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Journal articles on the topic 'Critical, textual'

Author: Grafiati

Published: 28 July 2024

Last updated: 30 July 2024

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1

GURD, SEAN. "On Text-Critical Melancholy." Representations 88, no. 1 (2004): 81–101. http://dx.doi.org/10.1525/rep.2004.88.1.81.

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ABSTRACT This essay discusses a lost chapter in the history of the textual criticism of Euripides' Iphigenia at Aulis: G. Hermann's 1847 De Interpolationibus Euripideae Iphigeniae in Aulide. I argue that this work, like all textual criticisms in classics, aims to represent not the image of a lost original, but rather a singular image of textual history and formal change. This has consequences for the reading of critical texts in general, which do not aim to return us to the past but to provide a charter of history conceived as a temporally heterogeneous textual multiplicity.

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Barros, Solange Maria de. "Transformational model of textual activity: critical realism and critical discourse analysis." Romanica Olomucensia 27, no. 2 (December 1, 2015): 157–66. http://dx.doi.org/10.5507/ro.2015.014.

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J. Dillon Brown. "Textual Entanglement: Jean Rhys’s Critical Discourse." MFS Modern Fiction Studies 56, no. 3 (2010): 568–91. http://dx.doi.org/10.1353/mfs.2010.0007.

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4

SLINN, WARWICK. "FROM TEXTUAL REFERENCE TO TEXTUAL STRATEGY: CRITICAL RESPONSES TO BROWNING’S POETRY." Journal of the Australasian Universities Language and Literature Association 71, no. 1 (May 1989): 161–81. http://dx.doi.org/10.1179/aulla.1989.71.1.009.

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5

de Sola, A. "Review: Textual Promiscuities: Eighteenth-Century Critical Rewriting." French Studies 57, no. 2 (April 1, 2003): 240. http://dx.doi.org/10.1093/fs/57.2.240.

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6

Rashid, Salim. "Rothbard on money: A critical textual exegesis." Quarterly Journal of Austrian Economics 3, no. 3 (September 2000): 75–80. http://dx.doi.org/10.1007/s12113-000-1022-4.

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SKINNER, CHRISTOPHER W. ""Son of God” or “God’s Chosen One” (John 1:34)? A Narrative-Critical Solution to a Text-Critical Problem." Bulletin for Biblical Research 25, no. 3 (January 1, 2015): 341–57. http://dx.doi.org/10.2307/26371410.

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Abstract A reasoned-eclectic approach to NT textual criticism examines both external and internal evidence when evaluating textual problems. This study explores the value of narrative criticism as another internal criterion when discussing intrinsic probabilities; specific attention is given to resolving the textual problem in John 1:34 ("Son of God” versus “God’s chosen one"). After examining the external evidence, the discussion turns to the motif of incomplete understanding that emerges over the first four days of the narrative proper (1:19–51). Against the backdrop of the Johannine prologue (1:1–18), which provides the literary audience with a complete description of Jesus’ identity, this pattern of misunderstanding suggests that “God’s chosen one"—an otherwise unattested term in the Fourth Gospel—is to be preferred over the “Son of God” reading.

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8

Hartog, Pieter B. "Nahum 2:14 Text-Critical Notes." Vetus Testamentum 63, no. 4 (2013): 546–54. http://dx.doi.org/10.1163/15685330-123411261.

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Abstract Two reading traditions are reflected in the ancient witnesses to Nahum 2:14, which can be referred to as ‘masculine’ (4Q169) and ‘feminine’ (MT, TJon, P), depending on the implied referent of the suffixes in this verse. It is argued in this contribution that the textual history of Nahum 2:14 and the origins of these two reading traditions can be explained from the relationship between the Hebrew words רכב and רב, which presumably go back to a common source *רכבכה. This can be taken as evidence that the masculine reading of Nahum 2:14 is the more original one, whereas the feminine reading is the outcome of textual corruption.

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Park, Chungyeol. "Close Textual Analysis and the Design of Learning Spaces." English Teachers Association in Korea 30, no. 2 (June 30, 2024): 19–39. http://dx.doi.org/10.35828/etak.2024.30.2.19.

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This paper is a close textual analysis of what learning is in the context of learning spaces. The aim is for critical rhetorical discourse to what scholars say or write about a topic and the deeper meaning of their words. The close textual analysis is about the influence of learning spaces to have significant experiences for the network generation born in an era of information technology. The paper is to introduce a reason to pay close attention to the process of textual analysis. The process with its complexity reveals the creative density of rhetoric as well as the reason behind the words. Our compass point toward understanding what learning truly means within the context of learning spaces. But this journey is no mere academic exercise; it is a call to engage in critical rhetorical discourse, where ink meets parchment, and ideas crystalize. This study reveals how symbolic action, form and content, context, and creative concentration function within the artifact. The claim is that proposition for close textual analysis is to prepare the listener to listen and hear the importance of rhetorical discourse is taking place, as well as understanding of words to gain meaning to rhetorical discourse and critical thinking.

