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Journal articles on the topic 'Text World Theory'
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1
Farrow, Steve. "Text world theory and cognitive linguistics." Language & Communication 28, no. 3 (July 2008): 276–81. http://dx.doi.org/10.1016/j.langcom.2007.07.001.
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Danilenko, Ilya A., Alexey A. Kolesnikov, Natalia B. Kudryavtseva, Olesya V. Serkina, and Daria E. Smirnova. "Stages of creating a text world." Laplage em Revista 6, Extra-A (December 14, 2020): 205–8. http://dx.doi.org/10.24115/s2446-622020206extra-a581p.205-208.
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The Purpose of the study is to introduce a new type of dual-core concepts, mainly a dual concept, to build a hierarchy of all possible dual-core concepts, and to reveal the peculiarities of forming author’s concepts within the theory of text worlds. The method of cognitive-hermeneutic analysis was implemented along with scheming as a result of study. Main findings: peculiarities of using author’s dual concepts within the theory of text worlds. Applications of this study: the results can be useв in teaching cognitive linguistics, writing course papers qualification works and in conducting further research. Novelty of this study: author’s dual concepts within the theory of text worlds were studied for the first time.
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Norledge, Jessica. "Building The Ark: Text World Theory and the evolution of dystopian epistolary." Language and Literature: International Journal of Stylistics 29, no. 1 (January 16, 2020): 3–21. http://dx.doi.org/10.1177/0963947019898379.
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Told through a series of interrelated documents (including emails, text messages, newspaper clippings and blog posts), Annabel Smith’s interactive digital novel The Ark epitomises the contemporary hybridity of the dystopian genre. Designed to be fully immersive, the story can be engaged with across media, enabling readers to ‘dive deeper into the world of the novel’ and challenge how they experience dystopian texts. Taking a Text World Theory perspective, I examine the implications of this challenge, investigating the impact of transmedial storytelling on world-building and exploring the creative evolution of dystopian epistolary more broadly. In analysing both the ebook element of The Ark and certain facets of its companion pieces (which take the form of a dynamic website and a smartphone app), I investigate the creation of the novel’s text-worlds, considering the process of multimodal meaning construction, examining the conceptual intricacies of the epistolary form and exploring the influence of paratextual matter on world-building and construal. In doing so, I offer new insights into the conceptualisation of ‘empty text-worlds’, extend Gibbons’ discussions of transmedial world-creation and argue for a more nuanced understanding of dystopian epistolary as framed within Text World Theory.
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Cushing, Ian. "Integrating Language and Literature: A Text World Theory Approach." Journal of Literary Education, no. 2 (December 6, 2019): 199. http://dx.doi.org/10.7203/jle.2.13842.
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In UK schools, there remains a compartmentalisation of English into ‘language’ and ‘literature’, evident in the ways that the subject is taught and examined and in the degrees to which teachers perceive themselves as being either a ‘language’ or a ‘literature’ teacher. In this paper, we suggest that an approach informed by cognitive linguistics and cognitive stylistics offers a wealth of affordances to the teacher who wishes to integrate aspects of linguistic and literary studies into their teaching. We argue that, in particular, the cognitive discourse grammar Text World Theory provides an accessible and usable set of pedagogical principles, and present two case studies of collaborative research with teachers in which they drew upon Text World Theory as a model for thinking about grammar teaching, literature teaching, lesson design, classroom talk and their own identity as a teacher of English. The data suggests that this approach may have positive benefits for students engaging in high-level linguistic analysis and the developing of responses to literature, and for teachers thinking about lesson and activity design.
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McH., B., Michael McCanles, and Lawrence Venuti. "The Text of Sidney's Arcadian World." Poetics Today 11, no. 4 (1990): 957. http://dx.doi.org/10.2307/1773089.
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Conley, Tom, and Edward W. Said. "The World, the Text, the Critic." SubStance 14, no. 1 (1985): 98. http://dx.doi.org/10.2307/3684960.
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Abdelaziz, Zakaria, and Zakaria Mahmoud. "Past-Tense Verbs of Futurity in the Holy Quran: A New Text-World Theory Approach." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 110. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.110.
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Since the publication of Paul Werth’s (1999) seminal work Text Worlds: Representing Conceptual Space in Discourse, Text World Theory has undergone various modifications and development. In this paper, I attempt to apply the text-world model to two neglected areas of research which are the Arabic language and the Holy Quran. I particularly examine the text-worlds constructed by Arabic past-tense verbs or perfect verbs which express futurity in the Holy Quran. Drawing on my analysis of a number of such Arabic verbs, I argue that the text-world model proposed by Werth and Gavins is not particularly valid for the proposed study of Arabic past-tense verbs or perfect verbs which express futurity in the Holy Quran. Rather, I argue that introducing a new type of world which is a confirmed-unrealized text-world to the text-world framework is more effective for the study of the Holy Quran as a sacred and heavenly text. This paper argues further that Gavins’ notion of split discourse-world which is used for written communications is not particularly valid for the Holy Quran as a Godly transcript. Instead, the Holy Quran should be dealt with as a type of spoken discourse.
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Semino, Elena. "Schema theory and the analysis of text worlds in poetry." Language and Literature: International Journal of Stylistics 4, no. 2 (May 1995): 79–108. http://dx.doi.org/10.1177/096394709500400201.
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This article demonstrates an approach to the study of text worlds in poetry based on the theory of background knowledge and comprehension generally known as schema theory. It is argued that such an approach constitutes a useful alternative to the possible-world models which have traditionally been applied to the description of fictional worlds. From a cognitive point of view, text worlds can be seen as resulting from the application of certain portions of the reader's background knowledge (schemata) to the interpretation of texts. The reader's perception of a particular text world will depend on the extent to which his or her existing schemata are confirmed or challenged during the process of interpretation. Following Cook (1990 and forthcoming), I describe the former outcome as 'schema reinforcement' and the latter as 'schema refreshment'. Two contemporary poems (Seamus Heaney's 'A Pillowed Head' and Sylvia Plath's 'The Applicant') are analysed in detail, in order to: i. show the possibility of combining linguistic description and schema theory in the analysis of texts, and ii. demonstrate the usefulness of the notions of schema reinforcement and schema refreshment in accounting for the differences between the worlds projected by different texts. A partial redefinition of the notion of schema refreshment is suggested in the light of the analyses.
