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Reynolds, Steve L. "A literary analysis of Nehemiah". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Crosbie, Tess. "A computer assisted analysis of literary text : from feature analysis to judgements of literary merit". Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622525.
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Using some of the tools developed mainly for authorship authentication, this study develops a toolbox of techniques towards enabling computers to detect aesthetic qualities in literature. The literature review suggests that the style markers that indicate a particular author may be adapted to show literary style that constitutes a "good" book. An initial experiment was carried out to see to what extent the computer can identify specific literary features both before and after undergoing a "corruption" of text by translating and re-translating the texts. Preliminary results were encouraging, with up to 90 per cent of the literary features being identifi ed, suggesting that literary characteristics are robust and quanti fiable. An investigation is carried out into current and historic literary criticism to determine how the texts can be classified as "good literature". Focus groups, interviews and surveys are used to pinpoint the elements of literariness as experienced by human readers that identify a text as "good". Initially identified by human experts, these elements are confirmed by the reading public. Using Classics as a genre, 100 mainly fiction texts are taken from the Gutenberg Project and ranked according to download counts from the Gutenberg website, an indicator of literary merit (Ashok et al., 2013). The texts are equally divided into five grades: four according to the download rankings and one of non- fiction texts. From these, factor analysis and mean averages determine the metrics that determine the literary quality. The metrics are qualified by a model named CoBAALT (computer-based aesthetic analysis of literary texts). CoBAALT assesses texts by Jane Austen and D. H. Lawrence and determines the degree to which they conform to the metrics for literary quality; the results demonstrate conformity with peer reviewed literary criticism.
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Msweli, Zanele Priscilla. "Developing learner’s language competence through IsiZulu literary and non-literary text analysis". Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1341.
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Submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2012.This study explores developing learner‟s language competence through literary and non-literary texts. The topic of the study: “Developing learner‟s language competence through literary and non-literary analysis is introduced. It is maintained that language educators‟ focus is on analyzing literary texts: poetry, novel, drama, folklore/folktale, short story and essay but not on designing their own texts. The learners should be encouraged to produce their own authentic texts. It is also assumed that non-literary texts are not analysed or developed. There is lack of emphasis on language: sentence construction, for when learners produce their own texts they should know how to construct a sentence. It is also maintained that language usage should also be emphasized because texts are assumed to have figures of speech, idiomatic expressions and proverbs. Learners should be encouraged to create their own texts and present them. Therefore the language competence through isiZulu literary and non-literary texts analysis should be developed. This discussion includes ways learners can develop their language competence through literary and non-literary texts analysis and the ways the language educators can teach learners language competence through literary and non-literary texts analysis. The research analyses different types of isiZulu literary texts to show how language competence can be developed through literary texts analysis. The novel, “Insila KaShaka,” poetry, short story, “Intando Kamufi,” essay, “Izifungo,” folktales and the drama, “Kudela Owaziyo” are analysed.
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Schonfield, Jeremy Joseph. "Birkhot hashahar : a literary critical analysis". Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621336.
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Thompson, Alvin L. "A literary and rhetorical analysis of Micah". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Lord, David A. "Literary analysis in the book of Genesis". Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Lataiwish, Muftah S. "An analysis of literary translation Arabic/English". Thesis, University of Glasgow, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288057.
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Paule, Maxwell Teitel. "Canidia: A Literary Analysis of Horace's Witch". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343685076.
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Burkett, Ken. "Psalm 119 a thematic and literary analysis /". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Shin, Eun-Hyung. "Literary analysis of Micah 4 and 5". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Navarro, Luke Alonso. "A literary analysis of the flood narrative". Theological Research Exchange Network (TREN), 2004. http://www.tren.com.
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Winchester, Rachel. "Dance as Literary Criticism: Literary Analysis and Dramaturgy in a Dance Theatre Choreographic Process". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18356.
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In my research into interdisciplinary choreographic processes, I found there to be a lacking representation of recent scholarship dedicated to exploring the relationship between literature and dance. As a dance theatre choreographer who often utilizes textual sources as impetuses for artistic creation, I have employed methods of traditional dramaturgy in my practice and, in seeking scholarship on this subject, have noted a need for clear examples of dance dramaturgy in practice. In this thesis study, I employed methods from literary studies and dramaturgy in the process of adapting a work of short fiction by Kurt Vonnegut for the stage. I documented my process and have structured the information for the benefit of those who may read it. The artistic product of this research was presented to an audience in direct relation to its literary source. At the conclusion of this research, I posit that dance can function as literary criticism.
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Amrine, William James. "The plenary address: A rhetorical analysis". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3127.
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In terms of structure, style, content and intended audience, Genre Analysis 58, this thesis presents a rhetorical analysis of the plenary address as a genre. Four examples of the opening plenary were analyzed because they represent the opening plenary lecture-keynote speech type, the most common presented at conferences: Mina Shaughnessy and the teaching of writing, Keynote address, Literacy after the revolution and The uneasy partnership between grammar and writing instruction.
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O'Kane, Martin J. "Isaiah 28-33 : a literary and contextual analysis". Thesis, University of Edinburgh, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236155.
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Tradi tionally, in Isaianic studies, the aim of many commentators SInce the time of Duhm has been to try to rediscover the words of the eighth century prophet of Jerusalem. Descriptive words such as "a u then tic" and "secondary" betray the misconception tha t material which does not reach back to the time of the prophet is somehow less authentic and authoritative. The present study follows more recent trends in looking at the Book of Isaiah as a literary whole and in arguing that each section must be understood and interpreted not only in the light of its immediate context but also in the light of its place and function within the entire book. Six chapters (Isaiah 28-33) are analysed in two ways. Firstly the vocabulary is examined to establish linguistic and thematic similarities with other parts of the book and with the rest of the OT; secondly the many subsections within the six chapters are looked at contextually to determine how they relate to each other and consequently reveal a consistent and unified message. The way in which the material is arranged in chs 28-33 to highlight various themes may be seen as a microcosm of what is happening throughout the en tire book. One of the techniques used to actualize and unify composite traditions may be the concept of wisdom which seeks to instruct the reader in the way of righteousness. This analysis of chs 28-33 complements a similar one carried out by Sweeney [1988] on chs 1-4. The conclusions, too, are similar in that both studies emphasize that any section of Isaianic material, large or small, only makes sense ,*hen looked at in the light of the entire book.
