Teoria e Práticas de Análise Textual

Teacher Responsible: Ana Luísa de Oliveira Ferreira
3º Ano | 1º Semestre
Learning objectives
Identify the literature as a semiotic system, as an institution and as a textual corpus Understand the literariness concept Understand the concept metacognitive strategy concept on the reader acceptance Acknowledge the influence of the transmission context in the literary composition characterization Acknowledge the influence of the issuing subject in the literary composition Identify and distinguish literary genres Identify and acknowledge the literary text features Assay written enunciations in several textual typologies, under previous defined markers Identify the aesthetic and rhetoric effects patent on the literary discourse Acknowledge the text typical dimension and the aesthetic role in the literary message Identify the necessary skills to the literary composition acceptance Connect the judgment value comprehension and utterance with the reader cognitive and ethics social development as well as his individual thesaurus.

Syllabus
1. Literary and non-literary. Concepts and prepossessions 2. Text, intertextuality and intertext 3. Literary genres and literary kind textual typologies 3.1. The narrative text 3.1.1. Description and narration 3.1.2. Author and storyteller 3.1.3. Storyteller and Narratee. Intratextual and Extratextual 3.1.4. Narrative Grades 3.2. The Poetic Text 3.2.1. Mode layout and utterance layout 3.2.2. Narrative manner, dramatic manner and lyric manner in the Poetic Text 3.2.3. The Verse 3.3. The Dramatic Text 3.3.4. Stage Space 3.3.5. Plot: cores and catalysis; actions and scenes 3.3.6. kinetic and drama resources 4. Discourse analysis 4.1. Discursive strategies and expressive and technical resources analysis and recognition which distinguish the literary text 4.2. The text symbolic dimension 5. The reader acceptance 5.1. Linguistics skill, textual skill, Reader skill and literary skill 5.2. Reader acceptance and educational practices

Teaching methodologies (including evalution)

Students will form work groups and choose a narrative text to analyze, each one being responsible for one category of analysis, and will present the papers orally and individually. Students will form groups and write a script for a dramatic text guide that will be presented in group. The individual test will be of a written nature, from a poetic text proposed by the teacher, and will serve to evaluate the acquisition and development of the skills of textual analysis and theoretical foundation, as well as the ability to properly communicate in written expression. The groups works will serve to evaluate planning and control skills and interpersonal relationships and to promote an in-depth critique of the literary text as well as the students' ability to communicate, whether written or oral. The final classification will result from the following weighting: Narrative text analysis - 40%; Script for a dramatic text - 20%; Individual test - 40%.

Essential Bibliography (including ISBN)

AGUIAR E SILVA, V. (1990). Teoria e Metodologia Literárias. Lisboa: Universidade Aberta. ISBN 972-674-050-9 MARTINS, Marta, VIANA, Fernanda L. (2006). Percursos de Leitura, percursos de vida. IN V Seminário Internacional de Lectura y Patrimonio : Literatura Infantil: Nuevas Lecturas y Nuevos Lectores. Centro de Estúdios de Promoción de la Lectura y Literatura Infantil. Cuenca: Universidad de Castilla la Mancha. ISBN: 978-84-8427-554-1 REIS,C.,LOPES, A.C. (1991). Dicionário de Narratologia. Coimbra: Almedina. ISBN: 9789724013558