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Johnson, Ryan. "A Critique of ‘Literary Worlds’ in World Literature Theory." Journal of World Literature 3, no. 3 (August 10, 2018): 354–72. http://dx.doi.org/10.1163/24056480-00303008.
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Abstract Recently, critics of world literature such as Alexander Beecroft, Eric Hayot, and Haun Saussy have argued that a multitude of possible literary worlds make up the world of world literature. Literary worlds theory provides a richer and more relativistic account of how literary production and analysis work than do similar models such as Franco Moretti’s and Pascale Casanova’s world literary systems. However, the theory runs into two difficulties: it downplays the socio-historical situation of the critic and the text; and it has difficulty accounting for the cross-world identity of characters and how logically inconsistent worlds access one another. To refine the theory, I modify G.E.R. Lloyd’s concept of the “multidimensionality” of reality and literature. Strengthening Lloyd’s concept through reference to recent work in comparative East-West philosophy, I contend that the addition of Lloyd’s theory resolves the problems presented above while still allowing for a relativistic critical approach to world literature.
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Carroll, David, and Edward W. Said. "The World, the Text, and the Critic." Comparative Literature 38, no. 2 (1986): 187. http://dx.doi.org/10.2307/1771068.
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Polan, Dana, and Edward W. Said. "The World, the Text, and the Critic." Poetics Today 6, no. 3 (1985): 537. http://dx.doi.org/10.2307/1771910.
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Wike, Jonathan. "The World as Text in Hardy's Fiction." Nineteenth-Century Literature 47, no. 4 (March 1, 1993): 455–71. http://dx.doi.org/10.2307/2933784.
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The inscribed landscape serves as the central figure in the fiction and poetry of Thomas Hardy, from the images that stand out like "gilded letters upon the dark tablet of surrounding Egdon" in The Return of the Native to those "written on terrestrial things" in the poem "The Darkling Thrush." This paper concentrates on the use of writing imagery in the novels that make up the first half of Hardy's career as a writer. Although it can be traced to the tradition of writing metaphors described by E. R. Curtius, this body of imagery is give particular freshness and depth in Hardy's work, where it is organically related ot other visual patterns. It connects ideas of perception to patterns of individual and historical development, as experiences inscribe themselves on faces and lives. It also aids in and comments on the project of extracting meanings from sensation, which is itself central to Hardy. Further, Hardy's writing metaphors, by creating a "world as text," determine relations between his texts and the world they represent, placing his characters as secondary readers in the text and redefining text and world as objects of interpretation. Hardy's use of writing imagery, therefore, not only rehabilitates a commonplace figure but throws light on the function of metaphor in the discovery of meaning.
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Wike, Jonathan. "The World as Text in Hardy's Fiction." Nineteenth-Century Literature 47, no. 4 (March 1993): 455–71. http://dx.doi.org/10.1525/ncl.1993.47.4.99p0478v.
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Gibbons, Alison, and Sara Whiteley. "Do worlds have (fourth) walls? A Text World Theory approach to direct address in Fleabag." Language and Literature: International Journal of Stylistics 30, no. 2 (May 2021): 105–26. http://dx.doi.org/10.1177/0963947020983202.
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This article examines direct address, or ‘breaking the fourth wall’, in the BBC TV series Fleabag. It applies Text World Theory to telecinematic discourse for the first time and, in doing so, contributes to developing cognitive approaches in the field of telecinematic stylistics. Text World Theory, originally a cognitive linguistic discourse processing framework, is used to examine how multimodal cues contribute to the creation of imagined worlds. We examine three examples of direct address in Fleabag, featuring actor gaze alongside use of the second-person you or actor gaze alone . Our analysis highlights the need to account for the different deictic referents of you, with the pronoun able to refer intra- and extradiegetically. We also explore viewers’ ontological positioning because ‘breaking the fourth wall’ in telecinematic discourse evokes an addressee who is not spatiotemporally co-present with the text-world character. We therefore propose the concept of the split text-world, which assists in accounting for the deictic pull that viewers may feel during direct address and its experiential impact. Our analysis suggests that telecinematic direct address is necessarily world-forming but can ontologically position the viewer differently in different narrative contexts. While some instances of direct address in Fleabag position the viewer as Fleabag’s narratee and confidant, there is increasing play with direct address in the show’s second series and a destabilisation of this narratee role, achieved through the suggestion that Fleabag’s addressee may be more psychologically interior than they first appear.
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Henitiuk, Valerie. "The Single, Shared Text? Translation and World Literature." World Literature Today 86, no. 1 (2012): 30–34. http://dx.doi.org/10.1353/wlt.2012.0218.
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Heale, Elizabeth, and Michael McCanles. "The Text of Sidney's Arcadian World." Modern Language Review 87, no. 3 (July 1992): 692. http://dx.doi.org/10.2307/3732950.
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Werth, Paul. "Extended Metaphor—a Text-World Account." Language and Literature: International Journal of Stylistics 3, no. 2 (May 1994): 79–103. http://dx.doi.org/10.1177/096394709400300201.
