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Literary Texts (literary + text)
Selected AbstractsLiterary Texts and Grammar Instruction: Revisiting the Inductive PresentationFOREIGN LANGUAGE ANNALS, Issue 1 2005Article first published online: 31 DEC 200, Kate Paesani In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source] Literary Texts and Grammar Instruction: Revisiting the Inductive PresentationFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Kate Paesani PhD In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source] Diminished men and dangerous women: representations of gender and learning disability in early- and mid-nineteenth-century BritainBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 2 2000Patrick McDonagh Summary The present article explores the relationship of gender and learning disabilities in early- and mid-nineteenth-century literary representations of people with learning disabilities. Literary texts are useful historical documents because these often foreground how learning disabilities worked symbolically in a social context and enable us to examine the ideological forces shaping notions of learning disabilities. The images explored in the present study suggest some common cultural themes. Men with learning disabilities were understood as being diminished, somehow lacking an essential component of masculine identity. Women, on the other hand, were often reduced to the essential, yet disruptive element of feminine sexuality, or later in the century, were conceived as deviant from the feminine norm in their carnality. [source] A Bridge Too Far?ENGLISH IN EDUCATION, Issue 2 2001Floppy Fail the Apprentice Reader, How Biff, Kipper Abstract This article is the result of a re-examination of reading scheme books. Taking a literary perspective, the implied reader was investigated in the most popular scheme, The Oxford Reading nee, in order to ascertain how the reader is constructed by the text. It is argued that such texts covertly construct a passive, struggling reader. As such, this has important implications for the National Literacy Strategy, particularly in the selection of texts for Guided Reading. Summary Reading scheme books are designed to bridge the gap between the oral language of the child and the literary language of the book. What is considered important is a recognisable primary world. There is little dialogue yet the language is supposed to reflect that of the child. Short simple sentences devoid of cohesive devices are considered easier to read because the apprentice reader is deemed not to have stamina. Key words such as nouns and verbs are emphasised and little attention is paid to rhythm, hence few elisions and much repetition. As such the reading scheme does not reflect the language of the child for there is little colloquial expression and the lack of literary features actually makes the text very difficult to read. Implied is a reader who is going to find the whole process difficult and has little to bring to the text. On the other hand the children's literature analysed enjoys a variety of narratives and subject matter yet all support the apprentice reader. Such literary texts employ cohesive devices, the third person has a sense of telling with echoes of the oral tradition while those in first person offer a sense of a teller close to the reader. Direct speech is used, which acts as a bridge from the oral to the literary world. The reader is being guided and helped and not left to struggle. Ironically, it is the literary text that offers more support than the supposedly carefully constructed reading scheme. Furthermore, it can be seen that the reading scheme examined constructs a passive reader to whom things happen. The construction of childhood itself is without joy, excitement and wonder. There is a dullness in the text and a dullness in the characters and the plot that constructs a negative view of reading and a negative construction of the child. The model in Figure 1 summarises the difference between the two types of text: Clearly this has implications for texts selected for pupils to read in the National Literacy Strategy, particularly for Guided Reading. There is no shortage in the UK of appropriate, well-written and superbly illustrated children's books that challenge, support and create an interest in literature. It remains a mystery why the dull reading scheme still has such a strong place in the primary classroom. [source] Writing the West: Critical Approaches to ShaneLITERATURE COMPASS (ELECTRONIC), Issue 1 2007Ruth Griffin Representations of the American West have perhaps resonated most strongly in the western film genre, yet at the same time, the literary western is a highly developed and sophisticated genre in its own right. Meanwhile, critical approaches to the West have become increasingly wide-ranging, spanning historical/literary studies; film/cultural studies; genre; gender studies; philosophy, structuralism and, most recently, post-modernism. In light of such critical diversity, this article places a literary text alongside a western film in order to illustrate and demonstrate potential critical approaches to the western. To this end it takes Jack Schaefer's novel Shane as its case study with two main organising principles in mind. Firstly, analysis of the text demonstrates the ways in which