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The main objective of this paper is to revisit the category known as “brazilianism”. This category is analyzed from a traditional and historical perspective, which regards “brazilianisms” as particular expressions or words, coined in Brazil, that diverge from Portuguese expressions. This category is also analyzed from a lexicographical perspective, which, based on a traditional view, labels certain lexical items as “brazilianisms”. This paper is based on literature review dating back to the first records of these formations, as well as on the investigation of modern dictionaries. A common core of all definitions of “brazilianisms” discussed throughout this paper is that this category distinguishes Brazilian Portuguese (BP) from European Portuguese (EP), although there is disagreement with respect to the etymological origins of these formations. This paper does not acknowledge this as a problematic fact, and further concludes that the profusion of etymological sources (e.g., Amerindian, African, and Portuguese) is one of the fundamental characteristics of “brazilianisms”. Additionally, this paper revisits Mario de Andrade’s contributions to the topic, based on his particular view of “brazilianisms”, from his project titled Gramatiquinha. The label “brazilianism” is then extended to encompass not only words, but also various constructions and strategies which, nonetheless, would be typical of BP. Finally, the main contribution of this paper lies in the attempt to trace back the history of the concept of “brazilianism”, to rediscover it, and to think about which structures and contemporary trends in BP could be investigated under this category.

According to Inpe – Instituto Nacional de Pesquisas Espaciais, disasters are calamitous events that cause great negative impact on society and are essentially distinguished by their origins, that is, by the nature of the phenomenon which triggers them. Earthquakes, deluges, storms, tsunamis, floods, among others, are examples of common natural phenomena that can cause natural disasters. The aim of this paper is to present the analyses of some metaphor occurrence in the economic-financial discourse related to the global economic crisis which originated from these natural disaster denominations. This crisis, which had its major disclosure in 2007, has caused the (re)appearance of many new metaphorical Lexical Items to denominate the actions, institutions, processes, etc., which affected the financial system of several countries, causing negative effects on the economy of these nations. Lexical Items such as storm, deluge, flood and tsunami, for example, have assumed terminological characteristics and started to denominate in a more concrete way the concepts related to the crisis. Under the light of Conceptual Metaphor and Frame Semantics theories we analyze in this paper some metaphorical Lexical Items used in the press discourse to refer to the crisis, published in Folha de S. Paulo newspaper from August 2007 to December 2013.

This paper presents some results concerning the Project Cultural and educational values in specialized metaphor: multiple images of the world economic crisis in print media, which is being developed under Capes-DGPU Program, a cooperation program established between Brazil and Spain in order to support exchange and research among researchers and post-graduate students from Brazilian and Spanish universities. Based on the corpus of journalistic texts constituted within this project, we emphasize, in this paper, the relations between Economics and Medicine. These relations, established through metaphors and other figures, show how these two sciences establish intersections, which are reflected in the terminology of the world economic crisis.

This paper aims to offer some remarks upon the argumentative use of images - mainly photographs - in the legal proceedings of the criminal and labor areas. Notions and categories of dialogical discourse analysis, inspired in the works of Bakhtin and the Circle, are the theoretical-methodological basis of the paper. We understand that every utterance in law proceedings belongs to a genre defined in the ideological sphere of law and, as such, presents a thematic content, style, and compositional form appropriate to the genre. In addition, they constitute themselves as the unique discursive project of the enunciator, who occasionally combines words and images in the construction of persuasive sense. In the statements presented, the set of words and images expressed evaluative standpoints, whether in agreement or not. Moreover, the analysis showed some different voices of the countless speeches that circulate in our society.

