Tesi sul tema "Finn, huckleberry"
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1
Barrow, William David 1955. "Orality, Literacy, and Heroism in Huckleberry Finn". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500929/.
Testo completoAbstract (sommario):
This work re-assesses the heroic character of Huckleberry Finn in light of the inherent problems of discourse. Walter Ong's insights into the differences between oral and literate consciousnesses, and Stanley Fish's concept of "interpretive communities" are applied to Huck's interactions with the other characters, revealing the underlying dynamic of his character, the need for a viable discourse community. Further established, by enlisting the ideas of Ernest Becker, is that this need for community finds its source in the most fundamental human problem, the consciousness of death. The study concludes that the problematic ending of Twain's novel is consistent with the theme of community and is neither the artistic failure, nor the cynical pronouncement on the human race that so many critics have seen it to be.
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Kallin, Fredrik. "Racial and Religious Hypocrisy in Adventures of Huckleberry Finn". Thesis, Kristianstad University College, Department of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4428.
Testo completo
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Ramos, Vera Lúcia. "A sivilização-civilização de Huckleberry Finn: uma proposta de tradução". Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-27082009-165932/.
Testo completoAbstract (sommario):
As Aventuras de Huckleberry Finn (1885), obra-prima de Mark Twain, apresenta uma narrativa denunciadora do racismo de sua época e, para tanto, ele dá a suas personagens, e inclusive ao narrador, uma voz até então não comum na literatura norte-americana: os dialetos literários representantes da condição social, étnica e lingüística das personagens. Assim, todas elas de alguma forma usam um dialeto desviado do culto, mostrando uma relação estreita entre nãopadrão e fuga da civilização. A recepção da obra causou muita polêmica tanto na época de sua publicação quanto em outros períodos, sendo o livro por várias vezes proibido de estar nas prateleiras de alguma biblioteca ou de fazer parte do currículo das escolas norte-americanas. As edições em português do Brasil seguem a tradição da tradução de clássicos, isto é, de ignorar os dialetos e usar em seus lugares a língua culta. No entanto, há um explanatório, no corpo do texto, no qual Twain explica o porquê do uso dos sete dialetos criados. Dessa forma, os tradutores têm tomado a posição de ignorar o explanatório juntamente com os dialetos, para não expor aos leitores essa problemática do original, ou ainda a posição de traduzir o explanatório e justificar-se com o leitor a respeito do uso de uma linguagem padrão. Este trabalho visa a refletir acerca das implicações no uso dos dialetos literários no original e na tradução, assim como da supressão deles em três traduções brasileiras. Além disso, propõe-se a não sivilizar Huckleberry apresentando uma possível tradução com dialetos para cinco capítulos. Dessa forma, julgou-se ter respeitado o texto de Twain, assim como um aspecto importante e conhecido de seu pensamento: o repúdio à civilização e seus benefícios.The Adventures of Huckleberry Finn (1885), Mark Twains masterpiece, presents a narrative that denounces the racism of its era and, to that end, gives its characters including its narrator a voice until then uncommon in North-American literature: a literary dialect representative of the social, ethnic, and linguistic conditions of [each] character. As such, each in some manner uses a dialect that diverges from the cultured norm, showing a close relationship between nonconformity and a distancing from civilization. At the time of its publication and in other eras, the book caused much controversy, often being banned from the library shelves or from being included in North-American school curricula. Brazilian Portuguese editions follow the tradition for classics, i.e., they ignore dialects and use refined language instead. However, the body of the text contains an explanatory in which Twain explains the motive for the use of the seven dialects he created in writing. As such, translators have taken the position of ignoring the explanatory together with the dialects so as not to reveal this difficulty of the original to the reader, or even of translating the explanatory and justifying themselves to the reader for the use of standard language [in the translated version]. The present work seeks to reflect on the use of literary dialects in the original and the translation, as well as on their suppression in three Brazilian translations. Furthermore, it proposes not sivilizing Huckleberry, offering a possible translation with dialects for five chapters. In this manner it proposes to have respected Twains text as well as an important and recognized aspect of his thinking: the repudiation of civilization and its benefits.
4
Johnson, Alexander, e Sara Ghazarian. "The Relevance of Huckleberry Finn in today’s English Language Classrooms". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30825.
Testo completoAbstract (sommario):
Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever.This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.
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Westin, Anna-Karin. "Overturning the Notion of White Supremacy in Adventures of Huckleberry Finn". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12100.
Testo completoAbstract (sommario):
This essay discusses how Mark Twain in the novel Adventures of Huckleberry Finn uses the description of the white American Christian civilization in order to overturn the colonial notion of white supremacy. This is done through juxtaposing the characterization of the people of the white American civilization and the people that are alienated or ‘other’. The Grangerford family, the Widow and Miss Watson, and Colonel Sherburn are brought up as examples of the white American civilization’s hypocrisy and double standard in the novel. The analysis focuses on how these supposedly Christian characters do not follow the Christian ethics and sermon teaching even though they claim to do so. The colonial notion of the white western civilization’s supremacy over other people’s societies is thus overturned by Twain’s description of the immorality of this white American society. As opposed to this, the people who are outside of this society and who do not label themselves as Christians, prove to be those who in reality follow the Christian notion of brotherly love towards everybody, no matter the social standing or skin color of the person in need. Furthermore, Huck’s moral fight whether or not he should continue to help the runaway slave Jim to freedom or turn him in to the slave owner Miss Watson, is crucial. Through the portrait of this inner struggle, Twain pinpoints the absurdity of the supremacy of such an immoral law. The law of society was upheld with an almost religious devotion, and the irony in this works to further overturn the notion of the white American civilization’s supremacy.
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Lavoie, Judith. "La parole noire en traduction française, le cas de Huckleberry Finn". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ50204.pdf.
Testo completo
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Lavoie, Judith. "La parole noire en traduction française : le cas de Huckleberry Finn". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35905.
Testo completoAbstract (sommario):
Divided into five chapters, the thesis analyzes the translation into French of Black English as represented in Mark Twain's novel Adventures of Huckleberry Finn. The method, mainly text-oriented, that is to say turning away from the sociological approach, offers a semiotic reading of the text, both original and translated (Chapter 1). This semiotic approach considers the text as a significant mosaic. Thus, it brings out not only the motivation of the different textual elements, but also the coherence cementing them. The analysis of the original text (Chapter 2) shows that the subversive aesthetic and ideological function of Black English is provided by Jim's characterization and his discursive and narrative programs. William-Little Hughes's translation (1886), as well a Claire Laury's (1979) and Rene and Yolande Surleau's (1950), reverse the subversive project of the source-text through an organized system of textual transformations (additions, omissions, shifts) and produce a stereotyped version of Jim's character, his speech, also simplified and reduced, becoming the expression of this characterization (Chapter 3). Poles apart from these three texts, the French versions written by Suzanne Netillard (1948), Andre Bay (1961), Lucienne Molitor (1963), Jean La Graviere (1979) and Helene Costes (1980) display translation projects which reactivate the original system in which Jim had a multidimensional characterization (Chapter 4). Yet, despite the efficient options chosen by certain translators on the material level, Jim's speech in French does not convey a Black identity in the way Black English does in the original text. A modified and literary version of creolized French is suggested as a possible option for translating this sociolect (Chapter 5).
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Cundick, Bryce M. "Translating Huck : difficulties in adapting The adventures of Huckleberry Finn to film /". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd765.pdf.
Testo completo
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Cundick, Bryce Moore. "Translating Huck: Difficulties in Adapting "The Adventures of Huckleberry Finn" to Film". BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/256.
Testo completoAbstract (sommario):
Filmmakers have had four main difficulties adapting The Adventures of Huckleberry Finn to film: point of view, structure, audience and the novel's ending. By studying the different approaches of various directors to each obstacle, certain facts emerge about both the films and the novel. While literary scholars have studied Huck from practically every angle, none have sufficiently viewed the book through the lens of adaptation, despite the fact that it has been adapted to film and television over twenty times. The few critics who have studied the adaptations have done so using dated methodologies that boil down to little more than a question of how faithfully the films recreate the novel. By judging a movie solely on the basis of the book's merits, critics ignore the fact that a change in medium necessitates a change in material. With each adaptation, a new opportunity arises to study the novel from a fresh standpoint.
