Թեմա - R. L. Stevensons Child’s Garden of Verses a Poetic
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 5750 դրամ
Առարկա - Անգլերեն լեզվով
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1. R. L. Stevensons literary style of writing
2. R. L. Stevensons Child’s Garden of Verses: a Poetic Analysis
Conclusion
2. Coley, A.C(1997) Writing Towards Home: the landscape of Child’s Garden of Verses in Victorian Poetry,35(3)p 303-318
3. Hunt, Peter. 1994. An Introduction to Children’s Literature. New York, NY: Oxford University Press.
4. Hunt, Peter, ed. 1995. Childrens Literature: An Illustrated History. New York, NY: Oxford University Press.
5. Stevenson, R. L. (1952). A Child’s Garden of Verses (Harmondsworth, Puffin Books)
6. Styles M. (1998) From the Garden to street: an introduction to three hundred years of poetry for children (London Cassell)
7. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2007, Columbia University Press.
8. Vann, J. Don. "Comic Periodicals," Victorian Periodicals & Victorian Society (Aldershot: Scholar Press, 1994)
9. Internet sources
10. http://www.infoplease.com/ce6/ent/A0858005.html
11. Infoplease.com http://www.infoplease.com/ce6/ent/A0858005.html#ixzz1t4EoDrr5
12. http://www.online-literature.com/periods/victorian.php
13. http://oxfordbibliographiesonline.com/obo/page/victorian-literature
14. http://en.wikipedia.org/wiki/Victorian_literature
15. http://www.enotes.com/topics/victorian-literaturehttp://www.bbc.co.uk/schools/primaryhistory/victorian_britain/children_at_play/http://www.randomhistory.com/1-50/024children.htmlhttp://www.victorianweb.org/history/hist8.htmlhttp://college.saintebar
16. http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/children_at_play/
17. http://www.randomhistory.com/1-50/024children.html
18. http://www.victorianweb.org/history/hist8.html
19. http://college.saintebarbe.ecole.pagespro-orange.fr/victoria/children.htm
20. http://people.brandeis.edu/~teuber/stevensonbio.html
21. http://www.sparknotes.com/poetry/browning/themes.html
My graduation paper is devoted to the Victorian children’s poetry and its general characteristics. The paper consists of introduction, two chapters and conclusion.
The first chapter deals with the Victorian era and its influence on Victorian Literature. We discuss social and economic changes which took place during that period, the gender differences and women’s place in the society. Then the main tendencies in the literature of this period and who the leading writers are revealed. Some general information of their works is given in Chapter 1; we also present Victorian child, its problems, difficulties and life condition.
Stevenson moves his subject from certainty to uncertainty, with the child being left in a state of puzzlement. This sense of puzzlement is that which characterizes the Modernist sensibility, that open frame of understanding which identifies those gaps which can not be filled.
Robert Louis Stevenson was born November 13, 1850 in Edinburgh, Scotland, the only son of respectable middle-class parents. Throughout his childhood, he suffered chronic health problems that confined him to bed. In his youth, his strongest influence was that of his nurse, Allison Cunningham, who often read Pilgrim’s Progress and The Old Testament to him. In 1867, Stevenson entered Edinburgh University as a science student, where it was tacitly understood that he would follow his father’s footsteps and become a civil engineer. However, Robert was at heart a romantic, and while ostensibly working towards a science degree, he spent much of his time studying French Literature, Scottish history, and the works of Darwin and Spencer. When he confided to his father that he did not want to become an engineer and instead wished to pursue writing, his father was quite upset. They settled on a compromise, where Robert would study for the Bar exam and if his literary ambitions failed, he would have a respectable profession to fall back on.
Robert Louis Stevenson’s first book, "An Inland Voyage," was published in 1878, when he was twenty-eight years old, and is a fresh and charming account of a canoe trip up the rivers of Holland. It was during this journey that he wrote:
In the first verse of this poem, where Stevenson is concentrating on the sense of movement, the solidity and safeness of the experience is that this is shared by three children. As in ‘At the seaside’, the physical nature of their surroundings is of a dual nature: the meadow is both grassland moved by the wind- a sea of grass- and the ocean in the imagination of the narrator. Stevenson’s narrative voice is one which has a child-like understanding, but with the constructing control of the adult it is not a child’s voice per se. Stevenson makes that imaginative space of childhood which he reenters and enables the reader also to enter.
Stevenson’s poems are linguistic symbols which enable the mind space to create and organize the space into new shapes; for a counterpane to become the hills where soldiers march, or the vessel of sleep in which to sail to new lands beyond the bounds of reality. The early poems in the collection set a series of boundaries about the child: day and night in ‘Bed in summer’, and ‘A Thought’: the thought which Stevenson invites the reader to contemplate circulates upon conforming understanding of the child that the necessities of food and drink are provided for all children, and that there is an embracing centrality of the childhood experience i.e. the suggestion here, that ‘known’ world (for a child) is Christian and therefore is some way ‘safe’.