Дисертації з теми "Literary Discouse analysis"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Literary Discouse analysis.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Literary Discouse analysis".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Vicas, Astrid. "The nature of fictional discourse." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39800.
Повний текст джерелаАнотація:
This dissertation presents an account of fictional discourse which is teleological. According to it, questions about what is said in fiction and how it ought to be said are answerable in terms of the goals and methods belonging specifically to fiction-making as a practice. Viewed in such a way, it is argued that the incompleteness of fictional discourse and its apparent tolerance of inconsistency are distinctive of it. Moreover, it is argued that there is a sense in which one can produce true statements in fiction without thereby committing one self to the thesis that words made use of in fiction are endowed with reference. Throughout the dissertation, the view espoused in it is contrasted with rival positions on the issues of what fiction is about, and whether it can be true. It is argued that a teleological account of fictional discourse can present a coherent alternative to these.
2
Pulles, Elizabeth. "'n Eksperimentele verkenning van grafiese manipulasie ter wille van doeltreffende kommunikasie in die prenteboek / Elizabeth Pulles." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/8639.
Повний текст джерелаАнотація:
The objective of this study is to investigate the picture book
as a form of communication. The investigation comprises both a
theoretical and a practical approach.
An extensive literature survey was undertaken, publishers interviewed
and visits undertaken to process and printing houses
to establish the methods and approaches that are currently
employed to produce a picture book.
The theoretical formulation forms the background and motivation
to the practical aspect of the study. The practical component
entails the actual conceptualization, design, illustration and
publication of a picture book. The possibilities and constraints
imposed on the illustrator, comprising all the elements
that influence and shape the communication process, are presented
and discussed - firstly in theory and then in direct reference
to the picture book which is bei:1g illustrated.
The theoretical and practical components of this study combine
to show up the picture book as a unique art and literary form.
The manner in which successful communication is achieved through
the effective utilization of all the processes and elements that
combine to form the picture book is demonstrated. This study
emphasizes that the illustrator should get to know and use all
possibilities and restrictions to their full advantage to create
an effective, unique interpretation and expression in picture
book form.Thesis (MA (Beeldende Kunste))--PU for CHE
3
Rios, Guilherme Veiga. "Literacy discourses in two socio-economically differentiated neighbourhoods in Brazil : a study in situated literacies and critical discourse analysis." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414921.
Повний текст джерела
4
Rizo-Patron, Eileen. "Through the eye of a needle hermeneutics as poetic transformation /." Diss., Online access via UMI:, 2005.
Знайти повний текст джерела
5
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.
Повний текст джерелаАнотація:
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.
6
Cook, Guy William Davidson. "A theory of discourse deviation : the application of schema theory to the analysis of literary discourse." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/12996/.
Повний текст джерелаАнотація:
Schema theory suggests that people understand texts and experiences by comparing them with stereotypical mental representations of similar cases. This thesis examines the relevance of this theory (as developed in some Artificial Intelligence (AI) work of the 1970s and 1980s) to literary theory and the analysis of literary texts. The general theoretical framework is that of discourse analysis. In this approach, the usefulness of schema theory is already widely acknowledged for the contribution it can make to an explanation of 'coherence': the quality of meaningfulness and unity perceived in discourse. Building upon this framework, relevant AI work on text processing is discussed, evaluated, and applied to literary and non-literary discourse. The argument then moves on to literary theory, and in particular to the 'scientific' tradition of formalism, structuralism and Jakobsonian stylistics. The central concept of this tradition is 'defamiliarization': the refreshing of experience through deviation from expectation. In structuralism, attention has been concentrated on text structure, and in Jakobsonian stylistics on language. It is argued that whereas AI work on text pays little attention to linguistic and textual form, seeking to 'translate' texts into a neutral representation of 'content', the literary theories referred to above have erred in the opposite direction, and concentrated exclusively on form. Through contrastive analyses of literary and non-literary discourse, it is suggested that neither approach is capable of accounting for •literariness* on its own. The two approaches are, however, complementary, and each would benefit from the insights of the other. Human beings need to change and refresh their schematic representations of the world, texts and language. It is suggested that such changes to schemata are effected through linguistic and textual deviation from expectation, but that deviations at these levels are no guarantee of change (as is often the case in advertisements). Discourses which do. effect changes through text and language are described as displaying 'discourse deviation*. Their primary function and value may be this effect. Discourse categorized as 'literary' is frequently of this type. Discourse deviation is best described by a combination of the methods of A1 text analysis with formalist, structuralist and Jakobsonian literary theories. In illustration of these proposals, the thesis concludes with analyses of three well-known literary texts.
7
Golding, Thomas Alan. "The use of literary devices in the portrayal of Moses in Exodus 2:11-7:7." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
Повний текст джерела
8
Lewis, Yewande Eleene. "Literacy in elementary school in Jamaica: the case of the grade four literacy test." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/698.
