Aristotle and Excess
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Fictionality
COPYRIGHT NOTICE: Edited by Franco Moretti: The Novel, Volume 1 is published by Princeton University Press and copyrighted, © 2006, by Princeton University Press. All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher, except for reading and browsing via the World Wide Web. Users are not permitted to mount this file on any network servers. Follow links for Class Use and other Permissions. For more information send email to: [email protected] CATHERINE GALLAGHER The Rise of Fictionality No feature of the novel seems to be more obvious and yet more easily ig nored than its fictionality. Like prose, fictional is one of those definitive terms (“a novel is a long, fictional prose narrative”) that most historians of the form have tacitly agreed to leave unexamined; we tend to let it lie dormant in our critical analyses as well. And yet we all know that it is active and de termining in our culture, for we cannot walk into a bookstore or read the Sunday papers without noticing that the primary categorical division in our textual universe is between “fiction” and “nonfiction.” Perhaps we imagine that a distinction so pervasive and secure can get along without our help, that it would be redundant to define such a self-evident trait. Or, perhaps we find that the theories of fictionality debated by philosophers and narratolo gists finally tell us too little about either the history or the specific properties of the novel to repay the difficulty of mastering them. -
Short Stories
Elements and Characteristics of Short Stories Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. In longer forms of fiction, stories tend to contain certain core elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event of the story that introduces the conflict); rising action, crisis (the decisive moment for the protagonist and their commitment to a course of action); climax (the point of highest interest in terms of the conflict and the point of the story with the most action); resolution (the point of the story when the conflict is resolved); and moral. Because of their short length, short stories may or may not follow this pattern. Some do not follow patterns at all. For example, modern short stories only occasionally have an exposition. More typical, though, is an abrupt beginning, with the story starting in the middle of the action. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. However, the endings of many short stories are abrupt and open and may or may not have a moral or practical lesson. Of course, as with any art form, the exact characteristics of a short story will vary by author. Length Determining what exactly separates a short story from longer fictional formats is problematic. A classic definition of a short story is that one should be able to be read it in one sitting, a point most notably made in Edgar Allan Poe's essay "The Philosophy of Composition" (1846). -
OHS Honors English Primer Is the Result of Over a Decade of Collabo- Ration Among the English Teachers of Oviedo High
Honors English Primer Prepared exclusively for the students of Oviedo High School 2008 Edition About Your Primer The 2008 OHS Honors English Primer is the result of over a decade of collabo- ration among the English teachers of Oviedo High. We have worked together to ensure that the materials you will find here are relevant and helpful to your studies both here at Oviedo and later in life. Materials included in this publi- cation have been created specifically for you by the teachers at this school, and the information included is designed to continually build your expertise in communication skills, literary analysis, meaningful composition, and effective research. Your teachers throughout the next four years will refer you to these pages as a resource for reference, instruction, and guidance as you continue to grow as a student of English. Our Primer has four distinct sections that each focus on a different aspect of the skills you will be acquiring: Literature, Composition, Grammar, and Re- search. Some courses may rely more on one section than another, but each course will use the Primer to build off your previous knowledge and prepare you for what lies ahead. Keep this document with you—in class at all times, throughout your career as a high school student, and as you journey into high- er education. It is our sincere hope that you find the2008 OHS Honors English Primer a helpful resource as you continue to prepare yourself for your future. Best wishes for lasting success, The English teachers of Oviedo High School The 2008 edition of The OHS Honors English Primer was set in Myriad® Pro and Warnock® Pro using Adobe® In- Design® CS3. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
The Marriage of Mimesis and Diegesis in "White Teeth"
