Monday, September 30, 2013

Poetry and Weird Al

     Alliteration, assonance, similes, and metaphors are no strangers to poetry and literature. Alliteration, the repetitive use of the same consonant sound, can be used to force words to sound sharp, pointed, or abrupt. Examples: cute kitten, slippery slide, plastic people, good God. Assonance, the repetitive use of the same vowel sound, can be used to sound airy, fluffy, light, or feminine. All rhymes are a type of assonance. Examples: shout loudly, fast pass, hot shot, home phone.
     Metaphors and similes are used to compare two unlike things in hope of finding similarities. A simile is a comparison using "like" or "as" while a metaphor compares two things by calling one the other. Example: "Life is like a box of chocolates." On the surface, a box of chocolates and life don't seem to have much in common, but when Forest Gump explains, "You never know what you're gonna' get," the simile makes sense. Metaphor example: Life is a gray grain of sand on the world's most beautiful shore.
     Weird Al has an incredible talent of rewriting songs to sound almost identical to their originals. This ability is difficult! Replacing words, phrases, and verses with similar ones that mock rhythm and syllables can be a daunting task. Weird Al, however, does such a good job that I do not know the real lyrics to "American Pie" anymore. Pathetically attempting to parody N*Sync's "Tearin' Up My Heart," I came up with the following:
"You're tearing up my couch 
and my shoes.
Why can't you use the scratch post 
I bought for you.
And no matter how many toys I leave around the house
You make me so mad at you."

Monday, September 23, 2013

Vaughan and Wordsworth on Innocence and Experience

Miles Levy-Nordhoff
Wexler
Engl 495ESM
23 September 2013
Vaughan and Wordsworth on Innocence and Experience
Because so many authors have similar styles and discuss similar issues, it is easy to come to a hasty conclusion that the authors were inspired by one another or talking back to the other; however, it is an amazing phenomenon when two authors are so similar that certain lines seem to be mimicking each other. Writing 150 years before William Wordsworth, the well-known ‘poet of nature’ who “defined” poetry in his “Preface to the Lyrical Ballads,” the lesser-known Henry Vaughan discussed similar themes of divinity, nature, innocence, and experience. Even to an inexperienced litterateur, Wordworth’s “Ode” and Vaughan’s “The Retreat” are undeniably similar in theme and style.  It is known that Wordsworth had copies of several of Vaughan’s works, proving Wordsworth was inspired by him. Although he got many of his ideas from Vaughan, Wordsworth’s opinions of innocence and experience differ slightly from Vaughan’s. While Wordsworth found value in experience, Vaughan favors innocence in his poem, “The Retreat.”
            Like Wordsworth, Vaughan values innocence because it is divine and gives the ability to be closer to God. Vaughan’s poem “The Retreat” begins, “Happy those early days! when I/ Shined in my angel-infancy”(1-2). Vaughan compares the innocence of childhood to being an angel in heaven. The poem’s narrator (assumed to be Vaughan, himself) explains that his life on Earth is not his main purpose, “Before I understood this place/ Appointed for my second race,/ Or taught my soul to fancy ought/ But a white, celestial thought” (3-6). Vaughan explains that an innocent (angelic) mind only thinks about and desires God. Experience teaches one’s soul to desire ungodly things. Wordsworth’s opening lines to his “Ode” seem to be a verbal echo of these lines by Vaughan, “There was a time when meadow, grove, and stream,/ The earth, and every common sight,/ To me did seem/ Apparelled in celestial light” (1-4). Vaughan continues in his poem describing the loss of innocence like walking away from God and looking back, seeing “a glimpse of his bright face” (10). Both Wordsworth and Vaughan found tranquility and divinity in nature, but in slightly different ways. Wordsworth, being a poet of nature, found true divinity and spirituality in nature. Nature brought one back to times of divine innocence. In his critical essay “The Source of Henry Vaughan’s Ideas Concerning God in Nature” A. C. Judson writes, “since all nature possesses something of the Eternal spirit, the child, blessed with the keenest memory of his celestial home, can most easily perceive it” (602). To Vaughan, this is true, but it is only a shadow. “When on some gilded cloud or flower/ My gazing soul would dwell an hour,/ And in those weaker glories spy/ Some shadows of eternity” (11-14). While Vaughan does find divinity in nature, it is a “weaker glory.” Nature is just a mimetic representation of the divine. Nature may seem eternal (it certain does to Wordsworth), but, sounding like Plato, Vaughan believes anything physical is temporary: mere “shadows of eternity.” He furthers this philosophy in the lines, “But felt through all this fleshy dress/ Bright shoots of everlastingness” (19-20). Coleridge (a close confidant to Wordsworth) seems to mimic these lines in his poem “Sonnet XVII”: “some have said/ We lived ere yet this fleshy robe we wore” (5-6). These poets believe mortal life is merely temporary and our skin and bodies are only for show.
            While both Wordsworth and Vaughan value innocence, Vaughan separates from Wordsworth’s ideology and views experience as highly negative. If innocence is divinity and the ability to be closer to God, then the opposite of that would be, trivially, ungodliness and sinfulness. Vaughan describes innocence as the time “Before I taught my tongue to wound/ My conscience with a sinful sound” (15-16). In these lines, Vaughan is talking or arguing with his conscience (something supposed to determine right from wrong), an effect of experience. The word choice of “taught” implies willingness and even a choice to sin, thus proving experience is not to be sought. Vaughan believes that the end goal, after this temporary, mortal “fleshy dress,” is to return to innocence, in heaven with God: “Some men a forward motion love,/ But I by backward steps would move” (29-30). The forward motion he describes is a movement toward experience; backward steps is the movement back to innocence and divinity. Vaughan, continues “And when this dust falls to the urn/ In that state I came, return” (31-32). Again hinting that his mortal body is temporary, he explains that he wants to return to innocence, where he came. This could also symbolize a physical return to dust, for before he was mortal, what was he? In her critical essay “Vaughan and Wordsworth” Helen N. McMaster compares and contrasts Vaughan and Wordsworth’s texts and writes, “In Wordsworth’s “Ode” there is no such confidence in the idea of a return [to innocence]; life to him was not a great circular journey from a home which will be safely reattained [sic] through the mercy of Christ, but a progressive evolution from one state to another during which the spirit is encouraged to believe in its immortality by recollections of childhood when common sights were ‘apparelled in celestial light’” (322). Although Wordsworth was highly influenced by Vaughan’s ideas and beliefs, their opinions on innocence and experience differed. The differences between the two poets are at the same points where likenesses can be found.


