Journal articles on the topic 'Blogs – Fiction'

Travel blogs can be considered as alternative literature. Travel blogs are the digitised version of travelogues or travel narratives. The blogs give impressive, cost effective and immediate impressions of travel. Earlier, the traveller prepares notes during the travel and writes it after reaching his native place. It involves revisualising the entire trip and jotting down the entire memories. The narration adds the real and the images he visualized. The narration will be a mix of myths and personal perspectives. The blogs are live reports of the travel. The rationale of the study understands the digital space and the awareness of “truth”. In the post truth era frontiers are blurred between truth and lie, honesty and dishonesty, fiction and non fiction.

Purpose The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books. Design/methodology/approach The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs. Findings The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process. Research limitations/implications As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums. Originality/value The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.

In October 2014, over 200 million blogs were registered on the platform Tumblr alone. In 2015, hundreds of book blogs in the blogosphere concentrated on literature and published reviews, cover designs, direct insights from publishers, author interviews, and competitions. Based on the research question ‘Do literature blogs have an influence on the buying decisions of readers?’ quantitative research was carried out in Germany at the beginning of 2016. The focus of the research was book blogs targeting readers of light fiction. A survey was sent to online portals, such as Lovelybooks, and thereby distributed to readers. Literature bloggers were also asked to participate by forwarding the survey to their followers. The survey gives insight into readers’ motivation to visit literature blogs. Furthermore, it highlights what kind of information readers want to find on such blogs, and how blogs can influence readers’ buying behaviour. The findings of the survey are compared with a model for buying decisions. The findings will be helpful for publishers, self-publishers, book trade, and bloggers. The most obvious limitation of the survey is the geographic limitation to Germany and its book market; however, the survey could easily be translated and extended to include other markets.

Misinformation relating to horticulture can spread quickly among laypersons. Although some misinformation may be harmless, such as the myth that bell pepper (Capsicum annuum) fruit can be either male or female, other misinformation is generated to sway consumer decisions. The demand from Cooperative Extension Service (CES) agents for support to combat the spread of horticultural misinformation, horticulture specialists at the University of Arkansas System Division of Agriculture Cooperative Extension Service (UACES) created a “Horticulture Fact or Fiction” series of blog posts that targeted common horticulture myths with science-based explanations and used graphics interchange format (GIFs) to promote the blog posts on social media. The integrated social media campaign was shared on the authors’ UACES Horticulture social media accounts and by eight UACES agents during 2021. The effort reached 13,397 social media users, and the blog posts had a total of 45,544 pageviews. Although social media was not the major driver of traffic to the blog post series, GIF-based outreach on social media did direct more than 1000 additional users to the blog posts. Through this integrated approach of using social media and GIFs shared by both specialists and CES agents, we were able to connect a large number of stakeholders to research-based content, resulting in higher average traffic to our webpage-based blogs than the average UACES webpage. This type of integrated approach using multiple online means of communication including GIFs, blogs, and social media to create a toolkit of resources for CES agents may be useful for extension professionals targeting stakeholders online.

Abstract: Constructing a reality out of language has been a recurrent experience of humanity since the first creative usage of language. When a narrative practice is used as a self-reflection and self-construction in a non-fiction manner, the result is blending real-world events, situations, and places with a subjective worldview, and consequentially redefining one’s perception of these events, situations, and places (see for example Ricoeur 2009, Barton 2010, Linde 1993). It is interesting how telling a story of the self is used to reduce the subjective perception of otherness in conditions of recent immigration, a practice very well observed in Italian emigrant letters at the beginning of the XX s. (Franzina 1994). A contemporary case of such a practice are the emigrants’ online diaries in the form of blogs, Instagram stories, Facebook pages. Here we propose an example of how multimodal online narratives are used as a rite of passage from a condition of a subjective perception of otherness to a situation of becoming a less- other or even a non-other. For this ongoing research three Italian bloggers, living in the United States, are followed for 10 years in their experience of writing and videoblogging through blog platforms, Instagram, and Facebook. Keywords: emigration, multimodality, digital narratives, blogs, egodocuments, identity.

Purpose The purpose of this paper is to examine the role of reading in scholarly work among academics in Finland. This study analyzes readings from a variety of publication types including books, conference proceedings, research reports, magazines, newspapers, blogs, non-fiction and fiction. Design/methodology/approach An online survey was developed and distributed in Finland in 2016–2017 (n=528). Participants were asked their finding and use of scholarly information resources of all types. Findings Scholars read from a variety of publications. Different types of publications are read and used differently. Reading also varies between disciplines, ranks, work responsibilities and type of research performed. Research limitations/implications The study was a nationwide study of researchers in Finland; therefore, all findings are within the context of researchers in a single country. All results are self-reported; therefore, the authors assume but cannot be sure that respondents accurately recollect the specifics of their use of scholarly information. Practical implications The results of this study are relevant to publishers, research librarians, editors and others who serve consumers of scholarly information resources, design information products and services for those scholars, and seek to better understand the information needs and use of a variety of types of scholarly publications. Originality/value This study replicates previous studies in a variety of countries and provides a more up-to-date and single-country contextualized overview of how researchers find and use scholarly information in their work.

Abstract Contrastive focus reduplication (CR) is a type of reduplication in English which picks out a prototypical or intensified reading of the reduplicated element and shows contrastive stress on the reduplicant: for instance, speakers may use talk talk to indicate that a ‘real talk’ - as opposed to e.g. ‘just small talk’- took place. The present paper pursues an empirical, corpus-linguistic approach to CR: Based on three mega-corpora of contemporary English, the following aspects in particular are investigated: the importance of the co-text of CR, the possibility of emerging default interpretations for some frequent CRs, and the function(s) CR serves in discourse. In addition, it contains the first analysis of the sociolinguistics of the phenomenon, based on a corpus of blogs. It emerges that contrasts and/or synonyms are commonly employed to clarify the meaning of CR - most frequently in the form of the unreduplicated base (not talk, but talk talk) or an explanatory phrase (talk talk, by which I mean a serious conversation). CR is most frequent in blogs maintained by women and by young speakers. Its presence in blogs shows that CR is not limited to (fictional representations of) spoken dialogue. Though generally rare, it is also found in other genres (such as fiction, news, and even academic prose). Apart from its disambiguating function, CR is also used for creative purposes (as a kind of wordplay) and apparently serves to build rapport between interlocutors (or bloggers and readers) via reference to common ground.

This article investigates the contemporary fascination with true crime narratives, an subject which is fast becoming a central area of interest in crime fiction studies. As the overarching genre of crime fiction itself becomes the most read literature genre, not to mention its growing popularity in other popular cultural mediums – TV, film, documentary, podcast, blogs, etc., true crime – which has always been a popular sub-genre – is arguably moving centre stage aligned to our recent obsession with the real life figure of the serial killer. The usual discussions of both individual and collective obsession and fascination with such topics, is generally limited to arguments within conscious parameters of ethical choice, This paper will explore an alterative reading that introduces the Lacanian psychoanalytic concepts of the sinthome and jouissance, and argues that any reading of these topics cannot be contained within conceptions of rationality and ethical choice.

This article aims to place Clarice Lispector as the inventor of a new type of newspaper chronicle. The style of her 468 chronicles published weekly in Jornal do Brasil, from 1967 to 1973, and collected in the book A descoberta do mundo (1984), differs from that of her contemporary male chroniclers, such as Rubem Braga, Paulo Mendes Campos, Fernando Sabino, and Otto Lara Resende, or even women chroniclers, such as Rachel de Queiroz and Dinah Silveira de Queiroz. Mingling Sartre’s existentialism and Heidegger’s phenomenology with the Jewish mysticism learned as a child enabled Lispector to write in a style that pioneered modern women’s prose fiction in Brazil after 1970. This article argues that fragmentation and hybridization are the marks of her “discovery” of a new world as a woman writer, making her crônicas predecessors of today’s women’s blogs.

The authors consider the peculiarities of using cinematographic genres in communication activities by organizations of aerospace industry. As organizations form an information space around them, it is important that the information that is present in it is positive and allows them to effectively influence the key audience. In today’s environment, information broadcast by traditional media is perceived with less interest. Therefore, organizations have to look for and develop new communication channels such as social networks, blogs, etc. Cinematography is of particular importance. It allows to realize such functions as entertainment, information, education, organization of social community, education. In the aerospace field, the implementation of an effective impact on the target audience has its own peculiarities, as this industry is strategically important for the country, potentially crisis-prone, and it is constantly riveted on public and media attention. In addition, the dissemination of certain information may be restricted by classifying data as part of a government, commercial or other secret specifically protected by law. Cinematographic works as a means of forming the information space of aerospace industry organizations in Russia are effective. They are used to form a positive image of the industry, organizations, professions, to promote products and services. Full-length and short films created in fiction and non-fiction genres allow transforming ways of interaction between communicator and audience, expanding communicative possibilities of space, accelerating information exchange.

