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Cette recherche s'inscrit dans le domaine de la didactique du français, dans la zone de contact entre enseignement de la langue et enseignement de la littérature. Elle a pour objet la glose à thème lexical dans la classe de littérature au cycle 3 de l'école primaire française. Ce que nous avons cherché à caractériser ce sont les échanges autour de certaines unités lexicales du texte à lire (les « épisodes métalexicaux ») et les échanges autour des mots que les élèves utilisent pour leurs propres commentaires (les « mots de la réception »). Que font-ils exactement quand ils parlent des mots d'un texte ou quels sont les mots qu'ils utilisent pour parler d'un texte? Quel lien avec ce qui est prescrit en matière d'enseignement du lexique, d'une part, et en matière d'enseignement de la lecture littéraire, d'autre part ?La méthode d'analyse des données est comparative. Elle concerne trois classes de CM2, deux enseignants expérimentés et un enseignant entrant dans le métier, autour de deux albums de littérature de jeunesse : La Petite fille du livre (Nadja) et Zappe la guerre (Pef). Nous avons mené une étude qualitative appuyée sur les transcriptions des échanges filmés dans les classes, ainsi que sur les transcriptions d'entretiens et de dispositifs d'autoconfrontation (empruntés à l'ergonomie et à l'ergologie).Ce travail s'intéresse au métadiscours dans le sens élargi que lui donne Andrée Borillo (1985) qui inclut les conduites langagières de commentaire, de définition, d'explication, portant sur le code ou sur les faits de discours.Nous avons d'abord appréhendé notre objet sur le plan linguistique et nous avons analysé la diversité des conduites et des procédés langagiers qui en font sa spécificité. Nous avons cherché ensuite à en saisir la particularité dans le cadre d'une activité de lecture littéraire.À partir de travaux de référence en lexicologie et en didactique de la littérature, nous avons construit un modèle distinguant plusieurs catégories de glose (les gloses sur la signification, les gloses sur le sens, les gloses sur les realia et les gloses génériques). Nous avons rangé l'ensemble de ces gloses dans trois paradigmes : un paradigme sémantique, un paradigme générique et un paradigme personnel.Nous avons pu montrer entre autres que le travail sur le vocabulaire en classe de littérature ne se résume pas à la définition, principale catégorie présupposée par les enseignants, mais engage de nombreuses conduites différentes. Nous avons montré aussi que ce travail joue un rôle dans l'activité de symbolisation attendue du sujet lecteur en contexte littéraire. Toutefois, l'analyse de l'action enseignante montre la complexité du pilotage de ces interactions autour du lexique et la nécessité de former les enseignants en matière d'enseignement du lexique en contexte littéraire. / This research joins in the field of French language didactics, in the area of contact between teaching of the language and teaching of literature in the third “cycle” of the French primary school.It covers the gloss around lexical items of the text to be read (the metalexical " episodes ") and the exchanges around the words the pupils use for their own comments (the " words of the reception ").What do they do exactly when they speak about the words of a text or what are the words they use to speak about a text? What link do they make with the prescription regarding teaching of the lexicon on one hand, and regarding teaching of the literary reading on the other hand? The method of analysis of the data is comparative. It concerns three 5th classes of primary school, two experimented teachers and a teacher starting their career, around two albums of youth literature: La petite fille du livre (Nadja) and Zappe la guerre (Pef).We led a qualitative study based on the transcriptions of the exchanges filmed in the classes, as well as on the transcriptions of interviews and plans of self-confrontation (borrowed from the study of ergonomics and ergology).This work focuses on the metadiscourse in its wider sense, studied by Andrée Borillo (1985) who includes the linguistic conducts of comment, definition, explanation, concerning the code or the facts of discourse.We first based our subject on the linguistic plan and we analysed what makes it specific - the diversity of the conducts and the linguistic processes. We then tried to seize its peculiarity within the framework of a literary reading activity.From reference works in lexicology and in literature didactics, we built a model distinguishing several categories of gloss (the glosses on meaning, the glosses on sense, the glosses on realia and generic glosses).We put all these glosses in three paradigms: a semantic paradigm, a generic paradigm and a personal paradigm.We were able to show, among other factors, that the work on the lexical field of literature cannot be reduced to its definition, the main category presumed by teachers, as it leads to many other conducts.We also showed that this work plays a role in the activity of symbolization that is expected from the subject reader in literary context. However, the analysis of the act of teaching shows the complexity of the piloting of these interactions around the lexicon and the necessity of training the teachers regarding lexicon teaching in a literary context.

