nytimes.com
NYT Poetry Challenge: Memorize Millay's "Recuerdo"
The New York Times launched a week-long challenge encouraging readers to memorize Edna St. Vincent Millay's "Recuerdo," starting with the first two lines, to promote engagement with poetry and enhance memory skills.
- How does the chosen poem, "Recuerdo," contribute to the challenge's success?
- This initiative aims to revitalize appreciation for poetry, highlighting its ability to provide solace and joy in a fast-paced digital world. The challenge uses a poem with a memorable rhythm and rhyme scheme, making memorization easier and more engaging, contrasting with the prevalent texts and AI content.
- What is the main objective of The New York Times's poetry memorization challenge?
- The New York Times is encouraging readers to memorize Edna St. Vincent Millay's poem "Recuerdo" over a week-long challenge, starting with the first two lines: "We were very tired, we were very merry— We had gone back and forth all night on the ferry.
- What are the potential long-term effects of such a poetry memorization challenge on readers' engagement with literature and their cognitive skills?
- By focusing on a readily accessible and enjoyable poem, the challenge subtly promotes a deeper engagement with literature and offers a method for improving memory skills. The selection of "Recuerdo" showcases the enduring appeal of traditional poetic forms and the poem's ability to resonate across generations.
Cognitive Concepts
Framing Bias
The framing strongly encourages poem memorization, positioning it as a solution to the noise of modern life and a path to simple happiness. This positive framing might overshadow potential challenges or drawbacks associated with memorization.
Language Bias
The language used is largely positive and enthusiastic, using words like "beautiful," "pleasure," and "unforgettable." While this creates an engaging tone, it lacks a critical perspective, potentially minimizing potential challenges of memorization. Words like "slop" (in reference to A.I. content) could be considered loaded.
Bias by Omission
The article focuses heavily on the poem and its memorization, potentially omitting discussions of other forms of poetry appreciation or engagement. While acknowledging space constraints, the lack of diverse perspectives on poetry's role in modern life could limit the reader's understanding.
False Dichotomy
The article presents a false dichotomy by framing the decline of formal memorization in schools as either "progress" or "decline," neglecting the possibility of more nuanced interpretations.
Gender Bias
The selection of poets and the article's language do not appear to exhibit significant gender bias. The inclusion of both male and female poets is notable.
Sustainable Development Goals
The article promotes the memorization and appreciation of poetry, enriching educational experiences beyond formal schooling and fostering a lifelong love for literature. This aligns with SDG 4, Quality Education, which emphasizes the importance of inclusive and equitable quality education and promotes lifelong learning opportunities.