Повний текст джерелаАнотація:
The purpose of this study is to describe changes that led to the revision of the Grade Four Literacy Test in Jamaica from a classroom-based assessment to a national high-stakes examination in 2009. Educators and researchers in Jamaica have observed and examined the less-than-desired student performance in English literacy exams over several decades. My research continues the tradition and adds to the investigation of literacy challenges in Jamaica. The overarching research question for this study was to understand how the Grade Four Literacy Test, originally a classroom-based assessment for a decade, became a national high-stakes exam in 2009? I used Critical Discourse Analysis (CDA) as the main theoretical and methodological framework while analyzing key education government documents and newspaper articles related to the Grade Four Literacy Test. Using qualitative case study methods, I conducted classroom observations and interviews at two public elementary schools located in inner-city settings. Using CDA, I traced the changing discourse within four education policy documents and newspaper articles that promoted a test-taking accountability agenda during the revision of the literacy test. School observations and interviews enabled me to observe how faculty and administrators responded to the amended literacy test. Through interviews with key research participants I examined stakeholders' assumptions regarding literacy identity. One of the implications of this study is the importance of enhanced teacher training in comprehension and bilingual strategies, and effective use of classroom-based literacy assessments within the Jamaican language context. Future research might focus on efforts to ensure that students who eventually pass supplementary literacy tests are assisted in moving beyond learning to read to a position where they are reading to learn key content needed to succeed within the academic setting of school.
9
Dubé, Chantale. "Essai sur la littérarité à partir de la nouvelle "L'Infidélité" de Normand de Bellefeuille /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1997. http://theses.uqac.ca.
Повний текст джерела
10
Souza, Andreza Shirlene Batista de. "Letramento literário na escola: desafios e possibilidades a partir da análise do discurso." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8476.
Повний текст джерелаАнотація:
Submitted by Maike Costa (maiksebas@gmail.com) on 2016-08-01T12:02:31Z
No. of bitstreams: 1
arquivo total.pdf: 4007506 bytes, checksum: 926ba55a5fe863a316ee9efbdd404cff (MD5)Made available in DSpace on 2016-08-01T12:02:31Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 4007506 bytes, checksum: 926ba55a5fe863a316ee9efbdd404cff (MD5) Previous issue date: 2015-09-29
Our study aimed contribute to the literary literacy process of high school, so we propose a methodological procedure that track in ways that can collabore for the student to become a more autonym and critical reader, always trying to understand the function and literacy discouse of the paper, through the fundamental contributions of AD, as also motivate him to have aesthetic experience. The choice of the theme was given by observing that the students showed disinterest in reading and difficulties to understand the meaning of literary genres, likewise the literature develop an essential role for the subjects integral formation. Authors such as Maingueneau (1996), (1997) and (2012); Orlandi (2009); Cosson (2014a) and (2014b); Candido (1995) and (1999); Compagnon (2009), Jouve (2012) and Renato Melo (2005) among others, formed the theoretical basis for the development of this research, corroborating for the validation of the theme. The methodology used was action research, with lessons analysis; diary researcher; intervention; activities; questionnaire, interviews and production of text with 30 students of the third year of high school in a semi-comprehensive school in the metropolitan region of Recife. Based on interaction situations it was found that the practice of literary reading as well as its development is precious little accosted in class, reflecting in the lack of motivation of students to read as well as its analysis in parallel. From the experiences of interventions, we concluded that there was an awakening to the reading of literary genres, linking aesthetic pleasure to the need to generate knowledge (making it clear that is not given in a closed form, but unsettling), thus improving the literary formation of students as ti the vast majority changed the view analytical and conclusive for these texts.
O nosso estudo objetivou contribuir para o processo de letramento literário de estudantes do Ensino Médio, por isso propomos um procedimento metodológico que trilha por caminhos que possam colaborar para o discente tornar-se um leitor mais autônimo e crítico, buscando sempre compreender a função e o papel do discurso literário, através das contribuições basilares da AD, como também motivá-lo a ter experiência estética. A escolha do tema se deu por observar que os alunos apresentavam desinteresse pela leitura e dificuldades para compreender o sentido dos gêneros literários, bem como pela literatura desenvolver um papel essencial para a formação integral dos sujeitos. Autores como Maingueneau (1996), (1997) e (2012); Orlandi (2009); Cosson (2014a) e (2014b); Candido (1995) e (1999); Compagnon (2009), Jouve (2012) e Renato Melo (2005) entre outros, constituíram a base teórica para o desenvolvimento dessa pesquisa, corroborando para a validação da temática. Como metodologia, foi utilizada a pesquisa-ação, através da análise de aulas; diário da pesquisadora; intervenção; atividades; questionário, entrevistas e produção de texto com 30 alunos do terceiro ano do Ensino Médio em uma escola semi-integral da região metropolitana do Recife. Com base em situações de interação foi detectado que a prática da leitura literária como também seu desenrolar, é pouquíssimo abordado na sala, refletindo na falta de motivação dos estudantes em fazer a leitura bem como sua análise paralelamente. A partir das experiências vivenciadas nas intervenções, pudemos concluir que houve um despertar para a leitura dos gêneros literários, atrelando o prazer estético à necessidade de gerar conhecimento (deixando claro que não se dá de forma fechada, mas inquietante), melhorando assim, a formação literária dos estudantes, pois a grande maioria mudou a visão analítica e conclusiva para esses textos.
