Fictional Dialogue Research Articles

“Getting the Tip of the Pen on the Paper”: How the Spectrum of Teaching Styles Narrows the Gap Between the Hope and the Happening

Purpose: In response to the limitations with what has been termed a “traditional” Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the “happening” of teacher’s implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the “how” or micropedagogies to close the gap between the “hope” and the “happening.” Conclusion: This conversation is timely considering reservations about the successfulness of “second-generation” MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations.

On the use of manipulative techniques in Еnglish literary discourse

Manipulation is inherently incentive, aimed at exerting covert influence and inducing the recipient to the actions necessary for the manipulator. Such control is, first of all, the control of the mind, i.e. the beliefs of the recipients, and indirect control of their actions, with their beliefs being manipulated. This paper explores pragmatics of manipulative techniques in English literary discourse. Manipulation happens in implicit communication. Reading between the lines and explicating the implications of a text has become a primary focus in literary analysis. The analysis of linguistic material is carried out by means of discourse approach and pragmalinguistic method of research. The relevance of this study is determined by the need to cover all forms of interpersonal manipulation in fictional dialogue: deception, pressuring, and exploiting emotional vulnerability or character defects. The analysis showed that exploiting emotional vulnerability occurs much more frequently in fictional dialogue than other forms of manipulation. The investigation has focused on manipulative techniques as closely related to narrative irony. In a short story or a novel, narrative irony serves as scaffolding for using manipulation, viz. for creating the situation favourable for accomplishing the manipulators scheme.

Nietzsche on Aesthetic Education: A Fictional Narrative

Abstract Drawing from Nietzsche, I explore the topic of aesthetic education. Even though Nietzsche never formally uses the term “aesthetic education” in his works, this is a novel initiative of my own doing based on what I think he would have to say on the topic. Just as Nietzsche adopted his own experimental approach or style, in a sense, my intention is to experiment with a narrative, which takes the form of a fictional dialogue between Nietzsche and a student. To make sense of what Nietzsche has to say on the topic, I examine certain aspects of his thought as they relate to art, aesthetics, creative activity, creativity, the important role of Bildung (self-cultivation), and other associated areas of interest. This essay critically discusses and analyzes the narrative in relation to Nietzsche's appropriation of the mythical figure of Dionysus, as well as the tragic wisdom it is supposed to incarnate. As such, I argue that Dionysian wisdom is an exposition of the paradoxical characteristics of the creative life that has significant ramifications for aesthetic education.

THE INTERPRETATION OF SIGNS ON PROJECTION ART OF VEIL OF AN ARTIST AND A FICTIONAL DIALOGUE

The form of communication of new media art serves as a vital link between the world of art and the society. The scenario for the advancements of new media art in our country is inadequate in respect of the intellectualism aspects of studies and the knowledge of projection art. As part of this study, projection art in Malaysia will be analysed to see how artists employ technology and visual art semiotics to convey their ideas to audiences effectively. This paper discusses the projection artworks produced by Hasnul Jamal Saidon titled Veil of an Artist and A Fictional Dialogue. The semiotics approaches which involve in constructing the content analysis semiology and in-depth interviews were utilised to analyse the projection artwork by Hasnul Jamal Saidon. Furthermore, this study aims to discover the value of message that embedded in the projection artworks of Hasnul as well as to interpret the signs and meanings included in each piece of art. According to the research, projection artwork of Hasnul demonstrates the new media and its always changing, intricate ways in which individuals express and interpret in different perspective of the value of the subject, and ideologies of nature, as well as social morality, and conventional standards. Study finding shows that artworks may effectively transmit the intended messages of the artist as well as themes and issues that they addressed regardless of the date or place in which they were produced.

Digging Holes and Building Walls: Spatial Imaginations of the Law in Stories by Franz Kafka and Rachel Shihor

Abstract Stories shape our thinking about legal relationships and the challenges of law. This paper is interested in the ways, in which spatial constellations are imagined in connection with the law. It analyzes selected stories by Franz Kafka and Rachel Shihor alongside each other. Legal themes permeate these stories. Their fictive dialogue brings forth contrasting imaginations of community, universalism, and human limitations. Starting with their variations on the Tower of Babel story, the paper then discusses Kafka’s “The Great Wall of China”, “Before the Law”, and “The Burrow”, as well as Shihor’s “The Bridge”, “The Bus”, “The Door”, and “Questions”. These stories illuminate Kafka’s and Shihor’s rich, narrative vocabulary of spatial imaginations of the law, and the fruitful contrast of their perspectives.

