As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.

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La présente étude revient sur le concept de théâtralité souvent employé à propos du Satyricon pour tenter d’enpréciser les manifestations et les modalités. Car derrière l’apparente simplicité du terme et la banalisation de sonemploi à propos de cette oeuvre, se cache une pluralité de procédés. La théâtralité du Satyricon revêt trois formes.Elle se définit spontanément comme la réutilisation de codes propres aux genres dramatiques comiques auxquelsPétrone emprunte situations, thématiques et procédés linguistiques. Cette théâtralité première est complexifiéepar son ancrage dans un univers narratif orienté, dont les préoccupations recoupent celles du genre satirique. Lerecours à des éléments théâtraux dessine les contours d’une société excessive et inauthentique, et se voit doncfiltrée par le topos du monde décadent : cette théâtralité seconde devient le moyen d’exprimer l’outrance desindividus et de leurs comportements. Et c’est précisément parce que dans le monde du Satyricon les valeurstraditionnelles sont caduques que la littérature classique est obsolète. S’ouvre alors la voie à une théâtralitétroisième, intrinsèquement liée à la parodie. Elle est principalement portée par la voix du narrateur, chez qui lapratique excessive de la déclamation a entraîné une projection systématique dans un au-Delà fictionnel. Lafracture existant désormais entre la réalité et sa perception a une double conséquence : d’une part toutes lessituations du quotidien s’assimilent à des représentations de scènes littéraires de référence ; d’autre part elledéconstruit la littérature traditionnelle en en exhibant les clichés. Cette théâtralité permet à Pétrone de renouvelerla littérature et de jeter les bases du genre romanesque. / The present study reexamines on the concept of theatricality often used about the Satyrica to try to specifyappearances and methods. For behind the visible simplicity of the term and the everyday acceptance of its use inrelation to this work, there hides a plurality of processes. The theatricality of the Satyrica takes on three forms. Itdefines itself spontaneously as the re-Use of codes particular to the funny dramatic genres from which Petroniusborrows situations, themes and linguistic processes. This first theatricality is complicated by its anchoring in adirected narrative universe, whose concerns it shares with those of the satiric genre. The falling back on theatricalelements outlines an excessive and inauthentic society, and thus sees itself filtered by the decadent world topos.And it is exactly because in the world of the Satyrica the traditional values are null and void that classicalliterature is obsolete. The way is then opens to the third theatricality, intrinsically connected to parody. It ismainly carried by the voice of the narrator, to whom the excessive practice of declamation entailed a systematicprojection to a fictional otherworld. The fracture existing from now on between reality and its perception has adouble consequence: on the one hand all the situations of everyday life can be reduced to representations ofliterary reference scenes ; on the other hand it deconstructs the traditional literature through clichés. Thistheatricality allows Petronius to renew literature and to lay the foundations for the novelistic genre.

