![]() Stephen Dobyns Stanford Mohr Poet 2011 |
Aspects of the Syllable
Commentary on Chapter 4
Poetry Workshop
Peter Y. Chou
|
![]() Best Words Best Order Essays on Poetry (2003) |
Preface: Stephen Dobyns, Stanford Mohr Poet (Winter 2011) told his Poetry Workshop class (English 192V) on January 19, 2010 that our homework assignment for next week is a 300-350 words essay on his handout Chapter Four: Aspects of the Syllable (pp. 89-119) from Poet's Work, Poet's Play (2008) edited by Daniel Tobin & Pimone Triplett. Usually I enjoy reading books on poetry such as Donald Hall's Goatfoot Milktongue Twinbird (1978), Maxine Kumin's To Make a Prairie (1980), Robert Hass's Twentieth Century Pleasures: Prose on Poetry (1984), Edward Hirsch's How to Read a Poem and Fall in Love with Poetry (1999), and Stephen Dobyns' Best Words, Best Order: Essays on Poetry (2nd Edition, 2003). However, I found this chapter difficult reading since I'm not familiar with many of the sound terms in poetry. This is probably the reason why I didn't devour Robert Pinsky's The Sounds of Poetry (1998) when attending his Stanford Poetry Workshops in 2007, though his book was not assigned reading. Below are notes of what I learned from this chapter, realizing what appears difficult may bring rewards if we pursue it with diligence. Since Dobyns placed more emphasis on William Barnes's "The Hill-Shade" than any other poem in this chapter, I will focus on this poem after making some surprising discoveries on its meaning. At the end my frustration turned to elation. |
Poetry Definition & Reader's Anticipation
Dobyns begins this chapter addressing where does the poem exists in the air as sound, on the page as text, or in the reader's mind, nonexistent until it is perceived. He defines the poem as both sound and text on the page, since the third alternative is suggested by the other two. By comparing literature and music to sequential arts (as opposed to painting and sculpture that can be glanced at once), we become invested in what is going to happen. Hence a writer can create suspense and anticipation to keep the reader's interest in the story. The example of more tension in "lion leaps" than "lion sleeps" or "kitten leaps" is obvious. The tension mounts if the object is "little girl" rather than "rubber ball" since we have a sense of cause and effect. All this seems obvious, but I've not seen it analyzed so simply as Dobyns did. That's why he's so prolific in poetry (15 books) and fiction (21 books) with ten Saratoga detective stories. History of the English Language I've not read much about the origins of the English language, so this section was fascinating. As a result of the Norman Conquest of 1066, thousands of Old French words were added to the Old English, so that there are more synonyms in English than other Western languages. Because the aristocracy spoke Norman and French, and court proceedings written in Latin, the people had no idea what is said against them in the courts. The Statute of Pleading (1362) stipulated that all pleas shall be rendered in the English Tongue. After 1362, Middle English (Chaucer's English) became the dominant language in England. The English used today derives mainly from West Saxons, with more word endings after loss of inflections. That's why it's easier to rhyme in French, Italian, and Spanish than in English. Thomas Wyatt (1503-1542), introduced the sonnet into English. He recognized that the Petrarchan sonnet abba-abba used four rhymes with eight words, easy for Italian but hard for English. So he created the abab-cdcd rhyming scheme for the English sonnet. For Dobyns, "syllables are junctures within a stream of sound coming from a person's mouth." He notes the proto-Indo-European derivation for "word" (breaking or biting off something) and "speak" (strew, sprinkle, scatter). Thus, "we scatter words as we might scatter straw or sparks." This image is quite poetic! "The Hill-Shade" by William Barnes William Barnes's poem "The Hill-Shade" has three 6-line stanzas in iambic tetrameter with rhyme scheme of ABABCC, DEDEAA, FGFGAA
The poem's theme is transiency of all things some pass away more slowly than others hills, trees, houses, people, cows, hay, flowers. Barnes used more closed syllables at the beginning of his lines than at the end. His A-rhymes (day, lay, stay, hay, spray, they) are all open. The O-sound of the B-rhymes brow and now sets up the Oh in the poem's last line a sigh of grief. Cows and flowers pass away but have no specificity. Humans on the other hand are irreplacable, as we are all unique. Dobyns points out that Barnes used the word "shade" in the first two stanzas as darkness blocking rays of light. But by the poem's end the meaning evoked is of a ghost. Thus his title embraces both meanings. The question posed by his last line: "But, oh, our people; where are they?" is answered by the perceptive reader (Dobyns) "The shades of our people are all around us, whether as ghosts or as memories." This is indeed a rich poem. Further Exploration of Barnes's "The Hill-Shade"
Five full poems were discussed in this chapter William Barnes's
"The Hill-Shade",
Edward Lear's "He Lived at Dingle Bank",
Janet Lewis's "Girl Help",
John Keats's "When I Have Fears", and Robert Lowell's
"The Quaker Graveyard in Nantucket".
However Dobyns spends more time analyzing Barnes's poem for its richness
of syllables, stresses, and symbolic meanings (pp. 95-97, 111, 115-117).
Cornerstone Letters in Barnes's "The Hill-Shade"
After the string of ten "T"s beginning lines 5-14, lines 15-18 begin with AFOB a fob
is a pocket watch, measuring time. Lines 2-4 begin with ICI meaning
here in French or
the concept of space (presence). The first and last lines of this poem
begins with the letters A and B first two letters of the English
and Hebrew alphabet. In Hebrew Aleph
( Etymology for Syllable & Hill Symbolism
|
Peter Y. Chou, January 26-27, 2011