translation studies. retrospective and prospective views

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References Dällenbach, L. (1977). Le Récit spéculaire. Essay sur la mise en abyme, Paris: Éditions du Seuil. Foster, T. C. (1994). Understanding John Fowles, USA: University of South Carolina. Fowles, J. (1983). The Magus, Great Britain: Triad/Granada. Hutcheon, L. (1988). A Poetics of Postmodernism: History, Theory, Fiction, New York: Routledge. Kums, G. (1996). Metafictional Explorations into Novel Theory, in Bignami, M. and C. Patey (eds.), Moving the Borders, Milano: Edizioni Unicopoli, 149-155. Lowes, E. H. (2005). Transgressive Women, Transworld Women: The Once “Bad” Can Make “Good” Narratives, in M/C Journal 8.1 (Feb.). Oct. 2008, http://journal.media-culture.org.au/0502/04-herbertlowes.php Mepham, J. (1996). Narratives of Postmodernism, in Overview: Postmodernist Fiction, Liverpool: John Moores University. Oct. 2008, http://www.hku.hk/english/courses2000/7006/figitne7.htm Praisler, M. (2005). On Modernism, Postmodernism and the Novel, Bucureşti: Editura Didactică şi Pedagogică. Tarbox, C. (1988). The Art of John Fowles, Athens and London: The University of Georgia Press. Thuleen, N. (1996). Metafiction and the Modern German Novel. (May): 4 pp. Oct. 2008, http://www.nthuleen.com/papers/636Metapaper.html Vieira, N. H. (1991). Metafiction and the Question of Authority in the Postmodern Novel from Brazil, in Hispania [Publicaciones periódicas] 74.3 (Sept. 1991), 584-594.Oct. 2008, www.cervantesvirtual.com 56
Translation Studies: Retrospective and Prospective Views ISSN 2065-3514 (2008) Year I, Issue 1 Galaţi University Press Editors: Elena Croitoru and Floriana Popescu (First volume) Proceedings of the Conference Translation Studies: Retrospective and Prospective Views 9 – 11 October 2008 “Dunărea de Jos” University of Galaţi, ROMANIA pp. 57 - 68 MODALITES DISCURSIVES ET FICTION METADISCURSIVE DANS LA PROSE ROUMAINE DES ANNEES ’80. POINTS DE DEPART Doiniţa Milea “Dunărea de Jos” University of Galaţi, Romania Etudier de l’intérieur un phénomène littéraire suppose, simultanément, des avantages et des risques. Celui qui se trouve dans une telle position n’a qu’à profiter des premiers et accepter les derniers. C’est d’ailleurs la démarche assumée par, au moins, trois titres qui ébauchent le profil historique et littéraire de la génération ’80 : celui de Radu G. Teposu en 1993, mais datant, selon la préface de l’auteur, depuis 1985 1 , celui proposé par Alexandru Muşina, en 1993 2 et celui de Gheorghe Crăciun, de 1994 3 . Cette hâte d’un regard rétrospectif trouverait son explication, selon les arguments qui préfacent ces démarches, dans la conscience de groupe qui a mis au clair ses repères théoriques dès la fin de la décennie en question. Ce qui s’impose dès un premier abord de ces volumes anthologiques est l’association de l’idée de génération à celle de optzecism 4 . Le livre de Craciun contient deux chapitres ayant des titres allant dans ce sens 5 et qui plaident en faveur d’une délimitation par rapport à la génération ’60 : « Je crois qu’une des causes qui expliquent la redoutable conscience théorique des représentants de l’optzecism, (qu’ils soient critiques, poètes ou prosateurs) réside justement en ce sentiment puissant de la différence et en son encadrement dans une matrice esthétique ayant de nouvelles lignes de force, tout à fait différente de celles des générations précédentes. ». Dans le même sens et dans le même volume, Ghiu 6 proposait, par un titre incitant, Le projet historique de génération et le projet de la génération ’80, un texte qui abordait le problème de la génération, en 1982 7 déjà. 57
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
Page 15 and 16: Translation Studies: Retrospective
Page 17 and 18: Byronic disabuse and cynicism are s
Page 19 and 20: waves,/Seemed, in the shadow of the
Page 23 and 24: has the special vocation of watchin
Page 25 and 26: (e) naming of motifs, cross-motifs,
Page 29 and 30: Richard’s journey from childhood
Page 31 and 32: (After I had outlived the shocks of
Page 33 and 34: naively assumed that the ‘white
Page 35 and 36: intense enough for a tragedy, is ir
Page 37 and 38: etter than what already existed; th
Page 41 and 42: explicitly order him to kill Claudi
Page 43 and 44: ody is destroyed, without even havi
Page 45 and 46: emphasising her “melodious lay”
Page 47 and 48: and his uncle as “mighty opposite
Page 49 and 50: As Mandelbrot points out, this idea
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Page 53 and 54: patterns by means of which a litera
Page 55 and 56: This metafictional aside may be rea
Page 57 and 58: Like Nicholas, Conchis is a self-co
Page 59 and 60: magic, of legend and myth, the stor
Page 61 and 62: of fiction that faithfully renders
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Page 65: Katherine Tarbox, in her turn, stat
Page 69 and 70: En fait, la préface représente l
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Page 73 and 74: génération ’80 ; l’anéantiss
