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Journal articles on the topic 'Characters- Winnie the Pooh'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Syahidah, A. Arini. "The Untruth Friendship and Starvation in Milne’s Winnie-the-Pooh." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (2019): 24–38. http://dx.doi.org/10.34050/els-jish.v2i1.6233.

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This research aims to explore (1) the untruth friendship of Winnie-the-Pooh and (2) its advice for solving starvation of human being in Milne’s Winnie-the-Pooh. The research is a descriptive qualitative method with the support of semiotic approach. It uses smoke-fire concept in Pierce’s Index to look after Aristotle’s 8 characteristics of friendship. Those are explored through Winnie-the-Pooh novel as a primary data and Nicomachean Ethics, book of sociology, and dictionaries as a secondary data. The research discover the untruth is over 4 acts of characters. It keeps some friendship characteri

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Ahmed, Wasan Khalid, Alma Cita Calimbo, and Le Thi Giao Chi. "Pragmatic Study: Types And Functions Of Speech Acts In Pooh's Dialogue In "Winnie The Pooh"." Journal of Language, Literature, and Educational Research 2, no. 1 (2025): 10–24. https://doi.org/10.37251/jolle.v2i1.1622.

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Purpose of the study: The purpose of this study is to analyze the types of speech acts used by the character Pooh in the dialogue of the Winnie the Pooh story. This study aims to identify locution, illocution, and perlocution in Pooh's utterances and to understand the functions and effects of the communication produced. Methodology: This study uses a qualitative method with a content analysis approach. Data in the form of Pooh character utterances in Winnie the Pooh were analyzed based on John Searle and J.L. Austin's speech act theory. Data collection techniques were carried out through docum

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3

Hart, Karen. "In character." Early Years Educator 22, no. 6 (2021): S12—S13. http://dx.doi.org/10.12968/eyed.2021.22.6.s12.

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4

Davies, Sarah. "Hooray For Pooh." Early Years Educator 23, no. 3 (2021): S8—S9. http://dx.doi.org/10.12968/eyed.2021.23.3.s8.

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Adams, Jennifer R. "Using Winnie the Pooh Characters to Illustrate the Transactional Analysis Ego States." Journal of Creativity in Mental Health 4, no. 3 (2009): 237–48. http://dx.doi.org/10.1080/15401380903192721.

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Bozorova, Dilshoda Tulkin kizi. "Intertextual reference to Winnie the Pooh: A study on the effects of Disney and Soviet adaptations on the perception of A. A. Milne’s book." Philology. Theory & Practice 18, no. 2 (2025): 663–72. https://doi.org/10.30853/phil20250094.

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This research is grounded on a comparative intertextual analysis of A. A. Milne’s “Winnie the Pooh” narrative and the Disney and Soviet cartoons inspired by it. The objective of the present study was to ascertain the way of a subsequent original source text reading (A. A. Milne’s “Winnie the Pooh”) nature differs qualitatively and empirically if a Disney or Soviet animated version of “Winnie the Pooh” is employed as the ur-text (source text). The identification of the phenomenon entailed conducting a comparative analysis of the narrative form and its corresponding animated versions. The analys

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Kamalakshan, Krishnapriya, and Sumathy K. Swamy. "The Paradox of Gender Performativity in Winnie-the-Pooh." Boyhood Studies 15, no. 1-2 (2022): 94–102. http://dx.doi.org/10.3167/bhs.2022.15010206.

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In a heteronormative society, boys and girls are trained to dress and act in ways regarded appropriate for their respective genders. Even during play, a boy is expected to indulge only in activities that are traditionally considered masculine. A. A. Milne was inspired by his son’s pretend play to write the Pooh books. From the illustrations in the book, which were modeled upon the real Christopher Robin and his toys, and various biographical material on the Pooh books, it can be discerned that the young boy was dressed in a gender-nonconforming fashion. This article probes this paradox of gend

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HAN, JI-YOUNG. "The issue on moral rights of a work after the expiration of the copyright protection period." Legal Studies Institute of Chosun University 30, no. 3 (2023): 117–84. http://dx.doi.org/10.18189/isicu.2023.30.3.117.

