Inger Edelfeldt (1956) and Bengt Martin (1933-2010) are two Swedish writers of different generations. Both of them did, between the years 1968 to 1983, write about adolescent men coming to terms with their homosexuality. Edelfeldt wrote two versions of the same story, with slight but significant differences, the main being different implied readers (adult versus adolescent). Bengt Martin wrote about three young homosexual characters: Joakim, Bengt and Bengt. The story about Joakim is presented as fiction but bears many resemblances with Martin’s autobiography. The story about Bengt, the only one of these stories meant for an adolescent implied reader, is seemingly presented as autobiographical but bears only slight resemblances to the Bengt brought forth in the autobiography Jag ångrar ingenting (“I don’t regret anything”). My purpose is to analyze how and why Edelfeldt and Martin re-wrote these stories. In what ways do the rewritings change the story about how it is to be young and homosexual? My result shows that a story about homosexuality differs due to the time it was written and that Martin and Edelfeldt wrote about this subject in a transit period between the focus on societal discrimination and the need to show a possible happy life. The wish to show society that homosexual individuals are unfairly treated conflicts with the need to give hope to young homosexual people. The word young is important in this context, as the adolescent implied reader (in Bengt Martin’s youth books about Bengt and the second version of Edelfeldt’s novel) makes the story more hopeful and less problematized. The analyzed books show the importance of seeing sexual identity as a construction. Martin and Edelfeldt are products of their time and society, but also actors in the re-shaping of homosexual identity.

Web services can be broadly classified into two types, namely effect providing (EP) services and data providing (DP) services. In this work, we address DP service composition problem that intends to satisfy user preference specified at the instance level, namely the expected occurrence. We first use the query rewriting method to identify a composition of service types that satisfies user¡¦s requirement and employ Bayesian Network model to express the causal relationship between exchange variables of DP service types. Service selection is then conducted by computing the posterior probability in the Bayesian Network. We conduct experiments to show that our proposed Bayesian Network-based method outperforms the other baseline methods in terms of execution success rate and data quality. It also has reasonable execution time.

This thesis analyzes the process of women&rsquo / s mythmaking in the plays written by female playwrights. Through writing the lives of female writers and rewriting the literary characters, which have been created by male writers, the women playwrights assume the role of a mythmaker. A mythmaker possesses the power to use the &lsquo / word,&rsquo / thereby possesses the power to control &lsquo / reality.&rsquo / However, for centuries, women have been debarred from generating their own myths, naming their own experiences, and controlling their own &lsquo / realities.&rsquo / Male mythmakers prescribed the roles women were required to perform within the society. Feminist archetypal theorists believe that through a close study of related patterns in women&rsquo / s writing, common grounds, and experiences, the archetypes shared by women will be disclosed. Unveiling these archetypes will eventually lead to the establishment of new myths around these archetypes. As myths are regarded as the source of collective experiences, analyzing how women have rewritten, revised, devised, and originated myths would thus permit women to reclaim the power to name, and hence to influence the so-called reality established by the patriarchy. Hence, this study analyzes the constantly developing process of women&rsquo / s mythmaking/mythbreaking in Liz Lochhead&rsquo / s Blood and Ice, Rose Leiman Goldemberg&rsquo / s Letters Home, Bilgesu Erenus&rsquo / Halide, Timberlake Wertenbaker&rsquo / s The Love of the Nightingale, Bryony Lavery&rsquo / s Ophelia, and Zeynep Avci&rsquo / s Gilgamesh. These playwrights try to depose the stereotypical images attributed to women by male mythmakers.

This study examines codes of oppression reflected in western myths and further analyzes the ways these myths are revisited in two contemporary British and American women playwrights&#039 / , Liz Lochhead and Cherrie Moraga&#039 / s, dramatic adaptations and rewritings. In this respect a postcolonial feminist approach and a comparative perspective are adopted in rereading signs of gender, ethnic or racial and hierarchical oppression through the challenging and revolutionary, feminist and Scottish, lesbian and Chicana representations by Moraga, respectively.

