Journal articles: 'Literary theories'

1

Pollock, Mary S., and Shirley F. Staton. "Literary Theories in Praxis." South Atlantic Review 53, no. 3 (September 1988): 92. http://dx.doi.org/10.2307/3200636.

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Janecek, Gerald. "Aleksej Kručenych's Literary Theories." Russian Literature 39, no. 1 (January 1996): 1–12. http://dx.doi.org/10.1016/0304-3479(96)85328-2.

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Caballero Wangüemert, María. "Al hilo de la literatura latinoamericana: estudios literarios/estudios culturales / To the thread of Latin American literature: literary studies / cultural studies." Kamchatka. Revista de análisis cultural., no. 9 (August 31, 2017): 121. http://dx.doi.org/10.7203/kam.9.9932.

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Resumen: El presente trabajo constituye un recorrido bibliográfico por la crítica y la teoría literaria hispanoamericana de los últimos 50 años, sin afán de exhaustividad, como tarea colectiva (congresos etc) y personal. Sus hitos más significativos son: cómo se formó y fue derivando el canon literario en Hispanoamérica. Las teorías postcoloniales y su aplicación al Nuevo Mundo. Las orientaciones de la crítica y la teoría literaria en / sobre Latinoamérica. La irrupción y pervivencia de los estudios culturales. Nuevas modas críticas: estudios transatlánticos, tecno escritura, ecocrítica, crítica genética... Palabras clave: canon, crítica literaria, teoría literaria, teorías postcoloniales, estudios culturales.Abstract: The present work constitutes a bibliographical route by the criticism and the Hispano-American literary theory of the last 50 years. Its author did not pretendan exhaustiveness, but a collective task of congresses etc. Its most significant milestones are: how the literary canon was formed and was derived in Spanish America. Postcolonial theories and their application to the New World. The orientations of the critic and the literary theory in / on Latin America. The irruption and survival of cultural studies. New critical fads: transatlantic studies, tecno writing, ecocritics, genetic criticism …Keywords: Canon, literary criticism, literary theory, postcolonial theories, cultural studies.

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Spector, Robert D., and Meili Steele. "Critical Confrontations: Literary Theories in Dialogue." World Literature Today 72, no. 2 (1998): 467. http://dx.doi.org/10.2307/40153998.

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Harris, Bernice, and Meili Steele. "Critical Confrontations; Literary Theories in Dialogue." Rocky Mountain Review of Language and Literature 52, no. 2 (1998): 107. http://dx.doi.org/10.2307/1348198.

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6

Devitt, Amy J. "Integrating Rhetorical and Literary Theories of Genre." College English 62, no. 6 (July 2000): 696. http://dx.doi.org/10.2307/379009.

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7

Watt, D. Cameron. "Critical afterthoughts and alternative historico‐literary theories." Intelligence and National Security 5, no. 4 (October 1990): 212–25. http://dx.doi.org/10.1080/02684529008432087.

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8

Phiddian, Robert. "Satire and the limits of literary theories." Critical Quarterly 55, no. 3 (October 2013): 44–58. http://dx.doi.org/10.1111/criq.12057.

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Zeng, Jun. "Rethinking Chinese Questions in Western Literary Theories." Critical Arts 34, no. 2 (March 3, 2020): 1–4. http://dx.doi.org/10.1080/02560046.2020.1751225.

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10

Uhlig, Claus. "Current Models and Theories of Literary Historiography." arcadia 22, no. 1-3 (January 1, 1987): 1–17. http://dx.doi.org/10.1515/arcadia-1987-0102.

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11

REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (September 1, 2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

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Rezaei, Abdolbaghi, and Seyyed Hassan Seyyedrezaei. "The Contribution of Psychological Theories in Literary Criticism." Procedia - Social and Behavioral Sciences 84 (July 2013): 1908–11. http://dx.doi.org/10.1016/j.sbspro.2013.07.056.