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Domville, Eric, and Richard J. Finneran. "Yeats: An Annual of Critical and Textual Studies." Canadian Journal of Irish Studies 13, no. 1 (1987): 180. http://dx.doi.org/10.2307/25512699.

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Vroon, Ronald. "Velimir Khlebnikov’s “Hunger” Poems: A Textual-Critical Analysis." Зборник Матице српске за славистику 2021, no. 100 (2021): 597–614. http://dx.doi.org/10.18485/ms_zmss.2021.100.35.

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Olsen, Mark. "Critical theory and textual computing: Comments and suggestions." Computers and the Humanities 27, no. 5-6 (September 1993): 395–400. http://dx.doi.org/10.1007/bf01829390.

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Ali, Hadeel Kamil, and Sarah Salah Jamal. "A Critical Discourse Analysis Of Martin Luther Kings Socio-Political Speeches." Journal of Tikrit University for Humanities 29, no. 8, 2 (August 24, 2022): 44–64. http://dx.doi.org/10.25130/jtuh.29.8.2.2022.25.

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Critical discourse analysis examines the key idea of social power and how it is used to produce social mistakes as a result of power abuse, inequality, and dominance. Martin Luther King's speeches show many of these social ideas. These views and authority are shown either explicitly or indirectly through the speaker's use of language structures. By analyzing the speeches, this paper tries to determine the speaker's target audience comments. This study focuses on a few selected sections that include patterns and terms that hint at these ideologies and power. The aims of this study is: Distinguishing textual and discursive techniques utilized in the speeches under review As a result, this research implies that 1) certain textual approaches are more often used in the selected speeches than others. 2) In the selected speeches, certain discursive strategies are used more frequently than others. When it comes to textual and discursive analysis, certain sociopolitical ideologies are more commonly revealed than others. The most widely used textual analysis methods are transitivity and modality. 1) In the investigated speeches, presupposition is the most common discursive strategy. 2) Certain themes dominate the writing. 3)Textual and discursive analysis often employ racism as an ideology.

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Epp, Eldon Jay. "Text-Critical Witnesses and Methodology for Isolating a Distinctive D-Text in Acts." Novum Testamentum 59, no. 3 (June 21, 2017): 225–96. http://dx.doi.org/10.1163/15685365-12341571.

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Within the past decade, a few leading New Testament textual critics have challenged two major, long-standing convictions by urging that we should speak no longer (1) of “text-types” or (2) of two textual streams in the Acts of the Apostles. Certainly the term “type” is too rigid and definitive to describe our textual groups, and “textual clusters” is more appropriate. The present essay concerns whetherdual textscan be identified certifiably in Acts, thereby distinguishing a “D-Textual Cluster” from an alternate cluster headed by Codex Vaticanus (B) and Codex Sinaiticus ( א). It is clear that all D-Text Primary witnesses are mixed texts that, over time in various ways, have been conformed and assimilated to the increasingly dominant B-Cluster, as well as to the ascending Byzantine text.A fresh method, however, is proposed and illustrated at length (1) to identify a tightly cohesive group of Primary witnesses to a D-Textual Cluster, which (2) reveals that these D-Text readings virtually always are opposed by the א-B-Cluster. The result is a strong testimony to the early existence of dual textual streams in Acts that stand firmly over against one another.The fresh aspect of the method involves, for each variation -unit, (1) identifying the Primary witnessesavailablefor a given reading; (2)countingthe number supporting a presumptive D-Text reading; (3)countingthose that do not; and (4) calculating thepercentagesof witnesses agreeing and not agreeing to the readings in question. Three or more Primary witnesses must be present in a variation-unit to be included. The global figures show that available Primary D-Text witnesses agree with one another 88% of the time on readings in 425 variation-units, while 97% of the time these readings are opposed by both א and B together.

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Khalil, Sarab, and Wafa’ A. Sahan. "The Ideological Manifestations in War Poetry: A Critical Stylistic Perspective." Theory and Practice in Language Studies 12, no. 4 (April 2, 2022): 658–64. http://dx.doi.org/10.17507/tpls.1204.05.

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Ideologies can be traced back and extracted through formal aspect of language where the authors’ choices reflect the world view they construct in order to influence their receptors. This study aims at extracting ideologies of war in war poetry relying upon the model of critical stylistics proposed by Leslie Jeffries (2010). The model presents ten textual-conceptual tools of analysis; one of which, ‘negating’, has been adopted as a tool of analysis in this paper to extract the hidden ideologies. The study came to the conclusion that the textual conceptual tool of analysis, negating, as a formal textual aspect guides into manifesting the hidden ideologies of the text producer about war and this is achieved through creating a virtual positive world in receptor’s mind to be juxtaposed with the actual negated world in order to build expectations.

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16

Herschend, Frands. "Historical or Textual Archaeology - An Archaeology of Critical Rereading." Current Swedish Archaeology 5, no. 1 (June 10, 2021): 65–78. http://dx.doi.org/10.37718/csa.1997.05.

