scholarly journals Object-Books and Exposed Writings: New Textual and Literary Landscapes in Latin America and Spain

2020 ◽  
Vol 28 ◽  
Author(s):  
RAFAEL CLIMENT-ESPINO
Keyword(s):  
Latin America ◽  
Clear Distinction ◽  
Literary Texts ◽  
Literary Studies ◽  
Literary Landscapes ◽  
Literary Transmission ◽  
Literary Materials

ABSTRACT In this essay I explore new ways of literary transmission edited in formats other than the codex in Latin America and Spain. My study also analyzes what Armando Petrucci called exposed writings. Taking as departing point a review of the concept of book, I will scrutinize several object-books to offer an analysis of literary materials edited in non-codex supports. This essay also proposes a clear distinction between book-object and object-book. Since the object-books I analyze convey literary texts, a main aim of my research is to vindicate the inclusion of these new materialities of literature into the field of literary studies, an area that historically has omitted non-codex formats considering them non-serious literature or literary diversions.

Why literature students should practise life writing

2016 ◽  
Vol 17 (2) ◽  
pp. 204-221 ◽  
Author(s):  
Kylie Cardell ◽  
Kate Douglas
Keyword(s):  
Creative Writing ◽  
Lived Experience ◽  
Ethical Issues ◽  
Life Writing ◽  
Literary Texts ◽  
Literary Studies ◽  
Creative Space ◽  
Writing Practice

This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we discuss in this article, life writing texts can often narrate difficult or traumatic material. However, we want to show how life writing, with its particular focus on actual lives and lived experience, creates a particularly conducive ethical, intellectual, and creative space for learning about and practicing writing.

The Chinese in West Indian Fiction

2018 ◽  
Author(s):  
Anne-Marie Lee-Loy
Keyword(s):  
South Asia ◽  
West Indies ◽  
West Indian ◽  
Literary Texts ◽  
West Indians ◽  
The West ◽  
Indian Identity ◽  
Literary Landscapes ◽  
Marginal Status

Asians in the West Indies are primarily migrants and their descendants from either South Asia or China. The representation of the Chinese in West Indian fiction is integrally connected to the specific development of the region. Indeed, to consider the role that the Chinese play in West Indian fiction is to engage, more generally, in the act of imaginatively locating the West Indies. Despite the fact that numerically, they have always held a marginal status in the region, the Chinese are very much present in West Indian literary landscapes. The recurring representations of the Chinese and Chineseness in such fiction are intimately tied to locating the metaphorical and discursive contours of the West Indies and of West Indians. In this context, depictions of the Chinese in West Indian literary texts tend to follow three lines of representation: (1) defining the region as an exotic “other place”; (2) negotiating the boundaries of West Indian belonging; and (3) complicating settled narratives of West Indian identity.

‘No learned rhetorical flourishes!’ Anti-rhetorical narration and metaphorical agency in Raabe’sCeltic Bones

2013 ◽  
Vol 22 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Helena Elshout
Keyword(s):  
Clear Distinction ◽  
Literary Texts ◽  
Conceptual Metaphors ◽  
The Real ◽  
Figures Of Speech ◽  
Cognitive Studies ◽  
Virtual Events ◽  
Narrative Function

As Monika Fludernik (2011) points out, creative metaphors receive less attention than conceptual metaphors in cognitive studies. The complex role of metaphor in literature and its narrative function needs to be further explored. Realistic novellas do not display a predilection towards elaborate creative metaphors. They contain other figures of speech and more conventional figurative forms such as symbols, allegories and similes – the latter to approximate an experience or perception. My hypothesis is, however, that in realistic texts metaphorical agency is often contained and instigated by virtual micronarratives (digression, memory, association, imagination and dream). How does metaphoricity relate to virtual parts of the storyworld? In order to investigate this question I use Wilhelm Raabe’s poetic realist novella Keltische Knochen ( Celtic Bones, published 1864) as a case study. Raabe’s travel account shows how virtual passages can receive and entail a metaphorical dimension. In Raabe’s novella the narrator witness claims that it does not manipulate reality by rhetorical tricks and metaphorical transformations, and therefore makes a clear distinction between the virtual and real parts of the storyworld. At the same time this distinction is undermined because the virtual events interfere with the real events and transform them into metaphorical sequences. The metaphorical sequences open up alternative segments of the storyworld that can be coined as paranarratives. The case study exposes the negotiability and the co-text dependence of literary metaphoricity and contributes to the exploration of the narrative potential of figurativeness in literary texts.

