L’adaptation existe depuis les débuts du cinéma. Dès lors, le nombre de versions filmiques d’œuvres littéraires ne cesse de croître et l’adaptation reste au cœur de la production cinématographique partout dans. Toutefois nous constatons que l’adaptation se trouve dans une situation quelque peu paradoxale. Ce qui motive sa conception est également à l’origine de la majeure partie des critiques. D’une part, le bénéfice économique est évident. La notoriété d’un roman à succès garantit un public nombreux. D’autre part, le contexte créatif se révèle difficile car, du point de vue ontologique, l’adaptation préserve la comparaison traditionnelle en s’appuyant sur un paradigme oppositionnel des arts où le film se doit de se justifier face au texte source. Se situant à la croisée des arts, l’adaptation focalise un débat sur une hiérarchie notionnelle des arts où la narration à travers des images serait toujours perçue comme inférieure aux autres formes. Dans cette thèse, nous étudions ce phénomène dans le contexte de la résurgence de la fantasy lors des années 2000. Ce fait culturel du monde anglophone atteindra un niveau inattendu au cinéma avec le succès des adaptations des romans de J. R. R. Tolkien et de J. K. Rowling tandis que la réception des versions filmiques des œuvres de C. S. Lewis peut paraître mitigée. À partir de ces constats, nous nous interrogeons parallèlement sur le processus et le produit de l’adaptation en plaçant notre corpus au centre du débat à travers une approche descendante de comparaison. Nous espérons ainsi pouvoir apporter quelques éléments de réflexion sur l’engouement du public pour ces histoires et sur l’adaptation comme domaine d’étude. / Adaptation has been a part of cinema since its very beginning. Since then, the number of film versions of literary works which appear on screen has never ceases to increase and adaptation is still at the heart of cinematic production around the world. Adaptation actually exists in a rather paradoxical situation. What motivates its conception is also the source of the majority of criticism against it. On one hand, the economic advantage is clear. The fame of a popular novel guarantees a large audience. On the other hand, its creative context can prove to be difficult since ontologically adaptation serves to preserve the traditional comparison based on an oppositional paradigm of the arts where the film has to justify itself in front of the source text. Standing at a crossroads between the arts, adaptation is the focus of a debate on a notional hierarchy within the arts where narration through images could still be perceived as inferior compared to other forms.We wanted to study this phenomenon within the context of the resurgence of fantasy witnessed in the 2000’s in this thesis. In the English-speaking world this cultural event reached an unexpected level with the success of the adaptations of J. R. R. Tolkien and J. K. Rowling’s novels while the film versions of C. S. Lewis’ works were less well received. With these points in mind, we consider the process and the product of adaptation in order to situate our corpus in the debate through a top down approach of comparison. We thus hope to bring some elements of reflections on the craze for these stories and the domain of adaptation studies.

This essay examines if The Witcher: The Last Wish can be used as a pedagogical tool for interdisciplinary literary seminars about current issues and events in students’ daily lives and society between the Swedish upper secondary school courses English and Religious studies. Additionally, the study investigates if literary seminars about how The Witcher: The Last Wish can broaden the students’ understanding of religious practices in daily lives and what effect their religion has on their relation to ethical and existential issues. In the Swedish educational system, every course should incorporate the overarching value-based curriculum which includes value-based topics such as: democratic principles, human rights, and current issues and event that the students face in their daily lives or in society. The results of the essay showed that several ethical issues are portrayed in the book that can be used as material for interdisciplinary literary seminars between Religious studies and English studies. The ethical issues were of the sort that connects to events in society or in students’ daily lives. Additionally, there were parts of the book comparable to Christianity and Hinduism which are both cultural phenomena in English speaking countries thus making these parts possible to use as material for interdisciplinary literary seminars between Religious studies and English studies as well. The results were retrieved using close reading and pedagogical text analysis on The Witcher: The Last Wish. / Denna uppsats undersöker om The Witcher: The Last Wish kan användas som ett pedagogiskt verktyg i ämnesövergripande litteratursamtal om aktuella problem och händelser i samhället och elevers dagliga liv mellan de svenska gymnasieämnena Religion och Engelska. Dessutom undersöker uppsatsen om litteratursamtal om The Witcher: The Last Wish kan bredda elevers förståelse av religiösa sedvänjor i det dagliga livet och vilken effekt deras religion har på deras relation till etiska och existentiella problem. I det svenska skolsystemet måste alla kurser integrera den övergripande värdegrunden vilken inkluderar värdebaserade ämnen som: demokratiska principer, mänskliga rättigheter och aktuella problem och händelser som elever möter i sitt dagliga liv eller i samhället. Resultatet i uppsatsen visar att det finns flera etiska problem föreställda i boken som kan användas som material i ämnesövergripande litteratursamtal mellan gymnasieämnena Engelska och Religion. De etiska problemen var ämnen som relaterar till händelser i samhället eller till elevers dagliga liv. Dessutom fanns det delar i boken som gick att jämföra med Kristendomen och Hinduismen vilka båda är kulturella fenomen i Engelskspråkiga länder, vilket gör det möjligt att använda de delarna också till att ha ämnesövergripande litteratursamtal mellan gymnasieämnena Religion och Engelska. Resultaten upptäcktes genom att använda närläsning och pedagogisk textanalys.

