1. Moulay Ismail UniversityFaculty of Letters and Human SciencesMaster Program: Communication in ContextApproaches to Criticism The Poet as a Moral Teacher By: Ameur Benhami

2. Outline Introduction Definition of Poetry Sidney ‘s Arguments in Defending Poetry Conclusion

4. Poetry may be written idependently ,as discrete poem,or may occur in conjunction with arts as in poetic drama, hymns,lyrics or prose poetry.

5. The role of poetry is to address both our mind and feeling through teaching us sweet parables .What is Poetry ?

8. The nature of poetry is determined thanks to verses.

9. The notion of allegory is used by sidney to clarify the function of poetry; on the basis that it is a representation of the valuable untruth which can be used to communicate wisdom.

11. Poietes is a Greek word that is used to determine the main characteristic of the poet . It is synonymous to the word maker in English. The poet does not immitate, he creates new things by drawning on his own wit. The poet makes direct contact with the world of Platonic ideas. « Poet’s work does not give us insight to reality ,but an alternative reality to it. The Poet as a Maker

13. The poet does not immitate but create.

14. The notion of immitation is transfered from the poet to the reader.

15. Poetic justice: « In the poet’s world the righteous always prosper and the wicked are never left unpunished »A New Notion of Immitation

16. Poetry is superior than other arts as history and philosophy. Poetry is superior than other disciplines because it goes beyond the level of dipiction to the level of invention. Poetry and Other Disciplines

17. Sidney displays the difference between Aristotle probability and his morality Sidney changes the Aristotilian « should ». The poet should go beyond probability. Sidney and Aristotle

18. Poetry’s language has to be esthetic. Sindey introduces the didactic theory of poetry. Form & Content

19. Passion is the means used by the poet to affect the reader Sidney draws a conclusion and says that poetry is more effective moral teacher than philosophy or history. Conclusion