This paper focuses on the textual and discursive organization of the oral genre "conference" (also called, in this paper, "oral presentation"). Based on text planning and context production, our goal is to analyze, textualization strategies employed by the user and "top-down" regulations (regulations forced into the enunciation due to their given social place, language and genre) that interfere in such production and, therefore, are present in the texts being studied. The corpus chosen is part of the formal utterances (a university level class), transcribed by the NURC - Urban Standard Language in São Paulo City Project (Projeto da Norma Urbana Culta da Cidade de São Paulo – SP) and published by Castilho and Preti (1986). Our theoretical framework leans on the aspects related to Discourse Textual Linguistics, as proposed by Adam (2000). From this perspective, we investigate the relationship between the macro-structural organization of the text and the various external factors at play in the textual elaboration of the corpus under analysis. Our focus lies on the aspects related to the communicative situation and to the interaction among speakers. The results of the analyses raise discussions regarding the interaction postulated by Adam (2000) between “bottom-up” regulations, which govern the chains of propositions in the system constituting the text, and “top-down” regulations, which are imposed by the situations of interaction and by genre. This way, we also try to show, in our analysis, that oral presentations have specific textual strategies. An example is the adoption of a narrative textual type which can be an indication of the asynchronous character of such genre, once the narrative is monological (in the conversational sense) and limits the possibilities for cooperation from the listeners. Thus, under the impact of the search for expression and for interaction, statements can take infinite forms, but genres and languages interfere as factors that regulate the textuality process.

This paper aims at dealing with issues related to language spoken in the classroom, focusing on discursive practices that highlight argumentation. We believe that the discussions that were made around genres, especially guided by the studies of Bakhtin and Text Linguistics, have been providing a breakthrough towards the necessity for the school to promote language teaching through the discursive genre approach. That is what we expect to be happening since both writing and spoken modalities deserve space in learning. We believe that oral genres demand that teachers acquire specific knowledge of the features of spoken language interaction that arise from its use in practical situations. Because these studies are recent among our researchers (not longer than three decades), they should still be very present in our discussions. In this paper, we focus on a specific genre of oral tradition – the debate. It is ideal for knowledge building and taking a stand at issues that arise in society, all of which is particularly important to the school. Besides contributing to the development of skills required by certain sociodiscursive practices, it is proposed that the teaching of argumentation in oral genres concentrate on the observation of selected strategies in interactions. We are particularly interested in interactions that emerge when one interaction party is trying to persuade the other. The corpus consists of the transcriptions of debates which occurred both in the classroom and in other contexts, such as the media. The methodological approach is done by identifying the arguments and their strategic use in specific situations. The theoretical discussion rests on the works of Orecchioni (2010), Marcuschi (2004), Dolz and Schneuwly (2004), Perelman and Olbrechts-Tyteca (1996 [1958]), among others.

Although modernist writers claimed to “look within” and portray the workings of the mind rather than the material world “out there”, recent criticism in cognitive narratology, by David Herman, and genetic criticism, by Dirk Van Hulle, has punctured the myth of an “inward turn” by demonstrating how fictional minds in modernist narratives can be considered from the perspective of the Extended Mind Theory. This paper wishes to corroborate this criticism by examining two chapters from Virginia Woolf’s To the Lighthouse, thus further demonstrating how the modernists’ intuitive shaping of fictional “extended minds” was informed by their own cognitive experiences with “thinking on paper”. I will touch upon the theoretical implications of combining genetic criticism and cognitive narratology, not only for a further renegotiation of the modernist project but also for the concept of authorship within the domain of genetic criticism. The central aim of my further research will be to investigate if the application of theories of distributed cognition can provide a re-definition of literary authorship.

Abstract: As is the case with so many first drafts, some of Beckett's manuscripts still contain gaps: zones in the text that are either left completely blank, or are otherwise indicated to be filled in at a later stage in the writing process. Such gaps are interesting milestones for any genetic critic, because they may indicate a hesitation on the author’s part during the writing process: a name not yet decided on, a word or phrase that needs fine-tuning, etc. In Beckett’s case, these gaps are especially significant, because they feature so prominently in his published works as well: from the startling “(Hiatus in MS.)” in his early novel Watt to the phrase “and here a word he could not catch” in his last prose text Stirrings Still, narrative pauses, interruptions, and false starts have undoubtedly become a leitmotif throughout Beckett’s oeuvre. Encoding Beckett’s own hiatuses for a digital edition of his manuscripts, however, poses a problem. While the TEI’s element may intuitively seem like the perfect match, the description of the element is in fact more closely related to the textual feature we wish to encode. And although these gaps/spaces will invariably differ in appearance (a blank space; an indented string of characters; a symbol of some kind; etc.) and motivation (inadequacy; indecisiveness; etc.), the TEI does not yet allow either of these elements to be classified further through the @type attribute. Using the manuscripts of Beckett’s Malone meurt as a case study, this paper makes a case for the TEI’s element to be added to the att.typed class (a feature request for which was approved while writing this paper), and makes a first attempt at a typology of Beckett's use of hiatuses in his manuscripts.