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The essential structural property of metaphor is that it represents a double-layered conceptualisation of the target domain (the ‘literal’ or ‘tenor’ language) in terms of the source domain (the ‘figurative’ or ‘vehicle’ language). Most linguistic approaches to metaphor provide sentence-level accounts of the phenomenon. But literary metaphor is frequently discursive: there is an entire metaphorical ‘undercurrent’ running through a whole text, which may manifest itself in a large number and variety of ‘single’ metaphors. What is needed, therefore, is (i) a way of accounting for metaphor discursively, rather than sententially; (ii) a way of dealing with the resolving ‘undercurrent’ stratum rather than the superficial ‘single metaphor’ stratum; and (iii) a way of representing the double-layered conceptual structure of metaphors. A new conceptual discourse model of text-worlds is presented here, which naturally captures the conceptual layering inherent in language generally (and not just in metaphor), which treats the ‘undercurrent’ aspect as being equivalent to ‘gist’ or ‘macrostructure’ in text linguistics (using the concept of the ‘megametaphor’), and which automatically provides a discursive account of the phenomenon of extended, or sustained, metaphor.
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Jones, Helen. "Caticorns and Derp Warz: Exploring children’s literacy worlds through the production of comics." Studies in Comics 11, no. 1 (July 1, 2020): 55–85. http://dx.doi.org/10.1386/jem_00015_1.
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This article examines how an after-school comics club made a space for children’s literacy practices. 21 8- to 10-year-olds took part in the ten-week project. During that time the children made their own comic strips, and worked in groups to create their own self-initiated publications. These comics were sold at two comics fairs, which were collaboratively planned and organized. In this article the multimodal medium of comics will be explored. The concept of children’s literacy worlds will be discussed in relation to identity. Text World Theory will be examined as a framework for analysing children’s literacy worlds, with a particular focus on the bidirectional relationship between the discourse world and the text world. Action Research as a methodology is considered. Text World Theory is then used to interrogate the literacy worlds of two groups of children, examining the interplay of the discourse world and the text world of the two comics created. The article argues that the space for children to create their own, self-initiated narratives plays an important role in children’s meaning making and exploration of identity, through a bidirectional relationship between their discourse and text worlds. Finally, the article offers suggestions for future practice.
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Jones, Helen. "Caticorns and Derp Warz: Exploring children’s literacy worlds through the production of comics." Studies in Comics 11, no. 1 (July 1, 2020): 55–85. http://dx.doi.org/10.1386/stic_00015_1.
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This article examines how an after-school comics club made a space for children’s literacy practices. 21 8- to 10-year-olds took part in the ten-week project. During that time the children made their own comic strips, and worked in groups to create their own self-initiated publications. These comics were sold at two comics fairs, which were collaboratively planned and organized. In this article the multimodal medium of comics will be explored. The concept of children’s literacy worlds will be discussed in relation to identity. Text World Theory will be examined as a framework for analysing children’s literacy worlds, with a particular focus on the bidirectional relationship between the discourse world and the text world. Action Research as a methodology is considered. Text World Theory is then used to interrogate the literacy worlds of two groups of children, examining the interplay of the discourse world and the text world of the two comics created. The article argues that the space for children to create their own, self-initiated narratives plays an important role in children’s meaning making and exploration of identity, through a bidirectional relationship between their discourse and text worlds. Finally, the article offers suggestions for future practice.
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Canning, Patricia. "Text World Theory and real world readers: From literature to life in a Belfast prison." Language and Literature: International Journal of Stylistics 26, no. 2 (May 2017): 172–87. http://dx.doi.org/10.1177/0963947017704731.
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Cognitive stylistics offers a range of frameworks for understanding (amongst other things) what producers of literary texts ‘do’ with language and how they ‘do’ it. Less prevalent, however, is an understanding of the ways in which these same frameworks offer insights into what readers ‘do’ (and how they ‘do’ it). Text World Theory (Werth, 1999; Gavins, 2007; Whiteley, 2011) has proved useful for understanding how and why readers construct mental representations engendered by the act of reading. However, research on readers’ responses to literature has largely focused on an ‘idealised’ reader or an ‘experimental’ subject-reader often derived from within the academy and conducted using contrived or amended literary fiction. Moreover, the format of traditional book groups (participants read texts privately and discuss them at a later date) as well as online community forums such as Goodreads, means that such studies derive data from post-hoc, rather than real-time textual encounters and discussions. The current study is the first of its kind in analysing real-time reading contexts with real readers during a researcher-led literary project (‘read.live.learn’) in Northern Ireland’s only female prison. In doing so, the study is unique in addressing experimental and post hoc bias. Using Text World Theory, the paper considers the personal and social impact of reader engagement in the talk of the participants. As such, it has three interrelated aims: to argue for the social and personal benefits of reading stylistically rich literature in real-time reading groups; to demonstrate the efficacy of stylistics for understanding how those benefits come about, and to demonstrate the inter-disciplinary value of stylistics, particularly its potential for traversing traditional research parameters.
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Tian, Lu, and Hui Wang. "Towards a Text-World Approach to Translation and Its Pedagogical Implications." International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 2 (July 2019): 14–26. http://dx.doi.org/10.4018/ijtial.2019070102.
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Although it is widely acknowledged that translation is a cognitive process, there is scarcely any study establishing connections between the text and mental representations and giving a systematic and comprehensive explanation for this pivotal yet magical mechanism. Illuminated by Text World Theory, this study proposes a text-world approach to translation studies and addresses its implications for translator training. Translation is regarded as a cognitive communicative process of reproducing texts as worlds. The (in)coherence among text worlds as they are represented in translation provides a legitimate criterion for the evaluation of translation competence. To view translation as a cognitive-linguistic process of text-world construction and presentation may promise a more proactive approach to translator training by encouraging translator trainees to pay special attention to the expansion of their knowledge structures.
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McLoughlin, Nigel. "Text-worlds, blending and allegory in ‘Flamingos in Dudley Zoo’ by Emma Purshouse." Language and Literature: International Journal of Stylistics 29, no. 4 (November 2020): 389–403. http://dx.doi.org/10.1177/0963947020968664.
