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Academic literature on the topic 'Fiction in English Whipple'

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Published: 26 July 2024

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Journal articles on the topic "Fiction in English Whipple"

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Hynes, Joseph, Michael North, and Patrick Swinden. "Contemporary English Fiction." Contemporary Literature 27, no. 1 (1986): 90. http://dx.doi.org/10.2307/1208601.

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Yuldashevich, Fozilov Odil. "Paraphrase in English fiction." Asian Journal of Research in Social Sciences and Humanities 12, no. 5 (2022): 220–25. http://dx.doi.org/10.5958/2249-7315.2022.00271.4.

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Dickinson, David. "Methodism in English fiction." International journal for the Study of the Christian Church 12, no. 3-4 (August 2012): 309–23. http://dx.doi.org/10.1080/1474225x.2012.722909.

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Stanko, D. V. "ENGLISH FAN FICTION: RESEARCH PROSPECTS." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 109–15. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245944.

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The article highlights perspective trends investigation of the English fanfiction. The work offers a brief outline of history, main forms and modern trends in fan fiction studies as a genre of web literature. The relevance of the study of fan fiction is due, above all, to the fact that these works are a bright example of the so called live language. They reflect all modern language trends, express the musical, literary and film preferences of young people. In addition, fan fiction is an understudied phenomenon that has existed in various forms, but has received the greatest impetus in development only in recent decades. The term fan fiction is defined as a kind of creativity of fans of popular works of art, a derivative literary work based on any original work that uses its ideas of the plot and characters. It is the genre of mass literature, created on the basis of a work of art by fans of this work, which do not pursue commercial purposes and are intended for reading by other fans. Early works on fan fiction often dealt with this phenomenon from a gender perspective, as the practice of fan fiction is mostly feminine. The most common source for fan fiction research was fandom material from popular television series at the time. The main focus of the study of fandoms was the practices and values of their participants, the characteristics of the fan as a person, as well as the distinctive features of the culture that the participants of the fandoms created. Fan fiction can be treated as a type of discourse within the scope of Internet linguistics and literary studies. Such main forms of fan fiction as alternative universe, crack, crossover, fix-it, POV, smut, RPF, angst, hurt / comfort, and others are being viewed in the article. Thus, despite huge diversity and versatility of fan fiction forms and genres, it is possible to classify them and analyze their peculiarities. Fan fiction can be regarded as a verbal (sometimes creolized) written message which is shared on the Internet and is aimed, first of all, at the admirers of the source book, film etc. The perspective of this study is the analysis of structural, stylistic and pragmatic features of fan fiction discourse.
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Scheuermann, M. "Gender Studies of English Fiction." Eighteenth-Century Life 24, no. 3 (October 1, 2000): 73–102. http://dx.doi.org/10.1215/00982601-24-3-73.

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Ball, D. "Hardy's Experimental Fiction." English 35, no. 151 (March 1, 1986): 27–36. http://dx.doi.org/10.1093/english/35.151.27.

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Luca, Ioana. "Performance and Performativity in Contemporary English Fiction in English." Indialogs 5 (March 20, 2018): 161. http://dx.doi.org/10.5565/rev/indialogs.111.

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Ijaz, Fatima, Fazal Rabi, and Uzma . "AN EXPLORATION OF DISCOURSE STYLES IN PAKISTANI ENGLISH FICTIONS." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 357–65. http://dx.doi.org/10.52567/pjsr.v4i04.819.

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The current study explores emergent discourse styles in English-language Pakistani fiction using multiple levels of analysis. The modern discourse styles in Pakistani English-language fiction have been explored using the "Corpus Stylistics" methodology and computational tools. In the past, the quantitative research on Pakistani fiction in English as a whole has hardly ever examined the entire collection of fundamental language elements. The current study is ground-breaking in that it has assembled a sizable corpus of Pakistani fiction in English for a specific goal based on a sizable collection of novels and short tales. Applying statistical factor analysis, the whole collection of essential lexico-grammatical elements presents in fictionized writing in Pakistan has been taken into consideration. The current research introduces innovative discourse styles and labels them as: "Expression of Thought vs. Descriptive Discourse Production," "Context-oriented Discourse," "Concrete Action Discourse vs. Abstract Exposition," and "Narrative vs. Dialogic Discourse." it does this by marking information from the large substantial corpus of English-language Pakistani fiction. Keywords: English and fiction, English language, literacy Pakistan, education system.
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Holquist, Michael. "The Language of Fiction and the Fiction of Language." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 732–36. http://dx.doi.org/10.1632/pmla.2015.130.3.732.

