Analysis Of Literary Texts Research Articles

Tāmnieku dialekta savdabība kā Kurzemes reģionālā diskursa zīme mūsdienu latviešu bērnu literatūrā: Arnolda Auziņa un Ulda Ausekļa dzejas piemērs

The article focuses on the study of one of the identifiers of regional literature – the use of local language. The goal of the article is to establish and interpret the nuances and meaning of the use of the Livonian dialect in the poetry of two popular authors of modern Latvian children’s literature – Uldis Auseklis (1941) and Arnolds Auziņš (1931). The analysis of literary texts is based on the work (opinions on idioms, dialects and the use of their features in fiction) of several researchers of regional culture – Keith David Malcolm Snell, Anna Mlekodaj –, and Latvian scholars – Kārlis Mīlenbahs, Marta Rudzīte, Ieva Ozola, Alberts Sarkanis, Dace Strelēvica-Ošiņa and others. The examples of Auseklis’s and Auziņš’s poetry analyzed in the study reveal that in modern Latvian children’s literature, specificially in poetry, dialects are one of the sources of language enrichment and that poets use them consciously and skillfully. Both poets demonstrate a convincing sense of the peculiarities of the Livonian dialect, however, the use of the dialect is influenced by the knowledge of the authors: if the dialect is the language of the author’s native region, then the texts written in it are more numerous and reveal the distinctiveness of the dialect in a more nuanced way. The lexicon characteristic of Livonian dialect – regional words, ethnographic names, also individual expressions, various phonetic peculiarities (loss of sounds, insertions, rearrangements, etc.) and word forms different from the literary language (use of the masculine gender instead of the feminine gender, verb form invariance regardless of person and number, etc.) – is used in modern Latvian children’s poetry most often. In the poems by Auziņš and Auseklis, the use of dialect is dominated by a respectful attitude. Humour in the analyzed texts does not mock the dialect or its speakers, the analyzed texts demonstrate the recognition that the regional language can be perceived as an important part of the national language, not as its opposition. The study shows that the use of the regional language in modern Latvian children's books simultaneously preserves the peculiarities of the dialect and gives them a new life because the unusual expressiveness makes them attractive to the reader and can promote the use of the dialect. Also, the texts written in such idioms can become an important source for the research of linguists, literature and culture scholars, and educational scientists.

AN ECOFEMINIST READING OF THE TURKISH TRANSLATION OF A MIDSUMMER NIGHT'S DREAM

This study aims to analyse the Turkish translation of William Shakespeare’s A Midsummer Night’s Dream with an ecofeminist point of view. Ecofeminism argues that feminist efforts and struggles just like nature are challenged by the patriarchal system, for that reason this male-dominated system can be seen as a threatening factor over both women and nature. The ecofeminist approach to analyses of literary texts can be tracked among the most recent studies that have been carried out latter-day. And taking ecofeminism in terms of translation studies, specifically from the point of women’s moving through different types of space constitutes the essence of this study. In this respect, the worlds of humans and their splitting as men and women, as society and nature, and as suppression and freedom in the play and their Turkish translations are studied in the study with special emphasis on the translator’s word choices. The Turkish translation of the acts adds to the ecofeminist understanding of the play by having an almost impeccable language as Shakespeare’s.

Filio-parental violence analyzed through the Spanish press (2010-2020). Child-to-parent violence: A case of family violence.

Violence exercised by children against their parents has increased significantly, affecting society both directly and indirectly. This type of violence is one of the least investigated and least exposed by the media. The aim of this work is to examine how the media have portrayed this problem, by means of a qualitative methodology and a multidimensional analysis of journalistic and literary texts. News related to violence committed by children against parents published from 2010 to 2020 were sourced from the following Spanish newspapers: El País, ABC, El Día, El Mundo, La Vanguardia, El Periódico, La Provincia, Canarias 7, 20 Minutos, and Diario de Avisos. The text corpus was subsequently analyzed with the open access software IRaMuTeQ. The results show a total of 204232 words (number of occurrences), of which 4561 appear only once (number of hapaxes). The words "violence," "father," and "son" are those that appear most frequently in the analysis of the texts and present a strong co-occurrence among them. It should be noted that child-to-parent violence is described as a problem confined to the family environment. The importance of prevention strategies against violence within the family context is shown in this paper.

