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Gerald Dawe is one of the most significant Irish poets of the past few decades. In this interview he describes his formation as a poet and banks on his experience as a literary critic and educator to discuss the status of poetry within contemporary education. He shares his views on how young people can be encouraged to engage with the reading and writing of poetry. [ABSTRACT FROM AUTHOR]

Literary reading is an interactive process between a reader and a text that depends on a balance between cognitive effort and emotional rewards. By studying both the crucial features of the text and of the subjective reader reception, a better understanding of this interactive process can be reached. In the present study, subjects (N=31) read and rated a work of narrative fiction that was written in a poetic style, thereby offering the readers two pathways to cognitive rewards: Aesthetic appreciation and narrative immersion. Using purely text-based quantitative descriptors, we were able to independently and accurately predict the subjective ratings in the dimensions comprehensibility, valence, arousal, and liking across roughly 140 pages of naturalistic text. The specific text features that were most important in predicting each rating dimension are discussed in detail. In addition, the implications of the findings are discussed more generally in the context of existing models of literary processing and future research avenues for empirical literary studies. [ABSTRACT FROM AUTHOR]

The article highlights the importance of making visible and studying poetry written by women in Spain. The book coordinated by Verónica Leuci and Facundo Giménez sheds light on little-studied authors and also incorporates the voices of contemporary poets. Theoretical reflections and analysis of the poetic production of Elena Medel, Mercedes Cebrián, Ángeles Mora, Ángela Figuera Aymerich, and the deconstruction of taboos in current female poetry are presented. The study of Rosalía de Castro's new self-representation in her latest poetry collection is highlighted, and the poetry written by women in post-war Spain is analyzed, focusing on the production of Gloria Fuertes. The book concludes with a selection of texts by women poets that demonstrate the breadth and possibilities of poetry written by women. [Extracted from the article]

I love studying poetry. The imagery, the feeling, the sense that I am reading something bigger than myself that can give me an insight into a time, a place and a person that I might otherwise never be able to converse with. And I will admit it: reading poetry, especially aloud, makes me feel accomplished, and it makes me feel that I am just more intelligent because I have read, explored, and understood this poem. Unfortunately, this sentiment is seldom replicated in the classroom as groans, questions of why, and declarations of, 'It's just too hard and makes no sense!' generally greet me when I write on the board - Why do we study poetry? [ABSTRACT FROM AUTHOR]

This paper undertakes a comparative study of two poets from different cultures and eras: Jamil Buthainah, a late seventh-century Arab Udhri poet, and Sir Philip Sidney, an English Elizabethan poet. Based on Jamil Buthainah's Diwan and Sidney's sonnets in Astrophil and Stella, the analysis focuses on four shared thematic threads: the blamers and slanderers, the portrayal of the beloved, the beloved’s eyes, and the speakers’ idealization of their love objects. Rather than seeking to identify any influence of one poet on the other, as there was none, this study highlights the poets’ similar experiences in love—both were deeply in love but did not marry their beloveds. Additionally, both works exclusively address the theme of the speakers’ thwarted love for their women. This paper aims to explore the similarities and differences in how Jamil Buthainah and Sidney loved and expressed their love, examining where their experiences converge and diverge. The goal is to gain a deeper understanding of the diversity and richness of poetic expression across different ages and cultures. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To reflect on the importance of teaching formulation skills in psychiatry training and explore how creative writing, particularly writing poetry, can help achieve this goal. Conclusions: It is vital that formulation skills are embedded throughout psychiatry training. Formulations have an artistic element, and writing poetry can help foster a capacity for curiosity that can assist trainees in developing these skills. [ABSTRACT FROM AUTHOR]

