Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 197-203)

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed July 12, 2007). PDF text: 162 p. UMI publication number: AAT 3252842. Includes bibliographical references. Also available in microfilm and microfiche formats.

Since the time of Freud, some of the most radical innovators within critical theory have repeatedly stressed the importance of the body and its representation to the constitution of subjectivity. This thesis explores some of the theoretical debates surrounding the body, and assesses the value of 'the body' as a critical concept, through an analysis of the body's representation in both Welsh writing in English and discourse about Wales more generally. Through combining psychoanalytic with more culturally orientated approaches to the body, I produce in this study an historically informed account of the body in Welsh writing in English, analysing its role in the construction and contestation of identity at a cultural as well as individual level. In the process, I interrogate the ideological concepts underpinning psychoanalytic discourse, positioning its postulates (and accordingly modifying them) within the context of more culturally and historically aware accounts of Welsh literary practice. Most importantly, however, this thesis offers a new and radical contribution to the rapidly expanding critical literature on Wales concerned with exploring the construction of identity in a Welsh cultural context. While the need for such work in multicultural, post-devolutionary Wales has been widely recognised, the role of the body in the formation and contestation of identity has yet to be examined with any degree of adequacy or theoretical rigour within a Welsh context. It is a primary intention of this study to begin to rectify this area of critical neglect and provide the groundwork for subsequent investigations.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (p. [95]-102).

This thesis argues that both Lollard efforts to disseminate heterodox opinions in simple terms for simple readers and the Church’s reactionary and ineffective endeavours to combat this heresy with legislation and writing of its own constrained fifteenth-century vernacular theological writing. First, I summarise the current debate about the restrictive aims and effects of legislative efforts to eliminate the Lollard heresy, and I outline the historical context leading up to and following Archbishop Arundel’s Constitutions of 1409. The subsequent chapters trace the effects of ecclesiastical restrictions over time on vernacular theological writing. In Chapter 2, I explore the use of literary devices in two Lollard dialogues, and I argue that in the years preceding the Constitutions Lollard writers exhibited a readiness to employ literary tools as a means to persuade effectively. In Chapter 3, I argue that many of Langland’s major C revisions to Piers Plowman, undertaken in the aftermath of ecclesiastical restrictions, represent a response to Lollard-inspired rebel misreadings of the poem and sacrifice instances of bold poetic imagery as they endeavour to clarify doctrinal positions. In Chapter 4, I argue that Thorpe’s foregrounding of the generic conventions of hagiography in his Testimony reflects the pre-Constitutions readiness of Lollard writers to use literary tools to persuade simple readers. In Chapter 5, I argue that Love’s Church-sanctioned Mirror represented an orthodox tool in the war on heresy, but it failed to curb lay misinterpretation of theological issues. In Chapter 6, I argue that The Book of Margery Kempe serves as a reader’s response to Love’s Mirror and, therefore, demonstrates the ways in which Love’s orthodox text could be misread by orthodox readers. I conclude the thesis by considering the Lollard Lanterne of Li?t and Pecock’s orthodox vernacular theology. I argue that these works show that after the Constitutions both heterodox and orthodox writers demonstrated an increased urgency to tailor their writing for simple readers and that this tailoring meant, for both sides, an eschewing of literary features. I assert that the Church’s aggressive response to these works further constrained vernacular theological writing by suppressing its writers, readers, and circulation.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 128-136). Also available in electronic format on the Internet.

For many years, linguists, ESL writing teachers, and especially students have puzzled over the phenomenon where non-native English writers' sentences are grammatically correct, but their paragraphs and complete essays often appear illogical to native English speaking readers. From the perspective of Kaplan's original contrastive rhetoric theory where American rhetoric is "linear," Korean L2 writers' apparently circular rhetoric causes problems. Even though Korean writers are trying to write paragraphs that are logical for native English readers, this illogical output results in Korean ESL students being perceived as poor writers. In order to discover more about the nature of the rhetorical problems Korean ESL writers face, this study reports on a close contrastive analysis of a corpus consisting of 25 Freshmen Korean ESL students' unedited, first draft essays and 25 Freshmen native-English speaking American Freshmen's unedited, first draft essays randomly collected from a series of 1st year writing classes at a U.S.-based university. The analysis focused on areas where the logical flow breaks down from a native English reader's perspective. The Topical Structure Analytical approach (TSA), developed by Lautamatti (1987), was used to analyze the data. Results show that both American and Korean Freshmen have difficulty controlling topical subjects and discourse topics in their writing. Instead, they often introduced irrelevant subtopics that did not advance overall topic development, making their writing difficult for general readers to follow. The key finding of the study shows that to overcome these rhetorical weaknesses, both Korean and American Freshmen need to be educated in academic writing regardless of their first language.

