Collected Works, Vol. 2 by Velimir Khlebnikov

But it is in the dramatic text that we best see Khlebnikov’s struggle to find a workable form for his vision. The fictions, ranging from the mysterious “Murksong” to the epic “Yasir,” show a great variety of styles and themes. They chronicle the artist’s imagination in his feverish search for a poetics that could be as diverse as the universe itself. Paul Schmidt’s are the first translations of these works into English. The second volume of the Collected Works consists of Khlebnikov’s fiction (thirty-five short stories, dreams, mysteries, and fanciful folktales), his plays, and his unique supersagas, a syncretic genre he created to encompass his iconoclastic view of the world. In Russia a powerful and growing mythology surrounds this Futurist poet and his reputation elsewhere continues to mount.

Velimir Khlebnikov, who died in 1922 at the age of thirty-six, is one of the great innovators of literary modernism. They are also available to institutions in ten separate subject-area packages that reflect the entire spectrum of the Press’s catalog. The 2,800 titles in the “e-ditions” program can be purchased individually as PDF eBooks or as hardcover reprint (“print-on-demand”) editions via the “Available from De Gruyter” link above. As opposed to a hermeneutic response, which considers only what a text means, or a formal approach, which might look at grammar or rhetoric, poetics considers how a text is made, and thus offers insight into a student's writing process.Harvard University Press has partnered with De Gruyter to make available for sale worldwide virtually all in-copyright HUP books that had become unavailable since their original publication. The paper reviews previous discussions of the philosophical foundations of writing and academic skills instruction (Taylor's, in particular) and considers the potential value of an approach based in poetics. The task for the language and academic skills adviser is to find a balance between form and content, without assuming the role of discipline expert, or ignoring the influence of language (grammar or discourse). That is to say, a sharp division between form and content cannot be maintained and exclusive focus on grammar may be of limited help to the learner.

Similarly, the content specialist who does not have an insight into the discursive element of the student's work may know when a piece of writing is inadequate, but may be unable to help the student progress or develop. surface, of seeing the symptom but not the cause of a student's difficulties. Dealing solely with the form, or structure of a student's text, leaving questions of content (and presumably, the student's understanding of that content) to subject or discipline lecturers, the language and learning adviser risks only scratching the. As Gordon Taylor pointed out in several seminal articles on our discipline, language and academic skills practitioners are faced with a dilemma.

Collected Works, Vol. 2 by Velimir Khlebnikov