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Point of view, as the most important aspect of the narrative structure, is the window through which the reader sees the different scenes of the story and the behavior of the characters. The author or the narrator, according to his purpose and skill, uses different methods of point of view in the narration. The present article deals with the descriptive-analytical method of studying the point of view in the tale "Fisherman and Monster" and its related narrative circles in the story collection "One Thousand and One Nights". In this way, the model of Jacques Fontaine, a contemporary semiotician, has been used. He considers the types of applied point of view in the discourse as "universal, cumulative or serial, selective, particularizing, parallel and conflicting ". Based on this, the research answers the question of which cognitive angles did the narrator use in the story of the fisherman and the monster and how? The findings of the research show that with every point of view and rotation, the author creates new form and new meaning in the story in order to have a greater impact on the structure and reach the meaning and purpose. He has used different types of
cognitive points of view based on purposefulness, but the "universal" one, due to the omniscient nature of the narrator and the use of description technique, has the highest frequency in the above-mentioned story and its narrative circles.

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This paper examines the Quranic Iltifāt in the light of the structure of discourse information (SDI). The question is that how can Iltifat be justified through SDI? Firstly, it is referred to the literature review as well as the definition, categories and the kinds of Iltifat. Secondly SDI, topicalization, topic maintenance and point of view/focalization are analyzed. It seems that, through SDI, God turns the message into a new way (Iltifat) and gives it in a new package. This then results in the reader's empathy, which may change through the shift of point of view, hence, a change in Iltifat. Finally, the main findings read as follows: 1) in Iltifat, the reader receives information/ Quranic message in a new package via SDI, 2) Iltifat can be justified through topicalization and topic maintenance, 3) Iltifat is the innovatory use of language rather than a grammatical error, and 4) Iltifat and its kinds underscore the here and now of the Quranic oral discourse as well as the active role of the reader as the God's present audience.

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The article is a study of the structure of "Zal and Roodabeh" (in Ferdowsi's Shahname). To do so, it presents a description of the story at first and then of its structure. It continues to seek for these features in the texts of "Zal and Roodabeh" by presenting some proves while analyzing these elements of structure and determining the appropriateness of them. The conclusion is that the text is narrated – dramatized in which the story elements are used for promoting the story. A design including cause relations of it from the beginning to the end and strengthen it. 

 

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Paul Simpson is one of the researchers who have worked in the field of stylistics and critical linguistics. One of the topics which he has studied systematically is the “point of view.” In his opinion, point of view is related to the degree of narrator’s interference in the act of narration. It has three dimensions: (1) spatial; (2) temporal; and (3) psychological. The writer or narrator unites these items through modality. Furthermore, focusing on modality, Simpson introduces his narrative model which includes nine different points of view. In this model, he incorporates Genet’s discussion on four points of view and also the model of Uspensky and Fowler. Simpson believes that by studying the three spatial, temporal, and psychological dimensions of the point of view, we can reach at its ideological dimension.

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Maryam Bayad. PH.D
Q.Karimi Doostsn.PH.D
Zakarya Bezdodeh
 
Abstract
This article means to survey the focus of attention and the focus of narration in the narrative theories within a novel entitled as ”Turn of the Screw”. Within the narrative approaches, there is no tendency to make discriminations between the two aspects of point of view in narration. The distinction between the two concepts of narration and focus of observation were of notice before Gerard Genette; the famous French narrative theorist. Yet Gerard Genette made a systematic study on this distinction. Genette used these two different terms for point of view, in which the first one relates to the act in which verbal transfer of story takes place by the storyteller, ( narrator in literature) while the second one refers to the focus through which the narration is observed from these aspects; setting ( place –time) , psychologically and ideologically. Genette believes that in every narrative work two distinct aspects of point of view might be manifested through one single person or be transferred simultaneously through a few narrators and observers. In a narrative work such as “Turn of the Screw” by Henry James, which is as a matter of fact a prominent work in narrative literature, one can observe different aspects of point of view, in addition to focus of attention there. Therefore this research intends to study the two distinct aspects of point of view as mentioned and further on point to their significance within the best world literary works.
 
