Dissertations / Theses: 'Critical reading'

1

Andrade, Ângela Maria Tremarin de. "Critical reading in L2." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/95605.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011
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This study described teachers' and students' perspectives about critical reading. One hundred and thirty-three participants from two different contexts, high school and university, answered a questionnaire based on closed and open-ended questions, in order to better evaluate similarities and differences related to specific reading situations and to analyze individual reading experiences. Results have shown that although not all of the students considered themselves critical readers, they are aware of the concept and its importance. Teachers had similar points of view to those of students, and showed their concern in relation to finding ways to teach students to read critically the discourses embedded in texts. Based on these results, it is possible to understand the importance of teachers# and students' point of view about critical reading, specially from two different contexts (high school and university), due to the fact that analyzing their experiences of working with critical reading inside and outside classrooms may contribute with new ideas to the area of reading research, in the same way that these new ideas may improve teachers' and students' practice.
Este estudo teve como objetivo descrever as perspectivas de professores e alunos sobre leitura crítica. Cento e trinta e três participantes de dois contextos diferentes, ensino médio e universidade, responderam questionários baseados em questões de múltipla escolha e descritivas, com o intuito de melhor avaliar semelhanças e diferenças relacionadas à situações de leitura específicas e analisar experiências individuais de leitura. Os resultados mostraram que embora nem todos os alunos se considerem leitores críticos, eles estão cientes deste conceito e de sua importância. Os professores tiveram pontos de vista similares aos dos alunos e mostraram sua preocupação em encontrar maneiras de ensinar os alunos a ler criticamente os discursos inseridos nos textos. Baseandose nestes resultados, é possível entender a importância do ponto de vista dos professores e dos alunos sobre leitura crítica, especialmente de dois contextos diferentes (ensino médio e universidade), devido ao fato de que analisar as experiências de trabalho com leitura crítica dentro e fora de sala de aula pode contribuir com novas ideias para a pesquisa na área de leitura, da mesma forma que essas novas ideias podem melhorar a prática dos professores e dos alunos.

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2

Menezes, Vera Lucia de Oliveira. "Reading ads with critical eyes." Universidade Federal de Minas Gerais, 1987. http://hdl.handle.net/1843/BUBD-9D7GNR.

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The aim of this work is to show the importance of the study of advertising language in the classroom as a contribution to the formation of critical readers. Emphasis is put on the persuasive aspects of advertisements, the manipulation of human needs, the underlying ideology and the written and iconic devices used to influence consumers. Some suggestions of pedagogical activities are provided in order to show how the theory discussed can be translated into practical exercises.
.

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3

Balikci, Gozde. "Taking A Critical Step On The Way To Critical Reading: Investigation Into Critical Reading Discourse Of Freshman Fle Students In An Advanced Reading And Writing Course." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614457/index.pdf.

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This case study is conducted in order to observe and investigate the critical reading discourse of twenty seven freshman pre service teachers of English at the department of foreign language teaching at METU. In addition, it attempts to answer the question how the critical reading discourse of the students&rsquo
are shaped through feedback, instruction and time. The extensive data (both written and audio-visual data) is collected in the Advanced Reading and Writing I and II courses which are offered to the first year students at the FLE department. The results of the analysis of the data indicate that the critical reading discourse of the freshman pre-service teachers of English at METU involves interpretive, evaluative and responsive discourse. Evaluative discourse is found to be limited in students&rsquo
written work and discussions when compared to interpretive and responsive discourse. The students also usually tend to evaluate the content of the texts rather than form of them. It is also found that instruction on academic writing foster critical thinking but it is not sufficient to encourage critical reading.

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4

Paul, Mary. "Reading readings: some current critical debates about New Zealand literature and culture." Thesis, University of Auckland, 1995. http://hdl.handle.net/2292/1974.

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This thesis examines contemporary interpretations of a selection of important texts written by New Zealand women between 1910 and 1940, and also a film and film script written more recently (which are considered as re-readings of a novel by Mander). The thesis argues that, though reading or meaning-making is always an activity of construction there will, at any given moment, always be reasons for preferring one way of reading over another-a reading most appropriate to a situation or circumstances. This study is motivated by a desire to understand how literary criticism has changed in recent years, particularly under the influence of feminism, and how a reader today can make a choice among competing methods of interpretation. Comparisons are drawn between various possible readings of the texts in order to classify methods of reading, particularly nationalist and feminist reading strategies. The over-all tendency of the argument is to propose a more self-critical and self-conscious approach to reading, and to develop a materialist and historical approach which I see as particularly important to the New Zealand context in the 1990s.
Thesis is now published as a book. Paul M. (1999) Her Side of the Story: readings of Mander, Mansfield and Hyde. Dunedin: Otago University Press. http://www.otago.ac.nz/press/ for more information.

