Journal articles: 'Literary means'

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Lindsay, Geoffrey. "Not without Literary Means." American Book Review 35, no. 1 (2013): 5. http://dx.doi.org/10.1353/abr.2013.0136.

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Abduazizovna, Usarova Dildora. "Creation of Artistic and Lexical Means in Translations of Literary Works." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 4946–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020204.

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Saputra, Ardi Wina. "PERKEMBANGAN DAN EKSISTENSI KOMUNITAS SASTRA DI KOTA MADIUN." BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, no. 2 (March 9, 2020): 125. http://dx.doi.org/10.26499/bebasan.v6i2.117.

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Each city has its own literacy and literacy track record, as well as Madiun. Literature is a means to encourage people to think creatively creatively, therefore society needs to be brought closer to literature. This study aims to see the development and existence of the literary community in Madiun. This is also a manifestation of the contribution of researchers to the development of literary learning in Madiun. The method used by the researcher is qualitative descriptive. Data retrieval techniques are carried out by means of literature studies, interviews, and observations. The results of this study are the development of the literary community in Madiun and the existence of the literary community in Madiun.

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Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (March 1, 2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.

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The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?

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Reiman, Donald H. "Means and Ends:Textual Scholarship and Literary Understanding." Textual Cultures: Text, Contexts, Interpretation 3, no. 1 (April 2008): 22–28. http://dx.doi.org/10.2979/tex.2008.3.1.22.

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Abdupattoev, Mukhammadtokhir Tojimamatovich. "Unusual Connections As Forming Literary Text." American Journal of Social Science and Education Innovations 03, no. 02 (February 27, 2021): 177–82. http://dx.doi.org/10.37547/tajssei/volume03issue02-28.

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This article examines the role of the unusual connection in the formation of the literary text, which is a type of unusual connection in the Uzbek language. It has also been analyzed using examples that this tool is also a means of emotional expression in a literary text.

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Piryazeva, Elena N. "Developing functional literacy by means of contemporary art." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 191–201. http://dx.doi.org/10.32744/pse.2021.1.13.

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Problem and objective. The level of functional literacy is checked by the Programme for International Student Assessment, where Russian students demonstrate their weak positions. As one of the ways to improve the results of international testing, it is proposed to study works of contemporary art and to construct, on their basis, tasks of a wide range of scientific fields aimed at forming functional literacy, involving students in creative tasks of a project type. The purpose of the article is to show ways to develop functional literacy through educational-cognitive and educational-practical tasks developed in the process of comprehending the work by French composers Pierre Henri Marie Schaeffer and Pierre Henry Symphonie pour un homme seul, which has wide pedagogical capabilities. Methods. Developing functional literacy by means of contemporary art is based on the system-activity, person-centred, and multi-artistic approaches. The analysis of theoretical sources in pedagogy and art history was used. Results. The pedagogical potential of contemporary art, in particular, works of concrete music, opens up significant prospects for students to create their own creative products that combine different types of arts. This requires the development of educational-practical skills with the involvement of a wide range of information to obtain a creative result. The educational orientation consists in the implementation of a conceptual idea in a literary-musical composition and its visualisation with the involvement of personal computers connected to the Internet, sound speakers, a USB microphone, and computer programmes. Conclusion. The knowledge, skills, and abilities obtained in the study of contemporary art are effective in forming functional literacy in general and additional education, lesson and extracurricular activities while integrating the content of art lessons and school subjects of basic school.

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Tokareva, Lyubov V. "SYSTEM OF EXPRESSIVE MEANS IN THE RUSSIAN LITERARY TEXTS." Bulletin of the Moscow State Regional University (Russian philology), no. 3 (2018): 101–10. http://dx.doi.org/10.18384/2310-7278-2018-3-101-110.

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Abasheva, Marina. "The Literary Prize as a Means to an End." Russian Studies in Literature 48, no. 4 (October 2012): 63–73. http://dx.doi.org/10.2753/rsl1061-1975480405.

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Moroz, Narkiza. "MEANS OF INTERPRETING SUBJECTIVE MODALITY OF A LITERARY TEXT." Bulletin of the South Ural State University series Linguistics 14, no. 3 (2017): 29–33. http://dx.doi.org/10.14529/ling170304.

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Коробова, Анастасия Владиславовна. "DEVIATION AS A MEANS OF FOREGROUNDING IN LITERARY TEXT." Вестник Тверского государственного университета. Серия: Филология, no. 2(69) (June 1, 2021): 225–30. http://dx.doi.org/10.26456/vtfilol/2021.2.225.