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Based on a discussion of the relationship between history and archaeology, the author proposes a critical analysis of both written and material sources. All sources are considered textual and should be analysed (reread) on three levels: the conceptual, the intentional and the structural. In an example - an analysis of the meaning of the concept ’land'- the value of the analysis is shown to be the formation of a discursive and meaningful concept in an evolutionary and additive production of knowledge. Rereading ought to be the methodological approach of textual archaeology.

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Roslan, Nur Widad, Hazlina Abdul Halim, Mohd Azidan Abdul Jabbar, and Roslina Mamat. "Elements of Critical Discourse in Copywriting on Malaysian Celebrity Television Advertisement." Asian Social Science 15, no. 2 (January 30, 2019): 17. http://dx.doi.org/10.5539/ass.v15n2p17.

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This study focuses on the elements of critical discourse in copywriting on Malaysian celebrity television advertisements. The objectives of this study is to identify and discuss the elements of critical discourse in copywriting on Malaysian celebrity television advertisement videos. This study will focus on the textual analysis, one of the three dimensions of Fairclough’s (1995) critical discourse analysis. The data is analyzed by using the qualitative method. 10 Malaysian celebrity television advertisements copy were chosen as samples for this study. Results from this study have helped in the process of identifying the presence of the textual analysis sub categories which are grammar, theme, metaphor, repetition and conjunction. Therefore, it is hoped that further studies will be focus on the use of appropriate textual analysis in future advertisement copies.

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18

Humphrey, Sally L., and Dorothy Economou. "Peeling the onion – A textual model of critical analysis." Journal of English for Academic Purposes 17 (March 2015): 37–50. http://dx.doi.org/10.1016/j.jeap.2015.01.004.

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19

García Figueroa, Hernando Alberto, and Adolfo Arrieta Carrascal. "Enhancing critical thinkig through metacognition analysis (HMT)." Cultura, Educación y Sociedad 2016, no. 2 (July 1, 2016): 54–71. http://dx.doi.org/10.17981/cultedusoc.07.2.2016.4.

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Miles, Laura Saetveit. "Playing Editor: Inviting Students Behind the Text." Early Modern Culture Online 6, no. 1 (October 18, 2015): 41. http://dx.doi.org/10.15845/emco.v6i1.1275.

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This commentary feature considers the advantages of using textual criticism to teach Shakespeare and using Shakespeare to teach textual criticism, at both the undergraduate and graduate level. First I discuss how to do this in practical terms, by suggesting some specific, concrete activities that bring an editorial approach into the classroom: interactive ‘editorial exercises’ that involve micro to macro textual problems. Then I discuss what is to be gained by teaching textual criticism through Shakespeare. Students can be profoundly transformed into critical thinkers and critical readers in four ways: 1) Healthy skepticism: i.e. undermining trust in editions, editors—and authority; 2) Healthy optimism: i.e. building a feeling of critical community; 3) Defamiliarizing the text and unsettling reading practices; 4) Combining a relish for puzzles, clues, data, detective work with the love of reading. In general this piece aims to be both a practical and philosophical consideration of the intersection of editing, Shakespeare, and teaching.

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21

Rawian, Rafizah, Khairunnisa Mohad Khazin, T. Kasa Rullah Adha, Masitowarni Siregar, and Dedi Sanjaya. "A Critical Stylistics Analysis of Sports Commentaries." World Journal of English Language 14, no. 1 (November 8, 2023): 89. http://dx.doi.org/10.5430/wjel.v14n1p89.

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Drawing on Jeffries’ Critical Stylistics Analysis, the current study was done on the FIFA World Cup Qatar 2022 commentaries to reveal the discursive strategies used by the commentators that contribute to the ideological themes embedded in their commentaries. Six matches from the tournament were recorded and transcribed. The commentaries were then analysed using Jeffries' Critical Stylistics Analysis toolkits called textual-conceptual functions. Though not prominent, the findings reveal traces of ideologies of representation of races and religion found in the commentaries only by using six out ten Jeffries’ textual-conceptual functions toolkits. The current study helps sports commentators to comprehend how commentaries influence viewers’ perceptions of sports and the world around us. The current study adds to the literature on ideological frameworks to determine distinct frameworks employed in sports commentary. This could be useful for scholars interested in the relationship between language and ideology, as it could give them an excellent grasp of how these frameworks are employed to develop and maintain specific worldviews.

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Ullyot, Michael. "Fieldwork in the Sonnet: Milton, Donne, and Critical Orthodoxy." Renaissance and Reformation 44, no. 3 (January 24, 2022): 25–43. http://dx.doi.org/10.33137/rr.v44i3.37989.