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5

Braga, Denise Bertoli. "Critical reading : a socio-cognitive approach to selective focus in reading." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018449/.

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This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.

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6

Farley, Lisa. "Reading critical multiculturalism as an ethical discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ59169.pdf.

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7

Mowat, Jennifer M. "Marie Clay's Reading recovery : a critical review." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/MQ41749.pdf.

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8

Holden, James. "Intersections : reading science fiction and critical thought." Thesis, Loughborough University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445655.

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9

Vincent, Hannah. "Weaning as a creative and critical reading." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81976/.

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My research identifies an emerging trend among writers working on the borders of fiction and non-fiction for novels that function as aesthetic autobiographies. These works articulate ways in which the lived experience of the writer intersects with the artistic expression of these experiences. I examine novels by Rachel Cusk, Elena Ferrante, Sheila Heti, Jhumpa Lahiri and Deborah Levy as well as non-fiction texts by these authors. I argue that works by these women writers form a conversation of the kind Helene Cixous urges in her essay 'The Laugh of the Medusa' and I view the resulting work as a female countercanon. Further, I argue that these works constitute a canon of motherhood, to which my own novel The Weaning might belong. As a way of furthering my understanding of my own creative practice I consider the exchange that occurs between writer and proxy, writer and text, writer and reader, reader and text as a process of literary weaning.

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10

Sa-Correia, Maria Jose Cardoso Monteiro. "A critical approach to EFL reading : reading for change in Portuguese secondary schools." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020198/.

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11

McDermott, Kevin. "Reading practice : essays in dialogue and pedagogical conversation." Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html.

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How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued in this thesis. They are pursued through three action research projects. The research took place in Firhouse Community College, a second-level school in Dublin. Each of the projects was concerned with exploring the potential of conversation in a number of different school contexts. Chapter one relates my research to the literature on action research and to the literature on dialogue in education, and relates my work to the ethical concepts of friendship and care. The chapter also outlines the methodological approach and the data used in the research. Chapter two relates the interpretative reading of my own practitioner accounts to critical theory and the emancipatory ambition of its reflective practices. A project on student friendship groups is discussed in chapters three and four. These chapters highlight friendship as an important social and educational phenomenon and identify conversation as a concomitant communicative form. These chapters theorise the concept of pedagogical conversation and relate this concept to Aristotle's theory of friendship. Chapter five gives an account of a project with a third-year English class, developed around the ideas of dialogue and friendship. In the course of the project, students organised themselves into reading and discussion groups that were largely autonomous and self-regulating. Chapter six reviews the role and place of the teacher in the discourse of the classroom, in a dialogic teaching situation, and explores the potential of dialogue as means of enquiry and reflection. Chapter seven contrasts the peaceable conversation of professional friendship with the disputatious debate that often occurs at formal staff meetings. Chapter eight offers some reflective comments on the research. This thesis lays the foundation for a theory of teaching as a form of social practice, characterised by a disposition of care that is associated with friendship, and expressed through conversation. In doing so, it makes a valuable and original contribution to the literature on teaching and school culture. In its development of a dialogic model of research, the thesis makes a contribution to the literature on action research and practitioner enquiry.

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12

Navarro, Morales Maria Elisa. "Architectura civil recta y obliqua: A critical reading." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116876.