critical methods and theoretical debates can be applied to the literary western. As a result, I assess, for example, the convention which applies historical co-ordinates to fictional representations, as well as the challenges posed by alternative modes of critique. Secondly, the novel is placed alongside the filmic adaptation in order to demonstrate the fluid nature of western forms and the critical approaches which can be used to analyse them. Finally, I offer my own perspective, suggesting that the methodologies and textual forms explored in the article signal the need for trans-disciplinary critical approaches which reflect both the simplicity and the diversity of the western as a whole. [source] Literature, the Interpretive Mode, and Novice LearnersMODERN LANGUAGE JOURNAL, Issue 1 2007VIRGINIA M. SCOTT The qualitative study reported in this article analyzes how novice learners develop the interpretive mode (as outlined in Standard 1.2 of the Standards for Foreign Language Learning in the 21st Century, 1996, 1999) in a classroom setting when reading a literary text in a foreign language (FL). Using unmotivated looking through conversation analysis, we examined transcripts from video- and audiorecordings of students' discussions in a teacher-moderated classroom setting and in small groups of 3 to 4 students. Our findings indicate that novice learners were able to interpret and understand a challenging literary text (in this case, a poem) if they were in the teacher-moderated group. In addition, our findings suggest that use of the first language was effective in encouraging interpretive talk among students in the teacher-moderated classroom but not among students in small groups. Ultimately, these findings indicate that the nature of the teacher-moderated, yet distinctly student-centered, interaction had a clear impact on developing the interpretive mode in novice learners. [source] STATUE, CULT AND REPRODUCTIONART HISTORY, Issue 2 2006MILETTE GAIFMAN The article examines replications of Greek monuments of cult in the fifth and fourth centuries bce. It considers the process which allows a grand statue to be copied and analyses specific cases of replications of Phidias's Athena ,Partnenos' to demonstrate how an image of the god, which was not easily viewable at any time, could become an iconic emblem that was embedded in daily experience outside the realm of ritual. In addition to the ,Parthenos', the paper explores a literary text of the fourth century bce, Xenophon's account of his establishment of a sanctuary to Ephesian Artemis. By visually marking the propagation of the cult itself, replications of cult monuments in ancient Greece could be instrumental for the establishment of filial cults and the creation of cultic affiliations, a phenomenon in Greek religion which was inextricably bound up with the politics of pre-Roman classical antiquity. [source] Negotiating Personal and Cultural Significance: A Theoretical Framework for Art Museum EducationCURATOR THE MUSEUM JOURNAL, Issue 4 2007Olga M. Hubard This article presents a theoretical framework for those who facilitate engagements with works of art. The aim is to help facilitators negotiate potential differences between the original meaning(s) of an artwork and the fresh interpretations spectators articulate. The author applies Umberto Eco's ideas about literary texts to instances of interpretation in the visual arts. Eco suggests that the implications of unexpected readings change in different situations. Therefore, the facilitators' challenge is in discovering how to handle each individual encounter. To this end, facilitators may wish to ponder: What meaning does the new interpretation conflict with? And what is the distance between the cultural conventions of spectators and the conventions that framed the creation of the work? Real world examples are used to shed light on these questions and their significance. [source] A Bridge Too Far?ENGLISH IN EDUCATION, Issue 2 2001Floppy Fail the Apprentice Reader, How Biff, Kipper Abstract This article is the result of a re-examination of reading scheme books. Taking a literary perspective, the implied reader was investigated in the most popular scheme, The Oxford Reading nee, in order to ascertain how the reader is constructed by the text. It is argued that such texts covertly construct a passive, struggling reader. As such, this has important implications for the National Literacy Strategy, particularly in the selection of texts for Guided Reading. Summary Reading scheme books are designed to bridge the gap between the oral language of the child and the literary language of the book. What is considered important is a recognisable primary world. There is little dialogue yet the language is supposed to reflect that of the child. Short simple sentences devoid of cohesive devices are considered easier to read because the apprentice reader is deemed not to have stamina. Key words such as nouns and verbs are emphasised and little attention is paid to rhythm, hence few elisions and much repetition. As such the reading scheme does not reflect the language of the child for there is little colloquial expression and the lack of literary features actually makes the text very difficult to read. Implied is a reader who is going to find the whole process difficult and has little to bring to the