Thematische Bibliographien / Finn, huckleberry

Auswahl der wissenschaftlichen Literatur zum Thema „Finn, huckleberry“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Finn, huckleberry"

Budd, Louis, und Harold Beaver. „Huckleberry Finn“. Modern Language Review 84, Nr. 4 (Oktober 1989): 964. http://dx.doi.org/10.2307/3731206.

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Wieck, Carl F. „Huckleberry Finn“. Publications of the Modern Language Association of America 117, Nr. 1 (Januar 2002): 126–27. http://dx.doi.org/10.1632/s003081290010570x.

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Sloane, David E. E. „Huckleberry Finn“. Publications of the Modern Language Association of America 117, Nr. 1 (Januar 2002): 127–28. http://dx.doi.org/10.1632/s0030812900166933.

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Amare, Nicole, und Alan Manning. „Twain's Huckleberry Finn“. Explicator 62, Nr. 4 (Januar 2004): 206–9. http://dx.doi.org/10.1080/00144940409597223.

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Wasserstein, Paulette. „Twain's Huckleberry Finn“. Explicator 46, Nr. 1 (Oktober 1987): 31–33. http://dx.doi.org/10.1080/00144940.1987.9935273.

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Thierfelder, William. „Twain's Huckleberry Finn“. Explicator 48, Nr. 3 (April 1990): 194–95. http://dx.doi.org/10.1080/00144940.1990.9933988.

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Margolis, Stacey. „Huckleberry Finn - Reply“. Publications of the Modern Language Association of America 117, Nr. 1 (Januar 2002): 128. http://dx.doi.org/10.1632/s0030812900166945.

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Browne, Ray B. „Refiguring Huckleberry Finn“. Journal of American Culture 27, Nr. 4 (Dezember 2004): 459–60. http://dx.doi.org/10.1111/j.1542-734x.2004.148_27.x.

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Hanford, Russell, und John R. Snarey. „Parenting Huckleberry Finn“. Journal of Moral Education 30, Nr. 3 (September 2001): 293–97. http://dx.doi.org/10.1080/03057240120077309.

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Baker, William, und Mark Twain. „Adventures of Huckleberry Finn“. Antioch Review 54, Nr. 3 (1996): 363. http://dx.doi.org/10.2307/4613362.

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Dissertationen zum Thema "Finn, huckleberry"

Barrow, William David 1955. „Orality, Literacy, and Heroism in Huckleberry Finn“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500929/.

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This work re-assesses the heroic character of Huckleberry Finn in light of the inherent problems of discourse. Walter Ong's insights into the differences between oral and literate consciousnesses, and Stanley Fish's concept of "interpretive communities" are applied to Huck's interactions with the other characters, revealing the underlying dynamic of his character, the need for a viable discourse community. Further established, by enlisting the ideas of Ernest Becker, is that this need for community finds its source in the most fundamental human problem, the consciousness of death. The study concludes that the problematic ending of Twain's novel is consistent with the theme of community and is neither the artistic failure, nor the cynical pronouncement on the human race that so many critics have seen it to be.

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Kallin, Fredrik. „Racial and Religious Hypocrisy in Adventures of Huckleberry Finn“. Thesis, Kristianstad University College, Department of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4428.

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Ramos, Vera Lúcia. „A sivilização-civilização de Huckleberry Finn: uma proposta de tradução“. Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-27082009-165932/.

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As Aventuras de Huckleberry Finn (1885), obra-prima de Mark Twain, apresenta uma narrativa denunciadora do racismo de sua época e, para tanto, ele dá a suas personagens, e inclusive ao narrador, uma voz até então não comum na literatura norte-americana: os dialetos literários representantes da condição social, étnica e lingüística das personagens. Assim, todas elas de alguma forma usam um dialeto desviado do culto, mostrando uma relação estreita entre nãopadrão e fuga da civilização. A recepção da obra causou muita polêmica tanto na época de sua publicação quanto em outros períodos, sendo o livro por várias vezes proibido de estar nas prateleiras de alguma biblioteca ou de fazer parte do currículo das escolas norte-americanas. As edições em português do Brasil seguem a tradição da tradução de clássicos, isto é, de ignorar os dialetos e usar em seus lugares a língua culta. No entanto, há um explanatório, no corpo do texto, no qual Twain explica o porquê do uso dos sete dialetos criados. Dessa forma, os tradutores têm tomado a posição de ignorar o explanatório juntamente com os dialetos, para não expor aos leitores essa problemática do original, ou ainda a posição de traduzir o explanatório e justificar-se com o leitor a respeito do uso de uma linguagem padrão. Este trabalho visa a refletir acerca das implicações no uso dos dialetos literários no original e na tradução, assim como da supressão deles em três traduções brasileiras. Além disso, propõe-se a não sivilizar Huckleberry apresentando uma possível tradução com dialetos para cinco capítulos. Dessa forma, julgou-se ter respeitado o texto de Twain, assim como um aspecto importante e conhecido de seu pensamento: o repúdio à civilização e seus benefícios.
The Adventures of Huckleberry Finn (1885), Mark Twains masterpiece, presents a narrative that denounces the racism of its era and, to that end, gives its characters including its narrator a voice until then uncommon in North-American literature: a literary dialect representative of the social, ethnic, and linguistic conditions of [each] character. As such, each in some manner uses a dialect that diverges from the cultured norm, showing a close relationship between nonconformity and a distancing from civilization. At the time of its publication and in other eras, the book caused much controversy, often being banned from the library shelves or from being included in North-American school curricula. Brazilian Portuguese editions follow the tradition for classics, i.e., they ignore dialects and use refined language instead. However, the body of the text contains an explanatory in which Twain explains the motive for the use of the seven dialects he created in writing. As such, translators have taken the position of ignoring the explanatory together with the dialects so as not to reveal this difficulty of the original to the reader, or even of translating the explanatory and justifying themselves to the reader for the use of standard language [in the translated version]. The present work seeks to reflect on the use of literary dialects in the original and the translation, as well as on their suppression in three Brazilian translations. Furthermore, it proposes not sivilizing Huckleberry, offering a possible translation with dialects for five chapters. In this manner it proposes to have respected Twains text as well as an important and recognized aspect of his thinking: the repudiation of civilization and its benefits.

