Tesi sul tema "Finn, huckleberry"
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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 completoKallin, 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 completoRamos, 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 completoThe 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.
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 completoThis 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.
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 completoLavoie, 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 completoLavoie, 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 completoCundick, 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 completoCundick, Bryce Moore. "Translating Huck: Difficulties in Adapting "The Adventures of Huckleberry Finn" to Film". BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/256.
Testo completoWorthington, 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.
Testo completoHalliday, 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.
Testo completoVeach, 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.
Testo completoPolster, 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.
Testo completoBensalah, 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 completoThe 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
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.
Testo completoHall, 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 completoAnderson, 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 completoTitle 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).
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 completoMarques, 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.
Testo completoZHANG, 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.
Testo completoSundholm, 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.
Testo completoRamos, 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 completoAdventures 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.
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 completoLiu, 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.
Testo completoAfrasiabi, 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 completoLarsson, 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 completoCrippen, 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 completoRyan, 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 completoOnstott, 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 completoBowman, 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 completoHebert, 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 completoJenn, Ronald. "La traduction de la rhétorique enfantine chez Mark Twain". Bordeaux 3, 2003. http://www.theses.fr/2004BOR30018.
Testo completoThis 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)
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 completoLong, 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 completoBatista, Miguel. "Bildung and initiation : interpreting German and American narrative traditions". Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14616.
Testo completoEvans, 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 completoYeh, 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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completo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.
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 completoThis 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.
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 completoChang, 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 completo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.
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 completo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.
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 completo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.