Orientador: Carlos Eduardo Ornelas Berriel / Dissertação (mestrado) - Universidade Estadual de Campinas. Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T22:22:07Z (GMT). No. of bitstreams: 1 WitezeJunior_Geraldo_M.pdf: 905275 bytes, checksum: b3695ea6baf8a1fc1789c9c7a4e9cf06 (MD5) Previous issue date: 2010 / Resumo: O objetivo deste trabalho é estudar as relações entre a utopia e o romance "Dom Quixote". Mais especificamente a hipótese testada é a de que o governo de Sancho Pança na ínsula Baratária poderia ser entendido como uma utopia. Para tanto busca-se primeiramente delimitar o significado da utopia, discutindo as suas transformações ao longo da história desde sua origem no Renascimento. Além disso examina-se a sua percepção como gênero literário e como corrente de pensamento, recorrendo à diferenciação entre utopia e utopismo. Como o significado da utopia mudou após as críticas de Marx e Engels, procura-se esclarecê-las através de uma análise direta da obra dos dois pensadores, estabelecendo uma diferença entre os escritos de Marx, os de Engels e as interpretações marxistas posteriores. Após o percurso teórico sobre a utopia é feita uma breve discussão bibliográfica perpassando pelos principais nomes da crítica literária cervantina para, na sequência, analisar o texto de "Dom Quixote", em especial as partes da obra diretamente relacionadas ao governo de Sancho. / Abstract: The objective of this work is to study the relationship between utopia and the novel "Don Quixote". More specifically, the hypothesis tested is that the government of Sancho Panza in the insula Barataria could be understood as an utopia. To this end we first seek to delimit the meaning of utopia, discussing its transformations throughout history since its origins in the Renaissance. Furthermore we examine it perception as a literary genre and as a current of thought, using the distinction between utopia and utopianism. Because the eaning of utopia has changed after the criticism of Marx and Engels we sought to clarify the through a direct analysis of two thinkers' work making a difference between the writings of Marx, Engels and later marxist interpretations. After the theoretical course on utopia, we do a brief bibliographical discussion perpassing the top names in Cervantes literary criticism in order to thereupon analyze the text of "Don Quixote", specially the parts of the work directly related to the government of Sancho. / Mestrado / Historia e Historiografia Literaria / Mestre em Teoria e História Literária

Submitted by Maryse Santos (maryseeu4@gmail.com) on 2016-08-26T13:19:20Z No. of bitstreams: 1 Ingrid Karina Morales Pinilla- Dissertação de mestrado.pdf: 1065373 bytes, checksum: 0e8a077647bb4c0a7a9acbbe3fe5b9e6 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-09-19T17:32:17Z (GMT) No. of bitstreams: 1 Ingrid Karina Morales Pinilla- Dissertação de mestrado.pdf: 1065373 bytes, checksum: 0e8a077647bb4c0a7a9acbbe3fe5b9e6 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-09-19T17:34:08Z (GMT) No. of bitstreams: 1 Ingrid Karina Morales Pinilla- Dissertação de mestrado.pdf: 1065373 bytes, checksum: 0e8a077647bb4c0a7a9acbbe3fe5b9e6 (MD5) / Made available in DSpace on 2016-09-19T17:34:08Z (GMT). No. of bitstreams: 1 Ingrid Karina Morales Pinilla- Dissertação de mestrado.pdf: 1065373 bytes, checksum: 0e8a077647bb4c0a7a9acbbe3fe5b9e6 (MD5) Previous issue date: 2016-03-01 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / El presente estudio tiene como objetivo investigar, por medio de la Intertextualidad y de la Residualidad Literaria y Cultural, la retomada de valores de la Edad Media en la configuración de los personajes de los libros El Ingenioso Hidalgo Don Quijote de la Mancha (1605), de Miguel de Cervantes e Infortúnios Trágicos da Constante Florinda (1625), de Gaspar Pires de Rebelo. Se verifican vestigios de la mentalidad medieval en la construcción de algunos personajes de ambos libros: sea por la vía de la Intertextualidad de los protagonistas Don Quijote y Florinda (Leandro, en su fase masculina) con Amadís de Gaula del libro homónimo; sea por la vía de la Residualidad de los arquetipos de Eva en los personajes de las narrativas intercaladas, Leandra del Quijote I y Fausta de Constante Florinda I; y de María, madre de Jesús, en las protagonistas Dulcinea del Quijote I y Florinda de Constante Florinda I. En lo que se refiere a la reflexión teórica de la Intertextualidad se recurre, principalmente, a los estudios de Gerard Genette (1989), Affonso Romano de Sant’Anna (2003), Koch, Bentes e Cavalcante (2012). Ya, en