Networking Print in Shakespeare’s England: Influence, Agency, and Revolutionary Change

Networking Print in Shakespeare’s England: Influence, Agency, and Revolutionary Change

Polemics, Literature, and Knowledge in Eighteenth-Century Mexico: A New World for the Republic of Letters

Polemics, Literature, and Knowledge in Eighteenth-Century Mexico: A New World for the Republic of Letters

PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION

What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).

THE CHALLENGES OF TEACHING NATIVE AMERICAN LITERATURE AS PART OF THE NINETEENTH CENTURY AMERICAN LITERATURE COURSE

This paper focuses on the challenges of including Native American literature in the course on nineteenth century American literature. Survey literature courses often feature canonical works and exclude minority or contrarian voices. My literature survey course includes the creation stories of four Native American tribes originating from different parts of the U.S., together with the works of contemporary Native American writers reflecting on the pre-colonisation and colonisation periods of American history. The process of teaching the course foregrounded the tensions between the dominant white settler mentality and the political and social marginality of Native Americans, making my students aware of the importance of multivalent analyses of literary and historical texts. Throughout the course, we discussed prevalent stereotypes about Native Americans in American literature. The experience of teaching this course leads me to the conclusion that it is important to discuss various marginalised voices in the survey courses on nineteenth century American literature. These texts reflect themes related to race, gender, religion, and ownership of land that go beyond literature to include social, political and historical issues, helping our students develop a better understanding of American culture.

‘As the title implies’: How readers talk about titles in Amazon book reviews

Most stylistic analyses of literary texts begin with the text proper, largely ignoring the paratextual elements that precede it. The extent of this lacuna within stylistics is so great that a search through the back catalogue of Language and Literature, stylistics’ flagship journal, returns no results for contributions whose titles contain the terms ‘title’ or ‘paratext’. In what follows we underline the implications of this neglect through findings which point to the import of titles for readers’ interpretive processes. Drawing on our analysis of a 58-million-word corpus of book reviews from the online retailer Amazon.com, the research reported on here provides evidence for what many theorists have claimed but for which they have often provided no empirical support, namely, that titles contribute to the establishment of reader expectations about a text.

Комплексний аналіз художнього тексту в методичній підготовці майбутніх учителів-словесників

The article is dedicated to the current issue of the methodical preparation of future language and literature teachers capable of implementing text-centered and integrated approaches to teaching Ukrainian language and literature in modern secondary education institutions. One of the means of implementing these approaches is the analysis of literary text, particularly the text of lyrical works, which is the most challenging for students to perceive and understand. Carrying out tasks in contemporary language and literature education requires the future high-level language and literature teacher to possess not only linguistic and literary analytical skills but also the ability to select optimal methodical techniques for working with texts during Ukrainian language and literature lessons, i.e., conducting methodical analysis of texts as type of professional activity. The study explores the essence of complex (integrated) philological and methodical analysis of lyrical texts, defines its approximate scheme and stages of implementation, justifies the place and significance of such analysis in the process of forming subject-methodical competence of future language and literature teachers. The authors consider the subject-methodical competence of language and literature teachers as a comprehensive ability to apply a system of scientific philological and methodical knowledge, skills, communicative abilities, judgments and convictions directed at their effective application in the field of language and literature education. The ability to conduct complex philological-methodical analysis of lyrical texts is considered as an essential characteristic of the subject-methodical competence of a language and literature teacher.

ЯЗЫКОВАЯ РЕПРЕЗЕНТАЦИЯ ПАРИЖА В ТВОРЧЕСТВЕ ЖАКА ПРЕВЕРА

Paris is one of the cities where French writers of various eras are most willing to place the action of their works. The article is focused on the depiction of Paris in the works of Jacques Prévert (1900–1977), a famous French poet and screenwriter born in Neuilly-sur-Seine near Paris and who spent most of his life in the capital. So it seems logical that the city stands separate in his works. The purpose of the article is to analyze the main linguistic means of representation of Paris in Prévert’s poetic and prose texts. The main method of research is linguostylistic and linguoculturological analysis of an authentic literary text. The material for the analysis was selected from the collections “Choses et autres” (“Things and others”, 1972), “Grand Bal du Printemps” (“Great Spring Ball”, 1951), “Histoires et d’autres histoires” (“Stories and more stories”, 1946). Based on the results of the study, a conclusion is made about the specifics of the image of Paris in Prévert’s works, the main linguistic means used in the representation of the city are specified, and prospects for further research in the area are outlined.