11
Buczek, Joshua David. "Cripple effects between discourse and event /." Diss., Online access via UMI:, 2006.
Знайти повний текст джерела
12
Soroko, Agata. "Poverty in U.S. and Canadian Financial Literacy Curriculum Frameworks: A Critical Discourse Analysis." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33394.
Повний текст джерелаАнотація:
This thesis examines the topic of poverty and the treatment of economically marginalized individuals in official high school financial literacy curriculum frameworks in the United States and Canada. Employing critical discourse and ideological analysis, this study investigates the stated and unstated ideological assumptions underpinning financial literacy curriculum documents and what they imply about poverty and people who are poor. Findings suggest that official financial literacy curriculum frameworks overwhelmingly ascribe to individualistic paradigms of poverty that see individuals as personally responsible for their financial outcomes. Few documents examined delve into the social, political, and economic contexts affecting individuals’ ability to maintain financial security and build wealth. Additionally, topics of relevance to people who are poor as well as their perspectives and experiences are avoided in the majority of these documents, which are found to be middle-class centric. Offering a critique of financial literacy as it is manifested in contemporary U.S. and Canadian curriculum frameworks, this thesis contributes to scholarship problematizing financial literacy initiatives and calling for more inclusive, critical, and social justice oriented approaches to financial literacy education.
13
Teebken, Tim Lee. "Discourse analysis a solution to the tensions between historical and literary criticism of Hebrew narrative /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Повний текст джерела
14
Hannan, Mairead. "The discourse of ESL policy : the impact of the 'Literacy Crisis' /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6868.
Повний текст джерела
15
Reed, Jeffrey T. "A discourse analysis of Philippians : method and rhetoric in the debate over literary integrity." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/3523/.
Повний текст джерелаАнотація:
The first part of this work sets forth a workable hermeneutic of linguistic discourse analysis for Hellenistic Greek texts. The second part applies this model to Paul's letter to the Philippians with respect to the issue of its literary integrity. Does the canonical Philippians represent one original letter written by Paul or a later compilation of two or more originally separate letters? Chapter 1 introduces the linguistic theory of discourse analysis, defining key terms, sketching its historical evolution, and outlining four major tenets: (i) analysis of the production and processing of discourse; (ii) analysis beyond the sentence; (iii) analysis of social functions of language use; and (iv) analysis of cohesiveness. Chapter 2 sets forth a model of discourse analysis primarily based on the systemic-functional theories of M. A. K. Halliday, with particular attention given to the three meta-functions of language- ideational, interpersonal, and textual. Chapter 3 outlines the debate over the literary integrity of Philippians by discussing the origin of the debate, its subsequent development, and its current status. Evidence is then presented from both sides of the debate, revolving around five key issues: (i) the transition to Phil 3; (ii) the so-called `thank you' note in 4: 10-20; (iii) other internal linguistic evidence; (iv) external, extra-biblical sources; and (v) the redactor's motives. Chapter 4 inspects the genre (structure) of Philippians, challenging rhetorical approaches to the text and proposing instead an epistolary classification, viz. `personal, hortatory letter'. Each epistolary formula is then analysed, with special attention given to Phil 3: 1 and 4: 10-20, two highly disputed areas of the letter. Chapter five focuses on the language and grammar (texture) of the letter, investigating its use of ideational, interpersonal, and textual functions of Hellenistic Greek. In chapter six, relevant issues of biblical hermeneutics are addressed and a single-letter and a double-letter reading of the canonical text are set forth.
16
Du, Plessis W. I. "Die diskoers van kerst en andere liefdesverhalen deur Kristien Hemmerechts." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002185.
Повний текст джерелаАнотація:
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.
17
Tezza, Cristóvão. "Entre a prosa e a poesia Bakhtin e o formalismo russo /." Rio de Janeiro : Rocco, 2003. http://catalog.hathitrust.org/api/volumes/oclc/61278632.html.
Повний текст джерела
18
Thomas, Patrick William. "A Discourse-Based Analysis of Literacy Sponsorship in New Media: The Case of Military Blogs." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302521629.
Повний текст джерела
19
Duncan, Deborah S. "Children's discourse in the margins of classroom instruction influences on literacy learning /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338856751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерела
20
李嘉雯 and Ka-man Carmen Lee. "Chinese and English computer-mediated communication in the context of New Literacy Studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29872959.
Повний текст джерела
21
Nall, Shu Pin. "The functions and the ordering of conditional 'if-clauses' in English : a genre analysis." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395587.
