Browsing by Subject "literature"

Now showing 1 - 3 of 3

Open Access
19 yüzyıl Osmanlı basınındaki belagat tartışmaları ışığında edebiyatın dönüşümü
(2013) Dilek, Esra Derya
This study is an attempt to analyse the rhetorical argumentation style in the last quarter of the 19th century with consideration to influences on the literary style of the period. Studies on rhetoric more often than not have focused on langauge-related aspects, while the link between rhetoric and literature has been disregarded. Consequently, rhetoric as a literary discourse has been limited to discussions on language and alphabet. The formation of an authentic national rhetoric is influenced by both old and new literary traditions. The encounter with the West from the 18th century not only caused social change but also brought changes to the literary tradition. One such change was the idea of separating Ottoman rhetoric from its Arabic counterpart. In this manner, rhetoric came to embody a new literary style by eliminating previous lingual and literary discourses. Thus, the significance of discussions on rhetoric in literary circles is the main focus of this study. In the first section of this study, the history of Ottoman rhetoric, the relationship between rhetoric and literature, and finally, the rhetoric of Ottoman literature are examined. The second chapter focuses on particular periodicals, namely Tercümân-i Hakîkat, Cerîde-i Havâdis, Vakit and Tarîk. An analysis is undertaken of certain literary stylistic changes featured in these periodicals. The last section of this study examines the reformation period and its impact on Ottoman literature and literary discussions.
Open Access
The late twelfth-century knightly ethic in North-Western Europe in life and in literature
(2008) Keskin, Ayşegül
By the end of the twelfth-century, a new type of literature had come into being in North-western Europe, combining an older warrior ethic with the newly formed refined culture of the courts. This literature centred on a knightly ethic that was presumed to have been practiced by King Arthur and his knights sitting at the legendary Round table. In the various examples of this literature in different genres, this knightly ethic interacted with and attempted to influence the real knights of the twelfth century. Because these works embodied many fictional elements in their nature, they have generally been disregarded by historians as masking or distorting the everyday reality with an idealistic approach. This study aims to discuss how this interaction between this knightly ethic, promoted by the literature, and the knights of real life worked. By using evidence both from fictional and non-fictional works of the period, it tries to see the similarities between the fact and the fiction, and the sometimes common perceptions expressed by both fictional and factual narratives. This thesis reaches the conclusion that twelfth-century knights did come to regulate their behaviour within limits set by this knightly ethic and that, to an extent, they learned to do so from the literary works of the period. However, at the same time, to varying degrees, those fictional narratives were inspired and influenced by the actual social practices of the knights.
Open Access
Using critical lenses to teach to “kill a mockingbird” : an interpretive synthesis
(2015) Bakır, Gülten Yonca
The purpose of this study is to explore the studies conducted on Harper Lee’s To Kill a Mockingbird, and to use critical pedagogy and radical literary theories as lenses for providing guidelines to design issue/conflict-based literature instruction on the novel. The study used meta-ethnography, an approach to interpretive synthesis, to synthesize qualitative studies and sources for identifying second-order interpretations in relation to literary elements and techniques. To enable interpretation across studies and sources, the researcher used the concepts of critical pedagogy and radical literary theories so as to generate deeper level third-order interpretations for providing guidelines to design issue/conflict-based literature instruction.