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Text Analysis Culture, Framework & Teaching Text Analysis Culture, Framework & Teaching Edited by Jane Mattisson and Maria Bäcke KRISTIANSTAD UNIVERSITY PRESS Text Analysis Culture, Framework & Teaching Högskolan Kristianstad Text Analysis Culture, Framework & Teaching Conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 Edited by Jane Mattisson and Maria Bäcke !1 Kristianstad University Press 2014:4 © Jane Mattisson and Maria Bäcke 2014 Department of Human Sciences School of Education and Environment Kristianstad University 291 88 Kristianstad ISBN: 978-91-87973-00-0 !2 Table of Contents Foreword 4 Bianca Foghel's “Through the Maze of the Unconscious in John Fowles’s The Magus” 5 Alena Rudenka & Michael Zukosky’s “Traditional Culture as a Discourse” 13 Erliza Lopez Pedersen’s “Representations of the Filipino Identities in Blogs” 26 Maria Freij & Lena Ahlin’s “Going Forward with Feedback: On Autonomy and Teacher Feedback” 42 Jane Mattisson’s “The Two Stories of Detective Fiction” 59 Alla Kozhinova & Alena Sourkova’s “Montage as a Method of One Ancient Text Organization: On text structure of the Book of Daniel from the Vilnius Old Testament Florilegium” 68 Larisa Suarez’ “Figures of Speech in Somerset Maugham’s Short Story ‘Louise’” 83 Sharon Ahlquist’s “Appreciating Literature: A Focus on Lexis in Second Language Reading” 88 Sven Kristersson’s “Singing as a Means of Text Analysis” 97 Maria Bäcke’s “The Framework for University Level Text Analysis” 104 Johan Landgren’s “The Medium and the Vandal: A study of English translations of Tomas Tranströmer’s poetry” 112 Ulrica Skagert’s “Things within Things: Possible Readings of Alice Munro’s ‘The Love of a Good Woman’” 122 Yelena Makarova’s “Text Analysis as the Basis for Teaching Academic Writing” 132 Peter Svensson’s “Barn- och ungdomsutredningar ur ett språkligt perspektiv” 140 Lubomir Vladimirov Vouchev’s ” Frequently Occurring Mistakes and Linguistic Interference at High-School Level” 156 "3 The articles included in these proceedings were presented at a text analysis sympo- sium on 14 and 15 April 2014. The presenters represented a range of educational institutions: Belarusian State University, Belarus; Kristianstad University, Sweden; Linnaeus University, Sweden; Lund University, Sweden; Malmö Academy of Music, Sweden; Malmö Borgarskola, Sweden; Minsk Academy of Public Administration, Belarus; St Petersburg State University, Russia; University of Latvia, Latvia; and West University of Timișoara, Romania. The six sessions covered a range of subjects related to text and discourse analysis. The first session, “Text Analysis and Literature”, included papers on Tomas Tran- strömer, John Fowles and Alice Munro. The second session, “Discourse Analysis”, discussed topics as diverse as traditional culture as a discourse, categories of text and discourse and their role in collecting, organising and interpreting data, and ana- lysing song lyrics. Session three, “Text Analysis in Teaching and Literature”, consi- dered the appreciation of literature in second language reading, how to teach litera- ry theory through detective stories, and stylistic devices in Somerset Maugham’s short story “Louise”. The fourth session, “Text Analysis in Teaching and Writing considered issues as diverse as text analysis and teaching writing, plagiarism detec- tion systems in higher education, and teacher feedback and autonomy. The fifth session, “Text and Discourse Analysis for Change”, discussed a range of issues in- cluding a linguistic perspective on Swedish official documentation on children, lin- guistic interference and commonly occurring mistakes in Swedish secondary schools, and text analysis at university-level. The final session, “Text analysis and ICT” included papers on Filipino transnational identities in blogs, text analysis in the age of technology, and the contextualisation, organisation, and textualisation of IT operational documentation The symposium also saw the launching of a new journal, Contemporary Society and its Discourse Representations. Further information may be obtained from Professor Irina Oukhvanova-Shmyrova, Belarusian State University, at [email protected]. All articles have been peer reviewed and contributors have been invited to edit their papers in accordance with the reviewers’ instructions. The final version is the sole responsibility of the contributor. Special thanks go to the participants and contributors to this volume; we hope that you will visit us again. Our grateful thanks also go to Kristianstad University for the use of the university premises and for subsidising the publication of the confe- rence programme and the conference visit to Naturum Nature Centre, as well as for providing refreshments during the breaks. We also wish to thank Anders