Повний текст джерелаАнотація:
The Functions and the Ordering of Conditional `If Clauses' in English---A Genre AnalysisPrevious research studies are in agreement that the canonical order for English if conditionals is sentence-initial rather than final. However, earlier findings regarding the distribution of the ordering between initial and final if-conditionals represent only those patterns specific to the limited number of genres examined. This corpus linguistic study is based on a research approach which includes a larger sampling pool and a selection of representative genres as well as detailed statistical and content analyses. It examines the variations in the distributional patterns between initial and final if-clauses within each individual genre and across different genres. The findings of this study suggest that if-conditionals have significantly different distributional pattern across genres. In contrast to the consensus view in current literature that initial if-clause rather than final is the dominant clause order, in 3 of the genres examined in this study (Letters to the Editor, Recipes and Sports News) final if-clauses occur more frequently than initial. In addition, in 3 other genres (News Reportage, Science Fiction and Romance Fiction) these two clause types are equally distributed. This study thus identifies genre as a significant factor influencing sentential if-conditional placement.The study also argues that in addition to the expression of topic and focus discourse relations, the ordering of the conditional and consequence clauses is often used to convey specific pragmatic effects and to perform functions related to genre-specific needs, including social politeness and showing power deixis, hedging or strengthening a proposition.Department of English
22
Nicolson-Setz, Helen Ann. "Producing literacy practices that count for subject English." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16370/1/Helen_Setz_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes.
This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English.
The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition.
The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies.
This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.
23
Nicolson-Setz, Helen Ann. "Producing literacy practices that count for subject English." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16370/.
Повний текст джерелаАнотація:
This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes.
This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English.
The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition.
The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies.
This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.
24
Capstick, Anthony Vincent. "The multilingual literacy practices of Mirpuri migrants in Pakistan and the UK : combining new literacy studies and critical discourse analysis." Thesis, Lancaster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697930.
Повний текст джерела
25
Liladhar, Janine. "Third wave feminist analysis : an approach to the exploration of discourses of femininity." Thesis, Sheffield Hallam University, 2001. http://shura.shu.ac.uk/20746/.
Повний текст джерелаАнотація:
This thesis suggests that whilst feminist theory has been, and remains, a significant political influence which has contributed to wholesale legislative and social changes, the climate in which this theory circulates is now markedly different from that of the 1960s, when Second Wave Feminism began. Consequently, a new form of feminist theory is developing, which attempts to respond to an increasingly more complex situation, without losing sight of the many important elements of the earlier work. This thesis is situated within this movement and I term the approach it takes Third Wave Feminist Analysis. Third Wave Feminism seeks to challenge sexism and to explore notions of femininity as they are manifested in texts, looking for both the restrictions these seek to impose on women and for the potential these offer for liberatory ways of behaving and being. As this reference to texts might suggest, Third Wave Feminist Analysis is primarily a form of literary criticism. However, it does not only draw on work from that discipline. Instead, it employs ideas and approaches used by feminists working in other fields, in order to formulate a more comprehensive analysis than was generally found in earlier feminist literary criticism. Moreover, the thesis is not limited to an exploration of only literary texts but also explores other cultural forms. This diversity is important because constructions of knowledge and subjectivity are enabled by all types of representations. Thus, interdisciplinarity moves analysis on from a straightforward identification of the Tacts' of literary cultures to an exploration of cultural identities, a step which is assisted by Third Wave Feminist Analysis's insistence on the importance of extra-textual features, including the analyst's own background knowledge of the society in which the texts being explored are produced and interpreted. The object of this emphasis on the cultural and the societal is a more equitable world; in other words, I am claiming that Third Wave Feminist Analysis aids feminist praxis. As part of this attempt, Third Wave Feminist Analysis attempts to interrogate the ways in which femininity is defined in the case studies explored. In this thesis three texts in circulation in the 1990s are examined: Jane Smiley's A Thousand Acres (1992); The Rector's Wife by Joanna Trollope (1991); and the TV Soap Opera archetype, the Soap Queen. As part of this examination, femininity is understood as one of a number of inter-connecting discourses which not only reflect but shape gender. Thus, discourses disseminate social and institutionalised values and also create them, influencing people's behaviours and attitudes, although individuals do have the potential to resist or challenge this influence. A recurrent discursive theme in the three case studies explored here is the association of femininity with the 'private' or domestic realm of home and family. In many ways, this association is rooted in an outdated notion of femininity; the Victorian concept of the feminine domestic ideal. To this extent, this thesis argues that its case studies are implicated in the promulgation of anachronistic discourses. However, all three texts also subvert this ideal in a number of ways and the ways in which this subversion occurs are also explored.
26
Vidali, Amy. ""Disabling" discourses : disability identity in institutional texts /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9518.
Повний текст джерела
27
West, Craig K. "Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.
Повний текст джерела
28
Auersperg, Ruth E. "Dante : exilic discourse as self-constitution." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56814.
Повний текст джерелаАнотація:
This thesis is grounded in philosophy and in literature. It is concerned with the recognized human need for self-affirmation and with the consequences of its denial caused by exile. For the victim this means the loss of social interaction and public moral agency within his natural community through which self-affirmation can be actualized.In certain types of exilic literature constructive reactions were found to counteract this loss of freedom of choice of action and place, which entails potential annihilation of the exile's personal integrity.