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В данной статье появление девиации в художественном тексте рассматривается с точки зрения выполнения ею функции выдвижения с учётом её стилистического потенциала как средства смыслообразования. Материалом для интерпретации послужил текст произведения Дж. Сэлинджера «A Perfect Day for Bananafish» и встретившиеся в нём случаи девиации. In this article, the occurrence of deviation in a literary text is considered from the point of view of performing its foregrounding function, as a means of better interpreting text. The material for the analysis is the text of the short story «A Perfect Day for Bananafish» by J. Salinger and the cases of deviation in it.

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Barter, Faith. "Lessons in Legal Literacy: Democratizing Legal Critique as a Means of Resisting Racial Injustice." Law, Culture and the Humanities 16, no. 3 (May 5, 2017): 365–78. http://dx.doi.org/10.1177/1743872117707620.

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This commentary addresses the problem of racial injustice in the United States through the lens of the legal humanities. Using examples from the grand jury materials in the Michael Brown shooting as a case study, I argue for close reading, literary analysis, and other humanist methodologies as tools to empower undergraduates and laypeople as legal critics. The second half of the commentary describes a recent pedagogical exercise as an example of the possibilities for legal literacy instruction within an undergraduate humanities curriculum. Ultimately, I argue that the work of building legal literacy has the potential to resist or address racial injustice by making legal texts and institutions more amenable to critique from the legal humanities and the public humanities.

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Pearce, Lynne. "“Text-as-Means” versus “Text-as-End-in-Itself”." Transfers 10, no. 1 (March 1, 2020): 76–84. http://dx.doi.org/10.3167/trans.2020.100109.

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This article explores three reasons why literary scholars have been slow to engage with both the New Mobilities Paradigm and the New Mobilities Studies promoted by Transfers, namely: (1) the residual conservatism of “English studies”; (2) the sort of textual practice associated with “literary criticism” (where the text remains the primary object of study); and (3), the tension between the humanist and/or “subject-centered” nature of most literary scholarship and the posthumanist approaches of mobilities scholars based in the social sciences and other humanities subjects. However, the close reading of literary and other texts has much to contribute to mobilities studies including insight into the temporalities—both personal and social—that shape our long-term understanding of contemporary events such as the current pandemic.

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Khmil-Chupryna, V. "Literary reminiscences in the media texts as means of popularization reading." Communications and Communicative Technologies, no. 19 (May 5, 2019): 84–89. http://dx.doi.org/10.15421/291912.

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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.

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15

Swenson, Joseph. "Saying What One Means." Southwest Philosophy Review 37, no. 1 (2021): 169–78. http://dx.doi.org/10.5840/swphilreview202137118.

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Few would dispute that Nietzsche writes differently than most philosophers, especially when judged by the standards of contemporary philosophical writing. There is plenty of dispute, however, about why Nietzsche has chosen to present his thinking in the ways that he does. When one turns to much recent Nietzsche scholarship, it would appear that the literary quality of his writing is often treated as something that is merely accidental rather than integral to his philosophical project. Here one finds a working assumption that it is possible to paraphrase Nietzsche’s unconventional style of writing into more conventional forms of philosophical prose without losing sight of the philosophical goals that he is trying to achieve. This paper argues that this working assumption underappreciates the fact that Nietzsche’s chosen style of writing is intended to perform a variety of functions within his philosophy. One underappreciated function of Nietzsche’s writing, I will argue, aims to promote a radical disruption and revaluation of his readers’ basic habitual attitudes towards their experience of their own lives. Such therapeutic and transformative experiences, I conclude, are not only basic to Nietzsche’s philosophical project but are also intimately connected to the literary quality of his writing and cannot easily survive philosophical paraphrase.

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HITZIG, ZOË. "PROXY MEANS." Yale Review 106, no. 4 (October 2018): 150–51. http://dx.doi.org/10.1111/yrev.13424.

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HITZIG, ZOË. "PROXY MEANS." Yale Review 106, no. 4 (2018): 150–51. http://dx.doi.org/10.1353/tyr.2018.0022.

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Sidorova, T. A. "REPRESENTATION OF KNOWLEDGE IN A LITERARY TEXT BY DERIVATIVE MEANS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2018): 134–42. http://dx.doi.org/10.20916/1812-3228-2018-3-134-142.

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Eltuzerova, G. "Functions of Colors as Nonverbal Means in a Literary Text." Bulletin of Science and Practice 7, no. 3 (March 15, 2021): 369–74. http://dx.doi.org/10.33619/2414-2948/64/49.

