Dissertations / Theses: 'Genre de texte'

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Zenetti, Thomas. "Les inserts dans le théâtre de Heiner Müller (1929-1995) : Zement, Traktor, Bildbeschreibung, du texte-Hydre au texte-Sphinx." Paris 4, 2005. http://www.theses.fr/2005PA040150.

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Dans certaines de ses pièces, l'auteur est-allemand Heiner Müller (1929-1995) a inséré des textes non dramatiques. D'une grande diversité quant à leurs genre et thématique et souvent à caractère hermétique, ces inserts ont la double fonction de déranger la structure de la pièce à laquelle ils sont intégrés et d'y introduire d'autres thèmes. Les inserts tendent à se relier entre eux et à d'autres textes, accentuant ainsi le caractère intertextuel de la pièce, au détriment de sa cohésion intrinsèque. La présente étude analyse trois inserts représentatifs : Herakles 2 oder die Hydra (Héraclès 2 ou l'hydre), insert narratif central de la pièce Zement (Ciment, 1972) ; Das Gefühl des Scheiterns (Le sentiment d'échec), commentaire d'auteur intégré à Traktor (Tracteur, 1974) ; et Bildbeschreibung (Paysage sous surveillance, 1984), qui oscille entre drame et prose. Ces trois textes présentent, outre une succession chronologique couvrant la période pendant laquelle Heiner Müller a pratiqué l'écriture de l'insert, une progression logique allant de l'insert qui sème le désordre au sein de la pièce, à l'insert qui la dévore, en passant par l'insert-mine qui la fragmente. A mesure que l'intégrité de la pièce est mise en péril par l'insert, celle-ci s'ouvre, non seulement à une dimension métapoétique, mais aussi, et surtout, à l'intervention du lecteur qui devient coproducteur de sens. La dimension politique, essentielle pour l'œuvre entière de Heiner Müller, subsiste, mais subit une transformation profonde : d'un contenu à transmettre, le politique devient une activité du lecteur qui entre dans un corps à corps avec le texte
In some of his plays, the East-German Playwright Heiner Müller (1929-1995) inserted non-dramatic texts. These inserts are extremely varied both in genre and theme and often of a hermetic nature. They are designed on the one hand to disrupt the structure of the play in which they are integrated and on the other hand to introduce further themes. These inserts tend to be linked together as well as to establish links with other texts thus accentuating the intertextual nature of the play at the expense of its intrinsic coherence. The present study analyses three emblematic inserts: Herakles 2 oder die Hydra (Herakles 2 or the hydra), a central and narrative insert of the play Zement (Cement, 1972); Das Gefühl des Scheiterns (The feeling of failure), a comment inserted by the author into Traktor (Tractor, 1974); and Bildbeschreibung (Explosion of a memory, 1984), which wavers between drama and prose. These three texts, chronologically covering the period in which Heiner Müller used inserts in his writings, show a progression starting from the havoc-spreading insert, over the textual mine which litterally fragments the play to the devouring sphinx-like insert. As fast as the insert imperils the integrity of the play, the latter opens itself both to a metapoetic dimension and, most of all, to the intervention of the reader, who then shares in the production of meaning. The political dimension, clearly essential in the whole works of Heiner Müller, remains but undergoes a deep transformation insofar as from being a sheer content to be transmitted, politics becomes an activity of the reader, who then really comes to grips with the text

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Carter-Thomas, Shirley. "Texte et contexte : pour une approche fonctionnelle et empirique." Habilitation à diriger des recherches, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00482108.

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Textes et contextes sont irrévocablement imbriqués. Si dans mes travaux j'accorde une place importante à la notion de texte et aux phénomènes de cohésion et de cohérence textuelles, il est tout aussi important pour moi de prendre en compte les contextes énonciatifs. Les formes textuelles examinées sont mises en relation avec des situations d'énonciation précises. Il est surtout question de l'interaction entre texte et contexte et de leur relation d'interdépendance. Mon objectif est d'examiner l'impact de certains choix linguistiques sur l'interprétation du texte en cours et en même temps d'évaluer l'influence des facteurs contextuels sur les choix qui sont faits.

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Armand, Anne. "Le texte du conflit dans le théâtre de Marguerite de Navarre." Paris 10, 1985. http://www.theses.fr/1985PA100053.

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Bernanoce, Marie. "La didactique du texte de théâtre : théorie et pratique, des enjeux pour le littéraire." Paris 3, 2003. http://www.theses.fr/2003PA030096.

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Englué dans une histoire contrastée, l'enseignement du texte de théâtre demeure le lieu d'un écartèlement non résolu entre scène et littérature. Il apparaît que manque une réflexion d'ensemble articulant théorie et pratique de ces deux champs. C'est à cette tâche que se consacre la présente thèse, à partir du questionnement suivant: en quoi la didactique du texte de théâtre peut-elle et doit-elle se différencier de la didactique du texte littéraire?Après une modélisation didactique qui construit leurs convergences, l'analyse des manuels scolaires met au jour des représentations qui les opposent artificiellement. S'y trouve en jeu le statut du texte didascalique. L'analyse approfondie d'un corpus d'œuvres, principalement contemporaines et du répertoire jeunesse, permet alors de préciser et de théoriser la notion de "voix didascalique", dans le sillage de Genette : les séquences didactiques construites avec ces outils confirment l'intérêt de cette notion et de sa typologie
Imbedded in a contrasted history, the teaching of drama as a text remains torned apart in an unresolved fashion between its stage existence and its literary status. It is clear that a reflective overview is missing that would articulate the theoretical and practical views of those fields. This dissertation is devoted to this very task beginning with the following question: in what way can the didactics of the drama script be differentiated from the didactics of the literary text? Following a didactic model aimed at converging them, the analysis of textbooks unearths some representations that artifically oppose them. At stake is the status of the didascalic text. The in-depth analysis of a body of works, mainly contemporary and from the children's literature repertoire, allows to circumscribe and conceptualize the notion of "didascalic voice" in the path of Genette: the didactic sequences which are built with these tools confirm the interest of such a notion and its classification

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Rivère, de Carles Nathalie. "Entre texte et scénographie : théâtralité de la toile à la Renaissance." Montpellier 3, 2005. http://www.theses.fr/2005MON30051.

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" Lets place our selues within the Curtaines, / for good faith the Stage is so very little we shall wrong / the generall eye els very much ". Comme le souligne cette didascalie d'une pièce de John Marston, la métaphore théâtrale à la Renaissance ne semble pas s'envisager sans la tenture comme repère matériel. Pourtant, la question de son existence se pose encore de nos jours en dépit de preuves textuelles aussi évidentes que la mort de Polonius derrière une tapisserie dans Hamlet. Etudier la tenture, c'est observer un élément concret nous permettant d'interroger la mise en espace du texte dramatique à la Renaissance. L'analyse des pièces de Shakespeare et de ses contemporains mettra en évidence l'existence d'une conscience scénographique renaissante. La tenture permet de décoder la scène et les pratiques dramaturgiques des XVIème et XVIIème siècles. Elle est un vecteur de sens entre le dramaturge, les acteurs et les spectateurs tant dans une perspective textuelle que scénique
“Let's place our selues within the Curtaines, / for good faith the Stage is so very little we shall wrong / the generall eye els very much”. John Marston's stage directions for his play What you Will stresses that the Renaissance playing space is hardly thought about without curtains as material landmarks. Yet, this prop is constantly denied its existence and its impact on the Shakespearean stage. . . Despite textual evidence as the murder of Polonius behind the arras in Hamlet, there are still doubts about the role of curtains in Renaissance scenography. The purpose of this study is not only to reassert the existence of curtains thanks to archaeological data but to assess the impact of the material culture on the writing and the performance of dramatic texts. Since the Middle Ages, acting troupes have used a varied amount of cloths, tapestries and veils on stage. Those props are keys to the scenographical consciousness of the 16th and 17th centuries playwrights and actors. We will consider the flexibility and the complexity of the theatrical space and practices through an object belonging to both the domestic and the dramatic worlds

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Martin, Bernard. "La théâtralisation du texte écrit non-théâtral." Paris 8, 1993. http://www.theses.fr/1993PA080734.

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Du texte scriptural a la mise en scene consideree comme "texte spectaculaire", de la dramaturgie (reflexion a partir et autour du materiau ecrit) et de la dramatisation (modifications apportees a la partition linguistique initiale) a la pragmatique scenique (travail effectif de plateau), examen des procedures permettant d'adapter a la scene un texte non intialement ecrit pour la representation theatrale. Comment la scene, de par la contextualisation materielle qu'elle autorise, permet de prendre en relais, par l'implantation de systemes signifiants diversifies, ce qui, dans le texte non-theatral, releve du domaine de la narration et de la description. Comment le "monde possible" inaugure par un texte ecrit, devient, sur scene, un "reel fictif en jeu", dont la relation peut etre confiee a un nattateur. Comment, en derniere instance, l'imaginaire et l'intelligence des praticiens, leur faculte de creer des situations "dramatiques" pour l'enonciation et l'emission en scene d'un texte, conferent a celui-ci une dimension theatrale pour le public situe dans le theatron. Cette etude, largement semiologique, s'attache au concept de "texte semiotique", au sens large de l'adjectif
From the original written script to the staging, which is considered as the "spectacular" aspect of the text, from the dramaturgical (reflection based on and around the written material) and from the dramatisation (modifications brought to the initial linguistic partition) to the practical scenic aspects (tangible work on the stage) we will examine various procedures which permit the adaptation to the stage of a text which was not originally written for a theatrical representation. We will show how the stage, from the material contextualisation which it authorizes, allows to insure, by the implantation of significant diversified systems, what in the non-theatrical text departs from the domain of narration and description. We will show how the "possible world" inaugurated by the written text becomes, on stage, the "play of real fiction" whose recounting can be given to a "narractor". In the last place, we will show how the imagination and intelligence of the practitioners, their faculty of creating "dramatic" situations for the statement and the projection on scene of a text, bestows upon it a completely theatrical dimension for the public seated in the theatron. This study is largely semiotic and based on the concept of the "semiotic text" in the broadest interpretation of this adjective

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Giordano, Corinne. "La transposition filmique du texte théâtral comme palimpsestes de la théâtralité." Aix-Marseille 1, 2004. http://www.theses.fr/2004AIX10028.

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La transposition d'une oeuvre théâtrale au cinéma soulève la question de la permanence de la théâtralité filmique. Ce qui renvoie à nous interroger sur le traitement de la mise en espace d'un texte. L'émergence d'une spécificité théâtrale propre au cinéma que nous nommons filméalité s'impose à nous au cours d'un processus de ré-écriture dit de la palimpsestisation. Deux voies d'approche ont permis de mener notre recherche : l'étude de trois oeuvres transposées , "Le jeu de l'amour et du hasard", "Oedipe-Roi", "Cyrano de Bergerac", et la mise en application d'une transcription à partir de "Fragments pour une Penthésilée". L'enjeu de notre réflexion ne se limite pas au seul support de l'analyse de l'écriture scénaristique mais concerne également les phases du tournage et du montage. Nous avons eu l'ambition de démontrer que la ré-écriture filmique opère une catalyse que nous appellons la filméalisation du théa^tral pour produire une griffe originale : filméal.

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Blattès, Susan. "Lecture sémiotique du texte dramatique : le théâtre d'Arnold Wesker de 1956 à 1970." Metz, 1988. http://www.theses.fr/1988METZ003L.

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Comment rendre compte de la spécificité de l'écriture théâtrale par rapport à d'autres types de discours? Il faut faire ressortir cette spécificité, sans pour aurant négliger les ressemblances qui peuvent exister entre le théâtre et le récit ou les différences entre différentes formes d'écriture théâtrale. La question de la spécificité de l'écriture théâtrale est analysée à partir de l'étude de la trilogie d'Arnold Wesker. Cette étude s'articule autour de quatre domaines: L'espace, le temps, les personnages et le discours. Les conclusions tirées à partir de la trilogie sont ensuite confrontées avec l'analyse d'autres pièces écrites ultérieurement pour déterminer s'il est légitime de parler d'évolution dramaturgique chez Wesker. Ensuite, face à la diversité qui caractérise l'écriture théâtrale et les multiples rapports entre l'univers fictif et la réalité extérieure, L'accent est mis sur la façon dont une lecture sémiotique du texte dramatique permet une analyse plus rigoureuse de la notion de réalisme au théâtre avant d'aborder les liens entre texte et représentation
How may we best define the specificity of the dramatic mode of fiction, compared with other types of literary discourse? This specificity needs to be brought out without either neglecting the similarities between the dramatic mode and non-dramatic modes of fiction or ignoring the variety of different types of drama. The question of the specificity of the dramatic text is analyzed from a study of Arnold Wesker's trilogy. This study is centred around four areas: space, time, characters and discourse. The conclusions drawn are then confronted with a study of other plays written later to see whether it is possible to speak of an evolution in Wesker's dramatic style. Next, in the light of the diversity of dramatic texts and the variety of links between the dramatic world and the real world, emphasis is put on the way a semiotic reading of the dramatic text can provide a more precise picture of the notion of realism in the theatre as a prior step to considering the relationship between text and performance

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Freyermuth-Wissler, Sylvie-Anne. "Des incoherences anaphoriques au mode d'expression scriptoral : plaidoyer pour un genre hybride et une profondeur du texte." Université Marc Bloch (Strasbourg) (1971-2008), 1996. http://www.theses.fr/1996STR20082.