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Recently, as the copyright protection period of famous characters who have been loved and popular around the world has expired, anyone can use them freely. For example, as the copyright of the character “Winnie-the-Pooh”expired in 2022, a startup film company created a low-budget film called “Winnie-the-Poo: Blood and Honey”, transforming the cute and friendly Pooh into the wild killer bear. As can be seen in this case, even if the first character is changed to the opposite to the extent that it undermines the reputation of the author, it is not possible to claim copyright infringement because

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9

Alkahlan, Hessa, Afnan Al-Dossari, and Leena Al-Qahtani. "The Iceberg Theory: A Critical Reading of A.A Milne’s Tale Winnie The Pooh (1926)." International Journal of Language and Literary Studies 2, no. 2 (2020): 242–55. http://dx.doi.org/10.36892/ijlls.v2i2.243.

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The paper tackles Earnest Hemingway’s theory “The Iceberg Theory”, with an emphasis on the omission technique, through which the tip of the Iceberg is seen; omitting what is underneath the surface, the undetected mass. The study examines the possible influence of Edgar Allan Poe, who is known to be conscious of the "Theory of Omission" before Hemingway. Sigmund Freud’s psychological perspective, as well, for he studied the different levels of the unconscious entity of his patients. The research concludes with an analysis of the life of A.A Milne and his tale “Winnie the Pooh”, its characters’

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10

Павловна, Невзорова Наталья. "«ПАМЯТЬ ЖАНРА» И ЕГО МЕТАМОРФОЗЫ В АВТОРСКОЙ СКАЗКЕ A.А. МИЛНА". Acta Neophilologica 1, № XX (2018): 81–93. http://dx.doi.org/10.31648/an.2688.

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“GENRE MEMORY” AND ITS METAMORPHOSISIN A LITERARY TALE BY A.A. MILNEThe nucleus of Milne’s literary tale dilogy (Winnie-the-Pooh and The House at the Pooh Corner) is an archaic folklore-mythological spatio-temporal structure and its specific subject realization that have proved capable of development, metamorphosis, synthesis with other deep structures and have led to the formation of literary genresof a neo-mythological character – literary tale, story and fantasy.In Milne’s tales there is no traditional struggle between Good and Evil, there are practically no “miraculous” objects and magical

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Stańczyk, Ewa. "Cartoon characters, equality nurseries and children’s ‘best interests’: On childhood and sexuality in Poland." Sexualities 21, no. 5-6 (2017): 809–24. http://dx.doi.org/10.1177/1363460717699781.

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The aim of this article is to explore the intersections of childhood and sexuality as they come to light in a variety of public arenas. Looking at three case studies from Poland, I explore how spaces culturally assigned to childhood become symbolically ‘invaded’ by contexts that are stereotypically associated with adulthood. In particular, I analyse the debate about the popular children’s television series Teletubbies that raged in Poland in 2007 and the more recent discussions surrounding the opposition to the naming of a playground in the provincial town of Tuszyn after Winnie-the-Pooh. More

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12

Nadia, Fadilatul, Ansor Putra, and Neil Amstrong. "Trauma Discourse in Christopher Robin Movie." ELITE: Journal of English Language and Literature 9, no. 1 (2024): 22–32. http://dx.doi.org/10.33772/elite.v9i1.2430.

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This research is based on the trauma of someone in a movie, seen in the movie used trauma discourse theory. The objective of this research is to find out how the trauma discourse appeared in Christoper Robin's movie based on Zaumseil and Indradjaja's theory. This research used a descriptive qualitative method. The source of data in this research was taken from the Disney watch page. The researcher found that two elements of trauma discourse seen in two characters are Christoper Robin and Winnie the Pooh in the two aspects such as reasonable fear and worry and culturally specific suffering in t

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Bange, Stephanie. "Biscuit and Peter and George—Oh My! Tales of a Children’s Book Doll Collector." Children and Libraries 15, no. 4 (2017): 27. http://dx.doi.org/10.5860/cal.15.4.27.

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My name is Stephanie, and I am a collector. What are my favorite things to collect? That’s easy—dolls! I bought my first Barbie when I was six years old. I was given a doll from Morocco at age seven. To this day, I continue to collect both Barbies and international dolls, but my third collection now numbers eight hundred dolls. During my first year as an elementary school librarian in 1979, I began to collect dolls based on characters from children’s books.I wanted to add some zip and zing to class visits at my school library. The previous school librarian had plugged boys and girls into liste

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14

Rim, Jiwon. "Finding Home for Winnie-the-Pooh and Other Bears." Children's Literature Association Quarterly 48, no. 2 (2023): 191–210. http://dx.doi.org/10.1353/chq.2023.a918231.