The article discusses how and why the new nationalists, who call for political self-determination of Russians but share some ideological concepts with liberals, use stiob - a form of ironic parody based on overidentification and decontextualisation, resulting in destruction of the authoritative discourse. Their entertaining, or educational-cum-entertaining projects, located in the gray area between politics and counterculture, strive to undermine domineering political discourses (liberal, neo-Soviet, leftist, official patriotic, and old nationalist) and to go beyond the left-right dichotomy. The author concludes that the main function of stiob and other forms of irony for the new nationalists is negative identification. Ambivalence of the language of stiob simultaneously attracts the target audience of nationalists (“those in the know”) and does not prevent solidarizing with any political platform when needed. The article is based on qualitative analysis of narratives produced by nationalist social media influencers, including fiction, essays, talks, lectures, interviews, live broadcasts, posts in blogs, social networks and messengers.

A Review of: Late, E., Tenopir, C., Talja, S., & Christian, L. (2019). Reading practices in scholarly work: From articles and books to blogs. Journal of Documentation, 75(3), 478-499. https://doi.org/10.1108/JD-11-2018-0178 Abstract Objective – To closely examine the role of reading in scholarly work, with particular attention to the relationships between reading practices and characteristics of the scholars, the types of publications they read, and the context of reading. Design – Survey. Setting – Universities in Finland. Subjects – 528 academics (research directors/managers, professors, post doctoral researchers, doctoral students, lecturers, and researchers). Methods – An online survey was distributed in Finland, October-December 2016. The first part of the survey asked about scholars’ general reading practices; the second part asked about their most recent reading of two particular publications, one a journal article and the other a different publication type. In relation to these two readings, the scholars provided information about the documents read, the reading process and context, how the document was identified and obtained, and the effect of the reading on their work. Main Results – On average, the scholars read 59 publications per month: 20 journal articles, 3 books, 5 conference proceedings or research reports, 17 newspaper articles, 9 magazine articles, 4 blogs, and 2 non-fiction/fiction books. There was no statistically significant difference in the number of journal articles read across disciplines, but the number of books read was highest in the humanities and social sciences and lowest in the sciences and medical sciences. Frequency of reading of particular publication types also varied by work focus (research vs. teaching/administrative) and by the nature of the scholar’s research (basic vs. applied). The scholars were also asked about the importance of reading different publication types. Overall, scholarly journals and article compilations were rated as most important for scholarly reading. Differences in these ratings were found across disciplines, work focus, nature of the research, and scholar rank/status. Part 2 of the survey focused on the most recent items read by the scholars. Their reading of journal articles, scholarly books, and conference proceedings/research reports was mainly for the purpose of research and writing. Their reading of newspaper articles, magazine articles, and blogs was mainly for current awareness and continuing education. Their reading of non-fiction/fiction books was mainly for their personal interest or pleasure. None of these publication types was specifically focused on supporting the scholars’ teaching. Over 70 percent of the recent readings were new, rather than re-readings. Across all publication types, the scholars read at least parts of the item “with great care”. Almost half of the journal articles recently read have been or will be cited in the future; this proportion was also high for scholarly books and conference proceedings/research reports, but not for the other publication types. The most recently read journal articles were brought to the scholar’s attention primarily through searching; they became aware of scholarly books and conference proceedings/research reports through both searching and because another person told them about the item. Scholars mainly obtained journal articles and scholarly books from their libraries, but they also obtained articles on the Internet and scholarly books from another person. Forty percent of the scholars read journal articles by printing a downloaded copy, but over half read them on a computer, mobile phone, or e-reader. Over half of the scholarly books were read from published/printed copy, but 18% read the book in an electronic version. Most reading occured in the scholar’s office or lab. Over half the journal articles and conference proceedings/research reports read were published within the last year; just under half the scholarly books read were published within the last year. While these scholars worked in Finland, 91% of the journal articles and 73% of the scholarly books they read were published in English. Conclusion – The results from this study confirmed and extended findings from previous studies (e.g., Tenopir et al., 2010, 2015). They demonstrated that scholars read a variety of types of publications for a variety of purposes. However, journal articles still dominated the reading and the perceptions of importance among the various publication types, particularly for the purposes of research and writing. This paper provides a first look at scholars’ uses of the other publication types and the influence of work tasks on reading practices; further research is needed to understand these relationships more fully. In general, the disciplinary differences in reading practices found in this study mirror the different publishing practices of the disciplines and so may be affected by future evolution toward open access and social media use for scholarly communication.

The paper presents the problem of transformations of phraseological units in modern Russian and Slovak advertising slogans. The primary task of the advertising slogan is to attract the attention of the recipient, to interest a potential buyer, to motivate him to buy certain products. When classical linguistic means and techniques turn out to be ineffective or outdated, the creators of advertising slogans resort to various transformations of the existing material well-known to a certain society, word play and other experiments with language. Transformation of phraseological units is a justified, effective and highly relevant method of attracting attention in various spheres of communication (media, fiction, Internet, blogs, advertising, politics, etc.). This technique has occupied the dominant position in advertising for more than a decade, since fixed expressions or allusions to them appeal to the wisdom of the nation, its origins, and evoke positive images in memory. The purpose of this article is to identify the transformations of phraseological units in advertising using the example of two Slavic languages, to analyse specific examples of transformations created by Russian and Slovak authors, to consider the methods of creating such transformations, to note their features and to draw appropriate conclusions.

The paper aims at presenting the research potential of the transformational paradigm of the phraseological unit as a set of all detected speech realisations of its updated invariant, formed not by the principle of “predicting” the possible transformations, but of “collecting” their actual variants in speech. The starting points in this case are both the intralingual multi-sided (according to R. Sternemann) model of comparing the actual speech updates of the phraseological unit with its invariant as tertium comparationis and the broad understanding of the object of phraseology. The basic methods are methods of total sampling and textual identification of the phraseological transform, component-variant analysis, methods of phraseological modelling, applicative method, methods of historical-etymological and linguocultural analysis. The material of the research contains transformation paradigms of different types of phraseological units collected and systematized by the author (wolf in sheep’s clothing, return of the prodigal son, step on the same rake, man in a skirt, Pandora’s box, he who has a tongue can find his way), which were formed on the material of Russian fiction and non-fiction texts, Russian and Russian-language printed and electronic media, including texts of Internet forums and blogs of the early 21st century as a space of network (often anonymous) media communication. The systematization of phraseotransforms in Russian speech and structuring the transformational paradigm, taking into account the internal and external levels in the form of a “matrix,” opens up opportunities for searching for the systemic and the asystemic, the predictable and the unpredictable, for generalising the linguistic and non-linguistic factors stimulating the phraseoransformation and phraseoformation of the phraseological invariant as well as for determining the ratio of creative capacities of the language system and the creativity of the authors of phraseological transforms. The proposed model of analysis can be used in the context of intralingual and inter-lingual comparisons.

The aim of this paper is to investigate ‘I promise’ and its counterpart in (Peninsular) Spanish prometo. After briefly revisiting the theoretical debate on performativity and performative verbs, the paper adopts a corpus-based approach to quantify the main uses of ‘I promise’ in both languages. This contrastive analysis has an ultimate didactic purpose, since these verbs can raise problems of understanding and use for Spanish learners of English as a foreign language (EFL henceforth) and of translation studies. In order to carry out this analysis, the British National Corpus and the Corpus de Referencia del Español Actual were used, manually fine-graining the initial automatic search. To make both datasets comparable, only the oral and the fiction sections were considered since they are both shared by the two corpora. Interestingly, during the analysis there has also emerged an unexpected result which seems to be pointing out to the beginning of a linguistic change in Spanish. Thus, it can be observed that there is an emergent use in Spanish of the verb amenazar (‘to threaten’), sometimes with the action function of “promising”. This emergent use seems to be especially frequent in computer-mediated communication (e.g. blogs, forums, etc.) but it is still extremely rare in English.

