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Journal articles on the topic 'Literary analysis'

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Author: Grafiati

Published: 4 June 2021

Last updated: 24 January 2023

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1

Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.

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2

Ha, Myung-Jeong. "Corpus-Based Literary Analysis." Journal of the Korea Contents Association 13, no. 9 (September 28, 2013): 440–47. http://dx.doi.org/10.5392/jkca.2013.13.09.440.

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3

Foucault, Michel. "Structuralism and Literary Analysis." Critical Inquiry 45, no. 2 (January 2019): 531–44. http://dx.doi.org/10.1086/700991.

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4

Finney, Brian. "Suture in literary analysis." Lit: Literature Interpretation Theory 2, no. 2 (November 1990): 131–44. http://dx.doi.org/10.1080/10436929008580051.

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5

Mahon, Eugene. "Book Review: Literary Analysis." Journal of the American Psychoanalytic Association 49, no. 1 (February 2001): 311–15. http://dx.doi.org/10.1177/00030651010490011201.

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6

Meyerovich, Alla. "Films Analysis in the Perspective of Literary Sources: Developing the Procedure of Movies Analysis." International Journal of Languages, Literature and Linguistics 8, no. 4 (December 2022): 269–73. http://dx.doi.org/10.18178/ijlll.2022.8.4.361.

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The study is focused on the principles of discourse analysis in the perspective of the analysis of movies and their literary sources. For the sake of research in the study the types of discourse are regarded as "text" for literature and "discourse" for movies. All the elements of text and discourse analyses wouldn't be the same; the aim is to single out identical elements and to compare the literary text and its movie version. Several stages in the analysis procedure were established to reach the goal of adequate comparison.

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7

Marlatt, Rick. "Literary Analysis Using Minecraft: An Asian American Youth Crafts Her Literacy Identity." Journal of Adolescent & Adult Literacy 62, no. 1 (March 12, 2018): 55–66. http://dx.doi.org/10.1002/jaal.747.

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8

Kholmurodov, Abduhamid. "CRAFTSMANSHIP AND ARTISTIC ANALYSIS IN INTERPRETATIONS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 30, 2021): 28–32. http://dx.doi.org/10.37547/philological-crjps-02-05-09.

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The article discusses in detail the contribution of literary critic D. Turaev to the current development of Uzbek literary criticism, the analysis of news and changes in the literary process, the features of new interpretations. Criticism of Munaqqid's analysis of works of art, his skill in the study of poetic and prose works created and being created during the years of independence.

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9

Irizarry, Estelle. "Software Programs for Literary Analysis." Hispania 72, no. 1 (March 1989): 214. http://dx.doi.org/10.2307/342719.

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Irizarry, Estelle. "Literary Analysis and the Microcomputer." Hispania 71, no. 4 (December 1988): 984. http://dx.doi.org/10.2307/343325.

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11

P. Bhuvaneswari, P. Bhuvaneswari. "Dream Analysis and Literary Interpretation." International Journal of English and Literature 7, no. 3 (2017): 49–54. http://dx.doi.org/10.24247/ijeljun20178.

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12

Borrillo, Joseph Marco. "Register Analysis in Literary Translation." Babel. Revue internationale de la traduction / International Journal of Translation 46, no. 1 (July 4, 2000): 1–19. http://dx.doi.org/10.1075/babel.46.1.02bor.

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It is the aim of this paper to argue that register characterisation plays a relevant part in the translation-oriented ananlysis of literary texts. Register is defined (e.g., by Michael Halliday) as a semantic configuration that we associate with a particular situation type and characterised on the basis of three variables or components: field, tenor and mode. Contemporary stylistics, insofar as it is a stylistics of discourse and not only of text, emphasises the importance of the study of context in literary texts. As different scholars have pointed out, the context of literary texts is rather peculiar in that it shows a double articulation: there is an outer context and an inner context. It is precisely in the characterisation of the inner context that register analysis will prove helpful, as it will shed light on the fictional situation created within the text. Although the detailed implication of register analysis for literary translation can be manifold, only a few items are singled out for illustration: degree of technicality and marked field mixing with regard to the variable of field, terms of address (especially T/V pronoun distinctions) and modality with respect to tenor, and the interplay between grammatical complexity and lexical density as markers of oral and written language in the area of mode. Even though the notion of register cannot account for all contextual factors (over and above the context of situation there is the wider context of culture), register analysis still emerges as a powerful analytical tool and a necessary one, too, for communicative acts hinge upon the context of situation in which they occur. In translation-oriented textual analysis, register characterisation constitutes a good point of entry, for it offers an initial interpretative hypothesis which then has to be substantiated against the textual evidence provided by linguistic structures and refined or modified by reference to the broader context of culture.

