Janr tadqiqotlari - Genre studies

Ushbu maqola umumiy ro'yxatini o'z ichiga oladi ma'lumotnomalar, lekin bu asosan tasdiqlanmagan bo'lib qolmoqda, chunki unga mos keladigan etishmayapti satrda keltirilgan. Iltimos yordam bering yaxshilash tomonidan ushbu maqola tanishtirish aniqroq iqtiboslar. (2009 yil mart) (Ushbu shablon xabarini qanday va qachon olib tashlashni bilib oling)

Adabiyot
Asosiy shakllar
Roman She'riyat Drama Qisqa hikoya Novella
Janrlar
Sarguzasht Komediya Drama Doston Erotik Bema'nilik Lirika Mifopeya Rog'un GESi Romantik Satira Spekulyativ fantastika Fojia Tragikomediya
OAV
Ishlash O'ynang Kitoblar
Texnikalar
Nasr She'riyat
Tarix va ro'yxatlar
Tarix zamonaviy Kontur Atamalar lug'ati Kitoblar Yozuvchilar Adabiy mukofotlar she'riyat
Munozara
Tanqid Nazariya (tanqidiy nazariya ) Sotsiologiya Jurnallar
Adabiyot portali

Janr tadqiqotlari o'qiydigan akademik fan janr nazariyasi umumiy bo'limi sifatida tanqidiy nazariya san'at, adabiyot, tilshunoslik va retorikani o'z ichiga olgan bir nechta turli sohalarda.

Adabiy janrni o'rganish - bu a strukturalist o'rganishga yondashish janr va janr nazariyasi adabiyot nazariyasi, kino nazariyasi va boshqalar madaniy nazariyalar. Janrni shu tarzda o'rganish tarkibida birlashadigan strukturaviy elementlarni tekshiradi hikoya aytib berish hikoyalar to'plamidan naqshlarni topadi. Qachon bu elementlar (yoki semiotik kodlar ) o'ziga xos ma'lumotlarni olib yurishni boshlaydi, janr paydo bo'ladi.

Lingvistik janr tadqiqotlarini taxminan ikkita maktabga bo'lish mumkin, Tizimli funktsional tilshunoslik yoki "SFL", va Ingliz tili aniq maqsadlar uchun yoki "ESP". SFL olimlarning fikriga ko'ra, til tuzilishi matnning ijtimoiy mazmuni va funktsiyasining ajralmas qismi.^[1] SFL olimlar ko'pincha janrlarning pedagogikada foydaliligiga bag'ishlangan tadqiqotlar olib boradilar. ESP shuningdek, janrning pedagogik ta'sirini o'rganadi, xususan, mahalliy bo'lmagan ingliz tilida so'zlashuvchilarga til va uning konventsiyalaridan foydalanishda yordam beradigan vosita sifatida janr tahliliga e'tibor qaratadi. ESP janr tahlili nutqni ro'yxatga olish, kontseptual va janr tuzilmalarini shakllantirish, fikrlash va harakatning o'ziga xos rejimida mavjud bo'lgan elementlarni aniqlashni o'z ichiga oladi. so'zlashuv hamjamiyati.^[2][3]

Uchinchi yondashuv stipendiya asosida ishlab chiqilgan Yangi ritorika, asosan Kerolin R. Millerning "Janr ijtimoiy harakat sifatida" maqolasi^[4]va Ritorik janr tadqiqotlari (RGS) deb nomlanadi. RGS olimlarining ta'kidlashicha, odatda "janrlar" deb nomlanadigan matn shakllari faqat takrorlanadigan ijtimoiy harakatning izlari.^[5] Ijtimoiy harakatning o'zi, boshqacha qilib aytganda, u qoldiradigan hujjat yoki matn emas, balki janrdir.

Adabiy va lingvistik sohalar

Tizimli funktsional tilshunoslik

Tilshunoslik bo'yicha tizimli funktsional tilshunoslar til madaniy mafkuralarga asoslangan madaniyatlar doirasida tashkil etilgan deb hisoblaydilar. SFLning "tizimli" si lingvistik tanlovlar amalga oshiriladigan tizimni umuman nazarda tutadi. SFL asosan Maykl Xolleydining ishiga asoslanadi, u individuallar o'sha shaxslar yashaydigan tizimlar mafkurasiga asoslanib lingvistik tanlov qiladi, deb hisoblagan. Xollidey uchun madaniyat ichida "madaniyatning" ijtimoiy semiotikasini "tashkil etadigan" ma'nolar tarmog'i "mavjud. Ushbu "ijtimoiy semiotik" madaniyatning diskurs tizimi tomonidan kodlangan va saqlanib qolgan.^[6] Xollidey uchun matnlar yaratilgan kontekstlar takrorlanadi, u "vaziyat turlari" deb ataydi. Muayyan madaniyat ichida tarbiya topgan odamlar ushbu madaniyat ichida yuzaga keladigan "vaziyat tiplariga" odatlanib, bu madaniyat ichida tarbiyalanmagan odamlarga qaraganda, ushbu madaniyat ichida "vaziyat turlari" orqali osonroq harakat qilishadi.^[7]

Holididining takrorlanadigan "vaziyat turlari" ni shakllantirishda madaniy kontekstga munosabati boshqa olimlarga ta'sir ko'rsatdi, masalan JR Martin, 'deb nomlangan lingvistik pedagogikani rivojlantirish.Sidney maktabi '. Martin matnni shakllantirishda kontekstning rolini ta'kidlaydigan SFL pedagogik yondashuvini boshqargan. Martin va uning sheriklari ta'lim jarayonidagi yondashuvlar matnlarning madaniy chegaralarini e'tiborsiz qoldiradi va o'rta va yuqori sinf o'quvchilari uchun quyi sinf kelib chiqishi talabalari hisobiga imtiyoz beriladi, deb hisoblashgan.^[8] Martin va boshqa SFL olimlarining fikriga ko'ra, adabiyotda janrga aniq e'tibor savodxonlikni o'rgatishda yordam beradi. Janrga e'tiborni qaratish matnlarga ta'sir etuvchi kontekstni ochib beradi va o'quvchilarga madaniy ma'lumot beradigan matnlarni yaratishi uchun ushbu kontekstlarni o'rgatadi.^[9]

Martin va uning sheriklari maktablarda o'zlarining janrlari orqali janrning "bosqichli, maqsadga yo'naltirilgan, ijtimoiy jarayon" ta'rifini ishlab chiqdilar.^[10] Martinian janr modelida janrlar sahnalashtiriladi, chunki ular bir necha bosqichlarni talab qiladigan vazifalarni bajaradilar; ular maqsadga yo'naltirilgan, chunki ularning foydalanuvchilari bosqichlarning yakunlanishini oxirigacha ko'rishga undaydilar; va ular ijtimoiydir, chunki foydalanuvchilar o'z matnlarini muayyan auditoriyaga murojaat qilishadi.^[10]

Ingliz tili aniq maqsadlar uchun

Ingliz tili aniq maqsadlar uchun stipendiya 1960-yillardan beri mavjud bo'lib, ammo ESP olimlari 1980-yillarga qadar janrni pedagogik yondoshuv sifatida ishlatishni boshlamadilar. Jon Swales nashr etilgan Janr tahlili: Akademik va tadqiqot sozlamalarida ingliz tili, unda Swales ESP va janr tahlilini birlashtirgan uslubiy yondashuvni yaratdi.^[2] Swales ESP janr tahlilining ikkita xususiyatini aniqladi: uning ingliz tilidagi akademik tadqiqotlarga yo'naltirilganligi va amaliy maqsadlar uchun janr tahlilidan foydalanilganligi.^[11] ESP tibbiyot sohasi kabi faoliyat sohalaridagi o'ziga xos janrlarga e'tibor qaratadi, shuningdek, ta'lim sohalarida kommunikativ maqsadlarning yanada kengroq kontseptsiyasiga e'tibor qaratadi.^[12]

Maxsus maqsadlar uchun ingliz tili SFL tadqiqotlari bilan ba'zi xususiyatlarga ega. Ikkalasi ham lisoniy xususiyatlar ijtimoiy kontekst va funktsiya bilan bog'liq deb hisoblaydilar va ikkalasi ham nochor o'quvchilarga tillar va ijtimoiy funktsiyalar o'rtasidagi munosabatlarni o'rgatish orqali shu kabi matnlarni yaratishlari uchun matnlar yaratilgan tizimni tushunishda yordam berishga qaratilgan. Ikkalasi ham kam ta'minlangan foydalanuvchilarga ma'lum janrlarni o'rgatish orqali o'z maqsadlariga erishishga harakat qilishadi.^[13]

