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Michel, Roger Lee. "The Old English Daniel : critical commentary and textual notes." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305139.
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Belmonte, Thelma. "Organizational aspects of texts and critical reading awareness /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81020.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T21:54:43Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T01:53:58Z : No. of bitstreams: 1 150683.pdf: 1733828 bytes, checksum: fb0c9b6a78a5a059bfb193421eae824b (MD5)
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Hirayama, Paul E. "A textual and literary critical examination of 1 Samuel 16-18." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Costa, Renata Ferreira. "Um caso de apropriação de fontes textuais: memória histórica da capitania de São paulo, de Manuel Cardoso de Abreu, 1796." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11012013-120603/.
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Esta tese indica as fontes textuais de Memória Histórica da Capitania de São Paulo e analisa os procedimentos de modificação textual operados por Manuel Cardoso de Abreu na adaptação dessas fontes para a elaboração de sua obra. A Memória Histórica, de Manuel Cardoso de Abreu, oficial maior da Secretaria da Capitania de São Paulo, é um manuscrito do século XVIII preservado no Arquivo do Estado de São Paulo, composto principalmente a partir de textos dos historiadores setecentistas Pedro Taques de Almeida Paes Leme História da Capitania de São Vicente; Notícia Histórica da Expulsão dos Jesuítas do Colégio de São Paulo e Nobiliarquia Paulistana Histórica e Genealógica e Frei Gaspar da Madre de Deus Memórias para a História da Capitania de São Vicente. Apesar da comprovação da reprodução integral de muitos trechos e parágrafos de tais obras, o manuscrito não se configura como uma cópia literal de suas fontes, uma vez que Manuel Cardoso interveio intencionalmente nos textos que lhe serviram de modelo para a construção de sua Memória, operando, para tanto, uma série de alterações, que deram origem a um novo texto. No início do século XX, depois da aquisição dessa obra pelo Arquivo do Estado, historiadores como Capistrano de Abreu e, especialmente, Afonso dEscragnolle Taunay, levantaram a questão da sua autenticidade, amparados nas noções de autoria e propriedade intelectual. Assim, a Memória Histórica foi julgada como um caso de plágio, sem que, contudo, houvesse uma discussão em torno da motivação e finalidade dessa apropriação textual, da relação desse texto com os seus textos-fonte e das práticas de escrita e de cópia à época. Este trabalho, que se fundamenta nos princípios teóricos e metodológicos da Crítica de Fontes, da Filologia e da Crítica Textual, parte da pesquisa, exame e colação das fontes da Memória Histórica, com o objetivo de estabelecer a categorização dos mecanismos de filtragem de tais fontes. Desse modo, objetiva-se identificar quais as modificações, voluntárias e involuntárias, operadas por Manuel Cardoso de Abreu no processo de elaboração de sua obra.This work through the establishment of the sources used on the paper titled Memória Histórica da Capitania de São Paulo, seeks to analyze the textual transformation in the passage from one text to another. The Memória Histórica, of Manuel Cardoso de Abreu, higher official of the Secretariat of the Province of São Paulo, is an eighteenth century manuscript deposited in the Archive of the State of São Paulo, composed mainly of texts of the eighteenth century texts written by historians, as Pedro Taques de Almeida Paes Leme Leme História da Capitania de São Vicente; Notícia Histórica da Expulsão dos Jesuítas do Colégio de São Paulo e Nobiliarquia Paulistana Histórica e Genealógica and Frei Gaspar da Madre de Deus Memórias para a História da Capitania de São Vicente. Despite the confirmation of the full reproduction of many sections and paragraphs of such works, the manuscript is not configured as a literal copy of his sources, since Manuel Cardoso intentionally intervened in the texts which served as a model for the construction of his Memória, implementing to this end, a series of changes that gave rise to a new text. In the early twentieth century, after the acquisition of this works by the State Archives, historians as Capistrano de Abreu and, especially, Afonso dEscragnolle Taunay, raised the question of its authenticity, supported by the notions of authorship and intellectual property. As a consequence, Memória Histórica was judged as a case of plagiarism, without, however, a discussion on the motivation and purpose of textual appropriation, the relationship of that text with their sources and without consideration for writing and copying practices during the period when they were constructed, being held. So, based essentially on theoretical and methodological principles, such as Critical Sources, Philology and Textual Criticism, this research focuses on the examination and collation of the sources from Memória Histórica, and it searches to establish the categorization of filtering mechanisms for these sources, so that it is possible to reveal which variants of Manuel Cardoso de Abreu in the writing process of his work and to what extent was his was intentional intervention.
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Shercliff, Rebecca Mary. "A critical edition of 'Tochmarc Ferbe' with translation, textual notes and literary commentary." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288120.
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This thesis provides a critical edition of the longest extant version of the medieval Irish text Tochmarc Ferbe ('The Wooing of Ferb'), accompanied by translation, textual notes and literary commentary. Tochmarc Ferbe is found in two manuscripts, the Book of Leinster (LL) and Egerton 1782. This comprises three versions of the text: a short prose account in Egerton 1782, and a long prosimetric account in LL, followed in the same manuscript by a poetic account. After a preliminary analysis of the relationship between these three versions, the edited text of the long prosimetric version (LL-prose) is presented, alongside a facing-page translation. Issues arising from the text, in terms of interpretational difficulties, literary features and metrical analysis of the poems, are discussed in the form of textual notes. A particular focus is the prevalence of textual correspondences between Tochmarc Ferbe and other medieval Irish tales, many of which are identified as direct textual borrowings by the author of this text. The thesis concludes with a literary commentary focusing on the role of women in the LL-prose version. It is argued that its depictions of a wide range of female characters challenge traditional assumptions about medieval Irish attitudes towards women, which tend to focus on their supposed passivity and negativity. The portrayals of two female characters are singled out as especially noteworthy. Queen Medb, frequently viewed as the archetypal expression of negative attitudes towards power-wielding women in medieval Irish literature, is shown to receive a positive depiction in this text. Meanwhile, the main female protagonist Ferb is characterised by her use of speech, which dominates the text in a manner almost unparalleled in medieval Irish literature. It is argued that she subverts the usually passive role of lamenter by channelling her grief into an active force, offering an alternative model of positive female action.
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Walker, Alan. "Symmetrical Speech: Qualitative Textual Analysis In Humanist Digital Design." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492772935620825.
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Govier, Clive E. "The majority text debate: A study in New Testament text-critical method." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/963.
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The aim of textual criticism is to recover the original text of the New Testament. By studying and comparing the many extant manuscripts it is hoped to discover which of them, or the variants they contain, arc closest to the original Text In choosing between the many variant readings, New Testament scholars developed the method of grouping manuscripts into different fom1s of text which fit the pattern of their variants. In contrast to this approach, J. W. Burgan propounded a method later identified as "The Majority Text" approach. This focuses on the Byzantine textual tradition, and assumes that its numerical preponderance is prima facie evidence of a superior text. With the lapse of time, and due to the results of the many studies made of newly discovered papyri, there is growing uncertainty as to the value of the traditional groupings of manuscripts. Both current research and contemporary methods of criticism may indicate that F. J. A. Hort's description of the Byzantine text (Majority text), as late, inferior, and recensional, needs to be reevaluated. There is a loss of methodological consensus; differing ways have emerged of estimating the many variant readings of the New Testament. This depends on whether the critic relies on the supposed history of the text, or prefers to focus on stylistic and philological issues. The need is to find a text-critical method acceptable to all. Recent debate between scholars advocating different approaches to textual criticism has addressed several key theoretical issues, whose outcome determines whether the Majority text method is a viable alternative to other approaches. This study responds to the recommendation of Kurt Aland (1987) that interested students should test the Majority text method, by considering several texts from the Gospels which arc relegated to the critical apparatus of the Greek New Testament (UBS4). This is done by employing Burgan's "Seven Notes of Truth", and the results are compared with Aland's conclusions, as well as with the conclusions of other critics who follow similar or varying methods. Not surprisingly it was found that, of all the verses examined on the basis of the Majority text method, the textual decisions were markedly different from those made by Aland and the UBS editors. In contrast, the Majority text conclusions for half of the verses considered were in agreement with those reached by the more radical approach of G. D. Kilpatrick who was willing to evaluate some Byzantine variants as good readings. The differing approaches indicate that New Testament textual criticism is at a methodological impasse. II is hoped that a clearer understanding of the history of the text will provide an objective basis for making sound textual choices. This quest must include a more exact method of patristic studies to enable the critic to place the Text more accurately in the context of its time and location. If a consensus emerged which accepted that Hart's views of the origins of the Byzantine text are no longer tenable, this may encourage scholars to study Burgon's work more closely, and thereby assess the value of the Majority text method.
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Lahham, K. "Ibn al-'Arabicirc;'s al-Tanazzulacirc;t al-Mawiiliyya: a textual study and critical edition." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502088.
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Watson, Heather. "A critical study of the multiview methodology : a poststructuralist textual analysis of concepts in inquiry." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14713/.
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This thesis considers the concept of information as meaning through the following research question: how can we work critically with a tradition of information systems development methodologies? Motivation for this derives from the way 'hard' methodologies have traditionally regarded information as structured data. This neglects 'soft' concerns for how people attribute meaning to data through a process of 'inward-forming' as they use data to make sense of a situation. The research is potentially important insofar as it considers how viewing information as structured data may have confused attempts at theory building. That is, if information is conceived of as structured data, then this may be reflected in how we conceive of a methodology's theory with the result that the meaning of a methodology becomes guaranteed by the theory. This gives rise to a prescriptive tradition of theory that is potentially misleading because it neglects the personal skills of those who use methodologies. This is investigated through a descriptive/interpretive research approach using a poststructuralist textual analysis of concepts in the theory and practice of a methodology. While structuralism views meaning as something static contained 'within' a text that readers passively consume, poststructuralism emphasises how readers actively derive meaning through their interactions with texts. In addressing the hermeneutic and deconstructive aspects of poststructuralism, the research draws on the philosophers, Paul Ricoeur and Jacques Derrida respectively. With regard to Derrida, deconstruction is used to argue how the main position asserted by a methodology's texts is undermined by elements within the texts themselves. This critically questions the foundations on which a methodology claims to be based. The general purpose is to build theories of methodology that address information as meaning. To this end, the thesis centres on four areas of investigation: it considers themes associated with linking 'hard' and 'soft' methodologies, investigates a specific methodology that links such approaches, raises a critical element by deconstructing concepts in inquiry, and considers implications for the relationship between theory and practice of methodology. The area of application for the research was Multiview Methodology (MVM) because it combines a range of existing methodologies that reflect 'soft' concerns for how people interpret meaning as well as a traditional 'hard' focus on structuring data for use on computerised information systems. The deconstructive approach used in this research is not yet common in the field of information systems. As such, this research is intended to contribute towards new critical strategies that challenge methodologies as conceptual systems in their own right as distinct from strategies that challenge their authors. Focusing on the conceptual implications of methodologies rather than their authors' intentions resulted in four main outcomes: a conception of paradigm as network, which refers to a shared conception of meaning, though commitments to beliefs in particular models vary from heuristic to ontological; a Trojan horse phenomenon, which refers to tendencies to reiterate limitations criticised in others; constraints of traditional print media insofar as these are associated with linear and static descriptions of methodology in use; and methodology as metaphor, which refers to the process through which we understand the unfamiliar in terms of the familiar thereby creating new concepts while still retaining aspects of our past experiences.
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Begmatov, Alisher. "Sogdian Textual Materials from Central Asia：A Critical Re-edition of the Documents from Mount Mugh." Kyoto University, 2020. http://hdl.handle.net/2433/253028.