text. On the other hand the children's literature analysed enjoys a variety of narratives and subject matter yet all support the apprentice reader. Such literary texts employ cohesive devices, the third person has a sense of telling with echoes of the oral tradition while those in first person offer a sense of a teller close to the reader. Direct speech is used, which acts as a bridge from the oral to the literary world. The reader is being guided and helped and not left to struggle. Ironically, it is the literary text that offers more support than the supposedly carefully constructed reading scheme. Furthermore, it can be seen that the reading scheme examined constructs a passive reader to whom things happen. The construction of childhood itself is without joy, excitement and wonder. There is a dullness in the text and a dullness in the characters and the plot that constructs a negative view of reading and a negative construction of the child. The model in Figure 1 summarises the difference between the two types of text: Clearly this has implications for texts selected for pupils to read in the National Literacy Strategy, particularly for Guided Reading. There is no shortage in the UK of appropriate, well-written and superbly illustrated children's books that challenge, support and create an interest in literature. It remains a mystery why the dull reading scheme still has such a strong place in the primary classroom. [source] Literary Texts and Grammar Instruction: Revisiting the Inductive PresentationFOREIGN LANGUAGE ANNALS, Issue 1 2005Article first published online: 31 DEC 200, Kate Paesani In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source] Literary Texts and Grammar Instruction: Revisiting the Inductive PresentationFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Kate Paesani PhD In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source] Reading Culture: Using Literature to Develop C2 CompetenceFOREIGN LANGUAGE ANNALS, Issue 6 2002Virginia M. Scott The study compared the attitudes and performances of students who read a fact sheet about Côte d'Ivoire and the attitudes and performances of students who studied a poem about Côte d'Ivoire. We found that the students who read the fact sheet learned about the culture of Côte d'Ivoire in a rigid way that could foster stereotypes. Students who read the poem, on the other hand, explored their own feelings about the language and content of the poem. The study supports the notion that literary texts contribute to students' affective awareness and cognitive flexibility, and are therefore more effective for developing C2 competence. This study suggests ways to achieve the goals, articulated in the national standards, of fostering knowledge about and understanding of other cultures. [source] Tracking ,Same,Sex Love' from Antiquity to the Present in South AsiaGENDER & HISTORY, Issue 1 2002Rosemary Marangoly George This essay focuses on the anthology Same,Sex Love in India: Readings from Literature and History (2000), edited by Ruth Vanita and Saleem Kidwai. Unlike many other recently published, celebratory ,gay anthologies', this book contributes to ongoing scholarly work on specific same,sex erotic practices and relations in historical and cultural context. We examine issues relevant to this anthology and other such projects: the use of ,love' and ,same,sex' as (stable) signifiers over centuries; the validity of interpreting social reality through literary texts from the period; the difficulties of locating ,love' in severely hierarchical, even slave,owning, societies; and the implications of using such anthologies in the classroom. [source] Literature and language teaching 1986,2006: a reviewINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2007Ronald Carter For Christopher Brumfit (1940,2006) The teaching of literature can thus be seen as a means of introducing learners to such a serious view of our world, of initiating them in the process of defining themselves through contact with others' experience. How it is best done, what the relationship between ,reading' and ,literature' needs to be for the greatest number of people to be led to literature, exactly what books are appropriate at what levels , these are questions for teachers to address. But the seriousness of the enterprise should not be doubted. It is only when these reading processes are centrally addressed as processes and when the debate moves away from content to what we do with literary texts, that genuine literary issues can be addressed. (Brumfit 2001: 92) [source] Dental pathology and diet at Apollonia, a Greek colony on the Black SeaINTERNATIONAL JOURNAL OF OSTEOARCHAEOLOGY, Issue 3 2008A. Keenleyside Abstract Dental pathology has the potential to provide insight into the composition of the diet and to reveal dietary differences based on age, sex and social status. Human skeletal remains from the Greek colonial site of Apollonia (5th to 2nd centuries BC) on the Black Sea coast of Bulgaria were analysed for various forms of dental pathology in order to: assess the prevalence of dental disease in the population; compare the dental pathology data from Apollonia with dietary data derived from ancient literary texts and from previous stable isotopic analysis of the colonists' remains; explore variations in dental disease with respect to age and sex; and