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1
Kirwan, James. "Literary theory and literary aesthetics". Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19020.
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Rosini, Amanda. "Sacrifice in Genesis 22 : literal polemic or literary construct". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112512.
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The purpose of this thesis is to examine the role of human sacrifice within the narrative of Genesis 22:1--19. For several decades, biblical scholarship has interpreted the role of human sacrifice within this particular narrative as an established and accepted practice, which was, only later abolished and replaced by the Law of Redemption (Ex 22:29--30). This thesis will study the archaeological data surrounding the practice of ritual human sacrifice in the expectation that it will provide added insight into the meaning of the ritual act within the narrative of Genesis 22.The study will also investigate the use of ritual offerings as a symbolic code and as a literary construct to transmit the interests and concerns of the author. These concerns were generated by specific political, social and religious realities brought about by the events surrounding the Babylonian and Persian invasions of the Syria-Palestine region.
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McErlain, Patricia Edith. "The literary and non-literary text : translating and discourse". Thesis, University of Wolverhampton, 1994. http://hdl.handle.net/2436/93524.
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Frett, Marsha Diana. "Snapshots : three children, three families - literacy at home, in the community and at school". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4075.
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The purpose of this study was to document the literacy practices of three 5-7 year old
boys who were in the formative stage of formal schooling. The study took place in the British
Virgin Islands, a group of 60 or so islands, cays, and islets located in the Caribbean. I examined
these boys’ literacy practices in three contexts — home, community and school. Through
observations, interviews and samplings of conversations at home, I found that school literacy
dominated all three contexts and was used similarly in all three contexts. Additionally, parents
were consciously reinforcing school literacy in the home. The three boys were reading, writing,
speaking and listening at their expected grade level and appeared to be steadily progressing.
Religion appeared to play an important role in supporting the children’s literacy development,
consistent with the country’s Christian heritage. As previous research in other contexts (e.g.,
Marsh, 2003) has shown, home and community literacy practices remain largely unrecognized
and untapped at school.
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Mhlongo, Bonakele Yvonne. "Ukusetshenziswa kwenzululwazi yokwethiwa kwamagama njengesu lokwakha abalingiswa- kubuyekezwa imibhalo eqokiwe ebhalwe emva kokuzuzwa kwentando yabantu". Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1527.
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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of African Languages at the University Of Zululand, 2017.Lolu cwaningo lumayelana nokwethiwa kwabalingiswa emibhalweni ekhethekile ebhalwe emva kokuzuzwa kombuso wentando yabantu. Ukwethiwa kwegama lomuntu kusemqoka kakhulu osikweni lakwaZulu, njengakwamanye amasiko ase-Afrika. Imvamisa lawa magama ahamba nezincazelo kanti futhi ahambisana nezehlo ezithile. Amagama angaveza ulwazi olukhulu ngamasiko nezinkolelo ezahlukene ngokomphakathi nangokwezizwe. Isiko lokwethiwa kwamagama luyaziveza ngendlela ababhali abangama-Afrika abetha ngayo abalingiswa emisebenzini yobuciko eyahlukene. Umbhali usuke enenhloso nezizathu ezithile ngalelo gama. Umbuzo onqala wocwaningo ubheka ukuthi ngabe ababhali babusebenzise kanjani ubuciko bokwethiwa kwamagama emibhalweni (Literary onomastics), ukwakha abalingiswa, emibhalweni eqokiwe yesiZulu ebhalwe ngemuva kokuzuzwa kombuso wentando yabantu. Injongo yalo mbuzo, ukuhlaziya indlela ulimi olusetshenziswe ngayo ukwakha abalingiswa njengalokhu kunobudlelwano obunzulu phakathi kolimi nesimomqondo kanye nencazelo eqondiwe. Kulolu cwaningo kuqokwe uhlobo lobucikomazwi obubhaliwe okungamanoveli ayisihlanu kanye nohlobo lomdlalo owodwa. Ucwaningo lusebenzise insizakuhlaziya yokuHlaziya nokuCofiya iNgxoxombhalo, okuyinto ezinye izingcwaningo ezingayisebenzisanga. Ezinye zezinto ezitholwe ucwaningo zimbandakanya: ukusetshenziswa ngababhali iqhingasu lokwethiwa kwabalingiswa ukugqamisa izindikimba ezifana nemiphumela yokwanda kwezidakamizwa, ukudayisa ngomzimba nokuhlukunyezwa kwezingane nabesifazane emiphakathini. Okunye okutholwe ucwaningo kufakazela osekuvezwe ngongoti abaningi abaphenya ngale ndikimba okuthinta ukuqonela kwabesilisa (patriachy). Kugqamile nokho ocwaningweni ukuthi abanye ababhali bayakugwema ukwetha amagama achemile ngokobulili kunalokho bakhetha amagama akhuthazayo, nadlulisa ukwexwayisa. Ucwaningo luphinde lwathola ukuthi amagama ethiwe akhombisa izinguquko ezenzekile ezweni, ezithinta izigigaba zomlando njengokubuya kwababesekudingisweni, ukuzuzwa kwenkululeko nemithelela yokuthutheleka kwabokufika eNingizimu Afrika. Lolu cwaningo luncoma ukusetshenziswa kwenzululwazi ye-onomastiki njengesu lokufundisa ukuhlaziywa kwemibhalo kulesi sikhathi lapho izikole zibhekene nengwadla yabafundi abangalwazi ulimi nencazelo yamagama esiZulu, kanye nezigigaba ezingumlando wesizwe.