Shu bilan birga, ESP va SFL o'rtasida ba'zi muhim farqlar mavjud. SFL olimlari asosiy janr tuzilmalarini boshlang'ich va o'rta maktab o'quvchilariga o'rgatishga e'tibor berishsa, ESP olimlari Universitet va magistratura talabalariga Kasbiy va akademik intizom janrlarini o'qitishga e'tibor berishadi. ESP talabalari diskursiv janr mavzulariga, ayniqsa, alohida kontekstda ko'proq bog'lanishadi. ESP mikro darajadagi janr va kontekstlarga, SFL esa makro darajadagi kontekstlarga e'tibor qaratadi.^[14]

Ritorik janr tadqiqotlari (RGS)

Ritorik janr tadqiqotlari (Aviva Fridman tomonidan ishlab chiqilgan atama) olimlari janrni tipiklashtirilgan ijtimoiy harakatlar sifatida, takrorlanuvchi ijtimoiy vaziyatlar asosida harakat qilish usullari sifatida ko'rib chiqadilar. RGS uchun ushbu asoslash printsipi Kerolin R. Millerning 1984 yilda nashr etilgan "Janr ijtimoiy harakat sifatida" inshoidan olingan.^[4][15] Miller o'z maqolasida Frank Lloyd Bitzerning eksigiya tushunchasini ijtimoiy vaziyatlarga reaktsiya sifatida, va Kennet Burkning "motiv" tushunchasini inson harakati sifatida ko'rib chiqadi.^[16] Ayniqsa, Bitzerdan foydalangan holda Miller eksigentsiyani "nutqning tashqi sababi" sifatida tekshirish mumkin deb hisoblaydi.^[17] Oxir oqibat, u vaziyatlarni ijtimoiy qurilish deb bilishga qodir. Janrlar - takrorlanadigan ijtimoiy qurilishlarga javob berishning tipik usullari.^[18]

RGS stipendiyasi Millerning janrga asos solgan ta'rifidan tashqarida rivojlandi. Kerol Berkenkotter va Tomas Xukkin janr bilim poydevori degan tushunchadan boshlaydilar va janrlar jamoalarning bilimlari va harakat uslublarini o'zida mujassam etgan deb ta'kidlaydilar.^[4] Berkenkotter va Xukkin uchun janr ijtimoiy faoliyatni boshqarish uslubiga aylanadi. Shunday qilib, bu dinamik, chunki ijtimoiy faoliyat shartlari doimo o'zgaruvchan. Ularning ta'kidlashicha, takrorlanish o'zgarishni o'z ichiga oladi.^[19] Berkenkotter va Xukkin janrlarini ijtimoiy bilish sifatida qayta belgilaydilar.^[19]

"O'zlashtirish" tushunchasi, shuningdek, RGS olimlarining janr haqidagi tushunchalari uchun ajralmas hisoblanadi. Anne Freadman "Uptake" va "Tennis for any?" Maqolalarida janrlarning bir-biri bilan o'zaro aloqalarini tasvirlash uchun tezlikni ishlatadi.^[20] U janrlarning o'zaro ta'sirini tushuntirish uchun tennis o'yinidan foydalanadi. Uning so'zlariga ko'ra, tennischilar tennis to'plarini almashtirmaydilar, ular zarbalarni almashadilar. Har bir tortishish faqat o'yin doirasida, uning qoidalari va o'ynalayotgan o'yin mazmuniga ega.^[21] Rasmlar mazmunli, chunki ular o'yinda sodir bo'ladi. O'yin mazmunli, chunki u "marosimlar" doirasida bo'lib o'tadi. Shunday qilib, "Uimbldon" dagi final do'stlar o'rtasidagi o'yindan boshqacha kontekstni taqdim etadi. Janrlar - bu marosimlar doirasida bo'lib o'tadigan o'yinlar, otishmalar - bu so'zlar yoki og'zaki almashinuvlar. Matnni sodir bo'lgan marosimni tushunmasdan turib, uni chindan ham tushuna olmaymiz.^[22] "Uptake" - bu muayyan vaziyatlarda yuzaga keladigan illoksion javob.^[23]

Emi Devittning tadqiqotlari RGS landshaftini yanada murakkablashtirdi. Yilda Yozuv janrlari, Devitt "janrlarning konteksti", "janr repertuarlari", "janr tizimlari" va "janr to'plamlari" ni ajratib turadi. "Janrlarning konteksti" bu madaniyatda mavjud bo'lgan janrlarning umumiy to'plamidir. "Janr repertuari" deganda ma'lum bir guruh o'z maqsadlariga erishish uchun foydalanadigan janrlar to'plami tushuniladi. "Janr tizimlari" - bu faoliyat tizimida ishlaydigan janrlarning to'plamlari. Va nihoyat, "janr to'plamlari" - bu faoliyat tizimida ishlaydigan, ammo faqat ushbu tizimdagi harakatlarning cheklangan doirasini belgilaydigan, erkinroq aniqlangan janrlar to'plamlari.^[24] Masalan, agar biz sud zalini faoliyat tizimi sifatida qabul qilsak, janrlar to'plamini faqat sudya foydalanadigan janrlar sifatida aniqlash mumkin edi. "Janrlar konteksti", "janr repertuarlari", "janr tizimlari" va "janrlar to'plamlari" ni o'rganish tadqiqotchilarga faoliyat tizimlarining aloqalari va kuch tuzilmalarini o'rganishga imkon beradi.^[24]

Umumiy konventsiyalar

Konventsiyalar - bu o'quvchilar ma'lum bir janrda topishni kutayotgan iboralar, mavzular, takliflar yoki tushuntirishlar kabi odatiy ko'rsatkichlar. Ular ko'rib chiqilishi mumkin "stereotiplar "o'sha janr. Masalan. ilmiy fantastika kelajakda o'rnatilishi va futuristik voqealar, texnologik taraqqiyot va futuristik g'oyalarga ega bo'lishi kutilmoqda. Realizm haqiqiy hayotdan o'tishi mumkin bo'lgan, haqiqiy hayotiy vaziyatlarda va / yoki haqiqiy dunyo voqealarida va hokazolarda kurasha oladigan odamlar haqidagi hikoyani o'z ichiga oladi.

Tanqidchi Pol Alpersning ta'kidlashicha, adabiy anjumanlar o'tmishdagi va hozirgi yozuvchilar "konferentsiya ma'lum bir adabiy instansiyada (asarda) qanday shaklda bo'lishini aniqlash uchun" yig'iladigan "uchrashuv joylariga o'xshaydi. Amaliy ma'noda, bu birlashish hozirgi yozuvchining o'tmishdoshlar ishi bilan maslahatlashuvi masalasidir, ammo Alpers yozuvchi va u ishlayotgan janr (janr) o'rtasida sodir bo'ladigan faol muzokaralar va turar joy tuyg'usini bog'lashni istaydi. boshqa odamlar tomonidan belgilanadi). Alpersning fikriga ko'ra, zamonaviy tanqidlarda adabiy anjuman "o'zboshimchalik va egilmas amaliyot bo'lib, keng qo'llanilishi bilan o'rnatiladi va tashqaridan o'rnatiladi" degan noto'g'ri tushuncha saqlanib qolmoqda. Konventsiya bu ma'noda "shaxsiy va shaxsning antitezi" dir; bu "[yozuvchini] cheklashi kerak". Alpers adabiy konvensiyani "tuzuvchi va yaratuvchi" narsa sifatida qayta ko'rib chiqadi. Uning so'zlariga ko'ra, umumiy konvensiyalar "shaxssiz an'analar tomonidan belgilanadigan qat'iy tartib emas;" aksincha, ular boshqa "yozuvchilarning" tirik "foydalanishi", "birlashuvchilarning umumiy amaliyoti" dir. Umumiy konventsiyalarni ko'plab foydalanuvchilar tomonidan qo'llaniladigan amaliyot deb o'ylash, keyinchalik yozuvchilarga konventsiyalar ustidan ularga qadar bo'lganlarni boshqarish imkoniyatini beradi. Yozuvchilarni cheklashdan uzoqroq bo'lgan konvensiya janrning ba'zi jihatlarini saqlab qolish va boshqalarni o'zgartirish uchun moslashuvchanlikni ta'minlaydi. Ushbu ma'noda konvensiya "individual fikr bildirishga imkon beradi, chunki [yozuvchi] o'zining o'tmishdoshlari va o'rtoqlariga qarshi chiqqan taqdirda ham, ularga javoban ko'rinadi".^[25]