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Rennie, Gillian Mary. "A textual analysis of Jonny Steinberg's 'The Number' : exploring narrative decisions." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79987.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study attempts to explore aspects of the textual representation of Magadien Wentzel, the main character of The Number, a work of literary journalism by Jonny Steinberg. It sets out to respond to the following two central research questions: Firstly, what narrative decisions does Jonny Steinberg make in the text of The Number to convey aspects of the reality he experienced in relation to his main character, Magadien Wentzel; and secondly, what effect do these decisions have on the reader? As literary journalism is a genre with fluid boundaries and therefore various definitions, the thesis first presents the challenge of definition and lays out a broad history of the genre in its attempt to situate The Number as a work of social documentary and of literary journalism in South Africa. Taking realism as its theoretical point of departure, this study aligns itself with the view that there exists an independent, extra-textual real-world and that knowledge of this real-world can be produced and shared. In doing so, realism presents itself as a literary form associated with art that cannot turn away from harsh aspects of human existence – a characteristic mirrored by Steinberg’s (and thus his character’s) major themes. By means of a textual analysis which seeks to interpret aspects of Steinberg’s narrative decisions in his text, this study uses tools of literary realism, namely the empirical effect and the character effect, in its exploration. This research, conducted within the qualitative research paradigm, is informed in particular by the assumption that there exists an implicit communicative contract between author and reader which leads to narrative trust, seen as an indispensable quality to the non-fictional reading experience. In the case of Steinberg and The Number, this study finds that the writer’s representation of a particular reality relies to an important degree on the level of trust he is able to inspire in a reader. This is pertinent because, being factual, non-fiction demands that a reader not only imagine a world other than their own, but that they believe it too. One of the ways in which Steinberg enables a reader to trust his representation of his particular reality is by overtly placing his literary and authorial concerns alongside his reportage of Magadien Wentzel, the main character of The Number. This distinctive narrative approach results in a modification of the reader’s traditional contract with the writer, forged by the text between them, to one in which the text unites the reader with both Steinberg as narrator and Magadien Wentzel as character.
AFRIKAANSE OPSOMMING: Hierdie studie poog om aspekte van die tekstuele voorstelling van Magadien Wentzel, die hoofkarakter in The Number, 'n werk van literêre joernalistiek deur Jonny Steinberg, te verken. Dit probeer om die volgende twee sentrale navorsingsvrae te beantwoord: Eerstens, watter narratiewe besluite neem Jonny Steinberg in die teks van The Number om aspekte van die werklikheid wat hy ervaar het met betrekking tot sy hoofkarakter, Magadien Wentzel, oor te dra, en tweedens, watter effek het dit op die leser? Aangesien literêre joernalistiek 'n genre is met vloeibare grense en daarom verskeie definisies, probeer die tesis eerstens die uitdaging van definisie te beantwoord. Daarmee lê dit ook 'n breë basis van die geskiedenis van die genre in sy poging om The Number te situeer as 'n sosiale dokumentêr en as literêre joernalistiek in Suid-Afrika. Met realisme as teoretiese vertrekpunt, vereenselwig hierdie studie hom daarmee dat 'n onafhanklike, ekstra-tekstuele regte wêreld bestaan, en dat kennis van dié “regte wêreld” geskep en gedeel kan word. So representeer realisme hom as 'n literêre vorm wat verband hou met die kunste, en wat sigself nie kan afwend van die harde aspekte van die menslike bestaan nie – 'n kenmerk wat deur Steinberg se hooftemas – en daarom ook dié van sy hoofkarakter – weerspieël word. Deur middel van 'n tekstuele analise wat poog om aspekte van Steinberg se narratiewe besluite in sy teks te interpreteer, gebruik hierdie studie aspekte van literêre realisme, naamlik die empiriese effek en die karakter-effek, in sy ondersoek. Hierdie navorsing, wat binne die kwalitatiewe navorsingsparadigma uitgevoer is, is veral geïnformeer deur die aanname dat daar 'n implisiete kommunikatiewe kontrak tussen die skrywer en die leser bestaan wat lei tot narratiewe vertroue, gesien as 'n onmisbare element van die nie-fiksie-leeservaring. In die geval van Steinberg en The Number het hierdie studie bevind dat die skrywer se voorstelling van 'n bepaalde werklikheid tot 'n belangrike mate berus op die vlak van vertroue wat hy by die leser genereer. Dit is belangrik, want synde feitelik, vereis nie-fiksie dat 'n leser nie net 'n wêreld anders as hul eie voorstel nie, maar dat hulle ook daarin kan glo. Een van die maniere waarop Steinberg 'n leser in staat stel om sy voorstelling van sy besondere werklikheid te vertrou, is deur die plasing van sy literêre en outeursbesorgdheid direk langs sy reportage van Magadien Wentzel, die hoofkarakter in The Number. Hierdie unieke narratiewe aanslag het ’n modifikasie van die leser se tradisionele kontrak met die skrywer tot gevolg, ’n kontrak wat gewoonlik deur die teks tussen hulle gesmee is, en wat verander in een waarin die teks die leser met beide Steinberg as verteller en Magadien Wentzel as karakter verenig het.
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Hachem, Ali. "The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603.
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Ingridsdotter, Kicki. "Aided Derbforgaill "The violent death of Derbforgaill" : A critical edition with introduction, translation and textual notes." Doctoral thesis, Uppsala universitet, Avdelningen för keltiska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-102057.
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This dissertation contains a critical edition of the early Irish tale Aided Derbforgaill “the violent death of Derbforgaill”. It includes an introduction discussing the main thematic components of the tale as well as intertextuality, transmission and manuscript relationship. The edition is accompanied by transcripts from the three manuscript copies of the tale and textual notes. Aided Derbforgaill is an Ulster Cycle tale and belongs to a category of tales describing the death of prominent heroes, rarely heroines, in early Irish literature. Arriving in the shape of a bird to mate with the greatest of all heroes, Cú Chulainn, Derbforgaill is refused by Cú Chulainn on account of him having sucked her blood. Forced to enter a urination competition between women, and upon winning this, Derbforgaill is mutilated by the other competitors. The tale ends with two poems lamenting the death of Derbforgaill. This very short tale is complex, not only in its subject matter, but in the elliptical language of the poetry. Thematically the tale is a combination of very common motifs found elsewhere in early Irish literature, such as the Otherworld, metamorphosis and the love of someone unseen, and some rare motifs that are almost unique to this tale, such as blood sucking and the urination competition. The text also have clear sexual overtones.
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Foullah, Leopold Abdulai. "The use of the New Testament Greek text a critique of the eclectic textual critical method /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Asquith, Nicole. "Understanding the Role of Verbal and Textual Hostility in Hate Crime Regulation: Interim Report." London Metropolitan Police Service, 2009. http://hdl.handle.net/10454/3900.
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noVerbal-textual hostility plays a significant role in victims¿ subjective perceptions of hatred and police officers¿ assessment of a hate crime. Yet, to date, the role of hate speech in hate crime has been largely uninterrogated. The aim of this research project is to assess and evaluate the forensic possibilities contained in a closer reading of the words used in hate crimes. Through a critical discourse analysis of incident characteristics and officers¿ narratives of incidents, this report maps out how key hate speech-text indicators may assist to better evaluate the force and effects of hate crimes. It is expected that this type of contextual analysis will lead to the development of more sophisticated risk assessment tools for use in frontline policing, and more targeted service-enhancements for victims of hate crimes.
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Clarke, Kent D. "An examination of the United Bible Societies' Greek New Testament based upon textual criticism and critical analysis." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Menezes, Talita Santos. "Influências da produção textual científica na formação de estudantes universitários." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/5727.
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One of the aims of undergraduate courses is to stimulate undergraduate students to get a critical spirit. So, the activities which were done during the course cooperate, anyhow, to reach this aim and the textual production makes part of this group of tasks. According to this, the scientific textual production acquires goals which go beyond their didactic evaluative function, contributing to the student's knowledge development. Based on this perspective, the aim of this study is to analyze how the scientific textual production can develop, critically, the way the undergraduate students think. The theoretical reference which supported the arguments was based, fundamentally, on conceptions hold by Koch (2006;2012), Silva (2012), Hühne (2001), Chauí (2001), Garcia (2001), among others. The corpus analysed was made of a group of 106 texts produced by undergraduate students and 20 recorded interviews with professors and university students. From the analysis of data, it was possible to verify how the scientific textual production influences the undergraduate students' critical positioning in some issues, wherein this positioning is revealed by the argumentation found in the textual materiality.Um dos objetivos dos cursos de graduação é estimular nos acadêmicos a formação de um espírito crítico. Nesse sentido, as atividades realizadas no decorrer do curso cooperam, de algum modo, para o alcance dessa finalidade, e a produção textual faz parte do conjunto dessas tarefas. Nesse contexto, a produção textual científica adquire finalidades que vão além de sua função didático-avaliativa, passando a contribuir para a formação do estudante. Firmado nessa perspectiva, o objetivo deste estudo é analisar de que forma a produção textual científica pode aperfeiçoar o modo de o graduando posicionar-se criticamente. O referencial teórico que embasa as discussões ampara-se, fundamentalmente, em concepções defendidas por Koch (2006; 2012), Silva (2012), Hühne (2001), Chauí (2001), Garcia (2001), dentre outros. O corpus de análise foi constituído por um conjunto de 106 textos produzidos por graduandos e 20 entrevistas gravadas com professores e estudantes universitários. A partir da análise dos dados, foi possível verificar como a recorrência da produção textual científica influencia no modo como o graduando posiciona-se criticamente diante de determinadas questões, sendo que esse posicionamento se revela através da argumentação exposta na materialidade textual.
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Ori, Francesca. "Odi e inni di Giovanni Pascoli proposta di edizione critica." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11505.
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Scopo di questa tesi è di fornire una proposta di edizione critica di Odi e Inni di Giovanni Pascoli. L’edizione tuttora considerata canonica, e quindi stampata e divulgata, è la mondadoriana del 1958, curata da Augusto Vicinelli. Trattandosi di una pubblicazione fortemente rimaneggiata dal critico e dalla sorella del poeta, Maria, e accresciuta di otto componimenti, non può essere assunta come testo di riferimento per Odi e Inni in quanto non rispetta le ultime volontà dell’autore. Così come per le edizioni critiche di Myricae, Canti di Castelvecchio e Poemetti, si è preferito utilizzare l’ultima versione pubblicata in vita da Pascoli stesso, che nella fattispecie è la seconda edizione zanichelliana datata 1907. Prendendo come riferimento questa pubblicazione, si è proceduto a ricostruirne la storia nel complesso e quella di ciascuna sua lirica, suggerendone le probabili date di composizione. La seconda parte della tesi consta della descrizione di tutti i testimoni reperiti riguardanti la silloge, siano essi a stampa o manoscritti, editi o inediti. La terza parte prevede la ricostruzione del testo critico. Sono accluse in Appendice, infine, le trascrizioni di tutti gli abbozzi, raggruppate per componimento e precedute da una breve introduzione di carattere storico ed ecdotico. Lo studio accurato degli autografi della silloge, ideata da Pascoli negli anni della fama e della maturità, ha permesso anche di delineare il modus scribendi dell’autore a cavallo tra i due secoli, dalle prime ispirazioni poetiche, derivanti spesso da fatti di cronaca, alle scelte metrico-strutturali delle liriche, agli orientamenti stilistico-linguistici; un processo creativo, questo, che si conclude spesso con la divulgazione su periodico dei componimenti finiti. Attraverso la ricerca e l’analisi di tutti i testimoni e delle fonti che hanno influenzato il poeta, è possibile indicare questa tesi di ricerca come il lavoro più esaustivo mai fatto prima d’ora su Odi e Inni. The objective of this doctoral thesis is to provide the critical edition of Giovanni Pascoli’s last poetry collection, Odi e Inni. The copy-text currently in use is the 1958 edition by Mondadori. This edition has been posthumously manipulated by both critic Augusto Vicinelli and the poet’s sister Maria and therefore cannot be considered the most authoritative version of the work. This thesis proves how Pascoli’s intended best text is the 1907 edition of the collection published by Zanichelli, the last version edited by the author himself. In Part I of the dissertation the 1907 edition is established as the copy-text of Odi e Inni. In this section the history of the collection as a whole and that of each individual poem has been reconstructed. Particular attention has been paid to the identification of the composition dates of the verses. Part II presents the description of all witnesses (manuscripts, drafts, proofs etc.) found in archives and libraries related to Odi e Inni. Part III consists of the annotated copy text, while the Appendix comprises the transcriptions of all manuscripts, grouped by poem, and preceded by brief historical-philological introductions. The thorough investigation of all manuscripts has also allowed establishing Pascoli’s modus scribendi in between two centuries: from the choice of the topics, to the endorsement of a particular metre, and up to the selection of stylistic and linguistic devices. Through the new adoption of the 1907 edition as the ultimate copy text, the extensive analysis of the unpublished witnesses, and the review of the historical and literary sources that inspired Pascoli, this thesis is set to be the most comprehensive study ever attempted of Odi e Inni, the last work created by one of the most highly regarded author of Modern Italy.