The appearance of the blogging platform created a new epistolary form for writers, with an inbuilt means of instant publication. Blog fiction could be serialized in real time, distributed between multiple online spaces and supplemented in commentary sections by other bloggers, real and fictional. Bad Influences (Segar, 2013a) was an experimental blog fiction making narrative use of these distributions in time, space and authorship (Walker Rettberg, 2004) as well as many other formal blog characteristics, including character avatars, interactive quizzes, aggregated feeds and blog design elements. As the story progressed, it became apparent that the processes of writing, reading and interacting, both within and outside of the text, created relations between the writer/creator and readers/participants who were an essential factor in the realization of the narrative. This led to the conclusion that blog fiction has a relational poetics. Coined by van Rooden (2011) after Bourriaud’s Relational Aesthetics (2002), this term is used here to describe a narrative process that relies on the human relations surrounding the text as much as on the text itself. Similarly relational forms of fiction are developing on the newer social networks, particularly Twitter, and transmediality holds yet more potential.

The spread of TV movies has brought free participation in film reviews. Movies have brought freedom of time and space for comments. You can publish your own comments at any time without time restrictions. You can publish comments on forums, blogs, vote, and various websites, film companies, and even individuals to hold special online film competitions or film review activities. With the gradual maturity of film types, a series of subtypes such as artificial intelligence, interstellar civilization, and alien species have been derived. These contents have different emphases on type characteristics and narrative characteristics, although the subtypes of films have some common characteristics in essence. Based on artificial intelligence, this paper studies the scoring analysis and communication efficiency of TV and film. By adjusting the recommendation through user feedback, the average absolute error has been improved by 18% and the accuracy has been improved by 24%. Moreover, through four rounds of feedback, the accuracy of online computing recommendation for new users is very close to that for old users. This shows the superiority of artificial intelligence algorithm in solving the problems of cold start and complex interest recommendation. It can be predicted that artificial intelligence will become a unique cultural phenomenon. Its cultural connotation is all inclusive and worthy of continuous research and exploration by future generations. Artificial intelligence appears more and more frequently in science fiction films and presents more rich and detailed diversity and complexity.

This study explored the reading interests, and preferences of educated Arabs such as students, faculty and professionals, the types and number of books they read before, during and after the Pandemic (between 2012 and 2022). Data were collected from Twitter threads, hashtags and surveys and responses to the question “What are you currently reading”. The Twitter data analysis showed that the preferred book titles with the highest percentages were novels/fiction (31.5% before the Pandemic and 41.5% during the Pandemic); Islamic books (22.5% before the Pandemic and 12% after the Pandemic); (iii) self-development books (12.5% before the Pandemic and 20% during the Pandemic). 80.7% preferred to read paper books and 19.3% electronic books. In most surveys, between 50%-60% of the respondents do not read at all. In 2 surveys, between 76%-80% do not read. The highest number of books read was during the Pandemic as 32.5% read 5 books and 38.5% read more than 20 books. The status of reading after the Pandemic was like that before the Pandemic (43.4% did not read). Even graduate and undergraduate students. 31% of graduate and undergraduate students read nothing outside their course textbooks. For enhancing students’ reading interests, preferences and the types and amounts of books read, the study recommended using book clubs, BookTok, encouraging students to visit libraries, using online courses, blogs, and mobile apps for discussing books read, integrating global topics in the school and college curriculum and others.

Literary reminiscences are often used in journalistic texts. They can be implemented into journalistic materials in various forms: it may be a reference to a literary work, characters, other images, or citation of the text. Literary reminiscences are used by the authors of journalistic materials primarily to enhance the emotivity and expressiveness of the text. However, along with this, they also perform an important function of culture transferring. A correlation of literary reminiscences with genres has been traced and it is noted that such technique is most often found in the journalistic genres of art and journalism, in particular in essays, blogs and authors’ columns. The mention of writers’ names, famous characters or the use of fragments of literary works is connected with the functional features of these journalistic genres. The author of a journalistic text, introducing literary reminiscences to it, appeals to the reader’s basic knowledge of literature and, consequently, makes him remember something known, or refer to reference sources to find out the unknown. Literary reminiscences not only update the basic knowledge of the fiction reader, but also become a powerful stimulus for their expansion. Thus, propaganda and popularization of reading are taking place. In the process of research, in addition to general scientific methods, a descriptive and comparative methods have been used. The scientific novelty of the study is that literary reminiscences in journalistic texts are considered in the aspect of reading popularization for the first time. The study may complement the curricula of the courses “Theory and History of Journalism”, “Mass Communication and Information”, “Practical Stylistics”, “Publicism”, “Theory of Social Communications” in the aspect of the role of media in the popularization of reading. Prospect for the further research is a more detailed analysis of literary reminiscences in the media texts, in particular, the search for references to works of Ukrainian literature.

Abstract This article analyzes a number of Egyptian blogs in relation to their print ancestors, in particular private notebooks written by young effendis in the 1920s and public fictional diaries serialized in the periodical press in the same period in Egypt. It compares the media transition taking place in Egypt in the early 2000s following the adoption of blogging and social media to the one occurring in the early decades of the twentieth century following the popularization of printed products. Using theories from media studies and rhetorical studies, it shows how the blog inherits some of the formal and stylistic features of private diaries as well as their anti-authoritarian attitude. Yet it also shows how compared to its ancestors, the blog favors an unprecedented exposure of personal, private issues in public, turning self-writing into a social, communicative activity. Similarly, autofiction and subversive styles of writing are techniques that bloggers borrow from the fictional print diaries in order to write about their private lives in public. However, digital tools, with their mode of circulation, temporality and increasing exposure to state and informal censorship, make it increasingly difficult for bloggers to keep a room of their own.

Purpose: This article aims to analyze the retention of the Arabic language as a national identity by Lebanon nationalists who live as exiles outside European countries in two of her novels, Lailatul-Milyār and Sahrah Tanakkuriyyah Lil-Mautā. As a product of fiction from a colonized country, both stories represent postcolonial discourses, showing the effect of colonialism, while also voicing resistance to colonialism. Methodology: The research materials or material objects in this article are two of as-Sammān’s novels. Data sources were grouped in primary data, which is the two of Sammān’s novels, and secondary data, which is various references that support analysis, including books, journals, blogs, and other relevant sources in academic studies. Deconstruction is a textual strategy, which is utilized for analyzing the data in this study. No software tool is used. Main Findings: The Lebanese nationalists in Europe tried to maintain the use of the Arabic language as the first and foremost national identity for several reasons, including defending (1) the Arabness, (2) the membership in the national community, and (3) the nation and nationality. Implications/ Applications: This study highlights that resistance to colonialism can be done in various ways, both through violence and non-violence. In modern times, non-violent methods are frequently used. Among the non-violent ways is to fight for the retention of the Arabic language as a national identity so that to maintain it means to maintain Arabism, the membership of the nation’s community, and defend the nation and nationality of the Arabs. Novelty/Originality of this study: These findings highlight the struggle of the Lebanese nationalists in Europe; the younger generation who are trying to inherit Arabic must also struggle to learn it, both formal and informal, even against the mainstream. The results of persistence and perseverance in learning Arabic cannot be seen immediately, but a long time after that. The ability to speak Arabic, then, can foster a spirit of nationalism in the young Arab generation.

Mulk Raj Anand was a revolutionary writer of the twentieth century India who changed the mode of writing and thinking in the field of Indian fiction writing. The novelists before him, who had written fiction, wrote the fictional side of life which were ideal and romantic in nature. There were a smaller number of issues of the society. Mulk Raj Anand’s writing brought revolutionary change in the field of fiction writing. He wrote the novels for the sake of untouchables and the poor. He raised the issues of casteism, capitalism, feudalism, colonialism and imperialism through his novels. In Untouchable, he has attacked one of the worst social evils of the Indian society which was ignored by the previous writers and that is blot on Indian society, culture and tradition that has colonized eighty five percent people of Indian society. This sensibility has ruined creativity of Indian people. Casteism and untouchability are the blots on the face of humanity. Anand seems fighting for the liberty, equality and justice of the untouchables and the poor. He appealed for the basic human rights and needs in the newly emerging civil structure of colonial and post-independence India. He had the opinion among all the fundamental rights that human dignity is the highest. Bakha, the leading character, had the resistance in the mind but he could not express it due to the fear of his caste. Bakha is a metaphor for all the untouchables of India.

