Teach Issue 20

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Supplementary materials for teaching Issue 20 are listed below.

 


To Accompany the Portfolio of Writing from the Lusosphere

 

Explore our collected resources and lesson plans related to literary translation. Students will find more poems, stories, essays, and interviews in our full online portfolio of Writing from the Lusosphere

 

Learn more about the Lusosphere, complete with maps, charts, and links to articles about the different cultures of this diverse group (Wiki2). Follow up with excerpts from an essay by Jason Keith Fernandes on the badges of Portuguese colonialism in Goa, which specifically explores the relationships between knowledge, power, and academia in the Lusosphere, and an article by Yovanka Paquete Perdigao on the lack of global readership among Afro-Lusophone writers (Academia.edu, OZY). 

 

Students may be interested in reading an interview with Jethro Soutar, which explores the role of the translator as a detective and sheds some light on his relationship with place.

 

In this interview with the Portuguese-American Journal, Katherine Vaz discusses her Portuguese heritage, the research she puts into her historical-fiction writing, and the inequalities that continue to exist in writing from the Lusosphere. Read Vaz’s Issue 20 story, “The Treasure Hunt of August Dias” alongside her Issue 18 story “Revenge in the Name of All Owls”; both are stunning in their portrayals of fathers facing mortality. 

 

Read “The Donor” by Teolinda Gersão alongside her short story “The Woman Who Stole the Rain(Words Without Borders), and consider how each story’s narrator accesses and imagines other places, times, and realities. In an Ask a Local interview with The Common, Gersão takes us on a brief tour of Lisbon, and in an interview with Livraria Lello, she discusses her writing life and her 2016 book Atrás da Porta e Outras Histórias. 

 

Pair Oona Patrick’s “Nobody Goes to Mértola” with this interview she and Dean Ellis conducted with Maria Teresa Horta, one of the “Three Marias” mentioned in Patrick’s essay, in which Horta discusses writing, activism, and attitudes toward feminists and feminism in Portugal (Guernica). 

 

“Brief Exchanges” by Susana Moreira Marques probes experiences of childbirth and motherhood through vignettes of different women’s experiences. Consider pairing the essay with “Travel Notes on Death,” Marques’s existential meditation on time and mortality, excerpted from her book, Now and at the Hour of our Death (Granta). Students of creative nonfiction will find in Marques’s works examples of how an episodic form can be employed to introduce and interweave numerous voices, perspectives, and experiences–lessons that are equally informative for poets and fiction writers. 

 

Check out this interview with José Luís Peixoto in which he discusses genre, memorable characters, and the US literary environment (Portuguese American Journal). Then read Peixoto’s Issue 20 poem “Alone I Arrive in a Looted City,” which ends with a sudden direct address to the speaker’s mother, alongside “You Died on Me,” a nonfiction piece published in Words Without Borders, in which Peixoto speaks to his deceased father. Students might consider similarities and differences between the poem and nonfiction piece (and how the different forms work for their subject matter), as well as the use of direct address in each; then, ask students to draw from these works to write their own poem, story, or nonfiction addressed to another.  

 

After reading Eliane Marques’s “The Rower of the Maré” (translated by Tiffany Higgins) and Leonardo Tonus’s “The Mermaids’ Cry,” (translated by Carolyne Wright), check out our October poetry feature for more from these great Brazilian poets, with poems presented in the original Portuguese as well as the English translations. For further exploration: an article by Black Brazilian Today describes Marques’s quarantine project: translating African and Latin American writers into Brazilian Portuguese to ensure that those works are recognized as art rather than merely sociological documents. 

 

This article from mART illuminates Matilde Campilho’s writing process and inspiration for her book, Joquei

 

Explore Ananda Lima’s photography, including images of Brazil and Lisbon. Students can also read and listen to Lima’s Issue 17 poem “Translation,” which, like “Amblyopia,” moves between English and Portuguese. 

 

Read more from Eleanor Stanford in our pages, including “Geology Primer (Fogo, Cape Verde)” from Issue 06, and an interview touching on poetic form, the importance of language, and ways to feel at home in the world

 

In an interview with OkayAfrica, Shauna Barbosa discusses Cape Verde, memorable one-liners, and her journey from journalism to books. Students may also listen to her conversation with KCRW, in which she reads excerpts from her book, Cape Verde Blues. There is also a fun segment featuring Shauna from the show Precazul, which showcases Cape Verdean culture, music, and politics (Youtube). 

 

If students find themselves particularly excited about reading translated works from the Lusosphere, they can find a list of Lusophone books in translation here (RiffleBooks).

 

For further exploration, here and elsewhere

 

After reading LaToya Faulk’s “In Search of a Homeplace,” read a letter to her thirteen-year-old son, published by Scalawag Magazine as part of their Race & Place series, and a short essay published on Faulk’s website, in which she explores Blackness, American culture, and the media

 

After reading Francisco Márquez’s 2020 DISQUIET prize-winning poem “Provincetown,” students may be interested in an interview with Márquez in which he discusses poetic practice, translation, and his relationship to the Spanish language. In this interview, Márquez discusses how Venezuela is, for him, emblematic of both home and exile. Students can learn more about Venezuela and the country’s literary landscape by watching a video by Vox, which provides some context for the current sociopolitical climate of Venezuela and reading Marcela Valdes’s article (via NPR) exploring Venezuelan novel-writing in context of the country’s political history

 

Peter LaBerge, Editor-in-Chief of The Adroit Journal talks about founding a professional literary magazine as a sophomore in high school (The Adroit Journal). Also check out “Gust” and LaBerge’s commentary on the poem, published by the Poetry Society of America. Students may also be interested in watching “Boy Saint,” a powerful short film by Tom Speers that explores masculinity, queerness, and boyhood, inspired by Peter LaBerge’s poem of the same name. 

 

Steven Leyva speaks with Grace Cavalieri about how poetry comes to embody place on “The Poet and the Poem” podcast. In this short article published by Little Patuxent Review, Leyva discusses his experiences and responsibilities as the magazine’s editor-in-chief

 

Rose McLarney explores the relationship between scientific research and poetry through short vignettes of her and her father, which may be particularly compelling to students studying ecocriticism and literature focused on environmental studies (Orion Magazine). In an interview by Katie Pyontek, McLarney discusses her new book and simple pleasures in the time of the Anthropocene (The Adroit Journal). 

 

Read more of Rodney A. Brown’s poems featuring entrances and exits in Anomaly Journal; and students may be interested to learn more about Brown’s work with dance and HIV education (The Brown Dance Project). 

 

This article from Post Magazine provides some context to the title of Adrienne Su’s poem, “The Jews of Kaifeng,” shedding light on 1,400 years of history and on the story of a young teenager from Hong Kong whose interest was piqued by this history. As another supplement to her poem, students may read a short interview with Adrienne Su did in Massachusetts Review, in which she talks about her journey towards poetry and how place informs her writing. Poetry students may also want to check out Mentor and Muse: Essays from Poets to Poets, which published Adrienne Su’s essay on love and verse; the essay ends with a writing prompt for students and example poems from Su. 


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Teach Issue 20