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In this essay are treated two latest novels of James Joyce, focusing on the novel“Ulysses”, which is seen as a novel without previous literary models. Speaking about silence, language, antinarrative discourse, polyphonic writing, historical and mythical references, the author of this essay reflects on the importance of the Joycean project as an enormous work of modernist literature.
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From his first travel book Twilight in Italy (1916) to the posthumously published Etruscan Places (1932), Lawrence’s travel writing shows a continuous experimentation with the genre, which in his hands, always escapes any fixed scheme. In spite of their stylistic difference and the variety of images and contents, his travel books lay bare a common intention, which is the author’s attempt to escape the wasteland of mechanization and industrialization, the upsetting, fragmented world of Europe at the time of World War I, and to find an ideal place for a rebirth, a palingenesis, a place (remote in space and, in the case of Etruscan Places, also in time) where human beings could live an harmonious relationship with Nature, with the Other and with the Self.
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The book is focused on a comparison of theoretical approaches to issues of style, in the context of Czech and Anglo-Saxon (especially British) scholarly discourses. The aim was to show and compare different methodological approaches based on different theoretical bases – for this reason, two different cultural contexts were selected, attention being paid also to mutual contacts within these contexts. The 20th century was chosen intentionally, as the period during which, in both of the respective contexts, stylistics was constituted as a modern scholarly discipline rooted in the fields of linguistics and literary theory. The book is aimed at members of academic communities, at teachers as well as at students, especially at those focusing on Czech and English studies.
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The present article analyses the representation of the political regimes in William Golding’s children’s dystopic novel, “Lord of the Flies”. Therefore, it, first of all, underlines the dystopian nature of the novel along with the features of plot, setting, characters and content to facilitate the reader to grasp the warning against totalitarianism throughout the novel. The study finds Aristotelian and Machiavellian philosophies of politics as highly convenient approaches to examine the political endeavours of the boys in the novel. As the key intention is to interrogate to what extent they fail or succeed in following the Aristotelianism and Machiavellianism, the paper presents a detailed comparative analysis of two separate philosophies to reveal their weaknesses and strengths in controlling people. The article then affirms that the order, set up through Aristotelianism, necessitates the repression of the evil, which is considerably tough for a ruler while the evil empowers Machiavellian totalitarians who turn citizens’ lives into a nightmare.
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The theoretician of Aestheticism in English literature, Walter Pater, materializes the principles and concepts of Aestheticism in his novel Marius the Epicurean. His student and follower Oscar Wilde expresses the ideas of Aestheticism in his own novel The Picture of Dorian Gray, which also revives and rewrites the myth of Faust with regard to the character representation strategies in the work. The present study, on comparative grounds of analysis, attempts to reveal the ways in which Wilde’s novel unites in one fictional discourse the principles of an artistic theory with those of a literary myth in order to build a distinct world vision and provide a point of view reified by both an aesthetic and a mythic context.
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Cambridge University Press’s vast project to produce authoritative new editions of the literary works of Joseph Conrad is now well advanced; but the project is flawed. (I specify “the literary works” because I am not concerned with the admirable volumes of Conrad’s letters.) With the exception of one volume, The Secret Agent, the immensely industrious and conscientious editors of the Cambridge series made a big mistake. They thought they knew better than Conrad.
