Literary Elements Research Articles

A United Voice

In this article, I consider three influential poets of the Great War: Siegfried Sassoon, Charles Hamilton Sorley and Rupert Brooke. Since the birth of the modernist movement, the historical legacy of Great War poetry has tended to focus on the differing levels of “disenchantment” expressed in the works of these three poets when considered separately, applauding Sassoon and Sorley and criticizing Brooke. While I recognize a separation of the works of Brooke from those of Sorley and Sassoon in terms of modernist disillusionment, I argue that analysing instead the literary elements which unify the works of all three poets offers a comprehensive understanding of the experience of trench warfare experience, unavailable through traditional methods of evaluating Great War poetry.

Worlds at Our Fingertips: Reading (in)What Remains of Edith Finch

Video games are works of written code that portray worlds and characters in action and facilitate an aesthetic and interpretive experience. Beyond this similarity to literary works, some video games deploy various design strategies that blend gameplay and literary elements to explicitly foreground a hybrid literary/ludic experience. We identify three such strategies: engaging with literary structures, forms, and techniques; deploying text in an aesthetic rather than a functional way; and intertextuality. This article aims to analyze how these design strategies are deployed in What Remains of Edith Finch to support a hybrid readerly/playerly experience. We argue that this type of design is particularly suited for walking simulators (or walking sims) because they support interpretive play through slowness, ambiguity, narrative, and aesthetic aspirations. Understanding walking sims as literary games can shift the emphasis from their lack of “traditional” gameplay complexity and focus instead on the opportunities that they afford for hybrid storytelling and for weaving literature and gameplay in innovative and playful ways.

Speech Acts in the Selected and Award Winning Filipino Children Short Stories

Children’s literature may be one of the most difficult genres to write, if not the most difficult. The writer has to take into consideration his or her aims in writing the story while focusing on other literary elements such as the theme and the plot at the same time. Not only that, he or she has to put in mind what kind of reaction he wants from his or her reader – whether it be amusement, rejection or wholesome acceptance through learning. The purpose of this study is to identify the different speech acts commonly found in contemporary children’s short stories particularly those which have been awarded as Palanca winners and those from the book entitled Filipino Stories for Filipino children (An Anthology from the UP Integrated School Creative Writing Classes) by Eleanor Eme Hermosa. The study is anchored on John Searle’s (1969) Speech Act Theory. In the analysis, it is found that children’s literature provides a didactic role. Consistent with this function, the speech act structure has observed didactic role found to be primarily informational, assertive, and expressive in nature. In the stories, some of the values that the writers aimed to teach the readers are nationalism, love and pride for parents and siblings, and appreciation for education.

‘Is Boggabilla where Bill takes a dump?’ Writing an Australian literary regionalism: Stories and poetry published in Idiom 23 literary magazine, 2016–2018

This article aims to explore the representation of what I argue identifies an Australian literary regionalism in stories and poetry published in Idiom 23, Central Queensland University’s literary magazine, over the past three issues, 2016–2018. As editor of Idiom 23 during this time, I have detected in the contemporary writing of regional contributors a heightening interest in expressing a unique sense of place and history through literary elements including, but not limited to, an emphasis on local colour and characterisation, rurality and regional settings, and personal stories of time and place, as well as an idiomatic interest in literary tropes accentuating colloquialisms, regional traditions, dialogic ‘play’, personal and familial histories, Indigenous identity, and distinctive ways of mapping, representing, articulating, and celebrating cultural belonging. Exploring how contributions to Central Queensland University’s Idiom 23 literary magazine over the past three issues, 2016–2018, construct a sense of regionalism and regional identity offers rich potential to not only identify the narratives, stories, or voices ‘naturally’ arising in regional writing practices, but also how perceptions of regionality impact on the ways regional writing is itself expressed through a unique form of Australian literary regionalism.

