Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-08-22T22:16:21Z No. of bitstreams: 1 DISSERTA??O FINAL - PALLOMA RIOS DA SILVA.pdf: 3524067 bytes, checksum: bf44b3aafab6cf6b635ecc09241d1cb3 (MD5) / Made available in DSpace on 2016-08-22T22:16:21Z (GMT). No. of bitstreams: 1 DISSERTA??O FINAL - PALLOMA RIOS DA SILVA.pdf: 3524067 bytes, checksum: bf44b3aafab6cf6b635ecc09241d1cb3 (MD5) Previous issue date: 2016-03-01 / The authorship is one of the roles taken by the subject in the discursive activity. However, it is also, paradoxically, in this function, that lies the annulment of the subject, its dispersion. Under the influence of French Discourse Analysis (DA), more specifically guided by P?cheux?s (1999; 2009), Orlandi?s (1996; 2012; 2013), Pac?fico?s (2012) and Indursky?s (1999) studies, the current research aims to analyze the development of the student?s authorship in the school environment. Here, the authorship was discussed under three perspectives: 1) its relationship with the text; 2) its relationship with the polissemic reading; 3) its relationship with the interdict of the speech. Assuming the hypothesis that the school does not offer proper conditions for the student to develop the ?subject-author?s? position, for the school is immersed in the Ideological Formation (IF), in which understands the Language as impeccable, not susceptible to mistakes, different understandings and that the Text is an immutable thing. Bound to verify the effects of the senses in the teacher?s discourse regarding the student?s (non) authorship, meaning that the teacher?s discourse, when immersed in the dominant IF, may interdict on the student?s authorship. It was analyzed three materialities: the discourse of two participating teachers and the 4th and 5th grades student?s oral and written productions in two textual production classes. The activity proposed in said classes was to create a narrative text for one speechless comic strip. The same comic strip was given to both teachers so they could plan their classes. Evidences of attempts of interdict were verified and analyzed in the discourse of both teachers, even if one of them adopted a discourse that could give more chances to the senses? polysemy in the orality, such as: concernment about the formal aspect of the text, requesting the students to perform a superficial description of the images in the comic strip and not the preset objective to do a narrative text production. Based on the retrieved data it is safe to assume that the students did not fully develop authorship, because: 1) The polissemic reading concept was not motivated; 2) The Text was not seen as heterogeneous, crossed by many discourses; 3) There were attempts of interdict in the teachers? discourse. To the DA, the text is crossed by many discourses and produces various senses? effects that vary accordingly to the reader and in what production conditions this reading process happens. When the text is seen as an immutable thing, as if there was a preset sense, the polissemic reading does not occur. The polissemic reading gives condition so the student can produce interpretation gestures, mobilizes the memory and may as well feel responsible for ?his own? discourse. It is pertinent to conclude, therefore, that the student?s authorship was silenced. / A autoria ? uma das posi??es tomadas pelo sujeito dentro da atividade discursiva. No entanto ? tamb?m, paradoxalmente, nessa fun??o que est? o apagamento do sujeito, sua dispers?o. ? luz da An?lise de Discurso de Linha Francesa, mais especificamente os estudos de P?cheux (1999; 2009), Orlandi (1996; 2012; 2013), Pac?fico (2012), Indursky (1999), a presente pesquisa busca analisar o processo de assun??o da autoria no ambiente escolar em sua rela??o com a leitura, o texto e a interdi??o. A autoria aqui foi discutida sob tr?s perspectivas: 1) Sua rela??o com o texto; 2) Sua rela??o com a leitura polissemia; 3) Sua rela??o com a interdi??o do dizer. Partindo da hip?tese de que a escola n?o oferece condi??es para que o aluno assuma a posi??o de sujeito-autor, por estar inserida na Forma??o Ideol?gica (FI) a qual entende a l?ngua como transparente n?o sujeita ao equ?voco, aos deslizes de sentidos e o que o texto ? visto como um produto pronto e acabado. A fim de verificar os efeitos de sentidos do discurso do professor na (n?o) assun??o da autoria por parte dos alunos, por entender que o discurso do professor, quando inserido na FI dominante pode gerar efeitos de interdi??o na autoria dos alunos, foram analisadas tr?s materialidades: o discurso dos dois professores participantes, a fala e produ??es escritas dos alunos em duas aulas de produ??o textual para alunos de 4? e 5? anos do Ensino Fundamental I. A atividade consistia na produ??o textual de uma narrativa com base numa tirinha sem falas, a mesma tirinha foi fornecida aos dois professores para que pudessem planejar suas aulas. Ind?cios de tentativa de interdi??o foram analisados e verificados nos discursos dos dois professores, ainda que um deles tenha produzido um discurso que forneceu maior abertura para a polissemia dos sentidos na oralidade, tais como: preocupa??o com o aspecto formal do texto, solicita??o para que fosse realizada uma descri??o das imagens e n?o a produ??o de uma narrativa com base na tirinha. Diante das an?lises apresentadas e dos dados levantados ? poss?vel afirmar que os alunos n?o constru?ram plenamente a autoria, pois: 1) A leitura poliss?mica n?o foi motivada; 2) O texto n?o foi visto como heterog?neo, atravessado por diversos discursos; 3) Houve, por conseguinte, tentativa de interdi??o no discurso dos professores. Para a AD, o texto ? atravessado por diversos discursos e produz efeitos de sentidos diversos que variam de acordo com quem l? e em que condi??es de produ??o essa leitura acontece. Quando o texto ? visto como produto pronto e acabado, como se j? houvesse um sentido pr?-estabelecido, a leitura poliss?mica n?o acontece. A leitura poliss?mica fornece condi??es para que o aluno produza gestos de interpreta??o, mobilize a mem?ria e possa sentir-se respons?vel por ?seu? dizer. ? pertinente concluir, portanto, que a autoria dos alunos foi silenciada.

