The evolution of social media platforms and other public forums in the digital realm has created an explosion of user-generated content and data as a component of the already content-saturated digital landscape. The distributed, horizontal nature of the internet as a platform makes it difficult to ascertain value and differentiate between texts of varying validity, bias, and purpose. In addition, the internet is not an inanimate interface. As Pariser (2011) argues, content aggregators, such as Google, actively filter, personalize, and therefore limit each individual's access to information, in both range and type. This has created a crisis of information valuation and control. Importantly, conventional curriculum does not furnish students with the information literacy tools necessary for them to navigate the digital landscape effectively. Information miners and developers, including news organizations, are falling victim to this fallacy as well. Lankshear and Knobel (2011) posit that empowering navigation and control in the digital landscape requires a new mindset. This research offers a context-driven approach that acknowledges this new mindset, promoting "rhetorical consciousness" (Murphy et al., 2003) within the network and providing a framework to recognize, challenge, and co-create gatekeeping roles and mechanism as they increasingly shift to the individual.

Among Urdu’s many verb+verb constructions, this thesis focuses on those constructions, which combine the stem of a main content verb with another inflected verb which is used in a semantically bleached sense. Prior work on these constructions has been focused on their structural make-up and syntactic behavior in various environments. While there is consensus among scholars (Butt 1995, Hook 1977, Carnikova 1989, Porizka 2000 et al.) that these stem+verb constructions encode aspectual information, to date no clear theory has been put forward to explain the nature of their aspectual contribution. In short, we do not have a clear idea why these constructions are used instead of simple verbs. This work is an attempt to understand the precise function of these constructions. I propose that simple verbs (henceforth SV) in Urdu deal only with the action of the verb whereas (regardless of the semantic information contributed by the second inflected verb,1) the stem+verb constructions essentially deal with the action of the verb as well as the state of affairs resulting from this action. The event represented by these constructions is essentially a telic event as defined by Comrie (1976), whose resultant state is highlighted from the use of these constructions. The attention of the listener is then shifted to the result of this telic event, whose salience in the discourse is responsible for various interpretations of the event; hence my term ‘resultive construction’ (henceforth RC). When these constructions are made using the four special verbs (rah ‘stay’, sak ‘can’, paa ‘manage’ and cuk ‘finish’), the product is not resultive. Each of these verbs behaves differently and is somewhere between a resultive and an auxiliary verb construction. This work can be extended to other verb-verb construction in Urdu and other related and non-related languages as well. The analysis of the precise function of the RCs can also help in developing a model for them in various functional grammars. The proposed properties of RCs can be utilized in the semantic analysis of the Urdu quantifiers. This work should aid in identification and explanation of constructions in other languages, particularly those that are non-negatable under normal contexts. [1] All second inflected verbs with the exception of four special verbs rah ‘stay’, sak ‘can’, paa ‘manage’ and cuk ‘finish’. These four special verbs are either auxiliaries or modals as identified in prior literature.

Le récit enchâssé émerge comme concept au début du XXe siècle, à la faveur des travaux formalistes sur le recueil de nouvelles. Il ne se développe véritablement que dans les années soixante, sous la plume de Todorov et de Genette. Mais alors, il est moins étudié qu’effleuré. Aucune définition consensuelle ne se dégage chez les narratologues. On prête au dispositif une origine millénaire, sans bien expliquer la persistance intacte d'un procédé d'écriture depuis l'Inde ancienne. Le récit enchâssé a été davantage un mythe critique qu'un objet d'étude. Cette thèse se propose de reprendre la conceptualisation là où elle s'est arrêtée : à l'intuition que certains textes contiennent des récits en surplus. Par des décrochages typographiques, par un changement d'énonciateur, par une variation temporelle, par une série de marquages spécifiques, un récit peut être mis en relief dans l'espace textuel. L'enchâssement, alors, ne serait que le fait de cette mise en relief, qu'elle s'effectue ou non dans un texte littéraire, qu'elle porte ou non sur un texte narratif. Y a-t-il légitimité, dès lors, à parler d'un « récit enchâssé » ? A-t-il existé dans l'histoire une technique homogène de mise en relief d'un récit ? En posant cette question sur les récits courts du XIXe siècle (1800-1890), cette thèse s'efforce également d'expliquer l'apparition de la notion. Car c'est au XIXe siècle que, pour la première fois, le recueil de nouvelles est comparé à une fiction indépendante, en l'occurrence, une nouvelle. Analyser ce rapprochement permet de découvrir comment a été préparée la possibilité de penser le « récit enchâssé ». / At the beginning of the twentieth century, embedded narrative emerged as a concept, thanks to the research that Russian formalists had carried out on a collection of short stories. But the category came into bloom only in the 1960s, under Todorov and Genette's pens. At that time though, the subject was broached rather than dealt with in depth. No definition based on consensus ever arose from narratology; and the seamless persistence of this narrative technique, dating back to Ancient India, has never been well accounted for. Embedded narrative has always been a critical myth rather than a subject to be studied. The aim of this dissertation is to start where the first tentative conceptualization stopped: the feeling that some texts do contain extra narratives. Inserted stories can be enhanced through typography layouts, changes of narratee, time-related alterations, or by sets of specific markings. Embedding might then mean emphasizing rather than inserting. Is it then legitimate to comment on 'embedded narratives' as such? Was there ever a consistent technique to emphasize narratives? By raising these issues, this dissertation aims at getting to the root of the notion, and addresses the topic by drawing on a large number of short stories published between 1800 and 1890. For during the nineteenth century short stories collections came for the first time closer to independent fiction, precisely to short story. Analyzing this rapprochement will enable us to discover how the very notion of 'embedded narrative’ could come up.

