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1
Worthington, Leslie Harper Hitchcock Bert. "Huck Finn rides again reverberations of Mark Twain's Adventures of Huckleberry Finn in the twentieth-century novels of Cormac McCarthy /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/English/Dissertation/WORTHINGTON_LESLIE_21.pdf.
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Cundick, Bryce M. "Translating Huck : difficulties in adapting The adventures of Huckleberry Finn to film /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd765.pdf.
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Barrow, William David 1955. "Orality, Literacy, and Heroism in Huckleberry Finn." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500929/.
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This work re-assesses the heroic character of Huckleberry Finn in light of the inherent problems of discourse. Walter Ong's insights into the differences between oral and literate consciousnesses, and Stanley Fish's concept of "interpretive communities" are applied to Huck's interactions with the other characters, revealing the underlying dynamic of his character, the need for a viable discourse community. Further established, by enlisting the ideas of Ernest Becker, is that this need for community finds its source in the most fundamental human problem, the consciousness of death. The study concludes that the problematic ending of Twain's novel is consistent with the theme of community and is neither the artistic failure, nor the cynical pronouncement on the human race that so many critics have seen it to be.
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Ryan, Anne Lea. "Speak softly, but carry a big stick Tom Sawyer and Company's quest for linguistic power a sociolinguistic analysis of Mark Twain's The Adventures of Tom Sawyer, Adventures of Huckleberry Finn, and Tom Sawyer Abroad /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Bensalah, Nouria. "Les "Slave narratives" dans "The Adventures of Huckleberry Finn" de Mark Twain : les enjeux d'une intertextualité diverse." Paris 8, 2008. http://www.theses.fr/2008PA082915.
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Le sujet de la thèse porte sur les liens intertextuels entre "Les Aventures d'Huckleberry Finn" de Mark Twain et les "slave narratives" ou récits d' (ex-) esclaves. C'est une étude du récit de l'esclave dans le roman de Mark Twain et de sa fonction dans le travail intertextuel. Cette étude porte essentiellement sur : 1- l'intertextualité comme effet de l'écriture (le récit de Jim – l'esclave – et sa fonction dans le travail intertextuel) ; 2- l'intertextualité comique (il s'agit d'une observation des réécritures comiques, voire parodiques de certaines traditions propres aux "slave narratives" ou récits d' (ex-) esclaves ; 3- l'intertextualité et la modernité des "Aventures de Huckleberry Finn" (comment l'intertextualité est une force de liaison et de modernisation dans le roman de Mark Twain)The thesis is a study of intertextuality : the presence and the different functions of slave narratives in Mark Twain's novel, "The Adventures of Huckleberry Finn". We propose in this study an observation of : 1- the function of Jim's narratives (as a slave narrative) in the novel (in the intertextuality) ; 2- parody of slave narratives in "Adventures of Huckleberry Finn" (the comic versions of certain traditions and scenes in slave narratives) ; slave narratives and the modernity of Mark Twain's book
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Cundick, Bryce Moore. "Translating Huck: Difficulties in Adapting "The Adventures of Huckleberry Finn" to Film." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/256.
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Filmmakers have had four main difficulties adapting The Adventures of Huckleberry Finn to film: point of view, structure, audience and the novel's ending. By studying the different approaches of various directors to each obstacle, certain facts emerge about both the films and the novel. While literary scholars have studied Huck from practically every angle, none have sufficiently viewed the book through the lens of adaptation, despite the fact that it has been adapted to film and television over twenty times. The few critics who have studied the adaptations have done so using dated methodologies that boil down to little more than a question of how faithfully the films recreate the novel. By judging a movie solely on the basis of the book's merits, critics ignore the fact that a change in medium necessitates a change in material. With each adaptation, a new opportunity arises to study the novel from a fresh standpoint.
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Marques, Raquel Tavares Gonçalves Branco, Maria Teresa Castilho, Nicolas Hurst, and Simone Auf der Maur Tomé. "Anatomia da América em Adventures of Huckleberry Finn de Mark Twain : representações urbanas na demanda do ideal pastoril." Master's thesis, Porto : [Edição do Autor], 2009. http://hdl.handle.net/10216/20403.
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Marques, Raquel Tavares Gonçalves Branco, Maria Teresa Castilho, Nicolas Hurst, and Simone Auf der Maur Tomé. "Anatomia da América em Adventures of Huckleberry Finn de Mark Twain : representações urbanas na demanda do ideal pastoril." Dissertação, Porto : [Edição do Autor], 2009. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000196608.
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Lavoie, Judith. "La parole noire en traduction française : le cas de Huckleberry Finn." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35905.