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Chum, Bobby Kwok-Yuen. "A literary analysis of 1QH 10-17:36". Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/18096.
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The relationship of the Hodayot collection (1QH) to the Teacher of Righteousness has been of considerable interest ever since the discovery of the Dead Sea Scrolls. Using form-critical and linguistic analyses, a few German scholars, among whom Jeremias and Stegemann may be mentioned, have attributed a subset of the Hodayot to the Teacher. All "Teacher Hymns" identified by various scholars surprisingly fall within 1QH 10-17:36. This dissertation makes use of a different literary approach and attempts to determine whether the hymns in 1QH 10-17:36 might have come from one author or several, whether literary sources have been used, and whether one of the authors was the Teacher of Righteousness. An overview of the criteria previous scholarship has used to isolate the "Teacher Hymns" from the "Community Hymns" is presented. The interrelationship of the "Teacher Hymns" and their relationships to the "Community Hymns" are analysed. Two groups of Hodayot in the "Teacher Hymns" are identified, each with its distinctive traits of style, content, and vocabulary, and two of the hymns have the greatest possibility of having been authored by the Teacher of Righteousness. The redactional shape of 1QH 10-17:36 is also explored.
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Rambaran-Olm, Mary Rosanna. "John's Prayer : an edition, literary analysis and commentary". Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3457/.
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The starting point for this dissertation was the fact that the Old English poem The Descent into Hell had received so little critical attention and was generally omitted from anthologies of Old English poetry. From close examination of the poem it became evident that the central focus was not the apocryphal story of Christ’s Descent, but on John the Baptist and Baptism. This thesis offers a reinterpretation of the poem’s central theme and emphasizes its poetic and stylistic qualities. In order to do that, a new edition of the poem was required. Also addressed in this thesis is an examination of the vexing question concerning the various lacunae that were the result of damage to the manuscript. This thesis focuses on re-interpretation, and the established text and translation included is the base for the subsequent literary analysis. The core of this thesis is a critical edition of the poem; the editorial methods used are described in detail on pages 11-20. Central to the main argument is that the poem’s current title, assigned by ASPR in 1936, misrepresents the theme of the poem, causing the reader to expect a work on the Descent, and thus being confused as a result. I argue rather that the poem illuminates the central Christian sacrament of Baptism. This study addresses the questions: What is the main theme? What is the poem’s didactic function? What literary approaches help convey the central message? What evidence suggests that a name change is justified? and What benefits can result from a name change? The first chapter highlights various linguistic features relevant for the editing of the poem and provides a summary of the main codicological characteristics of the manuscript in which the poem is preserved. Chapter II provides an examination of the theme of the descensus, and assesses its historiographical prominence in religious thought leading up to and including the Anglo-Saxon period. My argument disproves the current interpretation of the poem as a descensus narrative, although the image of the Descent still plays a symbolic role. Chapter III provides a literary analysis of the poem. The purpose of this chapter is to enrich modern scholarly perceptions of the Exeter Book poem, offer a more suitable title and contribute to continued scholarly discussion and analysis of the Exeter Book and its compilation. Chapter IV assesses the poem within a relevant comparative context, whilst further reinforcing its central theme and function. With respect to editing the text, effort has been made to retain the manuscript reading except where there are obvious errors, lacunae or strong evidence necessitating change. As this is a critical edition, the Anglo-Saxon poem has been presented here using modern conventions of capitalization, punctuation, caesuras and line divisions. However, since the manuscript that contains the poem is damaged, I have not included conjectures in instances where little or no evidence would justify emendations. In instances where there are identifiable alterations to the original text then such emendations have been noted in the Apparatus and Commentary. The translation offers a clear and idiomatic rendition of the poem which endeavours to convey the meaning of the text rather than sacrifice meaning for stylistic reasons. This dissertation also provides a diplomatic transcription and presents digital reconstructions of the manuscript, offering a variety of interpretations of the poem. The guiding principles for this dissertation have been to create an edition that reveals the poem’s main theme of Baptism and to demonstrate that the liturgical structure, aided by allusions and dramatic effects functions didactically. Undoubtedly because of the lacunae and contextual problems, The Descent into Hell has become a somewhat marginalized poem in the study of Anglo-Saxon verse; however, the textual analysis in this dissertation provides a guide towards understanding the poem’s main theme and offers fresh insight into its place and significance within the corpus of Old English poetry.
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Lynskey, Angela Cartwright. "Christian Literature and Social Justice: A Literary Analysis". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366018839.
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Marley, Caitlin A. "Sentiments, networks, literary biography: towards a mesoanalysis of Cicero's Corpus". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6199.
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In a field as old as Classics, it difficult to find truly innovative approaches to literary works that have been studied for millennia, and it only becomes more difficult to find something new to explore in works as fundamental to the field as Marcus Tullius Cicero’s. However, in the burgeoning field of Digital Humanities, new avenues for textual exploration arise even among the over-picked rubble that is the Classical World. Through the use of computer software, we can search through and statistically analyze corpora of massive sizes. This project uses such techniques to perform a mesoanalysis of Cicero’s corpus. Through the use of R and Gephi, I will “read” Cicero’s works from a distance and see a much broader view of his character than I could through a traditional close reading of a few texts.
