Analyzing Gender Bias Within Narrative Tropes

Total Page:16

File Type:pdf, Size:1020Kb

Analyzing Gender Bias Within Narrative Tropes Analyzing Gender Bias within Narrative Tropes Dhruvil GalaF Mohammad Omar KhursheedF Hannah Lerner Brendan O’Connor Mohit Iyyer University of Massachusetts Amherst fdgala,mkhursheed,hmlerner,brenocon,[email protected] Abstract explicitly gendered trope (as opposed to, for exam- ple, women are wiser), the online tvtropes.org Popular media reflects and reinforces societal repository contains 108 male and only 15 female biases through the use of tropes, which are instances of evil genius across film, TV, and litera- narrative elements, such as archetypal charac- ters and plot arcs, that occur frequently across ture. media. In this paper, we specifically inves- To quantitatively analyze gender bias within tigate gender bias within a large collection tropes, we collect TVTROPES, a large-scale dataset of tropes. To enable our study, we crawl that contains 1.9M examples of 30K tropes in vari- tvtropes.org, an online user-created repos- ous forms of media. We augment our dataset with itory that contains 30K tropes associated with metadata from IMDb (year created, genre, rating of 1.9M examples of their occurrences across the film/show) and Goodreads (author, characters, film, television, and literature. We automati- cally score the “genderedness” of each trope gender of the author), which enable the exploration in our TVTROPES dataset, which enables an of how trope usage differs across contexts. analysis of (1) highly-gendered topics within Using our dataset, we develop a simple method tropes, (2) the relationship between gender based on counting pronouns and gendered terms bias and popular reception, and (3) how the to compute a genderedness score for each trope. gender of a work’s creator correlates with the Our computational analysis of tropes and their gen- types of tropes that they use. deredness reveals the following: • Genre impacts genderedness: Media re- 1 Introduction lated to sports, war, and science fiction rely heavily on male-dominated tropes, while ro- Tropes are commonly-occurring narrative patterns mance, horror, and musicals lean female. within popular media. For example, the evil ge- nius trope occurs widely across literature (Lord • Male-leaning tropes exhibit more topical Voldemort in Harry Potter), film (Hannibal Lecter diversity: Using LDA, we show that male- in The Silence of the Lambs), and television (Ty- leaning tropes exhibit higher topic diversity win Lannister in Game of Thrones). Unfortunately, (e.g., science, religion, money) than female many tropes exhibit gender bias1, either explicitly tropes, which contain fewer distinct topics (of- through stereotypical generalizations in their defini- ten related to sexuality and maternalism). tions, or implicitly through biased representation in • Low-rated movies contain more gendered their usage that exhibits such stereotypes. Movies, tropes: Examining the most informative fea- TV shows, and books with stereotypically gendered tures of a classifier trained to predict IMDb tropes and biased representation reify and reinforce ratings for a given movie reveals that gendered gender stereotypes in society (Rowe, 2011; Gupta, tropes are strong predictors of low ratings. 2008; Leonard, 2006). While evil genius is not an • Female authors use more diverse gendered FAuthors contributed equally. tropes than male authors: Using author gen- 1Our work explores gender bias across two identities: cis- der metadata from Goodreads, we show that gender male and female. The lack of reliable lexicons limits our ability to explore bias across other gender identities, which female authors incorporate a more diverse set should be a priority for future work. of female-leaning tropes into their works. 212 Proceedings of the Fourth Workshop on Natural Language Processing and Computational Social Science, pages 212–217 Online, November 20, 2020. c 2020 Association for Computational Linguistics https://doi.org/10.18653/v1/P17 Titles (w/ metadata) Tropes Examples 2.3 Who contributes to TVTROPES? Literature 15,495 (5,208) 27,229 679,618 One limitation of any analysis of social bias on Film 17,019 (8,816) 27,450 751,594 TVTROPES is that the website may not be repre- TV 7,921 (4,192) 27,134 488,632 Total 40,435 (18,216) 29,457 1,919,844 sentative of the true distribution of tropes within media. There is a confounding selection bias—the Table 1: Statistics of TVTROPES. media in TVTROPES is selected by the users who maintain the tvtropes.org resource. To better un- derstand the demographics of contributing users, Our dataset and experiments complement existing we scrape the pages of the 15K contributors, many social science literature that qualitatively explore of which contain unstructured biography sections. gender bias in media (Lauzen, 2019). We publicly We search for biographies that contain tokens re- 2 release TVTROPES to facilitate future research that lated to gender and age, and then we manually