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Divided into five chapters, the thesis analyzes the translation into French of Black English as represented in Mark Twain's novel Adventures of Huckleberry Finn. The method, mainly text-oriented, that is to say turning away from the sociological approach, offers a semiotic reading of the text, both original and translated (Chapter 1). This semiotic approach considers the text as a significant mosaic. Thus, it brings out not only the motivation of the different textual elements, but also the coherence cementing them. The analysis of the original text (Chapter 2) shows that the subversive aesthetic and ideological function of Black English is provided by Jim's characterization and his discursive and narrative programs. William-Little Hughes's translation (1886), as well a Claire Laury's (1979) and Rene and Yolande Surleau's (1950), reverse the subversive project of the source-text through an organized system of textual transformations (additions, omissions, shifts) and produce a stereotyped version of Jim's character, his speech, also simplified and reduced, becoming the expression of this characterization (Chapter 3). Poles apart from these three texts, the French versions written by Suzanne Netillard (1948), Andre Bay (1961), Lucienne Molitor (1963), Jean La Graviere (1979) and Helene Costes (1980) display translation projects which reactivate the original system in which Jim had a multidimensional characterization (Chapter 4). Yet, despite the efficient options chosen by certain translators on the material level, Jim's speech in French does not convey a Black identity in the way Black English does in the original text. A modified and literary version of creolized French is suggested as a possible option for translating this sociolect (Chapter 5).
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ZHANG, HENG. "A Journey of Racial Neutrality : the symbolic meaning of the Mississippi in The Adventures of Huckleberry Finn." Thesis, Högskolan Kristianstad, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5894.
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Sundholm, Mårten. "Vad betyder n-ordet för unga läsare? : Reaktioner på rasistiska tendenser i Mark Twains The Adventures of Huckleberry Finn." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200950.
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Anderson, Erich R. "A Window to Jim's Humanity: The Dialectic Between Huck and Jim in Mark Twain's Adventures of Huckleberry Finn." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1729.
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Thesis (M.A.)--Indiana University, YEAR.Title from screen (viewed on August 26, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Jane E. Schultz, Jonathan R. Eller, Robert Rebein. Includes vita. Includes bibliographical references (leaves 80-83).
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Jenn, Ronald. "La traduction de la rhétorique enfantine chez Mark Twain." Bordeaux 3, 2003. http://www.theses.fr/2004BOR30018.
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Cette étude vise à analyser la traduction de la rhétorique enfantine dans les romans Tom Sawyer et Huckleberry Finn de Mark Twain. L'approche est à la fois descriptive et prescriptive. Elle s'appuie sur la recherche dans divers domaines : études en traduction, histoire du livre et de l'édition, narratologie, linguistique appliquée à la traduction, stylistique, ainsi que sur plus d'un siècle de critique twainienne. Il s'agit d'une approche systémique du champ qui considère les liens que les différentes versions entretiennent avec l'original, mais également les unes avec les autres. Suivant les préceptes d'Antoine Berman, les traducteurs sont appréhendés selon leur 'position', leur 'projet' et leur 'horizon', des notions qui incluent l'ensemble des paramètres historiques, linguistiques, littéraires et culturels qui façonnent leur penser et leur traduire. Un certain nombre d'éléments paratextuels sont analysés afin d'évaluer les versions en terme de lectorat, un aspect important dans le contexte d'œuvres largement perçues comme appartenant à la littérature pour enfants. Les différentes maisons d'édition et les traducteurs sont également définis en terme d'engagement politique le cas échéant. La rhétorique enfantine est un 'sociolecte littéraire' et est une des nombreuses voix qui intègrent la polyphonie de ces romans américains dans leur version originale. Il apparaît que cet aspect a été négligé, aussi bien dans le discours critique que par les traducteurs. La rhétorique enfantine est définie comme reposant sur différents types de discours et un nombre limité de figures : la litote, la comparaison et l'hyperboleThis study aims to analyse the translation of child rhetoric in Twain's novels Tom Sawyer and Huckleberry Finn. The approach is both descriptive and prescriptive. It is based on findings in the fields of translation studies, the history of book publishing, narratology, linguistics as applied to translation, stylistics, as well as over a century of critical discourse on Twain. The approach of the field is systemic, the different versions being analysed in relation to the original but also in relation to one another. Following Berman's precepts, the translators have been taken into account according to their 'position', 'project' and 'horizon'?these notions that encompass the historical, linguistic, literary and cultural elements that influence the translators' way of thinking and translating. A number of paratextual elements are analysed in order to assess the versions according to their readership. This aspect is crucial in the context of novels which have largely been considered as children's literature. The different publishing houses and translators are also defined in terms of political engagement or lack thereof. Child rhetoric is a 'literary sociolect' and one of the many voices which make up these American novels in their original version. It appears that this aspect has been overlooked by critics as well as by French translators. Child rhetoric has been defined as relying on several different types of discourse and a limited number of figures of speech: litotes (or any way of achieving understatement), simile and hyperbole (or any way of achieving overstatement)
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Hall, Robert L. (Robert Lee) 1956. "Natural Innocence in "Adventures of Huckleberry Finn", the Nick Adams Stories, and "The Old Man and the Sea"." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500586/.
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Hemingway claims in Green Hills of Africa that "all modern American literature comes from one book by Mark Twain called Huckleberry Finn." If this basic idea is applied to his own work, elements of Adventures of Huckleberry Finn appear in some of Hemingway's Nick Adams stories and his novel The Old Man and the Sea. All major characters and several minor characters in these works share the quality of natural innocence, composed of their primitivism, sensibility, and active morality. Hemingway's Nick, Santiago, and Manolin, and Twain's Huck Finn and Jim reflect their authors' similar backgrounds and experiences and themselves come from similar environments. These environments are directly related to their continued possession and expression of their natural innocence.