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This paper will develop a cognitive stylistic framework drawn from Conceptual Integration (Blending) Theory ( Fauconnier and Turner 2002 ), and Text World Theory, which uses the idea of elaboration sites as potential structural enablers in mapping across blend spaces. The framework will be used to investigate the operation of allegory and metaphor in Emma Purhouse’s poem ‘Flamingos in Dudley Zoo’. Previous work on blending and allegory is taken as a departure point for the exploration of the relationship between text-worlds and blends in allegory in order to investigate how a hybrid approach may produce a richer understanding of how the poem achieves its effects. The paper will examine the conceptual blends created by metaphors suggested by the allegory in terms of their input (source and target) spaces, and examine how these may create and enrich metaphoric text-worlds in the poem. The paper develops a text-world mechanism, the peri-text-world, that allows the source, target and blended worlds to be integrated into one complex that can allow the necessary mappings to proceed from the source world-system of the allegory, through the allegorical blend, to structure a target world. It will also consider how this mapping process creates the potential for a number of candidate targets and how that uncertainty helps the poem make its point.
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Browse, Sam. "Revisiting Text World Theory and extended metaphor: Embedding and foregrounding extended metaphors in the text-worlds of the 2008 financial crash." Language and Literature: International Journal of Stylistics 25, no. 1 (February 2016): 18–37. http://dx.doi.org/10.1177/0963947015608969.
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It has long been recognised that metaphor is not only a linguistic phenomenon, but also has important cognitive dimensions. To find evidence that metaphor is an important feature of the human conceptual system, cognitive linguists have often searched for clusters of metaphor in discourse that manifest a single conceptual metaphor. As Werth points out, however, in addition to clustering, metaphors can be sustained throughout a discourse. The subtle conceptual effects of these extended metaphors are of particular interest to researchers working in the field of stylistics. In this article, I build on Werth’s account of extended metaphor to explore in more detail these sustained conceptual effects. Like Werth, I draw on Text World Theory to outline a text-world approach to extended metaphor, proposing the idea of a ‘source-world’ to account for how individual, clause-level metaphors combine across a discourse to create a discourse-level conceptual structure. I argue that the source-worlds of extended metaphor are anchored in the text-world structures discourse participants create as they engage with a text and that this embedding of extended metaphor in the discourse gives rise to some of the subtle conceptual effects to which Werth alludes. Building on work by Gavins, Steen, Stockwell and Sullivan, I also argue that source-worlds can be more or less foregrounded or pushed into the background of discourse participants’ mental representations of the text and I propose a linguistic framework to account for the phenomenon of extended metaphor foregrounding. I illustrate extended metaphor embedding and foregrounding by analysing a newspaper opinion piece by Matthew D’Ancona entitled ‘Gordon Brown with siren suit and cigar’.
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Lugea, Jane. "Embedded dialogue and dreams: the worlds and accessibility relations of Inception." Language and Literature: International Journal of Stylistics 22, no. 2 (May 2013): 133–53. http://dx.doi.org/10.1177/0963947013489618.
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In this article, Text World Theory (Gavins, 2007; Werth, 1999) and Ryan’s model of fictional worlds (1991a, 1991b) are both applied to Nolan’s blockbuster film, Inception (2010) to explore the multi-layered architecture of the narrative. The opening two scenes of Nolan’s screenplay are analysed using Text World Theory, with particular attention to the embedded nature of character dialogue, or, more generally, ‘represented discourse’ (Herman, 1993), otherwise known as Direct Speech (Leech and Short, 2007). Based on this analysis, I suggest a modification to the way in which Text World Theory deals with represented discourse, which improves the framework’s applicability to all text types. Moving from the micro-analysis of the screenplay text, to a macro-analysis of the film narrative as a whole, I outline the various different worlds that make up the reality, dream and ‘limbo’ layers in the film, explaining how most of the action takes place at a remove from the world at the centre of the textual system. I use Deictic Shift Theory’s terms PUSH and POP (Galbraith, 1995) to describe the movements between the ontological layers of the narrative and suggest that these terms are better suited to describe hierarchies of ontology rather than horizontal deictic shifts. Ryan’s taxonomy of accessibility relations is used to describe the ways in which the film differs from reality, as well as the ways in which the dreams differ from the internal reality of the film. The complex ontological structure and asymmetric accessibility relations between the worlds are ascribed as the reason for many viewers’ difficulty in processing the film’s narrative. With its attention to discourse-world factors, Text World Theory is then used to account for the myriad of reactions to Inception – as expressed on online discussion forums – which range from engagement and enjoyment to frustration and resistance.
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Raghunath, Riyukta. "Possible worlds theory, accessibility relations, and counterfactual historical fiction." Journal of Literary Semantics 51, no. 1 (April 1, 2022): 1–18. http://dx.doi.org/10.1515/jls-2022-2047.
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Abstract Possible Worlds Theory has commonly been invoked to describe fictional worlds and their relationship to the actual world. As an approach to genre, the relationship between fictional worlds and the actual world is also constitutive of specific text types. By drawing on the notion of accessibility relations, different genres can be classified based on the distance between their fictional worlds and the actual world. Maître, Doreen. 1983. Literature and possible worlds. Middlesex: Middlesex University Press for example, in what is considered the first attempt to adapt accessibility relations from logic to literary studies, distinguishes between four text types depending on the extent to which their fictional worlds can be seen as possible, probable, or impossible in the actual world. Developing Maître’s work, Ryan, Marie-Laure. 1991a. Possible worlds and accessibility relations: A semantic typology of fiction. Poetics Today 12. 553–576, c.f. Ryan, Marie-Laure. 1991b. Possible worlds, artificial intelligence, and narrative theory. Bloomington: Indiana University Press) creates a comprehensive taxonomy of accessibility relations that may be perceived between fictional worlds and the actual world. This includes assuming compatibility with the actual world in terms of physical laws, general truths, people, places, and entities. Using her taxonomy, she then offers a typology of 13 genres to show how fictional worlds created by different genres differ from each other. As it stands, Ryan’s typology does not contain the genre of counterfactual historical fiction, but similar genres such as science fiction and historical confabulation are included. In this article, specific examples from counterfactual historical fiction are analysed to show why it is problematic to place these texts within the genres of historical confabulation or science fiction. Furthermore, as I show, Ryan’s typological model also does not account for some of the characteristic features of the genre of counterfactual historical fiction and as such the model cannot account for all texts within the genre. To resolve this issue, I offer modifications to Ryan’s model so it may be used more effectively to define and distinguish the genre of counterfactual historical fiction.