This mesoanalysis includes a stylometric analysis of Cicero’s entire corpus, a sentiment analysis of his orations, and a network analysis of his letters. The sentiment analysis will explore Cicero as a literary figure. Through a hierarchical cluster analysis in R, I will assess not only how his style changes from genre to genre but within a genre (orations) as well. That analysis will close with an exploration of the lexical richness of his works, how it varies from genre to genre and over his lifetime. For the sentiment analysis, I built a lexicon based on Stoic theory, primarily as it is explained in the Tusculunae Disputationes, and Robert Kaster’s work with emotional scripts. After the lexicon was built, I applied it to Cicero’s orations in a method similar to Matthew Jockers’ syuzhet package for R, and I traced his use of sentiment across the speech. I then compared those trajectories to Latin rhetorical theory, especially the theories included in Cicero’s own treatises, in order to see if Cicero had put into effect his own advice or if he had a few techniques that he kept hidden. The mesoanalysis closes with a network analysis of the Epistulae ad Familiares. I merged Cicero’s social network with a sentiment analysis in order to assess how Cicero felt about and interacted with his peers. From this analysis, one could gather an idea of Cicero as a person. At the end of the mesoanalysis, we can attain a much broader sense of Cicero’s character.
This project also has a second aim, and that is to explain how these techniques could be applied to other literary corpora, outside of Cicero’s and Latin. I have carefully detailed my process and provide more instruction in my appendices so that readers could attempt these analyses and be successful in them.
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Hamidkhani, Saeed. "Johannine expressions of double meaning a literary-exegetical analysis /". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Mpola, Mavis Noluthando. "An analysis of oral literary music texts in isiXhosa". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1012909.
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This study examines the relationship between composed songs in isiXhosa and the field of oral literature. In traditional Xhosa cultural settings, poetry and music are forms of communal activity enjoyed by that society. Music and poetry perform a special social role in African society in general, providing a critique of socio-economic and political issues. The research analyses the relationship that exists between traditional poetry, izibongo, and composed songs. It demonstrates that in the same way that izibongo can be analysed in order to appreciate the aesthetic value of an oral literary form, the same can be said of composed isiXhosa music. The art of transmitting oral literature is performance. The traditional izibongo are recited before audiences in the same way. Songs (iingoma) stories (amabali) and traditional poetry (izibongo) all comprise oral literature that is transmitted by word of mouth. Opland (1992: 17) says about this type of literature: “Living as it does in the performance is usually appreciated by crowds of people as sounds uttered by the performer who is present before his/her audience.” Opland (ibid 125) again gives an account of who is both reciter of poems and singer of songs. He gives Mthamo’s testimony thus: “He is a singer… with a reputation of being a poet as well.” The musical texts that will be analysed in this thesis will range from those produced as early as 1917, when Benjamin Tyamzashe wrote his first song, Isithandwa sam (My beloved), up to those produced in 1990 when Makhaya Mjana was commissioned by Lovedale on its 150th anniversary to write Qingqa Lovedale (Stand up Lovedale). The song texts total fifty, by twenty-one composers. The texts will be analysed according to different themes, ranging from themes that are metaphoric, themes about events, themes that depict the culture of the amaXhosa, themes with a message of protest, themes demonstrating the relationship between religion and nature, themes that call for unity among the amaXhosa, and themes that depict the personal circumstances of composers and lullabies. The number of texts from each category will vary depending on the composers’ socio-cultural background when they composed the songs. Comparison will be made with some izibongo to show that composers and writers of izibongo are similar artists and, in the words of Mtuze in Izibongo Zomthonyama (1993) “bathwase ngethongo elinye” (They are spiritually gifted in the same way).
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Nadar, Sarojini. "Reading Ruth : towards a postmodernist, literary and womanist analysis". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7688.
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Bibliography: leaves 132-140.This dissertation examines the book of Ruth from a postmodemist, literary and womanist perspective. The main methodology is postmodemist literary criticism, but it employs intertextual and autobiographical approaches as well. Chapter 1 is an exploration of the plot of Ruth and reveals that in order for the end goal of the plot to be achieved "emptiness has to return to fullness." It is shown that Ruth's action (her decision to return with Naomi) is the catalyst that begins the process that ultimately leads to the denouement of the plot. The fact that it is the two women, Ruth and Naomi, who drive the plot forward, indicates that the Book of Ruth is a woman's story. Chapter 2 demonstrates that the significance of narrative time for any literary analysis lies in the fact that the amount of time allowed for the retelling of the events rarely corresponds to the time it took for the events to happen. Since Ruth is a short story, the choice of what to tell, what to omit as well as how long to dwell on details are indeed significant. In other words it is shown that literary time is only spent on those aspects which are crucial for the advancement of the narrative. Since the reader's main goal is to see how the conflicts are resolved, the literary time spent on the resolution of the conflicts is an indication of where the weight of the story needs to lie. In this case, it is certainly with Ruth and Naomi judging from the amount of time spent on dialogues between the two women. They are therefore the ones that contribute to the resolution of the conflicts of the plot. Chapter 3 reveals that in the book of Ruth the narrative voice or the perspective of attitudes, conceptions and worldview are those of a woman. The fact that the book of Ruth is named after a woman; the fact that at the very outset all the males in the story die and it is the women that take over the narrative; the fact that in the end the women of Bethlehem declare that Ruth is better to Naomi than seven sons are just some of the reasons that substantiate the argument that the narrative voice in the book of Ruth was that of a woman. It is also shown that this narrative voice (whether overt or covert) subverts gender and ethnic expectations. Chapter 4 outlines the way in which biblical characters are portrayed. The subsections of chapter 4 deal with the characterisation of each major character: Naomi, Boaz, and Ruth. Chapter 4 is the longest chapter since it is difficult to evaluate characterisation without engaging the other facets of literary criticism as well, such as plot and dialogue.
