Syftet med denna studie är att studera hur Du Mauriers roman Rebecca och filmatiseringen baserad på denna skiljer sig åt med inriktning på dialogerna. Genom att tillämpa en stilanalys från Hellspong kommer stildragen från respektive dialog påvisas och kompareras. Analysen visar att dialogerna är väldigt lika vad gäller stildrag och att dialogernas funktion skiljer sig åt. Resultatet antyder dels att det krävs olika stilar för att förmedla olika teman, dels att stil inte är bunden till innehållet samt att medierna påverkar dialogernas funktion. Slutsatsen är att stilen inte går att ändra på om rätt historia ska förmedlas, oavsett vilket medium det rör sig om, det handlar rättare sagt om att anpassa stilen till sammanhanget utan att ta bort det essentiella. Vidare kan denna studie påvisa möjliga kännetecken för dialogformen där bland annat stildragen verbal och dynamisk ingår.

Denna kandidatuppsats utforskar de tre skräcknovellerna ”Fåglarna” (1952), ”De blå linserna” (1959) och ”Äppelträdet” (1952) av Daphne du Maurier ur ett ekogotiskt perspektiv. Genom att använda begreppet ekogotik i kombination med teorier så som Simon C. Estoks ekofobi och Sigmund Freuds det kusliga undersöker denna uppsats relationer mellan mänskligt och icke-mänskligt, samt hur naturen kan användas för att framkalla känslor av det kusliga. Resultatet av analyserna visar bland annat att naturen är ett utmärkt verktyg att använda för att synliggöra det kusliga då den är ständigt närvarande i våra liv, och därför till synes också ”osynlig” för oss. Resultatet visar också att omkullkastandet av den antropocentriska relationen mellan mänskligt och icke-mänskligt är av stor vikt för novellernas förmåga att framkalla skräck.

This study examines the portrayal of the woman as monstrous in Daphne du Maurier’s short stories “The Apple Tree” and “The Blue Lenses” and investigates the abject emotions that female bodies induce within the main characters. The study also contrasts the habitual, objectifying gaze of the male focalizer with the reluctant gaze forced upon the female focalizer through a pair of lenses, argued here to represent the patriarchal suppression of woman, as the male gaze is key for mediating the abject in du Maurier’s stories. Additionally, the association of the natural world with the female body is discussed, as the subjugation of nature and women are closely connected in a patriarchal society, and these are both regarded as abject in du Maurier’s stories. It is concluded that gender is elemental to whether the main characters embrace or reject the abject feelings originating within themselves.

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This thesis explores the gendered symbolism of women's music lessons in English fiction, 1870-1914. I consider canonical and non-canonical fiction in the context of a wider discourse about music, gender and society. Traditionally, women's music lessons were a marker of upper- and middle-class respectability. Musical ‘accomplishment' was a means to differentiate women in the ‘marriage market', and the music lesson itself was seen to encode a dynamic of obedient submission to male authority as a ‘rehearsal' for married life. However, as the market for musical goods and services burgeoned, musical training also offered women the potential of an independent career. Close reading George Eliot's Daniel Deronda (1876) and Jessie Fothergill's The First Violin (1877), I discuss four young women who negotiate their marital and vocational choices through their interactions with powerful music teachers. Through the lens of the music lessons in Emma Marshall's Alma (1888) and Israel Zangwill's Merely Mary Ann (1893), I consider the issues of class, respectability and social emulation, paying particular attention to the relationship between aesthetic taste and moral values. I continue by considering George Du Maurier's Trilby (1894) alongside Elizabeth Godfrey's Cornish Diamonds (1895), texts in which female pupils exhibit genuine power, eventually eclipsing both their music teachers and the artist-suitors for whom they once modelled. My final chapter discusses three texts which problematize the power of women's musical performance through depicting female music pupils as ‘New Women' in conflict with the people around them: Sarah Grand's The Beth Book (1895), D. H. Lawrence's The Trespasser (1912) and Compton Mackenzie's Sinister Street (1913). I conclude by looking forward to representations of women's music lessons in the modernist period and beyond, with a reading of Katherine Mansfield's ‘The Wind Blows' (1920) as well as Rebecca West's The Fountain Overflows (1956).

Revision of thesis (Ph. D.)--University of Sussex. / Includes bibliographical references (p. [263]-273) and index.

In the reading of the servants in examples from the period 1920-1950, the servant question is invoked to expose the workings of class. The servants in these narratives of Bowen, Green, Taylor, Waugh, Mansfield and Panter-Downes, lady’s maids, housekeepers, nannies, a butler and a chauffeur, are in thrall to the collective structures of societal ordering, and reluctant with respect to social mobility. Class was not fully being negotiated in this period, in fact little change was visible. Fer example intimacy, such as that between the lady’s maid and her mistress, meant that class confrontation was unlikely. The nanny showed that culturally constructed mechanisms such as nostalgia could be employed to discourage the desire for change. In terms of the socio-historical context any transformation in the make-up of domestic life – that is, the move towards homes without servants - was a fairly gradual business. But, there was a widespread belief in a change that had not really taken place – and that certainly had not taken place within domestic service. Any transformation of society was superficial; the governing ranks would not permit their disempowerment through genuine class change. I contend that the literature supports this perspective. Servants desire subservience; they find comfort in the familiarity of the system of household ranking-by-status. In the process, authority itself is portrayed as being less immutable, more malleable and thereby equipped for the future. In this sense the narratives read in this thesis go to make up a literature of resistance, in refutation of the overwhelming narrative of the time, progressing instead the notion that class must persist with its boundaries intact, as its hegemony is desirable and necessary for the smooth, successful operation of society.