Known for her black-and-white miniatures embedded with Arabic writing, Laure Ghorayeb is a fascinating if understudied figure of Beirut’s cultural modernism. Her work occupied a liminal position between French and Arabic and intersected literature and visual art. This article argues that it is precisely this marginality, manifested in Ghorayeb’s multifaceted cultural identity, that allowed her to move deftly across mediums, practices, languages, and genres, resulting in a uniquely inter-semiotic oeuvre. Close reading selections from her collections of poems, Noir … les bleus (Black … the Blues), 1960 and prose, Iklīl shawk ḥawla qadamayhi (A Crown of Thorns Around His Feet), 1965, in relation to her civil war drawings Témoignages (Testimonies), 1985, this article reveals an inter-semiotic exchange on the page. It offers an interdisciplinary rereading of the modern cultural history of Beirut, revealing an interplay between literature and visual art, which allowed Ghorayeb to maneuver between aesthetic experimentation and political engagement at a time when nationalist and ideological divisions were being sown. [ABSTRACT FROM AUTHOR]

At many South African schools poetry is considered to be a "problem genre", with both teachers and learners viewing it as "difficult" and as a genre that lowers schools' pass rates in the National Senior Certificate (NSC) (Matric) examination. For this reason, schools tend to shy away from prescribing poetry at the Further Education and Training (FET) level (that is, in Grades 10-12). This article argues that the poems that are prescribed for English First Additional Language (EFAL) classes are difficult for learners to relate to because of having been written in contexts that are temporally and geographically distant from the learners' life-worlds. In addition, many learners may not understand the particular variety of English that is used in canonical poetry. A new teaching anthology, entitled Amazwi Amasha (New Voices), containing South African post-1994 poetry, is in the process of being compiled to address the problem of learners' alienation from their prescribed poems. This anthology forms the topic of this article. The theory and methodology underpinning the selection of poems and the design of learning activities to accompany each poem are described, along with the selection of themes that are relevant to young South Africans. The argument concludes that a more multimodal, interactive approach to teaching and learning poetry can help tap into the resources of this capacious and fascinating genre. [ABSTRACT FROM AUTHOR]

Literature education plays a pivotal role in fostering critical thinking, creativity, empathy, and cultural understanding among students. The traditional approaches to teach literature often face challenges in engaging students and catering to individual learning needs. There are some obstacles facing literature education, including inaccurate education, lack of varied ideas, inadequate investment, and restricted access to materials. The problems impede students' development of analytical skills and involvement in poetry education. The research proposed a novel advanced Sand cat swarm driven consecutive convolutional neural network (ASCS-CCNN) technique to investigate literature education of primary and secondary students, which improves the poetry fluency and literature strategies. Recommendation system is used to predict the best sequence of educational resource using collaborative filter. In the study, poetry data is gathered, we utilize the tokenization for data preprocessing and to extract the tokenized data, we utilize term frequency inverse document frequency (TF-IDF). The findings of the study use parameters like similarity, tone accuracy and rhyme accuracy, to evaluate student performance in poetry education. The study concludes that education in primary and secondary education improves student learning through thoughtfully selected readings that complement curricular objectives and encourage greater student involvement in appreciation of poetry. [ABSTRACT FROM AUTHOR]

Copyright of International Journal for Arabic Language & Literature is the property of Ithra Elmarafa for Conferences, Researches & Scientific Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the early months of the COVID pandemic in 2020, writers turned to the practice of sonnet-writing to connect with others, stem isolation, and take stock of the multiple crises presented by the pandemic and its complex social contexts. This essay examines two collaboratively written pandemic sonnet projects, The Poetry Society of New York’s May Day 2020 crown and Cindy Tran’s Sonnet Crown for NYC, along with the pandemic eco-sonnets of Craig Santos Perez. These pandemic sonnets articulate our complexly connected identities while highlighting the pandemic sonnet’s capacities for meditating on and interrogating our expanding webs of connection. As collaborative writing projects and works of occasional poetry, these pandemic sonnet projects reposition the sonnet in contemporary American poetics as a social and socially-embedded practice, linking contemporary sonnet practice to the highly social poetic exchanges associated with the sonnet from its earliest roots. [ABSTRACT FROM AUTHOR]

