Dissertations / Theses on the topic 'Twist, oliver'
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Dumovska, Daniela. "The Women in Charles Dickens’s Novel Oliver Twist." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14960.
Full textOscarsson, Sanna. "Monks & Oliver: Two Sides of the Same Coin in Charles Dickens' Oliver Twist." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67769.
Full textCamelo, Franciano. "MACHADO DE ASSIS E A (RE)ESCRITA DE OLIVER TWIST." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9883.
Full textIn early 1870, Machado de Assis translated part of Oliver Twist, a novel by Charles Dickens (LÍSIAS, 2002). Although unfinished, since the Brazilian writer stopped his contribution at chapter twenty-eight, this translation presents particularities, which are worth being analysed. It is especially noticeable the French mediation in the translation of the Dickensian novel into Portuguese as well as the manipulation of the narrative, which remodelled the novel (MASSA, 1965). Recent studies approached the issue to a limited extent, mainly for not regarding the implications of both major and minor adjustments promoted by Machado. Hence, this study has a two-fold purpose: a) to investigate the route of Oliver Twist to Brazil, through the analysis of the relation between the English editions of this novel, the French translation made by Alfred Gérardin and the Brazilian translation by Machado de Assis; b) to analyse in detail the procedures adopted by the Brazilian writer while translating Dickens novel and discuss their implications for the narrative structure. The (re)writing of Oliver Twist seems to have encompassed, so as to say, a process of selection of repertoire and formal reorganisation of the narrative, which appears to respond to the specificity of nineteenth-century Brazilian context of reception.
No início de 1870, Machado de Assis traduziu parte do romance Oliver Twist, de Charles Dickens (LÍSIAS, 2002). Mesmo inconclusa, dado que o escritor brasileiro encerrou sua contribuição no capítulo vinte e oito, essa tradução apresenta particularidades de grande interesse analítico. É especialmente notável a mediação francesa no processo tradutório do romance dickensiano para o português, bem como a manipulação da narrativa, que remodelou o romance (MASSA, 1965). Estudos recentes abordaram a questão de modo limitado, principalmente por não considerarem as implicações dos ajustes, sejam eles grandes ou pequenos, promovidos por Machado. Em vista disso, este estudo tem o duplo objetivo de: a) investigar o percurso de Oliver Twist até o Brasil, analisando a relação entre as edições inglesas desse romance, a tradução francesa de Alfred Gérardin e a brasileira de Machado de Assis; b) analisar em detalhe os procedimentos adotados pelo escritor brasileiro ao traduzir o romance de Dickens, bem como discutir suas implicações na estrutura narrativa. A (re)escrita de Oliver Twist teria implicado, por assim dizer, um processo de seleção de repertório e reorganização formal da narrativa, que responderia à especificidade do contexto de recepção do Brasil oitocentista.
Samples, Megan N. "'This World of Sorrow and Trouble': The Criminal Type of Oliver Twist." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/english_theses/156.
Full textGomaraschi, Maria Chiara. "Dall'immagine al prodotto: il settore tessile della scuola Oliver Twist di Cometa." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/77213.
Full textBEACHI, GIOVANNI. "Orientamento: il sistema integrato di Cometa. Studio del caso "Cometa Formazione-Scuola Oliver Twist"." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/85328.
Full textSalem, Robert Eli. "Oliver Twist no Brasil: a tradução do antisemitismo de Machado de Assis a Will Eisner." reponame:Repositório Institucional da UFBA, 2013. http://www.repositorio.ufba.br/ri/handle/ri/8651.
