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The representation of the “emotive-I” of Christina Rossetti’s identity in her children’s poetry

100%

Pikalova A.

Cognitive Studies

2019

issue 19

The representation of the “emotive-I” of Christina Rossetti’s identity in her children’s poetryThis article concerns the construction of the “emotive-I” of the identity of Christina Rossetti, who wrote children’s poetry. It is revealed that the construction of the “emotive-I” includes the following components: cognitive (knowledge, beliefs, motives, and ideas), affective (emotional and evaluative attitudes towards knowledge and beliefs, and towards oneself and children), and behavioural (the corresponding reaction that stimulates an intentional emotional influence on the object of the texts and is represented in the author’s poetic speech). On the basis of these components it is possible to distinguish the types of the “emotive-I” of C. Rossetti’s identity. The different types of the “emotive-I” include “lyricist”, “optimist”, “prankster”, “humourist”, “dreamer”, “fantasizer”, “cardiocentric”, “pessimist”, and “ingenuous”. The actualization of these types covers a wide range of linguistic means and stylistic techniques in the author’s poetic texts for children. The peculiarities of the poetic speech provoke the desired emotions in the readers, influencing the formation of children’s emotional sphere. Reprezentacja „emocjonalnego ja” tożsamości Christiny Rossetti w jej poezji dziecięcejTen artykuł jest analizą struktury „emocjonalnego ja” tożsamości Christiny Rossetti, autorki poezji dziecięcej. Stwierdza się, że konstrukcja „emocjonalnego ja” obejmuje elementy: poznawcze (wiedza, przekonania, motywy i idee), afektywne (emocjonalne i oceniające postawy wobec wiedzy i przekonań oraz wobec siebie i dzieci) oraz behawioralne (odpowiednia reakcja, która stymuluje celowy emocjonalny wpływ na przedmiot tekstów i jest reprezentowana w poetyckiej mowie autora). Na podstawie wyżej wymienionych elementów możliwy staje się opis różnych typów „emocjonalnego ja” tożsamości C. Rossetti. Różne typy „emocjonalnego ja” obejmują między innymi „autora tekstów”, „optymistę”, „dowcipnisia”, „humorystę”, „marzyciela”, „pesymistę” i „pomysłowy”. Wariacje tożsamości związane są ze stosowaniem szerokiego zakresu środków językowych i technik stylistycznych. Osobliwości poetyckiej mowy wywołują pożądane emocje u czytelników, wpływając na kształtowanie się sfery emocjonalnej dzieci.

Being at home: Global citizenship in Norwegian schools. A study of children’s poems

86%

Erdmann S., Gawronska B.

Linguistics Beyond and Within

2016

vol. 2

61-76

The paper addresses the question of self-perceived identity in children attending international schools in Norway. In this population, the distinction between “home culture” and “host culture” is no longer relevant, since most of the children represent “hyphenated” (e.g. Asian-British or American-Scandinavian) or merged nationalities and cultures. The goal of the study is to investigate how these pupils define themselves and the notion of “home”. To achieve at least a preliminary picture of the children’s self-perception, the authors have analysed poems on two topics: Me and Home, written by pupils of an international school and a Norwegian school, both informant groups aged 11-13. A semantic analysis of the poems indicates that the international school children present strong assertions of individual identity as defined against societal roles, while the Norwegian school pupils do not conceptualize identity formation as a struggle and their poems reflect a high degree of social, familial and national integration.

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1 Cognitive Studies

1 Linguistics Beyond and Within

1 Erdmann S.

1 Gawronska B.

1 Pikalova A.

1 2019

1 2016

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The representation of the “emotive-I” of Christina Rossetti’s identity in her children’s poetry

Being at home: Global citizenship in Norwegian schools. A study of children’s poems