No description available.

This study analyzes the novels of Kurt Vonnegut, Jr. from the aspect of point of view. Point of view refers to the reflective mind through which a reader perceives the story. Traditionally, the narrator delivers his narrative in either first or third person point of view, but Vonnegut frequently mixes points of view. Mixed point of view presents a particular challenge to the oral interpreter and the adapter/director of readers theatre scripts. The narrator and the narrative structure are discussed, as well as numerous innovative narrative techniques. Suggestions are made for script adaptations and production direction featuring the narrative structure and point of view.

The dissertation consists of a critical preface and a novel. The preface analyzes what it terms “polyvocal” novels, or novels employing multiple points of view, as well as “layered storytelling,” or layers of textuality within novels, such as stories within stories. Specifically, the first part of the preface discusses polyvocality in twenty-first century American novels, while the second part explores layered storytelling in novels responding to World War II or the terrorist attacks of 9/11. The preface analyzes the advantages and difficulties connected to these techniques, as well as their aptitude for reflecting the fractured, disconnected, and subjective nature of the narratives we construct to interpret traumatic experiences. It also acknowledges the necessity—despite its inherent limitations—of using language to engage with this fragmentation and cope with its challenges. The preface uses numerous novels as examples and case studies, and it also explores these concepts and techniques in relation to the process of writing the novel After the Planes. After the Planes depicts multiple generations of a family who utilize storytelling as a means to work through grief, hurt, misunderstanding, and loss—whether from interpersonal conflicts or from war. Against her father’s wishes, a young woman moves in with her nearly-unknown grandfather, struggling to understand the rifts in her family and how they have shaped her own identity. She reads a book sent to her by her father, which turns out to be his story of growing up in the years following World War II. The book was intercepted and emended by her grandfather, who inserts his own commentary throughout, complicating her father’s hopes of reconciliation. The novel moves between two main narratives, one set primarily in 1951 and the other in the days and weeks immediately prior to September 11, 2001.

No description available.

No description available.

Made available in DSpace on 2014-12-17T15:06:53Z (GMT). No. of bitstreams: 1 DalvaTSP_DISSERT.pdf: 549274 bytes, checksum: 589a6416ea4504daec099962d8dc3f11 (MD5) Previous issue date: 2011-11-30 / This work researches about the authorship marks in academic reviews of graduating students, besides the author discursive points of view. We detect the voices presented in the text, that is, the expressions of the discourse from the I and from the others, trying to explicitate the forms of the author review insertion. It is oriented by the conception that the author is the subject of his/her discourse, creating a position in relation to the discourse of the other(s) with which he/she maintains a dialogue. Our corpus is constituted of ten (10) academic reviews, produced by students from the Course of Letras, from Universidade do Estado do Rio Grande do Norte UERN, do Campus Avan?ado Prof.? Maria Elisa de Albuquerque Maia CAMEAM. The data signalize to the perception that the subject constitutes author, when he/she gives voice to the other; showing his/her point of view; pointing to the discourse of the other; and/or getting far from the text. That way, it is observed that the genre academic review can be considered as text that reconfigures the original text, that is, as a text that comments, criticizes, confirms the text that is object of its analyses. The theoretical background that influences the research comes from the dialogical language conception, from discursive genres and from Volochinov/Bakhtin (1997, 2003) authorship. To the discussion and the analyses of the discursive genre academic review , it is mentioned the MOTTA-ROTH and MEURER (2002); POSSENTI (2001, 2002) conceptions. / O presente trabalho investiga marcas de autoria, em resenhas acad?micas de graduandos, bem como os posicionamentos discursivos do sujeito-autor. Destacamos as vozes presentes no texto, ou seja, as manifesta??es do discurso do eu e do(s) outro(s), procurando explicitar as formas de inser??o do sujeito/autor da resenha. Orienta essa an?lise a concep??o de que o autor se constitui sujeito do seu dizer, posicionando-se em rela??o ao discurso do(s) outro(s) com o qual trava di?logo. O nosso corpus constitui-se de dez (10) resenhas acad?micas, produzidas por estudantes do Curso de Letras, da Universidade do Estado do Rio Grande do Norte UERN, do Campus Avan?ado Prof.? Maria Elisa de Albuquerque Maia CAMEAM. Os dados apontam para a percep??o de que o sujeito se constitui autor, quando d? voz ao outro; manifestando seu ponto de vista; apontando o discurso do outro; e/ou distanciando-se do texto. Desse modo, constata-se que o g?nero resenha acad?mica pode ser considerado como texto emoldurador de um texto fonte, ou seja, como um texto que comenta, critica, confirma esse texto que ? objeto de sua an?lise. O aporte te?rico que orienta a pesquisa adv?m da concep??o dial?gica de linguagem, de g?neros discursivos e de autoria de Volochinov/Bakhtin (1997, 2003). Para a discuss?o e a an?lise do g?nero discursivo resenha acad?mica, reportamo-nos ?s contribui??es de MOTTA-ROTH; MEURER (2002); POSSENTI (2001, 2002).