6
Bertoncini-Zúbovká, Elena. "Kenyan literary Kiswahili". Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-92213.
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Until the Eighties the regional character of Kenyan prose writing was far less marked than that of Zanzibari novels. Different was the situation in poetry; in fact, Kimvita and Kiamu have been used even in modern times (see, e.g., Ahmad Nassir Juma Bhalo, Abdilatif Abdalla and Ahmed Sheikh Nabhany; the last one is well-known for his endeavour in enriching and modernizing Swahili terminology, and a few of his proposed terms, e. g. runinga for `television`, have been accepted). Kenyan prose fiction, on the other hand, used to be much alike to the up-country Tanzanian literary production, written as it was in standard Swahili, sometimes with many colloquial features.
7
Hawrysch, George Berthold. "Shevchenko's literary shamanism". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22993.pdf.
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Frankland, Graham. "Frued's literary culture". Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320572.
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Zadorojnyi, Alexei. "Plutarch's literary paideia". Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288017.
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Emmel, Stephen. "Shenoute's literary corpus /". [Paris] ; Louvain : Peeters, 2004. http://catalogue.bnf.fr/ark:/12148/cb39183862x.
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Swasey, Christel Lane. "Ethnographic Literary Journalism". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3087.pdf.
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Winterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.
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Axelsson, Karin. "Interpreting and discussing literary texts : A study on literary group discussions". Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1934.
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Reading and understanding literature does not necessarily have to be an individual act. The aim of this essay is to investigate what happens when six students read a text by Kazuo Ishiguro A Family Supper and then discuss it in a communicative situation. The essay bases its ideas on the sociocultural theory and the reader-response theory. The sociocultural perspective argues that people develop and progress during social interaction, moreover by communicating with other people and by being inspired and subsequently educated through taking part in different social contexts. My idea with this essay is to observe a literary discussion in a group. The observation emphasizes both the individual contribution to the literary discussion and the function of the group. By analyzing the participation of the individual students, I reached the conclusion that the students deal with literature in many different ways. Some focus only on the text and the plot, others discuss social issues in connection to the text and some only respond to the others’ arguments. When studying the group, I looked at the balance in the group, the turn taking between the members and the level of participation. The reader-response theory bases its idea on the reader and the text and the fact that they are connected in a mutual transaction. Every reader brings his or her experiences to the understanding of the text and thereby a text can have multiple alternative interpretations considering the amount of readers. The analysis section in this essay consists of several parts, such as an individual reflection, a group discussion and an individual evaluation.
14
Hatzilambrou, Rosalia. "First edition of literary, sub-literary and documentary papyri from Oxyrhynchus". Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1381936/.
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This doctoral thesis is an editio princeps with transcriptions, translations and commentaries of twenty-two previously unedited papyrus Greek texts from Oxyrhynchus in Middle Egypt, all edited or assigned to the Roman Period, namely from the first century B. C. to the fourth A. D. It offers a balanced mixture of assorted Literary, Subliterary texts and Documents. Specifically, on the literary side, Homer and Demosthenes, the most popular authors in Egypt, are represented with one and five pieces respectively. All these texts are interesting with respect to the textual tradition of these particular authors. The rest of the literary and subliterary pieces are `new texts', including Scholia Minora to Iliad 1, Commentary on Odyssey 3, a fragment of the lost author Dictys Cretensis, historical and oratorical prose, and two very short fragments. An eclectic collection of nine documents is edited in the second part of the thesis: five official, namely two declarations of sheep and a census-return of early date, a petition and an order to summons, and four private documents, that is an acknowledgement of indebtedness, a sale of land, and two letters. All these documents are of interest, since they provide information regarding economy, admimistration, legal system, prosopography, literacy, language and other aspects of a hellenised provincial society under Roman rule.
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Hooks, Karin L. "Literary Retrospectives: The 1890s and the Reconstruction of American Literary History". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338301078.
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Hardwick, Joseph Brian. "Romans et theses : french "existentialist" fiction, literary history and literary modernism /". St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16410.pdf.
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Seyed, Farian Sabahi. "The Literacy Corps in Pahlavi Iran (1963-1979) : political, social and literary implications". Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343520.
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Mack, Ruth. "Literary historicity literary form and historical thinking in mid-eighteenth-century England /". Available to US Hopkins community, 2003. http://wwwlib.umi.com/dissertations/dlnow/3080723.
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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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Arcos, Pumarola Jordi. "El patrimoni literari com a recurs turístic i educatiu: anàlisi de les destinacions literàries". Doctoral thesis, Universitat de Lleida, 2019. http://hdl.handle.net/10803/668635.
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La present tesi doctoral s’articula com un compendi de publicacions amb l’objectiu principal d’identificar bones pràctiques per al desenvolupament del turisme literari en el marc d’una destinació urbana des d’una perspectiva educativa. Amb aquesta finalitat, s’ha desenvolupat una investigació estructurada en quatre articles dividits en dos grans apartats.