An Intertextual Approach to Cervantes’ Don Quixote and Fielding’s Joseph Andrews

Cervantes’ novel Don Quixote (1605) has been an inspiration for the works of many artists, and Henry Fielding himself on the title page of his novel accepts that Joseph Andrews (1742) was written in imitation of the manner of Cervantes, the author of Don Quixote. Moving from this point, the ideas developed in this paper are an attempt to study the thematic and formal similarities between Don Quixote and Joseph Andrews with an intertextual approach. In this respect, this article explores such literary elements as satire, parody, picaresque novel, and the Quixotic character employed both in Don Quixote and Joseph Andrews comparatively and this study, hence, argues that reading Joseph Andrews through Don Quixote and a comparison between them will provide the reader with a possibility of new insights about the text.

Paul’s Death and Resurrection in Acts 27–28? A Literary Comparison with the Gospel of Luke

It was claimed more than once that the journey of Paul and his landing on the shore of Malta in the last two chapters of the Book of Acts can be interpreted as a theological parallel to the account of death and resurrection of Jesus. There are, to be sure, some reasonable arguments in favor of that, such as close relationship between death and death risk or similarities to the journey of Jonah. But can it be convincingly argued that Luke really did intend a parallelism of this kind in Acts 27-28? The paper deals with literary elements of Luke 23-24 in order to make this hypothesis more conclusive.

『해리포터』에 나타난 동화 서사와 주제

This paper intends to examine the fairy-tale narrative and theme of books 1–3 of the Harry Potter series (hereafter, Harry Potter), as well as the writer’s message about society. Harry Potter has served as a diverse cultural content, and its most important factor is the power of its narrative. Rowling adopts popular literary elements of fairy tales to make interesting and solid stories. The fairy-tale structure (home-departure-adventure-home again) and the theme of battle between good and evil are used in the story. Along with this, she comments on contemporary materialism, racism, and women’s status, thus fulfilling the social role of a fairy tale. Rowling’s attitude toward them is ambivalent, resulting in conservative. Her anti-materialism turns into a fear of wealth; her anti-racist ideas transform into a big

Kurdish Poetry from the perspective of the criteria of textuality, Kurdish poetry texts of Central Kurdish dialect as an example

This research is part of a doctoral thesis that aims to examine the nature and properties of text. The nature of text has been focused on by critics and theorists in various ways. It has also been interpreted differently within the framework of the philosophy of literature, literary criticism, and literary theory. This article sheds light on the nature and value of text within the framework of theoretical and critical viewpoints. It highlights the general and specific criteria of textuality and claims that on the basis of those criteria a text receives its scientific identity. These measures are some general indicators for the existence of textuality and they cannot be imposed on one type of text. This article conducts theoretical and critical analysis of Kurdish poetry in the Central Kurdish dialect using the concept of text and its textuality criteria. According to these criteria, which consider the general and specific principles of “text,” Kurdish poetry texts of Central Kurdish dialect are bound to those criteria and receive identity of textuality. This is because the structure of Kurdish poetry texts in the Central Kurdish dialect has its own properties in terms of language, meaningfulness, identity, type of genre, and literary elements such as idea, imagination, emotion, and form. These aspects form the structure of the texts. Throughout the history of this literary school, these aspects have changed. This can be seen by analyzing and studying the texts with theoretical and critical criteria in mind.

Engaging Today's High School Students with "The Dead"

Joyce studies are typically relegated to university classrooms of graduate work because of their reputation for being too complex or esoteric for average readers. It is a reputation—sometimes deserved, but most often not—that has frustrated Joyce scholars for decades. As a high school English teacher in Florida, I noticed the immense potential of Joyce's works for a secondary classroom. Joyce's acclaimed short story, "The Dead," is the perfect introduction to the author and his many writings. Perspectives can range from Marxist to psychoanalytic; topics can run the gamut from sociology and politics to economics and religion; and literary elements can span from alliteration and symbolism to hyperbole and dichotomy. The Joyce unit I created for my 16-year-old students lasts a quarter of the school year, and while it culminates in a Ulysses Reading Group, having traversed through A Portrait of the Artist as a Young Man, its genesis is in "The Dead." The best part is that the students love it. Through this essay—and my accompanying online hub for teaching Joyce, <TeachingJoyce.com>—I hope to inspire other secondary and post-secondary teachers to engage with Joyce's works in the classroom for they will add great value and enrichment to the educational experience.

