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The research deals with applying to innovative approaches to literary text. Inclusive books for children and ways of working with them at pedagogical faculties are considered. In our research, we will demonstrate the work with such books "Cripple Bunny and his brave mother" by Oksana Drachkovskaya, "Trustees for the Giraffe" by Oksana Luschevska and Yevhenia Haydamaka, "Just because" by Rebecca Elliott, "Magda and her Wind" by Iryna Morykvas, "Planet Willi" by Birta Müller, "Yes! I can!: The girl and her Wheelchair" KendryJ. Barrett, Jacqueline BiuToner, Kler A. Friland, Violet Limey and the trilogy on Pearl of Tuuli Pere. The main heroes of these books are children with disabilities and special educational needs. Narrators mostly are their elder or younger brothers or sisters. The reason of the choosing children's literature on inclusion is that it is modern important literature, which demonstrates the world of children with disability and highlights such serious topics as decease and death. Its aim is to show that variety makes world wonderful and grate. The introduction of holographic design of vita technologies (calligarm, creative games, the pyramid of hero and author) is considered as well, the application of methods of critical thinking (mind-mapping, swot-analysis, six hats, Bloom's taxonomy) in the analysis of fiction is substantiated. Potential online resources helping work with literature are examined. In addition, the possibilities of online resources (rebus, comics' generator, the creating of mind maps, crosswords on different platforms) are determined as important part of the work with text. It has proved that such innovate approaches help to develop creative potential of students, allows analyzing literary text in a new way. Such approaches will be helpful in professional activity of teachers in primary school.

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students' reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students' reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.

This paper discusses a discourse grounding strategy that has not been described before. It is shown that the fragments of a literary text that are perceived as impressive, aphoristic, etc., tend to have a set of recurrent features. Firstly, in such fragments, there often is mutual re­flectedness of meanings (it emerges in metaphors, similes, parallelisms, or juxtapositions of contradictory notions). Second, mutual reflectedness goes through pronounced detrivializa­tion, i.e it is emphasised using special means, one of which is the ostentatious intricacy of the text usually achieved through amphiboly, or intended ambiguity. Thirdly, there is usually a strong anaphoric link between such fragments and the preceding text, i. e. a link between sub­jects and/or objects (this does not exclude adjunct-based links). Fourthly, the type of discourse relation between such fragments and the previous text is highly predictable. The main conclu­sion drawn in the article is that the described set of properties, which is instrumental in discourse grounding, is widely used in literature, on the one hand, and it is much more complex than the grounding devices earlier studied by narratology.

Russian literature is on the move. Despite the uncertain political and intellectual climate of the Putin era, it has not stagnated, but offers instead a colourful array of artistic diversity. The results of the book prizes 'Natsional'ny bestseller', 'Bol'shaia Kniga', 'Russkii Buker', and 'NOS' from 2009 to mid-2013 make it possible to follow the discourse of literary criticism. Familiar names, such as Dmitry Bykov, Aleksandr Terekhov, Daniil Granin, Lev Rubinshtein, and Maksim Kantor, define the picture set the tone, while new names, such as Igor Vishnevetsky, Arkhimandrit Tikhon, Marina Stepnova, Natan Dubovitsky, Figl-Migl, Plato Besedin, and Anton Ponizovsky enliven the literary scene. Among those authors who are innovative in terms of artistic skill and social criticism, the 'new realists' in particular represent an important trend. The advance of religiously influenced works stands out. Adapted from the source document.