Teaching types of speech activity 

 Student of Andijan State Institute of Foreign Languages  Abdullajonova Rayhona Arabjon qizi   +998886630603 

 Abdullajonovarayhona874@gmail.com  Scientific Supervisor: Qodirova Nargiza 

Anmerkung. In diesem Artikel werden die Arten von Sprechaktivitäten und die  Methoden ihres Trainings analysiert. Grundsätzlich wird der Unterrichtsprozess des  Sprechens auf Deutsch mit der usbekischen Sprache verglichen. Der Artikel  analysiert eingehend Möglichkeiten zur Entwicklung des Sprechens, des  Hörverständnisses, der Lese- und Schreibfähigkeiten, methodischer Ansätze und des  kommunikativen Ansatzes im Sprachunterricht. Jede Art von Sprechaktivität ist eine  wichtige Phase des Sprachenlernens, und sie entwickeln sich in gegenseitiger  Abhängigkeit 

Annotation. This article analyzes types of speech activities and methods of their  training. Basically, the teaching process of speaking in German is compared with  the Uzbek language. The article analyzes in depth ways to develop speaking, listening comprehension, reading and writing skills, methodological approaches, communicative approach in language teaching. Each type of speech activity is an important stage in language learning, and they develop interdependently. 

Schlüsselwörter: Sprechaktivität, Deutsch, Methodik, kommunikativer Ansatz,  Sprachunterricht, Lesen, Schreiben, Hören, Sprechen 

Keywords: speaking activity, German, methodology, communicative approach,  language teaching, reading, writing, listening, speaking 

Speech activity is a means of satisfying basic communicative needs of a person. In  any language learning process, four main types of speech activities are distinguished: listening comprehension, reading, writing, and speaking. These skills  are seen as complementing and reinforcing each other. In modern language teaching  methodologies, the integrated training of these four skills is required. The same is  true for the study of German. This article examines each type of speech activity  separately and analyzes the differences, similarities, methodological approaches in  their teaching in Uzbek and German. In addition, the types of exercises used in the  formation of each skill, the structure of the lesson, the role of the teacher, and  methods of working with students will be extensively covered. 

1.Listening comprehension skills. Steps of Teaching Listening Comprehension in  GermanTypes of Listening Material (Audio Recordings, Video, Live Speech)Exercises: Global, Selective and Detailed Comprehension. Phonetic  differences in the Uzbek language and German, problems of pronunciation. The role  of context in listening comprehension. Listening comprehension is one of the core  skills in language acquisition. It not only supports oral communication but also helps  internalize pronunciation, intonation, rhythm, and syntactic structures of the foreign  language. In German language learning, listening plays a particularly crucial role  due to the language’s phonetic complexity and sentence structure. Steps of Teaching  Listening Comprehension in German.

The teaching of listening skills generally  follows a three-phase structure: 1. Pre-listening phase – This phase prepares learners  by activating prior knowledge, introducing key vocabulary, and setting the context.  It may include prediction exercises, discussion questions, or vocabulary  brainstorming. 2. While-listening phase – During this stage, learners engage with  the audio material. The teacher may focus on: Global comprehension: understanding  the general meaning or topic. Selective comprehension: identifying specific  information (e.g., numbers, names, dates). Detailed comprehension: analyzing and  understanding all elements of the text.

3. Post-listening phase – This involves  reflection and integration of the content through follow-up tasks like summarizing,  discussion, role-play, or writing a response. Types of Listening Material. A variety  of materials should be used to expose students to different accents, speaking speeds,  and contexts: Audio recordings: radio broadcasts, podcasts, dialogues, songs. Video  materials: TV programs, films, vlogs, documentaries. Live speech: conversations  with native speakers, guest lectures, interviews, or teacher-led storytelling. These  materials should be both authentic (real language use) and didactic (adapted for  learners’ levels), depending on the objectives of the lesson.