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Abstract: This article shows how A. A. Milne's Winnie-the-Pooh (1926) and The House at Pooh Corner (1928) concern the "real" animal, specifically bears at the zoo. The article follows the buried figure of the bear at the zoo—as a shadow twin of the comfortable and comforting figure of the "Pooh" bear—in the texts surrounding Milne's Pooh stories proper (i.e., stories that take place in the Hundred Acre Wood). In the main text of the Pooh stories, readers—and Christopher Robin—are promptly asked to put the thought of these real bears aside in favor of the pleasure of entering the Hundred Acre W

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15

Зульфия, Сазыкулова. "СТИЛИСТИЧЕСКИЕ ОСОБЕННОСТИ ПЕРЕВОДА С АНГЛИЙСКОГО ЯЗЫКА НА РУССКИЙ". Vestnik Bishkek Humanities University, № 49 (29 листопада 2019): 48–50. http://dx.doi.org/10.35254/bhu.2019.49.13.

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Аннотация: Статья посвящена стилистическим особенностям перевода с английского языка на русский на материале художественного текста сказки "Винни Пух и все -все – все". Сделан анализ произведения А. Милна «Винни – Пух и все -все – все» с точки зрения языковой структуры, а точнее фонетические и стилистические особенности. В этой статье Алан Милн использовал ассонансы, аллитерации и звукоподражания с целью создания благозвучных звуковых картин, на котором действуют герои сказки. Также здесь даются кратко поэтические отрывки Рифмы и Ритмы. Эпитеты, тропы и неологизмы создают яркую картину языково

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Muñoz, María Paz. "Brain of Pooh: Winnie-the-Pooh and Non-Epistemic Wisdom." English Studies in Latin America: A Journal of Cultural and Literary Criticism, no. 6 (June 22, 2023): 1–21. http://dx.doi.org/10.7764/esla.62075.

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The present article studies A.A. Milne’s Winnie-the-Pooh and The House at Pooh Corner as adult intended books. Childhood has traditionally been perceived as a state we grow away from, however, these stories criticize this process under an epistemic debate. Milne has developed a fantasy that functions as a response to the inadequacies of the external world. The construction of knowledge and the stability of language are explored under the philosophies of Martin Heidegger ‘s Being on Time and Ludwig Wittgenstein’s On Certainty. Milne uses a ‘Bear of Very Little Brain’ to defend the position of t

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17

Бородіна, Наталія. "WINNIE THE POOH AND EATING DISORDERS." Doxa, no. 1(31) (December 9, 2019): 73–78. http://dx.doi.org/10.18524/2410-2601.2019.1(31).186376.

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18

Hoelscher, Karen. "Winnie the Pooh and Turtle, Too." Computers in the Schools 2, no. 2-3 (1985): 79–80. http://dx.doi.org/10.1300/j025v02n02_09.

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19

Hosty, Gary. "Cognitive therapy and Winnie-the-Pooh." Psychiatric Bulletin 16, no. 12 (1992): 758. http://dx.doi.org/10.1192/pb.16.12.758.

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“Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.”

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20

Richardson, G. J. R., and Ian Partridge. "Cognitive therapy and Winnie-the-Pooh." Psychiatric Bulletin 17, no. 6 (1993): 375. http://dx.doi.org/10.1192/pb.17.6.375.

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21

Hodgman, Liz. "The joy of Winnie the Pooh!" Child Care 9, no. 5 (2012): 6–7. http://dx.doi.org/10.12968/chca.2012.9.5.6.

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22

Ilieva, Zhivka. "Lexical approach and Winnie-the-pooh." Proceedings. College Dobrich VIII (December 25, 2015): 64–72. https://doi.org/10.5281/zenodo.10033286.

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Lexical approach is suitable for work with student teachers and with young learners; so is Winnie the Pooh (A.A. Milne). The article offers activities and expressions for practice both with student teachers and young learners.

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23

Chwirot, Agata. "Winnie-the-Pooh jako obcy polskiej literatury." Rocznik Komparatystyczny 10 (2020): 123–43. http://dx.doi.org/10.18276/rk.2019.10-08.

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24

Butcher, James. "Winnie-the-Pooh needs psychiatric help, say scientists." Lancet 356, no. 9248 (2000): 2163. http://dx.doi.org/10.1016/s0140-6736(05)67247-9.

