scholarly journals The Trinity College Dublin 1872 Online Catalogue

Author(s):  
John G. Byrne
2016 ◽  
Vol 25 (2) ◽  
pp. 225-242
Author(s):  
Cal Revely-Calder

Critics have recently begun to pay attention to the influence Jean Racine's plays had on the work of Samuel Beckett, noting his 1930–31 lectures at Trinity College Dublin, and echoes of Racine in early texts such as Murphy (1938). This essay suggests that as well as the Trinity lectures, Beckett's later re-reading of Racine (in 1956) can be seen as fundamentally influential on his drama. There are moments of direct allusion to Racine's work, as in Oh les beaux jours (1963), where the echoes are easily discernible; but I suggest that soon, in particular with Come and Go (1965), the characteristics of a distinctly Racinian stagecraft become more subtly apparent, in what Danièle de Ruyter has called ‘choix plus spécifiquement théâtraux’: pared-down lighting, carefully-crafted entries and exits, and visual tableaux made increasingly difficult to read. Through an account of Racine's dramaturgy, and the ways in which he structures bodily motion and theatrical talk, I suggest that Beckett's post-1956 drama can be better understood, as stage-spectacles, in the light of Racine's plays; both writers give us, in Myriam Jeantroux's phrase, the complicated spectacle of ‘un lieu à la fois désert et clôturé’. As spectators to Beckett's drama, by keeping Racine in mind we can come to understand better the limitations of that spectatorship, and how the later plays trouble our ability to see – and interpret – the figures that move before us.


1991 ◽  
Vol 7 (1) ◽  
pp. 61-81 ◽  
Author(s):  
David Singleton ◽  
David Little

A widely held view among psycholinguists is that the L2 mental lexicon is qualitatively different from the L, mental lexicon - more 'phonological' and more 'loosely organized'. In this paper we present some C-test-elicited data from the pilot phase of the Trinity College Dublin Modern Languages Project which call the above view into question. Our data suggest that the way in which words are processed depends not on the status (L1 or L2) of the language of which they are tokens, but rather on the degree of difficulty of the lexical task concerned. Our data further suggest that there is some measure of interaction between L, and L2 lexical processing.


2017 ◽  
Vol 8 (2) ◽  
pp. 87-93
Author(s):  
Michelle Share ◽  
Ciara O'Farrell

Institution-wide pedagogical reforms are common across higher education institutions. Such reforms may be driven by rationalisation as well as recognition of the need to provide students with interdisciplinary learning experiences that equip them with the “social and analytic competencies needed in contemporary careers outside the academy” (British Academy, 2016, p.5). This paper reports on an institution-wide pedagogical reform initiative, the Trinity Education Project (TEP), at Trinity College Dublin, an elite and ancient Irish university. We describe the development of the TEP and the implementation of its Assessment Framework, which aims to bring diversity into teaching, learning and assessment through the assessment of graduate attributes in a system strongly focused on assessment of learning, examinations and lectures. Reflections on challenges are presented. Discussion centres on the extent to which it is possible, and the best approach, to achieve consensus in an educational system where autonomous disciplinary structures and traditions prevail.


PMLA ◽  
1935 ◽  
Vol 50 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Oscar Cargill

It is remarkable that the one possibly contemporary statement in regard to the authorship of Piers Plowman has never been adequately examined. That is the note in the Trinity College Dublin MS. D, 4, I (Skeat's No. XLI, C-text), to the effect that the author was William Langland, the son of a gentleman, Stacy de Rokayle, who lived in Shipton-under-Wychwood as a tenant of Lord le Spenser in the County of Oxford:Memorándum quod Stacy de Rokayle pater Willielmi de Longlond, qui Stacius fuit generosus, et morabatur in Shypton under Whicwode, tenens domini le Spenser in comitatu Oxon., qui predictus Willielmus facit librum qui vocatur Perys ploughman.


2020 ◽  
Vol 50 (1) ◽  
pp. 112-119
Author(s):  
Chiamaka Enyi-Amadi ◽  
Emma Penney

This critical exchange is based on a conversation between the authors which took place during the Irish University Review Roundtable Discussion: Displacing the Canon (2019 IASIL Conference, Trinity College Dublin). As authors we give first-hand accounts of our experience writing, editing, and teaching in Ireland, attempting to draw out concerns we have for the future of Irish literature and Irish Studies that specifically relate to race. The conversation here suggests that race directly impacts what we consider valuable in our literary culture. We both insist on decentring universalism as a governing literary critical concept and insist on the urgent application of critical race analysis to the construction of literary value systems in Ireland.


Romanticism ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 89-101
Author(s):  
Brandon C. Yen

Through hitherto neglected manuscripts at Trinity College Dublin, the Bodleian Library, and the Wordsworth Trust, this paper explores the relationship between William Wordsworth and his Irish friends William Rowan Hamilton and Francis Beaufort Edgeworth around 1829. It details the debates about poetry and science between Hamilton (Professor of Astronomy at Trinity College Dublin and Royal Astronomer of Ireland) and Edgeworth (the novelist Maria Edgeworth's half-brother), in which Wordsworth was embroiled when he visited Ireland in the autumn of 1829. By examining a variety of documents including letters, poems, lectures, and memoirs, a fragment of literary history may be restored and a clearer understanding may be reached of the tensions between poetry and science in Wordsworth's poetry, particularly in The Excursion, and of the Irish provenance of a memorable passage in ‘On the Power of Sound’.


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