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Le present travail est le fruit d'une recherche menee sur un corpus de textes d'eleves des filieres professionnelles en situatrion d'echec scolaire. Les productions textuelles qui constituent le corpus etudie presentent pour la plupart d'importants obstacles a la comprehension immediate, qu'ils relevent de la semantique ou de la syntaxe. Ce travail s'organise en deux grandes parties : la premiere est consacree au traitement des coherences et incoherences anaphoriques, dans le cadre d'une analyse qui retablit l'equilibre entre les diverses approches, comme le preconise g. Kleiber au sein de sa theorie semantico-pragmatique. La seconde partie s'appuie sur les conclusions de la premiere, et particulierement sur la necessaire intervention du cognitif concernant la resolution des problemes d'incoherence, anaphorique, pour proposer l'hypothese de l'existence d'un nouveau mode d'expression, a mi-chemin entre l'oral et l'ecrit, et que je nomme scriptoral. Cette hypothese s'est consolidee a la lumiere d'un faisceau d'indices autres que les incoherences anaphoriques, a savoir notamment les problemes de delimitation de la phrase et de maitrise de la ponctuation
This work is the result of a research led about a set of texts, written by pupils of professional education who suffer from school failure. Most of the textual productions which compose the set studied, show significant hindrances to immediate understanding, as semantical or syntactical problems. This research is built up in two main parts: the first one is devoted to the treatment of anaphorical coherence and incoherences, within the framework of an analysis which restore balance between the different approaches, as g. Kleiber recommend it within his semantico- pragmatical theory. The second one is based on the conclusions of the first one, and particularly on the necessary intervention of cognitiveness about resolution of anaphorical incoherences problems, in order to suggest the hypothesis of the existence of a new way of expression, half-way between oral and written, and which i designate as scriptoral. This hypothesis got reinforced by the light of a beam of indications different from anaphorical incoherences, namely in particular problems of demarcation of sentence and problems of control of punctuation

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Robert-Foley, Lily. "Politique et poétique du tiers texte : une expérience de lecture de "L'innomable" - "The unnamable" de Samuel Beckett." Paris 8, 2014. http://octaviana.fr/document/185386873#?c=0&m=0&s=0&cv=0.

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Dans ce travail, il s’agit de théoriser la notion de tiers texte, qui surgit de la conjonction et du divorce entre les autotraductions de L’Innommable et de The Unnamable de Samuel Beckett. Cette confrontation donne lieu à une expérience de lecture, qui se situe à la frontière entre écriture créative conceptuelle et recherche universitaire. La notion de tiers texte (dont la graphie en gras manifeste la volonté d’une activité de brouillage) est inspirée de la notion de « tiers-espace » empruntée à Homi K. Bhabha. Il s’agit d’un entre-deux, mobile et irreprésentable, semblable à celui produit par la traduction. La lecture guidée par le tiers texte commence avec une "épochè queere", une expérience méthodologique. L’épochè queere écarte toute une gamme de présuppositions liées à la lecture, à la langue et au langage, en commençant par la notion d’auteur. Elle écarte l’interprétation transcendantale, et horizontalise toute hiérarchie binaire de la signification (signifiant/signifié, mot/esprit, sourcier/cibliste, das Gemeinte/das Meinen, form/content, etc. ). Elle remplace ces hiérarchies par une activité d’auto-allégorisation qui se renouvelle de manière perpétuelle, autour du point de résistance constitué par l’activité du trope en traduction
Using a third text created out of the conjunction and divorce of Samuel Beckett’s self-translations of L’Innommable and The Unnamable as source material, this dissertation attempts an experiment in reading situated at the touch point between conceptual creative writing and academic research. This experiment takes the name of the tiers texte (in bold to signify the blurring of lines in movement), similar to Homi K. Bhabha’s « third space », a mobile, unrepresentable in-between space, such as the one created in translation. The "tiers texte" begins its reading with an épochè queere, an original experiment in reading methodology and neologism. The "épochè queere" brackets a host of presuppositions about reading and language, beginning with the author. It then brackets transcendental interpretation, and horizontalizes any polar signifying hierarchy it comes across (form/content, signifier/signified, das Gemeinte/das Meinen, mot/esprit, sourcier/cibliste, langue/langage etc. ). In the place of these hierarchies, a perpetually renewing activity of creation and auto-allegorization comes into play, at the point of resistance that is offered in the activity of the trope in translation

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Bui, Oanh-Hang. "Silences, interruptions et inachévements dans les interactions verbales : Une application au texte théâtral." Rouen, 1994. http://www.theses.fr/1994ROUEL184.

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Ce travail est consacré à l'étude des silences, interruptions et inachèvements dans les interactions verbales et tend vers une étude synthétique des aspects concernant ces faits langagiers. Notre objectif consiste à mettre en évidence le silence, à le replacer dans un ensemble, l'unifier dans un système de la langue et de l'énonciation pour, en fin, lui attribuer une place dans la linguistique. Cette recherche nous a permis de faire des constatations sur les trois points suivants. Le silence constitue un élément fondamental du langage, élément ayant une signification propre, susceptible de traduire la conscience. N. Sarraute, auteur de théâtre a su découvrir, bien avant les linguistes, la valeur communicationnelle du silence dans le langage; son travail de notation nous permet de constater, entre autres, la pauvreté des moyens typographiques concernant la traduction du silence à l'écrit. Notre dernière constatation porte sur l'apport du silence en communication et en didactique : le silence en tant qu'élément du langage mérite d'être exploité dans ses aspects interactionnels, fonctionnels, discursifs dans le domaine didactique en vue d'une amélioration de l'apprentissage du français langue étrangère
This work is devoted to the study of silences, interruptions and incompletions in the verbal interactions and vise to a synthetic study of the aspects concerning these linguistic facts. Our object consist in bringings to the fore the silence, in replacing it in a whole, in unifying it in a linguistic and enunciation system, so as finally a place in the linguistic to be attribued to it. This research permit us to make observations in the three following points. The silence is a fondamental element of language, an element that has its own meaning, capable of translating the awareness, because the speech in the most of the times is incapable of indicating the awareness. N. Sarraute, author of theater, knew to discover the communicative meaning of silence in the language; his notation work permit us to notice, among other thing, the weakness of the typographiol means concerning the translation of silence in writing. Our last observation concern the contribution of the silence in communication and in didactic : the silence is to be exploited in the domain of didactic, with the object of an amelioration of language learning of french like a foreign language

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Shimada, Kaoru. "Absurdité, théâtralité, fictionnalité: essai sur le texte de théâtre : l'écriture théâtrale d'Albert Camus." Paris 4, 2005. http://www.theses.fr/2005PA040006.

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Comment lire le théâtre d'Albert Camus, comme il le souhaitait, sous l'angle purement esthétique : sans le réduire à la démonstration de la thèse exposée dans ses essais philosophiques ? Dans le contexte actuel de l'esthétique et de la poétique, la question est inséparable d'une autre : qu'est-ce que la théâtralité du théâtre et de son texte ? L'examen du cas de Camus révèle des traits spécifiques au texte théâtral qui semblent converger vers la fictionnalité de ce dernier. Toutefois, la théâtralité n'est pas synonyme de fictionnalité bien que les deux notions soient étroitement liées à l'absurdité : celle-ci, qui se trouve dans le principe fondamental de la communication, sert à la reconnaissance de l'une ou de l'autre. Et dans le cas du théâtre de Camus qui exemplifie l'absurdité plus qu'il ne la représente, l'expérience esthétique du lecteur-spectateur consiste avant tout à saisir la signification de cette distance entre l'intention artistique et l'œuvre qui la réalise
How can we read the theatre works of Albert Camus, as he wished them to be read, from a purely aesthetic angle, without reducing them to the demonstration of the thesis expressed in his philosophical essays? In the current context of aesthetics and poetics, this question is inseparable from another question: what is the theatricality of theatre and theatrical text? The case of Camus reveals some specific features of the theatrical text that appear to point towards its fictionality. However, theatricality is not synonymous with fictionality, although these notions are both closely connected with absurdity. Absurdity, which is to be found in the fundamental principle of communication, allows us to recognize both theatricality and fictionality. In the case of Camus's theatre, which exemplifies more than it represents absurdity, the aesthetic experience of the reader-spectator consists above all in grasping the full meaning of the distance that separates the artistic intention and the works that realize it

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Hersant, Céline. "Recyclage et fabrique continue du texte : Valère Novarina, Noëlle Renaude, Daniel Lemahieu." Paris 3, 2006. https://janus.bis-sorbonne.fr/login?url=https://doi.org/10.15122/isbn.978-2-8124-3619-2.

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L’ensemble de ces études propose de démêler l’écheveau de trois œuvres théâtrales contemporaines s’attachant notamment à mettre en scène le geste d’écriture et les conditions de production du texte au sein de la fiction théâtrale. En prenant la forme de petites enquêtes et de parcours parfois incertains dans les œuvres, ces études tentent de cerner les imageries développées par chaque auteur et plus particulièrement les métaphores se rapportant aux techniques de la couture. L’investigation porte donc sur le travail de reprisage ou de tramage intertextuel qui anime ces trois œuvres, mais cherche aussi à interroger un modus operandi, c’est-à-dire les procédures et les techniques d’écriture élaborées par chacun pour construire des systèmes signifiants. L’essentiel de cette démarche consiste à trouver la bonne posture et la bonne distance de lecture quand l’œuvre semble échapper à toute linéarité. L’approche des textes de Valère Novarina, Noëlle Renaude et Daniel Lemahieu tend en effet à devenir un véritable jeu d’orientation : comment naviguer dans les strates textuelles ou les multiples ramifications offertes par de micro-variations ; où trouver des repères dans un espace dramatique confondant sans cesse, avec le jeu typographique, le cadre et le hors-cadre ; comment dresser la carte d’une œuvre sans solution de continuité ? En cherchant ainsi le mode d’emploi du texte, le lecteur, devenu peut-être malgré lui rhapsode, assume finalement, aux côtés de l’auteur, le rôle de monteur. À lui de recomposer une unité dissoute sous la pression d’assemblages fragmentaires et de recoudre un texte souvent livré en lambeaux
This series of analyses attempts to unravel the complex bundles of textual threads woven through the works of three contemporary dramatists. It exposes the self-conscious act of writing and the conditions of textual production that create the theatrical fiction of the three authors. The thesis takes the shape of brief investigations that at times follow unpredictable routes through the texts. They highlight the imagery used by each author, in particular, metaphors referring to techniques of dressmaking, and they demonstrate the processes of intertextual stitching, mending and weaving that construct these three oeuvres. Moreover, they seek to uncover the text’s modus operandi, namely the writing processes and techniques elaborated by each writer to construct systems of meaning. The intention of this approach is to find an appropriate position and distance from which to read the dramatic texts, since they appear to evade linearity. Indeed, reading texts by Valère Novarina, Noëlle Renaude and Daniel Lemahieu involves a veritable exercise in orienteering: how does the reader navigate through the textual strata and multiple ramifications offered by the text’s infinitesimal variations in style and meaning ; where are the reader’s reference points on a page of text where the author seems to zoom cinematically in and out by altering typography and page layout ? By seeking a direction through the text, the reader must necessarily assume the role, with the author, of co-creator. The text requires the reader to construct a dissipated unity from the textual fragments, and to re-stitch a text that is often presented in tatters by the author

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Lafourcade, Bernadette. "Traitement des contraintes formelles liées au genre et au medium de production par des scripteurs novices : étude didactique." Thesis, Paris Est, 2008. http://www.theses.fr/2008PEST0059/document.

