Dissertations / Theses: 'Literary structure'

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Mayfield, Tyler D. "Literary structure and setting in Ezekiel." Tübingen Mohr Siebeck, 2009. http://d-nb.info/1003459374/04.

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Lubeck, Ray. "Studies in the literary structure of Jonah." Theological Research Exchange Network (TREN) Access this title online, 1986. http://www.tren.com.

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Warden, Jason. "The literary structure of the Matthean beatitudes." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Anderson, Ted E. B. "The literary structure and theology of Isaiah 39:1-8." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Swasey, Christel Lane. "Ethnographic Literary Journalism." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3087.pdf.

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Tomesch, Harald. "Genre and outline the key to the literary structure of Hebrews /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Brinzea, Mihail. "The universality of chiastic structure and the Gospel of John." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Pospisil, Randy Carl. "Interpreting Amos 5:1-17 in light of its structure and literary form." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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McComiskey, Douglas S. "The literary structure of Luke 4:14-24:53 : a new proposal." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU099066.

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The Gospel of Luke exhibits numerous correspondence between pericopes, some related to structure and others not. Those that were intentional reflect how Luke understood the individual units of tradition that were incorporated into Luke-Acts. They reflect an interrelationship he perceived between the corresponding pericopes. Accordingly, in the process of composing his volumes, Luke read the individual units of tradition intertextually, in the light of each other. This thesis adopts a form of the literary theory called "intertextuality" that accepts the importance of the author for the interpretation of certain types of text. The intent of Luke is frequently sought through the evidence of the correspondences. Robert C. Tannehill has studied intertextual correspondences in Luke-Acts that are not strictly structural in nature. His work is evaluated in the first chapter of the thesis. Eleven rigorous tests that assess the probability of authorial intent behind proposed correspondences are formulated and applied to proposals. Many withstand this scrutiny, but several do not. The second chapter applies the same tests to Charles H. Talbert's often extensive sets of Luke-Acts correspondences. He considers these to be the very framework of Luke-Acts. Several of them are found wanting, but authorial intent is proven to be probable in many instances. Chapter three establishes the literary precedent for the multi-fold parallel cyclical structure of Luke to be proposed in chapter four (e.g. ABC ... A'B'C'...). Numerous examples are presented of OT, Greco-Roman and NT texts that bear a similar patterned architecture. The new proposal for the cyclical structure of Luke 4:14-24:53 is developed in chapter four. The eleven tests for authorial intent are applied and the results strongly favor its intentional construction. Chapter five discusses the many literary and theological implications of the structure. Additionally, a viable method of Lucan composition, consistent with the proposed structure, is suggested.

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Weiland, Forrest. "The literary genre, plot structure, and character development in the book of Esther." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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DeRouchie, Jason Shane. "A call to covenant love : text, grammar, and literary structure in Deuteronomy 5-11 /." Piscataway (N.J.) : Gorgias press, 2007. http://catalogue.bnf.fr/ark:/12148/cb412726503.

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Sloan, Jacquelyn Le Gall. "Oppositional structure and design in D.H. Lawrence's culture critique : a feminist re-reading /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9465.

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Heady, Chene R. "Outlines and apologias literary authority, intertextual trauma, and the structure of Victorian and Edwardian sage /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1083779224.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains vi, 454 p. Includes abstract and vita. Advisor: David Riede, Dept. of English. Includes bibliographical references (p. 420-454).

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Pilcher, Matthew Aaron. "Structure, rhetoric, imagery : intersections of literary expression and musical narrative in the vocal works of Beethoven." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/structure-rhetoric-imagery-intersections-of-literary-expression-and-musical-narrative-in-the-vocal-works-of-beethoven(a11f5cb1-a44d-45cd-a0fb-a6836df55be1).html.

