This thesis examines the forms and functions of self-consciousness in contemporary Gothic fiction. Though self-consciousness is an often-mentioned characteristic of Gothic writing, it has yet to be explored in sufficient depth. In particular, critics have failed to recognise the manner in which the myriad forms of textual and generic self-reflexivity at work contribute to the fiction’s fearful agenda: how self-consciousness in the Gothic is itself Gothicised. This thesis argues that, rather than being an ancillary quirk of generic coherence or an indication of creative exhaustion, self-consciousness has become an integral part of the genre’s terroristic project, a new source and representational mode of terror. In the wake of postmodern and post-structural theory, the genre’s longstanding interest in reading, writing and textuality has been renewed, re-contextualised and redeployed as a key feature of the Gothic ‘effect’. My original contribution to knowledge is a charting of the intersections between the Gothic and this critical perspective on the text. In particular I explore how the Barthesian reorientation of the text is redeployed in Gothic fiction as a source of terror. Rather than pursuing an author-centric division of chapters I have organised the thesis around types of self-conscious commentary that occur throughout the contemporary Gothic. These are: a focus on the process of writing and textual composition; the internalisation and Gothicised representation of critical theory; an acute awareness and meta-commentary on the critical and commercial contexts of Gothic; and intertextuality. Key texts include Stephen King’s Misery (1987), Mark Danielewski’s House of Leaves (2000), Chuck Palahniuk’s Haunted (2005), A.N. Wilson’s A Jealous Ghost (2005), R. M. Berry’s Frank (2005) and Peter Ackroyd’s The Casebook of Victor Frankenstein (2008). This selection of texts is representative of a varied but coherent inward turn in the Gothic fiction of recent decades. It is, however, by no means exhaustive and supplementary evidence will be provided from additional texts. Equally, it is important to contextualise this contemporary turn in relation to an established vein of self-consciousness in the Gothic, present since its inception. As such, my approach is firstly to trace a lineage of reflexivity and to draw upon that tradition in demonstrating how contemporary Gothic writers have honed this technique to a uniquely terrifying purpose.

Made available in DSpace on 2016-04-28T19:34:02Z (GMT). No. of bitstreams: 1 Andrea Pisan Soares Aguiar.pdf: 1654527 bytes, checksum: 615ccf8d8ab74474e65ebbc86a131cdb (MD5) Previous issue date: 2015-09-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is situated in the Reading, Writing and English Language Teaching research line of the Program of Postgraduate Studies in Portuguese Language at the Catholic University of São Paulo (PUC-SP). Its theme is the study of copy-editing texts of the genre introduction of master's thesis in a (re)textualization and sociorhetorical organization genre perspective. Our hypothesis is that the rhetoric organization, retextualization operations and principles of textuality, when used together in copy-editing, constitute an important tool for the work done by the copydesk. Thus, the overall goal of our research is to understanding the copy-editing activity, considering the changes made by the copydesk on the selected texts for analysis. In order to achieve this goal, we set the following specific objectives: 1) identify, based on the analysis of selected relevant excerpts of a rhetorical step, which retextualization operations emerge from the textual changes made by the copydesk and 2) examine the textual implications in relation the rhetorical moves and steps, and for the principles of textuality, arising from retextualization operations observed in the excerpts. In order to achieve these goals, we are based in Koch and Cunha-Lima (2009) to explain the sociointeracional perspective of language; in Swales (1990), the sociorhetorical organization; in Travaglia (2003) and Marcuschi (2007), the retextualization and its operations, and in Beaugrande and Dressler (1981) and Beaugrande (1997), the principles of textuality. The corpus we selected consists of 25 excerpts presented in their original and copydesked versions. This study allowed us to observe that the confluence of the theoretical framework provided by the theory of genres, by retextualization operations and by textuality principles are important resources which can permit copydesks work in a more comprehensively And competent way compared to a traditional performance based only in grammatical, spelling, formatting and standardization aspects / Este trabalho situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema o estudo da copidescagem de textos do gênero introdução de dissertação de mestrado segundo a perspectiva sociorretórica de estudo do gênero textual. Nossa hipótese é que a organização retórica, as operações de retextualização e os princípios de textualidade, quando utilizados conjuntamente na copidescagem, constituem um subsídio importante para o trabalho realizado pelo profissional que atua nessa etapa. O objetivo geral de nossa pesquisa é buscar a compreensão acerca da atividade de copidescagem, considerando as alterações realizadas pelo copidesque