Πρόσφατα άρθρα

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.

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

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.

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

Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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

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

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.

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

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

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.

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.

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.

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

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.

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

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.

ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

Η υποτακτική και οι χρήσεις της στα νέα ελληνικά - Γιάννης Ζηκούδης

Αγαπητοί συνάδελφοι,

Στέλνω στις Φρυκτωρίες μια παρουσίαση της χρήσης της Υποτακτικής στα Νέα Ελληνικά ειδωμένη από τη σκοπιά της Αγγλικής. Τη χρησιμοποιώ στην αρχή του δευτέρου επιπέδου ελληνικών για να ολοκληρωσω την παρουσίαση της Υποτακτικής και των δαφόρων χρήσεων της στο λόγο, αντιπαραβάλοντας τις αντίστοιχες συντάξεις της αγγλικής. Καθως πολλοί από σας χρησιμοποιείτε την αγγλική για την διδασκαλία, θεώρησα σκόπιμο να μην μεταφράσω τα αγγλικά.
Συνοπτικά εδώ εξηγώ ότι παρουσιάζω την υποτακτική 1. ως συμπλήρωμα ρημάτων (που εκφράζουν επιθυμία, σκοπό, υποχρέωση κλπ), 2. σε δευτερεύουσες χρονικές, τελικές και υποθετικές προτάσεις που αναφέρονται στο παρόν και Μέλλον, 3. μετά από ερωτηματικά μόρια και αντωνυμίες, 4. για υποδείξεις, ευγενικές προτροπές, 5. για ευχές, 6. στην αρνητική μορφή της προστακτικής και 7. σαν ουσιαστικό (υποκείμενο/αντικείμενο) με το ουδέτερο άρθρο.
Στο τέλος της παρουσίασης δίνω καθοδηγούμενη εργασία για να ασκηθούν οι φοιτητές στη γραμματική που παρουσιάστηκε στο μάθημα.



Γιάννης Ζηκούδης, Queen’s College, City University of New York

The Use of the SUBJUNCTIVE in Greek.

 

1. As a complement

of verbsthat express wish,

hope, desire, expectation etc (in place of the 'full infinitive' in

English)

 

 

I want to...= θέλω

να... 

I have to... = πρέπει να...

I am able to

...= μπορώνα...

 

2. In secondary

('subordinate' or ʽdependantʼ) clausesthat refer to the

FUTURE

and indicate intention,

purpose, time and conditionals.

 

 

eg. μαθαίνω = I learn (Present Tense)

/ να μάθω (Subjunctive Simple) 

In order to = για

να... 

Διαβάζω βιβλία

για να μάθω Ελληνικά.

when = όταν...  

Θα μιλάω με

τον δάσκαλό μου Ελληνικά όταν

μάθω πολλές λέξεις.

if = αν , άμα... 

Θα μιλάω Ελληνικά με τον δάσκαλό μου αν

μάθωτην γλώσσα καλά. 

 

3. After adjectives and interrogatory

pronouns

 

Τhink

of the New York Times advertisement that describes the newspaper "as a

guide to the city that tells you where to, how to, when to"

etc.

 

 

eg. expensivetobuy= ακριβό να

το αγοράσω

difficulttouderstand= δύσκολο να

καταλάβω

howto= πώς να

whereto= πού να

whoto= ποιον να / withwhoto=με ποιον

να

whento= πότε να

what to = τι να

Like in the

sentence "I don't know how to..."

 

4. Making suggestions,

instead of using the Imperative (or Should

+ Bare Infinitive in English).

 

 

(You should) listen to your

father = να ακούς τον πατέρα σου

(you should) eat veggies = να τρως λαχανικά

(you should) read books = να διαβαζεις βιβλία

Talk to your teacher tomorrow = να μιλήσεις στον δάσκαλο αύριο

Tellthetruth = να πεις την αλήθεια

Should we go out? = να πάμε έξω;

should we buy a

house in Greece? = να αγοράσουμε σπίτι στην

Ελλάδα;

 

5. Makingwishes(Μακάρι να...

).

 

 

(Μακάρι...

) Να ζήσεις χίλια

χρόνια.

(Μακάρι...

) Να βρεις καλό άντρα.

(Μακάρι...

) Να μάθεις πολλές γλώσσες.