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Beethoven’s vocal works are often neglected or overshadowed as a result of his prominent involvement with large-scale instrumental genres such as sonata, symphony, or string quartet. Nevertheless, he sustained throughout his life a significant interest in literature and poetry; his personal library, as well as his letters, Tagebuch, and conversation books all document this by way of numerous direct quotations from—and indirect references to—the literary materials that interested him. The numerous vocal works he produced between 1783 and 1826 are one relevant manifestation of this interest and engagement with words. Beethoven produced a significant body of vocal works, the majority of which have not received the same intensity of analytical treatment as the instrumental works. Specifically, this study examines the relationship between words and music in the solo songs and other vocal works of Beethoven. The points of intersection between literary and musical expression are evaluated within four aspects of text setting: structure, rhythm, meaning, and narrative. Firstly, elements of derivation and deviation are explored to determine the diverse ways that he deliberately constructed musical structures in response to the poetic (and semantic) structures of each source text. Secondly, and by extension, rhythm and metre—and varying degrees of derivation, deviation, and manipulation—are assessed so as to demonstrate how these works illustrate Beethoven’s awareness of the expressive possibilities for adhering to or altering the relationship between poetic and musical metre. Thirdly, various types of musical rhetoric—including Beethoven’s implementation of the conventions for affective tonality, as well as the reliance on both conventional and uniquely-Beethovenian depictive idioms and gestures—illustrate his response to various levels of semantic content. Fourthly, his response to individual (though interrelated) aspects of narrative in his selected texts are evaluated. Drawing concepts from key figures of narrative theory—including Gérard Genette, Roland Barthes, Mieke Bal, and others—this study assesses the narrative content in selected texts as a means by which to gauge Beethoven’s compositional response to aspects of temporality, focalisation, spatiality, and so forth, both individually and in combination. Ultimately, this study demonstrates that—contrary to frequently voiced opinions—Beethoven responded quite closely and deliberately to the expressive implications of his selected texts, while aspects of poetic and musical structure, rhythm, syntax, imagery, and layers of meaning coalesce within complex narrative processes. Beethoven was aware of the inherent musicality of poetic texts and the significance of forging a close compositional relationship between words and music; thus he consistently demonstrated in composing these works his ideology that within vocal works ‘words and music form a unit’.

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Pi, Popo, and Popo Pi. "Can Xue's Spatialized Vision: Buildings and the Exploration of the Soul." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12415.

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This thesis centers on the question of how the representation of buildings opens up possibilities for investigating Can Xue's fiction as literature with universal concern about humanity. It explores the significance of Can Xue's employment of buildings in her works from three aspects. The first aspect regards buildings as the reflection of the structure of the soul. The second aspect situates buildings in their relationship with residents and explores the connection between the buildings/residents relationship and that of body and soul. The last aspect sees buildings as the microcosmic projection of Can Xue's fictional space. This study places textual constitution at the center of investigation through the approach of close textual analysis. It marks an attempt to reconsider the method of literary investigation in the field of modern Chinese literature which has been dominated by cultural and historical approaches.

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Ritze, Andrea C. "Turned upside down how reversals in the literary structure of Esther suggest the book's implicit theology /." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Agapītós, Panagiṓtīs A. "Narrative structure in the Byzantine vernacular romances : a textual and literary study of "Kallimachos", "Belthandros" and "Libistros /." München : Institut für Byzantinistik und neugriechische Philologie der Universität, 1991. http://catalogue.bnf.fr/ark:/12148/cb357139460.

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Petronelli, Barbara Elizabeth. "“TO SECURE LITERARY CULTURE AND PROMOTE A SOCIAL FEELING”:RURAL OHIO CLUBWOMEN AS STEWARDS OF LOCAL LITERACY PRACTICE,1915." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1544379283827385.

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Pass, William N. W. "The influence of the literary structure on the identification of TO KATECHON in Second Thessalonians 2:6-7." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Gottschall, Anna Edith. "The Pater Noster and the laity in England c.700-1560 with special focus on the clergy's use of the prayer to structure basic catechetical teaching." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6535/.