Digression occurs in a momentary action of suspension of a topic, in which a new and of more interest one is introduced in that moment, followed by the reintroduction of the original topic. According Dascal and Katriel (1979), there are three types of digressions: 1) the one based on the enunciation; 2) the one based on the interaction; and on 3) inserted sequences. This paper aims to investigate the use of these three types of digressions in oral texts produced by Capixabas speakers, extracted from typically labovian interviews from the PortVix database. The objective of this research is to observe to what extent the interaction, by employing this strategy, is a kind of reorientation of its meaning. The qualitative analysis of the data showed that digression is a conversational strategy which is widely used by the speaker and, despite its suspensory and fluctuating character, it should be considered a coherent event, provided that it decisively intervenes in the establishment, and maintenance of textual and interactional organization of the communicative event.

This paper discusses meaning change in the domain of junctions. According to a theoretical frame which grants pragmatics a status of driving force of change, I focus on the importance of context for the emergence of polysemy and seek criteria to analyze the tendency for meaning subjectivization. Therefore, I perform an empiric analysis, from a longitudinal perspective, of the semantic reanalysis process which has led enquanto, originally a temporal conjunction, to express contrast.

This paper studies how Portuguese textbooks of high school, approved by the Programa Nacional do Livro Didático-2015, approach the teaching of adjectival subordinate clause. Several researchers (Bagno, 2011; Neves, 2011; Travaglia, 2009, 2011) address the issue of grammar teaching, questioning the mechanistic and traditional teaching of identification and classification of linguistic units (morphological and syntactic). These authors argue the articulation of grammar with the teaching of reader and writer skills, so that linguistic resources are studied in mobilizing effects of meaning in the textual construction. The choice of textbooks corpus, therefore, was determined by the grammar teaching proposal explicitly stated in the manuals for the teacher (part attached to the textbook), under which linguistic resources are subsidiary to the reading and writing teaching. First we compare the proposal of manuals on the teaching of grammar and what was accomplished in the book of the student, more specifically on the proposals for the teaching of adjectival subordinate clause. Then, from the study on the functional description of the adjectival subordinate clause (Câmara, 2015), which is based on Functional Discourse Grammar (Hengeveld e Mackenzie, 2008), we studied how some descriptive aspects can be subsidiary for the teaching of the adjective clause, aiming at the development of reading and writing skills. The reason for the choice of this theoretical support is the fact that grammar is hierarchically structured in levels and layers of linguistic analysis, and the pragmatic units determine the semantic units, which in turn determine the morphosyntactic units which, in turn, determine the phonological units. The data show that remains, in the educational proposals of the relative clause in high school textbooks, a grammar teaching that focuses primarily in the nomenclature, metalanguage and in the normative grammar rules. There isn’t many reflection of the linguistic resource from authentic texts to understand how the effects of sense are produced. On the other hand, these materials have a different view of traditional teaching, because some of them consider pragmatic aspects in the non-restrictive relative clause concept.

Our goal is to support the partial analysis suggested by Andrade (2015a) that a set of sentences introduced by “where” when in a not interrogative question in the Portuguese spoken at Libolo/Angola (PLb) doesn’t introduce relative sentences, but it introduces sentences with a syntactic discursive category. In order to corroborate our analysis, we take as a basis some studies on the Capeverdean, variety from St. Nicholas (CSN), developed within the syntax-phonology interface framework. Our conclusion is that the sentences with “where”, when in a not interrogative question in PLb, and that is always followed by “é que” (“is that”), can be involved in the concept of highlighter, a syntactic discursive marker. The comparison between PLb and CSN, presented in this paper, is made between restructured languages (following Holm, 2004): (i) the PLb that is considered a partially restructured language – see Figueiredo e Santos (2014) among others; and (ii) the CSN that is considered a fully restructured language – see Zanoli (2015) among others.

