Este trabalho trata do jogo de contextos envolvidos no intertexto Arlt-Dostoiévski. Ele sustenta que, por trás do espaço intertextual, há um choque e uma interação de contextos através da representação literária e da modelação, em que a representação literária de um contexto a media e estrutura a interpretação e a ficcionalização de um contexto b. Nisto consiste o conceito de intercontextualização, o qual lança a base para o presente estudo acerca do intertexto Arl-Dostoiévski. No caso da transtextualização da ficção dostoievskiana por Arlt, a constituição literário-arquetípica é de importância fundamental. Portanto, o arquétipo do subsolo é investigado como a instância representacional de tradições clandestinas, subversivas e não-canônicas. Essas tradições – às quais eu chamo de tradições subterrâneas –, mediadas através do material ficcional dostoievskiano, representam para Arlt uma alternativa global e ampla à tradição crioula tal como fabricada pela elite argentina como suporte cultural para seu projeto político. Não pretendo aqui apresentar uma análise histórica em profundidade dos elementos contextuais específicos ligados a cada um dos textos em diálogo. Em vez disso, proponho estabelecer os princípios teóricos para a leitura intercontextual dos arquétipos literários e seu papel no processo de recepção-criação. / This work deals with the interplay of contexts involved in the Arlt-Dostoevsky intertext. It asserts that, behind the intertextual space, there is a clash and an interrelation of contexts through literary representation and modeling, where the literary representation of a context a mediate and structure the interpretation and the fictionalization of a given receptive context b. In this consists the concept of intercontextualization, which lays the basis for this study on the Arlt-Dostoevsky intertext. In the case of Arlt’s transtextualization of Dostoevskyan fiction, the literary-archetypal constitution is of fundamental importance. Therefore, the underground archetype is investigated as the representational instance of clandestine, subversive and noncanonical traditions. These traditions – which I call underground traditions –, mediated through the Dostoevskyan fictional material, represent to Arlt a global and wide alternative to the criollo tradition as fabricated by the Argentinean elite as a cultural support for their political agenda. I do not intend here to present an in-depth historical analysis of the specific contextual elements connected to each of texts in dialog. Instead, I propose to set the theoretical principles to the intercontextual reading of the literary archetypes and their role in the process of reception-creation.

Este trabalho trata do jogo de contextos envolvidos no intertexto Arlt-Dostoiévski. Ele sustenta que, por trás do espaço intertextual, há um choque e uma interação de contextos através da representação literária e da modelação, em que a representação literária de um contexto a media e estrutura a interpretação e a ficcionalização de um contexto b. Nisto consiste o conceito de intercontextualização, o qual lança a base para o presente estudo acerca do intertexto Arl-Dostoiévski. No caso da transtextualização da ficção dostoievskiana por Arlt, a constituição literário-arquetípica é de importância fundamental. Portanto, o arquétipo do subsolo é investigado como a instância representacional de tradições clandestinas, subversivas e não-canônicas. Essas tradições – às quais eu chamo de tradições subterrâneas –, mediadas através do material ficcional dostoievskiano, representam para Arlt uma alternativa global e ampla à tradição crioula tal como fabricada pela elite argentina como suporte cultural para seu projeto político. Não pretendo aqui apresentar uma análise histórica em profundidade dos elementos contextuais específicos ligados a cada um dos textos em diálogo. Em vez disso, proponho estabelecer os princípios teóricos para a leitura intercontextual dos arquétipos literários e seu papel no processo de recepção-criação. / This work deals with the interplay of contexts involved in the Arlt-Dostoevsky intertext. It asserts that, behind the intertextual space, there is a clash and an interrelation of contexts through literary representation and modeling, where the literary representation of a context a mediate and structure the interpretation and the fictionalization of a given receptive context b. In this consists the concept of intercontextualization, which lays the basis for this study on the Arlt-Dostoevsky intertext. In the case of Arlt’s transtextualization of Dostoevskyan fiction, the literary-archetypal constitution is of fundamental importance. Therefore, the underground archetype is investigated as the representational instance of clandestine, subversive and noncanonical traditions. These traditions – which I call underground traditions –, mediated through the Dostoevskyan fictional material, represent to Arlt a global and wide alternative to the criollo tradition as fabricated by the Argentinean elite as a cultural support for their political agenda. I do not intend here to present an in-depth historical analysis of the specific contextual elements connected to each of texts in dialog. Instead, I propose to set the theoretical principles to the intercontextual reading of the literary archetypes and their role in the process of reception-creation.

