Search results

1

Повтор как средство выражения эмоций (на материале русского и польского языков)

100%

Чапига З.

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2014

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vol. 10

EN

The present paper is devoted to the problem of repetition as a means of expressing emotions on the syntax level in Russian and in Polish. Not only individual lexemes can be repeated, but also phrases with the predicative function or even whole sentences. The number of repetitions may also vary – double ones are most common in both languages under investigation, multiple ones are rare in the data. Triple repetitions are relatively popular only in the Russian material. Repetitions are usually accompanied by other means of expressing emotions: exclamatory intonation, particles, emotional exclamations, comparative and superlative forms of adjectives and adverbs, comparisons, etc.

2

Other-initiated repair in Italian

88%

Rossi G.

Open Linguistics

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2014

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vol. 1

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issue 1

EN

This article describes the interactional patterns and linguistic structures associated with other-initiated repair, as observed in a corpus of video recorded conversation in the Italian language (Romance). The article reports findings specific to the Italian language from the comparative project that is the topic of this special issue. While giving an overview of all the major practices for other-initiation of repair found in this language, special attention is given to (i) the functional distinctions between different open strategies (interjection, question words, formulaic), and (ii) the role of intonation in discriminating alternative restricted strategies, with a focus on different contour types used to produce repetitions.

3

Ponavljanje, parodija ili raspadanje prazne ploče magijskih performativa u hrvatskome suvremenome pjesništvu

88%

Pinter K., Sorel S.

Poznańskie Studia Slawistyczne

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2013

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issue 4

EN

In the article, from different linguistic and literary theoretical perspectives, parodic function of anaphora is analyzed on samples of Croatian contemporary poetry. The aim is to present how a poem, especially one that is not from the contemporary lyric collection, is not a realization of „mythic time”, but in its rhythms and structures, where repetition is condition sine qua non of lyricism, it keeps a trace, a memory of the imaginary, of the myth which in speech revives what is hidden and suppressed.

4

„DER REDE INTERIEUR“. ZUR FRAGE DER INTRA - UND INTERTEXTUALITÄT IN OSWALD EGGERS POEM „HERDE DER REDE“

88%

FELIP E. d.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

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2011

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vol. 3

57-82

EN

This essay analyses and reflects upon the numerous intra- and intertextual references in Oswald Egger’s long poem “Herde der Rede” (1999). The recourse to prior literary models in terms of surprising reversals of form and content, self-quotations as well as reversals of his own figures of speech are counted among Egger’s distinctive poetic strategies. Alert − like a widely open ear – to voices from different religious and poetical traditions, the text perceives, integrates and plays with different poetic registers and language worlds (such as the Song of Solomon, the ancient Corpus Hermeticum, Hesiod, Vergil, Hölderlin, Rilke …). “Herde der Rede” is a highly dialogic and polyphonic text (in the sense used by M. M. Bakhtin). Ultimately, quotations, repetitions and reversals become strategies of a poetic discourse which uses literary and religious traditions as subtexts for a metapoetic speech.

5

La forme de la litanie comme cadre: le cas du lai et d’autres genres littéraires médiévaux

88%

Kowalska M.

Zagadnienia Rodzajów Literackich

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2016

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vol. 59/118 z. 2

31-49

EN

This paper aims to search for the traces of how the meter of lai interferes or cooperates with the form of a litany. The research will be conducted on the basis of medieval French literature from first paraphrases of litanies in vernacular language to popular literary genres like for instance roman, dit, alba to lai included in Mélusine of Coudrette. The question of infinity of the form of litanies — which are the forms established on the repetition and the enumeration — is raised with the conclusion that when the lai differs from the rest of a literary work by the metrical pattern, the sign of the end of the structure, in other examples relatively weak, becomes evident.

6

Queer Repetitions? LGBTIQ+ Communities and (Post-)Yugoslav History

88%

Ranković A.

Zeszyty Łużyckie

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2023

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vol. 59

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issue 1

53-78

EN

The histories of LGBTIQ+ communities often heavily rely on historiographies of democratization and teleologies of progress. As a result, LGBTIQ+ communities seem to have become agents solely in the light of regime change while their socialist pasts have been more difficult to access. Instead of searching for a starting point of LGBTIQ+ activism in (Post-)Yugoslavia, this essay tries to reconnect multiple points in time where LGBTIQ+ actors staged protest and sought for liberation. Through the lens of repetition, I want to revisit the discourses and trajectories of LGBTIQ+ activism in Yugoslavia and the post-Yugoslav space. By looking into various configurations of queer activism – from “homosexual socialization” in socialism to EuroPride in 2022 – I want to provide an analytical framework within which the radical potential of queerness can be uncovered beyond ready-made categories of transitional democracies or minority protection rights.