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At present no scholar has provided an in-depth study into the dissemination of the Pater Noster outside the clerical sphere. This thesis provides a detailed consideration of the ways in which the Pater Noster was taught to the laity in medieval England. It explores the central position of the prayer in the lay curriculum, the constitutions which played a fundamental role in its teaching, and the methods by which it was disseminated. Clerical expositions of the prayer and its tabular and diagrammatic representations are examined to consider the material available to assist the clergy in their pedagogical role. The ways in which material associated with the Pater Noster was modified and delivered to a lay audience provides an important component in the holistic approach of this thesis. The thesis itself proposes that the prayer was widely known and recited, drawing on a variety of mediums in which it was presented to the laity. These include sermon material, which would have been delivered in the vernacular; the recitation of Paternosters, an earlier version of the conventional rosary; the performance of the Pater Noster plays in the northern locations of York, Beverley and Lincoln; and representations of the prayer in wall paintings.

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Möller, Karl. "Presenting a prophet in debate : an investigation of the literary structure and the rhetoric of persuasion of the book of Amos." Thesis, University of Gloucestershire, 1999. http://eprints.glos.ac.uk/3347/.

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This thesis investigates the literary structure and the rhetoric of persuasion of the book of Amos arguing that it was not compiled simply to preserve the prophet's words. Moreover, the present work challenges the common redaction-critical view that regards the book as the result of a lengthy redactional process involving several generations of redactors who continually adapted it to guarantee its relevance for changing times and circumstances. Against this view, it is argued that the book was compiled shortly after the time of Amos, and that it was intended to capture or present the debate between Amos and his original eighth-century Israelite audience. Interpreting the book within a communication-theoretical framework, and employing the methodological tools provided by rhetorical criticism, it is claimed that it has been compiled for a specific persuasive purpose. That is to say, those responsible for the book in its present form presented the debate between Amos and the Israelites in order for it to function as a warning for a pre-exilic Judean audience. To be more specific, when read in the light of the catastrophic events of 722 BCE, the presentation of Amos struggling - and failing - to convince his contemporaries of the imminent divine punishment is a powerful warning admonishing Judean readers/hearers not to repeat the stubborn attitude of their northern brothers and sisters lest they too be severely punished by Yahweh. In the introductory chapter, we outline our definition of rhetorical criticism, its interpretive potential and the interpretive tasks it engenders. This is done partly by contrasting the approach with the tenets, aims and interests that characterise redaction criticism, which then leads to a discussion of the issues of synchrony and diachrony. In addition, the involvement of the reader in the interpretive process is looked at followed by an outline of the methodological steps of the rhetorical-critical enquiry. Chapter two, in turn, discusses the macro structure of the book beginning with a review of recent proposals. An approach is then advocated that takes into account the 'oral world' of the original hearers of the book, and seeks to establish what kind of structural markers would have been recognisable in such an oral setting. In chapter three, the rhetorical situation and the rhetorical problem that caused the production of the book are considered. This is followed by a discussion of its overall rhetorical strategy, which, as we noted earlier, is best described in terms of a presentation of the debating prophet intended to function as a warning to pre-exilic Judean readers. Chapters four to six then look at Amos 1-4 applying the rhetorical-critical notions mentioned above. Finally, our concluding chapter briefly considers the issue of rhetorical effectiveness.

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Mitchell, Matthew. ""I will go and return" : motion, tension and the uncertainty of salvation in the language and literary structure of the Book of Hosea /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ55527.pdf.

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van, Ooijen Erik. "The mold of writing : style and structure in Strindberg's chamber plays." Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-9196.