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Worthington, Leslie Harper Hitchcock Bert. "Huck Finn rides again reverberations of Mark Twain's Adventures of Huckleberry Finn in the twentieth-century novels of Cormac McCarthy /". Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/English/Dissertation/WORTHINGTON_LESLIE_21.pdf.
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Halliday, Iain. "Pinocchio and Huckleberry Finn in translation : between theory and praxis, between hubris and humility". Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429719.
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Veach, Tammy F. "Suppression, repression, and expression : Black anger in Huckleberry Finn, Pudd'nhead Wilson, and The marrow of tradition /". View online, 1988. http://repository.eiu.edu/theses/docs/32211998882540.pdf.
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Polster, David G. "Structural and Symbolic Parallels within The Adventures of Huckleberry Finn and The Catcher in the Rye". Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1417963654.
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Bensalah, Nouria. "Les "Slave narratives" dans "The Adventures of Huckleberry Finn" de Mark Twain : les enjeux d'une intertextualité diverse". Paris 8, 2008. http://www.theses.fr/2008PA082915.
Testo completoAbstract (sommario):
Le sujet de la thèse porte sur les liens intertextuels entre "Les Aventures d'Huckleberry Finn" de Mark Twain et les "slave narratives" ou récits d' (ex-) esclaves. C'est une étude du récit de l'esclave dans le roman de Mark Twain et de sa fonction dans le travail intertextuel. Cette étude porte essentiellement sur : 1- l'intertextualité comme effet de l'écriture (le récit de Jim – l'esclave – et sa fonction dans le travail intertextuel) ; 2- l'intertextualité comique (il s'agit d'une observation des réécritures comiques, voire parodiques de certaines traditions propres aux "slave narratives" ou récits d' (ex-) esclaves ; 3- l'intertextualité et la modernité des "Aventures de Huckleberry Finn" (comment l'intertextualité est une force de liaison et de modernisation dans le roman de Mark Twain)The thesis is a study of intertextuality : the presence and the different functions of slave narratives in Mark Twain's novel, "The Adventures of Huckleberry Finn". We propose in this study an observation of : 1- the function of Jim's narratives (as a slave narrative) in the novel (in the intertextuality) ; 2- parody of slave narratives in "Adventures of Huckleberry Finn" (the comic versions of certain traditions and scenes in slave narratives) ; slave narratives and the modernity of Mark Twain's book
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Marques, Raquel Tavares Gonçalves Branco, Maria Teresa Castilho, Nicolas Hurst e Simone Auf der Maur Tomé. "Anatomia da América em Adventures of Huckleberry Finn de Mark Twain : representações urbanas na demanda do ideal pastoril". Master's thesis, Porto : [Edição do Autor], 2009. http://hdl.handle.net/10216/20403.
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Hall, Robert L. (Robert Lee) 1956. "Natural Innocence in "Adventures of Huckleberry Finn", the Nick Adams Stories, and "The Old Man and the Sea"". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500586/.
Testo completoAbstract (sommario):
Hemingway claims in Green Hills of Africa that "all modern American literature comes from one book by Mark Twain called Huckleberry Finn." If this basic idea is applied to his own work, elements of Adventures of Huckleberry Finn appear in some of Hemingway's Nick Adams stories and his novel The Old Man and the Sea. All major characters and several minor characters in these works share the quality of natural innocence, composed of their primitivism, sensibility, and active morality. Hemingway's Nick, Santiago, and Manolin, and Twain's Huck Finn and Jim reflect their authors' similar backgrounds and experiences and themselves come from similar environments. These environments are directly related to their continued possession and expression of their natural innocence.
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Anderson, Erich R. "A Window to Jim's Humanity: The Dialectic Between Huck and Jim in Mark Twain's Adventures of Huckleberry Finn". Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1729.
Testo completoAbstract (sommario):
Thesis (M.A.)--Indiana University, YEAR.Title from screen (viewed on August 26, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Jane E. Schultz, Jonathan R. Eller, Robert Rebein. Includes vita. Includes bibliographical references (leaves 80-83).
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Thompson, Julia Lin. "Children’s Literature, Translation and Censorship: The Spanish Translations of Adventures of Huckleberry Finn under Franco’s Dictatorship (1939-1975)". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15509.
Testo completoAbstract (sommario):
Children’s literature usually consists of texts that are written by adults for a child readership. This situation results in children’s literature operating as an adult-constructed notion, based on assumptions about children and childhood. Due to children’s literature being a constructed notion, a space for adult manipulation of texts for children is thus created. Subsequently, texts written for children are often imbued with adult ideologies. This also occurs in the translation of children’s literature. In order to explore the influences of adult ideological agendas on the translation of children’s literature, this thesis examines the production of texts translated for children under state censorship during Franco’s Spain (1939-1975), with a particular focus on the translations of Mark Twain’s Adventures of Huckleberry Finn (1885). Through a comparative study of the distinct versions of the translations of the novel, produced across different stages of Franco’s dictatorship, along with the censorship records, this study will uncover how certain Issues of the novel have induced translation problems, due to the politico-ideological constraints that the receptor system imposed on the production of texts translated for children. At the same time, through a detailed examination of the translators’ solutions to the translation problems present in Huckleberry Finn, this study will also shed light on the dynamics of children’s literary system: despite the constraints imposed by the regime on texts translated for children, methods were designed so as to tackle and even to challenge the censorship constraints. Lastly, this study also highlights the way that theories developed in translation studies can enhance children’s literature studies and vice versa.
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Marques, Raquel Tavares Gonçalves Branco, Maria Teresa Castilho, Nicolas Hurst e Simone Auf der Maur Tomé. "Anatomia da América em Adventures of Huckleberry Finn de Mark Twain : representações urbanas na demanda do ideal pastoril". Dissertação, Porto : [Edição do Autor], 2009. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000196608.
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ZHANG, HENG. "A Journey of Racial Neutrality : the symbolic meaning of the Mississippi in The Adventures of Huckleberry Finn". Thesis, Högskolan Kristianstad, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5894.
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Sundholm, Mårten. "Vad betyder n-ordet för unga läsare? : Reaktioner på rasistiska tendenser i Mark Twains The Adventures of Huckleberry Finn". Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200950.
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Ramos, Vera Lúcia. "Será Huckleberry Finn mesmo um romance racista?: uma análise da obra, de algumas de suas traduções e do discurso racial no século XIX em narrativas sobre escravos sob a luz da Linguística de Corpus". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-03092018-131140/.
