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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

Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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Hyperion or the hermit in Greece

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.

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?

The Emotional Resonance of the Woman’s Confession in Ritsos’ Moonlight Sonata: A Comparative Analysis of Sentiments by Adrijana Tomusic

Title photo: Dimitra Kreps performing Moonlight Sonata for Master’s in Physical theatre, photo credit: Yannis Katsaris

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The Emotional Resonance of the Woman’s Confession in Ritsos’ Moonlight Sonata: A Comparative Analysis of Sentiments by Adrijana Tomusic

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

Sin, Suffering, and the Search for Belonging: George Vizyenos's Literary World by Yena Kwak

Introduction George Vizyenos (1849–1896) stands as a seminal figure in modern Greek literature, adeptly weaving personal experience with historical and cultural reflections in his fiction. His narratives delve into the intricate landscapes of memory, loss, and belonging, echoing broader themes of Greek identity and diaspora.

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Sin, Suffering, and the Search for Belonging: George Vizyenos's Literary World by Yena Kwak

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.

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.

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

San Fransisco State University, εξετάσεις για τη γλώσσα III: A έτος - επίπεδο αρχαρίων (Λία Παπαδάκη)

MGS 151

Instructor:

Efthalia Papadaki

NAME:

Final Examination

Monday, May 21, 2007, 1:30 pm -4:00

pm

TEXT – EXPRESSION

Είναι Κυριακή μεσημέρι. Η Ρόνα,

η Χέδερ, ο Γκάρεθ, η Αλέξα, η

Στέισυ, ο Νίκος, η Αγιούμι και ο

Δαμιανός ετοιμάζονται να φάνε.

Χτυπάει το τηλέφωνο.

Ρόνα: Παρακαλώ; Τι θέλετε;

Νοσοκόμα: Γεια σας! Θέλω να

μιλήσω με τον Κύριο Κατς. Είμαι

απο την κλινική.

Ρόνα: Έρχεται.

Γκάρεθ: Ποιος είναι;

Ρόνα: Τηλεφωνούν απο την

κλινική. Χρειάζονται γιατρό.

Αλέξα: Κάθε βράδυ, κάτι

γίνεται.

Χέδερ: Ούτε τρώμε σαν

άνθρωποι.

Στέισυ: Γλυτώσαμε την επίσκεψη

που περιμένατε.

Νίκος: Στέισυ, μη μιλάς έτσι.

Αγιούμι: Το φαγητό είναι

έτοιμο. Έχουμε κρέας με

πατάτες.

Δαμιανός; Εγώ δεν τρώω κρέας

είμαι χορτοφάγος. Έχει φέτα;

Μόνα: Έχει και φέτα και σαλάτα,

ψωμί και κρασί.

Δαμιανός: Εντάξει τότε.

A1. Answer the following questions (avoid one word

sentences) (25 points)

  1. Τι μέρα είναι;
  2. Από πού τηλεφωνούν;
  3. Τι χρειάζονται;
  4. Τι λέει ο Νίκος στη Στέισυ;
  5. Γιατί δεν τρώει κρέας ο

    Δαμιανός;

VOCABULARY

A2. Chose the correct word (14 points)

1. .................... (ροκφόρ, νερό,

σαλάτα) παχαίνει.

2. Όταν ήμουν ..................

(νέος, κόκκινος, πλούσιος) έκανα

δίαιτα.

3. Μπαίνουν σ’ένα .................

(μπακάλικο, περίπτερο, μανάβικο)

κι αγοράζουν κρασιά, τυρί και

μεζέδες.

4. Δεν έχω χρήματα. Είμαι

................(πλούσιος, φτωχός,

χοντρός)

5. Θα πληρώσετε με

...............................; (τράπεζα,

πορτοφόλι, πιστωτική κάρτα)

6. Ο σολομός είναι

...................(λαχανικό, ψάρι,

τυρί)

7. Είναι πολλοί Αλβανοί

......................... (καθηγητές,

γιατροί, μετανάστες) στην

Αθήνα.