See finish! Scunnered!! A vernacular critique of hierarchies of knowledge in marketing

Our paper presents a critique of how a totalising consumer voice predominates, as does a globalised marketing knowledge. We argue that it is time to release ideas from the marginalised, the unhinged and the peripheral. We feature a fictional dialogue between two characters using vernacular language: Ọmọ Naija, a Pidgin-speaking Yorùbá woman from Nigeria, and Rab, a Glasgow Patter-speaking man from Scotland. The conversation traverses two important areas of critique regarding hierarchies of knowledge in marketing: (1) decolonisation and (2) marginalisation of the vernacular. Our characters draw upon ancient and contemporary thinkers, writers and cultural icons to substantiate their critiques. Our analysis foregrounds how hierarchies of knowledge in marketing serve academic imperialism, an untranslatability of vernacular life and ignore the terroir of everyday existences.

The Functions of Conversational Elements in Fictional Dialogue (Based on the Works of R. Senchin)

The Functions of Conversational Elements in Fictional Dialogue (Based on the Works of R. Senchin)

Annotation Guideline No. 7 (revised): Guidelines for annotation of narrative structure

Analysis of narrative structure can be said to answer the question “Who tells what, and how?”. The key part of our annotation scheme is related to the “who?”, and to this end we distinguish between narration and fictional dialogue. Furthermore, with respect to the latter we keep track of turns, lines, identities of speakers and addressees, and speech-framing constructions, which provide the narrator’s cues about the circumstances of the speech. We also annotate voice, that is, whether the narrator is ever present in the story or not. Our annotation of the “what?” includes embeddings of narrative transmission levels to capture stories in stories, and embeddings of fictional dialogue to capture characters quoting other characters. Our annotation of the “how?” includes focalization, that is, the perspective from which the narrative is seen and how much information the narrator has access to.

Crisis and Language in Ray Bradbury’s The Last Night of the World

Abstract Language use in social crisis situations is usually described as being highly ideological, and it exhibits features of affect involving the use of negative evaluation of the perceived social enemies. The present study aims to explore the characters’ language use in Ray Bradbury’s short story entitled The Last Night of the World from a pragma-stylistic perspective. The fictional dialogue that takes place between the two protagonists creates and reflects the dynamics between them, where the unspeakable is only inferred rather than communicated. The analysis reveals special features of verbal communication in a crisis situation, especially focusing on the lexical and morphosyntactic properties, as well as on the verbal interaction and cooperation between the characters revealing their alignment. The results of the analysis prove that the verbal and non-verbal communication between the protagonists do not show the features described in crisis communication; therefore, the text of the story can be interpreted as subverting the generic language use in a critical situation.

Disputes in a Pre-Service Mathematics Teachers’ Programme: An (Im)Possible Narrative

Background: The curricula of the undergraduate programmes for pre-service mathematics teachers’ education have been debated (and disputed) in Brazilian academic communities over the past decades. Objectives: To investigate actions and disputes among mathematicians and mathematics educators which took place during the curricular changes and creation of the night undergraduate programme for pre-service mathematics teachers’ education at UFRJ. Design: Fictional dialogues were built to present and analyse data from individual interviews. Setting and Participants: Interviews were conducted with seven lecturers, five retired and two in office, who have played central roles in the institution or in designing curricula for the programme. Data collection and analysis: Data analysis and production were conducted through the re-storying methodology. Results: The dialogues indicate that the modification in the priorities of the group of Mathematics Education teachers at the IM-UFRJ moved the faculty away from the discussions that culminated in the curricular changes of 2001 and 2008, either from the understanding of what the laws and resolutions said, or in internal spaces for debate, such as the Fundão Project. Conclusions: Our analysis indicates that disputes take place in a landscape that transcends teachers’ education and reaches more complex political and epistemic terrains, partially related to tensions between mathematics and mathematics education, but that cannot be reduced to this binarism.

Spinning Solitude: Coronavirus and the Philosopher.

This fictionalized script (fictional dialogue between Coronavirus and the Philosopher) traces the contours of the conversation that seeks to fathom the crisis unleashed by the outbreak and global spread of the coronavirus (COVID-19 pandemic) and the ensuing anxieties created in our current social living. The scenario of deepened isolation of the self from the other (social distancing and ‘stay-at-home’ or various lockdowns) is considered, and it is proposed (by the philosopher, I presume) that isolation, while an unavoidable requirement, does not mean it is some mental lassitude but rather may be seen as an enthusiastic concern toward recovering physical and mental wellbeing of the larger communities concerned to control the possible avenues of transmission of the contagion. The conversation meanders around the issue of quarantine, its attraction or otherwise, and who benefits from this restriction, its effects on one’s mental constitution, etc. Philosophers have been known to isolate themselves in other contexts and situations (Yājñavalkya and the Buddha withdrawing to the forest; the Jain mendicants crossing “the ford”; the Stoics withdrawing from society, Nietzsche’s retreating regularly to the sanatorium; Heidegger to the Black Forest; Kant’s unsocial sociability and Wittgenstein living lonesome lives, etc.) give us a taste of what is to come in the dialogue to resist the calamity of the coronavirus and its grim effects that engulf the entire humanity.