7

The Eternal Recurrence of (Hi)Story: David Mitchell’s Cloud Atlas

88%

Kucała B.

Studia Litteraria Universitatis Iagellonicae Cracoviensis

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2018

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vol. 13

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issue 2

107-115

EN

This article analyses the structural and thematic repetitions in David Mitchell’s Cloud Atlas. Similar motifs and character types are re-used in the novel’s circular rather than linear structure. It is argued that, while staging a dialectic of sameness and difference, Cloud Atlas eschews the Platonic hierarchy of a model and its copy and blurs the distinction between the real and the fictional. All the six interlocked narratives that build the novel may be regarded as artefacts, remediated and encased in other artefacts. The same material is reconfigured in an endless cycle, which, as the article argues, harks back to the second, Nietzschean model of repetition distinguished by J. Hillis Miller in Fiction and Repetition.

8

A Half-Formed Thing, a Fully Formed Style. Repetition in Eimear McBride’s A Girl Is a Half-Formed Thing

88%

Bazarnik K.

Studia Litteraria Universitatis Iagellonicae Cracoviensis

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2018

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vol. 13

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issue 2

77-88

EN

The article begins with addressing alleged similarities between Eimear McBride’s debut novel A Girl Is a Half-Formed Thing and James Joyce’s works to suggest that they cannot be systematically sustained. Her much praised, experimental style relies on the opposite of Joycean richness. Limited vocabulary, jumbled word order, and lexical and phrasal repetitions are one of the most salient features of her style. McBride applies rhetorical variants of conduplicatio to create an emotionally powerful idiom to narrate an anti-Bildungsroman about a loving sister and her dying brother, her sexual abuse by an uncle and final suicide. So despite some thematic parallels, and linguistic experimentation, A Girl bears only superficial resemblance to the modernist master, which is additionally evidenced by stylometric findings.

9

W kręgu pryncypiów w studiach nad triadą: język – obyczaj – wspólnota

88%

Borawski S., Uździcka M.

Acta Universitatis Lodziensis. Folia Linguistica

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2014

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vol. 048

EN

The principles in the study of the triad: the language – custom – community Studies of the triad language – custom – community is a synthesis of two parallel research traditions: research centre of Łódź, which is known from studies of the custom – language relationship and research centre o Zielona Góra, famous from its studies on the communitylangugae relationship. In these studies, the starting point for all kinds of considerations are questions about language and the way it is used. Therefore, language is considered as a social tool, cultural storage, a certificate of civilizational changes, track of time and space. Custom and community, however, indicate the attitude of research and define the order of the auxiliary sciences within such language studies. It is very important to remember that one should speak about the custom both in community and individual sense every time when there is a repetition or imitation of the behavior and actions caused by identical communicative needs. That repetition and imitation manifests on all planes or layers of texts: from word formation, the phraseology and syntax, to the genre; it also addresses the functional behavior, fashions and stylistic treatments.

10

Repetition as a Path to Authentic Existence in Kierkegaard’s Work

88%

Pavlikova M., Tavilla I.

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2023

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vol. 14

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issue 2

105-115

EN

Thesis. The aim of the paper is to interpret Kierkegaard's concept of repetition as a way of creating and experiencing authentic existence in an environment that is set up to repeat this same, inauthentic content of consciousness. Concept. Repetition is associated with determinism and represents social stagnation. Repetition creates the conditions for an inauthentic existence. The article offers an interpretation of Kierkegaard's concept of repetition, which is the repetition of another and produces authentic existence. Results and conclusions. Repetition automatically produces of the same. The repetition of one's choice of oneself is a process of creating spirit and individuality, which is a fundamental principle of authentic existence. Creating an authentic personality is one of the ways to solve the current crisis in society, which is associated with an inauthentic experience of existence, abdication of responsibility and repetition of lies. Cognitive value. The postmodern society associated with the use of the media is not the cause of social disorientation. It is a means that an individual uses to repeat the same. The social environment and magic themselves are not negative, the negative is the inauthentic attitude of a person to them.