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In this article, Michael Ullyot explores the possible implications for literary reading of a vast textual database of sonnets. Ullyot argues that a growing library of texts and tools will help us to read the sonnet in less linear and more “scalable” ways. Although not fully developed yet, Ullyot’s prototype already has produced useful results by focusing on Milton’s admittedly small corpus of English sonnets. Ullyot suggests that if textual analysis techniques can confirm critical insights about Milton’s sonnets, then more confidence can be placed in these tools and techniques when, later, they are scaled up to larger bodies of texts. While displaying a healthy pragmatic realism about the challenges ahead, Ullyot’s article tantalizingly suggests the scholarly advantages of building the world’s largest sonnet anthology.

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Pelepeychenko, L., S. Revutska, and Yu Babkov. "CRITICAL THINKING FOUNDATIONS AS A TOOL OF MANIPULATIVE TECHNOLOGIES RECOGNITION." Scientific journal of the National Academy of National Guard "Honor and Law" 2, no. 81 (2022): 112–19. http://dx.doi.org/10.33405/2078-7480/2022/2/81/263814.

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The aim of the article was to substantiate the cognitive foundations of critical thinking that provide recognition of manipulative technologies. The substantiation of cognitive foundations of critical thinking, aimed at recognition of manipulative technologies, is carried out on the basis of available scientific achievements in the field of general matters of critical thinking, which are projected on the sphere of manipulative influence. The paper gives the definition of cognitive foundations that include knowledge, skills and abilities and personal attributes required for effective intellectual analysis. The following types of cognitive foundations of critical thinking are modeled and substantiated in the article: 1) knowledge; 2) skills and abilities; 3) personality traits that are actualized in the process of intellectual activity (intellectual traits). The first type of cognitive foundations are both awareness of the social context and awareness of the generally accepted value priorities of civilized society. Cognitive foundations of the second type include 10 skills, namely: finding of logical contradictions and errors; lie recognition; distinguishing between real and fictional facts; distinguishing between correct and erroneous statements; mastery of general scientific methods of analysis; establishment of the source base; argumentation; refutation of misconceptions; recognition of indicators of manipulative influence; modeling of solution options. Cognitive supports of the third type are as follows: observation, ability to perform analytical operations. The article demonstrates how skills and abilities are used in detection of textual and non-textual indicators of manipulation. Textual indicators include those that are contained in the very text of the message (logical contradictions, ambiguity of the statement, violation of the clarity of information and its completeness). Non-textual indicators are those for the recognition of which it is necessary to correlate the narrative with real events, with the logic of the relationship of events and facts as well as with ideological attitudes of the authors of the messages.

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Zeng, Jun. "Multi-source symbiosis of textual meaning." Chinese Semiotic Studies 20, no. 2 (May 1, 2024): 211–29. http://dx.doi.org/10.1515/css-2024-2012.

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Abstract In both Chinese and Western literary theory, there are several fundamental perspectives on the exploration of “the source of textual meaning,” which can be categorized into ontological, entitative, and generative types. Future research must integrate the “source” perspective with the “trigger” perspective, while overcoming the postmodern cultural pluralist limitations of “multiple symbiosis.” This article adopts the perspective of a “multi-source symbiosis” of textual meaning and maintains that textual meaning possesses characteristics of multiple sources, co-generation, and dynamic transformation. The “multi-source symbiosis” of textual meaning does not emphasize “differences,” but rather strives for “consensus.” The objectivity of the source of textual meaning and the regularity of textual understanding and interpretation are the prerequisites for agreement on textual meaning. The trigger mechanism for the symbiosis of textual meanings lies in three aspects: disclosing textual meanings in reading behavior, proliferating textual meanings in critical activities, and multi-source triggering of textual meanings in literary events. “Multi-source symbiosis” creates a heteroglossic state of textual meaning, with the ultimate goal of establishing a common understanding of textual meaning.

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25

Alonso Veloso, María José. "Una suelta "olvidada" del entremés El marido fantasma de Quevedo = A forgotten manuscript Quevedo’s entremés El marido fantasma." Estudios Humanísticos. Filología, no. 39 (December 15, 2017): 171. http://dx.doi.org/10.18002/ehf.v0i39.4819.

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<p><em>El marido fantasma</em> es uno de los trece entremeses de Quevedo que la crítica ha considerado auténticos. Este trabajo pretende recuperar una de las cinco fuentes textuales del entremés, la integrada en una suelta incluida en un volumen facticio de una biblioteca alemana, que también contiene una comedia de autoría discutida, <em>Los achaques de Leonor</em>: mencionada fugazmente en un artículo hace casi un siglo, la suelta ha pasado desapercibida y no ha sido utilizada en ninguna de las ediciones críticas del entremés. Además de enumerar el contenido del volumen facticio, este artículo describe los rasgos textuales del testimonio en relación con los cuatro ya conocidos y transcribe el texto de la suelta, con un aparato de variantes a pie de página.</p><p><em>El marido fantasma</em> is one of Quevedo’s thirteen authentic entremeses. The aim of this paper is to recover one of its five textual sources, one suelta included in a factitious volume of a German library, which also copies the comedy Los achaques de Leonor, whose authorship remains doubtful. This suelta was quickly<br />mentioned one century ago, but it has gone unnoticed and it has never been used for critical editions of<br />the entremés. This article describes the content of the volume and the textual features of the suelta regarding<br />to the other four textual sources, and it also transcribes its text with a critical apparatus in footnotes.<br /><br /><br /></p>

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Magarik, Raphael. "Milton's Phylacteries: Textual Idolatry and the Beginnings of Critical Exegesis." Milton Studies 57, no. 1 (January 1, 2016): 31–61. http://dx.doi.org/10.2307/26396087.