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The article highlights the role of one of the current problems of Kyrgyz linguistics, about non-verbal means, including the function of colors in a literary text. Stylistic coloring, added to the artistic text by shades, is the main object of study. Due to the fact that the functions of color as an element of sensory perception in Kyrgyz linguistics are practically not studied, they can make a significant contribution to linguistics. On the example of literary texts, the semantics of colors and their functions were analyzed. The study analyzes the expression of colors in the text, and also determines the results of analytical research on the example of questions related to such sciences as psycholinguistics, sociolinguistics, and ethnolinguistics.

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Ajtony, Zsuzsanna. "Approaching Literature with Linguistic Means: a Few Conclusions." Acta Universitatis Sapientiae, Philologica 5, no. 2 (July 1, 2014): 255–63. http://dx.doi.org/10.2478/ausp-2014-0018.

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Abstract This paper is a follow-up of my research carried out on the interface area of language and literature, summarizing the conclusions that can be drawn from the approach of literary works with linguistic means. In my research I have analysed the dramatic works of G. B. Shaw with the help of the latest results of interactional sociolinguistics. After a thorough examination of the Shavian characters’ verbal interaction focusing on the relevance of ethnic features (Britishness, for instance), this article discusses the legitimacy of linguistic methods in the interpretation of literary works.

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Martínez Roselló, Mariela María, Felicia De la Concepción Rosales Piña, and José Emilio Hernández Sánchez. "UNA PROPUESTA DE ANÁLISIS LITERARIO A TRAVÉS DEL ESTUDIO COMPARADO DE DOS TEXTOS LÍRICOS." Revista Cognosis. ISSN 2588-0578 2, no. 2 (July 11, 2017): 39. http://dx.doi.org/10.33936/cognosis.v2i2.775.

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El artículo aborda los fundamentos didácticos del modelo diseñado por sus autores para los estudios comparados en el análisis literario. Se han seleccionado dos poemas para a través de ellos ejemplificar la aplicación en la práctica de las direcciones y acciones que propone el modelo elaborado, asimismo se produce el acercamiento artístico al quehacer literario de los autores seleccionados. El estudio del texto literario es importante porque permite reconocer el papel que juega la literatura dentro de la formación, del desarrollo cultural de los estudiantes. Se hace necesaria la actualización de su didáctica para acercarse al fenómeno literario desde una perspectiva acorde a los procesos docentes y educativos de estos tiempos. PALABRAS CLAVE: educativas; direcciones; acciones; estudios comparados; didáctica. A PROPOSAL OF A LITERARY ANALYSIS BY OF MEANS OF A COMPARISON OF TWO LYRIC TEXTS ABSTRACT The article entitled “A proposal of a literary analysis by of means of a comparison of two lyric texts¨ deals with the didactical fundamentals of model designed by the authors to perform comparative studies in text analysis. A couple of poems has been selected and through them exemplify the practical usage of directions and actions which are proposed by the method in question, likewise producing the artistic approach to literary work of the selected authors. The study of literary text is important because it allows recognizing the role played by literature in the formation of cultural development of students. It is become necessary the updating of its didactics to come closer to the literary phenomenon from a perspective according with educational processes of these times. KEYWORDS: educational; directions and actions; studios comparators; didactics.

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Nuredini, Zarije. "LANGUAGE THE ONLY MEANS OF CREATING LITERATURE." Knowledge International Journal 28, no. 7 (December 10, 2018): 2213–15. http://dx.doi.org/10.35120/kij28072213z.

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This paper attempts to treat different phases of standard Albanian, emphasizing the differences in the language of literature before and after the formation of the Albanian standard language; the words and expressions used in the past; the grammatical language forms they have obtained; the aesthetic function of language in written literature. It also aims to present and develop the great expressive possibilities of the Albanian language and the various forms and hues it takes in artistic literature. The lexis of the literature is a permanent source of standard language not only in our language, but in all languages of the world.When we say linguistic differences in the language of literature, we mean the fund of special words that are being activated in a literary work, as well as the literary-stylistic hues they take while used in some special cases, thus producing literary metaphors, for we know that language is the only means of creating literature and that without it we would not be able to think and talk about literature.We will also treat the process of enriching the standard language through literature, as it is well known that literature takes care of a greater linguistic prosperity, and this is constantly achieved by activating the words of the reserve fund of a language, the obsolete words, and so on.

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Nuredini, Zarije. "LANGUAGE THE ONLY MEANS OF CREATING LITERATURE." Knowledge International Journal 28, no. 7 (December 10, 2018): 2213–15. http://dx.doi.org/10.35120/kij29082213z.