nos textos selecionados. Para a consecução desse objetivo, estabelecemos como objetivos específicos: 1) identificar, nos excertos selecionados pertinentes a cada passo retórico (perspectiva sociorretórica de estudos de gênero), as operações de retextualização que emergem das alterações textuais realizadas pelo copidesque e 2) examinar as implicações textuais, em relação aos movimentos e passos retóricos, bem como aos princípios de textualidade, decorrentes das operações de retextualização observadas nos excertos. De modo a alcançarmos tais objetivos, fundamentamo-nos em Koch e Cunha-Lima (2009), para tratar da perspectiva sociointeracional da língua; em Swales (1990), da organização sociorretórica; em Travaglia (2003) e em Marcuschi (2007), da retextualização e suas operações, e em Beaugrande e Dressler (1981) e Beaugrande (1997), dos princípios de textualidade. O corpus é formado por 32 excertos apresentados em suas versões originais e copidescadas. A pesquisa realizada permitiu-nos observar que a confluência do aporte teórico oferecido pela teoria de gêneros segundo a perspectiva sociorretórica, pelas operações de retextualização e pelos princípios de textualidade constituem um subsídio importante para o copidesque atuar de forma mais abrangente e competente em comparação a uma atuação tradicional que priorize aspectos gramaticais, ortográficos, de formatação e padronização

Made available in DSpace on 2016-03-22T17:26:49Z (GMT). No. of bitstreams: 1 Marcia Pinho.pdf: 1039564 bytes, checksum: 618bf8e8247f56f2cc82a1541d03b32c (MD5) Previous issue date: 2012-03-30 / Although reading and writing are essential practices to foster learning and disseminate culture, they have been the subject of recurring debate and criticism in Brazil, not only as a result of low rates achieved in education statistics, but also because of the significant weaknesses faced by citizens in the exercise of social practices mediated by written texts. Despite the existing paradigm of universal basic education in Brazil, it is clear that the mere association of formal education with reading and writing does not ensure full mastery of such skills, which is crucial if citizens are to fully perform their roles as social protagonists. Given the above-mentioned context, the debate on literacy has gained increased relevance ever since it started spreading in the academic environment in the 1980s, when it approached the idea of functional literacy. It has gradually extended to all educational settings, from early childhood education programs to both graduate and undergraduate programs. This study particularly focuses on literacy in undergraduate programs, and aims to analyze the linguistic features of texts produced by undergraduate students by identifying the strategies revealed in observable socio-cognitive criteria of textuality on the textual surface. Hence this study drew upon the following theoretical references: the scenario of higher education in contemporary society, its perplexities and challenges; the concept of reflexivity in teacher education, coupled with cognitive strategies related to metacognition and metalanguage; the socio-cultural approach to literacies, as well as specificities of academic literacies; text linguistics from the knowledge-based socio-interactional perspective, focusing on the textuality mechanisms of written texts; finally, studies on social cognitive text processing. This study takes a quali-quantitative and interdisciplinary approach to reveal recurring linguistic features in texts written by students majoring in Pedagogy at the Catholic University of Pelotas, Brazil. Their texts were produced during an event on academic literacy coordinated by this researcher in 2011 and later analyzed for linguistic evidence of textuality - particularly the rates of cohesion and coherence, which were verifiable in the communicative modalities of these students, in accordance with their intended use. The analysis showed the prevalence of cognitive strategies related to the linguistic structure of colloquiality. There was little impact of metalinguistic mechanisms connected to self-reflexivity, hence compositional structures which are typical of beginning writers were highly observed, with little occurrence of strategies such as textual self-monitoring and overt concern with interlocutor s understanding, to the detriment of textual coherence development. This research expects to contribute to the processes of continuing teacher education and academic-pedagogic planning within teaching institutions. It also aims to contribute to future studies in the areas of university pedagogy, academic literacy, teacher education or other specific approaches that may rely on similar objects of study and/or the methodological framework adopted by the present study / A leitura e a escrita, enquanto práticas fundamentais ao aprendizado e à propagação da cultura, têm sido alvo de recorrentes debates e críticas no cenário nacional, seja em função da precariedade de seus índices nas estatísticas educacionais, ou pelas expressivas fragilidades enfrentadas pelos cidadãos no exercício de práticas sociais mediadas por textos escritos. Ainda que se conviva com o paradigma da universalização da escolaridade básica no país, nota-se que a mera vinculação com a educação formal não assegura o domínio pleno da leitura e da escrita