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Blaine, Wolfgang Joseph. "A philosophico-literary analysis of deliberation in Greek tragedy". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394205.
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Tolodziecki, Mark Alan. "An historical, literary, and theological analysis of Daniel 4". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Perry, Stephanie Leigh Grimes Perry. "Curriculum studies the creative student a Winnicottian literary analysis /". Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/stephanie_l_perry/perry_stephanie_l_200901_edd.pdf.
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Thesis (M.S.)--Georgia Southern University, 2009."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Marla Morris. ETD. Includes bibliographical references (p. 402-429)
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Sanchez, Steven H. "A literary-theological analysis of Numbers 20:1-13". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Crisler, Sarah Emma. "Flourence de Rome : a critical edition and literary analysis /". Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992774.
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Al-Sudairi, Nojood Musaed. "Children's books of Saudi Arabia: Literary and cultural analysis". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284298.
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After studying hundreds of Saudi children's books, I decided to keep eighty of them to represent my selection. My main focus in this study is the literary and cultural characteristics of Saudi children's books. Thus, this study is based on two questions: What are the literary characteristics of Saudi children's books? and What are the cultural characteristics of Saudi children's books? I used the content analysis approach to answer both questions. Content analysis means the use of a theory or theme to analyze a text or a series of texts. The theory or theme is used as an analytical device, the main focus being analysis of the text rather than development of theory. In order to answer the question about the literary characteristics of Saudi children's books, I studied the seven most common literary elements found in textbooks of children's literature. A literary analysis chart was developed representing character, plot, setting, theme, point of view, style and tone. After analyzing the selected books literarily, I found that only a small number of the selected books use techniques of the literary elements to attract the readers. The majority of the books represent the false nature of flat characters and are written to instruct and educate children rather than entertain them. Illustrations do not add much to the written text in the majority of books; thus the majority of the books are illustrated books rather than picturebooks. A cultural analysis chart was developed from the readings and the interviews about Saudi culture. Three major categories represent the Saudi culture for this study: religion, family and childhood. After doing the cultural analysis for the selected books I found that there are many misrepresentations of the Saudi culture in most of the books indicating a lack of careful study of the culture. There is a separation between religious and nonreligious books, women have traditional roles in most of the books, and children are portrayed as either ideal or stupid in the majority of the books. Moreover, the landscape and/or the clothes of characters in most of the books are misrepresented.
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Sneddon, Duncan Stewart. "Adomnán of Iona's 'Vita Sancti Columbae' : a literary analysis". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31169.
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Written in c. 700 at the island monastery of Iona, Adomnán’s Vita Sancti Columbae (VSC) is an important source for the study of early medieval Scotland and Ireland. This thesis analyses the text as a literary work, seeking to understand more about its internal logic and the ways in which it relates to other kinds of literary texts. These include Biblical texts, other early insular, continental and late antique hagiographies, vernacular secular sagas, legal texts, scholarly literature and wisdom literature. Adomnán did not necessarily know all of these texts, and some of them post-date him, but they provide a wider interpretative context for VSC. Adomnán’s other known work, De Locis Sanctis, and texts connected to him, such as Cáin Adomnáin, will also be considered. I look for points of similarity and divergence between Vita Sancti Columbae and these other texts, which I term “adjacent literature”, looking to see how the text relates to its wider literary and intellectual context. By taking this approach, we are able to understand the text better on its own terms, making it more useful as a source for historical study. The text is studied, and set within its wider context, with respect to the following main areas: The Manuscripts of Vita Sancti Columbae: the visual construction of the text: Considering the five surviving manuscripts of the first recension of VSC, but focussing especially on the earliest (Schaffhausen Stadtbibliothek Generalia 1, of near authorial date and Ionan provenance), this chapter considers how the visual presentation of VSC relates to its production and reproduction as a literary text. Page layout, illumination, the use of the Greek alphabet and different colours of ink and manuscript context are all discussed. Structure and Narrative Sequencing in Vita Sancti Columbae: VSC is not a chronologically-structured account of Columba’s life, but rather a hagiography made up of many short narratives that demonstrate his sanctity and power in different ways. These narratives are arranged thematically, with a basic tripartite structure, with one book concerned with prophecies, one with miracles and one with visions. The narratives within the three books are often arranged into small, tightly constructed clusters of related stories. This chapter is an investigation of both the overall structure of the work and the “micro-structure” of the sequencing of narratives. Language and Vita Sancti Columbae: This chapter explores Adomnán’s style as a Hiberno-Latin writer, including discussions of such techniques as hyperbaton, alliteration and variatio. Adomnán’s use of and attitudes to Greek and Hebrew are also explored, as is his use of and attitudes to Old Irish. Sex, Women and Violence in Vita Sancti Columbae: This chapter investigates Adomnán’s presentations of sexual behaviour, the role of women as givers of advice, and the violence inflicted on the innocent. Several of the narratives about violence clearly have a strong gendered dimension, and relate in interesting ways to Cáin Adomnáin, and they are discussed in this light. Dangerous Beasts in Vita Sancti Columbae: VSC contains several encounters with dangerous beasts of various kinds, some of which are not unambiguously identifiable. These episodes are studied in turn, including discussions about identifying the beasts, and investigating the functions that they have within the text. Vita Sancti Columbae and Cult Practice: The thesis concludes with an exploration of the roles VSC might have played in the life of the Columban familia. The use of blessed objects and relics within the text is studied, with suggestions as to their relation to cult practice. The final section concerns the possibility that certain parts of VSC were intended to be used in processions, or to be read with the active participation of an audience.
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DeCoste, Damon Marcel. "Crisis and dissent : literary agency in philosophy and fiction". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42013.
