The diploma thesis describes Polish and Czech nonsense in children's literature. The main goal is to define nonsense literature, its development from a historical and formative point of view, considering contemporary events. The first part of the thesis focuses on the theoretical definition of the term nonsense and its historical aspect, especially on the two key representatives of English nonsense Edward Lear and Lewis Carroll. The next part deals with the development of Polish nonsense in children's literature. Two main authors, Julian Tuwim and Jan Brzechwa, who are considered as the creators of the new poetic school, took part in the formation of nonsense in Poland. Absurd humour and the world of children readers became the main inspirations for their work. This poetics was followed by other representatives of the Polish nonsense, including Ludwik Jerzy Kern, Wanda Chotomska and others. The work also focuses on the development of Czech nonsense for children, its main personalities and major works, which are based on nonsense, absurdity and word play. The diploma describes nonsense work for children of Josef Kainar, Jiří Kolář, Miloš Macourek, Pavel Šrut and other writers of literature. The last part of the thesis deals with specific nonsense literature for children of Polish and Czech authors....

The Hebrew Bible is the product of scribes. Whether copying, editing, conflating, adapting, or authoring, these ancient professionals were responsible for the various text designs, constructions and text-types that we have today. This thesis seeks to investigate the many practices employed by ancient scribes in literary production, or, more aptly, scribal composition. An investigation of scribal composition must incorporate inquiry into both synchronic and diachronic aspects of a text; a synchronic viewpoint can clarify diachronic features of the text and a diachronic viewpoint can clarify synchronic features of the text. To understand the text as the product of scribal composition requires recognition that the ancient scribe had a communicative goal when he engaged in the different forms of scribal composition (e.g. authoring, redacting, etc.). This communicative goal was reached through the scribal composer's implementation of various literary techniques. By tracing the reception of a text, it is possible to demonstrate when a scribal composer successfully reached his communicative goal. Using Malachi as a test-case, three autonomous yet complementary chapters will illustrate how investigating the text as the product of scribal composition can yield new and important insights. Chapter 2: Mal 2.10-16 focuses on a particularly difficult portion of Malachi (2.10-16), noting patterns amongst the texts reused in the pericope. These patterns give information about the ancient scribe's view of scripture and about his communicative goal. Chapter 3: Wordplay surveys Malachi for different types of the wordplay. The chapter demonstrates how a poetic feature such as wordplay, generally treated as a synchronic element, can also have diachronic implications. Chapter 4: Phinehas, he is Elijah investigates the reception of Malachi as a finished text. By tracing backwards a tradition found throughout later Jewish literature, it is evident that the literary techniques employed by the composer made his text successfully communicative.

<p>The purpose of this dissertation is to study the fantastic in the tales of the Italian children’s author Gianni Rodari. This analysis is grounded in the hypothesis that the fantastic is primarily characterized by two <i>esthetic qualities</i>, play and lightness, both of which are manifested at different levels in these texts, as well as in the relation between children and adults.</p><p>As a background for the textual analysis in the present work, an introductory review is provided of previous research, followed by a historical and theoretical consideration of fantastical children’s literature, together with a study of Rodari’s own relation to the fantastic. For previous research, the results clearly indicate an arbitrary relationship to Rodari’s texts, such that the fantastic is admittedly recognized, but is often confused with the fairy-tale. However, the present review of the history of Italian fantastical literature for children indicates that Rodari is writing in a fantastical and humorous tradition that begins with <i>Pinocchio</i>, a tradition that is <i>inter alia </i>characterized by its ability to bridge the gap between children’s and adult literature. Based on theoretical definitions of the fairy-tale (Propp, Thompson, Lüthi) and the fantastic (Todorov, Rabkin, Jackson, Held), the present work presents its own model for the study of Rodari’s texts, which are also compared with the author’s own poetics,<i> The Grammar of Fantasy.</i></p><p>A narratological analysis of a tale with both a children’s and an adult version (in itself an example of <i>crosswriting</i>) demonstrates that the fantastic and the humoristic are given freer rein when Rodari is writing for children. This appears to be linked to his concept of the child as the ideal reader, a reader primarily defined by an open and unprejudiced attitude to literature, rather than by age <i>per se</i>. The dissertation’s study of play and lightness (lack of weight) clearly confirms the hypothesis that these elements are a major component of the fantastic in Rodari’s texts; the results nevertheless indicate that play dominates on the level of language, and lightness on that of content.</p><p>One of the most important results of this dissertation is that Rodari’s texts, in addition to possessing certain stylistic characteristics, do not demonstrate any deeper similarities to fairy tales. Instead, the author’s tales share numerous characteristics with the traditional concept of the fantastic such as a clear reaction to the supernatural element, and a particular interest in both the material nature of language and existential liminal regions. At the same time, the results indicate several specific characteristics that distinguish the fantastic in Rodari from that which is written for adults, such as its explicit grounding in the child’s everyday existence and imaginative world, as well as its backgrounding of frightening aspects, with prominence instead being given to playfulness.</p>