This thesis aims to establish Jessica Powers (1905 – 1988) as a metaphysical poet, to augment the composite definition of metaphysical poetry, and to add two emphases to Christian literary theory. A comprehensive library search on Powers reveals that no scholarly work has been written on her poetry since 2005. A meta-analysis of existing work on Powers demonstrates that the metaphysical aspect of her poetry has not yet been comprehensively examined. Though Powers wrote in a time commonly called ‘post-modern’, my contention is that it would be more accurate to describe her as a metaphysical poet in the traditional sense of that term, as used, for example, of George Herbert (1593 – 1633). I endorse the view that the central theme of all metaphysical poetry is the relation between body and soul (Tanenbaum 2002: 211). It will be seen that this relation is the central concern of Powers’ metaphysical poetry. My close reading of Powers’ work as metaphysical is according to a Christian literary theory which agrees with Hass ‘that the study of the text and textual hermeneutics in the twenty-first century will continue because of a particular resurgence of religion’ (2007: 856). It is augmented by two emphases, a scientific (based on Gallagher’s 2009 study of the neurophysiology of attention), and a philosophical (based on Fromm’s 1976 analysis of the ‘being mode’, and on Buber’s 1947 analysis of attentiveness to the present moment). My study thereby contributes to Christian literary theory. There are one hundred and eighty two poems in The Selected Poetry of Jessica Powers. This thesis refers, to greater or lesser extents, to one hundred and seventy six of the poems, and comprehensive examination of their metaphysical aspect is the primary focus of the thesis. My examination of the poems demonstrates that Powers’ poetry can justly be described as metaphysical, which definition of her work serves to highlight an important and hitherto neglected aspect of her work, that she is a metaphysical poet of the finest calibre, and that renewed attention to her work is timely. / English Studies / D. Litt. et Phil. (English studies)

Cette thèse examine l’œuvre poétique de Rimbaud et de Laforgue du point de vue de la catégorie de « folie ». La notion de folie a très souvent été mobilisée dans la première réception de tout un pan de la poésie écrite dans le dernier tiers du XIXe siècle, pour étiqueter des textes considérés comme illisibles. À tel point qu’avec ses corollaires d’époques (manie, névrose, dégénérescence, hystérie), elle est devenue un véritable paradigme de lecture du texte poétique. La folie est envisagée ici non pas seulement dans sa définition médicale, mais aussi comme objet hybride, construit par une multiplicité de discours et de pratiques. On commence par une archéologie de ce discours médicalisant qui pathologise la poésie, pour montrer ensuite que la « folie » constitue bien une catégorie valide pour l’appréhension de la poésie rimbaldienne et laforguienne, mais qu’elle nécessite pour cela une théorisation nouvelle, indépendante de toute considération biographique ou psychologique. Part essentielle de l’écriture, la folie chez Laforgue, Rimbaud et leurs contemporains n’est plus la folie romantique – qui s’articulait aux catégories du grotesque ou du magisme inspiré. La folie poétique se fait méthode, « raisonné dérèglement » selon la formule paradoxale de Rimbaud, et traverse, en tant qu’expérience-limite, tout le trajet lyrique. En même temps, elle devient immanente aux corps, et au corps du texte. La folie romantique s’est immanentisée et textualisée. Poétique de la folie désigne ici un fait littéral, la manière dont le texte se trouve altéré par la folie, et réciproquement la manière dont en tant que poème ce même texte reconfigure la langue et la lecture, devenant par là un autre nom de la « folie » comme intempestivité, invention de catégories nouvelles, illisible devenant lisible. La folie ne désigne plus alors une pathologie, mais la force d’évènement de l’écriture même. Chez Laforgue et Rimbaud, cette dimension de bouleversement se déploie particulièrement dans trois champs : comme expérience radicale, la folie opère une altération et une aliénation du sujet ; comme effet rhétorique, elle entraîne un trouble généralisé de la syntaxe et du sens ; en tant que contre-discours et résistance à l’ordre établi (hystérie, idiotie, fureur) enfin, elle possède en elle-même une dimension politique, par laquelle elle s’articule à l’histoire comme événementialité. / This dissertation looks at the poetic works of Rimbaud and Laforgue from the point of view of “madness”. The category served as a label that was often applied by contemporary readers, including medics, to a corpus of poetry they considered to be illegible. Madness and its then quasi synonyms – mania, neurosis, degeneracy or hysteria – thus became no less than a general paradigm for reading poetry. We conceive of madness here not as a mere medical concept, but as a hybrid object, one that is constructed through multiple discourses and practices. The thesis first takes an archaeological look at this medicalisation of the reception of poetry. It then moves on to show that the category of “madness” can indeed be valid when it comes to understanding the lyric of Rimbaud and Laforgue, but