Nella poesia. Testo letterario tra storia e didattica

This book takes its starting point from my previous works on literary text and teaching published since 2014. I have returned to it with that taste of the researcher balancing between tradition and innovation. In fact, the intention is to reinterpret the substantial heritage of current theories and methods in literature, in light of renewed stimuli coming both from within the fields of interest and from related or even sister sciences. This is also accounted for in the pages that follow. Without the prompting of students, scholars, and colleagues to make some of my research, distributed over approximately twenty years, readily available, it would not have seen the light of day. And so, here it is. With new attire but the same enthusiasm. In recent years, the reasoning on the text has developed very stimulating lines of inquiry. Among the most compelling are the relationship between language and dialect, the mimesis of linguistic variation, the use and repositioning of the classics, up to the rediscovery of theories on rhetorical figures enriched by contributions from neo-social psychology. We all know that the cognitive dimension has always been considered a silent guest in textuality. Not so much because psychology has dealt with it and deals with it profitably (if anything, this is a consequence), but because of the awareness that the act of creation is a cognitive and productive process, both internalist and externalist, a reflection of the world and the world acted upon. Among the most interesting and effective resources for teaching, happily acclimatized in the context described here, valency grammar is undoubtedly among those that has offered the most stimuli and support to research and teaching. The following pages provide extensive coverage of it. It highlights the powerful functionalities of text teaching driven by the activity of linguistic manipulation and recreation.