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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
231

Literary Landscaping: Re-reading the Politics of Places in Late Nineteenth-Century Regional and Utopian Literature

Hartig, Andrea S. 02 December 2005 (has links)
No description available.
232

BLURRING BOUNDARIES: ISSUES OF GENDER, MADNESS, AND IDENTITY IN LIBBY LARSEN'S OPERA 'MRS. DALLOWAY'

HOLLAND, ANYA B. 28 September 2005 (has links)
No description available.
233

Scarecrow

Murdock, Robert Pearson, III January 2007 (has links)
No description available.
234

Nonfiction and Fiction: Does Genre Influence Reader Response?

Crockett, Aleta Jo 12 January 1999 (has links)
This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions: Does genre (nonfiction or fiction) influence the reader's response to a literarytext? Does a reader's process of reading change during a nonfictional reading compared to a fictional one? Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one? To examine these questions and to ensure the validity of the study, I wrote a story titled "The Exit" and presented the writing to three freshman English classes, first as nonfiction and then during the next class period as fiction. I chose to follow Rosenblatt's class procedure: an initial reading with free responses, an interchange of ideas, and then a rereading of the same text. For research purposes I needed bulk written and verbal responses to compare and contrast. This three-day immersion in nonfiction and fiction reflections produced sufficient data to analyze: (1) written free responses from the initial reading of the text as nonfiction; (2) recorded audio tapes of their small groups, responding to five inquiry questions regarding the nonfiction text; (3) written individual take-home responses to the same five inquiry questions; (4) written free responses from the second reading of the text as fiction; (5) recorded audio tapes of the small group discussions on their nonfiction and fiction responses; and (6) recorded audio tapes of the entire class reflections on the responses to reading the story as both nonfiction and fiction. During this expedition I kept a journal of each day's events so that as my students and I experienced this exploration together, I could capture what we all were feeling and thinking as it was actually happening. Although the students were unaware of genre influence until the third-day class reflection, there were distinct differences in student responses to nonfiction and fiction. These students predominately read nonfiction aesthetically and fiction efferently. In this study with these students, genre did influence the reader's response; the reader's process of reading did change during the nonfictional reading compared to a fictional one; and there were certain factors which persuaded the reader to view the nonfictional piece of writing differently than the fictional one. The contrast and comparison of the students' responses to nonfiction and fiction are shown in a detailed Venn diagram. In addition, I have included an extensive essay titled "The Transactional Dance: Louise Rosenblatt's Presence in the History of Literary Criticism." Her transactional theory of reading transcends time and continues to invite research. / Ed. D.
235

Exploring literary perspectives of poetry though an interactive, multimedia, learning environment

Paulsen, Timothy David 03 October 2007 (has links)
This dissertation focuses on the development and evaluation of an interactive, multimedia learning environment intended to help college students learn how to interpret poetry from various literary perspectives. Four literary perspectives--feminist, psychological, religious, and reader-response--were thoroughly explained and applied to a poem through the use of "hot words". As the students chose a hot word or phrase in the poem that they wanted to explore further, they then chose which literary perspective that they wanted to see. A literary interpretation, then, was given below the poem from that perspective. At the same time, responses from other students who had gone through the program before also appeared. The current student participant had the choice of responding in writing to the poem itself, the given literary interpretation, or the other student responses. There were also photographs, videos, and music clips that could be accessed which illustrated the literary interpretations of the particular hot words chosen, and the students could respond to these as well. The research questions that were being asked through the development and evaluation of this program were: 1. Can such a technological approach help students to learn something as nontechnical as evaluating and interpreting poetry from various literary perspectives? 2. Will students become more sensitive and understanding of the opinions of others, even when extremely different from their own, through such a computer program? 3. Will students be able to analyze a poem in greater depth because of going through this program, instead of just looking for the usual, surface level, literal meanings? The results of the program were very encouraging, with ninety-eight percent of the student participants indicating that the program was effective, and the desired results were achieved with the majority of these. The students overall showed remarkable growth in understanding literary theories, in becoming more sensitive to the opinions of others, and in being able to interpret poetry at a much deeper level. Due to these exciting results, several ways of adapting this program to other educational and economic pursuits were explored, as well as ways to improve the current product. / Ed. D.
236

