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Denna studie handlar om ett datorspels potentiella narrativitet och har som mål att undersöka skillnader och likheter i narrativiteten mellan datorspelet och en klassisk roman. Detta har analyserats utifrån Vladimir Propps strukturalistiska analysmodell som innehåller 31 funktioner. Resultatet av denna studie visar att datorspelet som undersöktes har en narrativ funktion och att det fanns stora likheter i funktionerna hos datorspelet och romanen.

We study two deterministic analogues of random walks. The first is the chip-firing game, a single player game played by moving chips around a directed graph, popularised by Björner and Lovász. We find an efficient simulation of boolean circuits and Turing machines using instances of the chip-firing game - after assigning a fixed strategy to the player. The second is the Propp machine, or the rotor router model, a quasirandom model intro- duced by Priezzhev. We improve results of Kijima et al. and show a bound of O(m) on the discrepancy of this process from a random walk on d-regular graphs with m edges. 1

Snow White through Grimm and Disney - A Comparative Study This essay attempts to discern the differences regarding six Swedish versions of the fairy-tale Snow White and the Seven Dwarfs over a period of 150 years. Focus is placed on structural transformations through time and media according to the analytical theories of Vladimir Propp. Attention is also given to former research done on the impact of the fairy-tale on the child from a psychological and social point of view. Of interest is the historical background of the tale, commencing with oral tradition, and how this was dealt with by the Grimm brothers. Three of the versions used for this comparative study are variants of the Grimm tale, and three belong to Walt Disney productions, i.e. the film and its picture stories. The aim of the comparison is to clarify how and why this tale is retained to the present.

Uppsatsen behandlar Digimon Adveture - den första säsongen av tv-serien Digimon. Uppsatsen undersöker narratologi och karaktärer med hjälp av teorier och tankar från Vladimir Propp, Umberto Eco och Julien Greimas.

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Syftet med uppsatsen är att visa på likheten mellan Dan Browns The Da Vinci Code och sagans struktur, aktörer och handling, samt att påvisa romanens didaktiska möjligheter. Utifrån Vladimir Propps sagoteori och Northrop Fryes arketyper och historiska kategorisering samt ett studium av populärromanens likheter med sagan utifrån Ulla Lundqvists undersökning görs en strukturalistisk analys. Vidare har en mindre enkätundersökning gjorts för att skapa en uppfattning om hur en grupp elever på en gymnasieskolan uppfattat romanens didaktiska möjligheter. Resultatet visar att The Da Vinci Code innehåller sagans struktur, med endast några få avvikelser från den kronologiska ordningen, samt att romanens aktörer överrensstämmer med Propps teori och Fryes arketyper. Handlingen uppvisar tydliga inslag från sagan, och överrensstämmer med de sagoelement som Lundqvists undersökning visar, så som exempelvis dualism, magi, i överförd bemärkelse, och ett lyckligt slut. Den didaktiska undersökningen visar att eleverna uppfattar att romanen, trots kritiken kring dess fiktion, kan bidra till att ge kunskaper i ämnen som historia, religion och språk.

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This essay examines the structural relationship between the folktale and the gothic novel with focus on characterization. This study will present a clearer definition of the now problematized gothic genre and show how newer genres are influenced by the older ones. This examination is done by doing a close-reading of Horace Walpole’s The Castle of Otranto, which is generally known as the first gothic novel, and comparing it to formalist Vladimir Propp’s findings on the functions of the Russian folktale. Walpole’s novel is used as primary source of data and the key works by Propp is utilized as the theoretical framework. In addition, a couple of critical essays have been looked upon in relation to the previous works. This study finds that there are apparent similarities in structure and narrative in the gothic novel in relation to the folktale such as the presence of the same essential characters and functions. This proves the overlap between the two genres and it would be reasonable to conclude that the gothic genre consists of a part folktale. By the revelation of this previously unknown relationship between the folktale and the gothic genre this essay opens up for further research on the origin and influences of gothic fiction.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This TCF presents a proposal to read the wonderful tales from some of the basic stages and functions of this genre, according to the morphology of Propp (2006), making possible the changes of the roles of the classic protagonists and antagonists. Our objective is to perform a subjective re-reading and later rewriting, with the aid of the identification of some narrative stages of the fairy tales, both in the written text and in its adaptation to the audiovisual language. This research was driven by the observation of the reality of literature teaching in elementary school, in which the deficiency is perceived in relation to strategies of literary reading and multiletration in Portuguese language classes. Methodologically, we explore some concepts proposed by Vladimir Propp's studies of the wonderful tale; as regards the issue of literary reading, we apply some aspects of the receptional and semiological methods proposed by Bordini & Aguiar (1988). From the fusion of these two perspectives, we propose a practice of comparative reading of traditional wonderful stories and the re-reading of them in audiovisual adaptations (cinema). In order to do so, we make use of other theoretical contributions of foundation, with particular emphasis to: Campos (2003), Colomer (2007), Coutinho (2006), Cruz (2012), Estés (2005), Gomes (2014), Rojo & Moura 2012), Rouxel (2013), Silva (2006, 2009), Zilberman (1982). This proposal for intervention results in a pedagogical book, with multimodal literary reading workshops, culminating in the production of retellings of fairy tales. From the analysis of the data collection and the results of this research, we suggest a method of literary reading that allows any teacher to use it in their classes, putting the multissemy of the contemporary world and the narrative corpus of wonderful tales in the service of the formation of readers and producers of literary texts. / Este TCF apresenta uma proposta de leitura dos contos maravilhosos a partir de algumas das etapas e funções básicas desse gênero, conforme a morfologia de Propp (2006), possibilitando mudanças dos papéis dos protagonistas e dos antagonistas clássicos. Nosso objetivo é realizar uma releitura subjetiva e posterior reescrita, com o auxílio da identificação de algumas etapas narrativas dos contos de fadas, tanto no texto escrito quanto em sua adaptação para a linguagem audiovisual. Esta pesquisa foi impulsionada pela observação da realidade do ensino de literatura no ensino fundamental, em que se percebe a deficiência no que diz respeito a estratégias de leitura literária e de multiletramento nas aulas de língua portuguesa. Metodologicamente, exploramos alguns conceitos propostos pelos estudos de Vladimir Propp acerca do conto maravilhoso; quanto à questão da leitura literária, aplicamos alguns aspectos dos métodos recepcional e semiológico, propostos por Bordini & Aguiar (1988). A partir da fusão dessas duas perspectivas, propomos uma prática de leitura comparativa de contos maravilhosos tradicionais e a releitura dos mesmos em adaptações audiovisuais (cinema). Para tanto, fazemos uso de outras contribuições teóricas de fundamentação, com destaque para: Campos (2003), Colomer (2007), Coutinho (2006), Cruz (2012), Estés (2005), Gomes (2014), Rojo & Moura (2012), Rouxel (2013), Silva (2006, 2009), Zilberman (1982). Esta proposta de intervenção resulta num caderno pedagógico, com oficinas de leitura literária multimodal, que culminam na produção de releituras de contos de fadas. A partir da análise da coleta de dados e dos resultados desta pesquisa, sugerimos um método de leitura literária que possibilite a qualquer professor utilizá-lo em suas aulas, pondo a multissemiose do mundo contemporâneo e o corpus narrativo dos contos maravilhosos a serviço da formação de leitores e produtores de textos literários. / Itabaiana, SE