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Bowman, Lindell Jenny. ""Bad boys" - företeelsen i fyra amerikanska och engelska romaner." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9135.
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Romanerna som ligger till grund för uppsatsens analys är Thomas Bailey Aldrich The story of a bad boy, Mark Twains Tom Sawyers och Huckleberry Finn samt Richmal Cromptons Just William. Syftet med uppsatsen är att undersöka de litterära gestalter som tar sig skepnad i företeelsen "bad boys" och de frågor som ställs i uppsatsen är: Hur och varför uppkom företeelsen "bad boys"? Hur växte genren "bad boys" fram? Vad karaktäriserar "bad boys" företeelsen? Uppsatsens narratologiska utgångspunkter bygger bland annat på Mieke Bals teori om fabelns och de textanalytiska begrepp som Maria Nikolajeva redogör för: tid och plats, författarens och läsarens föreställning av författaren, samtid och tidsperspektiv. Uppsatsen tar även stöd i R.W. Connell, John Stephens och Kenneth B. Kidds teorier. Uppsatsen visar att "bad boys"-genren har sitt ursprung under en period då bilden av mannen var under förändring och romaner för pojkar blev allt mer robusta."Bad boys" – genren karaktäriseras av driftiga pojkgestalter som delvis formar sin identitet i pojkgänget. "Bad-boys"- genren är även en konsekvens av de ändrade förhållandena för unga pojkar i USA. Dessa pojkar sågs ofta som små vandaler och det är dessa som återspeglas i "bad-boys" genren.
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Veach, Tammy F. "Suppression, repression, and expression : Black anger in Huckleberry Finn, Pudd'nhead Wilson, and The marrow of tradition /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998882540.pdf.
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Long, Kim Martin. "The American Eve: Gender, Tragedy, and the American Dream." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277633/.
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America has adopted as its own the Eden myth, which has provided the mythology of the American dream. This New Garden of America, consequently, has been a masculine garden because of its dependence on the myth of the Fall. Implied in the American dream is the idea of a garden without Eve, or at least without Eve's sin, traditionally associated with sexuality. Our canonical literature has reflected these attitudes of devaluing feminine power or making it a negative force: The Scarlet Letter, Moby-Dick, Adventures of Huckleberry Finn, The Great Gatsby, and The Sound and the Fury. To recreate the Garden myth, Americans have had to reimagine Eve as the idealized virgin, earth mother and life-giver, or as Adam's loyal helpmeet, the silent figurehead. But Eve resists her new roles: Hester Prynne embellishes her scarlet letter and does not leave Boston; the feminine forces in Moby-Dick defeat the monomaniacal masculinity of Ahab; Miss Watson, the Widow Douglas, and Aunt Sally's threat of civilization chase Huck off to the territory despite the beckoning of the feminine river; Daisy retreats unscathed into her "white palace" after Gatsby's death; and Caddy tours Europe on the arm of a Nazi officer long after Quentin's suicide, Benjy's betrayal, and Jason's condemnation. Each of these male writers--Hawthorne, Melville, Twain, Fitzgerald, and Faulkner--deals with the American dream differently; however, in each case the dream fails because Eve will not go away, refusing to be the Other, the scapegoat, or the muse to man's dreams. These works all deal in some way with the notion of the masculine American dream of perfection in the Garden at the expense of a fully realized feminine presence. This failure of the American dream accounts for the decidedly tragic tone of these culturally significant American novels.
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Crippen, Larry L. (Larry Lee). "Huck, Tom, and No. 44: the Tripartite Twain." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278563/.
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In this study, I show that three major areas of Mark Twain's personality—conscience, ego, and nonconformist instincts—are represented, in part, respectively by three of his literary creations: Huckleberry Finn, Tom Sawyer, and No. 44. The origins of Twain's personality which possibly gave rise to his troubled conscience, need for attention, and rebellious spirit are examined. Also, Huck as Twain's social and personal conscience is explored, and similarities between Twain's and Tom's complex egos are demonstrated. No. 44 is featured as symbolic of Twain's iconoclastic, misanthropic, and solipsistic instincts, and the influence of Twain's later personal misfortunes on his creation of No. 44 is explored. In conclusion, I demonstrate the importance of Twain's creative escape and mediating ego in the coping of his personality with reality.
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Phiri, Aretha Myrah Muterakuvanthu. "Toni Morrison and the literary canon whiteness, blackness, and the construction of racial identity." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002255.