Enseñando a Sentir. Repertorios éticos en la ficción infantil. [Teaching How to Feel. Ethical Repertoires in Children’s Fiction.] by Macarena García González

Enseñando a Sentir. Repertorios éticos en la ficción infantil. [Teaching How to Feel. Ethical Repertoires in Children’s Fiction.] by Macarena García González Agustina Palenque ENSEÑANDO A SENTIR. Repertorios éticos en la ficción infantil. [TEACHING HOW TO FEEL. Ethical Repertoires in Children’s Fiction.] By Macarena García González.1 Ediciones / Metales Pesados, 2021, 182 pages. ISBN: 978-956-6048-46-6 ________ Teaching How to Feel: Ethical Repertoires in Children’s Fiction (2021) is a book that challenges. It challenges the premise of children’s literature as “useful” to teach about emotions as it challenges adults’ hopes for literature as a way to raise more empathetic people (9). Macarena García González approaches the widely spread discourses about emotions from an innovative perspective. In her work, emotions are analyzed as part of social relationships instead of individual responses that need to be understood and managed. Moving beyond the discussion between aesthetic or pedagogical purposes in the field, she proposes a rather original angle: “We return again and again to the question of the uses of fiction to think about the emotional and affective dimensions that are also ethical and political”(24).2 The book is structured into eight chapters that focus on the emotional dimension of texts for children from different points of view. Some of these offer critical analyses of literary texts, and others share research experiences of reading responses with children. “The Rise of Picture Books and Socio-Emotional Education” reflects on the growing production of picturebooks and the agendas of socio-emotional education for early childhood in public discourses. The author dialogues with the contributions of sociology of emotions to reflect on a specific trend of picturebooks. She observes that these narratives may work as accomplices of a pedagogy of emotions that tends to “discipline” feelings in the pursuit of a certain idea of happiness. “Politics of Emotions in Inside-Out” examines Pixar’s movie as a good example of how certain psychological traditions shape popular narratives of emotional culture (42). García González reflects on the way this text may be read as an example of the “imperative of happiness” as an individual achievement. “Emotions on the Edge: Taboo Subjects and Adult Anxieties” presents an empirical study of children and books. The author analyzes how certain “edgy” topics are discussed with young audiences. This chapter offers important reflections about adult interventions in these mediated situations. “Imagining Migration: Narratives of Hospitality” deals with a frequent theme in current children’s literature. García Gonzalez shares [End Page 70] reflections from the analysis of a corpus of texts that deal with the subject of migration in general and international adoption in particular—the subject of her doctoral thesis. The author warns that in many cases, these texts approach complex issues in a simplistic way, telling singular stories of people who migrate and mobilize the help of the locals: “The operation of these stories is to leave out of our knowledge something that would seem harmful for us to know: global injustice” (84). “Necropolitics in The Isle and The Mediterranean” builds on the theme of the previous chapter with Achille Mbembe’s concept of necropolitics. García González analyzes here two works by Armin Greder, which highlight the brutality with which certain populations are left to die. “The Problem with Narratives of Empowerment for Girls” problematizes certain books for children aligned with mainstream “girl power” discourses. According to the author, the problem with these narratives is that they suggest a simplistic idea of individual empowerment. From an intersectional perspective, the author wonders: “Can a text be feminist and, at the same time, reproduce colonial imaginaries? I am afraid that a merely post-feminist text that embodies ideas of achievement and overcoming, or an approach to liberal feminism with the slogan for gender equality does not involve rethinking how dominations are produced, and how some lives develop more precariously than others” (121).3 “Narrating the Silences of the Dictatorship” studies the way the Chilean dictatorship is presented in books for children. The author analyzes several texts to understand how both references and silences work to express the intensity of...

