L’attribution d’un style à un auteur peut constituer un enjeu problématique. Certains « cas » surprennent, tel le cas du Roman de Violette. Au-delà de l’enjeu socio-littéraire, un enjeu stylistique s’impose. Trois voies de la recherché s’ouvrent : celle de l’analyse de l’écriture selon chacun des « auteurs supposés », celle de l’analyse biographique et historique; celle de la composition et configuration linguistique du matériau verbal constituant le « style » où l’analyse quantitative apporte sa contribution. À partir du corpus étudié (Le Roman de Violette, Une Aventure d’amour d’Alexandre Dumas et Les Cousines de la colonelle de la Marquise de Mannoury d’Ectot) la question a été posée de l’attribution de l’oeuvre publiée sous les noms d’Alexandre Dumas-père et de la Marquise de Mannoury d’Ectot. Pour atteindre cet objectif, il a été nécessaire d’appliquer plusieurs méthodes de type philologique : enquête biographique et contextuelle, analyse des biographies et des correspondances, analyse linguistique et stylistique couplée à des méthodes d’analyses quantitatives.Pour l’attribution des œuvres, la thèse croise diverses approches statistiques. Celle liée à la « théorie de reconnaissance des formes » élaborée au laboratoire d’Études linguistiques appliquées de l’Université d’État de Saint-Pétersbourg – expérimentée pour la première fois sur la langue française – est apparue décisive quant aux résultats obtenus. Elle permet de conclure, à partir de l’analyses systématique d’éléments syntaxiques, que Le Roman de Violette appartient à Mannoury d’Ectot. Or, les résultats de l’analyse littéraire et biographique laissent à supposer que l’idée du texte est à Dumas. / The attribution of a style to an author may constitute a problematic stake. Certain "cases" surprise, such as the case of Le Roman de Violette, published under the names of Alexandre Dumas-father and Henriette de Mannoury d’Ectot. Beyond the socio-literary stake, a stylistic stake leads. Three different ways open to the search: first, the biographic analysis; second, the stylistic analysis; third, the composition and the linguistic configuration of the verbal material constituting the "style", a search for which the quantitative analysis will be used. From the studied corpus (Le Roman de Violette, Les Cousines de la colonelle of Henriette de Mannouryd’Ectot, Une aventure d’amour of Dumas) the question of the role of Dumas and Mannoury d’Ectot in the creation of Le Roman de Violette was asked. To reach this objective, it turned out necessary to apply several methods of philological analysis: biographic anaysis, analysis of archival documents, linguistic and stylistic analysis coupled with quantitative methods. For the attribution of the novel, the thesis crosses different approaches. That based on the "theory of pattern recognition” elaborated in the Laboratory of Applied Linguistic Studies of the Saint-Petersburg State University - used for the first time on the French language - seemed decisive to obtain our results. This method allows to conclude, from the systematic analysis of syntactical elements, that the novel «Le Roman de Violette» was created by Mannoury d’Ectot, however the literary analysis gives a handle to suppose that the plot of the novel belong to Alexandre Dumas.