This paper aims at introducing the concept of crisis in the economic scope, its denominations in Brazilian Portuguese (BP) and European Spanish (ES), concluding with its denominative variants in both languages, such as: economy crisis, 2008 crisis, major crisis and major globalization crisis; crisis económica, crisis de 2008, gran crisis e gran crisis de la globalización, respectively, searching to identify the types and causes of these variations. These variants, as fragments, already proposed by Freixa (2014), present the following types: morph syntax variations which are related to an inferior lexicon character, being either by alteration in its syntagmatic structure or by maintenance or change of gender or number; lexicon – may be considered the synonymy itself, since there is total change between both lexical units which will produce the same meaning. Among the causes already proposed by the author (Freixa, 2014), only the following causes will be considered: the functional one, which is constituted by different communicative registers; the stylist icon, which is related to the author’s communicative options and needs. The types and causes of variations will be in traduced, exemplified and analyzed according to the contexts collected from the Brazilian and Spanish corpora, which integrates the Project Valores culturais e didáticos na metáfora de especialidade: as múltiplas imagens da crise econômica mundial na imprensa escrita (Cultural and Didactic Values in the specialty metaphor: multiple images of the world economy crisis in the written midia) – an integrated research Project by USP – University of São Paulo, UEM – State University of Maringa, Unesp and University of Vigo, funded by CAPES/DGPU. As a conclusion, it was observed that the search for denominative variants has been relevant to introduce an in vivo terminology because the case of economical crisis concept and its denominations shows that variations found may go beyond the univocality.

Terminology is defined in relation to other subjects from which a set of concepts have been borrowed. Its scope of study is both interdisciplinary and transdisciplinary since it provides a set of terms for communicating and transmitting specialised knowledge in a study area (Cabré, 1998, p. 70). This paper focuses on a concrete meaning of terminology, known as vocabulary in a specialised field. Our research model is based on the specialised domain, i.e., it focuses on the set of terms used within an ordered domain of concepts and terms which in this case are related to the world economic crisis of capitalism experienced towards the end of the first decade of the 21st century. Therefore six general and specialised newspapers taken from the newspaper and periodicals library (2008-2015) were consulted to look into the use and translation (FR-ES) of the phraseology unit: “refondation du capitalisme”, which in Spanish is translated as “refundación del capitalismo”, in order to obtain data to establish a definition of the said unit unavailable in dictionaries.

This paper looks into the relationship between terminological variation and conceptual variation in a specialised corpus of economic and financial texts published between 2007 and 2013 in Spanish and French. The specific case of (financial) asset is analysed to demonstrate that a good knowledge of the actual use of these variants and their operation in context permits us to better understand cultures and best resolve particular translation problems.

In this paper, we present an analysis of the use of the ascetic treatise Libro dell’Abate Isaac of Syria by academicians of the Crusca as a source of accreditations for the preparation of the Vocabolario degli Accademici della Crusca, noted Italian lexicographical work, in light of the criteria used for the construction of the educated norm discussed by Bechara (2000)

Using dialogues with requests made by native speakers of Italian, the research we present in this paper tried to identify and analyze the perceptions of politeness of Brazilians and Italians and their possible motivations. We used a corpus composed by video and audio recordings in which pairs of native speakers of Italian perform role-play requests with low and high degree of imposition. We submitted an online questionnaire with eight videos selected from the above mentioned corpus to two groups of Brazilian (students of Italian at the beginning and at an advanced stage of their studies on the language) and two groups of Italian (living in Brazil and in Italy) informants. Based on their judgment about the videos, we tried to identify: if there were similarities or differences in the level of politeness attributed by Brazilians and Italians to the selected requests; which reasons informants gave to justify their choices; if there is a correlation between those choices and the reasons given to justify them; and, finally, comparing all these information, whether and to what extent prolonged contact with the other language and culture may change the perception of politeness of Brazilians and Italians. Our results revealed that there are more similarities than differences in the informants’ perception of politeness