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Juan Caramuel de Lobkowitz (1606 – 1682) occupies a prominent role in the intellectual milieu of Early Modern Europe. The work of this Spanish polymath spans many disciplines. Caramuel is notably recognized today as one of the main exponents of his time in the fields of moral theology, as well as the author of the first mathematical encyclopedia. Caramuel's influence in religious and political matters can be asserted in the context of the history of the Spanish empire in Central Europe during the seventeenth century. In architecture, Caramuel's contribution is a theoretical approach, in the form of an architectural treatise; a physical manifestation of his ideas survives in the facade he designed and built for the Duomo in the Italian town of Vigevano. Despite the significance of the work and of Caramuel's role, there has been no comprehensive consideration of his 1678 – 1679 architectural treatise Architectura civil recta y obliqua in the contemporary literature. This dissertation provides a first exhaustive description of the treatise. On the assumption that the order in which ideas are presented in the treatise is significant to their understanding, the present work respects the original structure of the text. "Architectura civil recta y obliqua: A Critical Reading" is not a translation: the description contained in the present study paraphrases Caramuel and therefore entails a first degree of interpretation; a second interpretive level is offered in the accompanying commentary, in which possible motivations for Caramuel's theory are discussed. The thorough reading of Architectura civil recta y obliqua this study presents broadens the existing discussion on Caramuel's ideas on architecture. It emphasizes the relationship between the Early Modern period and our own modernity, particularly the role of history as a way of orienting the practice of architecture; the social and political dimensions of the practice; its power to effect societal reform; and the ethical responsibility of the architect.
Juan Caramuel de Lobkowitz (1606 – 1682) a joué un rôle important dans le milieu intellectuel européen du dix-septième siècle. Par ses œuvres, ce polymathe espagnol a touché à plusieurs disciplines. Caramuel est notamment connu aujourd'hui comme l'une principales des figures de son époque en théologie morale, ainsi qu'en tant qu'auteur de la première encyclopédie mathématique. L'influence religieuse et politique de Caramuel est évidente dans le contexte de l'histoire de l'empire espagnol en Europe centrale durant le début de l'époque moderne. En architecture, la contribution majeure de Caramuel est son approche théorique, sous forme d'un traité sur l'architecture. Des manifestations concrètes de son travail comme architecte survivent également dans la façade du Duomo à Vigevano, en Italie, dont il est responsable de la conception et de la construction. Malgré l'importance des œuvres et de la position de Caramuel, son traité d'architecture Architectura civil recta y obliqua (1678 – 1679) n'a eu que peu d'attention de la part d'académiciens et d'architectes contemporains. Cette thèse est la première description exhaustive du traité. Étant donné la signification de l'ordre dans lequel Caramuel présente ses idées dans Architectura civil recta y obliqua, notre perspective critique suit la structure du texte. « Architectura civil recta y obliqua : Une perspective critique » n'est pas une traduction : cet essai offre une paraphrase du texte original, ce qui est en soit un premier degré d'interprétation, et propose de plus un commentaire critique en parallèle, qui explore entre autre les objectifs de la théorie de Caramuel.Cette lecture critique approfondie de Architectura civil recta y obliqua cherche à ouvrir la discussion sur les idées de Caramuel dans le domaine de l'architecture, en soulignant les liens entre le début de l'époque moderne et le présent, en particulier le rôle de l'histoire comme ligne directrice en architecture, les dimensions sociales et politiques de l'art et la responsabilité morale de l'architecte.

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13

Walker, John Lewis. "Education policy and employed adults : a critical reading." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298872.

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14

Terrell, Charlotte. "Critical enchantments : reading fictionality in the contemporary novel." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81790/.

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15

Belmonte, Thelma. "Organizational aspects of texts and critical reading awareness /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81020.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
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Maybaum, Lenore DeBok. "Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5566.

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This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.

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17

Yenisoy, Sahin Eylem. "A Critical Reading Of Alain Badiou: Relativism In Badiou." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614528/index.pdf.

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The purpose of this thesis is to develop a critical reading of Badiou&rsquo
s theory of truth. Contemporary popular trends such as postmodernism and anti-philosophy champion the principles of pluralism and contingency. They use these against Hegel&rsquo
s conception of history and theory of &lsquo
relational totality&rsquo
. Badiou agrees with these trends. But he criticizes their relativist theory of truth. He wants to provide an &lsquo
objective&rsquo
foundation for &lsquo
truth&rsquo
. The question I wish to explore in this thesis is then to analyze critically Badiou&rsquo
s work to find out whether he succeeds? To do this I am presenting Badiou&rsquo
s philosophical sources in ancient and modern philosophy and his main concepts he relies on. I am analyzing in particular in depth Badiou&rsquo
s understanding of ontology and phenomenology. To explain his concept of truth, I am analyzing his concepts of &lsquo
void&rsquo
, &lsquo
plurality&rsquo
, &lsquo
infinity&rsquo
. However, to make sense of his theory of truth more fully, I am looking also at his conceptions of &lsquo
event&rsquo
and subject&rsquo
, which are the main components of his theory of truth. After having analyzed his theory of of truth, I am looking at his conception of emancipatory politics, to see how his conception of truth works in his practical philosophy.

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18

Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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19

Reading, Jill. "Critical literacy in a global context: Reading Harry Potter." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/47.