This essay has a twofold purpose: first, it initiates a discussion on the inter-peripheral and intraperipheral relationships established between the poetic production of two peripheral cultures within the world literary system; second, through a materialist reading, it addresses the issue of alienation in the time of monsters. It aims to examine the inter-peripheral relationship between contemporary Romanian and Bessarabian poetry, with a focus on the shared sense of alienation articulated through and embodied by monsters. By exploring tropes of zombies, aliens, and unimaginable futures, I seek to investigate how the poetry of a peripheral culture (Bessarabian) evolves when it develops in conjunction with and within the context of another (Romanian). This case study examines the poetry of Romanian writers Ștefan Manasia and Mircea Andrei Florea, alongside Bessarabian writers Ion Buzu and Dumitru Fanfarov, arguing that their works effectively reveal the alienating temporality of current monstruous polycrisis. In my reading, their works are united by an intrinsic critique of alienation in response to monstrosity. While the dystopian scenario is typically associated with science fiction literature, I contend that the ethos of dystopia has proliferated across various literary discourses, including poetry. Furthermore, I seek to trace the relationship of these peripheral cultures to the capitalist world-system so to uncover the shared front through which they assert themselves against its alienating effects. [ABSTRACT FROM AUTHOR]

The article focuses on the diverse responses and potential scholarly paths stemming from the study of Calvinist non-hymnic revival poems in Awakening Verse. Topics include the complexities of evangelical poetics as they intersect with Indigenous and Black Atlantic writers, the significance of formal poetic choices in the context of evangelical revival, and the broader cultural impact and scholarly extensions of revival poetry studies.

The aim of this study was to identify the values expressed in 107 poems from the poetry book “Kucağımda Dünya Var Çocukların Dünyası” written by Azerbaijani writer Bilal Enser in Azerbaijani Turkish, using the phenomenological design, a qualitative research method. The research findings identified 322 value expressions in the poems, encompassing 16 different values. The poems frequently mention the value of love, followed by sharing and patriotism. Loyalty and generosity are the least frequently mentioned values. The study's results indicate that the distribution of values in the poems is unequal and not close to each other. Furthermore, it was found that the most commonly used value in Azerbaijani Turkish poetry is love, which is expected to benefit society. It is also suggested that research be conducted to identify the values present in poetry books for children published in other Turkic Republics. [ABSTRACT FROM AUTHOR]

This article sheds light on some outstanding topics that deal with modern literary themes like alienation and despair by showing their negative effects on modern individual's life. The definition of alienation, its types, and an analysis of the self and soul are done according to different philosophers who Eliot is influenced by. The paper also portrays the impact of the two world wars and how their related economic, social, and political events have worsened the physical and spiritual alienation. In their poetry, T. S. Eliot and Adonis accentuate this adversity throughout their quest for a meaningful existence. According to Eliot, returning to religion is a necessity for overriding the crisis of spiritual alienation and loss. On the other hand, writing poetry is Adonis' technique to surpass internal despair where realms of divine imagination are weaved to soothe the sense of isolation. The study also delineates how both poets have used symbolic and figurative language to present the bitter reality. Although Eliot uses an impersonal way for portraying alienation, Adonis tends to be biographical in depicting this trauma. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"Voices in Verses: Women's Poetry and Cultural Memory in Nineteenth Century India" by Farhat Hasan explores the marginalized archive of North Indian Muslim women's poetry in Urdu and Persian from the late nineteenth century. The primary sources are two anthologies, Baharistan-i Naz and Tazkirat-i Nisa, which provide insight into the historical context of their production in late colonial India. The book challenges prevailing assumptions about Indian women's literary arts and offers a diverse array of women's voices, providing an alternative to British-influenced curricula. Hasan's analysis delves into the socio-economic and moral complexities of the poets' lives, shedding light on their unique expressions of selfhood and interiority within established literary conventions." [Extracted from the article]

The French Studies Bulletin reports on recent academic conferences in the field of French studies. The "Deviations" conference at King's College London explored the theme of deviations across various disciplines, while the centenary conference on André du Bouchet focused on the poet's work and translations. Additionally, an international conference in Orléans, France, discussed narratives of class transition and their literary, sociological, and political implications. These conferences aimed to foster scholarly discussions and collaborations within the field of French studies. [Extracted from the article]