In the exilic text of Dante as my chosen case study, I investigate the use of philosophical and literary means admitting of various kinds of self-referential expressions and of similacra of moral agency as substitutes for self-affirmation by public acts. Stimulated by these means, an intellectual and moral 'self-portrait' of the poet eventually emerges in the reader's consciousness. This 'portrait' is no static image of a pre-existent character, but a dynamic presence of an evolving human person of intellectual and moral integrity, as a reflection of the poet's self-perception.
By sample analyses and comparisons, my exposition substantiates the claim that Dante's text exemplifies the distinct and identifiable literary mode to which I refer as 'Exilic Discourse'.
29
Woods, Annette. "The contexts and purposes of school literacy pedagogy : 'failing' in the early years /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.
Повний текст джерела
30
Leung, Yiu Hung Humphrey. "Bona to vada your dolly old eke! : a case study of the differences of English use between homosexual and heterosexual people in written discourse." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/390.
Повний текст джерела
31
Hovelroud, Lauren A. "Is literacy everyone's business? A case study exploring the enactment of a whole-school preparatory to Year 12 common language approach to literacy education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98744/1/Lauren%20Hovelroud%20Thesis.pdf.
Повний текст джерелаАнотація:
At a time when literacy is purportedly everyone’s business, the study’s focus was on one Queensland Preparatory to Year 12 metropolitan state college as a case study site for a practitioner-based inquiry. The study explored teachers’ reported understandings of literacy and their experiences in enacting a whole-school common language approach to literacy. The findings identified some consistencies in their prioritisation of and commitments to literacy, representing just some of the complexities involved in a whole-school approach. Further contestations revealed different definitions and understandings of literacy and the challenges surrounding cross-curriculum implementation, which have future implications for teachers, educators, administrators and policy-makers.
32
Hahn, Chun-Fang Bettina. "Schoenberg and Bakhtin : dialogic discourse in the String quartet, op. 10, no. 2 /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162238.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Indiana University, 2004.Computer printout. Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0021. Chair: Marianne C. Kielian-Gilbert. Includes bibliographical references (leaves 242-254), abstract, and vita.
33
Videira, Joana. "Figuras impropias. La violencia como expresión de la disidencia en la narrativa de Marta Sanz y Sara Mesa." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671097.
Повний текст джерелаАнотація:
Esta tesis nace de la interrogación sobre las posibilidades críticas de la representación literaria de la violencia, más específicamente de la búsqueda de la representación de la violencia en los personajes femeninos escritos por autoras contemporáneas. A través de la profundización del estudio de la violencia en la narrativa contemporánea se ha llegado a una idea de violencia ampliada, más allá de la violencia entendida como sangre, herida o crimen. En la búsqueda de esta ampliación de la idea de violencia a los síntomas del cuerpo se ha llegado a la propuesta crítica de la disidencia y la impropiedad de la actuación de los personajes femeninos como forma de violencia hacia un sistema opresor que se nutre de la reglamentación normativa de los comportamientos.
Para el análisis de estas figuras disidentes se leerán algunos personajes seleccionados de obras de dos autoras españolas contemporáneas: Marta Sanz y Sara Mesa. Las dos autoras comparten afinidades que son manifiestas tanto en su obra narrativa, nutrida de personajes femeninos disidentes, como en su presencia en el espacio público, donde se posicionan como autoras comprometidas. Así, esta tesis parte de una selección del corpus de ambas autoras, del que se extraen algunos de los personajes por ellas creados. Cada uno de los personajes sirve como ejemplo de una forma específica de disidencia hacia los comportamientos normativos, homogéneos y uniformizantes que se esperan de un cuerpo y de una existencia de mujer, de adolescente o de niña.
Para organizar la lectura de las formas de disidencia que cada una de las figuras presenta en la narrativa, se hizo una división en dos grandes bloques temáticos. El primero, Cuadro I. Escenas del dolor: la potencia del sufrimiento incluye a tres grandes formulaciones del sufrimiento como forma desde la que los personajes actúan y se rebelan: sacrificio, agonía, angustia. En la segunda parte Cuadro II. Escenas del cuerpo. Episodios de la gestualidad se propone una lectura grupal en la que se analizan conjuntamente y de forma comparada dos grandes grupos de personajes: las niñas y las climatéricas. En estos dos extremos de edad se encuentran dos cuerpos infértiles, dos presentaciones de la materialidad femenina, cada una en un extremo de la curva reproductora.