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Wenyong, Liu. "The Reason of Value and Chinese Literary Theories." Comparative Literature: East & West 4, no. 1 (March 2002): 188–89. http://dx.doi.org/10.1080/25723618.2002.12015325.

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LASHKEVITCH, A. V. "Modern Western Literary Theories and Russian Cultural Policy." Year's Work in Critical and Cultural Theory 2, no. 1 (January 1, 1992): 280–94. http://dx.doi.org/10.1093/ywcct/2.1.280.

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15

Miller, Christopher L. "Theories of Africans: The Question of Literary Anthropology." Critical Inquiry 13, no. 1 (October 1986): 120–39. http://dx.doi.org/10.1086/448377.

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16

Rahman, Syed Mahmudur. "Hyper-Elitism in Writing Literary Criticisms: Theories and References." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 153. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.153.

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Current day literary criticisms written in world englishes often seem to be a little hard to comprehend for readers because of critics’ tendency to use too much decorative language with too many theoretical views, jargons, and references of different sorts just to stick to an assumed standard of scholarly writing. This paper, based on a generalized study though, considers that assumed standard hyper elitist, which is affecting the easy entrance of a considerable portion of literary audience into the literary realm where the popularity in the form of reader-friendliness and comprehensibility of literary criticisms are compromised, and thoughts of some creditable thinkers remain unnoticed only because those promising thoughts apparently fail to be expressed in that supposed standard of language. Keeping the purpose of literary criticisms in mind, this paper places forth a seemingly valid question whether this sophisticated way of expressing is really mandatory or not, as the word ‘standard’ itself is subjected to be modified when needed, and the postmodern approach to the literary regime really tends to unsettle the frame of any standardization and deny the distinctions between ‘high’ and ‘low’. Thus, speculated implications of the paper included that the accessibility of greater number of audience into the arena of literary criticisms might be more liberally considered by established but elitist critics, while the stress of synthesized elitism in writing criticisms might also be mitigated for neophytes among critics.

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17

Pettersson, Bo. "Procrustean Beds and Strange Bedfellows: On Literary Value as Assigned by Literary Theories." Journal of Literary Theory 2, no. 1 (January 2008): 19–33. http://dx.doi.org/10.1515/jlt.2008.003.

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18

Zhang, Cheng. "The Role of Literary Theory in Literary Translation." Studies in Linguistics and Literature 4, no. 4 (October 30, 2020): p122. http://dx.doi.org/10.22158/sll.v4n4p122.

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In literary translation, the way quality of translation is judged shows some special features. The translator’s understanding of the source language text and his creative reconstruction of the target language text place the whole process of translation under the influence of literary theories. With a case analysis of three different translation versions of John Keats’ Ode on a Grecian Urn, this paper argues that based on the given features of literary translation, the relationships between the translator and the text, and the creative role of the translator in the process of translation, literary theory plays an essential role in literary translation.

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19

Lim, Shirley Geok-lin. "Feminist and Ethnic Literary Theories in Asian American Literature." Feminist Studies 19, no. 3 (1993): 570. http://dx.doi.org/10.2307/3178101.

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Shen, Dan, and Xiaoyi Zhou. "Western Literary Theories in China: Reception, Influence and Resistance." Comparative Critical Studies 3, no. 1-2 (June 2006): 139–55. http://dx.doi.org/10.3366/ccs.2006.3.1-2.139.

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Bruce, Heather E., and Allen Carey-Webb. "Engaging Adolescent Readers: The Value of Contemporary Literary Theories." English Journal 92, no. 6 (July 2003): 90. http://dx.doi.org/10.2307/3650552.

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22

Ireland, Jill. "The Influence of Literary Theories on Year 12 English." Journal of Christian Education os-49, no. 1 (May 2006): 23–38. http://dx.doi.org/10.1177/002196570604900104.