This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam's ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion. [ABSTRACT FROM AUTHOR]

By deconstructing some correlations between the opposition prose/poetry (also taken as a metonymy of the opposition literature/non-literature) and the opposition adult/child, we take up some bases of reflection on biopolitics to conceive childhood among the series of agents whose exclusion from the political community (along with the figures of the Orient, the woman, the savage and other beings supposedly devoid of speech, of logos) paradoxically reinvests them with force and political interest, either as objects of an expansion of the established regimes of visibility and control, or as possible instigators of other modes of action, which require rethinking what agency and politics mean. Thus, through an analysis of Haroldo de Campos' transcreation of Heraclitus' fragment 52 on the child and João Luiz Guimarães' book Sagatrissuinorama, we seek to outline some consequences of this intricate contemporary phenomenon of the politicization of childhood for the teaching of literatu. [ABSTRACT FROM AUTHOR]

Copyright of Specula is the property of SPECULA UCV and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perífrasis. Revista de Literatura, Teoría y Crítica is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Books on poetry methods in the Republic of China are divided into two types. The first type is teaching materials or course notes compiled by school teachers to guide students in writing poetry. It is represented by university lecture notes such as Huang Jie' s Rhythm of Poetry, Feng Zhen' s Examples of Seven Character Quatrains Methods, and Xu Qian' s Poetics. They specialize in teaching knowledge and techniques of different poetic styles, with characteristics of specialization, specialization, and systematicity. The second type is poetry enlightenment reading materials compiled for poetry writing enthusiasts in society. It is represented by Zhang Tinghua' s Preliminary Study of Poetry, Liu Tieleng's Hundred Methods of Poetry Writing. They mainly teach the basic knowledge and skills of poetry writing, presenting characteristics of foundation, enlightenment, and popularization. The former belongs to a part of university literature education and reveals the teaching situation of old-style poetry writing in the Chinese Department. The latter belongs to a part of social education and reveals the teaching methods of old-style poetry writing in the society of the Republic of China.They find it difficult to ignore the New Poetry Movement, accuse the abuse of new poetry in the preface, regret the loss of elegance and grace, and create a special chapter in the main text to comment on new-poetry. This forced books on poetry methods to engage in dialogue with new poetry when teaching classical poetry. [ABSTRACT FROM AUTHOR]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

American poetry was firstly and sporadically translated and introduced to China in the late 19th century, and an obvious increase in amount did not happen until the May Fourth Movement period. This paper presents a review of the history of the translation and study of American poetry since the May Fourth Movement, with its emphasis on the period since the opening-up of China, and believes that the 100 years' history witnesses Chinese academia's imitating and absorbing in the May Fourth Movement period, learning and growing in the late 20th century, borrowing and dialoging in the opening of the 21st century, and equally exchanging and independently innovating in the New Era. This paper reveals the scholarly tradition of China's translation and study of American poetry for its own use on the one hand, and the cultural selfconfidence and spirit of independent innovation of Chinese scholarship in the New Era. [ABSTRACT FROM AUTHOR]

This extended contribution to English' s forum on teaching poetry seeks to shift discussion away from the capabilities, expectations, and motivations of students in university poetry seminars and invite university educators to reflect on how aspects of their practice consciously and unconsciously effect how poetry is understood by new generations. The article recounts how the author's understanding of silence in poetry classrooms in schools and universities has developed over time. In doing so, it models processes of reflective practice and reflexivity that might be less familiar to university teaching colleagues than it is to those who have undertaken training to teach in schools. The article argues that engaging with processes of reflective practice not only stands to benefit individual poetry teachers and their students, but can also empower us to think more critically and collectively about the purposes we serve and the principles that underpin our work as educators in the discipline of English. [ABSTRACT FROM AUTHOR]