Para la lectura y análisis de cada uno de los personajes, tal como para su encuadre en las propuestas temáticas de cada capítulo, se ha partido de algunos fundamentos teóricos que sostienen el aparato crítico. En primer lugar, la narratología –y especialmente la narratología cognitiva, con su acento en los mecanismos de recepción y reformulación del sentido en la lectura– nutre la base estructural de este análisis y dota de sentido a las formulaciones de tipo materialista en las que se basa la idea de que, en efecto, estos personajes ficcionales pueden actuar –como praxis– en el mundo. Otro fundamento teórico esencial son los estudios de género, que permiten analizar la lectura de los personajes con una intención que nace y retorna a la vida material de las mujeres. Finalmente, el último de los aparatos críticos fundamentales son los affect studies que justifican y dan sentido a la fundamentación de las posibilidades actuantes y disidentes de los sentimientos y de los afectos.
La intención de esta tesis no es rastrear las obras de Sanz y Mesa o la de abarcar la totalidad de sus figuras femeninas. Con este trabajo se ha querido leer algunas de las líneas de fuga presentes en las figuras femeninas ficcionales, iniciando un diálogo a muchas voces, unas voces que las obras de Sanz y Mesa contienen y que este trabajo intenta articular.This dissertation is the result of an inquiry into the possibilities that the literary representation of violence makes available for criticism as a tool for social commentary—more specifically, of the search for the representation of violence in female characters created by contemporary female writers. By studying violence in contemporary literature written by women we have arrived at an idea of amplified violence, which goes beyond violence understood as blood, wound or crime. Our exploration of this amplification of the idea of violence to encompass the symptoms of the body has led us to propose that the dissidence and improperness of characters’ behavior can be seen as a form of violence directed at an oppressive system that feeds on the normative regulation of behavior. We will analyze those dissident figures through the study of several characters we have selected from the works of two contemporary Spanish writers: Marta Sanz and Sara Mesa. The two authors present similarities both in their narrative work, which contains many dissident female characters, and in the public sphere, where they take a stance as engaged writers. The present thesis deals with a selection of works from their corpus and focuses on some of the characters they have created. Each of the characters exemplifies a specific form of deviation from the normative, homogeneous and uniformizing forms of behavior that are expected from the body and existence of a woman, a teenage girl or a girl. Our aim is neither to provide a complete overview of the works of Sanz and Mesa nor to explore the totality of their female characters. The present thesis is only the beginning of a dialogue between multiple voices—voices that can be found in Sanz’s and Mesa’s work and that our dissertation tries to articulate.
34
Beauchemin, Faythe P. "Languaging Relational-Key in Reading, Writing, Language and Literacy Events: A Microethnographic Discourse Analytic Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555600824740447.
Повний текст джерела
35
Smythe, Suzanne. "The good mother: a critical discourse analysis of literacy advice to mothers in the 20th century." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/38336.
Повний текст джерелаАнотація:
Often presented as a means of communicating the latest in scientific research to parents,
literacy advice is a key strategy used by educational institutions to address persistent gaps in
literacy achievement across socio-economic groups. The rationale for creating and disseminating
literacy advice is that if families adhere to it, their children will become literate, succeed in
school, and become productive members of society. Drawing on Foucauldian approaches to
discourse analysis, feminist theories, and the concept of mothering and literacy as situated
practices, the study explores literacy advice to parents as a gendered practice of power rather
than an institutional truth.
Based on the analysis of over three hundred literacy advice texts published in Britain and
North America since the Nineteenth Century, the study demonstrated that contemporary literacy
advice to parents is deeply rooted in the cultural ideal of the “good mother.” Discourses of
domestic pedagogy, intensive mothering, and the “normal” family normalize middle class
domesticity and the ideal of the good mother as essential to children’s literacy acquisition and
academic success. The findings suggest that reliance upon women’s domestic literacy work to
promote children’s academic success not only reproduces gender inequalities, but has
implications for equity in literacy learning opportunities among diversely situated children and
families.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
36
George, Barbara E. "Literate Practices: Public Deliberations about Energy and Environmental Risks." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent151862509603715.
Повний текст джерела
37
Warner, Chantelle, and Hsin-I. Chen. "Designing talk in social networks: What Facebook teaches about conversation." UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER, 2017. http://hdl.handle.net/10150/625069.
Повний текст джерелаАнотація:
The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches.
38
HAIG, EDWARD. "A Study of the Application of Critical Discourse Analysis to Ecolinguistics and the Teaching of Eco-Literacy." 名古屋大学大学院国際言語文化研究科, 2001. http://hdl.handle.net/2237/8058.
Повний текст джерела
39
Williams, Sean Daniel. "Theorizing a perspective on world wide web argumentation /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9399.
Повний текст джерела
40
Hennessy, Robin Marie. "Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2166.
