Translation in Caribbean Literature

2020 ◽  
Vol 24 (2) ◽  
pp. 17-34
Author(s):  
Simona Bertacco
Keyword(s):  
Caribbean Literature ◽  
Derek Walcott ◽  
Literary Texts ◽  
Literary Studies ◽  
Dionne Brand ◽  
Translational Model ◽  
Language And Literature ◽  
In Transit

This essay weaves together translation and postcolonial literary studies to propose a translational model of reading for Caribbean literature. Translation and creolization provide the conceptual and aesthetic lens for reading Caribbean literary texts: If translation is an apt model, since it captures languages in transit toward other languages and other contexts, creolization embodies the points of contact among what Naoki Sakai calls the “uncountable languages within the literary texts,” unlocking novel ideas of language and literature. The essay offers “translational reading” of texts by Derek Walcott, Velma Pollard, and Dionne Brand as an alternative to the traditionally monolingual model of reading.

Why literature students should practise life writing

2016 ◽  
Vol 17 (2) ◽  
pp. 204-221 ◽  
Author(s):  
Kylie Cardell ◽  
Kate Douglas
Keyword(s):  
Creative Writing ◽  
Lived Experience ◽  
Ethical Issues ◽  
Life Writing ◽  
Literary Texts ◽  
Literary Studies ◽  
Creative Space ◽  
Writing Practice

This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we discuss in this article, life writing texts can often narrate difficult or traumatic material. However, we want to show how life writing, with its particular focus on actual lives and lived experience, creates a particularly conducive ethical, intellectual, and creative space for learning about and practicing writing.

Epilogue

2007 ◽  
Author(s):  
Alan Deyermond
Keyword(s):  
Twentieth Century ◽  
Great Britain ◽  
Literary Studies ◽  
Future Prospects ◽  
Medieval Studies ◽  
Monograph Series ◽  
Language And Literature ◽  
Intellectual Power

This chapter comments on the accomplishments and future prospects of medieval studies in Great Britain. It highlights the intellectual power, range and originality of British medievalists of the twentieth century and stresses the need to expand the scope of medieval studies to include other fields such as comparative literary studies. It also discusses the problems of British medieval studies including the compartmentalization of medievalist institutions and the publication of medievalist monograph series devoted to history, or to language and literature, or to other narrower areas.

scholarly journals Being there yet not there: why don’t embodied responses to literary texts jar with one another?

2016 ◽  
Vol 45 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Elspeth Jajdelska
Keyword(s):  
Real World ◽  
Literary Texts ◽  
Narrative Coherence ◽  
Perceptual Cues ◽  
Metaphor Comprehension ◽  
Literary Theories ◽  
Language And Literature ◽  
The World ◽  
Being There ◽  
Post Hoc

AbstractLanguage and literature can stimulate the embodied resources of perception. I argue that there is a puzzle about why we experience sequences of these embodied responses as integrated and coherent, even though they are not anchored in space and time by a perceiving body. Some successions of embodied representations would even be impossible in real world experience, yet they can still be experienced as coherent and flowing in response to verbal texts. One possibility is that embodied responses to language are fleeting; they need not be integrated because they do not depend on, or relate to, one another as they would in perception. Yet it is the potential for embodied representations to linger and connect with one another which underlies new and persuasive embodied literary theories of vividness, narrative coherence and metaphor comprehension. Another possibility is that readers anchor their embodied representations in a notional human body, one endowed with superhuman powers, such as omniscience. But this account relies on implausible, post hoc explanations. A third possibility is that integrating embodied representations produced by language need be no more problematic than integrating the deceptively patchy information harvested from the environment by perception, information which gives rise to an experience of the world in rich and continuous detail. Real world perceptual cues, however, sparse though they might be, are still integrated through grounding in specific points in time and space. To explain the integration of embodied effects, I draw on sensorimotor theories of perception, and on Clark’s suggestion (1997,