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Millions of adolescents across the globe eagerly await and read each new Harry Potter fictional novel. As a series, the novels can be assumed to participate influentially in the production of adolescent literacies and subjectivities. Situated in politically conservative times, however, the texts may support readings in simple accord with culturally pervasive conservative views which favour conventionally masculinist, martial views of the individual and of society. Such readings potentially confirm ancient prejudices built out of differences which themselves may be associated with the socio-cultural reproduction of violent conflicts. Nevertheless, contemporary conditions such as planetary climate change and globalised political fear demand resolutions based not in conflict but in unprecedented degrees of global and local co-operation. This thesis, then, explores ways in which the Harry Potter texts may be approached from a critical literacy perspective to support readers to contest conservatively-aligned readings and to question the role of the texts in preparing students for a world of peace and cooperation.

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20

Reading, Jill. "Critical literacy in a global context reading Harry Potter /." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0018.html.

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21

Wilson, Jennifer L. "Talking beyond the text identifying and fostering critical talk in a middle school classroom /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4086.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2004.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 29, 2006) Vita. Includes bibliographical references.

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22

Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

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This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

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23

Mikita, Clara Elizabeth. "STUDENT DIALOGUE ABOUT BOOKS: CRITICAL ENCOUNTERS." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619040209887649.

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24

Jaeger, Peter. "ABC of reading TRG, Steve McCaffery, bpNichol, and critical desire." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21294.pdf.

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25

Stubbs, Jerome D. "A critical reading of Eisenman's "The end of the classical"." Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/21661.

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26

McDonaugh, Karen Louise. "Subjection and subversion : a critical reading of Djuna Barnes' 'Nightwood'." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399234.

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27

THOME, JULIA FLAVIA DUAILIBE. "A CRITICAL READING OF INTERPRETATION WITHIN THE TECHNIQUE OF PSYCHOANALYSIS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8582@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente trabalho tem como objetivo investigar o lugar ocupado pela interpretação na técnica psicanalítica clássica. A fim de que isto fosse possível, abordamos alguns pontos da teoria e da prática de Sigmund Freud e Donald W. Winnicott, nos detendo principalmente no exame da técnica destes dois autores. Devido à vastidão e à complexidade do conceito de interpretação na psicanálise, uma tentativa de definição do mesmo também revelou-se necessária, além da apresentação de algumas razões que levaram à prioridade concedida a este instrumento na técnica psicanalítica clássica. Tentamos também demonstrar como a interpretação, na prática e na teoria psicanalíticas, recai prioritariamente sobre o complexo de Édipo e apontamos para algumas das conseqüências que isto gera no que diz respeito ao processo de subjetivação do indivíduo. Recorremos às idéias pertinentes de Sándor Ferenczi, Gilles Deleuze e Félix Guattari, mostrando como o pensamento destes autores e as inovações que propõem podem se aproximar menos ou mais das teorias freudianas e winnicottianas, além de apontarem para novos caminhos no que concerne à clínica psicanalítica.
The present study investigates in which way classical psychoanalytic technique positions interpretation. Some of the points of the theory, the practice and, in particular, the technique of Sigmund Freud and Donald W. Winnicott are examined herein. An attempt was deemed necessary to define interpretation - given its complexity and amplitude within the psychoanalytic theory and practice. We also provide some of the reasons which have led to the priority granted to this instrument within the classical psychoanalytic technique. We have also attempted to demonstrate in which way interpretation primarily leads to the Oedipus complex within both the theory and the practice of psychoanalysis. Some of the consequences of it on the process of subjectivation of the individual are also considered herein. We allude to the relevant ideas of Sándor Ferenczi, Gilles Deleuze and Félix Guattari, trying to pinpoint in which way their thoughts as well as innovative contributions approximate or drift away from the Freudian and the Winnicottian theories. As far as the psychoanalytic technique is concerned, some new paths also arise from those thoughts.

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28

Janzon, Tove. "The quest for sustainability – a critical reading of permaculture literature." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353590.