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This paper attempts to treat different phases of standard Albanian, emphasizing the differences in the language of literature before and after the formation of the Albanian standard language; the words and expressions used in the past; the grammatical language forms they have obtained; the aesthetic function of language in written literature. It also aims to present and develop the great expressive possibilities of the Albanian language and the various forms and hues it takes in artistic literature. The lexis of the literature is a permanent source of standard language not only in our language, but in all languages of the world.When we say linguistic differences in the language of literature, we mean the fund of special words that are being activated in a literary work, as well as the literary-stylistic hues they take while used in some special cases, thus producing literary metaphors, for we know that language is the only means of creating literature and that without it we would not be able to think and talk about literature.We will also treat the process of enriching the standard language through literature, as it is well known that literature takes care of a greater linguistic prosperity, and this is constantly achieved by activating the words of the reserve fund of a language, the obsolete words, and so on.

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24

Pueo, Juan Carlos. "¿Es la ópera un género literario?" Tropelías: Revista de Teoría de la Literatura y Literatura Comparada, no. 15-17 (February 26, 2011): 609. http://dx.doi.org/10.26754/ojs_tropelias/tropelias.200415-1729.

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La ópera se considera comúnmente un género musical, pero su estatuto literario parece ser más bien dudoso. La intención de este artículo es poner en claro esta cuestión, tomando como referencia la teoría de los géneros literarios, la teoría teatral y la semiótica musical. La teoría literaria debe tener en cuenta la especificidad de ciertos géneros literarios cuya recepción ha sido destinada a ser acompañada por la música. Los géneros teatrales se definen por la presencia física de uno o más actores que representan sus personajes ante un público, de forma que dichos géneros pueden clasificarse por emplear o no el lenguaje y/o la música: esto significa que la ópera ocupa un lugar en la clasificación de los géneros literarios por su conjunción de lenguaje y música. Esta conjunción no es mera yuxtaposición, ha de ser pensada como simbiosis entre dos sistemas semióticos que colaboran para producir una forma específica de obra literario-musical que ha de considerarse un género literario y teatral con características especiales. Opera is generally considered a musical genre, but its literary statute seems to be rather uncertain. The aim of this article is to clarify this subject, taking as reference literary genre theory, theatrical theory and musical semiotics. Literary theory must take into consideration the specificity of certain literary genres whose reception is intended to be accompanied by music. Theatrical genres defines themselves by the physical presence of one o more actors that impersonate some characters for an audience, so this genres can be classified by the use or the disuse of language and/or music: this means that opera occupies a place in the classification of literary genres because of its conjunction of language and music. This conjunction is not mere yuxtaposition, it has to be thought as a symbiosis between two semiotic systems that collaborate to produce an specific form of musical-literary work that must be considered a literary and theatrical genre with special characteristics.

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25

Norrick, Neal R. "How Paradox Means." Poetics Today 10, no. 3 (1989): 551. http://dx.doi.org/10.2307/1772904.

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Гараднiцкi, Яўген. "The identification of characters in the literary work: means and techniques." Białorutenistyka Białostocka 4 (2012): 59–68. http://dx.doi.org/10.15290/bb.2012.04.04.

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Roberts, Jane, and Ashley Crandell Amos. "Linguistic Means of Determining the Dates of Old English Literary Texts." Yearbook of English Studies 15 (1985): 268. http://dx.doi.org/10.2307/3508569.

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Cope, Kevin L., and John T. Shawcross. "Intentionality and the New Traditionalism: Some Liminal Means to Literary Revisionism." South Atlantic Review 58, no. 2 (May 1993): 157. http://dx.doi.org/10.2307/3200974.

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Gatti, Luciano. "Samuel Beckett's television plays: means of production, literary genres, critical theory." ARS (São Paulo) 14, no. 27 (July 15, 2016): 90. http://dx.doi.org/10.11606/issn.2178-0447.ars.2016.119071.

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O artigo formula algumas hipóteses para a análise da obra tardia de Samuel Beckett, particularmente as peças para televisão, produzidas pela Süddeutscher Rundfunk – SDR (hoje: Südwestrundfunk – SWR), sob direção do autor, entre 1966 e 1986: Eh Joe, Geistertrio, ..nur noch Gewölk..., Quadrat I + II, Nacht und Träume e Was Wo1 . Sugere-se a abordagem das peças por meio de duas questões – o desenvolvimento tecnológico dos meios de produção e a historicidade dos gêneros artísticos – que teriam suas referências teóricas na reflexão estética de Theodor W. Adorno e Walter Benjamin. Segundo essa perspectiva, as peças para televisão retomam o questionamento das convenções dos gêneros literários, iniciado por Beckett nos trabalhos em prosa e nas peças teatrais, ao desenvolver um novo meio de produção artístico junto à televisão pública alemã

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Cain, William E. "Kazin on Dreiser: What it Means to be a Literary Critic." Society 55, no. 6 (November 1, 2018): 517–25. http://dx.doi.org/10.1007/s12115-018-0303-5.

