Thesis--University of Pennsylvania. / Bibliography: p. [5-7].

Thesis--University of Pennsylvania, 1920.

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No description available.

This dissertation is a diplomatic transcription edition and an analysis of BL Cotton Caligula Aii with emphasis on the Middle English romances in the manuscript and how the entire manuscript was compiled to teach lessons in obedience. The first section of the manuscript contains Sir Eglamour and teaches lessons in social obedience. The second section features three romances by Thomas Chestre: Octavian Imperator, Sir Launfal, and Lybeaus Desconus and teaches courtly and chivalric obedience. Section three features Emaré and teaches lessons in obedience and free will. The final section contains Sege of Jerusalem. Chevalier Assigne, and Sir Isumbras and focuses on obedience and the direct hand of God. The romances in CCAii, which have often been dismissed as overly simplistic or convention, become complex and meaningful text when they are analyzed as part of the compilation for which they were chosen and arranged.

This dissertation is a diplomatic transcription edition and an analysis of BL Cotton Caligula Aii with emphasis on the Middle English romances in the manuscript and how the entire manuscript was compiled to teach lessons in obedience. The first section of the manuscript contains Sir Eglamour and teaches lessons in social obedience. The second section features three romances by Thomas Chestre: Octavian Imperator, Sir Launfal, and Lybeaus Desconus and teaches courtly and chivalric obedience. Section three features Emaré and teaches lessons in obedience and free will. The final section contains Sege of Jerusalem. Chevalier Assigne, and Sir Isumbras and focuses on obedience and the direct hand of God. The romances in CCAii, which have often been dismissed as overly simplistic or convention, become complex and meaningful text when they are analyzed as part of the compilation for which they were chosen and arranged.

Notre thèse envisage la production écrite en classe de français comme une pratique scolaire novatrice lorsqu’elle est accomplie au sein d’un espace-atelier et réalisée par l’entremise du jeu, de la mise en scène et du montage d’un spectacle. Pour ce faire, nous avons mis en œuvre une pièce de théâtre, Caligula d’Albert Camus, comme moyen d’enseignement-apprentissage, en l’accompagnant d’une gamme d’outils –dispositif ou unité didactique, vidéo de la pièce, carnet de bord, etc., – favorisant en parallèle une recherche-action sur terrain. Notre travail questionne en outre la possibilité d’une telle expérience menée dans un lieu peu commun, le Sud de l’Algérie, dans l’oasis de Bou-Saâda, et auprès d’un groupe d’apprenants d’une classe de 2e année Langues Étrangères au lycée. Nos objectifs sont de cultiver la compétence écrite chez l’apprenant oasien via l’écriture théâtrale, de lui donner goût à l’apprentissage de la langue et de conférer une certaine dynamique à cet apprentissage en lui permettant de créer et de voir représenté ce qu’il écrit sur le plateau. Au-delà d’une simple acquisition de compétences rédactionnelles, nous avons pu constater des mutations dans les représentations scolaires et sociales de la langue française chez le groupe-apprenant, issu d’une société sudiste conservatrice, chez qui la langue-cible a un statut différent de celui dont elle bénéficie au Nord, ce qui renvoie, par là même, à l’histoire, à la géographie et au plurilinguisme du pays. / Our thesis considers the written production, in a French class, as an innovative school practice when it is accomplished in a workshop space, and realized through the play, staging, and editing of a show. In order to do this, we have implemented a play, Caligula by Albert Camus, as a way of teaching and learning, accompanied by a range of tools - a teaching device or unit, a video of the play, Logbook, etc., - promoting, at the same time, an action research on the ground. Our work also questions the possibility of such an experiment conducted in an unusual place, the South of Algeria, in the oasis of Bou-Saâda, and with a group of learners 2nd Year, Foreign Languages in high school. Our aims are to improve the written skills of the oasis learner through theatrical scripture, to give him a taste to learn the language; and to give a certain dynamic to this learning by allowing him to create and see represented what 'He writes on the set’. Beyond a simple acquisition of editorial skills, we have seen changes in the academic and social representations of the French language in the learner group, from a conservative Southern society, in which the target language has a different status has the respect to the North, evoking the history, geography and multi-linguals of the country.

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