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13

Elbaz, Freema, and Robert Elbaz. "Literary Theory, Curriculum Analysis, Harmony…" Curriculum Inquiry 15, no. 2 (June 1985): 201–6. http://dx.doi.org/10.1080/03626784.1985.11075959.

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14

Peng, Roger D., and Nicolas W. Hengartner. "Quantitative Analysis of Literary Styles." American Statistician 56, no. 3 (August 2002): 175–85. http://dx.doi.org/10.1198/000313002100.

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15

Lancashire, Ian. "Concordance programs for literary analysis." ACM SIGCUE Outlook 19, no. 1-2 (April 1986): 54–61. http://dx.doi.org/10.1145/951656.951663.

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16

Fennell, Barbara A., and John Bennett. "Sociolinguistic Concepts and Literary Analysis." American Speech 66, no. 4 (1991): 371. http://dx.doi.org/10.2307/455688.

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17

Porozinskaya, Galina. "Pragmatic analysis of literary translation." Perspectives 1, no. 2 (January 1993): 187–93. http://dx.doi.org/10.1080/0907676x.1993.9961212.

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18

Axler, David M., and John R. Abercrombie. "Computer Programs for Literary Analysis." Journal of American Folklore 99, no. 393 (July 1986): 360. http://dx.doi.org/10.2307/540836.

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19

Ryan, Simon. "Contextual Knowledge and Literary Analysis." International Journal of the Humanities: Annual Review 8, no. 2 (2010): 201–10. http://dx.doi.org/10.18848/1447-9508/cgp/v08i02/42845.

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20

Alishova, Izat, and Klara Rysbekova. "LINGUASTYLYSTIC ANALYSIS OF LITERARY TEXT." Вестник Международного Университета Кыргызстана, no. 2 (2022): 248–51. http://dx.doi.org/10.53473/16946324_2022_2_248.

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21

D’hulst, Lieven. "Schogt, Henry G. 1988. Linguistics, Literary Analysis, and Literary Translation." Target. International Journal of Translation Studies 2, no. 2 (January 1, 1990): 255–56. http://dx.doi.org/10.1075/target.2.2.13dhu.

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22

Faxritdinovna, Farmonova Mohinur. "The Structural Analysis: A Work Of Art And A Literary Text." American Journal of Social Science and Education Innovations 03, no. 09 (September 30, 2021): 23–27. http://dx.doi.org/10.37547/tajssei/volume03issue09-06.

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This article discusses the introduction of the structural method in Uzbek literature, preliminary research, its role and importance in the analysis of the work. The study focuses on how to distinguish between a work of art and a literary text. The main differences were initially explained in opposition and presented in a simple tabular form for researchers. The article serves to shed light on the essence and significance of the structural method.

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23

Baak, Hyunae. "Literary Criticism Class Case for Nurturing Literacy in Physical Education." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 63–74. http://dx.doi.org/10.33645/cnc.2022.9.44.9.63.

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This study is a class case study. Through the subject of <Sports Writing>, the physical education major of University A, students themselves derived ethical problems in sports and explored alternatives to solve them. In order to cultivate students’ literacy, the ‘writing of literary criticism’ class was conducted through ‘reading literature’ in the ‘analysis and criticism’ part of this course. A literary work, The Ones Who Walk Away from Omelas , which was judged to be suitable for the educational purpose of cultivating literacy to cultivate critical thinking and will to practice, was selected as the text for this class. In this study, operational cases of literary criticism classes were introduced and the results of the classes were analyzed. By sharing the operation and results of this class case, the significance and complementary points of literacy education through literary criticism were sought.

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24

Jackson, Glenn. "Harry Potter and the Critical gaze: Autonomy pathways in literary response writing." Journal of Education, no. 83 (August 6, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i83a04.

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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.

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25

Fischer, Bernd. "Special Issue Introduction “Transcultural Literary Studies: Politics, Theory, and Literary Analysis”." Humanities 5, no. 4 (December 21, 2016): 86. http://dx.doi.org/10.3390/h5040086.

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26

Syahrul, Ninawati. "REKAYASA SASTRA SEBAGAI UPAYA MENINGKATKAN GERAKAN LITERASI DI KALANGAN GENERASI MUDA." Multilingual 18, no. 1 (June 29, 2019): 48–66. http://dx.doi.org/10.26499/multilingual.v18i1.110.