El primer d’aquests apartats es titula Fonamentació Teòrica i pretén conèixer quines són les comprensions i línies de recerca actuals que treballen amb les nocions de patrimoni literari i turisme literari. Aquest apartat el composen dos articles que realitzen, cadascun d’ells, una extensa revisió bibliogràfica prenent com a mostra les bases de dades Scopus i Web of Science per la seva rellevància a l’hora de recollir la producció acadèmica a nivell internacional. Les anàlisis realitzades a cadascun dels articles ens permeten conèixer dades quantitatives i qualitatives sobre la producció científica entorn els conceptes esmentats; així com també identificar línies de treball on coincideixen ambdues nocions.
El segon apartat pren el títol d’Investigació Aplicada i ofereix dos articles d’investigació també basats en la metodologia de l’anàlisi documental. El primer d’aquests articles consisteix en un estudi de cas situat a Barcelona i valora el rol que pot tenir el turisme literari en el context d’una destinació turística consolidada a través de la comparació entre la ciutat narrada per Juan Marsé a la seva obra Últimas tardes con Teresa i la ciutat promocionada per Turisme de Barcelona a través de les rutes que apareixen a la seva pàgina web. L’estudi conclou que la literatura permet ampliar els discursos sobre la destinació turística i, amb això, contribuir a la redistribució turística. El segon d’aquests articles realitza una anàlisi de contingut de les memòries d’activitat de les ciutats pertanyents a la Xarxa de Ciutats Creatives de la Literatura de la UNESCO. A través d’aquesta anàlisi s’han identificat un seguit de polítiques i iniciatives per al desenvolupament del clima cultural de les ciutats, així com també accions concretes que utilitzen el patrimoni literari i l’educació patrimonial per tal de desenvolupar una oferta de turisme literari.
D’aquesta manera, la present tesi posa a la disposició de les destinacions un seguit de recomanacions i bones pràctiques per al desenvolupament d’una oferta de turisme literari parant, especial atenció, a aquelles que ens mostren com utilitzar el patrimoni literari amb finalitats educatives. A la vegada, es justifica de quina manera el cultiu d’una oferta de turisme cultural que explori el patrimoni intangible de les destinacions permet bastir una oferta turística més coherent i sostenible en el marc de les destinacions turístiques actuals.La presente tesis doctoral se articula como un compendio de publicaciones con el objectivo principal de identificar buenas prácticas para el desarrollo del turismo literario en el marco de un destino urbana desde una perspectiva educativa. Con esta finalidad, se ha desarrollado una investigación estructurada en cuatro artículos divididos en dos grandes apartados. El primero de estos apartados se titula Fundamentación Teórica y pretende conocer cuáles son las comprensiones y líneas de investigación actuales que trabajan con las nociones de patrimonio literario y turismo literario. Este apartado lo forman dos artículos que realizan, cada uno de ellos, una extensa revisión bibliogràfica tomando como muestra las bases de datos Scopus y Web of Science por contener la producción académica más destacada a nivel internacional. Los análisis realizados en cada uno de los artículos nos ofrecen datos cuantitativos y cualitativos sobre la producción científica alrededor de los conceptos mencionados; así como también nos permiten identificar líneas de trabajo donde coinciden ambas nociones. El segundo apartado toma el título de Investigación Aplicada y ofrece dos artículos de investigación también basados en la metodología del análisis documental. El primero de estos artículos consiste en un estudio de caso situado en Barcelona y valora el rol que puede tener el turismo literario en el contexto de un destino turístico consolidado a través de la comparación entre la ciudad narrada por Juan Marsé en su obra Últimas tardes con Teresa y la ciudad promocionada por Turisme de Barcelona a través de las rutas que aparecen en su página web. El estudio constata que la literatura permite ampliar los discursos sobre el destino turístico y, mediante ello, contribuir a la redistribución turística. El segundo de estos artículos realiza un análisis del contenido de las memorias de actividad de las ciudades miembro de la Red de Ciudades Creativas de la Literatura de la UNESCO. A través de este análisis se ha identificado una serie de políticas e iniciativas para el desarrollo del clima cultural de las ciudades, así como acciones concretas que utilizan el patrimonio literario y la educación patrimonial para desarrollar una oferta de turismo literario. De este modo, la presente tesis pone a disposición de los destinos una serie de recomendaciones y buenas prácticas para el desarrollo de una oferta de turismo literario atendiendo, con especial atención, en aquellas que muestran como hacer uso del patrimonio literario con finalidades educativas. A la vez, se justifica de qué modo el cultivo de una oferta de turismo cultural que explore que explore el patrimonio intangible de los destinos permite construir una oferta turística más coherente y sostenible en el marco de los destinos turísticos actuales.
