Showing posts sorted by date for query monarch. Sort by relevance Show all posts
Showing posts sorted by date for query monarch. Sort by relevance Show all posts

Saturday, March 28, 2020

After Great Pains: What's Lost in Translation

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After great pain, a formal feeling comes—                    Szenvedés után, formális érzés jön—
The Nerves sit ceremonious, like Tombs—                    Idegek sorban, mint Sirkövek, ülnek—
The stiff Heart questions was it He, that bore,                Merev a Sziv és kérdi, Ö volt aki birta,
And Yesterday, or Centuries before?                               Tegnap, vagy Századonként?

The Feet, mechanical go round—                                    Lábak lépnek, körbe, körbe—
Of Ground, or Air or Ought—                                         Föld, vagy Lég, vagy Semmi körül—
A Wooden way                                                                 A Fauton
Regardless grown                                                             Mely elhanyagolva
A Quartz contentment, like a stone—                              Egy Kvarx megelégedés, mint egy kö—

This is the Hour of Lead—                                               Ez az Olom Óra—
Remembered, if outlived,                                                 Visszaemlékezve, ha tulélve,
As Freezing persons, recollect the Snow—                      Mint a Fagyoskodok, visszaemlékeznek Hóra-
First—Chill—then Stupor—then the letting go—            Elöször—Hideg—akor Kábulás—elernyedés-
  
Translating this Emily Dickinson poem into Hungarian, I realized that the poem, itself, can be read as a poem about the process of translation.  What makes Dickinson’s poem a unified, breathing entity in English is distorted, if not lost, in my Hungarian version.  Using Dickinson’s cemeterial metaphor, and other instances of her iconic imagery, I mourn here those aspects of her work that the translation lays to rest in order to come into its own

1)     Word Choice
2)     The Split Lark of Music
3)     The Swelling Ground of Rhythm
4)     The Alabaster Chamber of Syntax
5)     The Sm(all) of Morphemes
6)     A Buzz of Rhyme
7)     The Carriage of Ambiguity
8)     The Vesuvius of Metaphor
9)     The Quartz Containment of Compression
10) The Pier of New England

Word Choice

Rest in peace the word “Tombs.”  In English, the one-word “tomb” will do for grave and stone alike.  In Hungarian, the word must be made as explicit as is the English “tombstone.” Sir (pron. sheer) means to weep—sir, by metaphor, a place to weep.  The plural of sir, sirók, sounds too close to sirók, which, meaning those who weep, would identify the stone with those who cry at it. Kö means “stone.”  Sirkö means “tombstone.”  Sirkövek is the plural. By making the stone explicit, the Hungarian separates the tombstone from what it marks—the grave and its inhabitant.
Dickinson’s metonymical compression makes the dead (in the rigor mortis of the “Nerves”), the tomb that holds them and the tombstones that mark them, one.

            Let us mourn the loss of her meaning, place a harebell at the tomb of word choice as knell to soften the grief.

The Split Lark of Music


            Here lies the mystery and horror of the sound of the long oo in “Tombs,” a sound that generates deep caverns of below the throat—sonorous, mournful, blocked by the lips that close and round to form it.  As Nims shows us in Western Wind, the long oo is the lowest frequency vowel—tending toward that flat line on an EKG. 

Image result for sound wave oo

Sir wheezes out its excited ee, a sound that opens the mouth, reveals the vibrating tongue, forms the lips into a false smile.  For Nims, the ee is the highest frequency vowel, looking much more like fur.

Here lies the shrill percussion of “Pain,” replaced by the soft line and repetitions of the syllables and vowels in the Hungarian szenvedés. Dickinson’s dirge comes in monosyllables.  Agglutinative Hungarian replaces them with the arias of megelégedés, visszaemlékezve, elerneydés.  “First—Chill—then Stupor—then the letting go” lets go on a monosyllabic low frequency vowel oh.  Elöször—Hideg—akor Kábulás—majd as elernyedés puts up a struggle, especially in the last four-syllable word ending in the bright high-frequency sound of a long ae.

