Red Dresses for Funerals contains a scholarly preface concerning the nature of factuality versus credibility in the writing of fiction. Four original short stories are included in this thesis. "A Night With Lawrence Welk" explores the relationship between a patient and student intern psychologist. "Red Dresses for Funerals" is about a wedding that plays a significant role in a variety of the characters' lives. "Trace Elements" is the only story involving young children. "Trace Elements" explores the beginning of understanding of some of the grimmer aspects of reality. "Expectations, Great and Otherwise" addresses the issue of denial. These stories are linked by their setting, a small town in Texas.

This study aims to examine the relation between mock-documentary and factual discourse of documentary. By factual discourse it is meant to documentary&rsquo / s claim of representing reality. Within this respect, documentary has its own particular codes and conventions to construct its factual discourse. Mock-documentary, simulates these codes and conventions to create a fictional world. In this study, mock-documentary and its relationship with the most popular modes of documentary is examined. Within this study the earliest examples of mock-documentary and recent examples of the form are compared, and it is stated that with the recent examples of the form the critical approach of mock-documentary has been reduced.

Este estudo apresenta um levantamento de estruturas sintáticas causais e explicativas e sua correlação, respectivamente, com os modos narrativo e argumentativo de organização do texto, evidenciando a frequência de tais construções nos respectivos gêneros textuais: notícia, crônica, editorial e redação de vestibular. Para a coleta de dados, analisam-se 400 (quatrocentos) textos, 100 (cem) de cada gênero supramencionado. Há o confronto de conectivos que, na tradicional escolar, representam formas de expressão da causalidade (sentido restrito) e da explicação, repensando-se aspectos da descrição e do ensino de Língua Portuguesa, com vistas à proficiência discursiva na modalidade escrita. Aponta como principais resultados: a) a existência de três grupos de conectivos explicativos: os exclusivamente causais, os exclusivamente explicativos e os que exercem dupla função; b) a correlação entre os três modos verbais e a explicação, e, no caso da causalidade, uma correlação apenas com os modos verbais Indicativo e Subjuntivo; c) uma correspondência entre causalidade (no sentido estrito) e narração, e entre explicação e argumentação; d) a relação entre Factualidade e as estruturas causais, e entre o ato de fala chamado Justificativa e as orações explicativas, expressando não apenas ordens, pedidos, convites, opiniões e perguntas. Conclui que o estudo dos conectivos causais e explicativos deve estimular a reconstrução do conhecimento e a observância dos elementos verbais (disponíveis na língua) que são responsáveis pela construção dos sentidos. Além disso, que o ensino de Língua Portuguesa deve estar centrado em uma abordagem produtiva, mais funcional, não essencialmente classificatória e conteudista, de forma que a gramática, com a contribuição de estudos do discurso, promova o desenvolvimento de habilidades e competências de produção de textos. Não se propõe com isso que a tradição escolar seja descartada. Ao contrário, é mais uma reflexão, no caso, intradisciplinar, com vistas à construção de uma prática didático-pedagógica em língua materna / This study presents an assessment of causal and explicative syntactic structures and their respective correspondence with the narrative and argumentative modes of text organization, evidencing the frequency of such constructions in the following textual genres: news, chronicle, editorial and students writing in college entrance exams (vestibular). For data gathering, we have analyzed 400 (four hundred) texts, 100 (one hundred) of each aforementioned genres. A comparison is made with connectives which, according to traditional educational practices, represent ways of expressing cause (restrict sense) and explanation, and thus we rethink aspects of Portuguese language description and teaching, with the purpose of improving proficiency in written discourse. The principal findings are: a) the existence of three groups of explicative connectives: those which are solely causal, those which are solely explicative and those that comprise both functions; b) the correlation among the three verb moods and explanation, and, in the case of causality, the correlation only with Indicative and Subjunctive verb moods; c) the relationship between causality (in the strict sense) and narration, and between explanation and argumentation; d) the relationship between factuality and causal structures, and between the act of speech called Justification and explicative sentences, expressing not only orders, requests, invitations, opinions and questions. We conclude that the study of casual and explicative connectives should stimulate the reconstruction of knowledge and the analysis of verbal elements (available in the language), which are responsible for the construction of meanings. In addition, the teaching of Portuguese language should focus on a productive approach, more functional, not essentially based on classifications and contents, so that grammar, with the contribution of discourse studies, may foster the improvement of skills and competences in text writing. We do not propose, with this study, that traditional school teaching should be disregarded. On the contrary, this is only another approach, in this case, intradisciplinary, with the purpose of constructing a didactic-pedagogical practice for Portuguese language as mother tongue

