Poetry Project: 19th Century British
Group: Olive and I
Poets: Elizabeth Barrett Browning, Robert Browning,
Archive for ENG4U
Information: Trope.
In linguistics, trope is a rhetorical figure of speech that consists of a play on words, i.e., using a word in a way other than what is considered its literal or normal form. The other major category of figures of speech is the scheme, which involves changing the pattern of words in a sentence.
Trope comes from the Greek τρόπος (tropos), “a turn, a change”, related to the root of the verb τρέπω (trepō), “to turn, to direct, to alter, to change”. A trope is a way of turning a word away from its normal meaning, or turning it into something else.
Types
- metonymy — a trope through proximity or correspondence, for example referring to actions of the U.S. President as “actions of the White House.”
- irony — creating a trope through implying the opposite of the standard meaning, such as describing poverty as “good times.”
- metaphor — an explanation of an object or idea through juxtaposition of disparate things with a similar characteristic, such as describing a courageous person as having a “heart of a lion.”
- synecdoche — related to metonymy and metaphor, creates a play on words by referring to something with a related concept: for example, referring to the whole with the name of a part, such as “hired hands” for workers; a part with the name of the whole, such as “the law” for police officers; the general with the specific, such as “bread” for food; the specific with the general, such as “cat” for a lion; or an object with the material it is made from, such as “bricks and mortar” for a building.
- antanaclasis — is the stylistic trope of repeating a single word, but with a different meaning each time. Antanaclasis is a common type of pun, and like other kinds of pun, it is often found in slogans.
- allegory – A sustained metaphor continued through whole sentences or even through a whole discourse. For example “The ship of state has sailed through rougher storms than the tempest of these lobbyists.”[1]
Research Topics.
Research fallacy: general appeal. (Due Monday)
Reseach rhetorical devices: trope & tapinosis. (Due the Monday after)
TEST ESSAY: The Wizard Of Oz.
I’m a little over 6 pages… oops.
Bibliography:
Baum, Frank. “Wizard of Oz, The Script at IMSDb.” The Internet Movie Script Database (IMSDb). 27 Oct 2008 <http://www.imsdb.com/scripts/Wizard-of-Oz,-The.html>.
ISU Outline: Heart Of Darkness.
Thesis: The Doctor from the beginning of Marlow’s quest expresses his interest in knowing how one’s sanity is affected once out in the waters, yet is it even possible to measure sanity in a world where sanity is completely disregarded? Following Marlow in his tale, it is plain to see that sanity does not have a part in the absurd tasks of the company peoples, the adventures of Kurtz, or the effects of living life in such a world.
Reason: Absurd tasks of the company peoples.
Example: “A heavy and dull detonation shook the ground, a puff of smoke came out of the cliff, and that was all. No change appeared on the face of the rock. They were building a railway. The cliff was not in the way or anything; but this objectless blasting was all the work going on.” (Conrad, 42)
Example: “I avoided a vast artificial hole somebody had been digging on the slope, the purpose of which I found it impossible to divine. It wasn’t a quarry or a sandpit, anyhow. It was just a hole.” (Conrad, 44)
Example: “One evening a grass shed full of calico, cotton print, beads, and I don’t know what else, burst into a blaze so suddenly that you would have thought the earth had opened to let an avenging fire consume all the trash. I was smoking my pipe quietly by my dismantled steamer, and saw them all cutting capers in the light, with their arms lifted high, when the stout man with moustaches came tearing down to the river, a tin pail in his hand, assured me that everybody was “behaving splendidly, splendidly”, dipped about a quart of water and tore back again. I noticed there was a hole in the bottom of his pail.” (Conrad, 52)
Reason: The adventures of Kurtz.
Example: “He could be very terrible. You can’t judge Mr. Kurtz as you would an ordinary man. No, no, no! Now – just to give you an idea – I don’t mind telling you, he wanted to shoot me, too, one day – but I don’t judge him.” “Shoot you!” I cried. “What for?” “Well, I had a small lot of ivory the chief of that village near my house gave me. You see I used to shoot game for them. Well, he wanted it, and wouldn’t hear reason.” (Conrad, 95)
Reason: The effects of living life in such a world.
