This study explores the quality of the infernal as a specifically female expression of desire in William Blake's work. The contention is that the infernal constitutes an essential female element of the divine in Blake's early work but is demonized in the late work as an attribute of the Female Will. The devalorization of the infernal in relation to female desire has not previously been addressed by Blake critics. Therefore I initiate a critical dialogue with my mythological study of three female figures in the early work, each of whom displays infernal characteristics. Although Blake's illuminated books are unique inasmuch as they comprise a composite art with their intricate interplay of verbal and visual texts, most Blake critics focus primarily on the poems. I privilege the designs as a deliberate strategy of overcompensation for this literary bias. My exploration of "the infernal method" described in The Marriage of Heaven and Hell focuses on three particular designs that pictorialize the method's infernal quality in the form of a fiery female. I propose degrees of female desire on an infernal scale (the more restrained the desire, the less infernal the female) which are then examined in readings of The Book of Thel, Visions of the Daughters of Albion, and the color print Hecate. Beginning with Hecate as the most infernal of the three female figures, this study explores her mythological complexities as Goddess of the Limen, of the Dark Moon, and of the Underworld. Using the title page designs of Thel and Visions as points of departure, I demonstrate how the pictorial images work to lay bare the tangle of mythological roots underlying the poetic narratives that follow. Such roots provide perspectives from which to understand Thel's defiance of a system of female subordination to the male that Oothoon (protagonist of Visions) willingly embraces.

This dissertation argues that the many narrative repetitions and allusions in Thackeray's fiction can be read as comments on and interpretations of each other and of biblical texts. Especially Henry Esmond, The Virginians, and Philip make use of reiterative strategies that have a close affinity with both midrash, classical Jewish narrative exegesis, and Christian typology. These two hermeneutical systems are used as models for a reading that takes the religious education in Victorian England into consideration. The study of significant similarities and differences between the fictional narratives and the Bible stories they rewrite shows that these novels are polysemous in that, like midrashic exegesis, they allow authority to multiple interpretations. However, in these novels the concept of caritas functions as a hermeneutical constraint, in the sense that, like typological interpretations of the Bible, the fictional narratives point towards the overarching value of neighbourly love. The novels are seen as presupposing an ethical response from readers in a time and context where literature was naturally considered as a guide to moral conduct. The Genesis narrative of Jacob's appropriation of the birthright and the blessing of the firstborn, in Christian tradition a type for the appropriation of the Jewish spiritual heritage by the Church, generates two opposed paradigms within the novels. Codified moral injunctions and literal applications of the biblical text are set against an attitude marked by the spirit of caritas, in what is interpreted as an application of the dictum "the letter killeth but the spirit giveth life." In addition, biblical narratives like that of the sacrifice of Isaac, and parables such as that of the Prodigal Son and the Good Samaritan, generate commentary on as diverse topics as the rights to political power, parent-child relations, incompatible obligations, forgiveness and moral indignation. Furthermore, inserted non-narrative genres are combined with narratorial intrusion to form a meta-fictional commentary on the paradoxical relations between narrative and truth.

Syftet med uppsatsen är att undersöka eventuella skillnader i inställning och motivation inför ämnet engelska hos elever i två klasser i år 9 på en svensk skola i ett engelsktalande land och en svensk skola i Sverige. Dessutom undersöks eventuella skillnader i undervisningsmetoder i ämnet engelska i de båda klasserna och vad dessa skillnader kan göra för elevernas motivation till språkinlärningen. I studien har använts kvalitativ observation av engelsklektioner i de båda klasserna samt intervjuer av sex elever i varje klass. Observationerna kombinerade med intervjusvaren visar att motivationen hos eleverna på de båda skolorna skiljer sig marginellt, och att det som avgör är huvudsakligen undervisningsmetoderna.