Testo completoAbstract (sommario):
Adventures of Huckleberry Finn (1884) de Mark Twain (1835-1910) tem estado de modo frequente na berlinda. Em cada época, desde o seu lançamento, a proibição da obra, nas bibliotecas e escolas, foi motivada pelas temáticas tratadas, pelos dialetos criados ou pela reiteração da palavra nigger(s). No Brasil, as traduções da obra fazem parte do nosso Polissistema Literário de Tradução desde 1934 (Monteiro Lobato). Visto que a obra foi lançada há mais de cem anos, muitos têm se dedicado a ela, a fim de discutir suas principais controvérsias. Esta pesquisa visa a apresentar algo diferente na forma de analisar os dados da obra e de quatro de suas traduções. Para tanto, elegeu-se a Linguística de Corpus (LC) como metodologia e principal abordagem, pois a LC oferece a possibilidade de investigar uma grande quantidade de dados por meio eletrônico (WordSmith Tools, Scott, 2006), assegura precisão na apresentação das informações, e também mostra dados não detectados a olho nu pelo analista. Dessa forma, esta pesquisa apresenta um estudo dirigido pelo corpus embasado na lista de palavras-chave que detectou nigger(s) como a palavra mais relevante. A partir desse dado, delineou-se o objetivo geral do estudo que é verificar a importância que o termo nigger(s) assume na caracterização dos negros em Huckleberry Finn por meio do discurso racial, investigando o campo semântico racismo/escravidão. Para tanto, julgou-se necessário buscar na literatura de língua inglesa obras do século XIX (nove narrativas sobre escravos) que também empregaram o termo nigger(s), a fim de comparar as narrativas e a obra de Twain e verificar (des)semelhanças na construção do discurso racial. Por ser nigger um termo culturalmente marcado e os tradutores brasileiros o traduzirem por um vocábulo neutro (negro ou escravo), decidiu-se investigar obras brasileiras do século XIX (em número de seis) sobre a escravidão, a fim de entender a (não) existência de um vocábulo que se aproxime da carga semântica de nigger, com o intuito de confrontar os termos usados pelos autores brasileiros com aqueles usados pelos tradutores. Assim sendo, a tese a ser demonstrada é que Huckleberry Finn, embora use nigger(s) reiteradamente, caracteriza os negros de forma positiva, subvertendo o discurso racial, e emprega nigger(s) com o fim de mostrar como a sociedade estadunidense do século XIX tratava os negros de forma negativa. As obras brasileiras analisadas revelaram um termo para representar os negros, crioulo, cuja prosódia é negativa; porém os tradutores não fazem uso desse termo, possivelmente pelo fato de as normas do nosso Polissistema Literário, ligadas ao grau de aceitabilidade (TOURY, 1995) da tradução, imporem uma reescritura consoante com o discurso politicamente correto de nossos dias. Esta tese ainda tem o papel de mostrar a contribuição inestimável da LC para os estudos literários, uma vez que foi possível, por meio das linhas de concordância, apresentar análises impraticáveis de serem realizadas sem tal metodologia, em função da exiguidade do tempo da pesquisa (quatro anos), do número de obras analisadas (vinte) e do recorte escolhido, o campo semântico, difícil de ser investigado a olho nu.Adventures of Huckleberry Finn (1884), written by Mark Twain (1835-1910), has been frequently in the spotlight. Since it was published, the prohibition to use the book imposed on libraries and schools has been caused by the issues Twain addressed, the dialects he created and his repeated use of the word nigger(s).The translations of Huckleberry Finn have been part of Brazils Translation Literary Polysystem since 1934, when a Portuguese version was published by Monteiro Lobato. Given that Mark Twains work came out more than one hundred years ago, many people have dedicated themselves to studying it in order to discuss its main controversial topics. The purpose of our research is to propose a different manner of analyzing Huckleberry Finns data and four of its translations into Portuguese. To that end, we have chosen Corpus Linguistics (CL) as our work methodology and main approach, because it offers the possibility of investigating a large amount of data by electronic tools (WordSmith Tools, Scott, 2006) which ensures the accuracy of the information presented by the analyst and shows data not detected with the naked eye. Therefore, this research consists of a corpus-driven study grounded in a list of key words, which revealed that the most relevant word was nigger(s) These data have allowed us to set the overall purpose of the study, namely to find out the importance of the word nigger(s) for Mark Twains depiction of the Black characters of Huckleberry Finn in his racial discourse, through our exploration of the racism/slavery semantic field. For that purpose, we found it necessary to search for works in English Literature written in the 19th century (nine narratives on slaves) that also used the word nigger(s). The purpose was to compare those narratives with Twains novel and check for similarities and differences in their construction of racial discourse. Because nigger is a culturally marked word and Brazilian translators use a neuter word to translate it (negro or escravo) we decided to dig into Brazilian works on slavery written in the 19th century (six of them) in order to understand the (in)existence of a word whose semantic content approximates that of the word nigger and to contrast the words used by Brazilian authors against those used by translators. The Brazilian works that we analyzed have revealed a word used to depict Black people, crioulo, which has a negative prosody; however, translators do not use this word, maybe because the standards of Brazils Literary Polysystem, linked to the translations level of acceptability (TOURY, 1995) impose a rewriting in tune with the current politically correct discourse. This PhD dissertation also aims at showing the remarkable contribution of Corpus Linguistics to literary studies, given that concordance lines have allowed us to carry out analyses that would have been impossible if this methodology had not been applied, considering the little time we had for conducting the research (four years), the number of literary works we examined (twenty) and the semantic field, which cannot be investigated with the naked eye.
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Thompson, Julia Lin. "Ideology and the Translation of Children’s Literature: The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn in Franco’s Spain". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24974.
Testo completoAbstract (sommario):
This study examines the translation of children’s literature under state censorship during Franco’s Spain (1939-1975), with specific reference to the Spanish translations of Mark Twain’s The Adventures of Tom Sawyer (1876) and its sequel, The Adventures of Huckleberry Finn (1885). At the same time as it lays a particular focus on the impact of Francoism on texts produced for children in Francoist Spain, this study also concerns itself with the relations between ideology and children’s literature in a more general sense. The chapters integrate analysis of sources including the regime’s censorship laws, the pre-publication translation drafts submitted by the publishers in compliance with the regime’s censorship requirement, the official censorship records, showing the censors’ “readings” of the translation drafts, and also, school textbooks used under Franco. Based on the examination of such sources, this study demonstrates the censors’ objections to the translations of Twain’s works, as a result of both their compliance with the censorship regulations imposed by the regime and their conscious efforts to defend an ideal Francoist child image vis-à-vis its foreign “others” as induced by the translations. Meanwhile, proceeding from a critical conceptualisation of ideology, the chapters in this study also elaborate on the complex power relationships involved in the activities of translating for children under Francoism.
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Liu, Xialin [Verfasser], e Hubert [Akademischer Betreuer] Zapf. "Going down the Flow of Life: A Transcultural, Ecocritical Approach to Joyce's Ulysses and Twain's Huckleberry Finn / Xialin Liu. Betreuer: Hubert Zapf". Augsburg : Universität Augsburg, 2015. http://d-nb.info/1077705697/34.
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Afrasiabi, Soran. "The River as a Symbol of Liberty : An analysis regarding the Significance of the Mississippi River in The Adventures of Huckleberry Finn". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38789.
Testo completoAbstract (sommario):
Despite the extensive research on slavery during the antebellum, few authors have investigated the connection between the Mississippi river and its importance and status as a symbol of freedom throughout The Adventures of Huckleberry Finn, written by Mark Twain. Therefore, this essay attempts to analyze just how much the river actually meant for Huck and Jim during their journey towards freedom. The methodology of this analysis is based on a qualitative content analysis where categories are created and put it in relation to the historical and political landscape the novel presents. By investigating how the river functioned as an optional escape route that would lead the slaves far away from the notoriously bad treatment on the cotton fields, as well as the dangerous riverside settings which involved several risks for both Huck and Jim, this essay concludes that the river does not only work as an escape route away from captivity and civilization, it also provided the characters with a comfortable and safe home which alone could symbolize liberty.
26
Larsson, Hanna. "“I’d got to decide, forever, betwixt two things, and I knowed it” : Moral Dilemmas in Mark Twain’s The Adventures of Huckleberry Finn In the Light of R. W. Emerson’s “Self-Reliance”". Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-740.
Testo completo
27
Crippen, Larry L. (Larry Lee). "Huck, Tom, and No. 44: the Tripartite Twain". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278563/.
Testo completoAbstract (sommario):
In this study, I show that three major areas of Mark Twain's personality—conscience, ego, and nonconformist instincts—are represented, in part, respectively by three of his literary creations: Huckleberry Finn, Tom Sawyer, and No. 44. The origins of Twain's personality which possibly gave rise to his troubled conscience, need for attention, and rebellious spirit are examined. Also, Huck as Twain's social and personal conscience is explored, and similarities between Twain's and Tom's complex egos are demonstrated. No. 44 is featured as symbolic of Twain's iconoclastic, misanthropic, and solipsistic instincts, and the influence of Twain's later personal misfortunes on his creation of No. 44 is explored. In conclusion, I demonstrate the importance of Twain's creative escape and mediating ego in the coping of his personality with reality.
28
Ryan, Anne Lea. "Speak softly, but carry a big stick Tom Sawyer and Company's quest for linguistic power a sociolinguistic analysis of Mark Twain's The Adventures of Tom Sawyer, Adventures of Huckleberry Finn, and Tom Sawyer Abroad /". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Testo completo
29
Onstott, Wilson Wright. "Articulation as an Act of Futility: A Deconstructive Exploration of Textual Articulation as It Functions within a First-Person Narrative Structure". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2198.