lo tocante a la Residualidad Literaria y Cultural, se parte de los conceptos operativos de residuo, hibridación cultural, cristalización y mentalidad, apoyándose en la Teoría de la Residualidad, sistematizada por Roberto Pontes (1999) y en otros autores. / O presente estudo tem como o bjetivo investigar, por meio da Intertextualidade e da Residualidade Literária e Cultural, a retomada de valores da Idade Média na configuração dos personagens dos livros O Engenhoso Fidalgo Dom Quixote de la Mancha (1605), de Miguel de Cervantes e Infortúnios Trágicos da Constante Florinda (1625), de Gaspar Pires de Rebelo. Verificam - se vestígios da mentalidade medieval na construção de alguns personagens de ambos os livros: ora pela via da Intertextualidade dos protagonistas dom Quixote e Florinda (Leandro, na sua face masculina) com Amadis de Gaula do livro homônimo; ora pela via da Residualidade dos arquétipos de Eva nas personagens das narrativas intercaladas, Leandra do Quixote Ie Fausta de Constante Florinda I; e de Maria, mãe de Jesus, nas protagonistas Dulcinéia do Quixote I e Florinda de Constante Florinda I. No que se refere à reflexão teórica da Intertextualidade recorre -se, principalmente, aos estudos de Gerard Genette (1989), Affonso Romano de Sant’Anna (2003), Koch, Bentes e Cavalcante (2012). Já, no tocante à Residualidade Literária e Cultural, parte- se dos conceitos operacionais de resíduo, hibridação cultural, cristalização e mentalidade, apoiando -se na Teoria da Residualidade, sistematizada por Roberto Pontes (1999) e em outros autores.

Au centre de cette thèse se trouvent trois écrivains renommés qui appartiennent à un groupe littéraire espagnol, plus connu sous le nom de « génération de 1898 » : Azorín, Miguel de Unamuno et Ramiro de Maeztu. Bien que ce groupe ne soit pas homogène, ces auteurs engagés, à l'origine des journalistes, aspiraient à un seul et même objectif : procéder à la régénération de l'Espagne ravagée par la perte des colonies en raison de l'apathie et de la léthargie de ses dirigeants. Ce désir « régénérateur » s'est concrétisé à travers des expériences littéraires différentes qui ont mené chacun des trois auteurs à procéder à sa propre quête. Chacun d'entre eux s'est vu confronté à des interrogations existentielles telles que la question de l'éternel retour, celle de l'immortalité, ou encore celle de l'inanité de la vie. C'est par le biais des trois figures mythiques de la littérature espagnole : Don Quichotte, Don Juan et la Célestine, qu'ils sont parvenus à dépasser leurs préoccupations existentielles. En leur donnant une nouvelle vie, ces auteurs offrent aux figures mythiques une autre dimension : ils vont même jusqu'à les sanctifier. En réalité, les écrivains voient dans cette réinterprétation le salut même de l‟Espagne, mais les figures mythiques qu’ils ne cessent tantôt de valoriser, tantôt de démystifier, jouent d'autres rôles plus pragmatiques et plus prépondérants. Elles ont également une fonction plus immédiate. En fait, tout dans leurs œuvres tend à éveiller le peuple espagnol et à lui inculquer un sentiment patriotique imprégné d'une philosophie quichottesque, celle qui consiste à garder ses idéaux, tout en ayant une conscience lucide et aigüe. / In the centre of this thesis, there are three writers who belong to a Spanish literary group, better known to the word as “Generation of 1898” : Miguel de Unamuno, Azorín and Ramiro de Maeztu. Although this group is not homogeneous, these engaged writers, who are originally journalists, had a common and unique objective: regenerating Spain, that was devastated by the loss of its colonies due to its leader's apathy and lethargy. The desire was archives through various literary experiences that led each of the three writers to carry on his own quest. Each of them dealt with different existential questions such as the one of “eternal return”, “immortality” or the “futility of life”: it was in the three mythic figures of Spanish literature: don Quixote, don Juan and Celestina that their concerns were reflected. By reviving them, the three writers were giving these figures new dimensions. In truth, the writers considered this reinterpretation as a sanctification. Yet, the mythical figures that they valued sometimes and criticized some other times, played other, more prominent and pragmatic roles. They had equally a move immediate function. In fact, everything in their writings tended to awaken in Spanish people a sense of patriotism, impregnated with the “quixotic” philosophy. A philosophy that preserved an accurate and clear awareness.