Studien undersöker gymnasielärares förhållningssätt till mediet spelfilm. Inledningsvis presenteras de tankar som ligger bakom val av forskningsområde. Undersökningen berör i bakgrundsbeskrivningen receptionsteorier och förhållningssätt till populärkultur i både samhälle och skola. Undervisningsaspekten relateras till kursplanen där tolkningspotentialen av denna utgör en problematik, men också möjligheter. Lärarna utgår till viss del från sina privata förhållningssätt till spelfilm när de använder den i undervisningen men kan också inta ett helt nytt. Slutsatsen blir att förhållningssätten och undervisningen skulle kunnat se annorlunda om de själva fått betydande undervisning i hur de ska hantera medier i undervisningen samt om kursplanen innehållit mål och progression beträffande arbetet med medier. Erfarenhetspedagogik diskuteras som ett sätt att förankra teorier om den för ungdomar så viktiga populärkulturen, i detta fall spelfilm, i klassrummet.

Syftet med denna studie är att undersöka vilka skillnader och likheter det finns angående villkor och förutsättningar för tolkning av kursplanen i engelska samt vissa aspekter av undervisning i engelska på grundskolans senare år mellan en friskola med Montessoripedagogik och en kommunal skola. Vi ville få en djupare inblick i hur arbetet med kursplanen fungerar på skolor med olika huvudmän. För att kunna undersöka detta använde vi oss av intervjuer med låg grad av strukturering och med hög standardisering. Vi kom att intervjua två lärare som arbetar som engelsklärare på skolor med liknande upptagningsområde och med ungefär lika många elever. I intervjuerna ville vi undersöka om deras arbetssätt skiljde sig åt och om deras tolkningar av kursplanerna var olika och vad detta i så fall berodde på. I studien tar vi även del av forskning kring läroplaner och dess pedagogiska grundsyn samt språksyn. Vår studie visade på att den holistiska synen på eleverna, som är representerad på Montessorisskolan, och elevernas inlärningssituation samt urvalet av läromedel var något som bland annat skiljde de olika skolornas arbetsformer åt. Samt att lärarnas förhållningssätt gentemot planering och genomförande av kursplanen var olika. Läraren på Montessoriskolan har en tydligare pedagogisk inriktning som hon följer medan den kommunala skolans lärare mer arbetar efter det förutbestämda läromedlet.

Syftet med denna uppsats är att granska det engelska läromedlet Wings ur ett genusperspektiv. En innehållsanalys har gjorts av två böcker ur läromedelsserien Wings; Base book och Activity book i årskurs 7, detta genom att använda en checklista där bland annat antalet kvinnor respektive män som förekommer i texterna i de båda böckerna har räknats. Resultatet visar att männen statistiskt sett dominerar i texterna och att det också finns en snedfördelning vad gäller variationen av egenskaper, yrken och fritidsintressen mellan kvinnor och män. Slutsatsen som nåtts är att författarna till läromedlet Wings åk 7 inte aktivt har arbetat för att skapa ett jämställt läromedel, vilket märks tydligt bland annat på fördelningen av huvudrollsinnehavare i texterna i Activity book.

Background: During our VFU (Workplace-based Education), we met a teacher, who worked with metacognitive strategies, and used a holistic, top-down approach with her pupils. The teacher had been working with them in this way for three years. We wanted to know how the pupils used lexical inferencing strategies they had learned about in school, in their spare time outside school. Purpose and aim: The purpose of the study was to examine the use of lexical inferencing strategies and the aim was to find out whether pupils who had been encouraged to use lexical inferencing strategies in classroom teaching actually used these strategies when encountering unknown English words in their spare time. Method: We used a qualitative, semi-structured group interview, with an interview guide approach as method to achieve descriptions of the lived world of our interviewees. Eighteen out of 24 pupils in a 9th grade class were interviewed. We conducted six interviews, since the pupils were interviewed in groups of three. During the process of data analysis four different categories of strategy use emerged. Results: The results of our study showed that the pupils used the following strategies when encountering an English word outside school: avoidance, referring to another resource, inferencing from context and metalinguistic knowledge. The results also showed that even though the pupils are trained to use these strategies in school, they did not use them consistently in free time encounters with English language texts