КУЛЬТУРНЫЕ ЛАНДШАФТЫ ПРИКАМЬЯ И УРАЛА (ПО МАТЕРИАЛАМ КНИГИ В.И. НЕМИРОВИЧА-ДАНЧЕНКО «КАМА И УРАЛ») 

The geographical potential of Russian literature, which consists in creating figurative descriptions of localities, is poorly used for the purposes of tourism development. This is partly due to the fact that the method of complex geographical analysis of literary texts is developed by specialists in the field of humanitarian geography. This article provides an example of such an analysis and considers the book by V.I. Nemirovich-Danchenko The Kama and the Urals in four aspects: 1) literary and geographical context of the journey described, which involves a review of the main texts including a description of routes to the Urals and basic information about the region; 2) the concept of the cultural landscape, which makes it possible to distinguish the internal boundaries of the territory and the stages of the journey; 3) geographical images of the four stages; 4) artistic techniques (color, smell, sound) that create a dynamic description of the landscape. The paper shows that Nemirovich-Danchenko’s essays reflect the structural components of various cultural landscapes of the Kama region (Prikamye) and the Urals. The book created geographical images that were further developed by writers of the 20th -21st centuries. The four stages of the route taken by Nemirovich-Danchenko at the end of the 19th century constitute the framework of currently offered cruise, active, cultural and educational tourist routes. The studied book is a valuable source of figurative descriptions that can be used for identifying new attractions, creating routes, filling existing routes with new implications, writing guide texts, and creating excursion texts. The materials of the article can be used to create an atlas-reference book Literary Travels Around Russia, designed to describe the most important literary travels to the Russian North, South, the Urals, and Siberia.

Basic Reporting Verbs as Markers of the Author’s Idiostlyle

This article reveals the peculiarities of idiostyles referring to works by nineteenth-century classical Russian writers (F. M. Dostoevsky, L. N. Tolstoy, A. P. Chekhov, and I. S. Turgenev). Based on intertext and inter-style statistical comparison, the author aims to reveal lexical compatibility and some individual particularities of using some frequent reporting verbs in literary texts belonging to the same period. The research is methodologically based on the ideographic approach to literary text analysis which takes into consideration internal correlations existing between lexical paradigmatics and syntagmatics. Lexical bigrams (pairs of words used in one phrase context) are taken as a unit of comparative lexicostatistical and contextological analysis. Word combinations of this type are used by the same writer in different texts, though they are not found in works by the other authors. The only obligatory element of a lexical bigram is a word which is often used by all the writers in question as it reveals the specific patterns of an author’s work with the same language material (such reporting verbs as сказать (‘say’), спросить (‘ask’), ответить (‘answer’), заметить (‘note’) are very representative for this purpose). So-called “idiostylistic markers” most frequently used to describe the moment of speech are identified for each writer in question. The author draws conclusions about the individual specificity of these stylistic patterns. Author-specific lexical compatibility shows that in the contexts of the verbs in question with lexical bigrams extracted from novels by L. N. Tolstoy, the use of the verb отвечать (‘answer’) prevails and involves an expression of emotions. The verb замечать (‘note’) which is frequently used in novels by F. M. Dostoevsky, reveals psychological perceptional particularities of speech of the other. The author argues that the use of the verb говорить (‘say’) for introducing direct speech is typical of А. P. Chekhov’s idiostyle where it is syntactically combined with adverbial participles denoting various nonspeech actions drawing the reader’s attention to a particular detail. The verb промолвить (‘utter’) is specific for I. S. Turgenev’s idiostyle and reveals implicit but semantically important correlations existing between the concepts of speech, thought, and motion.

TONİ MORRİSON’UN “RECİTATİF” İSİMLİ ÖYKÜSÜNDE İNİSİASYON, IRK İLİŞKİLERİ VE ÖTEKİLİK

The moments of change marking transformation from childhood to adulthood, from innocence to experience and gaining knowledge about the self and the world in general have been seen as of significance across cultures. Correspondingly, literature, art in general, has engaged closely with this ritualistic, threshold experience. Foregrounding a moment of change and centering its plot around at least one young adolescent or child, initiation stories, or more commonly known as stories of coming of age, narrativize the theme of growing up or at least one, major character’s realization of a truth about him/herself as well as the life and the world condition. Despite the prevalence of initiation theme in literature and the significant attempts made by literary studies scholars to theorize what constitutes an initiation story especially until a few decades ago, more recent scholarship, Anglophone literary studies at least, has dealt less considerably with initiation as a frame of reference in the analysis and interpretation of literary texts. The present study reconsiders the theme of initiation in literature through Toni Morrison’s “Recitatif” and examines how the short story deviates from the patterns of traditional initiation stories. It is argued that Morrison interestingly brings together the issue of initiation with concepts such as race relations and otherness, which calls for a more dynamic, relational and intersubjective understanding of the term.