The article deals with the defamiliarization of the biblical idiom “a wolf in sheep’s clothing” in the modern Russian media reality and speech, and with the transformational potential of this unit. Based on the transformational paradigm of the idiom “a wolf in sheep’s clothing” in the horizontal analytical dimension, the article aims to identify the incentives of its transformation (internal phraseological modelling) and formation according to the model (external phraseological modelling), to track its temporal and sociocultural markedness inscribing it into the cultural and ideological context of the newest era, and to reveal the complex of linguistic and non-linguistic factors “provoking” the author of the media text to make the transformational updates which make the contextual (semantic and formal) reinterpretation of the idiom possible. Within the boundaries of the transformational paradigm at the level of its inner and outer vectors, the symbolic meanings of the components and the role of “metaphor of dressing up” in deceitful garments, semantic and structural-semantic transformations (amplification, substitution, implication, double actualization of certain components of the phraseological unit, morphological transformations, deformation of the syntax model, and role inversion), the role of phraseological configuration as an incentive for updating the biblical idiom as well as the facts of phraseological modelling are considered. The article focuses on the heteromorphism of phraseological transformations (semantic, structuralsemantic, including morphological ones) with one of the types dominating. Particular attention is paid to both the systemic and nonsystemic nature of phraseological transformations and the influence of semantics and pragmatics of the original biblical prototext on the transformative potential of the idiom “a wolf in sheep’s clothing”. Following the investigation, it has been found out that the transformative impulses emanating from the semantic and cultural meaning of the original biblical prototext are in demand to a much lesser extent than the linguistic ones (potential of the structural-semantic model of the idiom, symbolic value of its components as well as their systemic connections at the lexical-semantic and grammatical level), which confirms the secularization of the biblical expression and its transition to the category of functional textual units. The study is performed on the material of fiction, Russian printed and electronic media as well as Internet forums and blogs of the beginning of the 21st century. Using the methods of the textual identification of transformations, phraseological modelling, as well as component variable, historical-etymological and linguocultural analysis, the biblical idiom is considered a text-formative element.

Abstract In the first part of the paper, the interconnection of evaluation and classification in the literary field is discussed. Genre constitutes one of the central notions in Pierre Bourdieu’s sociology of literature. Werner Michler’s suggestion to regard genres not as theoretical models or collections of features, but as classifications by agents of the literary field, is expanded by the aspect of genre evaluation. Both processes of classification and evaluation seem intertwined and could be understood as evaluation strategies by agents and communities of the literary field. Introduction of new genre terms and their modification are popular strategies of revaluation of genres, works, authors, and audiences. In the paper, four groups of agents of the generic process identified by Michler (producers, distributors, non-professional recipients, and professional agencies of evaluation) are analysed in view of their power of revaluation. Furthermore, they are placed in the contemporary German literary field on the basis of Heribert Tommek’s model and depicted as hypothetical members of evaluative genre communities. These communities consist of agents and groups (e. g. fandoms) that defend and support genres, seeing in them a stake in the game which is the illusio, the faith in the principles of the field. In the second part, agents, communities, and their evaluative strategies are presented. First of all, it is the reception mechanisms which decide on the attribution of values to genres and affect the production of literature. Therefore, the authors write their texts with regard to conventional classifications and take part as well, more or less directly, in the processes of revaluation of genres they want to be associated with. The avant-garde is either interested in original genre terms or it avoids any ascriptions whatsoever. In comparison, the mainstream and the subfield of mass production concentrate on medially attractive or conventional and recognizable terms. Authors which have accumulated large symbolic capital can also revaluate genres with their prestige. The potential of terms and evaluations is also reflected in the structure of the field as seen by distributors of literature. Paratexts, advertisements, blurbs, and brands change according to their place on the aesthetic or economic pole of the field. This way, audiences that can choose genres, values and evaluations on the basis of the existing classifications are created and influenced. Even if their symbolic power is small, they manage to formulate evaluative classifications, first of all in the flexible area (forums, blogs) close to the professional agencies of evaluation. Genres are re- and devaluated also in the literary studies and by the critics. Here, the conscious usage of genre terms characterizes the profession. Literary critics and reviewers often choose new, original terms in order to prove their professional abilities of classification. In the structure of the field, between the avant-garde and the subfield of mass production, struggles for symbolic capital and the right to establish new classifications and evaluations take place. In these struggles, there are various agents of the generic process with their specific strategies involved. Many of them can be grasped as members of more or less stable evaluative communities. In the third part, the mainly theoretical explanations are complemented by two case studies of a weak (the so-called Aussteigerroman) and a strong (dystopian science fiction) revaluation of the genre in the last decades. Behind the career of the Aussteigerroman (novel about an outsider) there is of course the outsider-trend returning regularly since the 60’s, however, no strong evaluative communities in the form of institutions, media, or genre-oriented critics. In comparison, the career and popularity of dystopian fiction in all its variety and terminological modifications of the recent years cannot be reduced to external factors (like fear of the uncertain future, terrorism or pandemics), but it should be primarily explained in view of the influence exerted by agents and communities revaluating the genre. Both careers are cursorily depicted at the end of the paper.

In order to face the overwhelming process of Big Knowledge, it is possible to suggest experimental fictions that may help to understand and deal with our knowledge society and culture. The present paper suggests a mode of digital literature named ‘Sociological Comics’, which analyses a political struggle through its story. Under a genre perspective, it fusions sociological knowledge with comics narrative to tell such story. This Sociological Comics example was selected from a corpus of fictional digital texts we included within an archive and Knowledge Base using Hybrimedia. Hybrimedia means the transformation via hybridization of originating media into innovative media. For instance, a post in a blog or a comment in a social network may be reported within a classical mass media e.g. a newspaper, or vice versa. This process actually changes the very nature of these information or knowledge messages.

Seeing Spiderman swing through New York City tingles the spine and exercises the brain. His ease in making and manipulating gossamer filaments for aerial stunts is truly breathtaking and awe inspiring. If only I had these powers, so one thinks. Which, for materials biologists with decades of experience analysing the stuff, is humbling, to say the least, as totally unforeseen and novel capabilities and capacities emerge. As Spiderman squirts, swipes and swings he suspends both himself and belief in a world where manly strands and strings of gossamer silk are used elegantly both in defence and attack. Let us forget about the ability to sustain body blows that would kill the normal spider, which is quite fragile and, once punctured, loses its mobility as the universal consequence of leakage in a hydraulic system. Whether spiders have a faster reaction time than humans remains to be tested but is most certainly an interesting proposition. Seeing homo arachnoides tumble and swing suggests a good capacity for high g-forces (comparable to that of astronauts and Formula One drivers). Indeed, spiders have such capacity and will build webs in forces up to 14g – but then they are much smaller than our hero, and body size does matter in this department. This brief overview of his fabulous capabilities brings us to the silks, which are Spiderman's signature feature, in both name and spirit.

The article analyses a new compositional peculiarity of modern fiction – the introduction of a text fragment related by its lexical and graphic features to one of the genres of network communication (chat, blog, electronic mail, etc.) into the structure of the literary works. The dialogue between characters, who communicate on the Net, becomes one of the stable text-forming means, performing various artistic tasks, including formation of the plotline, creating the image (atmosphere) of the time period, character images, reflection of “language taste of the epoch”, and so on. The reproduction of the main linguistic peculiarities of electronic genres, in its turn, enlivens the literary discourse to a considerable degree; the pastiche of network communication becomes one of the expressive means; the cultural dominant of our time – orientation towards visual perception of information – manifests itself. The research has revealed methods and means of transferring graphic and lexical features of genres of informal network communication in the fictional text. The main ways of reflecting the peculiarities of electronic speech are direct stylization (reproduction of alphabetic and other graphemes used in Runet) and indirect image (verbal designation of non-alphabetic graphemes), which becomes the basis of a new imagery, the tropics (laughing brackets, emoji got nervous, an offended smiley, etc.). The analysis of the features of the display of speech behavior on the Net allows to conclude about the formation of a kind of poetics for the artistic embodiment of the stable theme of modern literature – ”Man in the virtual sphere of communication and being”. The study is built on the basis of general philological analysis and specifically linguistic analysis of a fictional text (total number of analyzed works is about 60) and presents a part of the author’s separate research on the formation of Russian Internet lexis in the modern Russian language and realized within the framework of functional sociolinguistics.

This study attempted to describe the different Western images related to Dracula tourism, and the role Bran Castle tour guides have in the image formation process. This is accomplished by analyzing the contents of Western tourists’ travel blogs, and of qualitative interviews elicited from Bran Castle tour guides. The qualitative content analysis resulted in seven themes focused on historical and fictional images of the destination. The results show that the majority of Western bloggers visit Bran in search for Count Dracula; however, the Bran Castle tour guides focus on presenting the historical truth. The findings are discussed in terms of their relevance to the destination image formation literature and the concept of authenticity.