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Toni Morrison, in Playing in the Dark, observes the pervasive silence that surrounds race in nineteenth-century canonical literature. Observing the ways in which the “Africanist” African-American presence pervades this literature, Morrison has called for an investigation of the ways in which whiteness operates in American canonical literature. This thesis takes up that challenge. In the first section, from Chapters One through Three, I explore how whiteness operates through the representation of the African-American figure in the works of three eminent nineteenth-century American writers, Harriet Beecher Stowe, Walt Whitman, and Mark Twain. The texts studied in this regard are: Uncle Tom’s Cabin, Leaves of Grass, and Adventures of Huckleberry Finn. This section is not concerned with whether these texts constitute racist literature but with the ways in which the study of race, particularly whiteness, reveals the contradictions and insecurities that attend (white American) identity. As such, Morrison’s own fiction, written in response to white historical representations of African-Americans also deserves attention. The second section of this thesis focuses on Morrison’s attempt to produce an authentically “black” literature. Here I look at two of Morrison’s least studied but arguably most contentious novels particularly because of what they reveal of Morrison’s complex position on race. In Chapter Four I focus on Tar Baby and argue that this novel reveals Morrison’s somewhat essentialist position on blackness and racial, cultural, and gendered identity, particularly as this pertains to responsibilities she places on the black woman as culture-bearer. In Chapter Five I argue that Paradise, while taking a particularly challenging position on blackness, reveals Morrison’s evolving position on race, particularly her concern with the destructive nature of internalized racism. This thesis concludes that while racial identities have very real material consequences, whiteness and blackness are ideological and social constructs which, because of their constructedness, are fallible and perpetually under revision.
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Larsson, Hanna. "“I’d got to decide, forever, betwixt two things, and I knowed it” : Moral Dilemmas in Mark Twain’s The Adventures of Huckleberry Finn In the Light of R. W. Emerson’s “Self-Reliance”." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-740.
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Batista, Miguel. "Bildung and initiation : interpreting German and American narrative traditions." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14616.
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This thesis is divided into two main parts. The first, comprising the three initial chapters, looks, in chapter one, at the specifically German origins of the Bildungsroman, its distinctive features, and the difficulties surrounding its transplantation into the literary contexts of other countries. Particular attention is paid to the ethical dimension of the genre, i.e. to the relation between the individual self and the exterior world, and how it affects individual formation. The focus then shifts to American literature, and the term 'narrative of initiation' is recommended as a credible alternative to 'Bildungsroman'. Allowing for similarities between them, it is none the less strongly suggested that the Bildungsroman of German origin and the American narrative of initiation should be seen as being intrinsically different, principally because of the different cultural backgrounds that shaped them. Several features of the theme of initiation are postulated as decisive factors in the discrepancies between the initiatory narrative and the Bildungsroman. Analysis of six texts - three of each literary tradition - follows, to provide support for the theoretical discussion of the terms introduced in chapter one. Three Bildungsromane are considered in the second chapter, namely Goethe's Wilhelm Meisters Lehrjahre, Stifter's Der Nachsommer and Keller's Der grune Heinrich, and three narratives of initiation in chapter three: Twain's The Adventures of Huckleberry Finn, Crane's The Red Badge of Courage and Anderson's Winesburg, Ohio. Their relevance to the tradition of German and American fiction as a whole and as precursors of Mann's Der Zauberberg and Hemingway's The Nick Adams Stories is considered. A direct comparison between Mann's and Hemingway's texts constitutes the second part of this thesis, wholly contained in chapter four. In addition to a comprehensive critical reading of both narratives, the contemporaneity of Der Zauberberg and The Nick Adams Stories is taken into account, and consequently special consideration is given to the texts' close relation with the cultural and historical realities of the early twentieth century, particularly the impact of the First World War. With the assistance of Jung's theories, an increased awareness of death and of the dark side of the psyche - though dealt with differently in both texts - is put forward as a significant factor in the deviation of Der Zauberberg and The Nick Adams Stories from the traditions of the Bildungsroman and of the narrative of initiation. This departure leads to a re-appraisal of the relation between the protagonists and their society, and to a new ethical attitude that presupposes different, more modem conceptions of what Bildung and initiation represent in the context of the early twentieth century. How and why they changed and if they survived as literary notions are questions this thesis attempts to answer.
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Lin, Sophie Ju-yu, and 林孺妤. "Translation and Commentary of Mark Twain''s The Adventures of Huckleberry Finn." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/25708180384156173940.
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碩士國立臺灣師範大學
翻譯研究所
89
This paper consists of two parts. The first part is the commentary of my translation of the first thirteen chapters of Mark Twain’s The Adventures of Huckleberry Finn. The second part is the translation. In the commentary, I compare my translation with four others, discussing how translators can keep the novel’s language styles, which have been both condemned and praised, while translating the work into Chinese language. As far as Standard English is concerned, the languages of the novel’s characters, Huck and Jim the nigger, are considered non-standard; hence the work was once accused of being full of “systematic use of bad grammar” and “inelegant, rough, ignorant dialect expressions.” Accordingly, how to show the differences between Standard English and dialect English in the translated Chinese work while maintaining its readability is discussed in the first part. In addition, The Adventures of Huckleberry Finn is written in the first person, with Huck the outcast boy as the narrator. I thus tried to make the translated text a story retold by a Chinese-speaking Huck. The approaches I adopted to achieve this goal are also discussed in the first part.
