This thesis begins by surveying briefly the discussion in philosophy of history of the function of point of view as a formal, a cognitive, and a cultural determinant in narrative historiography in relation to Bourdieu's theory of doxa and heterodoxy and Bakhtin's concept of heteroglossia. With this theoretical framework established, a number of modern novels concerned with history are then explored. Chapters devoted to Conrad's Nostromo, Ford's Parade's End and Faulkner's Absalom, Absalom! examine the ultimately orthodox historiographical points of view of these novels, while a chapter on the fiction of black American women engages the problem of historiography from the margins of the dominant culture. In the final chapter, Pynchon's V. is the focus of a discussion of postmodernism in relation to historiographic discourse.

Thesis (Ph.D.)--Indiana University, Dept. of English, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3875. Adviser: Susan Gubar. Title from dissertation home page (viewed May 5, 2008).

Thesis (M.A.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of English, 2009. / Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4687. Advisers: Janet Sorensen; Richard Nash.

Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3381591."

<p>SPARKS, SUMMAR C., Ph.D. Bound by Paper: Nineteenth-Century Southern Editors and Their Northern Connections. (2015) Directed by Dr. Karen A. Weyler. 173 pp. Nineteenth-century editors frequently discussed their work in public forums (including their own periodicals) and in private correspondence. These sources provide insight into how editors imagined their work and their professional roles. For many nineteenth-century editors, one of the most important (and underappreciated) elements of their work was building expansive social networks that promoted productive relationships between writers, readers, and other editors. After establishing the function of the nineteenth-century editor in Chapter I, I proceed in the remaining chapters to examine how specific Southern editors attempted to gain access to a national audience by cultivating relationships with their Northern counterparts. Chapter II uses Caroline Gilman?s career to demonstrate the many ways that, despite her religious and family connections to the Boston literati, her gender prevented her from establishing the types of professional ties that could have advanced her career. Chapter III analyzes the impact of the New York-based Young America movement on the career of William Gilmore Simms, and Chapter IV contends that Edgar Allan Poe lacked the social capital necessary to successfully negotiate a professional relationship with New York editor Nathaniel Parker Willis. These chapters demonstrate the importance of social networks, particularly connections with Northerners, in the professional lives of Southern editors.

No description available.

<p> As steam-powered industrialization intensified in mid-nineteenth century Britain, the rate and severity of workplace injuries spiked. At the same time, a range of historical dynamics made working class people individually responsible for bearing the effects of industrial injury and carrying on in the aftermath of accidents without support from state or company. By the midcentury, railway accidents were represented as events that put on display the moral character of individual rail workers and widows, rather than &mdash; as in radical rhetorics of previous decades &mdash; the rottenness of state or company bureaucracies. Bearing injury or loss in a reserved manner came to appear as a sign of domestic virtue for working class women and men, though the proper manifestations of this idealized resilience varied by gender. Focusing on dynamics in the railway and nursing sectors, and in the sphere of reproduction, <i>Infrastructures of Injury</i> shows how variously situated working class subjects responded to their conditions of vulnerability over the second half of the nineteenth century. These responses ranged from individualized or family-based self-help initiatives to &mdash; beginning in the 1870s &mdash; strikes, unionization drives, and the looting of company property. Ultimately, this dissertation tells a story about how working class cultural and political practices were remade through the experience of injury and loss.</p>

<p> The effect that fiction has on readers has been continuously debated since at least the fourth century B.C.E. In this dissertation, I first analyze historic arguments of philosophers and critics who have participated significantly in the debate. I organize their critical judgments about reading&rsquo;s effects into three categories&mdash;<i>useful, detrimental</i> and <i> nonaffective.</i> The <i>useful</i> fiction claim is that reading fiction influences readers toward beneficial change. The opposite claim is that reading produces a variety of <i>detrimental</i> effects&mdash;it deceives, inflames, coerces or develops false expectations. At the root of this argument is the idea that fiction appeals to the emotions, therefore, reason and good judgment are suppressed. The third broad category of argument suggests that literature is simply art and has only an aesthetic effect. I explore only the <i>useful</i> and <i>detrimental</i> possibilities in this research. I apply Joshua Landy&rsquo;s critical perspective that novels are primarily <i>formative</i> rather than informative to interrogate ideas about private reading that British women authors explore in their novels from the mid-eighteenth century through the early nineteenth century. During that period, the idea that novels might be formative&mdash;beneficial and educational&mdash;is argued <i>within</i> the narratives and dialog of their novels. I evaluate and describe the critical interrogative work that Charlotte Lennox <i>(The Female Quixote),</i> Maria Edgeworth <i> (Belinda),</i> Jane Austen <i>(Northanger Abbey)</i> and Sarah Green <i>(Scotch Novel Reading)</i> perform using their novels as a platform to consider ideas about women, education and particularly, the potentially <i>positive</i> effects of novel reading. Drawing on threads of theory as ancient as Plato&rsquo;s and Quintilian&rsquo;s and ideas about novels as recent as Huet&rsquo;s and Johnson&rsquo;s, I analyze how these authors use their novels to discuss reader maturation and character development. In their novels, they weave reader development, critical analysis and social critique into narratives about complex characters. I examine in new ways the questions of fiction&rsquo;s effect, reader response and authorial influence. I conclude that novel reading has primarily a positive, formative effect. Consequently, there is potential to use novel reading with university students to help improve decision making and point to issues of character development.</p>

Thesis (Ph. D.)--Bayerische Julius-Maximilians-Universität Würzburg, 1921. / Vita. Includes bibliographical references (p. v-vi).