compare the prevalence of dental pathology in the Apollonians with that of other Greek populations. The composition of the diet, as indicated by the dental pathology data, is consistent with the stable isotopic evidence from Apollonia and with the ancient literary texts, both of which indicate the consumption of a relatively soft, high carbohydrate diet. The higher frequency of dental caries, abscesses, calculus, and antemortem tooth loss in older adults compared with younger ones reflects the age-progressive nature of these conditions. The lack of significant sex differences in caries, abscesses, calculus and tooth loss corresponds with the stable carbon and nitrogen isotopic data derived from bone collagen, which indicate no significant sex differences in the consumption of dietary protein. In contrast, these findings conflict with the ancient literary texts, which refer to distinct dietary differences between males and females, and with the stable carbon isotopic values derived from bone carbonate, which indicate sex differences with respect to the overall diet. Despite the lack of marked sex differences in dental pathology, overall trends point to subtle dietary differences between males and females. A greater degree of tooth wear in males also hints at possible sex differences in the use of the teeth as tools. Copyright © 2007 John Wiley & Sons, Ltd. [source] Coming back to life: From indicator to stereotype and a strange story of frequency1JOURNAL OF SOCIOLINGUISTICS, Issue 4 2009Jessi Elana Aaron In the history of Spanish there are five forms, originally from the same lexical item, co-existing:,así,,asín,,ansí,,asina, and,ansina, all meaning ,like that'. Standard Modern Spanish includes only one of these:,así. This is not the case, however, in New Mexican Spanish. This corpus-based study examines the patterns of synchronic variation in New Mexican Spanish, as well as the near death and transformed rebirth of forms other than standard,así,in literature. Multivariate analysis suggests a decline in non-standard variants in New Mexico, associated with rural activities and objects, and with older, less-educated speakers. The synchronic idiosyncrasy of stereotypes is confirmed, while the quantitative diachronic patterns found may prove to be a regular pattern for developing stereotypes in literary texts: a slow decline in frequency followed by a sharp rise. [source] The Reader in the WriterLITERACY, Issue 2 2000Myra Barrs This article discusses the role of reading, especially the reading of literature, in the development of writing. It suggests that the direct teaching of written language features is no substitute for extensive experience of written language. It gives a brief preliminary account of a recent centre for language in Primary Education (CLPE) research project on the influence of children's reading of literature on their writing at KS2. Through analysis of children's writing, the project explored the influence of children's reading on their writing. Its findings highlighted the value of children working and writing in role in response to literary texts. It looked closely at the kinds of teaching which made a significant difference to children's writing and documented the impact on teachers' practice of the introduction of the National Literacy Strategy. [source] Conceptions of Literature in University Language CoursesMODERN LANGUAGE JOURNAL, Issue 2 2009CECILIA ALVSTAD In this article we set out to explore and discuss reasons for reading literary texts in university curricula of foreign languages. Our analysis is based on 2 sources of information: 16 syllabi of Spanish as a foreign language and a questionnaire in which 11 university instructors teaching these syllabi express their intentions. We point to a number of risks when emphasis is predominantly placed on instrumental goals such as acquisition of vocabulary and grammar or cultural knowledge. We suggest, instead, that the literary modules within language curricula should formulate their own specific goals. Rather than privileging linguistic and cultural competences to be trained, the literary modules could, for example, raise students' awareness of the facts that there are many ways of reading a text but that interpretation nevertheless remains a historically situated and constrained activity. [source] Where Public and Private Intersect: The Intermingling of Spheres in Christa Wolf's Ein Tag im JahrORBIS LITERARUM, Issue 4 2005Carol Anne Costabile-Heming In Ein Tag im Jahr 1960,2000 (2003), Christa Wolf offers readers another example of her pursuit of ,subjective Authentizität.' Wolf's compilation of diary-like texts records routine daily activities, including notes about her dreams, references to newspaper headlines and global events, and conversations with friends, family, and important political functionaries. Interwoven with the mundane are detailed descriptions of the writing process as well as constant reassessments of prior fictional texts and essays. Through the juxtaposition of objective and subjective moments and the recording of routine external details coupled with extensive introspection, Wolf intermingles her private domain with the public sphere of GDR culture. This essay addresses the way that this text ruptures the traditional genre boundaries of diary and autobiography, expands pre-conceived