 

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It is generally acknowledged that Sadegh Hedayat was an intellectual who dedicated his life to fighting against the dictatorship of Pahlavi. According to many biographies written about him, he, belonging to a royal family though, because of his love to the freedom of human being was against Pahlavi dynasty. This article tries to introduce an idea thoroughly opposite to that generally-accepted one. After analyzing his Blind Owl from the view-point of Michael Foucault’ theory of power, especially “panopticism”, the article comes to the conclusion at the end that Hedayat, because of being influenced by the dominant discourses of the era, of which the most widespread one was nationalism, has worked at the service of the dictatorship of Pahlavi. In order to reach to this goal, the research in hand, first of all, defines the theory of power in Faocoult's works and then follows this theory in the works of the followers of Faucoult, those who have tried to practice this theory in Eropean novels. in the second part, the article investigates the principles of this theory in Hedayat's the Blind Owl.

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This research aims at analyzing the narrator type and the modality governing his point of view in the short story "Frankness and Decisiveness" (1349) by Bahram Sadeghi". We have used Simpson's model (1993) in which narrative and point of view are studied utilizing a linguistic framework. The goal of this paper is to determine the type of narrator (first, second or third person) and modality of the story (positive, negative, neutral). We have assumed that the narrator is third person and modality is neutral. The data are analyzed according to categories and analytic instruments introduced by the theory; Therefore, the method of this research is descriptive-analytic. Modality in linguistics concerns the writer's view on the truth of a proposition stated in a sentence. Findings of this study show that the narrator is type B (third person) who willingly enters the characters' mind and reports their intentions and thoughts to the reader. Analyzing the modal devices in every sentence shows that the narrator uses verbs and adverbs of request, sentences stating opinions, generic sentences, imperative verbs and evaluative adjectives and adverbs all of which denote positive modality. To show the procedure which ends in a misunderstanding and also for evaluating the situation, the writer makes use of negative modality devices through which the most important elements are cognitive verbs.

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Unlike text-based reading, discourse analysis considers all effective elements in the meaning of the text.  In addition to linguistic aspects of the text, situational context, and metalanguage in general are also taken into account.  In terms of critical perspective, it studies ideology and power relations as leading elements of the text.  Such an approach prepares the way to a comprehensive understanding of the text to the translator.  In this regard, the present paper aims to employ a reference- analysis of critical analysis discourse in translating Arabic texts into Persian.  Thus, with the assumptions of the deficiency of the text-based reading, the practicality of critical discourse analysis in transferring the hidden parts of the text has been sought.  By analyzing and translating some contemporary Arabic texts, the paper has tried to prove the above assumptions.  In conclusion, it can be noticed that in addition to highlighting the situational aspects of the text, the presented ideology directs the text.  Considering the meanings of hypertextuality, the translator has organized the target text with an appropriate style. 

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In this research, it has been attempted to investigate how the point of view in story and drama is perceived. For this purpose, two case studies are considered: the short story Snail Cracker (by Shahryar Mandanipour) and the play “Hovel of Trauma& Agony"(by Mahmoud OstadMohammad). The similarity between two case studies is the fact that in both, the audience finds out viewpoint of absent characters, through the statements of present figures in the story and drama worlds. To understand how it works, a combination of the linguistic approaches of McIntyre, based on “Deictic Shift” and Ryan's notion of “Possible Worlds” are adopted as the theoretical framework of the study. The main problem of the article is to discover narratological capabilities of the point of view in creating dramatic or narrative hidden spaces. The main goal of  this article is to investigate the construction process of the absent character's viewpoint in the main scene of the events. The research findings are being analyzed based on the narratological indices of McIntyre and Ryan. Research methodology is descriptive –analytic. The results reveal that despite discrepancies between the story and drama worlds, they have some features in common: their figures can develop narratological perspectives and absent persons' viewpoint through linguistic markers which effect on the dialogues, they are also able to influence on assumed audience’s (reader’s) perception.

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Alireza Nabilou, Ph.D.
   
