A Model of Interpretation of Embedded Stories
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A Structural Approach to the Arabian Nights
AWEJ. Special Issue on Literature No.2 October, 2014 Pp. 125- 136 A Structural Approach to The Arabian Nights Sura M. Khrais Department of English Language and Literature Princess Alia University College Al-Balqa Applied University Amman, Jordan Abstract This paper introduces a structural study of The Arabian Nights, Book III. The structural approach used by Vladimir Propp on the Russian folktales along with Tzvetan Todorov's ideas on the literature of the fantastic will be applied here. The researcher argues that structural reading of the chosen ten stories is fruitful because structuralism focuses on multiple texts, seeking how these texts unify themselves into a coherent system. This approach enables readers to study the text as a manifestation of an abstract structure. The paper will concentrate on three different aspects: character types, narrative technique and setting (elements of place). First, the researcher classifies characters according to their contribution to the action. Propp's theory of the function of the dramatist personae will be adopted in this respect. The researcher will discuss thirteen different functions. Then, the same characters will be classified according to their conformity to reality into historical, imaginative, and fairy characters. The role of the fairy characters in The Arabian Nights will be highlighted and in this respect Vladimir's theory of the fantastic will be used to study the significance of the supernatural elements in the target texts. Next, the narrative techniques in The Arabian Nights will be discussed in details with a special emphasis on the frame story technique. Finally, the paper shall discuss the features of place in the tales and show their distinctive yet common elements. -
Teaching the Short Story: a Guide to Using Stories from Around the World. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 397 453 CS 215 435 AUTHOR Neumann, Bonnie H., Ed.; McDonnell, Helen M., Ed. TITLE Teaching the Short Story: A Guide to Using Stories from around the World. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-1947-6 PUB DATE 96 NOTE 311p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 19476: $15.95 members, $21.95 nonmembers). PUB 'TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Authors; Higher Education; High Schools; *Literary Criticism; Literary Devices; *Literature Appreciation; Multicultural Education; *Short Stories; *World Literature IDENTIFIERS *Comparative Literature; *Literature in Translation; Response to Literature ABSTRACT An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen, Octavio Paz, Jorge Amado, and Yukio Mishima. The stories in the book were selected and annotated by experienced teachers, and include information about the author, a synopsis of the story, and comparisons to frequently anthologized stories and readily available literary and artistic works. Also provided are six practical indexes, including those'that help teachers select short stories by title, country of origin, English-languag- source, comparison by themes, or comparison by literary devices. The final index, the cross-reference index, summarizes all the comparative material cited within the book,with the titles of annotated books appearing in capital letters. -
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. -
Xavier College Preparatory High School Summer Reading 2020
XAVIER COLLEGE PREPARATORY HIGH SCHOOL SUMMER READING 2020 Dear Incoming AP Literature Senior, We hope that this letter finds you well and anticipating the end of a rewarding year. We hope that you will have many good experiences and make many good decisions before we see you again in August. One of those decisions we would like to help you with is the decision to remain engaged in some kind of academic activity this summer. It is our belief that encouraging students to read year-round is a key element in the development of lifelong learners. While the summer is certainly time to be away from school, we hope that it is not a time to stop reading, thinking, and growing. Required Books: ● How to Read Literature Like a Professor by Thomas C. Foster (2014 Revised Edition) ● The Awakening by Kate Chopin You will have two (2) assignments this summer: Assignment #1: You will read two books this summer (see below). These required works will be part of the overall theme of the year, Literature Through a Critical Theory Lens, where we will focus on the introduction to contemporary critical theory, by applying common approaches to literary analysis - psychoanalytic/Freudian; feminist/gender criticism; new historicism; Marxism; mythological/archetypal; critical race theory; and post-colonial criticism - to various works of literature. 