[Milton-L] Even more ug teaching for Rich DuRocher

Wed Mar 5 13:14:44 EST 2008

I love the idea of "Come fly with me" as a response to Marlowe-Raleigh.  Is there a real basis to this?  Who wrote the lyrics (former English major?)?

Hannibal

Hannibal Hamlin
Associate Professor of English
The Ohio State University
Book Review Editor and Associate Editor, Reformation

Mailing Address (2007-2009):

The Folger Shakespeare Library
201 East Capitol Street SE
Washington, DC 20003

Permanent Address:

Department of English
The Ohio State University
421 Denney Hall, 164 W. 17th Avenue
Columbus, OH 43210-1340
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Dear colleagues,

Let me share my =B3seduction poem=B2 sequence that works very well for clas=
sroom
teaching:

Marlowe=B9s =B3Passionate Shepherd=B2
Raleigh=B9s =B3Nymph=B9s Reply=B2
Milton=B9s =B3L=B9Allegro=B2 and =B3Il Pensero=B2 (mock-seduction)
Emily Dickinson=B9s =B3Poem 64: I cannot come live with you=B2
William Carlos Williams=B9s =B3Raleigh Was Right=B2
Lawrence Ferlinghetti=B9s =B3Come Lie with me and Be My Love=B2
John Updike=B9s =B3To an Usherette=B2 (nice for discussions of the vocab wo=
rds
=B3doggerel=B2 and =B3poetry=B2

After we go over the characteristics of seduction poems, each student must
bring in a seduction poem or the lyrics of a seduction song.  This year=B9s
winners that then became our assigned reading were Frank Sinatra=B9s hilari=
ous
=B3Come Fly with Me,=B2 Donne=B9s =B3The Flea,=B2 and Marvel=B9s =B3To His =
Coy Mistress.=B2
I have groups of 4-5 students memorize and recite the poems for the class
(we divided in half =B3To His Coy Mistress=B2), which helps speaker and aud=
ience
alike see how brave and bold these kinds of poems are. (Other groups
memorize and recite sonnets, invocations, etc.)

Adios,

Angelica Duran
Associate Professor
English and Comparative Literature
Purdue University
500 Oval Drive
West Lafayette, Indiana 47907
USA
(765) 496-3957
<duran0 at purdue.edu>
<http://www.cla.purdue.edu/english/directory/?personid=3D80>

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<HTML>
<HEAD>
<TITLE>Even more ug teaching for Rich DuRocher</TITLE>
</HEAD>
<BODY>
D=
ear colleagues, 
 
Let me share my &#8220;seduction poem&#8221; sequence that works very well =
for classroom teaching: 
 
Marlowe&#8217;s &#8220;Passionate Shepherd&#8221; 
Raleigh&#8217;s &#8220;Nymph&#8217;s Reply&#8221; 
Milton&#8217;s &#8220;L&#8217;Allegro&#8221; and &#8220;Il Pensero&#8221; (=
mock-seduction) 
Emily Dickinson&#8217;s &#8220;Poem 64: I cannot come live with you&#8221;<=
BR>
William Carlos Williams&#8217;s &#8220;Raleigh Was Right&#8221; 
Lawrence Ferlinghetti&#8217;s &#8220;Come Lie with me and Be My Love&#8221;=
 
John Updike&#8217;s &#8220;To an Usherette&#8221; (nice for discussions of =
the vocab words &#8220;doggerel&#8221; and &#8220;poetry&#8221; 
 
After we go over the characteristics of seduction poems, each student must =
bring in a seduction poem or the lyrics of a seduction song. &nbsp;This yea=
r&#8217;s winners that then became our assigned reading were Frank Sinatra&=
#8217;s hilarious &#8220;Come Fly with Me,&#8221; Donne&#8217;s &#8220;The =
Flea,&#8221; and Marvel&#8217;s &#8220;To His Coy Mistress.&#8221; &nbsp;I =
have groups of 4-5 students memorize and recite the poems for the class (we=
 divided in half &#8220;To His Coy Mistress&#8221;), which helps speaker an=
d audience alike see how brave and bold these kinds of poems are. (Other gr=
oups memorize and recite sonnets, invocations, etc.) 
 
Adios, 
 
Angelica Duran 
Associate Professor 
English and Comparative Literature 
Purdue University 
500 Oval Drive 
West Lafayette, Indiana 47907 
USA 
(765) 496-3957 
&lt;duran0 at purdue.edu&gt; 
<a href=3D"http://www.cla.purdue.edu/english/directory/?personid=3D80">&lt;=
http://www.cla.purdue.edu/english/directory/?personid=3D80&gt;</a>

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