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«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

This essay aims to examine the manner in which homoerotic love is expressed in Constantine Peter Cavafy’s erotic poetry.Initially, it will provide a brief introduction entailing contextual information. Subsequently, this essay will bestow an intricate analysis of his erotic poems, with a particular focus on elucidating recurrent themes pertaining tohomoerotic love. The analysis will explore both the formal and thematic constituents of Cavafy’s erotic poetry, accompanied by a pervading extraction of deeper meaning.This examination will be enhanced utilising relevant secondary literature. The primary source that consists of the poems to be discussed in this essay derives from a digital anthology that comprises Cavafy’s ‘Recognised’, ‘Denounced’, and ‘Hidden’ poems

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«Examine how homoerotic love is expressed in Cavafy’s erotic poetry» By Yousuf Danawi, Reading University

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

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Discuss the portrayal and effects of loss in the poetry of Cavafy

In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.

Yannis Ritsos' "Moonlight Sonata" is a poignant and emotionally charged poem that presents a deeply intimate monologue of a woman speaking to a silent young man. The setting is night, with the moonlight casting a dreamlike atmosphere over the scene. The woman's confession, filled with personal revelations, memories, and emotions, evokes a variety of sentiments in the reader and provokes a complex response.

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In Ritsos’ Moonlight Sonata what sentiments does the woman’s confession provoke/inspire to you and how these compare to the ones felt by the young man who remains silent throughout her long monologue.

Discuss the portrayal and effects of loss in the poetry of Cavafy

My Mother's Sin and Other Stories A series of lectures on Modern Greek literature taught by Dr Dimitra Tzanidaki-Kreps This is a first class essay of one of my students, Jenny Wight, who took my course this year writing beautifully on the effects of loss in Cavafy's poetry.

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Discuss the portrayal and effects of loss in the poetry of Cavafy

Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

stuident Name: Joseph Watson Module Lecturer: Dr Dimitra Tzanidaki-Kreps Date of Submission: 11/01/2016

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Poetics and Histories: To What Extent Did C. P. Cavafy Alter Historical Narratives, and for What Artistic Purposes?

ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

This essay examines that metaphor in the context of the political and war situation at the time Lysistrata was first performed. It considers traditional gender roles in the fifth-century Greek polis and Lysistrata’s inversion of those roles in her weaving analogy. Aristophanes’ comedic purpose in the weaving speech, in Lysistrata as a whole, and more generally across his corpus is examined. In addition, some observations are made about the sound pattern of Lysistrata’s speech and, in a personal argument, a speculative suggestion is advanced that the audience might have associated her cadences with the familiar rhythms of a domestic weaving loom.

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ἐξ ἐρίων δὴ καὶ κλωστήρων καὶ ἀτράκτων

Hyperion or the hermit in Greece

Concept, dramaturgy and performance by Dimitra Kreps

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Hyperion or the hermit in Greece

The form of Dramatic Monologue as perfected by Ritsos’ poetry.

Yannis Ritsos is widely regarded as one of the most significant figures in contemporary Greek poetry. He managed to revolutionise the idea of a dramatic monologue and create not just beautiful poetry, but also a multifaceted art form that has depth on psychological, social, and philosophical levels throughout all of his publications. The dramatic monologue form was popularised by Victorian poets such as Robert Browning, but Ritsos revitalised it and many poets to this day still use his style as inspiration. His ability to construct identities and characters that the reader can genuinely sense and almost experience is skilful.

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The form of Dramatic Monologue as perfected by Ritsos’ poetry.

Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

Within the vast poetry collection of Constantine Cavafy, arguably, a pattern of recurring tropes emerges, offering the readers an in depth understanding of what defines his artistry. The poems that I have chosen for this essay being Young Men of Sidon, Alexandrian Kings and Kaisarion, from his book The Collected poems. One might say that they serve as an example of Cavafy’s gravitation towards an array of literary devices such as theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood and flashbacks, one might say that they create a narrative that extends beyond the individual poems, inviting us to explore the timeless themes captured by Cavafy.

