In the spring and summer 2005, Mr. Dr. Jens Martin Gurr conducted the seminar dealing with the reflections on science and progress in the novel “The Life and Opinions of Tristram Shandy, Gentleman” written by Laurence Sterne, at the University of Essen. This was how my concern with the investigation of Sterne’s writing and conversational style and its influence on the reader of the novel came into being.
The general aim of my homework was to find out different means and methods Sterne used to influence the readers imagination and to involve the reader into an equal conversation with him. I tried to gather different informations about this novel and the theme I have chosen.This was done in two ways:
1. By reading the text and underlining those parts of the text which suit my theme best.
2. By collecting books and journal publications on my subject, using the MLA Online Bibliography available on the website of the university library.
All information from another sources are indicated with quotations. I have indicated the material from the internet used in the last chapter of my homework too. After the introductory part that sets the stage and provides a conceptual framework, my homework is organized into three major sections. The first section of my homework deals with the general information about the role of the writing and conversational process in the 18th century.
My interest in what tendencies in the 18th century help to create such texts like Sterne’s Tristram Shandy led to certain decisions about the information I present in my homework. The first section is small, and it occupies only one page of my homework. The second section addresses the question of what role different graphic means and print forms play in the relationship between Tristram and the reader. We can trace, how Sterne tries to engage the reader into an equal conversation with the help of some graphic means and print tricks, how he influences the reader’s imagination and makes the reader an active participant in the novel. I tried to mention the most interesting moments in the text, which I found in the text during the process of reading of Tristram Shandy.
Table of Contents
1. Introduction
2. The role of conversation and writing in the 18th century
3. Sterne`s graphic design and print form as means of increasing the reader`s imagination
3. 1. The role of asterisks for the reader`s co-work
3. 2. The function of dashes in the text
3. 3. Sterne`s typography and the written word
4. Identification and selfpresentation of Tristram Shandy and his relationship with the reader
4. 1. The problem of identification
4. 2. Tristram`s selfpresentation and friendship with the reader
4. 3. Tristram`s didactic technique and his book
5. Summary
6. Bibliography
Objectives and Key Themes
The primary objective of this work is to investigate Laurence Sterne’s unique writing and conversational style in "The Life and Opinions of Tristram Shandy, Gentleman." The study aims to analyze how Sterne employs specific graphic means, typographical experimentation, and direct narrator-to-reader interaction to engage the reader as an active participant in the narrative process.
- Analysis of graphic design elements, including asterisks, dashes, and black pages.
- The evolution of the reader-narrator relationship in the 18th century.
- Examination of Tristram Shandy’s self-presentation and didactic techniques.
- The role of typography in creating emotional realism and acoustic imagery.
- Strategies for achieving "co-operative" literature.
Excerpt from the Book
3. 1. The role of asterisks for the reader`s co-work
The usage of asterisks in the novel is very typical for Sterne. He inserted asterisks for a gap, flaw or some missing element as a comic mark. Asterisks are conventional symbols which Tristram calls: “…stars, which, nevertheless, I hang up in some of the darkest passages…” (Sterne, 1761, P. 325), or lights: “…* *, (here I hang up a couple of lights again)” (Sterne, 1761, P 326). These black marks on white paper show to the reader his part in the process of communication.
We can trace an example of the use of asterisks as whisperings of the novel`s characters: “ And pray, good woman, after all, will you take upon you to say, it may not be the child`s hip, as well as the child`s head? ----- `Tis most certainly the head, replied the midwife. Because, continued Dr. Slop, (turning to my father) as positive as these old ladies generally are, ------`tis a point very difficult to know, ---and yet of the greatest consequence to be known; -------because, Sir, if the hip is mistaken for the head, ------there is a possibility (if it is a boy) that the forceps * * * * * * * * * * * * * * * * * * * * * * * -------What the possibility was, Dr. Slope whispered very low to my father, and then to my uncle Toby” (Sterne, 1760, P. 139). The reader can imagine the comic moment; with the help of asterisks, where the text fails to capture the low whisperings of Dr. Slope.
Summary of Chapters
1. Introduction: Outlines the scope of the study regarding Sterne’s writing style and the methodology of using bibliography and text analysis.
2. The role of conversation and writing in the 18th century: Examines the cultural shift from oral tradition to written text and the changing nature of conversation in the 18th century.
3. Sterne`s graphic design and print form as means of increasing the reader`s imagination: Explores how visual components like title pages and innovative formatting are used to guide reader perception.
3. 1. The role of asterisks for the reader`s co-work: Details the function of asterisks as gaps, comic marks, and prompts for reader participation.
3. 2. The function of dashes in the text: Analyzes the rhetorical and syntactical functions of dashes in conveying emotion and pace.
3. 3. Sterne`s typography and the written word: Investigates the use of different typefaces and sounds within the text to create acoustic images.
4. Identification and selfpresentation of Tristram Shandy and his relationship with the reader: Discusses the blurred lines between author and narrator and the construction of an intimate reader-narrator bond.
4. 1. The problem of identification: Addresses the difficulty readers face in separating Tristram Shandy from Laurence Sterne.
4. 2. Tristram`s selfpresentation and friendship with the reader: Explores the narrator’s attempts to build familiarity and friendship with the reader to encourage cooperation.
4. 3. Tristram`s didactic technique and his book: Analyzes the pedagogical relationship between narrator and reader, emphasizing the importance of active, attentive reading.
5. Summary: Recaps the main findings regarding Sterne’s strategies for turning the reader into a co-operative partner.
6. Bibliography: Lists the sources and secondary literature used for the analysis.
Keywords
Tristram Shandy, Laurence Sterne, 18th-century literature, graphic design, typography, narrative style, reader participation, conversation, co-operative work, punctuation, asterisks, dashes, literary analysis, reader-narrator relationship, experimental writing.
Frequently Asked Questions
What is the primary focus of this work?
The work explores how Laurence Sterne utilizes unconventional graphic devices and typographical techniques in his novel "Tristram Shandy" to engage the reader in an active, co-operative dialogue.
What are the central thematic fields discussed?
The core themes include 18th-century communication styles, the visual representation of language, the identity of the narrator, and the pedagogical role of the text in shaping reader behavior.
What is the central research question?
The research asks how specific methods and graphic tricks employed by Sterne succeed in influencing the reader's imagination and establishing a relationship of mutual effort.
Which scientific methods were applied?
The author conducted a close reading of the text, combined with an analysis of secondary academic literature located via the MLA Online Bibliography to construct a conceptual framework.
What does the main body of the text address?
The main body focuses on the interpretation of visual elements like dashes and asterisks, the psychological impact of Sterne's typography, and the evolving intimacy between the narrator and the reader.
How would you summarize the keywords of this work?
The keywords highlight the intersection of literary theory, structural experimentation (like typography), and the sociology of reading during the 18th century.
How does the usage of asterisks function in the novel?
Asterisks serve as gaps, comic markers, or indicators of "whispered" dialogue, requiring the reader to mentally fill in the missing information or sounds.
What is the significance of the "dashes" in Sterne's prose?
Dashes are used to signal pauses, interruptions, or hesitations, effectively mimicking the rhythm of natural speech and heightening the emotional realism of the narrative.
How does the narrator attempt to build friendship with the reader?
Tristram uses direct address, confesses his vulnerabilities, and invites the reader to share in the "game" of the novel, moving from being a stranger to a trusted partner.
- Quote paper
- Volodymyr Kalinkin (Author), 2005, Sterne's writing and conversational style. A co-operative work between the author and the reader, Munich, GRIN Verlag, https://www.grin.com/document/83159