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Learning to read is inseparable from teaching to read. The foundational assumption of the common core state standards initiative (CCSSI) master plan in the English language arts is that its method for teaching reading will eventuate in students' learning to read (as well as speak and write) better. Teachers and students come at their shared task from different perspectives, but both are presumed to be working in the same project of engaging something unproblematically called “language,” the program's middle name (as it is of the MLA). The Common Core's framers assume a correspondence between the phenomenon they call language in their methodological recommendations and language as it is used by them and their students—and everyone else who speaks English—in the world outside the classroom. The standards are based on a theory of language.
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Bekhta, I. A. "INNER SPEECH IN CONTEMPORARY ENGLISH FICTION." Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 4, no. 2 (2019): 11–17. http://dx.doi.org/10.32838/2663-6069/2019.4-2/03.

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Dissertations / Theses on the topic "Fiction in English Whipple"

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Williams, Terrol Roark. "Taking Mormons Seriously: Ethics of Representing Latter-day Saints in American Fiction." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1936.pdf.

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Njovane, Thandokazi. ""The wings of whipped butterflies" : trauma, silence and representation of the suffering child in selected contemporary African short fiction." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004214.

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This dissertation, which examines the literary representation of childhood trauma, is held together by three threads of inquiry. Firstly, I examine the stylistic devices through which three contemporary African writers – NoViolet Bulawayo, Uwem Akpan, and Mia Couto – engage with the subject of childhood trauma in five of their short stories: “Hitting Budapest”; “My Parents’ Bedroom” and “Fattening for Gabon”; and “The Day Mabata-bata Exploded” and “The Bird-Dreaming Baobab,” respectively. In each of these narratives, the use of ingén(u)s in the form of child narrators and/or focalisers instantiates a degree of structural irony, premised on the cognitive discrepancy between the protagonists’ perceptions and those of the implied reader. This structural irony then serves to underscore the reality that, though in a general sense the precise nature of traumatic experience cannot be directly communicated in language, this is exacerbated in the case of children, because children’s physical and psychological frameworks are underdeveloped. Consequently, children’s exposure to trauma and atrocity results in disruptions of both personal and communal notions of safety and security which are even more severe than those experienced by adults. Secondly, I analyse the political, cultural and economic factors which give rise to the traumatic incidents depicted in the stories, and the child characters’ interpretations and responses to these exigencies. Notions of subjectivity and intersubjectivity, identity and community, victimhood and survival, agency and disempowerment are discussed here in relation to the context of postcolonial Africa and the contemporary realities of chronic poverty, genocide, child-trafficking, the aftermath of civil war, and the legacies of colonialism and racism. Thirdly, this dissertation inspects the areas of congruence and divergence between trauma theory, literary scholarship on trauma narratives, and literary attempts to represent atrocity and trauma despite what is widely held to be the inadequacy of language – and therefore representation – to this task. There are certain differences between the three authors’ depictions of children’s experiences of trauma, despite the fact that the texts all grapple with the aporetic nature of trauma and the paradox of representing the unrepresentable. To this end, they utilise various strategies – temporal disjunctions and fragmentations, silences and lacunae, elements of the fantastical and surreal, magical realism, and instances of abjection and dissociation – to gesture towards the inexpressible, or that which is incommensurable with language. I argue that, ultimately, it is the endings of these stories which suggest the unrepresentable nature of trauma. Traumatic experience poses a challenge to representational conventions and, in its resistance, encourages a realisation that new ways of writing and speaking about trauma in the African continent, particularly with regards to children, are needed.
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Pauly, Susanne. "Madness in English-Canadian fiction." [S.l. : s.n.], 1999. http://deposit.ddb.de/cgi-bin/dokserv?idn=961035455.

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Knox-Shaw, Peter. "The explorer in English fiction." Doctoral thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/22436.