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Sokolova, Galina Aleksandrovna. "Timelines in Literary Text." Interactive science, no. 7 (41) (July 25, 2019): 7–9. http://dx.doi.org/10.21661/r-497732.

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The article deals with the peculiarities of time expressing and depicting in literary text. It is focused on linear, cyclic and historical timelines; it also outlines the ways how these timelines can be verbalized in literary text; it emphasizes the importance of the category of time because the temporal orientation in text determines the type of language means in work; it gives a few interpretations of plot time and highlights some possibilities and abilities of it to express dynamics and variability of the world.

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Gorbachenko, T. G. "Christianity and Slavic literary culture: handwritten book." Ukrainian Religious Studies, no. 16 (December 5, 2000): 23–31. http://dx.doi.org/10.32420/2000.16.1110.

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At all times, the book was understood not only as a means of preserving and transforming knowledge, but also as a means of knowing the world around us. At the same time, from ancient times it was a subject of knowledge. Gradually its theoretical phenomenon was formed. The book essentially (and it happened historically) is the most important form of consolidation and transfer of information in space and time. From the point of view of the theory of communication, the book serves as one of the forms of existence and dissemination of semantic information, a means of organizing the work of individual consciousness into a sign system for the perception of its social consciousness. After all, the evolution of the book is inextricably linked with the history of mankind. She is the foundation on which the culture of peoples is built. It helps society to grow and improve, borrow and use all the mass of knowledge accumulated by mankind. The book is the most complete and comprehensive expression of the spiritual culture of mankind, since its origin and development are inextricably linked with it.

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Karp, Marta. "GRAMMATICAL MEANS OF CONTAMINATED COHESION IN ENGLISH MULTIMODAL LITERARY FAIRY TALES: DYNAMICS OF PRAGMATIC PROPERTIES." Studia Linguistica, no. 17 (2020): 75–84. http://dx.doi.org/10.17721/studling2020.17.75-84.

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The relevance of the study is due to the need for comprehensive disclosure of grammatical means of cohesion in the organization of English multimodal literary fairy tales from the standpoint of the functional paradigm of modern linguistic studies and taking into account the achievements of semiotics, narratology, text linguistics, discourse stylistics. The object of research concerns the contaminated cohesion of the English multimodal fictional text of the literary fairy tales written by Philip Ardagh. The subject of the research deals with the grammatical means of cohesion in the multimodal organization of modern English literary fairy tales by Philip Ardagh. The aim of the study is to identify and characterize the structural, semiotic and narrative aspects of the category of cohesion of English multimodal literary fairy tales that determine its text-forming nature. Stated aim implies the need to solve the following tasks: to develop semiotic and narrative approach to the analysis of grammatical means of cohesion in English multimodal literary fairy tales by Philip Ardagh; to analyze the verbal and nonverbal interaction of the components of contaminated cohesion in the structure of the analyzed literary fairy tales; to establish the dominant structural, semiotic and narrative features of the creation of contaminated cohesion in literary fairy tales. The scientific novelty of the obtained results is determined by the fact that for the first time a comprehensive analysis of the text-forming category of cohesion in a modern English multimodal literary fairy tale based on the methodological paradigm of functionalism, which covers structural, semiotic and narrative aspects has been carried out.

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Litualy, Samuel Jusuf, and Henderika Serpara. "COMPARATIVE LITERARY WORKS, LANGUAGE LEARNING AND CHARACTER BUILDING OF LEARNERS." JURNAL TAHURI 18, no. 2 (August 18, 2021): 14–23. http://dx.doi.org/10.30598/tahurivol18issue2page14-23.

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This paper aims to express efforts to use comparative literary works as a medium in language learning, and at the same time as a means for the formation of the character of learners. The benefits of comparative literature, among others: (1) as the basis of the study of cross-cultural literary works, (2) as the basis or basis of language skills learning (Sprachfertigkeiten) namely: listening (Hӧrverstӓndnis-Sprechfertigkeit), reading-writing (Leseverstӓndnis-Schreibfertigkeit), (3) as a means of strengthening character education. As the basis for cross-cultural text studies, comparative literary works can be used to compare cultures between nations. As the basis of language learning, comparative literary works, has a uniqueness that is not possessed by other linguistic teaching materials, because the language of literary works has a connotative characteristic (figurative), contains majas, and prioritizes the characteristics of narrative discourse. Language in literary works prioritizes its main function, which is communicative function and suitable to be used to teach language skills. Furthermore, as a means of strengthening character education, literary works are worthful, which can be used to provide value strengthening for learners as the future generation of the nation.