The present doctoral thesis comprises a compilation of publications whose main objective is to identify good practices for the development of literary tourism within the context of an urban destination and from an educational perspective. With this goal, the research has been structured in four articles, divided into two major sections. The first of these two sections is entitled Theoretical Foundation and it aims to identify the current insights and lines of research that work on the concepts of literary heritage and literary tourism. This section is composed by two articles, each of which carries out a broad literature review. Scopus and Web of Science databases have been chosen as a sample due to their importance when collecting international academic production. The analyses conducted in each article allow us to know both quantitative and qualitative data on the scientific production related to the aforementioned concepts as well as to identify lines of work where both concepts meet. The second section is entitled Applied Research and it contains two research articles, also based on the methodology of documentary analysis. The first of these articles presents a case study located in Barcelona and assesses the role that literary tourism may play in the context of a consolidated tourist destination by comparing the city depicted in Juan Marsé’s work Ultimas tardes con Teresa, with the city promoted by Turisme de Barcelona through the routes in the institutional website. The study concludes that literature allows broadening and diversifying the discourses on the tourist destination and, because of that, contributes to the spatial redistribution of tourist flows. The second article carries out an analysis of the contents of the activity reports issued by the cities of literature belonging to Unesco Network of Creative Cities of Literature. The analysis has identified a number of policies and initiatives designed to create a cultural climate in cities along with specific actions that use the literary heritage and heritage education to develop a literary tourism offer. In this way, the present thesis provides destinations with a number of recommendations and good practices to create a literary tourism offer, paying special attention to those destinations which show us how to use literary heritage for educational purposes. Besides, it concludes that the production of a cultural tourism offer which explores the destinations’ intangible heritage allows for a more coherent and sustainable tourism offer within the framework of current tourist destinations.
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Hacquoil, Marleen. "Wace: His literary legacy". Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7660.
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O'Reilly, Séan A. (Séan Anthony). "Guy Davenport's literary primitivism". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23347.
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This thesis shows how literary primitivism is the pivot around which Davenport's literary designs spin. Thematically as well as technically the material in his first four collections of short stories is all derived from a desire to explore the beginnings, or the primitive wellsprings, of writing and art. The collage-like construction of picture and sentence will be shown to evolve from a knowledge of palaeolithic cave painting, humanity's first writing system, while Davenport's use of cataloguing and paratactic systems will be shown to evolve from ancient Greek. His primitivism also reveals itself in a Rousseau-like concern to highlight the advantages of primitive civilization on a modern industrial one and how the lessons learned from that are invaluable for present-day society.
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VIEIRA, MARTHA ALKIMIN DE ARAUJO. "(LITERARY) FICTIONS: CONTEMPORARY CHALLENGES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5886@1.
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UNIVERSIDADE ESTACIO DE SÁO estudo das ficções (literárias), no marco dos sistemas midiáticos e da mediação digital e suas conexões com o processo de produção e sistematização do conhecimento, em modelos de realidade aponta a presença da ficcionalidade como fenômeno constitutivo de todos os segmentos da vida social e não apenas com o objeto sob jurisdição exclusiva da literatura. O estatuto das ficções literárias em interseção com a proliferação de ficções não literárias e a virulênncia das transformações tecno-científicas, das práticas sociais, estatisticas e culturais tensionam tanto o entendimento das formas de ficção quanto as noções de realidade, sugerindo uma aliança interdisciplinar entre literatura e cultura como possibilidade de compreensão dos conteúdos semânticos que abastecem e organizam repertórios compartilhados em sociedade.
With the development of digital and media systems and their connection with the process of production and systematization of knowledge, the study of (literary) fictions in models of reality points to fictionality as a phenomenon present in the makeup of every segment of social life, rather as an object restricted to literature. The status of literary fictions in their relation with nonliterary fictions, together with radical changes taking place in technology and science and in social and aesthetic practices, has challenged our understanding not only of fictional forms but also of our notions of reality, suggesting an interdisciplinary link between culture and literature as a possibility of understanding the semantic contents organizing the repertoires shared by contemporary society.
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FIGUEIREDO, REGINA MARIA DE BRITTO. "AN EXPANDING LITERARY THEORY". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8837@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOBaseada em teorias empíricas da literatura de orientação construtivista, a tese oferece um modelo para o desenvolvimento de uma conscientização literária em vista de uma socialização literária, que leva em conta as múltiplas articulações implicadas na visão da literatura como complexo processo cultural, social e estético. Partindo do desejo de contribuir para uma nova pedagogia dos estudos de literatura, o projeto se apropria de instrumentos teóricos recentes que facultam uma crescente expansão em direção a uma perspectiva sistêmica da literatura. Neste âmbito, o modelo proposto abre novos espaços para lidar com uma variedade de fenômenos literários que se enquadram tanto na tradição canônica quanto em novas formas de entretenimento.
Based on empirical theories of the constructivist oriented literature, the thesis offers a model to develop a literary consciousness given the literary socialization which accounts for the multiple articulations implied in the view of literature as a complex cultural process. Departing from the wish to contribute to a new pedagogy of the literary studies, the project uses recent theoretical instruments which authorize a crescent expansion towards a systemic perspective on literature. Is such environment, the model proposed opens new spaces to deal with a variety of literary phenomena which fit both in the canon tradition and the new entertainment modes as well.
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Chaghafi, Elisabeth Leila. "Early modern literary afterlives". Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:c46edf04-50ed-4fc0-8d4f-74dfdfdb470e.