Page 75 and 76: Cuşnarencu, Hanibal Stănciulescu,
Page 77 and 78: Generaţia ’80 în texte teoretic
Page 81 and 82: The novel exploits the carnivalesqu
Page 83 and 84: “triumph of subjectivity”(Benja
Page 85 and 86: eader only variants of the past. It
Page 87 and 88: egarded as suspicious. Both Barnes
Page 91 and 92: with a flirtatious lady of sorts. O
Page 93 and 94: Other scholars, notably Carolyn Wal
Page 95 and 96: the Church. Could the pentagram rea
Page 97 and 98: he himself would become an insignif
Page 99 and 100: lame Sir Gawain? He enjoys the choi
Page 101 and 102: Textually, it presupposes a similar
Page 103 and 104: life in society and its repercussio
Page 105 and 106: The so-called A vocabulary constitu
Page 107 and 108: At this point, it seems necessary t
Page 109 and 110: tendencies fall into two categories
Page 111 and 112: professor-character is thus constru
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consciousness, at a time when almos
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Though Bradbury makes a somewhat pa
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fragmentation, and in a whimsical m
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Thus, we can say that, instead of s
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It is known that the time frame in
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to the composition, the figure of C
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tympanum above the central west ent
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entrance, the pointed arch trimming
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trefoils and quatrefoils which exte
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Marino Malone, C. (2004). Façade a
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classes integrating email and the I
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text. III. Aims of the Online Cours
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4 components: (i) background knowle
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• Having students highlight the v
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Participating students and free-lan
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of time. It is much less time-consu
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Translation Journal, 11, 4. Steccon
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The ritual becomes both communicati
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evidence by formal or informal mark
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markers (markers for pronouns or ve
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social setting (the classroom life)
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• Classification based on text ty
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in the original by using the right
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include cognitive, affective etc. s
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* WORKING PROTOCOL Difficulties enc
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Fresch, M. J. (2001). Using think-a
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concise, clear, and conform to the
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The fact section of a good student
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Who is the appellant (or respondent
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transcrit à l’écrit : familier
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andouille pour qu’on se laisse fa
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Réalisez un dialogue entre deux ad
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At this point, mention should be ma
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The map suggested by Murcia and Fre
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Continuous, for example, means know
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interrupted lines so as to suggest
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In addition to this, mention should
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The text above shows the difficultn
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you or you are wonderful! Such abbr
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over processes. The main idea worth
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at least, three aspects: • what c
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[1] quoted from Byram, M., 1994, p.
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The use of the new technologies imp
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documents and other resources of th
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l’exercice du jugement critique e
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correction, année scolaire 1997-19
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