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Hoskin, Matthew James Joseph. "Prolegomena to a critical edition of the letters of Pope Leo the Great : a study of the manuscripts." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21115.
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This dissertation explores the transmission of the letters of Pope Leo the Great (pope, 440-461). In Chapter 1, I set out the contours of Leo’s papacy from external sources and from the letters, showing the significance of these letters for understanding his papacy and its context: our vision of the mid-fifth century would be much scantier without them. After discussing the letters in context and as sources, I conclude this chapter by examining the varied editions of his letters from Giovanni Bussi in 1470, through the only full edition, that of the Ballerini brothers in the 1750s, to the partial editions of Eduard Schwartz and Carlos Silva-Tarouca in the 1930s, a tribute to Leo’s enduring importance. Chapter 2 deals in detail with the pre-Carolingian canonical collections of Leo’s letters, beginning with the earliest in the late 400s and early 500s. Through these collections, I trace the ongoing significance of Leo for canon law as well as noting the links between early Italian collections, e.g. Teatina, Sanblasiana, and Quesnelliana, and postulate that one Gallic collection, Corbeiensis, was the source of another, Pithouensis. I also question the concept of a ‘renaissance gélasienne’ while still admitting the importance of this period for canonical activity. Chapter 3 deals with the letter collections gathered in relation to the Council of Chalcedon (451) – the old Latin version, Rusticus’ version, and the later Latin text, assessing their relationships and importance for our knowledge of Leo as well. Chapter 4 is an exploration of Leo’s letters through the Carolingian and post-Carolingian Middle Ages. The Carolingian explosion of manuscripts is the most important assessed, and I deal with Leo’s various collections in the period, especially Pseudo-Isidore, and demonstrate their relationships and those between them and the earlier collections. To give the reader a sample of the editorial implications of my scholarship, I include as an appendix an edition of Ep. 167 with an apparatus detailing the most significant manuscripts and a translation of my edition as a second appendix. This popular letter exists in different recensions, so it serves an important key to Leo’s text criticism. The third appendix is a conspectus of the letters.
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Baskin, Colin. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/365625.
Full textAbstract:
This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Arts, Education and Law
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Gura, David Turco. "A critical edition and study of Arnulf of Orléans’ philological commentary to Ovid's “Metamorphoses”." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274904386.
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Sirisawad, Natchapol [Verfasser], and Jens-Uwe [Akademischer Betreuer] Hartmann. "The Mahāprātihāryasūtra in the Gilgit manuscripts : a critical edition, translation and textual analysis / Natchapol Sirisawad ; Betreuer: Jens-Uwe Hartmann." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1192663586/34.
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Corrêa, Jaquelini Aparecida Silva. "A representação textual-discursiva do feminino em crônicas de Marina Colasanti." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/14366.
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Previous issue date: 2015-10-07This thesis is situated in the research area of text and discourse in oral and written modalities of the postgraduate studies program in Portuguese Language of the PUC-SP. It is based on the Critical Discourse Analysis with socio-cognitive aspects and in the Textual- Discursive Linguistic. The thesis has as theme the different forms of representation of feminine in Marina Colasanti's chronicles having as a starting point the relationship between the categories: society, cognition and discourse. The general purpose of this thesis is to contribute to the linguistic-discourse studies of feminine gender in Brazil. It has specific objectives as: 1) to identify the social roles of feminine in Marina Colasanti's chronicles; 2) to verify the opinion of the chronicler regarding the values attributed to the female; according to the social cognition; 3) to situate the feminine gender representations in the argumentative structure of the opinion of the chronicler. 4) to identify in the narrative textual sequences the way the feminine is represented. The methodological procedure used is theoretical and analytical with qualitative analysis of documentary material. This is a multidisciplinary research ranked by the cognition sciences. For a good understanding of the process of this thesis, should be mentioned the fact that it is based on the theoretical foundations of Discursive-Textual Linguistics and Critical Discourse Analysis with socio-cognitive aspects. The analytical categories are: society, discourse and cognition. The corpus consisted of the Marina Colasanti s chronicles that were analyzed from the themes, and their semantic progression for the representation of feminine s social roles in Brazilian society. The results indicate that female representations in Marina Colasanti s chronicles are paradoxical because confront the social cognitions (macho ideology), with the view of the chronicler (feminist ideology). To sum up, these results indicate a change in Brazilian society, in the seventies and eighties, due to the emergence of the contraceptive pill and the professionalization of women in Brazil
Esta dissertação está situada na linha de pesquisa texto e discurso nas modalidades oral e escrita do programa de estudos pós-graduados em Língua Portuguesa da PUC-SP. Está fundamentada na Análise Critica do Discurso, com vertente sociocognitiva e na Linguística Textual-Discursiva. Tem por tema as formas de representação do feminino em crônicas escritas por Marina Colasanti a partir da interrelação entre as categorias sociedade, cognição e discurso. O objetivo geral é: contribuir com os estudos linguístico-discursivos do gênero feminino no Brasil. São objetivos específicos: 1) Identificar os papéis sociais do gênero feminino em crônicas de Marina Colasanti; 2) Verificar a opinião da cronista frente os valores atribuídos ao feminino, conforme as cognições sociais; 3) Situar a representação do feminino na estrutura argumentativa da opinião da cronista; 4)Tratar das sequências narrativas e a representação do feminino. O procedimento metodológico é teórico-analítico, com análise qualitativa de material documental. Trata-se de uma pesquisa multidisciplinar hierarquizada pelas ciências da cognição. Para bem situar o processo de constituição da dissertação, parte-se das fundamentações teóricas da linguística textual discursiva e da Análise Crítica do Discurso com vertente sociocognitiva. As categorias analíticas são: sociedade, discurso e cognição. O corpus foi constituído por crônicas de Marina Colasanti analisada a partir de temas e sua progressão semântica para a representação dos papéis sociais do feminino na sociedade brasileira. Os resultados obtidos indicam que as representações do feminino em crônicas de Marina Colasanti são paradoxais, pois confrontam as cognições sociais (ideologia machista), com a opinião da cronista (ideologia feminina). Em síntese, esses resultados indicam uma mudança na sociedade brasileira, nas décadas de setenta e oitenta, decorrente do aparecimento da pílula anticoncepcional e da profissionalização da mulher, no Brasil
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Baskin, Colin, and Colin Baskin@jcu edu au. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Griffith University. School of Cognition, Language and Special Education, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20021219.151517.
Full textAbstract:
This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.
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Watkinson, Nicola Jayne. "Medieval textual production and the politics of women's writing : case studies of two medieval women writers and their critical reception /." Connect to thesis, 1991. http://eprints.unimelb.edu.au/archive/00000703.
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Evans, Matthew. "A critical stylistic analysis of the textual meanings of 'feminism', 'feminist(s)' and 'feminist' in UK national newspapers, 2000-2009." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30184/.
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This thesis is a critical stylistic analysis of the meanings of the lexemes 'feminism', 'feminist(s)' and 'feminist' in UK national newspapers, 2000-2009. It uses the textual-conceptual functions set out in Jeffries (2010a) to investigate the linguistic contexts in which these lexemes occur within the data in order to assess to what extent the movement, the people who represent it, and things that are described as feminist are imbued with different textually constructed meanings. The analysis tests previous studies' findings concerning portrayals of feminism and feminists in the media. Expanding on and responding to this research, this study reports on five main findings: • 'Feminism', 'feminist(s)' and 'feminist' have positive, as well as negative, meanings. • 'Feminism' and 'feminists' are a western phenomenon, with different types in the past and present. • 'Feminism' has a complex meaning, with no single, universal definition and a variety of types. • 'Feminism' is presented as having undergone changes in meaning, as antonymous to other ideas and containing opposed meanings. • Portrayals of 'feminism' are complex, with articles recognising and contesting different meanings of the lexemes. These findings both confirm and question previous studies, which have argued that feminism and feminists are portrayed negatively in newspaper texts. It provides linguistic evidence to support claims made by other non-linguistic studies of the same genre and time period: that portrayals of feminism are 'fragmented' (Mendes, 2011a, p. 49) and that they present feminism as consisting of approved and disapproved types (Dean, 2010). I also discuss the lexemes 'feminism', 'feminist(s)' and 'feminist' in with regard to contested meaning, using critical stylistic tools to analyse how newspaper articles textually construct different meanings of the lexemes, and explicitly discuss and compare different definitions. The thesis argues that the analysis of textual meaning can be used to explore how the meanings of a lexeme or set of lexemes that 'involve ideas and values' (Williams, 1983, p. 17) are constructed in a variety of ways through the linguistic context in which they occur. I also reflect on the usefulness of the textualconceptual functions in the manual analysis of a large dataset, identifying ways in which an analysis that seeks to provide as full as possible an account of the textual construction of meaning can produce findings not possible through other means of analysis.
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Lima, Fábio Fernando. "Metadiscursividade e persuasão em entrevistas com candidatos à Prefeitura de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-10022010-141441/.
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Este trabalho se propõe a investigar e descrever as relações entre metadiscursividade e persuasão, algo que, embora comumente mencionado nos estudos acerca do metadiscurso, ainda não foi devidamente explicado. Para tal, assumimos como hipótese para a pesquisa o ponto de vista de acordo com o qual tais expressões exercem papel de grande destaque, em especial nos contextos em que se verifica polemicidade na interação, como procedimentos verbais que ancoram o desenvolvimento de estratégias argumentativas, tanto no que se refere às provas objetivas da argumentação, aqui representadas pelo conjunto das estratégias argumentativas inventariadas por Perelman e Olbrechts-Tyteca (1996), quanto no que diz respeito às provas subjetivas, especialmente a constituição do ethos discursivo. Consideramos, para isso, a metadiscursividade enquanto estratégia de referenciação, um recurso textual-interativo caracterizado por instituir o próprio discurso enquanto objetode- discurso. Por seu turno, a linguagem é vista como forma de ação, espaço privilegiado em que os protagonistas situam-se em relação aos outros e, inseridos em um determinado contexto social, histórico e cognitivo, buscam influenciar, de alguma maneira, seus interlocutores. Paralelamente, tomando por pressuposto os estudos desenvolvidos sob a Análise Crítica do Discurso, propomos analisar o papel assumido pelos procedimentos metadiscursivos na constituição do exercício do poder e controle interacional. A fim de alcançar os objetivos propostos, assumimos como embasamento para a pesquisa, além da Retórica, algumas linhas teóricas, propriamente a Análise da Conversação, a Sociolingüística Interacional, a Lingüística Textual todas estas englobadas pela Perspectiva Textual-Interativa e Análise Crítica do Discurso. Colocadas nesta ordem, buscamos sustentar que tais correntes, em um processo de complementação, associam-se umas às outras, estabelecendo uma espécie de continuum teórico, a partir de um eixo baseado na Teoria da Ação Social, capital para o entendimento da linguagem enquanto forma de ação, e do conhecimento como um sistema central compartilhado pelos interactantes. O corpus utilizado constitui-se de duas entrevistas concedidas durante o ano de 2004 ao Programa Roda Viva, uma com José Serra e outra com Marta Suplicy, ambos candidatos à Prefeitura de São Paulo, devidamente transcritas de acordo com as normas estabelecidas pelo Projeto NURC.This work aims at investigating and describing the relations between metadiscoursivity and persuasion, point not properly scrutinized in spite of being often mentioned in metadiscourse-related studies. In order to do so, this research hypothetically bases upon the relevance of such expressions especially in contexts which turn out to present polemicity in the interaction, such as verbal procedures situating the development of argumentative strategies, both in terms of objective evidences of the argumentation, being held here by the set of argumentative strategies arranged by Perelman and Olbrechts-Tyteca (1996), and in relation to the subjective evidences, especially the constitution of the discursive ethos. It is a major assumption the notion of metadiscourse as a strategy of referenciation, an interactive textual means which instantiates the discourse itself as an object of discourse. In its turn, the language itself is regarded as a form of action, a privileged space in which protagonists situate themselves with respect to others and, as part of a certain cognitive, historical, social context, wish to exercise their influence on interlocutors. It is also taken into consideration Critical Discourse Analysis-oriented studies in order to analyze the role of metadiscursive procedure in the constitution of exercises of power and interactional control. In addition to these fundamentals, the investigation also comprises, besides Rhetoric, theoretical lines of approach of the Conversation Analysis, Interactional Sociolinguistics, Discourse Analysis (Textual Linguistics), encompassed in the Interactive Perspective Theory and Critical Discourse Analysis. It is assumed that such theoretical chains are closely related in a complementary fashion, instituting a kind of theoretical continuum grounded on an axis related to the Theory of Action, seen as a key notion to the understanding of language as a form of action and knowledge as a central system shared by interactants. The analyzed corpus consists of two interviews of the Roda Viva Television Program featured in 2004, transcribed according to the NURC Projects transcripts. The interviewees are two opponent candidates running the São Paulos City Hall namely José Serra and Marta Suplicy.
