In this 1979 book, Professor John Holloway presents a series of essays on classic authors as well as more recent English novelists.

Effective narration, the telling of stories or recounting of personal experiences, is an art requiring skills that appear crucial for children's language development and literacy acquisition. This volume serves an important purpose because it pulls together the widely scattered literature in the field, exploring the ways in which oral narrative structure develops in children and how it may be facilitated. It presents new empirical studies on genres of narrative, the role narrative structure plays in emergent literacy, the relationship between narrative language and autobiographical memory, and ways in which teachers and parents facilitate or hinder children's narrative development. The empirical research presented here draws from diverse groups, including Hispanic, African-American, and Anglo-American children from rural and urban America and Canada.

It has become a truism that we all think in the narrative mode, both in everyday life and in science. But what does this mean precisely? Scholars tend to use the term ‘narrative’ in a broad sense, implying not only event-sequencing but also the representation of emotions, basic perceptual processes or complex analyses of data sets. The volume addresses this blind spot by using clear selection criteria: only non-fictional texts by experts are analysed through the lens of both classical and postclassical narratology – from Aristotle to quantum physics and from nineteenth-century psychiatry to early childhood psychology; they fall under various genres such as philosophical treatises, case histories, textbooks, medical reports, video clips, and public lectures. The articles of this volume examine the central but continuously shifting role that event-sequencing plays within scholarly and scientific communication at various points in history – and the diverse functions it serves such as eye witnessing, making an argument, inferencing or reasoning. Thus, they provide a new methodological framework for both literary scholars and historians of science and medicine.

This book provides critique of the narrative structure, rhetoric, style and language use of Sir Walter Scott in his fiction and novel writings including Ivanhoe, Rob Roy, The Lady of the Lake, Waverley, The Heart of Midlothian and The Bride of Lammermoor.

Narrative Structure and Reader Formation in Lady Mary Wroth’s Urania offers the first systematic formal and thematic analysis of Wroth’s Urania in its historical context and explores the structural means by which Wroth fashions her readership. The book thus has a dual focus, at once on narrative art and reader formation. It makes two original claims, the first being that the Urania is not the unorganized accumulation of stories critics have tended to present it as, but a work of sophisticated narrative structures i.e. a complex text in a positive sense. These structures are revealed by means of a circumspect narratological analysis of the formal and thematic patterns that organise the Urania. Such an analysis furthers our understanding of the reading strategies that Wroth encourages. The second claim is, then, that through the careful structuring of her text Wroth seeks to create her own ideal readership. More precisely, the formal and thematic structures of the Urania engage with readers’ expectations, inviting them to reflect on prominent thematic issues and respond to the text as what early modern prefaces term "good" readers. Combining narratological methods with a generic perspective and taking into account the work of book historians on early modern reading practices, this monograph provides a new approach to the Urania, supplementing the typically gender- or (auto)biographically-oriented interpretations of the romance. Moreover, it contributes to the study of early modern (prose) narrative and romance and exemplifies how historically contextualised narratological analysis may yield new insights and profit research on reading strategies.

Introduced one hundred years ago, film has since become part of our lives. For the past century, however, the experience offered by fiction films has remained a mystery. Questions such as why adult viewers cry and shiver, and why they care at all about fictional characters -- while aware that they contemplate an entirely staged scene -- are still unresolved. In addition, it is unknown why spectators find some film experiences entertaining that have a clearly aversive nature outside the cinema. These and other questions make the psychological status of emotions allegedly induced by the fiction film highly problematic. Earlier attempts to answer these questions have been limited to a few genre studies. In recent years, film criticism and the theory of film structure have made use of psychoanalytic concepts which have proven insufficient in accounting for the diversity of film induced affect. In contrast, academic psychology -- during the century of its existence -- has made extensive study of emotional responses provoked by viewing fiction film, but has taken the role of film as a natural stimulus completely for granted. The present volume bridges the gap between critical theories of film on the one hand, and recent psychological theory and research of human emotion on the other, in an attempt to explain the emotions provoked by fiction film. This book integrates insights on the narrative structure of fiction film including its themes, plot structure, and characters with recent knowledge on the cognitive processing of natural events, and narrative and person information. It develops a theoretical framework for systematically describing emotion in the film viewer. The question whether or not film produces genuine emotion is answered by comparing affect in the viewer with emotion in the real world experienced by persons witnessing events that have personal significance to them. Current understanding of the psychology of emotions provides the basis for identifying critical features of the fiction film that trigger the general emotion system. Individual emotions are classified according to their position in the affect structure of a film -- a larger system of emotions produced by one particular film as a whole. Along the way, a series of problematic issues is dealt with, notably the reality of the emotional stimulus in film, the identification of the viewer with protagonists on screen, and the necessity of the viewer's cooperation in arriving at a genuine emotion. Finally, it is argued that film-produced emotions are genuine emotions in response to an artificial stimulus. Film can be regarded as a fine-tuned machine for a continuous stream of emotions that are entertaining after all. The work paves the way for understanding and, in principle, predicting emotions in the film viewer using existing psychological instruments of investigation. Dealing with the problems of film-induced affect and rendering them accessible to formal modeling and experimental method serves a wider interest of understanding aesthetic emotion -- the feelings that man-made products, and especially works of art, can evoke in the beholder.