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Johnson, Alexander, und Sara Ghazarian. „The Relevance of Huckleberry Finn in today’s English Language Classrooms“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30825.

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Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever.
This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.

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Westin, Anna-Karin. „Overturning the Notion of White Supremacy in Adventures of Huckleberry Finn“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12100.

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This essay discusses how Mark Twain in the novel Adventures of Huckleberry Finn uses the description of the white American Christian civilization in order to overturn the colonial notion of white supremacy. This is done through juxtaposing the characterization of the people of the white American civilization and the people that are alienated or ‘other’. The Grangerford family, the Widow and Miss Watson, and Colonel Sherburn are brought up as examples of the white American civilization’s hypocrisy and double standard in the novel. The analysis focuses on how these supposedly Christian characters do not follow the Christian ethics and sermon teaching even though they claim to do so. The colonial notion of the white western civilization’s supremacy over other people’s societies is thus overturned by Twain’s description of the immorality of this white American society. As opposed to this, the people who are outside of this society and who do not label themselves as Christians, prove to be those who in reality follow the Christian notion of brotherly love towards everybody, no matter the social standing or skin color of the person in need. Furthermore, Huck’s moral fight whether or not he should continue to help the runaway slave Jim to freedom or turn him in to the slave owner Miss Watson, is crucial. Through the portrait of this inner struggle, Twain pinpoints the absurdity of the supremacy of such an immoral law. The law of society was upheld with an almost religious devotion, and the irony in this works to further overturn the notion of the white American civilization’s supremacy.

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Lavoie, Judith. „La parole noire en traduction française, le cas de Huckleberry Finn“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ50204.pdf.

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Lavoie, Judith. „La parole noire en traduction française : le cas de Huckleberry Finn“. Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35905.

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Divided into five chapters, the thesis analyzes the translation into French of Black English as represented in Mark Twain's novel Adventures of Huckleberry Finn. The method, mainly text-oriented, that is to say turning away from the sociological approach, offers a semiotic reading of the text, both original and translated (Chapter 1). This semiotic approach considers the text as a significant mosaic. Thus, it brings out not only the motivation of the different textual elements, but also the coherence cementing them. The analysis of the original text (Chapter 2) shows that the subversive aesthetic and ideological function of Black English is provided by Jim's characterization and his discursive and narrative programs. William-Little Hughes's translation (1886), as well a Claire Laury's (1979) and Rene and Yolande Surleau's (1950), reverse the subversive project of the source-text through an organized system of textual transformations (additions, omissions, shifts) and produce a stereotyped version of Jim's character, his speech, also simplified and reduced, becoming the expression of this characterization (Chapter 3). Poles apart from these three texts, the French versions written by Suzanne Netillard (1948), Andre Bay (1961), Lucienne Molitor (1963), Jean La Graviere (1979) and Helene Costes (1980) display translation projects which reactivate the original system in which Jim had a multidimensional characterization (Chapter 4). Yet, despite the efficient options chosen by certain translators on the material level, Jim's speech in French does not convey a Black identity in the way Black English does in the original text. A modified and literary version of creolized French is suggested as a possible option for translating this sociolect (Chapter 5).

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Cundick, Bryce M. „Translating Huck : difficulties in adapting The adventures of Huckleberry Finn to film /“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd765.pdf.

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Cundick, Bryce Moore. „Translating Huck: Difficulties in Adapting "The Adventures of Huckleberry Finn" to Film“. BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/256.

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Filmmakers have had four main difficulties adapting The Adventures of Huckleberry Finn to film: point of view, structure, audience and the novel's ending. By studying the different approaches of various directors to each obstacle, certain facts emerge about both the films and the novel. While literary scholars have studied Huck from practically every angle, none have sufficiently viewed the book through the lens of adaptation, despite the fact that it has been adapted to film and television over twenty times. The few critics who have studied the adaptations have done so using dated methodologies that boil down to little more than a question of how faithfully the films recreate the novel. By judging a movie solely on the basis of the book's merits, critics ignore the fact that a change in medium necessitates a change in material. With each adaptation, a new opportunity arises to study the novel from a fresh standpoint.