1) How to Read Literature Like a Professor by Thomas C. Foster (2014 Revised Edition) - In order to start our journey of looking at literature through a critical theory lens, we will read through Foster’s classic guide to help us discover hidden truths by looking with the eyes - and the literary codes - of the ultimate professional reader - the college professor. -
This Electronic Thesis Or Dissertation Has Been Downloaded from Explore Bristol Research
This electronic thesis or dissertation has been downloaded from Explore Bristol Research, http://research-information.bristol.ac.uk Author: Park-Finch, Heebon Title: Hypertextuality and polyphony in Tom Stoppard's stage plays General rights Access to the thesis is subject to the Creative Commons Attribution - NonCommercial-No Derivatives 4.0 International Public License. A copy of this may be found at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode This license sets out your rights and the restrictions that apply to your access to the thesis so it is important you read this before proceeding. Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact [email protected] and include the following information in your message: •Your contact details •Bibliographic details for the item, including a URL •An outline nature of the complaint Your claim will be investigated and, where appropriate, the item in question will be removed from public view as soon as possible. Hypertextuality and Polyphony in Tom Stoppard's Stage Plays Heebon Park-Finch A dissertation submitted to the University of Bristol in -
From Within the Frame: Storytelling in African-American Fiction
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1998 From within the frame: Storytelling in African-American fiction Bertram Duane Ashe College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, and the American Literature Commons Recommended Citation Ashe, Bertram Duane, "From within the frame: Storytelling in African-American fiction" (1998). Dissertations, Theses, and Masters Projects. Paper 1539623921. https://dx.doi.org/doi:10.21220/s2-s19x-y607 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USRRS This manuscript has been reproduced from the microfilm master. U M I films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, while others may be from any type o f computer printer. The quality o f this reproduction is dependent upon the quality o f the copy submitted* Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send U M I a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition
Studies in English, New Series Volume 9 Article 3 1-1-1991 The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition Craig Werner University of Wisconsin Follow this and additional works at: https://egrove.olemiss.edu/studies_eng_new Part of the American Literature Commons Recommended Citation Werner, Craig (1991) "The Framing of Charles W. Chesnutt: Practical Deconstruction in the Afro-American Tradition," Studies in English, New Series: Vol. 9 , Article 3. Available at: https://egrove.olemiss.edu/studies_eng_new/vol9/iss1/3 This Article is brought to you for free and open access by the English at eGrove. It has been accepted for inclusion in Studies in English, New Series by an authorized editor of eGrove. For more information, please contact [email protected]. Werner: The Framing of Charles W. Chesnutt THE FRAMING OF CHARLES W. CHESNUTT: PRACTICAL DECONSTRUCTION IN THE AFRO-AMERICAN TRADITION Craig Werner University of Wisconsin First, three quotations. “Under exegetical pressure, self-reference demonstrates the impossibility of self-possession. When poems denounce poetry as lies, self-referentiality is the source of undecidability, which is not ambiguity but a structure of logical irresolvability: if a poem speaks true in describing poetry as lies, then it lies; but if its claim that poems lie is a lie, then it must speak true.”—Jonathan Culler, On Deconstruction: Theory and Criticism after Structuralism (202). “They ain’t no different from nobody else....They mouth cut cross ways, ain’t it? Well, long as you don’t see no man wid they mouth cut up and down, you know they’ll all lie jus’ like de rest of us.”—Zora Neale Hurston, Mules and Men (22). -
