Jens Kirk, Dept. of Culture and Global Studies Session One Tekstanalyse og –historie Session One

Jens Kirk, Dept. of Culture and Global StudiesSession One Agenda Introduction: the course, the website, the KDB Introduction: the course, the website, the KDB Introduction: today’s session Introduction: today’s session Group work: Reading Graham Greene’s ”I Spy” and preparing for our discussion Group work: Reading Graham Greene’s ”I Spy” and preparing for our discussion Class room discussion: theme and motif in Greene’s story Class room discussion: theme and motif in Greene’s story

Jens Kirk, Dept. of Culture and Global StudiesSession One Introduction: the course, the website, the KDB ndervisningsmappe/tekstanalyseoghistorie 09-10/programme.htm ndervisningsmappe/tekstanalyseoghistorie 09-10/programme.htm Talking and writing about ”Text”: WHY??? Talking and writing about ”Text”: WHY??? Forms of work, evaluation and exam Forms of work, evaluation and exam Preparation, attendance, assignments, the exam portfolio Preparation, attendance, assignments, the exam portfolio

Jens Kirk, Dept. of Culture and Global StudiesSession One ”Text” Human beings are literary animals Human beings are literary animals Narrative, metaphor: we make sense by telling stories and using analogies Narrative, metaphor: we make sense by telling stories and using analogies Anything produced by a human being in any medium can be read as a (literary) text: Anything produced by a human being in any medium can be read as a (literary) text: Writing, speech, music, image, video, sculpture, installation Writing, speech, music, image, video, sculpture, installation Everyday objects: clothes, holidays, gestures, etc. Everyday objects: clothes, holidays, gestures, etc.

Jens Kirk, Dept. of Culture and Global StudiesSession One

Jens Kirk, Dept. of Culture and Global StudiesSession One The exam portfolio (Handin date: Spring 2011) Two assignments from the fall semester Two assignments from the fall semester Two assignments from the spring semester Two assignments from the spring semester Your teacher’s feedback and comments for each assignments Your teacher’s feedback and comments for each assignments Your own response to and reflections on your teacher’s feedback and comments Your own response to and reflections on your teacher’s feedback and comments

Jens Kirk, Dept. of Culture and Global StudiesSession One Introduction: Today’s session Key concepts: Motif and theme Key concepts: Motif and theme An example: ”The Parable of the Barren Fig Tree” An example: ”The Parable of the Barren Fig Tree”

Jens Kirk, Dept. of Culture and Global StudiesSession One Key Concepts Motif: ”… a conspicuous element, such as a type of incident, device, reference, or formula, which occurs frequently in works of literature” (Abrams) Motif: ”… a conspicuous element, such as a type of incident, device, reference, or formula, which occurs frequently in works of literature” (Abrams)

Jens Kirk, Dept. of Culture and Global StudiesSession One Key Concepts Theme: ”… a general concept or doctrine, whether implicit or asserted, which an imaginative work is designed to incorporate and make persuasive to the reader” (Abrams) Theme: ”… a general concept or doctrine, whether implicit or asserted, which an imaginative work is designed to incorporate and make persuasive to the reader” (Abrams)

Jens Kirk, Dept. of Culture and Global StudiesSession One Key Concepts Motif: Motif: ”Raw material” ”Raw material” Explicit, overt Explicit, overt Theme: Theme: Explicit Explicit Implicit, implied, hidden, covert Implicit, implied, hidden, covert

Jens Kirk, Dept. of Culture and Global StudiesSession One ”The Parable of the Barren Fig Tree” "A man had a fig tree, planted in his vineyard, and he went to look for fruit on it, but did not find any. So he said to the man who took care of the vineyard, 'For three years now I've been coming to look for fruit on this fig tree and haven't found any. Cut it down! Why should it use up the soil?' " 'Sir,' the man replied, 'leave it alone for one more year, and I'll dig around it and fertilize it. If it bears fruit next year, fine! If not, then cut it down.' " (Luke 13:6-9) "A man had a fig tree, planted in his vineyard, and he went to look for fruit on it, but did not find any. So he said to the man who took care of the vineyard, 'For three years now I've been coming to look for fruit on this fig tree and haven't found any. Cut it down! Why should it use up the soil?' " 'Sir,' the man replied, 'leave it alone for one more year, and I'll dig around it and fertilize it. If it bears fruit next year, fine! If not, then cut it down.' " (Luke 13:6-9)

Jens Kirk, Dept. of Culture and Global StudiesSession One Motifs Gardening: tree, fruit, planting, soil, etc Gardening: tree, fruit, planting, soil, etc Interlocution: turn taking, commands, questions, answers Interlocution: turn taking, commands, questions, answers Power: employer, employee, Power: employer, employee, Universals? Universals?

Jens Kirk, Dept. of Culture and Global StudiesSession One Themes Possibilities: Possibilities: Religious Religious Moral Moral Educational Educational

Jens Kirk, Dept. of Culture and Global StudiesSession One Group work: Reading Graham Greene’s ”I Spy” Read the short story Read the short story Discuss the motif(s) and theme(s) in the story Discuss the motif(s) and theme(s) in the story What ”general concept or doctrine” has Greene incorporated in the story? What ”general concept or doctrine” has Greene incorporated in the story? What does it persuade the reader about? What does it persuade the reader about? How has the story been designed to persuade us? How has the story been designed to persuade us?

Jens Kirk, Dept. of Culture and Global StudiesSession One Class room discussion: theme and motif in Greene’s story