Janr nazariyotchisi David Fishelov shuningdek, umumiy konventsiyalar bilan shug'ullanadi - u ularni "umumiy qoidalar" deb ataydi - kitobdagi "adabiy janrlar ijtimoiy institutlar" haqidagi tushuntirish metaforasini ishlab chiqishda Janr metaforalari: Analogiyalarning janr nazariyasidagi o'rni. Fishelov, Alpers singari, umumiy konventsiyalarni muqarrar ravishda "adabiy kommunikativ vaziyatning muhim qismi" deb biladi, hozirgi va o'tmishdagi yozuvchilarni bir-biriga, shuningdek, o'quvchilarga bog'laydi. O'rnatilgan anjumanlar "yozuvchi va uning o'quvchisi o'zlarini belgilashi kerak bo'lgan qiyinchilik yoki ufqdir". Yozuvchi ushbu muammoga "umumiy qoidalarni bajarish" orqali javob berishi mumkin.^[26]

Fishelov o'zining ijtimoiy instituti sifatida metaforasini Rene Vellek va Ostin Uorrenning parchasidan oladi. Adabiyot nazariyasi:

Adabiy tur [janr] - bu "muassasa", chunki cherkov, universitet yoki davlat bu muassasa. U hayvon kabi yoki hatto bino, ibodatxona, kutubxona yoki poytaxt sifatida emas, balki muassasa mavjudligida mavjud. Mavjud muassasalarda ishlash, o'zlarini ifoda etish, yangilarini yaratish yoki iloji boricha siyosat va marosimlarda qatnashmasdan turib ish yuritish mumkin; qo'shilish mumkin, ammo keyin muassasalarni qayta shakllantirish.^[27]

Ushbu formulatsiya ijtimoiy institutlar tarkibidagi aktyorlarga agentlikni belgilaydi. Xuddi shu tarzda cherkovlar, universitetlar va davlatlar singari muassasalar jamoat ijtimoiy maqsadlarini amalga oshirish uchun ijtimoiy aktyorlarni tashkil qiladi, adabiy janrlar vaqt o'tishi bilan o'zgarib turadigan kommunikativ maqsadlarni amalga oshirish uchun yozuvchilar va o'quvchilar o'rtasidagi munosabatlarni tashkil qiladi. Janrlar turg'un emas, aksincha, ijtimoiy institutlar singari, konventsiyalarni shaxslar tomonidan doimiy ravishda yangilab turish orqali davom etadilar. Fishelov o'quvchining umumiy o'zgarishni navbatdagi cheklash va rag'batlantirishdagi rolini nazariylashtirishda ayniqsa foydalidir:

[T] u o'quvchi yangi matnni birlashtirishi uchun belgilangan umumiy konvensiyalarga rioya qilishni talab qiladi, ammo shu bilan birga u yangi matn umumiy an'analarning zerikarli takrorlanishidan ko'proq bo'lishi uchun yozuvchidan ushbu konventsiyalarni boshqarishini kutadi. .^[26]

O'quvchining umidlari yozuvchiga nisbatan ham cheklov, ham "yangilik uchun yashirin talab" sifatida ishlaydi. Yozuvchidan "mavjud konventsiyalarni manipulyatsiya qilishi va ularni (hech bo'lmaganda) bir qadam oldinga olib chiqishi kutilmoqda ... Yozuvchi nuqtai nazaridan umumiy konventsiya amal qilish uchun namuna, ammo uni engish uchun ham qiyin". Fishelovning yozishicha, yozuvchilar turli xil estetik va tematik sabablarga ko'ra amaldagi konventsiyalarni tanlaydilar yoki ularni boshqarishga majbur qiladilar.

Janr nazariyasi tarixi

Bilan janr nazariyasi yoki janr tadqiqotlari boshlandi Qadimgi yunonlar, ma'lum bir turdagi odamlar faqat ba'zi she'r turlarini yaratishini his qilgan. Yunonlar, shuningdek, ba'zi metrik shakllar faqat ma'lum janrlarga mos keladi, deb hisoblashgan. Aristotel dedi,

Demak, bizda vakillik, ohang va ritm uchun tabiiy instinkt bor - va shu instinktlardan boshlab erkaklar ularni asta-sekin rivojlantirdilar, ular o'zlarining improvizatsiyalari asosida she'rlar yaratdilar. Keyin she'riyat shoir tabiatiga ko'ra ikki turga bo'linadi. Chunki jiddiyroq shoirlar olijanob odamlarning ezgu ishlarini, unchalik baland bo'lmagan tabiat egalari esa past darajadagi erkaklarning harakatlarini ifodalaydilar, dastlab boshqalar ham madhiya va maqtovlar yozganidek, satira yozdilar.

Bularning barchasi asoslanadi Aflotun mimetik printsip. Baland odamlar, yuksaltirishga taqlid qilib, yuksak insonlar yuksak ishlarni qilgani haqida va aksincha "pastki" turlar bilan yozadilar (Farrell, 383). Janr Aristotel uchun ham oq-qora muammo emas edi, chunki u buni tan olgan "Iliada "bu eposdir, chunki uni ohangdorligi va qahramonlarining zodagonligi tufayli ham fojia deb hisoblash mumkin. Biroq, yunon tanqidchilarining aksariyati ushbu tizimdagi nomuvofiqliklar haqida kamroq bilar edilar - umuman bilsalar ham - Ushbu tanqidchilar uchun ularning adabiy taksonomiyasida noaniqliklarga o'rin yo'q edi, chunki bu toifalar inobatga olinmaydigan tug'ma fazilatlarga ega deb o'ylardi.

The Rimliklarga yunon adabiy tanqidiy an'analari asosida olib borilgan. Rim tanqidchilari turlari o'rtasida muhim farqlar bor degan taxminni davom ettirishdan juda mamnun edilar she'riyat va drama. Rim yozuvchilarining o'zlari ushbu g'oyalar va tushunilgan janrlar orqali qanday qilib ular yanada rivojlangan darajada ishlashini ko'rganliklari haqida ularning asarlarida juda ko'p dalillar mavjud. Biroq, Rim adabiy tanqidida iz qoldirgan tanqidchilar edi va ular novator emas edilar.

Keyin Rimning qulashi, qachon maktab tizim adabiy tanqidni o'z zimmasiga oldi, janr nazariyasi baribir janrlarning mohiyatiga asoslangan edi. Buning sababi katta ehtimol Nasroniylik Platonik tushunchalarga yaqinligi. Bunday holat XVIII asrga qadar saqlanib qoldi.

Ma'rifat yoshi

18-asrning oxirida janr nazariyasi klassik fikri xafagarchilik ostida ochila boshladi Ma'rifat. Ning kiritilishi bosmaxona matnlarni kengroq auditoriyaga etkazdi. Keyin risolalar va keng ma'lumotni yanada uzoqroq yoyishni boshladilar va jamiyatning kam imtiyozli a'zolarining ko'p qismi savodli bo'lib, o'z fikrlarini bayon qila boshladilar. To'satdan ikkala muallif ham "yuqori "va"past "madaniyat endi bir xil auditoriya uchun raqobatlashdi. Bu klassik janr tushunchalarini beqarorlashtirishga xizmat qildi, shu bilan birga janrga e'tiborni tortdi, chunki yangi janrlar roman ishlab chiqarilayotgan edi (Shahzoda, 455).

Lokk, yilda Inson tushunchasiga oid insho (1690), ma'lumotlarning eng kichik qismiga qisqartirilgan edi: oddiy g'oya tuyg'udan kelib chiqqan. Biroq, bilish fani yanada aniqroq bo'lganligi sababli, hissiyotdan kelib chiqqan bu oddiy g'oyaning o'zi ham bo'linadigan ekanligi ko'rsatildi. Ushbu yangi ma'lumotlar Devid Xartlini o'zi yozishga undadi Insonni kuzatish (1749),

Buyurtmalar soni qancha davom etishi mumkinligini aytish mumkin emas. Men buni cheksiz deb hisoblashda hech qanday qarama-qarshilikni va har qanday o'lchamda to'xtashda katta qiyinchiliklarni ko'rmayapman. (Shahzoda, 456).

Cheksiz sonli turlarning paydo bo'lishi ehtimoli qo'rqitildi dinshunoslar vaqt, chunki ularning taxminlari qat'iy qo'llanilgan edi empiriklik Yaratilishning asosiy ilohiy mohiyatini ochib beradi va endi qat'iyan tatbiq etilgan empirizm faqat tobora ko'payib borayotgan turlar va keyingi pastki turlarni ochib berishi mumkin edi.