This essay is an attempt to conduct a reading of Jerusalem by Jez Butterworth through the lens of cultural materialism with John Stuart Mill’s On Liberty as intertext. The essay conducts a brief survey of previous scholarly treatment of the play, explains the theoretical background of cultural materialism that the essay operates on, and briefly introduces the intertext. The treatment itself is based around the invocation of historical and mythical roots in the play, exploring the relevant parts of the intertext, interspersed with close reading of the play itself. The essay culminates in the understanding that the climax and ending of the play is not an end to the concept of liberty evoked in the play, but that it is a call to action for it. While the play offers no unproblematic image which could guide the direction of action, it does offer liberty as a guiding principle.

Este trabalho é uma proposta de prática de leitura intertextual (para os terceiro e quarto ciclos do Ensino Fundamental) em que o fenômeno da intertextualidade, mostrado sob pontos de vista de vários autores, é considerado potencializador e enriquecedor da leitura, colaborando para a formação de um leitor mais proficiente e mais preparado para enfrentar as demandas do mundo letrado. Propõem-se, na exploração textual, atividades inferenciais (para as quais o aluno comparece com conhecimentos linguísticos e extralinguísticos) que podem levá-lo a estabelecer relações não só entre os elementos do texto em si, mas também entre esse texto e outros textos e entre esse texto e sua realidade. Muitas vezes a leitura do aluno não é plena por falta de conhecimentos prévios. A interferência do mediador, leitor mais maduro, torna-se, então, desejável e necessária, para melhoria no nível de adequação da leitura, ampliação do universo do leitor iniciante e aquisição de mecanismos metacognitivos. Ao clarificar zonas de intersecção (identificação do intertexto), por meio de procedimentos discursivos, propicia-se não só o reconhecimento do diálogo intertextual como também uma interpretação mais completa do texto (com a leitura dos implícitos), incluindo casos de polifonia (presença de vozes variadas no texto) e a busca da intencionalidade e do posicionamento ideológico do autor. O texto é considerado a principal matéria-prima do professor de Português. Paradoxalmente, o desempenho dos alunos das escolas públicas e particulares deixa a desejar no quesito leitura. Uma configuração do leitor-aprendiz em seus aspectos sociocognitivos e algumas considerações sobre o modo como são realizadas as atividades de leitura na sala de aula visam mostrar a necessidade de um interlocutor que proponha relações dialógicas e mais significativas no embate com o texto, ampliando, inclusive o leque de opções para gêneros variados, sem barreiras de tempo, de espaço, de estilo, de modalidade, de nacionalidade. Tendo por base a noção de mediação e de zona de desenvolvimento proximal em Vygotsky e a de interação verbal em Bakhtin; as análises de Marcuschi e Rocco sobre o papel da escola e do material didático na formação do leitor; bem como os princípios da Análise do Discurso, da Teoria da Enunciação e da Linguística Textual, sustentados por Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk e SantAnna, sugerem-se alguns exemplos de análise para demonstrar a exequibilidade da proposta. Finalmente, a intertextualidade é vinculada à interdisciplinaridade, concluindo-se que a leitura é, hoje, um poderoso auxiliar no intercâmbio de informações do mundo eletrônico-globalizado; na constituição de um leitor-sujeito consciente, ético e crítico; na transformação do aprendiz em cidadão; na conquista de um instrumento de busca interior. Procura-se provar, enfim, que a leitura, como senha para o conhecimento, pode levar ao poder e, como senha para o autoconhecimento, pode levar à sabedoria. / This essay is an intertextual reading practice proposal (for the third and fourth cycles of elementary school) in which the intertextuality phenomenon, shown by various authors opinions, enhances and enriches the reading process, contributing to develop a more proficient and prepared reader, capable of facing the literate world demands. Through textual exploration, inferential activities are proposed (for which the student has linguistic and extra linguistic knowledge) which can lead the student not only to establish relationships between elements of the text itself, but also between this text and other texts and between this text and its own reality. Often the reading process is not complete due to the lack of prior knowledge by the students. The mediator interference, a more mature reader, becomes then desirable and necessary to improve the adequacy of the reading process, to expand the beginner reader universe and to acquire metacognitive mechanisms. By clarifying intersection zones (intertext identification), through discursive procedures, there is not only the inter-textual dialogue recognition