My Daddy's Farm is a work of fiction about Clement J. Jones, a man, my great-grandfather, who committed suicide on November 19, 1924. In the early nineteen-twenties, this family man was a well respected, wealthy citizen of his county who--like one-third of his peers--had an active membership in the Indiana Ku Klux Klan. The story is narrated in part by a slightly sympathetic omniscient narrator, but mainly by Hazel Louise Jones, his daughter, who was in her teens when the Klan swept across Indiana in the nineteen-twenties; she was sixteen when her father committed suicide on November 19th, 1924.I have used three variations in this writing, based loosely on the style Gloria Naylor uses in Mama Day. These variations are characterized by the titles of their respective sections: "Our Spring," "Our Farm," "Our Family," and "Our Shame" are all narrated in first person, past tense, by Hazel Jones, Clement's sixteen year old daughter who is speaking as a representative of her family; "Clement J. Jones" and "Hazel Louise Jones" are written in third person, limited omniscient narration; and, "To Margaret," and "To Daddy" sections are present tense, with second person narration from Hazel Jones. Starting with "Our Shame," the story is punctuated by "Document" selections posted at the close of each chapter. These documents are nonfiction: they are news articles taken directly from the Indianapolis Star, the Williamsport Review-Republican, and the Williamsport Pioneer dated 1922, 1923, and 1924; and, they are papers taken out of the "United Klans of America" collection located in the Archives and Special Collections department of Bracken Library, Ball State University.Among sources listed on page 71 of this document, there are a few that were most helpful in providing details about the Indiana Klan: Anti Movements in America, edited by Gerald N. Grob, which reprints "Papers Read at the Meeting of Grand Dragons Knights of the Ku Klux Klan at their First Annual Meeting held at Asheville, North Carolina, July 1923"; and Women of the Klan, by Kathleen M. Blee. Exceptionally helpful was William Lutholtz's Grand Dragon, a well researched work of non-fiction about D.C. Stephenson's rise to power in the Indiana Klan and the development of the Indiana Klan.Three works of fiction especially provided creative direction for this thesis: Mama Day, by Gloria Naylor; Alias Grace, by Margaret Atwood; and, In the Lake of the Woods, by Tim OBrien. / Department of English

Illegal Immigration: Six Stories from an American Family is a collection of stories derived from and inspired by the author's personal life experiences, dreams, and family history, as a Mexican American woman. The stories also hold distinct archetypal patterns, images, storylines and symbolism due to the author's connection to the collective unconscious through meditation. The stories tell character driven stories of adversity, and the search for home, and identity by linking main characters to their family members in each story. The collection as a whole reveals generational patterns, histories and connections not only present in the matriarchal bloodline of the collection, but from one human to another. The stories beckon the reader into an alternate reality created by these archetypal patterns inherent in all humans, in an attempt to transcend genres and find a place within the psyche where anything is possible. / Illegal immigration -- Marco and Margarita -- La muerte de mi padre -- Together again -- Vivi and Ricardo -- The healer. / Department of English

The purpose of this creative project is to explore the concept of character development as it appears in non-linear story formats. These formats are those of relatively recent technological advances that have paved the way for stories to be related to an audience in ways that are completely unique to each individual audience member. This project specifically is a murder mystery story, told in such a non-linear fashion. The story is capable of being viewed in a completely unique manner by each individual audience member. From this story, viewer's opinions have been examined, and conclusions have been drawn of the value and significance of non-linear story formats in relation to character development. / Department of Telecommunications

This trio of stories explores the cost of our increasingly commercialized, globalized society in a fictional future setting. They contain some dystopian science fiction elements in the tradition of George Orwell and Aldous Huxley. The antagonist and central focus of all three stories is Hobbes Sylvan, an entitled white southerner whose gradual transformation into activist, criminal, and finally cyberterrorist is chronicled through the successive stories. The titular "Programmer," Hobbes Sylvan is both manipulator and product of the fictional future world she inhabits. Through the ethical dilemmas she faces the reader is asked to examine questions of morality in our own society. The stories are self-contained but connected, with different protagonists and conflicts but similar thematic material. They are told in first person, in epistolary (email) format, and in third person respectively, and set in chronological order. / Revisiting ADP -- A crime of passion -- A power like God. / Department of English

Short stories follows five different characters as they attempt to develop their earliest artistic impulses. Through the use of young protagonists, these stories demonstrate the ways in which our earliest experiences with loss and trauma often create a space for imaginative discovery; the collection reveals that it is the uniqueness of this space, this blend of premature emotional depth and naïve whimsy, that opens up new psychological possibilities for the child-artist. Meant to be read as a collection of intimate character sketches, these stories reveal the artist's intensely visual approach toward growth and maturity. Several stories concentrate specifically on what it means to sustain one's imagination into adulthood, while others use flashbacks to demonstrate the profound influence of childhood memories on adult behavior. / Taylor's stories -- You'll call her tomorrow -- Where to look -- Filling in the gaps -- Certainly not me. / Department of English