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Tully-Needler, Kelly Lynn. "Last Word in Art Shades: The Textual State of James Joyce's Ulysses." Thesis, Connect to resource online, 2007. http://hdl.handle.net/1805/1605.
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Thesis (M.A.)--Indiana University, 2007.Title from screen (viewed on March 6, 2008). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ken Davis, Jonathan R. Eller, William F. Touponce. Includes vitae. Includes bibliographical references (leaves 214-228).
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Mansour, Garni. "VIOLENCE AGAINST WOMEN IN TIMES OF CONFLICT : A textual analysis of media representations of Yazidi women during ISIS conflict in Iraq and Syria." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-177936.
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Sexual violence against women in the time of conflict is a problem that appeared in many cases during wartime. Despite that it is a common problem, media and especially Western media through its coverage of war and rape during war did not give this concept its focus but rather researcher argued that media focus’s in its coverage on its ideology and agendas. In this study, which focus on media coverage during ISIS war in Iraq and Syria, critical discourse analysis was carried out on Western media and Arab media in order to understand media representation for Yazidi women who been subject to sexual violence and the potential outcomes for their representation. The results of the analysis showed that Western media represented Yazidi women as victims, on the other hand Arab media represented them as survivors, Western media portray put Yazidi women in the box of being the “other”, while both Western and Arab media had specific ideologies in their coverage, Western media with a political agenda and Arab media in justifying Islam from ISIS actions. In both cases media did not took sexual violence against Yazidi women in the wartime rape discourse.
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Santos, Adjaní Porcino dos. "O ensino-aprendizado do ato de argumentar na resenha crítica de filme." Universidade Estadual da Paraíba, 2015. http://tede.bc.uepb.edu.br/jspui/handle/tede/3078.
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CAPES
This study has the aim of investigating the possibility of teaching students the act of argumentation in the writing skill of the Portuguese language up from the teaching/knowledge process of the argumentative genre known as movie critical review, in a class of 9th degree of a Public Elementary School. The adopted methodological procedure was the application of a Didactic Sequence (DS) of the referred genre, elaborated under Dolz, Noverraz e Scheneuwly’s approach (2004), who propose an initial production that serves as reference to guide the teacher´s interventions, according to the students’ necessities, detected in the writing of initial texts. In such DS the learners’ activities are planned and grouped in modules that end up with the re-doing of the texts in the final version. This choice is justified by its rendering of the visualization of the writing process since the very moment of the teacher’s intervention until its end, besides allowing him/her to observe how the teaching of the constitutive elements of a gender and of its production conditions give to the apprentice a better linguistic discursive performance in the written skill. Studies in the fields of textual linguistics and textual genres have shown relevant contributions for the understanding of the language as a psycho-social phenomenon attached to human practices and activities which result from the interaction among subjects aiming at the same specific purposes, within social and historically situated contexts. The present research circumscribes itself under this perspective, and its outputs attest the possibility of teaching argumentative genres in Elementary School, according to the analysis of the students’ textual productions, which demonstrate their advancement in the act of argumentation and how it favors their textual progression.
Este trabalho tem como objetivo investigar a viabilidade do ensino sobre o ato de argumentar na modalidade escrita da língua a partir do ensino-aprendizado do gênero argumentativo resenha crítica de filme em uma turma do 9º ano do Ensino Fundamental. O procedimento metodológico adotado foi a aplicação de uma Sequência Didática (SD) do gênero em foco, elaborada sob a perspectiva de Dolz, Noverraz e Scheneuwly (2004), os quais propõem uma produção inicial que serve como referência para guiar as intervenções do professor de acordo com as necessidades dos alunos apresentadas nos textos iniciais. Na SD as atividades são planejadas e agrupadas em módulos que culminam na refacção dos textos ou na versão final. A escolha por esse procedimento justifica-se por ele propiciar o vislumbre do processo de escrita desde o momento inicial da intervenção do professor até o seu final e também por permitir observar como o ensino dos elementos constitutivos de um gênero e de suas condições de produção conferem ao sujeito aprendiz um melhor desempenho linguístico-discursivo na modalidade escrita. Os estudos realizados no campo da Linguística Textual e dos gêneros textuais têm apresentado relevantes contribuições para o entendimento da língua como um fenômeno psicossocial atrelado às práticas ou atividades humanas, resultante da interação entre sujeitos movidos por propósitos específicos em contextos situados social e historicamente. A presente pesquisa circunscreve-se nessa perspectiva, e seus resultados confirmam a possibilidade de ensinar os gêneros argumentativos no Ensino Fundamental conforme análise das produções textuais dos alunos, as quais demonstram o avanço no ato argumentativo e de como este favorece a progressão textual.
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Schoffen, Rosemary de Oliveira. "Ações colaborativas para encaminhamentos da produção e da reescrita textual no ensino fundamental." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/2459.
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Previous issue date: 2016-09-13Since the 1980s, the Portuguese Language teaching has been discussed by scholars and researchers, based on language s supposed dialogue and interaction, as defended by the Bahktin Circle, which is the theory found in the official Curricular Guidelines (DCE) of Parana State (Brazil), which recognize the mentioned text as a teaching unit that happens in a certain discursive genre. Thus, the proposals of text productions in school should prioritize interaction, considering that for Bakhtin/Volochinov (2014[1929]), language is materialized only in concrete enunciates within a process of dialogue. The distance of such premises comprehension by Portuguese Language teachers leads to the inference that such premises were not fully understood, perhaps by the absence of adequate training and/or a period of time sufficient to articulate theory and practice, according to the document s requirements. Being part of this school reality, teaching classes in public schools, we have chosen to develop a critical-collaborative-action-research involving two 6th to 9th graders teachers of middle school, in a Northwestern city in Parana State. Therefore, the focus was specifically to the following theme: collaborative actions in the teaching practice concerning to the production and texts rewriting. Such option is justified by an understanding that continued training, based in principles of collaborative actions can help with theory-methodology premises of writing and rewriting texts, which guarantees a safer pedagogical practice development. Such investigation purpose is sustained by the following questions: a) How do 6th to 9th graders teachers understand the theory and methodology premises present in the DCE? b) What have 6th to 9th graders teachers been doing regarding to the orientation for writing and rewriting texts? c) how can we researchers develop collaborative actions focused on teachers difficulties related to their orientation for writing and rewriting texts, as to consider the theory and methodology orientations present in the DCE? d) What changes in theory and methodology are introduced based on the researcher s mediation actions? In such a way, this paper s main purpose was to think about the collaborative actions developed in the theory and methodology orientations regarding the practice of production and text rewriting and their contributions to the theory and methodology orientations in the final grades of middle school. This research is has its foundations in Applied Linguistics, under the conception of language as presented by the Bakhtin Circle, supported by the principles of historical and cultural theory, from the studies of Vygotsky, Luria, and Leontiev, and from the text writing premises proposed first by Geraldi (2007[1984]), passing by some other researchers in this field. We assume, as a methodology proceeding, the methodology principle of critical-collaborative-action research, as we promote reflections with middle school teachers on their own practice, in order to build new knowledge about the methodology orientations on production and rewriting of a text. The results of the whole research process show: a) the understanding of the process of text writing which comprehends the steps of planning, actual writing, revising, and rewriting; b) the improvement of activities of development for writing and 9 rewriting texts; c) the internalization and appropriation of the theoretical and methodological premises concerning the concept of language as interaction and dialogue; d) the need to review the way how to continue to offer teacher´s training in the middle school context; e) the need to invest in collaborative theory and methodology orientations regarding the work with writing, which enables the follow-up of the pedagogical practice in this teaching context.
Desde a década de 1980, o ensino de Língua Portuguesa vem sendo discutido por estudiosos e pesquisadores, sustentados pelo pressuposto dialógico e interacionista da linguagem, conforme defendido pelo Círculo de Bakhtin, escopo teórico presente nas Diretrizes Curriculares do estado do Paraná, que reconhecem o texto-enunciado como unidade de ensino que se configura em determinado gênero discursivo. Logo, as propostas de produção de texto na escola deveriam priorizar a interação, haja vista que para Bakhtin/Volochinov (2014[1929]), a língua só se concretiza em enunciados concretos dentro de um processo de interlocução. O distanciamento, entre os professores de Língua Portuguesa, dessa compreensão, faz-nos inferir que tais pressupostos não foram compreendidos, talvez pela ausência de formação adequada e/ou período de tempo suficiente para articular teoria e prática conforme o que rege os documentos. Ao fazermos parte dessa realidade escolar, atuando como docente da rede estadual, optamos por desenvolver uma pesquisa-ação-crítica-colaborativa envolvendo duas docentes de 6° e 9° anos do ensino fundamental, de um município da região noroeste do estado do Paraná. Assim, nosso olhar se voltou mais especificamente para o seguinte tema: ações colaborativas da prática docente no que se refere aos encaminhamentos da produção e da reescrita textual. Essa opção se justifica por acreditarmos que uma formação continuada embasada nos princípios da ação colaborativa pode auxiliar com a fundamentação teórico-metodológica acerca dos processos de produção e reescrita textual, de modo a garantir mais segurança para o desenvolvimento de sua prática pedagógica. Esse propósito investigativo sustentou-se nas seguintes indagações: a)Como um grupo de professores do 6º ao 9°ano compreende os pressupostos teórico-metodológicos previstos nas DCE? b)O que tem feito o professor do 6º ao 9°ano, em termos de encaminhamentos para a produção, correção e reescrita de textos? c)Como nós, pesquisadora, podemos desenvolver ações colaborativas focadas nas dificuldades docentes para o encaminhamento da produção, e reescrita textual, de modo a contemplar as orientações teórico-metodológicas que constam nas DCE? d)Que alterações teórico-metodológicas são apresentadas a partir das ações de mediação da pesquisadora? Assim, nosso objetivo geral foi Refletir sobre as ações colaborativas desenvolvidas em orientações teórico-metodológicas sobre a prática de produção e reescrita de texto e suas contribuições nos encaminhamentos didático-pedagógicos nas séries finais do Ensino Fundamental. A pesquisa circunscreveu-se na área da Linguística Aplicada, sob a concepção de linguagem explicitada pelo Círculo de Bakhtin, pautando-se nos princípios da teoria histórico-cultural, a partir dos estudos de Vygotsky e Leontiev, e nas propostas de ensino da produção textual abordadas, primeiramente, por Geraldi (2007[1984]), passando por vários pesquisadores da área. Assumimos, como procedimento metodológico, a pesquisa-ação-crítico-colaborativa, ao promovermos reflexões com as professoras do ensino fundamental sobre a própria prática a fim de construírem novos conhecimentos a respeito dos encaminhamentos da produção e da reescrita textual. Os resultados de todo processo da pesquisa demonstram: a) a compreensão do 7 caráter processual da escrita, que compreende as etapas de planejamento, efetivação da escrita, revisão e reescrita; b) o aprimoramento no desenvolvimento de atividades de produção e reescrita textual; c) a internalização e a apropriação dos pressupostos teórico-metodológicos concernentes à concepção de linguagem interacionista e dialógica; d) necessidade de rever a forma pontual como se organizam as formações continuadas no contexto do ensino fundamental; e) necessidade de se investir em orientações teóricas e metodológicas colaborativas quanto ao trabalho com a escrita, que possibilitem acompanhar a prática pedagógica nesse contexto de ensino.
