World building is a key component to many young adult novels, but what is world building and what are some different styles and techniques that authors use when constructing fictional universes? In this thesis, Falling Down the Rabbit Hole: World Building Techniques in YA Literature, I will examine Alice’s Adventures in Wonderland by Lewis Carroll (1865), The Princess Bride by William Goldman (1973), and my own unpublished novel, The Sun Kingdom, to compare different techniques and styles of world building. These works will be explored through the aspect of world building, focusing specifically on the importance of the geography, language, and traditions and culture that were created for their respective worlds, how these elements were created, and what effect this has on the story.

The thesis deals with recent Czech translations of children's poetry in English and their addressees. In the first part, we describe the terminological issues related to the terms dětská literatura and dětská poezie (and their English equivalents), focus on the specific features of children's poetry and the process of translating children's literature, and finally outline the history of children's poetry in the Czech lands, the United Kingdom and the USA. In the second part, we compare target texts with their source texts in terms of content (proper nouns, puns etc.) and form (rhythm, rhyme etc.), thereby showing the strategies the translators used. Finally, we also comment on the issues pertaining to the publishing of children's literature and describe the origination of the Czech translation of Shel Silverstein's A Light in the Attic. Keywords: children's literature, children's poetry, translation, translation analysis, Shel Silverstein, Robert Browning, Robert Louis Stevenson, Alexander Milne, Thomas Stearns Eliot, Lewis Carroll, Norman Lindsay

在路易斯‧卡洛（Lewis Carroll）的小說《愛麗絲夢遊仙境》（Alice’s Adventures in Wonderland, 1865）中，愛麗絲是個透過夢境冒險於地底的旅行者。在她的旅行中，愛麗絲一直無法掌握仙境中各種事物的意義，而產生了「怪誕」（the uncanny）觀感，因為仙境中的事物總是一方面打破、另一方面卻怪誕地指涉地面上的世界。本論文擬從「旅行時空性」、「旅行本質」與「愛麗絲做為旅行者」三個面向去解讀愛麗絲旅行的涵意。 / 本論文第一章為總論性質的介紹。第二章從心理學潛意識分析討論文學中的「幻見」（fantasy）與「奇幻文學」（fantasy literature）中的旅行主題。本論文主張潛意識與現實息息相關，愛麗絲夢境中的旅行因而帶有真實色彩。本論文以法國哲學家德勒茲（Gilles Deleuze）的「遊牧」（nomadology）與「變成」（becoming）理論為基礎，結合伊斯蘭（Syed Manzurul Islam）從德勒茲理論延伸出的旅行理論，為小說中的旅行主題帶出新的觀點與視野。 / 第三章分析仙境的時空性（spatiotemporality）與時空性對愛麗絲的旅行者角色的影響。伊斯蘭將旅行者分成兩類：遊牧旅行者（nomadic traveler）與靜止旅行者（sedentary traveler）。遊牧旅行者脫離現在（the present），在平滑空間（smooth space）中進行其「變成」過程；靜止旅行者則只侷限於有限時間中，在固著空間（rigid space）的特定路線移動。因此，旅行的時空性影響旅行者成為遊牧旅行者或靜止旅行者。本論文指出，仙境的多重時空性供給愛麗絲成為遊牧旅行者的機會。 / 第四章著重探討愛麗絲的旅行本質與她的旅行者角色，從分析愛麗絲與他者的相遇情形、她的旅行速度與移動，到她在地底世界的「變成」過程。愛麗絲在仙境的「變成他者」（becoming-other）有待商榷，她不斷地侷限自己於維多利亞（the Victorian）的規範中，無法「與他者相遇」（encounter the other），無法以緊密的速度（speed of intensity）進行「去畛域化」（deterritorialization）。儘管仙境的時空特性促使愛麗絲往遊牧旅行的路線前進，但是她缺少擺脫過去記憶與偏見的決定性動作。愛麗絲的旅行擺盪在「變成他者」、成為遊牧旅行者的邊緣地帶。 / 愛麗絲的旅行既不是靜止旅行，也不是遊牧旅行；她有自己獨特的旅行風格，總是擺盪在靜止旅行者與遊牧旅行者的角色之間。她沒有像遊牧旅行者一樣「變成他者」；她處於無止盡的「變成（遊牧）旅行者」（becoming-(nomadic) traveler）過程中。 / In Lewis Carroll’s Alice’s Adventures in Wonderland (1865), Alice is a traveler, adventuring in the fantastic underground under the framework of her dream. Alice’s failure to grasp sense in Wonderland and her constant suspicion of things and inhabitants make her travel an uncanny one, for events in Wonderland always disturb but uncannily refer to those of the above world. This thesis attempts to explore the secrets of Alice’s travel lurking in the dream scenario, identifying and explicating her role as a traveler in the miraculous Wonderland from three aspects of travel: traveling spatiotemporality, the nature of travel and the traveler herself. / Chapter One is a condense, general introduction to the whole thesis. Chapter Two discusses the psychoanalytical theory of the unconscious, the theory of fantasy in literature, and the motif of travel in fantasy literature. The inseparable relationship between the unconscious and the reality will be introduced first. It is this relationship that makes Alice’s travel in her dreamland being effective and possible in the real world. Employing the Deleuzian theory, this thesis takes Gilles Deleuze’s ideas on “nomadology” and “becoming” as the main theoretical framework. Being accompanied with Syed Manzurul Islam’s ideas on the ethics of travel, which is derived from the Deleuzian theory, this thesis takes a step further to develop a new perspective on travel account. / Chapter Three deals with the spatiotemporality of Wonderland, analyzing its spatiotemporal nature and the way it influences Alice’s role as a traveler. Islam divides traveler into two categories—a nomadic traveler and a sedentary traveler. A nomadic traveler is one who eludes the present, undergoing the process of becoming-other on the smooth space, whereas a sedentary traveler is one who travels on pre-set routes of the rigid space within limited temporality. Therefore, the spatiotemporality of a travel will affect the kind of a traveler Alice would be. The multiple spatiotemporality of Wonderland provides Alice with a good foundation to become a nomadic traveler. / Chapter Four concentrates on Alice’s travel and her role as a traveler, analyzing her encounter with the other, her traveling speed and movement, and her becoming in the fantastic underground world. Alice is problematic in becoming-other, since she keeps being captive in the representation of norms received from the Victorian overground which makes encounter with the other and deterritorialization with intensity of speed impossible. Although the spatiotemporality of Wonderland pushes Alice forward to the process of a nomadic travel, she lacks a final move to shake off the confinement of the past memories and preconceptions. Alice is on the brink of becoming-other as a nomadic traveler. / Alice’s travel is neither a sedentary nor a nomadic one; she has a travel of her own, always vacillating between a sedentary traveler and a nomadic traveler. As a sedentary traveler, she is not becoming-other as a nomadic traveler, but on the process of becoming-(nomadic) traveler.