Textualitätsannahmen und die Analyse literarischer Texte

2008 ◽  
Vol 36 (3) ◽  
Author(s):  
Simone Winko
Keyword(s):  
Textual Analysis ◽  
Theory And Practice ◽  
Literary Texts ◽  
Literary Studies ◽  
Surface Level ◽  
Linguistic Model

AbstractThis article analyses genre-specific methods of textual analysis that are considered to be elementary and ‘close’ to the surface level of literary texts. It focuses on two questions: How do these methods explicitly and implicitly make use of the concept of textuality? And what kind of knowledge do they presuppose? A linguistic model of textuality is taken as the frame of this analysis. The article argues for the utilization of linguistic concepts in literary studies, both in theory and practice. At the same time it is assumed that historical and genre-oriented studies of literary texts focussing on the prerequisites of textuality will contribute to a differentiated view of a prototypical concept of textuality.

Native Books and the “English Book”

PMLA ◽  
2017 ◽  
Vol 132 (1) ◽  
pp. 135-141 ◽  
Author(s):  
Moradewun Adejunmobi
Keyword(s):  
Postcolonial Theory ◽  
African Literature ◽  
First Century ◽  
Literary Texts ◽  
Literary Studies ◽  
Large Individual ◽  
British Colonialism ◽  
Early Twenty ◽  
The Subject ◽  
Gayatri Chakravorty Spivak

Those of us working in the american academy have so internalized the grammar of postcolonial theory that we now take for granted interstices, hybridity, slippage, and liminality, among other terms commonplace in the discourse of postcolonialism. Beyond the terms themselves, we have taken to heart, absorbed, and extended the lessons from Homi K. Bhabha's The Location of Culture. Those lessons furnished a stimulative template for analyzing particular power asymmetries. Nevertheless, scholars have not referred as widely as we might expect to Bhabha's work in general and The Location of Culture in particular, especially in some fields for which postcolonial theory was supposed to be a natural fit, such as African literary studies. The index of African Literature: An Anthology of Criticism and Theory, a 764-page compendium assembling many of the most important interventions in African literature from the 1970s to the early twenty-first century, is an instructive example: it lists only three entries for Bhabha (Olaniyan and Quayson). Given that postcolonial theory and African literary studies share an interest and a language (the aftermath of British colonialism and English) in their research agendas, we might also ponder the frequency with which postcolonial theory in the vein of Bhabha, Gayatri Chakravorty Spivak, and Edward Said has elicited critique from scholars working with African literary texts and in African studies writ large. Individual persuasion is at work in these critiques but so also undoubtedly are positionality and location. We should read the critiques, then, not for their universal resonance, but for an understanding of debates unfolding in specific locations around the world, as well as in relation to the subject positions of individual scholars and their ideological proclivities.

scholarly journals Children's Books by Canonical Authors in the EFL Classroom

2020 ◽  
Vol 13 (11) ◽  
pp. 100
Author(s):  
Elena Ortells
Keyword(s):  
Theoretical Framework ◽  
The Other ◽  
Target Language ◽  
Literary Texts ◽  
Educational Community ◽  
Negative Attitudes ◽  
The One ◽  
Current Concerns ◽  
Literary Materials ◽  
Essential Support

Students’ imperfect grasp of the target language is cited by educators as one of the main tenets and conundrums against the use of real literature in the EFL classroom. However, previous reviews have proven that children and teenagers are likely to become interested in texts of their own choice and in line with their current concerns. Hence, since encouraging them to read for pleasure and providing them with motivating and level-appropriate materials are basic requirements for success, instructors should receive essential support on how to supply their students with literary texts suitable for both their language level and interests. My intention in this article is thus two-fold. On the one hand, I aim to provide several strategies to overcome the negative attitudes against the use of real literature in the EFL classroom, which are deeply rooted in the educational community, by equipping educators with a theoretical framework that allows them to critically select the most appropriate literary materials for their students. On the other hand, my intention is to present in-service teachers with an illustrative sample of texts and activities that clearly show that authentic literature can be successfully implemented in the teaching sphere.