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Willis, Ann. "Hardwiring consumer desire: Publishing and promoting the online technocultural experience : a critical textual analysis of Wired magazine and its advertising, 1993-1996." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/720.
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This thesis examines the evolution of magazine publishing in the face of significant technological change in print-based industries. It takes as its focus the techno-lifestyle magazine Wired, and to a lesser degree its online derivative, Hot Wired because both these media magazines exemplify the changes in publishing examined. In the magazine's initial editorial statement Louis Rossetto, the publisher and editor of Wired, claimed to ''reinvent the magazine .. ,going beyond paper by making our hard copy edition a gateway to our interactive services" {Rossetto, 1993, p. 12). This claim demands an explanation as it suggests that changes in media are revolutionary rather than evolutionary. Specifically, it suggests a reinvention (rather than evolution) of magazine publishing, magazine form, the media environment and rending and consumption practices. The thesis takes this claim as a basis for exploring the evolution of the magazine as a cultural and material form in the context of late 20th century, hypermediated capitalism. In order to achieve a detailed yet nuanced analysis of Wired's claim of reinvention, the thesis has been organised into areas which analyse Wired's material and textual characteristics, the construction and promotion of techno-lifestyle in relation to Wired's readership, and an examination of Wired's online derivative - Hot Wired. To achieve this level of analysis the thesis draws upon three theoretical approaches. It analyses the history and characteristics of the magazine form by drawing upon medium theory as articulated by Harold Innis and his successors Marshall McLuhan, Walter Ong, and Ronald Deibert. This approach is combined, secondly, with a historical comparative analysis of the American specialist lifestyle magazine as refracted through the work of Harold Abrahamson. Finally, to analyse the relationship between magazines, technological convergence and the construction and promotion of techno-lifestyle, the thesis uses contemporary, critical textual analysis as articulated by theorists such as Ellen McCracken and Andrew Wernick. Medium theory suggests that there is, increasingly, convergence at the level of production. Here media, telecommunications and computers/IT intersect to create a new kind of publishing environment. Such changes in textual production reflect an emerging techno-lifestyle that promotes interconnectivity between consumers and producers and an intensification of hybridity and intertextuality in material forms such as Wired. This thesis will demonstrate that some material characteristics of the print magazine have evolved more gradually in the past century than other aspects connected with the magazine form and magazine publishing. These other aspects include, digital and online technologies, which are currently informing change in modes of production, distribution, content, design, authorship, readership and consumption. Relationships between media form and media environment, reading practices, reader and text, however need to be examined further before the claim that magazines have been 'reinvented' can be critically assessed. This research is part of that project. It contributes to the nascent body of new media research by providing an innovative theoretical framework that challenges and dispels the claim of media reinvention by interrogating the technological and commercial processes of media evolution in relation to the mid-l990s print magazine and emergent new media technologies.
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Souza, Rosana Santos de. "Argumentação e Multimodalidade em anúncios publicitários: o quiz digital como alternativa para a formação crítica no ensino fundamental." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6432.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESThis paper analyzes the argumentative and multimodal strategies located in advertisements, in order to contribute to the development of understanding of persuasive devices used in the construction of gender and the assumption of critical positions for basic education students. Therefore, the speeches of the Coca-Cola ads from Cacau Show and other brands were taken as an object of critical analysis to make it possible to identify the manipulation strategies that spread ideas and beliefs, dictate standards and rules of behavior to social subjects (reader / consumer), who are daily seduced. The methodology used was action research, based on Tripp (2005) and Engel (2000), and different instruments were used for the collection, description and analysis of information provided by students enrolled in 9th grade of elementary school. For the definition of the analysis criteria of this research was taken as reference the following concepts: critical literacy, based on Freire (1996); argumentation, according to Perelman and Olbrechts-Tyteca (2005), Reboul (1998) and Meyer (2007); the concept of genre as social action, socio-rethoric and socio-discursive of Bazerman (2005, 2007, 2011, 2015) and the concept of multimodality, according to Kress and Van Leeuwen. As this proposal indicates the use of a learning object (LA) as an alternative to systematic work with young people around these knowledge, Araújo (2013) and others have provided guidelines for the creation of a digital quiz and Lerner (2002) based the didactic sequence that enabled the observation of the relevance of the content selected for LA, as well as evaluating the impact of teaching practices on student learning. The research results showed that experiences supported by academic studies, interactive and dynamic, arranged by teachers who are in the classroom, promote broader understanding of the processes involved in multisemiotic materials marked by the interrelation between languages. Furthermore, there was expansion of critical literacy of those involved regarding the work of reading and analysis of the persuasive and semiotic discourse in the advertisement genre in different media, contributing thus to the development of reading capacity for social formation.
Este trabalho analisa as estratégias argumentativas e multimodais localizadas em anúncios publicitários, visando a contribuir para o desenvolvimento da compreensão dos artifícios persuasivos utilizados na construção desse gênero e para a assunção de posicionamentos críticos por estudantes de educação básica. Para tanto, os discursos dos anúncios da Coca-Cola, da Cacau Show e de outras marcas foram tomados como objeto de análise crítica para que fosse possível identificar as estratégias de manipulação, que difundem ideias e convicções, ditam padrões e regras de comportamento aos sujeitos sociais (leitor/consumidor), que são seduzidos cotidianamente. A metodologia aplicada foi a pesquisa-ação, com base em Tripp (2005) e Engel (2000), e foram utilizados diferentes instrumentos para a coleta, descrição e análise de informações fornecidas pelos estudantes matriculados no 9º ano de uma escola de ensino fundamental. Para a definição dos critérios de análise desta pesquisa, tomou-se como referência os seguintes conceitos: letramento crítico, fundamentado em Freire (1996); a argumentação, segundo Perelman e Olbrechts-Tyteca (2005), Reboul (1998) e Meyer (2007); o conceito de gênero textual como ação social, sociorretórica e sócio-discursiva de Bazerman (2005, 2007, 2011, 2015) e a concepção de multimodalidade, segundo Kress e Van Leeuwen. Como esta proposta indica o uso de um objeto de aprendizagem (OA) como alternativa para um trabalho sistemático junto aos jovens em torno desses conhecimentos, Araújo (2013) e outros forneceram orientações para a criação de um quiz digital e Lerner (2002) fundamentou a sequência didática que possibilitou a observação da pertinência dos conteúdos selecionados para o OA, bem como a avaliação do impacto das práticas pedagógicas na aprendizagem dos estudantes. Os resultados desta pesquisa mostraram que experiências apoiadas em estudos acadêmicos, interativas e dinâmicas, organizadas por docentes que estão em sala de aula, promovem compreensão mais ampla acerca dos processos multissemióticos implicados em materiais marcados pela inter-relação entre linguagens. Além disso, houve ampliação do letramento crítico de todos os envolvidos a partir do trabalho de leitura e de análise do discurso persuasivo e semiótico no gênero anúncio publicitário, em diferentes suportes, contribuindo, consequentemente, para o desenvolvimento da capacidade leitora para a formação social.
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Crymble, Leigh. "Textual representations of migrants and the process of migration in selected South African media a combined critical discourse analysis and corpus linguistics study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002624.
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South Africa has long been associated with racial and ethnic issues surrounding prejudice and discrimination and despite a move post-1994 to a democratic ‘rainbow nation’ society, the country has remained plagued by unequal power relations. One such instance of inequality relates to the marginalisation of migrants which has been realised through xenophobic attitudes and actions, most notably the violence that swept across the country in 2008. Several reasons have been suggested in an attempt to explain the cause of the violence, including claims that migrants are taking ‘our jobs and our women’, migrants are ‘illegal and criminal’ and bringing ‘disease and contamination’ with them from their countries of origin. Although widely accepted that many, if not all, of these beliefs are based on ignorance and hearsay, these extensive generalisations shape and reinforce prejudiced ideologies about migrant communities. It is thus only when confronted with evidence that challenges this dominant discourse, that South Africans are able to reconsider their views. Williams (2008) suggests that for many South Africans, Africa continues to be the ‘dark continent’ that is seen as an ominous, threatening force of which they have very little knowledge. For this reason, anti-immigrant sentiment in a South African context has traditionally been directed at African foreigners. In this study I examine the ways in which African migrants and migrant communities, as well as the overall processes of migration, are depicted by selected South African print media: City Press, Mail & Guardian and Sunday Times. Using a combined Corpus Linguistics and Critical Discourse Analysis approach, I investigate the following questions: How are migrants and the process of migration into South Africa represented by these established newspapers between 2006 and 2010? Are there any differences or similarities between these representations? In particular, what ideologies regarding migrants and migrant communities underlie these representations? My analysis focuses on the landscape of public discourse about migration with an exploration of the rise and fall of the terminologies used to categorise migrants and the social implications of these classifications. Additionally, I analyse the expansive occurrences of negative representations of migrants, particularly through the use of ‘othering’ pronouns ‘us’ versus ‘them’ and through the use of metaphorical language which largely depicts these individuals as en masse natural disasters. I conclude that these discursive elements play a crucial role in contributing to an overall xenophobic rhetoric. Despite subtle differences between the three newspapers which can be accounted for based on their political persuasions and agendas, it is surprising to note how aligned these publications are with regard to their portrayal of migrants. With a few exceptions, this representation positions these individuals as powerless and disenfranchised and maintains the status quo view of migrants as burdens on the South African economy and resources. Overall, the newspaper articles contribute to mainstream dominant discourse on migrants and migration with the underlying ideology that migrants are responsible for the hardships suffered by South African citizens. Thus, this study contributes significantly to existing bodies of research detailing discourse on migrants and emphasises the intrinsic links between language, ideology and society.
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Elagina, Daria [Verfasser], and Alessandro [Akademischer Betreuer] Bausi. "The Textual Tradition of the Chronicle of John of Nikiu : Towards the Critical Edition of the Ethiopic Version / Daria Elagina ; Betreuer: Alessandro Bausi." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1218234075/34.
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Widholzer, Nara Rejane da Silva. "Gênero em Carta Capital e Veja: proposta para a teorização do paragênero textual." Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/338.