computationally analyzes bias in media. extract the reported gender and age for a sample of 256 contributors.4 The median age of these con- 2 Collecting the TVTROPES dataset tributors is 20, while 64% of them are male, 33% female and 3% bi-gender, genderfluid, non-binary, We crawl TVTropes.org to collect a large-scale trans, or agender. We leave exploration of whether dataset of 30K tropes and 1.9M examples of their user-reported gender correlates with properties of occurrences across 40K works of film, television, contributed tropes to future work. and literature. We then connect our data to meta- data from IMDb and Goodreads to augment our 3 Measuring trope genderedness dataset and enable analysis of gender bias. We limit our analysis to male and female genders, 2.1 Collecting a dataset of tropes though we are keenly interested in examining the Each trope on the website contains a description correlations of other genders with trope use. We as well as a set of examples of the trope in differ- devise a simple score for trope genderedness that ent forms of media. Descriptions normally consist relies on matching tokens to male and female lex- 5 of multiple paragraphs (277 tokens on average), icons used in prior work (Bolukbasi et al., 2016; while examples are shorter (63 tokens on average). Zhao et al., 2018) and include gendered pronouns, We only consider titles from film, TV, and litera- possessives (his, her), occupations (actor, actress), ture, excluding other forms of media, such as web and other gendered terms. We validate the effec- comics and video games. We focus on the former tiveness of the lexicon in capturing genderedness because we can pair many titles with their IMDb by annotating 150 random examples of trope occur- and Goodreads metadata. Table1 contains statistics rences as male (86), female (23), or N/A (41). N/A of the TVTROPES dataset. represents examples that do not capture any aspect of gender. We then use the lexicon to classify each 2.2 Augmenting TVTROPES with metadata example as male (precision = 0:85, recall = 0:86, and F1 score = 0:86) or female (precision = 0:72, 3 We attempt to match each film and television listed recall = 0:78, and F1 score = 0:75). in our dataset with publicly-available IMDb meta- To measure genderedness, for each trope i, we data, which includes year of release, genre, director concatenate the trope’s description with all of the and crew members, and average rating. Similarly, trope’s examples to form a document Xi. Next, we match our literature examples with metadata we tokenize, preprocess, and lemmatize Xi using scraped from Goodreads, which includes author NLTK (Loper and Bird, 2002). We then compute names, character lists, and book summaries. We the number of tokens in Xi that match the male lex- additionally manually annotate author gender from icon, m(Xi), and the female lexicon, f(Xi). We Goodreads author pages. The second column of also compute m(TVTROPES) and f(TVTROPES), Table1 shows how many titles were successfully the total number of matches for each gender across matched with metadata through this process. 4We note that some demographics may be more inclined 2http:/github.com/dhruvilgala/tvtropes to report age and gender information than others. 3We match by both the work’s title and its year of release 5The gender-balanced lexicon is obtained from Zhao et al. to avoid duplicates. (2018) and comprises 222 male-female word pairs. 213 g g Male Tropes Female Tropes TV Musical Movies Motivated by Fear -1.8 Ms. Fanservice 3.4 Romance Horror Robot War -1.6 Socialite 3.1 Drama Cure for Cancer -1.5 Damsel in Distress 2.7 Comedy Evil Genius -1.3 Hot Scientist 2.2 Family Thriller Grand Finale -1.2 Ditzy Secretary 2.0 Biography Mystery Crime Table 2: Instances of highly-gendered tropes. Fantasy Genre Animation Sci-Fi Documentary Adventure all trope documents in the corpus. The raw gen- Action deredness score of trope i is the ratio di = Western War History , Music f(Xi) f(TVTROPES) : Sport f(Xi) + m(Xi) f(TVTROPES) + m(TVTROPES) | {z } | {z } 0.4 0.2 0.0 0.2 0.4 0.6 ri rTVTROPES Genderedness Score This score is a trope’s proportion of female tokens Figure 1: Genderedness across film and TV genres. among gendered tokens (ri), normalized by the global ratio in the corpus (rTVTROPES=0.32). If di is high, trope i contains a larger-than-usual proportion extract the set of all tropes used in these works. of female words. Next, we compute the average genderedness score We finally calculate the the genderedness score of all of these tropes. Figure1 shows that media 6 gi as di’s normalized z-score. This results about sports, war, and science fiction contain more in scores from −1:84 (male-dominated) to 4:02 male-dominated tropes, while musicals, horror, and (female-dominated). For our analyses, we consider romance shows are heavily oriented towards female tropes with genderedness scores outside of [−1; 1] tropes, which is corroborated by social science lit- (one standard deviation) to be highly gendered (see erature (Lauzen, 2019).
