ΤHE EXPLICITNESS OF A LANGUAGE TEACHER IN LITERARY CRITICISM. MALCOLM BRADBURY AND THE LANGUAGE OF CRITICISM

MALCOLM BRADBURY WAS ONE OF THE MOST PROLIFIC BRITISH WRITERS, WHO SUCCESSFULLY MANAGED TO COMBINE WRITING LITERARY CRITICISM, FICTION, SCRIPT ADAPTATION AND TEACHING. THE OBJECTIVES OF THIS PAPER ARE TO EMPHASIZE THE RELATIONSHIP BETWEEN THE LANGUAGE OF A TEACHER AND THE MAIN CHARACTERISTICS OF BRADBURY’S LANGUAGE IN CRITICISM. THE MAIN STRATEGY OF REACHING THESE AIMS IS TO APPLY A COGNITIVE STYLISTICS APPROACH ON HIS WORKS OF CRITICISM, AND TO TRY TO REFER TO THE THEORY OF COGNITIVE SCHEMATA WHEN DEALING WITH HIS TEACHING EXPERIENCE. THE FIRST PREMISE THAT INSPIRED THIS PAPER GOES BACK TO BRADBURY’S FIRST YEARS OF WRITING, WHEN HE WROTE HUMOROUS SKETCHES, AND THIS HAD AN IMPACT OVER THE WORK THAT WAS TO COME. BY MEANS OF COGNITIVE STYLISTICS, WE GO BACK TO THE TEXT ANALYSIS AND WE SHALL IDENTIFY SOME OF THE MAJOR CHARACTERISTICS OF HIS STYLE, AS A CRITIC. WE DECIDED TO DEAL WITH LITERARY CRITICISM AS BRADBURY’S EFFECTIVENESS OF EXPLANATION AND COMIC PERSPECTIVE OVER THE NOVEL DIFFERS FROM WHAT IS USUALLY EX PECTED FROM A LITERARY CRITIC. WE CONSIDER THAT THIS HAPPENED BECAUSE OF HIS TEACHING BACKGROUND, WHICH REQUIRED HIM CERTAIN EXPLICITNESS AND CLARITY OF SPEECH AND THOUGHT.

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