Le déclin et la fermeture de nombreuses conserveries qui jusqu’aux années 70 du XXe siècle animaient une partie du territoire au sud-ouest de la ville de Matosinhos au Portugal, a culminé avec l’existence d’un espace occupé en grande partie par des usines à l’abandon et en ruines. Un diagnostic urbain et social réalisé par le pouvoir local a abouti à la proposition d’une réforme urbanistique pour cette zone. Une surface d’action de 101 ha qui serait désormais nommée par le biais de la toponymie Matosinhos Sul [MS] a alors été administrativement circonscrite. Le pouvoir local, les investisseurs, les architectes ou les urbanistes ont discuté de la transformation constructive et fonctionnelle de cette zone dès le début des années 1990. En conséquence, à partir des dernières années de la même décennie, de nouveaux habitants ont commencé à arriver à MS. Ils sont venus occuper un ensemble de nouveaux immeubles d’appartements au prix d’achat élevé. À leur arrivée, ils ont trouvé un espace très souvent comparé aux ‘qualités sociales et urbaines’ des beaux-quartiers de la ville voisine, Porto. Mais ils ont également trouvé des bâtiments abandonnés, de vieux espaces commerciaux ou une occupation de l’espace public pas toujours conforme à leurs attentes.La question posée à propos de ce scénario est simple : comment MS s’est-il formé ? Afin de répondre à cette question, une hypothèse épistémologique différente a été adoptée. MS n’a pas été considérée comme une unité géographique et sociale a priori. Le ‘risque tautologique’ d’analyser cet espace à partir d’une unité géographique préalable ou d’y chercher des groupes sociaux conformes aux divisions scientifiques n’aboutirait qu’à la réunion de cette unité et de ce groupe. Au lieu de cette approche, qui risque de ratifier des catégories pratiques et savantes, nous avons plutôt cherché à savoir comment les acteurs sociaux engagés dans cette réforme urbaine ont défini, selon leurs dispositions sociales, ce qu’est ou devrait être MS. Cette approche se traduit par l’apparition d’un ensemble de représentations sur les diverses dimensions constitutives de la vie sociale de MS qui, autrement, seraient cachées. Dans les méandres de cette pluralité de points de vue - sur lesquels nous cherchons évidemment des régularités - il y a une série de luttes à propos de la direction sociale, symbolique et territoriale de MS. Ainsi, cette thèse propose de collecter et d’analyser un ensemble de catégories et d’actions mises en œuvre par différents acteurs afin de définir MS. Pour finir, à partir de cette étude, nous entendons montrer que les propriétés associées à un espace et aux groupes qui l’occupent sont avant tout des conventions socialement fondées.Cette recherche sera développée à partir d’entretiens semi-directifs, d’observations, de l’étude de statistiques officielles, de la consultation de documents juridiques et de l’analyse de sources journalistiques. Avec cela, nous essayons de restaurer les stratégies d’action qui se trouvent derrière une série d’agents impliqués dans cette opération et (trans) formation sociale et urbaine. Parmi eux, des politiciens du pouvoir local, des architectes, des résidents, des commerçants, mais aussi quelques gardiens des immeubles qui marquent la morphologie de ce ‘nouvel’ espace. / The decline and closure of countless fish canneries, which until the 1970s enlivened part of the territory of southwest of the city of Matosinhos, in Portugal, culminated in an area largely occupied by abandoned factory buildings in ruins. An urbanistic and social diagnosis carried out by local authorities resulted in the proposal of an urbanistic reform for this area. An area of 101 ha was then administratively circumscribed, which would henceforth be designated by the toponymy Matosinhos Sul [MS]. Local authorities, investors, architects or urbanists were discussing the constructive and functional transformation of this area since the early 1990s. As a result, at the end of that same decade, new inhabitants started arriving to MS. They came to occupy a set of apartment buildings of high acquisition value. On their arrival, they found an area not infrequently compared to the ‘social and urbanistic qualities’ of the beaux quartiers from the neighbouring city, Porto. However, they found also abandoned buildings, former retail stores, or the exploitation of public space not always according to their expectations. The issue raised on this picture is a simple one: how was MS formed? To address/answer this question, a different epistemological assumption than usual was adopted. MS was not considered as a geographical and social unit a priori. The ‘tautological risk’ of analysing this area from a prior geographical unit, or of searching for social groups conforming to scientific divisions in it, would merely result in finding that unit and that group. In place of this approach, which risks ratifying practical and theoretical categories, this Thesis sought to understand how the social actors engaged in this urbanistic reform defined, according to their own social dispositions, what is, or should be, MS. This approach results in a set of representations about the various dimensions constituting the social life/environment of MS which, otherwise, would remain hidden. In/Within the intricacies of this multitude of viewpoints – in which, evidently, one can still search for regularities – we find a series of struggles about the social, symbolic, and territorial directions of MS. As such, this Thesis proposes to gather and analyse a set of categories and actions put into practice by different actors to define MS. Finally, from this study one intends to show that the properties associated to an area and to the groups which occupy it are, above all, socially founded conventions. This research is grounded on semi-directive interviews, observations, study of official statistics, consulting of legal documents, and analysis of newspaper sources. With this, it is intended to reconstruct the action strategies behind a series of agents involved in this operation of social and urbanistic (trans) formation. Among these are local politicians, architects, dwellers, business owners, but also few ‘concierges’ from the apartment buildings which shape the morphology of this new ‘area’.