Recommended publications
  • EARLY MODERN WOMEN WRITERS and HUMILITY AS RHETORIC: AEMILIA LANYER's TABLE-TURNING USE of MODESTY Thesis Submitted to the Co
    EARLY MODERN WOMEN WRITERS AND HUMILITY AS RHETORIC: AEMILIA LANYER’S TABLE-TURNING USE OF MODESTY Thesis Submitted to The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree of Master of Arts in English By Kathryn L. Sandy-Smith UNIVERSITY OF DAYTON Dayton, Ohio August 2013 EARLY MODERN WOMEN WRITERS AND HUMILITY AS RHETORIC: AEMILIA LANYER’S TABLE-TURNING USE OF MODESTY Name: Sandy-Smith, Kathryn Louise APPROVED BY: ________________________ Elizabeth Ann Mackay, Ph.D. Committee Co-chair ________________________ Sheila Hassell Hughes, Ph.D. Committee Member __________________________ Rebecca Potter, Ph.D. Committee Co-chair ii ABSTRACT EARLY MODERN WOMEN WRITERS AND HUMILITY AS RHETORIC: AEMILIA LANYER’S TABLE-TURNING USE OF MODESTY Name: Sandy-Smith, Kathryn L. University of Dayton Advisor: Elizabeth Mackay, Ph.D. 16th and 17th century women’s writing contains a pervasive language of self-effacement, which has been documented and analyzed by scholars, but the focus remains on the sincerity of the act, even though humility was often employed as a successful rhetorical tool by both classic orators and Renaissance male writers. Aemilia Lanyer’s Salve Deus Rex Judaeorum has been read in this tradition of sincere humility, and even when it has not, scholars have focused on the dedicatory paratext, thus minimizing Lanyer’s poetic prowess. I argue that Lanyer’s poem-proper employs modesty as a strategic rhetorical device, giving added credibility and importance to her work. By removing the lens of modesty as sincerity, I hope to encourage a reexamination of the texts of Renaissance women and remove them from their ‘silent, chaste and obedient’ allocation by/for the modern reader.