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This dissertation analyzes post-structuralist theses concerning the literary work's potential for political critique and impact. By placing contemporary claims as to the inevitably oppressive or ineffectual character of the literary work next to the texts and reception of novels by John Dos Passos, James T. Farrell and Richard Wright, I examine whether such claims can account for the political achievements of actual literary works. Locating in Dos Passos's U.S.A., Farrell's Studs Lonigan and Wright's Native Son instances of an effective oppositional literature, I argue against the post-structuralist position and for a reconsideration of the Sartrean assertion of the "negative," and thus potentially critical and oppositional, agency of writers and readers, and thus, too, of the literary work. In using a particular case study as a corrective both for recent theory and for the excesses of Sartre's own arguments for "committed" writing, "Crisis and Dissent" contributes both to on-going critiques of post-structuralism and to recent re-evaluations of Sartre's own literary theory.
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Maximenkov, Leonid. "An analysis of the genesis and growth of literary Staliniana". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39503.
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Staliniana is an eclectic genre of Russian literature of the Soviet period. It deals with the fictional image of I. V. Stalin and the impact of his life and politics on history. For several decades it was the core of socialist realist literature and Stalin's personality cult.The first chapter discusses the phenomena of Stalin's personality cult in the context of the intellectual history of the post-revolutionary Soviet society in the 1920s and 1930s. Chapter two offers different classifications of a vast amount of fiction written on Stalin. The genesis and documented development of staliniana is discussed in the third chapter. Special attention is paid to the manipulations in the genre exercised by ideological and cultural authorities in the USSR from the 1920s to the 1970s. The fourth chapter discusses some aspects of staliniana in Western Europe as contrasted to Soviet literature. In the fifth chapter a detailed analysis of key elements of the codified literary image of Stalin is undertaken. Chapter six explores the folklore background of Stalin's cult and its interaction with the cult of V. I. Lenin. The final chapter offers an analysis of the development of the language used by Stalin as a fictional character in works of literature. This study uses the recently declassified materials from Soviet archives in order to demonstrate that staliniana was not only a key element of the Stalin cult but also a cornerstone of Soviet literature.
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Dine, Philip Douglas. "French literary images of the Algerian war : an ideological analysis". Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/3544.
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The Algerian war of 1954 to 1962 is generally acknowledged to have been the apogee of France's uniquely traumatic retreat from overseas empire. Yet, despite the war's rapid establishment as the focus for a vast body of literature in the broadest sense, the experience of those years is only now beginning to be acknowledged by the French nation in anything like a balanced way. The present study seeks to contribute to the continuing elucidation of this historical failure of assimilation by considering the specific role played by prose fiction in contemporary and subsequent perceptions of the relevant events. Previous research into this aspect of the Franco-Algerian relationship has tended either to approach it as a minor element in a larger conceptual whole or to attach insufficient importance to its fundamentally political nature. This thesis is conceived as an analysis of the images of the Algerian war communicated in a representative sample of French literature produced both during and after the conflict itself. The method adopted is an ideological one, with particular attention being given in each of the seven constituent chapters to the selected texts' depiction of one of the principal parties to the conflict, together with their attendant political mythologies. This reading is primarily informed by the Barthesian model of semiosis, which is drawn upon to explain the linguistic foundations of the systematic literary obfuscation of this period of colonial history. By analysing points of ideological tension in the fictional imaging of the war, we are able to identify and to evaluate examples of both artistic mystification and demystifying art. It is argued in conclusion that the former category of narrative has never ceased to predominate, thus enabling French public opinion to continue to avoid its ultimate responsibility for the war and its conduct.
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Cortez, Emiliano Carlos. "Teaching the Short Story in Spanish: Literary Analysis and Commentary". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278478/.
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The problem of this study was to develop a simplified Spanish teaching guide for analytical commentaries about contemporary short stories in Spanish. To realize this study, major approaches in analytical commentary of short story instruction in classes of Spanish in American colleges and universities were identified through intensive research and have been incorporated into the guide. Consequently, general principles for the analysis and explication of the contemporary short story in Spanish are identified. The objectives in these major principles found in the literature are concepts which meet the needs of the present-day student in an ever-changing society. The analytical commentary on the short stories focuses on specific and essential elements of the short story. It is based on four selected representative authors from the Hispanic world—Juan Rulfo, Ana Maria Matute, Sabine R. Ulibarri, and Horacio Quiroga—and four short stories of their respective authors from anthologies used in Spanish classes in the United States of America. The linguistic analysis and commentary on the short story are basically limited to the linguistically cultural aspect. Those educators of the Spanish language and Hispanic literatures having a personal interest on the subject may find useful the reference list constructed. It was compiled from resources obtained through a computer search and the card catalogs in their respective places: Biblioteca Municipal de Salamanca, Espana, Biblioteca Nacional de Espafia, Madrid; Dallas Public Library; ERIC; Fondren Library, Southern Methodist University; Texas Woman's University; and Willis Library, University of North Texas. Recommendations for instructional evaluators and educators in Spanish are enumerated in Chapter V. Also, based on the results of the development of the teaching guide, recommendations for further research and studies are suggested.
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Sellee, James Bombo. "The theme(s) of the Joseph story : a literary analysis". Thesis, University of Gloucestershire, 2003. http://eprints.glos.ac.uk/3091/.