but also a more complete text interpretation (by the implicit reading) including polyphony cases (presence of various voices in the text) and the pursuit of the intentionality and the ideological positioning of the author. The text is considered the main raw material of the Portuguese teacher. Paradoxically, the performance of public and private schools students is still weak in the reading aspect. The configuration of the learner-reader in their social-cognitive aspects and a few considerations about how the reading activities are led in the classroom aim to show the need for an interlocutor who can propose dialogical and more meaningful relationships in the fight with the text, also expanding the range of options for different genres, with no time, space, style, modality, nationality barriers. Based on Vygotsky\'s notion of mediation and proximal development zone and on Bakhtins verbal interaction; Marcuschi and Roccos analysis on the role of school and didactic materials in the readers development; as well as the Discourse Analysis, the Theory of Enunciation and the Textual Linguistics principles, supported by Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk and Sant\'Anna, some examples of analysis are suggested to demonstrate the feasibility of the proposal. Finally, intertextuality is linked to interdisciplinary and the conclusion is that reading is nowadays a powerful tool to enhance information exchange in the globalized world; in the constitution of an ethical and critical reader-conscious subject; transforming learners in citizens who can conquer a tool of internal search. This document attempts to prove that reading, as a password for knowledge, can lead to power and, as the password for the self- knowledge, can lead to wisdom.

Made available in DSpace on 2016-04-28T18:23:30Z (GMT). No. of bitstreams: 1 christiane.pdf: 453317 bytes, checksum: 45a377293d89c76778efe32035c94b27 (MD5) Previous issue date: 2007-05-22 / This paper aims at studying the persuasive language of horoscopes from online versions of the following American newspapers: Los Angeles Times, New York Daily News, Chicago Tribune and San Francisco Chronicle. 2544 horoscopes have been selected during 53 days, and 943 conditional structures have been found. Latour and Woolgar (1979) state that the objective of rhethoric persuasion is to convince the participants that they haven t been convinced, and Halliday (1985) points out that persuasion tends to be highly implicit and to avoid attitudinal language, which is usually associated with interpersonal meaning. The horoscope is a text genre, thus, according to Martin (1984), it can be separated in stages, each of those with its specific function. 37,06% of the analized horoscopes present some kind of conditional structure, with the explicit connector, if (30,75%), or implicit ones (69,25%). Protasis occurs, mostly (71,15%), preposed to the apodosis, functioning as sentence Themes, and, therefore, restricting the content of the Rhemes. The language of horoscopes also presents elements of metadiscursive modality, such as person markers, hedges and emphatics. Besides, one of the stages consists of a kind of truth, a belief that has its roots in polular culture and that helps the reader rescue a specific intertext that the hosroscope writer previously had in mind. In addition, there is the theory of frames (Bednarek, 2005), responsible for text coherence which is attributed, in this case, by the text readers -, that focuses on the relation among text, context, world knowledge, and coherence. Thus, by reading a horoscope, the reader interacts with the text, giving it the most coherent meaning according to their own world knowledge. These factors prepare the readers for the reading and, therefore, they do not question what has been predicted by the author and, at the same time, they act impelled by the power of this genre. The same factors also prevent the horoscope writers from making mistakes regarding their predictions. All that makes horoscopes a highly pesuasive text genre.This kind of persuasion is implicit, for it makes use of a combination of specific lexico-grammatical choices and specific contexts. Regarding the lexico-grammar, this paper focuses on structures that convey conditional meanings, emphasizing Géis s (1971) concept of invited inferences and the relation between conditional structures and Theme, and conditional meaning. It also refers to Critical Discourse Analysis (Fairclough, 1992; Fowler, 1991), concerning the social function of language, and to Halliday s (1985; 1994) functional model, for the connection between language structures and social values. People are interested in horoscopes because they seem to work as a source for advice and entertainment as, according to Spengler (1969), religious faith has been replaced by other beliefs. The metodology adopted is interpretative, based on quantitative data / Esta pesquisa propõe-se a estudar a linguagem persuasiva