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Writing the Reader
The history of the novel is also a history of shifting views of the value of novel reading. This study investigates how novels themselves participate in this development by featuring reading as a multidimensional cultural practice. English novels about obsessive reading, written in times of medial transition, serve as test cases for a model that brings together analyses of form and content.
Deceptive Fictions
Deceptive Fictions: Narrating Trauma and Violence in Contemporary Writing explores the widespread narrative concern with trauma and violence, and their interactions with identity, meaning, ethics, history, memory and various other related issues in a selection of novels by prolific contemporary British and Irish writers. Interrogating the strategic functions of trauma and violence, the book argues that these texts can be read as counter-narratives to, or a backlash against, still-prevalent critical paradigms informed by poststructuralist and postmodern thought. Trauma and violence are invoked as narrative tools to communicate the centrality of the body and of biological and material constraints on human actions. This emphasis on reality and the experiential ties in with the novels’ consistent focus on the individual as an ethical agent and originator of meaning. In so doing, they signal a move in contemporary fiction towards a textual practice that can most fruitfully be approached along the lines of an individualistic, evolutionary, corporeal and experiential narratology, which self-consciously reflects on the manipulative potentials of narrative.
Myth and Violence in the Contemporary Female Text
How various mythologies challenge, enable, and inspire women artists and activists across the globe to communicate personal and historical experiences of violence is the central concern of this collection. Beginning with the observation that twentieth- and twenty-first century female writers and artists often use myth to represent their social and artistic struggles, the distinguished international scholars and writers consider mythic fabulations as spaces for contested meanings and resistant readings. The identified resistance of the mythic material to repression-working, as it were, in opposition to another celebrated drive/role of myth, that of containment-makes the use of myth particular...
Literature as Dialogue
How is it that some texts achieve the status of literature? Partly, at least, because the relationship they allow between their writers and the people who respond to them is fundamentally egalitarian. This is the insight explored by members of the Åbo literary communication network, who in this new book develop fresh approaches to literary works of widely varied provenance. The authors examined have written in Ancient Greek, Táng Dynasty Chinese, Middle, Modern and Contemporary English, German, Romanian, Polish, Russian and Hebrew. But each and every one of them is shown as having offered their human fellows something which, despite some striking appearances to the contrary, amounts to a w...
Angela Carter: New Critical Readings
Bringing together leading international scholars of contemporary fiction and modern women writers, this book provides authoritative new critical readings of Angela Carter's work from a variety of innovative theoretical and disciplinary approaches. Angela Carter: New Critical Readings both evaluates Carter's legacy as feminist provocateur and postmodern stylist, and broaches new ground in considering Carter as, variously, a poet and a 'naturalist'. Including coverage of Carter's earliest writings and her journalism as well as her more widely studied novels, short stories and dramatic works, the book covers such topics as rescripting the canon, surrealism, and Carter's poetics.
A Companion to Literary Evaluation
The first critical survey of its kind devoted solely to literary evaluation Companion to Literary Evaluation bridges the gap between the non-academic literary world, where evaluation is deeply ingrained, and the world of academia, where evaluation is rarely considered. Encouraging readers to formulate and articulate arguments that balance instinctive judgment and reasoned assessment, this unique volume addresses key issues regarding literary values from the perspective of analytical aesthetics and the philosophy of literature. Bringing together a diverse panel of contributors, the Companion explores competing theories of literary evaluation, the reasons for evaluating theater and lyric poetr...
English Historical Linguistics. Volume 1
No detailed description available for "HIST. LINGUISTICS (BERGS/BRINTON) 1.TLBD HSK 34.1 E-BOOK".
The Legacies of Modernism
An engagement with the continued importance of modernism is vital for building a nuanced account of the development of the novel after 1945. Bringing together internationally distinguished scholars of twentieth- and twenty-first-century literature, these essays reveal how the most innovative writers working today draw on the legacies of modernist literature. Dynamics of influence and adaptation are traced in dialogues between authors from across the twentieth century: Lawrence and A. S. Byatt, Woolf and J. M. Coetzee, Forster and Zadie Smith. The book sets out new critical and disciplinary foundations for rethinking the very terms we use to map the novel's progression and renewal, enhancing our understanding not only of what modernism was but also what it might still become. With its global reach, The Legacies of Modernism will appeal to scholars working not only in the new modernist studies, but also in postcolonial studies and comparative literature.
Children’s Peer Cultures in Dialogue
Contemporary schools are enlivened by a multitude of children with rather disparate linguistic, cultural, and socioeconomic backgrounds. These children spend most of their school hours in interaction with other children, engaging in multifarious activities (conflict, gossip, play, humor, task-related activities) that gradually come to constitute the local culture and social organization of their peer group. The book illustrates the multimodal and sequential organization of these mundane peer choreographies, describing the resources through which children co-ordinate their social actions in the complex linguistic and socio-material landscape of diverse classrooms. Moving beyond the focus on teacher-led socialization in previous literature, the analyses shed light on the relevance of everyday peer practices to the negotiation of children’s social roles and identities and to their overall developmental trajectories in the community. The volume adopts an interdisciplinary perspective and addresses scholars from different academic fields, including sociology, linguistics, anthropology, social and developmental psychology, and education.