 Let us place Lilies of the Valley at this tomb, for their silenced bells.




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The Swelling Ground of Rhythm

            The stark stasis of Dickinson’s monosyllables—“Nerves sit”—turns into the Hungarian St. Vitus dance of idegek ülnek—three syllables, not two. The hard thud of “Tombs” becomes the busyness of sirkövek. “Ceremonious” becomes a five-syllabled pomp in a line of monosyllables—1, 1, 1, 5, 1, 1. Like tombstones, the words sit separate from each other. The Hungarian Az idegek ülnek udvariasan, mint sirkövek is a polysyllabic carnival—the words are 1, 3, 2, 5, 1, 3, respectively. The Hungarian version does not offer the image of the separate tombstones that Dickinson’s does.  If the Hungarian word udvariasan were replaced with sorban (“in a row”), we would approximate the dirge-like monotony of words with similar syllables, but we would lose the last gasp of life that the word “Ceremonious” renders in the English before it drops back to monosyllables.

            Of Dickinson’s 72-word poem 74% are monosyllabic, 16% have two syllables; only 1% in five syllables.  The 56-word Hungarian translation is 41% monosyllabic, almost a half of the English; 35% two, more than twice the English. With 4% five-syllable words (four times the English, 13% of the words are more than three syllables long.

            So, this has further effects.  “Regardless grown” is said and done. Mely elhanyagolva keeps us handing on in its agglutinations (addings on) of syllables.  The staccato of “recollect”—becomes the flourish of visszgondolnak. Dickinson’s “Feet mechanical go round—” march, march each lone step of her pain. Hungarian words contradance, and stick to each other.  “The Feet, mechanical go round,” except for the felicity of my being able to craft two four-syllable words in the middle, couldn’t be A Lábak, gépiesen, körbe, körbe.

The Alabaster Chamber of Syntax

            Farewell “He—“—sinuously capitalized by Dickinson—“He—” instead of a softened, hushing “She.”  Hungarian pronouns are not differentiated by gender, so the ungendered ö can’t have that resonance.
           
            Prepositions, separate bits of predominantly monosyllabic glue in English, are assimilated in Hungarian agglutinated inflections. “Centuries before” became the Hungarian Századonként—“centuries across.”  “Of Ground, or Air or Ought—” was especially challenging to bring along.  Were the feet made “of” ground, air, or ought? Were the feet moving on and through?  Dickinson didn’t have to choose. Voilà! Poetic compression. In the translation, I had to choose.  Choose the mundane feet go around—körül—around the ground, the air, or ought.  Lose the sense Dickinson wrings from the word “Feet”—as in “poetic feet” that could be made of the ground earth of the pencil, or the air which is the air of a song, or the nothing which is the ephemera of meaning.  In the Hungarian, the feet become just what occurs between the ground and the person walking on it.  And we lost the ambiguities of the English “of.”
           
            Let us lay the peace of an olive branch at this tomb—syntax and order could not come along.

The Sm(all) of Morphemes

            Deconstruction taught us that texts self-implode with contradictions.  One of the ways to explore this is to find words embedded in words. It’s not even that “He” is he but that “He” is the “He” in “Heart,” and that this poem is also about itself—the violence of poetry, of “he” art.  And the “eat” in “great” is what pain does—gnaw at the soul.  The words “formal,” “feeling,” “stiff,” “Feet,” “Freezing,” and “First” link through the alliteration of f, even as life fizzles to its letting go.  The energy of Dickinson’s going “round” is embedded in “Ground”—Einstein would come to know this relation between energy (movement) and mass. The “Freezing” person” knows the “no” and “now” that comes with being buried in “s-no-w.”  “Ore” in “bore,” is a lode to be mined from bearing pain. 

            Place a heliotrope here in memory of Judge Lord.