Emphatic Sentences: A Comparative-Translational Study of Formal-Functional Relations in English and Romanian

Emphasis, a well-acknowledged stylistic device, is a carrier of a considerable load of emotional content in the fictional dialogue. Its manifestation can take sundry forms and can be attached to a wide range of feelings and can take different degrees of intensity, all of which determines the creation of the atmosphere and impacts the reception by the readership. This paper reports on the investigation of the occurrence of emphasis embedded in the dialogic utterances of John Fowles’ novel Mantissa. The focus lies on the relation between the formal construction of emphatic sentences and the functional values deriving therefrom. The study entails a comparative analysis of emphatic utterances depicted from the English original text and its translation into Romanian. The three research questions refer to the comparative-contrastive realization of emphatic sentences in the two languages, to the extent to which the functional component succeeds in being transferred to the target language and to possible means of compensation when structural differences pose translational problems. The analysis is structured along a typology of sentences adapted to the nature of the text under scrutiny and to the aims of this study. The findings and conclusions ultimately indicate the importance of establishing a relation between form and function in matter of emphasis in the literary dialogue as an act of communication depending on linguistic devices for its effectiveness.

In-Between: Children as Performers

In January 2020, I spoke with Lucy-Lou Marino, Gold Ray Martin, and Todd Roosevelt Martin about their experiences as performers in “As deep as I could remember, as far as I could see”, a performance by Swedish-Palestinian artist Tarik Kiswanson for Performa 19 Biennial (New York, November 2019).The interview was conducted through a card game to encourage them to think, talk about, and reenact their participation in the performance.From the recordings of this “performative interview,” this video-article creates a fictional dialogue between the children performers, the artist, and the Martiniquan writer, poet, and philosopher Édouard Glissant, whose “Poetique de la Relation” is a major influence on Kiswanson’s artistic work.Immigration, exile, relation, poetry, identity, and language emerge from the crossing of voices, images, and writings captured in New York City at different times and contexts.

Theist–Atheist Encounters in Les Misérables, The Brothers Karamazov, and The Plague

Turning to the novels, Les Misérables, The Brothers Karamazov, and The Plague, this article focuses on theist–atheist encounters within fiction as guides and challenges to contemporary atheist–theist dialogue. It first provides a discussion of definitions pertinent to our topic and a reflection on the value and limitations of turning to fiction for the study and development of theist–atheist dialogue specifically, and interreligious dialogue more broadly. In examining each of the novels, I will first provide a very brief historical context of when each novel was written, the time and place the covered scenes transpire in the novel, and the authors’ positions toward religion(s) when writing their books. I will close the article on some lessons to glean from these fictional dialogues for contemporary theist–atheist dialogue.