Ilohiylikni toifalarga ajratishda qayta tiklash uchun yangi taksonomik tizim estetika paydo bo'ldi. Ushbu tizim birinchi navbatda go'zallikni, so'ngra taksonomik qurilma sifatida ulug'vorlikni taqdim etdi. Estetika bilan bog'liq muammo shundaki, u ilohiylikni o'z zimmasiga olgan va shu sababli ulug'vorlik ushbu toifalarning barchasi asosida yotishi kerak edi va shu tariqa xunuk bir paytlar go'zal bo'lib qoladi. Paradoks porlab turibdi.

Evolyutsiya

18-asrning oxirlaridan beri adabiyotshunoslar janrlar doirasidagi individual matnlar haqiqatiga mos keladigan janr nazariyasini topishga harakat qilmoqdalar. 19 va 20-asrlarda janr evolyutsiyasi ko'plab burilishlarni amalga oshirdi. Bunga katta ta'sir ko'rsatdi dekonstruktsionist fikr va tushunchasi nisbiylik. 1980 yilda, ushbu ikki yangi fikrlash uslubi keltirib chiqargan beqarorlik, yozgan qog'ozga tushdi Jak Derrida "Janr qonuni" deb nomlangan.^[28] Maqolada Derrida birinchi navbatda individual matnlar ma'lum janrlarga tegishli emas, balki ishtirok etishi haqidagi fikrni bayon qiladi. U buni "janr belgisi" o'zi janr yoki tur a'zosi emasligini namoyish etish orqali amalga oshiradi. Shunday qilib, janrni anglatadigan xarakteristikaning o'zi tasnifni rad etadi. Biroq, ushbu insho oxirida Derrida janr nazariyasi uchun yanada samarali yo'nalish bo'lishi mumkin bo'lgan narsalarga ishora qiladi. "U erda, bu butun narsa, faqatgina" men "nimani ko'rishi mumkin, demak, bu erda adabiyotning oldida tiz cho'kkan narsa. Xulosa qilib aytganda, qonun. Qonun chaqiradi:" men "nimani ko'ra oladi va "Men" nima deyishim mumkinki, men o'zim qaerdaligimni o'qiyman.^[29] Derrida shuni anglatadiki, nafaqat taksonomiya a sub'ektiv sport, lekin shu sababli, taksonomik akt amalga oshiriladigan joy va vaqt keyingi o'rganishga loyiqdir.

Keyin, 1986 yilda Ralf Koen Derridaning "Tarix va janr" nomli fikrlariga javoban bir maqola nashr etdi. Ushbu maqolada Koen buni ta'kidladi

nazariy va amaliyotda janr tushunchalari tarixiy sabablarga ko'ra paydo bo'ladi, o'zgaradi va pasayadi. Va har bir janr yig'iladigan matnlardan tashkil topganligi sababli, guruhlash - bu aniqlangan kategoriya emas, balki jarayon. Janrlar - ochiq toifalar. Har bir a'zo, ayniqsa, unga eng yaqin bog'liq bo'lgan a'zolarni tarkibiy qismlarini qo'shish, zidlash yoki o'zgartirish orqali janrni o'zgartiradi. Janrlarni o'rnatish jarayoni har doim insonning farqlash va o'zaro bog'liqlikka bo'lgan ehtiyojini o'z ichiga oladi. Janrlarni yaratadigan tanqidchilarning maqsadlari turlicha bo'lganligi sababli, bir xil matnlar turli xil janrlar guruhiga kirishi va turli xil umumiy maqsadlarga xizmat qilishi o'z-o'zidan ravshan. (Koen, 204)

RGS-dagi janr evolyutsiyasi

RGS olimlari asosan janrlar haqiqatan ham dinamik va doimiy rivojlanib boruvchi sub'ektlar bo'lishiga qaramay, ularni o'zgartirish qiyin. Emi Devitt ushbu bog'lanishni tavsiflaydi, chunki u janrni "ham mahsulot, ham uni yaratadigan jarayon" deb biladi (580).^[30] Devittga janrlar nafaqat takrorlanadigan vaziyatlarga javob beradi, balki ularni ham yaratadi.^[31] Ushbu hodisa nazariy janr evolyutsiyasini qiyinlashtiradi. Kerolin R. Miller hatto janr o'zgarishini "evolyutsiya" deb ta'riflashdan ehtiyot bo'ling, chunki evolyutsiya taraqqiyotni nazarda tutadi.^[32] Shunga qaramay, ko'plab RGS olimlari janrlarning qanday o'zgarishini nazarda tutdilar. Jo Ann Yates va Vanda Orlikovskiy "bir kishi institutsionalizatsiyalashgan tuzilmaning o'zgarishini yakka o'zi amalga oshira olmaydi; boshqa tegishli ishtirokchilar uni amalga oshirishi va amalda davom ettirishi uchun qilingan urinishni qabul qilishi va kuchaytirishi kerak" (108).^[33] Keyin Yeyts va Orlikovski janrlarning qanday rivojlanib borishini tasvirlaydilar: ular janrlar kayotik moment o'zini namoyon qilganda o'zgaradi, deb da'vo qiladilar va ritor, "eng mos ravishda qabul qilingan janr" ni tanlash o'rniga, tinglovchilar yangi usul sifatida qabul qiladigan yangi uslubni sinab ko'rishadi. takrorlanadigan vaziyatga javob berish (119). Qarang kairos. Natasha Artemeva akademik muhandislik talabalari va ish joyidagi muhitni kuzatib borgan sakkiz yillik etnografik so'rov asosida shu kabi kuzatuvlarni o'tkazdi.^[34] Artemeva, uning ikki sub'ekti ish joyi janrlari evolyutsiyasiga ta'sir ko'rsatganida, kairotik moment o'zini namoyon qildi (164). Shunga qaramay, sobiq talabaning ish joyidagi janrni o'zgartirishdagi muvaffaqiyati, shuningdek, uchta individual ravishda olingan ko'nikmalarga bog'liq edi: 1) "madaniy kapital", 2) "domen mazmuni bo'yicha mutaxassislik" va 3) "ritorlarning qobiliyati agentligi" nafaqat kaotik moment o'zini namoyon qildi, ammo "imkoniyatdan ham foydalanish uchun" (167). Tomas Xelscher u qadar optimistik emas; u yozadi: "[a] nutqiy jamoaning ritorik konstitutsiyasi jamiyat o'sishi va o'zgarishi jarayoniga qarshi og'irlik sifatida ishlaydi" (30) va "jamoalar o'zlarini tashkil etadigan asosiy umumiy konventsiyalarning o'zgarishi ... paradigmatikdir" ijtimoiy transformatsiya jarayoni to'g'risida "(32).^[35]

Janr nazariyasining hozirgi holati

Dan janrning ta'rifi dictionary.com bu "ma'lum bir shaklga, kontekstga, texnikaga yoki shunga o'xshash narsalarga ega bo'lgan badiiy harakatlarning sinfi yoki toifasi" dir. Garchi janrni aniqlash oson bo'lishi kerak bo'lsa-da, matnlarni turkumlashning nozik tomonlari hali aniqlanmagan.

Janrlar, ko'ra Daniel Chandler, mavjud ma'lumotlar massasini soddalashtirish uchun buyurtma yaratish. Kategoriyalar yaratish tartibsizlik o'rniga tashkilotni rivojlantiradi. Jeyn Feyer janrlarni uch xil guruhga ajratish usullarini ajratdi. Birinchisi, estetik. Ushbu usul yordamida ma'lum xususiyatlar to'plamiga ko'ra tartibga solish mumkin, shuning uchun rassomning umumiy ishi umumlashtirish bilan buzilmaydi. Ikkinchi tasniflash usuli marosim. Ritual tasniflashda yordam berish uchun o'z madaniyatini ishlatadi. Agar biror kishi marosimlar tizimi bilan bog'liq bo'lgan marosimlarni amalga oshirsa, u ushbu tizimning a'zosi sifatida mashq qilmoqda deb aytish mumkin. Umumiy taksonomik usul mafkuraviy. Bu ko'pincha matnlar, musiqa va filmlar marketingida ro'y beradi. Ushbu turdagi toifalarga ajratish samaradorligini jamoatchilik ushbu toifalarni qanchalik to'g'ri deb qabul qilishi bilan o'lchash mumkin.