Contrary to what might be expected from a philosophical novel, Sterne and Diderot do not impose their own views upon the reader. The author’s voice is but one amongst many others. Margaux Whiskin’s argument hinges on Bakhtinian dialogism, which can be defined as the presence of interacting voices and views. In Tristram Shandy and Jacques le fataliste, dialogism occurs through the narrative structure allowing for the confrontation of the contradictory discourses in the philosophical debates, and enabling them to engage in dialogue, instead of establishing the authorial voice as the sole valid discourse in the text. Through those contradictions, the philosophical content takes on a different form, that of a refusal of systematic discourse. Sterne and Diderot do not offer a solution to the various questions debated in their novels. However, they do offer a philosophical approach whereby the confrontation of contradictory ideas creates a dynamic for the pursuit of truth. By engaging in dialogue and constantly opening questions where there is no single right answer, Sterne and Diderot redirect the focus of the reader and invite him to perceive truth not as a destination to be reached, or as a closed conclusion, but as being present in the quest itself, in the ongoing dialogues and debates. Normal 0 false false false FR JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-ansi-language:FR;}

Seminar paper from the year 2015 in the subject Film Science, grade: 1,3, University of Münster, language: English, abstract: In my term paper, I will examine the narrative structure in “Memento“ which switches between chronological narration and reversed temporality. With respect to this unique narrative structure, I will take a closer look at the black-and-white and colour sequences, the opening sequence and the outstanding and resolvent scene 22/A, especially regarding the cinematography used. In the further course of my work, you will learn of the essential role of the unreliable narrator regarding my thesis and finally what impact the fabula construction in “Memento” has on his viewers. „Causes and their effects are basic to narrative, but they take place in time“. This quotation from Bordwell’s and Thompson’s work Film Art, an Introduction does not only show a fundamental principle of narration but furthermore depicts a possibility to manipulate the spectator’s understanding of a story. Christopher Nolan’s “Memento” is one example of what a complex narration can be. The film shows two separate stories of Leonard, an ex-insurance investigator who suffers anterograde amnesia and attempts to find the murderer of his wife, which is the last thing he can remember. On the one hand there is a forward moving storyline, the black-and-white scenes while the other one, the colour sequences, tells the story backwards. Although the story behind the film is rather simple, the narrative structure is extremely complex and clever, which demands constant attention from its spectators. This term paper will deal with the methods used in “Memento” which mislead the audience’s understanding of the story. My thesis is therefore: Narrative complexity in Christopher Nolan’s “Memento” – Narrative structure, Narrator’s unreliability, fabula construction and cinematography as key elements for the spectator’s manipulation. Apart from the film “Memento”, the central literature I will work with is the essay by Stefano Ghislotti “Narrative Comprehension Made Difficult: Film, Form and Mnemonic Devices in ‘Memento’”, the documentary “Anatomy of a Scene” about the making of “Memento”, a text by Andy Klein named "Everything You Wanted to Know about ‘Memento’” and different filmic narrativity by Jakob Lothe, David Herman and Edward Branigan. In addition to that, there is a self-generated sequence analysis attached to the term paper in order to have an overall view of the scenes I take a closer look at.

This book presents the first attempt by a sociologist to unearth the long hadith transmission network from ancient historical sources and analyze it using the most recent qualitative and quantitative analytical tools.