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These stories are representative of an idea that is repeatedly expressed both in the concrete details of Kipling's stories and in the way he uses language. It is possible to see that Kipling, the archetypical man of the empire, may not always have been the empire's man in his work; and causes for that may be found in the alluring, very non-English place he lived in for several years of his youth: India.

Inside Story explores the essence of story and attempts to connect the audience to the significance of story in their own lives. The documentary examines story and determines the elements necessary for its formation. The film investigates the psychological aspects of story, inspects the physiological processing of story that connects story to the way we think and perceive, and finally, emphasizes the functions and values of story.

The thesis examines the phenomenon of Romantic authorship as a conceptual tool of literary criticism. It compares the concept of Romantic authorship, in which the authorial personality plays a crucial role in determining the meaning of a literary work of art, and various positions of the author in relation to the meaning of their text in English Romantic literature itself. The introductory theoretical chapter develops the idea that the Romantic emphasis on the authorial subject and its primacy in interpretation of a work of art is, to a certain extent, a creation of late 19th - and 20th - century criticism. The thesis then examines the authorial position in Romantic thought and connects it with contemporary debates about language and the transfer of meaning between the subject and the outer world. The case study interprets selected poems by and the autobiography of Samuel T. Coleridge against the background of the debate on language and communication, presenting a number of authorial images in which centrality of the author's self for interpretation of a literary text is problematized.

This thesis was done in collaboration with Ericsson AB with the goal of researching the possibility of creating a machine learning model that can transfer the style of a text into another arbitrary style depending on the data used. This had the purpose of making their technical documentation appear to have been written with one cohesive style for a better reading experience. Two approaches to solve this task were tested, the first one was to implement an encoder-decoder model from scratch, and the second was to use the pre-trained GPT-2 model created by a team from OpenAI and fine-tune the model on the specific task. Both of these models were trained on data provided by Ericsson, sentences were extracted from their documentation. To evaluate the models training loss, test sentences, and BLEU scores were used and these were compared to each other and with other state-of-the-art models. The models did not succeed in transforming text into a general technical documentation style but a good understanding of what would need to be improved and adjusted to improve the results were obtained. / <p>This thesis was presented on June 22, 2021, the presentation was done online on Microsoft teams. </p>

<div>Media polarization is a serious issue that can affect someone's views, ranging from a scientific fact to the perceived results of a presidential election. The media outlets in the United States are aligned along political spectrum representing different stances on various issues. Without providing any false information (but usually by omitting some facts), media outlets can report events by deliberately using the words and styles that favor particular political positions. <br></div>This research investigated the U.S. media polarization with authorship attribution approaches, analyzing stylistic differences between the left-leaning and right-leaning media and discovering specific linguistic patterns that made the news articles display biased political attitudes. Several models of authorship attribution were tested while controlling for topic, stance, and style, and were applied to media companies and their identity within a political spectrum. Style features that were compared included semantic and/or sentiment-related information, such as stance taking, with features that seemingly do not capture it, such as part of speech tags. The results demonstrate that a successful classification of articles as left-leaning or right-learning is possible regardless of their stance. Finally, we provide an analysis of the patterns that we found.