needs new theorisation as a concept. Madness should no longer be considered as a biographical or even psychological category, but as pertaining to the text itself. A crucial part of the act of writing both for Rimbaud and for Laforgue, madness at the Fin de siècle had moved away from its definition in French romanticism, which saw it primarily as akin to the category of the grotesque or that of transcendent inspiration. Madness became a paradoxical method for poetry, according to the rimbaudian phrase “raisonné dérèglement” (“reasoned derangement”). As a limit-experience, madness proves to be at the core of a new poetic practice, while becoming immanent to the bodies as well as to the body of the text. Talking about a “poetics of madness,” we therefore conceive of madness as being primarily textual or literal. The poetic text is altered and displaced by madness, and conversely the text itself qua poem transforms the language it is written in and the categories of reading that are applied to it. In that sense, the text is necessarily mad in its essential untimeliness, since it invents the categories in which it can become legible. Madness thus no longer refers to a form of pathology, but rather designates poetic writing itself as a force and an event. Such a disruptive force is studied more particularly in three domains. As a radical experience, madness alters and literally alienates the subject. As a rhetorical effect, it brings about a major trouble within syntax and meaning. As a counter-discourse, finally, and a resistance to social order (in the cases of hysteria, idiocy, or fury), madness has an immediate political dimension to it, which connects it to history qua eventiality.

L’œuvre de Michel Butor se singularise par la traversée des genres dont elle dévoile les limites. Se référant à la classification générique héritée du XIXème siècle, la critique littéraire divise souvent cette œuvre en poèmes, romans et textes inclassables, tout en affirmant l’idée d’un abandon de la forme romanesque après 1960. Pourtant, c’est le choix de la forme englobante d’un texte hybride, qui va désormais déterminer le genre.La première partie de la thèse étudie la mutation des formes littéraires dans l’œuvre de Michel Butor. Il s’agit d’examiner la question du choix du genre romanesque par l’écrivain. L’hybridisation générique sera un mode d’expression artistique privilégié, dans la mesure où la recherche de nouveaux aspects de la poétique butorienne montre qu’elle est contaminée par la métaphore théâtrale. Nous verrons donc l’interaction entre roman et théâtre radiophonique à travers la lecture de Mobile. Étude pour une représentation des États-Unis, Réseau aérien. Texte radiophonique et 6 810 000 litres d’eau par seconde. Étude stéréophonique.La deuxième partie traite de la dramaturgie et met en lumière les aspects radiophoniques de l’œuvre postromanesque à travers les différents niveaux de lecture dégagés par Patrice Pavis (Discursif, Narratif, Actantiel, Idéologique et Inconscient), et le système de la mise en scène en rapport avec le studio d’enregistrement. La notion d’ « effet romanesque » sera ainsi le résultat d’une hantise de la forme romanesque produite par la lecture.La troisième partie étudie la prose poétique du théâtre radiophonique et les structures inconscientes et idéologiques, en s’appuyant sur l’importance du discours oral qui dévoile l’ambiguïté entre la forme (le théâtre radiophonique) et l’attitude de l’individu et du groupe, marquée par l’incapacité de transmettre une perception cohérente du monde à cause de leurs préjugés. / Michel Butor’s work is different from the others by its crossing genres which it shows the limits of. Referring to the generic classification inherited from the nineteenth century, literary criticism often divides the work in poems, novels, and unclassifiable texts, while maintaining the idea that he had neglected the novelistic form after 1960. Still, the choice of the work that includes several forms of a hybrid text will now determine the genre.The first part deals with the mutation of the literary forms in the work of Michel Butor. We will examine the question of the choice of novelistic form by the author. Generic hybridization will be Butor’s favorite means of artistic expression, because the search of new aspects of Butor’s poetics reveals that it is corrupted by dramatic metaphor. So, we will see the interaction between the novel and radio drama through the reading of Mobile: study for a representation of the United States, Airline Network and Niagara.The second part is about the drama and shows radiophonic aspects of the postnovelistic work through different levels of reading set up by Patrice Pavis (Discursive, Narrative, Actantial, Ideological and Unconscious), and the production system in relation with the recording studio. The notion of “novelistic effect” will therefore be the result of an obsession of novelistic form produced by reading.The third part analyses poetic prose of radio drama and the unconscious and ideological structures of the work, based on the importance of oral discourse which reveals the ambiguity between the form (radio drama) and the individual attitude and the group, marked by the inability to pass on a coherent perception of the world because of their prejudices.