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Cette recherche s'intéresse à l'écriture en tant que système de contraintes avec pour objectif d'étudier le fonctionnement des contraintes liées au genre et au médium de production dans une perspective didactique. S'appuyant sur l'approche bakhtinienne de la notion de genre et sur les analyses psycholinguistiques de l'écriture, elle s'est proposé d'observer en recourant aux méthodes issues de la critique génétique la manière dont les scripteurs novices traitents ces deux contraintes à travers trois expérimentations, deux menées auprès de lycéens en 2003-2004 et 2004-2005 et une menée auprès de scripteurs experts, des professeurs des écoles stagiaires en 2004-2005. La tâche consistait à produire, en écriture manuscrite ou sur traitement de texte, des textes à partir de l'incipit puis de l'excipit d'une nouvelle aux indices génériques flous ou contradictoires, afin de permettre au chercheur de mesurer d'une part l'impact de la préhension des marques de généricité, d'autre part l'impact du médium de producxtion sur la cohérence macrostructurelle et la "qualité" des suites de texte produites. Les constats opérés ont donné lieu à des propositions concernant les activités d'écriture à mettre en place au lycée pour apporter une aide efficace aux adolescents, notamment pour les initier à l'écriture de textes ou de métatextes conformes à ceux qu'ils devront produire à l'épreuve de français au baccalauréat (EAF). Loin d'épuiser le sujet, la recherche a permis de confirmer certaines avancées issues de travaux de linguistes, psycholinguistes, généticiens et didactitiens et surtout de montrer comment elles s'appliquent aux écrits des scripteurs en formation que sont les lycéens
This study which deals with the writing process as a system of formal exigencies, aims at analysing those relative to genre and those relative to the means of production. Taking Bakhtin's approach to the notion of genre along with the findings from psycholinguistic studies of written production, using genetic critic methodology, it was observed in three experiments - two of then carried out in 2003-2004 and 2004-2005 amonf "novice" writers and another among trainee primary teatchers ("expert" writers) - how first year pupils deal with these two formal exigencies. Their task was to produce hand written or word processed texts first from the "incipit", then from the "excipit" content of a novel with vague or contradictory indications of genre, in order to allow the researcher to evaluate, on the one hand, how effectively they aprrehend characteristics pertaining to genre and, on the other, whether the means of production have an impact on macrostructural cohesion and "quality" of the series of texts produced. The results question which type of writing activities should be put into practice in high schools to effectively help adolescents, especially in introducing them to writing the type of texts or metatexts which they will have to produce for their baccalaureat French language exam (EAF). Although not an exaustive study these findings have nonetheless confirmed some of the research results of linguists, psycholinguists, geneticists and researchers on Composition Theory and, most significantly, have shown how there results can be useful in analysing the texts of learner writers

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Hidden, Marie-Odile. "Variabilité culturelle des genres et didactique de la production écrite : analyse longitudinale de textes narratifs et argumentatifs rédigés par des apprenants de français langue étrangère." Paris 3, 2008. https://hal.archives-ouvertes.fr/tel-01845844.

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Du fait de la mise en place, à partir des années 60, de méthodologies privilégiant l’acquisition des compétences orales, la didactique des langues s’intéresse encore peu à l’enseignement de la production écrite. Ce travail de recherche a justement pour objectif de montrer la nécessité de développer une véritable compétence discursive à l’écrit chez les adultes allophones apprenant le français, en en soulignant notamment les spécificités par rapport à l’enseignement des pratiques rédactionnelles à des apprenants pour lesquels le français est une langue dite "maternelle". En effet, selon les travaux de rhétorique contrastive, les normes gouvernant les genres sont susceptibles de varier d’une communauté discursive à l’autre. Etant donné que cette variabilité culturelle peut représenter un obstacle conséquent à la maîtrise de certains genres écrits, elle doit être prise en compte par la didactique de la production écrite. Afin de mieux comprendre comment se manifeste cette variabilité culturelle des genres, on a mené une enquête auprès d’apprenants allophones ayant participé à des cours d’expression écrite en français portant soit sur la rédaction de textes narratifs, soit sur celle de textes argumentatifs. De plus, on a réalisé l’analyse longitudinale des textes qu’ils ont rédigés lors de ces cours. On verra que si l’analyse des textes témoigne en effet de variations aussi bien au niveau rhétorique (plan de texte) qu’au niveau textuel (cohésion), les apprenants eux-mêmes sont beaucoup plus conscients des premières que des secondes
Since the beginning of the sixties, as a result of the implementation of methodologies which were more geared towards the acquisition of oral skills, language pedagogy has still little interest in the teaching of written composition. The research work I have done in this thesis has precisely as its objective to show the need to develop a real written discursive competence in adults who are learning French as a second language. I wish to particularly underline the specific differences in teaching French composition to non native students of French as opposed to students who have French as a first language. According to contrastive rhetoric research, the norms which govern genres can vary from one discursive community to another. Given the fact that this cultural variability could present an obstacle to mastering some written genres, this must be taken into acount in writing pedagogy. In order to understand better how this cultural variability shows itself, I carried out a survey among second language students who had attended courses in written French, composing either narrative or argumentative texts. I also carried out a longitudinal analysis of these texts. The analysis of the texts shows effectively that they are variations at both the rhetorical level (ie text planning) as well as at the textual level (cohesion), but the students themselves are a lot more aware of the variations at the first level than at the second one

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Grisoni, Lucien. "Recherches sur le texte des Dialogues faits à l'imitation des anciens par Orasius Tubero." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSEN056.

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Cette thèse est conçue comme un préalable à l’édition critique et à l’interprétation des Dialogues d’Orasius Tubero. Elle consiste en 4 séries de recherches, dont les 3 premières ([I] recherches codicologiques et recherches bibliologiques [II] sur les anciennes éditions des Dialogues et [III] sur les exemplaires des deux premières) visent à reconstituer la genèse de leur texte tandis que la quatrième ([IV] recherches historiques) est consacrée aux modalités concrètes de leur composition, de leur impression, et de leur diffusion immédiate.La première partie présente en premier lieu une étude de l’écriture (graphie) du Philosophe fondée sur le recensement et l’examen de l’ensemble des documents explicitement autographes. L’identification de sa main permet (1) de reconnaître les notes inscrites par Le Vayer dans les volumes de sa bibiothèque mais aussi (2) dans les marges des manuscrits de ses œuvres et surtout (3) de distinguer clairement entre les inscriptions allographes et autographes présentent dans les différents exemplaires des premières éditions des Dialogues. Elle est donc indispensable à l’éditeur de ses œuvres. Ces recherches codicologiques offrent ensuite un essai d’histoire et de classement des trois manuscrits connus des Dialogues – dont deux sont antérieurs à leur première édition. La seconde est dédiée à l’analyse bibliologique et historique des cinq premières éditions du texte : la 1ère partielle de 1631 (A), la 2nde édition complète de 1633 (B), la 1ère réédition partielle de 1671 (C), la 2nde réédition partielle de 1673 (D) et la 1ère réédition complète de 1716 (E). Ces recherches permettent en particulier d’identifier leur lieu et date d’impression respectif, ainsi que l’imprimeur de A et B ; et de préciser les relations génétiques de tous les témoins du texte des Dialogues.La troisième est consacrée au recensement, à l’analyse bibliologique et la collation systématiques des exemplaires connus des premières éditions. Les résultats de ces recherches sont (1) la détermination approximative des tirages de A et B ; (2) la découverte d’annotations autographes dans tous ces exemplaires et la distinction, en ce qui concerne B, de 22 exemplaires ordinaires et de 7 exemplaires spéciaux, ainsi que (3) l’identification d’un exemplaire dans lequel se trouve le plus grand nombre de corrections autographes et qui doit donc servir à ce titre de base à l’édition critique et à l’interprétation des Dialogues.La quatrième a pour objet les conditions historiques de la composition, de l’impression et de la réception immédiate des Dialogues, lesquelles doivent avant tout reposer sur la biographie de leur auteur, c’est-à-dire sur l’interprétation d’un certain nombre de données chronologiques relatives aux principaux événements de sa vie publique et privée. Sur la base de ce cadre biographique on s’est intéressé, pour limiter la subjectivité de l’interprétation du texte, à leur nature (pures fictions, transpositions littéraires ou transcriptions de dialogues réels), à leur objet (philosophie sceptique de l’auteur ou conversations réelles d’un groupe d’amis érudits du philosophe) à leur fin (démonstrative ou mémoriale) ainsi qu’à leur statut. De cette dernière série de recherches il appert que les Dialogues d’Orasius Tubero, loin d’être une publication clandestine subversive, est une impression privée à usage privé qui était destinée aux amis de l’auteur et devait les aider à conserver la mémoire de conversations philosophiques passées
This thesis is conceived as a preliminary study for the critical edition and interpretation of Dialogues faits à l’imitation des anciens by Orasius Tubero. It consists of four research projects, of which the first three ([I] codicological and bibliological research [II] on early editions of the Dialogues and [III] on copies of the first two editions) aim at reconstructing the genesis of their text, while the fourth ([IV] historical research) is devoted to the practical modalities of their composition, printing, and immediate reception.The first part presents a study of the Philosopher’s handwriting based on an inventory and examination of all the explicitly autograph documents. The identification of his handwriting allows (1) to identify the notes written by Le Vayer in books form his personal library, but also (2) in the margins of the manuscripts of his works and especially (3) to clearly distinguish the allograph and autograph inscriptions featured in the different copies of the first editions of the Dialogues. This identification is therefore essential to any publisher of his works. This codicological research then attempts to tell the history and provide a classification of the three known manuscripts of the Dialogues, two of which predate the first edition.The second part is devoted to the bibliological and historical analysis of the five early editions (1630-1716): the first partial edition of 1631 (A); the complete second edition of 1633 (B); the first partial reissue of 1671 (C); the second partial reissue of 1673 (D); and the first complete reissue of 1716 (E). This research makes it possible in particular to identify their respective place and date of printing, as well as the printer-publisher of A and B; and to clarify the genetic connections between all the witnesses of the text of the Dialogues.The third part is devoted to an inventory, systematic bibliological analysis and collation of known copies of the first editions. The findings of this research are (1) an estimate of the print runs of A and B; (2) the discovery of autograph annotations in all these copies and the distinction between 22 ordinary copies and 7 special copies of B, as well as (3) the identification of a copy in which was found the largest number of autograph corrections, which should therefore serve as a basis for the scholarly edition and interpretation of the Dialogues.The fourth concerns the historical conditions of the composition, printing and immediate reception of the Dialogues, based first of all on their author’s biography, in other words, on the interpretation of a certain number of chronological facts pertaining to the main events of their author’s public and private life. On the basis of this biographical framework, I have sought to limit the subjectivity of interpreting the texts by focusing on their nature (pure fiction, literary transpositions or transcripts of real dialogues), their subject (the author’s philosophical skepticism or real conversations of a group of the Skeptic’s erudite friends) and their purpose (demonstrative or memorial), as well as their status. From this last series of research projects, it appears that the Dialogues of Orasius Tubero, far from being a secret subversive publication, is a private printing meant for private use by the author’s friends, intended to allow them to preserve the memory of past philosophical conversations

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Wingqvist, Matilda. "Att undervisa om berättande texter : Hur man kan arbeta med genrepedagogik med fokus på berättande texter." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55167.

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The intention of my research is to increase understanding of what teaching with genre pedagogy, with focus on narrative texts, can look like. Through previous research and literature, I describe the emergence of genre pedagogy, why genre pedagogy is used, what a narrative text is and how it can be evaluated. The empirical material of the study consists of qualitative research interviews with teachers, as well as document analyses of the teachers’ educational plans with the purpose to gain a broader view of teaching with narrative texts. I have deliberately chosen the school I carried out my survey on. From my own experience, I know that this school work with genre pedagogy, which made it easier for me and the teachers as they knew the concepts, methods and terminology behind my questions. The results of the survey show that genre pedagogy promotes students’ learning, regardless of whether teachers choose to follow the structured circle model or focus on the creative personal writing. Both former researches and my teacher informants believe that the genre pedagogical teaching helps the students’ to develop subject language and their strategies for reading and writing texts in different genres. Nevertheless, as the results display, extra support is sometimes needed to further enhance students’ writing performance. The result also shows that the assessment of narrative texts usually has the best effect if it is written and formative.
Intentionen med min undersökning är att öka förståelsen för hur undervisning med genrepedagogik med fokus på berättande texter kan se ut. Genom att utgå från tidigare forskning och litteratur beskriver jag bland annat genrepedagogikens uppkomst, varför genrepedagogik används, vad den berättande texten är, samt hur denna kan bedömas. Undersökningens empiri består av kvalitativa forskningsintervjuer gjorda med lärare, samt dokumentanalyser av lärarnas pedagogiska planeringar med syfte att få en bredare bild av undervisning av berättande texter. Skolan jag valt att utföra min undersökning på har jag medvetet valt då jag sedan tidigare vetat om att de arbetar genrepedagogiskt, vilket underlättade både för mig och lärarinformanterna då de kände till begreppen i mina frågeställningar. Resultaten av undersökningen visar att genrepedagogisk undervisning främjar elevernas lärande, oavsett om lärarna väljer att följa den strukturerade cirkelmodellen eller om de fokuserar på det kreativa personliga skrivandet. Både tidigare forskare och mina lärarinformanter menar att den genrepedagogiska undervisningen gör att både elevernas ämnesspråk och strategier att läsa och skriva texter inom olika genrer utvecklas. Trots detta framgår dock i resultatet att extra stöttning ibland behövs för att stärka elevernas skrivutveckling ytterligare. I resultatet framgår även att bedömningen av berättande texter oftast har bäst effekt om den är skriftlig och formativ.

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Karlsson, Sven-Göran. "Enbart för de invigda öppnar sig texten fullt ut : Om gymnasieelevers genremedvetenhet." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2410.

