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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

«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

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.

Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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Hyperion or the hermit in Greece

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?

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

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.

Συνέχεια

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.

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.

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.

Συνέχεια

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

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?
Υποβλήθηκε από joanna την Τετ, 2009-11-11 14:34.

Ά έτος - Ιούνιος 2004 - Κάιρο

Ο κος Περτσούνης στέλνει τα θέματα των εξετάσεων του Ιουνίου 2004, για το πρώτο έτος (αρχάριοι). Οι φοιτητές αυτοί παρακολούθησαν ελληνικά για ένα μόνο εξάμηνο.

Α.Κείμενο

-Καλημέρα σας. Λέγομαι Γιώργος Αντωνιάδης και είμαι από την Ελλάδα.Φέτος θα είμαι ο δάσκαλος των νέων ελληνικών στο Τμήμα σας. Βλέπω ότι εδώ οι φοιτητές είναι λίγοι, ενώ οι φοιτήτριες είναι πολλές. Εσύ, στο πρώτο θρανίο, πώς λέγεσαι, παιδί μου;

-Με λένε Άχμετ, κύριε.

-Από πού είσαι, Άχμετ, και πού μένεις;

-Είμαι από το Κάιρο και μένω στο Μοκάταμ.

-Πώς έρχεσαι στο Πανεπιστήμιο κάθε μέρα;

-Με το λεωφορείο, κύριε, κι έρχομαι πάντα εγκαίρως!

-Είναι μεγάλη η οικογένειά σου; Πόσα αδέλφια έχεις;

-Έχω δύο αδελφές παντρεμένες, τους γονείς μου και δύο μικρούς αδελφούς που είναι μαθητές στο Γυμνάσιο.

-Πώς είναι το σπίτι σου;

-Δεν είναι μεγάλο, αλλά έχει μία πλατεία μπροστά του, έναν κήπο και καθαρό αέρα.

-Πώς περνάς τις ώρες σου, όταν δεν έχεις διάβασμα;

-Πηγαίνω με τους φίλους μου στον κινηματογράφο ή παίζουμε μπάλα στο γήπεδο. Χτες, όμως, ήμασταν βόλτα στον Νείλο όλο το απόγευμα!

Ερωτήσεις

1. Σε ποιους μιλάει ο κύριος Αντωνιάδης;

………………………………………………………………………………………………

2. Πόσα μέλη έχει η οικογένεια του Άχμετ;

………………………………………………………………………………………………

3. Πώς περνάει τον ελεύθερο χρόνο του ο Άχμετ με τους φίλους του;

…………………………………………………………………………………………………

4 Γράψτε μια παράγραφο για τον εαυτό σας (από πού είστε, πού μένετε, πόσα μέλη έχει η οικογένειά σας, τι σπουδάζετε, πώς περνάτε τον ελεύθερο χρόνο σας)


Β. Να συμπληρώσετε τα κενά διαλέγοντας την κατάλληλη λέξη από την παρένθεση.

1. Ξέρω αραβικά, γιατί είμαι……………..(Άγγλος, Έλληνας, Αιγύπτιος)

2. Έχω …….ώρα μάθημα. (ένα, ένας, μία)

3. Τα παιδιά δεν είναι στο σχολείο τώρα. Είναι στο…………… .(σχολείο, σπίτι, πίνακας)

Γ. Να αλλάξετε τις παρακάτω προτάσεις στον ενικό αριθμό.

1. Δεν υπάρχουν βρύσες στους κήπους.

…………………………………………………………………………………………..

2. Οι ανιψιές μου έχουν φίλες από την Αμερική

…………………………………………………………………………………………….

3. Πού πάτε όταν θέλετε εφημερίδες;

………………………………………………………………………………………………

Δ. Να συμπληρώσετε τα κενά διαλέγοντας την κατάλληλη λέξη.

1. Η μητέρα μου έχει μια αδελφή. Αυτή είναι……………μου.

Α. Ανιψιά

Β ξαδέλφη

Γ θεία

Δ αδελφή

2 Ο πατέρας μου και η μητέρα μου είναι……………..μου.

α .οι αδελφοί

β. οι γονείς

γ. οι θείοι

δ. οι συγγενείς

Ε. Να συμπληρώσετε τα κενά με τις κτητικές αντωνυμίες.

1. Το παιδί……….είναι η ζωή…….. .(αυτή, αυτή)

2. Το σπίτι……….έχει τρία δωμάτια. (εγώ)

3. Ξέρετε τη διεύθυνσή ……….;-Βέβαια. (εμείς)

4. Τι χρώμα έχουν τα μαλλιά…….. .(εσύ)

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