Digital games offer a unique perspectives as they allow the consumer to interact and affect the media; some digital games have constructed gameplay mechanics around the manipulation of time, allowing the player to directly affect the passage of time within the game world. [No abstract provided. Information taken from introduction]. / GR2018

This thesis explores the ways that certain artists-including Joseph Conrad, Alan Moore, Richard Attenborough, and Francis Ford Coppola-break from their inherited traditions in order to speak from an alternative perspective to western discourse. Conventional narrative formulas prescribe that meaning will be revealed in a definitive end, but all of the texts discussed reveal other avenues through which it is discerned. In Heart of Darkness, the tension between two divergent narratives enables Conrad to speak beyond his social context and imperialist limitations to demonstrate that identity is socially constructed. In Watchmen, Moore breaks from comic convention to illustrate ways meaning may be ascertained despite the lack of plot ends. The third chapter explores the ways that Attenborough and Coppola subvert technical and plot conventions to resist static constitutions of identity endemic to Hollywood film. The several texts discussed subvert the Self/Other duality by suggesting alternatives to the western narrative model. / by Adam Berzak. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

University of Macau / Faculty of Arts and Humanities. / Department of English

This dissertation avers that the transpacific circulation of narrative artefacts - travel accounts, letters, relaciones, and illustrated codices- enabled the emergence of a new global history that departs from the ancient tradition of universal history. In the late 16th and early 17th centuries, Iberian missionaries and historians began to incorporate into their histories and chronicles of the Indies sources and material dealing with China, Japan and other regions of the Far East. The dissertation argues that this transpacific interaction enabled historians to produce synchronic modes of writing that were emancipated from ancient narrative models. To develop this argument, the dissertation examines how historians and missionaries gradually separated the reading of ancient books from their own modern experience of narrating the Far East. By incorporating sources and material produced mainly in Macau and Manila, scholars not only imported new knowledge related to East and Southeast Asia into the Iberian and European world, but they also transformed the genre of general and universal histories of the Indies developed during the 16th century in the New World. Instead of considering the gradual integration of America with Eurasia and Africa to be the main and only fact that defined the emergence of a new global history, this dissertation argues that it was the discovery of the Far East from the West Indies that enabled historians to create forms of writing global histories that departed from the tradition of universal history. The dissertation puts into dialogue coexisting models and methods of composing global histories that emerged in the late 16th and early 17th centuries. To do so, I examine the emergence of narratives that integrated the Far East into historical genres developed in the West Indies during the 16th century. In this part, I explore the writings of scholars who wrote about the Far East by projecting a perspective that emerged from their production developed in the West Indies: Martín de Rada (1533-78), Francisco Hernández (1517-1587), Juan González de Mendoza (1540-1617), José de Acosta (1540-1600), the authors of the Boxer codex (ca. 1590), Adriano de las Cortes (1577-1629), and Antonio de León Pinelo (1595-1660). Furthermore, the dissertation analyzes the emergence of global modes of writing by focusing on the writings of Jesuits who arrived in the Far East from the oriental Portuguese route, such as Matteo Ricci (1552-1610), Diego de Pantoja (1571-1618), and Nicolas Trigault (1577-1628). These correlated productions incorporated the Far East into the narratives of the Iberian world by redefining categories associated with the Orient and reformulating methods of historical writing. By building a corpus of sources that refer to the arrival of Iberians to the Far East, this dissertation advances the thesis that the creation of systems of exchange and the transpacific circulation of relaciones, letters, and codices made possible and shaped new forms of composing global histories in the early modern Iberian world.

Telling technology explores how modernist literature makes sense of technological change by means of narration. The dissertation consists of three case studies focusing on narrative texts by Robert Walser, Paul Scheerbart, and Joseph Roth. These authors write at a time when a crisis of ‘progress,’ understood as a basic concept of history, coincides with a crisis of narration in the form of anthropocentric, action-based storytelling. Through close readings of their technographic writing, the case studies investigate how the three authors develop alternative forms of narration so as to tackle the questions posed by the sweeping technological change in their day. Along with a deeper understanding of the individual literary texts, the dissertation establishes a theoretical framework to discuss questions of modern technology and agency through the lens of narrative theory.

No description available.

The purpose of this study was to describe written narratives of language disordered adolescents by comparing their written narratives via story grammar analysis with those of normal adolescents. The written narratives were obtained by administering two tasks as required assignments within the English or communications classes of the two groups. Task A was to write about a personal experience and Task B was about an imaginary experience. This study used Merritt and Liles' adaptations (1987) of Stein and Glenn's procedures (1979) for story grammar analysis to describe the content of the narratives.

Classroom teachers frequently refer adolescents to speech language pathologists for language skills evaluations. Many of the traditional evaluation tools of the speech-language pathologist focus on the student's oral language skills. The first indication to the classroom teacher that there may be a language problem, however, is usually from the student's written classwork. Very few written language assessment tools are available which give speech language pathologists information regarding linguistic units which can be viewed as communication acts. This paper focuses on one particular discourse unit - the written narrative. Narratives are a natural form of thought and demonstrate how a person organizes and views the world around them. Narratives can be analyzed from the perspective of their "texts," how the writer links individual sentences together to create a cohesive discourse. The purpose of this study was to compare the written narratives of language impaired and normal adolescents. Two questions were addressed in this study. First, are there differences in texts between language impaired and normal adolescents? And second, do the written narratives of a personal experience and imaginary event produce different texts in language impaired and normal adolescents?

Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 161-164). Also available in print.