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Relevant bibliographies by topics / English Fables

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Academic literature on the topic 'English Fables'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "English Fables"

1

Zhatkin, Dmitry. "The Russian Fate of John Gayʼs Fables." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 80, no. 5 (2021): 52. http://dx.doi.org/10.31857/s241377150017128-3.

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The article, in a pioneering effort, offers to consider the history of the Russian reception of the fable creativity of the English writer John Gay (1685–1732), from its beginnings to the present day. It is noted that close attention to the fables of J. Gay in the last quarter of the 18th century, this was largely due to the interest of the Russian society in novelties in French books; as a result, prosaic translations of poetic texts from an intermediary language prevailed, against which the poetical readings of English originals created by I. Ilyinsky were undoubtedly more successful. The subsequent “surge” of interest in J. Gayʼs fable heritage at the end of the XIX century connected with the demand of society for the works of foreign authors, accessible to the mass, common reader, focused on the traditional culture of their countries. In the Soviet period, J. Gayʼs fables found themselves on the periphery of the preferences of translators and critics who interpreted mainly the writerʼs dramatic texts (“The Beggarʼs Opera”, “Polly”). The research of A.I. Zhilenkov and the translations of E.D. Feldman, published in recent decades, marked a new stage of the Russian reception, characterized by the identification of the artistic originality of Gayʼs fables, the desire for the most complete, holistic perception of the heritage of the Gay-fabulist, taking into account ancient and English literary traditions.

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Muttaqin, Usep, Nadia Gitya Yulianita, and Uki Hares Yulianti. "TRANSLATION TECHNIQUE IN TRANSLATING INDONESIAN FABELS INTO ENGLISH." Lingua Scientia 28, no. 1 (June 29, 2021): 20–26. http://dx.doi.org/10.23887/ls.v28i1.30099.

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This paper aims to describe translation techniques used in translating Indonesian Fables into English. The data is taken from bilingual fable books from five different publishers. The research uses purposive sampling technique and also comparative method to analyze the data. The finding shows that there are nine translation techniques used by translators namely equivalence, literal translation, discursive creation, borrowing, variation, transposition, modulation, reduction, and deletion. Equivalence is the most frequently used technique followed by literal translation. For further study, researcher may pay attention on the accuracy of the translation and readability of the translated text.

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Leonard, Paul. "Toronto Bilingual Fables." Canadian Theatre Review 46 (March 1986): 95–97. http://dx.doi.org/10.3138/ctr.46.011.

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If a whole country can be bilingual, then surely a play can be as well. That’s the premise behind Acting Company’s La Storia and La Storia II: A Table of Fables. Although they use English and Italian rather than English and French, they nonetheless raise the kind of questions about language, culture, and communication that have challenged Canadians since Confederation. At the same time, these shows provide a focus for a consideration of the nature of language in the theatre.

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Rogers, Shef. "The instructive power of the fable in New Zealand’s Native School Reader (1886)." History of Education Review 46, no. 1 (June 5, 2017): 33–41. http://dx.doi.org/10.1108/her-11-2014-0043.

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Purpose The purpose of this paper is to examine the cultural implications of James Henry Pope’s selection of fables for his 1886 Native School Reader designed to teach English to Māori students in Native Schools. Design/methodology/approach The essay takes a historical approach. It surveys attitudes towards the fable as a pedagogical tool prior to 1880 and reviews Pope’s choice of 50 from the 300 available fables in the Aesopic canon. Findings The study finds that Pope was well informed and well intentioned, but nonetheless appeared to be unaware of potentially unsettling interpretations of his selected fables. Originality/value While it may be relatively easy for twenty-first-century readers to perceive the cultural tensions of Pope’s work, exploring the historical context helps us to understand both why Pope compiled the text he did, and why he and his books were well regarded by both Pākehā and Māori, despite almost certainly not conveying the values the settlers wished to inculcate in Māori.

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Marshall, Simone Celine. "Middle English Chaucer in Dryden’s Fables." Notes and Queries 66, no. 1 (January 18, 2019): 90–91. http://dx.doi.org/10.1093/notesj/gjy202.

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Carrero Galindo, Lady, and Mélany Rodríguez Cáceres. "Got it, and you? let´s speak together!" Revista Boletín Redipe 8, no. 1 (January 30, 2019): 135–47. http://dx.doi.org/10.36260/rbr.v8i1.681.

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This article presents the outcomes of an action research project aimed at developing English language speaking skill with fourth gradestudents at IED Liceo Femenino Mercedes Nariño in Bogotá, Colombia, through digitized fables with multimedia resources, as aninnovative strategy offering meaningful input to students in the teaching of English as a Foreign Language (EFL). Instruments such as fieldnotes, audio recordings, and students’ logs after each digitized fable presentation were applied to follow the process and assess progress through students’ interaction, reactions to new material, and oral performance. The findings revealed that, despite some oral mistakes, students could increase their number of original utterances as opposed to repetitive speaking; on the other hand, the attitudes towards learning English were improved because of the material implemented.