Three-time Poet Laureate Robert Pinsky is one of the US' most important contemporary poets. In this interview, he talks about his formation as a poet and the status of poetry in contemporary culture. He also shares his views on the place of poetry in education, and on how teachers can play a vital role in engaging young people with the genre. Besides discussing the significance of the projects he devised as poet laureate, he uses his knowledge and experience as a poet and educator to explain how young people's engagement with the reading and writing of poetry can best be enhanced. [ABSTRACT FROM AUTHOR]

The literature has documented a lack of daily instructional time dedicated to teaching science in comparison to mathematics and literacy in elementary education. Utilizing poetry has shown promise in increasing teachers' integration of science concepts, teaching literacy skills, improving student engagement, and fostering creativity. This study examined changes in the science teaching beliefs of two cohorts (n = 46) of elementary pre-service teachers (PSTs) co-enrolled in a literacy methods course and an elementary science methods course. The instructors collaboratively taught a hands-on integrated science and poetry unit, and mentored PSTs in creating their own poems and a corresponding 5E lesson plan. One cohort participated synchronously online due to COVID-19, while the other cohort participated the following year in person. The study revealed significant increases in PSTs' self-efficacy to teach science after the methods courses. When comparing the two cohorts, PSTs from the online group reported significantly greater gains in their self-efficacy to teach science. There were no significant differences between groups regarding their outcome expectancy for teaching science and their perceived understanding of and preparation for teaching science content. This research has implications for teacher preparation programs, professional development efforts, and the integration of more science teaching within elementary classrooms. [ABSTRACT FROM AUTHOR]

Aligned with global Sustainable Development Goals (SDGs) and multidisciplinary approaches integrating AI with sustainability, this research introduces an innovative AI framework for analyzing Modern French Poetry. It applies feature extraction techniques (TF-IDF and Doc2Vec) and machine learning algorithms (especially SVM) to create a model that objectively classifies poems by their stylistic and thematic attributes, transcending traditional subjective analyses. This work demonstrates AI's potential in literary analysis and cultural exchange, highlighting the model's capacity to facilitate cross-cultural understanding and enhance poetry education. The efficiency of the AI model, compared to traditional methods, shows promise in optimizing resources and reducing the environmental impact of education. Future research will refine the model's technical aspects, ensuring effectiveness, equity, and personalization in education. Expanding the model's scope to various poetic styles and genres will enhance its accuracy and generalizability. Additionally, efforts will focus on an equitable AI tool implementation for quality education access. This research offers insights into AI's role in advancing poetry education and contributing to sustainability goals. By overcoming the outlined limitations and integrating the model into educational platforms, it sets a path for impactful developments in computational poetry and educational technology. [ABSTRACT FROM AUTHOR]

In the realm of poetry, the act of naming places serves as an intricate practice that profoundly shapes our perceptions of the land we live in. In contrast to the prevalent tendency in modern literary traditions to use abstract and standardized symbols for locations, poetry establishes unique linguistic registers to both appreciate the magnificence and acknowledge the deterioration of sites traditionally named by human communities. This paper synthesizes the outcomes of an interdisciplinary investigation that integrates critical anthropology, aesthetic studies, environmental theory, and ecocriticism. By delving into contemporary poetry from Western Mexico, the analysis explores the pedagogical utility of poetry, addressing the question: 'What insights does contemporary Western Mexican poetry offer about nature amid the planetary and civilizational crises?' The article unravels diverse connotations of nature in poetry, suggesting novel pedagogical interpretations to reterritorialize the identity of Western Mexico. This initiative counters the prevailing cultural trend that tends to obscure the distinctive attributes of the region, thereby restoring the integral connection between humans and the nature they are an intrinsic part of. [ABSTRACT FROM AUTHOR]

