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2007-04-22 18:48:49| 人氣262| 回應5 | 上一篇 | 下一篇

我們的畢業紀念冊

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台長的畢業紀念冊不見了。應該是在宜蘭老家某一個箱籠裡。
我知道還有很多人的畢業紀念冊都不見了，找不到的原因百百種，
沒時間找只是藉口，不敢找的原因有一些是不敢面對過去。

其實現在的大學生有一半也已經不買畢業紀念冊了，畢業對很多人可能是一種解脫，特別是那些從來不知道為什麼要唸大學的人。
雪莉同學特別將我們班的部分寄來，我才知道原來我們的編輯小組有凱凱、小乖、雪莉、阿妮塔、莉莉和倚薇特。
跟我原來記得的組員這麼不同，我的豬腦袋當時在做什麼?

重新看這裡頭的文字編輯，還是有很多感動。都是有悲、有喜、有夢、想飛的年輕人。只記得我偷塞了《屋頂上的提琴手》一首歌，其他是誰放的已經不記得了。（大四那一年有一段很長的時間，我得了失憶症？）

已經加上二十個同學的通訊錄，明天要將畢業紀念冊連同通訊錄寄一份給言梅姐姐，整理了一下。今天沒時間寫任何東西，偷懶當作「作品」，給弄丟畢業紀念冊的人回憶一下。

我要檢舉
台長： Yvette

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人氣(262) | 回應(5)| 推薦 (0)| 收藏 (0)
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我要回應
Sid
I’ll be there
As I have always been
With whom a bleakest soul would share
Those detailed shine and sheen
Glitter, quiver, and hive
Into a vast sapphire we’d dive
To heave a sigh denied, betrayed
Against our inside goblin
2007-11-24 19:48:45
Bravo!
Three more bravos to &quotsapphire&quot and &quotgoblin&quot--precise and crystalline images!

Plus applause to all of the verbs!
2007-11-24 22:02:07
YV again
aba(b)
ccdb

Your English poem resembles your Chinese poem. Stylish!

The alliteration of &quotshine&quot and &quotsheen&quot is wonderful, but then, the long &quotee&quot vowel carries a variation. You intended to break the pattern? Then, I have to indicate the rhyme scheme differently.
2007-11-24 23:38:31
Sid to YV
This one is a tiny, light poem. Separatedness is the poem’s “layout.” Its short space of eight lines is its unity. The small poem features its rhyme scheme with its individuality. It is very natural to cite as “we would dive” instead of “we’d dive” to fulfill the iambic footing, but the smooth sound strain seems vigorless then, hinting that there’s a following stanza. The sound effect of picking out “in” instead of “een” to scatter the rhymes, in my opinion, is due to the same intention to bring in “strength in setback.”

Try not to accept my explanation at first thought. What would a literature teacher say more?
2007-11-25 11:37:10
Literature Teacher
What would a literature teacher say more?

&quotDear class, do you like this poem? Today we already had enough analysis of this poem. The objective approach I suggested was to help you get more fun when you read and reread the poem. Enough analysis for the `signifier,` I guess. As for the `signified,` there should be SOMETHING deep down at the bottom of your heart which you might not like to discuss in class--something beyond words and beyond objective technical interpretation. Please let me know of your affective response in your journal. Thank you. Class dismissed. See you next time.&quot

That is what I would do, Pal!
2007-11-25 11:57:49
否 是 (若未登入"個人新聞台帳號"則看不到回覆唷!)
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