University of New Mexico UNM Digital Repository 2019 Award Winners - Hulsman Undergraduate Jim & Mary Lois Hulsman Undergraduate Library Library Research Award Research Award Spring 2019 The aM rriage of Mimesis and Diegesis in "White Teeth" Brittany R. Raymond University of New Mexico, [email protected] Follow this and additional works at: https://digitalrepository.unm.edu/ugresearchaward_2019 Part of the Literature in English, British Isles Commons, and the Other English Language and Literature Commons Recommended Citation Raymond, Brittany R.. "The aM rriage of Mimesis and Diegesis in "White Teeth"." (2019). https://digitalrepository.unm.edu/ ugresearchaward_2019/5 This Article is brought to you for free and open access by the Jim & Mary Lois Hulsman Undergraduate Library Research Award at UNM Digital Repository. It has been accepted for inclusion in 2019 Award Winners - Hulsman Undergraduate Library Research Award by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Raymond 1 Brittany Raymond Professor Woodward ENGL 250 28 April 2018 The Marriage of Mimesis and Diegesis in White Teeth Zadie Smith’s literary masterpiece, White Teeth, employs a yin-yang relationship between Mimesis and Diegesis, shifting the style of narration as Smith skillfully maneuvers between the past and present. As the novel is unfolding, two distinctive writing styles complement each other; we are given both brief summaries and long play-by-play descriptions of the plot, depending on the scene. Especially as the story reaches its climax with Irie, Magid and Millat, Smith begins to interchange the styles more frequently, weaving them together in the same scenes. These two literary styles are grounded in Structuralist theory, which focuses on the function of the language itself. -
Mimesis, Chinese Aesthetics, Post-Modern Theatre
In Search of Another Eye: Mimesis, Chinese Aesthetics, Post-modern Theatre Won Jung Sohn Thesis submitted for the examination for the degree of Doctor of Philosophy, University of London DEPARTMENT OF DRAMA AND THEATRE Royal Holloway, University of London 2011 1 Declaration of Authorship I, Won Jung Sohn, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. 2 Abstract Although a new tradition of non-mimetic theatre has secured a place in Western theatre history, I find that existing critical vocabularies fail to embrace various theatrical forms of today. Alternative frames of discussion are sought after, and I propose that a culturally distinct one will open up possibilities of perceiving contemporary performances in different ways. In this thesis I turn to the aesthetics of Chinese painting. The Western concept of mimesis in theatre is seen as being strictly related to the verbal aspects of the drama rather than the performed spectacle. Turning to paintings as a lens through which to look at theatre enables one to focus on the extra-textual aspects of performance. At the same time, looking at painting directs one to the issue of ways of seeing, which is fundamental to theatre. Looking at Chinese paintings will disclose the unique Chinese ways of seeing that affected their artistic creation and reception, as well as what different concepts of representation prevailed. In this thesis I trace the mimetic foundations of Western theatre by investigating the writings of Plato and Aristotle as well as looking at Classical Greek painting, its modern reflections and counteractions. -
Mathm 1431546286.Pdf
Abstract Tellings is an art exhibition that interprets the impermanent state of storytelling through visual art, narrative, space, and objects. Exhibited in the Stamps School of At & Design’s Slusser Gallery, this MFA thesis project places the viewer in the delicate position between the world of things and the imagined spaces of folklore and fables. Sculptures, installations, and narratives draw on folklore, mythologies and personal memories, to obscure the role of storyteller and leave the audience to build their own narratives. The work deconstructs the narratives/fables into key moments, translating them into viewer experiences in visual storytelling. This MFA thesis explores the relationships of these elements and will illuminate their role in conjuring the exhibition, Tellings. Keywords Folklore, memory, mythology, narrative, nostalgia, objects, storytelling ! 2! ! 3! Contents The Story Is: The Structure of Story and Space The Rock Is a Rock, The Book is Being a Book: Material Power Building an Island: Access Through Space Painting Around the Holes: Narrative Transformation Conclusion Exhibition Index Bibliography ! 4! The Story Is: The Structure of Story and Space Story is more than a narrative. Within this document and within my work I use the term story often. To begin with clarity I attempt to use them as the following. Narrative is the tale: a collection of characters, setting and details sewn together within a plot. They are the written fables that pair each installation. Story is greater. Story includes the narrative, but also the visceral reactions to those narratives, the collective conjuring of imagined realities, and the emotional ties to personal experience and memory. -
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 -
Mimesis, Duality, and Rhetorical Education.” Rhetoric Society Quarterly 41.4 (2011): 295-315
