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Journal articles on the topic 'Literary techniques'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

Menken, M. J. J. "Numerical literary techniques in John." Novum Testamentum 27, no. 1 (1985): ii. http://dx.doi.org/10.1163/156853685x00409.

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2

Ochoa, Gabriel García, Sarah McDonald, and Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy." Open Cultural Studies 2, no. 1 (November 1, 2018): 510–19. http://dx.doi.org/10.1515/culture-2018-0046.

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Abstract There is a growing body of work on the theory of cultural literacy, but little has been written on how to teach cultural literacy in higher education contexts. This article discusses the use of Open-space Learning (OSL) techniques as valuable tools for teaching cultural literacy. Cultural literacy and OSL are two different areas of study, but there is common ground between them, and cultural literacy can draw great benefit from the cross-pollination of ideas with OSL. The paper focuses on practice-based models used in OSL that have been adapted to teach cultural literacy. The aim of these practice-based models is to create an environment that teaches students how to transfer the analytical and critical skills that they learn as part of a literary and cultural studies (LCS) course to real-life scenarios. We argue that an important part of this learning environment is what we refer to as cognitive “destabilisation,” and discuss why OSL techniques are ideally suited to fostering such destabilisation in students.
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Авраменко, Валентина, and Любов Пархета. "INNOVATIVE TECHNIQUES FOR ANALIZING A LITERARY WORK." Problems of Modern Teacher Training, no. 20 (July 25, 2019): 6–12. http://dx.doi.org/10.31499/2307-4914.20.2019.174104.

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4

Robinson, Elaine. "The use of literary techniques in coaching." Journal of Management Development 29, no. 10 (October 26, 2010): 902–13. http://dx.doi.org/10.1108/02621711011084222.

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5

Banister, Jaime A., Walter A. Vogels, Francis M. Macatangay, and Christopher T. Begg. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 40, no. 3 (2017): 480–82. http://dx.doi.org/10.1353/ota.2017.0003.

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Begg, Christopher T., and Joseph E. Jensen. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 40, no. 2 (2017): 232–38. http://dx.doi.org/10.1353/ota.2017.0035.

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Begg, Christopher T., William J. Urbrock, Alan J. Moss, and George C. Heider. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 40, no. 1 (2017): 18–22. http://dx.doi.org/10.1353/ota.2017.0063.

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Begg, Christopher T., Fred W. Guyette, and Isaac M. Alderman. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 41, no. 3 (2018): 590–94. http://dx.doi.org/10.1353/ota.2018.0003.

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Begg, Christopher T., and John Thomas Willis. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 41, no. 2 (2018): 333–37. http://dx.doi.org/10.1353/ota.2018.0054.

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Begg, Christopher T. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 41, no. 1 (2018): 27–30. http://dx.doi.org/10.1353/ota.2018.0062.

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Hieke, Thomas, Christopher T. Begg, and Paul R. Redditt. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 42, no. 1 (2019): 27–33. http://dx.doi.org/10.1353/ota.2019.0003.

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Begg, Christopher T. "Literary Forms/Techniques, & Methods of Study." Old Testament Abstracts 42, no. 2 (2019): 301–5. http://dx.doi.org/10.1353/ota.2019.0030.

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13

Begg, Christopher T. "Literary Forms, Techniques, & Methods of Study." Old Testament Abstracts 42, no. 3 (2019): 603–5. http://dx.doi.org/10.1353/ota.2019.0081.

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Begg, Christopher T., and Rhiannon Graybill. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 43, no. 1 (2020): 45–58. http://dx.doi.org/10.1353/ota.2020.0003.

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15

Begg, Christopher T., and Joseph E. Jensen. "Literary Forms, Techniques, & Methods of Study." Old Testament Abstracts 43, no. 2 (2020): 334–46. http://dx.doi.org/10.1353/ota.2020.0052.

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16

Begg, Christopher T., John M. Halligan, Joseph E. Jensen, Fred W. Guyette, and Frederick E. Greenspahn. "Literary Forms/Techniques & Methods of Study." Old Testament Abstracts 43, no. 3 (2020): 658–68. http://dx.doi.org/10.1353/ota.2020.0058.

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Begg, Christopher T., William J. Urbrock, Richard A. Taylor, John M. Halligan, Fred W. Guyette, and Thomas Hieke. "Literary Forms/Techniques and Methods of Study." Old Testament Abstracts 44, no. 1 (2021): 34–40. http://dx.doi.org/10.1353/ota.2021.0003.