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Although there have been a number of critical works on the novel given over to topics such as adventure, colonization or the politics of the frontier, a comparative study of novels in which an encounter with unknown territory holds central importance has till now been lacking. My aim in this thesis is to analyse and relate a variety of texts which show representatives of a home culture in confrontation with terra incognita or unfamiliar peoples. There is, as it turns out, a strong family resemblance between the novels that fall into this category whether they belong, like Robinson Crusoe, Coral Island or Lord of the Flies, to the "desert island" tradition where castaways have exploration thrust upon them or present, as in the case of Moby Dick, The Lost World or Voss, ventures deliberately undertaken. There are frequent indications, too, that many of the novelists in question are aware of working within a particular, subsidiary genre. This means, in sum, even when it comes to texts as culturally remote as, say, Captain Singleton and Heart of Darkness that there is firm ground for comparison. The emphasis of this study is, in consequence, historical as well as critical. In order to show that many conventions which are recurrent in the fiction inhere in the actual business of coming to grips with the unknown, I begin with a theoretical introduction illustrated chiefly from the writings of explorers. Travelogues reveal how large a part projection plays in every rendering of unvisited places. So much is imported that one might hypothesize, for the sake of a model, a single locality returning a stream of widely divergent images over the lapse of years. In effect it is possible to demonstrate a shift of cultural assumptions by juxtaposing, for example, a passage that tricks out a primeval forest in all the iconography of Eden with one written three centuries later in which - from essentially the same scene - the author paints a picture of Malthusian struggle and survival of the fittest. And since the explorer is not only inclined to embody his image of the natural man in the people he meets beyond the frontiers of his own culture, but is likely also to read his own emancipation from the constraints of polity in terms of a return to an underlying nature, the concern with genesis is one that recurs with particular persistence in texts dealing with exploration. With varying degrees of awareness novelists have responded, ever since Defoe, to the idea that the encounter with the unfamiliar mirrors the identity of the explorer. Their presentations of terra incognita register the crucial phases of social history - the institution of mercantilism, the rise and fall of empire - but generally in relation to psychological and metaphysical questions of a perennial kind. The nature of man is a theme that proves, indeed, remarkably tenacious in these works, for a reason Lawrence notes in Kangaroo: "There is always something outside our universe. And it is always at the doors of the innermost, sentient soul".
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Jones, Margaret Anne. "The Blackshaw Chord ; Crime fiction, literary fiction : why the demarcation?" Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366620/.

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My thesis is in two parts: Part 1 a novel, Part 2 a critical rationale. The novel examines abuse in a range of manifestations – parental power; alcohol; the press; corporate power – all of which combine to perpetrate a catalogue of abuse against my protagonist. But it is the completely innocent protagonist who is perceived as the abuser. The novel quite deliberately has the feel of a crime story although the only serious crime is off-the-page and not connected with any of the characters or locations. This is intentional. The critical rationale seeks to investigate the classification of crime fiction and literary fiction with crime in it, and attempts to examine where the demarcation appears. Much of the critical rationale examines my novel in this regard. Initially I was looking at the debate from the point-of-view of non-whodunnit crime, but my research took me increasingly towards literary authors who have moved into mystery writing, such as, Kate Atkinson, Susan Hill, John Banville (Benjamin Black) and Joanne Harris. I refer to several novels from the crime genre and from novels which occupy a ‘hinterland’ whereby crime is a major element of the narrative but where they are not regarded as crime fiction. I have researched the shelving policies of the local library and bookshops, and interviewed writers with regard to where they wish their work to be placed. I have also considered briefly what is genre and why hinterland novels are placed somewhere outside the classification of any genre. Where appropriate I have quoted from published authors with regard to their position in this debate, and have used four main novels to discuss the development of my novel - John Brown’s Body; Psycho; Rebecca and Brighton Rock.
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Ambrosini, Richard. "Conrad's fiction as critical discourse." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/20971.

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Ellsworth, Ann Elizabeth. "Resisting Richardson : Sarah Fielding, Frances Sheridan, Charlotte Lennox, and the didactic novel /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9501.

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Al-Alami, Suhair. "Utilising fiction to promote English language acquisition." Thesis, Aston University, 2012. http://publications.aston.ac.uk/18726/.

