Experiencing Fictional Worlds.

Intro -- Experiencing Fictional Worlds -- Editorial page -- Title page -- Copyright page -- Table of contents -- List of contributors -- Preface -- Acknowledgments -- 1. Introduction -- 1.1 From possible worlds to fictional worlds -- 1.2 Text World Theory -- 1.2.1 An introduction -- 1.2.2 The structure of Text World Theory -- 1.2.3 Text World Theory and experientiality -- 1.4 Book overview -- References -- Part 1. Foundations of fictional worlds -- 2. Immersion and emergence in children's literature -- 2.1 Immersion and its correlates -- 2.2 The developmental literacy of immersion -- 2.3 Mind-casting and emergence -- 2.4 Immersion, emergence, emotion, resonance -- References -- 3. A predictive coding approach to Text World Theory -- 3.1 Introduction -- 3.2 Predictive Coding -- 3.3 Predictive Coding, texts and text-worlds -- 3.4 A text-world analysis -- 3.5 A Predictive Coding analysis -- 3.6 Conclusion -- References -- 4. World-building as cognitive feedback loop -- 4.1 Introduction -- 4.2 Knowledge in Text World Theory -- 4.3 World-building as cognitive feedback loop -- 4.4 'The Glace Bay Miners' Museum' -- 4.5 Conclusion -- References -- Part 2. Forming fictional worlds -- 5. Experiencing horrible worlds -- 5.1 Introduction -- 5.2 Building and experiencing horrible worlds -- 5.3 Stephen King's 'IT' -- 5.3.1 Category jamming in 'IT' -- 5.3.2 Conceptual movement in 'IT' -- 5.4 Manipulation in the text-worlds of horror -- 5.4.1 Foreshadowing -- 5.4.2 World-building manipulation -- 5.5 Conclusion -- References -- 6. Framing the narrative -- 6.1 Commencing at the frame -- 6.1.1 Cognitive frames and textual framings -- 6.1.2 The "fictive publisher" frame -- 6.2 Chamisso's 'Peter Schlemihl' and the dynamics between "storyworld", "fictive publisher" frame and extratextual reference space.

6.2.1 Creating the distance between intra- and extratextual world(s) -- 6.2.2 Building the bridge and a stepping stone to re-engage the reader -- 6.3 Conclusion -- References -- 7. Constructing inferiority through comic characterisation -- 7.1 Introduction -- 7.2 Characterisation in literature and comedy -- 7.3 Constructing superiority: Cueing identification with the comic protagonist -- 7.4 Constructing inferiority: Positioning the protagonist as a target of humour -- 7.4.1 Self-deprecating humour and character likeability -- 7.4.2 Embarrassment, empathy and cringe comedy -- 7.5 Conclusion -- References -- 8. Cognitive grammar and reconstrual -- 8.1 Introduction -- 8.2 Cognitive Grammar as stylistic tool -- 8.2.1 Focusing and specificity -- 8.2.2 Prominence and reference point chains -- 8.2.3 Subjective and objective construal -- 8.3 Margaret Atwood's "The Freeze-Dried Groom" -- 8.4 Analysis -- 8.4.1 Atmosphere and tone -- 8.4.2 Cohesion and coherence -- 8.5 The importance of re-reading -- References -- Part 3. Fictional worlds in context -- 9. Immersive reading and the unnatural text-worlds of "Dead Fish" -- 9.1 Introduction -- 9.2 Unnatural text-worlds and "Dead Fish" -- 9.2.1 Conceptualising first-person plural referents -- 9.3 Reading unnatural minds -- 9.4 An ambiguous and indifferent end -- 9.5 Comparing emotional reading experiences of "Dead Fish" -- 9.6 Conclusions -- References -- 10. Experiencing literature in the poetry classroom -- 10.1 Introduction -- 10.2 Studying literature in schools -- 10.3 Experiencing "Cold Knap Lake" -- 10.3.1 Experience as pre-figured response -- 10.3.2 Experience as collaborative response -- 10.3.3 Experience as divergent resourcing -- 10.4 Conclusion -- Note -- References -- 11. Sharing fiction -- 11.1 Introduction -- 11.1.1 Pre-school reading practices -- 11.1.2 An empirical approach.

11.2 Sharing fiction: The storytime discourse-world -- 11.2.1 Real readers: William, Rosie and Matthew -- 11.2.2 Interactive interpretation: Guiding talk and text-worlds -- 11.2.3 An example: Understanding crying monsters -- 11.3 Pictures: Direct perception and access to text-worlds -- 11.4 Conclusion: A shared, interactive negotiation -- References -- 12. Afterword -- References -- Subject index.

This volume presents contributions drawing upon a range of theories and frameworks based on the text-as-world metaphor. This text-world approach is fruitfully applied to a wide variety of text types, from poetry to genre-specific prose to children's story-books.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.