In an analysis of literary and historical documents from the sixteenth to the early eighteenth centuries, Gender, Genre, and the Eroticization of Violence in Early Modern English Literature examines depictions of love, beauty, and desire and identifies within these discourses a rhetoric of violence. It explores how eroticized violence can be deployed to privilege male speakers and silence female voices. It also reveals, by pairing female- and male-authored works that make specific claims to represent gendered experience that early modern writers both recognized the mechanisms of violent representation as literary conventions and realized they could be deployed, exploited, resisted, fashioned to new ends. By integrating feminist psychoanalytic, film and architectural theories with literary analysis, this study demonstrates how spatial topographies in literary works can function as stimuli that provoke desire to turn violent. Gender, Genre, and the Eroticization of Violence ultimately identifies how this body of literature constructs and maintains genders and points to violence as a structural principle, bound by the hydraulics of subjectivity and cultural anxieties about gender, class, and literary production. Finally, this study identifies the residue of early modern ideas about desire and violence in the materials of our modern culture.

In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking. / This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

This thesis chronicles a journey for which there is no end. The journey is the author's search for authentic curriculum -- teaching and learning built around socially relevant themes, designed through an organic development process, and negotiated in relation to the interests of individual learners and the communities that support them. In struggling to find a "lens" that would allow children to navigate change in an increasingly complicated society, the author shifted her focus from the substantive domain to the perceptual. Influenced by Case's (1995) discourse regarding the nurturing of "global perspectives" in young children, the author identified nine characteristics of a "global/diversity" perspective. Rather than infusing curriculum with more information, teachers would nurture an approach to learning that permits children to suspend judgment, entertain contrary positions, anticipate complexity, and tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the author found she could nurture the "seeds" of alternative perspectives forming a strong foundation for understanding and tolerance in the classroom and beyond. It is important to emphasise that the author had to internalise a "global/diversity perspective" herself in order to nurture it in others through a generative process she refers to as "living curriculum". The research methodology of currere was employed as a means of exorcising the unacknowledged biases, personal contradictions, and divergent influences that have fed the author's identity, and thus necessarily informed her philosophies and actions as an educator. The methodology of autobiography was a critical factor in permitting the author to recognise and take ownership of her own education. Autobiography led her into the tangled garden and compelled her to make sense of its organic cycles. The method of autobiography typically rattles the comfort margins of educational researchers who see it as patronising sentimentality, rather than a rigorous analysis of self-knowledge within contemporary scholarship. It is important that autobiographical researchers demonstrate resonance of their lived experience in scholarly discourse and pedagogy. The author discusses a number of possible criteria that could be used to evaluate autobiographical research - the most important of these being that the work spawns reflection and stirs praxis within the reader.

The relationship between authors and readers has been heavily studied in western literatures since the shift between the spoken-subject lost its privileged position to the written author. The struggle for who determines truth has formed a specific dialect that requires either the author or the reader to be silent. Since the acceptance of literary theories like the “death of the author” and “author-function,” we continue to map these concepts on to similar relationships and discourses. Hip-hop culture defies this dialect, instead, based around the concept of the cipher, hip-hop insists on a constant inclusive discourse. Based in African-American traditions of call-and-response, hip-hop is always looking for voices to speak to each other and push the conversation further. In my thesis, I open up an exploration of the role of an author in hip-hop. Paying specific attention to the rapper, I flesh out the ways western ideas of reading conflate and disrupt the structures of a cipher in hip-hop. Imposing an “author-function” on rappers, displaces the call-and-response relationship that hip-hop thrives on. While hip-hop becomes more prevalent in popular culture, rappers have to learn to navigate within and outside of the immediate hip-hop community. As a case study, I examine the career trajectory of Jay Z. Sean Carter employs the site of enunciation that Jay Z creates to transcend and transform his experiences into a platform for creative expressions as well as lucrative business ventures. Finally, this thesis serves as an initial inquiry into future research plans to explore rappers as nepantler@s and listeners as “digital griots.” Both of these designations represents important rhetorical spaces that allow hip-hop culture to continue to work within a cipher and promote inclusivity. These future plans build towards creating a possible model for more productive collaboration, education, and activism.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Šiame darbe analizuojamos trijų autorių Skype žinučių idiolektinės ypatybės. Darbo tema aktuali, nes elektroninis bendravimas tampa vis populiaresnis, todėl įvairiakrypčiai elektroninio diskurso tyrimai padeda pažinti šios kalbos atmainos ypatybes, be to, Skype susirašinėjimai idiolekto aspektu Lietuvoje dar netyrinėti. Šio darbo tikslas - remiantis tekstyno analize, nustatyti, kokios Skype žinučių kalbos ypatybės gali atskleisti autoriaus idiolekto požymių. Siekiant šio tikslo buvo iškelti tokie darbo uždaviniai: 1) surinkti atskirus, trijų autorių Skype žinučių tekstynus, kurių apimtis yra maždaug po 10 000 žodžių; 2) naudojantis specialia Antconc 3.2.4. programa ir programos Word komanda rasti, iš tekstynų sudaryti žodžių, skyrybos ženklų ir jausmaženklių dažnio sąrašus; 3) iš gautų žodžių, skyrybos ženklų ir jausmaženklių dažnio sąrašų rankiniu būdu atrinkti kalbos vienetus, tinkančius tolesnei analizei; 4) išanalizuoti bei aprašyti tyrimui atrinktų kalbos vienetų vartoseną ir apibendrinti, kokios Skype žinučių kalbos ypatybės gali reikšti autorių idiolekto požymius. Darbas atliekamas remiantis gretinamuoju, deskriptyviniu analitiniu, tekstynų lingvistikos, kiekybiniu ir kokybiniu tyrimo metodais. Atlikus trijų autorių Skype žinučių leksikos ir grafikos tyrimą buvo patvirtinta darbo įvade keliama hipotezė, kad Skype susirašinėjimuose atsiskleidžia bendraujančiųjų idiolektai. Tyrimo rezultatai rodo, kad daugiausia idiolekto požymių galima rasti analizuojant dažniausiai iš... [toliau žr. visą tekstą] / This study analyzes idiolectic features of three authors Skype messages. The theme of study is relevant, because electronic communication is becoming more popular, so different directions studies of electronic discourse can help find out the features of this language technique, moreover, idiolectic aspect of Skype communication has not yet been researched in Lithuania. The aim of this study is to determine with reference to corpus analysis which language features of Skype messages may reveal the author’s idiolectic signs. In order to achieve this goal, the following tasks were set: 1) to collect separately Skype text messages corpus of the three authors with a volume of approximately 10 000 words; 2) using special Antconc 3.2.4 program and command to find of Word program to create the frequency lists of words, punctuation and emoticons from corpus; 3) from received frequency lists of words, punctuation and emoticons manually to select language units, which are suitable for further analysis; 4) to analyze and describe the usage of selected for the study language units and summarize which language features of Skype messages can indicate author idiolect. Study is performed on the basis of comparative, descriptive analytical, corpus linguistics, quantitative and qualitative research methods. After performed study of Skype messaging, written by three authors, vocabulary and graphics, the hypothesis set in the introduction was approved, Skype messaging reveal the idiolects of... [to full text]