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Towards the end of the university stage, students residing in the United Arab Emirates and specialising in subjects other than English are expected- amongst other university requirements- to have acquired adequate communicative competence as well as a repertoire of critical thinking skills. Despite the efforts made within the field of teaching English to EFL university students in the country, the output gained in terms of acquired skills and competencies is still below expectations. The main concerns of the current thesis are, therefore, a) to investigate the factors which inhibit EFL university students’ progress in the areas of acquiring adequate communicative competence as well as critical thinking skills, and b) to propose a course book and pedagogic methods to improve students’ progress in the areas of acquiring adequate communicative competence as well as critical thinking skills. Believing in the essential role literature plays in enhancing critical thinking and promoting communicative competence on the part of EFL learners, the current study introduces a course, designed and implemented by the researcher: LEARN AND GAIN. The proposed course is fiction-based language teaching, adopting the view that literature is a resource rather than an object, thus advocating the use of literature as one of the main resources in foreign/second language acquisition. Investigating whether or not the proposed course was effective in promoting EFL university students’ communicative competence as well as enhancing their critical thinking skills, a study sample taken from the study population was selected. Adopting an experimental design, the research project involved two groups: experimental and control. The experimental group students were exposed to the proposed course whilst the control group students were exposed to a general English language course. To examine treatment effectiveness, the researcher set and administered a pre-post test. Divided into two main parts, communicative critical reading competence and communicative critical writing competence, the pre-post test measured subjects’ communicative critical reading competence and subjects’ communicative critical writing competence. In addition, a pre-post questionnaire was administered and a semi-structured interview was conducted involving the experimental group students, to gain an awareness of students’ attitudes towards learning literary texts in general, and the proposed course in particular. To examine issues of interest and relevance, gender differences: male vs. female, and university major: science vs. non-science, were also examined for enrichment purposes. For the purpose of gathering sufficient data about subjects’ achievements on the pre-post, the following statistical tests were conducted: Mann-Whitney test, and paired data t-test. Based on the statistical findings, the experimental group students’ performance on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test was significantly better than their counterparts of the control group students. Speaking of gender differences in relation to language performance on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test, no significant differences were cited. Neither did the researcher cite any significant performance differences between science/non-science students on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test. As far as the questionnaire’s findings are concerned, the experimental group students’ responses to the post-questionnaire’s items were more positive than those of their responses to the pre-questionnaire’s, thus indicating some positive attitudes towards literature, which students possibly gained throughout the course of implementation. Relating the discussion to the interview’s results, students conveyed their satisfaction with the proposed course, emphasising that promoting English language skills through the use of literary texts was rewarding. In the light of findings and conclusions, a number of recommendations as well as implications have been proposed. The current study aimed to arrive at some appropriate suggestions to a number of enquiries, yet concluding with some areas of enquiry to be explored for further research.
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Dalley, Lana Lee. "Writing the economic woman : gender, political economy, and nineteenth-century women's literature /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/9430.

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Huttunen, F. (Fanni). "“Sometimes you can tell more truth through fiction”:analyzing the content in Richard A. Clarke’s nonfiction and fiction." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312336.