The intent for each poem in this thesis: To write without intent. I, ironically, intended to approach the writing process without considering the outcome of each poem. Some of the poems spiraled out of control, while others spiraled into focus. I do not always know what I’m thinking. It may be unfair to impose clarity on poems when clarity is not always part of experience. Each poem took self-examination to understand in the context of my own life. The proposal for this thesis, entitled, “The Unintended Approach,” did not mention the unintended consequences of writing poems in such a way. Bursts of energy found their way into the writing. Only in reflection, did I realize that these bursts of energy were understandable in the context of personal memory. This experiment in crafting poems, at times, left me confused. There are images I still can’t seem to decipher. I have kept my belief that concise meaning in poetry is not the most important aspect of verse. With rapid urbanization, increased distortion created by fast-paced leaps in technology, and the evolution of celebrity awareness, the world we write in, is not the world we were written into. I have written each poem into their own place on page—allowed them their own discoveries without my approval. People behave in a way that is often erratic. My experience is intrinsic to what I have observed in my life; a schizophrenic cousin, a slurred maternal mouthing, uncles addicted to drugs or hope, for fame. My life has been a series of disjointed events. This thesis is a composite, not a copy. Genetic code is also a composite. Each poem has a life unlike my own. The goal of this collection was to allow these poems their own struggle to understand.

Esta tese investiga, sob a perspectiva da Linguística Sistêmico-Funcional (HALLIDAY e MATTHIESSEN, 2004,2014), os processos de retextualização empregados por estudantes de inglês como língua estrangeira na produção de textos em contextos acadêmicos. O conceito retextualização (MARCUSCHI, 2001) constitui-se na produção de um novo texto a partir de um ou mais texto(s)-fonte e trata-se de prática comum em contextos acadêmicos. Tem-se como objetivo verificar as operações de retextualização relacionadas às metafunções da linguagem – ideacional, interpessoal e textual - e como essas se materializam nos respectivos sistemas léxico-gramaticais e no gênero específico no qual se enquadram. O corpus constituise de retextualizações produzidas a partir de diferentes texto(s)-fonte. Os resultados indicam que as estratégias de retextualização estão intimamente relacionadas ao conhecimento da função que etapas e fases dos gêneros desempenham na construção de significados. Procurase contribuir para as práticas de escrita em ILE em contextos acadêmicos, oferecendo uma abordagem sistêmico-funcional dos processos de retextualização envolvidos no desenvolvimento dessa habilidade. / This study investigates, under the perspective of Systemic Functional Linguistics (HALLIDAY and MATTHIESSEN, 2004, 2014), the retextualization processes learners of English as a Foreign Language use when writing texts in academic contexts. Retextualization (MARCUSCHI, 2001) is understood as the production of a new text based on one or more source-texts and is a recurrent practice in academic contexts. The study investigated the processes of retextualization related to the metafunctions of language –ideational, experiential and textual- and their realization in the respective lexicogrammar structures as well as in the specific genre to which they are related. The corpus comprises retextualizations produced from different source-texts. The results indicate that the retextualization strategies are intimately connected to the knowledge of the function the stages and phases of the genres play in the construction of meaning. The purpose of the study is to contribute to writing practices of English as a Foreign Language in academic contexts, putting forward a systemic-functional approach to the retextualization processes involved in the development of writing skills.

Esta tese investiga, sob a perspectiva da Linguística Sistêmico-Funcional (HALLIDAY e MATTHIESSEN, 2004,2014), os processos de retextualização empregados por estudantes de inglês como língua estrangeira na produção de textos em contextos acadêmicos. O conceito retextualização (MARCUSCHI, 2001) constitui-se na produção de um novo texto a partir de um ou mais texto(s)-fonte e trata-se de prática comum em contextos acadêmicos. Tem-se como objetivo verificar as operações de retextualização relacionadas às metafunções da linguagem – ideacional, interpessoal e textual - e como essas se materializam nos respectivos sistemas léxico-gramaticais e no gênero específico no qual se enquadram. O corpus constituise de retextualizações produzidas a partir de diferentes texto(s)-fonte. Os resultados indicam que as estratégias de retextualização estão intimamente relacionadas ao conhecimento da função que etapas e fases dos gêneros desempenham na construção de significados. Procurase contribuir para as práticas de escrita em ILE em contextos acadêmicos, oferecendo uma abordagem sistêmico-funcional dos processos de retextualização envolvidos no desenvolvimento dessa habilidade. / This study investigates, under the perspective of Systemic Functional Linguistics (HALLIDAY and MATTHIESSEN, 2004, 2014), the retextualization processes learners of English as a Foreign Language use when writing texts in academic contexts. Retextualization (MARCUSCHI, 2001) is understood as the production of a new text based on one or more source-texts and is a recurrent practice in academic contexts. The study investigated the processes of retextualization related to the metafunctions of language –ideational, experiential and textual- and their realization in the respective lexicogrammar structures as well as in the specific genre to which they are related. The corpus comprises retextualizations produced from different source-texts. The results indicate that the retextualization strategies are intimately connected to the knowledge of the function the stages and phases of the genres play in the construction of meaning. The purpose of the study is to contribute to writing practices of English as a Foreign Language in academic contexts, putting forward a systemic-functional approach to the retextualization processes involved in the development of writing skills.