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O'Keeffe, Katherine O'Brien, and Martin Stevens. "Four Middle English Mystery Cycles: Textual, Contextual, and Critical Interpretations." South Central Review 5, no. 4 (1988): 72. http://dx.doi.org/10.2307/3189052.

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28

Belvis, Cyril. "How to translate RA 8504: Critical excess versus textual limit." Translation Studies 9, no. 3 (March 21, 2016): 298–313. http://dx.doi.org/10.1080/14781700.2016.1154482.

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TRAVIS, P. W. "Four Middle English Mystery Cycles: Textual, Contextual, and Critical Interpretations." Modern Language Quarterly 50, no. 2 (January 1, 1989): 186–89. http://dx.doi.org/10.1215/00267929-50-2-186.

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30

Trudinger, Paul. "The Introductory Heading of Psalm 22: A Textual-Critical Observation." Downside Review 125, no. 440 (July 2007): 221–22. http://dx.doi.org/10.1177/001258060712544005.

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31

Batemarco, Robert. "Comment on rashid’s “rothbard on money: A critical textual exegesis”." Quarterly Journal of Austrian Economics 3, no. 3 (September 2000): 81–83. http://dx.doi.org/10.1007/s12113-000-1023-3.

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32

Magarik, Raphael. "Milton's Phylacteries: Textual Idolatry and the Beginnings of Critical Exegesis." Milton Studies 57, no. 1 (2016): 31–61. http://dx.doi.org/10.1353/mlt.2016.0002.

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33

حسن, Mahasin Abdulqadir. "A Critical and Textual Discourse Analysis of Beauty Product Advertisements." المجلة العربية للعلوم و نشر الأبحاث 8, no. 4 (December 30, 2022): 123–34. http://dx.doi.org/10.26389/ajsrp.s270922.

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This research analyses the discourse of advertisement in different websites on beauty products depending of a linguistic model and a multi-model analysis to go behind what lies after the advertisement. The data of this research are quoted from different websites and channels and they will be limited to some advertisements. The results of the analysis show that most of the beauty product advertisements depend on a limited number of words rather than sentences, using affective colors, and famous celebrities as a way for attracting the audience. Another result is those using women’s pictures for showing not only the feministic features and tenderness, but women's strength and challenge were also revealed.

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Salam, Rahmatullah. "TEXTUAL INTERPRETATION OF THE PROHIBITION OF MAKEUP: RECEPTION AND DISCOURSE ANALYSIS OF NUSSA GIRLS TALK." Al-A'raf : Jurnal Pemikiran Islam dan Filsafat 17, no. 2 (December 23, 2020): 307–28. http://dx.doi.org/10.22515/ajpif.v17i2.2444.

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This study aims to explain analytically the receptions of the Qur'an in the animated movie, episode Nussa: Girls Talk. A part of the Qur'anic verse from Surat Al-Ahzab: 33 presented in this episode shows that there are makeup rules for women that tend to be understood textually. Based on the categorization of interaction between religious followers and the holy book by Sam D. Gill and Teun A Van Dijk's critical discourse analysis as an analytical tool, the study found that the reception in the episode of Nussa: Girls Talk is both exegetical and informative. The interpretation (tafsir) presented in this episode is textual. The form of textual interpretation was chosen by the producers because of its concise and considered more relevant for children as the main targets/audiences. Besides, the socio-religious background of theproducers of Nussa: Girls Talk is known to have a close relationship with the hijrah movement; an Islamic movement that tends to be fundamentalist. As a results, textual understanding develops and tends to dominate in this animated movie.

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Yousif AL-Thouiny, Rania Qais, and Samara Muhammed Ahmed. "A Critical Discourse Analysis of Turkish Coup Attempt News in The Guardian Newspaper." Journal of Tikrit University for Humanities 30, no. 10, 2 (October 31, 2023): 1–20. http://dx.doi.org/10.25130/jtuh.30.10.2.2023.24.