Emi J. Devitt ga e'tibor qaratadi ritorik janrga yondashish. Olimlar odatda ma'lum bir janr deb tasniflangan asarlarga qo'yilgan cheklovlarni tan olishadi. Biroq, janrni ritorik vosita sifatida ko'rish muallifga va o'quvchiga ko'proq erkinlik beradi va "tanlov qilishga imkon beradi". Janrlar mustaqil shaxslar emas, balki aslida o'zaro chambarchas bog'liq va interaktivdir. Janrning ritorik nazariyasi janrlarni mualliflar, kitobxonlar, noshirlar va ijodning har bir bosqichida asarga ta'sir qiluvchi butun ijtimoiy kuchlar yaratishini tan oladi.

Ushbu tanib olish matnlar taksonomiyasini osonlashtirmaydi. Chandlerning ta'kidlashicha, juda kam asarlar ular ishtirok etgan janrning barcha xususiyatlariga ega. Shuningdek, janrlarning o'zaro bog'liqligi sababli, ularning hech biri chekkalarida aniq belgilanmagan, aksincha, bir-biriga singib ketgan. Janr tashkilotni rivojlantirish uchun ishlaydi, ammo asarlarni tasniflashning mutlaq usuli yo'q va shu sababli janr hali ham muammoli bo'lib, uning nazariyasi hali ham rivojlanib bormoqda.

Bundan tashqari, metagenre kontseptsiya sifatida o'rganish uchun muhim nuqta bo'ldi. Giltrouning so'zlariga ko'ra metagenre - bu "joylashgan til haqida joylashgan til". Institutsional ko'rsatmalar kabi metagenrlar "ifoda etishning ayrim turlarini rad etish, boshqalarni ma'qullash", cheklash va imkon berish bo'lishi mumkin. Metagenre tushunchasi, shuningdek, janrlar o'rtasidagi institutsional o'zaro bog'liqlik dinamikasini tushunishning qimmatli usulini beradi. Masalan, ruhiy salomatlik bo'yicha nutqda Amerika Psixiatriya Assotsiatsiyasining (DSM) psixiatrlarning lokalizatsiya qilingan epistemologik kommunikativ amaliyotini standartlashtirish va vositachilik qilish bo'yicha metagenerik funktsiyasi namoyish etildi.

Vazifalar va chegaralar

Janr qadimgi Yunonistonda mutlaq tasniflash tizimi sifatida boshlangan. She'riyat, nasr va ishlash hikoya mavzusi bilan bog'liq bo'lgan o'ziga xos va hisoblangan uslubga ega edi. Komediya uchun nutq naqshlari fojia uchun mos kelmaydi va hatto aktyorlar bir turdagi odam bitta hikoyani eng yaxshi aytib berishi mumkin degan taxmin bilan o'zlarining janrlari bilan cheklangan. San'at asosan zodagonlar va boy homiylar tomonidan boshqarilgan bo'lsa, ushbu klassik tizim yaxshi ishladi. Ma'noning umumiy tushunchasi ish beruvchining nimani kutayotganini bilishda qulay edi va olomon buni tushundi.

18-asrda Evropada ma'rifat davrida ushbu tizim homiylik o'zgarishni boshladi. Savdogar o'rta sinf sarf qilish uchun pul va sarflash uchun vaqt bilan paydo bo'lishni boshladi. Rassomlar mumtoz janrlardan voz kechib, to'laydigan homiylarni jalb qilishning yangi usullarini sinab ko'rishlari mumkin edi. "Komediya" endi yunoncha metrajli komediya yoki jismoniy lager yoki boshqa turdagi tajribani anglatishi mumkin. Rassomlar, shuningdek, o'zlarining vositalaridan foydalanib, insonning holatini bitta homiylik ostida mumkin bo'lmagan yoki hech bo'lmaganda foyda keltirmaydigan tarzda ifodalashlari mumkin edi. San'at oddiy odamlarning hayotini aks ettirish va sharhlash uchun ishlatilishi mumkin edi. Janr jamoatchilikni oldindan aytib bo'lmaydigan san'atdan mazmunli qilishga yordam beradigan dinamik vosita bo'ldi. San'at ko'pincha ijtimoiy holatga javob bo'lgani uchun, odamlar o'zlari bilgan narsalar haqida yozadilar / bo'yashadi / kuylashadi / raqsga tushishadi, janrni vosita sifatida ishlatish o'zgaruvchan ma'nolarga moslasha olishi kerak. Darhaqiqat, qadimgi Yunonistonda ham janr evolyutsiyasini talab qiladigan yangi san'at turlari paydo bo'ldi, masalan "tragikomediya".

Afsuski, janrning cheklovlari mavjud. Bizning dunyomiz shunchalik ko'payganki, biror narsani mutlaqo tasniflash qiyin. Ma'lumotlar bir-biriga to'g'ri keladi va bitta kitob bir nechta janrlarning elementlarini qamrab olishi mumkin. Masalan, kitob quyidagicha tasniflanishi mumkin fantastika, sir, ilmiy fantastika va Afro-amerikalik adabiyot birdaniga.

Janr har qanday tasniflash tizimining bir xil kasalliklaridan aziyat chekadi. Odamlar naqsh izlaydigan mavjudotlardir; biz koinotning betartibligidan tartib yaratishni yaxshi ko'ramiz. Ammo, bizning tartibimiz, odatda o'zboshimchalik bilan, noyob tajribalar olami ustidan yuklanganligini unutganimizda, shaxsning xizmatlari yo'qoladi. Agar janr singari tasniflash tizimidan foydalanib, qiymatni baholash uchun foydalanilsa, biz umuman olganda bizning oldindan tasavvurlarimizning shaxs haqidagi fikrimizga ta'sir qilishiga yo'l qo'yamiz. Bu foydali vosita ekanligini unutmasak, janr foydalidir, uni qayta ko'rib chiqish va sinchkovlik bilan o'rganish va asarlarning o'ziga xos fazilatlari hamda janrdagi o'rni bo'yicha tortish.

Badiiy shaklda ajralmas ma'noning oddiy misoli - a g'arbiy film bu erda ikki kishi chang va bo'sh yo'lda bir-biriga duch keladi; biri qora shapka, ikkinchisi oq rangda. Har qanday tashqi ma'noga bog'liq bo'lmagan holda, vaziyat nimani anglatishini tushunishning iloji yo'q, ammo "g'arbiy" janr uzoq vaqt davomida rivojlanganligi sababli, xabardor auditoriyaga ular qurolli qurollar o'rtasidagi jangni tomosha qilishayotgani ravshan. yomon bola va a yaxshi yigit.

Tanishlar, stenografik aloqa va shuningdek, janrlarning jamoatchilikka o'tish tendentsiyasi tufayli janrlar odamlarda aks-sado beradi degan takliflar mavjud. xulq-atvor va aks ettirish uchun zeitgeist. Janri esa hikoya qilish juda ko'p qarzga ega bo'lganligi sababli san'atning unchalik katta bo'lmagan turi sifatida tushib ketgan konvensiyalar, hayrat ortdi. Himoyachilarning ta'kidlashicha, samarali janr asarining dahosi kodlarning o'zgarishi, rekombinatsiyasi va evolyutsiyasida.

Janr tadqiqotlari, ehtimol, eng ko'p tan olingan kino nazariyasi, bu erda janrni o'rganish to'g'ridan-to'g'ri ziddir avtorlik nazariyasi, bu filmni yaratishda rejissyorning roliga imtiyoz beradi.

Ijtimoiy jamoalarda

Janr nazariyasida yana bir narsa bor va shu sababli Kristen H. Perrining ta'rifini taklif qilish kerak.^{[iqtibos kerak ]} Yozma (matnli) janrlar - bu turli xil ijtimoiy faoliyat doirasida o'qish va yozish uchun aniq maqsadlarni ifodalovchi, ularga ba'zi narsalarni bajarishga muhtoj bo'lgan ijtimoiy guruhlar tomonidan yaratilgan ijtimoiy qurilishlar. Ular vaqt o'tishi bilan o'zgarib, ushbu matn tomonidan amalga oshiriladigan ijtimoiy funktsiyalardagi muhim o'zgarishlarni aks ettiradi. Janrlar matnli atributlar turkumini ham ifodalaydi: ba'zi atributlar zarur, boshqa atributlar ixtiyoriy.