Testo completoAbstract (sommario):
The inability of language to convey complete meaning and truth is a central point of address for much post-structuralist literary theory and criticism. When these theories are applied to a first-person narrative structure, whether it is a work of fiction or non-fiction, certain specific incongruities arise. When a narrative seeks to recall certain events, a presupposed reexamination takes place as the narrative unfolds text comes into being. If a narractice is contructed in this way then the intent of the text then is to convey comprehensive meanings or truths of those cataloged experiences. According Deconstructive Theory, it is language's inherent nature to resist ultimate meaning. This focus on the articulation of truth is futile because meaning, like language, is always already in a state of fragmentation. This project explores five individual works from different literary traditions-ranging from the canonical to the relatively obscure. The works exhibit various approaches to articulation; including varying degrees of self-definition, personal fiction, and narrative movement toward inarticulation.
30
Bowman, Lindell Jenny. ""Bad boys" - företeelsen i fyra amerikanska och engelska romaner". Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9135.
Testo completoAbstract (sommario):
Romanerna som ligger till grund för uppsatsens analys är Thomas Bailey Aldrich The story of a bad boy, Mark Twains Tom Sawyers och Huckleberry Finn samt Richmal Cromptons Just William. Syftet med uppsatsen är att undersöka de litterära gestalter som tar sig skepnad i företeelsen "bad boys" och de frågor som ställs i uppsatsen är: Hur och varför uppkom företeelsen "bad boys"? Hur växte genren "bad boys" fram? Vad karaktäriserar "bad boys" företeelsen? Uppsatsens narratologiska utgångspunkter bygger bland annat på Mieke Bals teori om fabelns och de textanalytiska begrepp som Maria Nikolajeva redogör för: tid och plats, författarens och läsarens föreställning av författaren, samtid och tidsperspektiv. Uppsatsen tar även stöd i R.W. Connell, John Stephens och Kenneth B. Kidds teorier. Uppsatsen visar att "bad boys"-genren har sitt ursprung under en period då bilden av mannen var under förändring och romaner för pojkar blev allt mer robusta."Bad boys" – genren karaktäriseras av driftiga pojkgestalter som delvis formar sin identitet i pojkgänget. "Bad-boys"- genren är även en konsekvens av de ändrade förhållandena för unga pojkar i USA. Dessa pojkar sågs ofta som små vandaler och det är dessa som återspeglas i "bad-boys" genren.
31
Hebert, Joy A. Ms. "A Critical Study of Sue Monk Kidd's The Secret Life of Bees". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_theses/117.
Testo completoAbstract (sommario):
Sue Monk Kidd’s The Secret Life of Bees (2002) tells the story of a motherless fourteen-year-old Lily Owens, raised by a cruel father, who desperately searches for clues to unlock her mother’s past. Kidd’s bildungsroman reveals the incredible power of black women, particularly a group of beekeeping sisters and a black Mary, to create a safe haven where Lily can examine her fragmented life and develop psychologically, finally becoming a self-actualized young lady. Lily’s matriarchal world of influence both compares and contrasts with the patriarchal world represented in Mark Twain’s Adventures of Huckleberry Finn, exposing the matriarchy’s aptly structured ways of providing a more healing environment than is Huck Finn’s. Kidd’s novel also showcases the stylistic strategies of first person narrative point of view, language, dialect, and the motif of place in order to contextualize the social awareness and psychological development Lily gains through her journey.
32
Jenn, Ronald. "La traduction de la rhétorique enfantine chez Mark Twain". Bordeaux 3, 2003. http://www.theses.fr/2004BOR30018.
Testo completoAbstract (sommario):
Cette étude vise à analyser la traduction de la rhétorique enfantine dans les romans Tom Sawyer et Huckleberry Finn de Mark Twain. L'approche est à la fois descriptive et prescriptive. Elle s'appuie sur la recherche dans divers domaines : études en traduction, histoire du livre et de l'édition, narratologie, linguistique appliquée à la traduction, stylistique, ainsi que sur plus d'un siècle de critique twainienne. Il s'agit d'une approche systémique du champ qui considère les liens que les différentes versions entretiennent avec l'original, mais également les unes avec les autres. Suivant les préceptes d'Antoine Berman, les traducteurs sont appréhendés selon leur 'position', leur 'projet' et leur 'horizon', des notions qui incluent l'ensemble des paramètres historiques, linguistiques, littéraires et culturels qui façonnent leur penser et leur traduire. Un certain nombre d'éléments paratextuels sont analysés afin d'évaluer les versions en terme de lectorat, un aspect important dans le contexte d'œuvres largement perçues comme appartenant à la littérature pour enfants. Les différentes maisons d'édition et les traducteurs sont également définis en terme d'engagement politique le cas échéant. La rhétorique enfantine est un 'sociolecte littéraire' et est une des nombreuses voix qui intègrent la polyphonie de ces romans américains dans leur version originale. Il apparaît que cet aspect a été négligé, aussi bien dans le discours critique que par les traducteurs. La rhétorique enfantine est définie comme reposant sur différents types de discours et un nombre limité de figures : la litote, la comparaison et l'hyperboleThis study aims to analyse the translation of child rhetoric in Twain's novels Tom Sawyer and Huckleberry Finn. The approach is both descriptive and prescriptive. It is based on findings in the fields of translation studies, the history of book publishing, narratology, linguistics as applied to translation, stylistics, as well as over a century of critical discourse on Twain. The approach of the field is systemic, the different versions being analysed in relation to the original but also in relation to one another. Following Berman's precepts, the translators have been taken into account according to their 'position', 'project' and 'horizon'?these notions that encompass the historical, linguistic, literary and cultural elements that influence the translators' way of thinking and translating. A number of paratextual elements are analysed in order to assess the versions according to their readership. This aspect is crucial in the context of novels which have largely been considered as children's literature. The different publishing houses and translators are also defined in terms of political engagement or lack thereof. Child rhetoric is a 'literary sociolect' and one of the many voices which make up these American novels in their original version. It appears that this aspect has been overlooked by critics as well as by French translators. Child rhetoric has been defined as relying on several different types of discourse and a limited number of figures of speech: litotes (or any way of achieving understatement), simile and hyperbole (or any way of achieving overstatement)
33
Phiri, Aretha Myrah Muterakuvanthu. "Toni Morrison and the literary canon whiteness, blackness, and the construction of racial identity". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002255.
Testo completoAbstract (sommario):
Toni Morrison, in Playing in the Dark, observes the pervasive silence that surrounds race in nineteenth-century canonical literature. Observing the ways in which the “Africanist” African-American presence pervades this literature, Morrison has called for an investigation of the ways in which whiteness operates in American canonical literature. This thesis takes up that challenge. In the first section, from Chapters One through Three, I explore how whiteness operates through the representation of the African-American figure in the works of three eminent nineteenth-century American writers, Harriet Beecher Stowe, Walt Whitman, and Mark Twain. The texts studied in this regard are: Uncle Tom’s Cabin, Leaves of Grass, and Adventures of Huckleberry Finn. This section is not concerned with whether these texts constitute racist literature but with the ways in which the study of race, particularly whiteness, reveals the contradictions and insecurities that attend (white American) identity. As such, Morrison’s own fiction, written in response to white historical representations of African-Americans also deserves attention. The second section of this thesis focuses on Morrison’s attempt to produce an authentically “black” literature. Here I look at two of Morrison’s least studied but arguably most contentious novels particularly because of what they reveal of Morrison’s complex position on race. In Chapter Four I focus on Tar Baby and argue that this novel reveals Morrison’s somewhat essentialist position on blackness and racial, cultural, and gendered identity, particularly as this pertains to responsibilities she places on the black woman as culture-bearer. In Chapter Five I argue that Paradise, while taking a particularly challenging position on blackness, reveals Morrison’s evolving position on race, particularly her concern with the destructive nature of internalized racism. This thesis concludes that while racial identities have very real material consequences, whiteness and blackness are ideological and social constructs which, because of their constructedness, are fallible and perpetually under revision.
34
Long, Kim Martin. "The American Eve: Gender, Tragedy, and the American Dream". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277633/.