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The current study addresses how Turkish coup attempt (July 2016) news is manifested in newspaper context. Considering that Türkiye has Islamist government, the researcher has chosen this coup to find out how do the non-Muslim English newspapers view towards an Islamic government? So, a number of lines, that contain vocabularies and structures that refer to ideologies or powers, have been selected to be analyzed. These lines are taken from the important English newspaper which is The Guardian. The methodology used in this study is Fairclough’s three dimensional approach (2001). It consists of three dimensions which are: textual analysis, discursive practice, and social practice. This study aims at identifying types of textual, discursive and social strategies employed in the selected newspaper's articles and showing The Guardian newspaper's attitude towards Turkish government. In order to achieve the aims of the study, the researcher proposes some hypotheses which are 1) Grammar is the most commonly strategy of textual analysis used in The Guardian newspaper's article under study. 2) intertextuality discursive strategy is more commonly strategy of analysis used than Presupposition. 3) Concerning social practice, ideology is the most frequently strategy used than power by The Guardian. 4) There are negative ideologies written toward Turkish government and Islam. The study comes out with the following conclusions: The Guardian newspaper has used more grammar, intertextuality and ideology strategies from textual, discursive and social analysis respectively than other devices within the context of it. The Guardian has negative ideologies. It, in every occasion, tries to offend the Islam and Turkish government.

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Shepherd, Thomas R. "The Textual History and Translation of Revelation 21.3b." Bible Translator 74, no. 1 (April 2023): 110–25. http://dx.doi.org/10.1177/20516770231151703.

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Rev 21.3b is a conundrum for translation. The text-critical data point to the UBS5 reading as original but copyists and translators have struggled with the awkwardness of the text. This article reviews translations of Rev 21.3b and the text-critical data and suggests that the translation “and ‘God-with-them’ himself will be their God” resolves the problem and is consistent with the UBS5 reading. This translation finds corroboration in other characteristics of the Apocalypse.

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Hernández, Juan. "A Scribal Solution to a Problematic Measurement in the Apocalypse." New Testament Studies 56, no. 2 (March 4, 2010): 273–78. http://dx.doi.org/10.1017/s002868850999018x.

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Orthographic variation within the manuscripts of the Greek NT is seldom acause célèbrebeyond the ranks of diehard textual critics. Even among these most will concede that orthographic irregularities amount to little more than evidence of scribal incompetency or inconsistency in their spelling practices. To find the same word both spelled correctly and misspelled within a single manuscript by the same scribe is not uncommon. It approaches the norm. The critical editions of our Greek NTs have therefore opted, on good grounds, to exclude textual variants displaying non-standardized spelling. To include them would make it impossible for anyone to use the critical apparatuses in a meaningful way. The deluge of senseless errors would drown out variants of demonstrable textual significance.

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Khaghaninejad, Mohammad Saber. "Political Practice of Literary Analysis: How to Read Literature more Closely." International Letters of Social and Humanistic Sciences 49 (March 2015): 92–105. http://dx.doi.org/10.18052/www.scipress.com/ilshs.49.92.

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The development of literary/textual analysis is becoming increasingly interdisciplinary; inter-textual, historically and socially-aware, and politically-motivated critical practices. This study is an attempt to show how literary/textual analyses are relied on a number of interrelated, competing and methodological political arrangements. In brief, this article is an account of the development of critically and politically-aware practices of literary analysis and implicitly inculcate that how literary analysis can be done employing political interpretations. Hence, some key concepts for critical practice of literary analysis such as interdiscourse, intertextuality, ideology negotiation and feminist/political criticisms of literature are investigated. Finally, an example of a politically committed analysis of literature is provided to show how theoretical foundations function in practice.

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Cahyono, Setyo Prasiyanto. "Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (May 31, 2018): 53–72. http://dx.doi.org/10.25170/ijelt.v13i1.1450.

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This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.

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Bird, Michael. "Textual Criticism and the Historical Jesus." Journal for the Study of the Historical Jesus 6, no. 2 (2008): 133–56. http://dx.doi.org/10.1163/174551908x349644.

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AbstractThis study argues that historical Jesus research needs to pay greater attention to the field of textual criticism and study of early Christian manuscripts. It is accordingly argued that the field of textual criticism impacts historical Jesus studies in at least three ways: (1) the textual integrity of the New Testament and the possibility of historical Jesus research; (2) the significance of the agrapha; and (3) text-critical contributions to historical issues in life of Jesus research.

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Weinstein, Sara, and Devorah Preiss. "Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students." Journal of Education and Training 4, no. 1 (March 13, 2017): 69. http://dx.doi.org/10.5296/jet.v4i1.9871.

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This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation). The disposition examined was the self confidence to reason independently, without teacher direction, in order to encourage learner autonomy. The study developed as action research in a teachers college Bible class, after pre-service education students complained that they were unable to compare and contrast texts on their own. In an attempt to solve this problem, the study began with a preliminary non-textual exercise involving analyzing and evaluating two everyday leisure activities. It then continued by transferring these skills to Biblical text comparisons. Findings showed that beginning the study with the scaffolding step of a non-textual exercise before moving on to text comparisons was an effective method of helping students overcome their former reluctance to autonomously compare texts without teacher intervention.

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Trovato, Paolo. "Critical philology and Dante’s Commedia: A couple of thoughts and a few examples." Forum Italicum: A Journal of Italian Studies 55, no. 2 (June 16, 2021): 257–68. http://dx.doi.org/10.1177/00145858211022555.

