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انصب تركيز البنيوية التكوينية الغولدمانية أثناء عملية تحليل النصوص على العلائق والشروط التي أفرزت العمل الأدبي؛ وذلك من منطلق أن النص ليس بنية منغلقة على ذاتها. وتأتي هذه المقالة للتعريف بالبنيوية التكوينية وكذا التعريج على المفاهيم الإجرائية التي اعتمدتها بغية مقاربة النصوص الإبداعية. وقد توصلنا في مقالتنا هذه إلى أن البنيوية جاءت لسد الهفوات التي وقعت فيها البنيوية وبالأخص الشكلية، من خلال ربط لوسيان غولدمان الأثر بالشروط والعلائق التي تبلور منها.

This discussion in this context relates to the reality of dealing with literary text in high school through its interconnected and multifaceted components, starting with the lexical component, to the contextual component with its three branches, and then the aesthetic components. The question we want to pose is: To what extent does the lexical interaction align with this type of text, given its precise and highly sensitive specificity, through a humble examination of the methods of interaction? At the same time, we inquire about the service that this reading can provide, considering its structured structural nature (i.e,. literary texts), and also considering the influential function undertaken by the creator through the expanded and meticulous architectural plan? Following a descriptive approach, we observe and discuss the phenomenon to reach conclusions and results.

Controversy tends to hover about the publication of translations in Egyptian Arabic. A case in point is the 2023 retranslation of Ernest Hemingway's novella The Old Man and the Sea into Egyptian Arabic by Magdy Abdelhadi under the aegis of Hunna/Elles publishing house. By using Egyptian Arabic, the translator and the publisher adopt an oppositional stance to the mainstream norm of using fusha in the translation of canonical literary texts, producing a target text that jars with the target audience's expectations. The present study is premised on the argument that the choice of Egyptian Arabic in the retranslation is not random but rather indexes the identity politics that inform it and the nationalist cause the translator and the publisher espouse, ultimately instrumentalizing the retranslation to empower the vernacular. The study also argues that the unfavorable reception of the retranslation stems from the negative indexes of Egyptian Arabic. The study sits at the intersection of translation studies (i.e., retranslation), sociolinguistics (i.e., diglossia, language ideology, and indexicality), and reception studies (i.e., horizon of expectations) as it aims to explore the motivations behind the Egyptian Arabic retranslation under scrutiny and to explain the source of censure and furor that accompanied its publication. To this end, Genette's (1987/1997) concept of epitext is employed as a methodological tool to unpack the warring language ideologies and to demonstrate how the use of Egyptian Arabic in retranslating a highbrow literary text can entangle the retranslation in question in the thorny terrain of identity and nationalism.

This study investigates young adult and children's literature through examining Lois Lowry's dystopian science fiction novel, The Giver, to explore the transformational journey of the protagonist, Jonas. Following Joseph Campbell's \"The Hero's Journey,\" Jonas evolves from an ordinary child to the Receiver of Memory in a seemingly utopian yet technologically advanced society. The central concept is the child as a hero archetype, where Jonas, despite his youth, displays immense bravery and determination in questioning authority figures and seeking truth. The study raises concerns about young individuals' agency in controlling their destinies amid significant obstacles. The research also explores Jonas's psychological development, drawing inspiration from Carl Jung's individuation process, whereas Jonas' internal conflict reflects the process, characterized by integrating elements of the Self. The study aims at answering the following questions: How does Jonas, as a juvenile hero, navigates challenges in his transformative journey? In what ways is the hero archetype employed to shape Jonas' identity as a saviour? To what extent does Jonas' internal conflict align with Carl Jung's individuation process? How does the integration of the hero's journey and individuation process empower young readers to recognize their potential for change? The study concludes that this narrative structure empowers young readers, allowing them to recognize their potential as agents of change and heroes in their own destinies.

Coptic literature presents the life of Athanasius of Alexandria in a different way compared to what his contemporaneous historians narrates about him. Some features of his personality was ignored, such as being a famous theologian and writer, and some different features were added, such as being a maker of marvels. Was this change intended? Was this random? Can we find reasons for this reformatting of the personality of Athanasius as it is presented in Coptic literary texts? The most recent conceptions of memory studies were applied -as a proper new methodology- on several Coptic pseudo-Athanasius texts, in order to find answers to these questions. This article presents a model for those who want to study historic figure via literary texts.