Thesis (Ph. D.)--Harvard University, 1997. / Includes bibliographical references (leaves 272-300).

Thesis (Ph. D.)--University of Chicago, 1936. / Photolithographed. "Private edition, distributed by the University of Chicago libraries." "The body of the thesis involves a comparative analysis of Georgics i. 356-465 and Phaenomena 773-1036"--P. 2. "Appendix [Latin and Greek texts]" : p. 64-68. "Supplement [citations from Varro, Theophrastus, and Aristotle]": p. 69-90. Includes bibliographical references (p. 59-63).

This thesis aims to solve the apparent problem of the frequent repetitions in Lucretius' De Rerum Natura (DRN). Verbal repetitions of many different lengths pervade DRN, and are noted in the scholarship. Yet a consensus has not been reached as to their purpose and function, or even if they rightly belong in the text. Multi-linear repetitions are viewed as a temporary stop-gap which Lucretius would have removed or adjusted had he lived long enough to effect it; or as later interpolations; while shorter repetitions are underplayed or even ignored altogether. But repetitions and internal allusions in DRN are part of a purposeful, meaningful didactic and rhetorical strategy, and they form much of the intellectual structure of the poem. These internal connections combine in DRN to form a remarkably complex intratextual network. The thesis argues that repetition is a crucial way in which Lucretius conveys his arguments and persuades the reader to pursue a rational life. Chapter 1 analyses the ways in which Lucretius' epic predecessors used repetition and how Lucretius may have applied these models. Chapter 2 looks at the internal evidence for the alleged unfinished state of the poem and examines the function of long repetitions in DRN. Chapter 3 investigates the rhetorical background to and functions of different kinds of repetition in DRN. Chapter 4 explores the didactic and psychological effects of repetitions and internal allusions. Chapter 5 shows how repetition creates an image of the world Lucretius describes: just as Lucretius tells us that atoms and compounds make up different substances depending on their arrangement in combination, so repetitions perform different functions and produce different outcomes depending on their placement in the text. Throughout the poem, repetition serves again and again to reinforce Lucretius' message, creating argumentative unity, and bringing order from chaos.

Résumé This diploma thesis under the title Posibilities of Cognitive Lingvistic Concept Methaphor has two goals. The first is describe teachers attitudes towards methaphor in literary education. The second is show a posibilities of new concept of methaphor. There are two parts of thesis: theoretical and practical. The first part defines methapor as linguistic, literary and cognitive phenomenon. I also deal with a way how cognitive lingvistic concept of methaphor improves a process of education and how it interconnects the lessons of literature and Czech language. The second part of thesis is based on a research of results. I describe a general approaches of teachers toward methaphor during an interpretation of poetic text. I compared these approaches with an inovative education model. Finally I made a few suggestions of new approach to educational process in literary education

Thesis (doctoral)--Universität, Göttingen, 2004/2005. / Includes bibliographical references (p. [301]-313) and indexes.

This thesis concern with the teaching of the literature of the czech national revival at the secondary school. Its aim is to analyze selected textbooks and manuals used in secondary schools and based on this analysis it tries to characterize the most important aspects of this period. It describes how the term "national revival" is explained to high school students, what is the time range of this period, which authors of this section of czech literary history are included in individual textbooks and also in the canon of works required for the final school- leaving examination. It compares individual aspects with the starting points of the professional literature. The work raises the question of whether and to what extent textbooks create an image of this topic for school purposes, how they affect students' awareness of the topic. Finally, it proposes specific procedures and activities that can be used in teaching the literature of the czech national revival at secondary schools and grammar schools.

In this essay, I am analyzing how recognition occurs through humor in the two novels: Mort, by Terry Pratchett, and A Dirty Job, by Christopher Moore. This is with the intention to add more ways of using literature to speak about difficult topics such as death, in the Swedish secondary school. Throughout the analysis, I am connecting humor and recognition to each other to initiate a position where a teacher can move towards the subject through the duality of seriousness and comedy. The result has shown that an understanding of life’s duality, and human existence, plays an important role in how recognition occurs through humor. / Uppsatsens syfte har varit att analysera hur igenkänning uppstår genom humor i de två verken: Mort av Terry Pratchett och A Dirty Job av Christopher Moore. Uppsatsen har skrivits med intentionen att tillföra fler alternativ till hur lärare kan samtala om svåra ämnen så som döden genom litteraturen i klassrummet. Genomgående i analysen drar jag paralleller mellan humor och igenkänning för att visa på olika vägar kring hur man kan närma sig ämnet via den dubbelhet som finns mellan bland annat allvar och komedi. Resultatet har visat att en förståelse för livets dubbelhet och mänsklig existens spelar en viktig roll för hur igenkänning uppstår via humor.

In this essay, I am analysing and discussing the possibility of didactic intention and message in the intertextual analysis. The main focus is to connect the intertextual analysis to the Swedish and English curriculum in the Swedish secondary school. Thus, in the analysis, I have used Stephen King’s novels The Gunslinger (I), The Waste Lands(III) and The Dark Tower(VII), and searched for intertextual citations, allusions, and references to the two poets T.S Eliot and Robert Browning. In conclusion, I have found intertexts to Eliot’s The Waste Land and Browning’s Childe Roland to the Dark Tower Came. However, the strongest connection has been found in Eliot, and therefore the intertextual analysis of the novels has its main focus on King’s use of Eliot’s The Waste Land in The Dark Tower-novels, and how these intertexts can be interpreted and used in the Swedish secondary school. The intention of the essay is to encourage the use of more methods whilst teaching literature and hopefully foster students to look at literature with more curiosity. The analysis is made with the prospect of bringing more perspectives to the already scientifically based methods that are used in the Swedish secondary school.

Thesis (M.A.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 14, 2009). Thesis advisor: Thomas Haddox. Vita. Includes bibliographical references.