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My thesis explores the posthumous literary life in the early modern period by examining responses to ‘dead poets’ shortly after their deaths. Analysing responses to a series of literary figures, I chart a pre-history of literary biography. Overall, I argue for the gradual emergence of a linkage between an individual’s literary output and the personal life that predates the eighteenth century. Chapter 1 frames the critical investigation by contrasting examples of Lives written for authors living before and after my chosen period of specialisation. Both these Lives reflect changed attitudes towards the writing of poets’ lives as a result of wider discourses that the following chapters examine in more detail. Chapter 2 focuses on the events following the death of Robert Greene, an author often described as the first ‘professional’ English writer. The chapter suggests that Greene’s notoriety is for the most part a posthumous construct resulting from printed responses to his death. Chapter 3 is concerned with the problem of reconciling a poet’s life-narrative with the vita activa model and examines potential causes for the ‘gap’ between Sir Philip Sidney’s public life and his works, which continues to pose a challenge for biographers. Chapter 4 examines the evolution of Izaak Walton’s Life of Donne. The ‘life history’ of Walton’s Lives, particularly the Life of Donne, reflects an accidental discovery of a biographical technique that anticipates literary biography. My method is mainly based on bibliographical research, comparing editions and making distinctions between them which have not been made before, while paying particular attention to paratextual materials, such as dedications, prefaces and title pages. By investigating assumptions about individual authors, and also authorship in general, I hope to shed some light on a promising new area of early modern scholarship and direct greater scrutiny towards the assumptions brought into literary biography.
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Wei, Xin. "The literary Chinese cosmopolis". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:b4bba502-e364-4b1b-a22d-8ffb6cc61890.
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The thesis is set against the backdrop of literary Chinese as the cosmopolitan written language across East Asia and examines two contemporary literary Chinese writers in the ninth century: Ch'oe Ch'iwǒn from Silla Korea and Sugawara no Michizane from Heian Japan. Though composition in Chinese characters on the peninsula and the archipelago was ancient, a high-water mark within this community appeared in the ninth century. At that time, literary Chinese was embraced by mainstream literati as the medium for poetry and prose, and competent composition in this international written language came to have political as well as cultural significance. The importance of Ch'oe Ch'iwǒn and Sugawara no Michizane as the great masters of Chinese letters in Korea and Japan derives in part from their talents and in part from the social and political acceptance of Chinese. This comparative research primarily draws inspiration from Sheldon Pollock's comparison of the Sanskrit cosmopolis and the Latin cosmopolis. Pollock describes the Latin cosmopolis as coercive and the Sanskrit cosmopolis as voluntaristic. I argue that the history of literary Chinese in East Asia provides a third cosmo-political model for the history of interactions among language, literature, and cultural and military power. The literary Chinese cosmopolis can be characterized not as coercive or voluntaristic but as hegemonic. I compare Ch'oe Ch'iwǒn and Sugawara no Michizane for their cosmopolitan identities, transnational experiences, and diglossic worlds. Though there is debate over the appropriateness of the terms "diglossia," "Chinese cosmopolis," and "Sinographic cosmopolis" to describe the world in which Ch'oe and Michizane lived, I argue in favor of "literary Chinese cosmopolis," because I pay attention to the common grammar, syntax, and other linguistic features one must bear in mind when composing in literary Chinese (as opposed to reading). Localism produced vernaculars, but the unity of the community was based on composition in a cosmopolitan language. That cosmopolitan language was literary Chinese, a hyperglossic language, a language that allowed universal communication in East Asia. Intersecting with various disciplines and bringing several critical fields into conversation, this work contests and refreshes a series of key issues at the heart of discussions on globalization, namely the intrinsic relationship between language and power. How does cultural power emerge from language? How does writing in a "foreign" script articulate ethnic, local identities? As a meditation on language politics, ethics, and the historical situation of an earlier cosmopolitan ecumene (ninth century CE), this work will, I hope, offer insights into the specificities and mechanisms of a past cosmopolitan era in East Asia, even as it establishes a broader historical and ethical context for contemporary debates on globalization.
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Clemens, Will. "A Literary Life: Poems". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022195935.
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Harty, John Francis. "Oscillation in literary modernism". Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/994987064/04.
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Warning, Wilfried. "Literary artistry in Leviticus /". Leiden : Brill, 1999. http://catalogue.bnf.fr/ark:/12148/cb376443318.
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Smith, Winslow Mungall. "Visual and literary dialogues". Thesis, Boston University, 2006. https://hdl.handle.net/2144/27776.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Snyder, Jane. "Literary Continuities/Imperative Education". W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153843.