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Not only literary students, but also well-known scholars share the idea that the reconstruction of a text is a routine job which leaves little room for creativity. After some 40 years during which I have edited or prepared the edition of works of Machiavelli ( Discorso intorno alla nostra lingua), Pietro Aretino ( Cortegiana) and Torquato Tasso ( Aminta), and 17 years devoted to the textual transmission and the text of Dante’s Commedia, I think that, except for the first phases of the job, textual editing requires almost constant critical thought and interpretation. I shall present a little series of examples, mostly from Dante’s Commedia, with cases ranging from decisions in the realm of accidentals to rather complicated choices among competing substantial readings and to the risky enterprise of emendation against all the witnesses of the work. While these examples can give an idea of the novelty of some solutions of my forthcoming edition (the introduction and Inferno will appear in the summer of 2021), in my view, they seem to confirm the opinion of the great classical philologist Giorgio Pasquali, for whom textual criticism isn’t mechanical; it is methodical.

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Elster, Charles A. "Authority, Performance, and Interpretation in Religious Reading: Critical Issues of Intercultural Communication and Multiple Literacies." Journal of Literacy Research 35, no. 1 (March 2003): 663–92. http://dx.doi.org/10.1207/s15548430jlr3501_5.

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This paper addresses two critical issues related to language and literacy. The first is the need to better appreciate how literacy practices and values, whether shared, complementary or disparate, mediate intercultural contact, communication, and conflict. The second issue is how to theorize using new models of what literacy is in an age of multiple literacies and increasingly global communication. From a multiple literacies and new genre perspective, readers give meaning to texts in culturally and historical embedded literacy practices. Focusing on the under-researched area of religious literacy practices, I seek to show how the oral performance of texts and their interpretation by textual communities constitute enactments of textual authority. Using the related frameworks of activity, genre, and critical discourse theories, I examine literacy practices in their sociohistorical contexts. Examples of religious reading practices and stances are drawn primarily from Orthodox Jewish reading practices, which recognize unique authority in the words of the Hebrew Bible, and which practice norms of textual interpretation and performance that are unique to that textual community. Religious reading practices highlight the repertoire of reading genres, strategies, and stances that members of modern multicultural societies learn to control. Because multiple reading traditions define communities, personal identities and power relations, it is critical that researchers and policy-makers avoid the danger of imposing one secularist model of reading on all reading activities, or one set of dominant reading stances on all cultural groups.

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Gao, Tian. "A review of the effect of textual enhancement on L2 learners’ grammar acquisition: An analysis of topic familiarity and TE types." Journal of Language Teaching 3, no. 10 (December 28, 2023): 23–29. http://dx.doi.org/10.54475/jlt.2023.033.

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The relationship between textual enhancement and L2 learners’ grammar acquisition has been widely explored by researchers, while mixed results were provided by various empirical research. This review aims to examine whether textual enhancement has a positive impact on the grammar acquisition of second language learners. Furthermore, the possible concurring moderating factors of topic familiarity and textual enhancement type are discussed in terms of their impact on form acquisition. The review concludes by acknowledging the challenges in definitively establishing the positive impact of textual enhancement on form acquisition, emphasizing the need for rigorous empirical research and critical evaluation of outcomes to enhance the integration of grammar instruction into meaning-based approaches.

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Widiastuti, Widiastuti. "ANALYZING THE CRITICAL DISCOURSE OF BEAUTY PRODUCT ADVERTISEMENTS IN SHAPING SOCIETAL PERCEPTIONS." La Ogi : English Language Journal 9, no. 2 (August 21, 2023): 161–70. http://dx.doi.org/10.55678/loj.v9i2.1123.

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Through television broadcasts, electronic and online platforms, as well as printed media, the public can readily access information about a variety of brands, presented through captivating images and compelling text. Undeniably, the most potent force in advertising lies in the utilization of language that can transform the perceptions and viewpoints of potential consumer groups. This study's primary objective is to deconstruct the advertising strategies employed by two competing beauty product brands, aiming to win over the favor of potential customers. While prior research has delved into the ideological aspects of beauty advertisements using Critical Discourse Analysis, there remains a scarcity of studies that undertake a comparative analysis of local and international beauty products. To accumulate data, this study closely examined the promotional materials of two rival beauty product brands, they are: Scarlett and Skintific which is prominently featured on the online platform YouTube. The analysis adopted the Critical Discourse Analysis framework developed by Norman Fairclough, encompassing three interconnected dimensions: the textual content itself, the underlying discourse practices, and the broader socio-cultural context. The outcomes unveiled that the textual components within the advertisements were meticulously constructed to evoke persuasion and resonate with the emotions of potential buyers. Additionally, these textual elements contributed to amplifying existing realities while also shaping specific narratives within society, ultimately guiding the advertisements toward the ultimate goal of invoking empathy from potential consumers

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Villamediana González, Leticia. "«La Estafeta de Londres» de Francisco Mariano Nifo, otro precedente de las Cartas marruecas de Cadalso." Cuadernos de Estudios del Siglo XVIII, no. 22 (October 6, 2017): 165–77. http://dx.doi.org/10.17811/cesxviii.22.2012.165-177.