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Syftet med denna uppsats är att granska ett antal gymnasieelevers genrekompetens och avgöra hur kapabla de är att placera in texter i olika genrer, samt vad som får dem att betrakta en text som tillhörig en specifik genre. Detta görs genom en tvådelad undersökning där en grupp elever ombeds genrebestämma fyra autentiska texter (en saga, ett kåseri, en skräcknovell och en nyhetsartikel) samt motivera sina val, medan ytterligare en grupp elever fritt får beskriva vad de anser som specifikt för dessa fyra genrer. Undersökningens resultat jämförs sedan med litteraturvetenskapens genredefinitioner. Av resultatet framgår att medverkande elever tycks besitta en någorlunda god kunskap i ett antal vanliga genrer. De kan med ganska stor säkerhet placera texterna i rätt genre samt beskriva vad som är specifikt för genren ifråga. Dessa beskrivningar stämmer tämligen väl överens med de som ges inom litteraturvetenskapen, men skiljer sig också på ett fåtal punkter.

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Omer, Danielle. "LES ACTIVITES D'EMPRUNT. Opérations de reprise et de (re)formulation dans la production d'un genre textuel en français L2, de compétence avancée, domaine roumain." Phd thesis, Université de Rouen, 1999. http://tel.archives-ouvertes.fr/tel-00177244.

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Cette recherche porte sur les activités d'emprunt à des sources bibliographiques par des élèves roumains en fin de cursus bilingue de français comme langue étrangère, qui doivent produire en autonomie un dossier de trois à cinq pages sur un thème de « civilisation » française. Les dossiers pour lesquels une partie des sources ou les sources complètes ont été retrouvées constituent le corpus actif de la recherche. L'étude se focalise sur l'analyse des procédés d'emprunt dans les sources donnant lieu à des reformulations pour un emploi dans le dossier correspondant à un genre de texte particulier. L'obligation du respect des contraintes propres à ce genre de texte contribue à mettre en place les conditions de la production écrite. Ces activités de reformulation donnent lieu à une typologie dans laquelle quatre variantes sont distinguées : le discours de reprise (1), le discours de reformulation embryonnaire (2), le discours de reformulation (3), le discours de (re)formulation personnelle ancré dans une bibliographie (4). Ces variantes ne correspondent pas nécessairement à des paliers de progression dans l'appropriation des sources par les élèves, puisque souvent plusieurs variantes peuvent cohabiter dans le même dossier.
Cette étude essaye de mettre en évidence le travail de rédaction locale et étendue accomplie par les apprenants dans ces exercices « spontanés » de reformulation. Ce travail passe trop souvent inaperçu ou est complètement rejeté de l'évaluation.

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Kalangi, Caroline. "Le Kenya National Drama Festival : identité culturelle dans un corpus dramatique anglophone et francophone." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20004/document.

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Cette étude vise à analyser la question de l’identité culturelle dans un corpus dramatique de seize textes écrits en français et en anglais par des Kenyans à l’occasion du Kenya National Drama Festival (KNDF). Tenant compte de l’histoire coloniale et du contexte post-colonial du Kenya, il s’est agi de relever dans ce corpus les marqueurs de la post-colonialité, à y identifier les thèmes majeurs et les traits constructifs de l’identité culturelle kenyane et à y déterminer les particularités culturelles. Dans une optique comparatiste, l’étude s’appuie sur les théories aussi bien post-coloniales que du théâtre. Les concepts post-coloniaux touchant la question de l’identité à travers la langue, la culture et la représentation sont identifiés et analysés dans le contexte kenyan. Pour cette raison, l’on s’est appuyé sur les travaux d’Edward Saïd, d’Homi K. Bhabha, de Chinua Achebe et de Ngugi wa Thiong’o. L’étude révèle que la population kenyane se trouve face à une multiplicité de choix culturels résultant de l’expérience coloniale, de nouvelles pratiques liées à la globalisation ainsi que des complexités et des défis de la vie quotidienne du monde moderne. Le KNDF s’avère un dispositif de sensibilisation du public aux nouveautés, de dénonciation des maux sociétaux et de promotion de normes culturelles africaines. Il apparaît ici que le recours aux langues européennes n’empêche pas de représenter des réalités culturelles locales. Le Kenya fait ainsi preuve d’une mobilité culturelle qui se manifeste dans la progression du système traditionnel vers une disposition mondialisée
This study analyszes the representation of cultural identity in sixteen drama texts written by Kenyans in English and in French for the Kenya National Drama Festival (KNDF). Considering the colonial history and the postcolonial context of Kenya, the task involved identifying the postcolonial markers within the texts, identifying major themes and traits constituting a Kenyan cultural identity and determining specific cultural identity. Using a comparative approach, the study draws from both postcolonial and theatre theories. The postcolonial concepts touching on identity through language, culture and representation are identified and analyzed in respect to the Kenyan context. For this reason, the study narrows down to the theoretical works of Edward Saïd, Homi K. Bhabha, Chinua Achebe and Ngũgĩ wa Thiong’o. The study reveals that the Kenyan population is faced with a multiplicity of cultural choices brought about by the colonization experience, the new practices associated with globalization, as well as the complexities and challenges of daily life. The KNDF proves to be an avenue for sensitizing the public on new phenomena, for denouncing societal ills and for promoting African traditional norms. It is apparent that the use of European languages does not hinder the representation of cultural reality of the local society. Kenya therefore attests to cultural mobility seen in the progression from the traditional system towards a more globalized disposition

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Filho, Marcus Borja de Almeida. "Dramaturgies en relation : processus compositionnels d'écriture théâtrale collective. Tendances et perspectives." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA096.

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Cette recherche s’inscrit dans la continuité du travail poursuivi en Master 2 dans cette même université, dont le mémoire, soutenu en 2009, s’intitule « Du théâtre d’après un texte vers le texte d’après un théâtre ; dramaturgie et collectivité ». Son but est de problématiser la dichotomie texte-scène ainsi que la pensée binaire qui persiste encore derrière cette opposition. Pour cela, il s’agira d’interroger l’évolution et les différentes acceptions des concepts de dramaturgie ainsi que les changements qu’ont subi la place et les fonctions du dramaturge au sein de la création théâtrale actuelle. La définition/proposition des termes dramaturgisme et dramaturgiste – aussi bien au sein de l’institution qu’à celui de la création théâtrale – aideront à mieux distinguer ces concepts tout en les relativisant à la lumière des nouvelles manières de concevoir la création dramaturgique et les nouveaux paradigmes relationnels au sein des compagnies depuis une vingtaine d’années. L’idée de composition,tout comme celles de contrepoint et cartographie, nous seront, ici, autant d’outils pour mieux comprendre ces nouveaux territoires dramaturgiques.Il s’agit d’identifier, comparer et analyser les processus structurels et organisationnels de quelques compagnies théâtrales – notamment la création collective et surtout le processus collaboratif, surgi au Brésil dès la seconde moitié des années 1990 – qui,contrairement à la tendance actuelle (vérifiable au cours des vingt dernières années) tournent le dos au texte dramatique préexistant, à savoir le fait d’un auteur dramatique considéré comme tel, et construisent leur propre dramaturgie, issue de l’improvisation, de la recherche immédiate sur le plateau et du travail collectif. La dramaturgie prend ainsi un « troisième sens » qu’il convient de définir et théoriser à l’aide d’exemples concrets et d’un travail de terrain approfondi auprès de metteurs en scène, dramaturges et comédiens qui pratiquent une écriture plurielle et présentielle, sans cesse renouvelée. Quelle place possible pour la création textuelle, affranchie de tout rapport de force ou « dictature de sens » ? À quel point ces nouveaux processus déjouent ou rejouent le binarisme texte-scène ?
This research is the continuity of the Master’s work undertaken in this University and moreover of a dissertation defended in 2009 entitled « From Theatre from Text to Text fromTheatre ; dramaturgy and collectivity ». The aim is to question the dichotomy between the text and the stage as well as the generally binary thinking behind it. In order to do so we will inquire into the different pre-established concepts of dramaturgy and their evolution, and the changes in the functions and position of the dramaturge in contemporary theatre. The definition/suggestion of the terms dramaturgism and dramaturgist, in both contexts of theatrical institution and stage creation, will help better distinguish these ideas that we shall place in the perspective of new dramaturgical concepts as well as new paradigms of relationships within theatre companies in the past 20 years. The terms « composition »,« counterpoint » and « cartography » shall help us to understand these new dramaturgical territories.The aim is to identify, analyze and compare the structural and organizational processes (notably collective creation and specifically the collaborative process, as it emerged in Brazil in the second half of the 90’s) of a few theatre companies that (against thecurrent of the last twenty years) have veered away from pre-existing dramaturgical text and the idea of a theatrical author regarded as such, and have constructed their own unique dramaturgy from improvisation, immediate research within the space and the collective work. Dramaturgy is thus given a « third meaning » that needs to be defined and theorized with specific examples and extensive research with directors, dramaturges and actors who practice this present, plural and continuously renewed writing. What space is this where « the invention of writing » can exist free from binary thinking or « dictatorship of meaning » ? To what extent can these new processes redo or undo the dichotomous pair : text and stage ?

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Nuh, Ilsiona. "Le texte dans le codex : émergence poétique et images sociales (Marie dans le théâtre du Moyen Âge)." Thesis, Université Clermont Auvergne‎ (2017-2020), 2020. http://www.theses.fr/2020CLFAL012.

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Dans notre corpus d’étude : La Présentation de Marie au Temple, Les Miracles de Nostre Dame par personnages et Le Mystère de la Passion d’Arnoul Gréban, le personnage de Marie se présente à l’intersection des langues, des genres et des lieux où se réinvente le théâtre. Ces aspects hétérogènes se dissolvent dans la mesure où le personnage de Marie s’ancre dans la logique de la foi chrétienne : au sein de la Vierge fut incarnée la Parole de Dieu qui, sous sa forme humaine, en la personne du Fils, parla aux hommes ; telle est l’affirmation fondamentale du christianisme qui souligne l’importance du Verbe. Néanmoins, les écrits néotestamentaires qui rapportent la parole divine sont discrets sur Marie, tandis que les jeux à sujet religieux donnent à voir et à entendre un personnage caractérisé par un langage théâtral. En écho avec les écrits scripturaires, le personnage de Notre Dame est composé à partir des écrits pieux en latin et en langue vernaculaire, des textes littéraires et rhétoriques, et sous l’influence des réalités sociales. Son personnage est en effet à la confluence de ces courants qu’il transcende et, à leur interstice, il modèle une nouvelle façon d’exprimer la foi à laquelle la forme dramatique donne une dimension collective. Appuyée sur l’analyse matérielle et poétique des manuscrits, cette thèse s’attache à montrer les dynamiques qui donnent vie au personnage de Marie et ses répercussions sur la composition du texte dramatique, ainsi que sur les communautés qu’il engendre
The dramatis personae of Mary in La Présentation de Marie au Temple, Les Miracles de Nostre Dame par personnages and Le Mystère de la Passion d’Arnoul Gréban is at the intersection of languages, poetical genres, and places where drama is performed. Her character is inspired by the Christian faith in the Incarnation: within the Virgin was incarnated the Word of God who, in his human form, in the person of the Son, spoke to men. The fundamental affirmation of Christianity underlines the importance of the Word. Nevertheless, the New Testament is discreet about Mary, while the religious plays show the mother of Lord characterized by a self-expression, a mainly lyrical one. Inspired by texts in Latin and in vernacular, from literary and rhetorical texts, and under the influence of social realities, the character of Mary is at the confluence of these currents that she transcends and, at their interstice, models a new way of expressing faith, to which the dramatic form gives a collective dimension. Based on the material and poetical analysis of the manuscripts, this thesis aims to show the dynamics that give life to Mary in theatre and the repercussions of her character on the poetry of the dramatic text, as well as on the communities it engenders

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Truong, Hoang Le. "Argumentation et explication dans les textes d'economie et de gestion. Perspectives didactiques du Francais sur Objectives Specifiques au Vietnam." Phd thesis, Université de Rouen, 2007. http://tel.archives-ouvertes.fr/tel-00589417.

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Le présent ouvrage comprend trois parties : analyses textuelles, recherches didactiques et expérimentation pédagogique. Dans la première partie, il se trouve une représentation systématique des notions importantes de la linguistique textuelle et de l'analyse de discours, et des observations de différents aspects d'ordre textuel de textes d'économie et de gestion permettant de mieux comprendre l'argumentation et l'explication dans les textes de spécialité. La deuxième partie porte sur la notion de compétence de lecture-compréhension en langues étrangères et une approche textuelle socio-cognitive de l'enseignement de la lecture-compréhension en langues étrangères. La dernière partie est consacrée à une expérimentation de l'application d'une démarche pédagogique de l'enseignement de la lecture-compréhension en FLE (français langue étrangère) proposée vis-à-vis des étudiants vietnamiens inscrits en FUF (Filières universitaires francophones).

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Dang, Qinran. "Brouillard de pollution en Chine. Analyse sémantique différentielle de corpus institutionnels, médiatiques et de microblogues." Thesis, Paris, INALCO, 2020. http://www.theses.fr/2020INAL0009.