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Jeep, John M. "The Fables of Ulrich Bonerius (ca. 1350): Masterwork of Late Medieval Didactic Literature. Translated by Albrecht Classen. Newcastle Upon Tyne, Cambridge Scholars Publishing, 2020, XXXII, 264 pp., 4 unpaginated colors illustrations between pp. 106/107." Mediaevistik 34, no. 1 (January 1, 2021): 466–68. http://dx.doi.org/10.3726/med.2021.01.117.

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Abstract: This very welcome, first translation of the one-hundred fables (with preface and afterword) by Ulrich Bonerius – known in German as Boner – represents a noteworthy contribution to English language medieval studies. Bonerius called his collection Edelstein (‘gemstone’), the meaning of which is explained in his Preface and exemplified in the first, well-known fable, where a rooster fails to identify and hence is unable to appreciate the precious object. In addition to five color illustrations from the Heidelberg University Library, Cod. Pal. germ. 794, Classen has provided 10 black and white images from the same fine manuscript, and one personal photograph (to illustrate fable no. 83, “Of an Oak Tree and a Reed”). The apparent lack of interest in Bonerius in the English-speaking world can be illustrated by the fact that there are merely eight entries in the MLA International Bibliography (search: Ulrich Boner, or his Edelstein; Bonerius yielded no entries; accessed Jan. 7, 2022).

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Pedraza Hernández, Blanca Ximena, and Heidy Liliana Castiblanco Gil. "Aesop's fables adaptation: an alternative for fostering values, oral production and listening comprehension." Enletawa Journal 10, no. 2 (November 22, 2018): 31–47. http://dx.doi.org/10.19053/2011835x.8693.

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This article aims at presenting the experiences acquired from the project titled “Aesop’s Fables Adaptation: An Alternative for Fostering Values, Oral Production and Listening Comprehension”, carried out at a public school in Tunja with fourth graders. The project related to the adaptation of Aesop´s fables, which were included in the school´s curriculum topics and implemented through different workshops. This was done in order to develop values awareness and English skills. Throughout this project, most of the students participated, were very attentive class after class, and enjoyed the activities. The students began to use the vocabulary they learnt from the fables for communicative purposes. In the same way, students were aware of moral aspects, the implicit values in each story, and the fables’ importance in their own lives

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Fraser, Robert, Horst Dölvers, and Horst Dolvers. "Fables Less and Less Fabulous: English Fables and Parables of the Nineteenth Century and Their Illustrations." Yearbook of English Studies 30 (2000): 326. http://dx.doi.org/10.2307/3509305.

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Acheson, Katherine. "The Picture of Nature: Seventeenth-Century English Aesop's Fables." Journal for Early Modern Cultural Studies 9, no. 2 (2009): 25–50. http://dx.doi.org/10.1353/jem.0.0032.

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Dissertations / Theses on the topic "English Fables"

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Kamyabee, Mohammad Hadi. "And out of fables gret wysdom men may take, Middle English animal fables as vehicles of moral instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27672.pdf.

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Smith, Greta Lynn. "“Full of Fruit, Under ane Fenyeit Fabill:“ Robert Henryson and the Aesopic Tradition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281098001.

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Good, Julian Russell Peter. "The human presence in Robert Henryson's Fables and William Caxton's The History of Reynard the Fox." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3290/.

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This study is a comparison of the human presence in the text of Robert Henryson’s Fables , and that of William Caxton’s 1481 edition of The History of Reynard the Fox (Blake:1970). The individual examples of Henryson’s Fables looked at are those that may be called the ‘Reynardian’ fables (Mann:2009); these are The Cock and the Fox; The Fox and the Wolf; The Trial of the Fox; The Fox, the Wolf, and the Cadger, and The Fox, the Wolf, and the Husbandman. These fables were selected to provide a parallel focus, through the main protagonists and sources, with the text of The History of Reynard the Fox. The reason for the choice of these two texts, in a study originally envisaged as an examination of the human presence of Henryson’s Fables, is that Caxton’s text, although a translation, is precisely contemporary with the Fables, providing a specifically contemporary comparison to Henryson, as well as being a text that is worthwhile of such research in its own right. What may be gained from such a study is that the comparison of the contemporary texts, from Scotland and England, with parallel or similar main protagonists, may serve to sharpen the focus on each. The aspect of the human presence to be examined may be seen in the research question. 1. What are the functions of the different strands of human presence in the two texts? The principal method used is the gathering of specific instances of human presence in the two texts, and the categorising or coding of such instances, with the aid of the qualitative-data computer program QSR N6. The human presence was thus categorised under the separate aspects of i) The tangible human presence (actual human characters who are actors within the narrative). ii) The human as social context, present in the social situations and behaviour of the animal protagonists. iii) The human presence as narrator, both within and outside of the narrative. iv) The human presence in the transmission and reception of the two texts. The resulting categories of human presence were used to generate a theory concerning the functions of the human presence within the texts. The findings for the research question are as follows: The human presence in the text serves a far more explicit moral function in the Fables than in Reynard, where it serves a primarily entertaining and satirical function. The less explicit moral function of the human presence in Reynard is found beyond the text, in the reader reception.