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Cai, Meng-qi, and 蔡孟琪. "The Translation and Reception of Mark Twain''s The Adventures of Huckleberry Finn in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/sub5m8.
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碩士國立高雄第一科技大學
應用英語所
96
Mark Twain employed the Missouri Pike County dialect and the black dialect to represent Huck’s and Jim’s dialectal speeches in The Adventures of Huckleberry Finn. This study investigates how the translators in Taiwan deal with dialectal features encoded in Huck’s and Jim’s dialectal speeches. The Chinese translations under investigation are produced respectively by Zhang You-song, Li Yu-han, Wen Yi-hong, Jia Wen-hao and Jia Wen-yuan, and Lin Ju-yu. A miniature questionnaire is also devised to explore the target readers’ reception of these translations. The three research questions in this research project are listed as follows: (1) How do these five translations deal with Huck’s and Jim’s dialectal speech encoded in the original? (2) Which translation is most favored by the target readers? (3) Is it necessary to represent the contrast between Huck’s and Jim’s dialectal speeches in the target text as it is in the original? The study begins by summarizing the scholarly works that concentrates on characteristics of Huck’s and Jim’s dialects. The characteristics of Huck’s and Jim’s dialects are then analyzed in lexical and syntactical ways. Mona Baker’s taxonomy of translation strategies and Eugene’s Nida’s formal/dynamic equivalence model are also employed to make a descriptive analysis of these five Chinese translations. The findings show that these five translations achieve different levels of equivalence in representing the dialectal features. Zhang’s, Li’s, Wen’s, Jia’s renderings resort to dynamic equivalence while Lin’s version intends to achieve formal equivalence. To obtain readers’ responses and expectation, this study has carried out a survey on thirty respondents: ten bilingual readers and twenty general readers. The result shows that bilingual readers prefer Jia Wen-hao and Jia Wen-yuan’s version due to its readability while the general readers prefer Wen Yi-hong’s version because her version is easy to read. While most readers think it’s necessary for translators to represent the dialectal features in the original, maximum equivalents and readability can’t be achieved at the same time. Readers’ responses might provide further insights for future attempts on retranslating dialectal novels.
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Devilliers, Ingrid. "Victorian commodities : reading serial novels alongside their advertising supplements." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1653.
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Victorian serial novels were bound with pages upon pages of advertisements marketing goods to readers, yet the relative inattention paid to this significant material component of the novel is surprising. This project explores the interaction between fictional narrative and commercial advertisements, and aims to recover the material context in which three Victorian novels—Bleak House, Middlemarch, and Adventures of Huckleberry Finn—were first published and read. These three case studies—a novel published in 20 monthly serial numbers, another packaged in the rare format of eight “books” in bimonthly installments, and the third published in a monthly magazine in three excerpts—are exemplary of a larger phenomenon in Victorian book production wherein fiction and commerce were inextricably bound. This project investigates the ways in which the advertisements can be reconceived as a significant element of the novel, mediating the reader’s experience of the text. The Bleak House chapter examines how the advertisements for hair products in the “Bleak House Advertiser” serve to highlight an aspect of Charles Dickens’s text about Victorian responses to the mass of new consumer goods and individuals’ desire to control the physical aspects of their world. The following chapter considers George Eliot’s (Mary Ann Evans’s) Middlemarch, finding that just as the narrator’s asides compel readers to attend to the temporal difference between the 1830s setting of the novel and the 1870s perspective of the serial edition, sewing machine advertisements in the advertising supplement of the novel serve to remind readers of their role as observers of past events. The examination of Mark Twain’s (Samuel Clemens’s) Huck Finn, as published in three excerpts in The Century Illustrated Monthly Magazine, demonstrates that the magazine articles, the excerpts from Huck Finn, and the advertisements all engage in a project of unifying the nation and alleviating the physical and metaphorical wounds of war. The unity of the message emerges when the excerpts are read together with the many advertisements for wheelchairs and other such implements for disabled bodies. The dissertation ends with a chapter indicating the merits of further analysis and critical discussion of advertisements in the undergraduate literature classroom.text
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Lin, Ying-chen, and 林穎珍. "Deleuze and Guattari’s Resistance in Mark Twain's The Adventures of Huckleberry Finn." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13389232911805032591.