Exercises for Different  Comprehension Levels. Global comprehension tasks: identifying main idea, mood,  or theme of a recording. Selective listening: finding specific data (e.g., price, time,  place). Detailed comprehension: understanding cause-effect, opinions, or implied  meanings. Matching tasks, true/false questions, gap-filling, sequencing events, and  answering open-ended questions are effective formats. Phonetic Differences: Uzbek  vs. German . Uzbek and German differ significantly in phonetic structure: German  includes umlauts (ä, ö, ü), the ‘ch’ [ç] and [x] sounds, and the glottal stop, all of which  are absent in Uzbek. Stress patterns in German are more variable, whereas Uzbek  generally follows a more regular stress system. German consonant clusters can be  challenging for Uzbek speakers (e.g., Strasse, Frühstück). Vowel length (kurz/lang)  in German can change word meaning, a phenomenon not present in Uzbek. 

2. Speaking skills. Basic principles of the development of conversational speech in  German. Practicing forms of dialogue and monologue. Exercises aimed at  expressing free expression on social topics. Ways to improve speech flexibility and  vocabulary. Role plays, interactive lessons in language teaching. Conversational  competence in German is considered one of the central goals in foreign language  acquisition. To master spoken German, learners must develop not only correct pronunciation and intonation, but also the ability to spontaneously produce context appropriate responses, use appropriate vocabulary and grammatical structures, and  maintain coherence in longer dialogues or monologues.

Developmental Principles  of Conversational Speech in German. One of the basic principles in developing  speaking skills is communicative orientation, meaning that learners should use the  language not for rote repetition but for authentic communication. Language teaching  should therefore simulate real-life situations, where learners have to interact  spontaneously and meaningfully.

The development of speaking skills follows a  spiral model: initial basic speech patterns (greetings, self-introduction) gradually  evolve into more complex communicative tasks (debating, expressing opinion,  storytelling). Another key aspect is automatization – learners should be exposed to  a sufficient amount of practice to internalize language structures to the point where  speech becomes fluid and automatic. This involves repetition, but always in  communicatively meaningful contexts.

Practicing Forms of Dialogue and  Monologue. In language classrooms, both dialogue and monologue forms of speech  are essential. Dialogues foster interactive communication and help learners react to  partners’ input, while monologues encourage organized, extended speech such as  presentations or storytelling. For dialogue practice, some effective strategies  include: Information gap activities, where students must communicate to complete  a task. Interviews and peer questioning. Structured role-plays simulating everyday  scenarios: shopping, asking for directions, making appointments.

For monologue  practice, learners can be tasked with: Describing pictures or experiences. Giving  short presentations on familiar topics. Narrating a story or summarizing a text. Exercises Aimed at Free Expression on Social Topics. These tasks not only build  linguistic skills but also promote critical thinking and intercultural awareness,  especially when comparing perspectives from the target language culture (German speaking countries) with the learners’ own. 

3. Reading skills. Strategies for working with text. Types of texts taught in German:  Informative, Fictional, Formal Style. Development of reading technique: speed  reading, selective reading. Understanding the meaning of a word based on context.  Comparative analysis with Uzbek language teaching 

4. Writing skills. Stages of formation of writing competence in German. Types of  written speech: essay, letter, formal appeal. Correct application of grammatical  structure, spelling and punctuation. Creative Writing Exercises: Story Making,  Screenwriting. Criteria for evaluating written works 

5. Integration of types of speech activities. Methods of joint use of speech activities  in the classroom. CLIL (Content and Language Integrated Learning) training. Task based learning and Project-based learning methods. State Technologies in German  and Uzbek language teaching: online platforms, multimedia tools

Training of speech activities is at the heart of every language teaching system. An  integrated development of listening, speaking, reading and writing is important for  mastering a German language. Each type of speech is related to a different type and  reinforces each other. Therefore, emphasis should be placed on a comprehensively  integrated approach to lesson planning. The effectiveness of the language teaching  process increases through a communicative approach, interactive exercises, the use  of autistic materials. For teachers, this means the need to update their knowledge  and skills, to use modern methods. 

