重写与复写:艾略特在维尼-玛丽·丹布罗修之后诗歌中Rubáiyát的回响

IF 0.1 3区 文学 0 LITERATURE JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2020-09-01 DOI:10.1353/mml.2020.0021
Russell Brickey
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摘要

摘要:本文阐述了维尼-玛丽·丹布罗西奥对艾略特诗歌与维多利亚时代作家爱德华·菲茨杰拉德诗歌之间关系的观察,以及对中世纪波斯博学者奥马尔·卡亚姆诗歌的改造。文学真实性的理论,想象的双重(作者通过一个虚假的历史人物的声音说话),以及《鲁巴亚特》和艾略特的《四个四重奏》。重要的是,莎拉·狄龙的“重写”概念(父母文本在孩子文本下的铭文)让读者得以一窥海亚姆、菲茨杰拉德和艾略特之间的关系,尽管他们在时间和地理上有很大的分离。
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Palimpsests and Doubles: Echoes of The Rubáiyát in T. S. Eliot's Poetry after Vinnie-Marie D'Ambrosio
Abstract: This paper expands on the observations of Vinnie-Marie D’Ambrosio regarding the relationship between the poetry of T.S. Eliot and Victorian author Edward FitzGerald transmogrification of the poetry of the medieval Persian polymath Omar Khayyam. Theories of literary authenticity, the imaginative-double (the author speaking through the voice of a spurious historical figure), and The Rubaiyat and Eliot's The Four Quartets. Importantly, Sarah Dillon's concept of “palimpsestuous" (the inscription of parent texts beneath the child texts) allows readers to glimpse the relationship between Khayyam, FitzGerald, and Eliot despite their vast chronological and geographical separation.
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期刊介绍: The Journal of the Midwest Modern Language Association publishes articles on literature, literary theory, pedagogy, and the state of the profession written by M/MLA members. One issue each year is devoted to the informal theme of the recent convention and is guest-edited by the year"s M/MLA president. This issue presents a cluster of essays on a topic of broad interest to scholars of modern literatures and languages. The other issue invites the contributions of members on topics of their choosing and demonstrates the wide range of interests represented in the association. Each issue also includes book reviews written by members on recent scholarship.
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Issue Information ‐ Copyright Page Issue Information ‐ TOC First and second language use in an early total one‐way Chinese immersion classroom Social virtual reality for L2 Spanish development: Learning how to interact with others in a high‐immersion virtual space The role of individual learner differences in explicit language instruction
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