The Lure of Literature and Mysticism in Modern Jewish Thought

R&L 51.3-52.1 (Autumn 2019-Spring 2020) 243 THE LURE OF LITERATURE AND MYSTICISM IN MODERN JEWISH THOUGHT Cyril O’Regan Broken Tablets: Levinas, Derrida, and the Literary Afterlife of Religion Sarah Hammerschlag Columbia University Press, 2016. xxvi + 243 pp. $105.00 hardcover. Negative Theology as Jewish Modernity Edited by Michael Fagenblat Indiana University Press, 2017. viii + 380 pp. $40.00 paperback. Sarah Hammerschlag has written an elegant and substantive book in which she dramatizes the relation between Levinas and Derrida concerning their different articulations of Judaism and their different choices when it comes to religion and literature respectively. While she shows herself fully aware how key Derridean constructs such as “dissemination,” “difference,” “supplement” and even “trace” exceed their critical negotiation with Levinas , nonetheless, she is convinced that one grasps something fundamental about Derrida by considering his work as involved in something of a family romance with that of Levinas, at once intimate and subversive, loyal and unfaithful. And contrariwise, charting especially those decisions by Derrida that seem to correct and supplement Levinas throws into relief fundamental decisions Levinas made about religion, literature, and the relation. The book of five chapters divides rather neatly onto two chapters each on Levinas and Derrida with a concluding chapter offering a critical evaluation in Religion & Literature 244 which there is a fundamental option for Derrida’s brand of Judaism and his insistence that no discourse, even or especially the discourse of religion, can avoid the slippage of the literary elements of all discourse. The two chapters on Levinas are, admittedly, somewhat different in kind. Chapter one speaks in general to the relation-difference between Derrida and Levinas from the point of view of their fixed positions, whereas chapter two is more archeological in that it moves from the point of view of a Levinas who during World War II and afterwards seemed to be open to the value of literature as a possible site of transcendence to a mature Levinas who decides against literature and unilaterally supports the value of religion which, for him, turns out to be synonymous with Judaism. Despite their differences, each of the chapters makes a valuable contribution towards understanding Levinas and what is at stake in the fundamental decisions he made. Chapter one lays out the basic thesis of Broken Tablets with force and eloquence. Without denigrating a relationship that she views as a relationship of extraordinary hospitality—especially from the side of Derrida—even at this early stage of her book Hammerschlag wants to emphasize the different decisions Levinas and Derrida make when it comes to their understanding of the capacity of phenomenology to unveil transcendence and their sense of the status of religion and/or Judaism. In the case of the former, Derrida’s significant departure from Levinas is demonstrated essentially in and by his deflationary or profane understanding of the “trace,” and in the case of the latter, by a more ambiguous and ambivalent relation to self-ascription as a Jew, which issues in his case in a self-description as a heretical or Marrano Jew, thus a Jew who by definition is contaminated by Christian elements, and in Derrida’s specific case contaminated also by elements from Islam (2-4). In addition, where the mature Levinas will have definitely come to derogate literature, or at least the specifically literary aspects of literature such as its metaphors and tropes, Derrida will come to elevate them as articulating all discourses, the discourses of religion and philosophy every bit as much as literature as such (11). Hammerschlag is judicious in her summary that semiosis in Derrida will undercut the attempt in any discourse to mean (34). In contrast, chapter two speaks to the arc of Levinas’s engagement with literature from his dalliance in the World War II years and after to the vehement denunciation of literature that predated the publication of his first masterpiece, Totality and Infinity (1961). Hammerschlag’s genetic analysis of Levinas’s attitude towards literature is very much in the service of her overall argument: the early openness to literature and the possibility that there are multiple discursive sites for transcendence represent in Levinas’s case the roads not travelled. These are precisely...

A Threat or Just a Book? Analyzing Responses to Thirteen Reasons Why in a Discourse Community

AbstractIn this study, the authors examined how parents, preservice teachers, and teens responded to their reading of one controversial young adult novel. Analyzing the discourse of participants through the lens of positioning theory, the authors found that student readers approached the book as a story, examining its various literary elements. Youths also noted the reality of the text and drew personal connections to plot elements. Parents, however, considered the book as a tool and expressed concerns over the text's message and potentially negative influence. The authors also discuss conflicts that arose in the dialogue and conclude with implications for teachers and teacher educators.