11

Powtórzenie niemożliwe. O estetycznym doświadczeniu przeszłości w Pannach z Wilka Jarosława Iwaszkiewicza

87%

Górska I.

Przestrzenie Teorii

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2020

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issue 33

229-244

EN

The author attempts to describe the aesthetic experiences of the past lived by the protagonist of Jarosław Iwaszkiewicz’s The Wilko Girls, and answer the question about the possibility of repetition. Elaborating on the arguments proposed by Friedrich Nietzsche in The Gay Science and by Søren Kierkegaard in Repetition, the author proves that even with a favourable attitude to one’s own past, an attempt to repeat past experiences is impossible. Nothing can be experienced again. The past is closed. The possibility of only partial access to it is created by human sensuality referring to the notion of aisthesis, which is the source of aesthetic experience. The senses stimulated by various sounds, smells, tastes, images, and the accompanying memories and emotions, constitute a vast spectrum of aesthetic experiences, making the experience of the past an existential experience of time.

12

Szymborska czytana od końca

87%

Abramowska J.

Poznańskie Studia Polonistyczne. Seria Literacka

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2013

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issue 22

225-231

EN

The essay is about Wisława Szymborska’s late poetry, especially the last volume, Wystarczy [Enough]. The poet’s frequent returns, repetitions, and various references to her earlier work are of particular importance. The author argues that, contrary to the general opinion, these references do not reflect a creative crisis or exhaustion of Szymborska’s poetics, but develop and deepen her anthropological reflection on the essence of humanity.

13

Japanese history and the hegemony of chronological time

75%

Tanaka S.

Český časopis historický (The Czech Historical Review)

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2023

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vol. 121

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issue 2

407-424

EN

Through an overview of modern Japanese historiography this essay examines the dilemma faced by non-Western (East) and non-modern places when trying to write their own history. The formulation of modern history onto Newtonian time and space-chronological time (progress) and nation-states has been remarkably stable when viewed from the West, but troubling for non-Western places. Since 1868 (Meiji revolution) when a new government endeavored to turn the archipelago into a modern nation-state, Japanese intellectuals and historians accepted the necessity of writing a history of Japan and simultaneously struggled to overcome the stigma of being East or Oriental. They developed several now familiar strategies: more historical research, alternative modernity, and search for authenticity. None accomplished the goal of equivalence. This essay argues that the problems they encountered are in the structure of history itself, in particular, the way that chronological time locks the non-West into a recursive pattern, forever of the East.

14

Repetition and not Parallelism as the Determinant of Poetry in the Hebrew Bible. A Case Study of Biblical Story of Creation (Gen 1)

75%

Majewski M.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2020

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vol. 11

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issue 2

199-218

EN

The article points to new research on the subject of poetics in the Bible and argues against the thesis that the basic indicator of poetry and poetic texts in the Bible is parallelism.According to the author, repetition is such an indicator. An analysis of the biblical story of creation of the world was used as the case study (Gen 1).

15

Ripetizione, plurivocalità e autobiografismo nel cinema di Federico Fellini

75%

Surma-Gawłowska M.

Romanica Cracoviensia

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2018

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vol. 18

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issue 4

209-215

EN

The starting point for the analysis contained in the paper are considerations about the significance of plurivocality and tanscription in the cinema of Fellini, which was deeply influenced – as I hope to prove – by the autobiographical narration, even if its author had never said it openly. The recurrence of the motives, themes, characters and the pleasure of re-narrating are basis of Fellini’s poetics, which contains inconspicuous «the incurable adolescence which might possess us forever», as Fellini said in an interview. That is to say the optics of a boy who continues to recount his life from the deepness of the memory. It’s where the monstrous and the magic, taken from popular stories heard and experienced during Fellini’s rural childhood, are indistinguishable from normality and reality and have the same rights. The lack of a strong, dividing line between those two permits to build a world in which plurality of voices merge in the autobiographical narration. Definition of the characteristics of this specific kind of autobiographical narration will be the final point of the paper, in which, besidefilms directly linked to Fellini’s memory places, as Vitelloni or Amarcord, such pictures as 8½ and Il Casanova di Fellini will also be featured.

16

Two Layers of Repetition in Kate Morton’s The House at Riverton

75%

Latała K.