Testo completoAbstract (sommario):
America has adopted as its own the Eden myth, which has provided the mythology of the American dream. This New Garden of America, consequently, has been a masculine garden because of its dependence on the myth of the Fall. Implied in the American dream is the idea of a garden without Eve, or at least without Eve's sin, traditionally associated with sexuality. Our canonical literature has reflected these attitudes of devaluing feminine power or making it a negative force: The Scarlet Letter, Moby-Dick, Adventures of Huckleberry Finn, The Great Gatsby, and The Sound and the Fury. To recreate the Garden myth, Americans have had to reimagine Eve as the idealized virgin, earth mother and life-giver, or as Adam's loyal helpmeet, the silent figurehead. But Eve resists her new roles: Hester Prynne embellishes her scarlet letter and does not leave Boston; the feminine forces in Moby-Dick defeat the monomaniacal masculinity of Ahab; Miss Watson, the Widow Douglas, and Aunt Sally's threat of civilization chase Huck off to the territory despite the beckoning of the feminine river; Daisy retreats unscathed into her "white palace" after Gatsby's death; and Caddy tours Europe on the arm of a Nazi officer long after Quentin's suicide, Benjy's betrayal, and Jason's condemnation. Each of these male writers--Hawthorne, Melville, Twain, Fitzgerald, and Faulkner--deals with the American dream differently; however, in each case the dream fails because Eve will not go away, refusing to be the Other, the scapegoat, or the muse to man's dreams. These works all deal in some way with the notion of the masculine American dream of perfection in the Garden at the expense of a fully realized feminine presence. This failure of the American dream accounts for the decidedly tragic tone of these culturally significant American novels.
35
Batista, Miguel. "Bildung and initiation : interpreting German and American narrative traditions". Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14616.
Testo completoAbstract (sommario):
This thesis is divided into two main parts. The first, comprising the three initial chapters, looks, in chapter one, at the specifically German origins of the Bildungsroman, its distinctive features, and the difficulties surrounding its transplantation into the literary contexts of other countries. Particular attention is paid to the ethical dimension of the genre, i.e. to the relation between the individual self and the exterior world, and how it affects individual formation. The focus then shifts to American literature, and the term 'narrative of initiation' is recommended as a credible alternative to 'Bildungsroman'. Allowing for similarities between them, it is none the less strongly suggested that the Bildungsroman of German origin and the American narrative of initiation should be seen as being intrinsically different, principally because of the different cultural backgrounds that shaped them. Several features of the theme of initiation are postulated as decisive factors in the discrepancies between the initiatory narrative and the Bildungsroman. Analysis of six texts - three of each literary tradition - follows, to provide support for the theoretical discussion of the terms introduced in chapter one. Three Bildungsromane are considered in the second chapter, namely Goethe's Wilhelm Meisters Lehrjahre, Stifter's Der Nachsommer and Keller's Der grune Heinrich, and three narratives of initiation in chapter three: Twain's The Adventures of Huckleberry Finn, Crane's The Red Badge of Courage and Anderson's Winesburg, Ohio. Their relevance to the tradition of German and American fiction as a whole and as precursors of Mann's Der Zauberberg and Hemingway's The Nick Adams Stories is considered. A direct comparison between Mann's and Hemingway's texts constitutes the second part of this thesis, wholly contained in chapter four. In addition to a comprehensive critical reading of both narratives, the contemporaneity of Der Zauberberg and The Nick Adams Stories is taken into account, and consequently special consideration is given to the texts' close relation with the cultural and historical realities of the early twentieth century, particularly the impact of the First World War. With the assistance of Jung's theories, an increased awareness of death and of the dark side of the psyche - though dealt with differently in both texts - is put forward as a significant factor in the deviation of Der Zauberberg and The Nick Adams Stories from the traditions of the Bildungsroman and of the narrative of initiation. This departure leads to a re-appraisal of the relation between the protagonists and their society, and to a new ethical attitude that presupposes different, more modem conceptions of what Bildung and initiation represent in the context of the early twentieth century. How and why they changed and if they survived as literary notions are questions this thesis attempts to answer.
36
Evans, Charlene Taylor. "In defense of "Huckleberry Finn": Antiracism motifs in "Huckleberry Finn" and a review of racial criticism in Twain's work (Mark Twain)". Thesis, 1988. http://hdl.handle.net/1911/16138.
Testo completoAbstract (sommario):
The Adventures of Huckleberry Finn has provoked controversy and invited censorship over its one hundred year history. Where once its detractors criticized its themes of violence and rebellion and protested the moral laxity in the language and characters of the novel, in the twentieth century the controversy has evolved into an issue of race.
This study examines the history of the censorship controversy and reviews the twentieth century charges of racism. The contemporary debate on Huckleberry Finn centers around a literal interpretation of the text. Since Twain's treatment of race in the novel is presented through irony, it is crucial that the reader understands the author's ironic intent. An intensive evaluation of Twain, the racial issue, and his novel in light of the now accessible textual and biographical materials reveals his use of anti-racism motifs. Twain creates characters that are imprisoned by their social milieu. Huck, Jim, and the society as a whole are trapped within the confines of the existing slave system and the other entrapments of culture, most notably--language. Huckleberry Finn is a dialectic in that Twain uses the language against itself. Ironically, it is that very language that so upsets Black readers that the very essence of the true message of the novel is lost.
The multi-faceted nature of Twain's subject and his literary technique necessitates the reader's full awareness of Twain's use of irony, language, and point of view in Huckleberry Finn. The figure of Huck as a narrator is the revealing of a divided self, and his developing consciousness and innocence are linked with the social satire. Twain's use of language and point of view creates a double vision of race. Huck's intuitive self is juxtaposed to the conflicting internalized mores of the society, his acquired or "programmed" conscience. This duality represents the double consciousness that permeated nineteenth century America.
A textual analysis of Huckleberry Finn and Pudd'nhead Wilson indicates a consistency in Twain's treatment of race, and both of these works suggest that social fictions create unalterable realities. The power of social fictions and the fear of isolation and social ostracism are recurring themes which illuminate the problem of race and morality, thus revealing the complexity of the racial situation America.
37
Yeh, Daphne, e 葉立萱. "Man and Nature in Hsi-yu chi and Adventures of Huckleberry Finn". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/02023704824935740500.
Testo completoAbstract (sommario):
碩士國立中正大學
外國語文研究所
87
As we know, Hsi-yu chi and Huckleberry Finn are both about a journey through Nature. In the two novels, we can find numerous descriptions of Natural sights, forces or phenomena. Although such descriptions always attract our attention by their vividness and beauty, Nature in the two novels by no means just serves as background or decoration. Instead, it plays a pivotal role. Nature is related to those characters not only physically but also spiritually. To discuss such a relation between man and Nature in Hsi-yu chi and Huckleberry Finn, my thesis will be organized into three chapters. In chapter One, I open with the discussion of the relation between the five scripture pilgrims and Nature in the Chinese novel, focusing on how the author invites Nature to help himself reveal, reinforce, and even re-shape the inner nature of those pilgrims. This discussion may refer to some traditional Chinese conceptions of Nature that might influence the author while giving his last touch on this novel, such as Taoism, Buddhism, Confucianism, and then Zen Buddhism. I am going to specify parts of those conceptions that might be related to the characterization in Hsi-yu chi, such as the five element theory or the metaphorical meanings of animals in Buddhism. In chapter Two, I emphasize the relation between man and Nature in Huckleberry Finn, studying how other aspects of Huck''s and Jim''s characters are revealed mainly in the river, and how our boy hero is further re-shaped spiritually during the voyage down the river. It seems that Twain characterizes these two heroes differently while placing them in society and in Nature. In other words, in society, some aspects of their inner nature appear more obvious; and in Nature, another ones turn more apparent. It is not a matter of dualism, but intensity of their characterization. In chapter Three, I offer a conclusion that: In HYC and HF, the relation between man and Nature is intimate and inseparable. They influence and elucidate each other. None of them possesses the superiority to the other. Man and Nature reach their own significance only when being related to each other. The two novels achieve their own greatness also merely when the authors embody such a relation between man and Nature.
38
Lin, Sophie Ju-yu, e 林孺妤. "Translation and Commentary of Mark Twain''s The Adventures of Huckleberry Finn". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/25708180384156173940.
