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Preface - Electronic Poetry Center

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From: Marisa A Januzzi<br />

Subject: discursive disruptions//whether poetry makes anything happen<br />

Greetings from a formerly silent lurker!<br />

With the indulgence of the list, I would like to revive the question of the<br />

political content of poetic form, implicitly continuing a discussion which arose<br />

at an MLA session called "<strong>Poetry</strong>: The Visual Dimension." Alan Golding gave<br />

a helpful paper about Susan Howe’s visual poetics, and during the Q&A,<br />

Marjorie Perloff asked "the big skeptical question" (I wish I could remember<br />

her exact words!), wondering about the connection between the disruption for<br />

instance of the linear form of the poem on the page and the disruption of<br />

patriarchy. And Bob Perelman accelerated the question by raising the specter of<br />

the "history of the avant-garde."<br />

Since then I have been wondering why poetry can’t be construed as having<br />

political potential in a metaphoric mode. It seems to me that metaphors<br />

(whether formal or more simply rhetorical) not only express but also potentially<br />

restage political issues (as in for instance the work of Medbh McGuckian) in<br />

educational ways. When Mina Loy chose an open form for her notorious 1915-<br />

17 "Love Songs" (THE best since Sappho, she called them) the rhetoric of form<br />

and content immediately sent critics into a delirium of invective against free<br />

women, free verse, free love… in other words critics got the point before they<br />

"got" the poems, a situation which recurs every day in the poetry classroom<br />

where students and teachers can usefully confront prejudices in the guise of<br />

aesthetic questions.<br />

Ten years ago I wrote an ill-thought-out essay about T.S. Eliot which earned<br />

me a ‘D’ from Kathryne Lindberg and caused this student (from a deeply<br />

traditional and right-wing family) to attend consciously to the question for the<br />

very first time. Although it now may sound nostalgic to say so, Williams and<br />

Olson (also on the syllabus) helped me out…and so did Kathryne, with a<br />

magnum of patience…<br />

Language: the parent, not the child of thought? (Wilde)

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