This thesis looks at Stephen North's 1987 claim of the limits of ethnography in composition research and looks at modern, published research studies to see how they have heeded North's warnings. In 1987 Stephen North claimed that the future of ethnographic methodology in composition research was doomed unless those who would adopt this qualitative technique understood its limitations. North argued that each ethnography is only valuable as an individual study, that individual studies are not cumulative towards some absolute and discoverable positivistic model of knowledge. This warning of the problem and limitations of modern qualitative ethnography was issued over 2 decades ago; how have we done? Does the modern composition researcher who uses ethnographic methodology heed North's warning not to generalize, or do they just tip their hat at North and do it anyway? But regardless of North's dire predictions and warnings, it is apparent that ethnography as a research methodology (in its many disputed forms) is here to stay in composition studies. This thesis provides a sample of research ethnographies published since North's 1987 warning and looks at the methodologies, narrative style, and theoretical conclusions used by some current researchers. By using a close rhetorical analysis which compares the language choices and theoretical positions of those well-received studies against the idea of the non-cumulative nature of ethnographic study, I will contrast what modern researchers say they will do versus what is presented within their published work. Using North's and others' claims on the limitations of generalizable knowledge and hypotheses-testing fallacies of ethnographic methodology for research in composition studies, this thesis first defines the research questions, offers a definition of methodological terms in context of rhetoric and composition research, offers a background of critique, and applies this critique to a sample of post-North published dissertations and monographs.

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Emma Löfvendahl och Lina Karlsson (2023) Underlandet - En adaptionsstudie av Lewis Carrolls originalversion och Disneys film. Självständigt arbete, Svenska, inriktning F-3, grundnivå, 15 högskolepoäng. Institutionen för humaniora, utbildnings- och samhällsvetenskap. Syftet med denna studie är att undersöka förändringar som gjorts vid adaptionen av Lewis Carrolls verk Alice i underlandet till Disneys filmversion. Det som mer specifikt fokuseras på vid analysen är de skillnader och likheter som finns mellan verkens karaktärsgestaltning och intrigens skildring. Vidare förs även en didaktisk diskussion kring hur dessa verk kan användas i grundskolans F-3. Uppsatsen är en komparativ adaptionsstudie som jämför verken med utgångspunkt ur Maria Nikolajevas begrepp kring barnlitteratur. Analysen visar att de viktiga karaktärsdragen skildras överensstämmande i adaptionen i jämförelse med originalverket. Intrigens kärna är bevarad i filmadaptionen och är därför sann till originalverket trots de förändringar som skett. Resultatet visar att de skillnader som skett i adaptionen är betingade av mediets påverkan och disneyfication.

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Sophie Duty: Att använda bilderboken som en lättläst version av kapitelboken - en komparativ adaptionsanalys av en kapitelbok och bilderbok om Alice i Underlandet av Lewis Carroll (2022). Svenska, självständigt arbete avancerad nivå, 15 högskolepoäng. Örebro universitet, institutionen för humaniora, utbildnings- och samhällsvetenskap. Syftet med denna studie är att undersöka om det är det lämpligt att använd sig av bilderboken som en lättläst version av kapitelboken i undervisningen för åk f-3 och vilka möjligheter och utmaningar det i så fall finns. För att undersöka detta har en komparativ adaptions analys med både en kvalitativ och kvantitativ metod genomförts. Jag har jämfört kapitelboken Alice i underlandet (2016) med bilderboken Alice i Underlandet (2015) genom att titta på skillnader i deras intriger, handlingens komposition och hur de använder av bilder som stöd. Analysen visar att trots att det finns skillnader i verkens episoder så är intrigerna lika varandra. Den stora skillnaden som funnits är i hur handlingarnas komponerats och om användningen av bilder som stöd för texten skiljer sig i de olika böckerna? I så fall hur? Avslutningsvis har dessa resultat använts i en didaktisk diskussion kring bilderbokens lämplighet att användas som en lättläst version av kapitelboken i undervisningen för åk f-3 och vilka möjligheter och utmaningar finns det i så fall

M.S.

Dans nombre de ses œuvres, Antonin Artaud n’a eu de cesse de formuler les termes de ce que serait une poésie anarchique, une forme langagière qui permettrait d’abolir la distance entre les mots et les choses, et à laquelle sa poésie aspire sans toutefois parvenir à une telle réalisation. Devant le constat que l’anarchie décrite par Artaud ne peut rendre compte de ce qui se réalise véritablement dans son écriture, ce mémoire pose les questions suivantes : que fait donc la poésie d’Artaud? Existe-t-il une figure qui est à même de rendre compte des modalités d’écriture qui sont à l’œuvre dans les différents textes du poète français? À ces interrogations, la figure du hors-la-loi m’est apparue des plus pertinentes dans la mesure où elle offrait tout un espace à la réflexion et à la conceptualisation. À partir de cette figure, ce mémoire formule donc l’hypothèse que ce qui se joue dans la textualité d’Antonin Artaud est une poétique hors-la-Loi, c’est-à-dire une manière de subvertir, par l’usage de différents procédés littéraires, la Loi. En d’autres termes, la poétique hors-la-Loi produit des effets de dissonance au sein du Symbolique. Pour consolider cette hypothèse, je propose deux axes de réflexion étayés à partir de l’analyse des procédés d’écriture traductologique et glossolalique d’Artaud. Dans un premier temps, la subversion est entrevue à partir des notions d’espace et de territoire. Par la suite, j’étudie la subversion dans son rapport à la temporalité. / In a number of his writings, Antonin Artaud formulated, repeatedly, the terms of what might be considered an anarchic poetry, a form of language that would allow the abolition of distance between words and things, which is what he ultimately hopes to achieve through his writings. However, Artaud was never able to achieve this sense of literary anarchy. Therefore, since the concept of anarchy put forth by Artaud cannot fully explain what is really at work in his writings, this thesis raises the following questions: What does Artaud’s poetry ultimately achieve? Is there a figure which can illustrate the writing modalities at work in the French poet’s various texts? The figure of the outlaw is relevant in this case because it opens up the realm of reflection and conceptualisation. With the figure of the outlaw as the main starting point, this thesis formulates the hypothesis that what is played out in Antonin Artaud’s textuality is an outlaw poetic – a subversion of the Law through the use of different literary devices. In other terms, the outlaw poetic produces dissonant effects within the Symbolic. In order to reinforce this hypothesis, I shall work on two different axes of reflection which were brought forth through the analysis of Artaud’s traductologic and glossolalic literary devices. Subversion will first be seen through the notions of space and territory, and it will then be studied in its relation to temporality.