This thesis aims to establish Jessica Powers (1905 – 1988) as a metaphysical poet, to augment the composite definition of metaphysical poetry, and to add two emphases to Christian literary theory. A comprehensive library search on Powers reveals that no scholarly work has been written on her poetry since 2005. A meta-analysis of existing work on Powers demonstrates that the metaphysical aspect of her poetry has not yet been comprehensively examined. Though Powers wrote in a time commonly called ‘post-modern’, my contention is that it would be more accurate to describe her as a metaphysical poet in the traditional sense of that term, as used, for example, of George Herbert (1593 – 1633). I endorse the view that the central theme of all metaphysical poetry is the relation between body and soul (Tanenbaum 2002: 211). It will be seen that this relation is the central concern of Powers’ metaphysical poetry. My close reading of Powers’ work as metaphysical is according to a Christian literary theory which agrees with Hass ‘that the study of the text and textual hermeneutics in the twenty-first century will continue because of a particular resurgence of religion’ (2007: 856). It is augmented by two emphases, a scientific (based on Gallagher’s 2009 study of the neurophysiology of attention), and a philosophical (based on Fromm’s 1976 analysis of the ‘being mode’, and on Buber’s 1947 analysis of attentiveness to the present moment). My study thereby contributes to Christian literary theory. There are one hundred and eighty two poems in The Selected Poetry of Jessica Powers. This thesis refers, to greater or lesser extents, to one hundred and seventy six of the poems, and comprehensive examination of their metaphysical aspect is the primary focus of the thesis. My examination of the poems demonstrates that Powers’ poetry can justly be described as metaphysical, which definition of her work serves to highlight an important and hitherto neglected aspect of her work, that she is a metaphysical poet of the finest calibre, and that renewed attention to her work is timely. / English Studies / D. Litt. et Phil. (English studies)

The topic of this master's thesis is the representation of women in the selected works of Finnish male authors from the perspective of the feminist literary criticism. The thesis examines the selected prose works of Kari Hotakainen (novel Na domácí frontě, orig. title 2002), Hannu Raittila (novel Canal Grande, orig. title 2001) and Juha Seppälä (novel Švihadlo, orig. title 1990), as these three writers form an element opposite to a strong generation of Finnish female writers of the 1980s. I will analyse how these selected authors portray women in their works and how the position of female characters in comparison to male ones can be characterized. The aim is to describe the problematics regarding the portrayal of women in modern Finnish literature from the male perspective. The basis originating from the first, theoretical part, which focuses particularly on feminism and its manifestation in literary criticism, will serve as a stepping-stone for the following feminist research in the practical part of the thesis.