Often studies examining the development of a sense of professional efficacy in pre-service educators are concerned with either the systemic viewpoint of teacher education programmes or the relationship between the perceptions of pre-service educators and what is “really” happening in the classroom. The intent of this study is to investigate the question “What do pre-service educators perceive that they know and that they need to know to develop a sense of professional efficacy? solely from the vantage point of the pre-service educator. The study encompasses two specific objectives: --- to identify through narrative analysis the circumstances of the construction of and the content of the knowledge created by the pre-service educators from their experiences --- to investigate and describe the relationship of the knowledge constructed by the pre-service educators to the development of a sense of professional efficacy. The study attempts to produce an in-depth qualitative description of the explicit and sometimes tacit perceptions of four pre-service educators as they prepared to begin professional careers. Four pre-service educators enrolled in a recently developed innovative Post Graduate Certificate of Education programme at a large urban university in South Africa participated in the study over a two year period. The perceptions of the pre-service educators are presented through an analysis of the narratives taken from interviews and reflective journal entries. The narratives are analyzed using a variety of narrative inquiry methods which were investigated and described as part of this study. The interpretation of the narratives is also informed by theoretical constructs such as professional efficacy and knowledge and private theory. Through the analysis and interpretation of the narratives the unique and individual nature of learning to become an educator as well as similarities of experience were revealed. Ultimately the broad aim of this study through the use of narrative inquiry methodology and methods is to add the “voices” of these pre-service educators to a larger dialogue and to the collective body of evidence of how one learns to become an educator with a sense of professional efficacy. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This study aims to point out the literary and socio-historical relationship between the prayers of Esther (Est.4.17.11-26 (Addition C) (14)) and Judith (Jdt.9). By making use of a literary analysis in terms of syntax, discourse structure, language, style, rhetorical figures, form and tradition, a comparison is made between the prayers to point out the literary agreements and differences. Subsequently an attempt is made to interpret the prayers against the social background(s) within which they originated. The events in the prayers are especially brought into relation with the Maccabaean era (168 BCE – 37 CE) with the purpose of determining how the authors of each prayer associated their own historical situation with the events of the Maccabaean crisis (168 BCE – 162/161 BCE). The characters that each of the authors introduces to the readers have a definite influence in the interpretation of Esther and Judith’s prayers. It is for this reason that the author, or at least what is learned about him through the text, and his interpretation of the events within his social situation, is investigated. A further investigation concentrates on the strategy that the authors used in terms of ‘genre’, contents and organization with the purpose of conveying their message to their readers. Further, an attempt is made to combine the results of this study with the intention of identifying the possible Grundlage, which may be the basic form of the prayers as they were accepted into the LXX. A hypothesis is also stated at the end of this study about how the Grundlage may have developed and which possible events throughout history could have played a role in the final form of Esther and Judith’s prayers, as accepted into the LXX. The theory of Moore (1982: 594) that the close relation of Esther and Judith with Daniel can best be explained by a possible common biblical heritage, is discussed and measured at the hand of the hypothesis of a common Grundlage for the prayers. Zeitlin’s argument (1972: 14, 15-21) that the prayers existed on polemical grounds, is also measured against the proposal of a common Grundlage. The eventual purpose of this study is then to point out what details can be derived from texts that are compared with each other by means of a literary and socio-historical comparison. / Dissertation (Magister Artium (Ancient Languages and Culture))--University of Pretoria, 2006. / Ancient Languages / unrestricted

Made available in DSpace on 2017-06-01T18:25:07Z (GMT). No. of bitstreams: 1 luiz_fernando_lopes.pdf: 1017570 bytes, checksum: c969f16a7168a4f5e3b90a108e48ff17 (MD5) Previous issue date: 2016-08-12 / This research descriptive and analytical, qualitative discusses the theories of the Russian philosopher Mikhail Bakhtin regarding the dialogic and polyphony in the poem Morte e Vida Severina, of João Cabral de Melo Neto. We aimed to analyze the dialogic and polyphonic categories of some stanzas of that poem, specifically, the subject as a representation of a social collective, intertextuality and poetic intergenericidade because we believe that this guy is an inseparable part of the things of the world and the things that surround. Our theoretical framework was made from Bakhtin's ideas (1998, 2005, 2011); and the Voloshinov in respect of discourse aspects, and Candido ideas (2010) of Secchin (2003), Teles (1977) and Cabral itself (2015), with regard to literary aspects. Our analysis points to the study of discursive dialogism present in the poem and its discursive marks that intertwine with historical, cultural and ideological values, featuring thus a text with great discursive richness. The presence of polyphony is another brand present in this study indicating the formation of social subjects that reflect a community of discourse, always open to multiple possibilities, whose characters being pointed in an unfinished process of evolution. This concept shall be taken in poem analysis as the position taken by the narrator - character-as a conductor of a large chorus of voices participating in the aesthetic construction. The intertextual relations are also part of our research, and it was possible to find them in the presence of elements of medieval and religious culture, which, quite influenced cabralinos writings, beyond the aspects of folklore and popular culture; all in line with the development of the poem. Finally, the multiple aspect of corpus analysis also shows up in the intergeneric relationships, because it is a theatrical text made in verse, which characterizes it as a dramatic poem. / A presente pesquisa de cunho descritivo-analítico, de natureza qualitativa procura discutir as teorias do filósofo russo Mikhail Bakhtin no que se refere ao dialogismo e à polifonia no poema Morte e Vida Severina, de João Cabral de Melo Neto. Objetivamos analisar as categorias dialógicas e polifônicas de algumas estrofes do referido poema, especificamente, o sujeito como representação de um coletivo social, a intertextualidade e a intergenericidade poética, pois acreditamos que esse sujeito é parte indissociável entre as coisas do mundo e as coisas que o cercam. Nosso arcabouço teórico foi constituído a partir das ideias de Bakhtin (1998, 2005, 2011); e as de Volochinov, no que diz respeito aos aspectos discursivos, e das ideias de Candido (2010), de Secchin (2003), de Teles (1977) e as do próprio Cabral (2015), no que diz respeito aos aspectos literários. Nossas análises apontam para o estudo do dialogismo discursivo presente no poema e suas marcas discursivas que se entrelaçam com valores históricos, culturais e ideológicos, caracterizando, assim, um texto com grande riqueza discursiva. A presença da polifonia é outra marca presente neste estudo apontando a formação de sujeitos sociais que refletem um discurso de coletividade, sempre aberto à múltiplas possibilidades, cujas personagens sendo apontadas em um processo de evolução inacabado. Tal conceito passa a ser tomado na análise do poema como a posição tomada por parte do narrador personagem -como um regente de um grande coro de vozes que participam da construção estética. As relações intertextuais também fazem parte da nossa pesquisa, e foi possível encontrá-las na presença de elementos da cultura medieval e religiosa, que, influenciaram bastante os escritos cabralinos, além, dos aspectos do folclore e da cultura popular; todos em sintonia com a elaboração do poema. Por fim, o aspecto múltiplo do corpus em análise evidencia-se também nas relações intergenéricas, por se tratar de um texto teatral feito em versos, o que caracteriza-o como poema dramático.

