Relevant bibliographies by topics / 4705 Literary studies

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  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic '4705 Literary studies'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "4705 Literary studies"

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Beltrán Lloris, Francisco. "Nathalie Barrandon, De la pacification à l’intégration des Hispaniques (133-27 a. C.). Les mutations des societés indigènes d’Hispanie centrale et septentrionale sous la domination romaine." Mélanges de la Casa de Velázquez, no. 42-2 (November 15, 2012): 251–53. http://dx.doi.org/10.4000/mcv.4705.

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Kozovoï, Andreï. "Dimitri Filimonov, Raconter la France aux Soviétiques. Une histoire du journalisme international en URSS entre 1946 et 1958." Revue des études slaves 92, no. 3-4 (December 15, 2021): 645–47. http://dx.doi.org/10.4000/res.4705.

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Fassina, Filippo. "Guillaume Berthon, La curée contre le chancelier Guillaume Poyet (1542-1545): Clément Marot et les coq-à-l’âne." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 594–95. http://dx.doi.org/10.4000/studifrancesi.47045.

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Fassina, Filippo. "Rosanna Gorris Camos, «Affectus plena»: Michel de L’Hospital, «celuy que j’ayme, honore et estime comme mon pere et milieur ami»." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 594. http://dx.doi.org/10.4000/studifrancesi.47035.

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Cattaneo, Gianmario. "Marc Antoine Muret, un humaniste français en Italie." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 597–99. http://dx.doi.org/10.4000/studifrancesi.47075.

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Leta, Matteo. "Frank Lestringant, Sous la leçon des vents: le monde d’André Thevet, cosmographe de la Renaissance." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 595–96. http://dx.doi.org/10.4000/studifrancesi.47050.

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Fassina, Filippo. "Daniel Fliege, Édition critique et commentée du «Balladin» de Clément Marot." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 593. http://dx.doi.org/10.4000/studifrancesi.47015.

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Cifarelli, Paola. "Perceval le Galloys en prose (Paris, 1530). Chapitres 94-110, édition de M. Colombo Timelli2021." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 592–93. http://dx.doi.org/10.4000/studifrancesi.47005.

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Colombo Timelli, Maria. "Véronique Duché, «Il est ja temps de partir». Figures du départ dans la «Novela sentimental» traduite en français (première moitié du xvi." Studi Francesi, no. 195 (LXV | III) (December 1, 2021): 593–94. http://dx.doi.org/10.4000/studifrancesi.47025.

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Balazs, Peter. "Laurent Bove, Vauvenargues ou le séditieux. Entre Pascal et Spinoza. Une philosophie pour la seconde nature." Studi Francesi, no. 166 (I | LVI) (April 1, 2012): 153. http://dx.doi.org/10.4000/studifrancesi.4700.

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Dissertations / Theses on the topic "4705 Literary studies"

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Shrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.

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This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
ID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track
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Krstevska, Nade. "Ways of Reading and Thinking: Analysing Young Readers' Response to the Relationship Between Text and Illustrations in Children's Picture Books." Thesis, 2020. https://vuir.vu.edu.au/42662/.

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There are many ways of reading and interpreting the relationship between text and illustrations, both in literary and everyday contexts. These ways vary based on who the reader is and what is the purpose of their reading. In this study the reader is the child, and the purpose of the study is to examine the child’s cognitive, semiotic, and poetic engagement with six different text-picture relationships using the theoretical frameworks of cognitive, semiotic, and poetic theory. More specifically cognitive theory depicts how the child engages with the cognitive processes in Lorin W. Anderson and David R. Krathwohl’s (2001) Taxonomy of the Cognitive Domain, consisting of memory, comprehension, application, analysis, evaluation, and creation. Semiotic theory reveals how the child communicates their understanding of a text through a signifying system of communicative behaviour consisting of visual, verbal, physical, oral, or synthesized exchanges. And poetic theory depicts the child’s use of the visual elements in a text such as line, shape, colour, texture, and the verbal elements such as figurative language, sound techniques, structure, irony, and register. Together these theoretical frameworks depict the vast opportunities that picture books provide children for cognitive, semiotic, and poetic engagement. These opportunities are more extensively outlined in a report addressed to participating schools in the study. The report includes several recommendations that expand upon a teacher’s professional practice, while simultaneously improving children’s learning outcomes through suggested education and pedagogy. In doing so the study makes a valuable text-picture relationships inherent in children’s picture books through the exploration of the visual and verbal signs in them which are part of a signifying system of communicative behaviour.
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Mokrzycki, Sarah Jayne. "Family diversity in Australian picture books: the importance and benefits of exploring diverse family models." Thesis, 2021. https://vuir.vu.edu.au/43127/.