M.A. / This dissertation explores On The Contrary by Andre P. Brink against the backdrop of creative reading with emphasis on interpretation of the text as a process rather than as a product. The title On The Contrary is already indicative of the author's intention to unlock a myriad of interpretative possibilities in stead of tangibilitating a conclusion. The title also illuminates the principle that what is written is not necessarily what is said, that none of the content is cast in concrete and that the work concerns itself with the offering of contrasts: truth and untruth, imagination and reality, guilt and innocence. A symbiosis of dualism and parallelism is portrayed in order to enrich the potential for multiple text interpretations. Various texts are incorporated into the text of On The Contrary on an inter-textual basis, for the purpose of facilitating the interpretative process in an explicit and/or implicit manner. This study investigates and discusses the following three specific texts: • Don Quijote by Cervantes. Several explicit references are made to this canonised novel of Western literature, but it is the subtle, implied similarities between the lives of the characters Estienne Barbier and Don Quojote that serve as interpretative keys. • Jeanne d' Arc and her history. • The life history of Estienne Barbier, the historical 18 th century Cape figure. Remarkable documented similarities between the historical characters, Barbier and Jeanne d'Arc invite the analytical reader to try and establish the extent and purpose of incorporating the Jeanne d'Arc text into On The Contrary. Through the process of creative reading, the reader's assessment and understanding of Estienne Barbier, as a character in the novel, is moulded and formed by the life story and philosophy of Jeanne d'Arc. Barbier is constructed from a compound of historical facts and fictitious incidents. Historical "gaps" in the life of Estienne Barbier are compensated for through the introduction of elements from the life history and philosophy of Jeanne d'Arc. To that extent Barbier is a consequential character whose life and philosophy inextricably reflects examples derived from Jeanne d'Arc. The inter-textual process imbues a linear Estienne Barbier with depth in regard to the events that effect him and allows him to grow in the eyes of the reader, through fruitful application of parallels between the histories of Jeanne d'Arc and Estienne Barbier. The use of Jeanne d'Arc inter-textually and the virtual "retelling" of Jeanne, profoundly tell the story of a rebellious Barbier's "crusade" in pursuit of righteousness. In similar fashion the historical character Estienne Barbier is "told" into the romantic character Barbier in an attempt to transcend from imagination to reality. The reinterpretation of history, with the view of arriving at an alternative historical interpretation, becomes possible through the use of fiction. In primary instance this study investigates the manner in which the abovementioned three texts are incorporated inter-textually in the novel On The Contrary. Secondly an attempt is made to identify the narrative strategies that are used to arrive at a possible interpretation of the text and lastly it indulges in an exploration of the healing effect that the process of (imaginary) storytelling has in the lives of characters such as Don Quijote and Estienne Barbier.

This book is being edited at the suggestion of colleagues who feel a great need for a Spanish reader with the the following qualifications: A good connected story from Spanish Literature Subject matter suitable for adolescents Sufficiently simple for use in Beginning Spanish This is an edited version of Part One, and consequently is simplified and cut. Many authorities prefer to wait until students get to college so that they may be introduced to the great masterpiece in its original. In as much as the average high school student does not take more than two years of Spanish, this system removes the greatest Spanish classic from the education of the masses of American people. Furthermore the study of Don Quixote offers excellent character training and basic education for the adolescent. To the student: This book is arranged to help English-speaking students of thirteen years of age or over to learn to read their second language. You must remember that unless you can make use of your English vocabulary and ability, you will learn to read Spanish at somewhat the same rate of speed with which you learned English. In other words, at the end of one year, you will know about as much as you did in English at the end of the First Grade, and at the end of ten years, you may expect to have somewhat the same ability that is usual for a Junior in High School, furthermore, you must remember that it is impossible to Iearn all the common or useful words in a foreign language, and it is not always possible to consult a dictionary at every turn when traveling around Mexico or South America.

