Бакалавриат
2026/2027
Литература и художественный текст как коммуникация
Статус:
Курс по выбору (Иностранные языки и межкультурная коммуникация)
Кто читает:
Школа иностранных языков
Где читается:
Факультет гуманитарных наук
Когда читается:
2-й курс, 1, 2 модуль
Охват аудитории:
для своего кампуса
Преподаватели:
Чернецова Екатерина Владимировна
Язык:
английский
Кредиты:
4
Контактные часы:
44
Course Syllabus
Abstract
This course examines fiction as one of humanity's oldest and most complex forms of communication, capable of crossing temporal, geographical, linguistic, and cultural boundaries. It focuses on the mechanics of meaning-making between author and reader: narrative voice and perspective, strategies for creating empathy, hidden cultural assumptions (scripts), and the processes of translation, adaptation, and retelling. The theoretical foundation of the course comprises dialogism and polyphony, narrative empathy theory, the concept of cultural scripts, and theories of translation and adaptation. The course involves reading literary texts (short stories, novel excerpts, myths) and excerpts from theoretical works in English, as well as analysis of cinematic adaptations. Students develop an analytical toolkit for examining how fictional texts communicate across intercultural space and what happens when they cross linguistic, medial, and cultural boundaries. The course builds skills in close reading, textual analysis, and critical thinking that provide a foundation for further courses in intercultural communication, translation studies, and discourse analysis. A prerequisite for this course is English language proficiency at B2 level or above. The course is a stand-alone module and requires no prior study of literary theory.
Learning Objectives
- The aim of the course is to develop students’ ability to analyze literature and fictional narrative as historically and culturally situated forms and practices of communication, focusing on the interaction between text, language, author, narrator, character, reader, cultural context, translation, media, and literary institutions, and to apply these analytical skills in the professional contexts of linguistics, translation, language teaching, and intercultural communication.
Expected Learning Outcomes
- analyze the reader’s role in the production of literary meaning and compare alternative interpretations using relevant textual evidence
- identify culturally specific assumptions, references, and interpretive frameworks and explain how differences in cultural knowledge may affect literary communication.
- distinguish between major participants and levels of literary communication, including the author, implied author, narrator, character, narratee, and reader
- perform close reading and relate specific linguistic and narrative features to their communicative effects
- identify different social voices, registers, and varieties of language and analyze their role in constructing characters, identities, social relations, and cultural meanings
- apply selected concepts from literary theory, narratology, dialogism, and reader-response theory to literary analysis
- analyze literary and fictional texts as complex acts of communication involving authors, narrators, characters, readers, languages, cultural contexts, and media..
- analyze translation as a form of literary and intercultural communication and evaluate the effects of translation choices
- identify intertextual relationships and analyze how texts respond to, reinterpret, appropriate, or revoice earlier texts, myths, and cultural narratives
- identify culturally specific assumptions and explain how differences in cultural knowledge may affect literary communication
- formulate and defend evidence-based interpretations and apply textual analysis to practical problems relevant to translation and intercultural communication
- analyze transformations of fictional narratives across media and explain how adaptation, remediation, and transmedia storytelling affect authorship, narrative perspective, audience, and meaning
- analyze literary and fictional narratives as communicative practices shaped by their media and cultural contexts
- apply concepts from literary, media, and narrative studies to specific cases
- compare alternative interpretations and transformations of narratives using relevant evidence
- examine the role of publishing, criticism, literary prizes, canon formation, and media in constructing literary value, authorial reputation, and cultural authority
- analyze the reader’s role and compare competing interpretations using textual and contextual evidence
- identify culturally specific assumptions and interpretive frameworks
- formulate, present, and defend evidence-based interpretations in English and respond constructively to alternative interpretations
Course Contents
- Literature and Fiction as Communication: Story, Text, and Reader.
- Literary Discourse: Voice, Perspective, Dialogue, and Implicit Meaning
- Literature across Languages, Texts, and Cultures
- Literature across Media: Authorship, Adaptation, and Changing Forms of Fiction
- Literature in Society: Interpretation, Institutions, and Cultural Value
Assessment Elements
- Seminar Participation and In-Class AnalysisThis element assesses students’ sustained participation in seminar-based textual and interpretive work. Assessment is based on the quality rather than the mere frequency of contributions and may include participation in discussion, close reading, analysis of short passages, comparison of interpretations or translations, and responses to other participants’ arguments. Attendance without substantive participation does not in itself constitute successful performance. This is a non-repeatable assessment element, it evaluates students’ participation in real-time seminar discussion, interaction with other participants, and in-class collaborative analysis, which cannot be reproduced retrospectively. Missed seminar participation cannot be completed, substituted, or reassessed at a later date, irrespective of the reason for absence.