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Worthington, Leslie Harper Hitchcock Bert. „Huck Finn rides again reverberations of Mark Twain's Adventures of Huckleberry Finn in the twentieth-century novels of Cormac McCarthy /“. Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/English/Dissertation/WORTHINGTON_LESLIE_21.pdf.

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Bücher zum Thema "Finn, huckleberry"

Twain, Mark. Huckleberry Finn. Herausgegeben von Claire Black. [United Kingdom]: Berryland Books, 2006.

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1835-1910, Twain Mark, Hrsg. Huckleberry Finn. Basingstoke: Macmillan Education, 1985.

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Twain, Mark. Huckleberry Finn. Lake Illustrated Classics, Collection 1: Ags Pub, 1994.

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Twain, Mark. Huckleberry Finn. Mineola, NY: Dover Publications, 1999.

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Twain, Mark. Huckleberry Finn. Lake Illustrated Classics,Collection 1: Angus & Robertson, 1994.

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Kimberly, Marion. Huckleberry Finn. London: Hawk Books, 1990.

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Edwards, June. Huckleberry Finn. Austin, Tex: Steck-Vaughn Co., 1991.

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1835-1910, Twain Mark, Hrsg. Huckleberry Finn. Belmont, Calif: Lake Education, 1996.

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1835-1910, Twain Mark, und Campbell Jacqui, Hrsg. Huckleberry Finn. Harlow: Longman, 1994.

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Twain, Mark. Huckleberry Finn: Huckleberry Finn. Oxford University Press, USA, 2004.

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Buchteile zum Thema "Finn, huckleberry"

Burr, Gray. „Huckleberry Finn“. In Contemporary Poetry: A Retrospective from the "Quarterly Review of Literature", herausgegeben von Theodore Russell Weiss, 94–95. Princeton: Princeton University Press, 2015. http://dx.doi.org/10.1515/9781400871728-032.

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Takeuchi, Yasuhiro. „Huckleberry Finn Redux“. In Mark X, 20–45. New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429461866-2.

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Twain, Mark, Gerald Graff und James Phelan. „Adventures of Huckleberry Finn“. In Adventures of Huckleberry Finn, 27–265. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_2.

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Takeuchi, Yasuhiro. „The Ur-Huckleberry Finn“. In Mark X, 1–19. New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429461866-1.

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Takeuchi, Yasuhiro. „The Oedipal Huckleberry Finn“. In Mark X, 156–75. New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429461866-7.

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Twain, Mark, Gerald Graff und James Phelan. „The Life of Samuel Clemens and the Reception of Huckleberry Finn“. In Adventures of Huckleberry Finn, 19–26. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_1.

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Twain, Mark, Gerald Graff und James Phelan. „A Portfolio of Illustrations from the 1885 Edition“. In Adventures of Huckleberry Finn, 266–75. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_3.

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Twain, Mark, Gerald Graff und James Phelan. „The Controversy over the Ending: Did Mark Twain Sell Jim down the River?“ In Adventures of Huckleberry Finn, 279–334. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_4.

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Twain, Mark, Gerald Graff und James Phelan. „The Controversy over Race: Does Huckleberry Finn Combat or Reinforce Racist Attitudes?“ In Adventures of Huckleberry Finn, 335–479. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_5.

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Twain, Mark, Gerald Graff und James Phelan. „The Controversy over Gender and Sexuality: Are Twain’s Sexual Politics Progressive, Regressive, or Beside the Point?“ In Adventures of Huckleberry Finn, 480–551. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13751-0_6.

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Konferenzberichte zum Thema "Finn, huckleberry"

Nemickienė, Živilė. „METAPHOR TRANSLATION IN LITHUANIAN OF MARK TWAIN’S ADVENTURES OF HUCKLEBERRY FINN“. In The 6th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2018. http://dx.doi.org/10.18638/scieconf.2018.6.1.471.

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Li, Ning. „Entertainment and Reflect: Mark Twain’s Humor in The Adventures of Huckleberry Finn“. In 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200907.038.

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Ji, Yinxiu. „An Analysis of the Multi-roles the Mississippi River Plays in The Adventures of Huckleberry Finn“. In Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssphe-18.2019.5.

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Bai, Qian, und Yu Sun. „An Interpretation of Postcolonialism in The Adventures of Huckleberry Finn On The Latent Colonial Consciousness of Huck and Jim“. In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.29.

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„Explicitation in the Translation of Children's Literature—A Case Study of the Chinese Version of The Adventures of Huckleberry Finn by Zhang Yousong and Zhang Zhenxian*“. In International Conference on Education, Management, Computer and Society. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001781.

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Li, Yujin. „The Identity of Jim in lThe Adventures of Huckleberry Finnr from the Postcolonial Perspective“. In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.123.

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