Le travail porte sur la lecture de Madame Bovary de Flaubert. Menacée d’être proscrite en 1857, elle devient ensuite progressivement prescrite par les programmes de littérature au lycée et à l’université en France et dans les pays anglo-américains. La chercheuse explore le processus de « classicisation » du roman et l’histoire de la réception de son personnage principal par trois communautés interprétatives : les journalistes et critiques contemporain·e·s de Flaubert, les critiques universitaires français et anglo-américain·e·s des années 1960-1980 et des lycéen·ne·s français·e·s en 2016. Le travail interroge donc la constitution des interprétations dominantes ainsi que la dynamique des phénomènes d’identifications au cœur de ces différentes lectures en relation avec l’esthétique de l’auteur. Des problématiques de légitimation structurent en effet ces discours lectoraux et révèlent dans les valeurs qu’ils convoquent la « valence différentielle des sexes », universelle selon Françoise Héritier, qui fait d’une lecture masculine la référence de toute lecture légitime du roman en invalidant des attitudes lectorales perçues comme féminines. Cette situation a pour conséquence un encadrement pédagogique spécifique des interprétations lectorales dans le cadre scolaire dont la thèse interroge les présupposés et les effets sur les lecteurs et lectrices contemporain·e·s.Diverses méthodologies ont été utilisées pour mener la recherche. Les articles de journaux et les textes judiciaires publiés lors du procès de Madame Bovary ont été analysés. Un corpus de travaux structuralistes et post-structuralistes, des théories de la réception et féministes a également été examiné. La chercheuse a par ailleurs eu recours aux techniques de l’explication de texte pour comprendre l’esthétique de Flaubert et la confronter aux réactions des divers lecter·rice·s. Enfin, la chercheuse a mené une enquête de terrain basée sur un questionnaire, des journaux de lecture et des entretiens avec une classe de lycéen·ne·s français. / This work carries on reading Madame Bovary by Flaubert. Although reading the novel threatened to be prohibited when it was first published in 1857, it progressively became mandatory in French studies in French high schools and at French universities and Anglo-American universities. The thesis explores the « classicisation » process of the novel as well as the reception of its principal character by three interpretive communities: journalists and critics who were Flaubert’s contemporaries, French and Anglo-American academics between the sixties and eighties, and high school French students in 2016. The work thus examines the making of dominant interpretations and the dynamics of identifications at play in relation with the aesthetics of the author. Readers discourses are indeed shaped by self-legitimation purposes and by the universal « differential valency of genders » that Françoise Héritier conceptualized. Masculine reading is thought to be the template of « good » readings of the novel, while all readers’ demeanours perceived as « feminine » are invalidated. This situation results in a specific framing of pedagogical expectations, expectations of which the thesis intents to decipher the assumptions and effects on French high-school readers.To do so, the researcher used a variety of methodologies. She analyzed articles published in newspapers when the book was first published as well as the judiciary speeches and texts written during the trial of Madame Bovary. She also analyzed academic papers and structuralist, post-structuralist, reader-response and feminist theories. She used literary close reading to understand the aesthetics of Flaubert and confront his writing to the reactions of his readers. Finally, she gathered and analyzed empirical data through a survey, reading diaries and interviews with a class of French high school students.This thesis therefore belongs to the field of cultural studies, in the sense that it uses various academic approaches to understand a cultural object and its effects on its readers and because it tries to shift the epistemological viewpoint from which a classic such as Madame Bovary as been examined in Western culture.

The purpose of this thesis is to analyze John Keats’s “Lamia” and his style of Anti-Romance as informed by William Shakespeare’s own experimentation with Romance and Anti-Romance in “King Lear.” In order to fulfill the purpose of my thesis, I explore both the Romance and the Anti-Romance genres and develop a definition of the latter that is more particular to “King Lear” and “Lamia.” I also look at the source material for both “King Lear” and “Lamia” to see how Shakespeare and Keats were handling the originally Romantic material. Both Shakespeare and Keats altered the original material by subverting the traditional elements of Romance. In conclusion, the thesis suggests that Shakespeare’s Anti-Romance, “King Lear,” and his general reworking of the Romance genre within that play informed Keats’s own experimentation with and deviation from the traditional Romance genre, particularly in “Lamia.”

Classic literature is rich, be it linguistically, historically, or culturally, making it valuable for future studies. Consequently, this project chose a set of 48 classic books to conduct a stylometric analysis on the defined set of books, adopting an approach used by a related work to divide the books into text segments, quantify the resulting text segments, and analyze the books using the quantified values to understand the linguistic attributes of the books. Apart from the latter, this project conducted different classification tasks for other objectives. In one respect, the study used the quantified values of the text segments of the books for classification tasks using advanced models like LightGBM and TabNet to assess the application of this approach in authorship attribution. From another perspective, the study utilized a State-Of-The-Art model, namely, RoBERTa for classification tasks using the segmented texts of the books instead to evaluate the performance of the model in authorship attribution. The results uncovered the characteristics of the books to a reasonable degree. Regarding the authorship attribution tasks, the results suggest that segmenting and quantifying text using stylometric analysis and supervised machine learning algorithms is practical in such tasks. This approach, while showing promise, may still require further improvements to achieve optimal performance. Lastly, RoBERTa demonstrated high performance in authorship attribution tasks.