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There are few professions and professionals to be constantly perceived as ambivalent. But for interpreting and interpreters, this seems to be the norm, rather than the exception. On the one hand, there has always been a sense of fascination for these extraordinary people who speak so many languages and have such a wide knowledge of the world. On the other, they have inspired reluctance, distrust or even fear. While literary works sometimes reflect one or the other perception, James Justinian Morier’s The Adventures of Hajji Baba, of Ispahan, in England (1828) reflects both and provides us with an insight into the nature and circumstances of the situation. By following the attitude towards the mehmandar throughout the novel, the present paper considers a set of memes that seem to be still valid today. The reasons this is so relate to features inherent in the profession, the privilege of understanding both sides ‘of the coin’, the power tamper with information, the risk of misunderstanding, etc
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A Passage to India is a seminal source, which has a clinical approach at the colonial outrages, racial traumas, and the multifarious ramifications of racism that the Anglo Indians perpetrated on the locals. The novel socially and psychologically explores the unhealthy dimensions of the colonizer-colonized relationships. The disgusting attitudes of the English expatriates as well as the hatred of the Indians, is the primary foundation of the racial tension between the two races. The antagonistic relationships between the two extreme communities made the social life in India unbearable and miserable. The miserable situation in colonized India deteriorated due to the violations of the values and rights of the indigenous Indians. In A Passage to India, the average Indian individual seems to consider mistrust and suspicion as his/ her best guide. However, Indian citizens are exploited by the colonizer’s rude demeanors and racial, condescending and frustrating attitudes which eat into the vitals of the Indian community, In A Passage to India, E. M. Forster, highlights these biased and prejudiced racial attitudes. E.M. Forster in the novel clinically excoriates the patronizing British ruling caste. He also condemns the intolerance of the Indian community represented by Dr. Aziz, who is guided by his intuitions, imagination and emotions rather than his sense of intellect and reasoning. This racial tension in the colonized Indian society can be condensed by adopting a sensible attitude based on adopting human values, such as interracial love, peace, harmony and understanding. This paper delineates how racism and its different multiple manifestations have an effect on the relationships between the characters of different races. Forster furthermore underscores various human values such as interracial tolerance, love and understating. The violations of these values, however, is considered as the root cause of the racial tensions in the British Raj. Forster channels his biting satire and harsh criticism against the British rulers due to their unbearable racist discriminations against indigenous natives. This study, therefore, critically highlights race relations and the traumatic effects of the British colonization.
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This article proposes a quantitative analysis of the Romanian translations of 325 ribald Shakespearean puns, which originate in 20 plays and 71 renditions, with special focus on assessing the impact of translator-subjective and objective factors on the rendition process in the pre-communist, communist, and post-communist periods. The findings invalidate several widespread beliefs: Dragoș Protopopescu’s renditions, banned by the communist regime for their ‘modernizing’ approach to the Shakespearean text, bowdlerized more bawdy puns than ‘ESPLA’, which replaced it as the Party-approved Romanian edition of the dramatist’s plays; Adolphe Stern’s translations, harshly criticized in his period, fare better in terms of ribald pun rendition than Scarlat Ghica’s and Dimitrie Ghica’s, hailed as the most successful of their time; modern translations of Shakespeare display a heterogeneous distribution of target-text puns across the surveyed rendition strategies, despite enjoying similar availability of and access to pun translation studies.
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For the past 30 years Fredric Jameson’s name has been so inextricably tied to the fate of postmodernism that his recent work on modernity and modernism has been interpreted by some critics as a “retreat” from the cutting edge of contemporary cultural theory to politically regressive and imperialistic notions of modernity. For some of us, however, Jameson’s recent work marks a welcome return to what he always did best, writing about modernism. The “Preface” to A Singular Modernity (2002), however, seems to exhibit a marked weariness on Jameson’s part to returning once again to all those old undesirable issues that it had been “one of the great achievements of postmodernity” to have discredited (1). It is not just the renewed interest in notions of modernity in popular political and academic discourse that concerns Jameson but, I want to argue, a much older “dispute in the politics and philosophy of history.” What remains at stake for Jameson in these “undesirable” issues of modernity and modernism is the fate of socialism’s emancipatory project in light of the seemingly irresistible triumph of global capital.
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This study examined the views of the English Literature teachers about how to teach English Literature in Libyan higher education context. Sixteen English Literature teachers teaching in higher education were the participants of this study. In order to collect data about the phenomena under investigation, semistructured interviews were employed. Then, the collected data were analyzed qualitatively. The findings indicated that the teaching of English Literature still needs improvements. It was also found that basically three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Informationbased Approach and Language-based Approach. Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. The findings also revealed that the participant English Literature teachers face some difficulties related to their teaching context and themselves. Context- specific difficuties were lack of facilities, visual aids, technology and lack of appropriate classroom environment while teacher related difficulties were lack of self-confidence in teachers and lack of establishing rapport in teachers with their students in class.
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This paper will deal with the reasonings in some of the works of Agatha Christie (1890-1976), who is among the foremost representatives of the genre of detective novel. The paper will try to show what kinds of reasoning this author used in her detective novels, whether these reasonings are clear or not, whether the conclusions are drawn from the premises or the conclusions are given first and the premises later, i.e. whether they are based on reasonings in ordinary language.
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The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.