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Since the 1970s the application of narrative analysis to the Joseph Story has enriched its reading. But those who apply this method to the narrative produce significantly different results in terms of what its theme is. The aim of this thesis is to investigate the reasons for this and to articulate as objectively as possible the theme of the Joseph Story. Chapter One establishes the context of this investigation by evaluating the major narrative readings of the Joseph Story. It reveals that those who apply narrative methodologies to the story come to different conclusions about what its theme is. It notes that the different results could be due to different narrative approaches, the literary context of the narrative, and the complex nature of the text itself. We choose Humphreys, Longacre, and Turner as our dialogue partners because they represent different narrative methods of reading the Joseph Story. The reference terms `narrative criticism' and `theme' are then defined. Chapter Two argues that the way to overcome the confusion concerning the theme (s) of the Joseph Story is to use a methodology that addresses the limitations of the literary approaches applied to the narrative and takes note of the wider literary context of Genesis and the rich nature of the text. This chapter then proposes a narrative methodology of `triangulation' that comprises plot analysis, text-linguistics and poetics. Chapters three, four and five apply this methodology to the entire narrative in Genesis 37-50 via a detailed analysis of Genesis 37,44-45, and 49-50, the beginning, middle and end of the narrative, respectively. The motifs that emerge from our analysis are family breakdown, power, providence, blessing, and land. Chapter six concludes that each of these motifs is a key concern of the Joseph Story but none by itself adequately articulates the story's theme. It is the ecology of these motifs that enunciates the theme: God's providential work with and through Jacob's dysfunctional family, preserving it and blessing others.
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Mosbarger, Joy Diane. "A literary analysis of I Kings 12:25-13:34". Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Schade, Aaron. "A syntactic and literary analysis of ancient Northwest Semitic inscriptions /". Lewiston (N.Y.) ; Queenston (Ont.) ; Lampeter (GB) : E. Mellen press, 2006. http://catalogue.bnf.fr/ark:/12148/cb41072688f.
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Brown, A. Philip. "A literary and theological analysis of the book of Ezra". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Harrison, Charles Edwin. "A literary, exegetical, and theological analysis of Psalms 111 and 112". Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Saldivar, Samuel. "A literary, theological, and canonical analysis of the book of Jonah". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
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Strevens, Adam. "An analysis of certain literary controversies and their significance : 1866-1966". Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.346437.
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Foreman, Chelsea. "The Methodology of Reading : An analysis of current literary classroom material". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71433.
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The purpose of this essay is to conduct an analysis of four different classroom materials for the English 6 course in order to see the extent to which the textbooks follow accepted teaching methodology for reading, and whether or not their methodology changed after the curriculum switch in 2011. The books being analysed are Progress Gold C, Streams in Literature, Blueprint C Version 2.0, and Viewpoints 2. The analysis has been done by first looking at the teaching methodology literature in order to create a framework of questions to follow when analysing the classroom material, and from that framework looking at what reading activities are available and which model they follow, whether the texts activate different areas of knowledge for the students, and the variety of reading purposes that are available in each book. The answers have then been summarised individually for each point that has been picked out in the framework, and I have then briefly discussed whether or not there is a difference between the textbooks published prior to the curriculum change contra those published afterwards. The conclusion of my analysis is that each of the books is strong in its own way, but that they do not all adhere to the chosen teaching methodology models – with Viewpoints 2 being the strongest in relation to the chosen framework, and Streams in Literature being the weakest. The books are all very similar at first glance, but it is clear to see that each of the authors has chosen their own way of handling the subject of reading literature in the classroom, with Streams in Literature choosing to focus almost entirely on the texts, while Progress Gold C and Blueprint C Version 2.0 have a much heavier focus on linguistics, and Viewpoints 2 strikes a balance between the two. My conclusion is that while all four of the books seem to follow the teaching methods analysed in this essay to some degree, all of them would require a good amount of revision in order to be more optimally developed towards the teaching theories presented here.Syftet med denna uppsats är att genomföra en analys av fyra olika klassrumsmaterial som tillhör Engelska 6 kursen för att kunna se i vilken utsträckning textböckerna följer den accepterade undervisningsmetodiken kring läsning, och om metodiken ändrades efter kursplansbytet 2011 eller inte. Böckerna som analyseras är Progress Gold C, Streams in Literature, Blueprint C Version 2.0, och Viewpoints 2. Analysen har genomförts genom att först titta på litteraturen kring undervisningsmetodik för att skapa en teoretisk ram med frågor att följa när böckerna analyseras, och att sedan utifrån den ramen titta på vilka aktiviteter som finns och vilken modell de följer, om de aktiverar olika kunskapsområden hos eleverna, samt variationen mellan vilka lässyften finns i böckerna. Svaren har sedan sammanfattats individuellt för varje bok och punkt i den teoretiska ramen, och jag har då diskuterat översiktligt om det finns en skillnad mellan textböckerna som är utgivna innan kursplansbytet jämfört med de som är utgivna efter bytet. Sammanfattningen av min analys är att varje textbok är stark på sitt eget sätt, men att inte alla följer den valda undervisningsmetodiksmodellen – förhållandet till den teoretiska ramen är starkast i Viewpoints 2 och svagast i Streams in Literature.Böckerna är vid första anblick väldigt lika, men man kan tydligt se att varje författare har valt sitt eget sätt att hantera hur man läser literatur i klassrummet. Streams in Literature väljer att fokusera nästan enbart på texterna, medans Progress Gold C och Blueprint C Version 2.0 har ett mycket tyngre fokus på lingvistik, och Viewpoints 2 har hittat en balans medan de två olika sätten. Min slutsats är att även om alla fyra textböcker verkar till en viss grad följa undervisningsmetodiken som har analyserats i denna uppsats så skulle alla behöva en stor mängd revideringar för att vara mer optimalt anpassade mot den presenterade undervisningsmetodiken.
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Pålsson, Linda. "Translating Culture - An analysis of the cultural transfer in literary translation". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22390.