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Characteristics of quality literary works must carry and convey moral messages. As a civilized citizen, the young generation — of course other citizens — must seize moral values in treading diverse lives. In this regard, literary engineering is an idea that should be taken into account as a form of literary approach in accordance with the mental development of the younger generation. How far is literary engineering capable as a new idea to introduce literature to the younger generation, that is the problem in this paper? This paper aims to describe and "sell" the role of literary literacy engineering to improve the literacy culture of the younger generation. The targets include the literary community and / or the community of young people, such as the youth organization, the literature literary forum, and the Student Council (intra-school student organization). This study used descriptive qualitative method. Based on the study of the theory of the younger generation (Stratus Howe) and the results of the analysis, this study shows that literary engineering can be used as a vehicle to improve literacy in the younger generation. Its activities can be in the form of literary rewriting in the form of student editions sourced from classical literary works such as Mahabharata, Ramayana, Siti Nurbaya novels, Salah Asuhan, or even folklore (folklore, folktale). These literary works can also be translated into literary / theater performances, soap operas, short stories, poems, or other forms. Conversely, the genre of poetry can also be "transformed" into other creative works in the form of poetry, fiction or literary / artistic performances. In addition, the work of teen literature is a way to familiarize literature with the younger generation. The success of the literacy movement is of course necessary and must be supported and collaborated with stakeholders, both government agencies, private institutions, art workers, parents, and / or literary practitioners. This literary or artistic activity is expected to be able to improve the literacy movement that is being promoted by the government as of now.

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27

J, Vimal. "Thematic Content Analysis in Literary Studies." International Research Journal of Tamil 3, no. 1 (November 27, 2020): 66–70. http://dx.doi.org/10.34256/irjt2118.

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Although semantics has become world-famous in literary research throughout the twentieth century, it is not just word counts or objective objectives that are used to examine the content of a work; The reason is that researchers have suggested that characteristic content analysis may help in deeper understanding and excavating the underlying meaning of the texts. This article explores the need for characteristic content analysis and the steps to be taken to unravel the themes embodied in the work. In the study of literature, characteristic content studies can help to identify themes, to describe the data in the work, to compare with other data, and to intervene into the text.

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28

Kim, Yongsoo. "Social Network Analysis and Literary Studies." Criticism and Theory Society of Korea 26, no. 2 (June 30, 2021): 55–76. http://dx.doi.org/10.19116/theory.2021.26.2.55.

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29

Hikmahyanti, Cita, and Neisya Neisya. "ENHANCING CRITICAL THINKING THROUGH LITERARY ANALYSIS." Jurnal Ilmiah Bina Bahasa 12, no. 1 (June 29, 2019): 44–54. http://dx.doi.org/10.33557/binabahasa.v12i1.499.

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This study investigated the improvement of students literary analysis by using taxonomy Blooms critical thinking questions. Action research was conducted for this research to the sixth semester students of English literature study program at Universitas Bina Darma. They are 5 male students and 10 female students. The action research was conducted for 12 meetings. On the first cycle, it consisted planning, action, observation and reflection. The assesment for the success criteria scored from a literary analysis rubric with scale poor, fair and good. During this cycle, the students only achieved mostly to poor level of literary analysis in their writing. After doing some revision and evaluation on the second cycle, it also included, replanning, action, observation and the reflection. In this cycle, the result shows most students succeeded to improve their literary analysis to the fair level and 2 students were in good level with some notes. Although, some students perhaps need more time and practises to achieved a good skill.

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30

Scanlin, Harold P. "Review: Computer Programs for Literary Analysis." Bible Translator 37, no. 1 (January 1986): 147–48. http://dx.doi.org/10.1177/026009358603700108.

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31

Grant, Lyle K. "Story analysis and the literary method." Behavior Analyst Today 6, no. 3 (2005): 178–85. http://dx.doi.org/10.1037/h0100069.

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32

Belfarhi, Khadija. "The componential analysis of literary meaning." Colombian Applied Linguistics Journal 15, no. 2 (January 21, 2014): 288. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a010.

