Numerous linguists of various orientations, translators and literary scholars share an interest in text. As students of language with very diverse interests and aims, they ask themselves, if only subconsciously, the following questions: What kind(s) of texts do we study? Why do we study them? What are we looking for? What do and don’t we find? What do we do with whatever we do find? What does it tell us about language, its speakers or the human mind? Generally, what is (a) text for me as a linguist and/or translator? In the present volume, the questions are brought onto the level of the conscious and addressed by several practitioners in the fields of linguistics and translation – contributions with a literary slant also have a linguistic orientation. Although ultimate answers to these questions may not exist, the ambition of the book is to help the reader appreciate the richness of text and the variety of texts as a treasure-trove for scholars representing multifarious approaches to language.
This book takes the following question as its starting point: What are some of the crucial things the reader must do in order to make sense of a literary narrative? The book is a study of the texture of narrative fiction, using stylistics, corpus linguistic principles (especially Hoey’s work on lexical patterning), narratological ideas, and cognitive stylistic work by Werth, Emmott, and others. Michael Toolan explores the textual/grammatical nature of fictional narratives, critically re-examining foundational ideas about the role of lexical patterning in narrative texts, and also engages the cognitive or psychological processes at play in literary reading. The study grows out of the theoretical questions that stylistic analyses of extended fictional texts raise, concerning the nature of narrative comprehension and the reader’s experience in the course of reading narratives, and particularly concerning the role of language in that comprehension and experience. The ideas of situation, repetition and picturing are all central to the book’s argument about how readers process story, and Toolan also considers the ethical and emotional involvement of the reader, developing hypotheses about the text-linguistic characteristics of the most ethically and emotionally involving portions of the stories examined. This book makes an important contribution to the study of narrative text and is in dialogue with recent work in corpus stylistics, cognitive stylistics, and literary text and texture.
This volume addresses five different Dimensions of Iconicity. While some contributions examine the phonic dimensions of iconicity that are based on empirical, diachronic and theoretical work, others explore the function of similarity from a cognitive point of view. The section on multimodal dimensions takes into account philosophical, linguistic and literary perspectives in order to analyse, for example, the diagrammatic interplay of written texts and images. Contributions on performative dimensions of iconicity focus on Buddhist mantras, Hollywood films, and the dynamics of rhetorical structures in Shakespeare. Last but not least, the volume also addresses new ways of considering iconicity, including notational iconicity, the interplay of iconicity, ambiguity, interpretability, and the iconicity of literary analysis from a formal semanticist point of view.
This is the third volume in the series Within Language, Beyond Theories, which focuses on current linguistic research that surpasses the limits of contemporary theoretical frameworks in order to gain new insights into the structure of the language system and to offer more explanatorily adequate accounts of linguistic phenomena taken from a number of the world’s languages. This book offers a collection of fourteen chapters organized into three parts and serves as a vehicle for the survey of new voices in discourse analysis, pragmatics and corpus-based studies. Part I addresses a panorama of topics related to different discourse types, such as talk show discourse, multimodal discourse, and everyday spoken discourse, as well as written academic discourse. Part II covers a range of highly controversial issues in pragmatics, including the status of ad-hoc concepts, linguistically encoded meaning, explicit content, and the lexicographic treatment of modality. Part III encompasses chapters which offer an overview of some of the recent phenomena covered in the area of corpus-based research, including the semantic functions of the temporal meanings of selected prepositions; the diffusion of gerundive complements; the institutionalization and de-institutionalization of neologisms; contextual factors in the placement of the adverb “well”; the behaviour of the verb “bake” in copular constructions; the syntactic flexibility of English idioms and their thematic composition; tendencies in the formation of nouns in tabloids; and the application of cluster analysis to the categorization of linguistic data. Drawing on recent advances in discourse analysis, pragmatics and corpus-based studies, the majority of the issues discussed here are approached and investigated from a dual perspective. While on the theoretical side, an array of different theoretical models is surveyed, in the analytical parts, the practical applications of the models examined are tested against data from English (both British and American), Estonian and Polish. The wide range of theoretical and empirical issues discussed in this book will help to provoke further academic discussion on the study of language in the areas of discourse analysis, pragmatics, and corpus-based research.
Even though the ability to create witty puns seems to be an inherent skill of humankind, an apt explanation of their linguistic nature has evaded many academic descriptions. This monograph offers a novel conceptual perspective on the creation of meaning observable beneath the surface of wordplay. The rationale for such an approach lies in the fact that language, and hence wordplay, is a cognitive phenomenon which involves some underlying complex mental processes, such as thinking in terms of image schemas, conceptual metaphor and metonymy, or blending, to mention just a few. The book provides a survey of relevant linguistic research, introduces the main tenets of cognitive linguistics, and offers an analysis of wordplay in the light of available cognitive literature. The final outcome of this work is an array of intricate mechanisms that govern creation and comprehension of wordplay. The book will be of interest to anybody who finds wordplay research appealing, no matter their level of expertise in the field.