路易士‧卡洛爾的《愛麗絲夢遊記》(Alice in Wonderland, 1865) 及《穿越明鏡》(Through the Looking-Glass, 1871) 是十九世紀極為出名的兒童文學。兩本書中都描述一位名為愛麗絲的女孩如何進入一個奇幻的國度而展開旅程，以及當中她所遇見的各種角色。這兩本書不只豐富有趣，更充滿了諧擬以及邏輯和文字遊戲，使其成為現今許多學者研究的對象。但是，兩本書的相似性使得一般讀者或是學者在閱讀時，都將其視為同一則故事。然而，在仔細探索後，會發現卡洛爾在寫作過程中，很明顯地把兩本書做了區分。本論文因此試圖將兩本書進行比較分析，來重新檢視兩個奇幻世界以及兩個愛麗絲的差異性。 本文第一章為概論，簡單介紹卡洛爾及其兩本作品。第二章運用德勒茲和加達利的概念，針對仙境與鏡中世界的空間的進行比較。從文本例證中可看出，第一本書中的仙境近似一個「平滑空間」(smooth space)，而第二本中的鏡中世界則如同一個「褶縐空間」(striated space)。此差異性更凸顯了這兩段故事的不同。第三章主要應用透納的理論來探討主角愛麗絲與兩個空間的關係。透納利用范‧杰內普的「儀式理論」(rites of passage)發展出「閾限」(liminality)的觀念，並用此觀念來解讀正在進行生命儀式的個體以及其所屬的階段。許多學者認為兩段故事是在描述愛麗絲長大的過程，因此她的旅程可被視為她經歷生命儀式─成年禮的歷程。然而，雖然兩本書中的兩個空間均可被視為一種「閾限空間」(liminal space)，但只有鏡中世界塑造了一個成功的生命儀式，使愛麗絲在最後得以達到象徵性的成年。另一方面，由於仙境中缺乏線性進展，無法構成一個有效的生命儀式，導致第一本書中的愛麗絲到最後還是以小孩之姿結束在此空間的旅程。第四章援引兩位學者的文章來探討愛麗絲在兩個空間中身體呈現的差異以及和愛麗絲自我發展的相關性。由於愛麗絲在仙境中維持一個小孩的身分，她的身體與行為不會造成社會的威脅，在空間中也就不會受任何拘束。反之，在愛麗絲即將長大的鏡中世界中，其女性的身體卻必須受到限制。因此，在鏡中世界的愛麗絲不僅身體未出現任何變化，她的任何身體的慾望也必須受到克制。這與在第一本書中的身體再現是全然迥異的。第五章則是本文的結論；總結這兩本書的差異性，而身為讀者的我們也應正視其中的區別，進而能夠更加了解卡洛爾筆下的兩個奇幻世界以及兩位均名為愛麗絲的主角。 / Lewis Carroll’s Alice in Wonderland and Through the Looking-Glass have brought laughter to children as they journey with Alice through the fantasy worlds ever since their first publication in the 19th century. Filled with Carroll’s witty parodies and plays of logic, the books quickly become two of the most widely studied children fantasies. Both books are about a little girl named Alice who crosses a barrier and enters a fantastical dream world, in which she meets a variety of strange creatures. With the similarity of structures, the two books are often regarded as one single work in modern days. However, upon close examination, it is quite evident that the two works are of entirely different entities, and should be read accordingly. In my thesis, I explore the possibility of reading the books separately by comparing and contrasting Carroll’s creation of the two worlds, as well as the two different developments of Alice within the books. In chapter one, I give an overall summary of the author and a brief introduction of the background of the Alices. Chapter two focuses on the two spaces of Wonderland and Looking-Glass World. Using Gilles Deleuze and Félix Guattari’s notion of smooth and striated space, this chapter delineates how Wonderland is more like a smooth space with its rhizomatic routes and a lack of center, whereas the linearity of Looking-Glass World appears to be closer to a striated space. This critical difference highlights the individualization between the two worlds. Chapter three investigates the relationship between Alice and the two spaces by adopting Victor Turner’s concept. Drawing on Arnold van Gennep’s notion of the rites of passage, Turner proposes the concept of liminality, which is the state of an individual when he or she is undergoing a rite of passage. Most scholars suggest that both Alice books depict Alice’s development to adulthood, which makes Alice’s journeys through the two worlds rites of passage. However, while both spaces can be said to be liminal spaces for Alice, only Looking-Glass World constitutes a completed rite of passage for her, in which she reaches a symbolic maturity at the end. With no linear progression, Wonderland fails to be a rite of passage, and hence Alice comes out still as the child she is going in. Chapter four concentrates on the bodily manifestation of Alice, and how they relate to the difference in Alice’s self development in the two books. Drawing on Donald Rackin’s and Anna Krugovoy Silver’s articles, I find that Alice’s exuberant bodily manifestation and vigorous expression of bodily desires in Wonderland is due to the fact that Alice remains a young child, and that her immature body does not cause a threat to the Victorian society. Hence, Carroll allows her to be the fully embodied girl in the first book. In Looking-Glass World, in which Alice is on the verge of growing up, her body must be restrained. Thus, her body stays static and her bodily desires are contained, very different from the bodily representation in the first book. In Wonderland and Looking-Glass, Carroll has created two very enchanting stories, with two distinctive fantasy worlds and two separate developments of Alice. Conclusively, I believe that Carroll meant for them to be treated as two separate books, with two different spaces of the dream worlds and two protagonists by the name of Alice.

Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 RafaelMT.pdf: 3042261 bytes, checksum: b39fc693fd50baff1ab814faffa9efa3 (MD5) Previous issue date: 2007-12-07 / Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline. Author of Alice s Adventures In Wonderland and its sequel Alice Through The Looking Glass, he eventually created a real and complex universe which uses what we call the logic of the nonsense as an element to motivate the development of mathematical thinking of the reader, taking it as well, learn by establishing a link between the concrete (mathematics) and the imaginary (their universe). In order to investigate and discuss the educational potential of their works and state some elements that can contribute to a decentralized math education from the traditional method of following the models and decorate formulas, we visited his works based on the studies of archeology of knowledge (FOUCAULT, 2007), the rational thought and symbolic thinking (VERGANI, 2003) and about the importance of stories and narratives to the development of human cognition (FARIAS, 2006). Through a descriptive, analytical study, we used the literary construction and presented part of our study in form of a mathematical novel, to give the mathematical school a particular charm, without depriving it of its basics properties as discipline and content. Our study showed how the works of Carroll have a strong didactic element that can deploy in various activities of study and teaching for mathematics classes / Ex?mio professor de matem?tica, Lewis Carroll, pseud?nimo de Charles Lutwidge Dodgson (1832 1898), fez da mistura da matem?tica com a literatura um ambiente l?dico para a aprendizagem dessa disciplina. Autor dos conhecidos Alice no pa?s das Maravilhas e Alice atrav?s do espelho, acabou criando um universo real e complexo no qual se utiliza do que chamamos l?gica do nonsense como elemento para motivar o desenvolvimento do pensamento matem?tica do leitor, levando-o, assim, a aprender, estabelecendo uma liga??o entre o concreto (matem?tica) e o imagin?rio (seu universo). Com o objetivo de investigar e discutir as potencialidades did?ticas de suas obras e de elencar alguns elementos que possam contribuir para uma educa??o matem?tica descentralizada da tradicional metodologia de seguir os modelos e decorar f?rmulas, visitamos suas obras tendo por base os estudos sobre arqueologia do saber (FOUCAULT, 2007), o pensamento racional e o pensamento simb?lico (VERGANI, 2003) e sobre a import?ncia das hist?rias e narrativas para o desenvolvimento da cogni??o humana (FARIAS, 2006). Por meio de um estudo descritivo-anal?tico, utilizamos a constru??o liter?ria, apresentamos parte de nosso estudo na forma de um romance matem?tico, visando conferir ? matem?tica escolar um encanto particular, sem privar-lhe de suas propriedades b?sicas enquanto disciplina e conte?do. Nosso estudo mostrou o quanto as obras de Carroll possuem uma forte vertente did?tica que pode se desdobrar nas mais variadas atividades de estudo e ensino para as aulas de matem?tica

