The following study continues the long-lasting debate on the authentic interpretation of the famous poem Dulcis Iesu memoria. As part of a major work, the paper shows the literary character of the deeply religious poem, still very popular these days, underlining its troubadour features. As the English origin of the poem has been revealed by André Wilmart, philological problems are not treated here; however, the mainstream tradition is accepted in a particular way: Saint Bernard did not write but did inspire the poem. It was the specific cultural and literary environment that exerted an obvious influence on the author, on the troubadour saint and inconnu as well.
This paper delineates critical approaches to the reading of the Szindbád narratives by Hungarian author Gyula Krúdy, which basically have tended to assume a balance of the sensual and the spiritual, as well as literal and figurative meanings. I propose an interpretative model focusing on the question as to how an imaginary event exists in the consciousness of a literary character, and how that character’s perception can be related in the narrative. There is not much on this short-fiction poetical issue in the secondary literature, much as there is very little on notions of overlaps between reality and fiction or the transformative text-events of becoming a creation.
Predominantly, this study examines two issues. First, why in a very short span of time the real historical person of Jánošík turned into a folklore and literary character and what kind of interaction can be revealed between these two fields. Second, why compared to the whole of the Slovakian folklore the Jánošík tradition is so scarce in Slovakian communities of Hungary. The author also attempts to answer to the question how the Jánošík legends attested in these communities appeared among the Slovakians who settled down in Hungary in the late 17th and early 18th century.
Fiction can be a means of striving towards truths, but in a way that is more abstract than the truths of everyday happenings. We offer a staircase of evolutionary pre-adaptations on which works of literature such as novels and plays depend. These include systems of mirror-neurons, mimetic ritual, conversational language based on actions, narrative structure, metaphor, and imaginary play. These enable the mental simulations that people create when they listen to, or read, stories. We argue that the abstraction of literary character is a sophisticated version of the making of mental models of others that we form routinely in conversation.
The author of this paper analyzes the inner world of certain Puškin's poems (motifs, topoi, characters) taking Byron's influence and the poet's reflections on history into consideration. Puškin inherited the structure of genre, the literary character of rebellious hero and the other "obligatory" elements of romantic epical poem (exotic surroundings, nocturnal scenes, extreme emotions etc.) from Byron. A closer influence of the English pattern can be observed only in the early poems of Puškin (The Prisoner of the Caucasus, The Fountain at Bakhchisarai). But the tricks, motifs and necessary "accessories" he employs become the vehicles of increasingly meaningful thoughts which allow the genre to rise to such a level that it could keep its canonised place in the Russian literature even after the vanishing of romanticism. From the mid-1820s the historic events of the period, the repression of the Dekabrist uprising and also the new direction in Puškin's interest are reflected in his works. Among them the epical poem Poltava is considered by the experts the example of overcoming Byron's previous influence. What is followed in this paper is the treatment of the different tragic connections between power and individual by Puškin.
. (1993). Experiencing Narrative Worlds . New Haven: Yale University Press.
Gerrig, R. J., & Allbritton, D. W. (1990). The construction of literarycharacter: A view from cognitive psychology. Style, 24 (3), 380
choose from three given titles. Mary offers creative tasks for each topic that students can choose from such as writing an SMS discussion between two literarycharacters, drawing illustrations to a literary piece, creating an alternative ending to a story