GRAMMAR

B1. Supply the right months and seasons (15 points)

  1. Τον Οκτώβριο

    , ............................ και

    ............................ είναι

    ............................

  2. ............................,

    ............................ και

    ............................είναι

    ............................

  3. ............................,

    ............................ και

    ............................ είναι

    ............................

  4. ............................,

    ............................ και

    ............................ είναι

    ............................

B2. Supply the correct form of the adjective (12

points)

  1. Μου αρέσει πολύ το

    ................... φαγητό (από την

    Κίνα)

  2. Η γιαγιά μου είναι ...................

    (από την Αγγλία)

  3. Οι φίλοι μου είναι ...................

    (από την Ιταλία)

  4. Η φέτα ένα ...................τυρί

    (από την Ελλάδα)

  5. Η γυναίκα του Φάνη είναι

    ...................(από τη Ρωσία)

  6. Το αυτοκίνητό μου είναι

    ................... (από την Αμερική)

  7. Ο Χασάν είναι................... (από

    την Τουρκία)

  8. Είναι πολλοί ................... (από

    την Κύπρο) στην Αγγλία.

  9. Ο καθηγητής μου είναι

    ................... (από την Ισπανία)

  10. Η Ελλάδα είναι ένα

    ...................κράτος (της

    Ευρώπης)

  11. Το ................... ποδόσφαιρο

    είναι πολύ καλό (από τη

    Γερμανία)

  12. Η Νικόλ είναι ................... (από

    την Γαλλία)

B3. Supply the correct forms of the verbs έχω,

είμαι, βλέπω, παρακαλώ, ξεχνώ,

κάνω, ακούω, τρώω, λέω, πάω. (10

points)

  1. ...................(εσείς)

    αδέρφια.

  2. ...................μουσική;
  3. ................... κρύο.
  4. ...................πολύ καλοί.
  5. ...................σινεμά;
  6. ...................(εσύ) τη μητέρα

    σου;

  7. Ο κύριος Γιάννης ...................

    πολύ.

  8. ...................(εγώ) τα κλειδιά

    μου.

  9. ...................(αυτοί) τους

    φίλους τους.

  10. Ο Κώστας................... τα νέα

    στη Μαρία.

B4. Use the correct form of the nouns (14 points)

1 ....................... (Νίκος)

είναι...................... (αδερφός)

της........................ (Μαρία) και

της...................... (Ελένη).

2. Βλέπω τις..........................

(φωτογραφία) του .........................

(κύριος) και .................. (κυρία)

Μαυράκη.

3. .......................... (δασκάλα) μου

έχει τρία ............... (παιδί)..

4. Σου αρέσουν.....................

(μελιτζάνα); Προτιμώ ..................

(κολοκύθι)

5. Την Κυριακή θα πάμε στην

.................(εκκλησία).

6. Έχω πολλά ...................(βιβλίο)

στο .....................(σπίτι)

B5.Use the aorist of the verbs Αγοράζω,

παίζω, ετοιμάζω, διαβάζω, γυρίζω,

νομίζω, αρχίζω, γλιτώνω, στρώνω,

χάνω (10 points)

  1. Χτες ................... γάλα και

    μακαρόνια.

  2. ................... στο μπάσκετ.
  3. Ο Γιάννης ...................το

    τραπέζι.

  4. ...................τις εξετάσεις.
  5. Στις 6.00 ................... το

    ποδόσφαιρο.

  6. ...................(εμείς) πολύ αργά

    χθες το βράδυ.

  7. ................... ότι δε θα

    έρθεις.

  8. ................... (εγώ) πολλά βιβλία

    αυτό το καλοκαίρι.

  9. Τα παιδιά ...................

    μπάλα.

  10. ................... πολλά γλυκά.

ΚΑΛΗ ΕΠΙΤΥΧΙΑ!!

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