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No description available.

L’objectif principal du présent travail de recherche est d’établir un lien entre les proverbes (refranes) du Quichotte et l’enseignement de l’espagnol comme langue étrangère (ELE). En premier lieu, afin de mieux définir l’utilisation des parémies à travers les siècles, nous observons leur origine en lien avec l’oralité et la culture écrite, liée avec la Bible. De plus, nous considérons nécessaire de définir de manière claire les termes utilisés en parémiologie, tels que la parémie, le refrán espagnol et le proverbe. Cette précision terminologique est importante dans le processus d’apprentissage d’une nouvelle langue, par exemple afin de ne pas faire de fausses associations entre la langue maternelle et la langue apprise. La définition du refrán suit une matrice de traits essentiels ou optionnels. De plus, afin d’actualiser ces notions, nous présentons l’espace qu’occupent les proverbes ou les refranes de nos jours. Face au manque d’études sur l’utilisation des proverbes au Québec, nous avons réalisé un sondage parmi les étudiants québécois de cégeps afin d’observer leur opinion et son emploi. En ce qui a lieu à la relation directe entre les proverbes et l’enseignement de l’espagnol, nous remarquons que ce type d’énoncé n’est pas introduit en profondeur dans les documents officiels, tels que le Cadre européen commun de référence (2002), le Plan curricular del Instituto Cervantes (2005) et le Espagnol, langue tierce du Ministère de l’éducation, du loisir et du sport de Québec (MELS). Cette présence peu active est soulignée par le peu d’importance qui leur est attribuée dans les manuels d’enseignement. L’inclusion de la littérature en enseignement d’ELE, comme force didactique, a été généralement peu considérée. Le corpus de notre recherche, sélectionné du roman de Don Quichotte de la Manche, nous est utile pour connaître le lien entre les refranes, la littérature et ELE, présentant les proverbes comme un type de littérature en soi, grâce à un éventail d’activités, avec l’objectif qu’elles soient reconsidérées à sa juste valeur, dès les premiers niveaux d’enseignement. Mots-clés: Enseignement de l’espagnol comme langue étrangère (ELE), Littérature, Don Quichotte, proverbes (le refrán espagnol), activités / The main purpose of the present investigation is to establish a link between proverbs of the Quixote and Spanish second language teaching. First, to define better the use of paremias through centuries, we observe its origin in relation with its oral aspects and the written culture, linked with the Bible. Moreover, we consider necessary to define clearly the different terms used in paremiology, just as paremia, the Spanish refrán and the proverb. This terminological clarification is important in the learning process of a new language, for example to help not doing false associations between maternal and learned language. The proposed definition of the refrán is based on a matrix of features essential or optional. Moreover, to actualize these notions, we present the space occupied by proverbs nowadays. Facing the lack of investigations about the use of proverbs in Quebec, we realized a survey with Quebec students from cégeps so to know their opinion and use. About the relation between proverbs and Spanish stranger language teaching, we observe that those types of sentences are not introduced deeply in official documents, like the Marco común europeo de referencia (2002), the Plan curricular del Instituto Cervantes (2005) and the Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). This presence not very active is noted by the little importance given to them in Spanish manuals. The inclusion of literature in Spanish second language teaching, as a didactic potential, has been generally little considered. The corpus of our investigation, selected from Don Quixote novel, serves us to know the link between proverbs, literature and Spanish second language teaching, presenting the proverbs as a literature genre, thanks to the range of activities, with the objective that they may be reconsidered according to their valor, since the first levels of teaching. Key Words: Spanish Second Language Teaching, Literature, the Quixote, Proverbs (the Spanish refrán), Activities / El objetivo principal de la presente investigación es establecer un vínculo entre los refranes del Quijote y la enseñanza del español como lengua extranjera (ELE). En primer lugar, para definir mejor el uso de las paremias a través de los siglos, observamos su origen en relación con la oralidad y la cultura escrita, ligada con la Biblia. Además, consideramos necesario definir de manera clara los diferentes términos