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Shen, Dan, and Xiaoyi Zhou. "Western Literary Theories in China: Reception, Influence and Resistance." Comparative Critical Studies 3, no. 1 (2006): 139–55. http://dx.doi.org/10.1353/ccs.2006.0016.

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24

Jawad, Hisham A. "Şebnem Susam-Sarajeva. Theories on the Move: Translation's Role in the Travels of Literary Theories." Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 4 (December 31, 2007): 389–91. http://dx.doi.org/10.1075/babel.53.4.08jaw.

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25

Horváth, Kornélia. "On Interpretative Theories of Rhythm." Transcultural Studies 15, no. 1 (May 25, 2019): 81–90. http://dx.doi.org/10.1163/23751606-01501007.

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The connection between the concepts of “rhythm” and “interpretation” or “meaning” in literary (lyrical) theory can be received as a mere paradox. The concept of rhythm and metre had a very important, functional role in the theories of structuralism and structural semiotics. These paradigms of literary theory provided very precise, sometimes numerically detailed descriptions of metre, or a rhythm of a poem, however without taking into consideration the problem of interpretation. From the other side, hermeneutic approaches sometimes mention the “phenomenon” of rhythm, all the same do not realize text-analysis, so cannot connect the problem of the rhythm of a concrete text with the general questions of text-interpretation. Finally, the deconstructive strategies of text-interpretation and text-analysis rather don’t pay attention on the rhythm of a lyrical work. Nevertheless, there are some xx-th century theories which are based on the creative function of language and the semantic interpretation of rhythm, especially the rhythm in a verse or a poem. The paper examines four semantic theories of rhythm: suggestions of Juri Tinanov, I. A. Richards, Émile Benveniste and Henri Meschonnic.

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26

de Klerk, Johannes C. "Situating biblical narrative studies in literary theory and literary approaches." Religion and Theology 4, no. 1-3 (1997): 190–207. http://dx.doi.org/10.1163/157430197x00148.

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AbstractIn literary studies of biblical texts one often encounters amazing ignorance of the intricacies of literary theory and the complexity of literary issues. This article addresses this problem from the viewpoint of biblical narrative studies. General trends of these studies are discussed, then biblical narrative studies are situated in the phenomena of 'literature', and consequently in narrative theories and some crucial literary issues. Finally the article focuses on whether biblical narrative studies should persist in an old-fashioned literary approach, and some cardinal pointers ahead are presented.

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27

Kasperski, Edward. "Literary theory as an oxymoron." Tekstualia 4, no. 35 (April 1, 2013): 7–22. http://dx.doi.org/10.5604/01.3001.0013.4624.

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The article is concerned with the crisis of postmodern literary theory. It has always been ambiguous and hybryd because it combines two fundamentally different discourses: scientifi c (formalist, structuralist etc.) and artistic. Ultimately, nowadays the diversity of theories of literary interpretation is responsible for their particular drawbacks.

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Eckert, Lisa Schade. "Bridging the Pedagogical Gap: Intersections Between Literary and Reading Theories in Secondary and Postsecondary Literacy Instruction." Journal of Adolescent & Adult Literacy 52, no. 2 (October 2008): 110–18. http://dx.doi.org/10.1598/jaal.52.2.2.

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Colăcel, Onoriu, and Corneliu Pintilescu. "From Literary Culture to Post-Communist Media: Romanian Conspiracism." Messages, Sages, and Ages 4, no. 2 (November 1, 2017): 31–40. http://dx.doi.org/10.1515/msas-2017-0007.