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Au fur et à mesure de la dégradation de la qualité de l'air en Chine, de plus en plus d'articles journalistiques et de microblogues (weibo en chinois, équivalent de tweet), provenant de sites web gouvernementaux, médiatiques, de réseaux sociaux, de forums ou de blogs, traitent le problème du « 雾霾 » (wumai en chinois, pour désigner le brouillard de pollution) en Chine sous plusieurs angles : politique, écologique, économique, sociologique, sanitaire, etc. La sémantique des thèmes abordés dans ces textes diffère sensiblement en fonction de leur genre textuel. Dans cette thèse, nous avons pour objectif d'une part, de relever les différents thèmes d'un corpus numérique traitant du wumai et spécifiquement construit à cette fin, et d'autre part, d'interpréter de façon différentielle la sémantique de ces thèmes. Dans un premier temps, nous collectons les données textuelles en langue chinoise relatives au wumai. Ces textes provenant de trois sites web chinois traditionnels et du réseau social sont divisés en quatre genres textuels. Après une série de traitements préparatoires : nettoyage, segmentation, normalisation, annotation, balisage et organisation, nous étudions les caractéristiques des quatre genres textuels du corpus à partir d'une série de variables discriminantes - hyperstructurelles, lexicales, sémiotiques, rhétoriques, modales et syntaxiques - réparties au niveau infratextuel et intratextuel. Ensuite, en nous basant sur les caractéristiques de chaque genre textuel, nous relevons les thèmes principaux exposés dans chaque genre de sous-corpus, et analysons de manière contrastive la sémantique de ces thèmes récupérés. Les résultats d'étude sont interprétés de manière quantitative et qualitative. Les analyses quantitatives s'effectuent à l'aide d'outils textométriques, les interprétations sémantiques s'inscrivent dans le cadre théorique de la sémantique interprétative (SI) proposée par Rastier (1987)
Air pollution has increasingly become a serious problem in China, more and more journalistic articles and miniblogs (weibo in Chinese, equivalent to tweet), comming from governmental or media websites, social networks, blogs and forums, etc., discuss the issue of «雾霾» (wumai in Chinese, means smog) in China through several angles : political, ecological, economic, sociological, health, etc. The semantics of the themes adressed in these texts differ significantly from each other according to their textual genre. In the framework of our research, our objectif is double-fold : on the one hand, to identify different themes of a digital propose-bulit corpus relating to wumai ; and on the other hand, to interpret differentially the semantics of these themes. Firstly, we collect the textual data written in chinese and related to wumai. These journalistic articles and weibo deriving from three traditional chinese and the social network are divided into four genres of sub-corpus. Secondly, we constitute our corpus through a series of data processing : data cleaning, word segmentation, normalization, POS tagging, benchmarking and data organization. We study the characteristics of the four genres of sub-corpus through a series of discriminating variables - hyperstructural, lexical, semiotic, rhetorical, modal and syntactic - distributed at the infratextual and intratextual level. After that, based on the characteristics of each textual genre, we identify the main themes exposed in each genre of sub-corpus, and analyze the semantics of these identified themes in a contrastive way. Our analysis results are interpreted from two angles : quantitative and qualitative. All statistical analysis are assisted by textometric tools ; and the semantic interpretations are implemented on several fundamental concepts of SI (Sémantique interprétative) proposed by Rastier (1987)

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Tribble, Chris. "Writing difficult texts." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287113.

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Ferreira, Hilma Ribeiro de Mendonça. "O gênero contrato jurídico e o hermetismo lingüístico: uma análise de cinco contratos de empresas de assistência à saúde e de seus processos de composição textual e discursiva." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1010.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Os contratos jurídicos são textos imprescindíveis para a aquisição de bens e serviços necessários à vida cotidiana dos indivíduos. Por conta da importância desses textos, o presente trabalho se presta a verificar os recursos de estruturação textual e discursiva de cinco contratos de empresas de assistência à saúde, questionando se este gênero propicia a interação discursiva na situação de enunciação em que seu uso é requerido. No nível discursivo, a análise proposta leva-nos a afirmar que há inadequações dos contratos em relação ao seu público-alvo, violando máximas conversacionais, propostas por Grice. No nível textual, percebe-se que os textos utilizam conhecimentos oriundos de domínios discursivos de profissões ligadas ao Direito, à Saúde e à Economia. A análise dos contratos jurídicos, considerando os dois níveis, proporciona um delineamento macrotextual do gênero, além da pertinência do aproveitamento desse detalhamento discursivo na compreensão do seu uso no cotidiano dos indivíduos.
Juridical contracts are indispensable texts to the acquisition of properties and services really necessary to individuals daily. And because of the importance of these texts, this work checks the textual and the discursive resources of structure used in five contracts of some health assistant companies. This work asks if this kind of text propose a discursive interaction when the use of an enunciation situation is needed. At the discursive point of view, the analysis proposed take us to confirm that there is some inappropriations in the contracts in relation to its public, breaking Conversational Maxims proposed by Grice. At the textual point of view, we can see that the texts use knowledge from discursive nature of professions related to Law, to Health and to Economy. The analysis of juridical contracts, considering both points of view, provides a huge textual delimitation of this genre. Besides it, the avail of the study can promote more clear comprehension of the contracts for individuals on its daily

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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.

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Thesis (PhD)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum.
AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.

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Sahmadi, Linda. "L’émergence d’un discours féministe dans la fiction courte de Nathaniel Hawthorne (1832-1844) : l’écriture du devenir-femme." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20024/document.

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L’élaboration de portraits féminins reflète la fascination de Hawthorne pour cette créature complexe, un attrait nourri par l’omniprésence des femmes dans son entourage. L’influence de ces dernières est indéniable, et semble être à l’origine du féminisme ambigu de l’écrivain, partagé entre, d’un côté, l’héritage puritain des Manning et Hawthorne, et, de l’autre, les convictions féministes émergentes de sa belle-famille, les Peabody. Les portraits de femmes de la fiction hawthornienne se caractérisent donc par un binarisme essentialisme-différentialisme qui émane de la vision étroite des protagonistes masculins, et que l’auteur tente de dépasser. Les concepts deleuziens du « mineur » et du « devenir-femme » nous seront d’une grande utilité pour comprendre comment la femme essentialisée des Puritains, ce que nous pouvons aussi appeler la femme-image, au sens lacanien du terme, est en réalité une femme minorée car amputée de son esprit et de son rôle social. Hawthorne témoigne ainsi d’un féminisme équivoque, une voix qu’il a du mal, par moments, à assumer et affirmer complètement
Female portraits are abundant in Nathaniel Hawthorne’s fiction, short stories and novels alike. The influence of the women evolving in his private sphere may be at the origin of his ambiguous feminist vision, as his allegiance was divided between his Puritan inheritance (both the Mannings and the Hawthornes) on the one hand, and, on the other, the emerging feminist convictions of his in-laws (the Peabodys). Hawthorne’s female portraits are thus characterized by a tendency to binarism as they pit an essentialist view of women against a differentialist one. This binarist perspective reflects the narrow-mindedness of the patriarcal system which the male heroes try to defend and maintain. Deleuze and Guatarri’s concepts of “minor literature” and “becoming-woman” will help us understand how the woman-image of the Puritans is a minored woman in the realm both of the social order and the symbolic order. Hawthorne’s feminist voice is an equivocal one as his text is undergoing a subterranean process of “becoming-woman.”

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Petrenz, Philipp. "Cross-lingual genre classification." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9658.

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Automated classification of texts into genres can benefit NLP applications, in that the structure, location and even interpretation of information within a text are dictated by its genre. Cross-lingual methods promise such benefits to languages which lack genre-annotated training data. While there has been work on genre classification for over two decades, none has considered cross-lingual methods before the start of this project. My research aims to fill this gap. It follows previous approaches to monolingual genre classification that exploit simple, low-level text features, many of which can be extracted in different languages and have similar functions. This contrasts with work on cross-lingual topic or sentiment classification of texts that typically use word frequencies as features. These have been shown to have limited use when it comes to genres. Many such methods also assume cross-lingual resources, such as machine translation, which limits the range of their application. A selection of these approaches are used as baselines in my experiments. I report the results of two semi-supervised methods for exploiting genre-labelled source language texts and unlabelled target language texts. The first is a relatively simple algorithm that bridges the language gap by exploiting cross-lingual features and then iteratively re-trains a classification model on previously predicted target texts. My results show that this approach works well where only few cross-lingual resources are available and texts are to be classified into broad genre categories. It is also shown that further improvements can be achieved through multi-lingual training or cross-lingual feature selection if genre-annotated texts are available in several source languages. The second is a variant of the label propagation algorithm. This graph-based classifier learns genre-specific feature set weights from both source and target language texts and uses them to adjust the propagation channels for each text. This allows further feature sets to be added as additional resources, such as Part of Speech taggers, become available. While the method performs well even with basic text features, it is shown to benefit from additional feature sets. Results also indicate that it handles fine-grained genre classes better than the iterative re-labelling method.

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Machado, Eduardo Medeiros. "Genre and english text production in L2 textbooks." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/171452.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
Made available in DSpace on 2016-12-13T03:10:32Z (GMT). No. of bitstreams: 1 342645.pdf: 2492214 bytes, checksum: b9e6a14638a5bda1ae15070371b31d73 (MD5) Previous issue date: 2016
O objetivo deste estudo é analisar como os gêneros são abordados nas seções de produção escrita nos livros didáticos de lingua estrangeira Interchange e High Up. O primeiro é usado em cursos de línguas em minha comunidade, enquanto o segundo foi adotado em escolas públicas no meu país. O corpus dessa pesquisa é composto exclusivamente das atividades de produção escrita que visivelmente estabelecem o gênero a ser produzido em ambos os livros didáticos analizados. Depois da identificação das atividades que se encaixam nessa categoria, este estudo investiga se o propósito comunicativo e a estrutura retórica de cada atividade são claros tanto nas atividades quanto nos exemplos fornecidos aos alunos levando em consideração o embasamento teórico sobre estudos de gênero apresentados por Bhatia (1993, 2007, 2014), entre outros. Os Parâmetros Curriculares Nacionais (2015) também foram observados, já que eles determinam os requerimentos para a aprovação de livros didáticos e estipulam que a noção de gêneros é um dos pré-requisitos para a aceitação do livro didático para escolas públicas no Brasil. Os resultados deste estudo mostram que a noção de gênero, assim como seus propósitos comunicativos e estruturas retóricas características são mais evidentes no livro didático que passou pelos requerimentos para a sua aprovação, como no caso de High Up, que apresentou tais características em todas as suas atividades de produção textual, enquanto o Interchange mostrou clara referência a gêneros em 12 de suas 15 atividades.

Abstract : The objective of the present study is to analyze how genres are approached in the writing section of the EFL textbooks Interchange and High Up. The former is used in language courses in my community, whereas the latter is adopted in public High Schools in my country. The corpus of this research comprises exclusively of the writing production activities that establish a clear genre to be produced in both textbooks analyzed. After the identification of the activities that fit this category, this study investigates if the communicative purpose and rhetorical structure of each activity are evident in the activities and examples presented to the students taking into consideration the theoretical basis on genre studies offered by Swales (1990, 1995, 2001, 2004) and Bhatia (1993, 2007, 2014), among others. The Parâmetros Curriculares Nacionais (2015) were also observed, as they determine the requirements for the approval of textbooks and establish that genre awareness is one of the prerequisites for the acceptance of the textbook in public schools in Brazil. The results of this study showed that genre awareness, as well as their characteristic rhetorical structures and communicative purpose are more evident in the textbook that went through requirements for its approval, as in the case of High Up, which presented these traits in all of its writing activities, whereas Interchange showed clear reference to genres in 12 out of its 15 activities.

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Nigro, Rogério Gonçalves. "Textos e leitura na educação em Ciências: contribuições para a alfabetização científica em seu sentido mais fundamental." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29012009-154033/.