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25

Thiel, Marko, and Nathan Williams. "Strange expectations and the Winnie-the-Pooh problem." Journal of Combinatorial Theory, Series A 176 (November 2020): 105298. http://dx.doi.org/10.1016/j.jcta.2020.105298.

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26

Wilfond, Benjamin. "Predicting Our Future: Lessons from Winnie-the-Pooh." Hastings Center Report 42, no. 4 (2012): 3. http://dx.doi.org/10.1002/hast.56.

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27

Capitain, J. "Уран зохиолыг өнөөгийн гадаад хэлний сургалтанд ашиглах нь". European Studies 6, № 22 (2022): 35–45. http://dx.doi.org/10.22353/es.v6i22.1863.

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My article about using A.A.Milne’s iconic children’s book Winnie-the-Pooh in the language classroom tries to show how important literature can be in the modern language classroom to activate students and to make lessons more lively. One enormous advantage of Winnie-the-Pooh is that it is easily accessible as a book, but that it can also be downloaded as a text or in various recordings for free so that it can be an excellent help to improve students’ pronunciation and intonation of the English language. In my article I have listed a number of pre-reading, while-reading and post-reading exercise

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Stanger, Carol A. "Winnie The Pooh Through a Feminist Lens." Lion and the Unicorn 11, no. 2 (1987): 34–50. http://dx.doi.org/10.1353/uni.0.0299.

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Kidd, Edwina, Barry KB Berkovitz, and Carina Phillips. "Winnie-the-pooh and the royal college of surgeons." Dental Update 43, no. 9 (2016): 806–11. http://dx.doi.org/10.12968/denu.2016.43.9.806.

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MALLAEVA, Zulaykhat Magomedovna, and Zulfia Gazimagomedovna MAMMAEVA. "ACONCEPTUALIZATION OF SPACE IN ENGLISH FAIRY TALE DISCOURSE (IN COMPARISON WITH RUSSIAN FAIRY TALE DISCOURSE)." Herald of Daghestan Scientific Center of Russian Academy of Science, no. 81 (June 30, 2021): 55–59. http://dx.doi.org/10.31029/vestdnc81/8.

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The article examines the features of the conceptualization of space in the English and Russian fairy-tale discourses. Based on the material of English fairy tales: “The Jungle Boo”,"Alice's adventures under ground” and “Winnie-the-Pooh and All, All, All”, the structure of the lexical and semantic field “ Space ” in fairy-tale discourse is analyzed.

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Kazarina, K., and A. Dulin. "STUDY OF THE INFLUENCE OF GROWTH REGULATORS WITH ANTI-STRESS EFFECT ON PEPPER CULTURE IN THE SOUTH OF THE KHABAROVSK TERRITORY." EurasianUnionScientists 3, no. 11(80) (2020): 12–14. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.80.1112.

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A comparative study of the effectiveness of natural growth regulators epin and salicylic acid in separate and combined use on seed germination and yield of four varieties of peppers: Swallow, Winnie the Pooh, California miracle, Bogatyr, in the South of the Khabarovsk territory. The positive effect of growth regulators on yield indicators, depending on varietal specificity, has been established. The joint use of regulators was ineffective.

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Weissbrod, Rachel. "Mock-Epic as a Byproduct of the Norm of Elevated Language." Target. International Journal of Translation Studies 11, no. 2 (1999): 245–62. http://dx.doi.org/10.1075/target.11.2.04wei.

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Abstract Beginning in the late nineteenth century, Hebrew underwent a process of revival. Despite the growing stratification of the language, literary translations into Hebrew were governed by a norm which dictated the use of an elevated style rooted in ancient Hebrew texts. This norm persisted at least until the 1960s. Motivated by the Hebrew tradition of employing the elevated style to produce the mock-epic, translators created mock-epic works independently of the source texts. This article describes the creation of the mock-epic in canonized and non canonized adult and children's literature

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Rădoi, Alina. "Literal or Literary Machine Translation? Case Study: Winnie-The-Pooh." Romanian Journal of English Studies 21, no. 1 (2024): 142–52. https://doi.org/10.2478/rjes-2024-0014.

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Abstract Despite its widespread commercial use, machine translation has been sparsely employed on literary works, especially on children’s literature. This study focuses on reader comprehension of a chapter from Winnie-the-Pooh translated from English into Romanian using DeepL. Machine translation evaluation should focus not only on fluency and adequacy, but also on how readers perceive the target text. Twenty-five participants have annotated the passages that were difficult to understand and those that were logical but contained grammatical or stylistic errors. The survey ended with three com

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Freudenstein, Roland. "Why the Chinese Communist Party doesn’t like Winnie the Pooh." European View 19, no. 2 (2020): 245–46. http://dx.doi.org/10.1177/1781685820979056.

