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Along the lines of an earlier research project focusing on the interpreting subject figurae in contemporary literary criticism, I aim at reflecting, based upon a set of close readings, on the use of the body and body-related metaphors in critical interpretation conceptualizations, particularly in Jean Starobinski's works. Marking an „actual presence”, be it a superficial image or a metaphor ultimately instrumenting a concept otherwise difficult to circumscribe, the use of the body (as a figura of the object to be interpreted, as well as a figura of the interpreting subject) in Starobinski's theoretical writings on the critical act, resorts to earlier rhetoric stratagems, yet mentions, at the same time, a different (as well as difficult) relationship between the critical subject and its own figural occurrence in its own text. [ABSTRACT FROM AUTHOR]

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Dealing with the history of literary forms in European literature, the paper investigates the way cultural traditions forged them (by discussing what forms are interpreted as "poems", starting with a peculiar testimony from the Enneide) and how misreadings often perpetuated them; the paper focuses on the case of visual poetry, which is traditionally established in Horatio's poetics, and aims at proving that there is no objective way of establishing literary species, that they are the result of historically limited cultural conventions and interpretations. Furthermore, written forms of poetry are to be understood as imagining, in a visual system, the sonority of spoken language - again, with no objective guide for a so called transcription of voice. [ABSTRACT FROM AUTHOR]

Improving and maintaining researchers' academic writing competencies is the central goal of research focused higher education institutions in their endeavour to achieve scientific visibility and excellence in research. This article proposes an in-depth needs analysis validation that would be used as an instrument to fundament, improve and adapt academic writing programs. The project aims to develop academic writing skills based on enhanced interventions focused on identified needs of master and Ph.D. students (N = 33). The need analysis was conducted using an adapted version of the Duszak and Lewkowicz (2008) questionnaire. Results are suggesting that the number of already published articles does not function as an objective predictor for the development of academic writing competencies, both categories (social and hard sciences) aiming in comparable percentage to increase their skills. Investigating students' needs regarding academic writing process is an important tool to adapt the specific teaching approach and to enhance the learning experience and outcomes. [ABSTRACT FROM AUTHOR]