The article explores nostalgia as a cognitive and affective mechanism of memory aimed at the restoration and healing of one’s Self and developing knowledge of one’s Self by means of involving oneself in the individual or collective past. Employing method of narrative inquiry with the elements of autobiographical inquiry and fiction writing, the article focuses primarily on the individual nostalgic experience unlike nostalgia as a collective phenomenon. The article relies on interpretative analysis of the author’s short stories, selected diary entries, interviews with female immigrants in Colombia and travel blog entries in the broader context of the sociological, psychological and philosophical studies of memory and nostalgia and literary and cinematic works that explore the relevant topics.

Marie-Laure Schultze est enseignante-chercheure depuis une vingtaine d'années. Elle a travaillé en Angleterre, au Canada et surtout en France, où elle est actuellement en poste à Aix-Marseille Université. Elle y a ouvert avec une collègue des ateliers (exceptionnellement rares dans les universités françaises) de traduction créatrice et d’écriture plurilingue ; ces ateliers sont destinés à leurs étudiants apprenant l’anglais et consolidant le français. En parallèle, et dans les interstices laissés par sa recherche sur la place de l’écriture créatrice dans l’apprentissage des langues et sa famille (un compagnon et trois enfants constituent le noyau de la drupe), elle écrit et publie bon an mal an cahin caha ses textes (de la fiction courte, du théâtre, deux romans en chantier, des histoires pour enfants...) sur son blog http://carnetdetextes.wordpress.com/

Marie-Laure Schultze est enseignante-chercheure depuis une vingtaine d'années. Elle a travaillé en Angleterre, au Canada et surtout en France, où elle est actuellement en poste à Aix-Marseille Université. Elle y a ouvert avec une collègue des ateliers (exceptionnellement rares dans les universités françaises) de traduction créatrice et d’écriture plurilingue ; ces ateliers sont destinés à leurs étudiants apprenant l’anglais et consolidant le français. En parallèle, et dans les interstices laissés par sa recherche sur la place de l’écriture créatrice dans l’apprentissage des langues et sa famille (un compagnon et trois enfants constituent le noyau de la drupe), elle écrit et publie bon an mal an cahin caha ses textes (de la fiction courte, du théâtre, deux romans en chantier, des histoires pour enfants...) sur son blog http://carnetdetextes.wordpress.com/

In the modern scientific developments, the topic of historical reporting rarely arises. Simultaneously, historical reporting with cognitive content in the current socio-economic conditions is invaluable in terms of aesthetic and patriotic education.The objective of the article is to use concrete empiricism to confirm the fact of real existence and rapid evolution of historical report- ing, defining its stylistic characteristics, specifics of collecting factual material, adherence to the rules of professional ethics when writing original material. Research methods. The historical-comparative method is widely used to cover objectively the problem throughout its development: from fixation in the scientific literature ten years ago to this scientific study. The method of content analysis allowed to summarize and to systematize the factual material that became the basis for writing the historical reports. The method of generalization could be used when summarizing the results and depicting the prospective ways of further scientific inquiry. Results. The social changes taking place in the country since 1991 could not fail to raise the questions in mass and especially public consciousness, as for the issue of the past and the prospects for the future. When it comes to historical researches, namely the fiction on interpretation of past events and facts, sometimes their concepts differ fundamentally. The historical reporting in its form may resemble a blog, historical investigation. The author of this scientific study insists that historical reporting is as close as possible to the objective reality. Conclusions and suggestions. The historical reporting develops as a genre. A number of empiricists is increasing, the editors publish the historical researches written in a fictional style. The historical reporting will soon be perceived as an everyday reality. In regards to the prospects of training of journalists who will work in this complex genre, it should be recognized that this activity provides for significant funding involving the experts in writing the material.

The present study proposes the integration of mobile fiction Apps (MFAs) in reading instruction to help EFL college students understand the form and content of literary works. It will give examples of fiction Apps that can be downloaded from the Google Play and iPhone App Stores, give the advantages of using MFAs, literary appreciation skills that can be developed with MFAs and instructional stages with MFAs. MFAs can be used as extension activities or as a supplement to in-class reading instruction in ESL/EFL. They are free, easy, and quick to download, update and delete, can be used anywhere, anytime and as many times as the students need. Instruction with smart mobile phones begins with downloading an MFA such as Harry Potter, Oliver Twist, Sherlock Holmes, Wuthering Heights, a novel by Agatha Christi or a collection of stories. Both simplified and original versions can be used depending on the student’s proficiency level, story/novel length and difficulty level. A story/novel video, app or e-book can be used online or offline. Some MFAs provide notes and tests. The instructor can ask pre-questions that require the students to identify the plot, setting, characters, main theme, point of view, symbolism, style, and tone of the narrative, and infer the meanings of figurative language and imagery in the story. Questions and students’ answers, summaries, comments on each other's' responses can be posted in an online discussion forum, blog or social media page. The students can discuss the elements of a literary work under the instructor's supervision. The integration of fiction Apps showed improved reading comprehension, literary appreciation and text analysis skills among participating students and increased their engagement in reading and literary analysis.

What is required for us to summon a new life? Are we required to leave the people in our old life behind? In this work of philosophical short story fiction, Tyler and the narrator are childhood friends now in their early 20’s stuck in an out of the way, nothing, town. The narrator has a chance to go to college, but Tyler talks him out of it and they both continue to live at their parent’s houses. One day, Tyler finds a strange piece of paper with a spell that opens up a shadow portal to a "new life." They perform the spell, however, when Tyler is halfway through the portal the candle blows out and traps him half in this world, half in the other. He’s stuck. For months, the narrator visits in secret, feeding Tyler, until he is finally able to reopen the portal. When he does Tyler continues walking through to his new life, leaving the narrator behind.

The men’s rights movement has used forums, blogs, and social media to invest individuals in a deeply misogynist agenda, organizing around the belief that feminism has systematically privileged women and disadvantaged men. In this article, I analyze data from two online men’s rights forums to examine how men’s rights activists construct this belief and identify what appeals to them about it. Posters co-construct a highly personalizable and appealing personal action frame through which they share personal experiences that they consider proof of women’s privilege, men’s disadvantage, and feminist wrongs. In contrast to previous work on personal action frames, I find that this template for account sharing is a powerful tool for building solidarity and constructing collective identity. Men’s rights activists’ use of a personal action frame allows them to build a fictional yet credible narrative of men’s oppression, with important repercussions for gender inequality and movement dynamics.

Abstract Japanese honorifics used by younger generations are dynamic sites of tensions and discrepancies due to disagreeable conceptions and interpretations among different generations and social groups. It has become a social issue in modern Japanese society often described as keigo no midare ‘disorder in honorific’. This article examines the increased use of ssu by young Japanese speakers as a substitution of the polite form copular desu. This honorific expression plays a role as a relatively new polite form to convey ambivalent emotions to express respect and concurrently their desire to seek affinity and engagement. By analysing Japanese fictions, popular cultures and online-blog comments on the use of ssu, we demonstrate diversity in the social perception of this new honorific.

In the French avant-garde artist’s and new technology experimentalist’s rich output, one may find interesting references to popular culture, though the latter is not usually commensurate with niche, experimental works. Marker was not always an active author of such pop cultural experiences but even his famous photo-novel created in the 1960s — Jetty was adapted into a science-fiction film 12 Monkeys (1995) by Terry Gilliam. Moreover, Marker — an artist constantly searching for new forms of expression — was often inspired by technical novelties and new media were used in his works — evolving from documentaries-essays, through experimental short videos (Zapping Zone, 1985–1994) to an interactive CD Rom, Immemory (1997), which attracted new audiences. Being fascinated with technological possibilities, Marker effectively made use of new technologies while adapting a video game (Level 5, 1996) or entering virtual reality (Guillaume’s blog from Egypt, starting from 2007) and, at the same time, entering the sphere of pop-cultural practices.

In On the Postcolony, Achille Mbembe opens with the assertion that “[s]peaking rationally about Africa is not something that has ever come naturally”. In this article, I use Mbembe’s remarks as my starting point, using his observations around the place — or lack thereof — of “Africa” within a larger philosophical matrix predicated on Enlightenment-derived notions of knowledge, and applying it to three examples of auto/biographical life writing recently published by Kenyan authors: Billy Kahora’s The True Story of David Munyakei; Kwani Trust’s fifth issue of its flagship Kwani? journal, published under the auspices of the Concerned Kenyan Writers group; and Binyavanga Wainaina’s viral 2014 blog post, “I Am a Homosexual, Mum”, fashioned as a “lost chapter” from his 2011 memoir, One Day I Will Write About This Place. Through their manipulation of the forms and conventions of biographical writing and biofiction, I argue, these three texts challenge the precepts of reason and rationality which have accompanied the reception of African (here, Kenyan) writing within the field of the global literary marketplace, with significant implications for the larger place of the African continent within a global imaginary.