 References 

1.Bimmel, P., & Rampillon, U. (2000). Learning and working techniques German  as a foreign language. Langenscheidt. 

2. Glaboniat, M. et al. (2005). Profile German. Learning objective determinations,  optional descriptions and test tasks. Goethe-Institut. 

3. Nünning, A. (ed.). (2008). Fundamentals of Language Didactics of German as a  Foreign Language. Butcher. 

4. Bausch, K.-R. et al. (2003). Handbook of Foreign Language Teaching. Francke  Verlag. 

5.Funk, H. & Koenig, M. (2010). Target language German. Textbook and  Workbook. Cornelsen. 

6.Helbig, G. & Buscha, J. (2001). German grammar. Ein Handbuch für den  Ausländerunterricht. Langenscheidt. 

7. Thaler, E. (2012). Teaching German as a foreign language. UTB.

First of all, we wish everyone a very happy Earth Day! Here’s a picture from regular contributing artist Jacques Fleury.

Poet and essayist Abigail George, whom we’ve published many times, shares the fundraiser her book’s press has created for her. She’s seeking contributions for office supplies and resources to be able to serve as a speaker and advocate for others who have experienced trauma or deal with mental health issues.

Also, the Educational Bookshop in Jerusalem, a store that has the mission of peaceful dialogue and education, invites readers to donate new or gently used books (all genres) that have been meaningful to them, with a note enclosed for future readers about why the books were meaningful. (The books don’t have to be about peace or social justice or the Mideast, although they can be). Please send books here. US-based Interlink Publishing has also started a GoFundMe for the store.

We’re also having a presence at the Hayward Lit Hop festival this year, and we encourage everyone to attend this free, all-ages event! Many local writers will share their work and we will also host an open mic.

Passing along a message from someone who contacted us. If you’re interested, please email Mark directly at jennybridge45@gmail.com

Hi there, As a seasoned coordinator of educational events, this is my official introduction. Mark is my name. I hope our conversations won’t be hampered by my hearing loss. For an upcoming workshop, I’m searching for an illustrator, cartoonist, or artist to work with on a project. I’ll go over the project needs in detail and pay your fees in advance if you can assist. Once I indicate what has to be depicted or drawn, you can estimate the cost.

Mark Stewart from Ohio, USA.

This month’s theme is Lost and Found.

Brian Barbeito shares a mindful reflection on walking a paved road, finding a human place in nature. Rustamova Asalay depicts a farmer in tune with the sun and the cycles of nature. Stephen Jarrell Williams contributes several different ways of looking at and interacting with a city plaza. David Woodward contemplates life and aging while observing his garden, yet to bloom. Sayani Mukherjee dreams of flowers, rivers and mortality, biological life undergirding a modern city. Grzegorz Wroblewski, in a second set of poetry translated by Peter Burzynski, probes the corporeal and how we nourish ourselves.

Maniq Chakraborty speaks to being a lost traveler on a psychological journey. David Sapp writes of ordinary people and the weight of regret for their past choices, whether justifiable or not. Mykyta Ryzhykh’s poetry portrays people trapped in memory or dreamtime. Graciela Noemi Villaverde laments our human limitations: mortality and fragmentary knowledge. Sheila Murphy addresses isolation, confusion, and the weakness of language when it comes to expressing inmost feelings.

Bokijonova Madinabonu Batirovna’s piece explores the universality of grief and how it fragments and hardens some people’s selves. Denis Emorine’s novella Broken Identities explores the weight of the past, even a past we didn’t live through, and how it affects our sense of self. Tamara Walker (T.A. Aehrens) explores the practical and psychological process of repentance and healing from cultural sins in her novel Leaves from the Vine in an interview with editor Cristina Deptula. Vo Thi Nhu Mai’s elegant, understated poems express the weight of memory and unanswered questions.