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Literary Continuities: British Books and the Britishness of Their Early American Readers People get their worldview from what they read. in a reading-saturated society such as 18th-century America, the most popular books determined the public consciousness. as such, the origin of these books must be carefully examined. Herein lies the question of whose books and ideas were popularized. According to quantitative analysis of primary evidence gathered from private and public library collections as well as booksellers' advertisements and inventories, the majority of books read in 18th-century America could be considered British more than American. Before, during, and after the American Revolution the most popular and highly culturally valued books were still British. This explains the continued Britishness of Americans even after they declared and won political independence. Few scholars consider the implication of the origin of early American ideas, particularly in the study of popular books, leading to a common misconception about the rate at which American society became wholly American. Imperative Education: The Politics of Reading and Advice in Colonial American Colleges Harvard, William & Mary, Yale, Princeton, Columbia, the University of Pennsylvania, Brown, Rutgers, and Dartmouth were all founded in some iteration before the American Revolution. Amazingly, these colleges are rarely studied collectively. Even more individualized is the discussion of their early college libraries. These book collections determined the range of knowledge available to students, so the people who decided which books were included had a great deal of power over the colleges. Library benefactors across the American colonies and from institution to institution had quite similar reasons for donating certain books. This commonality can be called imperative education, a scheme through which books were donated to consciously further the donor's value system and assign it as truth. Such a structure means the nine colonial colleges were pieces of one movement rather than polarized individual entities fighting religious representation wars as they are often misrepresented. Their charters and founding documents back up the universality of imperative education. The general idea that students' reading habits needed to be strictly controlled is also apparent in controversies surrounding several of the institutions in their early years.
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Olson, Ted. "Literary and Academic Publishing". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1118.
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Atherton, Carol. "Defining literary criticism : scholarship, authority and the possession of literary knowledge, 1880-2002". Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275951.
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Al-Shamaa, Khaldoun. "Modernism and after : modern Arabic literary theory from literary criticism to cultural critique". Thesis, SOAS, University of London, 2007. http://eprints.soas.ac.uk/28817/.
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This thesis aims to provide the interested reader with a critical account of far-reaching changes in modern Arabic literary theory, approximately since the 1970s, in the light of an ascending paradigm in motion, and of the tendency by subsequent critics and commentators to view literary criticism in terms of a self-elaborating category morphing into cultural critique. The first part focuses on interdisciplinary problems confronting Arab critics in their attempt "to modernize but not to westernize", and also provides a comparative treatment of the terms, concepts and definitions used in the context of an ever-growing Arabic literary canon, along with consideration of how these relate to European modernist thought and of the controversies surrounding them among Arab critics. The second part explores some distinguishable morphological markers whose deployment involves a more or less radical distinction between, on the one hand, renovationist assumptions of cultural change as an uninterrupted process of historical continuity, and, on the other, innovationist assumptions based on discontinuity. The first of these modernizing models, involving revivalist ideas from the age of al-Nahdah, laid the foundation for a double dependency, on the past, serving to compensate, through remembering and reviving, for lack of creativity; and on the European-American West, serving to compensate, through intellectual and technical adaptation and borrowing, for the failure to invent and innovate. However, it is the second, counter-revivalist model that has assumed pride of place through the work of various poets, theorists and critics considered here. By the end of the eighties a self-generating, self-referential modernist theory had become the dominant critique. The third part proffers the case for a new paradigm. Drawing on the arguments and views of numerous scholars, the emphasis here is that "difference" establishes a distinctive mode of autonomy vis-a-vis Western Eurocentric theory.
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ValenÃa, DÃbora de Souza. "Letramento literÃrio no ensino fundamental: sequÃncias bÃsicas com o gÃnero crÃnica". Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18481.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEsta pesquisa teve como objetivo testar as sequÃncias bÃsicas de letramento literÃrio, proposta metodolÃgica de Cosson (2014), utilizando o gÃnero crÃnica em uma turma do sexto ano do Ensino Fundamental. A motivaÃÃo para a realizaÃÃo deste estudo foi, como professora da turma objeto de estudo, contribuir de uma forma mais eficaz para o letramento dos estudantes. Dividiu-se a pesquisa em dois momentos: a avaliaÃÃo da utilizaÃÃo do texto literÃrio em sala de aula pelos docentes do sexto ano de uma escola de Ensino Fundamental do municÃpio de Fortaleza; e a realizaÃÃo de quatro oficinas para aplicaÃÃo de sequÃncias bÃsicas de letramento literÃrio. A pesquisa à colaborativa e qualitativa, contando com a participaÃÃo de docentes de LÃngua Portuguesa da unidade escolar onde o estudo foi realizado. Como fundamentaÃÃo teÃrica, utilizamos as teorias de Street (1984), Soares (2002), Cosson (2014), Kleiman (1995), MagalhÃes (2012) entre outros. Em relaÃÃo ao primeiro momento, observou-se que os docentes envolvidos no estudo nÃo adotavam prÃticas visando ao letramento literÃrio dos estudantes. No que tange ao segundo momento, percebeu-se que a professora colaboradora da pesquisa aprovou a prÃtica de sequÃncias bÃsicas de letramento literÃrio, demonstrando interesse em continuar adotando a prÃtica em suas aulas. Os discentes do grupo estudado demonstraram entusiasmo em participar das leituras e discussÃes realizadas durante as oficinas de sequÃncia bÃsica de letramento literÃrio.
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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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Aquilino, Serafina. "Walking into the literary field? : the interaction between China's official and online literary scene". Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/24944/.
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Cardoso, Sebastião Marques. "De personagens e anti-herois : um estudo sobre a trilogia do exilio, de Oswald de Andrade". [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270090.
