scholarly journals Sheherazade's Notebook: Editing Textual Dysteleology and Autographic Modernism

2020 ◽  
Vol 15 (1) ◽  
pp. 12-28
Author(s):  
Dirk Van Hulle
Keyword(s):  
Creative Writing ◽  
James Joyce ◽  
Samuel Beckett ◽  
Point Of View ◽  
Genetic Criticism ◽  
Scholarly Edition ◽  
Critical Editions ◽  
Writing Processes ◽  
Rightful Place

Critical editions of ‘Complete Works’ are typically organized in a teleological manner, using each of the author's published works as an endpoint. In addition to this useful tradition, this article suggests a ‘dysteleological’ approach. The term ‘dysteleology’, indicating that evolution has no inherent goal, was coined in the years leading up to Modernism. The existence of vestigial organs served as an example to corroborate the ‘dysteleological’ view. A writer's unused notes may be regarded as similarly ‘vestigial’. They are purposeless from a teleological point of view, but they are crucial elements in the study of creative writing processes (‘genetic criticism’). These elements have their rightful place in a scholarly edition, and it is therefore necessary to complement a teleological editorial tradition with a ‘dysteleological’ approach. To corroborate this argument, the article examines works by James Joyce and Samuel Beckett, as well as by less canonical authors such as Raymond Brulez.

scholarly journals Translation and genetic criticism: Genetic and editorial approaches to the ‘untranslatable’ in Joyce and Beckett

2016 ◽  
Vol 14 ◽  
Author(s):  
Dirk Van Hulle
Keyword(s):  
Case Studies ◽  
James Joyce ◽  
Samuel Beckett ◽  
Translation Studies ◽  
Main Function ◽  
Genetic Criticism ◽  
Research Hypothesis

A genetics of translation may suggest a unidirectional link between two fields of research (genetic criticism applied to translations), but there are many ways in which translation and genetic criticism interact. This article’s research hypothesis is that an exchange of ideas between translation studies and genetic criticism can be mutually beneficial in more than one way. Their main function is to enhance a form of textual awareness, and to this end they inform each other in at least five different ways: genesis as part of translation; translation of the genesis; genesis of the translation; translation as part of the genesis; and finally the genesis of the untranslatable. To study this nexus translation/genetic criticism the works of James Joyce and Samuel Beckett will serve as case studies.

A bilingual English-Sesotho rubric explanation guide for the marking of Sesotho home language creative writing essays

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Johannes Sibeko
Keyword(s):  
Creative Writing ◽  
Point Of View ◽  
Experienced Teachers ◽  
Home Language ◽  
Language Classes

Language classes are marked using rubrics. Nevertheless, using the same rubric does not necessarily automate a uniform interpretation  of the rubric. It is important to clearly define rubric criteria for teachers in order to counter the problem of misalignment in the usage of the rubric to mark learner essays. This article presents and explains a rubric explanation guide for the marking of Sesotho Grade 10 HomeLanguage creative writing essays based on the interpretations of nine teachers from six schools in the Metsimaholo education district. The explanation guide is presented bilingually in English and Sesotho. This article presents a more in-depth explanation guide for the rubricwhich was proposed in Sibeko (2016). The aim hereof is to ensure that teachers comparably understand rubric criteria and approach marking from the same point of view. For the purpose of this article, the rubric used by teachers in the said district is discussed. Both  novice and experienced teachers stand to benefit from this explained rubric guide.  

Fantasy Workshop

2014 ◽  
pp. 249-260
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students’ writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

scholarly journals Translation as Writing Across Languages: Samuel Beckett and Fakir Mohan Senapati

2007 ◽  
Vol 9 (1) ◽  
pp. 233-257 ◽  
Author(s):  
Paul St-Pierre
Keyword(s):  
Nineteenth Century ◽  
Creative Writing ◽  
Samuel Beckett ◽  
Writing Process ◽  
Late Nineteenth Century ◽  
Late Nineteenth

Abstract Translation as Writing Across Languages: Samuel Beckett and Fakir Mohan Senapati — This paper attempts to demonstrate that translation cannot be divorced from writing, that originality and creativity are not characteristic only of the latter, that translation is not mere reproduction. This is developed in relation to Samuel Beckett's translations of his own works and five translations of a passage of a late nineteenth-century Indian novel. In the case of Samuel Beckett, translation is seen as a way both to begin and to continue the writing process, a way for him to explore one of the principal themes of his work, the relation of writing to language(s). In that of the five translations into English of a passage from the Oriya novel by Fakir Mohan Senapati, Chha Mana Atha Guntha, the differences between them are examined for the purpose of showing the extent to which the practice of translation is always an act of creative writing.

El estilo del traductor en el tratamiento de las onomatopeyas del chino al español

Babel ◽  
2014 ◽  
Vol 60 (4) ◽  
pp. 445-463
Author(s):  
Helena Casas-Tost
Keyword(s):  
Creative Writing ◽  
Point Of View ◽  
Spanish Version ◽  
Literary Texts ◽  
Original Text ◽  
Specific Language ◽  
Phonological Features ◽  
Translation Techniques ◽  
Contemporary Chinese