In this subjective hero concept lies an intriguing aspect of Bakhtin's paradigm: A hero is not necessarily a living entity; a hero can be ideas, objects and locations. When viewed through the lens of traditional western rhetorical theory, Hemingway's The Old Man and the Sea appears as a monologue wherein Santiago seemingly speaks for the author about the subject of doom and man's relationship to the world.

The intent of this dissertation is to identify and analyze several pieces by female composers that are technically suitable for the specific development of an advanced Suzuki violin student studying in Suzuki books 7 or 8. The selected pieces can then be used by trained Suzuki teachers, in conjunction with the male-composer-dominated Suzuki repertoire, to enhance students' technical development while also increasing their well-rounded musicianship by exposing them to female composers. The development of off-the-string bow strokes, string crossings, shifting, left-hand articulation and musical expression will be traced through the first six volumes of the Suzuki repertoire in order to understand a Suzuki student's expected abilities pertaining to these technical elements when beginning the repertoire in books 7 and 8. Pieces by female composers highlighting and enhancing the referenced techniques will be identified and analyzed in a similar manner. These pieces will be compiled into a document for Suzuki students and teachers to use, along with appropriate editorial markings and biographies of the composers. This document can be an inspirational supplement to Suzuki students' musical development and help develop an awareness of female composers.

This study arranges symptoms of polarity into a causal sequence# beginning with the origin of contrarieties and ending with the ultimate effect. The origin is considered as the fall of man, denoting both a mythic concept and a specific act of betrayal. This study argues that a sense of separateness precedes the fall or act of separation; the act of separation produces various kinds of fragmentation; and the fragments are reunited through paradox. Therefore, a causal relationship exists between the "fall" motif and the concept of paradox.