This thesis examines Western rationality, contextualizing that subject in British colonialism and Western modernity. Using Scott Lash's description of academic characterizations of modernity, I explore the “high" modernity of the social sciences represented in the books Alice's Adventures in Wonderland by Lewis Carroll and The Hound of the Baskervilles by Arthur Conan Doyle. I then explore the cultural studies critique of that characterization of modernity in the book Arrow of God by Chinua Achebe. Using the theory of Jean Francois Lyotard, Martin Heidegger, and Theodor Adorno, I look at Western rationality through its manifestation in British colonialism. I argue that colonialism is a site where rationality's negative legacy is manifest, and that the paradoxical representations of rationality in the books by Carroll and Doyle indicate a problem with the assumption that Western rationality was a universal epistemology. Contrary to the British's own ideas of their rationality, I find that Western rationality is ultimately a culturally-grounded discourse. Using Chinua Achebe's Arrow of God, I examine the intersection between Western rationality and other forms of cultural knowledge, an intersection that occurred through British colonialism. Achebe argues against the universal model of Western rationality and posits instead a relative valuing of each culture's methods of arriving at truth. I use his novel to illustrate the limits of Western rationality and its claim to universality.

No description available.

This research presents a synchronic and a diachronic investigation of six Italian translations of Alice's Adventures in Wonderland (Alice) across a century (1872-1988). This work draws on Antoine Berman's method for the analysis of literary translations and integrates it with interdisciplinary theoretical approaches focused on the investigation of children's literature in translation. The premises of children's literature studies, translation studies, and retranslation studies underpin the analytical framework that supports the textual analysis. The examination focuses in particular on the translation strategies used to convey in Italian the culture-specific references that contribute to fashion the identity of Alice and her Wonderland. The research operates on two different levels. Firstly, it presents a synchronic investigation concerned with a close reading and analysis of each translation in linguistic and textual terms. The elements examined in the detailed survey offer the opportunity to retrace the translators' unique understanding of Alice and discuss how it was conveyed to the Italian readers. Secondly, it proposes a diachronic investigation comparing, from a chronological perspective, the translation solutions previously identified and examines how the concepts of the image of the child and dual readership have evolved in the Italian translations. The purpose of the study is to investigate the translation strategies to convey Alice in Italian, observe the patterns that emerge from the analysis of the texts and advance explanatory hypotheses that would account for the changes in the translators' understanding of Carroll's novel over time. The close reading the research centres on aims to provide a meticulous collection of the translation solutions found in the texts; these are not confined to particular passages of the book but are found throughout it, thus offering support for future analysis on the translations of Alice. Finally, this research also aims to contribute to the analysis of children's literature in translation by providing an analytical framework able to support the investigation of different aspects of books for children in translation in other languages other than Italian.

No description available.

The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male. / English Studies / M.A. (English)