Made available in DSpace on 2016-04-28T19:33:49Z (GMT). No. of bitstreams: 1 Karla Somogyi.pdf: 11668663 bytes, checksum: c4cb050865c7cdf3820798c94aac6099 (MD5) Previous issue date: 2014-08-04 / The present thesis has as main objective the study of linguistic-discursive mechanisms involved in establishing the discourse based on veiled sexualization of referents as well as humor in newspapers headlines, to understand more deeply the mechanism of construction of meaning in such texts. To this end, headlines expressing veiled eroticism or obscenity from the popular sensationalist newspaper Meia Hora, published during the Olympic Games of London 2012, were selected as corpus of analysis. The research is founded on the study of Preti (2010) about the discourse based on veiled sexualization and obscenities; on the methodology principles of the French school of Discourse Analysis developed by Maingueneau (2010, 2013), supported by Bakhtin (1992, 1997) and on the studies about human interaction by Grice (1982), Goffman (1967) Brown and Levinson (1987); on Ducrot's (1977, 1987) studies of Linguistic Semantics and on the theory developed by Raskin (1985, 1992) inserted into a new interactional social-cognitive perspective of Text Linguistics, that formulates the semantic-linguistic mechanism of humor. In the present work, we observe that the discourse of veiled sexualization and obscenities explores a semantic-linguistic resource that, at the same time, leads to laughter. This resource is based on the partnership between reader and newspaper, in a way that veiled obscenity and humor are explored in the elaboration of sensationalist headlines to recreate the notified facts, as a strategy to produce empathy and closeness, to please a particular readership who shares the same social values and has linguistic competence to take part in a playful usage of language / A presente dissertação tem por objetivo principal o estudo dos mecanismos linguístico-discursivos envolvidos na instauração do discurso da malícia e do humor nas manchetes jornalísticas, para a compreensão mais profunda do mecanismo de construção de sentido desses textos. Para tanto, foram selecionadas, como corpus de análise, as manchetes maliciosas do jornal popular sensacionalista Meia Hora, veiculadas no período dos Jogos Olímpicos de Londres em 2012. A pesquisa fundamenta-se no estudo de Preti (2010) sobre o discurso da malícia; nos princípios da metodologia da Análise do Discurso de linha francesa desenvolvidos por Maingueneau (2010, 2013), apoiado em Bakhtin (1992, 1997) e nos estudos sobre interação humana de Grice (1982), Goffman (1967) e Brown e Levinson (1987); na Semântica Linguística dos estudos de Ducrot (1977, 1987) e na teoria desenvolvida por Raskin (1985, 1991), inserida em uma perspectiva sociocognitiva interacional da Linguística Textual, que formula o mecanismo semântico-linguístico do humor. No presente trabalho observamos que o discurso da malícia dispõe de um expediente semântico-linguístico que, ao mesmo tempo, leva ao riso e baseia-se na cumplicidade entre leitor e jornal, de forma que a malícia e o humor são explorados na elaboração das manchetes sensacionalistas para recriar os fatos noticiados, como uma estratégia para produzir empatia, aproximação e agradar a um determinado público leitor, que partilha dos mesmos valores sociais e que tem competência linguística e cômica para participar de um jogo lúdico com a linguagem