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The present paper aims at showing the importance of understanding English literary texts via the semantic analysis. Understanding literature as being a specific and more or less decompostional language is to rely on a lexico-semantic interaction which establishes meaning from different relations between words’ components because the latter hold meaning not clearly seen in the words of the text. The semantic analysis of literary texts enables the reader to establish a network of relations between terms and settles on a meaning that other semantic theories may not reach. This research provides a semantic analysis based on the lexical decomposition of the word into major and minor components whose semantic interaction yields meaning systematically. The application of the componential analysis on English literary texts can establish a lexical interaction based on semantic interrelations between words at the deep level because the minor components are not seen at the surface level. The interrelations between components can therefore yield the meaning enclosed at the surface level. The componential analysis is a way to getting into the deep surface structure of words through establishing semantic interrelations between words. This task enables the reader to find meaning in the possible components words may have, and makes him/her checking it by logical inference that stands primarily on the utterance as source of meaning projection.

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33

Davison, Ned J. "Literary Analysis with WordPerfect 5.0 Macros." Hispania 73, no. 3 (September 1990): 878. http://dx.doi.org/10.2307/344014.

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34

진현. "Chinese literary thesis punctuation error analysis." Journal of Chinese Language and Literature ll, no. 75 (August 2017): 205–23. http://dx.doi.org/10.15792/clsyn..75.201708.205.

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35

PRADO, SANDRA D., SILVIO R. DAHMEN, ANA L. C. BAZZAN, PADRAIG MAC CARRON, and RALPH KENNA. "TEMPORAL NETWORK ANALYSIS OF LITERARY TEXTS." Advances in Complex Systems 19, no. 03 (May 2016): 1650005. http://dx.doi.org/10.1142/s0219525916500053.

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We study temporal networks of characters in literature focussing on Alice’s Adventures in Wonderland (1865) by Lewis Carroll and the anonymous La Chanson de Roland (around 1100). The former, one of the most influential pieces of nonsense literature ever written, describes the adventures of Alice in a fantasy world with logic plays interspersed along the narrative. The latter, a song of heroic deeds, depicts the Battle of Roncevaux in 778 A.D. during Charlemagne’s campaign on the Iberian Peninsula. We apply methods recently developed by Taylor et al. [Taylor, D., Myers, S. A., Clauset, A., Porter, M. A. and Mucha, P. J., Eigenvector-based centrality measures for temporal networks, CoRR (2015).] to find time-averaged eigenvector centralities, Freeman indices and vitalities of characters. We show that temporal networks are more appropriate than static ones for studying stories, as they capture features that the time-independent approaches fail to yield.

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36

Phani, Shanta, Shibamouli Lahiri, and Arindam Biswas. "Readability Analysis of Bengali Literary Texts." Journal of Quantitative Linguistics 26, no. 4 (September 24, 2018): 287–305. http://dx.doi.org/10.1080/09296174.2018.1499456.

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37

Oike, Machiko. "A Literary Analysis of Memory Books." Matatu 52, no. 2 (October 20, 2022): 416–42. http://dx.doi.org/10.1163/18757421-05202002.

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Abstract This study analyses, based on field research and textual analysis, memory book projects in Uganda as a folk-literary form. The memory book is a formatted workbook written by a parent, often a widowed mother living with HIV, for their child, about their family history, the parent’s life experiences, and their early memories of the child. This study first discusses the collective writing of memory books and how writers help each other in group writing sessions. It then analyses two memory books written by a 66-year old HIV-positive widowed farmer. It discusses her orality-imbued written narrative of history and daily life, and examines her representation of HIV. Instead of confronting her pain with a pen, like many literate writers, she contains the pain by embedding the passages on HIV within her broader life story. Thus, she surmounts and survives HIV and lives harmoniously amid her community, her family, and their history.

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38

Bruhn, Mark J. "Citation analysis." Empirical Studies of Literariness 8, no. 1 (December 31, 2018): 77–113. http://dx.doi.org/10.1075/ssol.17009.bru.

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Abstract This paper presents series of historiometric studies that exemplify the value of “citation analysis” as an empirical approach to professional literary-critical interpretation, especially with respect to the question of the “literariness” of literary texts. Specifically, the studies show that professional interpreters of Wordsworth’s poetry, across more than a century of time and despite widely varying critical approaches, tend to pay more attention to and therefore more frequently cite lines that involve prospective enjambments. Lines involving nominative noun phrase and retrospective enjambments, however, did not reveal the same correlation with frequency of citation. The studies thus suggest that literariness does indeed have a relatively stable textual component that may be discriminated through citation analysis of professional interpretations of individual literary texts by authors writing in distinct genres of literature and in different periods in literary history.