This study approaches myths as patriarchal narratives and ideological tools and it argues that representations of women from an androcentric perspective in Greek mythology are also observed in the Bible. This study argues that patriarchy as a universal ideology has produced the same gender stereotypes beginning from Ancient Greece. Consequently, Western literature, which has the Classical and Biblical tradition as its main source, has reinforced the same female images throughout its history. Besides, it is suggested that, the Western canon failed to create alternative female models for the binary opposition of submissive wives versus the female evil figure and the main stereotypical characteristics had not been challenged until the emergence of feminist criticism. This study thus aims to discuss myths as one of the foremost sites of the construction of ideological subjects and it analyses the rewritings of Greek, Old Testament and New Testament myths by contemporary women writers in fiction / namely Margaret Atwood&rsquo / s The Penelopiad, Marion Zimmer Bradley&rsquo / s The Firebrand, Anita Diamant&rsquo / s The Red Tent, India Edghill&rsquo / s Queenmaker, Gail Sidonie Sobat&rsquo / s The Book of Mary and Mich&eacute / le Roberts&rsquo / The Wild Girl and it explores the textual strategies that are employed by women writers in order to subvert and revise the patriarchal ideology in myths, to come up with alternative definitions of female identity and to weave gynocentric myths.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 106-113). Also available in electronic version.

Made available in DSpace on 2014-06-11T19:30:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-14Bitstream added on 2014-06-13T20:00:41Z : No. of bitstreams: 1 pontes_mar_dr_sjrp_parcial.pdf: 116637 bytes, checksum: 50ebe4a8bc3666d744bb508700bb5561 (MD5) Bitstreams deleted on 2015-08-07T12:19:54Z: pontes_mar_dr_sjrp_parcial.pdf,. Added 1 bitstream(s) on 2015-08-07T12:20:57Z : No. of bitstreams: 1 000641237.pdf: 22753973 bytes, checksum: dd09d424fdde610dace1a426fca8667b (MD5) / Com base na perspectiva da intertextualidade estrita (KOCH, 2009), este trabalho investiga a produção de texto com reescrita orientada pelo professor em contexto universitário, com o objetivo de descrever os processos por meio dos quais o escrevente gerencia a entrada do texto alheio no seu próprio texto, tanto na produção da primeira versão do texto, quanto na reescrita dele. As instruções iniciais e intervenções feitas pelo professor com o intuito de auxiliar o escrevente na tarefa de escritura e reescritura são levadas em consideração na análise, no sentido de verificar o papel desempenhado por elas durante o processo de escrita/reescrita. As justificativas dessa proposta residem, de um lado, no enfoque teórico fundamentado na intertextualidade estrita, já que estudos realizados no Brasil sobre reescrita voltam-se mais para a prática pedagógica de reescritura; e, de outro lado, no recorte do contexto universitário para a investigação, pois pesquisas sobre reescrita têm priorizado os ensinos Fundamental e Médio, sendo menos frequentes os trabalhos com alunos universitários. O corpus é formado por 21 conjuntos de texto, que incluem: proposta de produção; primeira versão do aluno; comentários do professor; versão reescrita. Os resultados apontam para uma preferência por formas de intertextualidade implícita na retomada de textos da proposta e pela utilização da paráfrase como processo de reformulação do texto, indicando uma tendência à diluição do texto alheio como modo de absorção pelo texto, com uso restrito de formas que explicitam a fonte das informações retomadas / Based on the strict perspective of intertextuality (KOCH, 2009), this study investigates the production of text rewritten guided by the teacher in the university context, in order to describe the processes by which the clerk manages the input of others in your text itself, both in producing the first draft, and in rewriting it. The initial instruction and interventions made by the teacher in order to assist the clerk in the task of writing and rewriting are taken into account in the analysis, in order to verify the role played by them during the process of writing / rewriting. The justification of this proposal lie on one side, the theoretical approach based on strict intertextuality, since studies performed in Brazil on rewriting is turning more to teaching the practice of rewriting, and on the other hand, the clipping of the university context to investigation, because studies have focused on rewriting the elementary and high schools, and less frequently works with college students. The corpus consists of 21 sets of text, comprising: a production proposal, the first version of the student, teacher comments, rewritten version. The results indicate a preference for forms of intertextuality implicit in the resumption of the draft text and the use of paraphrase as a process of redrafting the text, indicating a tendency to dilute the other's text so as to absorb the text, in limited ways that explain the source of the information included

