Em Lucíola, José de Alencar assume uma posição peculiar de autor real, na medida em que contrasta com o Sr. Paulo Silva, autor designado na ficção. Narrador de seus conflitos, o moço espelha um herói confessional, examinando o próprio passado em busca da imagem de uma mulher. Senhora GM é sua interlocutora. Lúcia se circunscreve como modelo, pessoa retratada, namorada e cortesã. Esta análise está mais interessada em como as coisas são ditas e menos no que é dito, de sorte que se dedica à investigação dos mecanismos da enunciação. O estudo não focaliza a personagem feminina, ao contrário está voltado para o amante; e muito embora não seja contra o homem, ambiciona, através do primeiros capítulos, confrontar sua autoimagem e a interpretação que ele oferece para a história. O quinto segmento desta leitura questiona os modos através dos quais palavras e imagens dão forma ao sexo na intimidade do texto. O conjunto seguinte explora a questão da imitação como um tema recorrente no livro e como um fio que costura forma e conteúdo, palavra e ideia. A última seção investiga os nomes das personagens enquanto uma escolha de palavras, um procedimento no domínio do artifício. / In Lucíola, José de Alencar is the real author whereas Mr. Paulo Silva is the fictional one. The narrator is also a confessional hero examining his own past searching for the image of a woman. Mrs. GM is his interlocutor. Lúcia is the sitter, the one that is being portrayed, girlfriend and courtesan. This analysis is more interested in how things are said than in what is said; therefore it contemplates the mechanisms of enunciation. The study is not focused in the female character but dedicated to her lover; even though it is not against the man, it aims, throughout the first chapters, to confront his self-image and the interpretation he offers to the story. The fifth segment interrogates how words and imagery give a form to sex as a matter of speech. The following portion explores imitation as a recurrent theme in the book and as a thread that sews form and meaning, words and ideas. The last section investigates the names of the characters as a choice of words, under the domain of artifice.

The presented diploma thesis maps the situation of contemporary child's reading. It deals with the factors which form the child reader externally (especially family, school and libraries, or the projects supporting child's reading). The main part of the thesis presents an analysis of the contemporary poetry for children. It examines how the books can influence the readers and motivate them for further reading. For the text analysis, the books of poetry which were awarded in competitions of Zlatá stuha or Magnesia Litera in 2013-2017 were selected as representative samples, namely Poetický slovníček dětem v příkladech, Všelijaké řečičky pro kluky a holčičky and Moře slané vody by Radek Malý, Tetovaná teta by Daniela Fischerová, Vynálezárium by Robin Král and Hlava v hlavě by David Böhm and Ondřej Buddeus. When analyzing the illustrations, attention was paid to the selected books that won the art category of Zlatá stuha and the competition Nejkrásnější česká kniha roku (The Most Beautiful Czech Book of the Year) and to the books representing the model production of the publishing houses of Běžíliška, Meander and series Raketa in publishing house Labyrint. An aspect of illustration was analyzed in the concertina books Rekomando and Ferdinande! by Robin Král and concertina book O čem sní by Petr...

This PhD. Thesis "The Language of Images (The Image of an Author as a Paratextual Phenomenon in Cultural Transfer)" deals with the teoretical questions of the notion "The Image of an Author" and the way the term is constituted and its conections to a specific cultural space in the frame of cultural transfer. The Image of the Author is interpreted as a paratextual phenomenon which is on the one hand created through review acceptance and medial discurs in the cultural space, and on the other hand has influence on the way the text is accepted by the reader. The question of the image of an author is approached in the context of other paratextual elements, paratexts are from our point of view read as cultural (semantic) units, which participace on semiotic space of culture. The first three chapters form the teoretical basis of the thesis and focus on the theme of cultural transfer and paratexts. The core of the thesis is in its second part which presents four case studies about four different author's types in contemporary Czech literature (Jáchym Topol, Petra Hůlová, Jaroslav Rudiš, Miloš Urban). Each case study analyses the main points of their reception, the speech of the medial discourse and the way of their presentation and self-presentation. A comparison with distinc attributes of reception in...

Since its development, critics of electronic literature have touted all that is “new” about the field, commenting on how these works make revolutionary use of non-linear structure, hyperlinks, and user interaction. Scholars of digital narrative have most often focused their critiques within the paradigms of either the text-centric structuralist model of narrativity or post-structuralist models that implicate the text as fundamentally fluid and dependent upon its reader for meaning. But neither of these approaches can account completely for the unique modes in which digital narratives prompt readerly progression, yet still exist as independent creative artifacts marked by purposive design. I argue that, in both practice and theory, we must approach digital-born narratives as belonging to a third, hybrid paradigm. In contrast to standard critical approaches, I interrogate the presumed “newness” of digital narratives to reveal many aspects of these works that hearken to print predecessors and thus confirm classical narratological theories of structure and authorship. Simultaneously, though, I demonstrate that narrative theory must be revised and expanded to account for some of the innovative techniques inherent to digital-born narrative. Across media formats, theories of narrative beginnings, endings, and authorship contribute to understanding of readerly progress and comprehension. My analysis of Leishman’s electronically animated work Deviant: The Possession of Christian Shaw shows how digital narratives extend theories of narrative beginnings, confirming theoretical suitability of existing rules of notice, expectations for mouseover actions, and the role of institutional and authorial antetexts. My close study of Jackson’s hypertext my body: a Wunderkammer likewise informs scholarship on narrative endings, as my body does not provide a neatly linear plot, and thus does not cleanly correspond to theories of endings that revolve around conceptions of instabilities or tensions. Yet I argue that there is still compelling reason to read for narrative closure, and thus narrative coherence, within this and other digital works. Finally, my inquiry into Pullinger and Joseph’s collaboratively written Flight Paths: A Networked Novel firmly justifies the theory of implied authorship in both print and digital environments and confirms the suitability of this construct to a range of texts.