Eva Petropoulou Lianou’s poem, translated from Greek to English, and then to Bangla by Md. Sadiqur Rahman Rumen, expresses a warmer view of the past and nostalgia for the simple kindnesses of her childhood. Sterling Warner’s poetry revels in nostalgia, nature, and culture – from Silicon Valley to Oktoberfest. Mahbub Alam describes in great detail the Bangladeshi New Year celebration. Rashidova Shaxrizoda pays homage to her cultural past and the poetic heritage of Alisher Navoi. Kylian Cubilla Gomez looks at nature and culture with a whimsical and curious eye. Lilian Dipasupil Kunimasa learns from the past while planning for the future and playfully musing about the present.

Nigar Nurulla Khalilova’s poetic speaker leaves a beloved to pursue artistic dreams in a journey that resembles a camel caravan. Lalezar Orinbayeva reflects on how her youthful dreams have changed over time, but she has not lost her optimism or determination. Ismailova Hilola outlines events that inspired her to become a teacher, how she found her life’s calling.

Eshboyev Oybek Davlat Oglu also speaks to education, highlighting potential roles for e-learning. Shahina Olimova researches the use of role-playing games in English language learning.

Chimezie Ihekuna shares his life’s purpose, asserting his artistic independence and desire to make the world a better place through writing and music. Biljana Letic of the Balkan Beats radio program interviews Maja Milojkovic about the spiritual, intercultural, and humane inspirations behind her writing. Shamsiya Khudoynazarova Turumovna’s poetry celebrates the beauty, grace, and discipline that goes into crafting haiku. Vernon Frazer positions words and shapes and fonts onto three pages with a loose theme of music. Rizal Tanjung explores the nuances and ambiguities within Anna Keiko’s abstract paintings. Jim Meirose’s piece mutates language into a mix of fonts and verbs and sounds, giving the sense of flying a plane.

Jacques Fleury also experiments with language as he reflects on learning to “go with the flow” of life, even when life’s “flow” is uneven, in a piece crafted during meditation. Gabriela Marin’s gentle poems evoke dreams, intimacy, and the imagination. Duane Vorhees’ pieces speak to attraction and intimacy, longing for human and poetic muses. Sam Hendrian explores moments of human connection and faux-connection.

Eva Petropoulou Lianou urges human solidarity and friendship: she wishes for women to stand together and befriend each other. Dr. Jernail S. Anand’s essay reminds us that society’s leaders should represent ethical values beyond money and power. Rahmat A. Muhammad expresses her hopes for international and domestic peace within her country. Ahmed Farooq Baidoon urges the world to become worthy of its children. Isabel Gomes de Diego’s photos celebrate new and burgeoning life in various forms. Isaac Aju’s short story challenges the Nigerian social taboo about middle-aged women remaining unmarried, celebrating a broader scope of people and lifestyles.

Even as we find some new joys and new lives, we sadly lose others. Ahmed Miqdad laments the destruction of Gaza and its ravages on both land and souls. Emran Emon decries the killing in Gaza and the U.N.’s lack of action. Daniel De Culla lampoons those who lead humanity while willfully ignoring climate change.

Sandro Piedrahita’s tale of conquest, tragedy, and some tiny justice finally served dramatizes the Spanish colonization of the Incas. Z.I. Mahmud explores dystopian elements within Margaret Atwood’s feminist classic The Handmaid’s Tale.

On a more personal level, Anna Keiko’s youthful-sounding poetry expresses tender lovesickness and fear of losing her beloved. Taylor Dibbert’s weary poetic speaker gives up on the dating world. Bill Tope’s short story presents a tragic interpersonal situation with tenderness, causing readers to think about the role of the justice system.

Christopher Bernard’s piece illustrates how humans can defend ourselves against all sorts of danger with calm, mindful preparedness. We hope that this issue will not only charm and entertain, but inspire and strengthen you to face the days ahead.