Critical Analysis of Zoomorphism Narrative Language Technique: Little Bird Motha's attributes in the Characters of Moth Smoke by Mohsin Hamid

Zoomorphism is the literary Greek language term used for animal characteristics in people, divine creatures, and lifeless things that are not animals but act like animals. This research paper deeply analyzes the text of "Moth Smoke" which is written by Mohsin Hamid. The present research aims to explore how Zoomorphistic interpretations are created in literary content. The study uncovered the secret nature which is hidden in the habits, manners, and attitudes of the characters which whom they work in the story. The complete text of Mohsin Hamid's novel, "Moth Smoke" (MS), is the primary data analysis source. The researchers investigated the flying little bird Moth's attributes which exist in the various characters of the novel as applied to "humanized" animals. The present study presumes that the zoomorphism strategy can work as an analytical tool in the linguistics analysis of literary text which also can work as a useful systematic analytical tool for the consideration of a scholarly text of the novel's characters in Moth Smoke with the instinct of Moth.

ІНТЕРПРЕТАТИВНІ СТРАТЕГІЇ СУЧАСНОЇ ПРОЗИ В КОНТЕКСТІ ЛІТЕРАТУРОЗНАВЧОЇ АНТРОПОЛОГІЇ

The aim of the research is to consider the interpretive strategies with respect to modern prose in the context of critical anthropology, which, on the one hand, unveils mentality of modern person, and on the other hand, influences its formation. This article identifies the theoretical foundations of interpretive strategies in anthropological criticism. The theoretical framework of the research is grounded on the ideas advanced by T. Boellstorff, A. Brandel, O. Halchuk, O. Haleta, V. Iser, M. P. Markowski, O. Polishchuk, N. Rapport, E. Wiles, B. Williams and other scholars. Research methods include anthropology, hermeneutics, and theoretical analysis of their basic notions. The academic novelty is in new emphasis on considering interpretive strategies of modern prose in terms of anthropological criticism. The interpretive strategies are viewed as an aspect that emphasizes the specificity of modern person’s way of thinking its direction. Modern person’s imaginative way of thinking is gradually balanced in life by abstract and conceptual framings. The study of interpretive strategies in terms of critical anthropology helps to solve two tasks: to find out how the non-academic community regards the image of oneself as a person of today, and to highlight the mechanisms and specificity of figurative thinking that manifests itself through involvement into art either as author or as recipient. It affects personal disposition as well as self-identification. Reader’s text interpretation procedure includes the processes of text creation as well as the reader’s inscription in the text itself. Besides, the process of text interpretation throughout the reading determines the production of long-term reader’s self-reflection. Nowadays literary anthropology and criticism makes it possible to consider author, recipient, and critic as cultural actants of the literary field. It also makes it possible to trace the way the image of modern person is revealed in literary text, and what are the mechanisms and strategies that create this image of the reader. Thus, the aesthetic parameters of the reception of the literary work are inscribed in the reader that influence the scope of interpretation and, accordingly, the personal growth of the recipient as it is revealed in the text. Conclusion. Interpretive strategies are recognized as a variety of textual devices along with narrative and receptive ones. Modern prose, positioned as belonging to post-non-classical literature, in contrast to classical and non-classical ones, are able to implement not one, but several different strategies focused on different types of perception. Interpretive strategies inscribed in modern texts reflect the specifics of Homo digitalis as well as virtual environment. The study of the “virtuality” of modern prose is effective in applying the methods of literary anthropology. Its interests are gradually shifting from a supporting function in the study of person by cultural and social anthropology to the analysis of literary text relying on the achievements of anthropological criticism for verifying and revealing the specifics of literary creativity and the activity of actants in the diverse literary writings.