notions of the public sphere and substantively contributes to a redrawing of Wolf's public image. The autobiographical nature of this work enables an investigation of the intersection of Wolf's private life with the public sphere of GDR culture, adding a new dimension to prior understandings of her literary texts within an autobiographical context, making apparent how indivisible the public and private are for understanding Wolf and her works. [source] A new iconographical addition to Francis I's adoption of the persona of King David and its contemporary literary contextRENAISSANCE STUDIES, Issue 5 2007Pauline M. Smith The presence in the Cathedral at Auch of a large carved representation of Francis I as the Biblical King David on the high back panel of one of the choir stalls, turning to face, in the next stall, a carving of Bathsheba of equal proportions, raises intriguing questions, especially as archive documentation on the subject is sparse and requires contemporary literary texts to support it. This article considers how the carving fits into Francis's known iconography, who may have been responsible for commissioning it (Hippolyte d'Este was Cardinal-Archbishop of Auch at the relevant time, 1552,1554) and how Francis in the persona of David was seen by his court poet, Clément Marot, by his sister Marguerite de Navarre and by Francis himself. In addition the David-Bathsheba episode invites comparison with Francis's relationship with the Duchesse d'Etampes. Finally the penitential role of the Psalms is seen to be equally important to both kings. [source] EFFECTS OF MILLING: A POSSIBLE FACTOR INFLUENCING THE DURABILITY OF HISTORICAL MORTARSARCHAEOMETRY, Issue 4 2010D. MIRIELLO In their literary texts, some classical Roman authors such as Gaius Plinius Secundus and Marcus Vitruvius Pollio stress the importance of milling when preparing mortars. Following these indications, this work describes the effects of milling between lime (calcium hydroxide) and clay brick powder before and after the addition of water. Starting and resulting materials were investigated by XRPD, SEM/EDS, differential scanning calorimetry and thermogravimetry (DSC/TC), colorimetry, densimetry and porosimetry. Prolonged milling changes the mineralogy of the starting materials and increases their reactivity. The final lime pastes, starting from materials milled for varying periods of time, had different mineralogical and physical characteristics. These results may help to clarify the reasons for the marked differences in durability of some historical mortars. [source] Where Next in Victorian Literary Studies?LITERATURE COMPASS (ELECTRONIC), Issue 4 2007Extending Cultural Boundaries, Revising the Canon, the Challenge of Interdisciplinarity This paper forms part of a Literature Compass cluster of articles which examines the current state of Victorian Literary Studies and future directions. This group of four essays was originally commissioned by Francis O'Gorman (University of Leeds), who also provides an introduction to the cluster. The full cluster is made up of the following articles: ,Where Next in Victorian Literary Studies? , Introduction', Francis O'Gorman, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00467.x. ,Where Next in Victorian Literary Studies? , Revising the Canon, Extending Cultural Boundaries, and the Challenge of Interdisciplinarity', Joanne Shattock, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00468.x. ,Where Next in Victorian Literary Studies? ,"Interesting Times" and the Lesson of "A Corner in Lightning"', David Amigoni, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00469.x. ,Where Next in Victorian Literary Studies? , Historicism, Collaboration and Digital Editing', Valerie Sanders, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00470.x. ,Where Next in Victorian Literary Studies? , Historicism and Hospitality', John Bowen, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00471.x. *** This article argues that the future of Victorian literary studies will include the continuous revision and expansion of the canon, and the extension of what we regard as ,literary' texts to include writing on science, philosophy, history, medicine and related areas. Meanwhile the process of reviewing and rehabilitating unfashionable or neglected writers and consigning others to the periphery will go on, although a core of major authors will continue to attract scholarly and critical attention. There will be an increasing focus on the new histories of the book, on authorship and readership. Research on print culture in its widest sense will expand in the wake of the ongoing digitisation of printed materials, a process which ultimately will transform the way we do research. The focus on writers and texts will move from a metropolitan-centred one to embrace the literatures in English of the countries of the Empire and of North America, and more problematically, to include the literature and culture of Europe in the nineteenth century. The latter development poses a challenge to the hitherto monolingual nature of Victorian literary studies. Finally there will be a continued engagement in multi-disciplinary, cross-disciplinary if not truly interdisciplinary work that has been characteristic of Victorian Studies since its emergence in the 1950s. [source] | |||||||||||||||||||||||||||||||