This is the first of three parts in the first of three planned novels, collectively called The Great Plains Trilogy, which takes place between 1841 and 1845. Set against such historical events as the Battle of Plum Creek and the Texas Council House Fight, Part One follows Lock (a.k.a. Aidan Plainfield) in 1841, whose wife and daughter were killed by Comanches during the Victoria raid of 1840. Since the raid, Lock has left his life behind, surviving alone in the Great Plains. One morning he discovers that Comanches have stolen his horse, and he sets off to recover it. Along the way, he meets Mr. Pendleton, an Englishman who has been injured by Comanches, and Raymond Wales, a thief who has been mysteriously left to hang in the middle of the woods. Mr. Pendleton and Raymond Wales, each of whom have their own mysterious motivations, join Lock on his journey. / Department of English

Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever. Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk. Utgångspunkt för uppsatsen är följande frågeställningar: -        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna? -        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet? Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning. / This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students. The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level. The questions at issue are: -        Which factors influences teachers at upper elementary level when choosing fictional literature for their students? -        How do teachers regard the use of a literary canon when teaching Swedish? -        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring? -        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish? -        To what extent does the curriculum affect the teaching of literature in the subject Swedish? The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.

<p>Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever.</p><p>Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk.</p><p>Utgångspunkt för uppsatsen är följande frågeställningar:</p><p>-        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna?</p><p>-        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet?</p><p>Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning.     </p> / <p>This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students.</p><p>The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level.</p><p>The questions at issue are:</p><p>-        Which factors influences teachers at upper elementary level when choosing fictional literature for their students?</p><p>-        How do teachers regard the use of a literary canon when teaching Swedish?</p><p>-        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring?</p><p>-        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish?</p><p>-        To what extent does the curriculum affect the teaching of literature in the subject Swedish?</p><p>The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.</p>

Vi har valt att undersöka hur skönlitteratur används i undervisningen då vi anser att skönlitteratur kan utveckla lärandet och användas i många olika aspekter i undervisningen. Vårt gemensamma intresse av skönlitteratur skapade tanken att se hur det används i klassrummet. Målet var att få en insikt i hur skönlitteraturen används i undervisningen och få lärarnas samt elevernas tankar kring ämnet och hur de överensstämmer. För att få informationen om detta gjordes kvalitativa intervjuer med åtta lärare, en skolbibliotekarie och hundra elever. Resultaten visar hur lärarna arbetar kring skönlitteratur och även deras syn på hur den skulle kunna användas. Även elevernas tankar kring skönlitteratur i både undervisning och hemmamiljö sammanställdes. Analysen av resultaten visar att skönlitteratur används i ämnet svenska och att det då är störst fokus på högläsning. Eleverna ser till största del positivt på skönlitteratur och vill ha mer av det i undervisningen. Lärarna menar att de skulle vilja använda skönlitteratur mycket mer men att det framförallt är tidsbrist som hindrar dem. / We chose to examine how fictional literature is used in education because we believe that fictional literature can aid learning and be used in many different aspects of education. We share a mutual interest in fictional literature and wanted to see how it is being used in the classrooms. The goal was to gain insight into how teachers, as well as students, are using fictional literature, their thoughts about the subject, and if the teacher´s and student´s views correspond. To gain this information we chose to conduct qualitative interviews with eight teachers, one librarian, and one hundred students. The results show how the teachers implement fictional literature in their education, as well as their view on how it could be used further. We also compiled information from the students in regard to both using fictional literature in the classroom as well as how they use it at home. The analysis show that fictional literature is used when learning Swedish and that the focus is on reading aloud. The students mostly view fictional literature positively and would like to see more of it in their learning. The teachers reported that they would like to use it more as well, but that lack of time prevents them from doing so.

Syftet med denna empiriska studie är att undersöka hur verksamma mellanstadielärare väljer ut och arbetar med skönlitterära böcker vid gemensam läsning, samt vilka möjligheter och utmaningar lärarna upplever kring detta. Det insamlade materialet består av sex semistrukturerade intervjuer med behöriga och erfarna svensklärare. Intervjuerna analyseras utifrån Louise Rosenblatts litteraturteori samt Lev Vygotskijs sociokulturella perspektiv. Valet av teoretiskt ramverk utgår från skönlitteraturens betydelse för människan och intresset för lärande i samspel med andra. I studiens resultat framkommer det att lärarna har väldigt olika förutsättningar och att tillgängligheten av skönlitteratur skiljer sig åt mellan skolorna. Detta är problematiskt då alla elever ska ges en likvärdig skolgång, vilket försvåras när skolornas resurser är ojämnt fördelade. Såväl tidigare forskning som förevarande studie synliggör vikten av att inkludera elevers intressen vid bokval. Däremot visar resultatet att detta är en utmaning för flera av lärarna då en elevgrupp vanligtvis består av elever med många skilda intressen, vilket kan vara svårt att ta hänsyn till. Tidigare forskning visar även att elevers läsintresse har minskat och detta intygar de intervjuade lärarna om. Genomförandet av gemensam läsning bör därför prioriteras då det enligt lärarna kan fungera motiverande för eleverna och bygga deras intresse för läsning. En slutsats som kan dras är att bokval och arbete med skönlitteratur vid gemensam läsning kräver eftertänksamhet. Det bör utgå från den specifika elevgruppen samt lärarens förutsättningar.