Esta pesquisa tem por objetivo investigar um aspecto particular na produção escrita de estudantes pré-universitários, a saber: a construção de pontos de vista e, especificamente, do ponto de vista dominante, em 270 redações do exame vestibular da FUVEST/2006. Como fundamentação teórica, tomo as redações de vestibular sob duas perspectivas: 1) a enunciativa, a fim de identificar os pontos de vista presentes no texto por meio da hierarquização dos diferentes enunciadores; e 2) a discursiva, que permite observar como os diferentes saberes, mobilizados pelo escrevente, intervêm nas ligações e nas fissuras argumentativas do texto para construir pontos de vista e, especificamente, o ponto de vista dominante. Por meio dessa abordagem, enunciativo-discursiva, identifico os posicionamentos enunciativos do escrevente e seus desdobramentos discursivos. A análise das redações que envolve a organização argumentativa interna ao texto e sua relação com os tipos de saberes mobilizados em sua construção exige dois procedimentos articulados: um olhar para redação de vestibular como gênero, acatando sua constituição heterogênea e suas regularidades na organização argumentativa do texto; outro olhar, para descrever os desdobramentos discursivos dessa organização, buscando nos modos de qualificação as representações dos posicionamentos do escrevente. Os resultados revelaram que o exame vestibular, concebido como um evento de letramento, comprova as relações dialógicas determinadas por uma situação de produção que é regulada socialmente. O escrevente, fruto da interação social, se apoia discursivamente nos saberes escolares e extraescolares por ele mobilizados e elege os elementos qualificadores como importante estratégia argumentativa na construção de pontos de vista e, primordialmente, na construção do ponto de vista dominante. A construção do ponto de vista dominante se estabelece a partir do diálogo com outros pontos de vista. O diálogo com os textos da coletânea do exame foi preponderante nessa construção e o recurso à mobilização de saberes de esferas diferentes das da coletânea fortaleceu o efeito polifônico da construção do ponto de vista dominante, mostrando que ela é resultado do modo como o escrevente lê e interpreta esses textos; moldado por suas práticas letradas escolares e extraescolares e regulado por suas representações. Esses fatos comprovam a importância do ensino e da aprendizagem da linguagem escrita por meio de um gênero, considerando seus aspectos enunciativos e discursivos. / This research has for objective to investigate a particular aspect in the written production of students who are going to take the exame for college entrance: the construction of points of view and, specifically, of the dominant point of view in 270 vestibularessays of FUVEST of the college entrance exam/2006. As a theoretical basis, I take the college entrance exam essays from two perspectives: 1) the enunciative, to identify the points of view in the text through the hierarchy of different enunciators, 2) the discursive, which will observe how the different knowledge, mobilized of different spheres of activities, intervine in the linkings involved in the fissures of the argumentative text to build points of views and, specifically, the dominant point of view. The analysis of the essays, which involves the internal organization of argument to the text and its relation to the types of knowledge mobilized in its construction, articulated requires two procedures: a look at writing as a genre, respecting its constitution and its heterogeneous regularities, and observing primarily the presence of qualifying elements, as argumentative strategy, another look, to describe the consequences of this discursive organization, looking at ways of qualifying the representations of the positions of the subject. The results revealed that the exame for college entrance, designed as a literacy event, proves the dialogical relations determined by a production situation that is socially regulated. The subject supports discursively on the school knowledge and extra-school knowledge mobilized by him and chooses the qualifying elements as important argumentative strategy in the construction of points of view and primarily in the construction of the dominant point of view. The dialogue with the texts supplied for the exame was predominant in this construction, showing that it is the result of how the subject reads and interprets these texts. It is shaped by their writing practices of which the students participated during his life as a subject and it is regulated by representations. These facts demonstrate the importance of teaching and learning of written language through a genre, considering its enunciative and discursive aspects.