L'objectif principal de la thèse est de montrer les apports de l'évaluation contextualisée à l'évaluation de l'intelligence chez les adolescents.e.s, à travers cinq articles. Le premier fait l'état des lieux de l'évaluation contextualisée de l'intelligence. Le second développe les évaluations auto et hétéro-rapportées de l'intelligence. Les trois suivants rendent compte des apports d'outils d'évaluation contextualisée notamment en termes de preuve de validité. Seul le facteur de raisonnement fluide du questionnaire d'auto-évaluation prédit les résultats scolaires. Les liens avec le comportement adaptatif existent, notamment avec le facteur de vitesse de traitement du questionnaire (r=.69). Les questionnaires d'hétéro-évaluations entretiennent des liens modérés à forts avec les résultats scolaires. Enfin, pour le test de performance composé de sept subtests, seule une épreuve (intelligence cristallisée) corrèle positivement et significativement avec la moyenne scolaire générale (r=.42); et trois avec le comportement adaptatif (corrélations néanmoins faibles). Les résultats et implications de ces résultats sont discutés dans la conclusion et une ouverture sur la réalité virtuelle est proposée. / The main objective of the thesis is to show the contributions of the contextualized evaluation to the evaluation of the intelligence of teenagers, through five articles. The first takes stock of the contextualized evaluation of intelligence. The second develops self and hetero-reported assessments of intelligence. The following three report the contributions of contextualized evaluation tests, particularly in terms of proof of validity. Only the fluid reasoning factor of the self-report questionnaire predicts school results. The links with adaptive behavior exist, notably with the processing speed factor of the questionnaire (r = .69). Hetero-assessment questionnaires have moderate to strong links to school performance. Finally, for the performance test composed of seven subtests, only one subtest (crystallized intelligence) correlates positively and significantly with school results (r = .42); and three with adaptive behavior (yet weak correlations). The results and implications of these results are discussed in the conclusion and an opening on virtual reality is proposed.

As novas tecnologias de comunicação têm transformado sobremaneira o mundo em que vivemos, incluindo aí a cultura. Neste contexto, muito se discute sobre o futuro da literatura e dos livros, mas este estudo evita especular sobre a permanência ou não do objeto livro e prefere investigar as possibilidades da criação literária diante de novos suportes de leitura, em especial o iPad. Assim como outrora a invenção da imprensa forjou o romance e a popularização das revistas e jornais consolidou o conto moderno, investiga-se de que forma ferramentas próprias das novas tecnologias são utilizadas para a criação de textos literários diferentes do texto impresso, a chamada literatura digital. Para fazer essa comparação, foram usados os dois célebres romances de Lewis Carroll, Alice no País das Maravilhas e Através do Espelho e o que Alice Encontrou por lá, e duas versões da Atomic Antelope, de Chris Stephens, para iPad: Alice for iPad e Alice in New York. Ao final do estudo, que discute também a questão do fim do livro e da literatura, traçando um longo histórico da leitura e contextualizando o livro no que se chama de Era Digital, espera-se mostrar como as possibilidades de criação para plataformas digitais podem ir além do que hoje entendemos por livros, motivo pelo qual a permanência da literatura, independente do seu suporte, está assegurada. / New communication technologies have immensely changed the world in which we live, as well as its culture. Within such context, much has been discussed about the future of literature and books. This study avoided speculating about the persistence of books as physical objects, and, rather, investigated the possibilities of literary creation in face of the new reading media, particularly the iPad. As the invention of the press forged the novel, and the popular spread of magazines and newspapers consolidated modern short stories in the past, we currently investigate how new technological tools may be used to create literary texts, called digital literature, that are different from the print-based text. For this comparison, we used two renowned novels by Lewis Carroll, Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice Found There, and two versions of the Atomic Antelope, by Chris Stephens, for iPad: Alice for iPad and Alice in New York. This study also discussed the possible demise of books and literature by outlining the long history of reading that has set the context for books in the Digital Era; Therefore, it demonstrated that the possibilities of literary creation for digital platforms may go beyond what we understand to be books today, which is why the persistence of literature, regardless of what medium it uses, is ensured.