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Theatricality, didacticism, prosaic verse, use of persons as symbols, contemplative mood, flashbacks are some of Cavafy’s recurring ‘tropes’. Discuss.

How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?

Seferis uses the mythical method in his poetry to allude to and comment upon social and political issues in Greece in his lifetime. Before discussing his poetry, it is important to define what is meant by Seferis’ mythical method. This method can be described as allusive, as although Seferis does make direct references to myth he does so in inventive ways, for example by using narrative space, symbols and characters to evoke Greek myths.

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How does Seferis’ mythical method interact with Greece’s lasting socio-political issues?
Υποβλήθηκε από joanna την Τετ, 2009-11-11 14:34.

Παν/μιο του Reading, εξετάσεις για τη γλώσσα (2008): A επίπεδο (Δήμητρα Τζανιδάκη-Kreps)

Dr Dimitra Tzanidaki-Kreps

Lecturer, department of Classics

University of Reading

Candidate Examination Number ………………..

Seat Number …………….

You are allowed ten minutes before the start of the examination to acquaint yourself with the instructions below and to read the question paper.

Do not write anything until the invigilator informs you that you may start the examination. You will be given five minutes at the end of the examination to complete the front of any answer books used.

May 2008

THE UNIVERSITY OF READING

Institution-Wide Language Programme

MODERN GREEK LANGUAGE: Level 1

Answer ALL questions.

Answers should be written on the question paper.

1a.Read the following text and answer ALL the questions IN ENGLISH.
(10%)

Εκπτώσεις στον ΠΕΤΡΟΠΟΥΛΟ μόνο για μια εβδομάδα. Μέχρι 25% σε όλα τα είδη: ανδρικά, γυναικεία, παιδικά. Επίσης: κοσμήματα, βαλίτσες, γυναικείες τσάντες και πορτοφόλια. Και μια έκπληξη: μέχρι 50% στα έπιπλα, καναπέδες, γραφεία, βιβλιοθήκες. Προλάβετε κυρίες και κύριοι για να μην χάσετε. Κάθε μέρα για αυτή την εβδομάδα μόνο, όλα σε τιμές καταπληκτικές. Ανοιχτά από τις δέκα το πρωί μέχρι τις οκτώ το βράδυ. Και ... καλά ψώνια!

a) What is the time frame for the discounts offered by “ΠΕΤΡΟΠΟΥΛΟΣ”? (1 point)

b) Which products does the 25% discount apply to? (4 points)

c) What is the surprise offered by the shop? (4 points)

d) What are the shop’s daily opening times? (1 point)

1b.Read the following text and write your answer in the relevant boxes IN ENGLISH on the table provided underneath. The first box has been filled in as an example. (15%)

Δημοσιογράφος: Στη σημερινή εκπομπή θα γνωρίσετε δυο γνωστούς έλληνες αθλητές, την Ελένη και το Γιώργο. Ξεκινάμε με την Ελένη, αθλήτρια του τένις. Πόσο χρονών είσαι;

Ελένη: Δεκαοκτώ.

Δημοσιογράφος: Πόσα χρόνια παίζεις τένις;

Ελένη: Οκτώ εννιά.

Δημοσιογράφος: Πόσες ώρες κάθε μέρα;

Ελένη: Περίπου τέσσερις με πέντε. Είναι αρκετά κουραστικό το άθλημά μας.

Δημοσιογράφος: Στον ελεύθερο χρόνο σου τι κάνεις;

Ελένη: Πηγαίνω στον κινηματογράφο. Μου αρέσουν οι κωμωδίες.

Δημοσιογράφος: Πολύ καλά. Εσύ Γιώργο, είσαι είκοσι πέντε ετών και πολύ καλός κολυμβητής, έτσι;

Γιώργος: Έτσι ακριβώς.