Abstract
Mowlavi is a theoretician poet in Persian literature whose works- especially Koliat-e-Shams and Massnavi- are enriched with critical views. In this paper Mowlavi's linguistic and literary views are discussed. This research was carried out by relying on contemporary literary criticism theories, particularly Roman Jakobson's Theory of Communication. The analysis of the major elements of communication, meaning the language's features and characteristics, message (poetry), sender (poet) and receiver (addressee) in Mowlavi's poetry construct the basis axis of this paper while each of these elements is divided into smaller components. In order to identify the position of Mowlavi's theories in the contemporary era, his standpoints have been compared with some other schools and literary criticism theories in brief. Among them the most prominent ones include; new criticism, formalisms, structuralisms, and supporters of reader-response theories. The capable reader versus the novice reader, active and inactive, concrete union, cohesion of poetry's form and content, relation between mind and language, link between signified and signifier, language codes etc are among the common discussions of the mentioned schools with Mowlavi's ideas.
 

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Fereshteh Rostami

Abstract
 
The point of view is a window which is opened by the author for the reader for the latter to pay a glance at the events unfolding throughout the tale. The narrator is valued and treasured as long as he maintains his own voice. Whenever the narrator turns autonomous, the narration is harmed and the tale becomes unilateral.
This report has been carried out within the framework of categorization made by George Genette, within which five points of view in the stories authored by Daneshvar have been assessed. This article intends to realize that up to what extent the point of view in these tales has impacted the means used by the narrator and in regard to which point of view, the author has rarely interfered in the story. This article has come to realize that there are two types of voice in the said tales. Firstly, it is the voice of character or narrator which builds up the inner-text voices, and secondly there are the trans-contextual voices which are added to the text. In some points of view, there exist trans-contextual voices, and in other parts, inner-contextual voices are maintained.
The collection of data has taken place upon the assistance of library techniques. This process has been assessed with the descriptive-analytical methodology. At the end, the statistical graph will display the point of view and the scattered trans-contextual voice in texts.
 
 

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This study investigated the quantitative and qualitative impacts of shifting the narrative point of view on the representation of critical thinking (CT) in Iranian EAP learners’ written narratives. Sixty (30 women and 30 men) students of psychology who were selected based on convenience sampling were randomly divided into two equal experimental groups of the first-person group (FPG) and third-person summary group (TPSG). The researchers initially administered Watson-Glaser critical thinking appraisal-form A questionnaire (Watson & Glaser, 1980). The independent samples t-test showed no statistically significant difference between the CT of the groups. Then the participants were given the short story of Butterflies (Grace, 1987). The TPSG participants inscribed their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the point of view and wrote first-person stories. The content analysis of the first- and third-person data based on Hatton and Smith’s (1995) taxonomy of writing types illustrated a statistically significant difference between the length and the number of descriptive writing and dialogical reflection clauses in first-person stories versus the number of the same clauses in third-person narratives. However, there was no statistically significant difference between the groups’ mean ranks of descriptive reflection and critical reflection clauses. The dialogicality principle of both first- and third-person storylines was shown to be more descriptive, less descriptive reflective, less and less dialogic reflective, and still less critical reflective. The qualitative analysis confirmed that the writings demonstrated a heteroglossia of different writing types.