AbstractTo understand the success of SKAM, the series’ innovative use of “social media” must be taken into consideration. The article follows two lines of argument, one diachronic, the other synchronic. The concept of remediation allows for a historical perspective that places the series in a longer tradition of “real time”-fictions and media practices that span from the epistolary novels of the 18th century by way of radio theatre and television serials to the new media of the 21st century. Framing the series within the current media ecology (marked by the connectivity logic of “social media”), the authors analyze how the choice of the blog as the drama’s media platform has formed the ways the series succeeded in affecting and mobilizing its audience. Given the long tradition of strong pedagogical premises in the teenager serials of publicly financed Norwegian television, the authors note the absence of any explicit media critical perspectives or didacticism. Nevertheless, the claim is that the media-practices of the series, as well as the actions and discourses of its followers (blogposts, facebook-groups, etc.), generate new insights and knowledge with regards to the series’ form, content, and practices.

Self-disclosure of a health problem or a disability in online environments can be helpful to reduce stigmatisation and to empower marginalised individuals. Although stigmatisation leads to adverse health outcomes, it is still unclear which factors reduce readers’ stigmatising attitudes. This 2 × 2 × 3 × 2 online-experiment with 715 female participants examined how the depiction of self-disclosure of a mother’s disability, her coping with a stressful situation, and the child’s type of disability and sex in a fictional blog post affect female readers’ stigma-related attitudes. The role of readers’ perspective taking is also studied in this regard. A MANOVA yielded two main effects: Disclosure of the mother’s disability reduced social distance compared to the control condition (no disability). Female respondents with a high ability for perspective taking reported less stigmatising attitudes than female respondents scoring low in this regard. Both effects are also reflected in a four-way interaction with mother’s coping and child’s sex. Overall, results indicate a high potential of self-disclosures for anti-stigma communication. Implications for blogging about a disability and future health communication research are discussed.

Beauty standards and beauty norms contribute to strict expectations of what physical attractiveness is and should be. Images of white standards function oppressively toward other races and their understandings of beauty. In the context of migratory fiction, the relationship between beauty and race becomes central. The appropriation of beauty norms of the dominant group signals about immigrants’ eagerness to follow the rules and accept the norm of the receiving country. On the other hand, an attempt to follow the beauty industry ideology very often leads to immigrants’ self-hatred and low esteem. They suffer from inferiority complex as they are comparing themselves to a standard that is biologically unattainable for them to achieve. The article deals with Chimamanda Ngozi Adichie’s novel “Americanah”. The main protagonist, Ifemelu, after arriving from Nigeria to the U.S.A. changes her hair style as she is influenced by the racial stereotypes about White attractiveness. She believes that her chances will be higher is she relaxes her hair. Instead, she suffers from the loss of hair because of bad treatment. Her despair is verbalized in the blog-writing, where Ifemelu criticizes beauty industry which promotes certain standards. After some years in the U.S.A Ifemelu rejects the norms of structural racism and return to her natural hair. This is the symbolic act of reclaiming her identity after long years of suffering from the regime of race. To analyze the oppressive nature of beauty industry in the novel we have used the methods of close reading, hermeneutics, and character’s typology.

The ultimate goal of this paper is to provide an in-depth analysis of the frequency of you must and you have to in the Corpus of Contemporary American English (COCA), the British National Corpus (BNC), and the Corpus of Historical American English (COHA). The COCA clearly shows that you have to may be the preferable one for Americans. When it comes to the genre frequency of you must and you have to, you must is the most frequently used one in the TV/movie genre and you have to is the most commonly used one in the blog genre. The BNC indicates, on the other hand, that you have to may be preferred over you must by British people. The BNC clearly shows that in the fiction genre, you must is the most widely used one, whereas in the spoken genre, you have to is the most frequently used one. This paper argues that the expression you must know is the most preferred by Americans, followed by you must go, you must understand, you must think, and you must take, in that order. This paper further argues that the expression you have to go is the most preferred one in America, followed by you have to get, you have to say, you have to make, and you have to take, in that order. Additionally, the BNC shows that the expression you must know is the most preferred by British people, followed by you must provide, you must go, you must get, and you must take, in that order. The BNC indicates, on the other hand, that the expression you have to go is the most preferred by British people, followed by you have to pay, you have to get, you have to take, and you have to make, in that order. Finally, the COHA clearly shows that you have to may have been the most preferable one for Americans in 1930, whereas you have to may have been the most preferable one for Americans in 2000.

The main goal of this paper is to provide a detailed frequency analysis of the five types it is imperative that, it is vital that, it is essential that, it is important that, and it is necessary that within the British National Corpus (100 million, British, 1980s-1993), the Corpus of Contemporary American English (1.0 billion, US, 1990-2019), the Corpus of Historical American English (400 million, US, 1810s-2000s), and the Hansard Corpus (1.6 billion, British Parliament). In this paper, we have examined the frequency of the five types and collected the data. A major point to note is that it is important that was the most preferred by British people, followed by it is essential that, it is vital that, it is imperative that, and it is necessary that, in that order. The BNC clearly shows, on the other hand, that it is important that was the most commonly used one in the spoken genre, magazine genre, newspaper genre, and academic genre. A further point to note is that it is important that was the most preferred by Americans, followed by it is imperative that, it is essential that, it is vital that, and it is necessary that, in that order. The COCA clearly indicates that it is important that was the most widely used one in the blog genre, web genre, spoken genre, fiction genre, magazine genre, newspaper genre, and academic genre. The reason why it is important that was the most preferred by Americans and British people in the academic genre may be that a moderate obligation is suitable for conveying factual information. With respect to the COHA, it is worth noting that it is necessary that was the most preferred by Americans from 1810 to 2000, followed by it is important that, it is essential that, it is imperative that, and it is vital that. As for the HC, it is important that was the most preferred by British politicians, followed by it is essential that, it is vital that, it is necessary that, and it is imperative that. It is worth noting that Americans and British politicians show the similar pattern in the ranking of the five types in that Americans did not prefer a strong statement or the strongest statement, whereas British politicians did not prefer the strongest statement.