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Los periódicos espectadores españoles han sido señalados como precursores textuales de las Cartas Marruecas (1789; 1793) de José Cadalso, especialmente en cuanto al uso de la correspondencia ficticia. No obstante, paralelamente a la introducción de esta prensa crítica en España, Francisco Mariano Nifo publicó su periódico la Estafeta de Londres (1762), semanario estructurado como una colección de cartas que, mediante el estudio y observación de Inglaterra, reflexionan con ánimo autocrítico y sentido utilitario sobre la situación de decadencia española. Teniendo en cuenta las estrategias retóricas de este periódico, hasta ahora no estudiadas, así como su finalidad, el presente trabajo pretende resaltar el papel de la Estafeta de Londres como precedente textual de la obra de Cadalso.PALABRAS CLAVEEstafeta de Londres, Francisco Mariano Nifo, Cartas Marruecas, José Cadalso, literatura epistolar. The Spanish essay-periodicals have been highlighted as textual precursors to José Cadalso’s Cartas Marruecas (1789; 1793), especially in regard to the use of fictitious correspondence. However, simultaneous to the introduction of this new type of press in Spain, Nifo published his Estafeta de Londres, a newspaper structured as a collection of letters that, by means of study and observation of England, reflects upon Spanish decadence with a self-critical and practical intention. Taking into account the primary purpose and rethorical strategies of this newspaper (topics which have thus far escaped critical attention), this study aims to illuminate the role of Estafeta de Londres as a textual precedent of Cadalso´s work.KEYWORDSEstafeta de Londres, Francisco Mariano Nifo, Cartas Marruecas, José Cadalso, epistolary literature.

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Torres Guerra, José B. "Enmiendas a tres teónimos de Cornuto, Compendio de las tradiciones teológicas de los griegos." Fortunatae. Revista Canaria de Filología, Cultura y Humanidades Clásicas, no. 32 (2020): 813–21. http://dx.doi.org/10.25145/j.fortunat.2020.32.51.

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This contribution analyses some textual problems related to the interpretation of three theonyms in Cornutus’s mythographical treaty. In each case the textual testimonies and the solutions adopted in the critical editions by Lang (1881) and Torres (2018) are considered. A text is proposed for each case on the basis of the etymological and allegorizing method employed in the treaty

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Franklin, Rorie. "Building Suspense: A Critical Examination of Foreshadowing Devices in TV Series Opening Credits." Art and Society 3, no. 2 (April 2024): 8–13. http://dx.doi.org/10.56397/as.2024.04.02.

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This paper explores the intricate use of foreshadowing devices within the opening credits of television series, unraveling the artful integration of visual, musical, and textual elements. Through detailed case studies of iconic shows such as Game of Thrones, Stranger Things, and Westworld, we dissect the deliberate choices made by creators to engage audiences from the very beginning. The analysis uncovers the narrative nuances embedded in symbols, musical scores, and textual clues, highlighting their role in setting the stage for complex and immersive storylines. Ethical considerations, methodological challenges, and the limitations of the study are also addressed. By contributing insights to television studies and narrative theory, this paper emphasizes the significance of opening credits as a canvas for storytelling in the evolving landscape of contemporary television.

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Grobman, Laurie, and Joanna K. Garner. "Exploring the metanarrative of the traditional literary critical essay." Scientific Study of Literature 3, no. 1 (May 31, 2013): 48–76. http://dx.doi.org/10.1075/ssol.3.1.07gro.

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A professor of English and an assistant professor of Education bring together humanistic textual analysis and descriptive empirical research to explore faculty perceptions and uses of the assignment they name the traditional literary critical essay and define as a critical essay that describes, analyzes or interprets a literary text(s) through close reading of the text(s)’s literary elements, such as theme, character, imagery, language, and metaphor. Through humanistic textual analysis, the authors demonstrate a consistent story of the prevalence of the traditional literary critical essay assignment in college literature classrooms in conjunction with negative assumptions about the purposes of the assignment, its political associations, and what influences faculty to use it. These historically situated issues were used to construct survey questions to explore faculty members’ perceptions of these assumptions. Carnegie institution ratings were used to sample faculty from colleges and universities across the United States. The survey was completed by 735 full-time faculty who teach literature courses. Survey findings support assumptions about the assignment’s prevalence but call into question several other assumptions in the historical narrative and point to the need for scientific study of pedagogical beliefs related to student writing in literature classes.

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Sidnell, Michael J., and Richard J. Finneran. "Yeats: An Annual of Critical and Textual Studies, Volume X, 1992." Canadian Journal of Irish Studies 20, no. 2 (1994): 94. http://dx.doi.org/10.2307/25513007.

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