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39

Sadoski, Mark, Donna E. Norton, Maximo Rodriguez, William Dee Nichols, and Jacqueline Parten Gerla. "PRESERVICE AND INSERVICE READING TEACHERS’ KNOWLEDGE OF LITERARY CONCEPTS AND LITERARY ANALYSIS." Reading Psychology 19, no. 3 (July 1998): 267–86. http://dx.doi.org/10.1080/0270271980190302.

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40

Candria, Mytha. "Stylistics: Towards a Linguistic Analysis of Literature." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 3, no. 1 (February 27, 2019): 29–34. http://dx.doi.org/10.14710/culturalistics.v3i1.4176.

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A linguistic analysis of literature has caused debates among linguists and between linguists and literary critics. The debate among linguists occurs because they have different opinions regarding the nature of literary language, while the debate between linguists and literary scholars arises as literary scholars question the authority of linguistics to study literary writings. Therefore, in this paper I argue that the language of literature is similar to that of non-literary texts, and I also believe that because the centrality of language in literary writings, linguistics, as the study of language, has the authority to study literature. One linguistic approach to literature is stylistics, which studies the forms, functions, and meanings of literary language in a detailed and systematic way. Keywords: linguistics; literature; literary language; stylistics;

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41

Short, Mick. "Discourse Analysis in Stylistics and Literature Instruction." Annual Review of Applied Linguistics 11 (March 1990): 181–95. http://dx.doi.org/10.1017/s0267190500002038.

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The termsdiscourse analysisandstylistic analysismean different thing to different people. Most narrowly defined, discourse analysis has only to do with the structure of spoken discourse. Such a definition separates discourse analysis from literany stylistics and pragmatics—the study of how people understand language in context. At the other end of the spectrum, discourse analysis can be carried out on spoken and written texts, and can include matters like textual coherence and cohesion, and the inferencing of meaning by readers or listeners. In this case, it includes pragmatics and much of stylistics within its bounds. Similarly, stylistics can apply just to literary texts or not, and be restricted to the study of style or, on the other hand, include the study of meaning. For the purposes of this review, relatively wide definitions of both areas have been assumed in order to make what follows reasonably comprehensive. The main restriction assumed is that the works discussed will be relevant to the examination of literature in some way. The section on literature instruction will include matters relevant to both native and non-native learners of English, and will also make reference to the integration of literary and language study.

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42

Kingma, M., and G. T. Jensma. "Literair Kwartier. De radio as spegel en megafoan fan ’e Fryske literatuer tusken 1945 en 1975." Us Wurk 71, no. 1-2 (July 20, 2022): 22–50. http://dx.doi.org/10.21827/uw.71.22-50.

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This contribution entails an extensive analysis of the Northern Dutch literary radio program Literair Kwartier (Literary Quarter). After Dutch national radio had already broadcasted literary programs from the early 1940s onward, the three Northern Dutch provinces (Fryslân, Groningen and Drenthe) were to follow as soon as they acquired a regional broadcasting station of their own in 1945, called RON or RONO. The emphasis on culture characterizing policy-making in postwar Dutch politics in general proved favorable to literature. In a great many book reviews and talks on literature Literair Kwartier acquainted literary critics and writers from the region to the broader listening audience. Since the program largely discussed Frisian literature, it makes for a remarkable insight into the issues, reception and evolution of this minority literature in the decades shortly after the Second World War. Yet, not in the least through the inclusion of book reviews of renowned national and international authors, Literair Kwartier also guided its listeners towards a proper high-brow literary taste. Literair Kwartier, the authors conclude, can best be seen not only as complementary to the written criticism of the period but also as an amplifier of the literary taste in the region in general.

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43

Ameen, Assist Teacher Linda Talib. "Standards Technological Literacy Included in the Content of the Computer Textbooks for the Preparatory Stage." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 401–44. http://dx.doi.org/10.36473/ujhss.v223i2.351.

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The research aim to know the percentage of the Standards Technological Literacy contained in the content of the computer textbooks for the preparatory stage in Iraq by answering the following question: What is the percentage of availability for the standards Technological literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches ( scientific and literary ) which is adopted by the Ministry of Education/ General Directorate of curriculum in the year ( 2016- 2017 )? The researcher adopted the descriptive and analytical approach. The researcher used as a population and a sample of her research two of the textbooks content that has been decided for the preparatory fourth and fifth grade students, year (2014),for both branches scientific and literary. The research tool is the content analysis which has been designed from the list of the adopted standards Technological literacy namely. Besides, confirmed the outward validity and the content validity of the analysis tool, and veracity & reliability of the analysis, Regarding the unit idea (explicit &implicit) as a unit of analysis, The research found that the percentage of availability for the Standards Technological Literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches (scientific and literary), estimated separately according to the axes of the main criteria for the Standards Technological Literacy is (58.394%), and (41.606%) in order, and it was found that the percentage of the Standards that has been included in the content of computer textbooks for the preparatory stage combined according to the achieved indicators of the Standards Technological Literacy and its percentage to the indicators of the content analysis list is (78.26%).

