Bakhtin's "Theory" of Genre
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I COHESION in TRANSLATION
COHESION IN TRANSLATION: A CORPUS STUDY OF HUMAN- TRANSLATED, MACHINE-TRANSLATED, AND NON-TRANSLATED TEXTS (RUSSIAN INTO ENGLISH) A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Tatyana Bystrova-McIntyre December, 2012 i © Copyright by Tatyana Bystrova-McIntyre 2012 All Rights Reserved ii Dissertation written by Tatyana Bystrova-McIntyre B.A., Tver State University, Russia, 1999 M.A., Kent State University, OH, 2004 M.A., Kent State University, OH, 2006 Ph.D., Kent State University, OH, 2012 APPROVED BY __________________________, Chair, Doctoral Dissertation Committee Brian J. Baer (advisor) __________________________, Members, Doctoral Dissertation Committee Gregory M. Shreve __________________________, Erik B. Angelone __________________________, Andrew S. Barnes __________________________, Mikhail Nesterenko ACCEPTED BY __________________________, Interim Chair, Modern and Classical Language Studies Keiran J. Dunne __________________________, Dean, College of Arts and Sciences Timothy Chandler iii TABLE OF CONTENTS LIST OF FIGURES ....................................................................................................... XIII LIST OF TABLES ........................................................................................................... XX DEDICATION ......................................................................................................... XXXVI ACKNOWLEDGEMENTS ................................................................................... -
Copenhagen Studies in Genre Vol
Roskilde University Genre and Adaptation in motion Svendsen, Erik Published in: Genre and ... Publication date: 2015 Document Version Publisher's PDF, also known as Version of record Citation for published version (APA): Svendsen, E. (2015). Genre and Adaptation in motion. In S. Auken, P. S. Lauridsen, & A. J. Rasmussen (Eds.), Genre and ... (pp. 221-250). ekbatana. Copenhagen Studies in Genre Vol. 2 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 05. Oct. 2021 GENRE AND … Copenhagen Studies in Genre 2 Ekbátana Ed. Sune Auken, Palle Schantz Lauridsen, & Anders Juhl Rasmussen GENRE AND ... Copenhagen Studies in Genre 2 Edited by Sune Auken, Palle Schantz Lauridsen, & Anders Juhl Rasmussen Forlaget Ekbátana Genre and … Copenhagen Studies in Genre 2 © 2015 Ekbátana and the contributors Edited by Sune Auken, Palle Schantz Lauridsen, & Anders Juhl Rasmussen 1. edition ISBN 978-87-995899-5-1 Typeset in Times New Roman and Helvetica Cover Michael Guldbøg All chapters of this books has been sub- mitted to peer reviewed. -
GENRE STUDIES in MASS MEDIA Art Silverblatt Is Professor of Communications and Journalism at Webster Univer- Sity, St
GENRE STUDIES IN MASS MEDIA Art Silverblatt is Professor of Communications and Journalism at Webster Univer- sity, St. Louis, Missouri. He earned his Ph.D. in 1980 from Michigan State University. He is the author of numerous books and articles, including Media Literacy: Keys to Interpreting Media Messages (1995, 2001), The Dictionary of Media Literacy (1997), Approaches to the Study of Media Literacy (M.E. Sharpe, 1999), and International Communications: A Media Literacy Approach (M.E. Sharpe, 2004). Silverblatt’s work has been translated into Japanese, Korean, Chinese, and German. GENRE STUDIES IN MASS MEDIA A HANDBOOK ART SILVERBLATT M.E.Sharpe Armonk, New York London, England Copyright © 2007 by M.E. Sharpe, Inc. All rights reserved. No part of this book may be reproduced in any form without written permission from the publisher, M.E. Sharpe, Inc., 80 Business Park Drive, Armonk, New York 10504. Library of Congress Cataloging-in-Publication Data Silverblatt, Art. Genre studies in mass media : a handbook / Art Silverblatt. p. cm. Includes bibliographical references and index. ISBN: 978-0-7656-1669-2 (cloth : alk. paper) 1. Mass media genres. I. Title. P96.G455S57 2007 302.23—dc22 2006022316 Printed in the United States of America The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences Permanence of Paper for Printed Library Materials, ANSI Z 39.48-1984. ~ BM (c) 10 9 8 7 6 5 4 3 2 1 To my “first generation” of friends, who have been supportive for so long: Rick Rosenfeld, Linda Holtzman, Karen Techner, John Goldstein, Alan Osherow, and Gary Tobin. -