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18

Saputra, Ardi Wina. "PERKEMBANGAN DAN EKSISTENSI KOMUNITAS SASTRA DI KOTA MADIUN." BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, no. 2 (March 9, 2020): 125. http://dx.doi.org/10.26499/bebasan.v6i2.117.

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Each city has its own literacy and literacy track record, as well as Madiun. Literature is a means to encourage people to think creatively creatively, therefore society needs to be brought closer to literature. This study aims to see the development and existence of the literary community in Madiun. This is also a manifestation of the contribution of researchers to the development of literary learning in Madiun. The method used by the researcher is qualitative descriptive. Data retrieval techniques are carried out by means of literature studies, interviews, and observations. The results of this study are the development of the literary community in Madiun and the existence of the literary community in Madiun.
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19

Rukayah, Rukayah, and Aziz Thaba. "KEEFEKTIFAN TEKNIK STORY TELLING DALAM PEMBELAJARAN SASTRA." KONFIKS : JURNAL BAHASA DAN SASTRA INDONESIA 4, no. 1 (June 19, 2017): 1. http://dx.doi.org/10.26618/jk.v4i1.1213.

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This study aims to: (1) describe the results of literary learning without using storytelling techniques, (2) to describe the results of literary learning using storytelling techniques, and (3) to determine the effectiveness of the storytelling model in literary learning. The results of the assessment show that (1) learning without using storytelling technique in literary learning does not reach completeness, (2) the learning of literature by applying storytelling technique has reached completeness, and (3) the effectiveness of storytelling technique of VIII students of SMP Negeri 2 Sungguminasa. This proves that using storytelling technique can improve student's learning in literature learning which is seen from the average value of control class, that is 75.3, while the experimental class gets the average value, that is 85.9. In addition, the observation data of each meeting indicates a change in student attitudes towards a more positive, both in terms of learning attitudes and activities. From the results of the analysis can be concluded that the application of effective storytelling techniques used in learning literature.
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20

Ovshieva, Nalya. "On Literary Creativity in the Discourse Dimension." SHS Web of Conferences 69 (2019): 00087. http://dx.doi.org/10.1051/shsconf/20196900087.

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The paper deals with the strategies of foregrounding and defamiliarization as the techniques of literary creativity. The strategy of foregrounding, which can be achieved either via deviation or parallelism, is typically conceived as the deviation from daily language, and is closely associated with novelty and aesthetic appreciation. Whereas defamiliarization is viewed as the technique focusing on the unusual setting, or unexpected angle of vision to make it foregrounded. After the survey of different views of the above-mentioned strategies, an attempt is made to verify that both strategies are used to indicate the turning points in the story. However, in contradistinction to discourse markers, they operate indirectly in literary discourse, creating stylistic effects on the phonetic, grammatical, or semantic levels. The results of the analysis conducted on the basis of short stories by English-speaking authors will be presented in order to demonstrate that both techniques are mostly applied to indicate conflict or complication in the story.
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21

Marco, Josep. "The translation of wordplay in literary texts." Target. International Journal of Translation Studies 22, no. 2 (December 31, 2010): 264–97. http://dx.doi.org/10.1075/target.22.2.05mar.

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The present study aims to analyse wordplay translation on the basis of the three aspects mentioned in the title—wordplay typology, translation techniques and relevant factors. The theoretical framework is eclectic but draws particularly on Delabastita (1996, 1997) and Lladó (2002). Empirical analysis is based on three English source texts and six Catalan translations, and focuses on two main issues: the frequency distribution of pairs of ST + TT segments across translation techniques, and the possible correlation(s) between translation techniques and factors influencing decision-making. It is observed that translators tend to use techniques implying a negative punning balance, i.e. resulting in some degree of loss of punning activity. Moreover, some factors identified in the literature are seen to correlate with the use of particular translation techniques. Finally, in the last section an attempt is made to go beyond description and explanation and to assess wordplay translation techniques in terms of their suitability as translation solutions.
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22

Edwards, Brent Hayes. "The Literary Ellington." Representations 77, no. 1 (2002): 1–29. http://dx.doi.org/10.1525/rep.2002.77.1.1.