dos horóscopos, coletados online, dos seguintes jornais dos Estados Unidos: Los Angeles Times, New York Daily News, Chicago Tribune and San Francisco Chronicle (USA). Foram compilados 2544 horóscopos, durante 53 dias e foram encontradas 943 construções condicionais. Latour e Woolgar (1979) afirmam que o objetivo da persuasão retórica é convencer os participantes de que não foram convencidos e Halliday (1985) aponta que a persuasão tende a ser altamente implícita e a evitar a linguagem atitudinal normalmente associada ao significado interpessoal. O horóscopo é um gênero, e, assim, de acordo com a definição de Martin (1984), divide-se em estágios, cada um com sua finalidade específica. Dos horóscopos examinados, 37,06% apresentam a construção condicional, com conectivo explícito, isto é, com se (30,75% dos casos) ou implícito (69,25% dos casos). A prótase ocorre, na maioria dos casos (71,15%), anteposta à apódose, funcionando, portanto, como tema, ou seja, determinando o conteúdo do rema. Por outro lado, a linguagem do horóscopo conta com a modalidade do metadiscurso, através de marcadores pessoais, hedges e enfatizadores. Além disso, um dos estágios reflete na maioria dos casos uma verdade, uma crença arraigada na cultura popular, que ajuda a fazer o leitor recuperar um intertexto, evidentemente, pretendido pelo autor do texto. A isso, junta-se a noção de enquadres (Bednarek, 2005), responsável pela coerência do texto, que é, segundo ela, atribuída por parte dos leitores e ouvintes, focalizando a relação entre texto, contexto, conhecimento de mundo e coerência. Assim, ao ler um horóscopo, o leitor interage com o texto e dá a ele o significado mais coerente de acordo com seu conhecimento de mundo. Esses fatores concorrem para que, assim condicionados, os leitores não questionem as previsões do astrólogo e ajam guiados pela força do gênero, e para que o escritor possa esquivar-se da responsabilidade por eventuais falhas que seus prognósticos apresentem, fazendo do horóscopo, portanto, um gênero altamente persuasivo. A esse tipo de persuasão denomina-se implícita, pois ocorre graças a escolhas léxico-gramaticais, que, combinadas a contextos específicos, tornam o texto persuasivo. Nesse sentido, quanto à léxico-gramática, focamos a escolha de estruturas que expressam condicionalidade, enfatizando o conceito de inferências convidadas de Géis (1971) e abordando a relação entre a construção condicional e o Tema e a expressão da condicional. Também há referência à análise crítica do discurso, com Fairclough (1992) e Fowler (1991) referindo-se ao funcionamento social da língua e ao modelo funcional desenvolvido por Halliday (1985; 1994) e seus pesquisadores para o exame da conexão entre estrutura lingüística e valores sociais. As pessoas voltam-se à astrologia por meio dos horóscopos com as finalidades de entretenimento e aconselhamento, já que, segundo Spengler (1969), a fé religiosa é substituída por outras crenças à medida que o homem se dá conta de que a vida não tem sentido após a morte. A metodologia adotada para a análise dos dados tem cunho interpretativista, com base em dados quantitativos

Jorge Semprun, survivant de Buchenwald, entend « faire [du] témoignage un espace de création ». L’inventivité formelle du roman lui permet d’exprimer la vérité de l’expérience vécue, en créant un espace textuel réflexif où auteur et lecteur, l’un mis en scène dans l’acte d’écriture, l’autre appelé à prendre conscience de son rapport actif à la constitution du sens du récit, se rencontrent dans la relation éthique du témoignage. Mon travail concerne les caractéristiques formelles de ce roman de l’histoire, pour expliciter sa relation au discours politique en particulier, et mettre en relief l’autonomie esthétique du roman, sur laquelle repose la spécificité du rapport littéraire à l’histoire. Semprun met en place cette esthétique au moyen de multiples innovations narratives et d’une conception du récit comme performance, où le Dire est distinct du Dit (Levinas) : cette dimension performative du récit est décrite dans cette étude au moyen d’une approche phénoménologique de la lecture, centrée sur les dynamiques interprétative et imaginaire mises en œuvre par le sujet lisant. Le contraste entre esthétique narrative et discours idéologique définit non seulement les stratégies d’écriture de Semprun, mais également le rôle attribué au lecteur : ce dernier, prenant conscience des motivations et procédés rhétoriques de l’auteur, qui multiplient explicitement les trajectoires interprétatives au sein du texte, réalise que l’enjeu du témoignage réside dans l’acte de lecture, une lecture engagée, participative et en perpétuel renouvellement / Jorge Semprun, survivor of Buchenwald, intends to « make testimony a space of creation ». The formal inventiveness of the novel allows him to express the truth of his experience, by creating a reflexive textual space in which the author is presented in the act of writing, and the reader