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Kilian, J. P. "It Means Something." Harrington Gay Men's Literary Quarterly 8, no. 4 (September 18, 2007): 101–6. http://dx.doi.org/10.1300/j510v08n04_08.

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Jeffery, C. "Register-analysis as a means for eliciting the meaning of literary texts." Literator 23, no. 2 (August 6, 2002): 87–104. http://dx.doi.org/10.4102/lit.v23i2.332.

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Intuitive reading of a literary text does not enable one to understand how the text means. For that purpose one needs a suitable semantic theory. This article proposes such a theory, based on the concept of register as meaning-potential. Situation-types have semiotic properties, which set up expectations of the kind of meaning likely in that kind of situation, and those expectations constitute the meaning-potential of the situation, that is the register, which is realised in whatever texts are actually uttered there. So register determines meaning; and register is determined by situationtype, which can be precisely defined by means of categories of (discourse-) situation. Five such categories are put forward. Their application constitutes register-analysis. The process is demonstrated on a literary text; and it is claimed that an intuitive, practical-criticism-type analysis could not be as clear, precise and comprehensive as a register-analysis. And the coherent theory of meaning which supplies the categories also provides a consistent, defined metalanguage to work in. So register-analysis offers a significant advance on intuitive reading.

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Radkina, Valentyna. "Research of literary text as a means of forming the lingvocultural field." SCIENTIFIC BULLETIN OF THE IZMAIL STATE UNIVERSITY OF HUMANITIES, no. (38) (November 2, 2018): 175–79. http://dx.doi.org/10.31909/26168820.2018-(38)-27.

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Kats Y., Y., and Y. Fadieieva. "Irony and Means of its Realization in English Literary Discourse (Translation Aspect)." Fìlologìčnì traktati 10, no. 1 (March 2018): 40–45. http://dx.doi.org/10.21272/ftrk.2018.10(1)-05.

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Borisova, E. B., and E. V. Kobzeva. "KEY CHARACTER IMAGE INTRODUCTION MEANS IN R. DAHL’S CHILDREN’S LITERARY TALE «MATILDA»." Vestnik of Samara University. History, pedagogics, philology 24, no. 1 (April 27, 2018): 131. http://dx.doi.org/10.18287/2542-0445-2018-24-1-131-136.

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Rarenko, N. "VERBAL IMAGERY AS A MEANS OF THEATRICALIZATION OF ENGLISH POSTMODERNIST LITERARY PROSE." International Humanitarian University Herald. Philology 2, no. 45 (2020): 131–34. http://dx.doi.org/10.32841/2409-1154.2020.45-2.32.

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R, Veerabadran. "uuDal in Sangam literary traditions." International Research Journal of Tamil 1, no. 2 (April 30, 2019): 14–22. http://dx.doi.org/10.34256/irjt1922.

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‘uuDal’ feeling of sulkiness between lovers or husband and wife plays an important role in their life. During the period of both ‘kaLavu’ and ‘kaRpu’, there may arise differences between lovers. That difference is called ‘piNakkam’ (tiff) and ‘uuDal’ (sulkiness). ‘uDaluthal’ means ‘having differences’ and ‘uuDal’ has been coined on the basis of that word. The union of lovers leaving aside the differences gave them immense pleasure. Therefore, ‘uuDal’ sets in with great importance in the life of the lovers.

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Ediyono, Suryo, and Alfiati Alfiati. "Membangun Budaya Literasi Berbasis Kearifan Lokal dalam Mata Kuliah Menulis Puisi Mahasiswa." An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial 6, no. 2 (December 10, 2019): 183–94. http://dx.doi.org/10.36835/annuha.v6i2.334.

