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A reader of the epyllion by Dracontius, the elegy by Maximianus, and the epigram by Luxorius should not expect that these works--and these new embodiments of the 'old' genres--will be wholly identical with their 'archetypes'. Were it so, it would mean that we read but second-rate versifiers, indeed. We may expect rather that thanks to the reading of Dracontius's epyllion, Maximianus's elegy, and Luxorius's epigram our understanding of these very genres may become fuller and deeper than if it was narrowed only to the study of the 'classical phase' of the Roman literature. Therefore, I have decided to employ in the title of my book the expression genres rediscovered. I have found it fair to emphasize that the poets whose works have been studied here merit appreciation for their creativity, and indeed courage, in reusing and reinterpreting the classical--and truly classic--literary heritage. In addition, I have found it similarly fair to stress that for the students of Latin literature the borderline between the 'classical' and the 'post-classical' is, and should be, flexible. It is not my intention of course to imply that aesthetic and poetological differences should be ignored or blurred. Quite the reverse, these differences are profound and multidimensional and as such must be properly understood and explained. The main issue is the fact that studies of Latin literature--or rather of literature in general - and especially generic studies require a proper, i.e. diachronic, perspective. A description of a certain genre based merely on its most important or generally known representative/representatives will always risk becoming incomplete and limited. In genology, one must be utterly prudent in defining the 'main' and the 'marginal', the 'relevant' and the 'negligible'. In this sense, an insight into a few genres practiced by some 'classical'--and classic--Roman poets from the perspective of their 'post-classical' followers may be, also for a genologist, an intriguing rediscovery.
Using Dostoevsky's most radical experiment in literary form as a springboard, Gary Saul Morson examines a number of key topics in contemporary literary theory, including the nature of literary genres and their relation to interpretation. He convincingly argues that genre is not a property of texts alone but arises from the interaction between texts and readers. Observing that changing conventions of interpretation and classifciation may alter the perception of particular works, Morson considers a number of problematic texts that have been read according to two contradictory sets of conventions - "boundary works"--And a futher group of texts - "threshold works" such as Dostoevsky's Diary of a writer - that were evidently designed by their authors to exploit this kind of hermeneutic ambivalence. Morson explores the nature of the literary utopia and its parodic form, the anti-utopia, and, returning to Dostoevsky's Diary as his example, a third form which exists as a sort of open dialogue of utopia and anti-utopia
This work in the field of digital literary stylistics and computational literary studies is concerned with theoretical concerns of literary genre, with the design of a corpus of nineteenth-century Spanish-American novels, and with its empirical analysis in terms of subgenres of the novel. The digital text corpus consists of 256 Argentine, Cuban, and Mexican novels from the period between 1830 and 1910. It has been created with the goal to analyze thematic subgenres and literary currents that were represented in numerous novels in the nineteenth century by means of computational text categorization methods. To categorize the texts, statistical classification and a family resemblance analysis relying on network analysis are used with the aim to examine how the subgenres, which are understood as communicative, conventional phenomena, can be captured on the stylistic, textual level of the novels that participate in them.
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology.
This book explores the social significance of letter writing. Letter writing is one of the most pervasive literate activities in human societies, crossing formal and informal contexts. Letters are a common text type, appearing in a wide variety of forms in most domains of life. More broadly, the importance of letter writing can be seen in that the phenomenon has been widespread historically, being one of earliest forms of writing, and a wide range of contemporary genres have their roots in letters. The writing of a letter is embedded in a particular social situation, and like all other types of literacy objects and events, the activity gains its meaning and significance from being situated in cultural beliefs, values, and practices. This book brings together anthropologists, historians, educators and other social scientists, providing a range of case studies that explore aspects of the socially situated nature of letter writing.
This book examines genres as instances of social processes, enacting a range of important institutional practices, hence also shaping people's subjectivities. Genres represent purposive and staged ways of building means in a culture. The book's particular claim to originality is that, using systemic functional grammar, it demonstrates how given genres build or enact social practice, how educational setting provide contexts in which some apprenticeship into such genres occurs, and how theorizing about such matters helps build a theory of social action, revealing how powerful is the systemic functional analysis in addressing questions concerning the social construction of reality. The discussion is built around extensive analysis of instances of texts collected in a number of worksites and school settings. While most are instances of written genres, some are spoken, most notably the chapter that is devoted to the discussion of the spoken classroom texts in which the teaching and learning of the written genres take place.
Rev. ed. of: The Princeton encyclopedia of poetry and poetics / Alex Preminger and T.V.F. Brogan, co-editors; Frank J. Warnke, O.B. Hardison, Jr., and Earl Miner, associate editors. 1993.
Exploring the relationship between theory and practice in Systemic Functional Linguistics (SFL), this volume offers a state-of-the-art overview of Appliable Linguistics. Featuring both internationally-renowned scholars and rising stars from Argentina, Australia, Austria, Brazil, Chile, Denmark, Indonesia, New Zealand, Singapore and the USA, Appliable Linguistics and Social Semiotics examines the theoretical insights, questions, and developments that have emerged from the application of Systemic Functional theory to a range of fields. Beyond simply reporting on the application of SFL to particular sites of communication, both linguistic and semiotic, this volume demonstrates how SFL has critiqued, developed and transformed theory and practice and foregrounds the implications of application for Systemic Functional theory itself. Covering established fields for application, such as education, medicine and media, to relatively uncharted areas, such as software design and extremist propaganda, this volume provides an overview of recent linguistic and semiotic innovations informed by SFL and examines the advances that have been made from many years of productive dialogue between theory and practice.
This volume contributes to the fields of lyric poetry and poetics (especially poetic form), aesthetics, and German literature by intervening in debates on the social functions, cognitive and emotional effects, and the value of poetry. It builds on, and moves beyond, previous theories of rhythm to tie meter more particularly to the specificities of poetic language in blending of embodied responses, cultural situations, and linguistic particularities. The book examines the German-language tradition across three centuries, arguing that the interdisciplinarity and richness of metrical theory and practice emerge in the heterogeneity of poetry and its defenders in their specific historical moments. Focusing on Friedrich Gottlieb Klopstock, Friedrich Nietzsche, and Durs Grünbein, the book contextualizes each in the metrical and aesthetic debates of his epoch, showing how questions of meter are linked with overarching poetic goals such as the relationship between form and meaning, the adaptation of the Classical past for German literature, and the ways poetry's sounds work in the body. It argues that Klopstock's, Nietzsche's, and Grünbein's metrical theory and practice offer valuable insights for thinking about the ways poetry works and why it matters.
This collection is a comprehensive resource on conducting research in applied linguistics involving written genres that is distinctive in its coverage of a multiplicity of interdisciplinary perspectives. The volume explores the central approaches, methodologies, analyses, and tools used in conducting genre-based research, extending the traditional focus on a single framework for defining genres by explicating the major approaches that have been invoked in applied linguistics. Chapters address a mix of commonly used methodologies (e.g., case studies, ethnographic approaches), types of analyses (e.g., metadiscourse, rhetorical move-step analysis, multidimensional analysis, lexical bundles and phrase frames, CALF measures, multimodal analysis), and studies that focus on other areas of second language (L2) teaching and learning (e.g., multilingualism, the Teaching and Learning Cycle). Taken together, the volume provides a theoretically and methodologically diverse introduction to foundational topics in genre-related research, supported by detailed discussions of the challenges and practical considerations to take into account when conducting research involving written genres. This book is a valuable resource for graduate students, faculty, and researchers in applied linguistics, particularly those working in second language acquisition, L2 writing, and genre theory and pedagogy. Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.