scholarly journals Plotting the lyric: forms of narration in poetry

Literator ◽  
2010 ◽  
Vol 31 (3) ◽  
pp. 17-48
Author(s):  
P. Hühn
Keyword(s):  
Narrative Fiction ◽  
Main Section ◽  
Narrative Texts ◽  
General Outline ◽  
Story And Discourse

This article is based on the assumption that lyric poems generally share the fundamental constituents of story and discourse as well as the narrative act with narrative fiction in that they likewise feature a sequence of incidents (usually of a mental kind), mediate and shape it from a specific perspective and present it from a particular point of time vis-à-vis the sequence of incidents. A general outline of the narratological categories which may be applied to poetry analysis is given using William Wordsworth’s “I wandered lonely as a cloud” as an illustrative example. The aim of the article is heuristic: the intention is not to blur the distinction between fiction and poetry and treat poems indiscriminately as narrative texts, but rather identify and highlight the specifically poetic forms and functions which instances of narrating adopt in poems. The main section of the article will then focus on the first of the three aspects mentioned, the modelling of poetic sequentiality, i.e. the specification of types of plot, plotting and presentation of plot in poetry and the analysis of their functions.

Resonances of Henri Bergson's ‘music’ in the interwar aesthetic discourse of the journal Μακεδονικές Ημέρες: the idea of the nouveau romantisme

2019 ◽  
Vol 43 (1) ◽  
pp. 117-134
Author(s):  
Olga Bezantakou
Keyword(s):  
Nineteenth Century ◽  
Interwar Period ◽  
Late Nineteenth Century ◽  
Narrative Fiction ◽  
Modernist Literature ◽  
Narrative Texts ◽  
Modern Greek ◽  
Late Nineteenth ◽  
The Aesthetic

This essay examines the metaphorical use of musical terms in Greek aesthetic discourse during the interwar period by illuminating a crucial yet neglected moment in the reception of anti-rationalistic philosophical and aesthetic tendencies that had greatly influenced European modernist literature since the late nineteenth century. In particular, it points out the ways the reception of Bergsonian theories in Greece co-determined the formation of a new concept of Modern Greek narrative fiction, clearing the ground for the first modernist attempts to ‘musicalize’ fiction. The essay thus proposes a broader perception of the term ‘musicalization’ than the mere imitation of musical techniques in narrative texts, since the aesthetic discourse features not only actual music but also ‘music’ as an aesthetic category synonymous with transcendence, ambiguity and fluidity.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

The relative ease of writing narrative texts

1991 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair
Keyword(s):  
Narrative Texts ◽  
Relative Ease

The Language of Flowers in the Victorian Knowledge Age

2013 ◽  
Vol 3 (2) ◽  
pp. 136-160 ◽  
Author(s):  
Molly Engelhardt
Keyword(s):  
Material Culture ◽  
George Eliot ◽  
Charlotte Bronte ◽  
Elizabeth Gaskell ◽  
Romantic Love ◽  
Narrative Fiction ◽  
Knowledge Age

The language of flowers is typically dismissed as a subgenre of botany books that, while popular, had little if any influence on the material culture of Victorian life. This article challenges this assumption by situating the genre within the context of the professionalisation of botany at mid-century to show how efforts to change attitudes towards botany from a fashionable pastime for the gentler sex to a utilitarian practice in service of humanity contributed to the revitalisation and popularity of the language of flowers. While scientific botanists sought to know flowers physiologically and morphologically in the spirit of progress and truth, practitioners of the language of flowers – written primarily for and by women – celebrated uncertainty and relied on floral codes to curtail knowing in order to extend the realm of play. The struggle for floral authority was centred in botanical discourses – both scientific and amateur – but extended as well into narrative fiction. Turning to works by Elizabeth Gaskell, Charlotte Brontë, and George Eliot, I show how Victorian writers expected a certain degree of floral literacy from their readers and used floral codes strategically in their fiction as subtexts for practitioners of the language of flowers. These three writers, I argue, took a stand in the gender struggle over floral authority by creating scientific botanists who are so obsessed with dissecting plants to reveal their secrets and know their ‘life truths’ that they become farsighted in matters of romantic love and unable to read the most obvious and surface of floral codes. The consequences of the dismissal of the superficial are in some cases quite disastrous.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

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