From a practical perspective, this chapter seeks to reflect on the need to incorporate verbal politeness in the teaching of the Portuguese language, both oral and written modes, considering how the interpersonal interaction in various social contexts is established. Clearly a discussion on social factors involved in politeness expression is needed, as well the ability to convey and interpret the communicative functions and knowledge of the rules. This paper examines the politeness in oral and written interactions (formal/semiformal register), taking into account texts from the twentieth century as object of analysis, namely, television interviews, interviews printed later on as well as personal letters (exchanged between friends or family members) and published in collections of literary studies. This chapter also brings a brief reflection on how oral communication and writing are dealt in teaching of the Portuguese language. Our aim is to propose to elementary, secondary and high school teachers ways to work with verbal politeness in daily activities (conversations, interviews, letters, notes). Such tasks will hopefully aid students to perform their social role accordingly through various discursive practices.

This paper is based on the premise that the issue of orality must be the object of attention in mother tongue teaching. Nonetheless, there is a diversity of attitudes concerning this subject. This study discusses, in varying levels of depth, some of the most productive perspectives concerning orality. It comments on some research reports in the field in order to suggest different activities and methodologies to middle and high school teachers when handling the issue.

The present work deals with contents related to the lexicon of Brazilian Portuguese, especially in the state of Maranhão. Discussions will be carried out on the dialect composition of Maranhão, highlighting the influences of different people (indigenous and non-indigenous) that helped create its linguistic identity. The study was theoretically guided by researches developed by professors from ALiMA (Linguistic Atlas of Maranhão) and by authors such as Antunes (2009) and Ilari e Basso (2007), which produced and published surveys focused on the linguistic identity of people in general and variations of Brazilian Portuguese. This paper attempts to demonstrate that (spoken and written) Portuguese language varies not only in Maranhão, but also in the whole country, therefore demonstrating the lack of homogeneity in the language inside the same territory. Furthermore, the study emphasizes different levels of language variation with greater attention to phonetic-phonological and semantic variations of many words used in São Luís, the state capital, in relation to some other cities in the countryside of the state. Linguistic terms commonly found in the dialect of Maranhão will be presented through the use of a small popular dictionary that describes their meanings.

In this paper, the authors present a theoretical and methodological dialogue between conversational, argumentative and interactive studies. Moreover, they seek to demonstrate a possible application of this dialogue in the reality of the Portuguese Language classroom. This is done through the analysis of the oral features present in the genre “spot”, which takes the radio as a support. The work follows a procedural line with the following questions: How to operationalize oral language actions in the classroom through the rhetorical and conversational studies? Is it possible to create compelling conditions to introduce the teaching of oral aspects in the classroom practice? The study of the highlighted genre, in a rhetorical-conversational approach, responded positively to these questions by showing the possibility of inclusion of oral practice in the classroom.

In this paper, we establish relations between the uses of comma in texts written by students from the year of Middle School and the prosodic organization of Brazilian Portuguese. Even though commas usage convention is primarily syntax-based, we argue that the uses of commas in texts have prosodic regularities that, simultaneously, organize the segmentation of utterances and contribute to the constitution of sense in texts. On the one hand, we argue that prosody is a signifying structure in writing and, thus, it is not a particularity of speech. On the other hand, we defend that the uses of commas, by establishing the prosodic structure of language in writing, do reference, by a symbolic process, the way prosodic phenomena produce sense in different utterances within oral practices. As a possible application of the theoretical discussion, we propose to recognize the complexity of commas usage as a more interesting practice at school than considering its so-called syntactic homogeneity.