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The thesis examines the five plays published by August Strindberg under the label of Chamber Plays: Stormy Weather, The Burned Lot, The Ghost Sonata, The Pelican (all 1907), and The Black Glove (1909). It takes its point of departure in a particular aspect of Strindberg’s way of writing as he actually describes it himself: during the act of deliberate composing, a productive fever tends to emerge bringing an element of chance to the work. The thesis defines the effect produced by this “fever” as the tension generated between, on the one hand, structure or form, and, on the other hand, style or writing. These concepts are associated with a tradition, primarily in French literary theory, which pays attention to what is described as a friction between the general linguistic aspect of literature (genres, recurring and recognizable patterns) and the individual aspect (the peculiar and idiosyncratic style of an author embodied in his material habitus). Thus the ambiguity found in the thesis’ title: the “mold” alludes partly to the stereotypes or matrices of language, partly to the “fungi” that, according to Strindberg, could be considered an adequate image for writing; the poetic work, says Strindberg, grows like mold from the author’s brain. Theoretical questions, primarily of a formal and interpretational nature, are continuously discussed since one of the main points is that the Strindbergian way of writing restricts what kind of interpretation may be given his works. The eventual contrast between form and interpretation is, furthermore, related to a general theme developed throughout the Chamber Plays concerning the meaning of life. It is stressed that the five plays show distinct formal and thematic differences; thus, a separate chapter is dedicated to each of them. The chapter on Stormy Weather examines the structural use of focus and the hierarchy of character-functions related to the centering on a protagonist. The Burned Lot is discussed from the concept of a ruin to describe how a multitude of conflicting forms come together to produce a fragmentary result. The Ghost Sonata is described in terms of simulation: while Strindberg alludes to certain dramatic patterns, he also distorts them whereby new effects are created. The chapter on The Pelican explores the temporal flow of the play and how it relates to writing. The thesis ends with a discussion of The Black Glove and its relation to the preceding Chamber Plays and also to the Strindbergian oeuvre. The concept of weed is used to distinguish a recurring element in Strindberg’s work as well as in his worldview. Throughout the thesis, the discussion is consistently related to previous studies and commentaries on the plays.

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Martins, Vitor Hugo Fernandes. "O impressionismo literário em Crônica da Casa Assassinada /." São José do Rio Preto : [s.n.], 2003. http://hdl.handle.net/11449/103703.

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Orientador: Guillermo de la Cruz Coronado
Banca: Maria Luiza Ferreira Laboissiére de Carvalho
Banca: Ofir Bergemann de Aguiar
Banca: Norma Wimmer
Banca: Antonio Manoel dos Santos Silva
Resumo: Análise sobre o Impressionismo literário, a partir da releitura duma narrativa da Literatura Brasileira, Crônica da casa assassinada, de Lúcio Cardoso, a qual visa a descobrir-lhe a concepção, a temática, o princípio estrutural e a estilística. Pela investigação desses quatro segmentos, chegou-se aos seguintes resultados: a) se ainda se hesita em pensar-se o Impressionismo literário como um escola, sem dúvida pode-se pensá-lo como um estilo, que se projeta do século XIX para o XX; b) o Impressionismo literário invariavelmente refere-se à prosa de ficção (conto, novela, romance); c) Cca configura-se antes um romance impressionista que expressionista, já a partir do substrato filosófico que o move; d) os temas de Cca apontam para o Naturalismo, com o qual o Impressionismo vincula-se estreitamente; e) Cca revela um projeto estrutural, o que pressupõe desmontagem e remontagem textuais; f) o estilo cardosiano vai ao encontro deste idioma nervoso, colorido e requintado chamado écriture artiste, característico do Impressionismo literário.
Abstract: Research about Literary Impressionism, mainly in a Brazilian Literature Narrative, Crônica da casa assassinada, from Lúcio Cardoso, which tries to find out the conception, the titles, the structural begining and Stilistics. Searching these four elements, the following results were reached: a) one doesn't think about Literary Impressionism just as a single literary behaviour, but as a style, that goes through XIXth. to XXth. Century; b) the Literary Impressionism refers, in a particular and unchangeable way, to fiction prose (short stories, fictous tales, novels); c) Cca is na impressionist novel, since its phylosiphical substractum; d) Cca themes goes to Naturalism, with whom Impressionism is tighly joined; d) Cca brings a narrative handed made work, that presupposes dismounting and remounting the text; f) Cardoso's style goes through this nervous, coloured and sophisticated idiom called écriture artiste.
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Martins, Vitor Hugo Fernandes [UNESP]. "O impressionismo literário em Crônica da Casa Assassinada." Universidade Estadual Paulista (UNESP), 2003. http://hdl.handle.net/11449/103703.

