Emily Dickinson A Poet S Grammar

Traces the roots of Dickinson's unusual, compressed, ungrammatical, and richly ambiguous style of poetry.

Until recently, collaborative efforts between formal linguistics and literary studies have been relatively sparse; this book is an attempt to bridge this gap and add to the hitherto small pool of studies that combine the two disciplines. Our study concentrates on Emily Dickinson’s poetry, since it displays a highly uncommon and therefore challenging use of language. We argue this to be part of her poetic strategy and consider Dickinson an intuitive linguist: her apparent non-compliance with linguistic rules is a productive exploration of linguistic expression to reveal the flexibility and potential of grammar, leading to complex processes of interpretation. Our study includes a number of in-depth analyses of individual poems, which combine formal linguistic methods and literary scholarship and focus on specific aspects such as ambiguity, reference, and presuppositions. One of our findings concerns the dynamic interpretation of lyrical texts in which the pragmatic step of establishing what a poem means for the reader is postponed to text level. We provide readers with a tool-box of methods for the formal linguistic analysis not just of Emily Dickinson’s poetry but of linguistically complex literary texts in general.

A collection of the author's greatest poetry--from the wistful to the unsettling, the wonders of nature to the foibles of human nature--is an ideal introduction for first-time readers. Original.

Emily Dickinson's Poetic Art is both an exciting work of literary criticism on a central figure in American literature as well as an invitation for students and researchers to engage with cognitive literary studies. Emily Dickinson's poetry can be challenging and difficult. It paradoxically gives readers a feeling of closeness and intimacy while being puzzling and obscure. Critical interpretations of Dickinson's poems tend to focus on what they mean rather than on what kind of experience they create. A cognitive approach to literary criticism, based on recent cognitive research, helps readers experience and understand the hows and whys of what a poem is saying and doing. These include cognitive linguistic analysis, versification, prosody, cognitive metaphor, schema, blending, and iconicity, all of which explain the sensory, motor, and emotive processes that motivate Dickinson's conceptualizations. By experiencing Dickinson's poetry from a cognitive perspective, readers are able to better understand why we feel so close to the poet and why her poetry endures. Emily Dickinson's Poetic Art: A Cognitive Reading is an important contribution to the study of a major American poet as well as to the vibrant field of cognitive literary studies.

The theoretical ferment which has affected literary studies over the last decade has called into question traditional ways of thinking about, classifying and interpreting texts. Shakespeare has been not just the focus of a variety of divergent critical movements within recent years, but also increasingly the locus of emerging debates within, and with, theory itself. This collection of essays, written by distinguished and powerful critics in the fields of literary theory and Shakespeare studies, is intended both for those interested in Shakespeare and for those interested more generally in the emerging debates within contemporary criticism and theory.

This book provides new information about Emily Dickinson as a writer and new ways of situating this poet in relation to nineteenth-century literary culture, examining how we read her poetry and how she was reading the poetry of her own day. Cristanne Miller argues both that Dickinson's poetry is formally far closer to the verse of her day than generally imagined and that Dickinson wrote, circulated, and retained poems differently before and after 1865. Many current conceptions of Dickinson are based on her late poetic practice. Such conceptions, Miller contends, are inaccurate for the time when she wrote the great majority of her poems. Before 1865, Dickinson at least ambivalently considered publication, circulated relatively few poems, and saved almost everything she wrote in organized booklets. After this date, she wrote far fewer poems, circulated many poems without retaining them, and took less interest in formally preserving her work. Yet, Miller argues, even when circulating relatively few poems, Dickinson was vitally engaged with the literary and political culture of her day and, in effect, wrote to her contemporaries. Unlike previous accounts placing Dickinson in her era, Reading in Time demonstrates the extent to which formal properties of her poems borrow from the short-lined verse she read in schoolbooks, periodicals, and single-authored volumes. Miller presents Dickinson's writing in relation to contemporary experiments with the lyric, the ballad, and free verse, explores her responses to American Orientalism, presents the dramatic lyric as one of her preferred modes for responding to the Civil War, and gives us new ways to understand the patterns of her composition and practice of poetry.