Virginia Woolf and the Migrations of Language


Book Description

Virginia Woolf's rich and imaginative use of language was partly a result of her keen interest in foreign literatures and languages - mainly Greek and French, but also Russian, German and Italian. As a translator she naturally addressed herself both to contemporary standards of translation within the university, but also to readers like herself. In Three Guineas she ranged herself among German scholars who used Antigone to critique European politics of the 1930s. Orlando outwits the censors with a strategy that focuses on Proust's untranslatable word. The Waves and The Years show her looking ahead to the problems of postcolonial society, where translation crosses borders. In this in-depth study of Woolf and European languages and literatures, Emily Dalgarno opens up a rewarding new way of reading her prose.




The Cambridge Companion to To The Lighthouse


Book Description

Written by leading international scholars of Woolf and modernism, The Cambridge Companion to To The Lighthouse will be of interest to students and scholars alike.




A Companion to British Literature, Volume 4


Book Description

A Companion to British Literature, Victorian and Twentieth-Century Literature, 1837 - 2000




Dickens's Idiomatic Imagination


Book Description

Dickens's Idiomatic Imagination offers an original analysis of how Charles Dickens's use of "low" and "slangular" (his neologism) language allowed him to express and develop his most sophisticated ideas. Using a hybrid of digital (distant) and analogue (close) reading methodologies, Peter J. Capuano considers Dickens's use of bodily idioms—"right-hand man," "shoulder to the wheel," "nose to the grindstone"—against the broader lexical backdrop of the nineteenth century. Dickens was famously drawn to the vernacular language of London's streets, but this book is the first to call attention to how he employed phrases that embody actions, ideas, and social relations for specific narrative and thematic purposes. Focusing on the mid- to late career novels Dombey and Son, David Copperfield, Bleak House, Great Expectations, and Our Mutual Friend, Capuano demonstrates how Dickens came to relish using common idioms in uncommon ways and the possibilities they opened up for artistic expression. Dickens's Idiomatic Imagination establishes a unique framework within the social history of language alteration in nineteenth-century Britain for rethinking Dickens's literary trajectory and its impact on the vocabularies of generations of novelists, critics, and speakers of English.




Translation as Collaboration


Book Description

This study focuses on the considerable but neglected body of works translated by S. S. Koteliansky in collaboration with Virginia Woolf and Katherine Mansfield.




Russia in Britain, 1880-1940


Book Description

Russia in Britain explores the extent of British fascination with Russian and Soviet culture from the 1880s up to the Soviet Union's entry into the Second World War.




Modernism and Non-translation


Book Description

A collection on the incorporation of untranslated fragments from other languages within modernist writing. It explores non-translation in modernist fiction, poetry, and other forms of writing by writers such as Antonin Artaud, T. S. Eliot, Henry James, James Joyce, Stephane Mallarme, Ezra Pound, Rainer Maria Rilke, and William Carlos Williams.




Tragedy and the Modernist Novel


Book Description

This study of tragic fiction in European modernism brings together novelists who espoused, in their view, a Greek vision of tragedy and a Darwinian vision of nature. To their minds, both tragedy and natural history disclosed unwarranted suffering at the center of life. Thomas Hardy, Virginia Woolf, Albert Camus, and Samuel Beckett broke with entrenched philosophical and scientific traditions that sought to exclude chance, undeserved pains from tragedy and evolutionary biology. Tragedy and the Modernist Novel uncovers a temporality central to tragic novels' structure and ethics: that of the moment. These authors made novelistic plot the delivery system for lethal natural and historical forces, and then countered such plot with moments of protest - characters' fleeting dissent against unjustifiable harms.




Thinking Through Style


Book Description

What is 'style', and how does it relate to thought in language? It has often been treated as something merely linguistic, independent of thought, ornamental; stylishness for its own sake. Or else it has been said to subserve thought, by mimicking, delineating, or heightening ideas that are already expressed in the words. This ambitious and timely book explores a third, more radical possibility in which style operates as a verbal mode of thinking through. Rather than figure thought as primary and pre-verbal, and language as a secondary delivery system, style is conceived here as having the capacity to clarify or generate thinking. The book's generic focus is on non-fiction prose, and it looks across the long nineteenth century. Leading scholars survey twenty authors to show where writers who have gained reputations as either 'stylists' or as 'thinkers' exploit the interplay between 'the what' and 'the how' of their prose. The study demonstrates how celebrated stylists might, after all, have thoughts worth attending to, and that distinguished thinkers might be enriched for us if we paid more due to their style. More than reversing the conventional categories, this innovative volume shows how 'style' and 'thinking' can be approached as a shared concern. At a moment when, especially in nineteenth-century studies, interest in style is re-emerging, this book revaluates some of the most influential figures of that age, re-imagining the possible alliances, interplays, and generative tensions between thinking, thinkers, style, and stylists.




Education in Nineteenth-Century British Literature


Book Description

Sheila Cordner traces a tradition of literary resistance to dominant pedagogies in nineteenth-century Britain, recovering an overlooked chapter in the history of thought about education. This book considers an influential group of writers - all excluded from Oxford and Cambridge because of their class or gender - who argue extensively for the value of learning outside of schools altogether. From just beyond the walls of elite universities, Jane Austen, Elizabeth Barrett Browning, Thomas Hardy, and George Gissing used their position as outsiders as well as their intimate knowledge of British universities through brothers, fathers, and friends, to satirize rote learning in schools for the working classes as well as the education offered by elite colleges. Cordner analyzes how predominant educational rhetoric, intended to celebrate England's progress while simultaneously controlling the spread of knowledge to the masses, gets recast not only by the four primary authors in this book but also by insiders of universities, who fault schools for their emphasis on memorization. Drawing upon working-men's club reports, student guides, educational pamphlets, and materials from the National Home Reading Union, as well as recent work on nineteenth-century theories of reading, Cordner unveils a broader cultural movement that embraced the freedom of learning on one's own.