Studia Litteraria Universitatis Iagellonicae Cracoviensis

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2018

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vol. 13

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issue 2

117-124

EN

The article discusses the two layers of repetition in Kate Morton’s The House at Riverton (2006) and their mutual correlations. The first layer concerns the setting of some parts of the novel, namely the 1910s and 1920s. The past is relived in fiction, fuelled by the nostalgia for the pre-World War II days and the enduring interest in early 20th-century aristocrats, socialites, and war poets. The second layer involves the reconstruction of the past by means of a historical film and the reminiscences of Grace, the protagonist, who at the dusk of her life attempts to revive the tumultuous events she witnessed in her youth.

17

The Past as a Partitura: Peter Carey’s Historical Novels

75%

Klonowska B.

Studia Litteraria Universitatis Iagellonicae Cracoviensis

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2018

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vol. 13

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issue 2

97-106

EN

In a literary text, repetition of previous motifs may constitute the poetics of a text, shape its themes and contribute to its interpretation. The following article will try to trace these aspects of repetition in four historical novels by Peter Carey which use it to both structure their texts and convey their specific political ideas. Referring to Oscar and Lucinda, Jack Maggs, True History of the Kelly Gang and Parrot and Olivier in America, it argues that Carey’s fiction uses repetition as a strategy to both inscribe his works in literary and cultural traditions and to revisit and revise them in order to make room for other readings and interpretations.

18

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia

75%

Przanowska M.

Kwartalnik Pedagogiczny

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2015

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vol. 60(2 (236))

30-55

PL

The article begins with a short presentation of an interesting semantics concerning the notion of sense from Jean Grondin’s book Du sens de la vie. Essai philosophique. The author singles out four aspects of sense: directional, semantic (the issue of lingual meaning and values), sensous/ sensory (connected with taste, sensus communis) and reflective (connected with the wisdom to judge rightly). Grondin suggests considering the issue of the sense of life not as something added, imposed to life (the constructivist perspective) but rather as something to be discovered, or read from within our experience. In the context the most important question about the sense of education has been posed. The main conclusions of the text are as follows. Contemporary education seems to be reduced to different forms: techno-instrumental, moralizing or ideological, aesthetic “French-polished” and bureaucratically statistical. However, hermeneutics can still provide a crucial inspiration for modern education. The hermeneutic rehabilitation of taste in its sense of (re)cognition, savoring (relishing) and understanding of things needs to be (re)discovered within education. It seems that the modern tendency to reduce human reality and human experience to a narrow area of specialisation, might be overcome by a hermeneutic invitation to see things in a wider, non-generalised, horizon. Reducing the sense of education to one of the aspects mentioned by Grondin means to make education something perhaps useful, effective, attractive because of the ‘ends and means’ technology, but at the same time senseless and lacking life, spirit, inspiration and taste. The sense of education is to be uncovered/ discovered and not merely imposed and then assimilated. However, education needs – paradoxically – a kind of repetition and imitation comparable to the experience full of listening to the sounds and words in the process of uttering something. It is not the same as the reproduction or duplication of content. That is why in education the interpreter’s fine inner ear is needed. It is needed not in order to replace the content with something elusive, but rather to regain – thanks to this sensual elusiveness – a sense of the content and its voice. The importance of the voice is that in listening out for it an encounter with something different from our own particularity is possible.

19

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia

75%

Przanowska M.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(2 (236))

30-55

EN

The article begins with a short presentation of an interesting semantics concerning the notion of sense from Jean Grondin’s book Du sens de la vie. Essai philosophique. The author singles out four aspects of sense: directional, semantic (the issue of lingual meaning and values), sensous/ sensory (connected with taste, sensus communis) and reflective (connected with the wisdom to judge rightly). Grondin suggests considering the issue of the sense of life not as something added, imposed to life (the constructivist perspective) but rather as something to be discovered, or read from within our experience. In the context the most important question about the sense of education has been posed. The main conclusions of the text are as follows. Contemporary education seems to be reduced to different forms: techno-instrumental, moralizing or ideological, aesthetic “French-polished” and bureaucratically statistical. However, hermeneutics can still provide a crucial inspiration for modern education. The hermeneutic rehabilitation of taste in its sense of (re)cognition, savoring (relishing) and understanding of things needs to be (re)discovered within education. It seems that the modern tendency to reduce human reality and human experience to a narrow area of specialisation, might be overcome by a hermeneutic invitation to see things in a wider, non-generalised, horizon. Reducing the sense of education to one of the aspects mentioned by Grondin means to make education something perhaps useful, effective, attractive because of the ‘ends and means’ technology, but at the same time senseless and lacking life, spirit, inspiration and taste. The sense of education is to be uncovered/ discovered and not merely imposed and then assimilated. However, education needs – paradoxically – a kind of repetition and imitation comparable to the experience full of listening to the sounds and words in the process of uttering something. It is not the same as the reproduction or duplication of content. That is why in education the interpreter’s fine inner ear is needed. It is needed not in order to replace the content with something elusive, but rather to regain – thanks to this sensual elusiveness – a sense of the content and its voice. The importance of the voice is that in listening out for it an encounter with something different from our own particularity is possible.