para o desempenho fecundo de seu protagonismo social. Nesse contexto, a discussão do letramento, amplamente difundida no ambiente acadêmico a partir da década de 80, ao se aproximar da ideia de alfabetização funcional, tem sua pertinência ampliada, passando a abranger todos os contextos educacionais, da educação infantil aos programas de pós-graduação, passando pela educação superior, sobre a qual se detém o presente estudo. Tendo como referência a abordagem de letramentos, a pesquisa tem como objetivo geral analisar a caracterização linguística das produções escritas de alunos de nível superior, por meio da observação das estratégias sociocognitivas reveladas nos critérios de textualidade observáveis na superfície textual. Para tanto, são privilegiados estudos sobre o cenário da educação superior na contemporaneidade, suas perplexidades e desafios; o conceito de reflexividade na formação docente, associando-o às estratégias cognitivas ligadas à metacognição e à metalinguagem; a concepção sociocultural dos letramentos, bem como as particularidades dos letramentos acadêmicos; a linguística textual na perspectiva sociointeracional de base cognitiva, enfocando os mecanismos de textualidade das produções escritas; e, finalmente, os estudos sobre processamento sociocognitivo de textos. A partir de uma abordagem quali-quantitativa e interdisciplinar, a investigação procura desvelar características linguísticas recorrentes nas manifestações escritas de alunos concluintes do curso de Pedagogia da Universidade Católica de Pelotas, produzidas durante um evento de letramento acadêmico coordenado pela pesquisadora no ano de 2011, analisando-se os indícios linguísticos de textualidade particularmente os índices de coesão e coerência verificáveis nas modalidades comunicativas desses estudantes, em conformidade com as suas finalidades de uso. As análises demonstram a prevalência de estratégias cognitivas próprias à coloquialidade, com pouca incidência de mecanismos ligados à autorreflexividade, de forma que se sobressaem as estruturas composicionais típicas de escritores iniciantes, nas quais se percebem escassas estratégias de automonitoramento textual, além de não revelarem preocupação explícita com a compreensão do interlocutor, em prejuízo, portanto, da construção da coerência textual. Considerando-se as recorrências linguísticas verificadas, bem como os questionamentos educacionais suscitados por esses achados, a pesquisa pretende contribuir também com futuros estudos correlatos nas áreas de pedagogia universitária, letramento acadêmico, formação de professores ou outras abordagens específicas que se possam valer de semelhantes objetos investigativos e/ou da estrutura metodológica adotada pelo estudo ora realizado .

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-21T17:23:42Z No. of bitstreams: 1 Hélio Rodrigues Júnior.pdf: 2617048 bytes, checksum: 5ed2cc6604a726d5d35522278b565573 (MD5) / Made available in DSpace on 2016-10-21T17:23:42Z (GMT). No. of bitstreams: 1 Hélio Rodrigues Júnior.pdf: 2617048 bytes, checksum: 5ed2cc6604a726d5d35522278b565573 (MD5) Previous issue date: 2016-02-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is situated in the reading, writing and teaching of Portuguese Language research line, of the Program of Postgraduate Studies in Portuguese Language from the Pontifícia Universidade Católica de São Paulo (PUC-SP). Its theme is the selfsupervision pedagogical discourse of the Portuguese language teacher and its relationships with the teaching of textual production in the last year of elementary school II. We set out the hypothesis that the own supervision of the teaching action can change the attitude of the teacher, considering that he has a chance to evaluate the adopted discursive model and (re)contextualize the language to develop new strategies in order to make himself understand and teach in a competent way. Thus, we have established as general goal: to investigate the contribution of selfsupervision of teaching speech to the teaching of writing. In order to achieve the general goal, we define the following specific objectives: analyzing the pedagogical discourse and selfsupervision action based on the process and results; establish relationships between the teacher and the teaching and learning of writing considering the recontextualization of didactic communication; propose reflections for the teaching of the Portuguese language in the direction of the selfsupervision speech. To support this work, we rely on the contributions French line Analysis of Discourse and Textual Linguistics and we organize the Portuguese language class from the approaches to Linguistics Education. The corpus that makes up this research is formed by 2 student portfolios, each with a learning diary, a grid of reflection, a production without discursive autossupervisão teacher and the same text rewritten based on selfsupervision discursive. The research undertaken has allowed us to propose and reflect the teaching of Portuguese language (re)organized by portfolio records about a string didactics for textual production of a genus article of opinion, with a view to recasting of professor in order to remedy the difficulties encountered. We note that the teacher who teaches through selfsupervision discursive offers a new classroom, promotes interaction and cooperation, didactic