Conversations with Galileo: A Fictional Dialogue Based on Biographical Facts

CONVERSATIONS WITH GALILEO: A Fictional Dialogue Based on Biographical Facts by William R. Shea. London, UK: Watkins Media, 2019. xi + 115 pages, including notes and further reading. Hardcover; $14.95. ISBN: 9781786782496. *Have you ever wanted to engage in an extended conversation with a famous person whose work and historical milieu you have studied carefully for many years? William R. Shea, one of the world's leading Galileo scholars, invites you to sit down, relax with a cup of coffee or a glass of wine, to engage in a conversation with Galileo. Conversations with Galileo: A Fictional Dialogue incorporates many of Galileo's own words taken from his works or letters. This slim book will allow you to experience how such a dialogue may have transpired. *Shea, a Canadian historian, was Galileo Professor of the History of Science at the University of Padua, Italy from 2003-2012, the very university where Galileo once taught. He has authored many books about Galileo and the Scientific Revolution. The latest, co-authored with Mariano Artigas, are Galileo in Rome: The Rise and Fall of a Troublesome Genius (2003) and Galileo Observed: Science and the Politics of Belief (2006). Conversations with Galileo is part of a series of books published by Watkins Media Ltd., offering conversations with luminaries such as JFK, Oscar Wilde, Casanova, Buddha, Charles Dickens and Isaac Newton. *First, a word about the format of Conversations with Galileo: A three-page introduction by Dava Sobel, author of Longitude (1995) and Galileo's Daughter (1999), is followed by a short (21-page) biography by Shea entitled "Galileo (1564-1642): His Life in Short." Then we are offered 13 chapters dealing with a vast range of topics. Each chapter then begins with Shea posing a leading personal question. These questions cover what, I suspect, most people would want to ask Galileo: questions about censorship, the earth as a planet, scientific failures, what do you take the Bible to say, relations with the Roman Catholic Church Congregation of the Holy Office, also known as the Roman Inquisition, and the Congregation of the Index, other church officials, and, perhaps a final question: what is your claim to fame? The Galileo I remember: the rebel, the seat-of-the-pants philosopher, the "heretic," the defender of the Copernican world-picture, and the creator of a "science of motion" (appearing in the last chapter, "His Claim to Fame") are all present. *So, what more would you want to ask? To me it was surprising to see what else Shea does in fact ask. There are conversations/chapters dealing with "Family Burdens," "Wine, Women and Song," "The Burdens of Teaching," "Moonlighting," "Mind your Horoscope," "The Plague," and "On Art and Literature." This is a Galileo with a human face, with human foibles, jealousies, amorous interests, financial pressures and responsibilities, work-load issues, social conventions, concerns about the plague and social distancing, and literary interests. These are subjects which are usually hidden or absent in many accounts of Galileo's exploits. For instance, we learn of Galileo the lutenist and of his musical family: his father Vincenzo, his brother Michelangelo (a court musician to the grand duke of Bavaria in Munich). We meet his children: his two daughters, Virginia and Livia, who both entered a convent, and his son Vincenzo who had no scientific interests. We also learn about Galileo's life as a student. At seventeen, Galileo attended the University of Pisa to study medicine and "natural philosophy" (science in our parlance). He attended lectures for four and one-half years without acquiring a degree (which was quite common at the time) but did develop his mathematical interests. These are only a few of the personal details in Galileo's life which Shea explores in this book. *All in all, this is a delightful and inviting book, carefully constructed, written in an engaging style, and easy to read. Don't let the poorly designed cover keep you from picking it up. This is a good read for anyone wanting to get a look behind the scenes and meet an illustrious natural philosopher as he lived his rich and complex life. *Reviewed by Arie Leegwater, Department of Chemistry and Biochemistry, Calvin University, Grand Rapids, MI 49456.

Dialogue vs. narrative in fiction

AbstractThis paper explores both comparable and translation data from the fiction part of the English-Norwegian Parallel Corpus (ENPC) in a new way. Rather than studying fiction as a unified register, we investigate to what extent fiction can be seen to contain (at least) two distinct registers – dialogue and narrative – and to what extent this may have implications for contrastive studies based on a corpus such as the ENPC. Token counts show that, although the texts are predominantly narrative in nature, the Norwegian texts are even more so than the English ones. On the basis of word lists, two items proportionally more frequent in dialogue and that had previously been studied on the basis of the fiction texts in the ENPC were identified and chosen for further scrutiny:thereandsee. Results from these two case studies uncover some differences in the use ofthereandseein dialogue vs. narrative, most conspicuously forseewhere its preferred use in dialogue is the cognition sense and in narrative the perception sense. Forthere, a noticeable difference is the choice of verb in the Norwegian translations of existentialthere-clauses in dialogue and narrative. In narrative, verbs other than verbs of existence are sometimes chosen, while this is never the case in dialogue.

An interfaith dialogue with Sir William Osler: crossing the divide of COVID-19 pandemic

ABSTRACT With the recent COVID-19 pandemic and George Floyd protests, the USA (US) has become extensively polarized across social and political divides. The COVID-19 pandemic has left tens of thousands dead and several million American citizens without work. Furthermore, the months of quarantine and uncertainty with the COVID-19 virus impacted the economic stability and health of Americans. In recent weeks, the divides have only deepened with the death of George Floyd from police brutality, which ushered in worldwide protests addressing racial, social, and law enforcement issues for minority groups. Both developments have ushered in unprecedented challenges for addressing social disparities while controlling the spread and devastation of the COVID-19 pandemic. With social media and mass communication, polarization between opposing groups has only deepened the divide. An inclusive dialogue that recognizes the intellectual and interpersonal boundaries of opposing groups would provide an avenue towards mutual understanding and further collaboration towards a common goal and solution. A physician that exemplified many aspects interfaith dialogue in his clinical practice and personal life was the late Sir William Osler. This will be accomplished through a fictional dialogue between Sir William Osler and Dr. Mark Webb.

