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Relevant bibliographies by topics / Poetic license

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Academic literature on the topic 'Poetic license'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Poetic license"

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Veling, Terry A. "Poetic License." International Journal of Practical Theology 23, no. 1 (2019): 39–48. http://dx.doi.org/10.1515/ijpt-2018-0029.

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Abstract This paper is a response to Heather Walton’s 2017 Presidential Address to the International Academy of Practical Theology, “A Theopoetics of Practice – Re-forming in Practical Theology.” It explores a key question raised by Walton: “If we were to construct a way of imagining a theopoetics of practical theology, what would it look like?” The paper critiques systematic and speculative thinking, reflects on Holy Saturday, and offers a poetic reflection on creation and natural love.

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Hart, Ellen Louise, William H. Shurr, Anna Dunlap, Emily Grey Shurr, and Emily Dickinson. "Poetic License." Women's Review of Books 11, no. 4 (1994): 24. http://dx.doi.org/10.2307/4021737.

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Pruitt, Stephanie. "Poetic License." Palimpsest: A Journal on Women, Gender, and the Black International 1, no. 1 (2012): 99–106. http://dx.doi.org/10.1353/pal.2012.0014.

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Baker, Houston A. "Poetic License." Palimpsest: A Journal on Women, Gender, and the Black International 1, no. 2 (2012): 285–86. http://dx.doi.org/10.1353/pal.2012.0019.

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Williams, Caroline Randall. "Poetic License." Palimpsest: A Journal on Women, Gender, and the Black International 2, no. 1 (2013): 126–28. http://dx.doi.org/10.1353/pal.2013.0003.

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Selcer, Donald M. "MARCYʼS POETIC LICENSE CANCELLED". Pediatric Infectious Disease Journal 9, № 5 (1990): 373. http://dx.doi.org/10.1097/00006454-199005000-00018.

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Sternlieb, Jeffrey L. "Poetic license--Balint style." Families, Systems, & Health 26, no. 2 (2008): 235. http://dx.doi.org/10.1037/1091-7527.26.2.235.

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Massey, Calvin R. "The Jurisprudence of Poetic License." Duke Law Journal 1989, no. 4 (1989): 1047. http://dx.doi.org/10.2307/1372639.

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Lendler, Marc. "Civil Liberties and Poetic License." PS: Political Science and Politics 28, no. 2 (1995): 217. http://dx.doi.org/10.2307/420349.

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Lendler, Marc. "Civil Liberties and Poetic License." PS: Political Science & Politics 28, no. 02 (1995): 217–20. http://dx.doi.org/10.1017/s1049096500057176.

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Dissertations / Theses on the topic "Poetic license"

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Francis, Emma Jane. "Poetic licence : British women's poetry and the sexual division of poetics and culture - 1824-1889, Letitia Landon, Amy Levy, Emily Bronte." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309912.

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Santos, Luciana Maria Carvalho Medeiros dos. "Encantos po?ticos: a poesia potiguar pede licen?a." PROGRAMA DE P?S-GRADUA??O EM LETRAS - PROFLETRAS - CN, 2015. https://repositorio.ufrn.br/jspui/handle/123456789/22759.

