This thesis explores the ways that certain artists-including Joseph Conrad, Alan Moore, Richard Attenborough, and Francis Ford Coppola-break from their inherited traditions in order to speak from an alternative perspective to western discourse. Conventional narrative formulas prescribe that meaning will be revealed in a definitive end, but all of the texts discussed reveal other avenues through which it is discerned. In Heart of Darkness, the tension between two divergent narratives enables Conrad to speak beyond his social context and imperialist limitations to demonstrate that identity is socially constructed. In Watchmen, Moore breaks from comic convention to illustrate ways meaning may be ascertained despite the lack of plot ends. The third chapter explores the ways that Attenborough and Coppola subvert technical and plot conventions to resist static constitutions of identity endemic to Hollywood film. The several texts discussed subvert the Self/Other duality by suggesting alternatives to the western narrative model. / by Adam Berzak. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

University of Macau / Faculty of Arts and Humanities. / Department of English

This dissertation avers that the transpacific circulation of narrative artefacts - travel accounts, letters, relaciones, and illustrated codices- enabled the emergence of a new global history that departs from the ancient tradition of universal history. In the late 16th and early 17th centuries, Iberian missionaries and historians began to incorporate into their histories and chronicles of the Indies sources and material dealing with China, Japan and other regions of the Far East. The dissertation argues that this transpacific interaction enabled historians to produce synchronic modes of writing that were emancipated from ancient narrative models. To develop this argument, the dissertation examines how historians and missionaries gradually separated the reading of ancient books from their own modern experience of narrating the Far East. By incorporating sources and material produced mainly in Macau and Manila, scholars not only imported new knowledge related to East and Southeast Asia into the Iberian and European world, but they also transformed the genre of general and universal histories of the Indies developed during the 16th century in the New World. Instead of considering the gradual integration of America with Eurasia and Africa to be the main and only fact that defined the emergence of a new global history, this dissertation argues that it was the discovery of the Far East from the West Indies that enabled historians to create forms of writing global histories that departed from the tradition of universal history. The dissertation puts into dialogue coexisting models and methods of composing global histories that emerged in the late 16th and early 17th centuries. To do so, I examine the emergence of narratives that integrated the Far East into historical genres developed in the West Indies during the 16th century. In this part, I explore the writings of scholars who wrote about the Far East by projecting a perspective that emerged from their production developed in the West Indies: Martín de Rada (1533-78), Francisco Hernández (1517-1587), Juan González de Mendoza (1540-1617), José de Acosta (1540-1600), the authors of the Boxer codex (ca. 1590), Adriano de las Cortes (1577-1629), and Antonio de León Pinelo (1595-1660). Furthermore, the dissertation analyzes the emergence of global modes of writing by focusing on the writings of Jesuits who arrived in the Far East from the oriental Portuguese route, such as Matteo Ricci (1552-1610), Diego de Pantoja (1571-1618), and Nicolas Trigault (1577-1628). These correlated productions incorporated the Far East into the narratives of the Iberian world by redefining categories associated with the Orient and reformulating methods of historical writing. By building a corpus of sources that refer to the arrival of Iberians to the Far East, this dissertation advances the thesis that the creation of systems of exchange and the transpacific circulation of relaciones, letters, and codices made possible and shaped new forms of composing global histories in the early modern Iberian world.

Telling technology explores how modernist literature makes sense of technological change by means of narration. The dissertation consists of three case studies focusing on narrative texts by Robert Walser, Paul Scheerbart, and Joseph Roth. These authors write at a time when a crisis of ‘progress,’ understood as a basic concept of history, coincides with a crisis of narration in the form of anthropocentric, action-based storytelling. Through close readings of their technographic writing, the case studies investigate how the three authors develop alternative forms of narration so as to tackle the questions posed by the sweeping technological change in their day. Along with a deeper understanding of the individual literary texts, the dissertation establishes a theoretical framework to discuss questions of modern technology and agency through the lens of narrative theory.