1. Introduction
ESP aims to help learners use the L2 as a tool to communicate effectively in their professional workplaces or fields of study (Basturkmen, 2010). EAP is a text-based approach that identifies different types of discourses related to education in the university and encourages EAP learners to analyze the intended discourses and their contexts (Hyland, 2018). However, as a combination of critical pedagogy and EAP, critical EAP has expanded the scope of EAP and taken into account the socio-historical context of teaching and learning. This view does not mean that the field of critical EAP ignores the prerequisites of genre-based practice types and classroom interactions. However, it examines them from the complex and intertwined social identities of EAP teachers’ and EAP learners’ viewpoints (Benesch, 2009, 2012).
Despite the current emphasis on the role of critical thinking (CT) in EAP, teaching and practicing critical writing in EAP classes have been rarely considered (Williams, 2019). According to Bakhtin (1981, 1986), since every word, phrase, term, or narrative is polyphonic, its meaning is revealed in its intertextuality and context of use. The text-oriented tendencies to CT rely on overt representations of reflection in written passages and define it in terms of interpretation, analysis, evaluation, and composition of words in the text (Tang, 2009).
The research literature on CT in the writing of EAP students has shown the effectiveness of using the activity of inscribing narratives of personal experience and autobiography in the early stages of EAP courses (Ong, 2017). Thus, this study explored the quantitative and qualitative impacts of shifting the narrative point of view on the reflectivity of first- and third-person stories written by Iranian EAP learners. Sixty EAP learners of psychology who participated in this research were equally divided into the third-person summary group (TPSG) and the first-person group (FPG). The CT ability of the TPSG and FPG participants was pre-tested using the Watson-Glaser critical thinking appraisal-form A (Watson & Glaser, 1980) through the independent samples t-test procedure. Then they were given the short story of Butterflies (Grace, 1987). The TPSG participants wrote their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the point of view and inscribed first-person stories. The content of the first- and third-person narratives were analyzed based on Hutton and Smith’s (1995) classification of reflective writing types. The analysis and comparison of the number of reflective clause types found in the narratives written by the FPG and TPSG were performed via the Mann-Whitney U test procedure. Excerpts from the stories of both groups were analyzed qualitatively to discover the heteroglossia of various reflective writing types in both the first- and third-person narratives.
Research Questions:
1. Is there a significant difference between the length and number of descriptive writing, descriptive reflection, dialogic reflection, and critical reflection of first- and third-person narratives written by Iranian EAP learners according to Hutton and Smith’s classification of writing type?
2. What is the dialogicality principle of the first- and third-person narratives written by Iranian EAP learners?
3. How is heteroglossia represented in the first- and third-person narratives written in English by Iranian EAP learners?

2. Literature Review
The growth and development of English as the primary language of academic knowledge dissemination has affected the educational experiences of many university students because they have to master English language contracts in the academic discourse to understand not only their fields of study but also their learning process (Hyland & Hamp-Lyons, 2002). Given that EAP learners are intellectually mature enough when entering EAP courses and familiar with the problem-solving activities, this area may be a good platform for teaching the CT skills to them. Nevertheless, EAP education in Asia has been seriously criticized due to its lack of focus on teaching CT, as little research has been conducted on the instruction of CT and its relevance to EAP in Asia (Gunawardena & Petraki, 2014). There is no one right way to teach CT, and thus EAP teachers and educational institutions take a variety of approaches to design a CT-based curriculum. However, by supporting and engaging EAP learners, they can be helped to become more critical readers and thinkers in the process of achieving their study goals (Wilson, 2016). Thus, critical reviews of EAP courses should go beyond merely criticizing the theoretical foundations of the field and provide opportunities for change at the applied level and its implementation (Pearson, 2017).
     The study by Catterall and Ireland (2010) examined the effects of a CT-based approach on improving international students’ reflective writing at Huddersfield University’s School of Business during a critical EAP course. The EAP students participating in this experiment were introduced to design and justify a claim in English writing during several sessions. The EAP student participants explored various topics in the related academic discourses. The results of this study, while specifying the lack of CT in student participants’ writings, confirmed the positive effects of this approach on improving their critical writing skills.
          The study by Eastman and Maguire (2016) explored the positive effects of writing autobiographies on strengthening the reflective writing of 300 Ph.D. students in the UK during several workshops. To increase the critical voice of these EAP student participants, they were provided with a number of texts representing the genre of autobiography as role models. Eastman and Maguire acknowledged that vocational training is not limited to learning specialized knowledge in the relevant field of science and includes skills and concerns related to talking about oneself and one’s experiences and interactions with others. Writing first-person narratives improved the EAP student participants’ writing skills and deepened their ability to think critically.
          Xu and Li’s (2018) study examined the impacts of taking a genre- and process-based approach to the writing skills of Ph.D. students in a two-year course of EAP in China. Their study showed the lack of criticality in the English writings of these student participants as they had never been educated to master reflective writing. Thus, they merely made unsubstantiated claims; their writings were full of borrowed ideas and lacked any personal views or voices.

