Irony Leads to Elitism?

Many attempts have been made to give the definition of irony. There has been intense debate over its origin, functions and effect produced in a text. But beyond dispute remains the fact that irony is a productive means of conveying a certain humorous, bitter, strange or devious effect in a text which the reader is not always able to decode correctly. To master the art of irony is nearly the same as to gain a sense of humour if one does not have it. The best masters of irony are born not made.

Irony may take several forms: the character speaking may realize the irony of his words while the rest of the characters may not; or he or she may be unconscious while others share the knowledge with the reader; or the reader may alone realize the irony.

It becomes even more complicated when a writer depicts an ironic scene in his work but masks it so that the inexperienced reader might not interpret it. And, as a result, the whole situation becomes even more ironic.

Irony can be based on other literary figures in a text, such as^ metaphor, metonymy, allegory, play upon words or others and quite often only an erudite reader can recognize it having wide pattern of the world. Nevertheless, this does not mean that the erudite reader and the writer will have the same perception of the ironic effect present in the work. It can vary from humorous or ridiculous to bitter or even tragic depending not only on the cultural experience but also on personal traits of character, sense of humour or even on the mood. The ambiguity makes this literary phenomenon still more confusing and therefore open to further analyses and hypotheses.

Blazhko Larysa

Culture and Language as integrative notions

In the University Literature Course

The problem has been treated in the context of modern requirements to the University Course of English and American Literature. Our long-term practice in a student class room prompts a scheme in which lectures, seminars and even tutorials are not strictly defined, being planned as certain clusters of language and encyclopedic, literary reference. The practical question is connected with the volume of each reference. Really every curriculum item may be introduced by means of being a dominating or just informative character. A list of writers' documentary lives is one of controversial points, sometimes looking old-fashioned in modern studies. At the same time it may serve as an example of integrative processes within the discussed context. The teacher and the students can build their cooperation in selecting material as facts and widening material as topics for discussions (round table discussion, essay writing, audio and video fragments presentations, etc). Modern variety is inexhaustible and positive results are being provided. Thus, traditional biographies turn to be analytical, humanely exciting and scientifically relevant.

The next sphere of class room developments rests within the traditional age (epoch) reference, which is a vast space for intellectual efforts. Key points start in the Early Days of English Literature curriculum section and last till Postmodernism and Globalization tendencies in English Literature. To use the advantages of the fact material and to change them with the intention of making our students independent, selective and erudite help realize the purpose of the course.

Borshchevska M.V.