20

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia

75%

Małgorzata P.

Kwartalnik Pedagogiczny

|

2015

|

issue 60(2 (236))

30-55

PL

The article begins with a short presentation of an interesting semantics concerning the notion of sense from Jean Grondin’s book Du sens de la vie. Essai philosophique. The author singles out four aspects of sense: directional, semantic (the issue of lingual meaning and values), sensous/ sensory (connected with taste, sensus communis) and reflective (connected with the wisdom to judge rightly). Grondin suggests considering the issue of the sense of life not as something added, imposed to life (the constructivist perspective) but rather as something to be discovered, or read from within our experience. In the context the most important question about the sense of education has been posed. The main conclusions of the text are as follows. Contemporary education seems to be reduced to different forms: techno-instrumental, moralizing or ideological, aesthetic “French-polished” and bureaucratically statistical. However, hermeneutics can still provide a crucial inspiration for modern education. The hermeneutic rehabilitation of taste in its sense of (re)cognition, savoring (relishing) and understanding of things needs to be (re)discovered within education. It seems that the modern tendency to reduce human reality and human experience to a narrow area of specialisation, might be overcome by a hermeneutic invitation to see things in a wider, non-generalised, horizon. Reducing the sense of education to one of the aspects mentioned by Grondin means to make education something perhaps useful, effective, attractive because of the ‘ends and means’ technology, but at the same time senseless and lacking life, spirit, inspiration and taste. The sense of education is to be uncovered/ discovered and not merely imposed and then assimilated. However, education needs – paradoxically – a kind of repetition and imitation comparable to the experience full of listening to the sounds and words in the process of uttering something. It is not the same as the reproduction or duplication of content. That is why in education the interpreter’s fine inner ear is needed. It is needed not in order to replace the content with something elusive, but rather to regain – thanks to this sensual elusiveness – a sense of the content and its voice. The importance of the voice is that in listening out for it an encounter with something different from our own particularity is possible.

Refine search results

Повтор как средство выражения эмоций (на материале русского и польского языков)

Other-initiated repair in Italian

Ponavljanje, parodija ili raspadanje prazne ploče magijskih performativa u hrvatskome suvremenome pjesništvu

„DER REDE INTERIEUR“. ZUR FRAGE DER INTRA - UND INTERTEXTUALITÄT IN OSWALD EGGERS POEM „HERDE DER REDE“

La forme de la litanie comme cadre: le cas du lai et d’autres genres littéraires médiévaux

Queer Repetitions? LGBTIQ+ Communities and (Post-)Yugoslav History

The Eternal Recurrence of (Hi)Story: David Mitchell’s Cloud Atlas

A Half-Formed Thing, a Fully Formed Style. Repetition in Eimear McBride’s A Girl Is a Half-Formed Thing

W kręgu pryncypiów w studiach nad triadą: język – obyczaj – wspólnota

Repetition as a Path to Authentic Existence in Kierkegaard’s Work

Powtórzenie niemożliwe. O estetycznym doświadczeniu przeszłości w Pannach z Wilka Jarosława Iwaszkiewicza

Szymborska czytana od końca

Japanese history and the hegemony of chronological time

Repetition and not Parallelism as the Determinant of Poetry in the Hebrew Bible. A Case Study of Biblical Story of Creation (Gen 1)

Ripetizione, plurivocalità e autobiografismo nel cinema di Federico Fellini

Two Layers of Repetition in Kate Morton’s The House at Riverton

The Past as a Partitura: Peter Carey’s Historical Novels

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia

Pytanie o sens (w) edukacji. Grondinowska semantyka sensu i jej pedagogiczne egzemplifikacje a antyredukcjonizm hermeneutyki kształcenia