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Previous issue date: 2013-12-05In this dissertation, gender representations in Carta Capital and Veja magazines are analyzed. It is presented the hypothesis of a paragenre, a genre of discourse that colonizes ad hoc journalistic texts produced to and/or about women. The main purpose of this study is to describe the paragenre. The corpus is integrated by features published in these magazines in March of 2009 and in March of 2013, aiming at data comparison of different periods. March was chosen because International Women s Day is celebrated in this month, when magazines usually publish special features for the female public, introducing thus exemplar or typical discourses (acc. FAIRCLOUGH, 2001). Concerning the editorial line, selected magazines are in opposite fields of ideology in Brazilian media scenery, which represents other relevant variable to a comparative study. The corpus examination is limited by Critical Discourse Analysis (CDA) principles, multidisciplinary theory that is aligned with other post-modern interpretations to social phenomena. Upon the CDA perspective, description of genres does not aim to describe them in detailed aspects of linguistic materiality, but those related to peculiar social-historical and ideological conditions to a production, since the genres are not stable, fixed or homogeneous and they can even present a high level of abstraction (acc. FAIRCLOUGH, 2006). The basic feature to identify them is thus in their correlation with a specific social practice or a network of practices. Therefore the study of Theo van Leeuwen (1997) on representation of social actors in discourse is presented as one of the theoretical contributions registered in CDA, guiding the text examination in this dissertation. It is also linked to the definitions of gender adopted herein, that means a social-cultural construction and a semiotic apparatus, representation and self-representation which is a result of social technologies, institutionalized epistemologies and daily life practices (acc. LAURETIS, 1994). Research results indicate that the hypothesis is consistent, once it was verified that there are constant asymmetries regarding the representation between men and women in different genres that compose the magazines, demonstrating with actional (text), representational (discourse) and ideational (styles) senses of paragenre (acc. FAIRCLOUGH, 2006, p.67). This is a high abstraction genre, supported by subgenres and in social practices that support asymmetrical representations of genders
Nesta tese, analisam-se representações de gênero nas revistas Carta Capital e Veja. Propõe-se a hipótese de haver um paragênero que coloniza ad hoc textos jornalísticos produzidos para/sobre mulheres, sendo o objetivo principal deste trabalho descrever-se esse gênero do discurso. O corpus é integrado por matérias publicadas nessas revistas em março de 2009 e março de 2013, visando-se compararem dados de períodos distintos. A opção por março deveu-se a ser esse o mês de comemoração do Dia Internacional da Mulher, quando as revistas tradicionalmente produzem matérias especiais para o público feminino, veiculando discursos exemplares ou típicos (cf. FAIRCLOUGH, 2001). Quanto à linha editorial, as revistas selecionadas localizam-se em campos opostos da ideologia no cenário midiático brasileiro, o que configura outra variável relevante a um estudo comparativo. O exame do corpus baliza-se pela Análise Crítica do Discurso (ACD), teoria multidisciplinar que se alinha a outras interpretações pós-modernas para os fenômenos sociais. Na ACD, a descrição de gêneros do discurso não necessita pormenorizar os aspectos da materialidade linguística, mas aqueles relacionados às condições sócio-históricas e ideológicas peculiares a uma produção, pois os gêneros não são estáveis, fixos ou homogêneos, podendo mesmo apresentar um alto grau de abstração (cf. FAIRCLOUGH, 2006). O traço básico para identificá-los reside, destarte, em sua correlação com uma prática social específica, ou uma rede de práticas. Para tanto, o estudo de Theo van Leeuwen (1997) acerca da representação dos atores sociais no discurso apresenta-se como um dos aportes teóricos inscritos na ACD, norteando o exame dos textos nesta tese. Ele se coaduna ainda com as definições de gênero aqui adotadas, quais sejam, uma construção sociocultural e um aparato semiótico, representação e autorrepresentação produto de tecnologias sociais, epistemologias institucionalizadas e práticas da vida cotidiana (cf. LAURETIS, 1994). Os resultados da pesquisa indicam ser a hipótese consistente, pois concluiu-se haver constantes assimetrias quanto à representação entre homens e mulheres nos mais diversos gêneros que compõem a revista, manifestando-se como sentidos acionais (texto), representacionais (discurso) e ideacionais (estilos) do paragênero (cf. FAIRCLOUGH, 2006, p.67). Trata-se de um gênero discursivo de alta abstração, ancorado em subgêneros e em práticas sociais que sustentam representações assimétricas de gênero
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Omaki, Marisa de Mitri Ruiz. "A persuasão na propaganda e a criação de mundo textual sob a perspectiva da linguística sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/13487.
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Previous issue date: 2010-10-21The creative potential of advertising as a type of genre that calls forth imaginary situations intended to persuade has been dealt with by many authors (CARTER; NASH, 1990, COOK, 1992, 1994, SEMINO, 1997, apud DOWNING, 2003). This is partly due to the fact that current advertising is less interested in listing objective properties of objects than linking the product to another entity, effect or person, making a fusion that ends up involving a featureless product in desirable properties . By the way, Downing (2003) talks about making a textual world in advertising, world in which the choices of the linguistic system give different interpretations of reality, that is, they present different views of the world. The objective of my research is, thus, examining persuasion in advertising, through checking the resources used to make the textual world. Therefore, I resort to Fowler´s Critical Linguistics (Fowler 1991) and to Fairclough´s Critical Discourse Analysis (Fairclough 1992), which indicate that Functional Systemic Linguistics is the adequate methodology for this type of analysis
O potencial criativo da propaganda como um tipo de gênero que desempenha a evocação de situações imaginárias com finalidades persuasivas tem sido tratado por muitos autores (CARTER; NASH, 1990; COOK, 1992, 1994; SEMINO, 1997, apud DOWNING, 2003). E isso se deve, em parte, segundo Cook (1992, p. 105), ao fato de a propaganda atual estar menos interessada em alistar propriedades objetivas dos objetos do que em ligar o produto a alguma outra entidade, efeito ou pessoa, criando uma fusão, que acaba envolvendo com propriedades desejáveis um produto descaracterizado . A propósito, Downing (2003) fala em criação de 'mundo textual' na propaganda, no qual, as escolhas no sistema linguístico dão origem a diferentes interpretações da realidade, ou seja, criam diferentes visões de mundo. O objetivo do meu estudo é, assim, o exame da persuasão na propaganda, por meio da verificação dos recursos utilizados para a criação do mundo textual. Analisarei duas propagandas de telefonia celular veiculas no segundo semestre de 2009: (a) uma propaganda da empresa VIVO veiculada em folders encontrados em shoppings, nas lojas da VIVO e (b) uma propaganda da empresa OI veiculada na revista OI Bazar encontrada em shoppings, nas lojas da OI. Para tanto, recorro à Linguística Crítica, de Fowler (1991) e à análise do discurso crítica, de Fairclough (1992), que indicam a metodologia da Linguística Sistêmico-Funcional (LSF) (HALLIDAY, 1994) como adequada para esse tipo de análise. Na LSF, o enfoque recai sobre o sistema da Avaliatividade, uma ampliação da metafunção interpessoal
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Fischer, Cristina Pereira. "PRODUÇÃO ESCRITA NA ALFABETIZAÇÃO NO ÂMBITO DO ENSINO DE NOVE ANOS: RELAÇÕES ENTRE LEITURA, ESCRITA E CONFIGURAÇÃO TEXTUAL." Universidade Catolica de Pelotas, 2012. http://tede.ucpel.edu.br:8080/jspui/handle/tede/201.
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Previous issue date: 2012-03-26A new educational scene has arrived since the publication of Brazil s National Curriculum Parameters, in 1998, and Rio Grande do Sul s Curriculum Guidelines, in 2009, considering significant practices pertaining to the social-cultural context pupils from Elementary School first grades. The several ways oral language is used, reading, the writing and linguistic resources are the basis of a pedagogical work centered in the perspective of alphabetizing while promoting literacy. In this sense, the present dissertation presents the results of a research carried through in the second semester of 2011, having as research subjects 2nd grade Elementary School pupils in a municipal school at Pelotas - RS. The aim is to characterize written production during alphabetization, in the context of the nine-year education program, focusing relations between reading, writing and text configuration. This research characterizes as a collaborative action research in which reading and writing activities serve action intentions in a didactic sequence using the genre critical film review, involving both oral language and writing. Versions of the critical review were produced collectively while written reviews, latter rewritten, were produced individually. In addition to these procedures for data collection, subjects were encouraged to pick up and examine samples of the studied genre in order to later be able to product their own texts and to reflect on them during the rewriting process. Finally, subjects created a cover for the DVD of the reviewed film, aiming at socialization of the final version. Thus, for attaining the general specific objectives of the research, criteria for analysis were established in order to evaluate verbal manifestations, the reading, writing and rewriting process of this group of pupils. This way, data generated by means of the application of an initial questionnaire showed that most pupils read both at school and at home. The reasons for reading are entertainment, motivation and pleasure and not only due to family and school injunctions. These first data allowed the construction of the said didactic sequence according to the interests and reading practices of this group of pupils. The research with the pupils on the presented genre made possible an exploration and construction of knowledge regarding text configuration, not as an imposition of ready-made models, but as possibilities for guiding a first step on text organization. Review productions and their respective rewriting stages showed to be significant practices for pupils, due to promoting moments for knowledge construction on and with writing practices during alphabetization, involving also a critical positioning and a reflection about the pupils own word. These practices developed by means of the process of collaborative intervention contributed to the improvement of writing abilities of the pupils and the implementation of uses of argumentation by research subjects
Um novo cenário educacional vem sendo proposto, a partir da publicação dos Parâmetros Curriculares Nacionais, em 1998, e do Referencial Curricular do Rio Grande do SUL, em 2009, considerando práticas significativas do contexto sociocultural a que pertencem os alunos de anos iniciais do Ensino Fundamental. Os diversos modos de uso da oralidade, da leitura, da escrita e de recursos linguísticos são as bases de um trabalho pedagógico focado na perspectiva do alfabetizar letrando. Nesse sentido, a presente dissertação apresenta os resultados de uma pesquisa realizada no segundo semestre de 2011, com alunos de um 2̊ ano, do Ensino Fundamental, de uma escola municipal de Pelotas RS. O objetivo é caracterizar a produção escrita na alfabetização, no âmbito do ensino de nove anos, focalizando relações entre leitura, escrita e configuração textual. Esta pesquisa se caracteriza como pesquisa-ação de cunho colaborativo, em que atividades com leitura e escrita pautam-se em propósitos de ação no interior de uma sequência didática com o gênero resenha crítica, envolvendo oralidade e escrita. Versões de resenha oral foram realizadas coletivamente, enquanto que as resenhas escritas e posteriores reescritas, de forma individual. Além desses procedimentos de coleta de dados, os sujeitos da pesquisa foram motivados a manusear e a analisar exemplares contendo o gênero estudado, a fim de permitir, posteriormente, a construção das próprias produções escritas e a reflexão durante o processo das reescritas. Por fim, foi confeccionada, por esses sujeitos, uma capa para o DVD do filme assistido, com vistas à socialização do trabalho final. Assim, no intuito de responder aos objetivos geral e específicos desta pesquisa, formularam-se critérios de análise, de modo a valorizar as manifestações orais, o processo de leitura, de escrita e de reescrita desse grupo de alunos. Dessa forma, os dados gerados através da aplicação de um questionário inicial revelaram que a maioria dos alunos lê tanto na escola como em casa. Os motivos de realizarem a leitura são por diversão, motivação e iniciativa própria e não somente por indicação da família e da escola. Esses dados iniciais possibilitaram a construção da sequência didática com o gênero resenha, de forma contextualizada com os interesses e práticas de leitura realizadas por este grupo de alunos. A pesquisa realizada com os alunos, sobre o gênero apresentado, possibilitou exploração e construção de conhecimento quanto à configuração textual, não como imposição de modelos, mas como possibilidades de encaminhamento para uma primeira organização textual. As produções de resenha críticas e as respectivas reescritas mostraram-se práticas significativas aos alunos, por propiciarem momentos de construção de conhecimentos sobre e com a escrita em fase de alfabetização, envolvendo, inclusive, posicionamento crítico e reflexão sobre o próprio dizer. Essas práticas, desenvolvidas por meio do processo de intervenção colaborativa, contribuíram para o melhoramento das escritas dos alunos e para a implementação de usos da argumentação pelos sujeitos da pesquisa
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Ghosh, Hrileena. "John Keats's medical notebook and the poet's career : an editorial, critical and biographical reassessment." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8247.
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This thesis explores the significance of John Keats's medical Notebook, and his time at Guy's Hospital (October 1815 – March 1817), for the poet's career. As a primary contribution, it offers a new transcription of Keats's medical Notebook (Appendix 1). The transcription reproduces Keats's text and indicates the layout of his notes, but is neither a facsimile, nor a new edition: the visual form of Keats's notes is not reproduced, nor do I offer critical annotations; commentary follows in subsequent chapters. The achievements, limitations and influence of the only edition of Keats's medical Notebook — Maurice Buxton Forman's from 1934 — are the subject of the first chapter, which also considers accounts of Keats's medical career in Keats biography and criticism. Chapter two focuses on the poems Keats wrote while at Guy's to show that the two aspects of his life — medicine and poetry — were mutually influential. Chapter three considers Keats's medical notes in comparison to a fellow-student's, indicating how some characteristics of Keats's note-taking prefigure aspects of his mature poetry. Chapter four finds Endymion suffused with medical knowledge and imagery, and argues that this was a vital aspect of the poem's depiction of passion. Chapter five suggests that the publication of Keats's 1820 volume was greatly influenced by questions of health, medicine, and disease; concerns reflected by the poems in it, which also reveal the extent of Keats's continued awareness of, and interest in, contemporary medical thought. In sum, the thesis argues that the origins of Keats's poetic achievement can be traced in his medical Notebook and ‘hospital' poems, and that the ability to infuse his poetry with medical knowledge was a vital component of Keats's poetic power and achievement.