communication adapted to students‟ needs and find results more proficient / Este trabalho situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema a autossupervisão do discurso pedagógico do professor de língua portuguesa e suas relações com o ensino da produção textual no último ano do Ensino Fundamental II. Nossa hipótese é que a autossupervisão da ação docente pode modificar a atitude do professor, tendo em vista que ele tem a chance de avaliar o modelo discursivo adotado e (re)contextualizar a linguagem para desenvolver novas estratégias a fim de se fazer compreender e ensinar com competência. O objetivo geral de nosso estudo é investigar a contribuição da autossupervisão do discurso docente para o ensino da escrita. A fim de atingirmos o objetivo geral, estabelecemos como objetivos específicos: analisar o discurso pedagógico e a ação autossupervisiva pautada no processo e nos resultados; estabelecer relações entre o discurso do professor e o ensino e a aprendizagem da escrita considerando a recontextualização da comunicação didática; propor reflexões para o ensino de Língua Portuguesa na esteira da autossupervisão do discurso docente. Para subsidiar este trabalho, baseamo-nos nas contribuições da Análise do Discurso de linha francesa e da Linguística Textual e organizamos a aula de língua portuguesa a partir das abordagens da Educação Linguística. O corpus que compõe esta pesquisa é formado por 2 portfólios de alunos, cada um com um diário de aprendizagem, uma grade de reflexão, uma produção sem a autossupervisão discursiva do professor e o mesmo texto reescrito com base na autossupervisão discursiva do professor. A pesquisa empreendida permitiu-nos propor e refletir o ensino de língua portuguesa (re)organizado pelos registros do portfólio acerca de uma Sequência Didática para a produção textual de um gênero artigo de opinião, com vistas à recontextualização do discurso do professor a fim de sanar as dificuldades encontradas. Verificamos que o professor que ensina por meio da autossupervisão discursiva oferece uma nova sala de aula, favorece a interação e a cooperação, adéqua sua comunicação didática às necessidades dos alunos e encontra resultados mais proficientes

La cohésion constitue une notion essentielle parmi les notions qui se rattachent aux linguistiques textuelles, car elle est au centre des recherches et études qui portent sur l’analyse des textes, étant donné qu’elle se donne pour perspective la focalisation sur le texte dans son ensemble, comme étant un système complet et chevauché. Ainsi cette étude vise à mettre en lumière la cohésion textuelle et son impact dans la coordination entre les phrases et les paragraphes dans le système textuel. L’étude traite également les facteurs et les mécanismes reliant entre les parties du texte au niveau grammatical, lexical etpragmatique, lesquels permettent d’exprimer parfaitement le sens et par conséquent forment un texte qui jouit de toutes les caractéristiques textuelles.L’étude démontre qu’en dépit de l’autonomie qui caractérise la linguistique du texte, considérée comme une science à part par les scientifiques occidentaux, toutefois, ses racines existent dans l’héritage linguistique arabe, sous forme de parties disparates que l’on retrouve dans plusieurs domaines tels que la grammaire et la rhétorique.La présente étude a choisi comme matière la poésie de ʿAbd Al-Wahhāb AlBayyātī, ce poète pionnier qui a contribué avec ses confrères à la renaissance de la poésie arabe moderne à la fin de la première moitié du vingtième siècle, car il avait présenté une production poétique abondante avec un style innovant adapté à l’actualité de son époque. L’étude met l’accent sur la présence des notions textuelles dans les poèmes d’Al-Bayyātī, et son habileté quant à l’emploi et à l’exploitation desdites notions, d’une part pour réaliser la textualité dans son poèmes, et d’autre part afin d’exprimer son expérience poétique, laquelle est enrichissante, profonde et variée, fusionnant entre le patrimoine et la modernité. / Cohesion is an essential notion within textual linguistics as cohesion has alwaysbeen at the heart of the research studies that focus on textual analysis, because cohesion places a great impact not just on the different components of a text but on the entire text as a complete and overlapping system. Thus, this study aims to highlight the textual cohesion and its impact on the organisation of sentences and paragraphs within the textual system. The study also deals with the factors and mechanisms that are linked to the parts of the text at the grammatical, lexical and pragmatic levels which together allow the writer to express a thorough and explicit meaning and to consequently form a text that enjoys and contains all the textual characteristics.The study shows that despite the uniqueness that characterizes the linguistics of the text that Western linguists consider as a separate branch, the roots of this have been present within the Arabic linguistic heritage, but have been dealt with as distinct parts, especially within areas such as grammar and rhetoric.The present work has chosen the poetry of ʿAbd Al-Wahhāb Al-Bayyātī as the subject of this study. Together with his contemporaries, this pioneer poet has contributed to the revival of modern Arabic poetry towards the end of the first half of the twentieth century he presented bountiful poetic productions with an innovative style that suit the ongoing developments of his time. The study focuses on the presence of textual concepts in Al-Bayyātī’s poems, and his ability to use and exploit these notions on the one hand and to achieve the element of textuality in his poems on the other hand. This reveals his deep, rich, profound and diverse poetic experience that merged heritage and modernity.