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Szabó, Tünde. "Music in the Protagonist’s World, the Protagonist in the World of Music: Liudmila Ulitskaya: The Big Green Tent." Literatūra 63, no. 2 (November 22, 2021): 157–71. http://dx.doi.org/10.15388/litera.2021.63.2.10.
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The article examines the musical component in L. Ulitskaya’s novel The Big Green Tent. The first part provides an overview of those musical elements – realities, prototypes of individual characters and pretexts with musical themes, with the help of which an autonomous world and the image of one of the main characters of the work are created. The second part analyzes a fragment of the novel, which mixes musical and literary principles of text organization and creates a multidimensional connection with S. Rakhmaninoff's Symphonic Dances. The analysis shows that the musical component in Ulitskaya's novel performs a double function – constructing one of the plot lines and musicalizing certain fragments of the text.
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Rigby, Catherine E. "Earth, World, Text: On the (Im)possibility of Ecopoiesis." New Literary History 35, no. 3 (2004): 427–42. http://dx.doi.org/10.1353/nlh.2004.0045.
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Dunn, Peter N. "Don Juan Manuel: The World as Text." MLN 106, no. 2 (March 1991): 223. http://dx.doi.org/10.2307/2904857.
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Giovanelli, Marcello. "Pedagogical stylistics: A text world theory approach to the teaching of poetry." English in Education 44, no. 3 (September 2010): 214–31. http://dx.doi.org/10.1111/j.1754-8845.2010.01074.x.
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Whiteley, Sara. "Text World Theory, real readers and emotional responses to The Remains of the Day." Language and Literature: International Journal of Stylistics 20, no. 1 (February 2011): 23–42. http://dx.doi.org/10.1177/0963947010377950.
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Recent investigations into emotion and discourse processing using the Text World Theory framework (Werth, 1999) regard psychological projection as a key factor in readers’ emotional responses to discourse (Gavins, 2007; Lahey, 2005; Stockwell, 2009). The present article examines psychological projection in relation to an extract from Kazuo Ishiguro’s The Remains of the Day (1989) and the comments made by a group of readers discussing the novel. As a result, a more nuanced account of psychological projection is proposed, which highlights the multiple perspectives which readers are able to monitor and adopt during text-world construction. Whilst previous work in Text World Theory has focused upon psychological projection in relation to a single text-world role (such as the addressee, for example), here it is argued that multiple projections in relation to a range of text-world enactors are of fundamental significance in our emotional responses to narrative. Such multiple projections, it is proposed, should receive greater consideration in accounts of our emotional experience of literary discourse.
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Mouton, M. "Fiksionaliteit in die Dramawêreld." Literator 7, no. 3 (May 7, 1986): 39–51. http://dx.doi.org/10.4102/lit.v7i3.887.
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The fictional drama world differs from the fictional world encountered in other literary genres, and the difference can be traced back to the link of the text with the performance.A general, traditional view is that the fictional world of the dramatic text takes place in a fictional “here and now” .Elam has postulated a theory following a study of the fictional drama world. He uses a term from logical semantics, viz. the “theory of possible worlds” and adjusts this to enable him to speak of a dramatic possible world. Elam mentions three aspects which help towards the establishment of the fictional drama world, viz.the discovery of this world in medias res; the making specific of this world through the fictional characters; and the representation of this world in the performance.Elam’s exposition still does not indicate which aspects of the fictional drama world within the text coincide with or differ from those in the performance. The fictionality of the drama world is linked to the aspect of the ostensible, and it is this link (implied in the text and edited in the performance) which characterizes the specific nature of the fictional in the drama genre and which distinguishes this genre from other literary genres.
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Tiwari, Bhavya. "World Poetry: Comparing Poetic Worlds in Translation." Comparative Literature Studies 59, no. 2 (May 1, 2022): 217–40. http://dx.doi.org/10.5325/complitstudies.59.2.0217.
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ABSTRACT In this article, the author analyzes the life between the text and the world by comparing the evolving translational history of the poems of the Chilean poet Gabriela Mistral (1889–1957) in English. She argues that comparing the Nobel laureate Mistral’s “translatability” synchronically and diachronically pluralizes (un) translatability in literary systems in terms of gender, race, genre, translation, and international movements. The essay examines the role of American poets-cum-translators such as Langston Hughes and Ursula Le Guin in creating and subverting Mistral’s poetics in the original and in the translation. She concludes the article by advocating that any discussion of world poetry, whether in English or otherwise, requires readers to be sensitive toward the language of translation as well as the language of the original, thereby opening avenues for a comparative poetics in world poetry.
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Novospasskaya, Natalia V., and Huajing Zou. "The Formation of Polycode Text Theory." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 2 (December 15, 2021): 501–13. http://dx.doi.org/10.22363/2313-2299-2021-12-2-501-513.