Testo completoAbstract (sommario):
碩士國立臺灣師範大學
翻譯研究所
89
This paper consists of two parts. The first part is the commentary of my translation of the first thirteen chapters of Mark Twain’s The Adventures of Huckleberry Finn. The second part is the translation. In the commentary, I compare my translation with four others, discussing how translators can keep the novel’s language styles, which have been both condemned and praised, while translating the work into Chinese language. As far as Standard English is concerned, the languages of the novel’s characters, Huck and Jim the nigger, are considered non-standard; hence the work was once accused of being full of “systematic use of bad grammar” and “inelegant, rough, ignorant dialect expressions.” Accordingly, how to show the differences between Standard English and dialect English in the translated Chinese work while maintaining its readability is discussed in the first part. In addition, The Adventures of Huckleberry Finn is written in the first person, with Huck the outcast boy as the narrator. I thus tried to make the translated text a story retold by a Chinese-speaking Huck. The approaches I adopted to achieve this goal are also discussed in the first part.
39
Lin, Ying-chen, e 林穎珍. "Deleuze and Guattari’s Resistance in Mark Twain's The Adventures of Huckleberry Finn". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13389232911805032591.
Testo completoAbstract (sommario):
碩士國立高雄師範大學
英語學系
99
The aim of this thesis is to explore the resistance within Mark Twain’s The Adventures of Huckleberry Finn with Gilles Deleuze and Félix Guattari’s concepts in an attempt to create a new reading of this classic American novel. Within the story, we see that the two main characters, Huck and Jim, are almost always in a state of escaping. They are desperate to escape from capture by a dominant power above, or in Deleuze and Guattari’s words, confinement by the State apparatus or the arborescent structure with its centralized configuration. According to Deleuze and Guattari, the State apparatus is the “apparatus of capture, machine of enslavement,” which imprisons people’s thought and action (Deleuze and Guattari 448). Within my thesis, I would like to discuss how schools, churches, and judicial systems in the novel act as the State apparatus in support of the slavery systems which creates a society of moral confusion. Three Deleuzoguattarian concepts are employed in this thesis: lines of flight, nomadism, and rhizome. According to Deleuze and Guattari, “lines of flight” indicate escaping from one’s fixed status and identity within the society. Since the State apparatus is the machine of enslavement that puts everything into order through a homogeneity of differences (including thought and action) within a country, we can say that lines of flight reflect a resistance to this “apparatus of capture” (Deleuze and Guattari 448). In Chapter Two, I would like to discuss Huck’s lines of flight from his old identity and thought supporting white supremacy among his adventures. The idea of nomadism comes from observations about nomads, who wander from place to place in contrast to sedentary people. Deleuze and Guattari further mention two ideas, the nomadic war machine and smooth space, to produce a more specific definition of nomadism. Briefly speaking, the nomadic war machine (nomads) constructs and inhabits smooth space while the State apparatus constructs and inhabits striated space. Different from striated space, smooth space is relatively a space of non-hierarchy and freedom. And wild places like a great ocean or steppe well provide such an environment. In the novel, we can see that Huck and Jim act like nomadic war machines; they desire to undo the arrangement of the State apparatus and at the same time establish their smooth space on the great Mississippi River. In Chapter Four, I shift the focus from the control of a bigger environment to the smaller field of the family. Deleuze and Guattari offer the new concept, rhizome, to oppose the tree, which they think has dominated the West for centuries and should be abandoned. In this Chapter, I would argue that Huck is in reality a rhizomatic subject, who tries to shake and uproot his family tree. All in all, the three Deleuzoguattarian concepts all show a kind of resistance to the center, to the rigid environment around people, which, in my view, is one of the most important themes Mark Twain desires to express within his classic novel.
40
Wang, Ti, e 王迪. "Friendship in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5q663r.
Testo completoAbstract (sommario):
碩士國立臺東大學
兒童文學研究所
102
Mark Twain, a prominent American writer of the nineteenth century, usually had his works set against his contemporary American societal background. Mark Twain’s works are full of childlike playfulness, adventure, eagerness, liveliness, humor as well as satire and mocking on the old culture. Mark Twain can be regarded as the author that represents America. The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn are two of the most popular novels among Mark Twain’s works which depict his own childhood in Hannibal, a small Southern town in America. The two famous young protagonists in the novels are Tom and Huck respectively, and the stories develop through the interactions and games among the protagonists and their companions. This thesis targets on the two novels to research friendship from the perspective of psychological development, as well as from the historical angle in the context of the American South around the time of the Civil War in the nineteenth century. This thesis investigates the categories and development of friendship, together with companionship and partnership, with an aim to cultivate a better awareness of friendship among children. In addition, by investigating the racial and social class presented in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, we hope to understand Mark Twain’s reproduction of American society and its influence and shaping of friendship among children in the works. The thesis divides into five chapters. Chapter One introduces the research background and motivation, research questions and purposes, research methods, scope, limitations, as well as research–related theoretical references. Chapter contains three sections, tackling Mark Twain’s life and works, the American society at that time, and definitions of friendship and partnership. Chapter Three explores the types of friendship in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Chapter Four deals with how friendship develops and what friendship encounters in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Chapter Five concludes with findings and suggestions.
41
Hsiao, Chia-yi, e 蕭家宜. "Mark Twain's Subversive Use of Counter-Identification and Anti-Establishment Discourse in Huckleberry Finn". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90935048977556913115.
Testo completoAbstract (sommario):
碩士中國文化大學
英國語文學研究所
94
Abstract Authorities are forces that establish order and security for the world, but they can also be forces that distort the mind of their believers and executors. In Huckleberry Finn, through Huck and Jim’s quest of freedom, Twain explores various forms of authority and the corrupt ideologies and institutions they nurture. The established authoritative values or systems that Twain examines include the racist ideology, the institution of slavery, the religion of Christianity and paternal control. None of these can subsist without being influenced by men’s folly and vice since such are the decisive factors that can corrupt even the most beneficial ideology or institution and that can profane even the most merciful God. In the novel, Twain exposes and debases the executors of all strains of authority to the lowest stratum and elevates their victims to the highest tier in terms of humanity. During Stalin’s reign, the 20th century Russians were tragically plagued by a particular form of authoritative institution and ideology---Stalinist totalitarianism and its accessory Socialist Realism. The great Russian philosopher and theorist Mikhail Bakhtin was one of the victims. It is probably his personal suffering---he was persecuted in one of Stalin’s Great Purges---that bred his notion of “carnival.” Bakhtin’s carnival has the same subversive attitude toward authority as Twain’s Huckleberry Finn. Carnival celebrates the suspension of all hierarchical prohibitions; people in it make their own kingdom, their own rules. All are considered equal during carnival; people in it experience genuine human relations. Carnival centers on the mock crowning and decrowning of the king of the carnival. Under Stalin’s despotism, the carnivalistic ritual of crowning and decrowning bore strong subversive connotation against the political authority. This thesis will discuss, by applying Bakhtin’s notion of carnival, the approaches that Twain adopts in subverting various brands of established authoritative values and conventional ideologies, in the hope of examining the roots of authority and gaining better knowledge about how it is often distorted or manipulated to corrupt the whole human society. Bakhtin’s carnivalistic decrowning also bears Twain’s expectation toward reformation and renewal, freeing our mind of prejudice and formalism to build a utopia where true human relations would be realized. The carnival experience of being on the raft on the Mississippi allows Huck and Jim to be kings whereby they can return to life on the shore and see it with new eyes.
42
Wen, Pi-ch'un, e 溫璧錞. "Oriental Wisdom in a Western Masterpiece: Huckleberry Finn--the Taoist in a Corrupted World". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/71058973919019786945.