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The literary plays an indispensable role in the creative process and compositional technique of the great jazz composer and orchestra leader Duke Ellington. It is well known that he based a number of his pieces on literary sources and that many of his larger works in particular rely on narrative written by Ellington and/or his collaborator Billy Strayhorn, whether it was programmatic, recitative, or lyric. In all his music, Ellington was concerned with ''telling tales'' in language, not only in sounds - or more precisely, in both: composing in ways that combined words and music. This imperative is evidenced in the pieces Ellington called ''parallels,'' a word he chose in particular to highlight the formal relationship between music and literature. In some, such as the ''Shakespearean Suite'' known as ''Such Sweet Thunder,'' he used various structural approaches and instrumental techniques to achieve portraiture through the interrelationship between the musical and the literary. In other pieces, such as ''My People'' and especially ''Black, Brown and Beige,'' Ellington attempted to integrate literary texts into his music in a manner that is not programmatic. The longer pieces demonstrate that for Ellington's aesthetic, the representation of African American history necessitated a mixed, multimedia form.
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23

Chandler, Marilyn R. "Critical Conditions: Literary Techniques in the Practice of Medicine." Modern Language Studies 21, no. 2 (1991): 70. http://dx.doi.org/10.2307/3194872.

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24

Abdelaziz, Bousbai. "Techniques for Selecting and Evaluating English Language Literary Texts." الأثر, no. 19 (January 2014): 7–14. http://dx.doi.org/10.12816/0008959.

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25

Royal, Cindy, and James W. Tankard. "Literary Journalism Techniques Create Compelling Blackhawk down Web Site." Newspaper Research Journal 25, no. 4 (September 2004): 82–88. http://dx.doi.org/10.1177/073953290402500408.

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26

Zagagi, Netta. "Working Methods and Literary Techniques in Ancient Roman Comedy." Textus 25, no. 1 (August 19, 2010): 325–45. http://dx.doi.org/10.1163/2589255x-02501019.

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27

Chirkova, E. I., and S. B. Pashkin. "BASIC ALTERA LINGUA TECHNIQUES FOR THE LITERARY TEXTS ANALYSIS." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 2 2021 (2021): 27. http://dx.doi.org/10.17513/spno.30605.

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28

Mojalefa, M. J., and R. S. Phala. "The technique of flashback in selected Northern Sotho literary texts." Literator 26, no. 2 (July 31, 2005): 59–82. http://dx.doi.org/10.4102/lit.v26i2.228.

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This article aims at investigating and explaining the application of the technique of flashback in selected Northern Sotho literary texts. Five kinds of flashback are distinguished, namely external retrospection, internal retrospection, mixed retrospection, flashback to complicate events and flashback of similar events. These kinds of flashback have certain and specific functions, such as reminding readers of past events, foregrounding themes of the text, and so on. This technique is evident in a text when ordinary, everyday events turn out to be the key to surprising secrets that are revealed later. Though flashback seems to be similar to foreshadowing (prolepsis) in that both techniques contain features of repetition and the narration of a specific experience, the techniques, however, differ in that flashback focuses on the elements of secrecy, suspense and surprise, and foreshadowing does not. This article also reveals that a relationship between flashback and the structure of detective stories can be indicated.
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29

Rahmah, Yuliani. "METODE DAN TEKNIK PENERJEMAHAN KARYA SASTRA." KIRYOKU 2, no. 3 (December 3, 2018): 9. http://dx.doi.org/10.14710/kiryoku.v2i3.9-16.

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(Title: Methods and Techniques of Translating Literary Works) With the mass media globalization today, a literary works can be translated into many different languages. This situation makes the translation literature become one of the prose that is in great demand by literary learners. A good translation literature cannot be separated from the translation system that can convey the contents of a literary work in the target language as well as in the original language. To get a good translation process, an interpreter (specially the beginner) must know the right way to transfer the original language into the target language. Difficulty translating literary works can be solved by the knowledge of translation. This article will explain about that knowledge which includes types, techniques and methods of translation. The purpose of this presentation is to provide some information for the Japanese language learners, especially those who learns the Japanese literature. Using the literature study method, it can be seen that there are three types of translation which include intralingual translation, interlingual translation and intersemiotic translation. The three types of translation can be translated by choosing the right method and technique from eight translation methods and nine translation techniques. By choosing the right method and technique, a translation literature is not only translated into the language system, but can also be further translated along with the sign and cultural meaning implied by that literary work.
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30

Hussein, Khalid Shakir. "The potentialities of corpus-based techniques for analyzing literature." Journal of Literature, Language & Culture (COES&RJ-JLLC) 1, no. 2 (April 1, 2020): 28. http://dx.doi.org/10.25255/2378.3591.2020.1.2.28.43.

