Bøger af Flemming Olsen

Kursus i dansk grammatik er et grundlæggende kursus i grammatik beregnet for enhver der savner overblik over den danske grammatik og syntaks, og som ønsker sig et basalt sprogligt begrebsapparat. Grundbogen præsenterer stoffet kort og præcist og er velegnet til grammatiske introduktionsforløb på en lang række uddannelser.

Kursus i dansk grammatik er et grundlæggende kursus i grammatik beregnet for enhver der savner overblik over den danske grammatik og syntaks, og som ønsker sig et basalt sprogligt begrebsapparat. Grundbogen præsenterer stoffet kort og præcist. Materialet er velegnet til selvstudium og til grammatiske introduktionsforløb på en lang række uddannelser.

Drawing on the author's teaching practice and experience, this book is based on the premise that reading and analyzing literary texts are rewarding pursuits. The target group is grammar school pupils and students at colleges of education and universities. Pedagogic theories are dealt with only in so far as they are applicable to the teaching situation. After establishing the distinction between fiction, which demands 'a willing suspension of disbelief', and non-fiction, which is set in the universe of the pupil's experience, succeeding chapters set out the benefits for the teaching of literature - namely, how it encompasses psychology, history, and aesthetics. It fulfils the Horatian demand 'profit and delight'. After addressing the pedagogic assets and liabilities of various theories of the concept of text, what lies at the heart of the book is how teachers tackle their role in guiding and inspiring without pontificating. The invitation to the student is to cooperate constructively, but not uncritically. Issues of interpretation and the passing on of interpretative paradigms are alerted to, which leads naturally on to the pedagogic challenge of explaining the potentialities of different genres, and the necessity of a firm grounding in technical terms like composition, style, theme, metaphor, etc. as didactic tools. A concluding chapter suggests criteria that may make value and evaluation rest on strong foundations in acknowledgement of the subjective elements inherent in 'the literary experience', namely to avoid making literary analysis a schematic formula and to ensure that it promotes the expansion of the student's humanistic horizon. This book is essential reading for all those involved in teaching Literature and Language.

T.S. Eliot's dictum about the objective correlative has often been quoted, but rarely analyzed. This book traces the maxim to some of its sources and places it in a contemporary context. Eliot agreed with Locke about the necessity of sensory input, but for a poet to be able to create poetry, the input has to be processed by the poet's intellect. Respect for control of feelings and order of presentation were central to Eliot's conception of literary criticism. The result - the objective correlative - is not one word, but "e;a scene"e; or "e;a chain of events."e; Eliot's thinking was also inspired by late 19th-century French critics, like Gautier and Gourmont, whose terminology he not infrequently borrowed. But he chose the term "e;objective"e; out of respect for the prestige that still surrounded the Positivist paradigm. In its break-away from Positivist dogmas, criticism of art in the early 20th century was very much preoccupied with form. In poetry, that meant focus on the use and function of the word. That focus is perceptible everywhere in Eliot's criticism. Even though the idea of the objective correlative was not an original one, Eliot's treatment of it is interesting because he sees a seeming truism ("e;the right word in the right place"e;) in a new light. He never developed the theory, but the thought is traceable in several of his critical essays. On account of its categorical and rudimentary form, the theory is not unproblematic: whose fault is it if the reader's response does not square with the poet's intention? And indeed, T.S. Eliot's own practice belies his theory - witness the multifarious legitimate interpretations of his poems.

Om engelsk grammatik - hvorfor, hvad, hvordan? argumenterer for en grundigere og mere systematisk behandling af engelskfagets sproglige side. Bogen drøfter måder hvorpå grammatikundervisning kan være en del af en integral, helhedsorienteret sprogbetragtning der styrker evnen til og interessen for sprogiagttagelse og sprogforståelse. Målgruppen er nuværende og kommende undervisere i engelsk. Bogens principielle tanker kan også finde anvendelse i undervisningen i andre fremmedsprog.