A Buzz of Rhyme

            All the rhymed woe, the deep wobbling low-frequency wavelengths of “Tombs,” “bore,” “round,” “grown, “stone,” “Snow,” “go,” and the plummet in “before” in Dickinson’s poem—are gone in translation.  Each of Dickinson’s stanzas ends with the sure crisp closure of a Shakespearean couplet.  This pained security and finality is dashed.

            Place a spiked speedwell.

The Carriage of Ambiguity

            “The stiff Heart questions was it He, that bore.”  Of the English version we can ask: a)
Was it He who endured it?  b) Was it He—that boar, that boor?  c) Was it He, that boring
one? Birta, the denotative translation of “bore” does not offer us such ambiguities.  “Hour of Lead” in English resonates with such meanings and echoes as a) Hour made of lead; b) Hour of being lead; c) Hour of the Dead; d) Our lead.  Olom is only metal.

      Laburnum blossoms—for the forsaken.
  
A Vesuvius of Metaphor

“A Wooden way”—on a wooden leg, into the words, with wooden teeth, behind the wood pile, a wooden look—wouldn’t it be loverly if “wood” meant for the shepherds of Hungary what it does for the forested and New Englandly?  “Wooden way” translated into A Fauton, translated back into English means “a road made of wood.”  Something missing in that translation, something about plodding, a missing leg, a hollow one for liquor never brewed, toy soldiers, the Civil War, stiffening.  There are significant dissonances in cultural meanings attached to the images for an English speaker as opposed to that of a Hungarian.
     
      Place and iris here, for messages lost.

The Pier of New England

            Puritan thrift and decorum, individualism, crisp closure of winter, the long Atlantic coastline, Calvin’s God precipitate into compression of thought, hymn rhythms and rhyme, words ceremonious, separate, uninflected to each other, stop when they stop.  All that is Hungarian—the Magyars, renegades, nomads blocked forever from the ocean tribal, nationalistic, soldier saints, shepherds and winemakers, boundaries blurred in pronouns as they are in a country where borders are constantly shifting—precipitates a language which hoards syllables; is profligate with inflections, unrelenting agglutinations, shirkings of the formal, words musical and passionate and warring for the sake of connection, tombs identified more with the living than the dead and long nights singing together around the fire.  My translation is more about the passionate responses of the Magyars to pain and death than the Puritan restraint of those who think New Englandy in households where each person lives as a monarch in her own realm—reclusive, touching only with words.

            “A formal feeling comes,” translating Dickinson’s poem—language to language—a kin to dying into immortality—promise of perfect transport unkept, the leaving behind the promise of E.D.en.  The translator’s nerves sit ceremonious, mechanical, go round.  Translator, on a wooden way, regardless grown—freezing person, recollecting Dickinson’s snow.  First—the chill impossible—then stupor—then, the translation lets go.


Works Cited:


Low Frequency:

High Frequency:





Tuesday, March 26, 2019

Story! Not Plod: Don't Be Thorough. Be Deep!

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"Plot is a primitive vulgarity in literature"
~Ayn Rand in Atlas Shrugged.

           To paraphrase or summarize a piece of literature is to attempt to carry the burden of the whole of its mass into an essay.  It’s pure drudgery, trudgery, pain in the, as it were, lower back to write.  It’s boring and a pain in the upper back (and neck) for readers to read.  Paraphrasing and summarizing have been two of the forms of punishment—along with dunce caps, raps on the knuckles, beatings with paddles and switches, and cages—with which teachers have abused students (if only metaphorically). And if teachers are bored reading the results, then, well, it (de)serves them right.

            Early on as a teacher, I vowed to be honest with myself and with my students. I don’t assign boring tasks that result in boring reading.  Paraphrases and summaries are boring.  If they are improvements on the literature, then why have the literature?