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Orientador: Maria Eugenia BoaventuraTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-09T11:00:31Z (GMT). No. of bitstreams: 1 Cardoso_SebastiaoMarques_D.pdf: 8536415 bytes, checksum: 7663e524743a7518e03231a88892f1da (MD5) Previous issue date: 2007
Resumo: Trataremos da atitude ¿anti-heróica¿ dos personagens centrais da Trilogia do Exílio, de Oswald de Andrade (1890-1954), como um elemento intertextual da obra, e averiguaremos até que ponto a inflexão desses personagens pode contribuir para o entendimento da forma narrativa, empregada pelo autor. Dada a complexidade dos personagens, a Trilogia do exílio¿ série que compreende os romances Os Condenados (1922), A Estrela de Absinto (1927) e A Escada Vermelha (1934)¿ é, na opinião de Mário da Silva Brito, uma obra ¿perturbadora¿. Reconhecida por parte da crítica, a construção dos personagens parece confirmar um procedimento inusitado de revelação psicológica e pode indicar, de maneira mais ampla, um projeto literário que caminha em paralelo à conhecida atitude do escritor de redução, de apequenamento e de ruptura com esse modelo, nas obras Memórias Sentimentais de João Miramar (1924) e Serafim Ponte Grande (1933). Levando em consideração o paciente trabalho de pesquisa desenvolvido por Oswald para definir os personagens da Trilogia do exílio, associado à idéia de ¿duplicidade¿ estética na ficção romanesca do autor, como colocou certa vez Benedito Nunes, esperamos ampliar o horizonte crítico sobre a prosa de ficção, tendo estes livros como principal objeto de estudo. Para tanto, a construção da série será abordada como uma atividade estética acabada e definida, cujo projeto parece estar vinculado a uma literatura canônica moderna que rejeita e condena a figura do herói clássico-romântico, ao inserir protagonistas como Jorge d¿Alvelos, um sujeito ¿anti-heróico¿, na definição de Victor Brombert, e ¿fraturado¿, se adotarmos o olhar de Luiz Costa Lima. Esse personagem, incapaz de realizar uma leitura integral do mundo contemporâneo, apresenta-se na narrativa em ¿posição¿ irregular e indefinida
Abstract: In this thesis the ¿antiheroic¿ attitude of the main characters of the Trilogia do exílio, by Oswald de Andrade (1890-1954) will be studied as an intertextual element and it will be analyzed to what extent the inflection of these characters can contribute to the understanding of the narrative form used by the author. Considering the complexity of the characters, the Trilogia do exílio¿ a series of works which include the novels Os condenados (1922), A estrela de absinto (1927) and A escada vermelha (1934)¿ is in Mário da Silva Brito's opinion a ¿disturbing¿ work. The work is recognized by criticism, the construction of the characters seems to confirm an unexpected procedure of psychological revelation and it can indicate, in a broader sense, a literary project that runs parallel to the known reductionist attitude of the author, of decreasing and of rupture with this model, in the works Memórias sentimentais de João Miramar (1924) and Serafim Ponte Grande (1933). Taking into consideration the patient research developed by Oswald to define the characters in Trilogia do Exílio, associated to the idea of aesthetic ¿duplicity¿ in the romantic fiction of the author, as once said Benedito Nunes, it is our aim to broaden the critical horizon about the prose fiction, having these books as the main object of study. In order to do so, the construction of the series will be analyzed as an finished and defined aesthetic activity, whose project seems to be linked to a canonical modern literature that rejects and condemns the figure of the classical-romantic hero. This is done by inserting protagonists such as Jorge d'Alvelos, an ¿anti-heroic¿ character according to Victor Brombert's definition, and ¿fractured¿ if Luiz Costa Lima's view is adopted. In this view Jorge d'Alvelos is incapable of making a full reading of the contemporary world and appears in the narrative in an irregular and undefined ¿position¿
Doutorado
Literatura Brasileira
Doutor em Teoria e História Literária
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Driscoll, Matthew W. "Ken Kesey and literary shamanism /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/driscollm/matthewdriscoll.pdf.
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Kane, James Gray. "A Musicology for Literary Language". FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/48.
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This study analyzed the reader's relationship to the sounds embedded in a written text for the purpose of identifying those sounds' contribution to the reader's interpretation of that text. To achieve this objective, this study negotiated Heideggerian phenomenology, Freudian and Lacanian psychoanalysis, linguistics, and musicology into a reader response theory, which was then applied to Edgar Allen Poe's "The Raven." This study argues that the orchestration of sounds in "The Raven" forces its reader into a regression, which the reader then represses, only to carry the resulting sound-image // away from the poem as a psychic scar.
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McVeigh, Jane. "Literary biography and its critics". Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/literary-biography-and-its-critics(a8f5e71a-c008-4fe2-b56b-2f3ab633e6d7).html.
