\"Cidade Azul\" é o título de conclusão da dissertação de mestrado que apresenta, em formato de livro, a edição de dois ensaios fotográficos, realizados entre os anos de 2009 a 2012, e um breve ensaio, redigido ao longo do último ano. Cada ensaio tem sentido próprio, independente dos demais, e, contudo, é integrante de um mesmo processo de criação, que se desenvolveu com a prática fotográfica (do olhar, à edição, finalização e produção de um livro) e ao enfrentar o desafio da escrita poética. \"Cidade Azul\" apresenta a paisagem urbana em alguns distintos, mas complementares, aspectos: pela improvável sobreposição do tempo (ao justapor imagens) somada as angústias advindas da percepção das cenas retratadas; através de personagens singulares, que se aglomeram e dão vida à cidade; e, finalmente, com a narrativa que acompanha a diversidade de acontecimentos em uma região caótica, no período em que a urbe supostamente descansa. Ambos modificando o olhar rotineiro que repousa sobre a paisagem. / \"Cidade Azul\" [Blue City] is a conclusion of the dissertation that presents, in book form, the editing of two photographic essays, conducted between the years 2009 to 2012, and a brief essay, written over the last year. Each essay has its own meaning, independent of the others, and yet is part of the same process of creation that grew up with photographic practice (look, editing, finishing and production of a book) and the challenge of poetic writing. \"Cidade Azul\" presents the urban landscape in some distinct, but complementary aspects: the unlikely time overlap (by juxtaposing images) plus the anguish arising from the perception of the scenes depicted; through unique figures that crowd and give life to the city; and finally, with the narrative that accompanies the diversity of events in a chaotic region in the period in which the metropolis supposedly rests. Both changing the way routine that rests on the landscape

Este estudo tem por objetivo investigar o procedimento parafrástico em redações de vestibular com base na hipótese de que nos textos analisados os distintos tipos de procedimentos parafrásticos empregados permitem vislumbrar diferentes concepções de língua no ensino da escrita. Desse modo, as reformulações do tipo paráfrase discursiva produzidas pelos escreventes, a partir dos posicionamentos históricos presentes nos textos da coletânea, constituem um mecanismo dialógicoargumentativo. O trabalho se fundamenta no conceito de paráfrase proposto pela corrente teórica da Análise do Discurso de linha francesa. De forma específica objetiva-se: a) investigar a ocorrência das chamadas paráfrase linguística e paráfrase discursiva em redações de vestibular em que a proposta de escrita é direcionada pelos textos da coletânea; b) analisar a paráfrase discursiva tomando-a como um procedimento dialógico-argumentativo no texto dissertativo; c) apontar razões para as ocorrências de reformulações parafrásticas encontradas. A presente investigação partiu de uma amostra de 205 redações das quais 137 apresentaram ao menos uma paráfrase de uma das filiações sócio-históricas veiculadas nos textos da coletânea fornecida na prova de redação do vestibular da FUVEST/2006. Das 137 redações que exibiram formulações em relação de paráfrase com os textos da coletânea, 77 delas apresentaram paráfrases do tipo linguística e 60 paráfrases do tipo discursiva. Os resultados obtidos mostraram que, de fato, na produção do texto dissertativo a reformulação parafrástica do tipo paráfrase discursiva funciona como um mecanismo argumentativo na articulação das formações discursivas veiculadas pelos escreventes. Nessas redações verificou-se que a paráfrase discursiva atualiza os discursos dos textos da coletânea nas novas condições de produção. Por sua vez, constatou-se que a reformulação parafrástica do tipo paráfrase linguística constitui um elemento que compõe o quadro das condições de produção da escrita escolar, o que tomamos como um indicador de que, nesse tipo de procedimento parafrástico, a concepção normativa da língua orientou a maioria dos escreventes / This paper aims to investigate paraphrastic procedures in university application essays based upon the hypothesis that distinct types of paraphrastic procedures allow discerning different conceptions of language. Therefore, the discoursive paraphrastic reformulation produced by candidates, as a consequence of historical positions displayed in a collection of texts provided as required writing starters, constitutes a dialogical/argumentative process. The study adopts the concept of paraphrase proposed by the French School of Discourse Analysis. Specifically, the study aims to: a) investigate the occurrence of linguistic and discoursive paraphrases in admissions essays in which the writing proposal is directed by a collection of texts; b) analyze the discoursive paraphrase as a dialogical-argumentative procedure; c) indicate reasons of the presence of found paraphrases. The present investigation initiated with a set of 205 essays, from which 137 exhibited at least one paraphrase of one historical filiation introduced by the collection of texts provided in the examination essay of FUVEST (University of São Paulos entry exam) in the year of 2006. The results obtained demonstrate that in the essay writing the discoursive paraphrase in fact works as an argumentative process in the articulation of the discourse formations presented by the candidates. In these essays it was verified that the paraphrastic process modifies the source discourses in the new conditions of the discoursive productions. On the other hand, the results suggest that the paraphrastic reformulation of the linguistic type constitutes an element that forms the conditions of language production in the school, which we consider an indicator that this type of paraphrase derived from the prescriptive conception of language rules the majority of the applicants writings. From the 137 essays that exhibited paraphrases of the collection of texts, 77 displayed paraphrases of the linguistic type and 60 paraphrases of the discoursive type