Example: Their headman, a young, broad-chested black, severely draped in dark-blue fringed cloths, with fierce nortils and his hair all done up artfully in oily ringlets, stood near me. “Aha!” I said, just for good fellowship’s sake. “Catch ‘im.” He snapped, with a bloodshot widening of his eyes and a flash of sharp teeth – “catch ‘im. Give ‘im to us.” “To you. Eh?” I asked; “what would you do with them?” “Eat ‘im!” he said, curtly, and, leaning his elbow on the rail, looked out into the fog in a dignified and profoundly pensive attitude.” (Conrad, 74)
Example: “It was the shaft of a spear that, either thrown or lunged thought the opening, had caught him in the side just below the ribs; the blade had gone in out of sight after making a frightful gash: my shoes were full; a pool of blood lay very still, gleaming dark-red under the wheel; his eyes shone with an amazing luster.” (+) “Can you steer?” I asked the agent eagerly. He looked very dubious; but I made a grab at his arm, and he understood at once I meant him to steer whether or no. To tell you the truth, I was morbidly anxious to change my shoes and socks.” (+) “As soon as I put on a dry pair of slippers, I dragged him out, after first jerking the spear out of his side…” (Conrad, 81-82)
Impressionistic Criticism Presentation Slides.
impressionistic-criticism slide one. : Brief description. Oscar Wilde & Walter Pater.
impressionistic-criticism- two. : Deeper inlook. Activity.
Impressionistic Criticism Presentation: Lesson Plan.
Objectives: By the end of this presentation students will be able to…
1. Describe what impressionistic criticism is (in their own words).
2. Identify one thing Oscar Wilde did to affect the practice of impressionistic criticism.
3. Identify one thing Walter Pater did to affect the practice of impressionistic criticism.
4. Explain the difference between objectivity and subjectivity.
5. Understand the issue of artistic temperament.
6. Critique using the art impressionistic criticism.
Resources and Materials: To present our presentation we will need…
- Students
- Classroom
- Power point
- Projector
- Computer
The students will need…
- Pen/pencil
- Paper
- Desk
- Chair
Methodology:
1. Set up power point presentation titled, “Impressionistic Criticism – Oscar Wilde & Walter Pater”. Refer to slide 1.
2. Wait until class is settled with pen/pencil ready to listen, learn, and take notes.
(10 minutes)
3. Introduce quick lesson plan and objectives. Refer to slide 2 & 3.
4. Read through a brief description of impressionistic criticism. Refer to slide 4.
5. Introduce Oscar Wilde, and teach a bit about his life, who he was, and what he did. Refer to slide 5-9.
6. Introduce Oscar Wilde’s “The Critic As Artist”. Refer to slide 10.
7. Introduce Walter Pater, and teach a bit about his life, who he was, and what he did. Refer to slide 12-16.
(15 minutes)
8. Set up power point presentation titled, “Impressionistic Criticism”. Refer to slide 1.
9. Wait until class is settled with pen/pencil ready to listen, learn, and take notes.
(3 minutes)
10. Introduce quick lesson plan and objectives. Refer to slide 2 & 3.
11. Read through “What Is Impressionistic Criticism”. Refer to slide 4.
12. Read through “The Difference…”. Refer to slide 5.
13. Read through and explain “Principles Of Design/ Elements Of Art”. Refer to slide 6.
14. Read through and explain “Artistic Temperament”. Refer to slide 7.
15. Read through “Final Notes”, and ask “Are there any questions?”. Refer to slide 8.
16. Introduce and do “What do you think?” activity. Refer to slide 9-12.
(20 minutes)
17. Bring up the debate topic: “Is a student studying art’s criticism/opinion on a painting more valid or significant than your opinion?“
(15 minutes)
Evaluation: We will know the students are aware of whom Oscar Wilde and Walter Pater are, and that they understand the concept of impressionistic criticism by:
1. Having a short recap discussion with the students in charge.
2. Having a quick debate about artistic temperament.
Walter Pater: Criticism.
“By the 1860s and 1870s the younger generation of British intellectuals was beginning to react against the excessive weight of moral criteria prevalent in critical judgments on the fine arts. Walter Pater led the way in this reaction by stressing the diversity of artistic experience and the need for flexibility in judgments. He directed critical attention to discrimination of the special and essential character of each work of art or artistic personality and to precise analysis of the effect each produces upon the individual. In effect, he developed refinement of critical response into a philosophy of life. “
The Artist As Critic : Oscar Wilde.
The Artist As Critic: a piece of work does not have meaning until it is given meaning from an observer/reader/listener. Therefore the critic is, in a sense, the artist.
Everyone sees things differently (although some opinions may agree with others, it is coincidental), and in their view they may or may not find beauty/turth/meaning. “Beauty is in the eye of the beholder.”
Question: does any one person’s opinion have more value than any other? What is the difference in significance between a random person’s perception of a piece and someone who has been studying art for many year’s perception of a piece? [Artist temperament]
This is my summary. Please do not steal my words.