O presente trabalho apresenta a hipótese de que Primeiras estórias (1962) é o ponto de chegada a uma expressão estética arduamente conquistada por Guimarães Rosa. Parte dessa conquista estaria alicerçada na experiência epigráfica e em personagens que, de um segundo plano, assomam à frente do palco como protagonistas. Aparentes sucedâneos dos poemas narrativos de Magma (1936) os paratextos parecem ensaios paralelos em que o escritor experimenta a narrativa enxuta pelo recorte de textos alheios, ou criados sob a égide do pseudônimo. As epígrafes não encimam todos os textos que antecedem Primeiras estórias, de modo a chamar a atenção para a correspondência entre paratexto, protagonista e tema. Narrativas que trazem protagonistas crianças, personagens paradigmáticos para a compreensão da família, iniciam a série de textos sem epígrafes. Paralelamente, epígrafes e personagens obrigam à constatação da figura do autor implicado, a qual confirma as opções estéticas do escritor, em especial, a do apreço pela forma narrativa curta. / This thesis proposes the hypothesis that Brazilian writer João Guimarães Rosa’s The Third Bank of the River and Other Stories [Primeiras estórias, 1962; English translation published in 1968] is the author’s arrival point after a strenuous path toward aesthetic expression. Such achievement may be partially explained by the support provided by the book’s epigraphic experience, and also by the use of characters who apparently have a secondary role but eventually spring to the narrative foreground as protagonists. The paratextual elements could be described as “narrative poems”, similar to the ones Rosa wrote for Magma [collected poetry, 1936], as well as “parallel essays”, in which Rosa experiments with the genre of the very short narrative, through the excision and framing of texts written by others or the creation of epigraphs signed by pseudonyms. Not all texts have epigraphs, in order to highlight the correspondence between the paratext, the protagonist and the theme. The narratives where the protagonists are children (who are considered as paradigmatic characters in that they allow us to better understand how families are configured) are placed at the beginning of the section without epigraphs. At the same time, both the epigraphs and the characters in the stories lead us to recognize the presence of an implied author, which is a confirmation of Rosa’s aesthetic choices, especially concerning his preference for the genre of the short narrative.

O presente trabalho apresenta a hipótese de que Primeiras estórias (1962) é o ponto de chegada a uma expressão estética arduamente conquistada por Guimarães Rosa. Parte dessa conquista estaria alicerçada na experiência epigráfica e em personagens que, de um segundo plano, assomam à frente do palco como protagonistas. Aparentes sucedâneos dos poemas narrativos de Magma (1936) os paratextos parecem ensaios paralelos em que o escritor experimenta a narrativa enxuta pelo recorte de textos alheios, ou criados sob a égide do pseudônimo. As epígrafes não encimam todos os textos que antecedem Primeiras estórias, de modo a chamar a atenção para a correspondência entre paratexto, protagonista e tema. Narrativas que trazem protagonistas crianças, personagens paradigmáticos para a compreensão da família, iniciam a série de textos sem epígrafes. Paralelamente, epígrafes e personagens obrigam à constatação da figura do autor implicado, a qual confirma as opções estéticas do escritor, em especial, a do apreço pela forma narrativa curta. / This thesis proposes the hypothesis that Brazilian writer João Guimarães Rosa’s The Third Bank of the River and Other Stories [Primeiras estórias, 1962; English translation published in 1968] is the author’s arrival point after a strenuous path toward aesthetic expression. Such achievement may be partially explained by the support provided by the book’s epigraphic experience, and also by the use of characters who apparently have a secondary role but eventually spring to the narrative foreground as protagonists. The paratextual elements could be described as “narrative poems”, similar to the ones Rosa wrote for Magma [collected poetry, 1936], as well as “parallel essays”, in which Rosa experiments with the genre of the very short narrative, through the excision and framing of texts written by others or the creation of epigraphs signed by pseudonyms. Not all texts have epigraphs, in order to highlight the correspondence between the paratext, the protagonist and the theme. The narratives where the protagonists are children (who are considered as paradigmatic characters in that they allow us to better understand how families are configured) are placed at the beginning of the section without epigraphs. At the same time, both the epigraphs and the characters in the stories lead us to recognize the presence of an implied author, which is a confirmation of Rosa’s aesthetic choices, especially concerning his preference for the genre of the short narrative.