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Made available in DSpace on 2014-06-11T19:32:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-06-27Bitstream added on 2014-06-13T19:03:27Z : No. of bitstreams: 1 martins_vhf_dr_sjrp.pdf: 702294 bytes, checksum: e9523aeb9231a38410e0053d4c816a9e (MD5)
Análise sobre o Impressionismo literário, a partir da releitura duma narrativa da Literatura Brasileira, Crônica da casa assassinada, de Lúcio Cardoso, a qual visa a descobrir-lhe a concepção, a temática, o princípio estrutural e a estilística. Pela investigação desses quatro segmentos, chegou-se aos seguintes resultados: a) se ainda se hesita em pensar-se o Impressionismo literário como um escola, sem dúvida pode-se pensá-lo como um estilo, que se projeta do século XIX para o XX; b) o Impressionismo literário invariavelmente refere-se à prosa de ficção (conto, novela, romance); c) Cca configura-se antes um romance impressionista que expressionista, já a partir do substrato filosófico que o move; d) os temas de Cca apontam para o Naturalismo, com o qual o Impressionismo vincula-se estreitamente; e) Cca revela um projeto estrutural, o que pressupõe desmontagem e remontagem textuais; f) o estilo cardosiano vai ao encontro deste idioma nervoso, colorido e requintado chamado écriture artiste, característico do Impressionismo literário.
Research about Literary Impressionism, mainly in a Brazilian Literature Narrative, Crônica da casa assassinada, from Lúcio Cardoso, which tries to find out the conception, the titles, the structural begining and Stilistics. Searching these four elements, the following results were reached: a) one doesn't think about Literary Impressionism just as a single literary behaviour, but as a style, that goes through XIXth. to XXth. Century; b) the Literary Impressionism refers, in a particular and unchangeable way, to fiction prose (short stories, fictous tales, novels); c) Cca is na impressionist novel, since its phylosiphical substractum; d) Cca themes goes to Naturalism, with whom Impressionism is tighly joined; d) Cca brings a narrative handed made work, that presupposes dismounting and remounting the text; f) Cardoso's style goes through this nervous, coloured and sophisticated idiom called écriture artiste.

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Bouaziz, Mansour. "Le bagne colonial dans le roman français, 1851-1938 : genèse et structure." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2005.

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Le personnage du forçat est omniprésent dans la littérature française du XIXe et du début du XXe siècle. La représentation du monde des travaux forcés dans les bagnes portuaires et plus tard extra-métropolitains est à la croisée de la représentation plus large de la criminalité au XIXe siècle, selon un développement historique concomitant avec l’expansion coloniale. Les faits divers, ces petits bulletins d’alerte lancés comme une basse continue sur la cité, changent la manière de percevoir la criminalité. Obéissant à une structure particulière, le fait divers va remodeler la représentation littéraire de la criminalité. C’est ici qu’intervient le personnage du forçat. En effet, jouissant d’un statut particulier (mort/vivant/revenant), il offre aux romanciers des « conditions de possibilité » inédites jusque-là dans le monde des lettres. Jean Valjean, Monte-Cristo et Chéri-Bibi, pour ne citer que les plus connus, sont devenus des modèles dans ce qu’on peut appeler le « roman de la chiourme », (sous)-genre qui se développe en France à partir de 1830. Ainsi, Valjean donnera l’archétype du « forçat innocent », le converti miraculé et la réincarnation de Jésus-Christ. Monte-Cristo sera le Vengeur par excellence, dont le parcours donnera le modèle du genre – la vengeance étant un topos inévitable de la littérature populaire du XIXe siècle et jusqu’à nos jours. Chéri-Bibi quant à lui, au début du XXe siècle, incarne un tournant dans l’histoire du genre ; il serait au roman de la chiourme ce que Don Quichotte fut pour le roman de chevalerie : une somme et un dépassement. L’étude que nous proposons, centrée sur la « genèse et la structure » du roman du bagne, est un voyage à rebours dans l’histoire de ce genre qui ne dit pas son nom
The character of convict is omnipresent in French literature of the nineteenth and early twentieth centuries. The representation of the world of hard labor in metropolitan and colonial prisons is at the crossroads of the broader representation of crime in the nineteenth century, according to a concomitant historical development with colonial expansion. The miscellaneous news, these little newsletters launched continually on the city, change the way of perceiving crime. Obeying a specific structure, this type of news will reshape the literary representation of crime. This is where the character of the convict comes in. Indeed, enjoying a special status (dead/alive/revenant), it offers novelists "conditions of possibility" unseen until then in the world of letters. Jean Valjean, Monte-Cristo and Chéri-Bibi, to name only the well known, have become models in what we can call the "novel of the convicts", literary (sub)-genre which develops in France from 1830 onwards. Thus, Valjean will give the archetype of the "innocent convict", the miraculous convert and the reincarnation of Jesus Christ. Monte-Cristo will be the Avenger par excellence, whose course will be the model of the genre - revenge being an inevitable topos of popular literature of the nineteenth century and until today. As for Chéri-Bibi, at the beginning of the twentieth century, embodies a turning point in the history of gender; it would be to the novel of the convict what Don Quixote was for the chivalric romance: a sum and a surpassing. The study we propose, oriented on the "genesis and structure" of the prison novel, is a reverse journey in history of this literary genre that does not say its name