is called to realize his/her active part in the constitution of narrative meanings. Author and reader thus collaborate on establishing the ethical relationship of testimony. My dissertation examines the formal characteristics of this novel of history, to describe its relationship to political discourse in particular, and to highlight the aesthetic autonomy of the novel, which defines the specificity of literature’s approach of history. Semprun develops this aesthetics through multiple narrative innovations and a conception of narration as performance, where Saying is distinct from the Said (Levinas) : this performative dimension of the narration is described in this work through a phenomenological notion of reading, centered on the interpretative and imaginary activities brought into play by the reading subject. The contrast between narrative aesthetics and ideological discourse does not only define Semprun’s writing strategies, but also the function attributed to the reader in these texts. Becoming aware of the author’s motivations and rhetorical processes, which explicitly multiply interpretative trajectories within the text, the reader realizes that the stakes of testimony reside in the act of reading, a reading that is engaged, participative, and perpetually renewed.

Este trabalho é uma proposta de prática de leitura intertextual (para os terceiro e quarto ciclos do Ensino Fundamental) em que o fenômeno da intertextualidade, mostrado sob pontos de vista de vários autores, é considerado potencializador e enriquecedor da leitura, colaborando para a formação de um leitor mais proficiente e mais preparado para enfrentar as demandas do mundo letrado. Propõem-se, na exploração textual, atividades inferenciais (para as quais o aluno comparece com conhecimentos linguísticos e extralinguísticos) que podem levá-lo a estabelecer relações não só entre os elementos do texto em si, mas também entre esse texto e outros textos e entre esse texto e sua realidade. Muitas vezes a leitura do aluno não é plena por falta de conhecimentos prévios. A interferência do mediador, leitor mais maduro, torna-se, então, desejável e necessária, para melhoria no nível de adequação da leitura, ampliação do universo do leitor iniciante e aquisição de mecanismos metacognitivos. Ao clarificar zonas de intersecção (identificação do intertexto), por meio de procedimentos discursivos, propicia-se não só o reconhecimento do diálogo intertextual como também uma interpretação mais completa do texto (com a leitura dos implícitos), incluindo casos de polifonia (presença de vozes variadas no texto) e a busca da intencionalidade e do posicionamento ideológico do autor. O texto é considerado a principal matéria-prima do professor de Português. Paradoxalmente, o desempenho dos alunos das escolas públicas e particulares deixa a desejar no quesito leitura. Uma configuração do leitor-aprendiz em seus aspectos sociocognitivos e algumas considerações sobre o modo como são realizadas as atividades de leitura na sala de aula visam mostrar a necessidade de um interlocutor que proponha relações dialógicas e mais significativas no embate com o texto, ampliando, inclusive o leque de opções para gêneros variados, sem barreiras de tempo, de espaço, de estilo, de modalidade, de nacionalidade. Tendo por base a noção de mediação e de zona de desenvolvimento proximal em Vygotsky e a de interação verbal em Bakhtin; as análises de Marcuschi e Rocco sobre o papel da escola e do material didático na formação do leitor; bem como os princípios da Análise do Discurso, da Teoria da Enunciação e da Linguística Textual, sustentados por Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk e SantAnna, sugerem-se alguns exemplos de análise para demonstrar a exequibilidade da proposta. Finalmente, a intertextualidade é vinculada à interdisciplinaridade, concluindo-se que a leitura é, hoje, um poderoso auxiliar no intercâmbio de informações do mundo eletrônico-globalizado; na constituição de um leitor-sujeito consciente, ético e crítico; na transformação do aprendiz em cidadão; na conquista de um instrumento de busca interior. Procura-se provar, enfim, que a leitura, como senha para o conhecimento, pode levar ao poder e, como senha para o autoconhecimento, pode levar à sabedoria. / This essay is an intertextual reading practice proposal (for the third and fourth cycles of elementary school) in which the intertextuality phenomenon, shown by various authors opinions, enhances and enriches the reading process, contributing to develop a more proficient and prepared reader, capable of facing the literate world demands. Through textual exploration, inferential activities are proposed (for which the student has linguistic and extra linguistic knowledge) which can lead the student not only to establish relationships between elements of the text itself, but also between this text and other texts and between this text and its own reality. Often the reading process is not complete due