'Avoiding Closure' and 'Postmodern Temporality' in Barth's 'On with the Story'
„Avoiding Closure‟ and „Postmodern Temporality‟ in Barth‟s „On with the Story’ [PP: 135-140] Mojgan Abshavi (Corresponding author) Department of English, Payam-e-Noor University Iran Mahboobeh Taghvaei Payam-e-Noor University Iran ABSTRACT Postmodern temporality in literature, as it involves non-linear time and narration, creates a discrepancy between the narrated time and the temporal time of narration, and thus the order of events within a story are playfully dealt with. Complexities become more when there is no sense of ending in such stories. John Barth‟s „On with the Story’ proves a good case in point in reflecting the poetics of postmodernism by manipulating nonlinear progression of time with multidimensional, discrete, and game-like temporality in creating flickering textual constructions, especially when he puts no endings for his stories and avoids closure to mirror the breakdown of traditional narrative values. Accordingly, the present paper tries to highlight Barth‟s narrative techniques in foregrounding nonlinearity and open-endedness in his „On with the Story’. As such, the aim of the study is to determine to what degree Barth‟s play with time and narration echo postmodern concerns and how is possible to make sense of a postmodern story by investigating into its textual structure than the mere course of events. Barth‟s achievement in the postmodern ground in this story, just like his other ones, not only challenges traditional narrativity and temporality but also presents the reader with a new sense of understanding reality as it is happening around us. Keywords: Non-linear Time, John Barth, On with the Story, Multiple Endings, Postmodern Temporality ARTICLE The paper received on Reviewed on Accepted after revisions on INFO 12/09/2017 10/10/2017 17/12/2017 Suggested citation: Abshavi, M. -
Story-Within-Story in Githa Hariharan's Fiction- Dr. Pawan Kumar
Notions Vol. VIII, No.2, 2017 ISSN:(P) 0976-5247, (e) 2395-7239, Impact Factor 3.9531 (ICRJIFR) UGC Journal No. 42859 Story-within-story in Githa Hariharan’s Fiction Dr. Pawan Kumar* *Deptt. of Education, Chandigarh, Abstract The present article humbly seeks to examine as to how deftly the ‘story-within-story’- tool finds prominently its way ahead in Githa Hariharan’s fiction and lets the author glide through the plethora of her intents and motives. Writers, they say, are the Reference to this paper unacknowledged legislators of the world; and the treasure-house of their art, in terms of theme and narrative techniques, hail to impress should be made as the reader in more than one way. As we sail through Hariharan’s follows: fiction, one finds her writing honing step by step into further refinement acquiring a pleasing voluptuousness that is eventually found suited to unravel the stuff of dreams. Stylistic changes are part and Dr. Pawan Kumar, parcel of anyone’s writing; but there is something that remains “Story-within-story in unchanged in Hariharan’s fiction throughout: her preoccupation with storytelling that turns her eventually to the mother of storytellers. Githa Hariharan’s The device, story-within-stories, is not at all a tool invented by her; Fiction”, Notions it is rather so that the dexterous and powerful strokes by her pen 2017, Vol. VIII, No.2, storm through, leaving indelible marks for the posterity enabling thus pp. 7-13 to transform storytelling – of the story-within-story variety – to the art that it is; reshaping and deconstructing the whole history of http://anubooks.com/ traditional tales picked from different parts of the world. -
Griswold 1 Maria Griswold Dr. Mary Warner ENGL 112B 5 May 2015
Griswold 1 Maria Griswold Dr. Mary Warner ENGL 112B 5 May 2015 Unit of Study: Shakespeare vs. Modern Day Introduction to the Unit – “ Why should we continue to teach Shakespeare?” When students hear Shakespeare’s name it’s as if a heavy cloud has descended on the classroom as numerous Groans and protests beGin. AlthouGh students claim that Shakespeare is yet another “dead white guy that we have to study”, his work is arguably some of the most memorable and timeless stories, which everyone has heard of. The reason why we should continue to teach William Shakespeare in class is that his pieces are classic, they’re vastly popular throughout the world, and despite the fact that these works are over 400 years old can still be relatable to readers and audiences today. Shakespeare’s sonnets and plays are classic due