usados en la paremiología, como la paremia, el refrán y el proverbio. Esta precisión terminológica es importante en el proceso de aprendizaje de una nueva lengua, por ejemplo para no hacer falsas asociaciones entre la lengua materna y la lengua aprendida. La definición del refrán propuesta sigue una matriz de rasgos esenciales u opcionales. Además, para actualizar estas nociones, presentamos el espacio que ocupan los refranes hoy en día. Ante la falta de investigaciones sobre el uso de los refranes en Quebec, hemos realizado una encuesta entre estudiantes quebequenses de cégep, para conocer su opinión y su uso. Por lo que respecta a la relación entre los refranes y la enseñanza de ELE, observamos que este tipo de enunciados no están introducidos de una manera profunda en los documentos oficiales, como el Marco común europeo de referencia (2002), el Plan curricular del Instituto Cervantes (2005) y el Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). Esta presencia poco activa es subrayada por la escasa importancia que se les atribuye en los manuales de ELE. La inclusión de la literatura en la enseñanza de ELE, como potencial didáctico, ha sido generalmente poco considerada. El corpus de nuestra investigación, seleccionado de la novela Don Quijote de la Mancha, nos sirve para conocer el vínculo entre los refranes, la literatura y ELE, presentando los refranes como un tipo de literatura en sí, gracias al abanico de actividades, con el objetivo de que sean reconsiderados de acuerdo con su valor, desde los primeros niveles de enseñanza. Palabras clave: Enseñanza del español lengua extranjera (ELE), Literatura, El Quijote, refranes, actividades

L’objectif principal du présent travail de recherche est d’établir un lien entre les proverbes (refranes) du Quichotte et l’enseignement de l’espagnol comme langue étrangère (ELE). En premier lieu, afin de mieux définir l’utilisation des parémies à travers les siècles, nous observons leur origine en lien avec l’oralité et la culture écrite, liée avec la Bible. De plus, nous considérons nécessaire de définir de manière claire les termes utilisés en parémiologie, tels que la parémie, le refrán espagnol et le proverbe. Cette précision terminologique est importante dans le processus d’apprentissage d’une nouvelle langue, par exemple afin de ne pas faire de fausses associations entre la langue maternelle et la langue apprise. La définition du refrán suit une matrice de traits essentiels ou optionnels. De plus, afin d’actualiser ces notions, nous présentons l’espace qu’occupent les proverbes ou les refranes de nos jours. Face au manque d’études sur l’utilisation des proverbes au Québec, nous avons réalisé un sondage parmi les étudiants québécois de cégeps afin d’observer leur opinion et son emploi. En ce qui a lieu à la relation directe entre les proverbes et l’enseignement de l’espagnol, nous remarquons que ce type d’énoncé n’est pas introduit en profondeur dans les documents officiels, tels que le Cadre européen commun de référence (2002), le Plan curricular del Instituto Cervantes (2005) et le Espagnol, langue tierce du Ministère de l’éducation, du loisir et du sport de Québec (MELS). Cette présence peu active est soulignée par le peu d’importance qui leur est attribuée dans les manuels d’enseignement. L’inclusion de la littérature en enseignement d’ELE, comme force didactique, a été généralement peu considérée. Le corpus de notre recherche, sélectionné du roman de Don Quichotte de la Manche, nous est utile pour connaître le lien entre les refranes, la littérature et ELE, présentant les proverbes comme un type de littérature en soi, grâce à un éventail d’activités, avec l’objectif qu’elles soient reconsidérées à sa juste valeur, dès les premiers niveaux d’enseignement. Mots-clés: Enseignement de l’espagnol comme langue étrangère (ELE), Littérature, Don Quichotte, proverbes (le refrán espagnol), activités / The main purpose of the present investigation is to establish a link between proverbs of the Quixote and Spanish second language teaching. First, to define better the use of paremias through centuries, we observe its origin in relation with its oral aspects and the written culture, linked with the Bible. Moreover, we consider necessary to define clearly the different terms used in paremiology, just as paremia, the Spanish refrán and the proverb. This terminological clarification is important in the learning process of a new language, for example to help not doing false associations between maternal and learned language. The proposed definition of the refrán is based on a matrix of features essential or optional. Moreover, to actualize these notions, we present the space occupied by proverbs nowadays. Facing the