Повний текст джерелаАнотація:
Thesis advisor: Curt Dudley-MarlingThis project was my attempt to rewrite the discourse of schooling within the context of my own classroom to transform it into a dialogic, multilingual, multi-literacy and critical literacy site that offered students opportunities for rigorous and relevant intellectual work. The purpose of this study was to deepen my understanding of the teaching and learning of language and literacies in diverse urban schools so that I might enhance my practice and contribute to the knowledge-base in the field. To that end, I asked: what happens when I broaden what counts as academic discourse and academic texts? Engaging in practitioner inquiry, I studied the discursive space of my ninth grade literacy class in the urban public school where I teach. Throughout the 2008-09 academic year, I collected data in the form of audio-recordings of class discussions and student interviews, student work and a teacher journal. Using critical discourse analysis, I analyzed the discursive space and situated those findings across local, institutional and societal domains. My analysis of the data suggests that urban schools need not rely on scripted and low-expectations curricula that limit ways with words in academic contexts. Instead, I argue that a student-centered and dialogic pedagogy, which centers students not only in classroom discourse, but also in the curriculum by including texts and instructional practices relevant to their lives beyond the school walls, creates a context for student engagement in rigorous intellectual work. To that end, teachers need not devalue particular literacies or ways with words as inappropriate for classroom discourse, but should instead draw on students' funds of knowledge as legitimate resources for learning
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
41
Chiang, Pei-Shan. "Home literacy education of Taiwanese Australian families : a sociological analysis." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43678/1/Pei-Shan_Chiang_Thesis.pdf.
Повний текст джерелаАнотація:
This research investigates home literacy education practices of Taiwanese families in Australia. As Taiwanese immigrants represent the largest ¡°Chinese Australian¡± subgroup to have settled in the state of Queensland, teachers in this state often face the challenges of cultural differences between Australian schools and Taiwanese homes. Extensive work by previous researchers suggests that understanding the cultural and linguistic differences that influence how an immigrant child views and interacts with his/her environment is a possible way to minimise the challenges. Cultural practices start from infancy and at home. Therefore, this study is focused on young children who are around the age of four to five. It is a study that examines the form of literacy education that is enacted and valued by Taiwanese parents in Australia. Specifically, this study analyses ¡°what literacy knowledge and skill is taught at home?¡±, ¡°how is it taught?¡± and ¡°why is it taught?¡± The study is framed in Pierre Bourdieu.s theory of social practice that defines literacy from a sociological perspective. The aim is to understand the practices through which literacy is taught in the Taiwanese homes. Practices of literacy education are culturally embedded. Accordingly, the study shows the culturally specialised ways of learning and knowing that are enacted in the study homes. The study entailed four case studies that draw on: observations and recording of the interactions between the study parent and child in their literacy events; interviews and dialogues with the parents involved; and a collection of photographs of the children.s linguistic resources and artefacts. The methodological arguments and design addressed the complexity of home literacy education where Taiwanese parents raise children in their own cultural ways while adapting to a new country in an immigrant context. In other words, the methodology not only involves cultural practices, but also involves change and continuity in home literacy practices. Bernstein.s theory of pedagogic discourse was used to undertake a detailed analysis of parents. selection and organisation of content for home literacy education, and the evaluative criteria they established for the selected literacy knowledge and skill. This analysis showed how parents selected and controlled the interactions in their child.s literacy learning. Bernstein.s theory of pedagogic discourse was used also to analyse change and continuity in home literacy practice, specifically, the concepts of ¡°classification¡± and ¡°framing¡±. The design of this study aimed to gain an understanding of parents. literacy teaching in an immigrant context. The study found that parents tended to value and enact traditional practices, yet most of the parents were also searching for innovative ideas for their adult-structured learning. Home literacy education of Taiwanese families in this study was found to be complex, multi-faceted and influenced in an ongoing way by external factors. Implications for educators and recommendations for future study are provided. The findings of this study offer early childhood teachers in Australia understandings that will help them build knowledge about home literacy education of Taiwanese Australian families.
42
Alkhas, Marduk. "A comparative narrative analysis of Rambling rose : the novel and the film /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809677.
Повний текст джерела
43
Savaskan, Durak Nuran. "Non - Muslim Minorities And Turkish National Identity: A Research Through Armenian And Greek Literary Works." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605349/index.pdf.
Повний текст джерелаАнотація:
The purpose of this study is to concentrate on the changing discourses in Turkish history and their constitutive themes in positioning the self–
image of the minorities, i.e., Armenians and Greeks, the Turks being other. The research is carried out on the basis of the literary works produced by the intellectuals / authors of these minorities. The historical context, which is taken as the reference point for these discourses, covers the period from the late Ottoman Period up to the early 1960s. Furthermore, the study explores how the ethnic minorities constructed their identities in the last century. This study also seeks to find out which discourses have been the leading ones through history and to determine the continuities and ruptures in the use of themes by these ethnic groups to construct their identities. In addition, policies and ideologies attributed to the state by the minorities are tackled with the literary works and main discursive elements used by minority groups to (de)construct Turkish national identity are explored.
44
Seloni, Lisya. "Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218430363.
Повний текст джерела
45
Cook, Julie M. "Discovering how scientific literacy has been positioned in the new Australian curriculum : science." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61957/1/Julie_Cook_Thesis.pdf.
Повний текст джерелаАнотація:
Through the use of critical discourse analysis, this thesis investigated the perceived importance of scientific literacy in the new Australian Curriculum: Science. It was found that scientific literacy was ambiguous, and that the document did not provide detailed scope for intentional teaching for scientific literacy. To overcome this, recommendations on how to intentionally teach for scientific literacy were provided, so that Australian Science teachers can focus on improving scientific literacy outcomes for all students within this new curriculum.
