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- Han, Gül Bilge, 1984-
(författare)
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“Distantly a part”: Wallace Stevens and the Poetics of Modernist Autonomy
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the social and political dimensions of aesthetic autonomy as it is given formal expression in Wallace Stevens’s poetry of the 1930s and the early 1940s. Whereas modernist claims to autonomy are often said to rest upon an ideological assertion of art’s detachment from socio-historical concerns, I argue that, in Stevens’s work, autonomy is conceived in relational terms, which gives rise to new lines of interconnection between his poetry and its cultural situation. Written over a period when the political efficacy of literature became a staple of discussion among a myriad of writers and critics, Stevens’s poetry offers an understanding of autonomy not as an escape from, but as a productive condition for imagining alternative forms of engagement with the historical crisis with which it has to reckon. In taking into account the cultural context from which Stevens’s poetics of autonomy emerged, my study aims to highlight the significance of the concept to the poet’s exploration of the tension between aesthetic and social domains, to his imaginative formations of collective agency, and to the vexed relationship between poetic and philosophical modes of thinking. By transposing the theoretical discussion of autonomy into the register of historical scrutiny, I hope to pave the way for a rethinking of autonomy and its relevance to the period’s radical and modernist writing, literary debates, and cultural politics. For this purpose, I draw on recent theories, such as those offered by Jacques Rancière and Alain Badiou, on poetry, politics, and (in)aesthetics, which serve to complicate the working definitions of modernist autonomy as literature’s immunity from the world, and to indicate an alternative path for analyzing its critical and contextual implications.
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| 2. |
- Ingvarsson, Jonas, 1966, et al.
(författare)
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The New Order of Criticism. Explorations of Book Reviews Between the Interpretative and Algorithmic
- 2022
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Ingår i: CEUR Workshop Proceedings. - Aachen : CEUR-WS. ; , s. 228-234
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Konferensbidrag (refereegranskat)abstract
- The New Order of Criticism (2020-2024) is a mixed-methods project combining algorithmic and interpretative approaches to the study of literary criticism. The project expands on a prior study of Swedish book reviews from the years 1906, 1956 and 2006 ('The Order of Criticism', Samuelsson 2013), re-examining and re-evaluating the original results through the use of computational tools, language technology and big data. The aim of the present paper is to discuss early experiences and results from the interdisciplinary approach utilized by the current project, a collaborative process where interpreter and programmer are in dialogue, and where methodologies, and their instantiation in tools, are reflexively discussed from an epistemological point of view. In our analysis we ask: How can insights from working with digital methodologies and tools inform traditional scholarship on literary criticism? How can interpretative approaches and results inform digital methods?.
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| 4. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English for Academic Purposes at Swedish universities: Teachers' objectives and practices
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of English-language textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the Situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction between incidental learning and explicit aims, and course aims which remain implicit make rational planning and constructive alignment more difficult. They also inhibit discussion of appropriate methodology.
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| 5. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 6. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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| 7. |
- Färnlöf, Hans, 1970-
(författare)
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De la motivation du fantastique
- 2007
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Ingår i: C.R.I.N.. - Amsterdam/New York : Rodopi. ; :48, s. 45-56, s. 45-56
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Tidskriftsartikel (refereegranskat)
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