Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.003
Jolanta Rachwalska von Rejchwald
The article is devoted to the analysis of academic diploma theses: bachelor’s and master’s, carried out in the course of 1st and 2nd degree Romance Philology between 2005-2017 in the perspective of reflective practice. Based on the assumption of the pre-scientific character of the diploma thesis and the resulting imperative of objectivity, the aim of the article is to examine the traces of subjectivity present in the language of the diploma theses. The subject of interest is both subjectivity expressed in 1 singular person, but above all other, less obvious, more “constructed” forms (e.g. metaphors, expressive use of adjectives), which express the emotional commitment of the author of the work. In conclusion, the analysis of the works shows a conflict of paradigms: the scientific imperative of objectivism with the desire to express emotions aroused by literature, and in this indirect way, also to express one’s self and personality.
{"title":"Émotion et raison : la subjectivité dans les mémoires académiques dans la perspective de la pratique réflexive","authors":"Jolanta Rachwalska von Rejchwald","doi":"10.14746/strop.2022.492.003","DOIUrl":"https://doi.org/10.14746/strop.2022.492.003","url":null,"abstract":"The article is devoted to the analysis of academic diploma theses: bachelor’s and master’s, carried out in the course of 1st and 2nd degree Romance Philology between 2005-2017 in the perspective of reflective practice. Based on the assumption of the pre-scientific character of the diploma thesis and the resulting imperative of objectivity, the aim of the article is to examine the traces of subjectivity present in the language of the diploma theses. The subject of interest is both subjectivity expressed in 1 singular person, but above all other, less obvious, more “constructed” forms (e.g. metaphors, expressive use of adjectives), which express the emotional commitment of the author of the work. In conclusion, the analysis of the works shows a conflict of paradigms: the scientific imperative of objectivism with the desire to express emotions aroused by literature, and in this indirect way, also to express one’s self and personality.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46233231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.006
Katarzyna Kwapisz-Osadnik, Françoise Collinet
The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of philological studies. These agreements must be made first within the same scientific community (Polish community), then between scientific communities representing different cultures (Polish and French communities).
{"title":"La théorie du Językowy Obraz Świata (Image Linguistique du Monde) : du monde universitaire polonais au contexte académique français","authors":"Katarzyna Kwapisz-Osadnik, Françoise Collinet","doi":"10.14746/strop.2022.492.006","DOIUrl":"https://doi.org/10.14746/strop.2022.492.006","url":null,"abstract":"The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of philological studies. These agreements must be made first within the same scientific community (Polish community), then between scientific communities representing different cultures (Polish and French communities).","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46269212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.008
Monika Grabowska, Witold Ucherek
The article focuses on the French summaries of BA & MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.
{"title":"Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française","authors":"Monika Grabowska, Witold Ucherek","doi":"10.14746/strop.2022.492.008","DOIUrl":"https://doi.org/10.14746/strop.2022.492.008","url":null,"abstract":"The article focuses on the French summaries of BA & MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46888201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.001
B. Wojciechowska, K. Karpińska-Szaj
As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.
{"title":"Expertise en écriture académique – entre acculturation et conscience disciplinaire","authors":"B. Wojciechowska, K. Karpińska-Szaj","doi":"10.14746/strop.2022.492.001","DOIUrl":"https://doi.org/10.14746/strop.2022.492.001","url":null,"abstract":"As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46204553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.007
Patrycja Bobowska-Nastarzewska
The aim of the paper is to identify the methods of teaching academic discourse in French on the example of a selected written text whose subject matter is concerned with linguistics in connection with other disciplines. The analysis uses as its starting point the assumptions of the theory of the linguistic image of the world (J. Bartmiński) and of the cognitive linguistics (G. Lakoff and M. Johnson, R.W. Langacker) as applied in glottodidactics. While reading and understanding a written text, students activate the process of schematization (abstraction) and categorization/recategorization (R.W. Langacker). Teacher’s role is to explain specialized lexis to students and make an attempt with them to analyse scientific texts from an interdisciplinary perspective. It is also important to familiarize students with the editorial rules applicable to diploma dissertations, both bachelor’s and master’s in French as well as the criteria of textuality, in-cluding cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality (R.A. De Beaugrande, W.U. Dressler).
