Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 12, 2007. Dissertation Committee: Anita Tarr (chair), Cynthia Huff, Karen Coats, Roberta Seelinger Trites. Includes bibliographical references (leaves 166-178) and abstract. Also available in print.

Habilitationsschrift--Technische Universität Carolo-Wilhelmina, 1978. / Includes bibliographical references (p. 532-558).

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 187-214). Print copy also available.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 251-257). Also available for download via the World Wide Web; free to University of Oregon users.

published_or_final_version / Education / Master / Master of Education

This thesis explores the function of literary genres in the production and reception of the literary text, examines the ideological significance of the generic system operative in postwar Italy, and analyzes the five novels written by Italo Calvino from 1950 to 1963. The emphasis is on the relationship between the author's ethico-political stance and his negotiations of the generic system. The first part of the study (Chapters I--III) develops the theoretical tools and historical parameters which are applied to the textual analyses carried out in the second part (Chapters IV--VII). In Chapter I the notion of literariness is examined against the background of recent criticism. The distinctiveness of the literary text is found to reside in the cognitive performance it makes possible. This performance is then analyzed relying on the categories of sense and reference developed by the theory of Possible Worlds. This leads to an examination of two strategies---realist and non-realist---for the articulation of reference, which in turn raises the issue of the role of literary genres in the dialogical interaction mediated by the text. The second chapter focuses on the producer of the text. A connection is established between the epistemic configuration of "modernity" and the emergence of a particular type of producer, namely the "intellectual," who is also the primary interlocutor of "modern" literature. This analysis is then brought to bear, via Gramsci, on the particular situation of twentieth-century intellectuals in Italy. The third chapter provides a panorama of postwar Italy, with an emphasis on the relationship between political events and cultural developments such as the emergence of neorealism as the dominant literary current. The chapters in the second part present a reading of the five novels written by Calvino between 1950 and 1963, namely: I giovani del Po, Il visconte dimezzato, Il barone rampante, Il cavaliere inesistente, and La giornata d'uno scrutatore.

No description available.

This study examines the value and relevance of autobiographical texts in the classroom. For the purpose of this study the focus is on Het Achterhuis: dagboekbrieven van Anne Frank. It is a critical study to establish whether autobiographical texts such as Het Achterhuis should have a rightful place in the learning environment alongside novels and other texts in the Afrikaans classroom and to determine how learners can benefit when they are exposed to a variety of texts to develop their minds through analytical thinking and creative writing. Chapter one presents a theoretical perspective on autobiographical texts such as the autobiography, the letter, memoires and the diary. Through autobiographical texts readers gain knowledge about peoples’ lives, experiences, weaknesses and strengths. Human interest arouses curiosity and encourages reading and research. Chapter two offers a literary analysis of Het Achterhuis. The textual analysis focuses on the background of Anne Frank during her period of hiding from persecution in the holocaust as well as on the interpersonal relationships and difficult circumstances the eight people in hiding had to share. With the coming to power of Hitler in 1933 and the subsequent persecution of the Jews, their rights were restricted step by step and the Jewish community was gradually isolated. Deportation started and thousands of Jews went into hiding. In July 1942 Otto Frank, his wife and two daughters together with four other Jews moved into a secret annexe behind Otto Frank’s business premises. The experiences of the above-mentioned eight people in hiding have been described by Anne Frank in a diary which she selected when her and her father Otto went shopping together. She received the diary which was one of her most precious gifts on her thirteenth birthday, shortly before going into hiding. The diary entries of Anne Frank convey a key message of tolerance and perseverance. Chapter three of this study focuses on the physical, emotional and social development of the adolescent. Anne Frank’s diary was written when she was in the age group 13 – 15. High school learners can identify with Anne Frank as a teenager like themselves who also experienced the typical insecurities, resentments and rebelliousness of the adolescent. In addition to the historical value of Anne Frank’s diary as a testimony of the holocaust, she is a role model for the teenager of today. The example of how Anne dealt with her problems helps learners to overcome obstacles and to deal with the realities in life. Finally, chapter four investigates the numerous possibilities of using Het Achterhuis as a text in the classroom to enhance teaching and learning. This chapter is based on actual findings that were made after using Het Achterhuis as a prescribed text in a grade 11 classroom in 2006. An important finding is that learners can benefit by being exposed to a variety of texts about life writing to develop their minds by analytical and critical thinking, creative writing and integration with other school subjects. Through autobiographical texts diverse perspectives can be introduced to enable learners to develop a more balanced view of the world. The code of the diary offers the best opportunity to give expression to one’s own life. Narratives are necessary to form your own identity. Through diary inscriptions you make contact with the inner self and a sense of identity is achieved. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

In this thesis, I have studied the elements that distinguish the biography as a literary genre. After analysing the different facets involved in the making of a biography, I have applied some theories to practical use. I chose a subject, became acquainted with the facts of this person's life, found the ideal form and produced on paper the life of a real human being. I chose to write a biography on Odelie Brisebois, a very loving and humble woman. Her seventy-seven years encompasses a period of Quebec history and life style that we will never see again.

Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 298-325.