This article studies the poetry book Sanchiu (2021), by Dina Ananco (Bagua, 1985), a young Peruvian intellectual and poet, representative of the Amazonian Wampís culture, based on the concepts of academic knowledge and interculturality. The objective is to demonstrate that the poetic voice is configured as an Amazonian indigenous intellectual who expresses the cultural and intercultural tensions of her community. The methodology of the work is based on the hermeneutic analysis of the poems "Atumsha urukarmetsu/I do not know you" and "Mikut", in relation to the interviews given by the author about her poetic practice that allows her to position herself specifically as a Wampís intellectual. In this sense, the role played by Dina Ananco is fundamental to revalue the Wampís culture and language, which is one of the central purposes of the writers who are part of the so-called "literature written in native languages". Our reading is that the writing practice of the Wampís poet and intellectual seeks to install her culture in the intercultural dialogue, for which she projects in her work a poetic voice that reflects on the internal and external tensions of the local culture from her position as an Amazonian indigenous intellectual. [ABSTRACT FROM AUTHOR]

Although computational linguistic methods have been applied to spoken and written text, they have only recently been used to study poetry. Here, we examine the linguistic components of contest-winning haiku and compare them to a control sample of poems published in an industry-standard journal. We look also at differences between haiku and senryu and what stylistic trends may have affected these poems over time. The results show that winning haiku are shorter than those in a representative journal. Journal poems also have fewer pronouns and more adjectives and nouns. All of the poems show a decrease in words over a decade-long time span. This trend may reflect changes in stylistic writing conventions. The length of such poems probably also relates to innate working memory span limitations. Haiku that limit the number of images and ideas within this limit likely facilitate cognitive processing and increase aesthetic appeal. [ABSTRACT FROM AUTHOR]

Teaching and learning isiXhosa poetry continues to pose challenges for both teachers and learners in South African basic education. The abstract nature of poetry makes it difficult for both groups to grasp the figurative meanings embedded in each line of the poems. Teachers who rely on rote learning and learners who master cramming find teaching and learning poetry difficult, as these skills offer little or no results in the teaching and learning of poetry. It is against such a backdrop that this paper seeks to investigate the use of augmented reality (AR) in education and how it can assist in the teaching and learning of isiXhosa poetry. The use of AR in language learning has been extensively studied by several scholars. AR is found to enhance learning and decrease learners' cognitive load. In contrast, some scholars argue that it is not ready for total integration into language classes. Despite strides that have been made in the study of augmented reality in language learning and teaching, there is a paucity of extended research on the use of augmented reality in teaching and learning isiXhosa poetry. In this paper, I will review existing data and examine augmented reality activities and technologies that can be used in the teaching and learning of IsiXhosa poetry. This paper will contribute towards improving the teaching and learning of isiXhosa poetry in basic education and assist literature educators in integrating modern technologies in their teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Lengua y Literatura Catalana, Gallega y Vasca is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this study is to identify the substantiality of the student-centered approach in teaching poetry at faculties, and demonstrate the learners' direct response to it. Then, there will be a move to one case study; the practical part is charged with an insightful analysis of Anne Sexton's "Music Swims back to Me". The design of the course is meant to encompass diverse steps, ranging from incorporating data show, video recording through 'spoken poetry'1, as well as handouts. The foremost figure of confessional poetry of the mid-twentieth century has been selected to show the efficiency of student-centered method in deciphering verse texts by spotting the light on the pre, while and post reading along with the different challenges learners can face and the benefits of this approach in their critical thinking skills. [ABSTRACT FROM AUTHOR]

In a globalized world, one needs to communicate bearing in mind the context, the role and the relationship between the interlocutors. Put the other way, communicative competence calls for both linguistic competence and pragmatic competence. One needs to know what to say, when to say, how to say and why to say it. Literature can play a very vital role in developing these competencies as it presents a plethora of different situations, characters and roles. Literature also highlights how verbal ironies are created through the use of language inappropriate to the context, the role and the role relationship. Its aesthetic and human approach, blended with the use of contextualized language, aids language acquisition, especially in the case of those who learn English as a second or foreign language. However, despite the beneficial role literature plays in developing communicative competence, there are at least a few English language teaching (ELT) practitioners and students who resist the majestic and spirited come back literature has made in language classrooms after a period of gratuitous exclusion. This rejection of literature, as symbolic interactionists put it, could also be an offspring of cultural and religious filaments. In view of this, in this paper, I attempt to find out what makes the study of literature, poetry in particular, difficult for students. I conducted this case study in an Arab university through an open class discussion with thirty-five second semester level three students of poetry. [ABSTRACT FROM AUTHOR]