            But, but, but, I hear a reader sputtering, We have to know what it’s about. Yes, it surely helps to know that Hamlet’s uncle poisoned Hamlet’s father, and that the play Hamlet is a journey through how Hamlet does or doesn’t cope.  That’s the story of Hamlet.  But we don’t have to know (and here I’m leaving out a two-page summary of the play) every first-this-happens-then-this-happens-then-this-happens-then… detail to cut to Hamlet’s To be, or not to be soliloquy.  We don’t have to eat the whole wedding cake to savor our one (or two) slices.  If we do attempt to eat the whole wedding cake, that sack on the boy’s back becomes a big sack of a belly—we end up not being able to stomach the literature.  We get sluggish, vomitatious, sleepy. (But enough of this extended metaphor.)

            Let’s distinguish story from plot—or what I am fond of calling “plod.”  The story is the two-sentence blurb we read when surfing through Netflix for a new film to watch.  It’s what we tell a fellow student who corners you before a class and asks you (as she hasn’t done the assigned reading) “What’s the story about?”  The process of distilling the story enables you to choose your focus and to read more deeply.

            The plod is the breakfast-to-bed details of first-this-happens-then-this-happens-then-this-happens-then…  It fills up the required number of pages; you can do it while multi-devicing, eating, and (forfend!) driving; and you don’t have to learn or change your mind in any way.  It’s substituting a false sense of thoroughness for depth and originality of thought.

            It’s no wonder that the children’s story character, Mr. Plod, is a policeman.  Assigning plod—woops—plot paraphrase/summary—is to police students: Are you following the teacher’s laws?  Are you thinking what the teacher’s thinking?  Summary sites were created to level the possibility of students actually learning how the mind works, how it might work. They pander to our addictions to games and social media—get this school assignment over-with, so I can get back to my phone.

            Other forms of plod include writing (1) Annotations.  In this exercise, students might quote a sonnet line by line, offering a few remarks—notations—after each.  (2) Breakfast-to-bed. Usually used in not-so-creative first-draft story writing, the student starts by detailing image after dutiful image of what it means for a character to wake up. Unless you’re having your character wake up as a huge insect, as Kafka does in “Metamorphosis,” a startling, and engaging premise, breakfast often leads to another form of plod, (3) Close links. First you wake up, then you brush your teeth, then you… (4) On and On. Attempting to cite every instance of a theme or pattern than you discern in your subject matter. (5+) Other variations include Monday thru Sunday, 1 to 10, and, well, I don’t want to plod through all the plodding possibilities here.  Burdensome to write, plod writing is burdensome to read. Whatever creates a feeling of “oh-no,” Do-I-have-to-plod-through-all-this-one-robotic-step-at-a-time? disappointment in you, as the writer, will create it in the reader.  As soon as I get a whiff of that in a student paper, we’re back to the revision board.

Don’t be thorough—be deep. As viewers might say about a film, “get to the chase.”  For our literary purposes, it’s “get to the story.”
                     Typewriter What is Your Story


Works Cited:


Because I Can Teach Resources:


One Paper Clip: https://becauseicanteach.blogspot.com/2018/05/one-paper-clip-detail-design-
depth.html

Thank you, Brianna Oddo, for alerting me to Ayn Rand's quote!



Tuesday, January 22, 2019

Index of Posts

BECAUSE I CAN TEACH
© Susanna Rich, 2020
Blog

      George Bernard Shaw famously said, "Those who can, do; those who can't, teach."  Adam Grant's reply was, "Those who can do, can't teach." Because I Can Teach is a series of essays that celebrates teaching as an art that one must learn and develop. The posts range across a wide variety of topics such as these: writing, teaching, the teaching of writing, literacy, media, poetry, literature, rhetoric, Shakespeare, classroom etiquette.  The blog anticipates printed collections, the first of which will be entitled Words, Words Words: Literacy and Learning.  