Seguindo uma pista lançada pelo próprio Proust num texto crítico sobre a leitura, a crítica proustiana vem dedicando bastante espaço à compreensão deste tema na Recherche. Em geral, essa compreensão tem sido levada a cabo por meio da análise das figurações da leitura no romance de modo a construir o posicionamento teórico do escritor sobre a leitura que, por sua vez, funcionaria como modelo para a leitura da própria Recherche. Entretanto, essas análises apontam para incoerências e contradições que potencialmente poderiam invalidar seu caráter de modelo. Revisitando algumas das interpretações críticas bem como o próprio ensaio de Proust sobre a questão, esta tese defende que a compreensão da leitura da Recherche vai além da discussão da figuração do tema no texto. Para isso, propõe a análise do papel do leitor dimensão textual virtual que comporta diversas operações interpretativas potenciais. Controladas pela organização do texto, isto é, por sua disposição arquitetônica, em seus mais diversos planos, essas operações, uma vez percebidas pelos leitores (o que não se deu imediatamente na história da recepção da Recherche) sustentam essas leituras (críticas ou não) de modo que podem ser vistas como a base ou as condições de possibilidade de toda e qualquer interpretação. / Following the clue given by Proust himself on his essay on reading, recently, proustian critics have been paying a lot of attention to this theme in A la Recherche. In general, these interpretations analyse the figurations of reading in the text which, in turn, is used as a model for the reading of Prousts text. However, many of these analyses point out to incoherencies in Prousts theoretical discourse which can invalidate its status as a model for the reader. Revisiting some of the analyses on the topic and Prousts own essay On reading, this thesis tries to indicate that the understanding of the subject of reading should move beyond the discussion of its figuration in the text. In order to do that, we propose an analysis of the role of the reader a virtual textual dimension formed by the interpretive operations designed by the text itself. Controlled by the organization of the materials that form the text, these operations, once perceived by the reader, support many of the critical readings of Prousts text and so, they are, as it seems, the foundations for most of the readings of A la Recherche.

Language, Literacy, and Conscientização in American Public Schools synthesizes poststructural language theory to critique literacy teaching and assessment norms in American public schools in order to theorize a pedagogy of racial and economic justice that embraces globalization and immigration. Chapter I creates a theoretical framework for language that rests firmly on both Lev Vygotsky’s and Jacques Lacan’s sociohistorical approach to language acquisition and language use. Mikhail Bakhtin’s work demonstrates the heteroglossic nature of discourse, while Antonio Gramsci politicizes this framework through an understanding of hegemony. Chapter II sketches ethnographic research on teaching practices of various American communities, focusing on ideology perpetuating through discourse. A cultural critique of public school economics and epistemologies determines that shortfalls in public education derive from discourse practices among economically and racially stratified lines, as well as the capitalistic intrigue for reform movements like charter schools. Chapter III turns to Paulo Freire, and his praxis of critical awareness through literacy, or, more simply: conscientização.

La presente ricerca nasce con lo scopo di indagare la pertinenza del concetto di parola chiave in rapporto alla realizzazione delle dinamiche testuali. Questo concetto è presentato nella letteratura come uno strumento euristico, utilizzato per analizzare oggetti diversi, quali le culture, le società o i testi. Tuttavia emerge una certa discordanza nelle diverse caratterizzazioni delle parole chiave che impedisce di circoscrivere questa categoria di elementi linguistici e di definirne un metodo di individuazione. Dalla nostra indagine emerge che le funzioni delle parole chiave possono essere ricondotte alle metafore della chiave d'accesso , chiave d'interpretazione e chiave di volta . E' in particolare quest'ultima accezione quella più adeguata a descrivere la funzione svolta dalle parole chiave in rapporto alle dinamiche testuali. Esse si caratterizzano cioè per essere elementi linguistici che contribuiscono in maniera strategica a realizzare lo scopo comunicativo globale del testo, instaurando un legame particolarmente forte con il sapere condiviso tra mittente e destinatario. E' questo nesso che giustifica il loro ruolo centrale nella costruzione della strategia comunicativa del testo. Un'applicazione della definizione al testo argomentativo, nell'ultima parte della ricerca, precisa la funzione della parola chiave in relazione a una struttura testuale specifica. / The present research aims at analysing the concept of keyword in the context of textual analysis. In the literature keywords are mostly conceived of as tools useful to give insights into cultures, societies or texts. Nevertheless they are not univocally described and it is difficult to outline a precise method for their identification. In fact the methods proposed are highly subjective as keywords are mainly indicated as the results of previous interpretations conducted on the culture, society or text which is being analysed. In this research instead we are interested in the possibility of describing keywords as elements concurring in the construction of textual meaning. This presupposes the definition of the specific function played by keywords and a logical-semantic textual theory which allows analysing the structure of texts and the ways in which they realize their communicative goals. Congruity Theory is the theory which seemed to offer the most comprehensive methodology to analyse texts. Thanks to the theoretical tools offered by it, we define keywords as linguistic elements that play a strategic role in the realization of the text's global communicative aim. The last part of the research is devoted to the application of the definition to argumentative texts, showing in which ways keywords contribute in the realization of their persuasive goal. In relation to these texts the specific function of keywords appears to be that of giving arguments their persuasive power.