Denna studie undersöker hur kultur framställs i tre läroböcker för elever i årskurs 7 i ämnet engelska. De läroböcker som undersöks i studien är Wings Blue, HAPPY och Focus on English, endast textboken är analyserad inget annat material. Studien undersöks genom en textanalys med både en kvantitativ och en kvalitativ metod för att kunna se förekomster av språket och för att analysera texter för att ta fram det väsentliga innehållet i textens delar, i helheten och i den kontext som den ingår. Den teoretiska utgångspunkten som studien bygger på är ett funktionellt perspektiv. Resultatet av studien visar att det är den amerikanska och den brittiska kulturen som har den dominerande särställningen i alla tre läroböcker. Den brittiska varianten av engelskan är den som förespråkas i böckerna och där två av de tre analyserade läroböcker i den här studien påvisar skillnaden mellan amerikansk och brittisk engelska i texten. Människorna från de engelskspråkiga länderna framställdes inte utifrån några märkbara stereotyper. Förekomsten av uttryck, fraser och ordspråk var låg i alla tre läroböcker.

<p>This essay researches how the literary personae H. D. Thoreau and Robinson Crusoe develop during and by their respective sojourns in nature as evinced in Walden and Robinson Crusoe. Thoreau and Crusoe come to spend time in nature for different reasons but since they both face similar challenges the two narratives are comparable.</p><p>The objective is to analyse how the protagonists view nature and what impact their closeness to nature has in terms of their expressed thoughts, actions and emotional life. The approach consists of a comparative and contrastive close reading of the narratives so as to disclose the most important moments, events and thoughts forwarded in the respective texts for later analysis. What is stated or implied in the narratives are thus interpreted as the genuine views and reactions of the protagonists and hence analysed as such. Moreover the close reading is informed by both psychoanalytical literary theory and ecocritical theory.</p><p>The approach is thematic and concentrates on several themes or challenges both Thoreau and Crusoe encounter during their habitation in nature. This division of the narratives makes it easier to isolate the moments and events that are the most relevant to the protagonists as regards their views of nature and their development while living in it.</p><p>During his stay at Walden Pond Thoreau does not just preoccupy himself with the practical challenges a life in nature poses but also to a large degree the philosophical questions those challenges raise in him. Thoreau comes to discover an interconnectedness between man and nature which depends on the willingness to simplify life, rid oneself of the act of consumerism and really devote oneself to attending to one’s surroundings. Crusoe, for his part, is terrified by the unknown environment and possible threats it poses to him but decides to survive and does so by making sure his basic needs of shelter and food as well as his dream of becoming a wealthy colonial master are met.</p><p>The aims of this study are to examine how the two protagonists view nature and how and in what ways their respective stays in nature change them. They both clearly develop throughout the narratives and return to civilization with greater inner abilities and strengths than before. Thoreau, for instance, keeps and deepens his feeling of interconnectedness with nature during his stay at Walden Pond while Crusoe’s perceived dislike of nature is mitigated when he understands how to make it useful to his cause. The time they spend in nature allows the protagonists to think about, and perhaps revise their attitudes towards it and find ways to incorporate nature, and what they have learned while living in it in their lives and mindsets.</p>

<p><strong>Abstract</strong></p><p><strong>Title: </strong>From <em>To-</em>infinitives to Gerunds – an Essay on the Translation of Non-finite Clauses</p><p><strong>Author: </strong>Sanna Evaldsson</p><p>The aim of this study is to find out how non-finite clauses are translated into Swedish and what translation strategies are applied in the process of translation. Non-finite clauses are very effective stylistic devises providing condensed and concise language, which is useful in academic texts. Even though English and Swedish are both languages of Germanic origin and share similarities, the translation of these clauses into can be difficult due to the languages’ different uses of non-finites.</p><p>To provide with material for this essay, a translation of a text written by Nicholas Cook has been made by the author of the essay and the two texts have been compared in order to make generalizations. The <em>to-</em>infinitive, the present participle, the past participle clauses and the gerund are features which are treated in this study. They are treated separately and their translations are compared with the secondary literature, which include grammars and books on translation theory.</p><p>The results for this study show that the translation strategies used for these types of clauses are ‘equivalence’, ‘structural shift’, ‘correspondence’, ‘transposition’ and ‘level shift’. The former three seem to be the most common, while the latter two are less frequently used.</p><p> </p><p><strong>Keywords</strong>: non-finite clauses, <em>to-</em>infinitive, present participle, past participle, gerund, translation.</p>