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Literacy is now beginning to become a discourse in various media, both print and social media. This happened since Anies Baswedan, when he was Minister of Education and Culture, launched the School Literacy Movement (GLS). Trends in global currents and the Indonesian economy are also entering the era of the creative industry revolution, an era of revolution that relies heavily on the products of the creative industries. Creative industries can be defined as industries based on expertise, talent and creativity; such as fashion, crafts, publishing (books and print media), music, film and advertising. Literary works and creative industries are both based on talent and creativity and are equally cultural. The difference is, the process of creating literary works is more oriented to the interests of the literary (literary), while the creative industry is more oriented to the interests of the market. Local Wisdom is considered so interesting to be the main topic raised in literacy development because through learning in the classroom, students will indirectly get to know the local wisdom of each region. This paper seeks to reveal the steps that can be taken so that the culture of literacy or GLS can still go hand in hand with the development of the existing creative industries. The method used is certainly descriptive and through a qualitative approach. In conclusion, the Indonesian literacy movement still needs to be promoted, and Indonesian language learning in tertiary institutions still needs to be improved, so that people become more proficient in Indonesian and continue to love Indonesian as a means of communication, cultural imaging, and strengthening the national identity. The low ability of students in the field of poetry indicates the need to empower poetry writing for students. This article aims to illustrate how to empower the literacy culture of students writing poetry in the face of the era of the creative industry revolution.

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Kuznetsova, M. I. "The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy." Russian language at school 79, no. 8 (September 13, 2018): 35–40. http://dx.doi.org/10.30515/0131-6141-2018-79-8-35-40.

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One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

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Iskhak, Iskhak, Januarius Mujiyanto, and Rudi Hartono. "A Review on Reader Response Approach to Teaching Literature at EFL Contexts." English Language Teaching 13, no. 7 (June 28, 2020): 118. http://dx.doi.org/10.5539/elt.v13n7p118.

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The review explores the philosophical basis of the application of Rosenblatt’s Reader Response Theory (RRT) to teach reading-to write of literary works in practical senses in EFL contexts across borders. Grounded in the integration of paradigm shift from text- to reader-oriented, critical pedagogy and literacy, and socio-constructivism, reader response-based teaching pedagogy places learners among the active meaning makers as members of a democratic classroom community while getting immersed in critical reading-writing (literacy) events. Moreover, this critical review highlights the possible classroom practices as framed by RRT principles that offer freedom and enjoyment in reading literary works to face the sophistication of varied modern 21st century educational web-based platforms that lead to the use of e-response journal and e-literature circles by means of e-peer-reviewing. Drawing on the current technology-enriched teaching media, RRT application is expected to benefit most EFL learners in gauging literature-based literacy development to sensitize their intercultural communication across global contexts. Moreover, recommended practical trends of RRT principles are presented in this review.

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Mangada Cañas, Beatriz. "Désorientale de Négar Djavadi : exemple d'écriture autofictionnelle comme technique discursive récurrente dans les littératures francophones contemporaines." Estudios Románicos 28 (December 20, 2019): 317–29. http://dx.doi.org/10.6018/er/376921.

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Este artículo se propone como principal objetivo ilustrar la preponderancia de la escritura autoficcional en el panorama literario francófono actual mediante el análisis crítico de Désorientale, primera novela de la escritora francófona de origen iraní, Négar Djavadi. El estudio de su contexto de producción permitirá mostrar la pertinencia de su inclusión en el paradigma actual de escritoras de orígnenes muy diversos que han elegido el francés como medio de expresión literaria para dar voz a su testimonio como mujeres y/o como exiliadas. El recurso a la escritura autoficcional se convierte en una técnica narrativa común a todas ellas. The main objective of this article is to illustrate the preponderance of autofictional writing in the current Francophone literary scene through the critical analysis of Désorientale, the first novel by the Iranian-speaking French writer, Négar Djavadi. The study of its production context will show the relevance of its inclusion in the current paradigm of writers of very different origins who have chosen French as a means of literary expression to give voice to their testimony as women and / or as exiles. The recourse to autofictional writing becomes a narrative technique common to all of them.

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Flynn, Peter. "Exploring literary translation practice." Target. International Journal of Translation Studies 19, no. 1 (July 26, 2007): 21–44. http://dx.doi.org/10.1075/target.19.1.03fly.

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This article discusses findings from an ethnographic study of literary translation practice in the Netherlands and Belgium. The article focuses on one aspect of translation practice, namely translatorial ethos. It is argued that the forms of translatorial ethos visible in the data are complex in that they have a bearing both on textual and institutional practice and relations at one and the same time. More specifically, it is also argued that these complex professional stances and positionings need to be taken into account if we are to gain a better understanding of translational norms (Toury 1995, 2000 and Chesterman 1993) or translational habitus (Simeoni 1998). Furthermore, it is argued in a more general sense that linguistic ethnography can provide clear indications of patterns of translational practice and therefore forms a useful means of inquiry in the context of translation studies.

