This qualitative research study focuses on the experiences of, and effects on, students and staff who work with literary magazine projects at the high school level. The goal of the study was to better understand how literary magazines benefit students, and how the experiences of working on a lit mag project, contributing to a lit mag, reading a school’s lit mag might be beneficial to students and how it might be improved, both for those working with the lit mag and culture of writing in the school. Using a grounded theory research method, interviews were conducted with both staff and students who were involved in their school’s literary magazines. Semi-structured interviews were used as a way for participants to discuss what they perceived as strengths of their projects and areas for continued growth. Eight interviews were completed, which were then transcribed, fact checked, and analysed using a rigorous process of coding. Five major conclusions were arrived at and have been presented in this thesis as practical implications to help others start—or develop—a literary magazine at their school.

This collection of contemporary fiction explores a diverse set of themes and characters, and utilizes a variety of stylistic elements.

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Mikhail Bulgakov's preoccupation with evil in Master i Margarita is set against the background of spiritual barrenness which is outlined in the essays of Vekhi (1909) as dominating Russian radical thought at the beginning of the 20th century. The themes of loss of spirituality, utilitarian faith or atheism, man-godhood, split personality, lack of faith in people and ethical inaptitude, as depicted in Vekhi, re-emerge in Bulgakov's novel more than two decades after the publication of the essays. The devil's genealogy is examined in relation to the sources which Bulgakov is known to have used while writing the novel. The study of the devil's role reveals that, in the case of the conformist characters, Woland appears as a manifestation of the irrational and metaphysical aspects of existence while, in the case of the ordinary Moscow citizens, he advocates a more common sense, rational attitude to life than that which relies on magic and witchcraft. The writer's dilemma in a philistine, authoritarian society is examined through the phenomenon of split personality (Ivan Bezdomny versus the Master). Throughout the thesis C. G. Jung's ideas are employed to illustrate how Bulgakov shapes the myth which gives meaning to the life of a writer whose work might never be published. The Pontius Pilate story is shown to contain the philosophical kernel of the novel; in accordance with Jungian ideology moral absolutes are conceived by Bulgakov, not as opposites, but as part of a paradoxical whole. The joint immortality of Pontius Pilate and Jeshua serves as a most explicit metaphor of this view which is echoed in Woland's question: what would happen to good if there were no evil?Yet, as a whole Master i Margarita must be seen to demonstrate that there may be justification, but there is no consolation, for a person who turns away from truth.

To any reader in western society, Robinson Crusoe is a well-known character. Many of us come across his story even before we can read, through children’s books and bedtime stories, or any of the other numerous versions of Daniel Dafoe’s original. Robinson Crusoe has also been used to create adaptations such as Hollywood blockbuster Cast Away, the Swedish reality show Robinson and the American TV-series Lost. The core of these stories is always the same: a lone man or group of men and women battle against nature to survive. Below the surface of a physical struggle between nature and man, I see a story about human adaptation, learning and development. The reason why Robinson survives is that he uses his knowledge, adapts to the situation and learns from experience. The same goes for any other of the different characters we meet in both the original and the adaptations. It is never through physical domination alone that a Robinson character triumphs; the ability to develop as the game develops is just as important. I believe that a story this popular must influence its readers in significant ways. The story does not only provide us with a common frame of reference but also with a hero with whom we can easily relate; the thought of being alone, shipwrecked, in the way Robinson is, provokes in us a primal fear, and this is also central to the plot in many of the adaptations. A strong identification with Robinson is likely to strengthen the possibility that we become influenced by the character traits he possesses and that we act in similar ways as he does. This thought is what has led me to look at the dynamics of Robinson from a pedagogical perspective, to try to understand in what way he might affect the many students who meet him during their education.

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