The Bakhtin Circle and Ancient Narrative
The limits of polyphony: Dostoevsky to Petronius MARIA PLAZA Stockholm University In times when a theorist grows as authoritative as the Russian thinker Mikh- ail Mikhailovich Bakhtin has grown today, his theories are sometimes hastily applied to more texts than they can usefully explain. While the rereading, and possibly reconception, of the Roman novel in the light of his ideas on the novelistic genre is certainly a most important and exciting project, there may be a risk of overstatement. My aim in this paper, therefore, is to suggest an answer to the question of whether Petronius’ Satyrica can be said to be a “polyphonic novel” in Bakhtin’s sense.1 The concept of “polyphony” is fully developed in Bakhtin’s book Prob- lems in Dostoevsky’s Poetics,2 although there are discussions of the related categories “dialogism” and “heteroglossia” in his important essays of the 1930’s.3 It should be noted, however, that “heteroglossia” is not equivalent to polyphony: it implies a diversity of speech styles in a language, some- times with the further requirement that the styles should reflect and inter- penetrate each other; while polyphony always requires an interpenetration of ————— 1 It is not my aim to offer an exhaustive analysis; rather, I hope to present some examples and general arguments for my suggested solution, in order to make a modest contribution to an ongoing debate about Bakhtin and the classics. 2 The first edition of this work, entitled Problemy tvorchestva Dostoevskogo [Problems of Dostoevsky’s creative art], appeared in 1929, and was a much narrower discussion than the influential second edition of 1963. -
Narrative Epic and New Media: the Totalizing Spaces of Postmodernity in the Wire, Batman, and the Legend of Zelda
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-17-2015 12:00 AM Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda Luke Arnott The University of Western Ontario Supervisor Nick Dyer-Witheford The University of Western Ontario Graduate Program in Media Studies A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Luke Arnott 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Other Film and Media Studies Commons Recommended Citation Arnott, Luke, "Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda" (2015). Electronic Thesis and Dissertation Repository. 3000. https://ir.lib.uwo.ca/etd/3000 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. NARRATIVE EPIC AND NEW MEDIA: THE TOTALIZING SPACES OF POSTMODERNITY IN THE WIRE, BATMAN, AND THE LEGEND OF ZELDA (Thesis format: Monograph) by Luke Arnott Graduate Program in Media Studies A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Luke Arnott 2015 Abstract Narrative Epic and New Media investigates why epic narratives have a renewed significance in contemporary culture, showing that new media epics model the postmodern world in the same way that ancient epics once modelled theirs. -
Mikhail Bakhtin and Discourse on Genre Novel
Int.J.Eng.Lang.Lit&Trans.StudiesINTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, Vol. LITERATURE3.Issue. 1.2016 (Jan-Mar) AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in KY PUBLICATIONS RESEARCH ARTICLE Vol. 3. Issue 1.,2016 (Jan-Mar. ) MIKHAIL BAKHTIN AND DISCOURSE ON GENRE NOVEL NIYATI KABTHIYAL1, Prof. SUREKHA DANGWAL2 1Ph.D. Research Scholar, Dept. of English & MEOFL, HNBGU, Srinagar Garhwal 2Dept. of English & MEOFL, HNBGU, Srinagar Garhwal ABSTRACT In Western tradition, Socrates frequently employed a method of dialogue in argumentation, which allowed dramatic clash of juxtaposed points of view punctuated by the final word of a single person (interlocutor); and that mode of interaction came to acquire after him the name "Socratic dialogue". His disciple Plato further developed this many-voiced mode in writing, also known as Platonic dialogue; the master piece of which we have in the Republic, manifesting outstanding success of the mode. The ancient practice attracted the attention of Russian formalist and genre theorist, Mikhail Bakhtin, and he used the concept while theorizing his views on the stylistic mode of the new novelistic (artistic-prose) genres vis-à-vis high poetic genres (epic, dramatic, lyric). Bakhtin located in the Socratic dialogues one of the earliest forms of what he termed variously in the novel: heteroglossia and dialogism Kristeva is later believed to have rechristianed these antecedent concepts as intertextuality (Worton & Judith Still 3). The basic property of any discourse Bakhtin locates in dialogic orientation. He perceives dialogism as pervading not only the internal dialogism of the word, but stretching beyond to cover the entire compositional structure of a discourse (Leitch 1091). -
