Some observations on Wordsworth's achievement in sonnet
- Authors: Gubb, Linette Reay
- Date: 1982
- Subjects: Wordsworth, William, 1770-1850. Sonnets
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2270 , http://hdl.handle.net/10962/d1006346 , Wordsworth, William, 1770-1850. Sonnets
- Description: From preface: This study seeks to give a perspective on Wordsworth's achievement in sonnet, taking into account all the sonnets he wrote, from the outburst of sonneteering in 1802 to the final decade (1840-1850). My chief concern has been to trace Wordsworth's handling of form and theme throughout his poetic career. A subordinate but related concern has been to try to show that Wordsworth's powers do not diminish after 1815, a date which is sometimes regarded as marking the beginning of the poet's "decline" ~ Wordsworth’s skill in blank verse and in other types of lyric is widely acknowledged; his dexterity in the sonnet form is less well recognized or thought to be limited to fewer poems (usually those of the earlier years) than there actually are. As a result, his performance in sonnet is sometimes underestimated, there being more sonnet concerns and structural patterns than the well-known few reflect. It is possible that Wordsworth's own ambiguous attitude to the genre as expressed in his prose writings, together with his insistence that his sonnets were not amongst the best of his poems, has helped to foster such a view. His practice in sonnet, however, proves that his genius is as evident in some of these poems as it is elsewhere, whether he esteemed them less or not.
- Full Text:
- Date Issued: 1982
- Authors: Gubb, Linette Reay
- Date: 1982
- Subjects: Wordsworth, William, 1770-1850. Sonnets
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2270 , http://hdl.handle.net/10962/d1006346 , Wordsworth, William, 1770-1850. Sonnets
- Description: From preface: This study seeks to give a perspective on Wordsworth's achievement in sonnet, taking into account all the sonnets he wrote, from the outburst of sonneteering in 1802 to the final decade (1840-1850). My chief concern has been to trace Wordsworth's handling of form and theme throughout his poetic career. A subordinate but related concern has been to try to show that Wordsworth's powers do not diminish after 1815, a date which is sometimes regarded as marking the beginning of the poet's "decline" ~ Wordsworth’s skill in blank verse and in other types of lyric is widely acknowledged; his dexterity in the sonnet form is less well recognized or thought to be limited to fewer poems (usually those of the earlier years) than there actually are. As a result, his performance in sonnet is sometimes underestimated, there being more sonnet concerns and structural patterns than the well-known few reflect. It is possible that Wordsworth's own ambiguous attitude to the genre as expressed in his prose writings, together with his insistence that his sonnets were not amongst the best of his poems, has helped to foster such a view. His practice in sonnet, however, proves that his genius is as evident in some of these poems as it is elsewhere, whether he esteemed them less or not.
- Full Text:
- Date Issued: 1982
The digital rhetoric of addressing rape culture: “official” and “unofficial” arguments at Rhodes University
- Authors: Jones, Megaera
- Date: 2020
- Subjects: Rape in universities and colleges -- South Africa -- Makhanda , Universities and colleges -- Administration -- South Africa -- Makhanda , Communication in higher education - South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/142621 , vital:38096
- Description: South Africa is overwhelmed with high levels of sexual violence and institutions of higher education in South Africa are not exempt from this. How higher education stakeholders have responded to the call to address rape culture on campuses has been at the centre of much attention, especially publicly on online communicative spaces. Drawing on contemporary rhetorical theories, informed by a feminist poststructuralist perspective, this study sought to explore how constituents at Rhodes University were discussing how rape culture should (and should not be) addressed on campus. Using a rhetorical analysis, this study collected and analysed online public data from ‘official’ (institutionally sanctioned) and ‘unofficial’ (institutionally independent) communication platforms, following the 2016 rape culture student-led protest at Rhodes University. In analysing and interpreting the data from the ‘official’ sites, four major themes of discussion were evident. These rhetors argued that rape culture is a societal issue, requiring collective responsibility and effort in countering it, and that any approach to do so must abide by the bounds of the law. The University’s commitment, and continued investment to address rape culture on campus were repeatedly stated; as well as, the use of external ‘supportive’ messages that bolstered the reputation, efforts, and actions of the institution. On the ‘unofficial’ sites six broad patterns of discussion were evident. These ‘unofficial’ rhetors embodied the rape culture on campus, perceiving its effects as threatening to the physical body, which led to the adoption of the argument that rape culture needs to be ‘fought’ through physical action and support. Narrow law and order approaches were contested, and the need for a victim-centred approaches were prioritised. Additionally, doubt and suspicion were cast onto the institutional management/leadership, and the University (management/leadership body) were perceived as having ‘failed’ to address rape culture adequality. Considering this ‘failure’, a divisive rhetoric argued that the ‘fight’ against rape culture should continue, despite, and separate from, the institutional body. These findings revealed how the divisive positions these various stakeholders took created a volatile climate between University management/leadership, staff, and student. I argue that such division will continue to undermine any meaningful efforts to counter rape culture on the University campus; underscoring the difficulty, and ambiguity, that comes with attempting to address rape culture on higher education campuses. This necessitates how important it will be for scholars to research, and continue researching, the ways in which a rape culture, and the various approaches which attempt to counter it, are understood.
- Full Text:
- Date Issued: 2020
- Authors: Jones, Megaera
- Date: 2020
- Subjects: Rape in universities and colleges -- South Africa -- Makhanda , Universities and colleges -- Administration -- South Africa -- Makhanda , Communication in higher education - South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/142621 , vital:38096
- Description: South Africa is overwhelmed with high levels of sexual violence and institutions of higher education in South Africa are not exempt from this. How higher education stakeholders have responded to the call to address rape culture on campuses has been at the centre of much attention, especially publicly on online communicative spaces. Drawing on contemporary rhetorical theories, informed by a feminist poststructuralist perspective, this study sought to explore how constituents at Rhodes University were discussing how rape culture should (and should not be) addressed on campus. Using a rhetorical analysis, this study collected and analysed online public data from ‘official’ (institutionally sanctioned) and ‘unofficial’ (institutionally independent) communication platforms, following the 2016 rape culture student-led protest at Rhodes University. In analysing and interpreting the data from the ‘official’ sites, four major themes of discussion were evident. These rhetors argued that rape culture is a societal issue, requiring collective responsibility and effort in countering it, and that any approach to do so must abide by the bounds of the law. The University’s commitment, and continued investment to address rape culture on campus were repeatedly stated; as well as, the use of external ‘supportive’ messages that bolstered the reputation, efforts, and actions of the institution. On the ‘unofficial’ sites six broad patterns of discussion were evident. These ‘unofficial’ rhetors embodied the rape culture on campus, perceiving its effects as threatening to the physical body, which led to the adoption of the argument that rape culture needs to be ‘fought’ through physical action and support. Narrow law and order approaches were contested, and the need for a victim-centred approaches were prioritised. Additionally, doubt and suspicion were cast onto the institutional management/leadership, and the University (management/leadership body) were perceived as having ‘failed’ to address rape culture adequality. Considering this ‘failure’, a divisive rhetoric argued that the ‘fight’ against rape culture should continue, despite, and separate from, the institutional body. These findings revealed how the divisive positions these various stakeholders took created a volatile climate between University management/leadership, staff, and student. I argue that such division will continue to undermine any meaningful efforts to counter rape culture on the University campus; underscoring the difficulty, and ambiguity, that comes with attempting to address rape culture on higher education campuses. This necessitates how important it will be for scholars to research, and continue researching, the ways in which a rape culture, and the various approaches which attempt to counter it, are understood.
- Full Text:
- Date Issued: 2020
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