Thesis (doctoral)--Tübingen, 1973. / Vita. Bibliography: p. 290-300.

Thesis (M.A. (English))--Rhodes University, 2006.

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: Joseph Adamson. Includes bibliographical references (leaves 206-225). Also available via World Wide Web.

Wie verführt ein pornographischer Text? Die Antwort auf diese Frage fällt differenziert aus, wenn der Blick auf die in der literarischen Öffentlichkeit etablierten und in den Feuilletons vielfach diskutierten Romane "Lust" von Elfriede Jelinek, "Die Möglichkeit einer Insel" von Michel Houellebecq und "Feuchtgebiete" von Charlotte Roche gerichtet wird. Die vorliegende Arbeit nähert sich der Frage durch die Untersuchung der dargestellten Sinnlichkeit in den ausgewählten Romanen und das Erfassen dieser Darstellungen über die ›Sinnlichkeitskonzepte‹ Roland Barthes' ("Die Lust am Text"), Georges Batailles ("Die Erotik") und Michel Foucaults (u.a. "Sexualität und Wahrheit"). Die unterschiedlichen Ansätze als Grundlage für die Analyse zeigen, dass die Verwendung von pornographischen Darstellungen in den Romanen legitim und funktional wichtig ist. Zugleich ermöglichen diese Darstellungen die Untersuchung der Sinnlichkeitsstrategien, die die Autoren in ihren poetologischen Konzepten verfolgen. Pornographie und Sinnlichkeit sind notwendige Bestandteile der genannten Romane. Neben dem Ansprechen der libidinösen Lust, die für diese Textanalyse sekundär ist, verführen die ausgewählten Romane über ihre besondere Sprachverwendung, die Steigerung der Sinnlichkeit durch Grenzüberschreitungen und die lustvolle Auseinandersetzung mit Sexualdiskursen.

Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Edward E. Lotto.

Thesis (Ph.D.)--Indiana University, Language Education, 2009. / Title from PDF t.p. (viewed on Feb 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1205. Adviser: Faridah Pawan.

Based on author's thesis. / Description based on print version record. Includes bibliographical references (p. 225-238) and index.

Based on author's thesis. / Description based on print version record. Includes bibliographical references (p. 225-238) and index.

Based on author's thesis. / Description based on print version record. Includes bibliographical references (p. 225-238) and index.

<p> This dissertation presents the findings of an on-line survey completed by 222 FYC (First Year Composition) instructors at universities and community colleges across the United States along with supplemental information derived from multiple open-ended interviews with seven FYC instructors in Arizona. Both survey and interview questions were designed to accomplish three primary goals: to determine which conventions of academic English FYC instructors identify as most important; to understand the common problems encountered by instructors in teaching those conventions, and; to solicit instructors' perceptions about ways in which learning outcomes might be improved. </p><p> Results indicate general consensus among FYC instructors on which skills are both the most critical to academic English proficiency and the most difficult for their students to learn. At the same time, the survey and interview responses reflect widespread dissatisfaction with the ways in which academic English sequences are currently structured, apparently related to the instructors' common perception that the sequences are only "somewhat" successful in terms of preparing students for successful academic writing. Accordingly, the overwhelming majority of FYC instructors suggest changes for increasing the effectiveness of their programs; however, there is surprisingly little agreement among them on what those changes should be. </p><p> The concluding section of this study presents pragmatic suggestions &mdash; congruent with a number of the instructors' observations &mdash; for reconfiguring FYC sequences. Additionally, it is argued that, aside from the targeted skills addressed by the instructors, the survey and interview responses indicate that academic English has been implicitly invested with culture-specific values which should be made explicit in instruction and which, given the gatekeeping status of FYC courses, the increasing diversity of student populations and the growing divide between the academic and wider cultures, require critical examination.</p>