Collected Works, Vol. 2 by Velimir Khlebnikov

In Hudozhestvenny′j tekst kak dinamicheskaya sistema: Materialy′ mezhdunarodnoj nauchnoj konferencii (pp. Poe′tika strannogo v russkom modernizme: ot Harmsa k Hlebnikovu. Morozny′e uzory′: Stihotvoreniya i pis′ma. Mova: Naukovo-teoretichnijchasopis z movoznavstva, 7, pp. Osobennosti poe′tiki Velimira Hlebnikova skvoz′ prizmu obrazov pervoe′lementov By′tiya. Osobennosti pereosmy′sleniya obrazov pervoe′lementov By′tiya v rechi N. (Comps.) Poe′tika i e′stetika slova: Sbornik nauchny′h statej pamyati Viktora Petrovicha Grigor′eva (pp. Nauka ob avangarde: mezhdu solidarny′m i nesolidarny′m chteniem. «Molodoj chelovek (gospodin), udivivshij storozha» (Zametki k teme «Harms i Hlebnikov»), Daugava, 1, pp. Poe′tika «OBE′RIU» v kontekste russkogo literaturnogo avangarda (in 2 vols.). Nasledniki Velimira (K probleme «Obe′riuty′ i Hlebnikov»). Slovotvorchestvo i smezhny′e problemy′ yazy′ka poe′ta (pp. Polnoe sobranie sochinenij (in 25 vols.). Polnoe sobranie sochinenij (in 3 vols., 6 books). Gorlo bredit britvoyu: Sluchai, rasskazy′, dnevnikovy′e zapisi. In Aziya v Evrope: vzaimodejstvie civilizacij: Nauchnaya konferenciya «Yazy′k, kul′tura, e′tnos v globalizirovannom mire: na sty′ke civilizacij i vremen» (in 2 parts). «Spichki sud′by′» Velimira Hlebnikova: poe′tika plameni. Platonov, Harms, Hlebnikov In Wiener Slawistischer Almanach, 63, pp. E′nciklopediya simvolov, znakov, e′mblem.

As opposed to a hermeneutic response, which considers only what a text means, or a formal approach, which might look at grammar or rhetoric, poetics considers how a text is made, and thus offers insight into a student's writing process.Andreeva, V. The paper reviews previous discussions of the philosophical foundations of writing and academic skills instruction (Taylor's, in particular) and considers the potential value of an approach based in poetics. The task for the language and academic skills adviser is to find a balance between form and content, without assuming the role of discipline expert, or ignoring the influence of language (grammar or discourse). That is to say, a sharp division between form and content cannot be maintained and exclusive focus on grammar may be of limited help to the learner. Similarly, the content specialist who does not have an insight into the discursive element of the student's work may know when a piece of writing is inadequate, but may be unable to help the student progress or develop. surface, of seeing the symptom but not the cause of a student's difficulties. Dealing solely with the form, or structure of a student's text, leaving questions of content (and presumably, the student's understanding of that content) to subject or discipline lecturers, the language and learning adviser risks only scratching the. As Gordon Taylor pointed out in several seminal articles on our discipline, language and academic skills practitioners are faced with a dilemma.

Collected Works, Vol. 2 by Velimir Khlebnikov