1.     March, 2014/January 25, 2014:   Media Freeze: Disavoiding the Void

2.     February 1, 2014:   Void, Vacuum, Silence, Blank

3.     February 8, 2014:    You, I, We

4.     February 14, 2014:   Damning with Praise

5.     February 22, 2014: Landing the Helicopter

6.     March 1, 2014:  A Monarch Shmoops off Cliffs, Sending off Sparks—The Prison and Misprision of Paraphrase

7.     March 8, 2014: “Basically” Means “Generally”: How Not to Mean What You Say

8.     March 14, 2014: Teaching on the Edge of “I Don’t Know”

9.     March 24, 2014: Yes/No, So-So What, It Depends—Intellectual and Ethical
       Development

10.  March 29, 2014: The Bliss of Marking Papers

11.  April 5, 2014:  Teaching to the Test*: Duh?

12.  April 19, 2014:  Training the Elephant

13.  May 1, 2014:  Teacher on Mute

14.  May 12, 2014: Knowing By Heart

15.  January 30, 2015: Write a Poem a Day

16.  January 23, 2018: The Rude Student: Preparing the Way
17.  January 31, 2018:  Scrolling, Scrolling
18.  February 7, 2018:  Prompts, Proctors, and Pornography
19.   February 13, 2018: First Words First
20.  February 19, 2018: The Tree of Knowledge: Binary Oppositions
21.  February 25, 2018: “You’re Not Confused”
22.  March 4, 2018: Dailiness: Showing Up for Yourself
23.  March 21, 2018: Writing Reviews
24.  March 29, 2018: Teaching from the Heart: A Pyramid of Needs
25.  April 8, 2018: PagiNation: A Fable & Meditation
26.  April 16, 2018; isSlapped:with;liGhtninG: Punctuation and Meaning
27.  April 24, 2018: Punctuation-at-a-Glance
28.  May 1, 2018: Plagiarism in the Digital Age
29.  May 8, 2018: One Paper Clip: Detail, Design, Depth
30.  September 22, 2018: Journals, Diaries, and Kitty
31.  October 4, 2018: The Adventures of Journaling
32.  October 7, 2018: Rescue for “Lie” and “Lay”
33.  October 13, 2018: Attacking Literature: How We Talk
34.  October 16, 2018: “Line Endings: The Acrobats of Poetry”
35.  October 21, 2018: “Will it be on the test?: Trust and Joy in the Classroom
36.  October 23, 2018: “Playing Literature Like Music: (1) Introduction”
37.  October 30, 2018: “The Metaphysics of Testing”
38.  November 4, 2018: “Stealth, Over-Ride, Ambush, Surprise: Write Now”
39.  November 6, 2018: “’Chew upon this: Digesting Quotes”
40.  November 15, 2018: “Flintstoning: Where Does it Start?”
41.  November 25, 2018: “Spiraling In: A Moebius Model for Creativity”
42.  December 3, 2018: “Propping Up Characters: Staging in the Classroom”
43.  December 6, 2018:  “Term Papers vs. Essays: Entering the Conversation”
44.  “First A.I.D. for Writers”
45.  Superstars Present: The Benefits of Term-End Performances
46.  January 22, 2019: “Index to Posts”
      47.  January 26, 2019: “Boredom and Creativity”
48.  February 3, 2019: “Intentional Fallacies: The Literary Séance”
            49. February 10, 2019: “Left Brain/Right Brain”
50.  February 17, 2019: “Reading versus Studying: A Continuum”
51.  March 3, 2019: “Martha and Mary in the Classroom: House vs. Home”