Sobre la condena orteguiana de la literatura: precisión y discurso “in partibus infidelium”

Abstract This paper aims to clarify the ambiguous role of the literary perspective in the work of Jose Ortega y Gasset, manifested in the tension between the explicit condemnation he makes of literature in some of his texts and the literary character of his own writing. In the end, the objective is to suggest a reading away from the interpretive lines that have traditionally defined the analyzes of this issue, emphasizing the importance that the literary elements play in the framework of the philosophy of Ortega even in spite of those condemnatory judgements.Keywords: Ortega, literature, philosophy, speech.

TÜRKİYE DE SADIK HİDAYET

For thousands of years Turks and Iranians have been living as neighbours in Central Asia as well as in Anatolia. Cultural contacts and interactions between these two communities have been inevitable. The linguistic and cultural elements on both sides have been effected by each other. Of course, the age-old Turan-Iran rivalry is continuing with a distinct feature according to the contemporary circumstances. Since the 10th century, Turks have migrated from Central Asia to the traditionally Iranian geography and have established nation-states. It can be undoubtedly said that after the 10th century it is not possible to talk about a state in the Iranian geography that traces its roots only to Iran. The Turks in this region have adopted the Persian literature and have benefited from it. Therefore, the golden century of Persian literature being experienced under the Seljuk dynasty is not just a coincidence. Both the societies in this region share a common fate. During the collapse of collonial empires in the 19th century both communities had gone through a similar period. The events that have altered the world’s politics, geography, culture and thoughts have been witnessed in a similar manner and at the same time in both the territories. The journey to the European countries, appointment of political envoys there, outflow of scholars and students to Europe, establishment of Darul-Funun and printing houses, emergence of constitutional ideas and establishment of parliaments and spread of newspapers took place at both the places. With all these changes there has also been a change in the perspective towards literature and literary issues. The ideas like socialization of literature have forced scholars in both the countries to drop the old literary format and substance and to explain new things in new literary styles. Stories, novels, theatres, free verses and newpapers are examples of the literary elements that have been adopted under European influence. Istanbul and Isfahan- once the centers of literature- were replaced by Paris and London. Sadiq Hedayat who was born during this transformational era and the period of constitutionalism in Iran, published a world famous novel called Buf-i Kur (The Blind Owl) with the understanding of the time he lived in. Buf-i Kur (The Blind Owl) can be considered as the first novel in Persian literature. Sadiq Hedayat closely analyzed the society by trying to describe the social problems in the tens of other stories he authored in the new literary format. This paper will discuss translations and academic works undertaken in Turkey on Sadiq Hedayat’s published works.

TRANSLATION SHIFTS IN GOENAWAN MOHAMAD’S POEM COLLECTION “ON GOD AND OTHER UNFINISHED THINGS” (WITH SPECIAL REFERENCE TO POEM 33)

It has been acknowledged among translators that translating literary texts poses some difficulties. The translators have to make a decision among other choices related to diction. Not only diction, the inherent literary elements must also be rendered adequately in order to achieve literariness. Although the debate whether maintaining literary elements in a way that does not deviate from the source text or creating the elements anew is far from over, it is also worth noting that the essence of translation activity is not creating an original text, but it is a re-creation of meaning, a result of translators interpretation. Researches on literary translation are mostly about to what extent the translation is able to deliver a similar literary value, the strategies applied by the translators, and how the target text readers respond to the new creation of such texts. The elaboration of how the literary translation undergoes changes or shifts is not quite an issue in the field of literary translation research because it is considered too linguistic. However, in light of the Prague School tradition which examines shifts not only on surface level, but also on discourse level, the discussion on the shifts occurring in literary translation is worth conducting.This paper tries to take a look at the translation shifts occurring in the English version of Goenawan Mohamads poem collection entitled On God and Other Unfinished Things which is translated from Bahasa Indonesia Tuhan dan Hal-hal Yang Tak Selesai, especially poems 33 by comparing the literary elements in Bahasa Indonesia and English versions. The analysis departs from category shift in micro-level analysis to the semantic, textual, pragmatic, rhetorical, and stylistic components. The result shows that there are some significant distinctions concerning the linguistic and non-linguistic discrepancies found in Gunawan Mohamads poems and their English translation.Keywords: literary text, translation shift