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Silva, Giselle Sampaio. "Água viva: imagens no tempo do olhar." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5333.

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Analisar a ficção Água Viva, de Clarice Lispector, é o desafio desta dissertação, que integra autor, texto e leitor em uma discussão acerca de experiência estética e estrutura textual. Partindo de conceitos desenvolvidos pela Teoria do Efeito Estético, de Wolfgang Iser, o objetivo a ser atingido é o de identificar as ferramentas utilizadas pela autora Clarice Lispector que fazem de seu texto potência estética a ser desencadeada pelo leitor no ato da leitura. Ao investigar a estrutura desta obra, encontram-se elementos que tornam vulneráveis concepções pré-estabelecidas acerca da literatura, abrindo-se em vazios constitutivos que convidam o leitor a participar da criação de significações e da experimentação dos sentidos. A aproximação entre texto e artes plásticas, principalmente à pintura, tem forte presença nesta obra, que provoca a formação de imagens no momento do contato com o texto, acontecimento em que se fundem tempo e espaço para a irrupção do instante-já. Procurou-se, ainda, identificar tendências comuns entre a produção deste texto de Clarice Lispector e os questionamentos presentes em outras manifestações artísticas da época, notadamente quanto ao caráter transitório que a arte dos anos 70 assume, fazendo com que o próprio movimento, a própria transformação, tornem-se estrutura da arte de então
To analyse the ficction Água Viva, by Clarice Lispector, is the challenge of this lecture, that interacts author, text and reader in a debate about aesthetic experience and text structure. Starting with Aesthetic Effects Theory concepts, by Wolfgang Iser, the goal is identify the authors tools that makes a text aesthetic potency to be unchainned by the reader on the act of reading. Search into the text structure, is possible to find elements that turn vulnerable established conceptions about literature, beside open constitutives vacuities that invites the reader to join the creation of meanings and experimentation of senses. Put together text and plastic arts, meanly paint, has a strong appearence in this text, that incites images rise at the moment of contact with text, happening in which time and space comes together to the iruption of instante-já. Identify common tendencies between this text production and the artistic questions of that age has been seek, notedly about transitory feature thar 70 arts assume, making the movement, the transformation itself, turn the art structure of this time

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Veel, Kristin Eva Albrechtsen. "Narrative negotiations : information structures in literary fiction." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611907.

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Lea, Herbert K. "The literary structures of the Petrine epistles." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Veel, Kristin. "Narrative negotiations information structures in literary fiction." Göttingen Vandenhoeck & Ruprecht, 2008. http://d-nb.info/991470753/04.

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Murrell, Carlos D. "Hopscotch: an emergent literary structural motif." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3726.