Denna uppsats är en textnära läsning av Gul utanpå (Lundberg, 2013), en självbiografisk roman om Patrik Lundberg som är adopterad från Korea till Sverige. I sin berättelse om resan tillbaka till födelselandet ger han en berörande skildring av hur det är att upptäcka sina rötter. Det är också en berättelse om hur det är att förstå var man har befunnit sig alla de år innan man har utforskat kopplingen till sitt hemland. Syftet med den här uppsatsen är att utforskar olika identitetskategorier i en självbiografi skriven av en utlandsadopterad svensk författare för att diskutera hur en sådan bok kan användas som ett litterärt verktyg i skolans värdegrundsarbete genom didaktisk läsning. Frågor som tas upp rör etnicitet, kön och klass samt kulturell mångfald och hur detta synliggörs i denna typ av självbiografi. Uppsatsen innehåller en litteraturteoretisk del som grundar sig på teorier av Mieke Bal vad gäller narratologi och fokalisering, samt en litteraturdidaktisk del baserad på Louise M. Rosenblatt med referens till hennes teori om didaktisk läsning. Metoden som tillämpas är läsning ur ett intersektionellt perspektiv. Min hypotes är att när en människa som inte har upptäckt sig själv ännu skriver en memoar ger berättelsen utrymme för en vidgad tolkning. Slutsatsen är att temat om adoption ger möjlighet att diskutera kulturell mångfald i klassrummet. Läsning av en självbiografisk roman ger också rum för elever att reflektera över sitt eget identitetsskapande. Men den tillåter ändå samtidigt en viss distans i läsningen, vilket gör att mottagaren kan ta till sig textens utanförskap. / This essay is a qualitative close reading of Gul utanpå (Lundberg, 2013). This book is categorised as life-writing and labelled adoption memoire. The story unfolding in the book centers around Patrik Lundberg who is adopted from Korea to Sweden. In his story about travelling back to his birth country he shares new perspectives and emotional discoveries, poignantly writing about finding your roots for the first time. This is also a story about learning how to understand your own essence in a life previously lived before discovering your roots. This essay aims to analyse perspectives and categories of identity in adoption memoires by way of using an intersectional method of reading. Theories applied are on the one hand narratology by Mieke Bal and her ideas of focalisation, and on the other theories based on Louise M.Rosenblatt’s ideas concerning didactic reading strategies. The idea is to bring forward how this type of literature can be used as a tool for working with democratic values in school, such as human rights and cultural diversity. Hopefully this will expose the didactic potential of this particular type of book. Hypothetically, when a person who has yet not reached self discovery writes a book about discovering himself the story in itself gives the reader multiple opportunities to interpret various perspectives in a wider sense. The conclusion is that the theme of adoption enables a discussion about diversity and cultural diversity in the classroom. Reading such a memoire, or autobiography, also makes way for reflecting about one's own self construction. However, it also presents the reader with a chance to separate himself from the text in order to view it with the spectacles of an outsider.

The research studies the Southern Appalachian dialect present in five poems in Melissa Range’s Scriptorium: Poems. The linguistic phenomena characteristic of Southern Appalachian English observed and analyzed in the poems include lexicon, grammatical features, and phonological aspects. The research seeks to bring attention to this Appalachian woman writer as well as to bring understanding of her reasoning behind incorporating the dialect in her poetry. It establishes that the five poems by Range contain the lexicon, grammatical features, and phonological aspects of the SAE dialect. It holds meaning both grammatically and pragmatically within the context of the poem and Appalachia.

The purpose of this study was to investigate factors contributing to the longevity of four early-career (5 to 10 years of experience) K–5 elementary general music teachers in Title I schools situated in four regions of the United States. The central research question was: How did early-career elementary general music teachers in Title I schools describe the opportunities and challenges that contributed to their decisions to continue teaching? Using Deci and Ryan's theory of self-determination as a theoretical framework, I analyzed how the four teachers reflected on the degree to which they each possessed autonomy, competence, and relatedness through recounting their perspectives, stories, and experiences. Although the participants shared many commonalities, they also experienced challenges and opportunities unique to their teaching environments. Results were mixed regarding their levels of autonomy and relatedness, but all four teachers possessed a high level of competence, which was likely a contributing factor to their longevity and potential to continue teaching. Nurture and care for children also emerged as a prominent theme from the results, which required the application of a separate theoretical framework. Noddings's theory of the ethic of care served as a lens for examining the myriad ways each participant demonstrated love, care, and concern for her students. All four teachers strongly expressed the important role their love of working with children and seeing them grow, progress, and learn played in their desire to continue teaching. Of all the contributing factors, the participants' ethic of care seemed to be the most significant influence on their decisions to continue teaching. They also spoke extensively about the role of their love for music as a subject. Conclusions address implications for the field and recommendations for future research.