Testo completoAbstract (sommario):
碩士國立臺灣大學
外國語文學系
85
Though there is little evidence of Mark Twain's direct acquaintance with Chuang Tzu, Huck Finn the fourteen-year-old boy in antebellum America still catches readers' eyes with his peerless Taoist traits. In effect,the characterization of Huck, his naming, his relationship with other characters,and even his decision to "light out for the Territory" all recall the Taoist inChuang-tzean sense. Moreover, the subtle affinities between Chuang-tzean Taoism, Huck Finn, and American Transcendentalism help prove how much Huck is a Taoist worthy of the name. This thesis begins with an exploration of Huck's characterization: the boy distinguishes himself from other characters not only with his innocenceand simplicity but with his spontaneity and naturalness. Moreover, though a non-conformist, Huck is a tolerant, accepting, and sympathetic boywho withholds hasty judgment of all kinds. In contrast to Tom the romantic son of civilization, Huck is the pragmatist child of nature. Suceeding to thischapter is a scrutiny of the eye-striking similarities between Chuang-tzeanTaoism and Transcendentalism, together with the unforgettable Transcendentalistelements in Huck the narrator provide a stepping stone to all Huck's Taoistfeatures. The following chapter revolves around Huck's Taoist quality. His aversion to "sivilized" life in favor of the ms of, nature indicates that he is "skilledin what pertains to Heaven but clumsy in what pertains to man" (工於天而拙於人).Likewise, his distrust of all Tom's bookish authorities shows how much Huck is a Taoist who views "words of sages" (聖人之言) as "the chaff and dregs of the men of old " (古人之糟魄). Moreover,Huck's relationship with Jim and his submissionto Tom's lead reveal that he is a Taoist is able to "use his mind like a mirror"(用心 若鏡) yet always prefers inaction (無為). Even his decision to "light outfor the Territory" evinces his striving for "prserving the true within" (守其真). Such a Taoist reading of The Adventures of Huckleberry Finn, as an endeavorto break through the East/West distinction, accentuates Chuang-tzu's belief inthe perfect harmony among all creatures. Furthermore, the uncovering of Huck'sTaoist side stimulates an equally interesting topic for scholars and readers:maybe Mark Twain who creates Huck Finn the Taoist is an unknowing Taoist himself.
43
Hien, Ngo Thi, e 吳賢. "Children’s Cognitive Development in the Antebellum Society in Mark Twain’s Adventures of Huckleberry Finn". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86799738382635459023.
Testo completoAbstract (sommario):
碩士中國文化大學
英國語文學系
103
Children’s cognition is the central topic in Mark Twain’s Adventures of Huckleberry Finn. Children are the generation that has been considered most in our society because they are gradually developing physique and mentality; they are extremely curious and eager to learn as well as know everything around them; they are interested in operating adventures in order to explore the outside world. Through their exploration, they discover the truth or real things in the society that they have not known. The first chapter investigates Jean Piaget’s and Lev Vygotsky’s theories of children’s cognitive development. Children, according to Piaget, construct an understanding of the world around them, and then experience differences between what they already know and what they discover in their environment. Vygotsky’s theory, in contrast, emphasizes the fundamental role of social interaction in children’s development of cognition. The second chapter examines Huckleberry Finn’s cognition about the family and the Southern Antebellum Society. Through adventures, Huck is able to recognize his real family and people’s deceit as well as masquerade in the society. The third chapter focuses on Huck’s cognition about his and Jim’s freedom. Huck does not want to follow unreal rules, regulations, and traditions people establish; therefore, he effectuates the journey along the Mississippi river to find out his own freedom. Also, during his adventures, Huck recognizes not only his mission but also responsibility to help Jim—the slave—and his family escape the slavery. The purpose of this thesis is to research children’s cognition about their family, the society, and the freedom they achieve. In fact, Mark Twain’s novel Adventures of Huckleberry Finn is one of the examples contributing to impact adults’ thoughts of educating children who are innocent, curious, intelligent, and interested in exploring the world. Adults are encouraged to understand more about children’s cognitive development and create the best environment for them to develop physically and mentally.
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Cai, Meng-qi, e 蔡孟琪. "The Translation and Reception of Mark Twain''s The Adventures of Huckleberry Finn in Taiwan". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/sub5m8.
Testo completoAbstract (sommario):
碩士國立高雄第一科技大學
應用英語所
96
Mark Twain employed the Missouri Pike County dialect and the black dialect to represent Huck’s and Jim’s dialectal speeches in The Adventures of Huckleberry Finn. This study investigates how the translators in Taiwan deal with dialectal features encoded in Huck’s and Jim’s dialectal speeches. The Chinese translations under investigation are produced respectively by Zhang You-song, Li Yu-han, Wen Yi-hong, Jia Wen-hao and Jia Wen-yuan, and Lin Ju-yu. A miniature questionnaire is also devised to explore the target readers’ reception of these translations. The three research questions in this research project are listed as follows: (1) How do these five translations deal with Huck’s and Jim’s dialectal speech encoded in the original? (2) Which translation is most favored by the target readers? (3) Is it necessary to represent the contrast between Huck’s and Jim’s dialectal speeches in the target text as it is in the original? The study begins by summarizing the scholarly works that concentrates on characteristics of Huck’s and Jim’s dialects. The characteristics of Huck’s and Jim’s dialects are then analyzed in lexical and syntactical ways. Mona Baker’s taxonomy of translation strategies and Eugene’s Nida’s formal/dynamic equivalence model are also employed to make a descriptive analysis of these five Chinese translations. The findings show that these five translations achieve different levels of equivalence in representing the dialectal features. Zhang’s, Li’s, Wen’s, Jia’s renderings resort to dynamic equivalence while Lin’s version intends to achieve formal equivalence. To obtain readers’ responses and expectation, this study has carried out a survey on thirty respondents: ten bilingual readers and twenty general readers. The result shows that bilingual readers prefer Jia Wen-hao and Jia Wen-yuan’s version due to its readability while the general readers prefer Wen Yi-hong’s version because her version is easy to read. While most readers think it’s necessary for translators to represent the dialectal features in the original, maximum equivalents and readability can’t be achieved at the same time. Readers’ responses might provide further insights for future attempts on retranslating dialectal novels.
45
Liao, Chia-ling, e 廖嘉玲. "Searching for Moral Maturity: Cognitive Moral Development in Mark Twain’s Tom Sawyer and Huckleberry Finn". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/15798163055115405805.
Testo completoAbstract (sommario):
碩士淡江大學
西洋語文研究所
90
The Adventures of Tom Sawyer and Adventures of Huckleberry Finn are two Mark Twain’s remarkable novels that have attracted widespread attention in modern American Literature. In Twain’s acute portraiture, his prominent characters Tom Sawyer and Huck Finn manifest the cognitive moral development in the process of social interaction. The main issue of this thesis is to focus on the process of adolescents’ cognitive moral development. The thesis begins with a critical review of the two characters and Lawrence Kohlberg and Carl Gilligan’s theory of moral development. In Chapter Two, the exploration centers upon the environmental influence on Tom Sawyer’s cognition formation and moral reasoning. In Chapter three I shall dwell upon Huck’s initial conflict of cognition moral reasoning: Pap’s self-interest philosophy versus the widow’s ethics of care. In Chapter four will be examined the relationship between Huck and Jim. For Huck, Jim is the catalyst for moral growth. It’s Jim’s friendship and humanity that make Huck understand love and compassion, thus breaking apart from the perverted social code. In the last Chapter, I conclude the ethical contrast between Tom Sawyer and Huck Finn. Hopefully through my research, this thesis can somehow contribute to the understanding of the process of adolescents’ moral development not only in Tom and Huck in particular, but also in other literary works in general.
46
Zagorova, Mira Georgia. "Tradutologia e análise de “The Adventures of Huckleberry Finn”: do inglês para o português brasileiro". Master's thesis, 2021. http://hdl.handle.net/10451/51083.
Testo completoAbstract (sommario):
Este trabalho insere-se no âmbito do curso de Mestrado em Estudos Ingleses e Americanos e tem como principal objetivo examinar a obra As aventuras de Huckleberry Finn de Mark Twain, um dos maiores e mais marcantes autores norte-americanos, cuja obra foi notória pela presença de vários dialetos. Deste modo, ao longo desta dissertação examino o modo como a mesma foi redigida pelo autor e como foi seguidamente transposta para o português do Brasil por meio de duas traduções de As aventuras de Huckleberry Finn, a primeira datada de 1934, por Monteiro Lobato, e a outra de 2011, por Maura Ribeiro Sardinha, face ao original em inglês.