Rhetorical Genre Studies: Key Concepts and Implications for Education
CORE Metadata, citation and similar papers at core.ac.uk Provided by Academic and Scholarly Repository of KUIS Rhetorical genre studies: Key concepts and implications for education 著者名(英) Dirk MacKenzie journal or 神田外語大学紀要 publication title volume 22 page range 175-198 year 2010-03 URL http://id.nii.ac.jp/1092/00000620/ asKUIS 著作権ポリシーを参照のこと Rhetorical genre studies: Key concepts and implications for education Dirk MacKenzie Abstract In this paper, I provide an overview of the theoretical roots and key concepts of UKHWRULFDOJHQUHVWXGLHV 5*6 DQGDWWHPSWWRGH¿QHUKHWRULFDOJHQUHWKHRU\,WKHQ discuss implications of rhetorical genre theory for education, with specific focus on: the acquisition process, explicit instruction, discourse community and audience, simulation and authenticity, genre-learning strategies as empowerment, and teacher UROH Introduction In the ‘80s and ‘90s, influenced by a range of theoretical developments related to language use, rhetoric and composition scholars in North America developed a new conceptual framework for genre that has revolutionized writing studies and HGXFDWLRQ5KHWRULFDOJHQUHVWXGLHV 5*6 $UWHPHYD )UHHGPDQ DVLW has come to be called, has given us a new lens, allowing us to see written (and oral) communication in a new way and leading to a deeper understanding of how the form RIRXUFRPPXQLFDWLRQVLVWLHGWRVRFLDOIXQFWLRQV7KHUHVXOWLQJJHQUHWKHRU\KDVKDG major implications for education, since learning to wield genres (especially written JHQUHV LVNH\WRDFDGHPLFVXFFHVV -RKQ6ZDOHV FDOOVJHQUHDQ³DWWUDFWLYH´ZRUGEXWD³IX]]\´FRQFHSW -
Genres of Experience: Three Articles on Literacy Narratives and Academic Research Writing
GENRES OF EXPERIENCE: THREE ARTICLES ON LITERACY NARRATIVES AND ACADEMIC RESEARCH WRITING By Ann M. Lawrence A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Rhetoric and Writing – Doctor Of Philosophy 2014 ABSTRACT GENRES OF EXPERIENCE: THREE ARTICLES ON LITERACY NARRATIVES AND ACADEMIC RESEARCH WRITING By Ann M. Lawrence This dissertation collects three articles that emerged from my work as a teacher and a researcher. In Chapter One, I share curricular resources that I designed as a teacher of research literacies to encourage qualitative research writers in (English) education to engage creatively and critically with the aesthetics of their research-writing processes and to narrate their experiences in dialogues with others. Specifically, I present three heuristics for writing and revising qualitative research articles in (English) education: “PAGE” (Purpose, Audience, Genre, Engagement), “Problem Posing, Problem Addressing, Problem Posing,” and “The Three INs” (INtroduction, INsertion, INterpretation). In explaining these heuristics, I describe the rhetorical functions and conventional structure of all of the major sections of qualitative research articles, and show how the problem for study brings the rhetorical “jobs” of each section into purposive relationship with those of the other sections. Together, the three curricular resources that I offer in this chapter prompt writers to connect general rhetorical concerns with specific writing moves and to approach qualitative research writing as a strategic art. Chapters Two and Three emerged from research inspired by my teaching, during which writers shared with me personal literacy narratives, or autobiographical accounts related to their experiences with academic research writing. -
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 -
The Pedagogy of Intertextuality, Genre, and Adaptation: Young Adult Literary Adaptations in the Classroom