Este estudo apresenta um levantamento de estruturas sintáticas causais e explicativas e sua correlação, respectivamente, com os modos narrativo e argumentativo de organização do texto, evidenciando a frequência de tais construções nos respectivos gêneros textuais: notícia, crônica, editorial e redação de vestibular. Para a coleta de dados, analisam-se 400 (quatrocentos) textos, 100 (cem) de cada gênero supramencionado. Há o confronto de conectivos que, na tradicional escolar, representam formas de expressão da causalidade (sentido restrito) e da explicação, repensando-se aspectos da descrição e do ensino de Língua Portuguesa, com vistas à proficiência discursiva na modalidade escrita. Aponta como principais resultados: a) a existência de três grupos de conectivos explicativos: os exclusivamente causais, os exclusivamente explicativos e os que exercem dupla função; b) a correlação entre os três modos verbais e a explicação, e, no caso da causalidade, uma correlação apenas com os modos verbais Indicativo e Subjuntivo; c) uma correspondência entre causalidade (no sentido estrito) e narração, e entre explicação e argumentação; d) a relação entre Factualidade e as estruturas causais, e entre o ato de fala chamado Justificativa e as orações explicativas, expressando não apenas ordens, pedidos, convites, opiniões e perguntas. Conclui que o estudo dos conectivos causais e explicativos deve estimular a reconstrução do conhecimento e a observância dos elementos verbais (disponíveis na língua) que são responsáveis pela construção dos sentidos. Além disso, que o ensino de Língua Portuguesa deve estar centrado em uma abordagem produtiva, mais funcional, não essencialmente classificatória e conteudista, de forma que a gramática, com a contribuição de estudos do discurso, promova o desenvolvimento de habilidades e competências de produção de textos. Não se propõe com isso que a tradição escolar seja descartada. Ao contrário, é mais uma reflexão, no caso, intradisciplinar, com vistas à construção de uma prática didático-pedagógica em língua materna / This study presents an assessment of causal and explicative syntactic structures and their respective correspondence with the narrative and argumentative modes of text organization, evidencing the frequency of such constructions in the following textual genres: news, chronicle, editorial and students writing in college entrance exams (vestibular). For data gathering, we have analyzed 400 (four hundred) texts, 100 (one hundred) of each aforementioned genres. A comparison is made with connectives which, according to traditional educational practices, represent ways of expressing cause (restrict sense) and explanation, and thus we rethink aspects of Portuguese language description and teaching, with the purpose of improving proficiency in written discourse. The principal findings are: a) the existence of three groups of explicative connectives: those which are solely causal, those which are solely explicative and those that comprise both functions; b) the correlation among the three verb moods and explanation, and, in the case of causality, the correlation only with Indicative and Subjunctive verb moods; c) the relationship between causality (in the strict sense) and narration, and between explanation and argumentation; d) the relationship between factuality and causal structures, and between the act of speech called Justification and explicative sentences, expressing not only orders, requests, invitations, opinions and questions. We conclude that the study of casual and explicative connectives should stimulate the reconstruction of knowledge and the analysis of verbal elements (available in the language), which are responsible for the construction of meanings. In addition, the teaching of Portuguese language should focus on a productive approach, more functional, not essentially based on classifications and contents, so that grammar, with the contribution of discourse studies, may foster the improvement of skills and competences in text writing. We do not propose, with this study, that traditional school teaching should be disregarded. On the contrary, this is only another approach, in this case, intradisciplinary, with the purpose of constructing a didactic-pedagogical practice for Portuguese language as mother tongue