Thesis (M.A. (English)) --University of Limpopo, 2011. / In 2008, the National Department of Education in South Africa introduced a new curriculum known as the National Curriculum Statement (NCS) in the Grade 12 classes. Prior to the introduction of this new curriculum, the writing of essays in Grade 12 classes was treated as a once-off activity. The focus on essay activities was mainly on the product and after the assessment of such product-driven essays, teachers had no further interest in them except for recording marks when necessary. The paucity of interaction between teachers and learners may have contributed to the majority of learners writing incoherent essays and achieving low marks. This research study investigates whether teachers in the Moroke Circuit understand and implement the process approach in the writing of English essays in rural Grade 12 classes as prescribed by the NCS. The NCS advocates the use of the process writing approach in essay writing. The process writing approach encourages a partnership between teachers and learners. Teachers are expected to treat learners’ essays as improvable objects through pre-writing activities, self and peer assessment which Kasanga (2004:64) refers to as “multiple-draft multiple-reader writing instruction”. To achieve the aim of the study, learners’ essays were checked against the process writing checklist and the teachers’ responses in the questionnaire they were requested to complete as part of the study. The findings revealed that teachers in the Moroke Circuit do not fully understand the process writing approach and thus they do not fully implement it as advocated. There are various factors which may contribute to the learners’ poor writing skills, the main of which appear to be the teachers’ inadequate training and poor understanding of the process writing approach. Some teachers attended short training courses on NCS and others did not attended any. Based on the findings, it is recommended that teachers should receive adequate training in the process writing approach for it to be implemented as effectively as the NCS prescribes.

The overarching goal of this study is to suggest that the essay as a genre, although seeming to manifest the epistemological conceptions of the modern, possesses certain qualities from its origin that justify and strengthen its position in the paradigm of the postmodern condition. It is my argument that misconceptions about such qualities have led to its mistreatment by writing teachers in accordance with two dominant pedagogical approaches, formalism (current-traditionalism) and romanticism (expressivism). My argument requires a detailed examination of the political, historical and cultural reality that cultivated and nurtured the genre of the essay, and a major focus of my study is on the way Montaigne conceived of the new mode of writing as his response to the new social realities of the sixteenth century, an age marked by discoveries and inventions. To justify this approach, I consider works by composition theorists who promote an agenda of critical literacy, scholarly works on Montaigne's essays, as well as various relevant works on postmodernism and literary theory. Perhaps more importantly, I look back to the chaotic, unpredictable, and skeptical mentality of the sixteenth century and attempt to draw connections between that time period and the present, as our present postmodern era is also marked by major shifts of conceptions about reality, knowledge, authority, and the self. From this framework, I indicate connections can be drawn between the two revolutionary ages, both marked by explosion of new knowledge and dissipation of authority and certainty. It is my proposition that the essay, arising from the need to question traditions and to adapt to new emerging realities, possesses qualities--explorative, skeptical, and dialogical--that procure a valid position in the ongoing questioning and challenging of the Modern by the Postmodern. Finally, I examine how essay has been and continues to be taught just for its formalistic merits and ignored for its epistemological, aesthetic, and philosophical values, an examination that serves to repudiate the wrongful relegation and dismissal of the essay and to establish a justification of not only the literary merits, but also the pedagogical values of the essay.

No description available.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

<p>In this essay a novel by the Japanese author Haruki Murakami, <em>The Wind-up Bird Chronicle</em>, is examined through dreams as a psychoanalytical phenomenon or spectacle. The novel is a complex work but mainly circles around the main character Toru, a middle-aged man in modern Japan whose wife leaves him unexpectedly. The focus in this essay is on the dream symbols in this novel and how they have a narrative function, i.e., how the symbols can be tied to the main character Toru’s real life problems, more specifically, his problems with femininity. The psychoanalytical approaches used in this essay are Sigmund Freud’s and C G Jung’s theories on dreams. Material from another novel by Murakami, <em>Norwegian Wood</em>, which contains the same type of symbolic imagery as <em>The Wind-up Bird</em>, is also included.</p>

Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 368-376).

Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 368-376).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 217-230). Also available for download via the World Wide Web; free to University of Oregon users.