You are about to read a poem, below, modeled on a core text, The Canterbury Tales by the 14th century celebrated Middle English poet, Geoffrey Chaucer. Chaucer’s original sequence of tales features a Host/Narrator/Pilgrimage leader, in Chaucer’s famous Prologue, who proposes that each pilgrim tell two tales each, coming and going, to pass the tedium of travel. Cycles of tales in medieval Europe were popular, and for today’s students, the concept is easy to grasp and manageable to imitate.
This is the second post of a two-part essay on the pedagogy of poetic imitation.
Let us turn to the students themselves now, and their poetic imitation of Homer. Here is Gianna Liberatore, an elementary education major who decided that her poem, appropriately enough, should be about the assignment itself. She writes, Continue reading Homeric Imitation→
This is the first post of a two-part essay on the pedagogy of poetic imitation.
As the Lead Professor for Concordia University Irvine’s Core English 201: World Literature to the Renaissance, I try to vary the papers I assign each semester, both as a way of discouraging cheating and as a means of staying sane. About three years ago, I came upon a new idea—new for me, that is—that would allow the students to be more creative while helping them understand that most basic block of good poetry, and of writing in general: diction.