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Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-27T17:13:05Z No. of bitstreams: 1 LucianaMariaCarvalhoMedeirosDosSantos_DISSERT.pdf: 8369215 bytes, checksum: 0f55a8187be22fe3fcf6b774026eaa31 (MD5)<br>Approved for entry into archive by Monica Paiva (monicalpaiva@hotmail.com) on 2017-04-27T17:17:40Z (GMT) No. of bitstreams: 1 LucianaMariaCarvalhoMedeirosDosSantos_DISSERT.pdf: 8369215 bytes, checksum: 0f55a8187be22fe3fcf6b774026eaa31 (MD5)<br>Made available in DSpace on 2017-04-27T17:17:40Z (GMT). No. of bitstreams: 1 LucianaMariaCarvalhoMedeirosDosSantos_DISSERT.pdf: 8369215 bytes, checksum: 0f55a8187be22fe3fcf6b774026eaa31 (MD5) Previous issue date: 2015-07-14<br>? certo que muitas discuss?es acerca da abordagem da poesia em sala de aula t?m sido promovidas e publicadas, entretanto qual a raz?o para a poesia ainda n?o ter encontrado de fato o seu caminho na escola? Uma das poss?veis respostas para o desvendar desse mist?rio, que inquieta principalmente ?queles que sabem da import?ncia do contato com leituras dessa natureza, em especial na escola, ? a certeza de que ? preciso ser leitor de poesia para formar leitores de poesia. Assim, se torna necess?rio ampliar e ressignificar essas discuss?es de modo a promover efetivas transforma??es quanto a abordagem do texto po?tico no espa?o escolar. Uma outra lacuna tamb?m identificada nas pr?ticas de sala de aula ? a m?nima escolha pela poesia produzida por autores locais como objeto de estudo. Por essa raz?o, a presente pesquisa de natureza qualitativa, prop?e-se a apresentar uma proposta voltada a abordagem da poesia potiguar na sala de aula, considerando a escassez de material dessa natureza. Dessa forma, o objetivo maior da pesquisa aqui apresentada ? ressignificar os conceitos e a abordagem da poesia potiguar no contexto da sala de aula, considerando sua import?ncia como artefato art?stico, hist?rico e cultural, para al?m dos limites geogr?ficos, por meio da produ??o de material did?tico. Sabendo da pluralidade de interesses e afinidades que perpassam o indiv?duo, assim como a impossibilidade de negar os avan?os da tecnologia e sua import?ncia tamb?m no ambiente escolar, o material did?tico aqui proposto materializa-se na forma de site e de um caderno de poesias, ambos voltados a propostas did?ticas centradas na poesia potiguar, sendo o caderno de poesias um recorte do site, por entender a dificuldade de alguns professores no acesso e manuseio dessas novas ferramentas. Para esta pesquisa, assumem-se como norte os pressupostos a respeito de literatura e poesia de CANDIDO (2013), HAMBURGER (2007), as orienta??es acerca do letramento liter?rio de COSSON (2014), assim como os escritos de GURGEL (2001) e ONOFRE JR (2000) a respeito de literatura potiguar. Assim, a referida pesquisa parte da necessidade de impregnar nos professores a certeza de que ? preciso dar voz e vez a poesia na sala de aula, assim como de conhecer a poesia produzida por artistas locais, com vistas a valorizar e disseminar suas obras para, enfim, possibilitar atividades significativas de constru??o, desconstru??o e reconstru??o de paradigmas no campo da literatura.<br>? certo que muitas discuss?es acerca da abordagem da poesia em sala de aula t?m sido promovidas e publicadas, entretanto qual a raz?o para a poesia ainda n?o ter encontrado de fato o seu caminho na escola? Uma das poss?veis respostas para o desvendar desse mist?rio, que inquieta principalmente ?queles que sabem da import?ncia do contato com leituras dessa natureza, em especial na escola, ? a certeza de que ? preciso ser leitor de poesia para formar leitores de poesia. Assim, se torna necess?rio ampliar e ressignificar essas discuss?es de modo a promover efetivas transforma??es quanto a abordagem do texto po?tico no espa?o escolar. Uma outra lacuna tamb?m identificada nas pr?ticas de sala de aula ? a m?nima escolha pela poesia produzida por autores locais como objeto de estudo. Por essa raz?o, a presente pesquisa de natureza qualitativa, prop?e-se a apresentar uma proposta voltada a abordagem da poesia potiguar na sala de aula, considerando a escassez de material dessa natureza. Dessa forma, o objetivo maior da pesquisa aqui apresentada ? ressignificar os conceitos e a abordagem da poesia potiguar no contexto da sala de aula, considerando sua import?ncia como artefato art?stico, hist?rico e cultural, para al?m dos limites geogr?ficos, por meio da produ??o de material did?tico. Sabendo da pluralidade de interesses e afinidades que perpassam o indiv?duo, assim como a impossibilidade de negar os avan?os da tecnologia e sua import?ncia tamb?m no ambiente escolar, o material did?tico aqui proposto materializa-se na forma de site e de um caderno de poesias, ambos voltados a propostas did?ticas centradas na poesia potiguar, sendo o caderno de poesias um recorte do site, por entender a dificuldade de alguns professores no acesso e manuseio dessas novas ferramentas. Para esta pesquisa, assumem-se como norte os pressupostos a respeito de literatura e poesia de CANDIDO (2013), HAMBURGER (2007), as orienta??es acerca do letramento liter?rio de COSSON (2014), assim como os escritos de GURGEL (2001) e ONOFRE JR (2000) a respeito de literatura potiguar. Assim, a referida pesquisa parte da necessidade de impregnar nos professores a certeza de que ? preciso dar voz e vez a poesia na sala de aula, assim como de conhecer a poesia produzida por artistas locais, com vistas a valorizar e disseminar suas obras para, enfim, possibilitar atividades significativas de constru??o, desconstru??o e reconstru??o de paradigmas no campo da literatura.