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The permaculture concept was coined by Australian scientists Bill Mollison and David Holmgren in 1978. In the beginning, permaculture was presented as a framework for designing self-sustaining cultivation systems which mimic natural ecosystems in as much as possible, in order to make the most use of existing natural resources and minimize the harm done to nature by the agricultural processes. Today, the scope of permaculture has widened to also entail the designing of sustainable social systems and permaculture claims to propose holistic and practical solutions to sustainability challenges of different varieties, not only food production but also financial investment and political organisation. This is reflected in the permaculture ethics which serve as important guidelines to permaculture proponents. The ethics are: 1) care for the earth, 2) care for people and 3) a fair share (of resources). The permaculture ethics resemble the three commonly cited sectors of sustainable development: society, environment and economy. The possible similarities between permaculture and sustainable development initiated this research, which examines whether permaculture could be helpful in promoting sustainable development. To assess this, a critical reading of key permaculture literature was conducted. John Dryzek’s interpretation of sustainable development was used as a lens in the reading. Findings from the research material were also subjected to a linguistic analysis built upon selected elements of the critical discourse analysis (CDA) model, to further support and guide the critical reading. Results show that while permaculture and sustainable development do agree on certain aspects, they carry profound differences in terms of worldviews and visions of what a future, sustainable world should ideally look like. It is therefore unlikely that permaculture could be used to promote sustainable development.

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29

Cole, James. "Reading through binoculars and critical commentary : a story about stories." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/374765/.

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This thesis comprises an original novel, Reading Through Binoculars, and a critical commentary: a story about stories. Binoculars charts the journey of Miti Popov, as he goes in search of his missing mother across Bulgaria. An avid reader, the books Miti reads begin to impose themselves upon the people and places he encounters on his travels. Side by side with Miti’s narrative are a series of short stories, the stories on the wind, written when he is much older, and extracts from his father’s notebook, a sense of history: a blind man’s view of Bulgaria. The critical commentary explores the processes of writing the novel and how theories of intertextuality and relationships between text and the reader, the construction of national identities in Bulgaria’s past and present, and notions of cosmopolitan theorist’s awareness of difference were all influential upon, and filtered into, the writing of binoculars.

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30

Chun, Jung Jin. "Reading the golden calf episode in theological and critical perspective." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/ba4d1c04-0fa0-44b9-86e9-2514abbf2c87.

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31

Hackworth, Corey M. "Reading Athenaios’ Epigraphical Hymn to Apollo: Critical Edition and Commentaries." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419190918.

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32

Sturdy, Elliot John. "Der leere Blütenkranz : A Critical Reading of Dorothea Schlegel's Florentin." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297302.

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Dorothea Schlegel’s Florentin (1801) is one of the less well known novels of the period commonly referred to as Early German Romanticism. This study attempts to combine both the historical context of the novel and later critical approaches to the ideas of the period. At the same time, this study seeks to avoid the more transcendent approaches that have previously been used in order to attempt to understand Florentin. In order to do so this study makes the expressionless or the gap created by allegorical expression between sign and signified a central theme in order to create a field of tensions and uncertainties. Although many readers of Florentin have noted the sensation of an absence of clarity while reading the novel, the majority of them have put this down to a lack of ability on the part of the author. This study attempts to find a structural explanation for the expressionless in Dorothea Schlegel’s novel while attempting to preserve aspects of its unknowability.

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Bents, Fafani M. "Early literacy development and parent involvement a literature review and critical analysis /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bentsf.pdf.

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Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.

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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.

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Hughes, Rolf. "Word of Mouth and and imaginary flanerie : on reading Word of Mouth." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386096.

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Harpster, Terri L. "Making space for critical literacy| How teachers and a principal make sense of critical literacy in a practitioner inquiry community." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158569.

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Noticeably absent from the critical literacy field are accounts of critical literacy written from the experience and perspective of school leaders. This qualitative practitioner study examined the enactment of critical literacy by four elementary teachers and an elementary school principal in a small rural school in south central Pennsylvania. A critical literacy practitioner inquiry community was an important feature of this study, an importance that cannot be overstated. The interdependence of critical literacy and the inquiry community enabled the participants to disrupt notions of learning, teaching, and leading and what it means to be a student, teacher, and leader. This practitioner action research study contributes to the field of critical literacy in important ways. The study took place in a small rural elementary school in south central Pennsylvania, and the participants/co-researchers were all White, female, Christian educators of predominantly White students. During the study, the participants transformed learning, teaching, and leading by developing stances of critical inquiry and spaces of mutuality. The transformation changed the roles of teachers, learners, and leaders. The participants also confronted the state’s system of accountability and educator effectiveness, and through that confrontation re-imagined their own professional identities. I am the principal, co-researcher, and author of this work.

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Tsoi, Yin-wai. "Xianggang zhong san xue sheng yue du neng li zhong, jie nan yu pi pan si wei de yan jiu /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4255472X.