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A presente dissertação analisa as versões impressas em português do romance Oliver Twist(1837-38) do escritor inglês Charles Dickens (1812-1870), com referência especial à representação do fenômeno do anti-semitismo, manifestado no personagem de Fagin. O trabalho insere-se na área descritiva dos estudos da tradução, direcionado, por um lado, à história das traduções, uma vez que as versões abrangem quase 140 anos; e por outro, à tradução intersemiótica, considerando que a maioria das versões tem fortes aspectos pictóricos, umas sendo dominadas por tais. As versões receberam uma classificação em quatro grupos distintos: as traduções integrais, as condensações, as adaptações infantis ilustradas e as histórias em quadrinhos. Cada grupo foi investigado no que concerne sua história e seu lugar nos sistemas literários de origem e brasileiro, bem como as políticas tradutórias envolvidos na criação dos trabalhos individuais. Os textos dos mesmos foram analisados, usando cotejo e análise estatística, tanto dos aspectos verbais, quanto das ilustrações. Concentrou-se, nessas análises, nas imagens verbais e visuais de Fagin. Sempre se procurou identificar traços nessas imagens, que indicassem uma contextualização especificamente brasileira, em consideração à natureza distinta do anti-semitismo social no Brasil, mas poucos foram encontrados. Dentre as ferramentas teóricas utilizadas na análise, aproveitou-se, especialmente, do conceito dos memes, paralelo cultural aos genes da biologia,desenvolvido nos anos 1970 pelo biólogo Richard Dawkins.
Universidade Federal da Bahia. Instituto de Letras. Salvador-Ba, 2010.
RAZANANTSOA, GAYET LALAO FARA. "La question du sujet dans la fiction de charles dickens : oliver twist, david copperfield et great expectations." Lyon 2, 1999. http://www.theses.fr/1999LYO20020.
Full textCAMPIOTTI, FRANCESCO. "Artigiani della parola. L'apprendimento della lingua italiana negli IeFP lombardi. Il caso della Oliver Twist di Como." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/71624.
Full textCiociola, Cristina. "Progettazione educativa e didattica per l'inclusione scolastica e lavorativa di studenti disabili nell’IeFP Oliver Twist di Como." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/61880.
Full textFIGINI, GIOVANNI BATTISTA. "Apprendere è un’esperienza. Studio del caso “Cometa Formazione-Scuola Oliver Twist”. Ragioni ed esperienza per una Scuola-Impresa." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/84817.
Full textFORNASIERI, Francesco. "Educare alla creatività di fronte alle sfide della Industry 4.0.Il metodo della scuola Oliver Twist di Cometa Formazione." Doctoral thesis, Università degli studi di Bergamo, 2020. http://hdl.handle.net/10446/181489.
Full textTakai, Yuriko. "Formations of social concern in three novels of Dickens : a critical reading of Oliver Twist, Bleak House, and Little Dorrit." Thesis, University of Essex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277697.
Full textSwifte, Yasmine Gai. "Charles Dickens and the Role of Legal Institutions in Social and Moral Reform: Oliver Twist, Bleak House, and Our Mutual Friend." University of Sydney, English, 2000. http://hdl.handle.net/2123/409.
Full textSwifte, Yasmin. "Charles Dickens and the role of legal institutions in moral and social reform Oliver Twist, Bleak House, and Our mutual friend /." Connect to full text, 1999. http://hdl.handle.net/2123/409.
Full textTitle from title screen (viewed Apr. 21, 2008). Submitted in fulfilment of the requirements for the degree of Master of Arts to the Dept. of English, Faculty of Arts. Degree awarded 2000; thesis submitted 1999. Includes bibliography. Also available in print form.
Persson, Alexandra. "Vad kan läsaren vinna respektive förlora genom valet av en lättläst version av en roman? : En komparativ studie baserad på Dickens Oliver Twist." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45423.
Full textCarly-Miles, Claire Ilene. "Secret agonies, hidden wolves, leper-sins: the personal pains and prostitutes of Dickens, Trollope, and Gaskell." Diss., Texas A&M University, 2008. http://hdl.handle.net/1969.1/85929.
Full textKjellström, Antonia. "Twisting the standard : Non-standard language in literature and translation from English to Swedish." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70039.
Full textVan, Straaten Werner Dawid. "Oliver Twists - should South Africa continue to ignore the existence of orphan works?" Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62557.
Full textMaciel, Yv Scarlett Levine Madeline G. "Machado de Assis' Oliveira Twist translation and the making of a novelist /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,882.
Full textTitle from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of English and Comparative Literature." Discipline: English; Department/School: English.
Folléa, Clémence. "Dickens excentrique : persistances du Dickensien." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC146.