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44

Gupta, Akshat, Dr Ashutosh Singh, and Dr A. K. Shankhwar. "A Comparative Analysis of Automatic Text Summarization (ATS) Using Scoring Technique." International Journal for Research in Applied Science and Engineering Technology 10, no. 9 (September 30, 2022): 901–9. http://dx.doi.org/10.22214/ijraset.2022.46769.

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Abstract: The millions of words or sentences on the Internet and in literally hundreds of archives—literary works, published research, legal documentation, as well as other data—have enabled Automatic Text Summarization (ATS), which has become exceedingly well known over the past 10 years. Word-based summarizing is time-consuming, affordable, and unsustainable when interacting with vast volumes of literary texts. It's why we prefer utilizing textual data snippets: it saves time, we acquire accurate data rapidly, and computer scientists have been attempting to create ATS replacements since the 1950s. In this research, we will compare alternative rating systems and offer the best summary based on the scoring methodology implemented. We will also clearly define a wide range of methods, techniques, and scoring algorithms.

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Dewi, Novita, Francisca Reni Retno Anggraini, and Fransiscus Asisi Joko Siswanto. "Teaching Sustainable Business Ethics by Literary Analysis." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 4, no. 2 (July 27, 2020): 145. http://dx.doi.org/10.26858/eralingua.v4i2.13883.

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Fostering ecological awareness in studying economics is important, bearing in mind that business today is to maintain the sustainability of the earth’s resources. This study examines Heinrich Böll’s “The Balek Scales” and Tayeb Salih’s “A Handful of Dates” to see whether the two short stories are suitable for teaching business and environmental ethics to both students of English and economics. Using content analysis method, this library research uses principles in sustainable business ethics to interpret the two stories. Data analysis shows that both stories exemplify concepts such as autonomy, integrity, justice, professionalism, and environmental awareness. This study concludes that the short stories discussed provide pedagogical tools to teach the basic concepts of professional and environmental ethics in the business world all students today need to know.

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Anderson, Janice Capel, and Dorothy Jean Weaver. "Matthew's Missionary Discourse: A Literary Critical Analysis." Journal of Biblical Literature 111, no. 1 (1992): 146. http://dx.doi.org/10.2307/3267528.

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Dimock, Wai Chee. "Cognition as a Category of Literary Analysis." American Literature 67, no. 4 (December 1995): 825. http://dx.doi.org/10.2307/2927900.

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Azizova, P. E. "LINGUISTIC ANALYSIS OF THE LITERARY GENRE «GOSHMA»." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 1, no. 2 (2022): 208–13. http://dx.doi.org/10.32838/2710-4656/2022.2-1/36.

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Rizka Norsy Ramadhana. "Triggering Students' Critical Thinking Through Literary Analysis." Lentera: Jurnal Ilmiah Kependidikan 1 (August 31, 2022): 222–30. http://dx.doi.org/10.33654/iseta.v1i0.1701.

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Through literary analysis, students can obtain critical thinking skills. Literature is a branch of art that undergoes a growth process in line with the passage of time and the development of people's minds. Having literature in the teaching and learning process can create a critical thinking process. Students will practice expressing opinions, concluding, explaining cause-and-effect relationships, comparing facts, and applying the ideas they have gained from literature to new situations. This research used descriptive quantitative. The sample of this study is students of the English Language Education Study Program batch 2018 that have taken literary analysis classes. The empirical data needed in this research are observation of implementation of literary analysis in the classroom and questioners of classroom reflection based on critical thinking indicators. The research findings showed that the implementation of literary analysis learning in the classroom through observation sheets has been going well. It found that students conduct 80% of the critical thinking skills indicators. In addition, analyzing literary works can trigger students to think critically to the level of HOTS (High Order Thinking Skills) because students have entered stage 6 in the critical thinking sequence, namely "Creating," which results in an analysis paper.

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Abdulmughni, Saleh Ahmed Saif. "Stylistics, Literary Criticism, Linguistics and Discourse Analysis." International Journal of English Linguistics 9, no. 2 (March 7, 2019): 412. http://dx.doi.org/10.5539/ijel.v9n2p412.

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There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.

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