Rampant

A dream of flower ridden blossom

The wavering chaos of the river run high

I escaped the drugged wish

Of melancholic numbness around me

The slit throated sky high buildings

Of consumer care and globalized madness

The sip of soma is adjacent

Life’s little brittle mystery of strange alteration

A camphor of village ridden blush

The boat ride of everyday coming port

A slush for the modesty of eavesdropping sickness

Till the city learners the indoors of passion

The burning ghat still flames high

As the coming and going to this world is rampant

As poetic reverie bemused in silence.

Humanitarian Crisis in Gaza: The UN’s Role in Preventing Mass Atrocities

The humanitarian catastrophe unfolding in Gaza is one of the most harrowing tragedies of our time. Since October 2023, relentless bombardments, blockades, and mass displacements have turned Gaza into an open-air graveyard. Thousands of innocent Palestinians—many of them women and children—have been killed, while millions face starvation, disease, and psychological trauma. The systematic targeting of civilians, infrastructure, and medical facilities raises serious allegations of genocide under international law.

Yet, amid this devastation, the United Nations (UN)—an institution founded to prevent such atrocities—has largely remained a spectator, issuing resolutions that lack enforcement power. The situation in Gaza not only exposes the failures of global diplomacy but also questions the credibility of international institutions meant to safeguard human rights.

Genocide, as defined by the UN Convention on the Prevention and Punishment of the Crime of Genocide (1948), includes acts intended to destroy, in whole or in part, a national, ethnic, racial, or religious group. Israel’s military campaign in Gaza—marked by indiscriminate bombings, mass killings, targeted starvation, and forced displacement—fits this definition.

The International Court of Justice (ICJ) has acknowledged that South Africa’s genocide case against Israel has merit, leading to a provisional ruling demanding Israel take steps to prevent genocidal acts. However, the killings have not stopped. Instead, the assault on Gaza has intensified, with humanitarian aid being blocked and civilian infrastructure being destroyed.

The UN was founded in the aftermath of World War-II to ensure that such atrocities never happen again. However, when it comes to Gaza, the UN has been unable to enforce its own mandates. Notwithstanding, history shows that the UN has, in certain cases, played a crucial role in stopping genocides and war crimes. From Bosnia to Rwanda, the UN has intervened—sometimes successfully, sometimes too late. The question today is: can the UN still fulfill its mandate and eventually stop the genocide in Gaza?

While the UN has often been criticized for inaction, there have been instances where it successfully played a role in halting genocidal violence. These examples provide lessons for Gaza.

Bosnia (1995): UN Peacekeeping and International Justice

During the Bosnian War, the UN initially failed to prevent the massacre of over 8,000 Bosniak people in Srebrenica. However, after global pressure, NATO—under a UN mandate—intervened with airstrikes, leading to the end of the war. The International Criminal Tribunal for the former Yugoslavia (ICTY) later prosecuted those responsible, holding key figures accountable for war crimes and genocide.

Lesson for Gaza: The UN, despite its slow response, was able to rally international action against genocide. A similar decisive approach, including sanctions and military deterrence, could force Israel to halt its actions.

Rwanda (1994): A Late but Important Intervention

The Rwandan Genocide, where over 800,000 Tutsis were slaughtered, remains one of the UN’s worst failures. However, after the genocide, the UN established the International Criminal Tribunal for Rwanda (ICTR), which successfully tried and convicted genocide perpetrators. The UN also played a role in rebuilding Rwanda, ensuring long-term stability.

Lesson for Gaza: Justice delayed is not justice denied. The UN must start preparing for accountability measures now, ensuring that those responsible for war crimes in Gaza face prosecution.

East Timor (1999): UN-Led Independence and Peacekeeping

When Indonesia’s military-backed militias unleashed violence in East Timor after its independence vote, the UN intervened with peacekeeping forces (INTERFET). The mission successfully stabilized the region, ending the violence and paving the way for East Timor’s full independence.

Lesson for Gaza: A UN-led peacekeeping mission, with support from the international community, could ensure the long-term protection of Palestinians and prevent future genocidal acts.