52.  March 16, 2019: “Evaluating Teachers: What’s Important”

53.  March 19, 2019: “Writers’ Wrodeo: Workshop Whoas and Wonders”

54.  March 21, 2019: “Why Write?: Knowing When and How”

55.  March 26, 2019: “Story! Not Plod: Don’t be Thorough: Be Deep!”

56.  April 3, 2019: “Can I Ask You a Question?”: Dominance in the Classroom

57.  April 9, 2019: “What the Heck Kind of Question is That?”

58.  April 16, 2019: “Grade Junkie Rehab: Benefit versus Credit.”

59.  April 23, 2019: “A New Day for Clichés”

60.  April 23, 2019: “Fishing for Knowledge”

61.  April 30, 2019: “How Many Pages Do You Want?”

62.  May 7, 2019: “’I gather Paradise’”: Experiential Learning

63.  May 14, 2019: “Classroom Seating: War Zone or Campfire?”

64.  May 23, 2019: “Why Poetry Matters to History”

65.  September 7, 2019: “Why Are You Here?”

66.  September 15, 2019: “Poetry and Popcorn: Coming Back to Our Senses”

67.  January 12, 2020: “Digital Gods: How Devices Turn Us into Robots”

68.  January 18, 2020: “Break the ‘I’m Sorry’ Habit”

69.  January 19, 2020: “Poetry by the Numbers: (1) What Numbers Can Mean”

70.  January 21, 2020: “Poetry by the Numbers: (2) Stanzas”

71.  January 26, 2020: “Poetry by the Numbers: (3) Rhythm, Culture, and Meaning”

72.  January 26, 2020: “Angels Cards: Spells and Incantations”


74.  January 31, 2020: “Journal for Authenticity: (2) How Much?”

75.  January 31, 2020: “Friends, Factions, Fights: Classroom Feng Shui”

76.  February 3, 2020: “The Dunno Effect: What ‘I Don’t Know’ Means”

77.  February 6. 2020: “Ways of Learning: Information, Skills, Interpre-tation, Experimentation”

78.  February 8, 2020: “The Five-Paragraph Essay: The Fallacy of Trifurcation”

79.   February 8, 2020: “To be a great part of your title”: How to Write Them  Catchy

80.  February 11, 2020: “Who’s in Charge: Are you Proactive or Reactive?”

81.  February 15, 2020: “Titulographobia: The Fear of Writing Titles”

82.  February 16, 2020: “Journal for Authenticity: (3) Survival”

83.  February 16, 2020: “Journal for Authenticity: (4) Security”

84.  February 17, 2020: “Journal for Authenticity: (5) Power”

85.  February 20, 2020: “Journal for Authenticity: (6) Love”

86.  February 20, 2020: “Journal for Authenticity: (7) Communicate”

87.  February 24, 2020: “Journal for Authenticity: (8) The Wall”

88.  February 27, 2020: “Journal for Authenticity: (9) Create”

89.  February 29, 2020: “Journal for Authenticity: (10) Be”

90.  February 29, 2020: “Critical Approaches to Literature: Author, Text, Reader”

91.  March 2, 2020: “Boston Has Six Letters: The Use/Mention Distinction”

92.  March 3, 2020: “Characters: (1) Type Casting”

93.  March 12, 2020: “Characters: (2) ‘By Any Other Name’”

94. March 15, 2020: “Play Literature Like Music: (2) Sound Frequencies”

95. March 16, 2020: Playing Literature Like Music: (3) Dylan Thomas's "Do Not Go  Gentle..."

96. March 23, 2020: Characters: (3) “Where Lies Your Text?” Deconstruction

97. March 27, 2020: Characters: (4) Development in Shakespeare’s Comedies

98. March 28, 2020: “After Great Pains”: What’s Lost in Translation

99. March 31, 2020: “Come, here’s the map”: Charting Shakespeare’s Genres 

 100. April 2, 2020: "Come they of noble family?"  Genealogy and Shakespeare's  History Plays

101. April 9, 2020: “Bless the Moment: Poetry Here, Poetry Now”

102. April 13, 2020: “Poetry by the Numbers: (5) Shadow Fingers and Revision

103. April 15, 2020: “Poetry by the Numbers: (6) Sonnets

104. April 16, 2020: “Much To Do To Do Shakespeare: Strategies for Exploration
                                      and Interpretation