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A linguagem é um campo de pesquisa em educação em ciências cujo número de trabalhos vem crescendo nos últimos anos (Carlsen, 2007). Um dos assuntos relacionados à linguagem na educação em ciências que ainda necessita ser mais explorado é a leitura e a escrita em ciências. Algumas das questões que surgem nesta fronteira do conhecimento são: Como os textos usados no ensino-aprendizagem de ciências podem ser caracterizados? Qual a relação destes textos com a compreensão leitora dos estudantes que com eles tomam contato? Possíveis respostas para estas questões são apresentadas em investigações que abordam a linguagem de tais textos (Merzyn, 1987; Unsworth, 2001), ou que enfatizam a questão dos gêneros de texto não ficcionais (Keys, 1999; Hand et al, 1999) ou, ainda, que exploram o uso de textos jornalísticos no ensinoaprendizagem de ciências (Wellington, 1991; Norris e Phillips, 1994; Phillips e Norris, 1999; Ratcliffe, 1999). Nesse trabalho sugerimos uma possível resposta para estes problemas focando-nos na investigação da compreensão leitora. Aqui procuramos avaliar a compreensão manifestada por duas amostras de estudantes do final do ensino fundamental (entre 14-15 anos) que lêem trechos de textos de diferentes gêneros, mas que tratam de um mesmo assunto relacionado às ciências. Uma destas amostras é caracterizada por ler um trecho de um texto extraído de um livro texto e, a outra, por ler um trecho de texto extraído de um material de divulgação científica. Analisamos o desempenho dos leitores em testes de conhecimento, de aplicação de conhecimento e de atitudes em relação ao texto. Também analisamos alguns elementos da estrutura desses textos. Verificamos que os estudantes que leram o material de divulgação científica obtiveram melhores pontuações nos testes realizados do que os seus pares que leram o trecho de livro texto e que as meninas obtiveram resultados melhores do que os meninos. Nossa análise revelou que os leitores do texto de divulgação parecem ter mais sucesso para integrar o que já sabiam com as informações apresentadas no texto. Segundo o modelo de compreensão do discurso de vanDijk e Kintsch (1983) isso evidencia que estes leitores estão construindo representações mais completas das situações tratadas no texto. A fim de tentar explicar as diferenças de aprendizagem detectadas, de um lado exploramos alguns aspectos relacionados aos leitores: as atitudes que tinham em relação aos textos, sua proficiência leitora e o quanto já sabiam sobre os assuntos tratados no material que leram. Nenhum destes fatores demonstrou ser suficiente para entendermos as diferenças de compreensão associadas à leitura que observamos. Por outro lado, exploramos a estrutura dos textos e constatamos a existência de diferenças marcantes entre eles. Dessa maneira, nossa principal tese é que as diferenças de compreensão observadas podem ser decorrentes de um processamento diferenciado que ocorre por ocasião da leitura destes textos, tal processamento diferenciado poderia estar sendo desencadeado pela forma em que certos elementos da estrutura destes textos se apresentam.
Language is one field of science education research that has received a lot of attention lately. This is revealed by an increase in the number of papers that deal with this subject (Carlsen, 2007). One of the topics related to language in science education that still need to be further explored is reading and writing in science. Here, some questions that can represent border knowledge are: How school science texts can be characterized? Is there any relation between these texts and their reading comprehension? Possible answers to these questions have dealt with the linguistic features of science texts (Merzyn, 1987; Unsworth, 2001), or have emphasized non fiction genres (Keys, 1999; Hand et al, 1999), or have explored newspaper articles on science education (Wellington, 1991; Norris e Phillips, 1994; Phillips e Norris, 1999; Ratcliffe, 1999). In this work we follow a different pathway: we focus our attention on reading comprehension. Here we assess 14-15 years old students reading comprehension through some tests. The students were randomly assigned to read either a textbook or a popular science article passage about the same subject. We analised readers performance on knowledge tests, on application tests and readers attitudes toward the text. We have also analised some structural features of the texts. The popular science article readers performed better than their peers and girls performed better than boys. Our analyses indicate that the popular science article readers tend to more successfully integrate their previous knowledge with the new information presented in the text. According to vanDijk and Kintsch (1983) discourse comprehension model this evidence these readers are constructing more complete representations about the situations presented in the text. In order to further understanding the observed learning differences we explored readers factors, such as attitudes toward the texts, reading skills and previous knowledge. None of these factors suffice us to understand the observed reading comprehension differences. On the other hand we verified very strong differences in some texts features. Our thesis is that the observed reading comprehension differences can be a consequence of differences in reading processes, triggered by some elements of the texts that were readen.

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Maruma, Mamalatswa Walburga. "A genre-theoretic analysis of sports texts in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49820.

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Thesis (MA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes linguistic elements which are applicable in language learning to equip learners with analytic skills. These skills are indicated in the Curriculum 2005 for the learning area: languages. These skills will enable learners to analyse the discourse structure of written texts effectively. Use is made of various textlinguistic strategies for analysing written genre texts on sports matters. Including these strategies in language learning and teaching situation will help learners to understand how language is used in text analysis. In order to demonstrate how to analyse texts practically, these strategies are investigated through sports texts from Bona Magazine. This study demonstrates the importance of generic factors for a proper analysis of texts. These factors include the community in which the text is produced, cultural factors and the communicative purpose of a text. In exploring the generic features of texts, the definition of the term text is investigated, including all its characteristics, textlinguistic construction and levels of text analysis are also identified. This study demonstrates the importance of including the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of texts. The ethnography of writing entails that a thorough text analysis should address the following question: AWho writes what to whom for what purpose, why, when and hews. The study examines the importance of utilising text analysis in language learning and teaching. The study also demonstrates the relationship between the theoretical aspects examined and the learning outcomes of Curriculum 2005. The study thus demonstrates how the theoretical framework discusses is applicable in the analysis of Sepedi texts.
AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in staat om die diskoers struktuur van geskrewe teks te analiseer. Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die praktiese toepassing van die analise van tekste te illustreer, word die betrokke tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste. Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste. Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word, kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek, insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise. Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf, soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie ondersoek die belang van die gebruik van teksanalise in leer en onderrig. Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die analise van Sepedi tekste.
SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme. Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa. Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona. Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa a laedltswe, Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?' Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.

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Martinsson, Matilda. ""Och andra typer av texter" - vilka texter? : En kvalitativ studie om hur lärare tolkar begreppet texttyp i styrdokumenten." Thesis, Uppsala universitet, Institutionen för nordiska språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445555.

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I denna uppsats undersöks hur begreppet texttyp tolkas av verksamma lärare i svenska pågymnasiet samt vilka olika texttyper som implementeras i deras undervisning. I undersökningensvarar elva lärare på enkätfrågor som rör deras egen undervisning i val av olika texttyper samthur de tolkar två formuleringar i kunskapskraven för Svenska 1 och 3 som också rörde olikaval av texttyper. Deras svar delades sedan in i två genreteorier; Nyretoriken och Sydneyskolanför att kunna analysera lärarnas tolkningar. Syftet är att se på vilka sätt det går att tolkabegreppet texttyp och vad som troligen är lärarnas största anledningar deras tolkningar samt valav texttyper i sin undervisning.Resultatet visar att formuleringarna i styrdokumenten tolkas på olika sätt av lärarna och att bådeNyretoriken och Sydneyskolans genreteorier gick att utläsa av lärarnas tolkningar samt val avtexttyper vid skrivuppgifter.Slutsatsen är att det ryms olika sätt att tolka begreppet texttyp i genom många olika val avtexttyper i skrivundervisningen, trots att de flesta av lärarna har styrdokumenten somhuvudsaklig anledning. Styrdokumentens formuleringar öppnar också upp för storatolkningsmöjligheter och därav är det en trolig anledning till lärarnas skiftade svar.

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Dlepu, Seziwe Everrette. "The consumer advice article in Xhosa as genre-text." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51951.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The study investigates text properties of the consumer-advice magazine article in Xhosa within the framework of the genre-based approach to literacy and writing. The view of writing as component of the communication competence component in Grabe and Kaplan's (1996) theory of writing is assumed. It is argued that the analysis of (non-fictional) genres is a core ability in terms of the specifications of Curriculum 2005 for outcomes-based language teaching for writing skills. The term genre as it is used within genre theory refers to a (non-fictional) text which has an identifiable social (or cultural) purpose, an identifiable form (including beginning, middle and end) and specific constrains on the possible deviations allowed in its form. This study will examine seven BONA magazine articles to establish what identifiable generic properties can be attributed to these genretexts. The cognitive move structure of these magazine articles on consumer advice will be analysed to determine whether a typical move structure occurs for this genre. The text-linguistic properties of the various magazine articles will be investigated invoking Grabe and Kaplan's model of text-structure. In particular, properties like pronominal reference conjunctive devices, which contribute to text coherence and cohesion will be considered as well as lexical choices as a reflection of communicative purpose. Finally, the study will briefly address the issue of the significance of the genre-text knowledge underlying writing skills as the relevant kind of knowledge to be developed in terms of the specifications of outcomes-based language teaching in Curriculum 2005. The kind of analytic skills exemplified in the examination of the Xhosa magazine articles are therefore necessitated for accomplishing the outcomes for writing. The nationale for developing such analytic abilities with respect to writing skills is to empower learners to be competent writers in their future career lives.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die teks-struktuur eienskappe van die verbruikers-advies tydskrifartikel in Xhosa binne die raamwerk van die genre-gebaseerde benadering tot geletterdheid en skryfvaardigheid. Die beskouing van skryfvaardigheid as 'n komponent van die kommunikasievaardigheid komponent in Grabe en Kaplan (1996) se teorie van skryfvaardigheid word aanvaar. Daar word geargumenteer dat die analise van nie-fiksie (of nie-literêre) genres 'n kemvermoë is in terme van die spesifikasies van Kurrikulum 2005 vir uitkoms-gebaseerde taalonderrig van skryfvaardigheid. Die terme genre, soos dit gebruik word in genre-teorie verwys na 'n (nie-fiksie) teks met 'n identifiseerbare sosiale, kommunikatiewe of kulturele doelstelling, 'n identifiseerbare vorm (insluitende 'n begin, middel en einde) en spesifieke beperkings rakende die toelaatbare afwykings in vorm. Die studie sal sewe BONA tydskrifartikels ondersoek om te bepaal watter identifiseerbare eienskappe toegeskryf kan word aan hierdié genre-tekste. Die kognitiewe skuif-struktuur van hierdie tydskrifartikels oor verbruikersadvies salontleed word om te bepaal watter tipiese skuif-struktuur voorkom vir hierdie genre. Die teks-linguistiese eienskappe van die verskillende tydskrifartikels salondersoek word deur die model van Grabe en Kaplan te gebruik. In die besonder, eienskappe soos voornaamwoordelike verwysing, voegwoord-meganismes wat bydra tot tekskoherensie en kohesie salondersoek word, asook leksikale (woord) keuses as 'n refleksie van die skrywer se kommunikatiewe doelstelling. Laastens, sal die studie kortliks vraagstukke ondersoek rakende die belang van die genreteks kennis wat onderliggend is aan skryfvaardigheid as die relevante soort kennis wat ontwikkel moet word in terme van die spesifikasies van uitkoms-gebaseerde taalonderrig in Kurrikulum 2005. Die soort analitiese vaardighede wat na vore kom in die ondersoek van die Xhosa tydskrifartikels word genoodsaak ten einde die uitkomste vir skryfvaardigheid te bereik. Die motivering vir die ontwikkeling van sodanige analitiese vermoëns ten opsigte van skryfvaardigheid is om leerders te bemagtig om 'n goeie skryfvaardigheid te hê in hulle toekomstige beroepe.
ISICATSHULWA ISIXHOSA: Esi sifundo sinika sikwabonisa ngokupheleleyo ukuba nabani na obhalayo rnakacacelwe ukuba ubhalela isizwe, ngoko ke rnakabe neenjonge. Makaqiqe akucingisise oko akukhethele ukutyebisela uluntu ngako. Ibonisiwe imigaqo elandelwa ziingcali zaphesheya nezimvo zazo ngobhalo lwesicatshulwa kwaneengxaki abathe bahlangana nazo. Esi sicatshulwa sigxininise kwirnigaqo ernayi landelwe yikharikyularn equlunqwe yalungiselelwa izikolo. Kwikharikyulam kuboniswa ukuba xa kufundiswa ukubhala urnfundi obhalayo, utitshala obhalayo, isikolo, izixhobo zokufundisa kwaneendlela zokufundisa zibaluleke ngokufanayo nangokulinganayo. Kaloku olu hlobo lwesilabhasi lujolise kwiziqhamo. Indlela zokubhala zinikiwe kubekwa umnwe kwindlela apho urnbhali abhalela ukuxela into ethile phofu ezarna ukuqweqwedisela iingqondo zabantu kurnba othile. Iintlobo zokubhaliweyo nazo ziphononongiwe kwaze kwaqononondiswa kuleyo urnntu abhalela ukugqithisa ulwazi ngento ethile. Okubalulekileyo kokokuba lowo ubhalayornakakhethe okunorndla yaye kube serngangathweni. Izicatshulwa ezichongiweyo apha kwesi sifundo zihlonyulwe kwirnagazini yesiXhosa iBona. Zonke zichazwe gabalala phaya kwisahluko sesine, izizicatshulwa ezingeso labathengi. Kweli liso labathengi kucetyiswa kufundiswa abathengi ngeendlela zokuqoqosha ngernpurnelelo njengoko arnaxabiso enyuka umhla nezolo. Incwadi ebhalwe nguGrabe noKaplan isibonisa indlela erna ilandelwe xa ufundisa umntwana ukubhala. Bagxininise kwiiphararnitha: ngubani obhala ntoni, ebhalela bani, enayiphi injongo, ngoba, nini, phi, njani. Ezi phararnitha zisetyenzisiwe ukuphengulula nokuhlalutya ezi ziqwengana zikhethwe kwirnagazini iBona. Esi sifundo sigxininisa kwicala losetyenziso - lwirni kulo rnzekelo. Esi sifundo siphinde saxoxa nzulu ngonxulumano olukhoyo phakathi kwezi ziqwengana zichongwe kwiBona ezingeso labathengi kunye neziqhamo ezisixhenxe ezidweliswe zacaciswa kuxwebhu lwe-OBE (Outcome-based Education) olulungiselelwe izikolo. Olu xwebhu lwe-OBE luzama lusikhanyisela ukuba umntwana xa ebhala isicatshulwa makazicwangcise ngokukuko izimvo zakhe. Ingaba uyakuqonda ekuva na oko kuqulathwe koko akubhalileyo. Umzekelo esiwunikwe ngokaBathia we 'moves' ezisixhenxe athi zinokuchongwa kokubhaliwe yo, nawo usetyenzisiwe ukuxovula isicatshulwa ngasinye. Kolo xovulo kufumaniseke ukuba zintandathu kuphela i'moves' ezichongeka nezifumaneka kwezi zicatshulwa zeBona.