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Abstract Conspiracy thinking has a long history in Romanian literary culture. In the early 21st century, what counts as a conspiracy theory in the mainstream of Romanian life is nevertheless elusive enough to keep the public engaged more than ever before. The growing number of attempts to address the gap in knowledge with regard to local conspiracy theories is proof that concern with their possibly harmful consequences is on the rise as well. For most of the conspiracy-minded, the topics of the day are specific threats posed to post-communist Romania and its people. In the main, conspiratorial beliefs fall into three main fields. Namely, they come across as 1) conspiracy theories against the body politic of the nation, 2) health-related conspiracy theories and 3) conspiracy theories on use and conservation of natural resources. While the first two overlap and build on the tradition of home-grown populism, the third is mostly a borrowing from Western media sources. However, the most influential instances of Romanian conspiracism posit that the well-being of the nation’s body politic and that of individuals’ own bodies are one and the same.

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30

ACAR, Çağdaş. "Şebnem Susam-Sarajeva. 2006. Theories on the Move: Translation’s Role in the Travels of Literary Theories." transLogos Translation Studies Journal 4, no. 1 (2021): 125–28. http://dx.doi.org/10.29228/translogos.34.

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31

Costantino, Lorenzo. "Translation theories in “the other Europe”." Translation and Interpreting Studies 10, no. 2 (December 31, 2015): 243–62. http://dx.doi.org/10.1075/tis.10.2.05cos.

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Since the mid-1950s much research has been carried out in the field of translation theories in Poland. Although the results that emerged were often of considerable interest, Polish translation theories are often ignored by experts in the West. This article investigates the Polish contribution to theoretical discussions of translation. Early contributions to the debate, in 1955, characterized by a “linguistic” approach, warned against theories limiting the “unit of translation” to single words, thus neglecting the “text.” Linguist O. A. Wojtasiewicz stressed the semiotic, psychological, and cultural nature of translation. Around the mid-1960s a group of scholars from the “Poznań School” focused on literary translation. They saw literary translation as a semiotic process and produced a theoretical and descriptive research that could be defined as “target-oriented.” Their methods are typified by the particular attention given to diachronic and reception perspectives. Since the mid-1970s, in marked opposition to the “predominant role of literary texts” in Polish translation studies, F. Grucza and scholars from Warsaw University (“Warsaw School”) favored other areas of research, such as oral translation and specialized translation and interpreting. From the research carried out in Warsaw, a new perspective opened up within the linguistic approach, resulting in a new definition of the equivalence based on cognitive and pragmatic factors. This line of research also involved cognitive linguistics, as of the 1990s the most noteworthy innovation in Polish translation studies. Since 1990 the research field has become more varied: there are now more translation study centers (Cracow, Łódź, Lublin, Gdańsk…), and the field of investigation has broadened, now following on the heels of Western debate, with which there is now more contact.

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Vargas Gómez, Francisco Javier. "Deconstruyendo la originalidad y la autoría: la de-construcción del traductor "no literario" como orquestador/autor de los textos traducidos." LETRAS, no. 41 (January 30, 2007): 41–68. http://dx.doi.org/10.15359/rl.1-41.3.

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El traductor no literario se ha visto como copista o imitador, en contraposición al autor o al traductor literario, considerados como autores por la originalidad que imprimen a sus textos. Sin embargo, al eliminar los conceptos tradicionales de autoría única y originalidad y proponer en su lugar los conceptos de autoría múltiple e intertextualidad, la deconstrucción permite al traductor no literario homologarse a la figura del autor.Traditionally, non-literary translators have been given the role of the copyist. The author and the literary translator, on the other hand, are seen as authors because of the originality they give to their works. Nevertheless, from the point of view of deconstructive theories, the non-literary translator fulfills the role of the author since deconstruction eradicates the traditional concepts of authorship and originality in favor ofthe concepts of multiple authorship and tertextuality.

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Shunqing, Cao. "The Discourse of Chinese Literary Theory and the Dialogue Between Western and Chinese Literary Theories." Journal of Multicultural Discourses 3, no. 1 (December 1, 2008): 1. http://dx.doi.org/10.2167/md101.0.