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Diversity in children’s picture books is a topic that has received tremendous momentum in recent years. Movements like We Need Diverse Books show a rising social consciousness regarding the importance of diversity in children’s literature. However, the discussion of family diversity – both academically and creatively – remains an area that is often not considered. Picture books play a significant role in the lives of children, and the benefits of representation cannot be overstated (Mokrzycki 2019). Yet, overwhelmingly, picture book families remain ‘intact’ – the official term used by the Australian government for the two- parent family model. Thus, children from all other family types, like step and blended families, foster families, single parent and grandparent-led families, remain largely unrepresented. Furthermore, families diverse in culture, sexuality, identity, body and mind diversity are equally limited. This PhD by Creative Project responds to this problem by means of a creative work and accompanying exegesis. My creative work takes the form of an original illustrated picture book titled The rainbow cake, which centres on a diverse Polish- Australian family. The exegesis challenges preconceived notions of what makes a family ‘intact’, and examines the benefits family-diverse representation provides. It includes the analysis of 300 picture books (180 Australian and 120 International) to examine trends, patterns and gaps in family representation.
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O'Brien, Siobhan. "An investigation of middle primary children’s wellbeing using the Reading WELL home reading program." Thesis, 2022. https://vuir.vu.edu.au/43936/.

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This project investigates the effectiveness of The Reading WELL (Wellbeing Everyday through Learning and Literature) home reading program. The study is set within the homes and families of two communities in metropolitan Melbourne, Australia, and involved 142 parents and children in Year 3–4 classrooms. The project endeavoured to capture the interactions and aesthetic engagement that occurred between parent and child during the shared reading of narrative texts. With the aim of introducing knowledge around 3 wellbeing topics of body image, resilience and self-esteem, the focus of the research engaged developmental bibliotherapy using open- ended discussion prompts that specifically addressed the 3 topics to support the development of children’s wellbeing. Developmental bibliotherapy includes the use of books to “heal the mind” (Catalano, 2008; Halstead, 2009). Through reading, a reader makes connections to text and relates to characters in a non-threatening way. Via four stages: identification, catharsis, insight and universalisation, children are encouraged to draw on relevant experiences from their own lives. The four resources model (Luke and Freebody, 1997) underpinned the theoretical framework and The ORIM Framework (Nutbrown, Hannon & Morgan, 2005) opportunities, recognition, interaction and modelling (ORIM) acted as a taxonomy that captured the shared reading engagement (Department of Education, 2018; Ludwig, 2003). The Reading WELL book collection consisted of 37 book titles. A Reading WELL kit was located in a class for a school term and the children self-selected one book each week to take home to read. Each participating child received a Reading WELL journal. After reading, the journal was completed by the parent and child. As the main form of data collection, the contents of the journal included the study information, tips on shared reading, the titles of each book and 10 journal entries that included space to record the discussion that occurred after reading, acting as a reflection record for each book. The Reading WELL program was also mapped to the Victorian curriculum English, Personal and social capabilities, and Health and physical education curriculum areas. Attained through semi-structured interviews with parents and teachers and the Reading WELL journals, the project outcomes consider whether the reading engagement of a child increases based on the transactional/aesthetic response (Rosenblatt, 1994, 1995) focused on the text responses that illuminate reading connections from life to text and text to life (Davis, 1992; Mantei & Fahy, 2018; Nikolajeva, 2014). The outcomes consider the feasibility of the program and whether the Reading WELL is a sustainable and accessible way for parents and children to engage with reading as a regular form of home literacy. The outcomes also show how children’s reading engagement has impact on wellbeing and the 3 topic areas: body image, resilience and self-esteem. This is presented as a series of re-storied narratives using Barkhuizen’s (2008) story, Story, and STORY model. The re-storied narratives illustrate how cultural literacy, funds of knowledge and parent–child relationships influence children’s development and wellbeing. The re- storied narratives utilise arts-based (re)presentation research, with 10 re-storied titles that provide interpretations of the participants lived experiences. It is envisioned that these Reading WELL narratives will become a published version of the Reading WELL that supports children’s wellbeing development through the integrated use of developmental bibliotherapy and research-based insight into the body image, resilience and self-esteem topic areas.
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Conway, Lyn. "The South Australian curriculum standards and accountability framework in preschools: influence and outcomes." 2008. http://arrow.unisa.edu.au:8081/1959.8/47058.