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This paper presents an attempt to explore the analytical potential of five corpus-based techniques: concordances, frequency lists, keyword lists, collocate lists, and dispersion plots. The basic question addressed is related to the contribution that these techniques make to gain more objective and insightful knowledge of the way literary meanings are encoded and of the way the literary language is organized. Three sizable English novels (Joyc's Ulysses, Woolf's The Waves, and Faulkner's As I Lay Dying) are laid to corpus linguistic analysis. It is only by virtue of corpus-based techniques that huge amounts of literary data are analyzable. Otherwise, the data will keep on to be not more than several lines of poetry or short excerpts of narrative. The corpus-based techniques presented throughout this paper contribute more or less to a sort of rigorous interpretation of literary texts far from the intuitive approaches usually utilized in traditional stylistics.
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CHERNYSH, Anna, Larysa HORBOLIS, and Volodymyr POHREBENNYK. "Literary Studies and Psychoanalysis: Methodological Aspects of Interaction." WISDOM 18, no. 2 (June 25, 2021): 6–16. http://dx.doi.org/10.24234/wisdom.v18i2.481.

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The article discusses the specifics of the interaction of psychoanalysis and literary studies. It is proved that literary studies actively use fundamental psychoanalytic methods and techniques in decoding the mental unconscious of characters in literary works. Literary terms proposed for implementation and use – a literary work of psychoanalytic direction, a literary work with psychoanalysis elements, a literary work with thepsychoanalytic dominant orpsychoanalytic constructs certifying the integration of psychoanalysis theory into literary studies. The use of certain aspects of psychoanalytic theory contributes to the literary interpretation of unconscious processes in the psyche of the author of the work and its characters, marked by various pathologies, deviations, neuroses, fears, etc. The article emphasizes that interpreting literary texts in the psychoanalytic aspect actualizes the method of free associations, close to the specific literary technique of the consciousness stream, as well as the specifics of interpretations of the dreaming discourse.
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32

Kalimi, Isaac. "The Contribution of the Literary Study of Chronicles To the Solution of Its Textual Problems." Biblical Interpretation 3, no. 2 (1995): 190–212. http://dx.doi.org/10.1163/156851595x00285.

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AbstractAs is true of other biblical authors, the Chronicler's literary methods and techniques were not handed down to us along with the text he produced. These methods and techniques are elusive: the scholar must ferret them out through close literary examination of the text. It is in this process that the parallel texts prove to be of great value: a careful comparison of the text of Chronicles with its sources in the books of Samuel and Kings has pointed clearly to the forms and structures, literary devices and techniques, and methods of editing and adaptation which the Chronicler applied to the earlier texts. Awareness of the Chronicler's methods facilitates the study of other aspects of the book of Chronicles, one of which is the text: we have reexamined the assumed corruptions, omissions and "textual emendations" of various kinds posited by translators, commentators and especially modern scholars. We arrive at a new understanding of various verses through familiarity with the literary technique which determined their present form. For example, we find that the Chronicler altered the earlier texts to create textual harmonizations, antitheses, chiasmus, inclusio, resumptive repetitions and paronomasia.
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Ярмак, В. І. "TRANSLATION TECHNIQUES IN BELARUSIAN INTERPRETATION OF THE SERBIAN LITERARY DISCOURSE." Slovyanskyy Zbirnyk, no. 23 (January 27, 2020): 80–89. http://dx.doi.org/10.18524/2413-0613.2019.23.183125.

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34

Riyono, Ahdi, Emzir Emzir, and Ninuk Lustyantie. "TRANSLATION OF THE RELATIONAL VALUES OF EUPHEMISTIC EXPRESSIONS INTO ENGLISH FROM INDONESIAN LITERARY WORK." English Review: Journal of English Education 8, no. 1 (December 27, 2019): 121. http://dx.doi.org/10.25134/erjee.v8i1.2092.