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Shunqing, Cao. "The Discourse of Chinese Literary Theory and the Dialogue Between Western and Chinese Literary Theories." Journal of Multicultural Discourses 3, no. 1 (March 2008): 1–15. http://dx.doi.org/10.1080/17447140802153493.

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35

Krasner, James. "Doubtful Arms and Phantom Limbs: Literary Portrayals of Embodied Grief." Publications of the Modern Language Association of America 119, no. 2 (March 2004): 218–32. http://dx.doi.org/10.1632/003081204x21270.

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Theories of grief based on Freud's “Mourning and Melancholia” typically portray mourning as a disembodied process. This essay investigates the literary portrayal of grief in the context of phantom limb pain, a literally embodied, neurological response to loss. By comparing Derrida's image-based discussion of mourning with theories of embodied habit by Merleau-Ponty and of disability by Lennard Davis, this essay investigates the physical apprehension of loss caused by our habitual engagements with the bodies of our loved ones. Virginia Woolf, Mark Doty, Alfred Tennyson, and Donald Hall portray the physical confusions and discomforts of grief that occur when the griever takes up a habitual position in relation to a lost body. Embodied grief emerges in tangible illusions that, like the phantom limb, memorialize the lost beloved through misperceptions of material presence.

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36

Hirschkop, Ken, and Diane MacDonell. "Theories of Discourse." Poetics Today 8, no. 1 (1987): 189. http://dx.doi.org/10.2307/1773010.

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37

Bal, Mieke, Franz K. Stanzel, Gerard Genette, and Peter Brooks. "Tell-Tale Theories." Poetics Today 7, no. 3 (1986): 555. http://dx.doi.org/10.2307/1772511.

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38

Chodkowski, Robert R. "Aristotle’s Poetics versus Modern Theories of Drama." Roczniki Humanistyczne 66, no. 3 SELECTED PAPERS IN ENGLISH (October 23, 2019): 25–35. http://dx.doi.org/10.18290/rh.2018.66.3-2e.

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The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 57 (2009), issue 3. This paper seeks to prove that there are no grounds in the Poetics to ascribe to Aristotle the views identified with the literary theory of drama because he does not identify drama with a verbal work. On the contrary, the spectacular dimension of tragedy is for Aristotle one of the distinctive feature of tragedy vis-à-vis epos, which for him is only – to use our modern terms—a literary work. Thus, the visual element (ὄψις or ὄψεως κόσμος) is not only very important for Aristotle, but it is even a necessary component of tragedy. Indeed there are some remarks in the Poetics that suggest tragedy may exist without ὄψις, but this is only regarded as a hypothetical situation, analogical to the one when he argues that tragedy may exist without characters. In fact, however, both ὄψις and characters are regarded by Aristotle as necessary components of tragedy. He makes his considerations assuming both components. At the same time, he treats tragedy not as a text but a theatrical work in which mimesis can be conducted by the “acting persons” (πράττοντες). They are understood not as literary figures, but as stage embodiments of the heroes whose psychophysical ontic paradigms are actors.

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GÖRMEZ, Aydın. "A Comparison Of Two Literary Theories: Psychoanalysis And Archetypal Criticism." Social Sciences Studies Journal 5, no. 53 (January 1, 2019): 7578–85. http://dx.doi.org/10.26449/sssj.1987.

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40

Whitlark, James. "Review: American Critics at Work: Examinations of Contemporary Literary Theories." Christianity & Literature 36, no. 1 (December 1986): 48–49. http://dx.doi.org/10.1177/014833318603600124.

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41

Jie, Lu. "Theory Travel: Translation of Western Contemporary Literary Theories to China." Linguistics and Literature Studies 5, no. 4 (July 2017): 225–41. http://dx.doi.org/10.13189/lls.2017.050401.

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Raham Dil Khan and Dr. Khan Sardaraz. "Socio-literary Study of Robert Browning and Darwesh Durrani’s Dramatic Monologues: A Comparative Literary Approach." sjesr 2, no. 2 (April 4, 2020): 125–43. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(125-143).

