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This essay is a gender analysis of some of the characters created by Agatha Christie. The aim is to investigate the occurrence of gender stereotypes and if traditional gender norms are challenged by men and/or women characters in Evil Under the Sun and The Body in the Library. Initially, there is an introduction to gender theories which includes the theorists Thomas Laqueur and Simone de Beauvoir among others. Laqueur presents the evolution of gender theories, specifically the two-sex model in which it was believed that sex is pervasive and thus the body rules the mind. Theories presented by him are vastly different from those of de Beauvoir who argues that the mind and body are separate. Other theorists which specifically deal with crime fiction and gender include Susan Rowland, who writes about the reformation of the detective and how the crime genre is gendered, and Gill Plain, who has been able to categorised Christie’s characters into three distinctive groups in which gender roles are clearly distinguishable. The conclusion reached is that male and female characters are portrayed both as adhering to gender roles, contemporary to the time at which the books were written, and as breaking them. However the outcomes and reactions differ depending on the character in question. Marple and Poirot appear to be well aware of the stereotypical way they are viewed and use it to appear less intimidating in order to hide their true nature as two sharp intellects.

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Y aurait-il un travail du mythe, comme un travail du rêve, dans le roman policier ? L’examen des oeuvres d’Agatha Christie et de Pierre Véry induit cette question : le mythe de l’enfance peut, en effet, être appréhendé comme un instrument de lecture critique permettant d’organiser les cosmos véryien et christien selon certains dynamismes, certains noyaux et réseaux de signifiance. Fondée tant sur la matière que sur la forme, la représentation de l’enfance oscille, chez ces deux auteurs, entre procédé et processus d’esthétisation. Notre thèse a pour objet de questionner la signification, la fonction et l’effet de cette variation en s’appuyant sur des éléments et des configurations mythiques. / Is there, as well as a work on dream, a work on myth in detective stories? Reading Agatha Christie and Pierre Véry induces this question: the myth of children can be seen, indeed, as a key to review their novels, enabling us to organize their works of fiction according to a few dynamisms and links of meaning. Based not only on material but also on form, the depiction of childhood is torned between aesthetic method and aesthetic process in Very’s and Christies’s books. Our work aims at questioning the meaning, the function and the consequences of this variation thanks to the use of mythical items.

Denna uppsats är en matrifokal närläsning av Agatha Christies efterkrigstidsroman Ordeal by Innocence (1958). Syftet är att undersöka moderskapet som tema genom att visa vilka former av modrande som ryms inom berättelsen – men i förlängningen även att diskutera vilka som kan innefattas av begreppet ”moder”. Vilka modrande handlingar utförs och hur tas de emot? Hur förhåller sig kvinnorna till det patriarkala regelverket? Vilka idéer om moderskap skrivs fram? Uppsatsens teoretiska grund är hämtad från feministisk moderskapsforskning och matricentrisk feminism. Agatha Christie (1890–1976) är den bäst säljande författare världen hittills skådat, Shakespeare möjligen undantagen. Hon var verksam under mer än ett halvt sekel – hon bevittnade två världskrig och omstörtande sociala förändringar, inte minst beträffande kvinnors rättigheter. Rösträtt fick hon först åtta år efter att hon släppt sin första roman, vilket hon gjorde vid 30 års ålder. Var hennes författarskap stockkonservativt, antifeministiskt och till bredden fyllt av rasism och klassförakt? Eller var det tvärtom häpnadsväckande modernt och progressivt? Därom råder stor oeninghet. Hennes stora produktion erbjuder stöd för bägge läger, vilket också uppmärksammats i feministisk litteraturforskning. Vad som dock inte uppmärksammats, är Christies skildringar av moderskap. Detta trots att samhällets idéer om, och förväntningar på, moderskap är avgörande för kvinnors livsvillkor, och därmed torde vara särskilt intressanta att studera i ett författarskap som sträcker sig över en så omvälvande tid i kvinnohistorien.