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Price, Kevin. "Poetic licence and the refuge of truth in the political thriller: A method of examining the role of story in the practice, teaching and study of creative writing." Thesis, Price, Kevin (2020) Poetic licence and the refuge of truth in the political thriller: A method of examining the role of story in the practice, teaching and study of creative writing. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/56591/.

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This inquiry, through the production of a political thriller/academic novel, and subsequent fictocritical interview with its central character, seeks to provide an illustration of the role of story in creative writing practice, and how it can be applied to both the teaching and study of the discipline. It explores how story, as a social and community resource, is a place where writer meets reader, where knowledge meets understanding, and where values, beliefs and axioms that inform human lives rise to the surface through a shared activity from which both writer and reader learn about themselves and others. I argue that when theories of story are engaged as knowledge in creative writing, as instruments in the production of an artefact, there is a transformative effect on character, writer, and reader. I further argue that story, and the theories that underpin its making, should not only be consciously incorporated in creative writing practice, but should also be a priority in its teaching and study.

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Horn, Elizabeth Alena. "Poetic organization and poetic license in the lyrics of Hank Williams, Sr. and Snoop Dogg." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2425.

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This dissertation addresses the way a linguistic grammar can yield to poetic organization in a poetic text. To this end, two corpora are studied: the sung lyrics of country music singer Hank Williams, Sr. and the rapped lyrics of gansgta rap artist Snoop Dogg. Following a review of relevant literature, an account of the poetic grammar for each corpus is provided, including the manifestation of musical meter and grouping in the linguistic text, the reflection of metrical grouping in systematic rhyme, and rhyme fellow correspondence. In the Williams corpus, final cadences pattern much as in the English folk verse studied in Hayes and MacEachern (1998), but differ in that there are more, and therefore more degrees of saliency. Rhyme patterns reflect grouping structure and correlate to patterns in final cadences, and imperfect rhyme is limited to phonologically similar codas. In the Snoop Dogg corpus syllables do not always align with the metrical grid, metrical mapping and rhyme patterning often challenge grouping structure, and imperfect rhyme is more diverse, as has been shown to be the case for contemporary rap generally (Krims 2000, Katz 2008). Following Rice (1997), Golston (1998), Reindl and Franks (2001), Michael (2003), and Fitzgerald (2003, 2007), meter, grouping and rhyme are modeled as driving phonological, morphological and syntactic deviation in Optimality Theoretic terms. In the Hank Williams corpus, metrical mapping and grouping constraints are shown to drive a number of linguistically deviatory phenomena including stress shift, syllabic variation and allomorphy, while rhyme patterning constraints govern syntactic inversion. In the Snoop Dogg corpus, rhyme fellow correspondence and rhyme patterning constraints play a more significant role, driving enjambment, syllabic variation, and allomorphy. Some linguistically deviatory phenomena derive from ordinary language variation, e.g. (flawr)~(flaw.[schwa]r), and some do not, e.g. syllable insertion in insista. The latter is more common in the Snoop Dogg corpus.<br>text

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Gunaratnam, Guru Paran. "Poetic licence : Invention and intentions in historical novels." 2005. http://proquest.umi.com/pqdweb?did=1268591381&sid=1&Fmt=2&clientId=12520&RQT=309&VName=PQD.