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Wade, Brian Richard. "Improvisation and Other Stories." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275462143.

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Garrett, Richard Lee. "Medieval anxieties: translation and authorial self-representation in the vernacular beast fable." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/967.

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Carter, David Lee Polycarp. "The Humane Society: A Fable." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-04232003-093652/.

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"The Humane Society: A Fable" Is the fanciful existential saga of a chicken named Charlie who is taught to read by an idealistic young woman named Niniane, an ardent vegan and animal rights advocate. Hopelessly in love with his human protectress, Charlie sublimates his passion by concieving a desire to be baptized into the Roman Catholic Church, thus setting in motion a course of events that leads to inevitable rejection by that ecclesiatical body.

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Hartmann, Anna-Maria Regina. "Reading the ancient fable : early modern English mythographers 1590-1650." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610786.

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Nisters, David [Verfasser]. "Poetry and Authority : Chaucer, Vernacular Fable and the Role of Readers in Fifteenth-Century England / David Nisters." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/118021577X/34.

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Allen, Kerri Lynn Branham. "An Apology for Thomas Churchyard." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/43.

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Thomas Churchyard served his country as a soldier and a poet, and he was the only poet besides Edmund Spenser to earn a pension from Queen Elizabeth I. Churchyard maintained a very active literary career: he began publishing during the reign of King Edward VI and continued to do so through the first year of King James I’s reign. Churchyard uses his poetry as a mirror to reflect his preoccupation with the moral fabric of his society. In order to understand Churchyard’s didactic tendencies, readers must become familiar with his poem A Praise of Poetrie, for this poem explores his theory of poetry and the duty of poets to entertain and to teach their readers. He composes poems of different genres, such as the country house poem (the earliest known example of this genre in English), fable, fabliau, and friendship poems, to entertain his audience while he simultaneously teaches them the virtues of charity and temperance.

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Söderlund, Ida. "In Cold Blood - Fable or fact? : A study of New Journalism and how reality is depicted in Truman Capote's In Cold Blood." Thesis, Växjö universitet, Institutionen för humaniora, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6198.

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The aim of this thesis is to establish whether In Cold Blood could be considered to be the true account Truman Capote intended it to be. Capote spent many years researching the murder in Kansas with the aim of writing a news story in the style of fiction. Even so, this essay argues that it is not a completely true account. In order to reach a conclusion this essay studies the concept of new journalism and answers the following questions: •What are the problems of depicting reality in writing? •What narrative techniques are found in In Cold Blood? •Is In Cold Blood subjective or objective in its portrayal of the story and its characters? The conclusion also shows that In Cold Blood is too manipulated and subjective in order to be seen as a completely true account that can be read as a news story. It is merely one view of the murder and In Cold Blood is therefore best read as a fiction novel.

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Books on the topic "English Fables"

1

Harrison, M., ed. Aesop's Fables: Greek - English. London, UK: Alexander International, 2010.

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Porter, Peter. Millennial fables. Oxford: Oxford University Press, 1994.

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Aesop, ed. Fables. New York: Knopf, 1992.

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Harrison, M., ed. Aesop's Fables 2: Greek-English. London, UK: Alexander International, 2010.

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Michie, James. Aesop's fables. London: J. Cape, 1989.

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Aesop and Zipes Jack David, eds. Aesop's fables. New York: Signet Classics, 2004.

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Roald, Dahl. Two fables. New York: Farrar, Straus and Giroux, 1987.

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8

Aesop. Aesop's fables. London: Bounty Books, 1993.

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Aesop's fables. Stamford, CT: Longmeadow Press, 1988.

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Aesop and Zwerger Lisbeth ill, eds. Aesop's fables. Saxonville, MA: Picture Book Studio, 1989.

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Book chapters on the topic "English Fables"

1

Allen, Elizabeth. "Introduction: Toward a Poetics of Exemplarity." In False Fables and Exemplary Truth in Later Middle English Literature, 1–26. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_1.

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Allen, Elizabeth. "Anticipating Audience in The Book of the Knight of the Tower." In False Fables and Exemplary Truth in Later Middle English Literature, 27–52. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_2.