This thesis details the development of the full-length play, "The Curious Case of Agatha Christie." This hour-long comedic mystery was performed as part of the Big Muddy New Play Festival at the SIUC Department of Theater and Dance in February of 2022. In this comedic mystery, famous crime novelist Agatha Christie goes missing. Avid mystery novel fan and aspiring journalist at lady’s magazine Gentlewomen’s Gazette, Helen Casewell, sets out to uncover the truth behind Agatha Christie’s disappearance. The thesis begins in chapter 1 by discussing the origins for the script and the research process. Next, in chapter 2, the thesis details the writing and editing process which took place over the Fall 2021 semester in the New Play Development class. Chapter 3 of the thesis retells the pre-production process. The production is chronicled in chapter 4. Finally, chapter 5 contains an overview of my professional and creative development during my graduate studies at SIUC.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-15T13:35:24Z No. of bitstreams: 1 andreadematoscardoso.pdf: 4793170 bytes, checksum: 2872ea43ad9382ca4411d4557ab0f167 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-15T14:17:30Z (GMT) No. of bitstreams: 1 andreadematoscardoso.pdf: 4793170 bytes, checksum: 2872ea43ad9382ca4411d4557ab0f167 (MD5) / Made available in DSpace on 2018-08-15T14:17:30Z (GMT). No. of bitstreams: 1 andreadematoscardoso.pdf: 4793170 bytes, checksum: 2872ea43ad9382ca4411d4557ab0f167 (MD5) Previous issue date: 2018-04-13 / É comum ouvir hoje, ao se abordarem questões de leitura e produção textual na sala de aula de Ensino Fundamental, que o aluno deve ter contato com um leque variado de textos, para que possa ampliar seus conhecimentos sobre a língua, utilizando-a de forma a atingir os objetivos desejados. Neste sentido, é indispensável que se explorem os mais diversos gêneros textuais, independentemente de que tipologia textual nele predomine. Contudo, pelo menos na minha prática, percebo uma tendência em se privilegiar, sobretudo com o trabalho de escrita, quando focamos texto de opinião, diálogo argumentativo, resenha crítica, dentre outros que têm o tipo textual predominantemente dissertativo-argumentativo. Outro fato que sempre me chamou atenção enquanto professora do Ensino Fundamental II, é que as narrativas que envolvem a perspectiva investigativa, tais como as narrativas policiais, agradam aos alunos bastante. Em geral, eles vivenciam essas narrativas em filmes e, em sua grande maioria, em séries, como Dexter e 24 horas, por exemplo. Nesse sentido, concebemos a seguinte hipótese investigativa: tendo em vista que uma das principais características das narrativas policiais é a sustentação do raciocínio lógico o qual implica, justamente, a ordenação do pensamento sequenciado (em variações conforme o autor), em que sentido um trabalho sistematizado de leitura e escrita dentro desse gênero narrativo implicaria a ampliação de repertório de alunos, ou seja, permitiria a eles se apropriarem de aspectos dessa leitura e, sobretudo, escrita? Partindo da prática de leitura em suspense1, a pesquisa desse projeto centrou-se, principalmente, em tentar conceber uma estratégia de escrita que permitisse não somente aos alunos experimentarem o processo de escrita com menos rejeição (como ocorre comumente) como também, ampliarem seu repertório no que diz respeito ao gênero estudado, sobretudo porque essa a questão do raciocínio lógico perpassa vários outros gêneros textuais. Trabalhamos com uma turma de 9o ano do Ensino Fundamental de uma escola pública no município de Volta Redonda, no Estado do Rio de Janeiro, que permita aos alunos ampliarem seu repertório no que concerne à leitura de narrativa policial. Elegemos como autor literário para a pesquisa a escritora Agatha Christie, particularmente com um conto em que o investigador é o clássico detetive Hercule Poirot. Apoiamo-nos, teoricamente, nas teorias do letramento (SOARES), particularmente do letramento literário (AGUIAR e COSSON), na teoria do efeito estético (ISER), de leitura compartilhada (COLOMER), mediação (PETIT) e nas concepções de narrativas policiais de Todorov. Temos como metodologia a pesquisa-ação, visto não somente o caráter interventivo da pesquisa como também a participação efetiva do professor pesquisador em sala de aula. / It’s ordinary to listen today, when debating issues of reading and text production in the classroom of Elementary School, that student should contact with a wide range of texts, for that you can expand knowledge of the language, using in it in order to achieve the desired goals. In this way, It’s essential that explore the most diverse text genres, regardless of that textual typology it predominates. However, at least in my practice, I see a tendency to favour, especially with the work of writing when we focus opinion text, argumentative dialogue, critical review, among others who have predominantly argumentative text-type. Another fact that always caught my attention, while elementary school teacher, is that the narratives, that involve the investigative perspective, such as the police narratives, like them enough. In general, they experience these narratives in film, and, in your vast majority, in TV series like Dexter and 24 Horas. In this way, we have formulated the following investigative hypothesis: considering that one of the main features of narratives cops is the logical-rational support, which implies the ordering of thought sequenced (in variations as the author), in that way a systematic work of reading and writing in this narrative genre, would change the expansion of repertoire of students, in other words, would allow them to take ownership of aspects of that reading and writing? Starting from the reading practice in suspense1 , the research of this project focused in trying to devise a strategy of writing that allowed not only to students try the writing process with less rejection as also, extend your repertoire with regard to genre studied especially because the point of logical reasoning pervades several other genres. We work with a class of ninth grade of Elementary School of public school in the municipality of Volta Redonda in the state of Rio de Janeiro, that allow students to extend your repertoire with regard to police narrative reading. We elect as literary author for research the writer Agatha Christie, particularly with the tales in which the investigator is the classic detective Hercule Poirot. We support, theoretically, in the theories of Literacy (SOARES), particularly the Literary Literacy (COSSON), in the theory of Aesthetic Effect (ISER), shared reading (COLOMER), mediation (PETIT), and on the conceptions of narratives of Todorov. We have how action research methodology seen not only the character of intervention research as well as the effective participation of the teacher in the classroom.