Interpreting The Denizens of The Hundred Acre Wood : Freudian & Lacanian psychoanalytical concepts in Winnie-The-Pooh / Psykoanalytiska koncept i Nalle Puh : En tolkning av Sjumilaskogens invånare

Pettersson, Timothy January 2009 (has links)
In this paper I have strived to provide a new view on a timeless classic of children’s literature, Winnie-The-Pooh. In psychoanalytic literary criticism concepts and theories of psychoanalysis is implemented while interpreting literature; in this paper, I have interpreted the novel incorporating concepts of the psychoanalytic schools of Sigmund Freud and Jacques Lacan while arguing that the denizens of the Hundred Acre Wood are manifestations of parts of the narrator’s unconscious. The first two sections of the paper present the theories and concepts of the two major schools of psychoanalysis as an introduction aimed at increasing the readability of the interpretation. The individual interpretations of each character are then presented separately, every section in some way involving psychoanalytic theory. Kanga, Roo, Piglet, Winnie-the-Pooh, Christopher Robin, Rabbit, Owl and Eeyore are shown to be repressed memories, feelings or thoughts. Included theoretical concepts are the Oedipus complex, the sexual development of infants, the journey of children towards consciousness, Lacanian desire and lack, Freudian dream interpretation and the conception that the unconscious is structured as language, among others.
237

Interpreting The Denizens of The Hundred Acre Wood : Freudian & Lacanian psychoanalytical concepts in Winnie-The-Pooh / Psykoanalytiska koncept i Nalle Puh : En tolkning av Sjumilaskogens invånare

Pettersson, Timothy January 2009 (has links)
<p>In this paper I have strived to provide a new view on a timeless classic of children’s literature, Winnie-The-Pooh. In psychoanalytic literary criticism concepts and theories of psychoanalysis is implemented while interpreting literature; in this paper, I have interpreted the novel incorporating concepts of the psychoanalytic schools of Sigmund Freud and Jacques Lacan while arguing that the denizens of the Hundred Acre Wood are manifestations of parts of the narrator’s unconscious. The first two sections of the paper present the theories and concepts of the two major schools of psychoanalysis as an introduction aimed at increasing the readability of the interpretation. The individual interpretations of each character are then presented separately, every section in some way involving psychoanalytic theory. Kanga, Roo, Piglet, Winnie-the-Pooh, Christopher Robin, Rabbit, Owl and Eeyore are shown to be repressed memories, feelings or thoughts. Included theoretical concepts are the Oedipus complex, the sexual development of infants, the journey of children towards consciousness, Lacanian desire and lack, Freudian dream interpretation and the conception that the unconscious is structured as language, among others.</p>
238

A narrative critical analysis of Korah's Rebellion in numbers 16 and 17

Taylor, Donald James 01 1900 (has links)
This dissertation examines the complex story of Korah’s rebellion found in Numbers 16 and 17 utilizing narrative critical theory. This study is first grounded in the context of historical questions surrounding Israel’s emergence as a nation and the narrative’s potential for historical veracity. Many narrative critics do not feel the theoretical necessity to establish the connection between an autonomous text and a historical context. This study does seek to collaborate with historical research, but only as permitted by the data. Though only biblical and tangential evidence supports the historicity of the wilderness sojourn, the narrative accounts should not be repudiated because of philosophical bias or the lack of corroborative extra biblical evidence. Especially important to a literary interpretation of this narrative is the work of source critics who during their own enquiries have identified the fractures and transitions within the story. In considering the text of Numbers 16 and 17, the hermeneutical approach employed in this study carefully endorses a balanced incorporation of the theoretical constructs of the author, text, and reader in the interpretive enquiry. From this hermeneutical approach recent literary theory is applied to the texts of Numbers 16 and 17 focusing particular attention on three narrative themes. First, the narrator’s point of view is examined to determine the manner that information is relayed to the reader so as to demur the rebellion leaders. Though features of characterization are often meager in biblical narratives, there remains sufficient data in this rebellion story to support the aims of the Hebrew writers and does not undermine the reader’s engagement with the story’s participants. Finally, the three separate plotlines in this narrative sustain the dramatic effect upon the readership holding attention and judgment throughout and beyond the story. In sum, this dissertation highlights the powerful contours of this ancient narrative by appropriating the theoretical work of narrative critics. The strategies employed in the writing and editing of this story uniquely condemn the rebels and at the same time serve to elevate God’s chosen leader Moses. / Old Testament and Ancient Near Eastern Studies / D. Th. (Old Testament)
239