The purpose of this dissertation is to study the fantastic in the tales of the Italian children’s author Gianni Rodari. This analysis is grounded in the hypothesis that the fantastic is primarily characterized by two esthetic qualities, play and lightness, both of which are manifested at different levels in these texts, as well as in the relation between children and adults. As a background for the textual analysis in the present work, an introductory review is provided of previous research, followed by a historical and theoretical consideration of fantastical children’s literature, together with a study of Rodari’s own relation to the fantastic. For previous research, the results clearly indicate an arbitrary relationship to Rodari’s texts, such that the fantastic is admittedly recognized, but is often confused with the fairy-tale. However, the present review of the history of Italian fantastical literature for children indicates that Rodari is writing in a fantastical and humorous tradition that begins with Pinocchio, a tradition that is inter alia characterized by its ability to bridge the gap between children’s and adult literature. Based on theoretical definitions of the fairy-tale (Propp, Thompson, Lüthi) and the fantastic (Todorov, Rabkin, Jackson, Held), the present work presents its own model for the study of Rodari’s texts, which are also compared with the author’s own poetics, The Grammar of Fantasy. A narratological analysis of a tale with both a children’s and an adult version (in itself an example of crosswriting) demonstrates that the fantastic and the humoristic are given freer rein when Rodari is writing for children. This appears to be linked to his concept of the child as the ideal reader, a reader primarily defined by an open and unprejudiced attitude to literature, rather than by age per se. The dissertation’s study of play and lightness (lack of weight) clearly confirms the hypothesis that these elements are a major component of the fantastic in Rodari’s texts; the results nevertheless indicate that play dominates on the level of language, and lightness on that of content. One of the most important results of this dissertation is that Rodari’s texts, in addition to possessing certain stylistic characteristics, do not demonstrate any deeper similarities to fairy tales. Instead, the author’s tales share numerous characteristics with the traditional concept of the fantastic such as a clear reaction to the supernatural element, and a particular interest in both the material nature of language and existential liminal regions. At the same time, the results indicate several specific characteristics that distinguish the fantastic in Rodari from that which is written for adults, such as its explicit grounding in the child’s everyday existence and imaginative world, as well as its backgrounding of frightening aspects, with prominence instead being given to playfulness.

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anglicky : Title of the thesis : Humour during the French classes Keywords : Comic, irony, humour, laughter, Henri Bergson, Louis Cazamian, gelotology, gélothérapie, sense of humour, French as a foreign language, school class, word play, joke, riddle, tongue twister, didactical sheet. Abstract : The thesis aims to provide a comprehensive description of possible use of humour in teaching the French language. In the theoretical section, it defines humour as a form of comic, deals with the influence of humour and laughter on health and describes the advantages and difficulties of integrating humour into school teaching. In the practical part, it analyses the humour in French textbooks, proposes a typology of humour in teaching materials and presents finally didactical sheets to teach French at all language levels. These exercises and activities are dedicated to all speech and language skills. They are focused on different themes to captivate the target age category and meet the requirements to be fun for students. The thesis should become aid and inspiration for those teachers, who decide to incorporate humour and laughter in the teaching of French.