Reference to or quotation from someone's speech, thoughts, or writing is a key component of narrative. These reports further a narrative, make it more interesting, natural, and vivid, ask the reader to engage with it, and reflect historical cultural understandings of modes of discourse presentation. To a large extent, the way we perceive a story depends on the ways it presents discourse, and along with it, speech, writing, and thought. In this book, Beatrix Busse investigates speech, writing, and thought presentation in a corpus of 19th-century narrative fiction including Frankenstein, Jane Eyre, Wuthering Heights, Oliver Twist, and many others. At the intersection between corpus linguistics and stylistics, this book develops a new corpus-stylistic approach for systematically analyzing the different narrative strategies of discourse presentation in key pieces of 19th-century narrative fiction. Speech, Writing, and Thought Presentation in 19th-Century Narrative Fiction identifies diachronic patterns as well as unique authorial styles, and places them within their cultural-historical context. It also suggests ways for automatically identifying forms of discourse presentation, and shows that the presentation of characters' minds reflects an ideological as well as an epistemological concern about what cannot be reported, portrayed, or narrated. Through insightful interdisciplinary analysis, Busse demonstrates that discourse presentation fulfills the function of prospection and encapsulation, marks narrative progression, and shapes readers' expectations.

Inspired by Exploring the Language of Poems, Plays and Prose, Mick Short's classic introduction to stylistics, Language and Style represents the state-of-the-art in literary stylistics and encompasses the full breadth of current research in the discipline. Written by leading scholars in the field, chapters cover a variety of methodological and analytical approaches, from traditional qualitative analysis to more recent developments in cognitive and corpus stylistics. Addressing the three, key literary genres of poetry, drama and narrative, Language and Style is divided into carefully balanced sections. Based on original research, each chapter demonstrates a particular analytic technique and explains how this might be applied to a text from one of the literary genres. Framed by helpful introductory material covering the foundational principles of stylistics, the chapters act as practical exemplars of how to carry out stylistic analysis. Comprehensive and engaging, this invaluable resource is essential reading for anyone interested in stylistics.

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This study investigates the functions, meanings, and varieties of forms of address in Shakespeare’s dramatic work. New categories of Shakespearean vocatives are developed and the grammar of vocatives is investigated in, above, and below the clause, following morpho-syntactic, semantic, lexicographical, pragmatic, social and contextual criteria. Going beyond the conventional paradigm of power and solidarity and with recourse to Shakespearean drama as both text and performance, the study sees vocatives as foregrounded experiential, interpersonal and textual markers. Shakespeare’s vocatives construe, both quantitatively and qualitatively, habitus and identity. They illustrate relationships or messages. They reflect Early Modern, Shakespearean, and intra- or inter-textual contexts. Theoretically and methodologically, the study is interdisciplinary. It draws on approaches from (historical) pragmatics, stylistics, Hallidayean grammar, corpus linguistics, cognitive linguistics, socio-historical linguistics, sociology, and theatre semiotics. This study contributes, thus, not only to Shakespeare studies, but also to literary linguistics and literary criticism.

Eine verbesserte Zusammenarbeit und Abstimmung von Fachwissenschaft, Fachdidaktik, Bildungswissenschaften und schulpraktischen Lernorten ist einer der Förderbereiche der „Qualitätsoffensive Lehrerbildung“. Zahlreiche der geförderten Projekte haben für dieses Handlungsfeld im Bereich Vernetzung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften hochschulspezifische Maßnahmen konzipiert und umgesetzt. Der vorliegende Tagungsband beinhaltet Beiträge von 15 entsprechenden Projekten, von denen sieben anlässlich von zwei standortübergreifenden Projekt-Tagungen in Hannover und Potsdam vorgestellt und in Workshops diskutiert wurden. Insgesamt geben die Beiträge einen theoretisch fundierten und gleichzeitig praxisorientierten Überblick über aktuelle Ansätze und Konzepte zur besseren Vernetzung fachwissenschaftlicher, fachdidaktischer und bildungswissenschaftlicher Studienanteile im Lehramtsstudium. Dargestellt werden Projektarbeiten der Hochschulen, die auf verschiedenen Ebenen wirksam werden (curricular-inhaltliche Ebene, kollegiale Ebene, hochschul-strukturelle Ebene). Die Maßnahmen sind so beschrieben, dass sie als Grundlage für einen Transfer auf andere Fächer bzw. andere Standorte genutzt werden können. Die Beiträge richten sich an alle Lehrenden im Bereich der Lehramtsbildung sowie sonstige Akteure im Bereich der Lehr- und Qualitätsentwicklung an den Universitäten. Sie alle können den beschriebenen Konzepten und Umsetzungsformaten transferierbare Ideen und Impulse entnehmen.

This second volume of the "Online Handbook of Language Criticism - A European Perspective" focuses on the processes of standardisation in German, English, French, Italian, and Croatian and investigates them in the context of language criticism, comparing different aspects of standardisation and authorities involved. It highlights diachronic aspects relating to the shaping of norms for written and spoken language as well as synchronic aspects, such as the development of pluricentric standards and issues of orthography and codification.