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Peters, Colette. "The Bridging Education and Licensure of International Medical Doctors in Ontario: A Call for Commitment, Consistency, and Transparency." Thesis, 2011. http://hdl.handle.net/1807/31896.

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The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.

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Ndove, Mkhancane Daniel. "Life is a spectrum :." Diss., 2002. http://hdl.handle.net/10500/15590.

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Books on the topic "Poetic license"

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Olynyk, Mark. Take poetic license. Poets' Podium, 1999.

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Williams, Carl L. Poetic license: A two-act comedy. Eldridge Pub. Co., 2006.

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David, Soto, ed. Poetic license: In poem and song. Dove Books, 1996.

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Perloff, Marjorie. Poetic license: Essays on modernist and postmodernist lyric. Northwestern University Press, 1990.

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Brandwein, Pearl J. Mary Queen of Scots in nineteenth and twentieth century drama: Poetic license with history. P. Lang, 1989.

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Salamat, Emanuel Haxey. Poetic licence. Salamat Promotions Enterprises Ltd, 1993.

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Harwood, Edmund. Poetic licence. Wadswell, 1991.

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Alfred, Mike. Poetic licence. Botsotso Pub., 2007.

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ʻAbd al-Wahhāb Muḥammad ʻAlī ʻAdwānī. al-Ḍarūrah al-shiʻrīyah: Dirāsah lughawīyah naqdīyah. Wizārat al-Taʻlīm al-ʻĀlī wa-al-Baḥth al-ʻIlmī, Jāmiʻat al-Mawṣil, Kullīyat al-Ādāb, 1990.

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Dale, Jim Lythgoe. Poetic licence: A collection of light verse & saucy couplets. J. Dale, 2003.

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Book chapters on the topic "Poetic license"

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Schweighauser, Philipp. "Exerting Poetic License." In Boasian Verse. Routledge, 2022. http://dx.doi.org/10.4324/9781003266945-4.

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Rubenstein, Roberta. "Poetic License and Poetic Justice." In Literary Half-Lives. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137413666_8.

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Negoita, Constantin Virgil. "The Poetic License of the Fuzzy Paradigm." In Fuzzy Logic. Physica-Verlag HD, 2002. http://dx.doi.org/10.1007/978-3-7908-1806-2_8.

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Carr, Helen. "Poetic Licence." In Contemporary Women’s Poetry. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-137-15406-4_12.

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Michaela, Morgan. "Licensed to Thrill." In How to Teach Poetry Writing: Workshops for Ages 8–13. Routledge, 2019. http://dx.doi.org/10.4324/9781315103693-4.

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Morgan, Michaela. "Licensed to Thrill." In How to Teach Poetry Writing: Workshops for Ages 5–9. Routledge, 2019. http://dx.doi.org/10.4324/9781315103716-41.

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Michaela, Morgan. "Workshop 1: Licensed to Thrill." In How to Teach Poetry Writing: Workshops for Ages 8–13. Routledge, 2019. http://dx.doi.org/10.4324/9781315103693-5.

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Morgan, Michaela. "Workshop 14: Licensed to Thrill." In How to Teach Poetry Writing: Workshops for Ages 5–9. Routledge, 2019. http://dx.doi.org/10.4324/9781315103716-42.

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Griffith, M. S. "Alliterative Licence and the Rhetorical Use of Proper Names in The Battle of Maldon." In Prosody and Poetics in the Early Middle Ages. University of Toronto Press, 1995. http://dx.doi.org/10.3138/9781487574611-007.

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Auspos, Patricia. "2. A “Two Person Career”." In Breaking Conventions. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0318.02.