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The loss in translation between languages has long been debated, and a current issue within Translation Studies is that of the cultural aspect. Using two opposing concepts by Lawrence Venuti; domestication that is used to assimilate the source culture into the target culture, and foreignization that is used to preserve and highlight the foreign culture in the target text, this paper examines how culture is transferred in literary translation between English and Swedish. In order to establish which strategies are used, data consisting of 30 passages from the American novel Dead Until Dark (2001), and the corresponding passages in two different Swedish translations of it, is analysed linguistically. While the first translation is found to show no marked preference for either strategy, the second translation uses domestication thrice as often as foreignization. However, both translations use domestication in 9 out of 10 examples in the category ‘Figurative use of language’, which suggests a marked difficulty in preserving the source culture while translating metaphorical language. The analysis also shows a difference in the way the strategies are employed, suggesting a further division of the strategies into ‘passive’ and ‘active’. The author calls for further research on the effect of such a division.
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Benkato, Adam. "The Manichaean-Sogdian parable book : a new edition and literary analysis". Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/23659/.
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Wakim, Rami. "Literary analysis of St. Maximos the Confessor's mystagogy of the church". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p015-0472.
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Fulton, Steven R. "Narrative and media a critical analysis of literary and digital forms /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/472.
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Schiff, Sarah Eden. "Family systems theory as literary analysis the case of Philip Roth /". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004875.
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Bhayro, Siam. "A text critical and literary analysis of 1 Enoch 6-11". Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10057768/.
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The Shemihazah and Asael Narrative of 1 Enoch 6-11 is the oldest example of the fallen angels story in Jewish tradition. It tells of the introduction of forbidden secrets into the earth, and the ensuing destruction this caused. The following thesis presents both a literary and textual hypothesis. Attested fully only in the classical Ethiopic version which was preserved by the Ethiopian Orthodox church, there are also two Greek sources (Codex Panopolitanus and the excerpts in Syncellus), a Syriac excerpt from the Chronicle of Michael the Syrian, a Karshuni translation made from the Syriac and, finally, the Aramaic fragments from the Dead Sea Scrolls. The textual hypothesis suggests that the most reliable textual witness is the Greek version Codex Panopolitanus. To date, this source has been considered rather unreliable, but this view is challenged. To enable the construction of the textual hypothesis, the sources for each verse have been assembled and analysed. The evidence and the analysis are presented in a clear verse by verse format, with the overall analysis following at the end. In addition to the textual hypothesis, there is also a literary-critical hypothesis which analyses the narrative in its component parts. This literary hypothesis suggests that the narrative was originally an anti-divination polemic which was subsequently modified to attack other evils such as weaponry and make-up. Finally, the narrative was placed into the wider context of the Book of Watchers which, having a more positive attitude towards the mantic arts, countered the original purpose of the narrative.
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Amaireh, Hanan Ali. "A rhetorical analysis of the English speeches of Queen Rania of Jordan". Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=201840.
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The focus of this study is the area of discourse analysis. This thesis is a rhetorical analysis of the political discourse of Queen Rania of Jordan’s English speeches. The data of the study consist of 56 English speeches (56,706) words delivered by Queen Rania from 2001 to 2010 in different countries around the world. This study investigates how Queen Rania tries to convince the audience by using various rhetorical techniques. It investigates two main canons of rhetoric, invention and style, which are based on the classical Aristotelian classification of rhetoric. In analysing invention, her ethical, emotional and logical appeals to the audience will be examined in detail. In addition to that, this study analyses Queen Rania’s style in her speeches in a corpus-based study of two figures of speech, metaphor and metonymy. This study examines whether her speeches draw on the characteristics of the feminine style of women’s political discourse proposed by Campbell (1989a), Dow and Tonn (1993) and Blankenship and Robson (1995). The qualitative and quantitative analysis reveals that women’s political discourse has common features such as using personal experience to construct political decisions, being inclusive, believing in achievements, not mere words and promises and prioritising women’s issues and supporting their rights in the political arena. These observations support the results of the studies propounded by Campbell (1989a), Dow and Tonn (1993) and Blankenship and Robson (1995). It is argued that figures of speech such as metaphor and metonymy are not only used for ornamentation to make the speeches appealing to the audience; they are also used to call the audience to action and convince them to adopt certain ideas or change prior ones. It is revealed that political speeches use certain rhetorical techniques in order to persuade the audience such as employing rhetorical questions, telling stories, argumentation and identification, inter alia.
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Du, Plessis W. I. "Die diskoers van kerst en andere liefdesverhalen deur Kristien Hemmerechts". Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002185.