Håkansson for assisting with the publication of this volume. Jane Mattisson and Maria Bäcke December 2014 !4 Through the Maze of the Unconscious in John Fowles’s The Magus Foghel Bianca West University of Timişoara, Romania This work was cofinaced from the European Social Fund through Sectoral Operational Programme Human Resources Development 2007-2013, project number POSDRU/159/1.5/S/140863, Competitive Researchers in Europe in the Field of Humanities and Socio-Economic Sciences. A Multi-regional Research Network Abstract: John Fowles’s acknowledgement of the influence of Jung at the time The Magus was being written, and Nicholas Urfe’s search for self-awareness triggered the hypothesis according to which the novel, apart from its being widely read as an existentialist Bildungsroman, could be better grasped in the light of a Jungian reading. My thesis focuses upon analysing Nicholas’s evolution in parallel to the archetypal quest for the self, which Jung equated with individuation. The labyrinth of individuation, i.e. of “becoming whole” is none other than that of self-discovery, which has been reasserted since the beginnings of human thought. Similarly, the protagonist has to face and overcome his own illusions that revolve around defining concepts such as love, freedom and responsibility and become authentic towards his own self. According to the Jungian tenets, this can only be achieved by undergoing an excruciating process of harmonizing the conscious with the unconscious. The fictional landscapes of the novel will also be explored in terms of their symbolic weight, laying particular emphasis on Jungian parallels. I shall attempt to prove that these loci function as keys offered to the neophyte embarked on the quest of initiation by relating to the evident psychological correspondences between the topographical coordinates presented in the novel and their semiotic functions. Keywords: archetypal quest, initiation, unconscious, ego-consciousness 1. Acknowledging Jung’s Influence In The Magus, John Fowles fictionalises his own experience on the Greek island of Spetsai and it seems that what he hopes to attain through his semi- autobiographical fiction is to enwrap personal experiences and perceptions into a certain degree of universality. In several interviews, Fowles admitted to his being strongly influenced by Jungian psychoanalysis “For me Jung has always been the most fruitful psychologist, that is, most fertile in his effects on any subsequent fiction” (Fowles, quoted in Vipond 185); 5 From the process of individuation, around which Jung crystallised several of his findings, to the stages implied by such a process and to their corresponding alchemical stages, and from the individual and archetypal structures that build up the self, to archaic components that accompany the development of the self, such as the ego, the persona, the shadow, the anima/animus, all of these features can be traced in the Fowlesian oeuvre. However, the overarching Jungian concept traceable in Fowles’s fiction is clearly that of individuation, alongside the archetypal stages. 2. The Process of Individuation in The Magus Borrowed from Schopenhauer, the Jungian concept of individuation should not be confused with individualism; on the contrary, the former is a gradual process that seeks to unite the self with an unconscious collective, as opposed to the latter, which means setting oneself into conflict with the collective: “Individuation is an at-one-ment with oneself and at the same time with humanity” (Jung, CW vol. 16: par. 227). This intricate path of self-discovery has been symbolically embodied by the ancient and occult depictions of initiation such as Tarot, alchemy and astrology, which asserted the necessity of self- discovery as a fundamental principle of the earthly life. In general terms, individuation can be said to comprise the entire life of an individual, and, despite its teleological character, it is a process that may cover one’s entire life spam, from infancy to death. It is a natural attempt of the consciousness to learn to relate to the unconscious contents of the psyche, a titanic undertaking, since it entails uniting two apparently irreconcilable parts into a whole. However, even though individuation is a lifelong process, Jung considers the development of the conscious personality in the form of social adaptation to be the natural prerequisite of the attempt to confront unconscious contents. After the completion of the first stage comes the inward confrontation of the archetypal foundation. Individuation is therefore the expression of humanity’s innate drive towards the development of congenital potentialities, being both the production of something new as well as the ongoing development of something already existent:
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