This thesis examines five books by the American author Philip Roth commonly referred to as the “Roth Books,” which are The Facts: A Novelist’s Autobiography(1988), Deception (1990), Patrimony: A True Story (1991), Operation Shylock: A Confession (1993), and The Plot Against America (2004). These books, held together by the author’s proper name, are often viewed as texts that conflate fiction and nonfiction or demonstrate the “fictionality” of all factual narrative accounts in compliance with well-known postmodernist and poststructuralist theories. Contrary to this view, I argue that a valid understanding of the Roth Books demands that we acknowledge that these works represent a series of quite different ways for the author to transform his own life into written form, a creative act which is manifested in both fictional and nonfictional writing. In the attempt to argue this view, I turn to a field of study where the question about criteria for distinguishing fictional from nonfictional narrative literature has occupied a prominent place: narrative theory. However, my theoretical and methodological point of departure does not align itself with the “standard” paradigm in narrative theory with its origin in classical, structuralist narratology. Rather, the thesis promotes a pragmatic and rhetorical perspective which is argued to better account for how we read and make sense of different narrative texts. In opposition to standard narrative theory, where all narratives are considered to adhere to the same model of communication, I argue in favour of a view where narrative fiction and narrative nonfiction are conceived as distinct communicative practices. I open the thesis by showing that Roth’s books contribute to the discussion on how to distinguish fictional from nonfictional narrative texts (Chapter 1). I then continue by approaching the distinction between fiction and nonfiction in general theoretical terms (Chapter 2). And in what follows (Chapters 3-5), I present a reading where the Roth Books are juxtaposed against each other. This reading demonstrates how these texts, although in some sense related, because of their divergent qualities and differing intentions still communicate differently with their readers, inviting a readerly attention that is dissimilar from one work to the other.

This study investigates how minimalist narrative techniques in American modernist literature oblige us, as readers and critics, to be self-reflexive about the ethical basis of interpretation. Through a concentrated narratological analysis of Hemingway’s and Cather’s fiction, I identify three major elements of what I term the “simple text”—thinness, smoothness, and spaciousness—and I show how each category engages a hermeneutic ethics. By gesturing towards accessibility and straightforward comprehension while also producing moments of indeterminacy that subtly resist the reader’s inferences, the simple text challenges the reader to conceive interpretation both as a positive exercise of individuation and imagination and, simultaneously, as a potentially unethical mode of critical violation and imposition. My introduction contemplates the ethical foundations of Hemingway’s and Cather’s famous aesthetics of omission to argue that such simplicity conveys a complex theory of reader engagement. Chapter One defines “thinness” by examining “thin characters” in A Farewell to Arms and My Ántonia—characters whose simplicity makes them paradoxically unreadable in a way that foregrounds the nature of our accountability towards others. The second chapter, focusing on In Our Time and Death Comes for the Archbishop, defines “smoothness” as a simple paratactic patterning that challenges our critical desire to generalize meanings from particular experiences. While the smooth surface invites our interpretive touch, its structural integrity resists marking and inscription. The final chapter details the element of “spaciousness,” showing how open and simple settings in The Old Man and the Sea and The Professor’s House inspire, in the protagonists, moments of self-conscious interpretation of the nonhuman other and solicit a practice of accountable freedom. I argue that the foregrounding of such spaces proffers a subtle yet pointed critique of American individualism, but this critique is learned only through our encounter with the text’s interpretive limits. The study concludes by suggesting how these strategies both respond to and participate in specific criticisms of American democracy that circulated during the modernist period.