to the fact that multiple Generations have had to read his works, each breaking apart the words and trying to figure out their true meaninGs. These classic works such as Hamlet, Othello, Macbeth, Romeo and Juliet and numerous others have become so popular that they have been converted into the world’s most popular lanGuaGes and his plays are performed more often than any other playwright. The reason it seems his plays are performed so often is that his stories still rinG true today since they deal with a variety of topics such as family, friendship, adolescence, loss, rivalry and of course love. What younG adults miGht not realize is that while the text is older, there are young adults such as Romeo and Juliet who are dealing with their first loves, parents who don’t understand them, and the conflict they face Griswold 2 when their friend Groups don’t Get alonG. -
A Clash Between Game and Narrative
¢¡¤£¦¥¦§¦¨©§ ¦ ¦¦¡¤¥¦ ¦¦ ¥¦§ ¦ ¦ ¨© ¦¡¤¥¦¦¦¦¡¤¨©¥ ¨©¦¡¤¨© ¦¥¦§¦¦¥¦ ¦¦¦ ¦¦¥¦¦¨©§¦ ¦!#" ¦$¦¥¦ %¤©¥¦¦¥¦©¨©¦§ &' ¦¦ () ¦§¦¡¤¨©¡*¦¡¤¥ ,+- ¦¦¨© ./¦ ¦ ¦¦¦¥ ¦ ¦ ./¨©¡¤¥ ¦¦¡¤ ¦¥¦0#1 ¦¨©¥¦¦§¦¨©¡¤ ,2 ¦¥¦ ¦£¦¦¦¥ ¦0#%¤¥¦$3¦¦¦¦46555 Introduction ThisistheEnglishtranslationofmymaster’sthesisoncomputergamesandinteractivefiction. Duringtranslation,Ihavetriedtoreproducemyoriginalthesisratherfaithfully.Thethesiswas completedinFebruary1999,andtodayImaynotcompletelyagreewithallconclusionsorpresup- positionsinthetext,butIthinkitcontinuestopresentaclearstandpointontherelationbetween gamesandnarratives. Version0.92. Copenhagen,April2001. JesperJuul Tableofcontents INTRODUCTION..................................................................................................................................................... 1 THEORYONCOMPUTERGAMES ................................................................................................................................ 2 THEUTOPIAOFINTERACTIVEFICTION...................................................................................................................... 2 THECONFLICTBETWEENGAMEANDNARRATIVE ...................................................................................................... 3 INTERACTIVEFICTIONINPRACTICE........................................................................................................................... 4 THELUREOFTHEGAME.......................................................................................................................................... -
Chronologically Nonlinear Techniques in Traditional Media and Games
Chronologically Nonlinear Techniques in Traditional Media and Games Gail Carmichael David Mould School of Computer Science School of Computer Science Carleton University Carleton University Ottawa, Canada Ottawa, Canada [email protected] [email protected] ABSTRACT known? Fortunately, being able to control the story is less Although stories in games have become more sophisticated important to most players than experiencing traditional in- over time, their use of nonlinear techniques has not yet be- teractive gameplay. Therefore, as long as compelling game- come as prevalent as in traditional media like novels and play is maintained, chronologically nonlinear techniques can films. Writers have largely excluded nonlinear techniques be successfully used in games. from their toolbox, possibly because of fears of introducing Through observations of how and why flashbacks, rewinds, inconsistencies when player actions alter past events. How- framing devices, memory issues, and episodic storytelling are ever, as we show through a survey of common nonlinear used in both traditional media and in modern videogames, techniques seen in television, novels, and film, games can we will show that gameplay agency is compatible with chrono- and have avoided these inconsistencies while maintaining logically nonlinear storytelling. We conclude by discussing gameplay agency. Many players prefer a high quality static potential uses of nonlinear storytelling in games that incor- story incorporated into strong gameplay, making the insight porate story agency as well as gameplay agency. from this discussion immediately useful in designing nonlin- 1.1 Definitions ear game stories. We also discuss some ways in which non- linear techniques can offer both gameplay and story agency, In the following, we refer to chronologically nonlinear sto- hopefully bringing the quality of game stories one step closer ries – that is, stories that depict events out of chronological to their traditional counterparts.