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The recusant culture in the time of the queen Elizabeth (1558–1603) developed a lot of rhetorical devices, figures, tropes and allegories to convey hidden religious and political meanings. Apostle Peter, whose authority had been lessened by reformers, epitomized the institution of papacy and the Roman Church for the Catholics as is clearly understandable from the poem Saint Peter’s Complaint by Robert Southwell or from the motet Tu es Petrus by William Byrd. In The Tragedy of Romeo and Juliet Shakespeare creatively adapted motifs taken from his sources (Brooke, Painter) but added to them a remarkable number of allusions, canonical terms, and references to St. Peter the apostle, to the Ecclesia Romana and to Rome as well as to the liturgy of Maundy Thursday and Good Friday, thereby underlining a sacrificial value of Juliet’s suffering in figura Christi for the sanctity of her marriage. This article supports the thesis that Shakespeare made use of the Bible and scholastic philosophy for his dramatic purpose, and deliberately imbued the secular subject-matter with a religious vocabulary and imagery.
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This paper seeks to address English allomorphs, with the analysis being conducted in three novels: The Old Man and the Sea (Starac i more), written by Ernest Hemnigway, Of Mice and Men (O miševima i ljudima), written by John Steinbeck and The Great Gatsby (Veliki Gatsby),written by F. Scott Fitzgerald. Allomorphs are different variants of the same morpheme, i.e.different forms or spoken variants of the same morpheme. They appear due to influence of the environment, as well as due to influence of other morphemes. Thus, this paper discusses types of allomorphs as well as the reasons why they appear.The hypothesis stated in this paper says that additive allomorphs are the most commonly used type of allomorphs in literary works in the English language, for which purpose the analysis was conducted in three mentioned novels. However, it is important to emphasize that the mentioned novels were not analyzed completely, but first one hundred pages of each novel were analyzed in order to prove the hypothesis. Although all three novels were written in different language styles, the results have shown many similarities and the main hypothesis has been proven.
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Like other novels by Rosa Nouchette Carey, Rue with a Difference focuses on female experience as revealed through women‟s concerns surrounding their various family roles. Itdeals with marriage and maternity at a time when such domestic-related issues wereobsolete and when the pervasive ideology of domesticity gave way to late Victorianideologies. The novel‟s adherence to traditional domestic ideals was one of the reasons whyit was considered outdated and doomed to oblivion for the most part of the twentiethcentury. Attempting to reassess Rue with a Difference from a more neutral perspectiveafforded by the passage of time, the present article is designed to prove that the novel doesnot fully approve the domestic ideology, displaying instead an ambivalent attitude towardsit and its model of femininity. By comparing the representations of feminine family roles inRue with a Difference with the non-fictional accounts of the models of womanhoodpromoted by the contrasting ideologies of Victorian culture, the paper will show that theangelic ideal is both supported and subverted within the same fictional text through themixture of traditional and non-traditional features defining the main female characters.
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The Philological Annals of "1 Decembrie 1918" University of Alba Iulia has a long and strong cultural tradition, bringing together representatives of Romanian and European culture (Literature, Linguistics, Foreign languages and literatures, History of Culture, Arts, Philosophy). The articles are the results of different individual or group research projects developed especially in the two research centre that function in our faculty: The Centre for Philological Research and Multicultural Dialogue and The Centre for Innovation in Linguistical Education. Some other articles were included in different international conferences or workshops. We try to foccus on the nowadays challenges in culture and education, so that our review is a support for long-life training and promotes the idea of dialogue between cultural identities.
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Charles Dickens’ name is always at the forefront of the list of writers who have entered the treasure of world literature. Perception and interpretation of literary and life motifs in Dickens’novels is one of the possible ways to understand the author’s art world, his works. The life motives that Dickens uses in his works to reveal his moral principles, and the artistic arrangements allow his characters to penetrate deeper into his inner world and Dickens’ views and thoughts on art remain unchanged throughout his career. The author occupies a large place in all his works, with his thoughts on divine beauty and literary art. He has always given wide coverage to the analysis of beauty and artistic motifs in his works, the evolution of his views, the development of his skills, and the emergence of the fundamental problem between the romantic and realistic principles in his works.
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The Shadow-Line represents a fundamental achievement in Conrad’s literary career and constitutes the peak of the author’s ethical reflection on the relationship between literature and life. By combining the autobiographical narration with the motives, atmospheres, and vocabulary of romance, Conrad presents the account of his personal experience of initiation to adulthood as a quest-like fiction of maturation through hardship. The key-figure of this merger is the “outsider,” who is an individual who learns how to endure hardship and failure by opening his or her soul to solidarity and respect for humanity, thus achieving wisdom and ethical worth.
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