The Specter of the Pandemic: Politics and Poetics of Cholera in 19th-Century Literature--An Introduction

In the nineteenth century, cholera made a deep impression on the collective memory of entire generations. As a human-medical borderline experience, it was a scientific driving force, a political destabilizing factor, and a challenge to poetics. At the interface of literary studies and medical history and by using nineteenth-century literary texts from North American, British, and German authors as examples, this transnational study shows for the first time comprehensively, that despite a supposed “impossibility of narration”, the traumatic pandemic experience of cholera found its way into contemporary literature, particularly in the model of the specter. Through culturally and historically framed textual analyses of literary texts by Edgar Allan Poe, Mark Twain, George Eliot, H.G. Wells, Heinrich Heine, Ricarda Huch, and others as well as a variety of contemporary life writing documents, the study explores the multifarious intersections of lifeworld and literature. Within the methodological and theoretical framework of the Medical Humanities and Gothic Studies, it thus reveals genuine strategies for making the unspeakable speakable. By the use of epi- and pandemic experience as an example of a state of emergency, the study shows how closely scientific, political, social, and cultural discourses are interwoven, how they influence each other, and what role art and literature play in these processes of exchange. The Spectre of the Pandemic thus raises awareness of the interdependence of most diverse knowledge formations and is a plea for inter- and transdisciplinary thinking and research, especially in times of crisis. The present excerpt is a translated, abridged and slightly adapted version of the introduction of the study Das Gespenst der Pandemie: Politik und Poetik der Cholera in der Literatur des 19. Jahrhunderts, originally published by frommann-holzboog publishing house.

Mediating Non-Persons: On Daniel Heller-Roazen’s Absentees

Daniel Heller-Roazen’s Absentees: On Variously Missing Persons (2021) develops a general theory of the “nonperson” through critical and philological analysis of legal, theological, and literary texts. This review-essay engages with Heller-Roazen’s arguments firstly by considering how social and political constructions of personhood and nonpersonhood have been mediated by processes and artifacts that are historically and culturally specific. Acknowledging the specificity of such forms is, the essay argues, of crucial importance if we are to understand historical and cultural differences in the allocation of both personhood and nonpersonhood. In its final part, the essay turns from historical specifics to the somewhat more abstract question of future persons, in order to consider how Heller-Roazen’s theorization of nonpersonhood might inform contemporary debates about the ethical claim of future generations to the attention and care of present societies.

Intertextuality and Autointertextuality as a Means of Conceptualization of the Author’s World Perception

Postmodern writings stand out with vivid intertextuality. To study postmodern literary texts ignoring intertextual ties or intertexts would mean to do a vain study. In the given article it is suggested to carry out conceptual analysis of literary texts from the perspectives of intertextuality and autointertextuality. As an example can serve the conceptual analysis of the concept ‘’smile’’ in J.Fowles’ novel ‘’The Magus’’. J.Fowles is an outstanding British writer whose writings have deep psychological and philosophical ideology which can have a great impact on different generations. He touches upon such issues as ‘’love’’, ‘’freedom’’, ‘’ death’’, ‘’isolation’’ and so on. Freedom is reflected nearly in all his writings from various aspects. The novel ‘’The Magus’’ is no exception. The conceptual analysis on this novel will help the investigator to study J. Fowles’ unique individual perception of the world The conceptual analysis of the concept ‘’smile’’ is essential first of all in the sense that only due to the profound understanding of this concept in the novel ‘’The Magus’’ the reader will be able to decode the message of the novel completely. Actually the key concept of ‘’The Magus’’ is ‘’freedom’’. However, only deep understanding of the concept ‘’smile’’ will allow the reader to perceive the ‘’freedom’’. The study reveals that according to J. Fowles in order to be truly free man should ‘’learn to smile’’, but in a specific sense, they should have a smile that is full of good metaphysical good humour like in a dramatic irony, which itself is a manifestation of freedom.

Are Computational Literary Studies Structuralist?

In this contribution we discuss what we call the “digital humanities-as-structuralism” narrative for the case of computational literary studies. To better understand the entailed criticism, we start with some background for the non-computational aspects in this narrative. First, we single out major criticisms against structuralism. We then introduce a general and theory-independent model of literary text analysis and discuss hypothesis development and justification in literary studies. This builds the ground for our analysis of structuralism criticisms in computational literary studies. In our discussion of the “digital humanities-as-structuralism” narrative, we examine the use of computational methods for the exploration and confirmation of interpretation hypotheses and its potential relation to structuralist issues. We argue that the “digital humanities-as-structuralism” narrative may be productive where it cautions against reductionist approaches, but it is not appropriate for describing exploratory or partial approaches and the presentation of their findings. There, the computational approaches should rather be seen as enabling connectivity and fostering the joint endeavor of understanding.