Full textThis thesis looks at the text and afterlives of Great Expectations (1860-61), Oliver Twist (1837-39) and The Mystery of Edwin Drood (1870), by Charles Dickens. Ever since the Victorian era, these three novels have penetrated our collective imagination and have fed into various kinds of discourses, which are always determined by their conditions of production and reception. Thus, this thesis both performs microanalyses of its primary sources and explores the context in which each work was published. Its corpus includes filmic adaptations as well as more indirect reincarnations, such as rewritings, TV series and videogames featuring elements identifiable as ‘Dickensian’. The latter adjective points to a variety of fictional objects and cultural processes, which are gradually circumscribed throughout this thesis. In particular, the Dickensian and its afterlives are defined in connection with the ‘eccentric’, a term often used to conjure up the colourful and sometimes queer quality of Dickens’s texts. Here, however, a broader definition of this notion is adopted: the eccentric, which always stands halfway between a centre and its margins, is used to examine the many ambiguities of the Dickensian. For, as they move into new aesthetic and socio-cultural contexts, the fictions created by Dickens feed into discourses which can be normative and/or subversive, stereotyped and/or disturbing. My cartography of Dickensian afterlives gradually appears as chaotic, which eventually leads me to reconsider some of my methodological assumptions: Dickens’s fictions move in irregular and unpredictable ways, which often upset bibliographical, periodical and disciplinary boundaries
Garagnani, Tommaso. "Letteratura per l’infanzia, satira politica e diritti LGBTQ+: Proposta di traduzione di A Day in the Life of Marlon Bundo." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
Find full textLin, Zheng-Yan, and 林政言. "Deprived Childhood in Charles Dickens’ Oliver Twist and Great Expectations." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/c2v33r.
Full text東吳大學
英文學系
102
The thesis analyzed the growth processes of two protagonists, Oliver Twist and Philip Pirrip, in Oliver Twist and Great Expectations. Readers can be closer to Dickens’ inner and literary world from realizing these protagonists’ life experiences and struggling processes for difficulties. The study will show the created world of Charles Dickens’ childhood and how the influence made him a writer. Like the main character in his novels, Charles Dickens only went to school for some time in his childhood. It is the studying and hard work that made him a famous writer. The first chapter is the introduction and the background. After that, readers will understand the reasons why Charles Dickens always used orphans as protagonists in the second chapter. In this chapter, we will discuss about the connection between his novel and his deprived childhood. In the third chapter, the thesis shows the different experiences of the two characters, Oliver Twist and Philip Pirrip. Their inner worlds and some elements, which included crummy surroundings, hard struggles, and pure and kindhearted nature, influenced and changed the protagonists. Furthermore, in the fourth chapter, the thesis will analyze how the emotion and physical neglect influenced the protagonists. For instance, they may present some violent behaviors and imbalance mental problems. Finally, in the fifth chapter, it will discuss how neglect influences the protagonists’ growth process and the phenomenon that occurs during the deprived childhood.
CHOU, HUI-CHUAN, and 周惠娟. "A Comparison of Five Chinese Translation Versions of Oliver Twist : A Pragmatics-based Approach." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/07145192628887498820.
Full text南臺科技大學
應用英語系
105
The present study analyzes five Chinese translations of Charles Dickens's "Oliver Twist" from pragmatic perspectives. Specifically, the five Chinese renditions (those of Liu Ming-yuan (1975), Wang Wei-jun (2003), Rong Ru-de (2010), Ding Kai-te (2014), and Fang Shu-hui and Li Yan-hui (2014))were compared by applying speech act theory. The purposes are threefold. First, this study explores which of five types of illocutionary verbs are more challenging to translators. Second, it sorts out which strategies are more often adopted in empirical translation. Finally, it evaluates which translator is most consistent in terms of illocutionary expressions. The results indicate that when rendering illocutionary verbs, most of the translators took a largely literal approach. This often involved adding extra adjectives, adverbs, or adverbial phrases to show the illocutionary force of the English verbs, reflecting the differences in expressions available and conventions for using them between Chinese and English. Among the five types of illocutionary verbs, expressives speech acts were found to be most challenging and need most careful attention. Translation strategies adopted by the translators, included literal translation, free translation, addition, deletion, and domestication. Among the five Chinese translations, the fifth, by Fang and Li, is most successful from the perspective of illocutionary expressions. It emerges in addition that (a) word-for-word translation, or so-called “faithful translation”, is far from empirically “faithful” or “true” , and that (b) some additions are needed for illocutionary expressions in English to be understood clearly in Chinese. These findings will have various implications for English teaching and translation studies in general.