Why has the UN failed in Gaza so far? Despite these past successes, the UN has not been able to stop Israel’s military campaign in Gaza. Several factors are responsible to this failure:

Security Council Paralysis: The UN Security Council (UNSC) is responsible for maintaining international peace and security. However, due to the veto power of permanent members, particularly the United States, resolutions calling for a ceasefire in Gaza have been repeatedly blocked. The US, a staunch ally of Israel, has used its veto multiple times to shield Israel from international accountability. This has paralyzed the UN from taking decisive action, allowing the genocide to continue unchecked.

General Assembly’s Limited Power: Unlike the UNSC (United Nations Security Council), the UN General Assembly (UNGA) cannot enforce its resolutions. It has passed multiple resolutions condemning Israel’s actions and calling for a ceasefire, but these have had no impact on the ground. The lack of enforcement mechanisms renders the UNGA largely symbolic in this crisis.

Failure to Implement ICJ Rulings: The ICJ’s ruling on genocide prevention should have led to immediate global intervention. However, Israel has ignored the ruling, and its allies continue to supply it with weapons. The UN lacks the ability to ensure compliance with its own judicial system, further eroding its authority.

The Ineffectiveness of UN Agencies: UN agencies like UNRWA (United Nations Relief and Works Agency) have been crucial in providing humanitarian aid to Palestinians. However, Israel and its allies have systematically undermined these efforts, with many countries suspending funding to UNRWA based on unverified allegations. This has worsened the humanitariancrisis, leaving millions of Gazans without food, water, and medical care.

The Gaza genocide exposes the double standards in global governance. When Russia invaded Ukraine, the international community responded with sanctions, military aid to Ukraine, and a strong diplomatic stance. In contrast, Israel’s actions in Gaza are met with muted criticism and continued military support from Western nations. This hypocrisy has further discredited the UN and weakened trust in international institutions. If genocide can occur in Gaza with impunity, what message does this send to other aggressors worldwide?

While the UN’s failures are glaring, the crisis in Gaza has mobilized global civil society, human rights organizations, and progressive governments. Here’s what must be done to end the genocide and restore the credibility of international institutions:

Reforming the UN Security Council: The UNSC’s structure, where five permanent members hold veto power, is outdated and undemocratic. Reforming this system is essential to ensure that no single nation can block humanitarianinterventions. Countries from the Global South, including Bangladesh, must push for a more balanced and representative international order.

Enforcing ICJ Rulings: If the ICJ has ruled that Israel must prevent genocide, there should be international mechanisms to enforce this decision. Sanctions, arms embargoes, and diplomatic isolation should be imposed on Israel until it complies with international law.

Strengthening the Role of the Global South: Western nations have failed to hold Israel accountable, but the Global South has shown increasing resistance to these double standards. Organizations like BRICS, the African Union, and the Organization of Islamic Cooperation (OIC) must take the lead in pressuring the UN for decisive action. Bangladesh, as a vocal supporter of Palestinian rights, should strengthen its diplomatic efforts in this regard.

Holding War Criminals Accountable: Israeli leaders responsible for war crimes should be tried at the International Criminal Court (ICC). If justice is selective, international law loses its legitimacy. Civil society groups must continue documenting war crimes to ensure accountability in the future.

The genocide in Gaza is not just a humanitariancrisis—it is a test of humanity’s moral compass. If the UN fails to act, it risks losing its credibility as a guardian of peace and human rights. Past interventions in Bosnia, Rwanda, and East Timor show that the UN can stop genocide when there is political will.

Now, the world must demand that the UN does the same for Gaza. Sanctions, accountability measures, and a UN peacekeeping mission could help end the atrocities. If the UN remains silent, it will not only fail the people of Palestine but also set a dangerous precedent for future genocides worldwide.

Moreover, governments, civil society, and individuals must work together to demand an end to genocide, ensure accountability, and rebuild a world where international law is respected—not selectively enforced.

Gaza’s innocent children deserve to live. The people of Palestine deserve freedom. And the world deserves a United Nations that stands for justice—not power politics. The time for action is now. The UN must choose: uphold its founding principles or become an institution of empty words.

