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A written thesis to accompany the M.F.A. Exhibition I Speak as One in Doubt. Blending epistolary format and visionary narrative, the artist addresses her complex relationship to her Catholic upbringing.

This dissertation investigates how and why contemporary canonical authors such as Vladimir Nabokov, Philip Roth, J.M. Coetzee, and Salman Rushdie incorporate their celebrity and canonical status as authors into the fictional worlds of their novels. The contemporary celebrity author in general is at the mercy of a more globalized publication industry that depends on a circuit of international circulation, translation, and the diverse reactions of a transnational readership. More specifically, each of the authors I focus on in this dissertation have become notorious, both for their professional literary achievements as well as various political or sexual scandals running alongside their publication history. The decentralization of the author’s power to control his own image as it becomes stratified across a multiplicity of competing discourses, audiences, and marketplaces is spurred on by a literary marketplace that favors world literature, international circulation, and the whims of readership response. Thus, the need to revise or challenge the public perception of their authorship is constantly at stake for these figures – so much so that they introduce doppelgänger versions of themselves into their fiction to negotiate this relationship. I argue that the hybrid-generic form of autobiographical-metafiction allows these authors to integrate this struggle for authority over their own authorship into both the form and content of their fictional worlds. Ultimately, the project of tracing different iterations of the doppelgänger novelist across national and historical markers helps us formulate a contemporary theory of authorship that asserts how the “author” must always operate in a liminal space between the constructed fictional world and the real historical world. / English

There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to describe the critical thinking skills used by the four participating students. Each of the six writing assignments was developed to elicit as many critical thinking responses as the student could write during the time allotted in class. All of the writing assignments were completed within the framework of the reading class, and two of them were completed as collaborative group work. Twenty critical thinking skills were used as the criteria for examining the responses that students used in their writing. The twenty skills were placed in these four categories: Analyzing Arguments/Issues which included five critical thinking skills; Clarifying Information which included four critical thinking skills Inferring which included six critical thinking skills; and Evaluating Arguments/Issues which included five critical thinking skills. These twenty critical thinking skills were coded so that they could be easily recorded on tables. Findings indicated that the four participating students used more Inferring and Analyzing skills than they did the Clarifying and Evaluating skills. All of the skills were used at least one time in the six assignments. Students praised the journal for giving them an opportunity to "freely express ourselves,·' / Ed. D.

A new type of software, termed a "group editor", allows multiple users to create and simultaneously edit a single document; this software has ostensibly been developed to increase efficiency in co-authoring environments where users may not be co-located. However, questions as to the effectiveness of this type of communication aid, which is a member of the "groupware" family of tools used for some types of computer supported cooperative work, remain. Particularly, there has been very little objective data on any group editor because of the problems inherent in evaluating writing, as well as due to the few examples of group editors that exist. A method was developed to examine the effect of using a particular group editor, Aspects™ from Group Technologies in Arlington, Va., in conjunction with several communication media, on a simple dyad writing task. Six dyads of college students familiar with journalistic writing were matched on attributes of dominance and writing ability and were asked to write short news articles based on short video clips in a balanced two factor within-subject analysis of variance design. Six conditions were tested based on communication media: audio only, audio plus video, and face-to-face; each of these with and without the availability of the group editor. Constraints inherent in the task attempted to enforce consistent document quality levels, measured by grammatical quality and content quality (correctness of information and chronological sequencing). Time to complete the articles was used as a measure of efficiency, independent from quality due to the consistent quality levels of the resulting work. Results from the time data indicated a significant effect of communication media, with the face-to-face conditions taking significantly less time to complete than either of the other media alternatives. Grammatical quality of the written articles was found to be of consistent high quality by way of computerized grammar checker. Content quality of the documents did not significantly differ for any of the conditions. A supplemental Latin square analysis showed additional significant differences in time to complete for trial means (a practice effect) and team differences. Further, significantly less variance was found in certain conditions which had the group editor than in other conditions which did not. Subjective data obtained from questionnaires supported these results and additional1y showed that subjects significantly preferred trials with the group editor and considered then more productive. The face-to-face conditions may have been more efficient due to the nature of the task or due to increased communication structure within dyads due to practice with the group editor. The significant effect of Team Differences may have been due to consistent style differences between dyads that affected efficiency levels. The decreased variability in time to complete in certain group editor conditions may have been due to increased communication structure in these conditions, or perhaps due to leveling effects of group writing as opposed to individual writing with team member aid. These hypotheses need to be tested with further study, and generalizability of the experimental task conditions and results from this particular group editor need to be established as well face-to-face conditions clearly resulted in the most efficient performance on this task. The results obtained concerning the group editor suggest possible efficiency or consistency benefits from the use of group editors by co-authoring persons when face-to-face communication is not practical. Perhaps group editors will become a useful method for surrogate travel for persons with disabilities. / Master of Science