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This research is to describe the forms and translation techniques of Euphemism in the rendering of The Dancer novel by Ren� TA Lysloff. The researcher used a qualitative method with a content analysis technique. The Data of research are in the forms of clauses containing expressions of Euphemism. The data source was taken from Ronggeng Dukuh Paruk (RDP) novel and its translation of the Dancer. The result showed that there were 35 data (83.3%) of the Euphemism forms of translated into euphemisms, and only 7 data (16,7%) of euphemisms were translated into other forms. The techniques used include single, duplet, and triplet techniques. The conclusions of the research showed that there were shifts in ideological forms and values of the translated novel.
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35

Tilney, Martin. "Covert modernist techniques in Australian fiction." Language, Context and Text 1, no. 2 (July 22, 2019): 313–40. http://dx.doi.org/10.1075/langct.00013.til.

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Abstract Peter Carey’s short story American dreams (Carey 1994 [1974]) presents a recalibration of consciousness as a small Australian town gradually becomes Americanized. The text foregrounds epistemological concerns by demonstrating a clear tendency toward delayed understanding. For this reason, I argue that the story is an instance of modernist fiction: a label not previously applied to Carey’s stories. In contrast with popular modernist techniques such as free indirect discourse and stream of consciousness, the techniques presented in the text appear to be covert, which may at least partially explain why the story has managed to avoid being labelled modernist by literary critics until now. Using analytical tools grounded in systemic functional grammar and appraisal categories, I demonstrate how linguistic analysis can lay bare the covert modernist techniques at work in the story, indicating that such an approach can be a useful complement to non-linguistic literary criticism.
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36

MANDEL, N. "Unusual Techniques." Novel: A Forum on Fiction 40, no. 3 (June 1, 2007): 320–22. http://dx.doi.org/10.1215/ddnov.040030320.

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37

Гараднiцкi, Яўген. "The identification of characters in the literary work: means and techniques." Białorutenistyka Białostocka 4 (2012): 59–68. http://dx.doi.org/10.15290/bb.2012.04.04.

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38

Ike, Onyeka. "The utilization of literary techniques in Flora Nwapa’s Never Again and Chimamanda Adichie’s Half of a Yellow Sun." EJOTMAS: Ekpoma Journal of Theatre and Media Arts 7, no. 1-2 (April 15, 2020): 129–52. http://dx.doi.org/10.4314/ejotmas.v7i1-2.9.

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This research investigates the utilization of literary techniques in two Nigerian historical fictions: Never Again by Flora Nwapa and Half of a Yellow Sun by Chimamanda Adichie. Nwapa and Adichie are two creative writers belonging to two different generations of Nigerian writers. While the former is of the first, the latter is of the third generation. In their two different novels in focus, it is observed that they deployed diverse literary techniques in variegated fashions to achieve the same goal – creating fictional works that deal with the sensitive issues of the Nigerian Civil War. Using new historicism (NH) as its theoretical anchor, this study uses historical-analytic and literary methods to posit that no two creative writers apply literary techniques in an identical manner even when their subject matter is the same. Rather, the deployment of literary tools is usually a function of talent, training, idiosyncrasies, orientation and propensities of a particular author. It is, of course, the patterns of such deployments that create and confer identity and uniqueness to various writers across the globe, such that when a section of the work of a known author is read, his or her name comes to mind. Using New Historicism as a critical searchlight, this paper evaluates compares and contrasts the utilization of literary techniques in the two novels aforementioned. Both writers have utilized literary elements in various ways to foreground and portray the cancerous issues of corruption, ethnicity, nepotism and avarice – the issues that led to the unfortunate and devastating Civil War, and till today continues to limit the progress of Nigeria. Keywords: Literary techniques, NH, Never Again, Nigerian Civil War, Half of a Yellow Sun
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Ahmadi, Anas. "Teaching creative (Literary) writing: Indigenous psychological perspective." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1422–33. http://dx.doi.org/10.18844/cjes.v16i4.5997.

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This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students’ responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no. Students’ responses regarding the learning of creative writing that it is more easily using the perspective of indigenous psychology: 80% of students answered yes and 20% answered no. Keywords: creative writing, literature, indigenous studies, indigenous psychology, pre-writing, writing process, post-writing
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40

Feshchenko, V. V. "In the Three-Dimensional Space of Linguistic Theory and Literary Experiment." Critique and Semiotics 39, no. 1 (2021): 78–93. http://dx.doi.org/10.25205/2307-1737-2021-1-78-93.

