Literary geography is one of the core aspects of the study of the novel, both in its realist and post-realist incarnations. Literary geography is not just about connecting place-names to locations on the map; literary geographers also explore how spaces interact in fictional worlds and the imaginary of physical space as seen through the lens of characters' perceptions. The tools of literary cartography and geographical analysis can be particularly useful in seeing how places relate to one another and how characters are associated with specific places. This Element explores the literary geographies of Balzac and Proust as exemplary of realist and post-realist traditions of place-making in novelistic spaces. The central concern of this Element is how literary cartography, or the mapping of place-names, can contribute to our understanding of place-making in the novel.
Literary geography is one of the core aspects of the study of the novel, both in its realist and post-realist incarnations. Literary geography is not just about connecting place-names to locations on the map; literary geographers also explore how spaces interact in fictional worlds and the imaginary of physical space as seen through the lens of characters' perceptions. The tools of literary cartography and geographical analysis can be particularly useful in seeing how places relate to one another and how characters are associated with specific places. This Element explores the literary geographies of Balzac and Proust as exemplary of realist and post-realist traditions of place-making in novelistic spaces. The central concern of this Element is how literary cartography, or the mapping of place-names, can contribute to our understanding of place-making in the novel.
An analysis of social mobility in contemporary French literature that offers a new perspective on figures who move between social classes. Social climbers have often been the core characters of novels. Their position between traditional tiers in society makes them touchstones for any political and literary moment, including our own. Morgane Cadieu’s study looks at a certain kind of social climber in contemporary French literature whom she calls the parvenant. Taken from the French term parvenu, which refers to one who is newly arrived, a parvenant is a character who shuttles between social groups. A parvenant may become part of a new social class but devises literary ways to come back, constantly undoing any fixed idea of social affiliation. Focusing on recent French novels and autobiographies, On Both Sides of the Tracks speaks powerfully to issues of emancipation and class. Cadieu offers a fresh critical look at tales of social mobility in the work of Annie Ernaux, Kaoutar Harchi, Michel Houellebecq, Édouard Louis, and Marie NDiaye, among others, shedding fascinating light on upward mobility today as a formal, literary problem.
This book addresses the issues of collecting, consuming, classifying and describing the curiosities, antiques and objets d'art that proliferated in French literary texts during the last decades of the nineteenth century. After Balzac made such issues significant in canonical literature, the Goncourt brothers, Huysmans, Mallarmé and Maupassant celebrated their golden age. Flaubert and Zola scorned them. Rachilde and Lorrain perverted them. Proust commemorated their last moments of glory. Focusing on the bibelot (the modern French term for knick-knack, curiosity or other collectible), Janell Watson shows how the sudden prominence given to curiosities and collecting in nineteenth-century literature signals a massive change in attitudes to the world of goods, which in turn restructured the literary text according to the practical logic of daily life, calling into question established scholarly notions of order. Her study makes an important contribution to the literary history of material culture.
This Element argues that when the emulation and migration of born-digital media translate the work's code, it also impacts the edition and version outputted in the process and potentially our experience with the work.
Exploring how DH shapes and is in turn shaped by the classroom How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U. Retail e-book files for this title are screen-reader friendly.
This Element sheds a new light on the ubiquitous yet complex notion of mimesis. By systematically comparing the social dynamics of the Dutch population at a given time with the social dynamics of characters in Dutch literary fiction published in the same period, it aims to pinpoint the ways in and the extent with which literary fiction either mirrors or shapes the societal context from which it emerged. While close-reading-based scholarship on this topic has been limited to qualitative interpretations of allegedly exemplary works, the present study uses the data-driven tools of social network analysis to systematically determine the imitative elements of the social dynamics of characters within larger-scale, representative collections of books of literary fiction.
Sentiment analysis has gained widespread adoption in many fields, but not—until now—in literary studies. Scholars have lacked a robust methodology that adapts the tool to the skills and questions central to literary scholars. Also lacking has been quantitative data to help the scholar choose between the many models. Which model is best for which narrative, and why? By comparing over three dozen models, including the latest Deep Learning AI, the author details how to choose the correct model—or set of models—depending on the unique affective fingerprint of a narrative. The author also demonstrates how to combine a clustered close reading of textual cruxes in order to interpret a narrative. By analyzing a diverse and cross-cultural range of texts in a series of case studies, the Element highlights new insights into the many shapes of stories.
This reference investigates the role of landscape in popular works and in doing so explores the time in which they were written. Literary Geography: An Encyclopedia of Real and Imagined Settings is an authoritative guide for students, teachers, and avid readers who seek to understand the importance of setting in interpreting works of literature, including poetry. By examining how authors and poets shaped their literary landscapes in such works as The Great Gatsby and Nineteen Eighty-Four, readers will discover historical, political, and cultural context hidden within the words of their favorite reads. The alphabetically arranged entries provide easy access to analysis of some of the most well-known and frequently assigned pieces of literature and poetry. Entries begin with a brief introduction to the featured piece of literature and then answer the questions: "How is literary landscape used to shape the story?"; "How is the literary landscape imbued with the geographical, political, cultural, and historical context of the author's contemporary world, whether purposeful or not?" Pop-up boxes provide quotes about literary landscapes throughout the book, and an appendix takes a brief look at the places writers congregated and that inspired them. A comprehensive scholarly bibliography of secondary sources pertaining to mapping, physical and cultural geography, ecocriticism, and the role of nature in literature rounds out the work.
The act of writing is intimately bound up with the flow and eddy of a writer’s being-within-the-world; the everyday practices, encounters and networks of social life. Exploring the geographies of literary practice in the period 1840-1910, this book takes as its focus the work, or craft, of authorship, exploring novels not as objects awaiting interpretation, but as spatial processes of making meaning. As such, it is interested in literary creation not only as something that takes place - the situated nature of putting pen to paper - but simultaneously as a process that escapes such placing. Arguing that writing is a process of longue durée, the book explores the influence of family and friends in the creative process, it draws attention to the role that travel and movement play in writing and it explores the wider commitments of authorial life, not as indicators of intertextuality, but as part of the creative process. In taking this seventy year period as its focus, this book moves beyond the traditional periodisations that have characterised literary studies, such as the Victorian or Edwardian novel, the nineteenth-century or early twentieth-century novel or Romanticism, social realism and modernism. It argues that the literary environment was not one of watershed moments; there were continuities between writers separated by several decades or writing in different centuries. At the same time, it draws attention to a seventy year period in which the value of literary work and culture were being contested and transformed. Place and the Scene of Literary Practice will be key reading for those working in Human Geography, particularly Cultural and Historical Geography, Literary Studies and Literary History.