Eastern Illinois University The Keep Undergraduate Honors Theses Honors College 2018 The Pedagogy of Intertextuality, Genre, and Adaptation: Young Adult Literary Adaptations in the Classroom Brooke L. Poeschl Follow this and additional works at: https://thekeep.eiu.edu/honors_theses Part of the Children's and Young Adult Literature Commons, Curriculum and Instruction Commons, and the Secondary Education Commons The Pedagogvcf. interte lm.tality,and GelU'e, Adaptation� YoWlQ.AdWt. Literacy Adap\atloos intheClas&room (TITLE) BY Brooke L. Poeschl UNDERGRADUATE THESIS SUBMITTED rN PARTrAl FUlFfllMENT OF THE REQUIREMENTS OF UNDERGRADUATE DEPARTMENTAL HONORS DEPARTMENT OF .EN.GLISH, ALONG WITH iHE HONORS COLLEGE, €ASr£R-N' .f.LUNOfS UN4VER SffY CHARLESTON, iLLINd1S .'. YEAR 1 HEREBY RECOMMEND.. THJS UNDERGRADUATETHES.JS BE ACCEPTED· AS FULFILLING THE THESIS REQUIREMENT FOR UNDERGRADUATE DEPARTMENTAL HONORS DATE !I?/ 201? HONORS COORDINAfffiR Poeschl 1 The Pedagogy of Intertextuality, Genre, andAdaptation: Young Adult Literary Adaptations in the Classroom Preface There has been a recent shift in the viewpoint of educators in regardto the literary genre known as "Young Adult" (YA L ).1 This genre, with a target audience of readers aged 12 to 18 respectively; is becoming more and more present in the English Language Arts classroom and its application within curriculum has resulted in it sometimes talcingthe place of moretraditionally taught works from the Literary Canon.2 This shift in preference and presence is arguably beneficial to students being that YAL provides a more accessible means by which students can meet Common Core State Standards through texts that are often more interesting to students. Further, there is a growing subset of YAL wherein authors provide a modernized take on literary classics, allowing narratives that have been staples in ELA curricula for decades to become more relatable to their contemporaryadolescent audiences. -
To Teach Reading and Writing Well: "Genre Awareness" in Basic Writing
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 2016 To Teach Reading and Writing Well: "Genre Awareness" in Basic Writing Tara Peck 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 Peck, Tara, "To Teach Reading and Writing Well: "Genre Awareness" in Basic Writing" (2016). Masters Theses. 2436. https://thekeep.eiu.edu/theses/2436 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 GraduateSchool4 Eil'>rJlRN hLlNOIS UNIVERSITY" Thesis Maintenance and Reproduction Certificate FOR: Graduate Candidates Completing Theses in Partial Fnlfillment of the Degree Graduate Facnlty Advisors Directing the Theses RE: Preservation, Reproduction, and Distribution 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 pennission 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 ofthe thesis. -
Chapter 3 Genre Theories and the Present Study
Chapter 3 Genre theories and the present study 3.1. Introduction The previous chapter reviewed contrastive rhetoric as a field of study and the new orientations of contrastive rhetorical studies that have emerged from the criticisms on traditional contrastive rhetoric and new developments of discourse analysis and composition research. In addition, it reviewed contrastive studies between Chinese and English writing, especially with regard to expository writing, and relevant contrastive studies on media discourses. This chapter moves towards a theoretical review of the previous genre studies and discourse studies relevant to this project. The chapter reviews different traditions of genre theories with the aim of establishing a theoretical framework for the present study. These theories mainly cover new rhetoric, systemic functional linguistics (SFL) and English for Specific Purposes (ESP) perspectives on genre. These perspectives are considered as complementary rather than contradictory in terms of analytical applications in this study. 3.2. The genre-based view of discourse Genre has been defined in different ways in the field of applied linguistics. The most influential definitions are from three different traditions of genre studies. The first definition is from the tradition of new rhetoric genre studies. Miller (1984/1994) argues for genre as rhetorical action based on recurrent situations and for an open principle of genre classification based on rhetorical practice, rather than a closed one based solely on structure, substance, or aim. Genre studies in the new rhetoric focus less on features of the text and more on relations between text and context often by employing ethnographic research or case study methods.