Made available in DSpace on 2016-12-23T14:08:59Z (GMT). No. of bitstreams: 1 Mayelli Caldas de Castro - Parte 1.pdf: 364969 bytes, checksum: 1f7b9425e01e11e19fdce781294722a2 (MD5) Previous issue date: 2010-10-26 / Esta pesquisa tem como objetivo geral fazer uma reflexão sobre o ato tradutório considerado como Retextualização. Pretendemos discutir a atividade de traduzir enquanto (re)produção textual, ou seja, produção de um novo/mesmo texto que se originou de uma língua diferente e reconhecer e examinar os fatores de textualidade que contribuíram para o processo de tradução. A partir dessa busca, concretizaremos o que consideramos ser o objetivo central deste trabalho: analisar a pertinência da abordagem desses textos traduzidos e a implicação que a tradução pode exercer sobre o entendimento do texto na sala de aula de língua inglesa e em relação ao público alvo que, nesta pesquisa, serão os estudantes de língua inglesa do Ensino Médio. Esta é uma abordagem da atividade tradutória que utiliza elementos da Linguística Textual, já que não se traduzem palavras isoladas, e, sim, textos. Então, trata-se de uma análise textual, com suas fases de produção e, consequentemente, de coprodução. Para essa análise, procurou-se a abordagem de um conjunto de textos com finalidades didáticas que originalmente estão escritos em inglês e traduzidos para o português brasileiro; e recorreu-se aos fatores de textualização propostos por Beaugrande e Dressler como critérios definidores de textualidade e, também, aos componentes pragmáticos para ampliar as análises. Assim, a intenção principal desse trabalho é investigar e apontar quais mecanismos textuais são determinantes nas escolhas feitas pelo tradutor e, consequentemente, como a escolha vocabular pode interferir na função que esses mecanismos desempenham para entender sua implicação no ensino de língua inglesa / This research aims mainly to reflect on the translation act as one of Retextualization. We will therefore discuss the activity of translation as a text (re)production, that is to say, a production of a new/same text that has as its source a different language. We will also attempt to identify and examine how the factors of textuality contribute to the translation process. By doing so, we hope to fulfill our main objective, which is: to analyze the relevance of the use of these translated texts in the English class and the importance of this approach in facilitating the comprehension of a text by the target readers, secondary students studying English as a foreign language. This translation approach relies on elements from textual linguistics because we cannot translate single words but texts. Thus, this is about text analysis, with its phases of production and, consequently, of co-production. In order to perform this analysis, a number of didactic texts, originally written in English and translated into Brazilian Portuguese, was selected. The pragmatic components to extend the analyses and factors of textualization proposed by Beaugrande and Dressler were also used as criteria of textuality. The main intention of this research is to investigate and to highlight which factors of textuality determine the choices made by the translator and how the choice of vocabulary can interfere in the function performed by these factors, so as to therefore better understand implications in teaching English as a foreign language

This work is an attempt to answer one simple question: What is Hamlet? Based on the material of Hamlet translations into Russian, the dissertation scrutinizes the problems of literary canon formation, translation and textuality proceeding in two parallel directions: the historical analysis of canon formation in translation and the conceptualization of Hamlet’s textuality. The methodological framework is defined in the context of Jurij Lotman’s semiotics of culture, which is invaluable for an understanding of the mechanisms of literary evolution, the theory of translation and literary canon formation. The study examines the history of Hamlet in Russia from 1748 until the present with special attention to analysis of the canonical translations, theater productions of the Shakespearean classic and the phenomenon of Hamletism. The case study of the 1964 film by Grigorij Kozincev focuses on the problem of the cinematographic canon of Hamlet. Further, the work scrutinizes various types of representation of Hamlet in such semiotic systems as the theater, the cinema, and the pictorial arts, and also examines how Hamlet functions as a specific type of sign. The final section returns to the question of canon formation and textuality. The results of the research show that 1) the literary canon appears to be closely associated with the concepts of genre and myth, 2) in order to become canonical it is imperative for a literary text to function on the level of microcanon and to be represented in modes other than the written.