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The marital ideal that made it difficult for Grace Chisholm Young (1868-1944) to maintain an independent professional life was that of the "helpmate wife” who advanced her husband’s career. A graduate of Girton College and the first woman to defend a thesis and earn a doctorate in mathematics in Germany, Grace Chisholm was a mathematician in her own right when she married her former college tutor, William Henry Young (1863-1942), in 1896. After they moved to Europe with their infant son, Will encouraged Grace to fulfill her longstanding desire to study medicine, instead of continuing to work with him on pure mathematics. She remained in Germany with their two children while he divided his time between Germany and teaching jobs in Britain. Soon Grace was doing mathematics with Will as well as medicine, and also caring for their growing family (four more children were born between 1901 and 1908). Their partnership, which never fully acknowledged her contribution, established Will as a highly creative mathematician in the early 1900s. Over the next two decades, the Youngs produced several books and over two hundred articles, but Will took public credit for their joint work. Grace willingly assumed the role of junior, mostly anonymous, and distinctly subordinate partner in the Youngs’ collaboration. Her role in their professional partnership mirrored her role in their domestic partnership, and reflected their assessment of their respective talents: he was a late-blooming genius while she was merely talented. They agreed that helping him was more important than anything she could do on her own. Nevertheless, Grace refused to give up her medical training -- an aspect of her life that has not been adequately explored until now. Will encouraged her interest in medicine, but simultaneously pressured her to devote more time to helping him with mathematics. Grace never became a licensed doctor, but she eventually completed all the required coursework, despite the seemingly impossible demands on her time. She also published two children’s books about science, penned stories for her own children, wrote poetry, and authored an historical novel about Elizabethan England that was never published. When Will was teaching in India from 1914 to 1916, Grace wrote a series of papers under her own name that established her independent reputation in pure mathematics. Although she found it increasingly difficult to be Will’s self-sacrificing helpmate, especially after he retired, she continued to cultivate her image as a devoted, helpmate wife who advanced her husband’s career. But she silently rebelled, and her notebooks, pocket diaries, and the poetry she wrote in the 1930s record her disillusionment and suppressed anger.

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Conference papers on the topic "Poetic license"

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Teixeira, Igor de Lima e., Marina Battaglini, Tarcisio Alvarenga, and Patrick Sousa Santos. "Descartes’ error”: evidences for the role of brain regions and their connections in introspective thoughts and self-identity." In XIV Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2023. http://dx.doi.org/10.5327/1516-3180.141s1.668.

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Introduction: René Descartes was a French philosopher, considered the father of rationalism and one of the most important thinkers in history. Based on his methodical doubts’ technique, the author concluded that he exists as a thinking thing, that if “I think, therefore I am”. He establishes that he had no more doubts that he really existed as thought and as a body, however, he could not think that thought and body were two equal substances, since they had certain different properties, therefore, the author came to believe that mind and body were distinct substances. Since the 17th century, advances in neuroscience have helped to clarify which brain regions are involved in introspective and self-referential thinking. Methods: We reviewed through searches in PubMed, MEDLINE, SciELO and Scopus the brain regions involved in the self-referential and introspective thinking. Results: Recent studies show that self-referential and introspective thinking are located mainly in regions related especially to the Default Mode Network, mainly located in the frontal regions. Especially the “autobiographical self” shows greater activity in memory-related regions (hippocampus and posterior cingulate cortices), medial prefrontal cortex, and insula cortices, but the establishment of the “self” as the individual’s relationship to the world around it, uses regions related to exteroception, such as secondary and tertiary sensitive areas. For self-referenced thinking, there is greater engagement of the medial frontal cortex regions, more specifically in Brodmann’s area 10, and this structure is also related to the DMN. Conclusion: The advancement of neuroscience has allowed demonstrating that mental processes and thoughts happen as consequences of certain brain connections and processes. Thus, we ask poetic license to the great philosopher to say “the brain connections exist, therefore we think”.

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Mikhaylenko, Arina. "Grammatical “licenses” in the poetic practice of the “order school” (“prikaznaya shkola”)." In Slavic World: Commonality and Diversity. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/2619-0869.2022.2.17.

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