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碩士國立高雄師範大學
英語學系
99
The aim of this thesis is to explore the resistance within Mark Twain’s The Adventures of Huckleberry Finn with Gilles Deleuze and Félix Guattari’s concepts in an attempt to create a new reading of this classic American novel. Within the story, we see that the two main characters, Huck and Jim, are almost always in a state of escaping. They are desperate to escape from capture by a dominant power above, or in Deleuze and Guattari’s words, confinement by the State apparatus or the arborescent structure with its centralized configuration. According to Deleuze and Guattari, the State apparatus is the “apparatus of capture, machine of enslavement,” which imprisons people’s thought and action (Deleuze and Guattari 448). Within my thesis, I would like to discuss how schools, churches, and judicial systems in the novel act as the State apparatus in support of the slavery systems which creates a society of moral confusion. Three Deleuzoguattarian concepts are employed in this thesis: lines of flight, nomadism, and rhizome. According to Deleuze and Guattari, “lines of flight” indicate escaping from one’s fixed status and identity within the society. Since the State apparatus is the machine of enslavement that puts everything into order through a homogeneity of differences (including thought and action) within a country, we can say that lines of flight reflect a resistance to this “apparatus of capture” (Deleuze and Guattari 448). In Chapter Two, I would like to discuss Huck’s lines of flight from his old identity and thought supporting white supremacy among his adventures. The idea of nomadism comes from observations about nomads, who wander from place to place in contrast to sedentary people. Deleuze and Guattari further mention two ideas, the nomadic war machine and smooth space, to produce a more specific definition of nomadism. Briefly speaking, the nomadic war machine (nomads) constructs and inhabits smooth space while the State apparatus constructs and inhabits striated space. Different from striated space, smooth space is relatively a space of non-hierarchy and freedom. And wild places like a great ocean or steppe well provide such an environment. In the novel, we can see that Huck and Jim act like nomadic war machines; they desire to undo the arrangement of the State apparatus and at the same time establish their smooth space on the great Mississippi River. In Chapter Four, I shift the focus from the control of a bigger environment to the smaller field of the family. Deleuze and Guattari offer the new concept, rhizome, to oppose the tree, which they think has dominated the West for centuries and should be abandoned. In this Chapter, I would argue that Huck is in reality a rhizomatic subject, who tries to shake and uproot his family tree. All in all, the three Deleuzoguattarian concepts all show a kind of resistance to the center, to the rigid environment around people, which, in my view, is one of the most important themes Mark Twain desires to express within his classic novel.
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Evans, Charlene Taylor. "In defense of "Huckleberry Finn": Antiracism motifs in "Huckleberry Finn" and a review of racial criticism in Twain's work (Mark Twain)." Thesis, 1988. http://hdl.handle.net/1911/16138.
Full textAbstract:
The Adventures of Huckleberry Finn has provoked controversy and invited censorship over its one hundred year history. Where once its detractors criticized its themes of violence and rebellion and protested the moral laxity in the language and characters of the novel, in the twentieth century the controversy has evolved into an issue of race.
This study examines the history of the censorship controversy and reviews the twentieth century charges of racism. The contemporary debate on Huckleberry Finn centers around a literal interpretation of the text. Since Twain's treatment of race in the novel is presented through irony, it is crucial that the reader understands the author's ironic intent. An intensive evaluation of Twain, the racial issue, and his novel in light of the now accessible textual and biographical materials reveals his use of anti-racism motifs. Twain creates characters that are imprisoned by their social milieu. Huck, Jim, and the society as a whole are trapped within the confines of the existing slave system and the other entrapments of culture, most notably--language. Huckleberry Finn is a dialectic in that Twain uses the language against itself. Ironically, it is that very language that so upsets Black readers that the very essence of the true message of the novel is lost.
The multi-faceted nature of Twain's subject and his literary technique necessitates the reader's full awareness of Twain's use of irony, language, and point of view in Huckleberry Finn. The figure of Huck as a narrator is the revealing of a divided self, and his developing consciousness and innocence are linked with the social satire. Twain's use of language and point of view creates a double vision of race. Huck's intuitive self is juxtaposed to the conflicting internalized mores of the society, his acquired or "programmed" conscience. This duality represents the double consciousness that permeated nineteenth century America.
A textual analysis of Huckleberry Finn and Pudd'nhead Wilson indicates a consistency in Twain's treatment of race, and both of these works suggest that social fictions create unalterable realities. The power of social fictions and the fear of isolation and social ostracism are recurring themes which illuminate the problem of race and morality, thus revealing the complexity of the racial situation America.
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Hien, Ngo Thi, and 吳賢. "Children’s Cognitive Development in the Antebellum Society in Mark Twain’s Adventures of Huckleberry Finn." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86799738382635459023.
Full textAbstract:
碩士中國文化大學
英國語文學系
103
Children’s cognition is the central topic in Mark Twain’s Adventures of Huckleberry Finn. Children are the generation that has been considered most in our society because they are gradually developing physique and mentality; they are extremely curious and eager to learn as well as know everything around them; they are interested in operating adventures in order to explore the outside world. Through their exploration, they discover the truth or real things in the society that they have not known. The first chapter investigates Jean Piaget’s and Lev Vygotsky’s theories of children’s cognitive development. Children, according to Piaget, construct an understanding of the world around them, and then experience differences between what they already know and what they discover in their environment. Vygotsky’s theory, in contrast, emphasizes the fundamental role of social interaction in children’s development of cognition. The second chapter examines Huckleberry Finn’s cognition about the family and the Southern Antebellum Society. Through adventures, Huck is able to recognize his real family and people’s deceit as well as masquerade in the society. The third chapter focuses on Huck’s cognition about his and Jim’s freedom. Huck does not want to follow unreal rules, regulations, and traditions people establish; therefore, he effectuates the journey along the Mississippi river to find out his own freedom. Also, during his adventures, Huck recognizes not only his mission but also responsibility to help Jim—the slave—and his family escape the slavery. The purpose of this thesis is to research children’s cognition about their family, the society, and the freedom they achieve. In fact, Mark Twain’s novel Adventures of Huckleberry Finn is one of the examples contributing to impact adults’ thoughts of educating children who are innocent, curious, intelligent, and interested in exploring the world. Adults are encouraged to understand more about children’s cognitive development and create the best environment for them to develop physically and mentally.
