All presenters have access to our workshops. You will receive the link to the workshops nearer to the event.
If you are not a presenter you will need to register and pay to get access to these workshops. These are the workshops we have in store. Click here to go view payment methods and to get access to the UPM payment gateway for online payments. Once you have completed payment, you need to register as non-presenter and submit your payment receipt and you will get the link in your email nearer to the event.
Theory into Practice: Are conceptual and theoretical frameworks important?
Associate Professor Dr. Noritah Omar
Universiti Putra Malaysia
Experience without theory is blind, but theory without experience is mere intellectual play. (Immanuel Kant)
One of the challenges in doing quality research is to understand, choose, locate and apply the theoretical and conceptual theories which work well, and do not disrupt the research analysis. For novice researchers, the issue of the applicability of conceptual and theoretical frameworks becomes the first stage or initial process of doing research. Is choosing the right theoretical framework the most important step in doing quality research? The purpose of conceptual and theoretical frameworks in the social science and humanities can be complicated. This workshop will guide participants in their understanding of conceptual and theoretical connections and their contribution to the researchers’ work and the knowledge formation in their fields of study. The workshop will involve students’ self-evaluation of their own strategies and understanding of the purpose of conceptual and theoretical frameworks. The workshop will also discuss the significance of integrating theories in a study, and differentiating between conceptual and theoretical frameworks. Further, the workshop will share strategies in determining amicable concepts and theories that logically fit in with the selected research methodology, and in forming conceptual frameworks. Some attention will be given to how integration of conceptual or theoretical frameworks can be haphazard to research.
The Future of Literary Criticism
Emeritus Professor Dennis Haskell, AM
The University of Western Australia
The twentieth century saw an enormous expansion in the nature and practice of literary criticism as it became professionalised through the foundation of university English departments. Previously literary criticism, which has a relatively short history, was practised primarily by a few creative writers – Samuel Johnson, Coleridge and Matthew Arnold among them. T S Eliot may be seen as continuing that tradition but his essays and ideas provided a key foundation for the study of literature in English departments. Eliot consequently observed that “the critic to-day may have a somewhat different contact with the world, and be writing for a somewhat different audience from that of his predecessors”. In the same essay, “The Frontiers of Criticism”, written in 1956, Eliot asserted that “every generation must provide its own literary criticism”.
In the English-speaking world English departments are finding fewer and fewer students interested in literary criticism; instead students are turning to the more employment-oriented areas of Communication and Media Studies, and to Creative Writing. Literary studies are going the way of Classics – a niche area for the interested few. Outside universities, literary books are struggling to maintain their sales; writers festivals are popular but they increasingly focus on political and social issues and on celebrities and popular culture. More and more people watch television and films rather than read. Board any train or bus and you will see more people looking at their smartphones than reading books of any kind.
Consequently, in this seminar-workshop I will seek to initiate a discussion concerning: What literary criticism must we provide? What is the purpose of literary criticism and literary studies in our time? Do they have a future and if so, what sort of future will it be? Do these questions have implications for the writing of literature itself? Are we once again heading towards an oral culture, in which many people will be functionally illiterate?
Doing Discourse Analysis
Associate Professor Dr. Shamala Paramasivam,
Universiti Putra Malaysia
In this workshop, we will discuss about discourse and discourse analysis, the kinds of questions that discourse analysts ask when doing research, and the way these questions can be systematically answered through the variety of approaches in discourse analysis. We will look at examples of transcripts of actual discourse, both spoken and written, from different disciplines, and we will attempt to do the analysis using the various approaches in discourse analysis. The workshop hopes to show that the theoretical and methodological diversity of discourse analysis is not to be lamented about but to be seen as an asset and strength for research.
Language and Culture
Emeritus Professor Zoltán Kövecses
Eötvös Loránd University,
In the workshop, we discuss a number of issues that concern the relationship between language and culture from a cognitive linguistic perspective. We suggest that both language and culture are forms of meaning making. Meaning making is a complex cognitive operation the study of which has changed considerably with the advent of cognitive linguistics. We examine some of the key cognitive factors and operations that play a major role in how humans make sense of their experiences, such as embodiment, categorization, framing, and metaphor. We pay close attention to the neglected notion of context in conceptualization and its relationship to culture. We also distinguish the cognitive linguistic approach to language and culture from postmodern approaches.