    [Show full text]
  • Doctor Strange Comics As Post-Fantasy
    Evolving a Genre: Doctor Strange Comics as Post-Fantasy Jessie L. Rogers Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Arts in English Karen Swenson, Chair Nancy A. Metz Katrina M. Powell April 15, 2019 Blacksburg, Virginia Keywords: Fantasy, Comics Studies, Postmodernism, Post-Fantasy Copyright 2019, Jessie L. Rogers Evolving a Genre: Doctor Strange Comics as Post-Fantasy Jessie L. Rogers (ABSTRACT) This thesis demonstrates that Doctor Strange comics incorporate established tropes of the fantastic canon while also incorporating postmodern techniques that modernize the genre. Strange’s debut series, Strange Tales, begins this development of stylistic changes, but it still relies heavily on standard uses of the fantastic. The 2015 series, Doctor Strange, builds on the evolution of the fantastic apparent in its predecessor while evidencing an even stronger presence of the postmodern. Such use of postmodern strategies disrupts the suspension of disbelief on which popular fantasy often relies. To show this disruption and its effects, this thesis examines Strange Tales and Doctor Strange (2015) as they relate to the fantastic cornerstones of Tolkien’s The Hobbit and The Lord of the Rings and Rowling’s Harry Potter series. It begins by defining the genre of fantasy and the tenets of postmodernism, then it combines these definitions to explain the new genre of postmodern fantasy, or post-fantasy, which Doctor Strange comics develop. To show how these comics evolve the fantasy genre through applications of postmodernism, this thesis examines their use of otherworldliness and supernaturalism, as well as their characterization and narrative strategies, examining how these facets subvert our expectations of fantasy texts.
    [Show full text]
  • Continuity in Color: the Persistence of Symbolic Meaning in Myths, Tales, and Tropes
    Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2016 Continuity in Color: The eP rsistence of Symbolic Meaning in Myths, Tales, and Tropes McKinley May Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the Children's and Young Adult Literature Commons Recommended Citation May, McKinley, "Continuity in Color: The eP rsistence of Symbolic Meaning in Myths, Tales, and Tropes" (2016). University Honors Program Theses. 170. https://digitalcommons.georgiasouthern.edu/honors-theses/170 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. Continuity in Color: The Persistence of Symbolic Meaning in Myths, Tales, and Tropes An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of Literature and Philosophy. By McKinley May Under the mentorship of Joe Pellegrino ABSTRACT This paper examines the symbolism of the colors black, white, and red from ancient times to modern. It explores ancient myths, the Grimm canon of fairy tales, and modern film and television tropes in order to establish the continuity of certain symbolisms through time. In regards to the fairy tales, the examination focuses solely on the lesser-known stories, due to the large amounts of scholarship surrounding the “popular” tales. The continuity of interpretation of these three major colors (black, white, and red) establishes the link between the past and the present and demonstrates the influence of older myths and beliefs on modern understandings of the colors.
    [Show full text]
  • PROCESS· ANALYSIS Takes, Only Beautiful Happy Accidents
    Process Analysis ..- 293 CHAPTER EIGHT that it was really supposed to be a bike. Who knows? Maybe I'll end up being a police hamster who's been put on "hamster wheel" duty because I'm "too much of a loose cannon" in the field. In improv there are no mis­ PROCESS· ANALYSIS takes, only beautiful happy accidents. And many of the world's greatest discoveries have been by accident. I mean, look at the Reese's Peanut 9 9 9 Butter Cup, or Botox. -TIN A FEY, Bossypants In a directive process analysis, you typically use the second-person pro­ noun (you) because you're giving instructions directly to the reader. Some­ HE essays in this chapter are examples of PROCESS ANALYSIS* or "how times the you is understood, as in a recipe: [you] combine the milk with Allegra Goodman, T to" writing. Basically, there are two kinds of process analysis: directive the eggs, then add .a pinch of salt and the juice of one lemon. In an P· 322, uses the and explanatory. A directive process analysis explains how to make or do second-person to explanatory process analysis, you typically use the third-person tell you how to be something-for instance, how to throw a boomerang. ("Bring the boomerang pronoun (he, she, it) because you're giving information about some- a good writer. back behind you and snap it forward as if you were throwing a baseball."­ thing to the reader: howstuffworks.com) An explanatory process analysis explains how something works; it tells you what makes the boomerang come back.