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Previous literature is laden with research on Browning’s dramatic monologues from various perspectives. This paper will compare Browning’s dramatic monologues with Derwesh Durrani’s poetry from socio-literary perspective. Literary theories of analogy and variation will be used to find out similarities and differences in their poetry. Two poems from each poet have been selected for analysis through close reading technique on the model of theories of variation and analogy. Stratified sampling technique was used for taking the representative sample from the data. The findings reveals that Darwesh’s poetry exhibits most of the dramatic features of Browning’s dramatic monologues, but his poetry is more poetic, while Browning’s poetry is more dramatic; Browning invigorates the past, Darwesh recreates the present. In addition, Browning’s poems deals with domestic issues like gender violence, love and marriage, Darwesh’s poetry deals with social issues and patriotism, and contrary to Browning, he stands for women’s rights and sensibilities. This paper suggests further studies purely from socio-cultural perspective of Darwesh’s dramatic monologues, which will contribute to the existing literature on dramatic monologues.

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Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (December 31, 2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.

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Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (December 31, 2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.

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Lanzendörfer, Tim. "How to Read the ‘Literary’ in the Literary Market." Zeitschrift für Anglistik und Amerikanistik 69, no. 1 (March 1, 2021): 9–23. http://dx.doi.org/10.1515/zaa-2020-2026.

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Abstract This essay argues that under contemporary capitalism, all literary production is, at first approximation, commodity production. This has consequences for our understanding of the work of literary studies. We are no longer able to easily recur to preformed theories of the ‘literary’ as a category at least in some way exempt from extrinsic pressures. Attention to the ‘literary market’ remains superficial when it insists on paying attention chiefly to so-called literary fiction on the understanding that it has prima facie higher claims to our attention than popular genre fiction—it does not. In fact, as this essay argues, appreciation of the thorough commodification of art under capitalism asks us to take seriously the need to break with our categories; to insist on the primacy of interpretative attention in determining what kinds of fiction we study.

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Defen, Zhu. "A Study of the English Translations of “Shen Si” in Wen Xin Diao Long." International Journal of Comparative Literature and Translation Studies 5, no. 2 (April 30, 2017): 54. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.2p.54.

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This research aims at finding out how we can benefit from comparing Chinese and Western poetics when translating texts of traditional Chinese literary theories into English. We will try to find out, from the perspectives of comparative poetics, the difficulties and solutions in translating traditional Chinese literary theories into English. We will also see how comparative poetics would affect the translating strategies and the readers’ understanding of the translated texts. The paper starts with a comparison and analysis of the four English translations of the “Shen Si” (《神思》) chapter in WXDL. The comparisons and analyses expose problems in translating traditional Chinese literary theories into English, but it also gives us some insights. We find that some characteristics of the text, such as the critical terms, the figurative use of language, and the numerous quotes and illusions, impose lots of challenges to the translating. We also find that a comparative study of Chinese and Western poetics in many ways is helpful to the translation of the texts of traditional Chinese literary theories.

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Jurgutienė, Aušra. "Some Comments on the Changes, Contradictions and Connections of Literary Theories in Lithuania." Interlitteraria 25, no. 1 (June 30, 2020): 41–51. http://dx.doi.org/10.12697/il.2020.25.1.5.