O ensino de Português na contemporaneidade tem sido tratado sob novas perspectivas, dentre elas a contextualização, ao se desenvolver subsídios para que o estudo de Língua seja feito de modo a contemplar as habilidades comunicativas do aluno. Este trabalho está circunscrito nas áreas da Linguística Textual e do Interacionismo Sociodiscursivo e se justifica pela necessidade e pela busca de renovação do ensino de Língua Portuguesa, baseando-se nas perspectivas enunciativas e na transposição dos gêneros textuais e das sequências didáticas para seus usos em sala de aula. A pesquisa é de cunho semiexperimental, realizada no 9º ano, turma única, do Ensino Fundamental, da Escola Municipal Cícero Ferreira Guerra, com uma amostragem de 29 alunos; tem como objetivo central apresentar um modelo teórico de ensino de Língua Materna baseado em um único eixo temático, a sequência didática Os padrões de beleza ; e se fundamenta em alguns autores, dentre eles: Arendt (2007), Beveniste (1989), Bakhtin (2003), Marcuschi (2008/2010), Bronckart (1999), Schneuwly e Dolz (2004). Neste sentido, utilizaramse, neste trabalho, estudos linguísticos que vêm sendo desenvolvidos nas últimas décadas e privilegiam a utilização dos diversos temas e textos que estão presentes no convívio diário dos alunos, chegando, por meio desta pesquisa, à ampliação dos níveis de leitura, interpretação e produção de diversos gêneros textuais por parte dos discentes nela envolvidos. / Portuguese teaching has been nowadays treated under new perspectives, among them contextualization, developing subsides so that language study can be done in a way to work students communicative abilities. This research is part of Text Linguistics and Sociodiscursive Interactionism and it is justified by the necessity and the search for renewing the Portuguese teaching, based on enunciative perspectives and the transposition of text genres and didactic sequences for their uses in class. This research is a semi-experimental one, developed in the 9th year of elementary school at Cicero Ferreira Guerra School, with a model of 29 students; the central aim is to present a theoretical model of Mother Tongue, based on an only thematic axis, the didactic sequence The beauty Standard , and also based on some authors, such as: Arendt (2007), Beveniste (1989), Bakhtin (2003), Marcuschi (2008/2010), Bronckart (1999), Schneuwly and Dolz (2004). Therefore, it was used linguistic studies which has been developed over the last decades, and privilege the use of different themes and texts from students daily lives, and thanks to that practice, getting better reading levels, comprehension and production of different text genres by students involved in this research.