Harry Potter, succès d’édition sans précédent, est une œuvre hybride et intertextuelle, héritière de nombreuses traditions littéraires. A l’influence des genres de l’imaginaire s’ajoute celle du roman scolaire, du récit de mystère ou d’aventures et celle du texte initiatique. De cette intergénéricité naît un univers riche, foisonnant de trouvailles dont l’écrit et ses instruments proposent de multiples exemples. L’auteure met ainsi en place moult jeux d’imitation et de détournement autour de scènes de lecture et d’écriture, reflétant la richesse de ses romans. Elle propose en outre à son lecteur, par une écriture ludique et manipulatrice, de nombreux jeux, sollicitant tantôt son esprit de déduction et sa mémoire, tantôt sa culture littéraire. Elle multiplie en effet les clins d’œil et références à d’autres œuvres dans son texte dont la lecture peut se faire à plusieurs niveaux. Fidèle à la tradition du cycle en littérature, la romancière a prolongé son univers de fiction dans de nouveaux écrits, dans une logique de pratique transfictionnelle. A l’initiative de l’écrivain ou de ses lecteurs qui se sont pris au jeu, le monde de Harry Potter s’est déployé sur d’autres médias, dans une suite de réécritures à ce jour ininterrompue, faisant de ces textes une fiction transmédiatique. Cette thèse s’articule autour des trois grands axes évoqués, à savoir la place et le rôle de l’écrit dans les Harry Potter puis la relation qui se noue entre la romancière et son lecteur grâce à ses jeux d’écriture et ensuite aux très nombreuses réécritures du cycle. / The Harry Potter books are the inheritors of several literary traditions. Both intergeneric and intertextual, they do not only belong to the category of non-realistic genres but also to the traditions of school fiction, mystery or adventure novels and initiation stories. This hybridity results in the creation of a very rich universe, teeming with inventions; all sorts of texts and writing tools are representative of this creativity. J. K. Rowling both imitates and distorts her sources, in scenes in which writing and reading play an important part. Besides, thanks to a playful and manipulative style, she invites her readers to play with their sense of deduction and memory and their literary culture. Indeed, she refers to many works of fiction and thus, proposes different ways of reading and understanding her stories. As is the case with most literary cycles, she has expanded on her fictional world in new texts, pieces of what is now called “trans-fictional” writing. J. K. Rowling and her readers also have developed the Harry Potter world, rewritten it and transferred it to new media, turning this literary work into transmedia fiction. This study focuses on the three main points mentioned, that is to say first on the part played by reading and writing in the Harry Potter books, then on the relation between the writer and her readers through her writing and on the many different ways in which the novels have been and still are being rewritten.

Orientador: Clélia Cândida Abreu Spinardi Jubran / Banca: José Gaston Hilgert / Banca: Edson Carlos Romualdo / Banca: Lourenço Chacon Jurado Filho / Banca: Fabiana Cristina Komesu / Resumo: Com base na perspectiva da intertextualidade estrita (KOCH, 2009), este trabalho investiga a produção de texto com reescrita orientada pelo professor em contexto universitário, com o objetivo de descrever os processos por meio dos quais o escrevente gerencia a entrada do texto alheio no seu próprio texto, tanto na produção da primeira versão do texto, quanto na reescrita dele. As instruções iniciais e intervenções feitas pelo professor com o intuito de auxiliar o escrevente na tarefa de escritura e reescritura são levadas em consideração na análise, no sentido de verificar o papel desempenhado por elas durante o processo de escrita/reescrita. As justificativas dessa proposta residem, de um lado, no enfoque teórico fundamentado na intertextualidade estrita, já que estudos realizados no Brasil sobre reescrita voltam-se mais para a prática pedagógica de reescritura; e, de outro lado, no recorte do contexto universitário para a investigação, pois pesquisas sobre reescrita têm priorizado os ensinos Fundamental e Médio, sendo menos frequentes os trabalhos com alunos universitários. O corpus é formado por 21 conjuntos de texto, que incluem: proposta de produção; primeira versão do aluno; comentários do professor; versão reescrita. Os resultados apontam para uma preferência por formas de intertextualidade implícita na retomada de textos da proposta e pela utilização da paráfrase como processo de reformulação do texto, indicando uma tendência à diluição do texto alheio como modo de absorção pelo texto, com uso restrito de formas que explicitam a fonte das informações retomadas / Abstract: Based on the strict perspective of intertextuality (KOCH, 2009), this study investigates the production of text rewritten guided by the teacher in the university context, in order to describe the processes by which the clerk manages the input of others in your text itself, both in producing the first draft, and in rewriting it. The initial instruction and interventions made by the teacher in order to assist the clerk in the task of writing and rewriting are taken into account in the analysis, in order to verify the role played by them during the process of writing / rewriting. The justification of this proposal lie on one side, the theoretical approach based on strict intertextuality, since studies performed in Brazil on rewriting is turning more to teaching the practice of rewriting, and on the other hand, the clipping of the university context to investigation, because studies have focused on rewriting the elementary and high schools, and less frequently works with college students. The corpus consists of 21 sets of text, comprising: a production proposal, the first version of the student, teacher comments, rewritten version. The results indicate a preference for forms of intertextuality implicit in the resumption of the draft text and the use of paraphrase as a process of redrafting the text, indicating a tendency to dilute the other's text so as to absorb the text, in limited ways that explain the source of the information included / Doutor