Through an investigation of the problem of the authorship of 1 Henry VI, the author endeavors to present some new evidence concerning the play's authorship. The problem is examined from the standpoint of the relationship between authorship and sources.

This thesis takes a historical approach to its subject and focuses on Swedish cinema of the 1940s and 1950s. The thesis argues that Swedish cinema experienced a renaissance in the 1940s, lasting approximately from 1940 to 1953. It further suggests that one of the most important filmmakers in this renaissance was Hasse Ekman. By focussing upon Ekman and this renaissance, a much-needed contextualisation of Ingmar Bergman will be achieved. Ingmar Bergman is one of the most well-known and well-researched filmmakers of all time, but there are still gaps in the material surrounding him, and one such gap concerns his cinematic origins. Bergman was a part of the 1940s renaissance, during which Bergman worked with, and was influenced by, other filmmakers and in particular Ekman. The thesis is divided into three parts. The first part introduces the relevant literature and discusses ideas of authorship and national cinema. It also provides a historic overview of Swedish society and cinema during the 1940s and 1950s, providing the context needed to better understand the films of Ekman, and Bergman too. This part also looks at the 1930s to illustrate what came before this renaissance, and how the films of the 1940s differed from what had gone before. The second part is a chronological overview of Ekman's career from the late-1930s to his move to Spain in 1964. The last part is a discussion of Ekman's relation to Swedish society and his view of the world, based on close textual readings of his films. The aim of the thesis is to present, for the first time, a coherent and extensive overview of Ekman's career and body of work, while also situating it in the specific context in which it emerged, thereby shedding new light on an important, though neglected, episode in cinema history.

