• 영어영문학
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• 제58권6호
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• pp.1167-1191
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• 2012

For Romantic women writers the paratext itself is essentially a masculine literary space affiliated with established writing practices; however, this paper suggests that Charlotte Turner Smith's mode of discourse in her use of notes and their relation to the text proper are never fixed in her contemplative blank-verse long poem, Beachy Head (1807). Even though the display of learning in the paratext partly supports the woman writer's claim to authority, this paper argues that Smith's endnotes also indicate her way of challenging the double bind for women writers, summoning masculine authority on the margins of her book while simultaneously interrogating essentialist thinking and instructions about one's identity in a culture and on the printed page. The poem shows how the fringes of the book can be effectively transformed from a masculine site of authority to an increasingly feminized site of interchange as Smith writes with an awareness of patriarchal, imperial abuses of power in that area of the book. There is a persistent transgression of cultural/textual boundaries occurring in Beachy Head, which explores the very scene and languages of imperial encounter. Accordingly, if Wordsworth's theory of composition suggests a subjective and abstract poetic experience-an experience without mediation-in which its medium's purpose seems to be to disappear from the reader's consciousness, an examination of the alternative discourse of self-exposure in Smith's poem reveals the essentially fluid nature of media-consciousness in the Romantic era, which remains little acknowledged in received accounts of Romantic literary culture.

• 한국콘텐츠학회논문지
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• 제13권7호
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• pp.511-521
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• 2013

본 연구의 목적은 2012, 2013년 3~5세 누리과정 교사용 지도서에 나타난 유아 언어교육 활동의 내용분석을 통해 유아 언어교육에 대한 시각을 재조명해보고자 함이다. 이를 위하여 2013년도에 발행한 3~5세 누리과정 교사용 지도서의 생활주제별로 3세 10권, 4세 11권, 5세 11권의 총 32권에 제시되어 있는 언어교육 활동 966개를 분석대상으로 하였다. 분석기준은 내용체계별, 활동유형별에 따라 언어교육 활동의 구성을 분석하였다. 분석결과, 내용체계별 하위영역의 구성은 말하기, 듣기, 읽기와 쓰기의 순으로 언어교육 활동을 하는 것으로 나타났다. 활동유형별 구성은 '동화 시', '이야기나누기', '언어영역' 순으로 나타났다. 결론적으로 언어교육 활동에 대한 내용체계와 활동유형이 한두 가지 활동에 편중되어 있으며, 연령에 따라서도 비중이 다르게 나타났다. 이러한 결과를 토대로 유아교육 현장에서 언어교육의 현 상황을 점검해보고, 유아 언어교육과 교사용 지도서의 올바른 방향을 제공하는데 기초자료로 활용하고자 한다.

• 영어영문학
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• 제57권2호
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• pp.191-215
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• 2011

This paper aims at investigating Dorothy Wordsworth's later conversation poetry, which has not been the focus of critical discussions on her literary works. While many critics have been emphasizing Dorothy Wordsworth's journals and the tendency of self-effacement in her prose, this paper argues that her later poetry often reveals acute self-consciousness about the circumstances that condition this self-annihilation and searches for a creative way to endorse her own identity. In "Lines Intended for My Niece's Album," she expresses anxiety and uncertainty about the inclusion of her poetic piece in Dora Wordsworth's album, which contains poems by prominent male writers of the contemporary period. "Irregular Verses" presents Dorothy Wordsworth's self-conscious narrative of her girlhood and shows how her own ambition to become a "Poet" has been stifled by external circumstances, including the ideology that instills the idea of proper womanhood into aspiring girls. While these poems examine contemporary gender discourse and the frustrated poethood resulting from it, other poems activate conversations with William Wordsworth's poems and thereby provide a revisionary re-writing of her brother's texts. For example, in "Lines Addressed to Joanna H." Dorothy Wordsworth becomes "a woman addressed who herself addresses others." Her scrupulous approach to her own addressee refuses to subordinate the other to the self's will, and through this revision of "Tintern Abbey," Dorothy Wordsworth vicariously liberates her own self confined in her brother's poems. "Thoughts on My Sick-Bed," which echoes "Tintern Abbey" through borrowed phrases and direct address to William Wordsworth, foregrounds her own poetic identity in the form of the first-person pronoun "I." Dorothy Wordsworth's continual illness during this period of her life paradoxically allows her the time for personal reflection formerly denied to her in her busy life constantly occupied by physical and spiritual labor for others. Instead of earning satisfaction from the subsumption of her creative energy under William Wordsworth's poetical endeavor, Dorothy Wordsworth finally starts to affirm her own poetic identity that can properly express her inner vision and artistic talent. Although this final affirmation remains largely incomplete due to her later mental collapse bordering on madness, it powerfully conveys the hidden literary aspiration of the formerly frustrated female poet.