Narrative discourse : an essay in method
TL;DR: Cutler as mentioned in this paper presents a Translator's Preface Preface and Preface for English-to-Arabic Translating Translators (TSPT) with a preface by Jonathan Cutler.
Abstract: Foreword by Jonathan Cutler Translator's Preface PrefaceIntroduction 1. Order 2. Duration 3. Frequency 4. Mood 5. VoiceAfterword Bibliography Index
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TL;DR: The authors analyzes Haruki Murakami's 1Q84 from the perspective of narrative embedding, drawing on narrative theories of Todorov, Genette, Rimmon-Kenan, Nelles, and others.
Abstract: This article analyzes Haruki Murakami’s 1Q84 from the perspective of narrative embedding. Drawing on narrative theories of Todorov, Genette, Rimmon-Kenan, Nelles, and others, it examines how the au...
8 citations
TL;DR: The authors examines John Cleland's Memoirs of a Woman of Pleasure, the first pornographic novel in English, under the hypothesis that its transgressions are not peculiar to pornography, but rather are widely shared by the emerging novelistic discourse as a whole.
Abstract: If the emerging novel of the mid-eighteenth century developed new means of constructing and manipulating its readership, much may be gained by studying the novel in one of its most blatantly manipulative forms. This essay examines John Cleland's Memoirs of a Woman of Pleasure,1 the first pornographic novel in English, under the hypothesis that on the level of narrative technique its transgressions are not peculiar to pornography, but rather are widely shared by the emerging novelistic discourse as a whole. Central to this novel's manipulating strategy is the development of a voyeuristic narrative that becomes a powerful means of representing and constructing the reader's subjectivity. By exploring the way in which the voyeuristic narrative functions, we can better understand the dynamic nature of voyeuristic distance, and begin to see voyeuristic involvement with the text as the quintessential experience of novel reading. In the case of the pornographic work written by
8 citations
Journal Article•
TL;DR: A review of the major theoretical statements on this connection and the empirical evidence which has been put forward to support the notion of literature's having an important role in learning to read can be found in this article.
Abstract: In very recent years there has been a great development of interest in the contribution of literature to reading development. In this paper I would like to review the major theoretical statements on this connection and the empirical evidence which has been put forward to support the notion of literature's having an important role in learning to read. In The Cool Web , Aidan Warlow (1976) argued that "Children will overcome all sorts of linguistic obstacles ... if the alternative world of the story is one that is desirable and comprehensive" (p. 102). Warlow, then, saw the importance of literature to literacy in what Genette (1980) or Chatman (1978) would call "Story." The interest of "what happens next" contained in the imaginary world of literature provides the drive to read and hence encourages literacy both its acquisition and development. On the other hand, Gordon Wells (1982) has since argued that "hearing stories aloud familiarises [children] with the language of books and with the characteristic narrative structures that they will meet in story books at school" (p. 11). Thus Wells is describing the learning of "literary literacy," as it were, the acquisition of the structures of literature itself as a branch of reading. He effectively suggests that this is gained to an important extent through the learning of what Chatman (1978) would call "discourse" or Genette (1980) "narrative." These are two distinct, but interwoven strands in the research of the connection between literature and literacy the notions of learning to read through literature and learning to read literature. They are interwoven because increasingly researchers have been unable to study how and why children learn to read through literature without at the same time addressing the question of how they acquire a competence in dealing with literary structures.
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06 Nov 2013
TL;DR: The term sentimental reader is used to refer to sophisticated readers who make active efforts in their reading experiences, and various examples of foreshadowing found in novels, films, and games are listed, discussing their impact on the sentimental reader's reasoning process.
Abstract: Foreshadowing is a narrative technique of manipulating the reader's inferences about the story progression. This paper reviews research on foreshadowing and reader comprehension in narratology and cognitive science. We use the term sentimental reader to refer to sophisticated readers who make active efforts in their reading experiences, and then we list various examples of foreshadowing found in novels, films, and games, discussing their impact on the sentimental reader's reasoning process. We further present an example of interactive fiction associated with the use of foreshadowing and conclude with future work.
8 citations
Dissertation•
11 Jul 2013
TL;DR: In this article, the authors focus on the notion that adults' response to children's literature is profoundly different from that of children, and aim to identify a pattern in texts by which adults’ response can be systematically explained.
Abstract: This study focuses on the notion that adults’ response to children’s literature is profoundly different from that of children, and aims to identify a pattern in texts by which adults’ response can be systematically explained. The study suggests that adults respond to certain elements in the text that resonate with their assumptions about children’s literature. On this basis, the concept of adultness is introduced to refer to these textual elements, and the way in which they can be identified in the narrative is investigated. This study concentrates on literary books, mostly published after 1960, since the issues discussed are more directly relevant to literary works than to popular fiction or classic children’s literature.
Brief surveys of historical development of children’s literature and changes in the social perceptions about the relationships between adults and children are undertaken in order to understand the backgrounds of adults’ assumptions about children’s literature. Discussions about adults’ perceptions of children’s literature today are also reviewed.
Texts from a wide range of children’s literature are examined within the theoretical framework of narratology with a particular reference to the functions of the narrator. The examination has identified two types of adultness: direct adultness which is largely related to adults’ ideas about childhood, and indirect adultness which is related to adults’ interest in what may be relevant to the child readers of the book. The third type of adultness is termed as Haddon’s ring, which refers to the textual features that are used by authors to keep the narrative safe for child readers. It can be used without losing the narrative integrity or it can be used to manipulate the narrative development.
The study concludes that adults’ response could be explained by referring to the three types of adultness. Adultness can be broadly understood in terms of the textual signs that indicate the presence of the mutual understanding between the author and the adult reader on what has been left out from the text and why the author has held it back.
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Book•
01 Jan 1954
TL;DR: Deuxieme tirage de cet essai critique de Georges Blin sur Stendhal, publie aux editions Jose Corti en 1954 as mentioned in this paper, et les images, une description a completer, une bibliotheque
Abstract: Deuxieme tirage de cet essai critique de Georges Blin sur Stendhal, publie aux editions Jose Corti en 1954.Deux images, une description a completer, une bibliotheque.
22 citations