Made available in DSpace on 2016-12-08T16:35:05Z (GMT). No. of bitstreams: 1 nelito.pdf: 4000635 bytes, checksum: a5dd9546eae44eeda2afc2eab66b30e9 (MD5) Previous issue date: 2013-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new media brought to our times significant changes in the communication field, contributing above all to a new way to communicate, live and learn. The invasion of the multimedia languages on the everyday life of our students makes us question the repercussion of these resources in the school environment. In that sense, this work has as intention of study to explore the use of media in the daily school life based on an investigation on the multiple possibilities of using the website Youtube as a pedagogical tool. The study originates from the pondering that, besides preparing oneself for the future, it is necessary to make use of the resources which are already available on the internet, among them, Youtube, as a tool to aid bringing the living world of the student into the classroom. For that, we discuss the question of interactivity provided by the creative use of this medium and matters related to authorship and co-authorship, which are differential factors and which make the use of this website as a pedagogical tool feasible. So, the dimensions of the use of Youtube in class and its possibilities as a pedagogical tool in the teaching of Physics were understood through a qualitative research. Taking into consideration experiences lived in class and having as basis a review of the literature, we made use of interviews with teachers and a questionnaire applied to a sample of high school students to obtain data which allowed us to verify the use of this site by teachers and students, its goals, objectives and if there is repercussion in the student in relation to the objectives of the teacher on the use of this resource. At the end of the work, our final considerations, based on the theoretical referential and the answers of teachers and students, point the need of a further exploration of Youtube in the classroom. The interactive potential of this website allows the occurence of authorship and co-authorship in the school practice, which makes the establishment of communicative ecosystems at school viable, so, Youtube is a tool which can contribute for a educommunicative pedagogical practice. / As novas mídias trouxeram para o nosso tempo mudanças significativas na área da comunicação, contribuído sobremaneira para uma nova forma de se comunicar, de viver e de aprender. A invasão das linguagens multimídias no cotidiano de nossos alunos leva-nos a indagar sobre a repercussão desses recursos no ambiente escolar. Nesse sentido, esse trabalho tem como intenção de estudo explorar o uso das mídias no cotidiano escolar a partir de uma investigação sobre as múltiplas possibilidades de utilização do site Youtube como ferramenta pedagógica. O estudo parte da reflexão de que, além de se preparar para o futuro, é preciso usar os recursos já disponíveis na internet, dentre estes o Youtube, como uma ferramenta que ajuda a trazer o mundo vivencial do aluno para a sala de aula. Para isso, discutimos a questão da interatividade proporcionada pelo uso criativo dessa mídia e questões relativas à autoria e coautoria que são os fatores diferenciais e que possibilitam o uso desse site como uma ferramenta pedagógica. Dessa forma, as dimensões do uso YouTube em sala de aula e suas possibilidades como ferramenta pedagógica no ensino de física foram compreendidos por meio de uma pesquisa qualitativa. Levando em consideração experiências vivenciadas em sala de aula e tendo por base uma revisão da literatura, fizemos uso de entrevistas com professores e um questionário aplicado a uma amostra de alunos do ensino médio para obter dados que nos permitiram verificar como se dá o uso desse site por professores e alunos, suas finalidades, objetivos e se há uma repercussão no aluno em relação aos objetivos do professor ao fazer uso desse recurso. Ao final do trabalho nossas considerações, baseadas no referencial teórico e nas respostas de professores e alunos, apontam para a necessidade de se explorar mais o YouTube em sala de aula. O potencial interativo desse site permite a ocorrência de autoria e coautoria na prática escolar, o que viabiliza o estabelecimento de ecossistemas comunicativos na escola, assim, o YouTube é uma ferramenta que pode contribuir para uma prática pedagógica educomunicativa

This study describes young writers' conferences in school districts in the state of Texas. The study proposed: (a) to describe the characteristics of young writers' conferences; (b) to determine how young writers' conferences were created and implemented; (c) to identify the purpose of writing conferences; (d) to identify the population served; (e) to describe the unique contribution of conferences; (e) to determine the perceived value of conferences to school district personnel. A 26 item survey was developed and distributed to 133 Texas school districts. One hundred percent of the districts responded to the survey or telephone interview Data was collected from the ten districts that provided young writers' conferences for young writers during the 1994-95 school year. Eighty percent of the school administrators surveyed rated their program as very beneficial for young writers. Twenty percent rated their program at the second highest rating, or beneficial. All of the districts reported that as a result of the workshop, writing has become more important in the districts. In addition, the majority of the districts reported that parents are more aware of the importance of writing and that teacher attitudes toward writing have improved as a result of participation in the workshop Districts also reported that students have a more positive attitude toward writing and are more interested in writing after having attended the workshop. It can be concluded from the study that students in grades nine through twelve were largely undeserved by the districts in the sample. Therefore, the researcher suggests that districts serve this population in future conferences. The researcher also recommends that a democratic process be established that would maximize the number of participants attending young writers' conferences in each district. Information obtained from the study can inform educational policy makers, educators, parents and citizens about young writers' conferences and can also serve as a resource for conference planners and participants as similar programs for young writers are created, implemented and evaluated.