to the lack of prior knowledge by the students. The mediator interference, a more mature reader, becomes then desirable and necessary to improve the adequacy of the reading process, to expand the beginner reader universe and to acquire metacognitive mechanisms. By clarifying intersection zones (intertext identification), through discursive procedures, there is not only the inter-textual dialogue recognition but also a more complete text interpretation (by the implicit reading) including polyphony cases (presence of various voices in the text) and the pursuit of the intentionality and the ideological positioning of the author. The text is considered the main raw material of the Portuguese teacher. Paradoxically, the performance of public and private schools students is still weak in the reading aspect. The configuration of the learner-reader in their social-cognitive aspects and a few considerations about how the reading activities are led in the classroom aim to show the need for an interlocutor who can propose dialogical and more meaningful relationships in the fight with the text, also expanding the range of options for different genres, with no time, space, style, modality, nationality barriers. Based on Vygotsky\'s notion of mediation and proximal development zone and on Bakhtins verbal interaction; Marcuschi and Roccos analysis on the role of school and didactic materials in the readers development; as well as the Discourse Analysis, the Theory of Enunciation and the Textual Linguistics principles, supported by Genette, Maingueneau, Authier-Revuz, Brandão, Koch, Van Dijk and Sant\'Anna, some examples of analysis are suggested to demonstrate the feasibility of the proposal. Finally, intertextuality is linked to interdisciplinary and the conclusion is that reading is nowadays a powerful tool to enhance information exchange in the globalized world; in the constitution of an ethical and critical reader-conscious subject; transforming learners in citizens who can conquer a tool of internal search. This document attempts to prove that reading, as a password for knowledge, can lead to power and, as the password for the self- knowledge, can lead to wisdom.

Cette thèse est consacrée à l’œuvre abondante et originale de l’écrivain contemporain Éric Chevillard. Son objet est de cerner l’isotopie du cliché dans l’écriture chevillardienne où le rapport à la littérature passe essentiellement par la manipulation des stéréotypes, des topoï et des idées reçues. Ainsi, la contestation de la banalité apparaît comme une des constantes majeures de ses textes. Pour en signaler les caractéristiques et les modalités principales, le travail s’organise autour de trois axes : le rôle du cliché verbal dans l’organisation stylistique du récit, puis l’observation de sa dimension intertextuelle à travers le cliché citationnel qui dénonce la banalisation de la référence littéraire, et, enfin, la remise en question de la doxa qui régit la société moderne. Cette triple manipulation du cliché définit la posture singulière d’Éric Chevillard au sein du champ littéraire contemporain fondée sur les notions de l’écart, de la distance ironique et du rejet du réalisme prosaïque en littérature. Le dernier mouvement de l’étude vise à démontrer qu’au delà de sa propre fiction, le cliché est mobilisé par le Chevillard critique comme un des critères essentiels de la qualité littéraire que ce soit sur son blog, L’Autofictif, ou dans sa chronique hebdomadaire dans Le Monde des livres. C’est là que le cliché acquiert véritablement la valeur isotopique dans la mesure où sa contestation assure la cohésion de l’œuvre entière. / This PhD thesis is devoted to the prolific and original work of the contemporary writer Éric Chevillard. Its subject is to define the isotopy of cliché in Chevillard's writing, in which the relationship to literature mostly goes through the manipulation of stereotypes, topoi and accepted ideas. Thus, questioning the banality appears like one of the major constants of his texts. In order to indicate the characteristics and main modalities, the work is organized around three axis: the role of verbal cliché in the narrative stylistic organization, then the observation of its intertextual dimension through the cliché of quotation which denounces the trivialization of literary reference, and, finally, the questioning of the doxa ruling modern society. This triple manipulation of cliché defines Éric Chevillard singular position in a contemporary literary field based on notions of gap, ironical distance, and rejection of prosaic realism in literature. The last movement of the study aims at demonstrate that, beyond its own fiction, the cliché is being called on by Chevillard-critique as one of the essential criteria of literary quality, both on his blog, L’Autofictif, or in his weekly column in Le Monde des livres. This is where the cliché truly acquires the isotopic value insofar as its contestation provides the entire work cohesion.