- Ongoing QuizzesShort quizzes assess students’ regular engagement with lectures, theoretical readings, literary texts, and the principal analytical concepts of the course. Several quizzes (4-10 per semester) are administered during the teaching period. For questions requiring interpretation rather than a single correct answer, correctness is determined by conceptual accuracy, relevance, and appropriate reference to the passage. Individual quizzes are not separately retaken during the teaching period. Ongoing Quizzes are repeatable for the purposes of the comprehensive course retake; however, individual quizzes are not subject to separate make-up or retake during the teaching period, irrespective of the reason for absence or non-completion.
- EssayStudents write a short analytical essay of approximately 400–800 words. The essay develops a focused argument about a specific problem of literary communication and supports it through close reading. Extensive secondary research is not required. The Essay is a repeatable assessment element for the purposes of the comprehensive course retake. Late submission is permitted during the teaching period. The grade awarded for the Essay is reduced by one point on the 10-point scale for each commenced 24-hour period after the deadline; the resulting grade cannot be lower than 0.
- Applied Group Communication ProjectStudents work in small groups on an applied literary communication case and present their findings orally. The project connects textual analysis to translation, teaching, intercultural communication, literary institutions, adaptation, or media. A substantial written report is not required. This element is repeatable for the purposes of the comprehensive course retake; however, no separate make-up or repeat presentation is provided during the teaching period. Its core learning outcomes (the ability to apply theory to a practical case and orally present findings) can be evaluated individually on the official exam retake, where the relevant learning outcomes are reassessed individually through a pre-prepared Applied Communication Case presented and defended orally by the student. A missed project presentation cannot be completed, substituted, or reassessed individually or at a later date during the teaching period, irrespective of the reason for non-participation.
- Individual Oral ColloquiumThe colloquium assesses the student’s ability to integrate textual analysis, theoretical concepts, and the broader communicative problems addressed in the course. Students analyze a short passage and respond to follow-up questions. The Individual Oral Colloquium is repeatable for the purposes of the comprehensive course retake; however, no separate make-up or retake of the Colloquium is provided during the teaching period, irrespective of the reason for absence or non-completion.
- Miscellaneous Applied AssignmentsThis element consists of several (2-5 during semester) short assignments requiring independent preparation and practical application of course concepts. Formats may vary depending on the materials studied and may include translation, annotation, comparison, short analysis, preparation of examples, work with paratexts, or preparation for a seminar activity. Miscellaneous Applied Assignments element is repeatable for the purposes of the comprehensive course retake; however, individual assignments cannot be submitted, completed, or retaken after their respective deadlines irrespective of the reason for non-completion.
Interim Assessment
- 2026/2027 2nd module0.2 * Applied Group Communication Project + 0.25 * Seminar Participation and In-Class Analysis + 0.1 * Miscellaneous Applied Assignments + 0.1 * Essay + 0.1 * Ongoing Quizzes + 0.25 * Individual Oral Colloquium
Bibliography
Recommended Core Bibliography
- Bakhtin, M. M., & Holquist, M. (1981). The Dialogic Imagination : Four Essays. University of Texas Press.
- Jenkins, H. (2006). Convergence Culture : Where Old and New Media Collide. New York: NYU Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1020918
- Power/knowledge : selected interviews and other writings, 1972-1977, Foucault, M., 1980
- The field of cultural production : essay on art and literature, Bourdieu, P., 2011
- The rhetoric of fiction, Booth, W. C., 1983
- Translation studies, Bassnett, S., 2000
- Венедиктова Т.Д. - Литература как опыт, или «Буржуазный читатель» как культурный герой - 978-5-4448-0688-3 - Новое литературное обозрение - 2018 - https://znanium.ru/catalog/document?id=315877 - 315877 - ZNANIUM
Recommended Additional Bibliography
- Bakhtin, M. M., Holquist, M., & Emerson, C. (1986). Speech Genres and Other Late Essays (Vol. 1st ed). Austin: University of Texas Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=351584
- Foucault, M., Revel, J., Bononno, R., Potte-Bonneville, M., Artières, P., & Bert, J.-F. (2015). Language, Madness, and Desire : On Literature. Minneapolis: Univ Of Minnesota Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1000943
- Guillory, J. (1993). Cultural Capital : The Problem of Literary Canon Formation. Chicago: University of Chicago Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=638238
- Hutcheon, L. (1988). A Poetics of Postmodernism : History, Theory, Fiction. New York: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=96731
- Hutcheon, L. (2013). Narcissistic Narrative : The Metafictional Paradox. Waterloo, Ont: Wilfrid Laurier University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1425610
- Language and symbolic power, Bourdieu, P., 2011
- Nationalism and the imagination, Spivak, G. C., 2010
- Rimmon-Kenan, S. (2002). Narrative Fiction : Contemporary Poetics (Vol. 2nd ed). London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=102885