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This review article is devoted to the theory of polycode texts that are represented as a combination of verbal and non-verbal components. This unity is supported by the meaning, structure and function, under which we mean the focus on solving a single communicative task. A polycode text includes signs of various semiotic systems, for example, colour and kinesics. A number of synonymous terminological descriptions of this phenomenon - creolized text, polycode text, polysemiotic text, semiotically enriched test - indicates that we are currently witnessing the formation of the theory of polycode texts. Theoretical and terminological understanding of the object of our description occurs in such directions as the analysis of the components of polycode text and their correlation, description of methods and prospects for the study of polycode texts. The pragmatics of a polycode text, with a brief overview of the most notable works of Russian linguists, is considered in such main areas of its implementation as humorous polycode text and polycode text in cinematography. The most studied phenomenon in this direction is the description of the polycode text of advertising of various types. New directions of analysis are the description of the functioning of the polycode text in political linguistics and Internet communication. It is important to note the increase in the number of works that investigate the use of polycode text in school teaching and in teaching foreign languages. A new area of study of polycode text is its description as a reflection of the national linguistic picture of the world. This review is based on academic works, which are fundamental in this area of research, and also includes articles published in scientific journals in Russia over the past five years.
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Lee, Seonhyeon. "Enacting a Self-limiting Practice of Cultural Translation on the Part of First World Intellectuals in Judith Butler’s Precarious Life." Criticism and Theory Society of Korea 27, no. 2 (June 30, 2022): 121–46. http://dx.doi.org/10.19116/theory.2022.27.2.121.
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This paper carefully examines Judith Butler's ideological change after Gender Trouble through reading Precarious Life. The issue of sexual autonomy emphasized in Gender Trouble is extended to thinking about relationality in Precarious Life. Even the progressive content of freedom can be violent if it is contained in a single universality that does not consider speaker’s position.
This is Butler's cognitive change that demanding liberation itself cannot be understood outside of the speaker's position or relationship with others. The encounter with others due to the 9/11 incident and the American reaction to it act as a decisive moment that brought about this cognitive shift. The United States, as the First World, waged war in the name of ‘freedom’ and ‘progression’, excluding others called Islam. Precarious Life is a text that contains Butler's thoughts and reflections on her position as a first-world intellectual. How can the demand for freedom be contained in the competition between various cultural contexts and multiple cultural norms rather than a single universality? To answer this question, Butler reconstructs universality in terms of cultural translation. The universality including cultural translation is not acknowledging the diversity of each position, but is a process of breaking down the sovereign status of the subject by understanding the alterity essential to the formation of the self. This is not a process of inclusion or assimilation, but a change in the normative system of both languages. Butler explains this process of translation as ecstatic relationality. Ecstatic relationality goes beyond simple emotional empathy and shows that the other is at the root of the composition of the subject, and that we are all dependent on the social system.
Butler criticizes the norms that dehumanize the other by not responding to the other's address, and argues for breaking down the privileged status of the people in the first world. The ethical responsibility shown in Precarious Life is the process of cultural translation as a self-limiting practice to change the norms of her place as a first-world intellectual.
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Oloruntoba-Oju, Taiwo. "A COGNITIVE STYLISTIC STUDY OF SELECTED SKITS ON AFRICAN SOCIAL MEDIA/ UN ESTUDIO COGNITIVO ESTILISTICO DE SKITS SELECCIONADOS EN LAS REDES SOCIALES AFRICANAS." ODISEA, no. 22 (December 31, 2021): 45–57. http://dx.doi.org/10.25115/odisea.v0i22.5593.
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This research aims at examining how the cognitive stylistic model of analysis can be useful in the interpretation of African skits. The analytical process reveals how viewers make interpretive connections between the text-world and the real world, by bringing their experience and background knowledge to interact with the text. Two skits – one Nigerian and one Ghanaian – were purposively retrieved from YouTube for the analysis, using a qualitative approach within the cognitive stylistic framework of Text World Theory. We discovered a congruence of the cognitive faculty, experience, and epistemic perceptions leading to the construction of the discourse worlds of the skits.
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Obayes Al-Azzawi, Prof Dr Qasim, and Kadhim Ketab Rhaif. "A COGNITIVE STYLISTIC ANALYSIS OF PERSONAL NARRATIVES ABOUT COVID-19 PANDEMIC." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, no. 04 (2022): 870–88. http://dx.doi.org/10.37648/ijrssh.v12i04.046.
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This paper explores how the stylistic framework of Text World Theory can be applied to personal narratives. This approach falls within the scope of the discipline of cognitive stylistics. In order to explore the similarities and differences between readers' experiences, cognitive stylistics draws on cognitive scientific insights into the relationship between the mind, language, and the world, going beyond the traditional method of stylistic accounting for literary interpretation through linguistic models. A qualitative study within an appropriate model is conducted to three narratives collected from Story Center website about COVID-19 pandemic. The purpose of this study is to demonstrate that context-dependent text world analysis of narratives is an effective method for depicting the participants' senses. It gives an explanation of how readers construct mental models based on the linguistic elements that are offered to them. It provides an explanation of the progression that readers go through as they move from textual information to the profound nature of text worlds. It can be concluded that Text World Theory provides evidence of the cognitive processes that take place during the act of reading, the process that ultimately results in interpretation of the text and the acquisition of meaning.
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M. Hamed, Dalia. "Text-World Theory in Nicole Disney’s “Beneath the Cracks”: A Stylistic/Cognitive Analysis." مجلة البحث العلمی فی الآداب 21, no. 1 (January 1, 2020): 115–46. http://dx.doi.org/10.21608/jssa.2020.80152.
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Lehnardt, Andreas. "Tangled up in Text: Tefillin and the Ancient World." Journal for the Study of Judaism 42, no. 3 (2011): 385. http://dx.doi.org/10.1163/157006311x586340.
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孟, 铭秀. "Engels’ Criticism of World Model Theory and Its Value—Research Based on the Text of Anti-Turin Theory." Advances in Philosophy 11, no. 06 (2022): 1784–89. http://dx.doi.org/10.12677/acpp.2022.116305.