Emran Emon is an eminent South Asian writer, journalist and columnist. He can be reached at emoncolumnist@gmail.com

(B)

See Life In Your Own Way

(i)

Deceptions try permeating my sub-conscious like a virus

Ugly events want to make me dance bad circus

I choose to see myself as the citrus

That grows in the field of peace

Never caught up by the weeds of disease

I’m hooked with creativity through my ability

To express my service to humanity

I see life my own way

Decided not to be in dis-array

It doesn’t matter the name;

Whose distraction is giving him the fame

For I know that’s his game

(ii)

I’m out for the money

but not down with the honeys

because they are monkeys

pretending to be like good mummies

I’m ahead of my time like time

That’s why  you don’t see me all the time

That’s the way I see it…My own way

So, see life in your own way!

Fault Lines

You talk like a waterfall. I’m lumbering

down rain. The plane of broken water toward

shame I do not feel. Your pain defines me.

Climbs down the fall to the splintered

pool I grab with both hands.

You blister my defeat with repetition.

You repeat my insignificance. I dissolve.

I hold my ears. I hold my own. Stones appear

as smattering blades of rain. Gainshares 

plummet. No runnels here. I hear your flint

voice voicing trauma you will never hold.

It’s cold again from here. You catch a spear

and wield what wildness might have glowed ago.

Simmering with strain. Fault lines beneath the strain.

Enclosed

Enclosed, we outlive our closeness. Beyond

the perpendicular pronoun. Warm we, 

second person plural, a better answer 

to the restaurant host’s “Just one?” The 

hungry body needs to lose itself, 

without strangling dangling participial 

others thirsty for speakeasy taunts, as if 

proximity meant all one, Alwun House,

a performance space in our western village 

bloated with population. In twos, shucking 

the status of MVP, a threnody 

before the spotlight on one deemed ideal 

for the role of icon according to

the ministry of prey, overcast 

with envy to carry forward an urgent,  

inextinguishable senseless oneness.

Recidivist

I’m on my way to taint the glyphs on trees. Freeze frame light of day. Board the traipse-mobile and go away (I’m on my way). Cliffs splay clipboards at play. Way north of gerunding, God willing. Recidivist splay. Rebel against the gains on hilltops retrieved.  A reprieve. Scope sequenced to fault the slow learn. Slow burn fallen (through). Who teaches you, the few. I wrap my head around the wrap around my head. 

Trawling the score named evermore, free lit freeway, smell of hay

Underpainting

Braille hums 

haptic heft, a fuse

lurking around 

future romp. Pomp 

and cirque-de-soleil.

Summer gardens

opaque with shine.

Toots Kinsky matte

finish. Surface gloss 

gone tame. Outer 

glass rough with 

source code grains.

With / Draw / All

With. 

Draw. All

morning. 

Raw

mourning. A longing. 

ensconced in 

brother 

broth once 

fair-minded, now

un-

mended 

sweat on brow.

Practiced 

preach. Long-

sleeved feral. 

skeet 

shot blood

on window

missing 

target by way

of cheap wheels.

Husbandry

Roller coast me close

to breeze viatical (remember

expectation. Bluebottle dit 

dot (pairs sans need 

(pared just enough 

for early breath. Shaped

pear pearl lid plot 

half 

injurious day-

glow (run from

penury (slow 

return to place-

based pain). Stain-

cropped (drum

plain page boy 

buoys no sprite

Just spit 

(split lip

Sheila E. Murphy. Appeared in Fortnightly Review, Poetry, Hanging Loose, others. Forthcoming: Escritoire (Lavender Ink). Permission to Relax (BlazeVOX Books, 2023). Gertrude Stein Poetry Award for Letters to Unfinished J. (Green Integer Press, 2003). Hay(ha)ku Book Prize for Reporting Live From You Know Where (Meritage Press, 2018).

Her Wikipedia page can be found at: https://en.wikipedia.org/wiki/Sheila_Murphy