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Mavela, Xolani Shadrack. "A genre-theoretic analysis of human rights texts in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52642.

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Thesis (MA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of human rights magazine texts in isiXhosa. The theory employed in this study includes linguistic elements, which can be included in teaching methodology for developing the learners' analytic skills in analyzing the discourse structure of written texts. These kinds of analytic skills are strongly reflected in Curriculum 2005 for the learning area languages. The thesis employs a range of textlinguistic strategies for analyzing written genre texts on human and civil rights issues. It is argued that the incorporation of these strategies by teachers in the process of language teaching in Curriculum 2005 will enable the learners to analyse texts successfully and to gain an awareness about how language is used in texts. For the purpose of analysis in this thesis, texts from the Bona magazine with contents ranging on human and community or civil rights were collected. The thesis demonstrates that text analysis involves to a large extent, an investigation of generic factors such as the communicative purpose, the culture and the community in which the text is produced. Following the discussion of the generic features of texts, a broad definition of the term text is explored, and the textlinguistic construction and certain levels of analysis are identified. In addition to this, the study demonstrates that analysis of the linguistic structure of texts needs to incorporate the discussion of the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing entails that a detailed analysis of texts should address the following questions: 'Who writes what to whom, for what purpose, why, when and how?' The study explores the implications and rationale for incorporating text analysis in language teaching and learning. Lastly, the relationship between the theoretical underpinnings assumed in this study, and the learning outcomes of Curriculum 2005 are explored. This study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which underlies in the construction of written texts, will not only introduce the language learner to an inclusive language pedagogy, but can be employed for effective text analysis of isiXhosagenre texts on human rights in popular magazineslike Bona.
AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van die teoretiese model van Grabe en Kaplan (1996) vir die analise van menseregte tydskrifartikels in isiXhosa. Die teorie wat aangewend word in die studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoersstrukture van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in Kurrikulum 2005 vir die leerarea van tale. Die tesis wend 'n verskeidenheid tekslinguistiese strategieë aan vir die analise van geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word betoog in die studie dat die insluiting van hierdie strategieë deur onderwysers in die proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekste suksesvol te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes van analise is hierdie tesis is tekste gebruik uit die BONA tydskrif met 'n inhoud oor menseregte en gemeenskaps- en burgerlike regte. Die tesis demonstreer dat teksanalise in 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word. Na 'n bespreking van die generiese faktore van tekste word 'n breë definisie van die term "teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word geïdentifiseer. Hierbenewens demonstreer die studie dat die linguistiese analise van tekste die bespreking moet insluit van die parameters van die etnografie van geskrewe tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe tekste behels dat die analise van tekste die volgende vrae ondersoek: Wie skryf wat vir wie vir watter doel, waarom, wanneer en hoe? Die studie ondersoek die implikasies en motivering vir die insluiting van teksanalise in taalonderrig. Laastens word die verhouding tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste van Kurrikulum 2005 ondersoek. Die studie toon aan dat die teoretiese raamwerk van Grabe en Kaplan (1996), wat onderliggend is aan die konstruksie van geskrewe tekste, kan aanvaar word om leerders in te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teksanalise van isiXhosa genre tekste gebaseer op die menseregte in populêre tydskrifte soos Bona.

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Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.

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This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.

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Jali, Nomfundo. "A genre analysis of South African female celebrities in isiXhosa texts." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50250.

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Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This research work has put into practice the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of South African female celebrities' texts in Xhosa. Theoretical elements employed in this study includes linguistic elements and the elements that are applicable to the structure of narrative texts. This framework can be included in teaching methods and approaches for the development of the learners' analytic skills in analyzing the discourse structure of written texts. These skills are to be acquired by learners, are part of the Curriculum 2005 and are meant specifically for the teaching and learning of languages. This study has employed a range of textlinguistic strategies for analyzing written genre texts on issues relating to female music artists and actresses. It is imperatively recommended that language teachers with the incorporation of Curriculum 2005 methodology can use these strategies in order to produce learners that are able to analyze texts successfully and who have an awareness about how language is used in text construction as a reflection of social activities. For the purpose of analysis in this thesis, texts from the Xhosa Bona magazine with contents ranging from acting careers and music artists has been collected. This study demonstrates that text analysis involves to a larger extent, an investigation of generic factors such as the communicative purpose, the culture and the community, and as well as the traumatic and exciting human experiences encountered by people in the society in which the text is produced. A broad definition of a narrative and a text will be established in the discussion of the generic features of texts. The text-linguistic construction, the analysis of linguistic structures, and the elements of the overall structure of narratives will be demonstrated in the analysis of Xhosa texts with emphasis on the discussion of the parameters of the ethnography of writing as proposed by Grabe and Kaplan (1996). The following questions are addressed by these parameters of the ethnography of writing: "Who writes what to whom. for what purpose. why. when and how?" In addition to these parameters the study addresses the elements of narratives based from the overall structure of narrative texts as proposed by Labov (1972). In Labov's framework the following elements are addressed: "the orientation section. the complication. the evaluation. the resolution and the coda". In addition to these elements examined the move structures will be explored as a way of summarising the facts and the message carried by the content of each Xhosa text written for the purpose of analysis. This study explores the implications and rationale for the incorporation of text analysis in language teaching and learning, as well as to explore the relationship between the theoretical underpinning of this study with the learning outcomes of Curriculum 2005 which have to be applied in language pedagogy. Finally, this study has proved that the theoretical framework of Grabe and Kaplan (1996) and the elements of the overall structure of narrative texts of Labov (1972) as employed in the written text construction, will introduce language teachers and learners into an effective language learning and teaching. This implies that the strategies acquired in this study can be employed in any analysis of written text in any language study as it has been explored in the analysis of Xhosa genre texts of South African female celebrities from a Xhosa Bona magazine.
AFRIKAANSE OPSOMMING: Hierdie navorsing doen 'n praktiese toepassing van die teoretiese raamwerk van tekskontruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Xhosa tekste oor vroulike bekendes. Teoretiese elemente wat aangewend word in die navorsing sluit in tekslinguistiese elemente en die elemente wat toepaslik is tot die struktuur van narratiewe tekste. Hierdie raamwerk kan gebruik word in taalonderrigmetodes en benaderings gerig op die ontwikkeling van leerders se analitiese vaardighede in die analise van die diskoersstruktuur van skriftelike tekste. Hierdie vaardighede wat verwerf moet word deur leerders, is gespesifiseer in Kurrikulum 2005 vir die leerarea tale. Die studie wend 'n verskeidenheid tekslinguistiese strategieë aan in die analise van geskrewe genre-tekste oor vraagstukke rakende vroulike musiekkunstenaars en aktrises. Daar word aanbeveel in die studie dat taalonderwysers, deur die toepaslike metodologie in Kurrikulum 2005, hierdie strategieë aanwend ten einde leerders te lewer wat in staat is om tekste suksesvol te analiseer, en wat 'n bewussyn het van hoe taal gebruik word in tekskonstruksie as 'n refleksie van sosiale en kommunikatiewe doelstelling. Vir die doel van die analises in hierdie studie, is 'n verskeidenheid Xhsoa tekste oor bekende vroulike musici en aktrises gekies uit die BONA tydskrif. Hierdie studie demonstreer dat teksanalise 'n ondersoek behels na die teks-generiese faktore, die kommunikatiewe doelstelling, en die sosiale en kulturele konteks en die traumatiese en opwindende ervarings ervaar deur mense in die gemeenskap waarin die teks geproduseer word. 'n Breë definisie van narratief en teks sal gegee word in die bespreking van die generiese kenmerke van tekste. Die tekslinguistiese konstruksie, die analise van linguistiese strukture, en die elemente van die geheelstruktuur van narratiewe, sal gedemonstreer word in die analise van die Xhosa-tekste met klem op die parameters in die etnografie van skryf soos voorgestel deur Grabe en Kaplan (1996): Wie skryf wat aan wie vir watter doel, waarom, wanneer. Bykomend tot hierdie parameters, ondersoek hierdie studie die globale elemente van narratiewe gebaseer op Labov (1972), die orientasie, die komplikasie, die evaluasie, die resolusie, en die koda. Bykomend sal die kognitiewe of retoriese skuifstrukture ook ondersoek word.

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Pole, Tlou Gilbert. "A genre-theoretic analysis of texts of government speeches in Sepedi." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50251.

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Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the magazine: ANC TODAY. The theory that is used in this study invokes the linguistic elements that can be used by both the teachers and learners to critically analyse texts in classrooms. This genre-theoretic approach is employed as framework, for analysing the linguistic, rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for what purpose, why, when and how?' The text construction analysis executed in the study enable the learners to acquire skills, knowledge and values of outcomes-based language teaching. The information structuring of text analysis and construction enables learners to write, read and use language structure and conventions for learning and career pathways. The textlinguistic strategies for analysing written texts in language teaching enables learners to analyse texts successfully and gain an awareness of language use in texts.
AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te ontleed. Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn te ontwikkel van taalgebruik in tekste.

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Collingsworth, Jean. "Transformational texts : genre, discourse and subjectivity in the self-help book." Thesis, London Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549555.

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This research used selected structuralist and post-structuralist theory to investigate the notions of genre, discourse and subjectivity in the contemporary self-help book. It argues that these texts have links with classical and modern ethics of optimum living and are predicated on an ontology of transformative possibility which is expressed through typical rhetorical strategies. Furthermore, that the publications are a significant element in the therapeutic discourse prevalent in contemporary society. It suggests that as well as being a highly successful commodity, the self-help book is theoretically remarkable for two reasons. Firstly it operates as a redemptive paradigm for the reader; secondly it is an 'actantial' genre because each text participates as a 'protagonist' in the 'heroic' narrative of transformation which it articulates. Furthermore a self/subject dyad inhabits the genre because while advice literature is predicated on a humanistic discourse of essential, telic selfhood, critical analysis detects the underlying dynamics of socially-constructed subjectivity. Three levels of subject activity in the self-help book are distinguished: sub-stratum (ontological level of humanistic assumptions), inter-stratum (archetypal level: the reader as 'hero'; the book as 'helper' etc.) and super-stratum (the level of every-day matters). The research concludes that the selfhelp book is a paradoxical phenomenon for the cultural theorist because it asserts the survival of personal agency in the postmodern episteme which has seen the discrediting of grand narratives and the decentring of the human subject. Additionally, the lexicon of genre studies is extended by the coining of new terms to better describe the emergence of 'symbiotic' commercial materials and a generic twelve-step sequence of discourse emergence is also offered. This traces the discourse of post-traumatic stress from its diffuse beginnings to its present linguistic entrenchment in commercial publications. The research is thus original at two levels: it provides a detailed exploration of the self-help book qua text and extends the reach of critical theory.

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Bleau, Alexandre. "Les Vies de Pierre Michon : Étude spéculative des genres littéraires." Thesis, Lille 3, 2012. http://www.theses.fr/2012LIL30022.

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Cette thèse se propose trois buts étroitement liés. Le premier en importance est de comprendre l'oeuvre de Pierre Michon, depuis les Vies minuscules (1984) jusqu'aux Onze (2009), comme un enchaînement précis de contenus génériques, et de montrer que cette oeuvre, quoiqu'elle se laisse intuitivement assimiler à des genres anciens tels que la "vie" et l'autobiographie, ressortit à une évolution essentielle de la littérature contemporaine, si bien que l'analyse détaillée de son devenir fera apparaître l'universalité sous-jacente de nombreux éléments soi-disant personnels et idiosyncrasiques mis de l'avant par l'auteur. Le second but est d'appréhender le processus historique complexe qui mène à une telle oeuvre ; plus précisément, il s'agira d'expliquer comment différentes époques produisent différents genres littéraires qui sont autant de façons de réfléchir l'existence "réelle" de l'homme sur terre ; ou encore : comment la vie, loin d'être confinée au biographique, est l'affaire de la littérature en général, de sorte que l'épopée, la tragédie, la chronique, le roman de quête, etc. sont tous à leur manière des espèces de vies.Dans la mesure où c'est la nécessité de passer d'un genre à l'autre qui nous occupera avant tout, nous serons en outre amené à voir dans l'oeuvre de Michon la détermination ultime de la vie et, en un sens, son dépassement. Le troisième but est de saisir le concept de texte comme cela même à partir de quoi surgit et se déploie la vie, et d'examiner pour ce faire les différences que ce concept porte en lui, à savoir celles de la fiction, de l'histoire et du récit, ou en d'autres termes celles du narrateur, du personnage et du héros
This thesis aims at three closely tied goals. The foremost is to understand the works of Pierre Michon, ever since Vies minuscules (Small Lives ; 1984) and up until Les Onze (The Eleven ; 2009), as a precise chain of generic contents, and to demonstrate that this body of work, even though it might appear to belong to older genres such as the "life" and the autobiography, is driven from an essential evolution of contemporary literature so much so that the detailed analysis of its becoming will reveal the underlying universality of numerous so-called personal and idiosyncratic elements put forth by the author. The second goal is to apprehend the complex historical process which leads to such works ; more precisely, the question will be to explain how different periods produce different genres that are as many ways to reflect humanity's "real" existence upon this earth, or : how life, far from being confined to the biographical, is the matter of literature at large, and that the epic, the tragedy ,the chronicles, the romance, etc., are all in their own respect subspecies of the life-genre. Inasmuch as our primary focus will be the necessity of moving from one genre to the other, we shall moreover be lead to see in Michon's works the ultimate determination of the life-genre, and, in a way, its supersession. The third goal will be to seize the concept of the text as that from which the life-genre comes to be and deploys itself, and, to that end, to examine the differences that this concept holds within, namely the fiction, the story and the tale, or in other terms the difference of the narrator, the character and the hero

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41

Nyström, Catharina. "Gymnasisters skrivande : En studie av genre, textstruktur och sammanhang." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:du-11019.