This study investigates how minimalist narrative techniques in American modernist literature oblige us, as readers and critics, to be self-reflexive about the ethical basis of interpretation. Through a concentrated narratological analysis of Hemingway’s and Cather’s fiction, I identify three major elements of what I term the “simple text”—thinness, smoothness, and spaciousness—and I show how each category engages a hermeneutic ethics. By gesturing towards accessibility and straightforward comprehension while also producing moments of indeterminacy that subtly resist the reader’s inferences, the simple text challenges the reader to conceive interpretation both as a positive exercise of individuation and imagination and, simultaneously, as a potentially unethical mode of critical violation and imposition. My introduction contemplates the ethical foundations of Hemingway’s and Cather’s famous aesthetics of omission to argue that such simplicity conveys a complex theory of reader engagement. Chapter One defines “thinness” by examining “thin characters” in A Farewell to Arms and My Ántonia—characters whose simplicity makes them paradoxically unreadable in a way that foregrounds the nature of our accountability towards others. The second chapter, focusing on In Our Time and Death Comes for the Archbishop, defines “smoothness” as a simple paratactic patterning that challenges our critical desire to generalize meanings from particular experiences. While the smooth surface invites our interpretive touch, its structural integrity resists marking and inscription. The final chapter details the element of “spaciousness,” showing how open and simple settings in The Old Man and the Sea and The Professor’s House inspire, in the protagonists, moments of self-conscious interpretation of the nonhuman other and solicit a practice of accountable freedom. I argue that the foregrounding of such spaces proffers a subtle yet pointed critique of American individualism, but this critique is learned only through our encounter with the text’s interpretive limits. The study concludes by suggesting how these strategies both respond to and participate in specific criticisms of American democracy that circulated during the modernist period.

In this dissertation, I seek to better understand the sensemaking process among surviving family members after a tragic loss of a teenage or young adult child. Using social constructionism (Gergen, 1991) as a theoretical framework, I focused on how meanings of loss are constructed through the use of language and other symbols. I specifically looked at the role of family stories and rituals in making sense of the sudden loss as well as how a survivor's role as a sibling or parent may impact the grieving process. The participants in my research were all members of families in which a child had died unexpectedly in adolescence or young adulthood. I combined multiple in-depth interviews with parents and siblings in each family with episodes of participant-observation. Then I used inductive thematic analysis to examine the patterns of ritualizing in each family, and a process of narrative analysis focusing on the accounts of three siblings and two parents in order to explore how survivors structure their experience in stories. I found that rituals and artifacts play a significant role in assisting family members in coping with bereavement. Even though previous family rituals and traditions are disrupted by the death, families find ways of creating and enacting new rituals. The invention and adoption of new rituals seems to serve an important role in "successful" grieving as a way of sustaining bonds with lost loved ones. I also found that survivors, in sharing with me the stories of sudden loss, worked to construct storylines that tie events together by showing how they are meaningfully, and sometimes causally, connected. In addition, the stories showed how survivors "find benefit" by reframing painful events as positive and growthful. Throughout my analysis of rituals and stories, I looked for similarities or differences between the siblings' and parents' experiences. One insight to emerge from the study was that bereavement is a very individual event, and the resulting differences in expressions and degrees of grief among different family members can put a strain on the family system. Another key theme that emerged was the protective stance taken by surviving siblings towards their parents after the death of a brother or sister, which sometimes involved minimizing the display of their own emotions. In this sense, the siblings seem to have experienced what the literature has called "prohibited mourning," By contrast. parental grief seems to be more socially acknowledged. This study holds potential benefits for those scholars interested in bereavement as a meaning-making process as well as the effects on the family system. Therapists who treat families might find the insights these participants contribute to be helpful in creating ways to communicate with their clients.

In the United States as many as 15% of births occur before 39 weeks because of elective inductions or cesarean sections. This qualitative study employs a grounded theory approach to understand the decisions women make of how and when to give birth. Thirty-three women who were pregnant or had given birth within the past two years participated in key informant or small group interviews. The women’s birth narratives and reflections reveal how they construct the uncertainty of their due dates and how this construction influences their birth decisions. Problematic integration theory is used to analyze this construction and identify points of influence. The results suggest that women construct the uncertainty of due dates as a reason to wait on birth and as a reason to start the process early. The results suggest that information about a baby’s brain development in the final weeks of pregnancy may persuade women to remain pregnant longer. The results demonstrate the utility of using problematic integration theory to understand a medical situation that is the result of epistemological and ontological uncertainty. The analysis suggests the existence of a third type of uncertainty, axiological uncertainty. Axiological uncertainty is rooted in the values and ethics of outcomes.