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The purpose of this research is to study and compare the nonfiction and fiction texts of the former National Coordinator for Security and Counter-Terrorism, Richard A. Clarke. After the terrorist attacks of 9/11 and his retirement from the government, Clarke has written several nonfiction books and thrillers with themes inspired by his career and the 9/11 attacks. On the cover of Clarke’s first fiction novel, The Scorpion’s Gate, there is a statement: “Sometimes you can tell more truth through fiction”. This proclamation inspired the research questions: 1) Is Clarke revealing more in his fiction than in his nonfiction? and 2) Does Clarke attempt to affect the reader’s views by portraying things in a certain way? The research material consist of two of Clarke’s nonfiction texts, Against All Enemies: Inside America’s War on Terror (2004) and Your Government Failed You: Breaking the Cycle of National Security Disasters (2008), and all four of his thrillers, The Scorpion’s Gate (2004), Breakpoint (2005), Sting of the Drone (2014) and Pinnacle Event (2015). The methodology used to analyze the texts is qualitative content analysis. The data is gathered from the six books by relevance sampling and based on these samples, a thematic coding frame is built. The samples are divided into the identified themes: Cyber Security and Warfare, Energy, Government, Homeland Security, Intelligence and Terrorism. In the analysis the content of the nonfiction and fiction samples is compared and possible indications of attempts to affect the reader are studied. The results of the theme centered analyses are compiled and discussed in order to answer the research questions. Based on the analysis and discussion it was determined that for the most part, Clarke is actually saying less in his fiction compared to the nonfiction. The only anomaly was the subject of drones, unmanned aerial vehicles, which was addressed in the thriller Sting of the Drone but not discussed in the nonfiction texts. It was also concluded that Clarke is most certainly trying to influence the reader. The views and actions that Clarke criticized in his nonfiction were also portrayed negatively in his fiction. These negative characterizations were contrasted with positive references to matters that Clarke promoted in his nonfiction
Tämän tutkielman tarkoitus on analysoida ja verrata Yhdysvaltain hallituksessa kolme vuosikymmentä työskennelleen Richard A. Clarken kirjoittamaa tietokirjallisuutta ja fiktiota. 11.9.2001 tapahtuneiden terroristi-iskujen jälkeen, Clarke on kirjoittanut useita tietokirjallisia teoksia sekä trillereitä, joiden kaikkien aihepiiri on saanut inspiraationsa Clarken hallitusurasta sekä edellä mainituista terroristi-iskuista. Hänen ensimmäinen trillerinsä The Scorpion’s Gate julkaistiin vuonna 2005 ja sen kannessa todetaan ”joskus fiktion kautta pystytään kertomaan enemmän totuutta.” Tämän väitteen pohjalta rakennetut tutkimuskysymykset ovat 1) Paljastaako Clarke enemmän kaunokirjallisissa teoksissaan kuin tietokirjallisuudessaan? ja 2) Pyrkiikö Clarke vaikuttamaan lukijan mielipiteisiin esittämällä asioita tietyllä tavalla? Tutkimusmateriaali koostuu kahdesta Clarken muistelmasta, nimiltään Against All Enemies (2004) and Your Government Failed You (2008), sekä kaikista hänen neljästä trilleristään, jotka ovat The Scorpion’s Gate (2004), Breakpoint (2005), Sting of the Drone (2014) ja Pinnacle Event (2015). Tutkimusmenetelmänä käytetään laadullista sisällönanalyysia ja sen erilaisia painotuksia. Analysoitava aineisto luodaan Clarken kirjoista relevanssiotannalla ja näiden näytteiden perusteella laaditaan teemaperusteinen runko. Näytteet jaetaan laadittuihin teemoihin, jotka ovat seuraavat: kyberturvallisuus ja -sotiminen, energia, hallitus, kotimaan turvallisuus, tiedustelu ja terrorismi. Tarkastelussa tietokirjallisuudesta ja fiktiosta kerättyjen näytteiden sisältöä verrataan keskenään ja tutkitaan löytyykö niistä mielipiteisiin vaikuttamista. Teemoittain tehtyjen analyysien tulokset yhdistetään ja tutkimuskysymyksiin vastataan näiden yhdistettyjen tuloksien pohjalta. Analyysin tulosten perusteella voidaan todeta, että pääasiallisesti Clarke kertoo fiktiossaan tietokirjallisuuttaan vähemmän. Ainoa poikkeus olivat droonit, eli kauko-ohjattavat lentävät alukset, joita käsiteltiin Sting of the Drone trilleristä kerätyissä näytteissä mutta niitä ei puolestaan mainittu Clarken tietokirjoissa. Analyysin pohjalta todettiin myös, että Clarke pyrkii epäilemättä vaikuttamaan lukijaansa. Clarken muistelmissa kritisoimat asiat ja toiminnat esitettiin myös hänen fiktiossaan negatiiviseen sävyyn. Näiden epäsuotuisien luonnehdintojen vastapainona asioita, joita Clarke kannatti muistelmissaan, kuvailtiin puolestaan positiivisesti
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Books on the topic "Fiction in English Whipple"

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Lehman, Paul Evan. Gun-whipped. South Yarmouth, Mass., USA: J. Curley, 1987.

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Lehman, Paul Evan. Gun-whipped. Bath: Chivers, 1987.