2.1. Critical EAP in Iran
Very limited research studies have examined the issue of critical EAP in Iran (Atai, Babaii, & Nili-Ahmadabadi, 2018). The main problems of EAP courses in Iran are the students’ low level of English language skills, the weak link between the policy and practice areas, the scattered and discrete goals, and the uninteresting activities that make students tired. Iranian university students do not learn English to the fullest in schools. Regardless of their fields of study, they enter universities with little L2 proficiency. Instead of being empowered to articulate their concerns about the goals of EAP courses, they are forced to do a series of exhausting tasks. Thus, significant issues such as critical EAP education, distribution of power and freedom in expression and practice in the classroom, polyphony, and the like have been neglected in EAP teaching in Iran (Tavakoli & Tavakol, 2018). Also, the role and agency of Iranian students in EAP courses have been very trivial, and due to their low level of English language skills, L2 skills are to be taught as the content of the EAP course (Vosoughi, Ghahremani Ghajar, & Navarchi, 2019). Zand-Moghadam and Khanlarzadeh’s (2020) study indicated the EAP teachers’ call for the need to improve the Iranian students’ CT skills. However, no study has explored which activity types cultivate and improve the CT ability and reflective writing skills of EAP students in Iran. Thus, considering the positive effects of writing narratives of personal experience on enhancing the CT and critical writing of EAP learners, the present study, for the first time, investigated the quantitative and qualitative impacts of shifting the point of view in the narrative on the CT and reflective writing skills of Iranian EAP students.

3. Methodology
Sixty participants (30 females and 30 males) who were randomly divided into two equal experimental groups took part in the study. They were selected from a range of students of psychology who entered the Islamic Azad University, Khorramabad Branch in the 97-98 academic year. The sampling was carried out based on the availability (convenience) procedure. The research was performed in October 2017. The participants’ age was between 19 and 25 years.
The FPG and TPSG participants were given Butterflies (Grace, 1987) short story. First- and third-person stories written by the participants were collected and used to determine the CT level reflected in the writings of Iranian EAP students. The FPG participants identified themselves with the protagonist of the story and retold the events from their own point of view, looking at their personal experiences. The TPGS participants narrated a summary of the same story from the third-person perspective. In order to analyze the content of first- and third-person stories in terms of the EAP participants’ use of reflective writing types, the well-known Hutton and Smith’s (1995) classification of reflective writing types was used because it clearly defines the four essential levels of critical thinking in writing. The first type of writing is descriptive, non-critical and provides only a report of the course of events. The second type is called descriptive reflection, which describes the author’s personal judgments of events. The third type is dialogic reflection, which expresses the author’s current assessment of past events and their views on the story. Critical reflection is the fourth type of critical writing, which shows the highest CT level and indicates the author’s historical and socio-cultural analysis of past events.
       The narratives obtained from this study were analyzed both quantitatively and qualitatively. The quantitative analysis of the data was based on calculating and comparing the number of different reflective writing clause types in the participants’ written stories via the independent t-test sampling procedure. Also, the mean scores obtained for each writing type were compared to determine the dialogicality principle of the first- and third-person stories. The qualitative analysis of the participants’ written stories was based on revealing their transitions between the different types of reflective writing clause types to express their feelings and thoughts. For this purpose, excerpts from first- and third-person stories were selected to indicate the heteroglossia in the written narratives.