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Gavaler, Chris, and Dan Johnson. "The literary genre effect." Scientific Study of Literature 9, no. 1 (December 31, 2019): 34–52. http://dx.doi.org/10.1075/ssol.19010.joh.
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Abstract We test the literariness of genre fiction with an empirical study that directly manipulates both intrinsic text properties and extrinsic reader expectations of literary merit for science-fiction and narrative-realism stories. Participants were told they were going to read a story of either low or high literary merit and then read one of two stories that were identical except for one genre-determining word. There were no differences between the science-fiction and narrative-realism versions of the story in literary merit perception, text comprehension, or inference effort for theory of mind and plot. Participants did, however, exert more theory-of-world effort (i.e., world-building) for the science-fiction version. The more inference effort science-fiction readers dedicated to theory of world, the more cognitively and emotionally engaged they were. These results contradict the assumption that science fiction cannot achieve literariness and instead demonstrate a “literary genre effect.”
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Wall, Gina. "Writing the world: photographing the text of the landscape." Excursions Journal 1, no. 1 (September 12, 2019): 123–42. http://dx.doi.org/10.20919/exs.1.2010.131.
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I am engaged in a practice led thesis, which has been challenged and shaped by thinkers in the fields of critical theory and philosophy. Although I work in dialogue with these theorists, I am principally a visual practitioner who is most at home with traditional, wet process photography.I began with a general concern regarding my own resistance to landscape photography as the depiction of the view, which has led me to question the persistence of the (illusion of) the unified photographic moment. My visual process, which began quite simply as a reaction against the pervasiveness of the view in photography, has, in dialogue with writers such as Ferdinand de Saussure, Roland Barthes, Jacques Derrida and Rosalind Krauss, enabled me to theorise my own photographic practice as a form of writing. Central to this has been the investigation of different theoretical configurations of the semiotic sign.I contend that Rosalind Krauss’ conception of Surrealist photography as a practice of écriture, in fact accounts for photographic practice more broadly speaking. The spacing of the photographic sign, which Krauss describes as an ‘invagination of presence,’ defers the confluence of the signified and the signifier thus rupturing the illusion of presence in the photographic moment: the shutter differences the image from the world and the practice of photography reconfigures the world as a form of writing. However, not simply in the sense of a surface inscribed by light, but writing as a space in which the possibility for meaning is realised.
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Jeyifo, Biodun. "An “illuminati” and its acolytes: Critical theory in the text and in the world." British Journal of Sociology 72, no. 3 (June 2021): 863–70. http://dx.doi.org/10.1111/1468-4446.12860.
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Кульчицька, Ольга, and Елла Мінцис. "ПОНЯТТЯ ЧАСУ В ПОЕЗІЇ РАБІНДРАНАТА ТАГОРА: ЧИТАЦЬКА ІНТЕРПРЕТАЦІЯ." Inozenma Philologia, no. 134 (December 15, 2021): 26–37. http://dx.doi.org/10.30970/fpl.2021.134.3508.
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In the current study, readers’ interpretation of the conception of time in Rabindranath Tagore’s nonnarrative poetry is approached from the perspective of schema theory (E. Semino) and Text World Theory (P. Werth, J. Gavins). The analysis shows that in Rabindranath Tagore’s non-narrative poems about time, which were written in or translated into English, a TIME schema is instantiated through (i) linguistic units that refl ect human idea of dividing time into conventional periods – moments, days, months, years, etc.; (ii) a complex web of fi gurative devices, metaphors and similes in particular. In readers’ minds, fi gurative language prompts associative connections between several core, or basic, schemata: TIME, GOD, HUMAN LIFE, LIFE OF NATURE. Basic schemata can contain subordinate ones (TIME: MOMENT, DAY, MONTH; GOD: THY HANDS, SHUT GATE (thy gate be shut); HUMAN LIFE: CLOCK, PARODY, POEM, MEMORY; LIFE OF NATURE: BUTTERFLY, GARDEN, FLOWER, etc.). Connections between schemata on either a level or across levels indicate that the abstract conception of time is objectifi ed through physical processes and entities, which are perceptible by human senses; and that human life and life of nature have some common characteristics determined by time-related processes. Relying on schemata instantiated by the language of a poem, a reader creates his or her mental representation of the text, in other words, builds a poem’s text-world. On the text-world level, the conception of time in Rabindranath Tagore’s non-narrative poetry is presented through the use of all the three types of elements from which text-worlds are constructed: temporal deictic markers (world-building elements), function-advancing propositions (elements that describe actions, events, and states), and intensive relational processes (elements which describe physical characteristics). Text-worlds in Rabindranath Tagore’s non-narrative poems about time can be complex. His texts can contain world-switches – changes in the temporal parameters “present – future” from the perspective of the author and “present – past” from the perspective of a reader, and/or modal worlds that exist as hypothetical ones in the minds of the author and his readers. The latter concerns the poems in which time is associated with the transcendent conception of God. Key words: Rabindranath Tagore, non-narrative poetry, time, schema, text-world.
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McNamara, Danielle S., Rod Roscoe, Laura Allen, Renu Balyan, and Kathryn S. McCarthy. "Literacy: From the Perspective of Text and Discourse Theory." Journal of Language and Education 5, no. 3 (September 30, 2019): 56–69. http://dx.doi.org/10.17323/jle.2019.10196.
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Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy from the lens of text and discourse theorists who focus on the higher-order comprehension processes involved in literacy. Discourse processing models make the assumption that comprehension emerges from the construction of a mental model of the text, which relies on the reader generating inferences to connect ideas within the text and to what the reader already knows. The article provides a broad overview of the theoretical models that drive research on text comprehension and production, as well as how this research shapes literacy instruction and effective interventions. The authors focus on two interventions with proven success in improving deep comprehension and writing, iSTART and the Writing Pal. Increasing literacy across the world call for a greater focus on theory driven strategy interventions to be integrated within classrooms and community at large.