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Anderson, Ruskin Tonia L. "Measuring children's reading trend lines with the MBSP a literature review and critical analysis /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004andersonruskint.pdf.

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Montebruno, Rosana. "Implementing Reading Recovery : encouraging critical reflection on early literacy instructional practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq23427.pdf.

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Moffat, Sandra. "Reading in both directions, a critical autobiographic method of film interpretation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/NQ41245.pdf.

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Stevenson, Simon. "A critical and clinical reading of the fiction of J.G. Ballard." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400022.

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This thesis consists of a study of the texts of the author J.G Ballard. It adopts a 'critical and dinical' approach to literature as developed in the work of the philosopher Gilles Deleuze. In this context, this involves reading Ballard's work as a diagnostic enterprise, providing a 'symptomatology' of contemporary societies and the new arrangements of social and psychic forces that they are introducing. The first of the six chapters examines a selection of Ballard's early fiction. It argues that Ballard's use of the disaster story genre allows him to generate experimental conditions for investigating the effects of alienation in a 'world without others'. This chapter also introduces some of the key themes in Deleuze's thought that will used throughout the study. The second chapter focusses largely on the novel Crash and suggests that the text sets out a new conception of desire not based on lack. In turn, this opens up a reconfiguration of the key psychoanalytic concepts of masochism and the death drive. Chapters three and four explore the terrain that Ballard has called 'inner space'. They take a cross section of Ballard's texts from the 1960s and, using Deleuze's work on cinema, demonstrate how the concept of inner space involves architecture, landscape and subjectivity in a movement of co-becoming which precedes or exceeds the division of subject and object. The remaining chapters examine Ballard's most recent work which deals with contemporary social arrangements. They highlight the 'symptoms' of fatigue, violence, sacrificial practices and internal and external surveillance which Ballard sees as endemic to these new societal formations. Both chapters conclude with a discussion of potential forms of resistance to the current situation offered in these texts in terms of the depiction of molecular-revolutionary subject groups as well as the deployment of 'terminal irony' and the powers of the false.

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Nicolaas, Buitendag. "States of Exclusion : A Critical Systems Theory Reading of International Law." Kyoto University, 2020. http://hdl.handle.net/2433/258981.

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Axelrod, Sarah Luehrman. "Umorismo and critical reading in Boccaccio's vernacular and Latin opere 'minori'." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467358.

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Umorismo as Luigi Pirandello defines it is distinct from the general body of literary material meant to invoke laughter. It consciously turns rhetorical convention on its head: it creates unexpected oppositions through conscious and careful use of certain types of language in contexts where it is not expected. The aim of my study is to offer readers new ways to approach Giovanni Boccaccio’s lesser-known works as fundamentally humorous texts, among other things, and to observe how they are crafted and what sets them apart from other works to which one might compare them. I argue that Boccaccio created the Amorosa visione, the Teseida delle nozze di Emilia, the Elegia di Madonna Fiammetta, and the De mulieribus claris with a sense of umorismo, that is to say, by playing with the conventions that each book’s respective genre invokes and then subverting expectations set up by those conventions. I examine each of these four works in its own chapter, with special attention to authorial voice, fictionality, narrative strategies, and intertextual practices. I rely chiefly on close readings of the texts themselves, in the original language first and foremost, and I attempt to draw out the humor that I see in the way they have been composed, often a result of play between their content and their structure and style. Ultimately, the umorismo in these works is, as Pirandello would agree it should be, not immediately evident: it takes patience and close reading to uncover. Boccaccio is staunchly in favor of critical and persistent reading as a necessary value that all poetry and fiction should require. His treatise in the Genealogia deorum gentilium on how readers should interact with books explicitly promotes the sort of reading required to perceive and parse the umorismo within his texts.
Romance Languages and Literatures

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Chernekoff, Janice. "Writing and reading with respect to difference /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9726022.

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Smith, Ruth Susan. "Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks." Thesis, Smith, Ruth Susan (1995) Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks. PhD thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/51438/.