lack of investigations about the use of proverbs in Quebec, we realized a survey with Quebec students from cégeps so to know their opinion and use. About the relation between proverbs and Spanish stranger language teaching, we observe that those types of sentences are not introduced deeply in official documents, like the Marco común europeo de referencia (2002), the Plan curricular del Instituto Cervantes (2005) and the Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). This presence not very active is noted by the little importance given to them in Spanish manuals. The inclusion of literature in Spanish second language teaching, as a didactic potential, has been generally little considered. The corpus of our investigation, selected from Don Quixote novel, serves us to know the link between proverbs, literature and Spanish second language teaching, presenting the proverbs as a literature genre, thanks to the range of activities, with the objective that they may be reconsidered according to their valor, since the first levels of teaching. Key Words: Spanish Second Language Teaching, Literature, the Quixote, Proverbs (the Spanish refrán), Activities / El objetivo principal de la presente investigación es establecer un vínculo entre los refranes del Quijote y la enseñanza del español como lengua extranjera (ELE). En primer lugar, para definir mejor el uso de las paremias a través de los siglos, observamos su origen en relación con la oralidad y la cultura escrita, ligada con la Biblia. Además, consideramos necesario definir de manera clara los diferentes términos usados en la paremiología, como la paremia, el refrán y el proverbio. Esta precisión terminológica es importante en el proceso de aprendizaje de una nueva lengua, por ejemplo para no hacer falsas asociaciones entre la lengua materna y la lengua aprendida. La definición del refrán propuesta sigue una matriz de rasgos esenciales u opcionales. Además, para actualizar estas nociones, presentamos el espacio que ocupan los refranes hoy en día. Ante la falta de investigaciones sobre el uso de los refranes en Quebec, hemos realizado una encuesta entre estudiantes quebequenses de cégep, para conocer su opinión y su uso. Por lo que respecta a la relación entre los refranes y la enseñanza de ELE, observamos que este tipo de enunciados no están introducidos de una manera profunda en los documentos oficiales, como el Marco común europeo de referencia (2002), el Plan curricular del Instituto Cervantes (2005) y el Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). Esta presencia poco activa es subrayada por la escasa importancia que se les atribuye en los manuales de ELE. La inclusión de la literatura en la enseñanza de ELE, como potencial didáctico, ha sido generalmente poco considerada. El corpus de nuestra investigación, seleccionado de la novela Don Quijote de la Mancha, nos sirve para conocer el vínculo entre los refranes, la literatura y ELE, presentando los refranes como un tipo de literatura en sí, gracias al abanico de actividades, con el objetivo de que sean reconsiderados de acuerdo con su valor, desde los primeros niveles de enseñanza. Palabras clave: Enseñanza del español lengua extranjera (ELE), Literatura, El Quijote, refranes, actividades

The following study is an analysis of the initial steps of the process of characterization of Dorotea and Fortunata. This comparative study will illustrate the similarities in the techniques both Cervantes and Galdos employ to create two female characters who, although begin as irrelevant secondary characters, end as protagonists and heroines of their respective story. / The first chapter is dedicated to the two male characters, Cardenio and Juanito. Both authors begin each story with a male character and lead the reader to believe falsely that they will be the protagonists. We conclude that these false protagonists only serve as contrasts to the female characters they introduce. / The second and third chapters deal with the first appearance of Dorotea and Fortunata. We begin with a detailed description and analysis of their physical appearance and the literary techniques used. We discover that both authors achieve the same goal of creating a sensual scene in which they offer a minute description of the female characters in question. Finally, we come to know these two female characters through an analysis of their discourses and language. The characterization process is realized thanks to the interaction between characters and the thinking process. We come to the conclusion that, although separated by approximately three centuries, both authors employ similar techniques and succeed in creating two female characters that excel in their respective lives.