhetoric and poetry are perhaps not so separate. They can have similar motives and techniques. And some of Wheatley's works, if I'm not mistaken, were delivered in public, and I don't think I would consider all of her work as a "soliloquy"; there's definitely an argument being made in her work, even if it's perhaps coded so as not to offend a white audience.

Whately Annotation

“Think like a wise man but communicate in the language of the people.” ― W.B. Yeats

“Do not wait to strike till the iron is hot; but make it hot by striking.” ― W.B. Yeats

Me, too

Videos as well as digitised versions of the poets' manuscripts are available at the Irish Poetry Reading Collection on the UCD Digital Library, at https://digital.ucd.ie/view/ucdlib:38488. See also coverage at the UCD Library Blog, https://ucdlib.wordpress.com/2015/12/02/irish-poetry-reading-archive-launches/.

See the Irish Times coverage of the launch of the Irish Poetry Reading Archive: http://www.irishtimes.com/culture/books/poetry-for-posterity-the-irish-poetry-reading-archive-launches-1.2450480

I remember feeling this way when we were going over poetry in classrooms, Poetry is hard for me to understand and when inside a classroom, teachers want to know how you feel, or what you think about the poem. Honestly, I think a lot of students have issues with this and find it hard to understand the words inside the poems. I think if teachers work more with students to help understand poems, then they may be easier for students to understand.

When teachers work on assignments, they usually research and collaborate with other teachers to get ideas about assignments that work and don't work.

I loved this part of the article because it showed that you must never doubt the abilities of your students. In order to see what their full potential is you must have faith in them, and life the author of this article explained, they will pleasantly surprise you!

When I discovered my love for poetry it was because there were very little rules that I had to follow when it came to creating my own. As the poet I could make it rhyme and give it a set meter, or I could make it not rhyme and have it consist of no specific meter. The power was mine to decide. It saddens me that students are being stripped of this discovery themselves because teachers are giving them scripted tasks that involve zero creativity.

Unfortunately. this is probably very true. The thought of having to analyze poetry is a dreaded task by many, but it shouldn't be. Analyzing a poem in class can be a group effort. Ask children what they think the poet was trying to express and have them use examples from the poem to support their thinking. As a class decide which analysis is the most plausible. This is a great opportunity to allow students to think out loud and to work off of one another's ideas.

This is a perfect explanation about just how important poetry is. Students should learn how powerful language can be when it is written in certain ways, and how soothing it can be to incorporate their own life into that writing. We are constantly trying to get students to connect with their writing, why not use poetry to accomplish just that?

When I was in elementary school I was always taught that poems rhymed. It wasn't until I was put in an enrichment program that I learned how fun writing poetry could be because it didn't in fact have to rhyme, and it also didn't need any punctuation. I went through a poetry phase after this that lasted for quite a while.

How the Grinch Stole Grammar, Tom Freeman<br> Impressive. Most impressive.

Okay, notice how this sonnet is unlike Shakespeare's. Here, no interlocking rhymes, not the same variety of rhyme, no pithy couplet. If you had to describe the impact of this structure, how would you?

"Unmediated"?

That depends on where you're looking. Here we have a poet, with their own history and an established dialogue with race, transcribing in a completely different medium than the original text, surrounded by controversy. How in hell can this be said to be "unmediated"?

Such kitchenettes were single-room apartments, subdivided from a larger apartment, so they might all share a single bathroom.

"Number Five" refers to a neighbor in one of the other kitchenette apartments. That they are not given a name only further emphasizes the dehumanization of these living conditions, in which they can't even expect hot water.

Why is the city, London in this case, "unreal"? The weather has given it a mystical quality no doubt. But more deeply, the city seems unreal in that it is not realizable, that is comprehensible, to Eliot in the modern sense. In short, he can't make sense of it.

Speaks to the sense of belonging to a much larger discourse and community.

1.12. A fragment of a poem of Archilochus mentioning Gyges -- probably the one Herodotus is referring to -- is preserved in Aristotle's Rhetoric and in Plutarch. Perseus cites it as CURFRAG.tlg-0232.26.

Poetry does not equal intelligence. Distinct difference between poetry and prose.

Simile=poetic devise