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Ruotti, William. "A produção textual escrita na EJA: uma análise a partir dos estudos da análise crítica do discurso." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14516.
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Previous issue date: 2008-05-29Secretaria da Educação do Estado de São Paulo
This work intended to talk about the posture of the Portuguese teacher while developing activities in the writing classes, in particular, in classrooms of high schools of the Youth and Adult Education (YAE). Today, it is said very in the knowledge that the student, in activities of writing, must possess to constitute its text of direction. In this scene, its important to comprehend the paper and the work of the professor to develop activities where the writing become one significant practice. Thus, the objetive was to demonstrate that the teacher, knowing the writing class as social event and the text produced by the student like a moment of this event, can establish with bigger security the ways for the teaching and learning of the written production. In order to develop this investigation, the studies of the Critical Discourse Analysis will provide to one better agreement of the dynamics of relations between speech and society, reproduction of power and social inaquality, inherent to the school, the lessons of writing and its especificidades. The CDA, considering the linguistic in the social interior, where the understanding of the social and psychological construction of the individuals is basic, demonstrate that the practice of writing in the school are not practices without historical and social context, but yes inserted in discourse and social practice of accomplishment. With the analyses was possible to understand the form how a student/author acts, represent the world and identify oneself inside text; this way of seeing the written production is what will allow to a teacher a clear and solid work of the writing competences and skills
Este trabalho discorre sobre a postura do professor de Língua Portuguesa ao desenvolver atividades de produção textual escrita nas aulas de redação, em particular, salas do Ensino Médio da Educação de Jovens e Adultos (EJA). Hoje, fala-se muito nos conhecimentos que o aluno, em atividades de redação, deve possuir para constituir seu texto de sentido. Nesse cenário, coloca-se em questão o papel e o trabalho do professor para desenvolver atividades onde a escrita seja uma prática significativa. A partir disso, o objetivo foi demonstrar que o professor, ao entender a aula de redação como um evento social e o texto produzido pelo aluno como um momento deste evento, pode estabelecer com maior segurança os caminhos para o ensino e aprendizagem da produção escrita. Para tal, uma abordagem a partir dos estudos da Análise Crítica do Discurso proporcionou um melhor entendimento da dinâmica de relações entre discurso e sociedade, reprodução de poder e desigualdade social, inerentes à escola, as aulas de redação e suas especificidades. A ACD, considerando o lingüístico no interior social, onde é fundamental a compreensão da construção social e psicológica dos indivíduos, mostrou que as práticas de redação realizadas na escola não são práticas textuais descontextualizadas histórica e socialmente, mas sim inseridas em práticas discursivo-sociais de realização. As análises realizadas possibilitaram compreender a forma como um aluno/autor age, representa o mundo e se identifica dentro de um texto; essa maneira de ver a produção escrita é o que permitirá ao professor um trabalho claro e consistente das competências e habilidades escritoras
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Tribe, Anthony Henry Fead. "The names of wisdom : a critical edition and annotated translation of chapters 1-5 of Vilasavajra's commentary on the Namasamgiti, with introduction and textual notes." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:29da9a3b-ab9a-4cb4-afea-dd3160be3d3f.
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The Nāmamantrārthāvalokinī ('An Explanation of the Meaning of the Namemantras') is an early, and major, commentary on the Nāmasaṃgīti ('The Chanting of Names'). Written by the eighth century Indian ācārya Vilāsavajra, it survives in the original Sanskrit and in Tibetan translation. The Nāmasamgīti enumerates the 'Names' of Mañjuśrī, the Mahayana figure embodying wisdom, and it exerted a strong influence on liturgy, ritual and meditation in the later phase of Buddhism in India (750-1200 CE). Vilāsavajra's commentary is written from a Yogācāra perspective and interprets the 'Names' within an elaborate ritual framework which consists in a maṇḍala that has Mañjuśrī as its central deity. The central part of the thesis comprises a critical edition and annotated translation of the Sanskrit text of the first five chapters of Vilāsavajra's commentary, approximately a quarter of the whole. The critical edition is based on eight Nepalese manuscripts for which a stemma codicum is established. Two blockprint editions of the Tibetan translation are consulted at cruces in the Sanskrit. Their readings, treated as those of any other witness, are incorporated into the apparatus as appropriate. The edition is followed by textual notes. Introductory material is divided into two parts. Matters relating to the Sanskrit and Tibetan materials are discussed in a section placed before the edition. These include a description of the manuscripts, discussion of the method of editing, establishment of the stemma codicum and an assessment of the Tibetan translation. An introduction to the contents precedes the translation and is primarily concerned with an outline of the ritual structure of the commentary, giving particular attention to chapters 1-5. Evidence concerning the life and date of Vilāsavajra is considered, suggesting he should be placed in the latter part of the eighth century. Assessing the work's significance for the study of Buddhism, 1 suggest that it is of historical importance in that it throws light on the process by which Tantric methods were being related to soteriology in this period; and that it contains material, especially in the sādhana of chapter 4, that contributes to an understanding of the development of Tantric forms of Buddhist meditation. The work is also the only known instance of a commentary of a Yogatantra type that survives in Sanskrit.
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Ramos, Rita de Cássia. "Texto e intertextos em Tutaméia (terceiras estórias): uma leitura da linguagem poética de Guimarães Rosa." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14176.
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Previous issue date: 2010-10-29This work is located in the textual production area and approaches the revealing of implicit meanings in the poetical language of Guimarães Rosa in a short story of Tutaméia (Terceiras Estórias), with the title João Porém, o criador de perus (João Porém, the Turkey Breeder). From a reference system guided by the author, the clues and misleads of the Aletria e hermenêutica foreword, we seek to unveil the secrets of the ingenious enunciation of Guimarães Rosa, which is characterized by the poetical language with which the author creates and recreates lexical units for the linguistic representation of the text. This study is theoretically based on the principles of Critical Discourse Analysis with a social and cognitive branch, of Textual Linguistics, and on studies carried out in relation to the poetical language. Following Jauss (1989), we performed a heuristic, which is linear. Then, we performed the hermeneutic reading, which is non-linear, complemented by inter-texts of a variety of knowledge areas. The findings demonstrate that in the selected short story, the story of João Porém, a back-country dweller that prospers and that brings prosperity to his home county, creates love and remains loyal to a maiden made up by his fellow countrymen, may be defined as belonging to an abstraction. Its purpose is not restricted to entertainment, but to provide learning to readers on the poetical language, which literarily represents the oral mineira variety, on transcendence, with references to platonic reminiscences and in disguise, alluding to the golden years of Brazilian culture
Este trabalho está situado na área de produção textual e tem por tema o desvelamento de sentidos implícitos da linguagem poética de Guimarães Rosa em um conto de Tutaméia (Terceiras Estórias), intitulado João Porém, o criador de perus . Partindo de um sistema de referência orientado pelo próprio autor, as pistas e os despistes do prefácio Aletria e hermenêutica , buscamos o desvelar dos segredos da enunciação engenhosa de Guimarães Rosa, caracterizada pela linguagem poética com a qual o autor cria e recria unidades lexicais para a representação lingüística do texto produto. Esta pesquisa está fundamentada teoricamente em princípios da Análise Crítica do Discurso com vertente sóciocognitiva, da Linguística Textual e em estudos realizados a respeito da linguagem poética. Seguindo Jauss (1989), efetuamos a leitura heurística que é linear. A seguir, foi realizada a leitura hermenêutica, que é alinear, complementada por intertextos de diversas áreas do saber. Os resultados obtidos demonstram que, no conto selecionado, a estória de João Porém, um sertanejo que prospera e faz próspera sua província natal, que cria amor e permanece fiel a uma donzela inventada por seus conterrâneos, pode ser definida como de abstração , cuja finalidade não se restringe ao entretenimento, mas ao aprendizado de seus leitores, acerca de sua linguagem poética, fundamentada na variedade oral mineira, acerca da transcendência, com referência a reminiscência platônica e, disfarçadamente, aludindo aos anos dourados da cultura brasileira
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Hunter, Allison M. "News Is Beginning To Look A Lot Like Christmas: A Critical History of the Holiday Shopping Season and ABC Network's Nightly News." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417782736.
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Segalo, L. "Exploring sarcasm as a replacement for corporal punishment in public schools in South Africa." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/320.
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Published ArticlesThe dawn of a democratic South Africa in 1994 established a society entrenched in Human Rights milieu. As such, public schools are meant to align their policies with the rule of the law. Particularly, section 10 (1) of South African Schools Act, 84 1996 (hereafter SASA) respectfully prohibits the administration of corporal punishment directed at a learner in public schools. The subsequent section 10 (2) of SASA admonishes that any person contravening section 10 (1) of SASA is liable on conviction to a sentence which could be imposed for assault. These mentioned provisions of the school legislation are consistent with section 10 of the Constitution of the Republic of South Africa (RSA) which affords every person the inherent right to dignity of the person. Against the afore-mentioned legislative provisions, teachers have resorted to the use of sarcasm as a tool to inflict punishment in the manner that it could be equated with corporal punishment. Sarcasm is a form of language that is used to cause emotional and psychological harm, belittle, ridicule and humiliate the person it directed at. Judged against the provisions of the legislation governing schools in South African public schools, sarcasm could be said to be a direct violation of fundamental rights of learners to dignity of the person. In order to explore the intonation of sarcasm as supplement for corporal punishment the research paper employed a qualitative critical emancipatory research (CER) approach. Data gathered through a purposive sample of ten secondary teachers was analysed by the use of textual oriented discourse analyses.
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Brulin, Emet. "Re-Construction for the New : Gilles Deleuze’s Text-Critical Method in Différence et répétition." Thesis, Södertörns högskola, Filosofi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40799.
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This thesis argues, contrary to Gilles Deleuze’s critique of method and disavowal of textuality, that there is a re-constructive textual method at work in Deleuze’s 1968 treatise Différence et répétition. It is a method not for interpretation, representation, or deconstruction but for prolonging and reactivating historical and contemporary texts into the present and for the future. It is demonstrated how Deleuze’s method synthesises temporally and thematically heterogeneous texts and make them resonate with each other. The analysis is conducted, first, through a notion of telling stories as a complementary device to Deleuze’s definition of philosophy as the creation of concepts. Second, by showing how Deleuze – instead of offering solutions – connects, develops, and repeats problems from which the new is drawn. Third, by discussing his positive and re-constructive concept of critique and by arguing that his use of free indirect discourse should be understood as a metaphysical and political tool. Finally, by claiming that Deleuze’s concept of multiplicity can be viewed as a synthetic and methodological device that brings a heterogeneous given together. In concluding, it is proposed that Deleuze draws on tools and technics developed in literature and mathematics, specifically differential calculus and geometry, to develop methods for philosophy. Studying Deleuze’s method in Différence et répétition not only offers a prism for throwing new light on Deleuze’s philosophy through his understudied methodology, but also contributes to the development of innovative philosophically inspired methods for re-constructing the present. In addition, this study shows that while Deleuze pushed continental philosophy beyond its hermeneutic, structuralist, and existentialist heritage, he also contributed to the development of novel methodologies. (For a copy of the full text, do not hesitate to contact me: emet.brulin[at]gmail.com)
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Anderson, Pia. "Textuell makt : Fem gymnasieelever läser och skriver i svenska och samhällskunskap." Licentiate thesis, Stockholm University, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61107.
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The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive.
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Granholm, Patrik. "Alciphron, Letters of the Courtesans : Edited with Introduction, Translation and Commentary." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183681.
