The thesis presents an analysis of the selected themes of D. H. Lawrence's aesthetics and philosophy in relation to his short stories. The main focus of the presented argument is the notion of language (Chapter 2), knowledge (Chapter 3) and the Self (Chapter 4). These chapters form and constitute a coherent thematic unity of the Lawrentian "triptych". The above mentioned phenomena are demonstrated to form the foundation of Lawrence's aesthetical and philosophical thought as it is put into practice in his short fiction. The argument aims to introduce these as applied and integrated in the substance of Lawrence's shortest prose. The structure of the thesis is based on a concept in which the next chapter develops and relies on the previous one chapter, while extending and augmenting the original argument. In addition to this, all of the three notions are unified under the key concept of Lawrence's philosophy, i.e. the notion or the theory of the "idea" and "idealism". The discussion of these three phenomena is followed by a brief appendix chapter (Chapter 5). This chapter does not add any new topic, however, supplies the text and deepens the existing argument with what might be understood as a diachronic supplement and summary of an otherwise prevailingly synchronic study. Key Words: D. H. Lawrence,...

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Literacy theory, a multi-disciplinary, late-twentieth century endeavor, examines the acts of reading and writing as cognitive and social processes, seeking to define the relationship between reading and writing and other social and cognitive - especially linguistic - acts. As such, literacy theory intersects with discussions of public and individual education and reading habits that surface with the rise of the mass reading public. This dissertation analyzes scenes of reading and writing in the fiction of Virginia Woolf, E. M. Forster, D. H. Lawrence and Aldous Huxley as implicit authorial discourses on the function of literacy, including properties of written language and the social consequences of literate acts. It argues that reading and writing form important thematic concerns in Modernist fiction, defines fiction that theorizes about reading and writing as "literacy fiction," and proposes fictional dramatizations of literate activity as subjects for literacy theory. Chapter I argues that early twentieth-century Britain is an important historical site for intellectual consideration of literacy because near-universal access to education across social classes influences an increase in middle and working class readers. Woolf's Mrs. Dalloway provides a test case for the analysis of scenes of reading because her democratic concern with education is well established in the scholarly literature. Chapter II argues that in "The Celestial Omnibus" and "Other Kingdom," Forster critiques use of literacy as cultural capital. Chapter III argues that Forster's A Room with a View and Howards End portray the dangers of naive reading and the difficulties of autodidacticism for the working class, respectively. Chapter IV argues that Lawrence's "Shades of Spring" and Sons and Lovers introduce the theoretically unexplored topic of literacy's influence on intimate relationships. Chapter V argues that Huxley's Brave New World responds to the Modernist discourse on literacy by addressing the restriction of individual literacy by the State and elite intellectuals. The conclusion summarizes Modernist representation of literacy, states the significance of the methodology and its further applications, and refines the definition of literacy fiction. Because Modernist writers scrutinize the relationship between external forces and the individual psyche, their anxiety-tinged portraits treat both cognitive and social functions of literate acts.

Thesis (M.A.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2823. Typescript. Abstract precedes thesis as, preliminary leaves [2-3]. Includes bibliographical references (leaves 109-112).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 400-412). Available also in a digital version from Dissertation Abstracts.

Lawrence's revision of the fiction of his English comtemporary E. M. Forster is a key to the way in which Lawrence's imagination worked. He discovered in early 1915 that Forster was already producing a body of fiction which treated many of his own themes in a manner which resembled the visionary and prophetic mode he wished to create. This study demonstrates that Lawrence's motivation and method in the writing of many scenes in The Rainbow, Women in Love, The Lost Girl, Aaron's Rod, and St. Mawr are governed by his compulsive misreading of scenes, symbols, characters, settings, plots and motifs in Forster's fiction. It is evident that Lawrence needed to establish dominance over Forster in this manner in order to keep alive what he called his "passional inspiration."

This thesis is an examination of sex in D. H. Lawrence's Lady Chatterley's Lover and Radclyffe Hall's The Well of Loneliness as it relates to the social, linguistic and political elements of literary modernism. Both novels "think sex," allowing specific concepts of sex to act as methods of communication between artists and readers. By writing sex, Hall and Lawrence address the modern reader, providing a script for ideal readerly and writerly approaches to the novel. The first chapter examines contemporary cultural and gender theory's understanding of the relationship between sex and discourse and relates this to political and literary considerations of modernism. The second chapter looks at psychosexual medical texts that influenced modernism's understanding of sex and art; the final chapter examines "thinking sex" in Lady Chatterley's Lover and The Well of Loneliness by examining the content and reception of both works.

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