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Based on Yu. S. Stepanov’s conception of the three paradigms in the history of linguistics, philosophy and art (semantic, syntactic and pragmatic), this study highlights the three phases of the linguo-aesthetic turn in the theory of language and in the artistic language experiment of the 20 th century: formal-semantic, functional-syntactic and actional-pragmatic. Analyzed are the creative linguistic techniques used in experimental literary discourse throughout the 20 th century, predominantly in Russian and Anglo-American literature, and the linguistic procedures corresponding to these techniques, discovered in twentieth century linguistics as a path to new theories of language. The research material testifies to complex and productive interactions between experimental-artistic and scientific-linguistic discourses. The creative linguistic techniques of the literary experiment are consistent with the techniques of language analysis in the linguistic theories of the twentieth century.
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Khubbitdinova, Nerkes Akhmetovna. "LITERARY MYSTIFICATION, OR “ETHNIC OTHER” TECHNIQUES IN TIMOFEI BELYAEV’S STORY “KUZ-KURPYACH”." Philological Sciences. Issues of Theory and Practice, no. 1-2 (January 2018): 259–61. http://dx.doi.org/10.30853/filnauki.2018-1-2.13.

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Artemova, Anzhelika Mikhailovna. "TECHNIQUES TO TRANSLATE COLLOQUIALISMS (BY THE MATERIAL OF B. AKUNIN’S LITERARY WORKS)." Philological Sciences. Issues of Theory and Practice, no. 7-2 (July 2018): 291–94. http://dx.doi.org/10.30853/filnauki.2018-7-2.16.

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43

Smirnova, Dar'ya Alekseevna, and Adelya Khamitovna Abdul'manova. "Techniques to Translate Anthroponyms and Toponyms in the Modern English Literary Tale." Filologičeskie nauki. Voprosy teorii i praktiki, no. 2 (February 2020): 252–57. http://dx.doi.org/10.30853/filnauki.2020.2.51.

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44

Fedotova, Svitlana. "TECHNIQUES OF A FAIRY TALE LEARNING AT THE LESSONS OF LITERARY READING IN THE PRIMARY SCHOOL." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 156–62. http://dx.doi.org/10.36550/2415-7988-2020-1-190-156-162.

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A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read by a teacher, some fragments are being read by the pupils, preserving the peculiarities of folk performing manner. The peculiarities of a fairy tale structure: the presence of the beginning, main part, ending, triple repetitions is caused by the usage of the technique («I, II, III bricks») in picture № 3). Permanent epithets, emotional and evaluative words create the unique atmosphere of magic in fairy tales. While listening to or reading the fairy tales pupils figure out and use these lexical units in order to characterize fairy heroes, this way realizing the technique in picture № 6. Working at characteristics of positive and negative heroes an important role is given to: «pupils’ questions to the text» (What? Who? Where?); «tricky questions» – a technique in picture № 4). In order to express their attitude to the fairy characters the pupils select «tooltips» (picture № 8). A fairy tale has a didactic nature. The characters are punished for being evil and rewarded for the kindness in it. In some fairy tales the moral is formulated, in others the moral of the tale is not formulated. In such case the technique «Make a note of that» /picture № 7/: it is suggested to the pupils either to formulate the tale’s idea by themselves, or to choose the second corresponding name of the fairy tale from the list of some proverbs. There are some elements of fantasy in the structure of a fairy tale. One of the techniques in the process of work at a fairy tale is the pupils’ looking for the elements of fantasy, a teacher’s talk about the fact that the main spell is a human being’s kind heart will also be appropriate here. Working with a book exhibition will help the pupils to differentiate a folk and a literary tale, to understand in what respect they differ, what groups they are divided into /the technique in picture № 1/. In the process of work at the fairy tale an efficient technique will be a lesson of creativity «Making up a fairy tale independently». Such lesson will help the pupils to notice the peculiarities of a fairy tale plotting best.
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45

Baswell, Christopher. "The Medieval Allegorization of the ‘Aeneid’: MS Cambridge, Peterhouse 158." Traditio 41 (1985): 181–237. http://dx.doi.org/10.1017/s0362152900006899.