Να βρεις καλή δουλειά.

Να δειςτα παιδιά σου μεγάλα και ευτυχισμένα.

 

6. In order to form the Imperative in the

negative (negative commands), afterμην.

 

 

Μην φάτε / μην τρώτε

Μην καθαρίζετε / μην καθαρίσετε

Μην απαντάτε / μην απαντήσετε

Μην μιλάτε / μην μιλήσετε

 

7. Objectification of the Subjunctive with

the use of the Neuter article: το. It may be used

as Subject, Object or Predicate.

 

 

Το να μιλάς σωστά είναι σημαντικό.

Το να έχεις πολλά λεφτά δεν βοηθάει πάντα.

Είναι χρήσιμο το να ξέρεις ξένες γλώσσες

ASSIGNMENT:

Write a letter to α friend expressing your frustration and panic for being invited to the White House and not knowing what to do, how to talk

to the President, what to wear, how to eat with ten forks and twenty knives, who to

take with you etc.

Αγαπητή μου

Μαρία,

Ο Πρόεδρος με

κάλεσε σε δεξίωση στον Λευκό οίκο και έχω πανικοβληθεί. Δεν ξέρω τι να κάνω. Περιμένω τη συμβουλή σου....


THE SUBJUNCTIVE and

its usage in Greek.

1. As a complement of verbsthat

express wish, hope, desire, expectation

etc (in place of the 'full infinitive' in English)

eg. I want to...= θέλω να... / I have

to... = πρέπει να... /

Iamableto ...= μπορώ

να...

 

2. In secondary ('subordinate')

clausesthat indicate intention, purpose,

time and conditionals.

eg. μαθαίνω = I learn (Present T.) / να μάθω (Subjunctive

Simple) 

In order to = για να...  Διαβάζω βιβλία

για να μάθω Ελληνικά.

when =

όταν...  Θα μιλάω με τον

δάσκαλό μου Ελληνικά όταν μάθω πολλές

λέξεις.

if = αν

, άμα...  Θα μιλάω Ελληνικά με τον δάσκαλό

μου αν μάθω την γλώσσα καλά. 

 

3. After adjectives and

interogatory pronouns

eg. expensive to buy= ακριβόνατοαγοράσω

difficult to uderstand= δύσκολονακαταλάβω

Now think of the New York Times ad that "is a guide to

the city and tells you where to, how to, when to" etc.

how to=πώς να

where to=πού να

who to=ποιον να / with who to=με

ποιον να

when to=πότε να

what to=τι να

Like in the sentence 'I don't know how to..."

 

4. Making suggestions,

instead of using the Imperative (or Should+bare infinitive in English).

(You should) listen to your father = να ακούς τον πατέρα

σου

(you should) eat veggies = να τρως λαχανικά

(you should) read books = να διαβάζεις βιβλία

Talk to your teacher tomorrow = να μιλήσεις στον δάσκαλο

αύριο

Tellthetruth= να πεις την αλήθεια

Should we go out? = να πάμε έξω;

should we buy a house in Greece? = να αγοράσουμε σπίτι στην Ελλάδα;

 

5. Makingwishes (Μακάρι να... ).

Να ζήσεις χίλια χρόνια.

Να

βρεις καλό

άντρα.

Να

μάθειςπολλές γλώσσες.

Να βρεις καλή δουλειά.

Να δειςτα παιδιά σου μεγάλα και ευτυχισμένα.

 

6. In order to form the Imperative in the negative (negative

commands), afterμην.

Μην φάτε / μην τρώτε

Μην καθαρίζετε / μην καθαρίσετε

Μην απαντάτε / μην απαντήσετε

Μην μιλάτε / μην μιλήσετε

7. Objectification of the Subjunctive with the use of the

Neuter

article: το.

Το να μιλάς σωστά ειναι σημαντικό.

ASSIGNMENT:

Write a letter to α friend expressing your frustration and panic for

being invited to the White House and Not knowing what to do, how to talk to

him, what to wear, how to eat with ten forks and twenty knives, who to take

with you etc.

Αγαπητή μου Μαρία,

Ο Πρόεδρος με κάλεσε σε δεξίωση

στον Λευκό οίκο και έχω πανικοβληθεί. Δεν ξέρω τι να...... Περιμένω την συμβουλή σου.

 

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