Peters, Charlie. "The eschatology of the scapegoat : Fagin in Oliver Twist and Maggie Tulliver in The mill on the floss." 2005. http://hdl.handle.net/1993/20683.
Full textLin, Hsiang-yun, and 林湘芸. "A Study of the Social Issues in Charles Dickens’s Oliver Twist and Its Application to Junior High School English Teaching in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/98355311250702774367.
Full text國立彰化師範大學
英語學系
99
The thesis attempts to explore the application of English novels to junior high school English teaching. The researcher wants to know whether the students promote the morality through reading Oliver Twist. Besides, the researcher adopts both the Grammar Translation Method and the Communicative Language Teaching Approach to investigate whether the students gain the knowledge of elements of fiction, enlarge the vocabulary, gain the knowledge of the social issues in Britain in the nineteenth century, and gain the knowledge of the social issues in the novel. The thesis is composed of six chapters. Chapter one is the introduction, which explains the motivation of the thesis, the appropriateness of teaching literature to junior high school students, the appropriateness of teaching Oliver Twist, the purposes and research questions, the biographical background of Charles Dickens, and the significance of this study. Chapter two is the literature review of the social issues in Britain in the nineteenth century, including the condition of the workhouses and the social crimes. Chapter three is the literature review of the social issues in the novel, including the condition of the workhouses and the social crimes. Chapter four is the methodology of the teaching experiment. Chapter five is the results and findings of the teaching experiment. Chapter six is the conclusion of the thesis.
Shen, Chia-Chen, and 沈佳蓁. "USING A SIMPLIFIED VERSION OF CHARLES DICKENS’ OLIVER TWIST IN JUNIOR HIGH SCHOOL ENGLISH TEACHING: A CASE STUDY OF THE COOPERATIVE LEARNING APPROACH." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/kjvp8u.
Full text國立高雄師範大學
英語學系
102
The study explores the effects of the cooperative learning (CL) approach on EFL simplified literature curriculum in a junior high school. The novel Oliver Twist is the main reading material. The researcher aims to investigate the subjects’ learning interests in simplified literary texts, their responses to the CL activities, the presentations of their works, their responses to the classroom interaction, and their attitudes toward the simplified literature curriculum in the CL approach. The subjects participated in this study included two classes of 60 ninth-grade students in Taichung Da Ya Junior High School. According to the questionnaire on students’ opinions of their EFL literature learning experience, the researcher designed the literary syllabus of Oliver Twist. Appropriate CL learning activities were applied in the literature curriculum to facilitate students' learning and enhance their reading motivation. The students' responses in the questionnaire on their attitudes towards EFL literature learning in the CL approach were collected and analyzed. Besides, the students' performance of the assign works, their participation in CL activities, and their interactions with the teacher and the peers were also recorded. The main findings of the study are summarized as follows: 1. The application of the literature syllabus Oliver Twist in the CL approach made a positive impact on the students’ attitudes towards literature learning and raised their English reading motivation. 2. The CL approach was considered to be a useful teaching approach because many students in the study accepted and liked the various CL activities. The students were pleased with the dynamic interaction and vivacious atmosphere in the CL literature class. They would do their best in the CL activities actively in order to win in the group competition. 3. Oliver Twist is an appropriate reading material for junior high school EFL students. They were interested in reading the novel. Some pedagogical implications for EFL teachers are made as follows. 1. EFL teachers should be convinced that group discussion is helpful in literature classes and can raise students’ learning motivation. 2. EFL teachers should take CL as an alternative teaching approach and design more suitable CL activities. 3. EFL teachers should regard simplified literature texts as appropriate reading materials for junior high school EFL students.
MACKOVÁ, Vanda. "Charles Dickens and Mark Twain, the English and American Perspective on Child Heroes Portrayal." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252587.
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