Charlotte Brontë’s problematising of first-person narrative foregrounds the fluidity of the concept of identity and insists on its constructed nature. Brontë uses specific narrative techniques in The Professor, Jane Eyre and Villette to achieve this foregrounding, which leads to a complex and sophisticated exploration of the individual’s relationship to society, and how this influences the way individuals construct their identity. Each of these novels presents a different example of such self-construction through the characterisation of the first person narrator. Brontë’s questioning of the stability of the self encourages readers to be aware of such constructs. In my first chapter, I look closely at how narrative authority is parcelled out in Brontë’s nineteenth-century society, and what influence the conferring or withholding of such authority has on the construction of a narrative self. The next three chapters are devoted to discussion of specific examples of narrative self-construction in Brontë’s first-person novels, how her protagonists deal with narrative authority, and the difficulties inherent in speaking or writing with such authority for nineteenth-century women in particular. Individuals construct a sense of their self through telling stories. Brontë’s fiction asks the question, if “Literature cannot be the business of a woman’s life” is this tantamount to denying women the right to an arena for the construction of a self at all? What role do readers play in the construction of a narrative self for a writer? In the concluding chapter my aim is to open out my analysis of Brontë’s fiction by examining the idea of narrative as a place more generally for imaginative self-construction. I structure the chapter around J. Hillis Miller’s argument in On Literature that the role of reading and writing in this regard has irrevocably changed in the twenty-first century due to the influence and popularity of the on-line world.

Made available in DSpace on 2014-06-11T19:26:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-02-04Bitstream added on 2014-06-13T19:34:51Z : No. of bitstreams: 1 roefero_msv_me_assis.pdf: 360167 bytes, checksum: 8df13e9266bd54fc25aaa17e53991db6 (MD5) / Este trabalho investigativo aborda questões relevantes sobre a consciência discursível em A morte e a morte de Quincas Berro D'Água de Jorge Amado. Observa-se, portanto, o reconhecido valor artístico que o conjunto da obra evidencia, e que através de uma sustentação teórica e pela aplicabilidade prática da mesma pode ficar comprovado o teor retórico ali contido. / This present invesgative work approaches relevant matters about the discourssive consciousness on A morte de Quincas Berro D'Água de Jorge Amado. Therefore it is noticed the recognized artistic value that the set of the work shows up and also that included in the work confirmed.

This thesis uses Narrative Theory and Technology Acceptance Model to uncover the experiences, perceptions, and challenges that five experienced teachers face when using and integrating technology in their classroom. It gives narrative consideration of the value of unique experience by focusing on the stories of each participant, and it analyzes narrative themes. This study found that there were numerous impacts on teachers’ perceptions on the usefulness and ease of use of technology: this included (a) Limits: technology limits, teacher limits, student limits, and practical limits; (b) Support: school board, resources, equipment, parents; and (c) Dynamic environment (teacher-student feedback loop) which influence strategies for integrating technology: attitude, teaching orientation, classroom management, technology management, technology tools, and participant-observer strategies. Study limitations and recommendations are discussed.

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This thesis discusses aspects of feminist translation as exemplified by my French to English translation of Marie Vieux-Chauvet’s novel, Les Rapaces (1984). Articulating feminist translation as a form of activism, I argue that feminism manifests in translation not only informatively, through linguistic and cultural representation, but also through formative processes that are constitutive of texts. Describing some of the key moments in the creation of The Raptors, I show how these relate to Bracha Ettinger’s concept of metramorphic processes and to my own elaboration of her theory with regard to the generative aspect of becoming in translation. Viewing translation as a transformative encounter, from the perspectives of both the translator and the translation’s Haitian American audience, I underline the contribution of feminine paradigms for innovating translation theory and practice.