Δημοσιογράφος: Πόσα χρόνια κολυμπάς;

Γιώργος: Από τότε που γεννήθηκα! (γελούν). Εεεε, σοβαρά τώρα, ασχολούμαι με το άθλημα από πέντε χρονών.

Δημοσιογράφος: Και πόσες ώρες κολυμπάς κάθε μέρα;

Γιώργος: Περίπου τέσσερις, αλλά κάνω και αρκετή ώρα γυμναστική.

Δημοσιογράφος: Έχεις ελεύθερο χρόνο;

Γιώργος: Όχι πολύ.

Δημοσιογράφος: Και τι κάνεις;

Γιώργος: Παίζω με την κόρη μου.

Δημοσιογράφος: Να σου ζήσει!

Γιώργος: Ευχαριστώ πολύ.

Ελένη Γιώργος

Age

Eighteen (example)

Training hours daily

Free time activities

2.Put the following sentences into the plural, as in the example below:(10%)

Ο δάσκαλος θα πάρει τo βιβλίo του. 

Οι δάσκαλοι θα πάρoυν τα βιβλία τους.

(a)Ο νέος πωλητής είναι καλός.

(b)Η μαθήτρια ξέρει να χορεύει.

(c)Πoιoς θυμάται αυτή τη δασκάλα;

(d)Θα ψωνίσω μια κόκκινη τσάντα και ένα φόρεμα.

3.Fill in the gaps in the following text. You will need either to choose one of the words given in brackets following the gap or to use the correct past simple form of the verb in the brackets marked with an asterisk. (20%)

Examples: (a)Πoιoς κoιμάται σε αυτό τo δωμάτιo; (ποιοι, ποιος, ποιες)

(b)Γύρισε μια ταινία. (*γυρίζω)

Στη ........................ (σημερινός, σημερινή, σημερινό) εκπομπή ........................... (θα παρουσιάσω, θα παρουσιάσετε, θα παρουσιάζουμε) ένα καινούργιο ........................ (βιβλίο, βιβλία, βιβλίου) που ..................... (είσαι, είμαι, είναι) σίγουρος ότι ................. (θα σας αρέσουν, θα σας αρέσει, θα σας άρεσαν).

Το βιβλίο .......... (έχεις, έχω, έχει) τίτλο «Περιπέτεια ................. (με, για, στο) βουνό». Δυο αδέλφια που κάνουν διακοπές μένουν .........… (με, από, σ’) τη γιαγιά τους. ....... (Μια, Ένας, Ένα) μέρα ................................. (συναντώ, συναντάς, συναντούν) ένα γεροντάκι που ......... (τους, τα, τις) λέει ότι σε μια σπηλιά .......................... (υπάρχουν, υπάρχεις, υπάρχει) ένας θησαυρός. Τα δυο αδέλφια αποφασίζουν ........................... (να ψάχνουν, να ψάξουν, θα ψάξουν) για να τον βρουν. Χάνουν όμως το δρόμο και δεν ξέρουν πώς .......................... (να γυρίζουν, να γυρίσουν, να γυρίσετε) πίσω. Ξαφνικά ο καιρός ............................. (*χαλώ) και ............................. (*αρχίζω) να βρέχει. Τότε τα δυο παιδιά ...................... (*βλέπω) μια σπηλιά και ....................... (*μπαίνω). Εκεί ............................. (*βρίσκω) ένα κουτί. Ήταν ο θησαυρός. Τα αδέλφια χαρούμενα πολύ ........................................ (*έρχομαι) στο σπίτι.


4.Write 120 words on ONE of the following topics IN GREEK. (45%)

•EITHER(a) You have a flat for rent. The person interested lives abroad and has requested some relevant information. Write a letter to them describing it, giving some information about the area it is in as well as rental price and period.

•OR(b)You have just returned from your best friend’s summer house where you spent a week. Write a letter to thank them for their hospitality detailing what you liked best about the place, the food, the parties, the sight-seeing, etc.

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