Les identités et les connaissances qui traversent les relations entre les individus soulèvent les mêmes enjeux d’appréhension, de normalisation et de reproduction des comportements et des discours qui font le monde social. Elles répondent toutefois à des logiques différentes : les identités appuient les différences qui naissent de perceptions subjectives et de confrontations d’intérêts, alors que les connaissances sont portées par des idéaux d’universalité et strictement tenues par les réalités objectives. À partir d’une revue de la littérature et faisant état de la question, ce mémoire s’intéresse à la perméabilité croissante qui s’établit entre identités et savoirs par le recours à un positionnement essentialisé, que nous qualifions de « positionnalité ». Notamment, nous interrogeons ses formes idéologiques contemporaines afin de comprendre quelles sont les origines de ces positionnements identitaires essentialisés et leurs conséquences pour l’élaboration et la médiation du savoir. Nous établissons que la positionnalité est le fruit d’un abord constructiviste des régimes de vérité et de pouvoir, et qu’elle s’appuie sur des lectures partisanes des héritages de la théorie critique. Nous mettons aussi en exergue l’environnement politique façonné par « l’ère post-vérité », caractérisé par une dépréciation de la valeur des faits et la contestation des autorités épistémiques traditionnelles. Enfin, nous avançons que le développement de la positionnalité, précipité par l’ère post-vérité, entretient une dynamique néolibérale d’appropriation ou de privatisation des savoirs pris en tant que biens communs. Les thèmes abordés dans ce mémoire nous conduisent à penser que l’essentialisation des positionnements identitaires a dépassé le cadre strictement épistémologique, et sert désormais une accumulation et une appropriation exclusive des moyens de la connaissance. / Identities and knowledge permeate relationships between individuals, raising the same issues of comprehension, normalization and reproduction of behaviors and discourse that constitute the social world. However, they follow different logics: identities reproduce the differences that arise from subjective perceptions and confrontations of interests, while knowledge rests on ideals of universality and of objective reality. Through an extensive review of the literature, this thesis examines the growing permeability between identities and knowledge that has arisen from a recent, essentialized form of positioning we call "positionality". In particular, we question this contemporary ideological form in order to understand the origins of such essentialized identity positions as well as their consequences for both the development and mediation of knowledge. We establish that positionality relies on a constructivist approach to truth and power regimes as well as on partisan readings of critical theory’s legacies. We also highlight the political environment of the “post-truth era,” characterized by a devaluation of facts and the challenging of traditional epistemic authorities. Finally, we argue that the development of positionality, hastened by the post-truth era, reinforces neoliberal appropriation, or privatization, of knowledge heretofore understood as a public good. The topics addressed in this thesis lead us to think that the essentialization of identity positioning has moved from a strictly epistemological question to one concerning the accumulation and exclusive ownership of the means of knowledge production.

This diploma thesis examines functions of the modal verb should in nominal content clauses introduced by the conjunction that. The Czech counterparts of the English sentences are considered as well. The research focuses on the so-called putative should which occurs after main clauses with directive, epistemic, attitudinal, evaluative and volitional expressions. Should expressing intrinsic (root) modality (expressing permission, obligation or ability) is left out of account. The work pays attention to the basic classification of nominal content clauses deriving from a verbal form alternating with putative should. Two kinds of putative should will be dealt with, namely should after directive and volitional expressions which could have its alternative form in the present subjunctive and should after epistemic, attitudinal and evaluative expressions which could possibly alternate with the indicative. The work examines these verbal forms in relation to the intentional modality of the sentence in an independent form (e.g. declarative, interrogative or imperative sentence). The work is divided into two parts: theoretical and practical. The theoretical part of the work describes the basic classification of all central modal verbs in English and putative should in terms of its relation towards the...

The European refugee crisis sparked many debates within the European Union member states, as European countries had different ideas about handling the situation. As a result to the long negotiations without decisions, the crisis escalated, resulting in anti-immigrant, populist parties to emerge with big support among European citizens.The Hungarian government was among the first countries in the European Union to capitalise upon the refugee crisis by politicising the question of immigration, therefore, several anti-immigration campaigns were initiated in Hungary during 2015 and 2016.By analysing and comparing two campaign materials (one from 2015 and one from 2016) via the three-dimensional critical discourse analysis model of Fairclough, the thesis sought to identify the milestones and the rhetoric shifts of the communication of the Hungarian government that changed the public discourse in Hungary, as well as to point out similarities with populist practices in the anti-immigrant campaigns. The empirical analysis was carried out in the theoretical framework of discourse and power, populism, post-factuality, and agenda setting and framing.The text argued for a rhetorical shift between 2015 and 2016, in which the target of the governmental communication changed from refugees towards the European Union and its immigration policy. The thesis found evidence for the usage of populist practices that vastly affected the way Hungarians approach the question of immigration.It is hoped that this thesis could highlight the imbalance in the power relations of the public discourse in Hungary, and the findings could contribute to further analyses of populist campaigns in the period of the European refugee crisis.