Innokenty Annensky (1855-1909) was better known to his contemporaries as a classics teacher and translator than as a poet; but, with the exception of two or three obituary articles, nothing has been written on his work as a classicist. His work has often been misconstrued and he has been described as an outstanding scholar. It has not been generally appreciated that his interest in the scholarly world was not really academic; he saw classical texts as models for his own literary works, and as inspiration for the 'Slavonic renaissance' he looked forward to with F.F. Zelinsky. This thesis covers Annensky's classical education, the essays he wrote on classical literature, and his translations of classical texts. Particular attention is given to the essays and translations which were intended to be published in Teatr Evripida, the first complete Russian version of Euripides. Annensky wrote no essay explicitly devoted to the subject of classicism. But from his essays on classical literature and the remarks on classical literature in his essays on modern literature it is possible to extrapolate his views on the nature of the classical tradition and on how he thought classical literature should be imitated. I show that Annensky's attitude to the classics was idiosyncratic and paradoxical. On the one hand, the classical world was viewed elegaically as an ideal of lost perfection; on the other, it was one of many cultural traditions on which he drew in his literary works and which was adapted in accordance with Modernist poetics. The discussion of Annensky's views on classicism is accompanied by information about the system of classical education in Russia 1870-1910, and about the history of classical scholarship and of literary classicism in Russia. Annensky's essays are compared with those of a representative scholar, Zelinsky, and a representative Symbolist, Vyacheslav Ivanov.

The argument of this thesis is that Finnegans Wake is a peculiarly appropriate text for an investigation of the academic discipline of English, and that the issue of readership is the best way to approach the Wake. The thesis, which is organised into three main sections, shows that both Finnegans Wake and the discipline of English Studies are similarly engaged in problems of defining audiences. The opening section shows that the Wake has long been seen as a limit to literature, and as a defining text of literary study. Reception theory proves unable to cope with a study of historical audiences. Finnegans Wake was written over a period roughly concomitant with the rapid professionalisation of English studies and underwent a loss of audiences except for its critical reviewers. The extended third chapter sets out in some detail the growth of English studies, both in itself and more specifically as a context for the name of Joyce in the 1930s and beyond. This also includes analysis of the passage of the Wake in university syllabi. The second section considers post-structuralist claims that the Wake disrupts or subverts the space of the academy. It analyses a wide range of poststructuralist and other reactions to the Wake, and proceeds to a study of inscriptions of readership in the work of Derrida, and explores Derrida's idea of audiences for Joyce. The third section presents two readings of key elements of Finnegans Wake. Analysis of the letters, and of some of Joyce's sources, stresses the important role of the professor figures, which is indicative of the extent to which Joyce's last work was influenced by the professionalisation of literary study. Textual analysis proceeds with the Four, who function as an internal interpretive community. A brief conclusion sums up the argument of the thesis.

Thesis (MA (Humanities))-University of Pretoria, 2007. / Breytenbach, Petrus Albertus? Includes bibliographical references. Mode of access: World Wide Web.

Thesis (Ph.D.)--Indiana University, Dept. of English, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4305. Adviser: Lawrence M. Clopper. Title from dissertation home page (viewed May 20, 2008).

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4625. Adviser: George Kuh. Title from dissertation home page (viewed May 21, 2008).

Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 47-51).

Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 47-51). Also available in print.

Thesis (doctoral)--Universitetet i Umeå, 1984. / Summary in English. Added t.p. with thesis statement and abstract in English inserted. Includes bibliographical references (p. 258-264) and index.

Thesis (Ph. D.) -- University of Maryland, College Park, 2003. / Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

After a brief contextualisation, time and history are examined in Ackroyd's novels. Chapter 1 examines postmodernism. Chapter 2 explores history perceived as fact and as construct. Chapter 3 investigates the dissolution of the distinction between history and fiction. Chapter 4 analyses the development of 'originality' and the futile search for origin. Chapter 5 examines the interchangeability of fiction and reality. Chapter 6 studies theories on time, focusing on Einstein's theory of relativity. Chapter 7 analyses the coexistence of the past and present, and the relativity of time. Chapter 8 scrutinises the myth of 'mobilities of presence', which facilitates rejuvenation. Chapter 9 considers the relation between time and space necessary for rejuvenation. Chapter 10 looks at simultaneity and the eternal present. It is clear that Ackroyd explores the mobilities of presence of historical and fictional characters, objects, and texts, thus showing that time is a web of simultaneously existing present moments. / English Studies / M.A. (English)