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The paper presents a brief history of literary theories that have been used in Lithuania for the last century (1918–2018). Certain general patterns of development are visible in Lithuanian literary studies: movements from positivist (M. Biržiška) to anti-positivist (V. Mykolaitis-Putinas) history and from Marxist history (K. Korsakas) to postmodern New Historicism. The mid-20th century marked the first applications of modern literary theories (first in exile, later among those who stayed in occupied Lithuania). A. J. Greimas became an eminent theoretician in exile, having established a world-famous school of semiotics in Paris. A large number of Lithuanian scholars worked in this field in Lithuania and abroad (J. Ambrazevičius-Brazaitis, Rimvydas Šilbajoris, Vytautas Kavolis, Bronius Vaškelis, Violeta Kelertienė, Ilona Gražytė-Maziliauskienė, Viktorija Skrupskelytė, Tomas Venclova, Vanda Zaborskaitė, Kęstutis Nastopka, Albertas Zalatorius, Vytautas Kubilius, Viktorija Daujotytė, Irena Kostkevičiūtė), but except for the Greimas Paris School of Semiotics, which created its own field, literary theories had mostly a practical and educational impact on interpretations of Lithuanian disciplines. After the restoration of Lithuanian independence in 1990, the renewal of literary theory reached its peak that lasted for about two decades. The J. Greimas Semiotics Studies and Research Centre (now the A. J. Greimas Centre for Semiotics and Literary Theory) was established at Vilnius University in 1992, books written by A. J. Greimas were translated into Lithuanian and the publishing of academic journals “Semiotika” and “Baltos lankos” started. The so-called second wave of postmodern theories (intertextuality, narratology, feminism, postcolonialism, sociology, anthropology, new historicism deconstruc tion, reader response) has attracted the attention of literary scholars, bringing discussions about literature back to the fields of history, culture and politics (Nijolė Keršytė, Paulius Subačius, Irina Melnikova, Marijus Šidlauskas, Birutė Meržvinskaitė, Eugenijus Ališanka). Theories have updated the concepts and vocabulary of literary studies and reading strategies and helped literary scholars integrate themselves into international research more successfully. Along with the hermeneutics of trust, the hermeneutics of suspicion – questioning and complicating interpretations and identities of all texts, was taking an increasingly important place in Lithuanian literary research. Nevertheless, at this time the strengthened position of post-theoretical criticism cannot be anti-theoretical, ignoring the entire heritage of the 20th century.

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Saghir, Alireza, Mahmoud Firouzimoghaddam, Maryam Jalali, and Mehyar Alavimoghaddam. "A critical approach to functioning triple literary theories in the literature of children and adolescents." Revista Tempos e Espaços em Educação 13, no. 32 (December 2, 2020): 1–16. http://dx.doi.org/10.20952/revtee.v13i32.14925.

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There are several theories about the critique of children's and adolescent literature. In this study, two theories that are more popular are reviewed and discussed: "Book-based or text-based criticism and child or audience-based criticism" of course, one can add to these two theories, the third, author-based. Undoubtedly, by examining and understanding the impact of the three theories of "audience-based, author-based, and context-based" on children's and adolescent works, more desirable results can be obtained in proving the worth or weakness of the works. Researcher seeks to critically examine children's and adolescent works based on three theories and believes that the function of triple theories in children's and adolescent works differs from that of adults and this difference is due to the specificity of the perception and understanding of the audience that must be taken into account. The method of descriptive-analytical research and data collection is often library-based.

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Dąbrowska, Izabela. "Diverse nature of literacy: The sociocultural perspective." Lublin Studies in Modern Languages and Literature 43, no. 3 (November 14, 2019): 33. http://dx.doi.org/10.17951/lsmll.2019.43.3.33-43.

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<p>Considering the pace of the contemporary changes in the world, largely due to global trends and rapid development of media technology, it is commonly accepted that literacy cannot connote reading and writing any more as it did until several years ago. Much broader conceptualisations of what literary practices stand for are needed as people actually use literacy in diverse contexts and for different purposes. These are offered by sociocultural theories and approaches, which, despite being dissimilar with one another, do not undermine the traditional views on literacy and its practices but forward new<br />complex and inclusive ways of understanding the phenomenon</p>

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Brooke-Rose, Christine. "Stories, Theories, and Things." New Literary History 21, no. 1 (1989): 121. http://dx.doi.org/10.2307/469289.

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Journal articles on the topic 'Literary theories'

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