    [Show full text]
  • Female Anti-Heroes in Contemporary Literature, Film, and Television Sara A
    Eastern Illinois University The Keep Masters Theses Student Theses & Publications 2016 Female Anti-Heroes in Contemporary Literature, Film, and Television Sara A. Amato Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation Amato, Sara A., "Female Anti-Heroes in Contemporary Literature, Film, and Television" (2016). Masters Theses. 2481. https://thekeep.eiu.edu/theses/2481 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. The Graduate School� f.AsTE�ILLINOIS UNIVERSITY" Thesis Maintenance and Reproduction Certificate FOR: Graduate Candidates Completing Theses in Partial Fulfillment of the Degree Graduate Faculty Advisors Directing the Theses RE: Preservation, Reproduction, andDistribution of Thesis Research Preserving, reproducing, and distributing thesis research is an important part of Booth Library's responsibility to provide access to scholarship. In order to further this goal, Booth Library makes all graduate theses completed as part of a degree program at Eastern Illinois University available for personal study, research, and other not-for-profit educational purposes. Under 17 U.S.C. § 108, the library may reproduce and distribute a copy without infringing on copyright; however, professional courtesy dictates that permission be requested from the author before doing so. Your signatures affirm the following: • The graduate candidate is the author of this thesis. • The graduate candidate retains the copyright and intellectual property rights associated with the original research, creative activity, and intellectual or artistic content of the thesis.
    [Show full text]
  • Glossary of Literary Terms
    Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern).
    [Show full text]
  • The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene
    Loyola University Chicago Loyola eCommons Psychology: Faculty Publications and Other Works Faculty Publications 6-2017 The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene Elizabeth M. Wakefield Loyola University Chicago, [email protected] Siu-Lan Tan Kalamazoo College Matthew P. Spackman Brigham Young University Follow this and additional works at: https://ecommons.luc.edu/psychology_facpubs Part of the Musicology Commons, and the Psychology Commons Recommended Citation Wakefield, Elizabeth M.; an,T Siu-Lan; and Spackman, Matthew P.. The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene. Music Perception: An Interdisciplinary Journal, 34, 5: 605-623, 2017. Retrieved from Loyola eCommons, Psychology: Faculty Publications and Other Works, http://dx.doi.org/10.1525/mp.2017.34.5.605 This Article is brought to you for free and open access by the Faculty Publications at Loyola eCommons. It has been accepted for inclusion in Psychology: Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. © The Regents of the University of California 2017 Effects of Diegetic and Nondiegetic Music 605 THE EFFECTS OF DIEGETIC AND NONDIEGETIC MUSIC ON VIEWERS’ INTERPRETATIONS OF A FILM SCENE SIU-LAN TAN supposed or proposed by the film’s fiction’’ (Souriau, Kalamazoo College as cited by Gorbman, 1987, p. 21). Film music is often described with respect to its relation to this fictional MATTHEW P. S PACKMAN universe. Diegetic music is ‘‘produced within the implied Brigham Young University world of the film’’ (Kassabian, 2001, p.
    [Show full text]
  • Teaching Writing Correctional Classroom
    ORALITY AND AUDIENCE ANALYSIS: TEACHING WRITING IN THE CORRECTIONAL CLASSROOM Thesis Submitted to The College of Arts and Sciences of THE UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree Master of Arts in English by Timothy Douglas Catalano University of Dayton Dayton, Ohio April 1995 UNIVERSITY OF DAYTON ROESCH LIBRARY 96 02212 APPROVED BY: Dr. Betty lagers Your^kin (Faculty Advisor) Dr. Lawrence Ruff (Faculty Reader) ii © Copyright by Timothy Douglas Catalano All Rights Reserved 1995 ABSTRACT ORALITY AND AUDIENCE ANALYSIS: TEACHING WRITING IN THE CORRECTIONAL CLASSROOM Catalano, Timothy Douglas The University of Dayton, 1995 Advisor: Dr. Betty Rogers Youngkin Walter Ong’s theory of orality and literacy provides a framework for teaching the concept of audience to basic writers in a prison education program. This thesis uses empirical research from a class at Warren Correctional Institute in Lebanon, Ohio, and selected observations of current composition theorists to confirm Ong’s assertion that audience is essential to the student writer’s ability to move from a reliance on speaking to a mastery of writing. iii ACKNOWLEDGMENTS I certainly want to thank Dr. Betty Youngkin for her kindness, insight, and inspiration which she provided not only for my thesis, but for much of my graduate work as well. I would also like to thank Dr. Lawrence Ruff for his contributions to my thesis and to Dr. Stephen Wilhoit, who provided much needed guidance through my graduate career. I would also like to thank my family for early guidance and support, and Father Walter Ong, who provided the groundwork for future exploration into orality.