Este trabalho tem como objetivo compreender a formação no Jornalismo. Para isso, com base nos conceitos desenvolvidos pelos autores da Teoria Crítica da Sociedade, principalmente Adorno, Benjamin e Horkheimer, compreende-se a formação como um processo social que envolve formar o indivíduo para a autonomia e para a emancipação, abrangendo os aspectos da cultura de maneira geral e não apenas a formação escolar, mesmo que esta também faça parte de modo importante do processo formativo. A formação deve se desenvolver em um sentido cultural amplo, buscando uma consciência verdadeira que vise o combate à barbárie, tendo em vista o desenvolvimento de civilidade. Na Modernidade, há o empobrecimento da capacidade de fazer experiências e o declínio das narrações com o surgimento da informação, como aponta Benjamin. Esses conceitos teóricos e ainda outros relacionados à epistemologia do Jornalismo são discutidos nos dois primeiros capítulos em que se faz, também, uma análise histórica do surgimento do Jornalismo como área de atuação e profissão até as mais recentes Diretrizes Curriculares estabelecidas em 2013; é realizada uma leitura crítica de teorias e materiais didáticos da área. Analisa-se, ainda, nos dois últimos capítulos, a concepção de formação, compreensão histórica, epistemológica e a relação entre Jornalismo e desenvolvimento social por meio de entrevistas semiestruturadas com 33 professores jornalistas que ministram aulas em cursos de Jornalismo em três grupos de instituições: pública, filantrópica e particular. Conclui-se, ao final, que o Jornalismo é produto deste momento histórico e por isso contém em si limites e contradições. Não se pode idealizar ou desconsiderar as contradições inerentes ao próprio processo formativo que também comparece na formação do jornalista. Nas entrevistas e nos materiais analisados, é possível perceber que há uma deficiência epistemológica na área do Jornalismo e que os formadores estão mais voltados para o produto jornalístico, a notícia, e sua relação com a sociedade em um sentido de produzir cidadania, desenvolvimento social e influenciar a opinião pública, do que para aspectos amplos da formação, como cultura geral, história e epistemologia / This work aims to understand formation in journalism. For this, based on the concepts developed by the authors of the Critical Theory of Society, mainly Adorno, Benjamin and Horkheimer, the formation is understood as a social process that involves to form the individual for the autonomy and the emancipation, covering the aspects of the culture in a general way and not only the school formation, although this also forms part of an important way of the formative process. Formation must develop in a broad cultural sense, seeking a true conscience aimed at combating barbarism, in view of the development of civility. In Modernity, there is the impoverishment of the capacity to make experiments and the decline of narrations with the emergence of information, as Benjamin points out. These theoretical concepts and still others related to the epistemology of Journalism are discussed in the first two chapters, which also make a historical analysis of the emergence of journalism as an area of activity and profession until the most recent Curricular Guidelines established in 2013; a critical reading of theories and didactic materials of the area is carried out. In the last two chapters we analyze the conception of formation, historical and epistemological understanding and the relationship between Journalism and social development through semi-structured interviews with 33 professors journalists who teach classes in journalism courses in three groups of institutions: public, philanthropic and private. It is concluded, in the end, that journalism is the product of this historical moment and therefore contains within itself limits and contradictions. One can not idealize or disregard the contradictions inherent in the formative process itself that also appears in the formation of the journalist. In the interviews and in the materials analyzed, it is possible to perceive that there is an epistemological deficiency in the area of journalism and that the professors are more focused on the journalistic product, the news, and its relation with the society in a sense of producing citizenship, social development and influencing public opinion, than to broad aspects of formation, such as general culture, history and epistemology

No description available.

The V Formation is a novelette which explores second-person narration, complex familial relationships, and grief. It questions what standards society sets for families, parents in particular, and what happens when your kin does not conform to these standards. As you grow older, how are you limited or how do you have authority in creating your family?

The purpose of this study was to describe written narratives of language disordered adolescents by comparing their written narratives via story grammar analysis with those of normal adolescents. The written narratives were obtained by administering two tasks as required assignments within the English or communications classes of the two groups. Task A was to write about a personal experience and Task B was about an imaginary experience. This study used Merritt and Liles' adaptations (1987) of Stein and Glenn's procedures (1979) for story grammar analysis to describe the content of the narratives.

Classroom teachers frequently refer adolescents to speech language pathologists for language skills evaluations. Many of the traditional evaluation tools of the speech-language pathologist focus on the student's oral language skills. The first indication to the classroom teacher that there may be a language problem, however, is usually from the student's written classwork. Very few written language assessment tools are available which give speech language pathologists information regarding linguistic units which can be viewed as communication acts. This paper focuses on one particular discourse unit - the written narrative. Narratives are a natural form of thought and demonstrate how a person organizes and views the world around them. Narratives can be analyzed from the perspective of their "texts," how the writer links individual sentences together to create a cohesive discourse. The purpose of this study was to compare the written narratives of language impaired and normal adolescents. Two questions were addressed in this study. First, are there differences in texts between language impaired and normal adolescents? And second, do the written narratives of a personal experience and imaginary event produce different texts in language impaired and normal adolescents?

Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.