Janr nazariyasining turli jihatlarini ko'rsatadigan yana bir ta'rif - Miller, janrlarni takrorlanuvchi vaziyatlarga javob beradigan va guruhlarning xatti-harakatlariga mos keladigan "tipik ritorik harakatlar" deb ta'riflaydi. Janr "ijtimoiy bilimlarning shakli - ob'ektlarni, hodisalarni, qiziqish va maqsadlarni o'zaro bog'lash, ularni nafaqat bog'labgina qolmay, balki ularni qanday bo'lishiga olib keladi: ob'ektiv ijtimoiy ehtiyoj" sifatida rivojlanadi. Ushbu qarash janrlarni turg'un shakllar deb emas, aksincha, "bo'lish shakllari ... ijtimoiy harakatlar uchun ramkalar ... o'rganish uchun muhit ... ichida ma'no qurilgan joylar" deb biladi (Bazerman ), o'z maqsadlariga erishish uchun turli jamoalarga turli xil aloqa vositalaridan foydalanishni taklif qiladi.

Kontekstning janrdagi ahamiyatini ko'rsatishga urinish uchun janr nazariyasining ma'lum bir qismi - nutq janrlari haqida misol keltirilgan; ammo ta'kidlash kerakki, barcha sharoitlarda kontekst haqiqatan ham muhimdir. Kontekst janrlarni shakllantirishda muhim rol o'ynaydi (Holquist, 1986). Janr nazariyasi kontekstni shunchaki matndan tashqaridagi bo'shliq yoki matnlarni o'rab turgan konteyner sifatida emas, balki bir vaqtning o'zida tuzilgan va ijtimoiy kommunikativ amaliyotlar asosida tuzilgan dinamik muhit sifatida tasavvur qiladi. agentlar. Nutq janrlari - kontekstdagi taniqli naqshlar (Baxtin, 1986): nutq janrlari tilning og'zaki va yozma shakllarini o'z ichiga oladi.

Tadqiqotchilar, shuningdek, odamlarning qabul qilingan janrlarda muayyan kontekstda muvaffaqiyatli muloqot qilishlari uchun ritorik harakatlar jamoalarning o'ziga xosligini mustahkamlash va qonuniy ravishda ma'lum aloqa amaliyotlarini amalga oshirish uchun harakat qilishlarini ko'rsatdilar. Shunday qilib, jamoalar chiqaradigan janrlar o'z a'zolarining bilimlarni yaratish, talqin qilish va ulardan foydalanish usullarini tuzishda yordam beradi (Myers; Vinsor, Buyurtma berish, Yozish; Bazerman, Shaping, Qurilish; Berkenkotter va Xukkin; Aqlli) .Janrlar bizning har birimizda juda muhimdir. kunduzgi hayot va biz ulardan qancha foydalanayotganimizni, ular bizga qanchalik ta'sir qilishini, ular bizning harakat tarzimizni va boshqalarni tushunishimizni qanchalik aniqlayotganini anglamaymiz.

Janr nazariyasining aspektlari

Ritorik vaziyat

J. M. Barri Bitta janrda asarlarini joylashtirish juda qiyin bo'lgan.

1968 yilda, Lloyd Bitzer buni da'vo qildi nutq "Ritorik vaziyat" nomli maqolasida ritorik holatlar bilan belgilanadi. Ritorik vaziyat deganda har qanday vaziyatda ritorik javob berish imkoniyati borligi tushuniladi. U nutqni belgilaydigan kontekstning mohiyatini tushunishga intiladi. Bitzerning ta'kidlashicha, "bu vaziyatni nutqni vujudga keltiradi".^[36] Shunday qilib, vaziyat ritorik javobning qanday turini boshqaradi. Har bir vaziyatda ritorning harakat qilishi yoki qilmasligi mumkin bo'lgan tegishli javobi bor. U nutqni yaratishda vaziyatning imperativ xususiyatini ifodalaydi, chunki nutq faqat muayyan vaziyatga javob sifatida vujudga keladi. Discourse varies depending upon the meaning-context that is created due to the situation, and because of this, it is "embedded in the situation".^[36]

According to Bitzer, rhetorical situations come into existence, at which point, they can either mature and go away, or mature and continue to exist. Bitzer describes rhetorical situations as containing three components: exigence, tomoshabinlar, and constraints. He highlights six characteristics needed from a rhetorical situation that are necessary to creating discourse. A situation calls a rhetor to create discourse, it invites a response to fit the situation, the response meets the necessary requirements of the situation, the exigence which creates the discourse is located in reality, rhetorical situations exhibit simple or complex structures, rhetorical situations after coming into creation either decline or persist. Bitzer's main argument is the concept that rhetoric is used to "effect valuable changes in real" (Bitzer 14).

In 1984, Carolyn R. Miller examined genre in terms of rhetorical situations. She claimed that "situations are social constructs that are the result, not of 'perception,' but of 'definition'".^[37] In other words, we essentially define our situations. Miller seems to build from Bitzer's argument regarding what makes something rhetorical, which is the ability of change to occur. Opposite of Bitzer's predestined and limited view of the creation of genres, Miller believes genres are created through ijtimoiy tuzilmalar. She agreed with Bitzer that past responses can indicate what is an appropriate response to the current situation, but Miller holds that, rhetorically, genre should be "centered not on the substance or the form of discourse but on the action it is used to accomplish".^[37] Since her view focuses on action, it cannot ignore that humans depend on the "context of the situation" as well as "motives" that drive them to this action.^[37] Essentially, "we create recurrence," or similar responses, through our "construal" of types.^[37] Miller defines "types" as "recognition of relevant similarities".^[37] Types come about only after we have attempted to interpret the situation by way of social context, which causes us to stick to "tradition".^[37] Miller does not want to deem recurrence as a constraint, but rather she views it as insight into the "human condition".^[37] The way to bring about a new "type",^[37] is to allow for past routines to evolve into new routines, thereby maintaining a cycle that is always open for change. Either way, Miller's view is in accordance with the fact that as humans, we are creatures of habit that tightly hold on to a certain "stock of knowledge".^[37] However, change is considered innovation, and by creating new "types" we can still keep "tradition"^[37] and innovation at the same time.

Genre as social action

The concept of genre is not limited to classifications and lists. People interact within genres daily. Genre is determined based "on the action it is used to accomplish" by the individuals using that particular genre.^[37] The distance between the text or action of genre and its users does not have to be vast. People respond to exigencies provided by genre every day. Exigence is "a set of particular social patterns and expectations that provides a socially objectified motive for addressing" the recurring situation of a particular genre.^[37] Seeing genre as a social action provides the "keys to understanding how to participate in the actions of a jamiyat ".^[37] Carolyn R. Miller argues that, "a rhetorical sound definition of genre must be centered not on the substance or the form of discourse, but on the action it is used to accomplish".^[37]

The idea that rhetorical situations define genre means that participants in genre make decisions based on commonalities and repeat those instances. Genre is not only about the form of but also the mere repetitiveness of similarities. The classroom setting exemplifies this. When students wish to speak, they raise their hands to signify that desire. Raising a hand is the correct response to speaking in turn in that particular social setting. A person at lunch with a group of friends would not raise their hand to speak because the social situation is different. Miller concludes that social actions are the response to "understanding how to participate in the actions of a community".^[37]

Carolyn R. Miller builds on arguments made by other scholars while also contradicting Bitzer's argument by giving her readers five features to understand genre.^[37] She believes that if something is rhetorical, then there will be action. Not only will there be action, but this action will also be repeated. The repetition of action creates a regularized form of discourse. Miller would add that the result has more to do with the action accomplished by the situation. Miller recognizes that a person chooses to take a certain social action within a defined set of rules - rules set in place by that user. Lastly, a situation cannot dictate a response. Miller ends her article with the thought that genres are partly rhetorical education through her statement, "as a recurrent, significant action, a genre embodies an aspect of cultural rationality".^[37] Here, Miller unknowingly encapsulates a future ideology about genre: that genres are created by madaniyat.According to Mnotho Dlamini genre is basically a deep information in a particular context.^{[iqtibos kerak ]}

Ijtimoiy qurilish

Bitzer's definition of exigence as "an imperfection marked by urgency... something waiting to be done"^[36] ties in with Miller's idea of social action as the next step after an exigency is realized. Miller also points towards the theory that genres recur, based on Jamieson's observation that antecedent genres finding their way into new genres. More importantly, Miller takes on the bigger picture of a rhetorical situation in which all of these steps happen. "Situations are social constructs that are the result, not of 'perception,' but of definition".^[37] From this, it is understood that social constructs define situations and, therefore, exigence is also socially situated.

