This thesis argues that the best genre parallel for the Acts of the Apostles is collected biography. This conclusion is reached through an application of ancient and modern genre theory and a detailed comparison of Acts and collected biographies. Chapter 1 offers prolegomena to this study and further delineates the contours of the thesis. Chapter 2 provides an extensive history of research, not only to provide the context and rationale for the present work, but also to indicate some of the shortcomings of previous investigations and the need for this present study. Chapter 3 presents the methodological perspective for this exploration. Making use of ancient and modern genre theory, I propose that scholars need to understand genre as a dynamic and flexible system that is culturally influenced and highly adaptable. In Chapter 4 I trace the diachronic development of ancient biographies, describe different sub-divisions, and note the strong, enduring relationship between biography and history. In evaluating the development of biography as a whole, there appears to be a distinct preference by ancient biographers for collected biographies. Chapters 5 to 7 interpret Acts in light of its possible relationship with collected biographies. Chapter 5 provides a detailed comparison of the structural and content features of history, novels, collected biographies, and Acts. Overall, this chapter argues that the structural and content features of Acts are most strongly related to the genre of biography and, secondarily, to history. Chapters six and seven evaluate Acts as a modified collected biography, identifying notable similarities in content features, structure, and endings. Chapter 8 summarizes and concludes the thesis, along with a brief mention of avenues for future research. Related literary investigations, such as a list of literary topoi references in biographies, biographies referenced by Diogenes Laertius, and a full discussion of biography’s adaptability in the first century (modelled by Plutarch and Philo), are treated in appendices.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 12, 2007. Dissertation Committee: Anita Tarr (chair), Cynthia Huff, Karen Coats, Roberta Seelinger Trites. Includes bibliographical references (leaves 166-178) and abstract. Also available in print.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 251-257). Also available for download via the World Wide Web; free to University of Oregon users.

This study examines the value and relevance of autobiographical texts in the classroom. For the purpose of this study the focus is on Het Achterhuis: dagboekbrieven van Anne Frank. It is a critical study to establish whether autobiographical texts such as Het Achterhuis should have a rightful place in the learning environment alongside novels and other texts in the Afrikaans classroom and to determine how learners can benefit when they are exposed to a variety of texts to develop their minds through analytical thinking and creative writing. Chapter one presents a theoretical perspective on autobiographical texts such as the autobiography, the letter, memoires and the diary. Through autobiographical texts readers gain knowledge about peoples’ lives, experiences, weaknesses and strengths. Human interest arouses curiosity and encourages reading and research. Chapter two offers a literary analysis of Het Achterhuis. The textual analysis focuses on the background of Anne Frank during her period of hiding from persecution in the holocaust as well as on the interpersonal relationships and difficult circumstances the eight people in hiding had to share. With the coming to power of Hitler in 1933 and the subsequent persecution of the Jews, their rights were restricted step by step and the Jewish community was gradually isolated. Deportation started and thousands of Jews went into hiding. In July 1942 Otto Frank, his wife and two daughters together with four other Jews moved into a secret annexe behind Otto Frank’s business premises. The experiences of the above-mentioned eight people in hiding have been described by Anne Frank in a diary which she selected when her and her father Otto went shopping together. She received the diary which was one of her most precious gifts on her thirteenth birthday, shortly before going into hiding. The diary entries of Anne Frank convey a key message of tolerance and perseverance. Chapter three of this study focuses on the physical, emotional and social development of the adolescent. Anne Frank’s diary was written when she was in the age group 13 – 15. High school learners can identify with Anne Frank as a teenager like themselves who also experienced the typical insecurities, resentments and rebelliousness of the adolescent. In addition to the historical value of Anne Frank’s diary as a testimony of the holocaust, she is a role model for the teenager of today. The example of how Anne dealt with her problems helps learners to overcome obstacles and to deal with the realities in life. Finally, chapter four investigates the numerous possibilities of using Het Achterhuis as a text in the classroom to enhance teaching and learning. This chapter is based on actual findings that were made after using Het Achterhuis as a prescribed text in a grade 11 classroom in 2006. An important finding is that learners can benefit by being exposed to a variety of texts about life writing to develop their minds by analytical and critical thinking, creative writing and integration with other school subjects. Through autobiographical texts diverse perspectives can be introduced to enable learners to develop a more balanced view of the world. The code of the diary offers the best opportunity to give expression to one’s own life. Narratives are necessary to form your own identity. Through diary inscriptions you make contact with the inner self and a sense of identity is achieved. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

In this thesis, I have studied the elements that distinguish the biography as a literary genre. After analysing the different facets involved in the making of a biography, I have applied some theories to practical use. I chose a subject, became acquainted with the facts of this person's life, found the ideal form and produced on paper the life of a real human being. I chose to write a biography on Odelie Brisebois, a very loving and humble woman. Her seventy-seven years encompasses a period of Quebec history and life style that we will never see again.

Thesis (Ph. D.)--University of Pennsylvania, 1934. / "The major portion of this study is given to a critical review of English memoirs before 1740"--Introd. Bibliography: p. 169-176.

Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Diss.--Hamburg. / Bibliography: p. [215]-225.

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert Rebein, David Beck, Terry Kirts. Includes vitae. Includes bibliographical references (leaves 16-17) and annotated bibliography (leaves 100-108).

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