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35

Montminy, Martin. "Fodor's Very Deep Thought." Canadian Journal of Philosophy 29, no. 4 (1999): 595–618. http://dx.doi.org/10.1080/00455091.1999.10715992.

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Pooh rubbed his nose with his paw, and said that the Heffalump might be walking along, humming a little song, and looking up at the sky, wondering if it would rain, and so he wouldn't see the Very Deep Pit until he was half-way down, when it would be too late. (A.A. Milne, Winnie-the-Pooh)Jerry Fodor is loath to have content be constituted, even in part, by inferential relations. This loathing, I will argue, gets him into trouble. In his latest book, Concepts, Fodor contrasts informational atomism, his view of concepts and their content, with inferential role theory. The latter, he argues, is

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Kortman, Sharon A., and Daniel Eckstein. "Winnie-The-Pooh: A “Honey-Jar” for Me and for You." Family Journal 12, no. 1 (2004): 67–77. http://dx.doi.org/10.1177/1066480703258869.

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Voitova, I. L. "Stylistic Functions of Personal Names in Winnie the Pooh Fairy Tales." Herald of Dagestan State University 38, no. 1 (2022): 36–41. http://dx.doi.org/10.21779/2542-0313-2023-38-1-36-41.

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Tortoriello, Adriana. "Funny and Educational across Cultures: Subtitling Winnie The Pooh into Italian." Journal of Specialised Translation, no. 6 (July 25, 2006): 53–67. https://doi.org/10.26034/cm.jostrans.2006.738.

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Subtitling a children's programme, especially a cartoon or animated programme, presents the subtitler with specific constraints and challenges. These are due, on a lexico-semantic and visual level, to the nature of the source language text, and on a pragmatic level, to that of the prospective audience. Through the analysis of some examples taken from the Italian subtitled version of the series The Book of Pooh, this article seeks to consider in greater detail both the issues involved and the strategies the translator has put in place in order to deal with such a unique situation.

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Jobert, Manuel. "Paralinguistic Phenomena and Their Vocalisations When Reading Aloud in Winnie-the-Pooh." Recherches anglaises et nord-américaines, no. 53 (September 24, 2020): 69–83. http://dx.doi.org/10.4000/ranam.711.

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Harahap, Aris Masruri. "The Disappearance of Uncanny in Winnie-The-Pooh and its Use for Education." Language Circle: Journal of Language and Literature 12, no. 2 (2018): 182–94. http://dx.doi.org/10.15294/lc.v12i2.14177.

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This article discusses disappearance of uncanny in one of the greatest children novel from The First Golden Age of Children Literature in Britain, Winnie-the-Pooh. The discussion is meant to uncover why the uncanny does not arise when it is read although it has the elements to arise the uncanny. Moreover, the novel is very popular of its canniness. In doing analysis, Freud‘s thoughts on the uncanny help me to find the reason. The analysis resulted that the use of fantasy in the novel and how its story is narrated determine the readers to not concentrate on the uncanny. The disappearance of the

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Gasen, Jean B. "On lessons learned from A. A. Milne with contributions from Winnie the Pooh." ACM SIGCHI Bulletin 25, no. 2 (1993): 5–6. http://dx.doi.org/10.1145/155804.155806.

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Rachman, Khairur, M. Bahri Arifin, and Ririn Setyowati. "Politeness Strategies Used by the Main Characters in Christopher Robin (2018) Film." Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya 7, no. 4 (2023): 1181. http://dx.doi.org/10.30872/jbssb.v7i4.8310.

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This research focuses on the politeness strategies used by the main characters of Christopher Robin film. The objectives of this research are to find out the politeness strategies used by the main characters of the film and to explain the motivations of the main characters of the film in using the politeness strategies. This research is a qualitative research with content analysis approach. The data sources of this research are the screenplay of Christopher Robin film and the transcript of the dialogue done in the film. The data were taken from the dialogues and utterances from the main charac

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Bachmann, Christian A. "Toying with books: Aspects of a theory of movable toy books – With a note on recent remediations in digital games." Journal of Gaming & Virtual Worlds 16, no. 2 (2024): 201–17. https://doi.org/10.1386/jgvw_00099_1.