In this paper, we put forth some reflections upon the production of effects of orality in written texts in light of the fundaments of enunciation. In this theoretical context, we show that the study of orality in written language should not depart from the random identification of lexical and syntactic, figurative and thematic, stylistic or rhetoric resources. What matters is the identification of the interactive scenario in which these linguistic resources are manifested. The interactive scenario is configured by the relationship between narrator/narratee revealed in the text. If this relation takes place by means of the interaction between an I (narrator) and a you (narratee), either explicit or implicit, then it is instituted, in this scenario, the basic principle of dialog, of conversation, which defines the proximity condition of the interlocutors and, therefore, the interactive scenario favorable to the use of orality resources. When this relation, however, takes place in the form of a third person narrator who addresses him/herself to an implicit reader, the scenario of distancing is installed, in which orality resources may be unfit or, if they occur, they may have specific functions. This text addresses special attention to the interactive scenario set by the interaction between I/you, showing, in different examples, traits of orality determined by such interaction, and also the various degrees of proximity that this interaction may reveal in its various manifestations.

This paper describes the process of production and adaptation of phonetics and phonology teaching material for the visually impaired. The research was motivated by the lack of means to represent phonetic and phonological symbols to a visually impaired undergraduate student of the Language and Literature Course of Universidade Estadual de Maringá (UEM) [Maringá State University], Brazil, due to the fact that these symbols are elementary for the professional development of future Portuguese teachers. Considering this shortcoming and in favor of educational inclusion, the intention was to find the best method to represent these symbols. Half-structured interviews were undertaken with special education professionals who work with the visually impaired, which insisted that the Braille method is the most efficient resource for teaching and learning for these students. The result of this research was the adaptation to the Braille system, by professionals of the Centro de Apoio Pedagógico (CAP) [Center for Pedagogical Aid] in Maringá, of a book on phonetics and phonology, including symbols, organized for teachers’ formation.

Marcuschi (1977) points out that orality is an important topic to be developed in the classroom. Lamentably, however, it has been left aside, because teachers and those responsible for education do not consider it as an important feature to be emphasized in the mother tongue teaching. The main reason is the focus given to the language teaching in Brazilian schools: the school is supposed to teach writing, and how to write well. Despite the advances of Linguistic studies on speaking and writing; despite the contributions of Sociolinguistics and Conversation Analysis; and despite the overcoming of prejudices, especially on the strict distinction between the two modes, there is still a long way to go. Thus, it is beneficial to bring up a discussion on speaking and writing. After several years of Marcuschi´s findings (1977), textbook authors, teachers, researchers and those responsible for the Portuguese language teaching have another theoretical approach. Nonetheless, in practice, there is still a lot to be accomplished since writing continues to be the focus of the Portuguese language teaching in Brazilian schools. It seems that most of the teachers know the theory, but they experience difficulties when it comes to the practices of everyday school life. This paper aims to analyze oral marks or effects of orality in written literary texts, more precisely in dialogues produced. These analyzes will aid us in giving subsidies to a Portuguese teacher, so that he/she can work consistently and productively. To illustrate our observations, we have chosen fragments of chronicles written by Brazilian writer Luís Fernando Verissimo, published in three of his works: Comédias para se ler na escola, Sexo na cabeça e Amor Veríssimo.

The Theory of Argumentation within Language, developed by Oswald Ducrot, Jean-Claude Anscombre and Marion Carel, has experienced along its development different phases and forms, constantly seeking to align to what its main developer, Oswald Ducrot, called external hypotheses and internal hypotheses. This paper discusses the presence of Linguistic Theories and Philosophy in Ducrot’s work regarding concepts of Plato, Ferdinand de Saussure and Émile Benveniste, which constitute its external assumptions. The presence of these concepts culminated in the creation of different concepts that comprise the Linguistic Semantics, and gave it a specific point of view about language that emphasizes the internal relationships among language components and understands that speech is the result of a linguistic activity where an “I” speaks to a “you”.

This paper analyses the relative clauses with “ku” [substrate relativizer] and “com” [with] in the Portuguese of Almoxarife, spoken by the community of Almoxarife, São Tome island, aiming to uncover what the motivations are that trigger the use of those relativizers.