Making Conversation in Modernist Fiction by Elizabeth Alsop (review)

Reviewed by: Making Conversation in Modernist Fiction by Elizabeth Alsop Joy Landeira Elizabeth Alsop. Making Conversation in Modernist Fiction. The Ohio State UP, 2019. 187 p. What started in 1898 as British artist Francis Barraud's painting of his dead brother's terrier Nipper listening to a recording of his master's voice (which accounts for the painting's title) on a cylinder phonograph was soon copyrighted and transformed into The Gramophone Company Ltd.'s advertising mascot for its Camden, NJ, U.S.-affiliate, the Victor Talking Machine Company. I conjure this dog-at-the-Victrola image as I reflect upon Making Conversation in Modernist Fiction because it illustrates the coming of modernism's machine age and the central exercise of Elizabeth Alsop's study: "paying attention to how characters say as well as what they say" (161--my italics). When we as readers incline our ears to a fictional character, are we listening to what they say just to follow the plot or character development? Do fictional characters even have their own voice, or are they only heeding and mimicking their master's-author's-ventriloquist's voice? By being attentive to how characters say, readers are attuned to how conversation is made, not just to what is said. With this latest book in The Ohio State University Press "Theory and Interpretation of Narrative" series, Alsop evaluates what happens when authors and their creations "make conversation." Careful examination of specific literary works yields four categories: (1) consensual voice and fantasies of reciprocity in Henry James and Ernest Hemingway; (2) exceptional voice and the dream of autonomy in James Joyce and William Faulkner; (3) paradoxical voice and implausible speech in Faulkner and Virginia Woolf; and (4) choral voice of democratized talk in Woolf and Gertrude Stein. Together, these dialogues form Alsop's theory of a poetics of talk that distinguishes modernist literature from former periods and that traces a trajectory towards the "otherness" of postmodernism. Pause for a moment [End Page 217] to consider the characters that are all children of Henry James's imagination who, like their author, seek reciprocity and fitting in to a consensual, well-defined world in comparison to Stein's communal, choral identity "and its general movement away from what Fredric Jameson terms 'protagonicity' and toward 'polycentricity'" (131). Alsop intertwines convincing textual analysis with erudite theoretical background and references. She successfully demonstrates James Phelan's stance that "conversation is always a form of narration," (2) and reaches beyond it to reconceive fictional dialogue "as a work of poiesis rather than mimesis … something not just 'imitated' but truly made" (3). Dialogue in modernist fiction, as she reveals, is not copycat talk, but is a poetic structure in its own right—purposely crafted, created, "made." Stylistically Alsop constructs and "makes" her own arguments with elevated academic references, tone, and parlance. I would advise non-specialists in narratology to build a glossary of theoretical concepts and vocabulary--ie: "involuntary homology" (85) "inquits," "speechtagging" (120)—and to read at a study—and steady—pace. Scholars will appreciate "making conversation" in modernist fiction and will welcome the challenge of pondering carefully wrought questions, answers, examples and discoveries. Joy Landeira University of Wyoming Copyright © 2020 Rocky Mountain Modern Language Association

A NARRATIVE APPROACH EXPLORING NOTIONS OF JUSTICE IN EDUCATION

ABSTRACT The use of narrative has been a time-honoured way of exploring complex ideas, and a valuable way to learn. An obvious example that epitomises this thesis, are the dialogues of Plato. Indeed, what gives significance to these dialogues is the way in which complex ideas are revealed through the struggles and conflicts of one or more characters. With this in mind, one of my aims is to present my own fictional dialogue that I have created between two academics who are in conflict over a student who is deemed to be ‘at risk’ by an educational institution as a means to explore notions of justice in education. Although there is much that can be learned about justice from formal arguments; however, I argue that narratives are useful devices to learn about complicated concepts, and at the same time, serve as a catalyst for debate about principles that are fundamental to education. Consequently, this article uses a narrative approach for the dual purposes of elucidating the concept of justice exhibited through the characters found in the narrative, which in turn offers the means in which to critically discuss and analyse the narrative in relation to justice in education.

The Consequences of Liberty: Barton W. Stone's Democratized Rhetoric and Hermeneutics

The Cane Ridge Revival drew nearly twenty thousand participants, sparking the transformative Second Great Awakening. Barton Stone was the minister who organized and shared preaching responsibilities for the revival, and eventually, his disciples formed one of the largest American religious traditions, the Stone-Campbell Movement. In this paper, I examine portions of nine fictional dialogues published by Stone during the final year of his life, wherein he explicitly outlined the parameters of effective rhetoric or “useful preaching.” I argue that Stone developed a rhetorical theory that rebelled against authority by granting agency to the audience even in the processes of invention and interpretation, a theory that produced idiosyncratic theological convictions and a movement practically incapable of confessional unity.