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Wen-chuen, Chang, and 張文娟. "Mark Twain's Critique on American Culture: Nation, Race and Social Class in Adventures of Huckleberry Finn." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/88977101480315439241.
Full textAbstract:
碩士國立高雄師範大學
英語學系
87
Abstract Based on Edward W. Said's "contrapuntal criticism," many significant factors of a culture can be comprehended as working contrapuntally together. This thesis aims to examine the interrelated issues of nation, race and social class in America by exploring Mark Twain's Adventures of Huckleberry Finn. Through our interpretation of these three issues, the formation of Americanism and its inner conflicts of race and social class will be exposed. More importantly, such a cultural interpretation introduces a public sphere for the exploration of American culture in terms of its political hegemony, racial bias and class struggle. It is rewarding to ponder over the falsity and contradictions of American democratic and egalitarian spirits. As a literary narrative, Adventures of Huckleberry Finn adds the affirmation of a national first-person subject-we Americans-to the formation of American nationalism. The national and cultural first-person plural subject contributes to the enhancement of the national identity of Americans. Twain's masterpiece reflects the internal construction of American national consciousness along with the external expansion of its national-imperial spirits. In addition, it arouses hot debates about whether Twain is a racist or anti-racist. In fact, Twain's ambiguous depiction of the race relations of blacks and whites exposes his own ambivalence toward the racial conflicts and the contemporary white double-consciousness suppresses and dominates blacks as inferiors and subhuman beings. Faced with white supremacy, blacks were reduced to being whites' property and instituted as minstrel figures. Furthermore, Twain displays distinctly the social classes in their hypocrisy, mannerisms and prevalent ideologies. The fake royalties, the King and the Duke, the aristocratic Grangerfords, the middle-class Widow Douglas and Miss Watson, the marginal whites, Pap and Huck, and the slave, Jim, are all positioned on different levels of the social stratum according to their birth, wealth, skin color and power. Their class ideologies manipulate their moral standards, values, life style and manners. Twain invites readers to investigate the diverse nature of each class' ideology and further to inquire whether American democracy and egalitarianism is a myth or not.
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Chen, Jui-Ping, and 陳睿平. "“It’s in the Books”: The Influence of European Culture on Mark Twain’s Adventures of Huckleberry Finn." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e3379.
Full textAbstract:
碩士國立政治大學
英國語文學系
107
This thesis investigates Mark Twain’s complicated attitude of both resistance and acknowledgement towards the influence of European literary works. Recent discussions of Adventures of Huckleberry Finn focuses mainly on Twain’s declaration of American literary independence or the literary influence of Twain by a single European literary work. Building upon previous research, I explore the issue of Twain’s transatlantic connection further by examining Twain’s references to a number of European romance and burlesque in Huckleberry Finn, including The Count of Monte Cristo, Sir Walter Scott’s Waverley novels, the story of Baron Trenck, and Don Quixote through what Robert Weisbuch calls the “youthfulness” of American cultural development. I discuss how Twain’s burlesque indicates his admiration for European escape stories, while resists the overshadowing influence of European romance on the American Southerners, displaying the coming of age of American culture. This thesis is divided into five chapters. The first chapter introduces Huckleberry Finn in the context of Twain’s relationship with his European precursors. The second chapter scrutinizes Twain’s incorporation of European culture in his regionalist novel as a late-nineteenth-century American writer with a sense of “Cultural Earliness.” The third chapter deals with the two escape scenes in Huckleberry Finn closely, to see how they demonstrate Twain’s complicated attitude towards European romance, particularly the overpowering “parental” influence of his European predecessors. The fourth chapter focuses on the diverging approaches towards European and American cultural developments embodied in Twain’s teenage character Tom and Cervantes’ adult Quixote. The fifth chapter concludes that Twain is a more self-consciously transatlantic writer than previously acknowledged, who both appreciates of and resists against European influence in his references to European literary works, a sign which epitomizes the transition of nineteenth-century American literary scene from the acceptance of European civilization to the establishment of American cultural identity.
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MACKOVÁ, Vanda. "Charles Dickens and Mark Twain, the English and American Perspective on Child Heroes Portrayal." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252587.
Full textAbstract:
This diploma thesis deals with the portrayal of child heroes in English and American literature, in works of Charles Dickens and Mark Twain. The chosen novels are Oliver Twist, David Copperfield, The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. These novels are analysed in the themes of child labour and poverty, racism, religion, the view of the world by children in contrast to the adult perspective, upbringing and education. The last chapter deals with the humour of both novelists. Thus the emphasis is put on the social aspect of the literary output of Dickens and Twain. The main aim of the thesis is to depict these child heroes and their acting in the literature of the 19th century, and to reflect the life experience of both authors.