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Interactive toy books are subsets of a large set of bookish media. They can be seen as complex multimodal media that combine visual cues such as illustrations, language cue, and interaction. In this article, I discuss how movable toy books link space and interactivity to create a specific reading or playing experience. Learning more about such books helps us not only to understand historical media, but it also ultimately throws light on what play is and how other playful media function. In light of recent developments, I briefly discuss recent remediations of interactive toy book in digital ga

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Fefelov, A. F. "Text and paratext in decoding the gender of Winnie-the-Pooh in Russian translations." Vestnik NSU. Series: Linguistics and Intercultural Communication 15, no. 1 (2017): 24–33. http://dx.doi.org/10.25205/1818-7935-2017-15-1-24-33.

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Todorova, Rumyana, and Ina Ivanova. "NO TEARS IN KINDERGARTEN – COOPERATION WITH CHILDREN FROM THE FOURTH AGE GROUP FOR THE FASTER ADAPTATION OF CHILDREN FROM THE FIRST AGE GROUP." Education and Technologies Journal 14, no. 2 (2023): 338–42. http://dx.doi.org/10.26883/2010.232.5435.

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The article examines the adaptation of children in first age group in kindergarten through the interaction with children in fourth age group. Admission to kindergarten is a necessary stage in the life of every child, and the stress of temporary separation from loved ones in most children leads to tears and reluctance to stay in the kindergarten. In order to adapt the children in first age group „Pokémon“ from kindergarten „Zname na mira“, Vratsa to the kindergarten more easily, the team decided to include in this process also the oldest children in the kindergarten, namely the children from fo

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Rzemykowska, Anna. "O tłumaczeniu komizmu językowego na przykładzie polskich przekładów gier językowych w Winnie-the-Pooh in the House at Pooh Corner A. A. Milne’a." Rocznik Przekładoznawczy 1 (October 15, 2005): 75. http://dx.doi.org/10.12775/rp.2005.006.

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Horner, Kyle L., Andy J. Chien, Monica Edenholm, and Robin L. Hornung. "Winnie the Pooh and Psoriasis Too: An Isomorphic Response of Guttate Psoriasis in a Tattoo." Pediatric Dermatology 24, no. 5 (2007): E70—E72. http://dx.doi.org/10.1111/j.1525-1470.2007.00445.x.

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Cocks, Neil. "On the Tolerance of Children’s Literature Criticism: Psychoanalysis, Neighborliness, and Pooh." Humanities 12, no. 3 (2023): 45. http://dx.doi.org/10.3390/h12030045.

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This article challenges David Rudd’s recent criticism of ‘The Reading Critics’ school of children’s literature criticism, which he takes to be problematic in so far as it is intolerant towards traditions that stray outside its own narrow concerns. Rudd forwards in its place an approach that is generous and dynamic. Through a close reading of Rudd’s analysis of both Winnie-the Pooh and psychoanalysis, this article understands the politics and poetics of tolerance to open some difficult questions. What are the limits of tolerance? Is what Rudd forwards merely a tolerance of the tolerable? Is his

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Čermáková, Anna. "Translating children’s literature: some insights from corpus stylistics." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 1 (2018): 117–34. http://dx.doi.org/10.5007/2175-8026.2018v71n1p117.

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In this paper I explore the potential of a corpus stylistic approach to the study of literary translation. The study focuses on translation of children’s literature with its specific constrains, and illustrates with two corpus linguistic techniques: keyword and cluster analysis — specific cases of repetition. So in a broader sense the paper discusses the phenomenon of repetition in different literary (stylistic) traditions. These are illustrated by examples from two children’s classics aimed at two different age groups: the Harry Potter and the Winnie the Pooh books — and their translations in

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Pustuła, Marta. "Edytorska lektura klasyki literatury dla dzieci." Dydaktyka Polonistyczna 15, no. 6 (2020): 226–41. http://dx.doi.org/10.15584/dyd.pol.15.2020.16.

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Works belonging to the world literary canon are widely commented on by literary scholars. The editorial aspects of the editions of the same works, however, do not have such thorough studies. The discussion of the editorial features of children’s publications seems to be all the more important because improperly selected typographic parameters may significantly impair the quality of the reading experience and discourage reading itself. The article indicates the importance of particular architectural elements of the Polish editions of two masterpieces of children’s literature, “Winnie the Pooh”

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