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This study explores the value of hopscotch as an emergent literary structural motif as compared in the Argentine novel Rayuela (1963) by Julio Cortazar and the African-American novel 2nd Time Around (1996) by James Earl Hardy. The study was based upon two observations: the rhythm of language and the perception of consciousness as inherent linguistic factors in the game of hopscotch. An interpretative discourse analysis approach was used to forge a hyperreal space in which other cross-water speakerly text(s) could be discussed. A variety of electronic database and internet queries along with one-on-one conversations heralded the uniqueness of the researcher’s theory: hopscotch as literary text. The researcher found that the current level of knowledge about this theory is low among scholars and the general population. The contemporary literary forms of hopscotch can be used to promote cultural awareness and to heal the psychological effects of the game of divide and conquer on the human mind. The researcher concluded that the old game is best interpreted in terms of the modalities of text—class, gender, sexuality and race-to symbolize the captor’s hierarchical voice. However, to invert those signified a threat to national identities, wherefore the captive’s voice sufficed to behave as codified language.

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Nascimento, Iracema Santos do. "O ensino de leitura literária nos anos iniciais do ensino fundamental: dimensões relativas à gestão e à estrutura da escola." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10022017-131514/.

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Esta tese resulta de pesquisa que teve como objetivo verificar e analisar as dimensões relativas à gestão e à estrutura da escola no ensino de leitura literária nos anos iniciais do ensino fundamental. Os dados empíricos foram coletados em uma escola da rede estadual paulista, na periferia da zona sul de São Paulo. Tendo a perspectiva sócio-histórica como base conceitual, partiu-se da concepção de educação como formação e atualização do ser humanohistórico por meio da apropriação da cultura (FREIRE, 2011a, 2011b; PARO, 2012a, 2012b, 2011, 2010). A linguagem verbal é compreendida como instrumento cultural, criado pelo ser humano em meio às necessidades de interlocução da convivência e do trabalho, constituidora do sujeito e do conhecimento (VIGOTSKI, 2009a, 2009b, 2007; BAKHTIN, 2014; SMOLKA, 2012, 2013; GERALDI, 2013, 2009). A leitura também é vista como constituidora de subjetividades pela interlocução entre sujeitos por meio da escrita; entendida como atividade de produção de sentidos pelo leitor, inserido no contexto linguístico e sociocultural mais amplo (CHARTIER, 2009; GOULEMOT, 2009; GERALDI, 2013, 2009). Tomada como prática social, influenciada por fatores econômicos, políticos, sociais e culturais (CHARTIER, 2009; LAJOLO e ZILBERMAN, 2003; ABREU, 1999), pressupõe-se que a leitura pode ser ensinada e aprendida na escola (JOLIBERT, 1994; CHARTIER, A-M., 2005, 2011; SOARES, 2006; REZENDE, 2013a, 2013b, 2012), com potencial de ampliação, transformação e ressignificação de repertórios culturais (HÉBRARD, 2009). Como resultados da pesquisa, foram identificadas cinco dimensões que devem estar conjugadas para garantir um trabalho pedagógico consistente de ensino da leitura literária ao longo de todo o ciclo dos anos iniciais: formação de professores; planejamento e gestão pedagógica; objetos de leitura e seus usos; avaliação; interlocução para a produção de sentidos. Verificou-se que, apesar de alguns avanços, essas cinco dimensões não são consideradas em seu conjunto no âmbito do sistema estadual de ensino e tampouco na escola.
This thesis is the result of a research that aimed to verify and analyze the dimensions related to management and structure of school regarding teaching of literary reading at primary level. The data were collected in public school located at south zone of São Paulo. From a sociohistorical perspective, education was conceived as formation of historical-human being through culture appropriation (FREIRE, 2011a, 2011b; PARO, 2012a, 2012b, 2011, 2010). Speech language was taken as a cultural tool, created by humans facing the needs of interaction for common life and work; it is also constituent of selves and knowledge (VIGOTSKI, 2009a, 2009b, 2007; BAKHTIN, 2014; SMOLKA, 2012, 2013; GERALDI, 2013, 2009). Reading is also seen as constituent of selves as interaction through written language; at the same time it is understood as activity of production of meaning: readers build meaning, situated on a broader linguistic and social context (CHARTIER, 2009; GOULEMOT, 2009; GERALDI, 2013, 2009). Reading is also a social practice, influenced by economic, political, social and cultural factors (CHARTIER, 2009; LAJOLO e ZILBERMAN, 2003; ABREU, 1999). As a social practice reading can be taught and learnt at school (JOLIBERT, 1994; CHARTIER, A-M., 2005, 2011; SOARES, 2006; REZENDE, 2013a, 2013b, 2012), helping to enlarge, change and reshape cultural background of learners (HÉBRARD, 2009). As result of the research, we identified five dimensions which should be put together to warranty a consistent pedagogical work of teaching literary reading throughout primary school: teachers training; pedagogical management and planning; reading objects and its uses; assessment of teaching and learning processes; interaction for production of meaning. Although some positive aspects were found, we verified that such five dimensions have not been considered as equal parts of the same project neither at state administrative level nor at school level.