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Cushman, Karen. The Ballad of Lucy Whipple. New York: Clarion Books, 1996.

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Cushman, Karen. The ballad of Lucy Whipple. New York: Harper Trophy, 1998.

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Ward, Matthew. The fantastic family Whipple. New York, N.Y: Razorbill, 2013.

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Cushman, Karen. The ballad of Lucy Whipple. New York: HarperTrophy, 1996.

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Smurthwaite, Donald. The search for Wallace Whipple. Salt Lake City, Utah: Deseret, 1994.

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Lasky, Kathryn. En route vers le Nouveau monde: Journal d'Esther Whipple, 1620-1621. [Paris]: Gallimard jeunesse, 2005.

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Whipple, Blaine. History and genealogy of "Elder" John Whipple of Ipswich, Massachusetts: His English ancestors and American descendants. Victoria, B.C: Whipple Development Corp. in cooperation with Trafford, 2003.

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Lasky, Kathryn. A Journey to the New World: The Diary of Remember Patience Whipple, Mayflower 1620 (Dear America Series). New York: Scholastic, 1996.

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Book chapters on the topic "Fiction in English Whipple"

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Handley, G., and P. Wilkins. "Fiction." In English coursework, 7. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13026-9_3.

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Handley, G., and P. Wilkins. "Non-fiction." In English coursework, 75–79. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13026-9_13.

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Alexander, Michael. "Fiction." In A History of English Literature, 285–308. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-04894-3_11.

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Rainsford, Dominic. "Prose fiction." In Literature in English, 44–57. Second edition. | New York City : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429277399-6.

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Cremin, Teresa. "Imaginatively Exploring Fiction." In Teaching English Creatively, 109–25. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003055372-8.

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Müller, Timo. "Analyzing Prose Fiction." In English and American Studies, 340–45. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_25.

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Reedy, David. "Exploring Non-Fiction Creatively." In Teaching English Creatively, 142–59. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003055372-10.

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Piskurek, Cyprian. "Hooligan Fiction." In Fictional Representations of English Football and Fan Cultures, 171–215. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76762-8_6.

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Hadfield, Andrew. "Prose Fiction." In A Companion to English Renaissance Literature and Culture, 576–88. Malden, MA, USA: Blackwell Publishers Ltd, 2007. http://dx.doi.org/10.1002/9780470998731.ch48.

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Knight, Stephen. "Industrial Fiction." In English Industrial Fiction of the Mid-Nineteenth Century, 39–72. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003470700-3.

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Conference papers on the topic "Fiction in English Whipple"

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Stanko, D. V. "To the history of English fan fiction." In THE LATEST DEVELOPMENT TRENDS IN PHILOLOGICAL SCIENCE AND EDUCATION. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-404-7-26.

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Zabolotneva, Oksana L. "Some Specific Features Of The English Fiction Discourse." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.93.

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Oprishch, Natalia. "INGENIOUS WAYS OF TEACHING ENGLISH THROUGH MODERN FICTION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0909.

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Kusumastuti, Fenty. "Analyzing Translation through the Science Fiction Film Arrival." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214600050013.

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Tursinaliyevna, Jabborova Zuhra. "Notions of translation with fiction and non-fiction sources." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-70.

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Abstract:
This article discusses the concept of translation materials with literary and non-literary materials in English. As it has been discussed above, translation is a highly versatile professional field. Translators are language experts who often specialize in a specific field, however, they not only need to possess knowledge, but also need to have a well-developed translation methodology. In this article, we will explore the different translation methods and techniques that occur in this line of work and explain how they work.
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Dzyubenko, Anna. "ON SOME CONCEPTS' INTERRELATION IN MODERN ENGLISH FEMALE FICTION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s14.114.

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Nurieva, Nailya, Tatyana Borisova, and Margarita Kulikova. "Application of Blended Learning in English Fiction Literature Course." In the 2nd International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3284497.3284504.

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Spichko, Nataly. "Fiction in School Textbooks as Reflection on English Culture." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0894.

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Nazarova, T. B. "Teaching Business English (TBE) And Business Fiction: Methodology And Material." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.3.

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Saeed, Ismael M. Fahmi, and Lanja A. Dabbagh. "The Function of the Beginnings and Endings in English Fiction." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a17.

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