The purpose of this study is to investigate the social and cultural contexts of 1QS (Serek ha-Yahad) by means of a textual study. The analysis of the text is performed in a synchronic perspective. This means that lexical choices, grammatical forms, references, topics, themes, and intertextuality are analyzed text-internally. By doing so, this study sheds new light on old questions of textual cohesion and coherence, questions that until now have been dealt with mostly from a diachronic perspective. The text analysis entails investigation in view of three interrelated dimensions of language function: ideational, interpersonal, and textual. These imply language as transmitting information, creating and sustaining relations, and functioning to organize itself into cohesive units. Although applying some of the terminology from the field of text linguistics (SFL), the focus in this study is on what a text means rather than why. This means that the semantic-pragmatic aspects of language are of foremost interest here. The analysis is performed from bottom and up, then from top down again. Words, phrases, and sentences are investigated up to the broadest linguistic level, namely, to the semantic discourse itself. With an understanding of the larger discourse at hand thanks to this analysis of textual cohesion and coherence, textual details are once again revisited and interpreted anew. In this work, 1QS is analyzed from beginning to end—chronologically, so to say. Then, at the end of each major section, the discourse is analyzed overall. Following the text analysis, conclusions of the investigations are presented. The conclusions argue that the hierarchal structure of the community and its stringent regulations are to be understood as a corrective in response to corrupt society. It is also argued that language in 1QS has a performative function. Rather than describing the way things are, it aspires to evoke the ideal society. Instead of understanding 1QS and the community mirrored in it as a deviant group with little or no contact with the surrounding world, it is then understood as a potent contribution to late Second Temple Jewish discourse concerning how to create a just society and a sanctifying cultic practice. In the final chapter, the insights gained from textual analysis of 1QS are brought into encounter with the theoretical framework posited by French historian and philosopher René Girard (1923–2015). In light of Girard’s philosophy, the hierarchal organization of the community (the Yahad) as well as its regulations can be interpreted as an effort to prevent a mimetic crisis. The function of the scapegoat in 1QS is discussed in light of Girard’s grand theory of the mechanisms of scapegoating in all societies. The study closes with the tentative hypothesis that the community in 1QS deconstructs the scapegoating mechanism by taking the role of the scapegoat upon itself.

The aim of this study is to draw new perspectives to the theoretic approach towards the complex nature of the modern fairy tale genre and its transformation. The study is exemplified by two books by Alan A. Milne about Winnie-the-Pooh (1926-1928), Tove Jansson’s eight books about the Moomintrolls (1945-1970) and Eno Raud’s four books about three funny creatures called “Nakstitrallid” in Estonian (1972-1982). In this thesis, I examine the disputable problem of defining the fairy tale genre in modern literature and refer to the history of the genre and storytelling tradition that have indirectly inspired all three authors in their decision to turn for fairy tale as a genre. Applying the poetical analysis, I argue that these authors contributed to the continuity of fairy tales by creating the link between folkloric heritage, novelistic literary expression and children’s imagination. This study can therefore be considered as topological, however it does not pretend to introduce the complete systematic definition of the genre as the thesis’ format does not allow such in-depth investigation. In the first chapter, ‘Archaic world stimulation in modern fairy tale’, I examine the dominating literary categories that refer to the folk fairy tale intertext: Bakhtin’s concept of ‘chronotope’ – category of time and space, system of fictional allegoric characters and category of fantastic.  In the second chapter, ‘Modern fairy tales from perspective of children’s literature’, I analyze the books of Milne, Jansson and Raud in the scope of narratological and aesthetic categories of children’s literature. The folkloric laughter intertextually reproduced by naïvism of the Moomins, the Naksitralls, and Winnie-the-Pooh’s friends, while folkloric collective hero is presented by universal harmony of a happy family and child-like protagonists. I came to the conclusion that poetics of folklore fairy tale still exists in these books through the intertextual dialogue. Modernism as literary method re-evaluates folkloric aspects such as nonlinear time, the blurred boarders between individual and cosmos, material and spirit, text and reality. Every new artistically unique fairy tale world resembles the new stage of the genre development. The more innovative is the story, the more sophisticated can be its poetics.