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Students in upper secondary school write in a number of different genres, and do this in school contexts as well as in their spare time. The study presented here is an overview of this activity and the genres concerned. The theoretical framework of the study is that of genre theory whereby genre is understood as a socially situated concept. The study is based on 2 000 texts gathered from students on different study programmes all over Sweden in the school year of 1996-97. The texts were written in different situations. The most important distinction made here is between test texts (i.e. texts from national tests) and self-chosen texts, which may come from schoolwriting or spare-time writing. The texts are categorized according to genre. This text inventory shows a repertoire of 33 different genres in the text material. A small number of genres, such as story, book-review and expository essay dominate the school writing. The test genres differ from this pattern in that they clearly imitate texts with a genuine communicative intent. The most frequent genres are studied further and each of them is demonstrated by an interpretative reading. This reading shows that the genres differ considerably with respect to genre character and stability of text structure. A quantitative study of text length and variation in vocabulary further shows that texts written by two categories of students, those on vocationally oriented programmes and those on programmes preparing for higher education, differ significantly. Reference cohesion is studied in a smaller sample of the texts. This lexico-semantic mechanism of cohesion proves to exhibit an interrelation with variation in vocabulary as well as with text type. One particular cohesive tie, inference, shows different patterns in texts written by the two categories of students mentioned above.

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Brigadoi, Ivan. "Genre classification using syntactic features." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-454667.

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This thesis work adresses text classification in relation to genre identification using different feature sets, with a focus on syntactic based features. We built our models by means of traditional machine learning algorithms, i.e. Naive Bayes, K-nearest neighbour, Support Vector Machine and Random Forest in order to predict the literary genre of books. We trained our models using as feature sets bag-of-words (BOW), bigrams, syntactic-based bigrams and emotional features, as well as combinations of features. Results obtained using the best features, i.e. BOW combined with bigrams based on syntactic relations between words, on the test set showed an enhancement in performance by 2% in F1-score over the baseline using BOW features, which translates into a positive impact of using syntactic information in the task of text classification.

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Denoyelle, Corinne. "Le dialogue dans les textes courtois des XIIe et XIII siècles : analyse pragmatique et narratologique." Paris 3, 2006. http://www.theses.fr/2006PA030081.

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À partir d’un corpus de récits courtois, longs ou brefs, en vers ou en prose des XIIe et le XIIIe siècles, cette thèse analyse la complexification des dialogues. Celle-ci est liée au développement du contexte spatio-temporel, non verbal et paraverbal qui les entoure et à l’augmentation du nombre de locuteurs. Elle entraîne la recherche d’effets prosodiques et pragmatiques et l’invention de répliques sans rôle dramatique pour mimer l’improvisation de la parole. Les enchaînements privilégiés d’actes de langage sont étoffés pour représenter des péripéties ou la stagnation d’une conversation. On compare les dialogues romanesques à des conversations authentiques par le biais des actes de langage du compliment et du reproche et avec les modèles possibles des dialogues judiciaires, religieux ou universitaires. L’étude de leurs fonctions dramatique, descriptive, émotive et idéologique montre l’importance qu’ils prennent dans la prose arthurienne où ils servent l’illusion d’un monde complet
Fictional dialogues become more complicates during the twelfth and the thirteenth centuries in verse or prose courtly novels or short stories. This comes through the development of the spatiotemporal or non verbal and paraverbal context and through the increasing speakers number. It brings about the search of prosodic and pragmatical effects and the invention of lines without any narrative interest in order to copy natural movements of conversations. Privileged speech acts linking are filled out to represent the fact that the discussion is not making any progress or is dealing with events. Fictional dialogues are compared to authentic ones through the analysis of the speech acts of congratulations or reproaches and through the institutional models of judiciary, religious or scholarship colloquies. Their narrative, characterizing, emotional or ideological functions show the increasing importance they have in Arthurian prose where they contribute to create an illusive whole world

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Alidib, Zuheir A. "The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101661869.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 139 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Dec. 1.

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Canavan, Aidan-Paul. "Looting the dungeon : the quest for the genre fantasy mega-text." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540030.

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46

Densborn, Linda, and Erika Sehlstedt. "Vad gör vi med texter? : Textarbete i en årskurs 3." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4755.

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Enligt styrdokumenten skall elever rustas inför dagens samhällsliv, fortsatta studier och kommande arbetsliv vilket förutsätter att eleverna kan möta och förstå texter av olika slag. För att klara de nationella proven i åk 3 krävs att eleverna behärskar olika texttyper och vi vill med denna studie se hur arbetet med olika texter i en åk 3 ser ut samt vilka relationer mellan klassrummets textarbete och styrdokumentens intentioner vi kan utlä-sa. Vi är även intresserade av om undervisningen kring texter är inspirerad av literacy-forskning eller en mer traditionell syn på läs- och skrivinlärning. Vi tänker oss att denna studie kan leda till att verksamma lärare och lärarstudenter får upp ögonen för hur arbe-tet med olika texter kan se ut för att uppnå styrdokumentens intentioner. Vi har i studien använt oss av en empirisk kvalitativ observationsstudie för att få ett så trovärdigt resul-tat som möjligt. Resultatet visade att eleverna mestadels arbetade med texter av berät-tande karaktär och att undervisningen framför allt speglar en traditionell färdighetssyn där mycket fokus ligger på grammatik, form och struktur utan något större samman-hang.
As the policy documents reads students must be prepared for today´s society, further studies and future working which implies that students can understand and encounter different types of texts. To cope the National Tests in third grade the students must mas-ter different types of texts and with this study we want to study the work with texts in a third grade classroom, and also how the relation between classroom activities and policy documents may be understood. We are also interested in different Theories of reading and writing, and thus if text activities are inspired by literacy research or a more tradi-tional skill discourse. We imagine that this study can conduce to the active teachers and student teachers can take notice of the importance of early introduction of different types of texts for the students. In this study we have used an empirical qualitative obser-vational study to get a so credible result as possible. The result showed that most of the texts that the students worked with were of narrative character and that the education was based primarily on a traditional skill discourse whit focus on grammar, form and structure without any larger context.

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Maun, Ian. "'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87818.

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This study seeks to determine whether grammatical and presentational features of authentic non-fiction French texts are in any way related to the level of difficulty of texts as perceived by students who have taken Advanced Subsidiary Level (AS). The notions of text and genre are examined, as are the processes of reading in the first language (L1) and in the foreign language (L2). The question of ‘readability, and that of ‘authenticity’ in L2 are also examined. In order to ascertain students’ reactions to different text-types, 150 texts from French sources were gathered and classified. 100-word samples of each text were analysed for various linguistic features. Statistical tests on these were carried out, as well as statistical tests on the visual elements and layout of the whole texts. Further linguistic analysis was carried out within the text-type groups in order to ascertain their grammatical features. 31 students from local tertiary institutions were interviewed, and their perceptions on a sample of the texts were sought. This included the grading of texts for difficulty on a 1-5 Likert scale. The results of the interviews were triangulated with the statistical and linguistic analyses. A relationship was found between text-type and level of perceived difficulty. In the light of these results, the distinction between genre and text-type was examined, and a way was found of linking these into a textual taxonomy, which has close relations with the grammatical and presentational features which characterise the various text-types. In the light of these results, the question of the ‘topic approach’ to the teaching of French is examined, and a way found by which text-types that are perceived to be simpler are studied before those which are perceived to be more difficult. This approach advocates a more logical continuum of grammatical presentation than has hitherto been witnessed in course books for French at this level, while retaining the semantic integrity inherent in the ‘topic approach’.

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Hjertén, Marie. "Hur förklaras texttyp och genre? : En studie av begreppen i läroböcker för Svenska A och B." Thesis, Stockholms universitet, Institutionen för nordiska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-110237.

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Uppsatsen bygger på en studie av hur texttyp och genre förklaras i läroböcker inom gymnasieskolan. Syftet är att kritiskt granska hur begreppen förklaras i läroböcker för Svenska A och B. Som utgångspunkt för studien görs även en granskning av hur vetenskaplig text förklarar dessa begrepp. Det sker genom en kritisk närläsning av ett texturval från både det språkvetenskapliga och det litteraturvetenskapliga fältet. Granskningen utgår från distinktion, komplexitet och samband. Studien, som är diskursanalytisk i sin ansats, är således tvådelad där text inom olika kontexter behandlas. Metoden för studien av lärobokstexterna är en textsekvensanalys inspirerad av J-M Adam och Per Ledin, men med eget tillskott av den problematiserande sekvensen. Den avgörande frågan är om de vetenskapliga förklaringarna med deras problematik återspeglas, om än via text-traduktion, i lärobokstexternas förklaringar. Vidare diskuteras läroboksförfattarnas ansvar inom den diskursiva praktiken, eftersom eleverna är starkt beroende av producenterna. Resultatet av min undersökning visar att ansatser till problematisering finns, men även brist på ansats. I en av de undersökta läroböckerna återspeglas, genom text-traduktion, vetenskapliga förklaringar med tillhörande problem. I den texten diskuteras och tydliggörs även begreppens samband. I studier av texttyp och genre är det väsentligt att utgå både från de språkvetenskapliga och de litteraturvetenskapliga fältens texter för att iaktta de teoretiska problem som diskuteras i samband med fiktiva och ickefiktiva texter.

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Welsh, James L. "Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5605.

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This study establishes a comprehensive methodology for analyzing children's website content, based on both linguistic and rhetorical data, by employing defensible criteria to evaluate both qualitative and quantitative data. By employing genre theory as a prism for examining form, substance, and rhetorical action within children's websites, this study applies that methodology to a purposeful sample of five children's websites. Results of the analysis document the complex multimodal and multilinear nature of the websites studied and identify a possible new genre, the pop culture carousel website.

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Rudelic-Fernandez, Dana. "De la transmodalisation : étude des rapports entre les modalités dramatiques et narratives du texte en littérature et psychanalyse." Paris 7, 1991. http://www.theses.fr/1991PA070048.

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La visee generale de cette etude est d'aborder de plus pres la narrativite du texte litteraire et psychanalytique. Nous montrons comment la definition aristotelicienne du recit comme histoire ou representation d'action (mythos), generalement adoptee par la poetique classique et largement repandue dans les theories contemporaines du recit, repose sur une "transmodalisation dramatique du recit". Nous analysons ce processus transmodal comme inherent a la definition du recit et sur l'exemple des six "lectures transmodales" (saint-real, mme de villedieu, marivaux, balzac, vian et sartre), nous montrons comment un texte litteraire s'inscrit dans une tradition modale generique et simultanement, s'en demarque. Ensuite, a travers une lecture rapprochee des textes de freud, lacan et julia kristeva, nous examinons l'usage que fait la theorie psychanalytique de la notion du recit. En conclusion, nous retracons le moment d'elaboration narrative du discours dans le processus d'acquisition du langage. Nous decouvrons aux origines enonciatives du recit une mobilite signifiante qui, inherente a l'espace transformationnel des modalites d'enonciation narratives, permet d'envisager le recit comme resultant d'une attitude d'enonciation transmodale par excellence
The goal of this study is to approach closely the narrativity of a literary and a psychanalytic text. I first show how the originally aristotelian definition of narrative as a story or as a representation of action (mythos), generally adopted by classical poetics and largely accepted by contemporary theories of narrative, is based on a "dramatic transmodalisation of narrative". I analyse this transmodal process as inherent to the definition of narrative, and on the example of six "transmodal readings" (saint-real, mme de villeduie, marivaux, balzac, vian et sartre), i show how a literary text inscribes itself in a modal generic tradition while simultaneously demarcating itself from it. Next, through close readings of texts by freud, lacan and julia kristeva, i examine the use that psychanalytic theory makes of the concept of narrative. In the conclusion, i situate the moment of narrative elaboration of discourse in the context of language acquisition process, arguing that the signifiying mobility and transformational dynamics which characterize narrative point at its fundamentally transmodal nature

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Dissertations / Theses on the topic 'Genre de texte'

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