En underbar berättelse om ridderliga äventyr : V.F. Palmblad och den romantiska romanen / A Wonderful Story of Chivalrous Adventures, V.F. Palmblad and the Romantic Novel

Wallheim, Henrik January 2007 (has links)
Vilhelm Fredrik Palmblad (1788–1852) was one of the leading men of the Romantic circle in Uppsala, known as the “New school” or the “fosforists”. Among the men in this group, Palmblad was the one devoting most attention to the novel, and he broke sharply with the dominating negative view of the genre. This thesis examines Palmblad’s conception of the novel genre, using his critical writings as well as his own novels. Palmblad holds that the novel originates from the chivalrous romances of the Middle Ages. Like these romances, the novel is, and should be, a “wonderful story”, dealing with adventures and heroic deeds in service of God and womanhood. It is of decisive importance that the novel is elevated from mundane life: the stature of the characters and the story are crucial criteria of value. Palmblad also emphasizes the importance of portraying characters and their circumstances in an individualized way. Influenced in particular by Walter Scott, Palmblad gradually opens his conception of the novel towards depictions of everyday life. However, this opening is surrounded by restrictions showing that Palmblad still adheres to his Romantic aesthetics. The study challenges the previous understanding of Palmblad’s development from Romantic to Realist. Instead, the shifts of his aesthetics towards a stronger connection with reality ought to be understood as endeavours to preserve the ideals of the Romantic novel at a time when they were contested. From a wider horizon, the study also questions the prevalent understanding of the transition from the Romantic to the realistic novel. The aesthetic contrast between “Romanticism” and “Realism” ought to be played down. The truly important opposition among the Swedish novelists of the time is rather a political conflict between conservatives and liberals.
240

Inventing "French Feminism:" A Critical History

Costello, Katherine Ann January 2016 (has links)
<p>French Feminism has little to do with feminism in France. While in the U.S. this now canonical body of work designates almost exclusively the work of three theorists—Hélène Cixous, Luce Irigaray, and Julia Kristeva—in France, these same thinkers are actually associated with the rejection of feminism. If some scholars have on this basis passionately denounced French Feminism as an American invention, there exists to date no comprehensive analysis of that invention or of its effects. Why did theorists who were at best marginal to feminist thought and political practice in France galvanize feminist scholars working in the United States? Why does French Feminism provoke such an intense affective response in France to this date? Drawing on the fields of feminist and queer studies, literary studies, and history, “Inventing ‘French Feminism:’ A Critical History” offers a transnational account of the emergence and impact of one of U.S. academic feminism’s most influential bodies of work. The first half of the dissertation argues that, although French Feminism has now been dismissed for being biologically essentialist and falsely universal, feminists working in the U.S. academy of the 1980s, particularly feminist literary critics and postcolonial feminist critics, deployed the work of Cixous, Irigaray, and Kristeva to displace what they perceived as U.S. feminist literary criticism’s essentialist reliance on the biological sex of the author and to challenge U.S. academic feminism’s inattention to racial differences between women. French Feminism thus found traction among feminist scholars to the extent that it was perceived as addressing some of U.S. feminism’s most pressing political issues. The second half of the dissertation traces French feminist scholars’ vehement rejection of French Feminism to an affectively charged split in the French women’s liberation movement of the 1970s and shows that this split has resulted in an entrenched opposition between sexual difference and materialist feminism, an opposition that continues to structure French feminist debates to this day. “Inventing ‘French Feminism:’ A Critical History” ends by arguing that in so far as the U.S. invention of French Feminism has contributed to the emergence of U.S. queer theory, it has also impeded its uptake in France. Taken as a whole, this dissertation thus implicitly argues that the transnational circulation of ideas is simultaneously generative and disabling.</p> / Dissertation

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