Twenty first-year management students were observed as they undertook an Effective Written Communication course (EWC) in a microcomputer lab at McGill University. The study focused on the students' adaptation to the computer during a one-semester course and for a two-year period following the course. Results suggest that although students master the basics of word processors with relative ease, they bring entrenched paper and pen habits to the computer lab; habits that are not easily changed. This study further suggests that because student writers in a first-year composition class are often inexperienced writers and computer users, inferences based upon this group may not apply to other populations.

The creation of the performance work UKULELE MEKULELE is used as a site to uncover the interactions between the work of the sole author and group-devised processes. The increasing acceptance of the 'openness' in contemporary theatre practice has strong implications for the role of the sole author, who traditionally has been the provider of the 'closed' - known quantities that are subsequently 'realised' by a production. How can the sole author best write for the seemingly contradictory environment of the group-devised production? Critical incidents from the performance are selected for study. These 'moments that work' and their provenance are utilized as examples of the interaction of the various forces at play in the performance making process. The researcher's intimate contact with the artwork entails a unique vantage point from which to observe these forces at work. Their evocation and analysis will have relevance for the creators of live art in collaborative contexts.

Title page and prologue v.2; Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / "The stone crown is, in part, a contemporary reworking of the Arthurian legend." -- abstract, [v. 2], p. v. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1284280 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

Creative practitioners, undertaking practice-led research, theorise their practice within an academic domain. Within a three-tiered, performative research paradigm, this project researched writerly identity during the writing of a novel and exegesis. Firstly, based on the writer’s experience with creative and academic writing, the differences were explored through two first-person narratives in a frametale novel, The Fragility Papers, a process documented by critical and reflective journaling. Secondly, the insights gained during the writing of the novel were theorised within the domain of creative writers. Thirdly, the understandings embedded in the novel were considered in the light of these insights and those gained during writing of the exegesis and further theorised within the areas of voice, the writing process and ontological change. Novel writing, it was found, drew not only on the imagination, research, in-flow stream of consciousness writing and serendipitous occurrences but also on personal embodied inscriptions, linguistic play, logic and reason in the development of narrative coherence, forward planning, previously unidentified editing values based in the sonority of language, and a knowledge of the expectations associated with the literary genre. Acknowledging this breadth of experience led to changes in the writer’s creative-writing process, a questioning of the theorised sole influence of language based texts as proposed in intertextual theory, and the proposal to italicise ‘text’ within intertextual to accommodate this breadth. The theorising of insights and emerging, experiential knowledge during the writing of the exegesis was realised in a series of evolving drafts in which interiorised knowledge was increasingly drawn upon in stream of consciousness writing. Further, in both genres, the dialogic engagement of the writer in conscious and unconscious activity at different stages of the writing process was found, suggesting that unconscious activity has a larger than envisaged role to play in academic writing.