Ray Bradbury's theory of writing and his writing practice concerning his views on the nature and role of the writer in society. The basic sources utilized were Bradbury's essays on writing, and his fictional works dealing with literature and authors. The thesis dealt in depth with his theory of writing found in his essay, "How to Keep and Feed a Muse." Although stories about writing and writers were taken from nearly every book Bradbury has written, particular emphasis was placed on Fahrenheit 451 and stories from books such as The Martian Chronicles which concerned bookburning societies. This thesis also considered critics who maintained differences of opinions about Bradbury's subject matter and his outlook on the future role of writing.In addition, this thesis discussed Bradbury's development as a writer as it related to his views on the nature of the writer. Finally, Bradbury's fiction exemplified his views on the roles of the writer as healer, moralist and prophet.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. R. Bruce Bickley, Jr., Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Mar. 3, 2004). Includes bibliographical references.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on September 30, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Jonathan R. Eller, William F. Touponce, Stephen L. Fox. Includes vita. Includes bibliographical references (leaves 68-70).

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis offers a focused examination of thematically-related story-chapters that Ray Bradbury originally intended for his first novel concept—Summer Morning, Summer Night, a book set in the vivid memories of his own small-town Midwest childhood. The stories at the heart of this thesis were discarded from the project (often referred to by Bradbury as the “Illinois novel”) by the time that he published a portion of the original project as Dandelion Wine in 1957. As that novelized story cycle is perhaps the best-known of all Bradbury’s “Green Town” books, I intend to use it as a springboard for identifying and examining those stories that were discarded, left unfinished, or eventually published as stand-alone tales in other outlets. Since all of these stories were eliminated before Dandelion Wine emerged as the first published portion of the larger Illinois novel, I will further explore how their hypothetical presence or actual absence may have affected Dandelion Wine as a whole, from inception and development to publication and popular reception, as well as investigate what these tales may reveal about the evolution of Bradbury as a writer.

Indiana University-Purdue University Indianapolis (IUPUI) / This document offers scholarly researchers, students and general readers a reliable, genealogically-based descriptive bibliography of all U.S. and British publications of Ray Bradbury's Fahrenheit 451 (1953). The driving force behind this thesis is the desire to preserve, catalog, describe and archive a work of literature that has stood the test of time and continues to be an influential milestone of American culture well into the twenty-first century.

Este trabalho analisa o Fahrenheit 451 de Ray Bradbury e o de François Truffaut, em sua proposição de utilizar a oralidade (discurso oral) como forma de manutenção do literário e resistência à imposição e à censura ideológica. Efetua também uma análise comparatista das Utopias Negativas do século XX (obras Distópicas). Ao longo deste projeto, é feita uma análise do surgimento da escrita (alfabético-fonética), e sua estreita relação com o discurso oral. Tenta-se reproduzir a trajetória traçada pelo discurso oral, passando pelo desenvolvimento da tecnologia escrita, assim como a produção cultural tanto no meio oral quanto no escrito, junto com suas conseqüências e influências sobre pensamento humano. Da oralidade dos poemas homéricos à oralidade advinda com o desenvolvimento de aparelhos eletrônicos como o telefone, que, em plena modernidade, voltam a valorizar o discurso oral. Neste projeto a oralidade é vista como algo cíclico. / This thesis analyses Ray Bradbury’s and François Truffaut’s Fahrenheit 451, in their proposal of using the oral discourse as a way of maintenance of the literacy as well as resistance to ideological imposition and censorship. It also brings a comparative analysis of the Negative Utopias of the twentieth century (Distopic Literature), along with the rise of writing (alphabetic-phonetic writing), and its close relation to oral discourse. It tries to reproduce the path trailed by oral discourse, passing through the development of writing technology, as well as the cultural production both in the oral and in the writing media, along with its consequences and influences to human thought. From Homer’s oral poems to the oral discourse emerged with the development of electronic devices such as the telephone, which enhance oral discourse in modern times. In this project oral discourse is seen as something cyclical.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa

Este trabalho analisa o Fahrenheit 451 de Ray Bradbury e o de François Truffaut, em sua proposição de utilizar a oralidade (discurso oral) como forma de manutenção do literário e resistência à imposição e à censura ideológica. Efetua também uma análise comparatista das Utopias Negativas do século XX (obras Distópicas). Ao longo deste projeto, é feita uma análise do surgimento da escrita (alfabético-fonética), e sua estreita relação com o discurso oral. Tenta-se reproduzir a trajetória traçada pelo discurso oral, passando pelo desenvolvimento da tecnologia escrita, assim como a produção cultural tanto no meio oral quanto no escrito, junto com suas conseqüências e influências sobre pensamento humano. Da oralidade dos poemas homéricos à oralidade advinda com o desenvolvimento de aparelhos eletrônicos como o telefone, que, em plena modernidade, voltam a valorizar o discurso oral. Neste projeto a oralidade é vista como algo cíclico. / This thesis analyses Ray Bradbury’s and François Truffaut’s Fahrenheit 451, in their proposal of using the oral discourse as a way of maintenance of the literacy as well as resistance to ideological imposition and censorship. It also brings a comparative analysis of the Negative Utopias of the twentieth century (Distopic Literature), along with the rise of writing (alphabetic-phonetic writing), and its close relation to oral discourse. It tries to reproduce the path trailed by oral discourse, passing through the development of writing technology, as well as the cultural production both in the oral and in the writing media, along with its consequences and influences to human thought. From Homer’s oral poems to the oral discourse emerged with the development of electronic devices such as the telephone, which enhance oral discourse in modern times. In this project oral discourse is seen as something cyclical.

Este trabalho analisa o Fahrenheit 451 de Ray Bradbury e o de François Truffaut, em sua proposição de utilizar a oralidade (discurso oral) como forma de manutenção do literário e resistência à imposição e à censura ideológica. Efetua também uma análise comparatista das Utopias Negativas do século XX (obras Distópicas). Ao longo deste projeto, é feita uma análise do surgimento da escrita (alfabético-fonética), e sua estreita relação com o discurso oral. Tenta-se reproduzir a trajetória traçada pelo discurso oral, passando pelo desenvolvimento da tecnologia escrita, assim como a produção cultural tanto no meio oral quanto no escrito, junto com suas conseqüências e influências sobre pensamento humano. Da oralidade dos poemas homéricos à oralidade advinda com o desenvolvimento de aparelhos eletrônicos como o telefone, que, em plena modernidade, voltam a valorizar o discurso oral. Neste projeto a oralidade é vista como algo cíclico. / This thesis analyses Ray Bradbury’s and François Truffaut’s Fahrenheit 451, in their proposal of using the oral discourse as a way of maintenance of the literacy as well as resistance to ideological imposition and censorship. It also brings a comparative analysis of the Negative Utopias of the twentieth century (Distopic Literature), along with the rise of writing (alphabetic-phonetic writing), and its close relation to oral discourse. It tries to reproduce the path trailed by oral discourse, passing through the development of writing technology, as well as the cultural production both in the oral and in the writing media, along with its consequences and influences to human thought. From Homer’s oral poems to the oral discourse emerged with the development of electronic devices such as the telephone, which enhance oral discourse in modern times. In this project oral discourse is seen as something cyclical.

L'objectif général de notre projet est d'étudier les capacités d'adolescents de 14 à 17 ans à interpréter une nouvelle littéraire difficile. Des rencontres avec 39 élèves nous ont permis de collecter nos données par l'intermédiaire de la méthode de la pensée à voix haute et de l'entretien semi-dirigé. Nous avons effectué une analyse de ces données grâce à la méthode de l'analyse de contenu. Plus précisément, nous avons d'abord regroupé les élèves dans des profils d'interprètes selon leurs interprétations du texte Dragon (Bradbury, 1986). Nous avons ensuite étudié le lien entre l'interprétation proposée par chacun d'eux et leur recours à des éléments du texte ou à des connaissances personnelles pertinentes pour interpréter. Enfin, nous avons dégagé le lien entre le degré global de compréhension et la plausibilité des interprétations avancées pour chaque profil créé. Globalement, nos résultats convergent vers les observations suivantes : 1) les élèves qui ont proposé les interprétations les plus plausibles sont ceux qui se sont le plus appuyés sur des éléments du texte et sur des connaissances personnelles pertinentes; 2) les élèves dont la compréhension des enjeux centraux de l'histoire était adéquate ont, de façon générale, formulé des interprétations pertinentes pour expliquer le non-dit; 3) les élèves qui n'ont pas cerné le genre du texte lu ont eu plus de difficulté à le comprendre et à l'interpréter. Ces résultats montrent l'importance d'enseigner aux élèves des stratégies métacognitives polyvalentes à utiliser pour la compréhension et l'interprétation de textes de tous genres, notamment le retour au texte et l'utilisation de connaissances personnelles. De plus, nos résultats suggèrent un travail en classe de français sur des textes peu communs afin d'élargir l'expérience de lecture des élèves et les préparer à surmonter les défis générés par les singularités des textes.