本文的目的是确定教学的方法学术话语在法语上的一个选定的书面文本的例子，其主题是与语言学与其他学科有关。本分析以语言世界意象理论(J. Bartmiński)和认知语言学(G. Lakoff、M. Johnson、R.W. Langacker)应用于外语教学法的假设为出发点。在阅读和理解书面文本的过程中，学生激活了图式(抽象)和分类/再分类的过程(R.W. Langacker)。教师的角色是向学生解释专业词汇，并尝试与学生一起从跨学科的角度分析科学文本。同样重要的是，要让学生熟悉适用于法语学士和硕士学位论文的编辑规则，以及文本性的标准，包括衔接、连贯、意向性、可接受性、信息性、情境性和互文性(R.A. De Beaugrande, W.U. Dressler)。
{"title":"Comment enseigner le discours scientifique en langue étrangère aux étudiants : la compétence discursive spécialisée à travers l’analyse des textes écrits","authors":"Patrycja Bobowska-Nastarzewska","doi":"10.14746/strop.2022.492.007","DOIUrl":"https://doi.org/10.14746/strop.2022.492.007","url":null,"abstract":"The aim of the paper is to identify the methods of teaching academic discourse in French on the example of a selected written text whose subject matter is concerned with linguistics in connection with other disciplines. The analysis uses as its starting point the assumptions of the theory of the linguistic image of the world (J. Bartmiński) and of the cognitive linguistics (G. Lakoff and M. Johnson, R.W. Langacker) as applied in glottodidactics. While reading and understanding a written text, students activate the process of schematization (abstraction) and categorization/recategorization (R.W. Langacker). Teacher’s role is to explain specialized lexis to students and make an attempt with them to analyse scientific texts from an interdisciplinary perspective. It is also important to familiarize students with the editorial rules applicable to diploma dissertations, both bachelor’s and master’s in French as well as the criteria of textuality, in-cluding cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality (R.A. De Beaugrande, W.U. Dressler).","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45253044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.005
M. Sowa
The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA and MA theses written by Polish university students of French in Romance philology and applied linguistics faculties.The work progressed as follows. Firstly, the types of transdisciplinary collocations present in students’ theses were identified. They were then juxtaposed with the lexical resources gathered in the corpus of scientific texts in French (Corpus Écrits scientifiques en français). Finally, the manner in which students used the investigated collocations was analysed so as to identify the possible difficulties faced by non-native students of French. The objectives of this research are linguistic and didactic at the same time. Specifically, it aims to inventorystudents’ lexical resources, their scope and, as a result, to consider pedagogical solutions intended to enrich transdisciplinary vocabulary used in the process of writing scientific texts in university context. The analysis performed shows a weak presence of collocations containing scientific names. The students’ repertoire of lexical resources is relatively poor and not very varied. It is necessary to undertake more indepth work on the linguistic correction of the items mobilized.
本文研究的是波兰大学生在法语学术论文写作过程中所使用的词汇资源设计问题。在研究过程中，我们集中研究了跨学科词汇，一方面是典型的科学著作中的跨学科术语，另一方面是抽象的、非专业的词汇。在这方面，特别关注涉及科学对象和程序的跨学科搭配。本研究以波兰法语大学生在浪漫语言学和应用语言学院系撰写的文学学士和硕士论文为研究对象。工作进展如下。首先，确定了学生论文中存在的跨学科搭配类型。然后将它们与法语科学文本语料库(语料库Écrits scientifiques en franais)中收集的词汇资源并列。最后，分析了学生使用调查搭配的方式，以确定非法语母语学生可能面临的困难。本研究的目的是语言学和教学的同时。具体来说，它旨在调查学生的词汇资源及其范围，从而考虑教学解决方案，以丰富在大学背景下撰写科学文本过程中使用的跨学科词汇。所做的分析表明，包含学名的搭配存在微弱的存在。学生的词汇资源库相对较差，种类不多。有必要对调动的项目进行更深入的语言校正工作。
{"title":"Le lexique transdisciplinaire des écrits scientifiques dans les mémoires de diplôme des étudiants polonophones de français","authors":"M. Sowa","doi":"10.14746/strop.2022.492.005","DOIUrl":"https://doi.org/10.14746/strop.2022.492.005","url":null,"abstract":"The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA and MA theses written by Polish university students of French in Romance philology and applied linguistics faculties.The work progressed as follows. Firstly, the types of transdisciplinary collocations present in students’ theses were identified. They were then juxtaposed with the lexical resources gathered in the corpus of scientific texts in French (Corpus Écrits scientifiques en français). Finally, the manner in which students used the investigated collocations was analysed so as to identify the possible difficulties faced by non-native students of French. The objectives of this research are linguistic and didactic at the same time. Specifically, it aims to inventorystudents’ lexical resources, their scope and, as a result, to consider pedagogical solutions intended to enrich transdisciplinary vocabulary used in the process of writing scientific texts in university context. The analysis performed shows a weak presence of collocations containing scientific names. The students’ repertoire of lexical resources is relatively poor and not very varied. It is necessary to undertake more indepth work on the linguistic correction of the items mobilized.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.010
Katarína Chovancová
COMPTES RENDUS: LUCIA RÁČKOVÁ, FRANÇOIS SCHMITT, LES INTERFÉRENCES LINGUISTIQUES DU FRANÇAIS SUR LE SLOVAQUE. LʼEXEMPLE DU SYSTÈME VERBAL. COLL. LANGUE ET PAROLE. PARIS : LʼHARMATTAN, 2019, PP. 139
{"title":"Lucia Ráčková, François Schmitt, Les interférences linguistiques du français sur le slovaque. Lʼexemple du système verbal","authors":"Katarína Chovancová","doi":"10.14746/strop.2022.492.010","DOIUrl":"https://doi.org/10.14746/strop.2022.492.010","url":null,"abstract":"COMPTES RENDUS: LUCIA RÁČKOVÁ, FRANÇOIS SCHMITT, LES INTERFÉRENCES LINGUISTIQUES DU FRANÇAIS SUR LE SLOVAQUE. LʼEXEMPLE DU SYSTÈME VERBAL. COLL. LANGUE ET PAROLE. PARIS : LʼHARMATTAN, 2019, PP. 139","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48230524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.009
Václava Bakešová
COMPTES RENDUS: Études en didactique des langues. Foreign language learning and teaching research. N°36 (« L’erreur. Error »), n° 37 (« L’incertitude. Uncertainty »)
Pub Date : 2022-06-22DOI: 10.14746/strop.2022.492.002
Maria Załęska
In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.
