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Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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Hyperion or the hermit in Greece

ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

This essay examines that metaphor in the context of the political and war situation at the time Lysistrata was first performed. It considers traditional gender roles in the fifth-century Greek polis and Lysistrata’s inversion of those roles in her weaving analogy. Aristophanes’ comedic purpose in the weaving speech, in Lysistrata as a whole, and more generally across his corpus is examined. In addition, some observations are made about the sound pattern of Lysistrata’s speech and, in a personal argument, a speculative suggestion is advanced that the audience might have associated her cadences with the familiar rhythms of a domestic weaving loom.

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ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

This essay aims to examine the manner in which homoerotic love is expressed in Constantine Peter Cavafy’s erotic poetry.Initially, it will provide a brief introduction entailing contextual information. Subsequently, this essay will bestow an intricate analysis of his erotic poems, with a particular focus on elucidating recurrent themes pertaining tohomoerotic love. The analysis will explore both the formal and thematic constituents of Cavafy’s erotic poetry, accompanied by a pervading extraction of deeper meaning.This examination will be enhanced utilising relevant secondary literature. The primary source that consists of the poems to be discussed in this essay derives from a digital anthology that comprises Cavafy’s ‘Recognised’, ‘Denounced’, and ‘Hidden’ poems

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«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

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Discuss the portrayal and effects of loss in the poetry of Cavafy

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

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Discuss the portrayal and effects of loss in the poetry of Cavafy

Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

stuident Name: Joseph Watson Module Lecturer: Dr Dimitra Tzanidaki-Kreps Date of Submission: 11/01/2016

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Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?

Seferis uses the mythical method in his poetry to allude to and comment upon social and political issues in Greece in his lifetime. Before discussing his poetry, it is important to define what is meant by Seferis’ mythical method. This method can be described as allusive, as although Seferis does make direct references to myth he does so in inventive ways, for example by using narrative space, symbols and characters to evoke Greek myths.

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How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?

Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

Within the vast poetry collection of Constantine Cavafy, arguably, a pattern of recurring tropes emerges, offering the readers an in depth understanding of what defines his artistry. The poems that I have chosen for this essay being Young Men of Sidon, Alexandrian Kings and Kaisarion, from his book The Collected poems. One might say that they serve as an example of Cavafy’s gravitation towards an array of literary devices such as theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood and flashbacks, one might say that they create a narrative that extends beyond the individual poems, inviting us to explore the timeless themes captured by Cavafy.

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Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

The form of Dramatic Monologue as perfected by Ritsos’ poetry.

Yannis Ritsos is widely regarded as one of the most significant figures in contemporary Greek poetry. He managed to revolutionise the idea of a dramatic monologue and create not just beautiful poetry, but also a multifaceted art form that has depth on psychological, social, and philosophical levels throughout all of his publications. The dramatic monologue form was popularised by Victorian poets such as Robert Browning, but Ritsos revitalised it and many poets to this day still use his style as inspiration. His ability to construct identities and characters that the reader can genuinely sense and almost experience is skilful.

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The form of Dramatic Monologue as perfected by Ritsos’ poetry.

In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.

Yannis Ritsos' "Moonlight Sonata" is a poignant and emotionally charged poem that presents a deeply intimate monologue of a woman speaking to a silent young man. The setting is night, with the moonlight casting a dreamlike atmosphere over the scene. The woman's confession, filled with personal revelations, memories, and emotions, evokes a variety of sentiments in the reader and provokes a complex response.

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In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.
Υποβλήθηκε από joanna την Κυρ, 2011-11-13 17:53.

ΑΝΑΝΕΩΜΕΝΑ ΔΕΙΓΜΑΤΑ ΕΞΕΤΑΣΤΙΚΩΝ ΘΕΜΑΤΩΝ | RENEWED EXAMPLES OF EXAMINATION MODULES

Αγαπητοί συνάδελφοι,

 

Σας ενημερώνουμε ότι στην ιστοσελίδα για την πιστοποίηση επάρκειας της ελληνομάθειας θα βρείτε τις νέες δομές των εξεταστικών δοκιμασιών για όλα τα επίπεδα ελληνομάθειας (http://www.greeklanguage.gr/certification/node/119) καθώς και τα ανανεωμένα δείγματα εξεταστικών θεμάτων (http://www.greeklanguage.gr/certification/node/12). Η νέα μορφή των εξεταστικών θεμάτων θα εφαρμοστεί από το 2012 και εξής.

 

Οι κυριότερες αλλαγές σε σχέση με τη μορφή που είχαν τα εξεταστικά θέματα κατά την πρώτη τους εφαρμογή τον Μάιο του 2011 είναι οι εξής:

 

α) Μείωση του αριθμού των ασκήσεων στις προσληπτικές δεξιότητες στα επίπεδα Α1 έως Β2 με αντίστοιχη αναπροσαρμογή της κατανομής της βαθμολογίας ανά άσκηση καθώς και της έκτασης των επιμέρους κειμένων.

 

β) Αντικατάσταση της άσκησης "επιλογή του σωστού" με την άσκηση "επισήμανση του σωστού και του λάθους" στην κατανόηση γραπτού λόγου των επιπέδων Α1 για παιδιά 8 έως 12 ετών, Α1 για εφήβους και ενηλίκους και Β1.

 

γ) Αναπροσαρμογή της διάρκειας εξέτασης της κατανόησης γραπτού λόγου στα επίπεδα Α2 έως Γ2, της κατανόησης προφορικού λόγου στο επίπεδο Α1 (για παιδιά και εφήβους/ενηλίκους), της παραγωγής γραπτού λόγου σε όλα τα επίπεδα και της χρήσης γλώσσας στα επίπεδα Γ1 και Γ2 με γνώμονα αφενός την ορθολογικότερη κατανομή του χρόνου μεταξύ των δεξιοτήτων και τη διαφοροποίηση μεταξύ των επιπέδων και αφετέρου την κατά το δυνατόν μικρότερη μεταβολή του συνολικού χρόνου γραπτής εξέτασης.

 

Με εκτίμηση,

 

Τμήμα Στήριξης και Προβολής της Ελληνικής Γλώσσας.

 

_____________________________________________________________________

 

Dear colleagues,

 

We inform you that you can find the new structure of the exam modules for all levels at http://www.greeklanguage.gr/certification/node/119 and the renewed examples of the examination modules at http://www.greeklanguage.gr/certification/node/12 of the website for the certification of attainment in Greek. The new form of the examination modules will be in effect from 2012 onwards.

 

The main differences from the last form of the examination modules applied last May are the following:

 

a) Reduction of the number of tasks in the receptive skills for levels A1 through B1 and corresponding readjustment of the distribution of marking scores per task and of the length of individual texts.

 

b) Replacement of the task "Choosing the right answer" to "Identify right or wrong" in the Reading Comprehension paper for levels A1 for children 8 to 12, A1 for adolescents and adults and B1.

 

 

c) Modification of the test time allocated for the Reading Comprehension paper for levels A2, to C2, the Listening Comprehension paper for level A1 (for children and adolescents / adults), the Writing paper for all levels and the Use of Language for levels C1 and C2. The changes were made with the aim at a rationalisation of the allocation of time between the skills and the differentiation between the levels on the one hand while changing the total exam time as little as possible.

 

 

 

Yours faithfully,

 

 

 

Division for the Support and Promotion of the Greek Language.

© 2012 Κέντρο Ελληνικής Γλώσσας - Πύλη για την Ελληνική Γλώσσα