Genre, also, understood in terms of social contexts provides greater meaning to each recurring situation; it essentially allows for differentiation, though past genres have a role in present and new genres. Through this differentiation, genre is allowed to continue evolving, just as social contexts continue to change with time. Bawarshi describes the way in which this happens as "communicants and their social environments are constantly in the process of reproducing one another" (Bawarshi 69). Rhetoric essentially works the same way, as seen in the example of writing Bawarshi provides, "writing is not a social act simply because it takes place in some social context; it is social because it is at work in shaping the very context within which it functions".^[38] Therefore, through social constructs, one can shape rhetorical works, and in turn, the works can shape the social context: "we create our contexts as we create our texts".^[38]

Antecedent genres

Written in 1975, Ketlin Xoll Jeymison 's "Antecedent Genre as Rhetorical Constraint" declares that discourse is determined by the Rhetorical Situation, as well as antecedent genres. Antecedent genres are genres of the past that are used as a basis to shape and form current rhetorical responses. When placed in an unprecedented situation, a rhetor can draw on antecedent genres of similar situations in order to guide their response. However, caution should be taken when drawing on antecedent genres because sometimes antecedent genres are capable of imposing powerful constraints.^[39] The intent of antecedent genres are to guide the rhetor toward a response consistent with situational demands, and if the situational demands are not the same as when the antecedent genre was created, the response to the situation might be inappropriate.^[39]

Through three examples of discourse, the papal ensiklopedik, erta Ittifoq manzili, and congressional replies, she demonstrates how traces of antecedent genres can be found within each. These examples clarify how a rhetor will tend to draw from past experiences that are similar to the present situation in order to guide them how to act or respond when they are placed in an unprecedented situation. Jamieson explains, by use of these three examples, that choices of antecedent genre may not always be appropriate to the present situation. She discusses how antecedent genres place powerful constraints on the rhetor and may cause them to become "bound by the mo''jizalar of the antecedent genre".^[39] These "manacles," she says, may range in level of difficulty to escape. Jamieson urges one to be careful when drawing on the past to respond to the present, because of the consequences that may follow ones choice of antecedent genre. She reiterates the intended outcome through her statement of "choice of an appropriate antecedent genre guides the rhetor toward a response consonant with situational demands".^[39]

Reciprocity of genre

People often recognize genre based on the characteristics that the situation offers. Amy Devitt states this when she says, "A genre is named because of its formal markers" (Devitt 10). However she also says, "the formal markers can be defined because a genre has been named" (Devitt 10). When we label something as a certain genre, we also flag these same characteristics as contributing to what we already believe the genre to be. These two quotes show how reciprocity functions within genre. Devitt displays the reciprocal nature of genre and situation according to the individual by using an example of a grocery store list. A question posed by this example is, is something a grocery list because it lists groceries or is it a grocery list because one person says it is a grocery list and we thus recognize all the items on the list as groceries? Though each possible answer to this raised question contradict one another, they are both correct. Similarly, individuals recognize the characteristics of the recurring rhetorical situations in the same way as they see them as affirmation of what they already know about the preexisting genre. The rhetorical attributes of the genre act as both objects which define and are defined by genre. In other words, genre and rhetorical situations are reciprocals of one another. Devitt focused on activity system of genre and that the participants' situation, contexts and text are all mutually created "no one aspect fully determines the other." (Devitt)

Tyranny of genre

The phrase "tyranny of genre" comes from genre theorist Richard Coe, who wrote that "the 'tyranny of genre' is normally taken to signify how generic structures constrain individual creativity" (Coe 188). If genre functions as a taksonomik classification system, it could constrain individual creativity, since "the presence of many of the conventional features of a genre will allow a strong genre identification; the presence of fewer features, or the presence of features of other genres, will result in a weak or ambiguous genre identification" (Schauber 403).

Genres can act as constraints on readers as well. Adabiyotshunos tarixchi Xans Robert Xauss describes genres as creating a "horizon of expectation " under which readers will interpret texts based on how much they correspond to the features of the genre they recognize from works they have previously read.^[40] The classification-system concept results in a polarization of responses to texts that do not fit neatly into a genre or exhibit features of multiple genres: "The status of genres as discursive institutions does create constraints that may make a text that combines or mixes genres appear to be a cultural monstrosity. Such a text may be attacked or even made a scapegoat by some as well as be defended by others" (LaCapra 220).

Under the more modern understanding of the concept of genre as "ijtimoiy harakat " à la Miller,^[37] a more situational approach to genre is enabled. This situational approach frees genre from the classification system, genre's "tyranny of genre". Relying on the importance of the rhetorical situation in the concept of genre results in an exponential expansion of genre study, which benefits literary analysis. One literature professor writes, "The use of the contemporary, revised genre idea [as social action] is a breath of fresh air, and it has opened important doors in language and literature pedagogy" (Bleich 130). Instead of a codified classification as the pragmatic application of genre, the new genre idea insists that "human agents not only have the creative capacities to reproduce past action, such as action embedded in genres, but also can respond to changes in their environment, and in turn change that environment, to produce under-determined and possibly unprecedented action, such as by modifying genres" (Killoran 72).

Stabilization, homogenization and fixity

Never is there total stabilization in a recognized genre, nor are there instances that indicate a complete lack of homogenization. However, because of the relative similarities between the terms "stabilization" and "homogenization", the amount of stabilization or homogenization a certain genre maintains is based on opinion. Necessary discourse is, obviously, always needed and is thus considered perfectly stabilized. In rhetorical situation or antecedent genres, that which is unprecedented mostly leads to stable and predictable responses. Outside the natural setting of a given form of discourse, one may respond inappropriately due to an unrecognized alternate. The unrecognized alternate is created by the lack of homogenization or differing expectations in the presented rhetorical situation.^[39]

Fixity is uncontrolled by a given situation and is deliberately utilized by the affected before the rhetorical situation occurs. Fixity almost always directly effects stabilization, and has little to no bearing on homogenization. The choice of discourse will provide a certain value of fixity, depending on the specific choice. If a situation calls for more mediated responses, the fixity of the situation is more prevalent, and therefore is attributed with a stable demand of expectations. Stability nor fixity can be directly affected by the subject at hand. The only option is affecting homogenization which in turn, can positively or negatively affect stability. Directly choosing a fixed arena within genre inversely alters the homogenization of said chooser constituting as a new genre accompanied with modified genre subsets and a newly desired urgency. The same ideological theory can be applied to how one serves different purposes, creating either separate genres or modernized micro-genres. (Fairclough)

Genre ecology and activity theory

Activity theory is not grounded in any one area of field of research, but instead draws from several disciplines including psychology, behaviorism, and socio-cultural studies. Although activity theory originated in the social sciences, it is currently applied most frequently to social-scientific, organizational, and writing studies. Modeled as a triangle, activity theory considers how multiple factors (subject, object, mediating artifacts, rules, and division of labor) existing in an activity system (environment) interact to achieve an outcome. Central to activity theory is the concept of mediation. Human activities are driven by a need to achieve a certain outcome or goal. Typically this activity is mediated by artifacts which include tools, language, signs, and cultural norms. In "Textual Objects" Cheryl Geisler explains that texts are traditionally identified as meditational means to complete a task, though she offers that texts might also be identified as the motive in discourse communities in which text is valued as the outcome as opposed to the means of an outcome. Geisler notes that texts produced for meditational means are typically more private/personalized, whereas texts identified as objects are often written with a public motive. She does not argue, however, that texts should exist exclusively as one or the other, but rather she suggests that texts can function as both.^[41]

For some genre theorists, such as Clay Spinuzzi, genres are tools-in-use, and as such can be seen as mediating objects within the world. This view of genre as a tool-in-use is exemplified in the school of genre theory that studies genres' relationships to activity systems.^[42] In his article "Textual Grounding: How People Turn Texts into Tools," Jason Swarts asserts that users utilize texts as tools when they recognize the text's specific value in a rhetorical situation or environment. User's then "ground" texts, altering the texts structure for personal use, to make them usable under very specific conditions. The user takes the text from a "formalized representation of information" to a personal tool. Swarts argues that the meaning of a text is established by uptake of the users, though this varies depending on the user and the user's goal.^[43] Xuddi shunday, ichida Tracing Genres Through Organizations: A Sociocultural Approach to Information Design, Clay Spinuzzi asserts that the use of certain tools in certain situations can help users to act purposefully in that activity.^[44] Within this tradition of genre studies, "Genres are not discrete artifacts, but traditions of producing, using, and interpreting artifacts, traditions that make their way into the artifact as a form-shaping ideology."^[45] The study of genres as mediating artifacts within activity systems is closely related to Faoliyat nazariyasi, in which the interactions of different spheres of activity are examined. Activity theory, according to David Russell, "traces cognition and behavior, including writing, to social interaction."^[46] Activity theorists examine the ways that the work done in one sphere of activity could potentially change the work done in another. For example, Russell examines how people use writing to mediate their activities, and how changes in one activity can lead to changes in another activity. Russell points out that "the activity system of cell biology research is not confined to universities. It also extends into boundary activity systems of drug companies, government medical research facilities, and so on."^[47] Subtle changes in the use of writing in one activity can effect changes in the use of writing in related systems. If the government sets down new pharmaceutical documentation laws, then the teaching of how to document the distribution of pharmaceuticals will change, not just in pharmacies, but also in hospitals and nursing classrooms. Activity systems are always in flux, because subtle changes in one level of the system result in subtle changes in other levels of the system.^[48] Activity systems are still relatively stable, despite their constant flux. The changes within them are often subtle, and large scale changes usually occur over long periods of time.