    [Show full text]
  • ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
    Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details.
    [Show full text]
  • Introduction to the Paratext Author(S): Gérard Genette and Marie Maclean Source: New Literary History, Vol
    Introduction to the Paratext Author(s): Gérard Genette and Marie Maclean Source: New Literary History, Vol. 22, No. 2, Probings: Art, Criticism, Genre (Spring, 1991), pp. 261-272 Published by: The Johns Hopkins University Press Stable URL: https://www.jstor.org/stable/469037 Accessed: 11-01-2019 17:12 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to New Literary History This content downloaded from 128.227.202.135 on Fri, 11 Jan 2019 17:12:58 UTC All use subject to https://about.jstor.org/terms Introduction to the Paratext* Gerard Genette HE LITERARY WORK consists, exhaustively or essentially, of a text, that is to say (a very minimal definition) in a more or less lengthy sequence of verbal utterances more or less con- taining meaning. But this text rarely appears in its naked state, without the reinforcement and accompaniment of a certain number of productions, themselves verbal or not, like an author's name, a title, a preface, illustrations. One does not always know if one should consider that they belong to the text or not, but in any case they surround it and prolong it, precisely in order to present it, in the usual sense of this verb, but also in its strongest meaning: to make it present, to assure its presence in the world, its "reception" and its consumption, in the form, nowadays at least, of a book.
    [Show full text]
  • Rethinking Mimesis
    Rethinking Mimesis Rethinking Mimesis: Concepts and Practices of Literary Representation Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Rethinking Mimesis: Concepts and Practices of Literary Representation, Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Layout: Jari Käkelä This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-3901-9, ISBN (13): 978-1-4438-3901-3 Table of ConTenTs Introduction: Rethinking Mimesis The Editors...........................................................................................vii I Concepts of Mimesis Aristotelian Mimesis between Theory and Practice Stephen Halliwell....................................................................................3 Rethinking Aristotle’s poiêtikê technê Humberto Brito.....................................................................................25 Paul Ricœur and
    [Show full text]
  • The Writing Process Analysis Essay
    09 Assignment 05 - The Writing Process Analysis Essay Overview The Writing Process Analysis Essay is an assignment designed to help you reflect on and analyze your own writing process, as you have developed it over the semester. Your task will be to write an analytical essay examining and explaining the steps that you took while writing your three primary writing assignments in English 101: The Narrative, the Compare-Contrast, and the Argument. In this essay, you will trace your application of each of the steps of the Writing Process—generating ideas, organizing a writing plan, drafting, editing and revising, and proofreading—through each of your three essays. Basic Assignment Requirements The Writing Process Analysis essay must meet the following formatting guidelines: • Be in MLA Manuscript Format o Have 1 inch top, bottom, right and left margins; o Times New Roman 12 font; o Running header with last name and page number; o MLA compliant title block on first page; o All content double spaced. The Writing Process Analysis essay must meet the following content and mechanical guidelines: • Must be at least 1,000 words long; • Must offer a clear and consistent discussion of the writer’s use of the Writing Process in the composition of each of the previous three Major Writing Assignments during the semester; • Must be organized logically with clear topic sentences that clearly introduce each assignment; • Must provide adequate levels of detail and description to support and clearly describe each step of the writing process as it applies to the writer’s work; • Must contain a clear introduction and conclusion that provides overall background for the contents of the portfolio, and sums up the student’s overall English 101 experience; • Must contain none of the following major mechanical errors: o Run-on sentences o Fragments o Tense shifts o Possession errors o Capitalization errors o Subject-verb agreement errors • Must conform to Standard English Grammar requirements for proofreading, usage, and spelling.
    [Show full text]