Characters in some languages, particularly Hebrew and Arabic, may not display properly due to device limitations. Transliterations of terms appear before the representations in foreign characters. This is an encyclopedic dictionary of close to 400 important philosophical, literary, and political terms and concepts that defy easy—or any—translation from one language and culture to another. Drawn from more than a dozen languages, terms such as Dasein (German), pravda (Russian), saudade (Portuguese), and stato (Italian) are thoroughly examined in all their cross-linguistic and cross-cultural complexities. Spanning the classical, medieval, early modern, modern, and contemporary periods, these are terms that influence thinking across the humanities. The entries, written by more than 150 distinguished scholars, describe the origins and meanings of each term, the history and context of its usage, its translations into other languages, and its use in notable texts. The dictionary also includes essays on the special characteristics of particular languages--English, French, German, Greek, Italian, Portuguese, Russian, and Spanish. Originally published in French, this one-of-a-kind reference work is now available in English for the first time, with new contributions from Judith Butler, Daniel Heller-Roazen, Ben Kafka, Kevin McLaughlin, Kenneth Reinhard, Stella Sandford, Gayatri Chakravorty Spivak, Jane Tylus, Anthony Vidler, Susan Wolfson, Robert J. C. Young, and many more.The result is an invaluable reference for students, scholars, and general readers interested in the multilingual lives of some of our most influential words and ideas. Covers close to 400 important philosophical, literary, and political terms that defy easy translation between languages and cultures Includes terms from more than a dozen languages Entries written by more than 150 distinguished thinkers Available in English for the first time, with new contributions by Judith Butler, Daniel Heller-Roazen, Ben Kafka, Kevin McLaughlin, Kenneth Reinhard, Stella Sandford, Gayatri Chakravorty Spivak, Jane Tylus, Anthony Vidler, Susan Wolfson, Robert J. C. Young, and many more Contains extensive cross-references and bibliographies An invaluable resource for students and scholars across the humanities
Can techniques traditionally thought to be outside the scope of literature, including word processing, databasing, identity ciphering, and intensive programming, inspire the reinvention of writing? The Internet and the digital environment present writers with new challenges and opportunities to reconceive creativity, authorship, and their relationship to language. Confronted with an unprecedented amount of texts and language, writers have the opportunity to move beyond the creation of new texts and manage, parse, appropriate, and reconstruct those that already exist. In addition to explaining his concept of uncreative writing, which is also the name of his popular course at the University of Pennsylvania, Goldsmith reads the work of writers who have taken up this challenge. Examining a wide range of texts and techniques, including the use of Google searches to create poetry, the appropriation of courtroom testimony, and the possibility of robo-poetics, Goldsmith joins this recent work to practices that date back to the early twentieth century. Writers and artists such as Walter Benjamin, Gertrude Stein, James Joyce, and Andy Warhol embodied an ethos in which the construction or conception of a text was just as important as the resultant text itself. By extending this tradition into the digital realm, uncreative writing offers new ways of thinking about identity and the making of meaning.
This undergraduate textbook promotes an active transition to higher mathematics. Problem solving is the heart and soul of this book: each problem is carefully chosen to demonstrate, elucidate, or extend a concept. More than 300 exercises engage the reader in extensive arguments and creative approaches, while exploring connections between fundamental mathematical topics. Divided into four parts, this book begins with a playful exploration of the building blocks of mathematics, such as definitions, axioms, and proofs. A study of the fundamental concepts of logic, sets, and functions follows, before focus turns to methods of proof. Having covered the core of a transition course, the author goes on to present a selection of advanced topics that offer opportunities for extension or further study. Throughout, appendices touch on historical perspectives, current trends, and open questions, showing mathematics as a vibrant and dynamic human enterprise. This second edition has been reorganized to better reflect the layout and curriculum of standard transition courses. It also features recent developments and improved appendices. An Invitation to Abstract Mathematics is ideal for those seeking a challenging and engaging transition to advanced mathematics, and will appeal to both undergraduates majoring in mathematics, as well as non-math majors interested in exploring higher-level concepts. From reviews of the first edition: Bajnok’s new book truly invites students to enjoy the beauty, power, and challenge of abstract mathematics. ... The book can be used as a text for traditional transition or structure courses ... but since Bajnok invites all students, not just mathematics majors, to enjoy the subject, he assumes very little background knowledge. Jill Dietz, MAA Reviews The style of writing is careful, but joyously enthusiastic.... The author’s clear attitude is that mathematics consists of problem solving, and that writing a proof falls into this category. Students of mathematics are, therefore, engaged in problem solving, and should be given problems to solve, rather than problems to imitate. The author attributes this approach to his Hungarian background ... and encourages students to embrace the challenge in the same way an athlete engages in vigorous practice. John Perry, zbMATH