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Die doel van hierdie studie was om aan te toon hoe 'n linguistiese beskouing van 'n literere teks kan meehelp om tot gefundeerde insigte in 'n teks te kom en om langs hierdie weg die beskuldiging dat literatuurstudie grotendeels 'n 'anything-goes-dissipline' is, te omseil. Om hierdie rede is daar van die standpunt uitgegaan dat kennis oor die presiese aard van die tekslinguistiek kan meehelp in die toepassing daarvan. Dit dien as motivering vir die uitgebreide diachroniese situering van die tekslinguistiek van die eerste hoofstuk. Hier word geredeneer dat die tekslinguistiek iets soos 'n pseudo-literatuurteorie is wat kan meehelp in die lees en interpretasie van en kommentaar oor 'n literere teks. Daar is grotendeels gefokus op die literere benaderings wat die ontwikkeling van die tekslinguistiek voorafgegaan en be'invloed het. Daar was drie hoofstrominge t.o.v. tekstuele benadering, nl. (i) tekssentriese (outonomistiese), (ii) linguistiese (taalsentriese), en (iii) lesersentriese benaderings. Die vemaamste tekssentriese (outonomistiese) benaderings is die Russiese Formalisme, New Criticism en Stilistiek op taalkundige grondslag. In die bespreking van hierdie benaderings is dit tel kens in verband gebring met die bestaande teorie oor die tekslinguistiek ten einde die diachroniese aard van die ontwikkelingsgang daarvan, te karteer. Die vernaan1ste eksponente van die linguistiese (taalsentriese) benaderings is die Strukteralisme, Poststrukturalisme en die Semiotiek. Daar is in hierdie afdeling duidelik aangestip hoe die standaarde van tekstualiteit (De Beaugrande en Dressler, 1981), en spesifiek die standaard kohesie, terug te vind is in hierdie benadering tot teksstudie. Die Resepsie-estetika en Referensiele benadering is bespreek as eksponente van die sg. lesersentriese benadering. Die doel hiervan was om aan te dui hoe intertekstualiteit, kontekstualiteit en informatiwiteit as standaarde van tekstualiteit, in hierdie benadering terug te vind is. Met die diachroniese situering in gedagte, is daar in die tweede deel van Hoofstuk Een oorgegaan tot 'n sinchroniese karakterisering van wat die tekslinguistiek behels. In hierdie hoofstuk is daar voortgegaan met die beredenering dat die term diskoerslinguisliek • n meer akkurate benaming is vir 'n dissipline wat meer as net ' teks' in ag neem. Diskoers kan beskou word as 'n reeks taaluitinge wat 'n taalhandeling vorm. Hoewel diskoerslinguisliek die term tekslinguistiek in hierdie studie vervang, is daar duidelik aangetoon dat dit nie die doel het om aardskuddend veranderend te wees nie. Die werkswyse wat in hierdie studie gevolg is, is steeds die van die tekslinguistiek. Om hierdie rede is hierdie gedeelte van die studie grootliks teoreties, dit bespreek die interdissiplinere aard van tekslinguistiekldiskoerslinguistiek, definieer dit, en identifiseer die studieveld van 'teks'. Hierdie identifisering (sintaktiese eenheid, semantiese eenheid en pragmatiese eenheid) funksioneer breedweg as die hoofuiteensetting van hierdie studie. Tog word daar in hierdie studie aangetoon dat daar verskil word van die De Beaugrande en Dressler-aanname dat daar sewe standaarde van tekstualiteit bestaan, en word dit hier gereduseer tot twee superstandaarde, nl. kohesie en koherensie. Koherensie beskik oor sg. 'voorwilardes', nl. intensionaliteit, aanvaarbaarheid, informatiwiteit, kontekstualiteit en intertekstualiteit. Op hierdie wyse word die meganistiese indeling van die oorspronklike sewe standaarde oorkom. In Hoofstuk Twee word die teorie rondom die superstandaard kohesie toegepas op die Nederlandse teks deur Kristien Hemmerechts, Kerst en andere liefdesverhalen. Hierdie hoofstuk het die implisiete doel om aan te toon hoe 'n suiwer strukturalistiese ondersoek na 'n tekstuele gegewe kan meehelp in die identifisering van bepaalde linguistiese patrone wat, indien gesitueer in 'n pragmatiese milieu, bepaalde betekeniswaarde verkry. Verskeie aspekte rondom die konsep 'kohesie' word hier bespreek, o.a. 'n by trek van sg. storiegrammatika van die liefdesverhaal en sprokie ten einde bepaalde taalpatrone te identifiser wat pragmatiese betekenislading het. Hierbenewens word daar suiwer struktureel met die teks omgegaan met 'n identifisering van bepaalde patrone in die adjektief-aanwending, die gebruik van saakname, verwysing, polisemie, sinonimie, teenoorgesteldheid, antonimie, komplementeerbaarheid, ruimtelike opposisie en hiponimie. 'Hierbenewens word kohesiewe-bindingspatronesoos ellips, semantiese rolle en sg. tematiese kontinuHeit bespreek. Die daaropvolgende hoofstuk is 'n bye en bring van die ge"identi±iseerde talige patrone van Hoofstuk Twee en 'n situering daarvan in 'n pragmatiese raamwerk. Koherensie is die somtotaal van eenheid en betekenis soos wat dit in diskoers ervaar word. Dit het betrekking op dit wat bydra dat 'n teks vir taalgebruikers sin maak en samehang vertoon. Aangesien koherensie grootliks steun op die pragmatiek, is die fokus van hierdie afdeling van die studie grootliks pragmaties en word daar aangedui hoe die bestaan van bepaalde koordinate, 'n beginsel van samewerking en 'n spraakhandelingsteorie kan bydra tot gefundeerde insigte in die onderhawige teks.
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Pettersson, Per. "The Reflecting Robinson : A literary analysis of the learning process of Robinson Crusoe". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28529.
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To any reader in western society, Robinson Crusoe is a well-known character. Many of us come across his story even before we can read, through children’s books and bedtime stories, or any of the other numerous versions of Daniel Dafoe’s original. Robinson Crusoe has also been used to create adaptations such as Hollywood blockbuster Cast Away, the Swedish reality show Robinson and the American TV-series Lost. The core of these stories is always the same: a lone man or group of men and women battle against nature to survive. Below the surface of a physical struggle between nature and man, I see a story about human adaptation, learning and development. The reason why Robinson survives is that he uses his knowledge, adapts to the situation and learns from experience. The same goes for any other of the different characters we meet in both the original and the adaptations. It is never through physical domination alone that a Robinson character triumphs; the ability to develop as the game develops is just as important. I believe that a story this popular must influence its readers in significant ways. The story does not only provide us with a common frame of reference but also with a hero with whom we can easily relate; the thought of being alone, shipwrecked, in the way Robinson is, provokes in us a primal fear, and this is also central to the plot in many of the adaptations. A strong identification with Robinson is likely to strengthen the possibility that we become influenced by the character traits he possesses and that we act in similar ways as he does. This thought is what has led me to look at the dynamics of Robinson from a pedagogical perspective, to try to understand in what way he might affect the many students who meet him during their education.
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Odenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism". Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
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A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.