<p dir="ltr">It is generally known that alcoholic beverages held a significant place in medieval English culture, as they likewise do in modern society: the meadhall and the tavern are familiar locations in our conception of the medieval era. This study provides a corpus-driven approach to analyzing the societal meaning of alcohol in medieval England, both in terms of the general role of alcohol in the society of that time and place, and in terms of the distinction drawn between different types of alcoholic beverage. It examines the distribution of different terms for alcoholic drinks, as well as the meanings of those terms, the cultural significance of the various beverages, and how all of those elements change over time. This data is applied to case studies of three different texts: <i>Piers Plowman</i>, the <i>Canterbury Tales</i>, and <i>Le Morte Darthur</i>. From this, we are able to see not only the broader importance and interpretation of alcohol in medieval England, but also that the type of alcoholic beverage one drinks and the circumstances in which one drinks it are used to communicate information regarding one’s role in society and how one is perceived by medieval English culture at large.</p>

This thesis examines the discipline of English studies in South Africa through a review of articles published in 11 academic journals over the period 1958-2004. The aims are to gain a better understanding of the functions of peer-reviewed journals, to reveal the presence of rules governing discursive production, and to uncover the historical shifts in approach and choice of disciplinary objects. The Foucauldian typology of procedures determining discursive production, that is: exclusionary, internal and restrictive procedures, is applied to the discipline of English studies in order to elucidate the existence of such procedures in the discipline. Each journal is reviewed individually and comparatively. Static and chronological statistical analyses are undertaken on the articles in the 11 journals in order to provide empirical evidence to subvert the contention that the discipline is unruly and its choice of objects random. The cumulative results of this analysis are used to describe the major shifts primarily in ranges of disciplinary objects, but also in metadiscursive and thematic debates. Each of the journals is characterised in relation to what the overall analysis reveals about the mainstream developments. The two main findings are that, during the period under review, South African imaginative written artefacts have moved from a marginal position to the centre of focus of the discipline; and that the conception of what constitutes the `literary' has returned to a pre-Practical criticism definition, broadly inclusive of a variety of types of artefact including imaginative writing, such as autobiography, letters, journals and orature. / English Studies / D. Litt. et Phil. (English)

This thesis examines the discipline of English studies in South Africa through a review of articles published in 11 academic journals over the period 1958-2004. The aims are to gain a better understanding of the functions of peer-reviewed journals, to reveal the presence of rules governing discursive production, and to uncover the historical shifts in approach and choice of disciplinary objects. The Foucauldian typology of procedures determining discursive production, that is: exclusionary, internal and restrictive procedures, is applied to the discipline of English studies in order to elucidate the existence of such procedures in the discipline. Each journal is reviewed individually and comparatively. Static and chronological statistical analyses are undertaken on the articles in the 11 journals in order to provide empirical evidence to subvert the contention that the discipline is unruly and its choice of objects random. The cumulative results of this analysis are used to describe the major shifts primarily in ranges of disciplinary objects, but also in metadiscursive and thematic debates. Each of the journals is characterised in relation to what the overall analysis reveals about the mainstream developments. The two main findings are that, during the period under review, South African imaginative written artefacts have moved from a marginal position to the centre of focus of the discipline; and that the conception of what constitutes the `literary' has returned to a pre-Practical criticism definition, broadly inclusive of a variety of types of artefact including imaginative writing, such as autobiography, letters, journals and orature. / English Studies / D. Litt. et Phil. (English)

This thesis explores the diverse and intricate ways the psychological horror game genre can characterise a narrative by blurring the boundaries of reality and imagination in favour of storytelling. By utilising the Freudian uncanny, four video game fictions are dissected and analysed to perceive whether horror needs a narrative to be engaging and pleasurable. A discussion will also be made if video game fictions should be considered in the literary field or its own, and how it compares to written fiction in terms of interactivity, engagement, and immersion.

No description available.

<p dir="ltr">Historically, teaching first-year composition has been integral to graduate education in English and writing studies (Latterell, 1996). However, as best practices for teaching writing evolve, so do practices for training graduate students to teach it. Graduate instructor training (GIT) now encompasses not only writing pedagogy education (WPE), but also professional development and mentoring for careers both in and outside of academia. To date, research has focused on GIT programs sited at institutions that house doctoral programs, leaving out most master’s-granting institutions, even though they are far more numerous and serve many students. These institutions serve student populations with varied career goals, especially now as the purpose of a master’s degree in English and writing studies is evolving (Strain & Potter, 2016). </p><p dir="ltr">I conducted a three-phase study designed to highlight graduate instructor training programs for first-year composition at master’s-granting institutions in the United States. In my first phase, I developed a database of all master’s-granting institutions with English and writing studies programs (476 institutions) utilizing NCES, Carnegie Classification, and publicly available website data. I then surveyed writing program administrators (WPAs) and other faculty in the programs (n=41) that employed graduate student instructors (GSIs), focusing on program conditions, the first-year composition course, and the responsibilities of GSIs. In phase three, I conducted interviews with faculty (n=13) to gain more insight on curricular and administrative choices within their institutional contexts. My results show that faculty design curricula, training, and mentoring prioritizing students’ needs. WPE serves as pedagogical preparation and as a site of disciplinary enculturation. Participants share a desire for more resources that focus on designing curricula and programs within limited institutional resources. Additionally, as a discipline we need more comprehensive methods for documenting programmatic practices.</p>