l s’agit d’un volume paru comme résultat de l’initiative d’Anne-Laure Le Guern, Jean-François Thémines et Serge Martin, initiative qui, depuis 2013, a généré des manifestations scientifiques, des journées d’études organisées autour des carnets de l’IUFM, devenu ESPE et actuellement l’INSPE de Caen. Les carnets édités par la suite sont devenus un espace de réflexion, et un outil d’enseignement-apprentissage, un espace de recherche. Qu’est-ce qu’un carnet en didactique ? Les trois axes de recherche du volume Les carnets aujourd’hui… l’expliquent, avec de exemples des pratiques en classe ou dans le cadre d’autres types d’activités à dominante didactique. Un carnet peut être un objet en papier de dimensions et textures diversifiées, utilisé en différentes manières afin de susciter l’intérêt et la curiosité de l’apprenant. Parmi ses possibilités d’utilisation en classe : au lycée, qu’il s’agisse du lycée de culture générale ou du lycée professionnel, pour créer des liens entre littérature et écriture (« Lecture littéraire, écriture créative », avec des articles appartenant à Anne Schneider, Stéphanie Lemarchand et Yves Renaud) ; en maternelle et à l’école primaire (« Pratiques du carnet à l’école primaire », les articles liés à ce sujet appartenant à Catherine Rebiffé et Roselyne Le Bourgeois-Viron, Dominique Briand, Marie-Laure Guégan, Élise Ouvrard ; le carnet peut également passer du format papier à des adaptations modernes comme le téléphone mobile, le blog... (« D’une approche anthropologique à une approche culturelle », des recherches en ce sens venant de la part d’Élisabeth Schneider, Magali Jeannin, Corinne Le Bars). Sophie Hébert-Loizelet et Élise Ouvrard, ouvrent le volume avec le texte intitulé « Le carnet, une matérialité foisonnante et insaisissable », où elles partent de l’aspect physique d’un carnet vers ses contenus, tout en soulignant que, « depuis une quarantaine d’années » seulement, des spécialistes en critique génétique, des théoriciens des genres littéraires et des universitaires lui accordent l’importance méritée, dans la tentative de « répondre à cette simple question "qu’est-ce qu’un carnet" », parvenant ainsi à en démultiplier « les pistes intellectuelles, théoriques autant que pratiques » (Hébert-Loizelet, & Ouvrard 2019 : 9). La diversité des carnets détermine les auteures à souligner, et à juste titre, que le carnet « incarne matériellement et pratiquement une certaine forme de liberté, n’ayant à priori aucune contrainte à respecter et pouvant dès lors recevoir n’importe quelle trace », permettant ainsi « à son détenteur, de manière souvent impromptue, indirecte […], de se découvrir, par tâtonnements, par jaillissements » (Hébert-Loizelet, & Ouvrard 2019 : 10). Le premier contact avec un carnet étant d’ordre esthétique, on comprend bien la « magie » qu’il peut exercer sur l’élève, l’invitant ainsi, en quelque sorte, à sortir de la salle de cours, à se sentir plus libre. Le carnet est en même temps un bon aide-mémoire. Ses dimensions invitent à synthétiser la pensée, à la relecture, une « relecture à court terme » et une « relecture à long terme » (Hébert-Loizelet, & Ouvrard 2019 : 15), toutes les deux enrichissantes. Le carnet devient effectivement outil d’apprentissage et objet de recherche. Les contributions présentes dans ce livre, soulignent les auteures par la suite, représentent des regards croisés (du 23 mars 2016) sur « l’objet carnet, en proposant des recherches académiques, anthropologiques ou didactiques mais également des comptes rendus d’expériences sur le terrain » dans le but de « prendre en considération l’utilisation des carnets dans leur grande hétérogénéité de la maternelle à l’université pour rendre compte des voyages, mais aussi de lectures et d’apprentissage dans les disciplines aussi variées que le français, l’histoire, les arts visuels, ou les arts plastiques, et ce dans différents milieux institutionnels » (Hébert-Loizelet, & Ouvrard 2019 : 17). Prenons le premier axe de recherche mentionné plus haut, celui de la lecture littéraire et de l’écriture créative. Se penchant sur d’autorité de différents spécialistes dans le domaine, tels Pierre Bayard et Nathalie Brillant-Rannou, les deux premiers textes de cet axe insistent sur la modalité d’intégrer « l’activité du lecteur et son rapport à la littérature » par le carnet de lecture dans le cadre de la didactique de la littérature. Le troisième texte représente une exploitation du carnet artistique qui « favorise un meilleur rapport à l’écriture » et modifie la relation que les élèves de 15 à 17 ans du canton Vaud de Suisse ont avec le monde (Hébert-Loizelet, & Ouvrard 2019 : 19). Nous avons retenu de l’article d’Anne Schneider, l’exploitation de la notion de bibliothèque intérieure, telle qu’elle est vue par Pierre Bayard, bibliothèque incluant « nos livres secrets » en relation avec ceux des autres, les livres qui nous « fabriquent » (Schneider 2019 : 36). Ces livres figurent dans les carnets personnels, avec une succession de titres lus ou à lire, commentaires, dessins, jugements. Pour ce qui est de l’expérience en lycée professionnel (l’article de Stéphanie Lemarchand), on souligne l’attention accordée au « sujet lecteur » par le biais du carnet de lecture, plus exactement la réalisation d’une réflexion personnelle et les possibilités d’exprimer cette réflexion personnelle. Ici encore, il faut signaler la notion d’« autolecture » introduite par Nathalie Brillant-Rannou, l’enseignant se proposant de participer au même processus que ses élèves. En ce sens, la démarche auprès des élèves d’une école professionnelle, moins forts en français et en lecture, s’avère particulièrement intéressante. On leur demande d’écrire des contes que leurs collègues commentent, ou de commenter un film à l’aide du carnet de lecture qui devient carnet dialogique, non pas occasion du jugement de l’autre, mais d’observer et de retenir, devenant ainsi « un embrayeur du cours » (Lemarchand 2019 : 45). Le passage aux textes littéraires – des contes simples aux contes plus compliqués et des films de science-fiction aux livres de science-fiction – devient normal et incitant, permettant petit à petit le passage vers la poésie. L’utilisation du carnet dialogique détermine les élèves à devenir conscients de l’importance de leur point de vue, ce qui fait que ceux-ci commencent à devenir conscients d’eux-mêmes et à choisir des méthodes personnelles pour améliorer leur niveau de compétences, la démarche de l’enseignant devenant elle aussi de plus en plus complexe. Le premier article, du deuxième axe, celui visant les pratiques du carnet à l’école primaire, article signé par Catherine Rebiffé et Roselyne Le Bourgeois-Viron, présente le résultat d’une recherche qui « s’appuie sur les liens entre échanges oraux et trace écrite, mais aussi sur la dimension retouchable, ajustable de l’objet carnet réunissant dessins, photographies et dictée, afin d’initier les élèves à l’écrit » (Hébert-Loizelet, & Ouvrard 2019 : 19). Pour ce qui est de l’enseignement de l’histoire à des élèves du cycle 3, avec une pensée critique en construction et une difficulté de comprendre un vocabulaire plus compliqué et les langages spécialisés, Dominique Briand propose le carnet Renefer, un choix parfait à son avis, vu que « l’artiste qui réalise les estampes sur le conflit [de la Grande Guerre] s’adresse à une enfant [de huit ans], sa fille » (Briand 2019 : 97), appelée par Renefer lui-même « Belle Petite Monde ». Un autre aspect important est lié au message transmis par l’image envisagée dans cette perspective. Il s’agit en effet de filtrer l’information en sorte que la violence et la souffrance soient perçues à des degrés émotionnels différents, pour laisser à l’élève la possibilité de débats, de réflexions. Les textes qui accompagnent les images du carnet Renefer, succincts mais suggestifs, s’adaptent également au niveau d’âge et implicitement de compréhension. Les élèves sont sensibilisés, invités à voir le côté humain, le brin de vie et d’espoir qui peuvent se cacher derrière une situation réaliste. Le carnet Renefer didactisé amène les élèves « à apprendre l’histoire dans une démarche active et clairement pluridisciplinaire qui laisse une place importante à l’histoire des arts » (Briand 2019 : 105). Le carnet d’artiste comme instrument didactique, plus exactement celui de Miquel Barceló qui a séjourné en Afrique et dont les carnets d’artiste témoignent de ses voyages et de l’utilisation des moyens locaux pour peindre ou même pour faire sécher les peintures est proposé par Marie-Laure Guégan. En passant par des crayons aquarelles, Miquel Barceló va ajouter du relief dans les pages peintes de ses carnets (« papiers d’emballage, billets de banque [par leur graphisme ils peuvent devenir le motif textile d’une robe de femme, par exemple], paquets de cigarettes, boîtes de médicaments » qui sont collés ou bien collés et arrachés par la suite). Pour réaliser des nuances différentes ou une autre texture, il y rajoute des « débris de tabac ou de fibre végétale agrégés de la terre, du sable ou de pigments » (Guégan 2019 : 117). Il est aidé par l’observation profonde de la nature, des changements perpétuels, du mélange des matières qui se développent, se modifient le long des années. Ainsi, il intègre dans ses peintures « le temps long (des civilisations), le temps moyen (à l’aune d’une période politique), le temps court (à la dimension de l’individu) » (Guégan 2019 : 121), aussi bien que l’espace, la lumière, l’ombre, les matières, le corps, l’inventivité. Toutes ces qualités recommandent déjà l’auteur pour l’exploitation didactique dans le primaire, il y vient avec un modèle d’intégration de l’enfant dans le monde. L’article de Marie-Laure Guégan parle de l’intégration du travail sur les carnets de l’artiste dans la réalisation de la couverture d’un carnet de voyage par les élèves du cycle 3 en CM2, (cycle de consolidation). D’où la nécessité d’introduire la peinture ou les carnets d’artistes « non comme modèles à imiter, mais comme objets de contemplation et de réflexion » (Guégan 2019 : 128). Dans l’article suivant, Élise Ouvrard parle d’un type de carnet qui permet l’exploitation des pratiques interdisciplinaires à l’école primaire, domaine moins approfondi dans le cadre de ces pratiques ; le but spécifique est celui de la « construction de la compétence interculturelle » qui « s’inscrit plus largement dans l’esprit d’une approche d’enseignement-apprentissage par compétences » (Ouvrard 2019 : 132). L’accent mis sur la compétence est perçu par Guy de Boterf, cité par Élise Ouvrard, comme « manifestation dans l’interprétation », à savoir la possibilité de « construire sa propre réponse pertinente, sa propre façon d’agir » (Cf. Ouvrard 2019 : 132 cité de Le Boterf 2001 :40) dans un processus qui vise la création de liens entre les éléments assimilés (ressources, activités et résultats pour une tâche donnée). Le professeur devient dans ce contexte, la personne qui traduit des contenus en actions qui servent « à mettre en œuvre, à sélectionner des tâches de difficulté croissante qui permettront aux élèves de gagner progressivement une maîtrise des compétences » (Ouvrard 2019 : 133). Cette perspective fait du carnet « un outil permettant de tisser des liens entre la culture scolaire et les expériences hors de la classe, mais aussi de décloisonner des apprentissages, de s’éloigner de l’approche par contenus-matière » (Ouvrard 2019 : 133). C’est un cadre d’analyse qui intègre la perspective didactique du français aussi bien que l’anthropologie de l’écriture. L’activité pratique consiste dans le travail sur des carnets de voyage avec des élèves en CM1 et CM2, venant de deux écoles différentes et qui préparent et effectuent un voyage en Angleterre. Les étapes du parcours visent : - entretiens individuels pré- et post-expérimentation des quatre enseignants concernés ; - fiche de préparation des séances autour du carnet ; - questionnaire pré- et post-expérimentation soumis aux élèves ; - entretiens collectifs post-expérimentation des élèves ; - photographies des carnets à mi-parcours de l’expérimentation et à la fin du parcours. L’analyse des documents a prouvé que les élèves ont réagi de manière positive. Ils ont apprécié le carnet comme plus valeureux que le cahier. Le premier permet un rapport plus complexe avec le milieu social, avec la famille, avec la famille d’accueil dans le cadre du voyage, même des visioconférences avec la famille. À partir des carnets de voyage on peut initier le principe des carnets de l’amitié qui permet au carnet d’un élève de circuler dans un petit groupe et s’enrichir des ajouts des autres collègues. On peut avoir également l’occasion de découvrir des talents des élèves, de mieux les connaître, de mettre l’accent sur leur autonomie. Différentes disciplines peuvent s’y intégrer : le français, l’anglais, l’histoire, les mathématiques, la géographie, la musique, les arts. Important s’avère le décloisonnement des disciplines par le choix de créneaux distincts pour l’utilisation-exploitation des carnets de voyage. Le dernier groupement d’articles, axé sur le passage d’une approche anthropologique à une approche culturelle, tente d’envisager un avenir pour le carnet. En tant que spécialiste des pratiques scripturales adolescentes, partant de la théorie de Roger T. Pédauque pour le document, Elisabeth Schneider se concentre dans son article sur le téléphone mobile par ce qu’on appelle « polytopie scripturale qui caractérise l’interaction des processus d’écriture, des activités et des déplacements avec le téléphone mobile » (Hébert-Loizelet, & Ouvrard 2019 : 21), celui-ci s’encadrant du point de vue épistémologique, dans les catégories « signe », « forme » et « médium », tridimensionnalité qui permet de « comprendre les enjeux actuels concernant l’auctorialité, la structure du document, par exemple, mais aussi d’en revisiter l’histoire » (Schneider 2019 : 164). L’importance du blog pédagogique comme carnet médiatique multimodal, résultat du travail avec des étudiants sous contrat Erasmus ou type Erasmus venus à l’ESPE de Caen pour mettre en lumière l’expérience interculturelle, est démontrée par Magali Jeannin. Son article prend comme point d’encrage les notions d’« hypermobilité » pour les individus avec une identité « hypermoderne », en pleine « mouvance » et « liquidité » (Jeannin 2019 : 169), qui, des fois, dans le cas des étudiants, pourrait se concrétiser en « expérience interculturelle » et « tourisme universitaire ». L’intérêt de l’auteure va vers l’interrogation, « les enjeux et les moyens d’une didactique de l’implication du sujet en contexte interculturel » par un « blog pédagogique des étudiants étrangers » lié au cours sur les compétences interculturelles. Ainsi, parmi les enjeux du « blog pédagogique des étudiants à l’étranger » comme carnet multimodal comptent : donner à l’expérience culturelle la valeur subjective qui évite la réification du sujet en investissant « la langue et la culture cibles comme des faits et pratiques sociaux (inter)subjectifs » (Jeannin 2019 : 171) et même transsubjectifs d’après le modèle du blog libre ; le blog-carnet devient un espace de rencontre entre carnet de voyage et carnet de lecture, carnet d’expérience, carnet d’ethnographie (avec un mélange entre langue cible et langue source) ; il s’inscrit « dans une tradition de l’écriture de l’expérience en classe de FLE » (Jeannin 2019 : 173). Les écrits en grande mesure programmés du blog pédagogique sont ensuite exploités ; ils répondent en même temps « à des besoins personnels » et à des « fins universitaires » (Jeannin 2019 : 174). Par ce procédé, le réel est pris comme un processus non pas comme une simple représentation. Toujours avec une visée interculturelle, le dernier article de cette série fait référence à l’Institut régional du travail social Normandie-Caen, dont le but est de former « les futurs travailleurs sociaux » (Hébert-Loizelet, & Ouvrard 2019 : 21), par une recherche franco-québécoise qui concerne l’implication des mobilités internationales pour études. Ce volume représente un outil particulièrement important en didactique, un outil que je recommande chaleureusement en égale mesure aux enseignants et aux chercheurs spécialisés. Si je me suis arrêtée sur quelques articles, c’est parce qu’il m’a semblé important d’insister sur des côtés qui sont moins exploités par les enseignants roumains et qui mériteraient de l’être.