This doctoral thesis approaches literary tourism initially from an historical perspective in order to define the phenomenon through a review of the existing academic literature in the field. The forms of literary tourism are analysed to provide a typology and from this the value of literary tourism is explained both from the visitor's point of view and the destination manager's. Current theories underpinning the existing literature on literary tourism, including Bourdieu's concept of cultural capital are reviewed. To extend the current state of research and to answer the research questions a case study of successful urban literary tourism is identified, in this case in Brittany, France. The uses of French literature in literary tourism are reviewed to provide a sound basis on which to examine French texts and tourist destinations. Novel methods of field research are developed to formalise and to make reproducible the methodology for this study and for future work drawing on, and seeking to combine both literary theory and ethnography. Following a pilot study on the French Riviera the full discovery instruments are designed and applied in fieldwork on the case destination, Concarneau, using the detective novel, The Yellow Dog, which is set in Concarneau. Analysis of the findings from this provide a new contribution to the field of literary theory, in the area of reader interpellation, and answer the research questions in the form of a new set of recommendations for DMOs and tourism stakeholders. From the empirical study that used Web 2.0 social media, only available since 2013, an analysis of which novels do stimulate literary tourism is presented for the first time. Out of the research process new methods have been evolved, and are presented in the conclusion, for the DMO to synthesise and leverage digital resources. This provides DMOs with interpretation processes for its managed heritage to use with its local stakeholders in hotels and in tourism businesses. Finally, an innovative conceptualisation of what constitutes tourism knowledge is proposed.

Avec les neurones miroirs et les théories de la simulation, les découvertes récentes des neurosciences sur les relations intersubjectives offrent à la théorie littéraire de nouvelles données pour approcher le récit fictionnel. Elles permettent de réhabiliter le bovarysme littéraire dont la version cognitiviste, l’empathie fictionnelle, est l’objet de cette thèse. Il apparaît que dans le monde créé par la fiction, c’est l’empathie fictionnelle qu’il éprouve pour les personnages qui permet au lecteur de comprendre leurs états mentaux et d’anticiper leur comportement. Ainsi, les émotions fictionnelles, véritable catalyseur du processus de simulation qui permet au lecteur d’éprouver corporellement le point de vue du personnage, participent-elles pleinement au processus de compréhension et d’interprétation de l’histoire. L’objectif est donc de repenser l’activité du lecteur de fiction en axant la réflexion sur la manière dont le lecteur appréhende le monde fictionnel et s’y investit émotionnellement. L’aptitude à l’empathie fictionnelle devient alors une compétence de lecteur, indispensable pour qu’il puisse s’immerger dans l’univers fictionnel. Ce point de vue soulève une question concernant la didactique de la lecture littéraire. Lors de la lecture d’œuvres de fiction, en quoi et comment est-il souhaitable de solliciter l’empathie fictionnelle des élèves pour les personnages ? Cette thèse répondra à cette question en proposant un dispositif d’accompagnement de la lecture par l’écriture : le « journal de personnage ». L’expérimentation présentée, menée en classe de CM2 et de 6e, concerne le journal de Gilgamesh, héros mythologique dont le récit des aventures appartient à nos textes fondateurs. À travers l’observation de productions écrites d’élèves et l’analyse d’entretiens et de questionnaires individuels, il apparaîtra que les écritures fictionnelles en première personne demandées aux élèves sont un moyen d’exercer leur aptitude à l’empathie fictionnelle et par voie de conséquence de développer leurs compétences en matière de lecture littéraire. / With mirror neurons and simulation theories, recent findings in neuroscience on inter-subjective relations offer new data to literary theory about fictional narrative. They help restore literary bovarysm of which cognitive version, the fictional empathy, is the subject of this thesis. It appears that, in a world created by fiction, the fictional empathy that the reader feels for characters allows him to understand their mental states and anticipate their behavior. Thus, the fictional emotions, real catalyst of the simulation process that allows the reader to physically experience the perspective of the character, fully participate in the process of understanding and interpreting the story. The objective is therefore to rethink the mental activity of the reader of fiction, with a focus on how the reader grasps the fictional world and gets involved emotionally. The capacity for fictional empathy then becomes a reader’s skill, essential to immerse himself in the fictional universe. This approach raises a question about the teaching of literary reading. When reading fiction, in which way and how is it advisable to seek the students’ fictional empathy for the characters? To address this issue, this thesis proposes that a reading-cum-writing support mechanism be envisaged: the "character’s diary". The experiment conducted in CM2 and 6th grade classes, relates to the diary of Gilgamesh, mythological hero whose adventure stories belong to our founding texts. Through the observation of students' written along with the analysis of interviews and individual questionnaires, it would appear that fictional writing requested from students in the first person are a means to exercise their capacity for fictional empathy and as a corollary develop their skills in literary reading.