This research explores the annotation and note-taking practices of graduate students and reports on the sets of activities, habits, objects, tools and methods that define the practice. In particular, this empirical study focuses on understanding the integration of annotation practices within larger scholarly processes. This study therefore aims to describe and analyze annotation not only as material externalities of the research process, but also as crucial epistemic practices allowing students to progress from one research activity to the other. Interviews are supplemented by document collection and analyzed using a multi-perspectival framework. The findings describe an annotation lifecycle and suggest a new model of the scholarly process using annotation practices as units of analysis. The study further discusses annotation as a primitive epistemic practice and examines the productive tensions fostering the student’s progress towards her goals. This research finally proposes requirements for future tools supporting scholarly practice.

This research explores the annotation and note-taking practices of graduate students and reports on the sets of activities, habits, objects, tools and methods that define the practice. In particular, this empirical study focuses on understanding the integration of annotation practices within larger scholarly processes. This study therefore aims to describe and analyze annotation not only as material externalities of the research process, but also as crucial epistemic practices allowing students to progress from one research activity to the other. Interviews are supplemented by document collection and analyzed using a multi-perspectival framework. The findings describe an annotation lifecycle and suggest a new model of the scholarly process using annotation practices as units of analysis. The study further discusses annotation as a primitive epistemic practice and examines the productive tensions fostering the student’s progress towards her goals. This research finally proposes requirements for future tools supporting scholarly practice.

How did Romantic poets react to Wordsworth's preoccupation with immateriality, an illusion of poetic experiences in which the form of poetry itself becomes ironically unnecessary? To what extent is Romantic poetry involved with a counter-tradition of self-exposure, with an awareness of literary experience and meaning as essentially inseparable from its physical form? To address these questions, my dissertation looks in three directions: first, at the evidence of contradictions in Coleridge's lyric poems and, second, at Keats's reflexive alertness to the techniques that Wordsworth often uses to achieve the lyric effects of immediacy and, third, at the changing nature of the Romantic notions of the self and the materiality of text in the wake of Charlotte Smith's experiment with paratext. Chapter I explores the critical implications of Wordsworth?s emphasis on the mind and individual subjectivity, which involves a myth of Romanticism that genuine poetry can be attained when its production and existence in the material world become paradoxically invisible. Examining the publishing history of Coleridge's poems of poetic failure, and his conflicting motives for re-writing them, Chapter II argues that Coleridge's self-conscious poems have been considered, erroneously, in terms of a deeply private genre in which the poet describes a moment of personal crisis involved with the breakdown of his creative power. In Chapter III, I show how Keats debunks Wordsworthian notions of solitary authorship in the Hyperion poems via his persistent references to the act, artifice and materiality of writing. Reading Beachy Head as a challenge to the Romantic fiction of a unified self, Chapter IV argues that Smith's preoccupation with print apparatuses and discursive modes highlights her refusal to integrate the competing voices and styles she displays in the poem, preventing readers from easily associating the hybrid poetic persona with her earlier lyric ethos. Chapter V builds on the concept of hypermediacy, an awareness and artistic representation of mediation, in order to argue that the ways in which Coleridge, Keats and Smith represent the act, process and materiality of writing indicate a counter-tradition in Romantic literary culture that challenges the predominant Wordsworthian logic of immateriality.