46
Nilson, Eva. "Att skapa en läsare : Läsarter och läsare av litterär text i svenskämnets nationella examination på gymnasiet – åren 1968 till 2013." Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139070.
Повний текст джерелаАнотація:
In the curriculum for the subject of Swedish reading of literary texts is justified by ideas that literary reading will make the student learn more about the environment in which he/she lives, about herself/himself, as well as about others. It is well stated by previous research that what readings that is required and formulated in, for example, assignments or book talk, is important in how the text is discerned by the reader. It is therefore interesting to analyse what readings the student is required or invited to perform when literary reading is examined in national tests, a testing form that concerns all students in upper secondary school, and where one of its official aims is to concretize the curriculum. The aim of this thesis is to investigate what readings of literary texts are required or desirable in national tests in order to see what kind of reader the school is creating. This is done by studying how the student is positioned, by interpellations, in the tests. The thesis also has an historical approach, focusing on interpellation and reader subject. The empirical material of the study consists of all tasks that require reading of literary texts that have been used in national tests in upper secondary school in the subject of Swedish, from the year 1968 to 2013. The theoretical and methodological framework is discourse analytical with focus on positioning analyses, which is combined with analysis of readings, from the research field of literary didactics. The results show what readings that have been more or less frequent during the period. Also the analyses of how the assignments are constructed display how the student is positioned in terms of competences, and in what way the reader subject is produced within the literary examinations. For example, if the text should be read with a focus on form, as a societal argument, or in order to be an inspiration for the student´s own life, this will in itself create a reader that has a knowledge of how to analyse literature, is able to write about societal issues or is willing to talk about him/herself. The three prominent reading subjects that the study highlights are subjects with a knowledge of literature, with a knowledge of psychology and subjects with a knowledge of societal issues. The historical approach also shows that the student is provided with more and more information in how to read the text over time, which shows that the assignments work as a scaffold but at the same time gives the student a specific outlook on how to read literature in the later tests.
47
O'Maley, Pauline J. "The role of the adult literacy initial assessment interview process within a regime of performativity." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36675/1/36675_Digitised%20Thesis.pdf.
Повний текст джерелаАнотація:
This thesis is a qualitative case study of adult literacy initial assessment interviews conducted under the Australian Government's Literacy and Numeracy Training (LANT) programme. The aim of the study is to understand the practices and articulated beliefs of the prospective students and assessors, in the initial assessment interview process. To achieve this, the assessment interview is examined in context; the micro context of the interview itself is analysed as are the broader macrocontextualising imperatives. The complex inter-relationship between the political, economic, social, cultural and moral impacts of what are often called 'new times' (Hall 1996) impact on how these interviews can be enacted in early twenty-first century Australia.
Under LANT, and its successor, the Language, Literacy and Numeracy Programme (LLNP), the choice to attend class is no longer with the prospective student. Those who are identified as in need of literacy assistance are obligated to attend an assessment interview and, if deemed appropriate, must attend an adult literacy class to fulfil their Mutual Obligation requirements. If they do not comply with this they may lose some of their unemployment benefits.
The investigation employs an evaluative case study design, with the initial assessment interview being the case. Data was by observation or tape recording of seventeen initial assessment interviews followed by semi-structured interviews with seventeen prospective students, ten assessors and three verifiers. The scope of this study encompassed private and Tertiary and Further Education (TAFE) providers in five locations across two states, Queensland and Victoria. Three different methods were used to analyse the data: a coding analysis (Strauss and Corbin 1990); an ethnographic analysis based on the work of Spradley (1979, 1980); and, for the documents, critical discourse analysis of pertinent documents (Fairclough 1989, 1992a, 1992b, 1995).
The outcomes of the study show the initial assessment interview within the Mutual Obligation programme is driven by performative measures. While it is an increasingly stressful experience for both prospective students and assessors, the interview does not elicit anything more about prospective students' literacy practices, strengths and networks than informal interviews have done in the past. The discourse of Mutual Obligation, with its focus on compliance and accountability, puts pressure on the interview process and is at odds with beliefs expressed by assessors that the assessment interview should be low key and student focused instead of what has now become a high stakes and inevitably partial assessment. Choices for prospective students have been eroded and literacy, as it is conceptualised in the interviews, is a narrow and impoverished concept, having little relevance to the stated goal of the interview which is to enhance jobseekers' employability.
48
Grigorenko, Margaret Crook. "Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223.
Повний текст джерела
49
Baskin, Colin, and Colin Baskin@jcu edu au. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Griffith University. School of Cognition, Language and Special Education, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20021219.151517.
Повний текст джерелаАнотація:
This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.
50
Barthus, Tatum Terri. "Telling tales of identity: an interpretation of women's narratives." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1331_1365584189.
Повний текст джерелаАнотація:
This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo
s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo
s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo
s experiences.