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This thesis investigates textual practices including pedagogies which enable children to produce readings of gender from their interpretations of picture-storybooks. The thesis argues that particular textual practices produce readings which sanction specific knowledges of gender. It provides evidence that readings are produced out of a range of semiotic systems and, significantly, that these systems produce contradictory readings of gender. Explicitly articulated readings of gender are typically unavailable through current pedagogies. This study made such readings available for analysis by teaching twelve seven-year-old children a critical literacy practice for articulating textual and social constructions of gender. The children learned to articulate the uses of stereotypes in the following ways: in names and pronouns; in the roles of characters; in the gendered relationships of stories; and in details and colours in the illustrations. Following the pedagogical phase, each of the children read a picture-storybook based on a feminist tale. Their readings and discussions were recorded, transcribed and analysed. It was found that the children's readings demonstrated use of a range of semiotic systems including genres, narrative patterns, illustrations, gendered words and associated sociocultural discourses. Significantly, many of the children assigned gender to the protagonists in ways which contradicted the text's location of those characters as either 'male' or 'female'. These changes of gender indicate 'shifts' in the semiotic systems used for interpreting gender. These shifts produced by the children illustrate how readings are produced through accessing textual practices rather than attending to what is actually on the page. This thesis has implications for literacy pedagogy, even in the formative first three years of reading instruction, in that it makes a case for examining reading practices in terms of their social, cultural and political dimensions.

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Sztankovics, Linda. "Shifting powers, prospects and perspectives? : A critical reading of the European Union’s geopolitical reasoning on critical raw materials." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9700.

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Global energy transitions and rises in demand for critical raw materials (CRMs) are predicted to reshape global politics in yet uncertain but profound ways. With CRMs being vital for Europe’s decarbonization process, the present study sets out to examine the EU’s geopolitical discourse by taking an inquisitive yet critical stance focusing particularly on the new “geopolitical” Commission’s geopolitical reasoning on CRMs. Building upon critical geopolitics, a discourse analysis was conducted on 9 European Commission communications (2019–2020). Three key observations were made: first, a ‘geopolitical’ and ‘assertive’ EU is crucial in an increasingly ‘fragile’, ‘polarized’ and ‘competitive’ world. Second, securing CRMs is a ‘security question’, requiring ‘strategic approaches and partnerships’, notably with ‘resource–rich regions’ and particularly with Africa. Third, the EU’s narrative is ambiguous. While classical geopolitical assumptions are distinguishable, it remains questionable whether the EU will depart from its familiar path of liberal cooperation, multilateralism and trade when scouting for CRMs, although its role as a “benign ally” can be questioned. Further studies on the EU’s geopolitical reasoning, along with its actual practice in the area of CRMs, are warranted. Likewise, a critical reading of reports and foresight preceding EU policymaking is encouraged, to better comprehend how the EU’s dominating geopolitical discourse on CRMs and subsequent practice is produced in the first place.

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Hushmendy, Dilnavaz F. "A Practitioner Research Study Exploring Critical Literacy in a Secondary English Classroom." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809620.

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This dissertation is a qualitative practitioner research study in which I explore how my students and I engage in critical literacy using sociopolitical Articles of the Week (AoWs). Critical literacy is the ability to read, write, and speak about texts in a reflective manner to better understand power, inequality, and injustice that prevails in the world. The two major questions that drove this study were: (1) How are eleventh-grade students’ perspectives evident in their discussions and reflective papers? (2) How do my students and I take up the opportunity to pursue a social action project in response to Articles of the Week? The twenty-two research participants for this study were students in one of my three eleventh-grade English classes. While I used AoWs in all three eleventh-grade sections, I conducted my research in only one of these sections. This class differed from the other two sections only in that these students planned and implemented their social action projects in groups in lieu of individual presentations of their research paper in the other two classes.

I collected six kinds of data: (1) scanned copies of students’ eight reflective papers based on AoWs; (2) transcriptions of eight video-recorded AoW discussions; (3) teacher journal; (4) students’ post AoW surveys; (5) scanned copies and/or photographs of students’ social action projects; and (6) transcription of a post social-action whole class video recorded discussion. I collected these data in four phases from October 2015 to June 2016. Every week, over eight weeks (October-December), students read an AoW. After, and as homework, they wrote a reflective paper and brought it to class at the end of the week (Friday), when we had a whole-class discussion. After reading eight AoWs, students chose and researched a social action, researching daily for six weeks. This six-week research project resulted in a research paper that satisfied the research requirement of the eleventh-grade English class. Finally, two days per week for five weeks, students implemented their group social action projects on these topics: (a) Gun control laws, (b) Syrian Refugees, and (3) School Start Later.