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This thesis analyses Anglo-American criticism of biography, during the late twentieth century from within and outside the academy. It moves on to discuss the work of three contemporary British biographers, Claire Tomalin, Richard Holmes and Hermione Lee, in the context of recent debate about the genre. Claire Tomalin, is an independent freelance biographer; Hermione Lee, is a lifelong academic who writes biography for the general and academic reader; and Richard Holmes has had a foot in both camps in his experience both as an independent biographer and an academic. The aim is to make the case that contemporary British biography since 1970, literary biography in particular, has not only responded to objections from some academics critics but, at least in the biographies by Tomalin, Holmes and Lee, embraces aspects of recent academic literary theory, New Historicism and Feminism in particular. It is not within the remit of my thesis to provide an overview of literary theory or weigh up its arguments. It is rather the intention to argue that objections to the genre have been influenced by aspects of recent theory, and that critics have not acknowledged the extent to which biographers have also been aware of, and have responded to comparable influences. I will also consider the extent to which objections to the genre are reflected in reviews of biographies by Tomalin, Holmes and Lee, as well as recent developments in the academic study of the genre. The first chapter will identify major objections to biography influenced by academic theory, drawing on both British and American sources. The next chapter will discuss how biographers, within and outside the academy, have responded to these objections. A study of Claire Tomalin’s biographies in Chapter Three will explore the extent to which she considers ‘truth’ as mediated and provisional; how she approaches autobiographical evidence; her use of anecdotes and chronology; and the use she makes of speculation. Richard Holmes, the subject of Chapter Four, is often associated with debates about identification in biography and the chapter devoted to him will explore the extent to which his approach can be seen as ‘Romantic’ in its treatment of the subject as an isolated individual, a great i man or autonomous genius; the extent to which he places his biographical subjects within their social, political and cultural contexts; and his approach to historiography, influenced by the ontological and fictional focus important to Ira Nadel. Hermione Lee, the subject of Chapter Five, is a distinguished academic whose biographical writing negotiates the balance between fact and fiction and ontological and historical knowledge differently from that of Holmes, in ways more congruent with academic practice. Chapter Six will consider the critical reception of biographies by Hermione Lee, Claire Tomalin, and Richard Holmes in academic journals and the reviews of academics in the quality press. Chapter Seven will discusses the extent to which biography as a written narrative has been subsumed within the academy into the wider field of life-writing, and how this subsuming has affected its status and character as a literary genre.
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Grimm, Gunter E. "Literaturforschung heute - Literary studies today". Gerhard-Mercator-Universitaet Duisburg, 2001. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-12212001-174727/.
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Moore, Paege Alessandra. "Alice Walker, a literary genealogist". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/MQ34318.pdf.
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Birdsall, Stephanie. "Meaning and the literary text". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24076.
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Often debates over literary meaning can get swept up into larger discussions about social significance, political responsibilities, identity struggles and deification of cultural objects. Literary meaning becomes, in these deliberations, not just a theoretical entity but a powerful social force. All of these queries, however, inasmuch as the literary enterprise is a part of human interaction, are dependent on the brute fact of communication. Any notion of literary meaning must ultimately rest upon a concept of meaning that explains, or attempts to explain, how communication is possible. This, in turn, leads down the dark path into human psychology and the relationships of our minds to the world around us. This thesis will attempt to explore various viewpoints about the connections between thought, language, and literature and to argue that these connections necessitate more attention than has been paid to them by literary theorists.
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Burch, Joanna. "The literary life of L.E.L". Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316677.
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Colomo, D. "Select literary papyri from Oxyrhynchus". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270888.
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Yocum, Christopher Guy. "The literary figure of Fíthal". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3320.
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This thesis explores the literary figure of the mythical early Irish judge, Fíthal, from the earliest literary reference to him, c. 800, until MacPherson’s Ossian of the mid-eighteenth century. It does so by close study of the texts within which Fíthal appears, with close attention to their assumptions and purposes. From this series of close studies we can chart the developing character of Fíthal from juridical authority in the legal and legalistic texts to ideal judge or chief judge in the wider literary tradition. The thesis is divided into seven chapters, a general introduction, and one appendix. Chapter 1 contains a literature review of the major authors and disciplines which contributed to the thesis. Chapter 2 explains Fíthal’s position as a Wisdom Figure and the international background of Irish didactic literature. Chapters 3 and 4 contain the survey of Fíthal’s existence in Irish literature including discussion of the authorial intent underlying each manifestation. Chapter 5 is a new critical edition of the most important poem concerning Fíthal. Chapter 6 is a discussion of some hitherto unexplored but important facets of Fíthal’s character and an assessment of the theoretical writings which have implications for an understanding of his status. This thesis contributes to the continuing debate concerning the relationship between early Irish law and early Irish literature while simultaneously updating and revising scholarly knowledge concerning Fíthal. The thesis ranges widely over early Irish literature as it touches on Fíthal and explains his role in the literature in both its native and international context. It is hoped that this treatment of a relatively obscure but widespread figure will demonstrate how it is possible within the extant evidence to capture a character with a continuing presence in the tradition – a conclusion with considerable implications for our understanding of the tradition itself.
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Huang, Mimi Ziwei. "Metaphor, Salience and Literary Discourse". Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518831.
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Etherington, Ben Karl. "Literary primitivism : essence, aesthetics, politics". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608758.
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Salemenou, Maroula. "Some literary papyri from oxyrhynchus". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508695.
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