scholarly journals Literature on Student Book and its Effect for Developing Elementary School Teaching Materials

2018 ◽  
Vol 12 (2) ◽  
pp. 209
Author(s):  
Emi Febrina Ningrum
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Elementary School Students ◽  
Literary Texts ◽  
Learning Material ◽  
School Students ◽  
School Teaching ◽  
Literary Materials ◽  
Literature Material ◽  
Answering Questions

This research adopted the qualitative research content analysis on the 4th grade of elementary school students which aimed to know the literary material contained in the 2013 curriculum student book in Indonesia as the compulsory guidebook. The results of this research could be useful for guidelines for the development of literary materials by teachers when implementing learning planning. The findings show that students’ literature material is only about 30% of the Indonesian language learning material found in the 4th grade of elementary school. The lesson was limited to reading the text of the story then answering questions about the content of the text. In general, literary competence material in student books has not been emphasized on the cultivation of literary concepts. The development of literary materials in the 4th grade of elementary school should include the introduction of literary concepts, analyzing the contents of literary texts, and applying moral values in literature to be applied in daily life.

scholarly journals Tolstoy's text in the works of I. S. Shmelyov

2021 ◽  
pp. 63-70
Author(s):  
Valeria Viktorovna Kurianova
Keyword(s):  
Early Period ◽  
Literary Texts ◽  
Literary Studies ◽  
Spiritual Leader ◽  
Circle Of Friends ◽  
New Religion

This research is dedicated to the study of supertext in the works of the prominent writer of the white émigré – Ivan Sergeevich Shmelyov. The topic of supertexts is currently one of the most promising interdisciplinary trends in humanities. Despite the fact that literary studies feature quite a number of works dedicated to topological texts, there are virtually no research of supertext, to which Tolstoy's text is attributed to. Active creation of Tolstoy’s text falls on the turn of the XIX – XX centuries. The image of Tolstoy manifests in Shemlyov’s works of the early period, his last novel, diaries and correspondence. In literary texts, the writer creates the “protected” myth about L. Tolstoy, whole the “profane vector” can be observed in diaries and correspondence with the close circle of friends. Mythologemes that comprise Shmelyov’s myth are as follows: “Tolstoy is an outstanding Russian writer”, “Simplification of Tolstoy”, “Tolstoy is the Founder of the New Religion”. The latter is of particular significance, since Shmelyov positions himself, and is subsequently recognized by the readers, as the Orthodox writer irreconcilable with other religious pursuits. Having acknowledge the undisputable authority of L. Tolstoy as a writer, as a model for young authors, the heroes in Shmelyov’s works do not admit the spiritual leader and religious figure in the prominent Russian thinker.

scholarly journals Computing the Affective-Aesthetic Potential of Literary Texts

AI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 11-27 ◽  
Author(s):  
Arthur M. Jacobs ◽  
Annette Kinder
Keyword(s):  
Predictive Accuracy ◽  
Literary Texts ◽  
Analysis Tool ◽  
Emotional States ◽  
Promising Candidate ◽  
Semantic Concepts ◽  
Narrative Time ◽  
Vector Space Models ◽  
Low Coverage ◽  
Literary Materials

In this paper, we compute the affective-aesthetic potential (AAP) of literary texts by using a simple sentiment analysis tool called SentiArt. In contrast to other established tools, SentiArt is based on publicly available vector space models (VSMs) and requires no emotional dictionary, thus making it applicable in any language for which VSMs have been made available (>150 so far) and avoiding issues of low coverage. In a first study, the AAP values of all words of a widely used lexical databank for German were computed and the VSM’s ability in representing concrete and more abstract semantic concepts was demonstrated. In a second study, SentiArt was used to predict ~2800 human word valence ratings and shown to have a high predictive accuracy (R2 > 0.5, p < 0.0001). A third study tested the validity of SentiArt in predicting emotional states over (narrative) time using human liking ratings from reading a story. Again, the predictive accuracy was highly significant: R2adj = 0.46, p < 0.0001, establishing the SentiArt tool as a promising candidate for lexical sentiment analyses at both the micro- and macrolevels, i.e., short and long literary materials. Possibilities and limitations of lexical VSM-based sentiment analyses of diverse complex literary texts are discussed in the light of these results.

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