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The development of sophisticated and complex techniques of literary interpretation was among the greatest achievements of those twelfth-century thinkers who have come loosely to be called ‘Chartrian.’ Chartrian literary allegoresis grew from a reawakened interest in the natural sciences, and a spiritual optimism about man's rational capacity to understand the Creator through his creation. These literary commentators made a habit of encyclopedic digression, using single words or brief passages from their texts to introduce whole chunks of allegorically or literally relevant information from the trivium, the quadrivium, mythology, and natural philosophy. They thus sought to find in their books the whole world of knowledge and the course of spiritual development, even as they had learned to see their world itself as a book. Intimately connected to this was the idea of the arts as a discipline for regaining lost knowledge of divine truths, and education as part of a symbolic spiritual pilgrimage.
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46

Sitepu, Heny Roulina, T. Silvana Sinar, and Irawaty Kahar. "IDEOLOGI GENDER KEBAHASAAN PADA NOVEL KARYA SASTRA PENGARANG PEREMPUAN." MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 17, no. 2 (December 3, 2019): 132. http://dx.doi.org/10.26499/mm.v17i2.2136.

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The novel by female authors often tell about the position of women who appear as symbols of subtlety, and place them in a lower position than men. The purpose of this study is to analyze how the form of linguistic gender ideology in literary novels by female authors and what context triggers gender ideology in novels by literary authors. In this study, researchers focused on this research on the Mills Kritsis Discourse Analysis. This research is a type of qualitative research. The data in this study is sentences that contain linguistic by female authors. Data collection techniques in this study use document recording techniques. Based on the results of data analysis it is known that the form of linguistic gender ideology in literary novels of female authors is dominated by the form of subordination that is 20 data or about (60.53%), while 18 (14.37%) other data leads to stereotypes for readers of literary novels, especially literary works of female authors, to foster interest in preserving literary novels, especially literary novels, especially authors
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Cadena Moreano, José Augusto, Nora Bertha La Serna Palomino, and Alex Christian Llano Casa. "Facial recognition techniques using SVM: A comparative analysis." Enfoque UTE 10, no. 3 (September 30, 2019): 98–111. http://dx.doi.org/10.29019/enfoque.v10n3.493.

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This paper presents a literary review of facial recognition in 2D, which plays an important role in the life of the human being in terms of safety, work activity, etc. The focus is on the results obtained by some researchers with the application of feature extraction techniques, pattern classifiers, databases and their respective percentage of efficiency obtained. The objective is to determine efficient techniques that allow an optimal 2D facial recognition process, based on the quality of databases, feature extractors and pattern classifiers.
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Guspatni, Guspatni. "A LITERARY STUDY ON THE NATURE OF QUESTION AND ITS TECHNIQUES IN LEARNING." Ta'dib 20, no. 2 (June 11, 2017): 20. http://dx.doi.org/10.31958/jt.v20i1.712.

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Questioning is a form of communication that supports learning. Questions asked during learning process can be used to evaluate students’ understanding on certain concepts. Through questioning, an educator can direct students to think and get involved in learning activities. However, asking good questions for cognitive functions is difficult. Low response from students discourages the educator to either ask or give more questions during the teaching and learning process. In this writing, types of questions, functions of questions, aims of questions, and questioning techniques are discussed. This article further provides sample questions in learning science.
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Murwantono, Didik. "ERROR CORRECTION, FEEDBACK, AND ACTION RESEARCH IN AMERICAN LITERATURE CLASSROOM: WHY NOT?" EduLite: Journal of English Education, Literature and Culture 1, no. 1 (February 1, 2016): 28. http://dx.doi.org/10.30659/e.1.1.28-40.

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Error correction and feedback are two indispensable factors in shaping literature technique and theory. In this case, these techniques were applied to students who took American Multicultural Literature at College of Languages, UNISSULA Semarang. The students were asked to make any literary criticism toward several literary works from different cultural backgrounds. Both teacher and students have significant roles in those preferences. If teacher and students both understand the purpose of certain correction techniques and agree their use, feedback is more likely to be productive. This article also covers action research by using two cycles. It finds that students can improve their capabilities and skills in writing of an intellectual diary. It can be seen from the result of observation both test-1 and test-2 which had the progress in index from 0.45 to 0.52. Hence collaborative writing and reader-response criticism has given great contribution toward students’ motivation in learning American literature.
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Arellano, Ignacio. "Scenic techniques in Quevedo’s interludes." La Perinola 20 (June 22, 2016): 273–97. http://dx.doi.org/10.15581/017.20.273-297.

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