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OU, Su-min, and 歐素敏. "Self-Exile Among Teenagers—Exemplified By Mark Twain's The Adventures Of Huckleberry Finn And Avi's The True Confessions Of Charlotte Doyle." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/17363367204666437391.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
100
Adolescence is a crucial period of life in which the establishment of self-identity is an important task for any human subject’s psychological development. In real life, there exist numerous rovers with an unstable character. What are the factors that contribute to teenagers’ roving (picaresque) character and their self-exiles? Do teenagers develop a roving (picaresque) character and exile themselves away from home in order to get rid of adult control, or to express their dissatisfaction, or both? Quite often, self-exile involves a moral struggle between good and evil. Do teenagers own sufficient wisdom to face the unknown fate and its impact during their self-exiles? We may say that whether self-exile results in moral degradation or strength depends on the teenagers' moral courage and choices. We would like to see the exiles get healed through the act of self-exile. During self-exile, the interaction between "self" and "others" tends to lead to confused and mistaken identity as well as identification. Consequently, "self" repeatedly alienates and modifies. This thesis aims to explore the course of the construction of teenage self-identity, and focuses on Mark Twain's The Adventures of Huckleberry Finn and Avi's The True Confessions of Charlotte Doyle. This thesis consists of six chapters. Chapter One generalizes the background and motive of the research, research problems and procedures, scope of the study and restrictions, as well as a brief discussion of research materials (theoretical frames included). Chapter Two focuses on the introduction of the authors. Chapter Three discusses the ensuing causes for teenagers' self-exile, involving the probing of the picaresque character and its (stylistic as well as literary) image. In Chapter Four, I attempt to employ the concept and theory of space to present the minds of the adolescent protagonists who desire private space in terms of the relationship of family and social space. How female adolescents perceive their private and social spaces and how they promote the development of gender identity and thus awakens women's self-awareness will also be discussed. Chapter Five investigates how the teenagers, during the process of self-exile, alienate and modify their self-identity after encountering moral dilemmas and their impact. Peer relations, partnership, and teenagers’ moral development will be elaborated as well. Chapter Six summarizes the gains of the research.
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Shyu, Mei-ling, and 徐美玲. "A Study of the Psychological Development of Teenagers in Mark Twain’s The Adventures of Huckleberry Finn and Its Application to English Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/25936683299418613743.
Full textAbstract:
碩士國立彰化師範大學
英語學系
93
Abstract Huck in Huck Finn by Mark Twain was not accepted by his society before he got rich and had been abused by his father since he was little. Although he was born in a broken family – no one cared about him, he never gave himself up. He tried hard to escape from his father, and the civilization of his society by beginning his trip with the black Jim. On his journey, he encountered a lot of difficulties and had the experience of how awful cruel human beings could be to one another; however, he still kept his innocence and conscience to help others. Nowadays in Taiwan, an increasing number of single families, more and more children under the abuse of their parents and the decay of morality in our society have caused a lot of mental problems to the teenagers. That is one of the reasons why more and more students kill themselves. Moreover, the researcher notices that most teenagers lack self-identity, and don’t know what they really are and what’s the value of their lives. They always feel lonely and isolated, not knowing where they should go, just like Huck. Huck can be their model to show them that they should never give up. If Huck can make it and find his own way, why can’t they? That is why the researcher applies the novel to the teaching. The researcher also hopes that by teaching literature we teachers can arouse students’ interest and improve their basic English skills – listening, speaking, reading, writing, and translating. This study is divided into six parts. Chapter One is divided into five sections – the biography of Mark Twain, the social background of the novel, Huck Finn, its significance as the teaching material, the definition of the psychological development of teenagers as well as the organization of the thesis. Chapter Two exemplifies the three main influential factors to the psychological development of Huck – namely family, peer and society. This chapter is divided into three sections. The researcher gives some examples of each factor and discusses how they influence Huck and teach students to avoid bad influences and attain good ones. Chapter Three is divided into three sections. The first section analyzes the suitability of Huck Finn as the teaching material because of its language and historical plot. The second one analyzes the literature teaching techniques the researcher uses in this thesis. The third one is the pilot study, which inverviews junior high school teachers and asks students’ opinions about applying Huck Finn as the teaching material to their English class. Chapter Four includes three sections. The first section is the lesson design – to display some extracts of Huck Finn and show why and how these extracts are chosen. Besides the three-period teaching plan, the teaching methods applied in this teaching plan are shown, too. The second section is the teaching process of my experimental classes. In this section, the researcher also discusses activities in the whole teaching process. The third section is assessment – including traditional assessment and nontraditional assessment. In Chapter Five, the researcher discusses the results in the whole teaching process. At first, the participants, the instrument and data collection procedures in this study are mentioned. Then the following aspects will be discussed: the analysis of the responses of the pre-instructional and post-instructional questionnaires; the results of the grades of the pre-test and post-test the assessment of the study and students’ responses to English literature learning. Chapter Six is divided into three sections: the summary of the novel, the major findings of the study, and suggestions for further study.