Onomatopoeia are words with peculiar phonological features and expressive capacity which distinguish them from other types of words. These traits together with other elements related to their use in each language often pose a challenge for translators of specific language combinations. This article analyses how Chinese onomatopoeia are translated into Spanish, and it is based on a case study of the Spanish version of the Chinese novel Huozhe (活着) (To live). This piece of creative writing has been chosen because the original text contains many onomatopoeia and because the target text can be regarded as a fine example from a translation point of view. The article begins with a brief overview of the main features of these words and their role in literary texts, as well as the general results of the analysis of a corpus of seven contemporary Chinese novels and their translations into Spanish. Subsequently, the study explores the translation of onomatopoeia in the selected work of fiction in order to identify the mechanisms and translation techniques the translator has adopted and the results in the Spanish target text.

scholarly journals Beckett between the Lines

2004 ◽  
Vol 10 ◽  
Author(s):  
Zsolt Sógor
Keyword(s):  
Samuel Beckett ◽  
Point Of View ◽  
The Novel ◽  
Long Time ◽  
Oriented Approach

This paper wishes to analyse two early novels by Samuel Beckett; Murphy and Watt. It takes a chronological point of view from which it argues that the later of the two, Watt, is closer to Beckett's mature voice, mainly due to its relation with language. This means, in other words, that though in Murphy quite a lot of emphasis is to fall on the role of language, in Watt, with a bit of exaggeration, there is hardly anything else to concentrate on but the language of the novel and language as such in general. The emphasis on language leads to considering Beckett's relation to languages. Since Watt was for a long time the last longer prose work that Beckett wrote in English, the paper regards this novel as a harbinger of the approaching change for French. Or rather, the approaching bilingual state, because, as it is argued, Beckett may be said to have been approaching an in-between state in, or beyond, the two languages of composition. Taking the author's bilingualism into consideration means, however, an author-oriented approach - this is what the paper undertakes to present; to find Beckett's fingerprints between the lines.

scholarly journals Komenský in »čas skrajnosti« pri Slovencih 1: Velika didaktika in Komenský v zadnji izdaji

2020 ◽  
Vol 16 (32) ◽  
pp. 333-353
Author(s):  
Jonatan Vinkler
Keyword(s):  
Scientific Work ◽  
Scientific Publication ◽  
Point Of View ◽  
Original Text ◽  
Early 19Th Century ◽  
The Public ◽  
Critical Editions ◽  
Starting Point ◽  
Slovene Language ◽  
History Of

Komenský and “Age of Extremes” among Slovenes 1: Didactica magna (The Great Didactic) and Komenský in its latest Edition The discussion presents a semantic, rhetorical, historiographical, methodological and editorial analysis of the only edition of Jan Amos Komenský’s fundamental work in the modern Slovene language—Didactica magna or The Great Didactic (Sl. Velika didaktika, Novo mesto, 1995)—that was met with reception (i.e., was accessible to the public). The analysis suggests that this edition—for reasons unexplained—lacks the basic determinants of scientific work and thus cannot be a valid ground for the reception of Jan Amos Komenský, either for the reader-expert or for the general reader. From the editorial point of view, the edition does not provide clear information about the original text, and there is no editorial report or comment on individual passages of the original / translation, e.g. unravelling citations in the original—all of which have been the standard knowledge repertoire of scientific editions of sources, even scholarly critical editions of translations since the early 19th century. The edition is not based on the scientific publication Dílo Jana Amose Komenského 15/1 (Academia: Praha, 1986), which since its publication has been the primary textual base for every reader-expert’s understanding of The Great Didactic and a mandatory textual starting point for re-creative reception in the form of translation. The analysed edition does not include comments, and since it only provides translation without any additional knowledge apparatus, it cannot be considered as popularizing either. The current situation impedes a full reception of Komenský and indicates the need to prepare a new critical translated edition of his selected didactic writings, where optimal results could be achieved by collaboration of experts from various disciplines (different branches of historiography, didactics, pedagogy, history of science). The edition should be 1) written in modern literary language and based on the historical-critical edition of Dílo Jana Amosa Komenského. 2) It should include selected fundamental didactic writings of Komenský, 3) obligatory editorial and translation report, 4) explanatory comments and translations, and 5) European studies on Komenský in his time, as well as 6) discussions on the reception of Komenský in Slovenia. Keywords: Komenský (Comenius), Didactica magna (The Great Didactic), reception, editology, edition

Patterns of Social Practice

2011 ◽  
pp. 257-271 ◽  
Author(s):  
Katrin Wodzicki ◽  
Johannes Moskaliuk ◽  
Ulrike Cress
Keyword(s):  
Social Practice ◽  
Point Of View ◽  
Future Research ◽  
Practical Consideration ◽  
Writing Processes ◽  
Open Questions ◽  
Psychological Point ◽  
History Of ◽  
Potential Benefits

In this chapter, the application of patterns in the context of social practice will be considered from a psychological point of view. After briefly introducing the history of patterns, this chapter will discuss the specific conditions that apply for formulating and using patterns of social practice, as well as the benefits and challenges of their application. This discussion will result in four main challenges. In order to address them, the chapter presents psychological approaches that deal with the relevant issues and help to understand potential benefits of patterns of social practice. It concludes with some remaining open questions for future research. The entire chapter focuses on the structure that patterns provide, and how this structure supports the communication, exchange, and learning of social practice. The discussion of pattern writing processes (e.g., the process of shepherding) would need a motivational and practical consideration rather than a cognitive psychological one.

Fantasy Workshop

2018 ◽  
pp. 617-629
Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer
Keyword(s):  
Creative Writing ◽  
Management System ◽  
Teaching And Learning ◽  
Previous Knowledge ◽  
Writing Processes ◽  
Learning Platform ◽  
Write To Learn ◽  
Literature Class ◽  
K 12 ◽  
Grade Classroom

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students' writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.

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