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This dissertation aims at providing a new critical edition of the fictitious Letters of the Courtesans attributed to Alciphron (late 2nd or early 3rd century AD). The first part of the introduction begins with a brief survey of the problematic dating and identification of Alciphron, followed by a general overview of the epistolary genre and the letters of Alciphron. The main part of the introduction deals with the manuscript tradition. Eighteen manuscripts, which contain some or all of the Letters of the Courtesans, are described and the relationship between them is analyzed based on complete collations of all the manuscripts. The conclusion, which is illustrated by a stemma codicum, is that there are four primary manuscripts from which the other fourteen manuscripts derive: Vaticanus gr. 1461, Laurentianus gr. 59.5, Parisinus gr. 3021 and Parisinus gr. 3050. The introduction concludes with a brief chapter on the previous editions, a table illustrating the selection and order of the letters in the manuscripts and editions, and an outline of the editorial principles. The guiding principle for the constitution of the text has been to use conjectural emendation sparingly and to try to preserve the text of the primary manuscripts wherever possible. The critical apparatus has been divided into a main apparatus below the text, which reports variant readings from the primary manuscripts and a small selection of conjectures, and two appendices which report scribal conjectures from the secondary manuscripts and conjectures by modern scholars with bibliographical references. A third appendix has also been added which lists all conjectures adopted into the text. The parallel translation, which is accompanied by brief explanatory notes on names and places, is literal and serves as a complement to the commentary, which primarily deals with matters of textual criticism. In the commentary problematic passages are discussed, especially where an emendation has been adopted or where the present edition differs from previous editions. After the three appendices the dissertation ends with a bibliography.
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Santos, Adna Nascimento Alves. "A compreensão de implícitos textuais nas canções de protesto social : uma alternativa na formação do leitor crítico." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6446.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorIt has become imperative in the current context of Brazilian public school the reading practices as an agenda of constant reflection and research for alternatives that can contribute to the development of the reading comprehension in various levels of middle school students, given the Saeb data and Prova Brasil (2014), whose large-scale assessments showed difficulties of the students to select implicit information, inferring the meaning of a word or expression, among others; there by, indicating, serious deviations of understanding and the appropriation of the writing production, in the act of reading. Based on this fact, the present report has as a guiding objective to promote the formation of a proficient and critical reader through the analysis of Brazilian social protest songs in activities of reading and understanding the implicit textual, enabling recognize them as situated discursive practices in daily life that can contribute to the formation of active citizens in society. Was taken as theoretical support the studies of textual linguistics, the sociocultural perspective; using the sociointeractional language design, subject and text for which the textual and discursive understanding can only be understood when it exceeds the limits of decoding linguistic elements and reaches the horizons of mobilization of the socio-historical and cultural knowledge and reconstruction of these within a communication situation in a given context. Therefore, we used a qualitative research, with the methodological approach by the application of didactics sequence in a 9th grade of elementary school, that used the song of social protest genre as mediator. Taking into account the proposal prepared for the research and what was executed, it is possible to say that the understanding of the text work from the songs analysis is configured as a positive and effective alternatives, as the students found new forms of meanings construction for the studied texts. The results obtained from this work fulfilled the ultimate goal of this trajectory that is becoming theoretical and practical support for the development of a concrete tool for socialization of experienced knowledge: the Pedagogical Section, whose main purpose is to share successful experiences with other Portuguese-speaking teachers in teaching and in the reading learning process.
Tornou-se imperativo, no atual contexto da escola pública brasileira, que as práticas de leitura sejam pauta de constante reflexão e da busca por alternativas que colaborem para o desenvolvimento da compreensão leitora dos alunos do ensino fundamental (EF), em vários níveis, haja vista os dados do Saeb e da Prova Brasil (2014), cujas avaliações em larga escala apontaram dificuldades dos discentes para selecionar informações implícitas, inferir o sentido de uma palavra ou expressão, entre outros; indicando, desse modo, os graves desvios de compreensão e apropriação da produção escrita, no ato de ler. Partindo dessa realidade, o presente relatório tem como objetivo norteador promover a formação de um leitor proficiente e crítico por meio da análise de canções brasileiras de protesto social em atividades de leitura e compreensão dos implícitos textuais, possibilitando reconhecê-las como práticas discursivas situadas no cotidiano que contribuem com a formação de cidadãos ativos na sociedade. Tomaram-se como aporte teórico os estudos da Linguística Textual, na perspectiva sociocultural; adotando-se a concepção sociointeracional de língua, de sujeito e de texto para a qual a compreensão textual e discursiva só pode ser entendida quando ultrapassa os limites da decodificação de elementos linguísticos e alcança os horizontes da mobilização dos saberes sociohistórico e cultural e da reconstrução destes no interior de uma situação de comunicação, num dado contexto. Para tanto, adotou-se a pesquisa de cunho qualitativo, tendo como caminho metodológico a aplicação de Sequência Didática em uma turma de 9º ano (EF), que utilizou a canção de protesto social como gênero textual mediador. Levando-se em conta a proposta elaborada para a pesquisa e o que foi executado, é possível dizer que o trabalho de compreensão do texto a partir da análise de canções configurou-se como uma alternativa positiva e eficiente, na medida em que os alunos descobriram novas formas de construção de sentidos para os textos estudados. Os resultados obtidos a partir desse trabalho atendem ao objetivo final dessa trajetória, que é a elaboração de um instrumento concreto de socialização dos conhecimentos teórico-práticos vivenciados: o Caderno Pedagógico, cujo principal propósito é compartilhar experiências exitosas, testadas no ensino e na aprendizagem da leitura, com outros professores de língua portuguesa.
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Giacomelli, Ciro. "Il trattato ps.-aristotelico De mirabilibus auscultationibus. Storia della tradizione, edizione critica e commento filologico." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3421820.
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The Ps.-Aristotelian treatise De mirabilibus auscultationibus, a collection of 178 brief chapters dealing with a wide range of topics, has been transmitted to us in little more than 20 Greek manuscripts, copied between the XIIth and the early decades of the XVIth century. The present study aims to reconstruct the relations between all the extant witnesses in view of a new edition of the text, which will finally substitute the one established by Immanuel Bekker in 1831: to this end all manuscripts have been collated afresh and studied in detail from a palaeographical and codicological point of view. The main results of our research may be summarized as follow: 1. The direct tradition of the text can be divided in three main branches (alpha, beta and gamma); the first two families, however, seem to be closely related and it is possible to infer the existence of a common ancestor (psi) linking these branches of the stemma. 2. After a careful eliminatio codicum descriptorum, only 7 manuscripts turned out to be independent witnesses: only these Greek manuscripts should therefore be retained for the constitution of the text. The study also includes some preliminary observations on the text of the extant Latin translations (the one by Bartholomew of Messina, XIIIth century, and the later Latin paraphrase by Antonio Beccaria, XVth century) and on the fragments of the medieval translation by Leontius Pilatus, preserved only in brief quotations by other authors (mainly Boccaccius and Domenico Silvestri). A section of the work is consecrated to the study of the most ancient indirect tradition (testimonia) and the early printed editions of the text (from 1497/98 up to the XVIIth century). The dissertation is concluded by a new edition of the Greek text, with an Italian translation, and a philological commentary.Il trattato ps.-aristotelico De mirabilibus auscultationibus, una raccolta di 178 brevi capitoli che vertono su una serie disparata di argomenti, ci e' stato trasmesso in poco piu' di 20 manoscritti greci, copiati in un lasso di tempo compreso fra la seconda meta' del sec. XII e i primi decenni del XVI. Il nostro studio mira alla ricostruzione delle relazioni stemmatiche fra tutti i testimoni superstiti, come base preliminare a una nuova edizione critica, che possa finalmente sostituire il testo stabilito da Immanuel Bekker nel 1831: a questo scopo tutti i testimoni manoscritti sono stati collazionati nella loro interezza e studiati nel dettaglio da un punto di vista paleografico e codicologico. I risultati principali dell'indagine possono essere riassunti nei termini seguenti: 1. La tradizione diretta del testo può' essere suddivisa in tre rami principali (alpha, beta e gamma); le prime due famiglie, tuttavia, sembrano essere strettamente imparentate ed e' possibile inferire l'esistenza di un antenato comune (ψ) che unisce questi due rami dello stemma. 2. Dopo una attenta eliminatio codicum descriptorum, solo sette codici sono risultati testimoni indipendenti: solo questi manoscritti greci devono dunque essere presi in considerazione per la costituzione del testo. Il nostro studio include inoltre alcune osservazioni preliminari sulle traduzioni latine superstiti (quella di Bartolomeo da Messina, del sec. XIII, e la piu' tarda parafrasi di Antonio Beccaria, XV sec.) e sui frammenti della traduzione medievale di Leonzio Pilato, conservata solo in brevi citazioni di altri autori (in particolare Giovanni Boccaccio e Domenico Silvestri). Una sezione del lavoro e' consacrata allo studio della tradizione indiretta piu' antica (i testimonia) e alle prime edizioni a stampa del testo (dal 1487/98 sino al sec. XVII). La dissertazione e' conclusa da una nuova edizione del testo greco, con traduzione italiana, e un commento filologico.
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Kotzé, Gideon. "A text-critical analysis of the Lamentations manuscripts from Qumran (3QLam, 4QLam, 5QLama and 5QLamb): establishing the content of an Old Testament book according to its textual witnesses among the Dead Sea scrolls." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6713.
Full textAbstract:
Thesis (DTh (Old and New Testament))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This study takes as its point of departure the contributions of the Dead Sea scrolls to the discipline of Old Testament textual criticism. It deals with a particular approach to this discipline and its application to the four Lamentations manuscripts from Qumran (3QLam, 4QLam, 5QLam a and 5QLam b ). The approach to Old Testament textual criticism followed in the study treats the Qumran manuscripts of Lamentations, the Masoretic text and the ancient translations as witnesses to the content of the book and not merely as witnesses to earlier forms of its Hebrew wording. The unique readings in 3QLam, 4QLam, 5QLam a and 5QLam b and their difficult or ambiguous readings are subjected to a comparative text-critical analysis. This analysis focuses on how the variant readings in the Qumran manuscripts were created by scribes during the process of copying. It therefore examines the influence that the scribal transmission exercised on the wordings of the passages from Lamentations that are preserved in 3QLam, 4QLam, 5QLam a and 5QLam b The analysis also considers whether comparative philology and/or the ancient . Greek, Syriac, Latin and Aramaic translations can shed light on the textual problems which the Hebrew wordings of the Lamentations manuscripts from Qumran share with the Masoretic text. The aims of this study are to establish, by means of this text-critical analysis, how the Lamentations manuscripts from Qumran present the content of the book and thereby gain a better understanding of these manuscripts as textual witnesses.
AFRIKAANSE OPSOMMING: Hierdie studie neem die bydraes van die Dooie See rolle tot die dissipline van Ou Testament tekstekritiek as uitgangspunt. Dit handel oor ’n bepaalde benadering tot die dissipline en die toepassing daarvan op die vier Klaagliederemanuskripte wat by Qumran gevind is (3QLam, 4QLam, 5QLam a en 5QLam b ). Die benadering tot Ou Testament tekstekritiek wat in die studie toegepas word, hanteer die Qumranmanuskripte van Klaagliedere, die Masoretiese teks en die antieke vertalings as getuies van die boek se inhoud en nie slegs as getuies van vroeëre vorms van die boek se Hebreeuse bewoording nie. Die unieke lesings in 3QLam, 4QLam, 5QLam a en 5QLam b en die moeilike of dubbelsinnige lesings word onderwerp aan ’n vergelykende tekstekritiese analise. Die analise fokus op die wyses waarop die wisselvorme in die manuskripte geskep is gedurende die proses van kopiëring. Die analise ondersoek dus die invloed wat die oorleweringsproses uitgeoefen het op die bewoording van die gedeeltes uit Klaagliedere wat in 3QLam, 4QLam, 5QLam a en 5QLam b behoue gebly het. Die analise stel ook vas tot hoe ’n mate vergelykende filologie en/of antieke Griekse, Siriese, Latynse en Aramese vertalings lig kan werp op die tekstuele probleme wat die Hebreeuse bewoording van die Klaagliederemanuskripte van Qumran met die Masoretiese teks in gemeen het. Die doel van die studie is om deur middel van ’n tekstekritiese analise vas te stel hoe die Klaagliederemanuskripte van Qumran die inhoud van die boek weergee en sodoende ’n beter verstaan van hierdie manuskripte as teksgetuies te bekom.