A comparação destas duas traduções, tendo sempre como base fundamental a obra original em inglês, visa examinar as semelhanças, diferenças e problemáticas existentes na língua portuguesa face à língua de partida, que adicionalmente apresenta diferentes registos linguísticos característicos das diferentes classes sociais que habitavam o Sul dos Estados Unidos da América no século XIX.
Além dos aspetos puramente linguísticos, que são sem dúvida alguma de grande relevância para entender o romance, a obra original, bem como as duas traduções em português são exploradas de um ponto de vista social e cultural, considerando em especial a importância da reprodução dialetal no que toca à construção das identidades culturais e da dinâmica presentes no livro. Será igualmente realizada uma análise aprofundada da obra original, tendo em atenção os aspetos estruturais e estilísticos que a formam, bem como a importância da obra para a literatura americana.This dissertation was developed within the English and American Studies Masters course and its main goal is to provide an examination of the novel “Adventures of Huckleberry Finn” by one of the most prominent North-American authors – Mark Twain -, whose work is known by the presence of several dialects. Therefore, throughout this dissertation I will examine the process of transposal from the source language – English -, to the target language – Brazilian Portuguese-, based on two selected translations of “Adventures of Huckleberry Finn” that will be analyzed in the light of the original work. The first translation is by Monteiro Lobato - published in 1934 -, and the second being a more recent one - published in 2011 -, by Maura Ribeiro Sardinha. The comparative study of these two translations and their relation to the original text in English intends to examine the similarities, differences and problematics that exist in the Portuguese language, through these two representative examples of the Brazilian variant. Besides the purely linguistic issues, which are of an undoubted relevance, it will also be carried out an analysis that will not only allow us to explore these two translations from a sociocultural point of view, as well as understand the importance of the reproduction of dialects upon building a character’s cultural identity, as well as creating a narrative dynamic. Finally yet importantly, it will be carried out an in depth research and discussion of the structural and stylistic aspects that shape the book, and its importance in the light of American literature.
47
LIU, KUANG-HUA, e 劉廣華. "Spontaneous innocence as seen in adventures of huckleberry finn and the catcher in the rye". Thesis, 1992. http://ndltd.ncl.edu.tw/handle/59880331212578973151.
Testo completo
48
Chang, Chun-Kai, e 張竣凱. "Adventures of Huckleberry Finn as Sequel to The Adventures of Tom Sawyer: A Narratological Approach". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44010463865894642024.
Testo completoAbstract (sommario):
碩士國立中正大學
外國語文研究所
100
This thesis aims to widen interpretive perspectives on Adventures of Huckleberry Finn by exploring narratolgically the novel’s narrative strategies. Instead of debating the novel’s controversial ending and racial issues, it attempts to analyze the narrative strategies and effects with which Twain made Huck Finn one of the world’s greatest literary works. Chapter one contrasts the style of Huck Finn with that of its predecessor, The Adventures of Tom Sawyer. Narratological distinctions such as first and third-person narration, voice and point of view, and authorial values distinguished successfully or not in fiction, are helpful criteria to explore and contrast Tom Sawyer and Huck Finn in depth. Twain’s shift from Tom Sawyer’s third to Huck Finn’s first person point of view is analyzed as a shrewd choice by which Twain made the sequel a much better book than its predecessor. Chapter two examines narrative strategies and effects that animate Huck’s first-person narration in Huck Finn. It deals with Twain’s lifelike record of Huck’s colloquial voice in written form through which the Southwestern vernacular of an outcast adolescent is captured. It also explores Twain’s other strategies by which events and the central character’s inner complexities are portrayed mimetically. Most importantly, chapter two deals with Twain’s merging of past and present into a consonantly realistic first-person narrative so that what happens to Huck is relived verisimilarly from his past unenlightened perspective, deepening the irony in the novel. Twain’s technical mastery in Huck Finn is attributed in this chapter to his tenaciously shrewd handling of Huck’s first-person perspective and voice. With the advantages of Huck’s first-person unenlightened perspective and colloquial voice, Huck Finn proceeds more realistically, exquisitely and ironically than Tom Sawyer. Twain’s narrative strategy is indeed why Huck Finn is reputed so highly. A narratological perspective enables us to understand the uncanny greatness and deep implications embedded intricately in Huck Finn as well as how the controversies about the novel’s ending and racial issues could possibly be resolved.
49
Wen-chuen, Chang, e 張文娟. "Mark Twain's Critique on American Culture: Nation, Race and Social Class in Adventures of Huckleberry Finn". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/88977101480315439241.
Testo completoAbstract (sommario):
碩士國立高雄師範大學
英語學系
87
Abstract Based on Edward W. Said's "contrapuntal criticism," many significant factors of a culture can be comprehended as working contrapuntally together. This thesis aims to examine the interrelated issues of nation, race and social class in America by exploring Mark Twain's Adventures of Huckleberry Finn. Through our interpretation of these three issues, the formation of Americanism and its inner conflicts of race and social class will be exposed. More importantly, such a cultural interpretation introduces a public sphere for the exploration of American culture in terms of its political hegemony, racial bias and class struggle. It is rewarding to ponder over the falsity and contradictions of American democratic and egalitarian spirits. As a literary narrative, Adventures of Huckleberry Finn adds the affirmation of a national first-person subject-we Americans-to the formation of American nationalism. The national and cultural first-person plural subject contributes to the enhancement of the national identity of Americans. Twain's masterpiece reflects the internal construction of American national consciousness along with the external expansion of its national-imperial spirits. In addition, it arouses hot debates about whether Twain is a racist or anti-racist. In fact, Twain's ambiguous depiction of the race relations of blacks and whites exposes his own ambivalence toward the racial conflicts and the contemporary white double-consciousness suppresses and dominates blacks as inferiors and subhuman beings. Faced with white supremacy, blacks were reduced to being whites' property and instituted as minstrel figures. Furthermore, Twain displays distinctly the social classes in their hypocrisy, mannerisms and prevalent ideologies. The fake royalties, the King and the Duke, the aristocratic Grangerfords, the middle-class Widow Douglas and Miss Watson, the marginal whites, Pap and Huck, and the slave, Jim, are all positioned on different levels of the social stratum according to their birth, wealth, skin color and power. Their class ideologies manipulate their moral standards, values, life style and manners. Twain invites readers to investigate the diverse nature of each class' ideology and further to inquire whether American democracy and egalitarianism is a myth or not.
50
Chen, Jui-Ping, e 陳睿平. "“It’s in the Books”: The Influence of European Culture on Mark Twain’s Adventures of Huckleberry Finn". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e3379.
Testo completoAbstract (sommario):
碩士國立政治大學
英國語文學系
107
This thesis investigates Mark Twain’s complicated attitude of both resistance and acknowledgement towards the influence of European literary works. Recent discussions of Adventures of Huckleberry Finn focuses mainly on Twain’s declaration of American literary independence or the literary influence of Twain by a single European literary work. Building upon previous research, I explore the issue of Twain’s transatlantic connection further by examining Twain’s references to a number of European romance and burlesque in Huckleberry Finn, including The Count of Monte Cristo, Sir Walter Scott’s Waverley novels, the story of Baron Trenck, and Don Quixote through what Robert Weisbuch calls the “youthfulness” of American cultural development. I discuss how Twain’s burlesque indicates his admiration for European escape stories, while resists the overshadowing influence of European romance on the American Southerners, displaying the coming of age of American culture. This thesis is divided into five chapters. The first chapter introduces Huckleberry Finn in the context of Twain’s relationship with his European precursors. The second chapter scrutinizes Twain’s incorporation of European culture in his regionalist novel as a late-nineteenth-century American writer with a sense of “Cultural Earliness.” The third chapter deals with the two escape scenes in Huckleberry Finn closely, to see how they demonstrate Twain’s complicated attitude towards European romance, particularly the overpowering “parental” influence of his European predecessors. The fourth chapter focuses on the diverging approaches towards European and American cultural developments embodied in Twain’s teenage character Tom and Cervantes’ adult Quixote. The fifth chapter concludes that Twain is a more self-consciously transatlantic writer than previously acknowledged, who both appreciates of and resists against European influence in his references to European literary works, a sign which epitomizes the transition of nineteenth-century American literary scene from the acceptance of European civilization to the establishment of American cultural identity.