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POLLOCK, M. D. "SUPERSYMMETRY AND DIMENSIONALITY IN THE SUPERSTRING THEORY." International Journal of Modern Physics A 24, no. 23 (September 20, 2009): 4373–88. http://dx.doi.org/10.1142/s0217751x09045832.
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The realization of non-linear global supersymmetry in the superstring theory requires the quadratic fermionic Lagrangian [Formula: see text], defined from the D-dimensional, Minkowski-space energy–momentum tensor Tmn, to have the same form as the quadratic gravitational contribution [Formula: see text] to the superstring Lagrangian. Here, we prove that this condition is only satisfied for the heterotic string theory after reduction to D = 4, irrespective of whether the original source of [Formula: see text] in ten or twenty-six dimensions is the quadratic term [Formula: see text] or the quartic term [Formula: see text]. If [Formula: see text] derives from [Formula: see text], the solution is D = 4 (or the unphysical value D = 1), while if we suppose that D≠4 and [Formula: see text] dominates, we obtain the (singular) solution (D-2)3 = 0. The world sheet is also discussed. The bosonic string and type-II superstring, on the other hand, yield solutions for D which are complex, non-integral, or at the singular point D = 2, where the Einstein equations hold identically.
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Arnold, A. James. "C�saire'sNotebookas Palimpsest: The Text before, during, and after World War II." Research in African Literatures 35, no. 3 (September 2004): 133–40. http://dx.doi.org/10.2979/ral.2004.35.3.133.
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McLoughlin, Nigel. "Resonance and absence: a text world analysis of ‘Tuonela’ by Philip Gross." New Writing 16, no. 1 (October 2, 2018): 89–99. http://dx.doi.org/10.1080/14790726.2018.1511735.
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Kareem, Raed Dakhil. "A Cognitive Poetic Analysis of ‘La Figlia che Piange’ by T.S. Eliot." Al-Adab Journal 1, no. 132 (March 15, 2020): 135–48. http://dx.doi.org/10.31973/aj.v1i132.599.
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This paper attempts to employ the Text World Theory (TWT) to the processing of a selected literary discourse from a cognitive poetic and a literary-critical points of view. The selected text is ‘La Figlia che Piange’ by T.S. Eliot. TWT is regarded as a more powerful and dynamic theory in accounting for cognitive processes that underlie the production and even the interpretation of the different forms of discourse. TWT allows readers, speakers, listeners and hearers to interfere and produce and also process all types of discourse, whether factual or fictional, by constructing ‘text-worlds’ (e.g. mental representations in mind). The paper hypothesizes that this theory is a useful means of exploring poetic texts which are thematically structured. The paper ends up with some concluding points.
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Zalewski, Cezary. "From “catharsis in the text” to “catharsis of the text”." Forum Philosophicum 25, no. 2 (December 4, 2020): 323–39. http://dx.doi.org/10.35765/forphil.2020.2502.21.
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Roman Ingarden (1893–1970) was a prominent Polish philosopher, phenomenologist, and student of Edmund Husserl. A characteristic feature of his works was the almost complete absence of analyzes from the history of philosophy. That is why it is so surprising that right after the end of World War II, the first text analyzed when Ingarden started working at the Jagiellonian University was Aristotle’s “Poetics.” Ingarden published the results of his research in Polish in 1948 in “Kwartalnik Filozoficzny” and in the early 1960s his essay was translated and published in the renowned American magazine “The Journal of Aesthetics and Art Criticism” as “A Marginal Commentary on Aristotle’s Poetics.” As far as I know today, this text does not arouse much interest among the many commentators and followers of Ingarden’s philosophy. Perhaps this state of affairs is justified: Ingarden’s own ideas are only repeated here, and their usefulness in the meaning of “Poetics” remains far from obvious. However, I think that this relative obscurity is worth considering now, because it shows how modern reason tries to control ancient concepts. The main purpose of this article is therefore to recon- struct the strategy by which philosophy tames the text of “Poetics,” especially its concepts such as catharsis and mimesis. The discovery and presentation of these treatments would not have been possible were it not for the mimetic theory of René Girad, which provides anthropological foundations for a critique of philosophical discourse.
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Smith, Terry, Tom Williams, Sid Lowe, Michel Rod, and Ki-Soon Hwang. "Context into text into context: marketing practice into theory; marketing theory into practice." Marketing Intelligence & Planning 33, no. 7 (October 5, 2015): 1027–46. http://dx.doi.org/10.1108/mip-05-2014-0091.
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Purpose – The purpose of this paper is to explore the dynamics of marketing practice and theory in arguing that much of the dislocation between strategy and practice is due to the inheritance and internalisation of often impractical but persistently dominant, tacit Cartesian assumptions. Design/methodology/approach – This paper uses case methodology to examine the marketing theory into practice/marketing practice into theory conundrum and explores: their separation (marketing theory and marketing practice); their flows (context to text to context: theory into practice/practice into theory); their symbiosis (the praxis of marketing); and the dynamic and static (in situ/in aspic) nature of their duality. This work is an exploratory empirical study undertaken in what is a very under-researched area. Findings – In this paper, marketing theory and marketing practice are recognised as occupying different epistemes. The lifeworld of marketing theorising appears as characterised by a relatively homogenous and mostly cognitive world dominated by rationality and empirical rigour. By contrast, the embodied practitioner inhabits a more highly segmented, fragmented, heterogeneous and frequently improvised landscape. Practical implications – The authors propose that the all-consuming clamour for reliance and relevance of theory to practice dictates that the form, function and philosophy of marketing must be co-created in the practical pragmatism of praxis. Praxis is practice informed by theory and theory informed by practice, a cyclical process of experiential, contextual learning. Originality/value – The paper appears to be the first to bring together Cartesian thought and the practice-theory divide in B2B marketing theory.