Terrill, Robert E. “Mimesis, Duality, and Rhetorical Education.” Rhetoric Society Quarterly 41.4 (2011): 295-315. Rhetoric Society Quarterly Vol. 41, No. 4, pp. 295–315 Mimesis, Duality, and Rhetorical Education Robert Terrill The pedagogical strategy of imitatio cultivates particular attitudes and habits that are useful resources for democratic citizens. Specifically, a mimetic pedagogy cultivates duality, as manifest in a faculty of perspective taking and enabled through the close analysis of rhetorical texts. Reviving imitatio as the central component of a rhetorical education entails a productive critique of norms of sincerity that prevail in contemporary culture, and as such constitutes one of the more significant contributions that rhetorical education can make toward enhancing and sustaining democratic culture. Scholars from disparate disciplines have recognized that a reinvigorated rhetorical education might contribute to the training of critically engaged citizens well-suited to a diverse democratic culture. Bryan Garsten, for example, has suggested that training in rhetoric is essential to cultivating a ‘‘capacity for practical judgment,’’ and that living in a culture that disparages rhetoric has crippled our political cul- ture by leaving us without the skills necessary to bring our lived experiences to bear ‘‘on a particular case in a way that yields a decision’’ (174–175). Danielle Allen has argued that it is ‘‘time to turn to the imperfect ideals for trust pro- duction crafted in the rhetorical tradition’’ (140–141), and thus to rediscover tac- tics for repairing some of the fissures that characterize contemporary public culture, particularly but not exclusively with regards to race. And Elizabeth Markovits proposes a program of ‘‘rhetorical literacy,’’ analogous to the enduring calls for media literacy but with the far more vital potential to restore our ability to ‘‘talk and listen to one another in our own democracy’’ (Markovits 174). -
F This Unit Is on Dramatic St
Introduction 2.4 Let Us Sum Up 3.5 Exercise 3.6 Suggt:stcd Ileadings 7 Glossary of Literary Ter~rls ~fthis unit is on dramatic structure which includes plot, character and appeal and "lies near to the deeper consciousnes~c?f the nation in which it takes its rise" (Nicoll). It is capable of addressing widely and 3i vcrsely to people of different epochs anc cultures. Before we move to the terrns related to st~~~itul.elet us be clear as to what structure is and what texture is: This we shall take up here. A literary text reminds us of a building. The foundation, pillars, beams, walls. roof, etc. are the structure of a building 4ut the finish with paints, colour-combination, accessories, wood - work, flooring, etc. is the texture of the building. In any literary work the structure comprises the story? the characters, action and the dialogues whereas the texture is highlighted through images, symbols, metaphors, settings, audio-visual aids, etc. Thus the dramatist presents life on the stage, S/he deals with a much larger question of human experience and concern. One must grasp this wider meaning of the play. This is implicit in the action and characterization, the dramatic theme and the dialogues which reveal the soul of the play. 19 Plot If we tell a story through a play we are constructing a simple account of what happens. Plot is a more inclusive term: it is a fully developed version of the story. It takes account of the nature of the characters, the way in which events are related to each other and their dramatic effect. -
CHAPTER 8: the Play and Your Part ■ 137 Plays Have Distinguishing Characteristics That Make the Style Easy to Recognize
The Play 8 and Your Part LESSON 1 ◆ The Structure of Plays 137 LESSON 2 ◆ Preparing Your Part 141 ◆ act ◆ melodrama ◆ antagonist ◆ plot ◆ business ◆ spectacle ◆ climax ◆ subtext ◆ comedy ◆ theme ◆ cues ◆ tragedy ◆ exposition 136 ■ Unit 2: Building Your Acting Skills ■ n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. -
“Immersion and Defamiliarization: Experiencing Literature and World
This is the accepted version of the following article: Anderson, M., & Iversen, S. (2018). Immersion and defamiliarization: experiencing literature and world. Poetics Today, 39(3), 569-95, which has been published in final form at: https://doi.org/10.1215/03335372-7032760 “Immersion and Defamiliarization: Experiencing Literature and World” By Miranda Anderson and Stefan Iversen Final draft submitted for the Poetics Today issue Unnatural and Cognitive Perspectives on Literary Studies: A Theory Crossover Introduction1 Analysis of narrative fiction’s capacity to induce immersion and defamiliarization has a long history in the fields of literary and aesthetic theory. Most theoretical treatments of the two concepts give privilege and normative impetus to one type of response or related type of text. In this article we set out to rethink the concepts of immersion and defamiliarization by bringing them into dialogue. This dialogue involves an investigation of overlaps and differences between two theoretical paradigms, cognitive narratology and unnatural narratology. Our aim is to track evidence of, and to advance, understandings of the forms and functions of immersion and defamiliarization, which have been inspired by cognitive and unnatural approaches to narratology. Where these concepts have been associated with dualistic notions of cognition and purely mimetic notions of narrative, immersion and defamiliarization have come to seem in opposition in a way that we are seeking to show is too simplistic. The three literary texts, which provide