Genre ecology describes the dense connections between genres within the activities that they mediate. Multiple genres mediate a single activity; no genre exists in isolation.^[49] In "The Ecology of Genre" Anis Bawarshi argues that genres are "rhetorical ecosystems" in which participants actively enact and, consequently, reenact social practices, relations, and identities. Participants use genre to interpret and perform social motives which sustain rhetorical ecosystems that produce social contexts, practices, and identities.^[50] For Spinuzzi, and other genre theorists studying the social aspects of genre (like Carolyn R. Miller, Amy Devitt, and Kathleen Jamieson, among others), genre is more than a category or artifact; genre is a way of interacting with the world. In the study of genre ecologies, genre is seen as a way people can accomplish activities.^[51] Like activity systems, genre ecologies are not entirely stable, because activities change, causing the genres mediating them to change, as well.^[52] Take, for example the digitization of the workplace. Before computers, the workspace was largely mediated by genres such as the paper memo,or the company newsletter. After digitization, paper memos and paper newsletters began to disappear. Memos and newsletters did not disappear; instead, their distribution method changed. Now, memos and newsletters are disseminated electronically in emails. The genres of the memo and newsletter still exists, but they have changed, slightly, to reflect the changes in the activity system that they mediate.

Secondary speech genres

Mikhail Bakhtin's theorization of complex, secondary speech genres as composites of simple, primary speech genres in the analysis of the interaction between the multiple competing voices and registers in literary works. Bakhtin defines complex, secondary speech genres as "novels, dramas, all kinds of scientific research, major genres of commentary, and so forth [that] arise in more complex and comparatively highly developed and organized cultural communication" (62). While Bakhtin focuses on the historical emergence of the novel in much of his work, in his essay "The Problem of Speech Genres," he makes clear that his theory can be applied to all literary genres, including "profoundly individual lyrical work[s]" (61) such as the pastoral elegy. Complex, secondary speech genres are formed by "absorb[ing] and digest[ing] various primary (simple) genres that have taken form in unmediated speech communion" (62). Primary speech genres are "short rejoinders of daily dialogue," "everyday narration," "brief standard military command" (60), "verbal signals in industry" (63), "letters, diaries, minutes, and so forth" (98), notable for their referentiality to and function within the pragmatic communicative contexts of "extraverbal reality (situation)" (83). When primary speech genres are absorbed by secondary ones, they are "altered and assume a special character," losing "their immediate relation to actual reality and to the real utterances of others" (62). This process of absorption and digestion of primary speech genres by secondary ones leads to a "more or less distinct dialogization of secondary genres, the weakening of their monological composition" (66). While Bakhtinian dialogization may weaken the monological composition of secondary speech genres, it does not preclude a dominant theme, ideology, or cultural meaning from arising out of interplay of the "various transformed primary genres" (98) that make up a secondary work (although, Bakhtin admits, this dominant ideology is difficult to isolate in complex works, and is, to a certain extent, left open to the interpretation of individual readers). Bakhtin explains that primary genres undergo a more or less thorough process of contestation and resolution within the secondary work they constitute and "enter into actual reality only via the [work] as a whole, that is, as a literary-artistic event and not as everyday life" (62). "As a rule, these secondary genres of complex cultural communication play out various forms of primary speech communication" (Bakhtin 98). Even as a work permits and enacts dialogization between characters, conventional forms, and semantic content, it resolves or "finalizes" that content into a "wholeness" of utterance, which is intelligible to readers, and therefore "guarantee[s] the possibility of response (or of responsive understanding)" (76). Through the finalization of disparate conventional and thematic strands, a work achieves the fullness of what Bakhtin calls its "specific authorial intent," Milton's "speech plan" or "speech will" for his work, and readies itself for responsive understanding (reception, interpretation) on the part of readers (77). Despite its internal dialogization, the work delivers itself to readers as a semantically exhaustive whole, and in this way uses its internal drama to respond ideologically to its genre: "other works connected with it in the overall processes of speech communication in [its] particular cultural sphere" (75). These include "works of predecessors on whom the author relies," "other works of the same school," and "works of opposing schools with which the author is contending" (75). In this way the work forms a crucial "link the chain of speech communion" of its genre (76).^[53]

Shuningdek qarang

• Computer and video game genres
• Film janri
• Fantastika
• Badiiy janr
• Adabiy janr
• Musiqa janri
• Qurilma uchastkasi
• Birja belgisi
• Genre criticism

Izohlar

Adabiyotlar

• Charaudeau, P.; Maingueneau, D. & Adam, J. Dictionnaire d'analyse du discours Seuil, 2002.
• Coe, Richard. "'An Arousing and Fulfillment of Desires': The Rhetoric of Genre in the Process Era - and Beyond." Genre and the New Rhetoric. Ed. Aviva Freedman and Peter Medway. London: Taylor & Francis, 1994. 181-190.
• Jacques Derrida. "The Law of Genre." Muhim so'rov. Autumn, 1980, vol. 7, yo'q. 1, pg. 55.
• Devitt, Amy J. "A Theory of Genre." Writing Genres. Carbondale: Southern Illinois University Press, 2004. 1-32.
• F.W. Dobbs-Allsopp. "Darwinism, Genre Theory, and City Laments." Amerika Sharq Jamiyati jurnali. Oct-Dec, 2000, vol. 120, yo'q. 4, pg. 625.
• Fairclough, Norman. Analysing Discourse: Textual Analysis for Social Research Routledge, 2003.
• Joseph Farrell. "Classical Genre in Theory and Practice." Yangi adabiyot tarixi. Summer, 2003, vol. 34, yo'q. 3, pg. 383.
• Monika Fludernik. "Genres, Text Types, or Discourse Modes? Narrative Modalities and Generic Categorization." Uslub. Summer, 2000, vol. 34, yo'q. 2, pg. 274.
• Genette, Gérard. The Architext: An Introduction. 1979. Berkeley: University of California Press, 1992.
• Killoran, John B. "The Gnome In The Front Yard and Other Public Figurations: Genres of Self-Presentation on Personal Home Pages." Biography 26.1 (2003): 66-83.
• Коробова А.Г. Теория жанров в музыкальной науке: история и современность. Москва: Московская гос. консерватория, 2007
• LaCapra, Dominick. "History and Genre: Comment." New Literary History 17.2 (1986): 219-221.
• Victoria Pineda. "Speaking About Genre: the Case of Concrete Poetry." Yangi adabiyot tarixi. Spring, 1995, vol. 26, yo'q. 2, pg. 379.
• Michael B. Prince. "Mauvais Genres." Yangi adabiyot tarixi. Summer, 2003, vol. 34, yo'q. 3, pg. 452.
• Rosso, Mark. "User-based Identification of Web Genres." Journal of the American Society for Information Science and Technology 59 (2008): 1053-1072.
• Schauber, Ellen, and Ellen Spolsky. "Stalking a Generative Poetics." New Literary History 12.3 (1981): 397-413.
• Hayden White. "Anomalies of Genre: The Utility of Theory and History for the Study of Literary Genres." Yangi adabiyot tarixi. Summer, 2003, vol. 34, yo'q. 3, pg. 597.
• Carolyn Williams. "Genre Matters: Response. (Analysis of Literary Genres)." Viktoriya tadqiqotlari. Winter, 2006, vol. 48, yo'q. 2, pg. 295.

Tashqi havolalar

• An Introduction to Genre Theory by Daniel Chandler
• Genre Across Borders (GXB)
• Maxsus son Composition Forum on Rhetorical Genre Studies
• A genre analysis related international conference: You can find some information and events related to Metadiscourse Across Genres by visiting MAG 2017 website