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Allen, Elizabeth. "The Costs of Exemplary History in the Confessio Amantis." In False Fables and Exemplary Truth in Later Middle English Literature, 53–82. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_3.

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Allen, Elizabeth. "Framing Narrative in Chaucer and Lydgate." In False Fables and Exemplary Truth in Later Middle English Literature, 83–109. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_4.

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Allen, Elizabeth. "The Pardoner in the “Dogges Boure”: Early Reception of the Canterbury Tales." In False Fables and Exemplary Truth in Later Middle English Literature, 111–31. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_5.

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Allen, Elizabeth. "Memory and Recognition in Henryson’s Testament of Cresseid." In False Fables and Exemplary Truth in Later Middle English Literature, 133–58. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04479-2_6.

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Frankel, Ellen. "Twice-Translated Tales. Creating Contemporary English Versions of the Fox Fables of Berechiah ben Natronai Ha-Naqdan." In Berechiah ben Natronai ha-Naqdan’s Works and Their Reception, 221–27. Turnhout: Brepols Publishers, 2019. http://dx.doi.org/10.1484/m.behe-eb.5.117471.

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Diffley-Pierce, Deirdre. "A fable: The Happy Teacher." In Students, Places and Identities in English and the Arts, 148–61. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528014-12.

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Wilson, R. M. "Tales and Fables." In Early Middle English Literature, 231–49. Routledge, 2019. http://dx.doi.org/10.4324/9780429261343-10.

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Schrijver, Emile, Lies Meiboom, Sabine Arndt, Hadewijch Dekker, Adri Offenberg, Dorothée Irving, David Kromhout, et al. "Index of Titles in English or in English Translation." In Fables in Jewish Culture, 507–11. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501775833.005.0006.

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Conference papers on the topic "English Fables"

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Xinyi Chong, Stefanie, and Chien Sing Lee. "Learning By Gaming: Using Local Fables to Teach English through Games." In Annual International Conferences on Computer Games, Multimedia and Allied Technology. Global Science & Technology Forum (GSTF), 2008. http://dx.doi.org/10.5176/978-981-08-8227-3_cgat08-29.

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Hock, Hans Henrich. "Foreigners, Brahmins, Poets, or What? The Sociolinguistics of the Sanskrit “Renaissance”." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-3.

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A puzzle in the sociolinguistic history of Sanskrit is that texts with authenticated dates first appear in the 2nd century CE, after five centuries of exclusively Prakrit inscriptions. Various hypotheses have tried to account for this fact. Senart (1886) proposed that Sanskrit gained wider currency through Buddhists and Jains. Franke (1902) claimed that Sanskrit died out in India and was artificially reintroduced. Lévi (1902) argued for usurpation of Sanskrit by the Kshatrapas, foreign rulers who employed brahmins in administrative positions. Pisani (1955) instead viewed the “Sanskrit Renaissance” as the brahmins’ attempt to combat these foreign invaders. Ostler (2005) attributed the victory of Sanskrit to its ‘cultivated, self-conscious charm’; his acknowledgment of prior Sanskrit use by brahmins and kshatriyas suggests that he did not consider the victory a sudden event. The hypothesis that the early-CE public appearance of Sanskrit was a sudden event is revived by Pollock (1996, 2006). He argues that Sanskrit was originally confined to ‘sacerdotal’ contexts; that it never was a natural spoken language, as shown by its inability to communicate childhood experiences; and that ‘the epigraphic record (thin though admittedly it is) suggests … that [tribal chiefs] help[ed] create’ a new political civilization, the “Sanskrit Cosmopolis”, ‘by employing Sanskrit in a hitherto unprecedented way’. Crucial in his argument is the claim that kāvya literature was a foundational characteristic of this new civilization and that kāvya has no significant antecedents. I show that Pollock’s arguments are problematic. He ignores evidence for a continuous non-sacerdotal use of Sanskrit, as in the epics and fables. The employment of nursery words like tāta ‘daddy’/tata ‘sonny’ (also used as general terms of endearment), or ambā/ambikā ‘mommy; mother’ attest to Sanskrit’s ability to communicate childhood experiences. Kāvya, the foundation of Pollock’s “Sanskrit Cosmopolis”, has antecedents in earlier Sanskrit (and Pali). Most important, Pollock fails to show how his powerful political-poetic kāvya tradition could have arisen ex nihilo. To produce their poetry, the poets would have had to draw on a living, spoken language with all its different uses, and that language must have been current in a larger linguistic community beyond the poets, whether that community was restricted to brahmins (as commonly assumed) or also included kshatriyas (as suggested by Ostler). I conclude by considering implications for the “Sanskritization” of Southeast Asia and the possible parallel of modern “Indian English” literature.

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