{"title":"Pratiche di stesura della tesi di laurea in italiano LS","authors":"Maria Załęska","doi":"10.14746/strop.2022.492.002","DOIUrl":"https://doi.org/10.14746/strop.2022.492.002","url":null,"abstract":"In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43478322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-30DOI: 10.14746/strop.2022.491.002
Agata Draus-Kłobucka
The article analyzes the image of Buenos Aires in the narrative of Ana María Shua, an Argentine writer of Polish Jewish descent. Urban space plays an important role in her prose described often as apocalyptic or dystopian. Through a historiographical metafiction, the author rewrites the memory of the ancestors in El libro de los recuerdos (2007), a novel that presents the life of Jewish immigrants in the capital of Argentina, divided into neighborhoods marked by their ethnicity. Eroticism and the use of the female body are, on the other hand, the topics that dominate in the author’s collection of micro-stories titled Casa de geishas (2009), where the brothel is described as a singular ghetto, rooted in the city panorama. Finally, the novel La muerte como efecto secundario offers a dystopic description of a future of a ghettoized city, where compulsory geriatric ghettos become a reality. The article, based on the analysis of the aforementioned works, presents a critical look at the use of the concept of “ghetto” or “urban island” in the construction of the narrative structure and space in Ana María Shua’s fiction.
本文分析了波兰犹太裔阿根廷作家安娜María舒亚叙事中的布宜诺斯艾利斯形象。城市空间在她的散文中扮演着重要的角色，这些散文通常被描述为世界末日或反乌托邦。作者通过历史编纂的元小说，在《后来人》(El libro de los recuerdos, 2007)中改写了对祖先的记忆，这部小说呈现了阿根廷首都犹太移民的生活，他们被划分为以种族为标志的社区。另一方面，色情和女性身体的使用是作者的微故事集《艺妓之家》(2009)的主要主题，其中妓院被描述为一个独特的贫民窟，植根于城市全景。最后，小说La muerte como effects to secundario提供了一个反乌托邦的描述，一个未来的贫民窟城市，强制性的老年人贫民窟成为现实。本文在分析上述作品的基础上，对安娜María舒亚小说叙事结构和空间建构中“贫民窟”或“城市岛”概念的运用进行了批判性的审视。
{"title":"La ciudad guetoizada: Buenos Aires en la narrativa de Ana María Shua","authors":"Agata Draus-Kłobucka","doi":"10.14746/strop.2022.491.002","DOIUrl":"https://doi.org/10.14746/strop.2022.491.002","url":null,"abstract":"The article analyzes the image of Buenos Aires in the narrative of Ana María Shua, an Argentine writer of Polish Jewish descent. Urban space plays an important role in her prose described often as apocalyptic or dystopian. Through a historiographical metafiction, the author rewrites the memory of the ancestors in El libro de los recuerdos (2007), a novel that presents the life of Jewish immigrants in the capital of Argentina, divided into neighborhoods marked by their ethnicity. Eroticism and the use of the female body are, on the other hand, the topics that dominate in the author’s collection of micro-stories titled Casa de geishas (2009), where the brothel is described as a singular ghetto, rooted in the city panorama. Finally, the novel La muerte como efecto secundario offers a dystopic description of a future of a ghettoized city, where compulsory geriatric ghettos become a reality. The article, based on the analysis of the aforementioned works, presents a critical look at the use of the concept of “ghetto” or “urban island” in the construction of the narrative structure and space in Ana María Shua’s fiction.","PeriodicalId":35131,"journal":{"name":"Studia Romanica Posnaniensia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44089688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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