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Aims In the Partial Oral Treatment of Endocarditis (POET) trial, stabilized patients with left-sided infective endocarditis (IE) were randomized to oral step-down antibiotic therapy (PO) or conventional continued intravenous antibiotic treatment (IV), showing non-inferiority after 6 months. In this study, the first guideline-driven clinical implementation of the oral step-down POET regimen was examined. Methods Patients with IE, caused by Staphylococcus aureus , Enterococcus faecalis , Streptococcus spp. or coagulase-negative staphylococci diagnosed between May 2019 and December 2020 were possible candidates for initiation of oral step-down antibiotic therapy, at the discretion of the treating physician. The composite primary outcome in patients finalizing antibiotic treatment consisted of embolic events, unplanned cardiac surgery, relapse of bacteraemia and all-cause mortality within 6 months. Results A total of 562 patients [median age 74 years (IQR, interquartile range, 65–80), 70% males] with IE were possible candidates; PO was given to 240 (43%) patients and IV to 322 (57%) patients. More patients in the IV group had IE caused by S. aureus , or had an intra-cardiac abscess, or a pacemaker and more were surgically treated. The primary outcome occurred in 30 (13%) patients in the PO group and in 59 (18%) patients in the IV group (P =.051); in the PO group, 20 (8%) patients died vs. 46 (14%) patients in the IV group (P =.024). PO-treated patients had a shorter median length of stay [PO 24 days (IQR 17–36) vs. IV 43 days (IQR 32–51), P <.001]. Conclusions After clinical implementation of the POET regimen almost half of the possible candidates with IE received oral step-down antibiotic therapy. Patients in the IV group had more serious risk factors for negative outcomes. At 6-month follow-up, there was a numerically but not statistically significant difference towards a lower incidence of the primary outcome, a lower incidence of all-cause mortality and a reduced length of stay in the PO group. Due to the observational design of the study, the lower mortality may to some extent reflect selection bias and unmeasured confounding. Clinical implementation of PO regimens seemed feasible and safe. [ABSTRACT FROM AUTHOR]

The present article sets out to investigate the rendering of cultural elements in the process of poetry translation, an undertaking that is a strenuous one, given the constraints of form. It looks into and illustrates the many layers of Seamus Heaney's poetry, pointing at the profusion of allusions to cultural aspects that are embedded in the texts, and that ask the translator to decide whether to "foreignize" or "domesticate" the text. These extratextual features that a translator needs to consider are imbricated with the various textual elements, generating effects that are difficult to replicate in translation, making similarity of effect all the more difficult to achieve. [ABSTRACT FROM AUTHOR]

This essay addresses the status of voice and print in dialect poetry through a study of its mid-nineteenth-century heyday in British literature. Dialect poems are often imagined to render oral forms into print, so that their writtenness appears secondary and belated. This essay argues differently, proposing that the Victorian poets it considers—William Barnes, Janet Hamilton, and Ralph Ditchfield—instead develop original forms of expression from the interaction of speech and text. Rather than needing to be liberated from print by voice, Victorian dialect poems play on the difficulty of their being spoken, thriving on the difference between types of language and varieties of audience. [ABSTRACT FROM AUTHOR]