4. Results
This study analyzed and compared the impacts of shifting the narrative point of view on the quantity and quality of reflective writing of Iranian EAP students. The related past research on inscribing personal narratives and autobiographies has confirmed the positive effects of using these tasks on developing the EAP learners’ CT skills and reflective writing. However, the results of the quantitative analysis showed that writing the first-person narrative by shifting the point of view of the original short story from the third-person to the first-person augmented the length of the stories written in English by the FPG participants. Also, the task of shifting the point of view significantly increased the number of descriptive writing and dialogic reflective writing clause types in the first-person stories compared to the number of clauses of descriptive writing and dialogic reflective writing in the third-person stories. Thus, the results of the present study that confirmed the greater degree of the effectiveness of using the task of shifting the point of view in the narrative and rewriting the storyline from the perspectives of and based on the EAP learners’ personal experiences are consistent with the findings of previous relevant research (Rashtchi, 2019; Sabah & Rashtchi, 2017). However, the statistical results showed that shifting the point of view did not make a statistically significant difference between the number of descriptive and critical reflective writing clause types in the stories written by both FPG and TPSG participants. Thus, the study indicated the effectiveness of both first- and third-person narrative writing activities in strengthening the Iranian EAP learners’ willingness to express their thoughts, emotions, and perspectives in the L2 and their CT ability. Also, despite the heteroglossia of the obtained written narratives, the dialogicality principle of both first- and third-person stories was more descriptive, less descriptive reflective, less and less dialogic reflective, and much less critical reflective. This result is consistent with the findings of previous studies (Shokouhi, Daram, & Sabah, 2011; Sabah & Rashtchi, 2016), which indicates that the promotion of CT and critical EAP in Iran has been rather neglected, and appropriate tasks and activities for achieving this goal have not been designed in EAP textbooks. This result confirmed the statement of Kiyani, Momenian, and Navidinia (2011) that there is a contradiction and lack of communication and needs assessment in the goals set in the national program for teaching foreign languages ​​in Iran. Atai, Iranmehr, and Babaii (2018) have also stated that there is a serious gap in the EAP policies in Iran, and thus the set goals need critical evaluation, meticulous analysis, and review.
    The qualitative analysis of the data revealed the heteroglossia in first- and third-person stories in English by Iranian EAP students participating in this research. The following excerpts selected from the stories of both groups serve as examples of the claim that the collected written narratives were not monolithic and enjoyed dialogicity. In order to differentiate different writing types, descriptive writing clauses are not marked in a particular way. Descriptive reflective clauses are underlined, dialogic reflective clauses are italicized, and critical reflective clauses are typed in bold, respectively.
     Excerpt (1) is an excerpt from the first-person story of one of the participants. It shows a transition from critical reflective writing to dialogic reflective writing. The subsequent two descriptive reflective clauses ultimately lead to critical reflective writing. Thus, the EAP student participant has put different types of writing and different levels of reflection in dialogue with each other to express the character’s thoughts and feelings.
… I was always told to listen to the teacher. Now my teacher’s opinion is different from my grandfather’s. And I do not know which opinion is correct. The difference of opinion causes a person to suffer. Something that has been experienced for years is different from something that has been taught to his. (1)
Passage (2) is taken from a third-person story written by one of the EAP student participants in the TPSG. In this piece of writing, various types of reflective writing are evident. Five descriptive writing clauses follow each other, and a critical reflective phrase is used to connect the chain of descriptions to express the EAP student author’s point of view.
… She opened her book. She read: “I killed all the butterflies.” Her grandparents enjoyed her story, but her teacher did not like it. External factors can affect our perceptions. …  (4)
 

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 This article aimed to introduce Paul Simpson’s model­ (2004) at the point of view of "Ayenehaye Dardâr" and "Ham Navayie Shabaneye Orcestre Choobhâ". Simpson applies "sequence, duration, and frequency" in the spatial planes of point of view from "camera angle". He also uses "Modality" in psychology, and "Helidian transitional system" in ideological. Exploring the point of view provides a better understanding of the thoughts and feelings of the characters.
The research method is to evaluate the entire text of the novels in the temporal, spatial, and psychological points of view and identifying the "processes" and "aspects of verbs" in the "policy and beliefs motifs" of the authors’ ideology index.
The flashback in two novels plays an important role. Ghasemi, with a partial view, and Golshiri, with the "here and there" frequency pronouns show the contradiction between the origin and destination community in the lives of immigrants. A confirmative attitude is dominated on novels and the narrator explicitly speaks of his dreams and beliefs. The high frequency of material process reveals realism and reports the specific application of the news, personalities, and lives of the characters.