Using the constructivist grounded theory technique (Charmaz, 2000, 2006) and the two methodological frameworks—practitioner research and inquiry as stance (Cochran-Smith & Lytle, 2009)—as well as the four dimensions of critical literacy (Lewison, Flint & Sluys, 2002) to analyze and interpret my data, the following findings emerged: Findings to research question 1—most students appreciated considering multiple perspectives, both in writing and discussion. Students’ discussions demonstrated strong knowledge building in the following areas: incidental knowledge building; knowledge building with immediate effects; knowledge building by geography; and knowledge building as deliberation and debate. Findings to research question 2—social action projects involved two major activities: procedural activities and negotiating power. The procedural activities involved choosing a social action project, researching, and working in groups to implement the social action projects. The power analysis in this study revealed that examining multiple perspectives and including them in social action projects can work positively for students—social networks opened for students who provided a balanced perspective on topics. For students taking a one-sided perspective, social networks shut down. The results of this study have the potential to inform future practitioner researchers and critical pedagogues to develop new ways of building a critically reflective classroom that allows for robust social transformations that could influence educational policies because teachers’ voices do matter.

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Cereghini, Christina A. "Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks." Thesis, University of Arkansas at Little Rock, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824823.

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This mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today’s adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10^th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students’ funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation.

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Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.

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Albeckay, Emhemmad Masoud. "Reading comprehension skills amongst undergraduate EFL students in Libya : the development and evaluation of an innovative critical reading programme." Thesis, University of Derby, 2011. http://hdl.handle.net/10545/322270.

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This thesis investigates the lack of critical reading and thinking skills amongst undergraduate students of English in Libya, and produces a new programme which can be used to develop their skills. It develops students' critical reading comprehension skills through an innovative Critical Reading Programme (CR Programme). It further examines students' perceptions of the programme with the intention of adapting and amending the original programme accordingly. It is intended that the completed work would be disseminated on a wider scale, beyond the particular institution where the study was undertaken, to the rest of Libya and possibly to other Arabic-speaking countries. The need was identified for a programme to enhance critical reading and thinking skills amongst undergraduate students of English at Sebha University in Libya. Therefore, an initial design of a CR Programme that would enable the students to achieve these skills was developed. Using the literature review to inform its development, I piloted the programme, using it within the appropriate context, and gathered data from the participants to see if it had served its purpose. From the results of the pilot study, I contacted a random sample of 60 students from Sebha University. The student sample was divided equally into two groups (control and research). Students in the research group studied the CR Programme which I initially developed, while the control group participants were not taught critical reading, but were taught reading comprehension using a teacher-centred approach and a grammar translation method, which is the current pedagogy in Libya. Relevant literature was reviewed so as to be aware of empirical studies carried out by others. This was to enable me to situate my own contribution to the field. For example, Thistlethwaite (1990) emphasises the importance of critical reading; Davis (1992) highlights a variety of learning and teaching methods; Yopp (2001) suggests a model for the process involved in reading comprehension; and Alyousef (2006) discusses the role of cognition and reading, as well as the methods used for teaching and learning. To answer the research questions and meet the aims of my study, qualitative and quantitative methods were adopted to analyse the collected data. The former method was important for understanding and appreciating the subjective aspect of the participants' issues and problems relevant to their learning English as a foreign language (EFL) and for gaining their trust. The latter was used to quantify the data collected. The methods were further used to measure the progress of the students on the Ck Programme, thus, verifying the programme's importance. The thesis explores pedagogical tools in teaching reading comprehension to EFL undergraduate students in Libya. The data collection and subsequent research findings show that using innovative pedagogy can improve reading comprehension skills in the Libyan context. The study was conducted in four phases, namely: 1) a pre-intervention strategy (pre-measurement of skills, and a questionnaire relating to students' prior perceptions); 2) a during-intervention strategy (the eR Programme); 3) a post-intervention strategy (post-measurement of skills, and questionnaire on students' later perceptions); and, 4) a teacher questionnaire designed to investigate teachers' views and knowledge of critical reading and thinking skills. The findings of the study recognise that critical reading and thinking skills are of utmost importance for EFL students and their teachers. They reveal that critical reading and thinking skills have close links to EFL students' competence in reading comprehension. The findings further suggest that the intervention study (Ck Programme) can help EFL students develop their reading comprehension abilities. Recommendations for further research are also made. The findings will be useful to teachers and EFL curriculum designers, particularly in their development of suitable learning and teaching resources for reading comprehension at the higher education level. No less importantly, the findings are expected to provide Libyan education policy makers with insights into perceptions and practices of teaching reading comprehension skills, so as to inform the future design of EFL reading materials and the structure of new EFL courses.

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Dissertations / Theses on the topic 'Critical reading'

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