In this paper we present to the Brazilian public, interested in the history of the Italian language, a text unpublished in Portuguese written by one of the intellectuals who took part in the “questione della lingua” between the fifteenth and sixteenth centuries in Italy. This is the Dialogo della Retorica by Sperone Speroni. It seems important to emphasize that, although much quoted and studied, the “questione” still is addressed by referring only to some of its protagonists, namely Pietro Bembo, Gian Giorgio Trissino, Baldassare Castiglione and Machiavelli, forgetting that it involved all the leading intellectuals of the time (and not just them, when we think that many intellectuals until Gramsci wrote about the “questione”), and that resulted in a number of interesting texts of excellent linguistic, historical and literary quality. For this reason, and in the hope of resolving this gap, we present here the text translated into Portuguese by inserting it into the wider debate about the language.

Tradução do texto Jacques Lacan, “l’Autre” de André Breton, de Jacqueline Chénieux-Gendron, na qual a autora problematiza articulações existentes entre o pensamento de Jacques Lacan e André Breton. Translation of paper entitled Jacques Lacan, “l’Autre” de André Breton, written by Jacqueline Chénieux-Gendron, in which the author discusses intersections between the thought of Jacques Lacan and that of André Breton.

The academic community has often identified the exciting possibilities offered by the advent of touchscreen handheld devices for the dissemination of digital scholarly editions, and yet there remains little advancement into this area by scholarly editors. If tablets can be utilised successfully as a platform for editions it is crucial to first identify the preferences and habits of the user base. The aim of this paper will be primarily to convey the findings of a comprehensive user study and other related research so as to provide a body of data that could aid the scholarly community in designing effective tablet interfaces and to posit some suggestions on their role in the dissemination of scholarly editions.

The genesis of Endgame is a complicated one as no other play of Samuel Beckett testifies to such a long search for a form in which he could present his work adequately. While the overall movement of Endgame is in the general direction of reduction and distillation, the dramatic lines become clearer in each subsequent version. In order to analyse these dramatic lines, the stories told by the characters in the play serve as an interesting starting point. Because these stories are constructed in a dialogical manner, the application of Conversational Analysis is interesting as it examines narratives from a linguistic perspective by looking at the purpose of these stories and the way something is said. This linguistic approach to the stories can be extended to the drafts of the play to examine the interactional mechanisms of the turn-taking in theatrical dialogues. As a case study the paper analyses the story about the Old Questions told by the characters Hamm and Clov, and aims to demonstrate the significance of applying Conversation Analysis not only to the stories in a theatrical work, but also to the genesis of the stories themselves.

This paper presents an on-going PhD project that is part of the effort to reassess the alleged “inward turn” (Kahler, 1973) in modernist literature and place modernist fictional minds within their fictional environments. Borrowed from the domain of cognitive science, the principle of “active externalism” in general and the Extended Mind Theory in particular form the theoretical framework of the project. The practical component draws on the work of the Late Modernist Samuel Beckett and examines (1) the interactive cognitive relationship between the author and the material output of his work at various stages of the writing process (by means of genetic manuscript analysis), and (2) the way Beckett’s fictional characters interact with their environment. The purpose of the article is thus twofold: on the one hand, it demonstrates in a nutshell that cognitive processes involved in the production of narratives can be extended to include extracranial objects. In a separate line of enquiry, Beckett’s fictional minds are shown to be firmly embedded in their narrative contexts (contrary to the popular belief in the hegemony of introspection in modernist narratives), as several examples from Beckett’s (published) texts will demonstrate how fictional minds, too, extend beyond skin and skull.

While modernist writers have long been represented as evoking an internalist model of the mind, the notion of the “extended” mind recently moved to the forefront of both cognitive philosophy and cognitive narratology. These movements suggest that the mind does not purely reside “within,” but instead relies on an interplay with its environment. This insight has radical implications to the view on literary modernism; it may even form the basis for a reconsideration of its acclaimed “inward turn”. My research investigates the latter by applying this concept to a concrete case study: the digital documentation of James Joyce’s traces of reading and writing that seeped into his manuscripts. Genetic criticism plays a key role here, as we are investigating the development of Work in Progress. A practical illustration of Joyce’s extended mind at work creates opportunities to find connections between the writer’s mind and the evocations of his characters’ minds. This paper will present an overview of the preliminary intentions, desired outcomes, and possible pitfalls of this four-year project.