The Message of the Twelve: Hearing the Voice of the Minor Prophets

The Message of the Twelve: Hearing the Voice of the Minor Prophets

Dampak Tafsir Muhammad ‘Abduh terhadap Tafsir-Tafsir Sesudahnya

Muhammad ‘Abduh, according to Muhammad ‘Imârah, is the greatest Islamic scholar in this modern age who provides reflection and interpretation of the verses of the Qoran. The great name ‘Abduh in the field of interpretation is increasingly felt after we know that many commentators post‘ Abduh who followed in his footsteps and manhaj. Among them there are those that emphasize more on the element of ijtimâ`i, there are also those who emphasize etiquette side (adabi) and so on. This article discusses the influence of Muhammad ‘Abduh’s interpretations on the interpretations of post-‘Abduh ex-commentators, especially on the five commentaries popular among Muslims, namely Rashid Ridlâ, Mahmud Syaltût, ‘Abd al-Rahman (Bint al-Syâthî) ), Ahmad Mushthafa al-Maraghî, and Sayyid Quthb. The results showed that Rasyid Ridlâ continued to maintain the interpretation of his teacher while adding necessary explanations. This means, the impact of ‘Abduh's interpretation is strong on Ridlâ's interpretation. For Mahmud Syaltût, Abduh’s influence was evident in his view that the Qoran contained basic themes and objectives. While the prominent feature of Bint al-Syâthî’s interpretation is its emphasis on the rhetorical aspect (al-nāhiyah al-bayâniyah). ‘Abduh’s influence is also thick in the Tafsir al-Maraghî when he states that one of manhaj taken in the preparation of this interpretation is turning away (al-i'râd) from the narrations of ma'tsûrah, except for mutawâtir and the narrations that are not contrary to the spirit of Islam. Finally for Quthb, Abduh’s influence was seen from his beautiful literary elements.

Meaningful Learning of Literary Elements by Incorporating Critical Literacies

Grounded in the theoretical constructs of envisionment building and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher’s critical practice and the students’ written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum during the present standardized testing era.

Mediation

Mediation

People Searching for Meaning in Their Lives Find Literature More Engaging

Why are some people interested in complex literature and others not? This study experimentally investigated this question by assessing what cognitive traits moderated responses to literary and less-literary fictional vignettes. Specifically, participants were exposed to two variants of a celebrated literary text, one altered so as to remove overtly literary elements. A moderation analysis was performed on responses with respect to three variables: need for cognition (NC); meaning in life (measured in two subscales, search for meaning [SM] and presence of meaning [PM]); and intentionality/mentalizing ability (IM). Results showed that SM moderated interpretive response to the textual variation, such that those with increasing scores on the SM scale were increasingly more likely to rate the literary vignettes as worthy of appreciation. This result, in turn, gave grounds for a second study that investigated the role played by cloze values in identifying a text as “literary.” The latter study showed that the literary and less-literary vignettes exhibited significant differences in cloze values. Taken together, these studies suggest that differences in responsiveness to literary materials may well be driven by preexisting cognitive factors.

CHILDREN’S LITERATURE SUPPORTING EMERGENT LITERACY SKILLS FOR THE YOUNG CHILD

Children’s literature supports emergent literacy skills in many ways. It is important for families to understand how critical it is to read aloud and share books with their children. Parents also have to know how to select quality literature and appropriate books for their child according to their age levels. General evaluation criteria has been established for the selection of books for young children. By sharing criteria we can help families choose quality literature for their children. Sharing books with the children help children to acquire emergent literacy skills naturally. Children learn how to handle a book understand that print carries meaning and discovers literary element of a story. They learn that a story has a beginning, middle and end. But one of the most important elements of sharing books is that children learn to value literacy and begin a journey of lifelong learning that is enjoyable. After all if young children love to listen to stories and read they are already paving the path for success in later school years.