Tom Stoppard, New Historicism, and Estrangement in Travesties

2005 ◽  
Vol 21 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Zekiye Er
Keyword(s):  
English Language ◽  
Literary Texts ◽  
New Historicism ◽  
Incomplete Knowledge ◽  
Tom Stoppard ◽  
The Past ◽  
Linear Approach ◽  
Language And Literature

New historicism rewrites history from different viewpoints in order to prove that the past is inaccessible, and all historians can do is to work on incomplete knowledge, aware of the fact that a teleological, linear approach to their subject is misleading. In this study, Zekiye Er aims not only to analyze Tom Stoppard's Travesties from a new historicist stance, but also to utilize a new historicist approach to an understanding of what Stoppard is doing in the play, in the light of the striking parallels between Stoppard's technique and the new historicist critics' methods of analyzing history and literary texts. She concludes that Stoppard himself plays the role of a new historicist while writing a brilliant comedy of ideas. Zekiye Er received her PhD for a dissertation on Stoppardian drama from Ankara University in 2004. She has been working as a lecturer in the Department of English Language and Literature of Gaziantep University since 1993.

Textualitätsannahmen und die Analyse literarischer Texte

2008 ◽  
Vol 36 (3) ◽  
Author(s):  
Simone Winko
Keyword(s):  
Textual Analysis ◽  
Theory And Practice ◽  
Literary Texts ◽  
Literary Studies ◽  
Surface Level ◽  
Linguistic Model

AbstractThis article analyses genre-specific methods of textual analysis that are considered to be elementary and ‘close’ to the surface level of literary texts. It focuses on two questions: How do these methods explicitly and implicitly make use of the concept of textuality? And what kind of knowledge do they presuppose? A linguistic model of textuality is taken as the frame of this analysis. The article argues for the utilization of linguistic concepts in literary studies, both in theory and practice. At the same time it is assumed that historical and genre-oriented studies of literary texts focussing on the prerequisites of textuality will contribute to a differentiated view of a prototypical concept of textuality.

Native Books and the “English Book”

PMLA ◽  
2017 ◽  
Vol 132 (1) ◽  
pp. 135-141 ◽  
Author(s):  
Moradewun Adejunmobi
Keyword(s):  
Postcolonial Theory ◽  
African Literature ◽  
First Century ◽  
Literary Texts ◽  
Literary Studies ◽  
Large Individual ◽  
British Colonialism ◽  
Early Twenty ◽  
The Subject ◽  
Gayatri Chakravorty Spivak

Those of us working in the american academy have so internalized the grammar of postcolonial theory that we now take for granted interstices, hybridity, slippage, and liminality, among other terms commonplace in the discourse of postcolonialism. Beyond the terms themselves, we have taken to heart, absorbed, and extended the lessons from Homi K. Bhabha's The Location of Culture. Those lessons furnished a stimulative template for analyzing particular power asymmetries. Nevertheless, scholars have not referred as widely as we might expect to Bhabha's work in general and The Location of Culture in particular, especially in some fields for which postcolonial theory was supposed to be a natural fit, such as African literary studies. The index of African Literature: An Anthology of Criticism and Theory, a 764-page compendium assembling many of the most important interventions in African literature from the 1970s to the early twenty-first century, is an instructive example: it lists only three entries for Bhabha (Olaniyan and Quayson). Given that postcolonial theory and African literary studies share an interest and a language (the aftermath of British colonialism and English) in their research agendas, we might also ponder the frequency with which postcolonial theory in the vein of Bhabha, Gayatri Chakravorty Spivak, and Edward Said has elicited critique from scholars working with African literary texts and in African studies writ large. Individual persuasion is at work in these critiques but so also undoubtedly are positionality and location. We should read the critiques, then, not for their universal resonance, but for an understanding of debates unfolding in specific locations around the world, as well as in relation to the subject positions of individual scholars and their ideological proclivities.

scholarly journals COMPREHENSION STRATEGIES OF LITERARY TEXTS USED BY UNIVERSITY OF JORDAN LITERATURE STUDENTS

2020 ◽  
Vol 3 (10) ◽  
pp. 45-56
Author(s):  
Yasmeen Almadani ◽  
Mohd Nazri Latiff Azmi ◽  
Khalid Alsmadi
Keyword(s):  
Data Analysis ◽  
Growth Model ◽  
Personal Growth ◽  
Reading Ability ◽  
English Language ◽  
Literary Texts ◽  
Cultural Model ◽  
Language And Literature ◽  
University Of Jordan ◽  
The University