No description available.

Esta pesquisa tem por objetivo investigar um aspecto particular na produção escrita de estudantes pré-universitários, a saber: a construção de pontos de vista e, especificamente, do ponto de vista dominante, em 270 redações do exame vestibular da FUVEST/2006. Como fundamentação teórica, tomo as redações de vestibular sob duas perspectivas: 1) a enunciativa, a fim de identificar os pontos de vista presentes no texto por meio da hierarquização dos diferentes enunciadores; e 2) a discursiva, que permite observar como os diferentes saberes, mobilizados pelo escrevente, intervêm nas ligações e nas fissuras argumentativas do texto para construir pontos de vista e, especificamente, o ponto de vista dominante. Por meio dessa abordagem, enunciativo-discursiva, identifico os posicionamentos enunciativos do escrevente e seus desdobramentos discursivos. A análise das redações que envolve a organização argumentativa interna ao texto e sua relação com os tipos de saberes mobilizados em sua construção exige dois procedimentos articulados: um olhar para redação de vestibular como gênero, acatando sua constituição heterogênea e suas regularidades na organização argumentativa do texto; outro olhar, para descrever os desdobramentos discursivos dessa organização, buscando nos modos de qualificação as representações dos posicionamentos do escrevente. Os resultados revelaram que o exame vestibular, concebido como um evento de letramento, comprova as relações dialógicas determinadas por uma situação de produção que é regulada socialmente. O escrevente, fruto da interação social, se apoia discursivamente nos saberes escolares e extraescolares por ele mobilizados e elege os elementos qualificadores como importante estratégia argumentativa na construção de pontos de vista e, primordialmente, na construção do ponto de vista dominante. A construção do ponto de vista dominante se estabelece a partir do diálogo com outros pontos de vista. O diálogo com os textos da coletânea do exame foi preponderante nessa construção e o recurso à mobilização de saberes de esferas diferentes das da coletânea fortaleceu o efeito polifônico da construção do ponto de vista dominante, mostrando que ela é resultado do modo como o escrevente lê e interpreta esses textos; moldado por suas práticas letradas escolares e extraescolares e regulado por suas representações. Esses fatos comprovam a importância do ensino e da aprendizagem da linguagem escrita por meio de um gênero, considerando seus aspectos enunciativos e discursivos. / This research has for objective to investigate a particular aspect in the written production of students who are going to take the exame for college entrance: the construction of points of view and, specifically, of the dominant point of view in 270 vestibularessays of FUVEST of the college entrance exam/2006. As a theoretical basis, I take the college entrance exam essays from two perspectives: 1) the enunciative, to identify the points of view in the text through the hierarchy of different enunciators, 2) the discursive, which will observe how the different knowledge, mobilized of different spheres of activities, intervine in the linkings involved in the fissures of the argumentative text to build points of views and, specifically, the dominant point of view. The analysis of the essays, which involves the internal organization of argument to the text and its relation to the types of knowledge mobilized in its construction, articulated requires two procedures: a look at writing as a genre, respecting its constitution and its heterogeneous regularities, and observing primarily the presence of qualifying elements, as argumentative strategy, another look, to describe the consequences of this discursive organization, looking at ways of qualifying the representations of the positions of the subject. The results revealed that the exame for college entrance, designed as a literacy event, proves the dialogical relations determined by a production situation that is socially regulated. The subject supports discursively on the school knowledge and extra-school knowledge mobilized by him and chooses the qualifying elements as important argumentative strategy in the construction of points of view and primarily in the construction of the dominant point of view. The dialogue with the texts supplied for the exame was predominant in this construction, showing that it is the result of how the subject reads and interprets these texts. It is shaped by their writing practices of which the students participated during his life as a subject and it is regulated by representations. These facts demonstrate the importance of teaching and learning of written language through a genre, considering its enunciative and discursive aspects.