Spain possesses a vast number of poems. Most have features that mean they present significantly different styles. A superficial reading of these poems may confuse readers due to their complexity. Therefore, it is of vital importance to classify the style of the poems in advance. Currently, poetry classification studies are mostly carried out manually, which creates extremely high requirements for the professional quality of classifiers and consumes a large amount of time. Furthermore, the objectivity of the classification cannot be guaranteed because of the influence of the classifier's subjectivity. To solve these problems, a Spanish poetry classification framework was designed using artificial intelligence technology, which improves the accuracy, efficiency, and objectivity of classification. First, an artificial-intelligence-driven Spanish poetry classification framework is described in detail, and is illustrated by a framework diagram to clearly represent each step in the process. The framework includes many algorithms and models, such as the Term Frequency–Inverse Document Frequency (TF_IDF), Bagging, Support Vector Machines (SVMs), Adaptive Boosting (AdaBoost), logistic regression (LR), Gradient Boosting Decision Trees (GBDT), LightGBM (LGB), eXtreme Gradient Boosting (XGBoost), and Random Forest (RF). The roles of each algorithm in the framework are clearly defined. Finally, experiments were performed for model selection, comparing the results of these algorithms.The Bagging model stood out for its high accuracy, and the experimental results showed that the proposed framework can help researchers carry out poetry research work more efficiently, accurately, and objectively. [ABSTRACT FROM AUTHOR]

Poetry is often seen as the ultimate challenge for a literary translator. Why it is so and how in reality translators manage to accomplish this feat remain to be explored. This article contributes a new way of understanding poetry translation by re-theorizing the practice with reference to the concept of blank-sign. In the light of the blank-sign, we see poetry as a genre rich with meaning-charged blank-signs and poetry translation as a "blank-filling" endeavour to seek relevance for the poem in the target sociocultural context while craftily leaving its overall poetic "blankness" intact for meaningful reading and contemplation. We illustrate this idea with the Spanish translation of two contemporary Chinese poems, with a focus on discussing the challenges with regard to communicating the culture-laden images and the intertextual connections in the original poem. Based on our preliminary findings, we highlight the value of the study of blank-signs in poetry translation and the need for translators to draw insights from cross-linguistic analysis to inform their practice. This semiotic account offers insights into how poetry translation can be alternatively conceptualised and has implications for practitioners involved in poetry and translation. [ABSTRACT FROM AUTHOR]

This paper focuses on intersemiotic translation of Yixiang, or image in western literary term, from poetry to painting by taking Tang Poetry in Paintings as a case to exemplify the translation strategies of Yixiang from verbal sign system to visual sign system. Furthermore, the meditative role of the visualized images in the target context will also be touched upon. A qualitative approach is applied in the study. Typical examples will be chosen for case analysis. It is found that the strategies of equivalence, focalization, integration, montage, addition, contrast and omission are employed by the painters. The effects of those visualized images varied in different cases. Overall, cooperating with the interlingual translations, visual languages such as color, shadow, body language of figures, picture structure are employed to help English readers better receive the poems. [ABSTRACT FROM AUTHOR]

The Royal Spanish Academy and the Espasa publishing house have published a new edition of Lope de Vega's Rimas (Rhymes). This edition, edited by professors Antonio Sánchez Jiménez and Fernando Rodríguez Gallego, offers a polished and appropriately commented poetic text. The volume consists of an extensive introduction, the poetic text with footnotes, a study on the poetry collection, critical apparatus, complementary notes, bibliography, and other elements. This edition represents a renewal in the studies of Lope de Vega's poetic work and is a gift for fans and scholars of Golden Age poetry. [Extracted from the article]

Jyotsna Singh's book, "A Companion to the Global Renaissance," challenges the traditional Eurocentric view of the Renaissance as a revival of European art and culture in 15th century Italy. The second edition expands on this perspective by including contributions that focus on regions such as Europe, the Islamic empires, the Far East, Africa, North America, and the Caribbean. The book also highlights the importance of lyric poetry in understanding the global Renaissance. While the collection is praised for its expanded geography and diverse perspectives, some argue that a more radical approach is needed to fully decenter Western European culture and scholarship. Overall, the book offers valuable insights into the Renaissance beyond Italy and Europe. [Extracted from the article]

The article focuses on the contributions of Georgia Heard, a renowned poet and educational consultant, particularly her innovative approach to teaching poetry by using the concept of the Heart Map to help students connect with personally relevant topics. Topics include Georgia Heard's impact on poetry education, her encouragement for teachers to explore poetry alongside students, and her insights on intersection of poetry and mindfulness, exemplified by her anthology "My Thoughts Are Clouds."