Reading plays a significant role in our daily lives. Literary readers build their worlds and expand their imagination with deviating from the literal words to create images that make sense to them in the unfamiliar places the texts describe. This study examined the most useable strategies among English language and literature students at the University of Jordan as well as whether there are significant differences between males and females in this regard. Methodology: This study employed both descriptive and quantitative approaches to collect data. The sample was selected using simple random sampling. The sample of the study was 120 EFL bachelor students divided into 60 males and 60 females from UJ. SPSS program was used in the data analysis. The research instrument was a questionnaire designed by the researcher in accordance with the study questions. SPSS social package was used to treat the collected data through multiple regression, T-test, and descriptive analyses. Result: The data analysis showed that the most usable strategies were personal growth model, cooperative learning, intensive reading, illustration, cultural model, but that doesn’t mean those are the most effective on the reading ability of literary texts. It also indicated that there are only significant differences in the use of the cultural model and the personal growth model but there aren't any significant differences in the usage of the other mentioned strategies. Conclusion: It is recommended that the decision-makers should pay more attention to the literary texts that are provided to the university students while deciding the bachelor's syllabus. So that they should organize literary texts in combination with the most effective reading strategies. To help them to get rid of the expected difficulties of comprehending such texts. This study contributes to supply the future bachelor syllabuses planning of English language and literature department at the University of Jordan and other universities around.

scholarly journals ВРСТЕ ТЕКСТОВА У РАЗРЕДНОЈ НАСТАВИ ЈЕЗИКА И КЊИЖЕВНОСТИ

TEME ◽  
2017 ◽  
pp. 639
Author(s):  
Зорица Цветановић ◽  
Буба Стојановић ◽  
Данијела Мишић
Keyword(s):  
Spiritual Formation ◽  
Reading Skills ◽  
Literary Texts ◽  
Teaching Methodology ◽  
Professional Literature ◽  
Reading Material ◽  
Language And Literature ◽  
Knowledge Formation ◽  
Source Of Information ◽  
People Today

Text, both literary and non-literary, is a valuable source of information in teaching, but also an important factor of spiritual formation and strong stimulus for reading satisfaction of a young human being. Numerous researches (PISA, PIRLS, ALL) warn us that young people today have underdeveloped  reading skills, underdeveloped skill to understand and not sufficiently developed skill of independent working on a text in order to discover important details in it. Text is the reading material which is meant to be read because of enjoying  literature as an art, or it is some kind of help in gaining knowledge, formation of concepts of certain phenomena and processes. Texts typology refers to these two types - literary and non-literary texts. However, both types have more functions in the teaching of language and literature. This paper offers a review of text typology in scientific and professional literature and language teaching methodology. Typical divisions were marked off and a review of research in the country and abroad was also given. The aim of the paper is systematization of the types of texts according to their functions in the teaching of language and literature. The division includes primer texts, reading book texts, lingual-methodical, informative, scientific, instructional, preschool, meaningful-corrective and non-linear texts. All types of texts are considered from the aspect of promoting teaching language and literature in lower primary school grades.

scholarly journals Aspekte zur Beschreibung einer literarischen Region im Mittelalter1

2012 ◽  
pp. 163-188
Author(s):  
Paul Martín Langner
Keyword(s):  
Medieval Literature ◽  
Literary Studies ◽  
Late Medieval ◽  
New Approaches ◽  
Language And Literature ◽  
Late Medieval Literature

The concept of regionalism reemerged in literary studies discussions a few years ago. The following essay discusses this concept in the context of late medieval literature. In the essay the author is applying three new approaches to the notion of regionalism, which are based on the studies of both language and literature. On the basis of the discussed results, the dychotomy of two structures is introduced: ‚Abgeschlossenheit‘ of a region and its ‚Durchlässigkeit‘.

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