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Kroon, Caroline. "Voce voco. Some Text Linguistic Observations on Ovid Heroides 10." Mnemosyne 65, no. 2 (2012): 238–50. http://dx.doi.org/10.1163/156852510x547974.

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Abstract In his article Voce voco. Ariadne in Ovids Heroides und die ‘weibliche Stimme’ (Mnemosyne, this issue), Christoph Pieper proposes a metapoetic interpretation of Ovid Heroides 10 in terms of a gradual awakening (and subsequent faltering) of Ariadne’s literary voice. The present contribution serves as a supplement to this article, in that it provides some text linguistic support for this metapoetic reading. In a linguistically and narratologically oriented discussion of the structure of Heroides 10, it is shown how epic and elegy literally merge in this poem, for instance by means of an ingenious mixing of discourse modes and time frames, and a subtle play with the inherent ambiguity of the present tense. The analysis reveals by which formal means the poet manages to reconcile all of Ariadne’s different roles and perspectives in the poem (epistolary speaker, epic speaker, elegiac speaker, narrative character), and integrate them, by way of literary experiment, in one coherent text.

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Pakhnenko, Irina, and Svitlana Tielietova. "Language game as a means of linguistic anecdote organization." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 12, no. 21 (2019): 148–57. http://dx.doi.org/10.34079/2226-3055-2019-12-21-148-157.

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The article discusses specific features of the anecdote as a speech genre, analyzes communicative-pragmatic principles of creating a comic effect in anecdotes based on the wordplay. It is noted that the concept of «anecdote», despite the fact that it is widely used in modern literary criticism and linguistics, does not have a single interpretation and a precise theoretical definition, which is explained by its genre uniqueness and complexity of a cognitive-pragmatic nature. It is emphasized that the most important part of the work of this genre is its finale, originally known to the narrator. It is the last climax phrase that contains the unexpected and unpredictable final semantic resolution that constitutes the anecdote as such. Among the features inherent in the actual anecdotal texts are: small volume, lack of authorship, reproducibility, indefinite chronotope, stereotypicality of plot schemes, relatively constant set of characters, ambivalence of the meaning of language units, intertextuality, situational functioning, etc. The dominant category of the anecdote text is minimalism, manifested in the choice of details, the number of heroes, laconic form, the volume of compositional components. It is stated that formation of the types of anecdotes took place along two lines: folk and literary. A modern anecdote, in contrast to the literary jokes of previous years, as a rule, is a speech genre, not a literary one, which determines its specificity. It is noted that anecdotes are divided into situational (subject, referential), in which the comic nature of the described situation is not related to the linguistic design, and language (linguistic), which are based on the playing out of certain linguistic phenomena. The comic effect in the latter is based on purely linguistic mechanisms and depends on the choice of the used speech means. An integral part of creating a comic effect in linguistic anecdotes is violation of certain norms, or incongruence, in the implementation of which the leading role is played by the language game. The game potential of phonetic, lexical, word-building, morphological and syntactic means, as well as precedent phenomena involved in speech works of this type are described. Particular attention is paid to punning outplaying of polysemy and various types of homonymy as one of the most popular means of creating a language joke. It is concluded that peculiarity of the game means, used for creating a humorous effect, lies in their function: they have an additional evaluative connotation, express different degrees of negative loading and take part in creating comic ambiguity in the statement.

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Falkner, Gerhard, and Rosmarie Waldrop. "Intermundium or Knowledge Means Melancholy." Chicago Review 48, no. 2/3 (2002): 84. http://dx.doi.org/10.2307/25304873.

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Mustafayeva, Nurlana. "Azerbaijan-Turkey literary relations." Laplage em Revista 7, Extra-E (July 27, 2021): 24–31. http://dx.doi.org/10.24115/s2446-622020217extra-e1157p.24-31.

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Article compares the literary relations between Azerbaijan and Turkey during the Soviet and independence periods. Research shows that during the Soviet era, limited literary relations under the leadership of Moscow were subordinated to the unified foreign policy goals of the USSR. The Soviet Union, among other means, sought to spread communist ideology in Turkey through literary ties, to weaken NATO’s southern wing from within, and to reduce Western influence. The closed society and the “iron curtain” of the USSR did not allow the free exchange of cultural and literary treasures. After the restoration of the state independence of the Republic of Azerbaijan on October 18, 1991 and the collapse of the USSR, literary relations were free from ideological stereotypes and all restrictions. The signing of bilateral documents between Azerbaijan and Turkey has laid the legal basis for cooperation in the field of culture, including literature.

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Journal articles on the topic 'Literary means'

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