TITLE Compositional-stylistic Unities in David Lodge's Changing Places AUTHOR Martina Felcmanová DEPARTMENT Department of English Language and Literature SUPERVISOR PhDr. Petr Chalupský, Ph.D. ABSTRACT The main aim of this diploma thesis is to focus on the forms in which heteroglossia manifests itself in the most widely known campus novel of David Lodge, Changing Places. The Theoretical Part explains the two crucial terms of Mikhail Bakhtin's literary theory, namely heteroglossia and dialogism, and describes the impact his ideas had on the critical writings of David Lodge. Moreover, it strives to combine Bakhtin's and Lodge's typologies of novelistic discourse with the terminology of Seymour Chatman, in order to create sufficient terminological framework for the subsequent stylistic analysis. Consequently, the Practical Part attempts to explore how the separate unities of heteroglossia are represented within the structure of Changing Places, what effect they have on the implied reader and how they influence the novel as a whole.

O presente trabalho apresenta a hipótese de que Primeiras estórias (1962) é o ponto de chegada a uma expressão estética arduamente conquistada por Guimarães Rosa. Parte dessa conquista estaria alicerçada na experiência epigráfica e em personagens que, de um segundo plano, assomam à frente do palco como protagonistas. Aparentes sucedâneos dos poemas narrativos de Magma (1936) os paratextos parecem ensaios paralelos em que o escritor experimenta a narrativa enxuta pelo recorte de textos alheios, ou criados sob a égide do pseudônimo. As epígrafes não encimam todos os textos que antecedem Primeiras estórias, de modo a chamar a atenção para a correspondência entre paratexto, protagonista e tema. Narrativas que trazem protagonistas crianças, personagens paradigmáticos para a compreensão da família, iniciam a série de textos sem epígrafes. Paralelamente, epígrafes e personagens obrigam à constatação da figura do autor implicado, a qual confirma as opções estéticas do escritor, em especial, a do apreço pela forma narrativa curta. / This thesis proposes the hypothesis that Brazilian writer João Guimarães Rosa’s The Third Bank of the River and Other Stories [Primeiras estórias, 1962; English translation published in 1968] is the author’s arrival point after a strenuous path toward aesthetic expression. Such achievement may be partially explained by the support provided by the book’s epigraphic experience, and also by the use of characters who apparently have a secondary role but eventually spring to the narrative foreground as protagonists. The paratextual elements could be described as “narrative poems”, similar to the ones Rosa wrote for Magma [collected poetry, 1936], as well as “parallel essays”, in which Rosa experiments with the genre of the very short narrative, through the excision and framing of texts written by others or the creation of epigraphs signed by pseudonyms. Not all texts have epigraphs, in order to highlight the correspondence between the paratext, the protagonist and the theme. The narratives where the protagonists are children (who are considered as paradigmatic characters in that they allow us to better understand how families are configured) are placed at the beginning of the section without epigraphs. At the same time, both the epigraphs and the characters in the stories lead us to recognize the presence of an implied author, which is a confirmation of Rosa’s aesthetic choices, especially concerning his preference for the genre of the short narrative.

This essay considers the interplay between character narrators, the implied author, and the authorial audience in Octavia Butler’s Parable of the Talents. The aim of the study was to investigate how narrators, the implied author, and readers position themselves in relation to each other and in relation to the novel’s ethical dimensions. The theoretical framework is based on James Phelan’s theories on the rhetorical and ethical aspects of fiction. The essay argues that the implied author’s communication to the authorial audience is one of the reasons that the novel, like its prequel Parable of the Sower, often succeeds to function as warnings to the audience of dangers ahead. This is especially true regarding one of the implied author’s most consistent messages to the audience throughout the Parable novels: every choice has consequences, and those consequences need to be considered when we decide how to act and react in different circumstances, both as individuals and as a society.

According to Skolverket, the Swedish school has two missions: conveying knowledge and teaching values. These values are taught through the common principles (värdegrund) and instruct students about democratic values and human rights. However, Skolverket also reports that students lack such knowledge. Therefore, this essay aims to create a module with the main purpose of formulating and teaching the common principles, by using Phaswane Mpe's Welcome to Our Hillbrow, a text with the ability of presenting ethical issues whilst also making the reader respond to them. To achieve this, the values of the common principles will be extracted with the help of virtue ethics, which creates a conjunction with the book, where three topics are selected: sexism, gender identity and societal transformation. Virtue ethics, representing the common principles, together with Adichie’s definition of African feminism inform the analysis of sexism and gender inequality in the book and show how they are prevalent and extensive. Societal transformation is conceptualised and investigated through the use of narratology. Sexism and gender inequality are located in the horizontal plane of an arena, where the vertical expansion of narrative levels creates the urge for societal transformation. Such an expansion is made possible by an implied author, which provides the effect needed for reader inclusion. As such, Welcome to Our Hillbrow is described to entail an ethical challenge, that forces a responsible reader to emerge. Issues of sexism and gender inequality are then used together with the arena of societal transformation to construct a module in English 7, where students may themselves become reasonable readers through a process of critical self-reflection, a vital part of virtue ethics. This is done by employing Socratic and deliberative dialogue and an affective-humanistic approach, which together promote democratic values and human rights.