Fondée sur un corpus de 436 textes de recensions germanophones publiées dans cinq supports de presse généraliste lors du premier semestre 2012, cette étude porte sur le discours de la critique littéraire germanophone. Pour tenter d’identifier des traits constitutifs de la recension, trois axes de recherche sont envisagés : les perspectives textuelle, discursive et métatextuelle. Traditionnellement conçue à partir de la fonction, la notion de texte est considérée ici sous l’angle de la forme. En recourant aux notions de séquences et de périodes, élaborées dans le cadre de la linguistique textuelle, cette étude identifie un réservoir de formes à l’origine de la composition et de la configuration des recensions. Par ailleurs, la perspective discursive permet d’appréhender le sujet énonciateur des recensions comme un lieu de transition de la parole et du savoir. Le critique littéraire s’octroie, en effet, une position institutionnelle qui marque son rapport au savoir afin d’exercer une influence optimale sur le lecteur. L’enjeu est de repérer les marqueurs discursifs qui fondent cette visée argumentative. Enfin, la perspective métatextuelle oblige à concevoir la recension dans son rapport au texte source. Véritable dialogue avec l’œuvre critiquée, la critique exploite explicitement des stratégies empruntées aux discours littéraire et journalistique. Des procédés de reprise textuelle tels que la reformulation, la citation, l’allusion ou la contamination menacent de saper le métatexte pour en faire un hypertexte. Ces trois axes permettent d’aborder la recension en tant que genre, à l’interface entre texte et discours. Les résultats confirment l’idée que le genre doit être abordé non pas dans une perspective statique, comme une liste d’invariants, mais dans une perspective dynamique, comme le résultat de l’interférence de plusieurs genres discursifs. Enfin, c’est une meilleure compréhension de la production et de la réception des recensions qui est en jeu. / Based on a corpus of 436 texts of German book reviews published in five newspapers of non-specialized press during the first half of the year 2012, this study investigates the discourse of German literary criticism. To try and identify constituent characteristics of the review, three areas of research are envisaged: the textual, discursive and metatexual perspectives. Traditionally conceived with regards to function, the notion of text is considered here in terms of shape. By considering the notions of sequences and periods, developed within the text linguistics, this study identifies a reservoir of forms which underpin the composition and the configuration of the reviews. Besides, the discursive perspective allows us to get a sense the speaking subject of the reviews as a transition for speech and knowledge. The literary critic actually benefits from putting himself in an institutional position that marks his/her relation to knowledge in order to have the best influence on the reader. The challenge is to identify possible linguistic markers which serve this argumentative approach. Finally, the metatextual perspective obliges us to conceive the review in its relationship with the source text. The book review is a real dialogue with the criticized book, the criticism explicitly exploits strategies borrowed from the literary and journalistic speeches. Textual processes of repetition such as reformulation, quotation, allusion or contamination threat to undermine the metatext into a hypertext. These three axes allow to approach the review as a genre, in the interface between text and discourse. The results confirm the idea that the genre must be approached not in a static way, as a list of invariants, but in a dynamic way, as the product of the interference of several discursive genres. Finally, what is at stake is a better understanding of the production and of the reception of the reviews.

Seguindo uma pista lançada pelo próprio Proust num texto crítico sobre a leitura, a crítica proustiana vem dedicando bastante espaço à compreensão deste tema na Recherche. Em geral, essa compreensão tem sido levada a cabo por meio da análise das figurações da leitura no romance de modo a construir o posicionamento teórico do escritor sobre a leitura que, por sua vez, funcionaria como modelo para a leitura da própria Recherche. Entretanto, essas análises apontam para incoerências e contradições que potencialmente poderiam invalidar seu caráter de modelo. Revisitando algumas das interpretações críticas bem como o próprio ensaio de Proust sobre a questão, esta tese defende que a compreensão da leitura da Recherche vai além da discussão da figuração do tema no texto. Para isso, propõe a análise do papel do leitor dimensão textual virtual que comporta diversas operações interpretativas potenciais. Controladas pela organização do texto, isto é, por sua disposição arquitetônica, em seus mais diversos planos, essas operações, uma vez percebidas pelos leitores (o que não se deu imediatamente na história da recepção da Recherche) sustentam essas leituras (críticas ou não) de modo que podem ser vistas como a base ou as condições de possibilidade de toda e qualquer interpretação. / Following the clue given by Proust himself on his essay on reading, recently, proustian critics have been paying a lot of attention to this theme in A la Recherche. In general, these interpretations analyse the figurations of reading in the text which, in turn, is used as a model for the reading of Prousts text. However, many of these analyses point out to incoherencies in Prousts theoretical discourse which can invalidate its status as a model for the reader. Revisiting some of the analyses on the topic and Prousts own essay On reading, this thesis tries to indicate that the understanding of the subject of reading should move beyond the discussion of its figuration in the text. In order to do that, we propose an analysis of the role of the reader a virtual textual dimension formed by the interpretive operations designed by the text itself. Controlled by the organization of the materials that form the text, these operations, once perceived by the reader, support many of the critical readings of Prousts text and so, they are, as it seems, the foundations for most of the readings of A la Recherche.