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The thesis topic seeks to address to what extent early childhood practitioners have adopted teaching methodology and pedagogical practices to embrace the SACSA Framework in the Communication and Language Learning Area.
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Book chapters on the topic "4705 Literary studies"

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Utsumi, Akira. "Literary Metaphor Comprehension and Production." In Advances in Linguistics and Communication Studies, 310–27. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4775-4.ch010.

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This chapter addresses literary metaphors, which are used in literary works to enrich the meanings and evoke aesthetic effects. The aim of this chapter is to provide a unified view that can explain how literary metaphors are understood and generated. The chapter authors argue that comprehension of various types of literary metaphors involves a process of direct or indirect categorization by integrating and extending existing metaphor theories and empirical findings, in particular the author's metaphor research such as the interpretive diversity theory of nominal metaphors and the indirect categorization theory of predicative metaphors. The chapter authors also apply the unified view of literary metaphor comprehension to metaphor production, and discuss how people generate literary metaphors.
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Kitamura, Eugene Schneider. "Literary Psychology-Modeling Figure-Ground Structures in Narrative Stories." In Advances in Linguistics and Communication Studies, 205–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4775-4.ch006.

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Today more than ever, narrative content generation has become important. This is due to the advances and accessibility of computational devices. As these devices become more familiar to people and easier to handle, there will be greater expectations for autonomous functioning and desires for a natural communication with the users. To achieve such demands, computational devices need to process and generate higher levels of meanings such as context and abstraction of topics. This chapter gives a background on topics that have been developed so far in content analysis and content generation, but focuses mainly on the figure-ground impression model, for both analysis and generating narrative context. By focusing on the characters and their attributes in the text, not only is this model able to represent the figure-ground impressions qualitatively, but also quantitatively. Such a feature may be useful to execute in computational devices such as artificial intelligence.
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Kacimi, Mourad. "Algerian Literature as Socio-Educational Therapy During the 2020-2021 Pandemic." In Advances in Psychology, Mental Health, and Behavioral Studies, 126–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4735-2.ch009.

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This chapter focuses on the therapeutic function of Algerian literary production during the pandemic between 2020 and 2021. It describes the socio-educational environment of the Algerian population before the lockdown and highlights the effect of the pandemic on the cultural life of Algerian intellectuals and citizens. Also it reveals the importance of new technological media such as television, the internet, social networks, and digital books for transmitting literary works as well and then reflects on the contribution of Algerian writers and artists in this exceptional period. Likewise, the use of digital media as an option to replace traditional media in the literary environment is valued.
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Castellano Sanz, Margarida. "Challenging Picturebooks and Domestic Geographies." In Advances in Psychology, Mental Health, and Behavioral Studies, 213–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4735-2.ch015.

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The COVID-19 pandemic has brought new ways of facing the world and its multiple realities. Picturebooks, as a crossover genre, help in the process of understanding new contexts while offering literature as therapy. The new challenges of the 21st century require the implementation of methodologies that focus both on words and on other modes of representation to construct knowledge, and to this end, literacy education through challenging picturebooks involves paying attention to the diverse pedagogical demands of a global, aesthetic, and multimodal world. This chapter supports the notion of visual literacy as a multidimensional concept and proposes the approach to different picturebooks dealing with neighbours and neighbourhoods through the pedagogy of the multiliteracies, in order to enhance the transformation of the self and the global and local understanding of the current world. A learning path for teachers is designed according to the four knowledge processes: experiencing, conceptualizing, analyzing, and applying.
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Lozano Sañudo, Belén. "Pandemics, Illness and Impairment as Reflected in Borges' Literature and as Key Factor to Shape His Authorial Style." In Advances in Psychology, Mental Health, and Behavioral Studies, 104–17. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4735-2.ch007.

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The first part of this chapter, consisting of Sections 1 and 2, aims at explaining the apparent scarce presence of Spanish Flu in modernist literature in general and in Borges' literary work in particular. The reason seems to be threefold: the degrading demise associated with illness in comparison to the glorifying destiny attributed to casualties from war, the different metaphorization processes undergone by distinct pandemics and epidemics, and the fact that this 1918 pandemic coincided in time with World War I and artists were trying to avoid evocating more suffering. The second part of the chapter, Sections 3 and 4, focuses on how the threat of Black Death and later Spanish Flu, which confined Borges at home, together with his frail health condition, made him prone to immersing in literature and dreams to escape from reality and experience adventures as real for him as those in the outside world.
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