This legal-literary essay engages the current social and jurisprudential moment, encapsulated by the hashtag #metoo. It focuses on the allegations, made in the first week of December 2017, that Ninth Circuit Court of Appeals Judge Alex Kozinski verbally sexually harassed former law clerks Emily Murphy and Heidi Bond. I wrote the lioness’s share of the piece during December 10–11—that is, in the days before news outlets reported that other women complained of Kozinski touching them on the thigh or breast while propositioning them for sex or discussing recent sexual encounters—and concluded that Kozinski was unlikely to face impeachment or meaningful judicial censure, but that he should nevertheless resign because his maintenance of his judicial position was untenable. What occurred next proved a shocking installation in the annals of American judicial history: After hiring feminist icon Susan Estrich as counsel and asserting that the claims against him were “not true,” Judge Kozinski did retire on December 18, 2017, explaining that he could not “be an effective judge and simultaneously fight this battle. . . . Nor would such a battle be good for [his] beloved federal judiciary.” Beyond qualifying me, for the first time in my life, more as a baffled Hildegard von Bingen than as a grouchy Cassandra, the most notable aspect of my essay is its form. It is auto-fiction, composed in the style of a letter of recommendation that an unnamed U.S. law professor attempts to write for a student who seeks a clerkship with Judge Kozinski during those frenzied and confusing first weeks of December. The “letter” also contains editorial comment flags, written by an unidentified colleague. The “foul papers” style of this letter permits an expression of the intense emotion catalyzed by the allegations against Judge Kozinski, and also allows us to consider the double bind that law professors and law students find themselves in with regard to clerkship applications tendered within a legal culture shaped by male dominance and white supremacy. Further, the document’s footnotes denote the copious subtext that can lie beneath the surface of oppressed people’s sometimes strangled speech. The employment of the comment flags allows for a certain amount of “cross talk” to this outpouring, critiques that mainly express the position of the hegemonic power structure (except for some gadfly citations to Janet Halley, Jacob Gersen, and Jeannie Suk). In these comment flags, we can see how even the most basic aspects of legal discourse (Bluebook conventions; formatting;professionalism) encourage denial of the emotional disorganization and rage that flow from sexual harassment and other kinds of oppression. We also can discern how legal discourse’s obsession with “relevance” stymies the engagement of racial, class, and queer intersectionalities. Additionally, it is worth noting that some of these comment flags ask hard and valuable questions. Together, this contest of voices and perspectives interrogates why calls for Kozinski’s resignation were “off the wall” on December 8—that is, that they were so unthinkable that he could gleefully brush them off during that first week of the month—but legitimate on December 18. N.B.: The piece is written as if it is still December 11, just after the allegations of verbal harassment were reported, but before the complaints about physical touching came out in national news. That is, it is “written” in the moments before Judge Kozinski’s reputation suffered irreparable blows, and his remained a sought-after clerkship despite longstanding rumors and complaints of his misogyny. In my efforts to harness the legal-literary style to uncover the effects and constructions of oppression, I take inspiration from Derrick Bell's Faces at the Bottom of the Well: The Permanence of Racism (1993), Richard Delgado’s Storytelling for Oppositionists and Others: A Plea for Narrative, 87 Michigan Law Review 2411 (1989), and Patricia Williams' the Alchemy of Race and Rights (1992). I also build upon Kathryn Abrams and Hila Keren’s Who’s Afraid of Law and the Emotions? 94 MINN. L. REV. 1997 (1998).