Works Cited
Coleridge, Samuel Taylor. "Sonnet XVII. Composed on a Journey Homeward; The Author
Having Received Intelligence of the Birth of a Son."Poem Hunter. Poem Hunter, n.d.
Web. 20 Sept. 2013.
Judson, A. C. "The Source of Henry Vaughan's Ideas Concerning God in Nature." Studies in
Philology 24.4 (1927): 592-606. JSTOR. Web. 20 Sept. 2013.
<http://www.jstor.org/stable/4171987>.
McMaster, Helen N. "Vaughan and Wordsworth." Review of English Studies 11.43 (1935): 313-
25. JSTOR. Web. 20 Sept. 2013. <http://www.jstor.org/stable/508084>.
Vaughan, Henry. "The Retreat." 100 Best-Loved Poems. By Philip Smith. New York: Dover
Publications, 1995. 18-19. Print.
Wordsworth, William. "Ode Intimations of Immortality from Recollections of Early

Childhood." The Oxford Book of English Verse. Bartleby, n.d. Web. 20 Sept. 2013.

Monday, September 16, 2013

"Believe" by The Bravery



Although a popular song, "Believe" by The Bravery discusses some pretty deep themes. Without sounding at all depressing, the poem gives an existential vibe. I cannot help but sound like an existentialist from time to time; how significant are we, anyway? For that reason, I enjoy the lyrics of this song.

"We do our time like pennies in a jar/ What are we saving for?" Although ending with a preposition (blasphemy!), these lines promote questions about money, jobs, the system. We are each insignificant pennies in a jar, but what is the end result/reward? "We sit and grow our roots into the floor/ But what are we waiting for?" We get so comfortable and become selfish, thinking our own lives are of utmost importance. I hate to be depressing and blunt, but everyone dies; in fact, there are more dead people than people living. 

My interpretation of this song is not totally depressing, though. The chorus, although sounding existential again, inspires hope: "So give me something to believe/ Cause I am living just to breathe/ And I need something more/ To keep on breathing for/ So give me something to believe." A quote I read the other day explains this chorus very well: "The most important skill of a species intelligent enough to understand both their insignificance and their mortality is the capability for distraction. Because the facts of reality are just too intense"(waitbutwhy.com). How do we deal with the fact that we know we are mortal? We are the only creatures that are conscious of the fact. We need something to believe!

Sources:
http://www.waitbutwhy.com/2013/08/putting-time-in-perspective.html
http://www.azlyrics.com/lyrics/bravery/believe.html

Sunday, September 8, 2013

Introduction

Hello fellow litterateurs, my name is Miles; I am a 6th year English major. Technology is becoming more and more accessible and regular. It is now outside of the norm if you DON'T have a cell phone in 5th grade. We learn at a young age that technology can be a useful medium for communication. In many situations, the younger generation understands the technological device better or more quickly than the older. Because students are using technology so frequently (24/7 in most cases), teachers should incorporate more technology in the classrooms.

A good example of this is Powerpoint and the newer Prezi. I recently created a presentation on Prezi.com and it was actually FUN! For those accustomed to Powerpoint, I highly recommend Prezi. It allows your presentation to be much more creative and visual. I will definitely be using them more in the future. The thing I look forward to the most about this class, sillily enough, is the mythology section. I feel I never got a good education on mythology (if any at all), so I'll definitely learn some things!

Email: miles.levynordhoff.979@my.csun.edu