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Falzon, Ruth. "Early educators' awareness and knowledge of structured multisensory literary instruction." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/10837/.

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Literacy is a 21st Century fundamental human right and children who struggle to break the code to literacy continue to be challenged in learning and to experience a poorer quality of life. In spite of a whole body of literature concluding that structured multisensory literacy instruction (SMSLI), which embraces basic linguistic knowledge, is effective in improving reading skills, early educators are either unaware or misinformed about explicit language knowledge they need to know in order to address early literacy in the classroom. When compared to studies on reading, little research on teachers’ knowledge and early literacy instruction has been done. Such research has never been addressed on a national scale. The author decided to undertake this research path following years of immersion in education in Malta and perceived lacunae in early educators’ knowledge. The purpose of this research is to explore early educators’ awareness and knowledge of SMSLI. A mixed methodology approach was employed in order to explore this issue on a national level (questionnaires), as well as investigate professionals’ experiences of the effect of SMSLI training on their professional development (focus groups). Descriptive statistics indicate an incomplete and incorrect body of knowledge. Results highlight marked deficits in basic language constructs knowledge and awareness of SMSLI, and indicate that exposure to training increases the required language constructs to address SMSLI. In theory, the conclusion from this research is that awareness of SMSLI leads to students’ increased reading success. Professionals indicating knowledge in SMSLI evidenced more confidence in knowledge and abilities to teach early reading skills than they actually have. Relevant recommendations for formal training, continued professional development and further research with professionals, parents and pupils’ literacy scores are suggested.

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Choi, Junho. "Understanding the literary structures of Acrostic Psalms : an analysis of selected poems." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85583.

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Thesis (MTh)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: By means of literary, linguistic and comparative literary approaches, this study examines the literary structure of the alphabetical acrostic poems in the Psalms. First, a literary approach is used to analyze the form and content of each alphabetical acrostic poem to show that the literary structure of the poems is varied. Selected Psalms 9-10, 111 and 112 are translated from the Hebrew and compared to ancient Near Eastern languages especially Akkadian and Ugaritic. Second, by means of linguistic approaches, the literary structure of each poem is determined on both micro and macro levels using the researcher’s own translations of these psalms. Furthermore, a comparative literary approach is employed to compare the forms of ancient Near Eastern acrostics, in particular Akkadian, Egyptian and Ugaritic poems, to Hebrew acrostics. The analysis reveals both similarities with other ancient Near Eastern forms as well as the uniqueness of the Hebrew alphabetical acrostic poems. Both linguistic and literary insights are used to determine the relationship between the different forms. The findings suggest that the alphabetical acrostic poems were probably written around or after 1000 B.C.E. since the ancient Near Eastern poems were written before 1000 B.C.E. The unique 22-line form of the Hebrew alphabetical acrostics also indicates that Hebrew thought was distinct from what can be observed in other ancient Near Eastern texts. On the basis of this research, a conclusion is reached and suggestions for future research are made.
AFRIKAANSE OPSOMMING: Deur literêre, linguistiese en vergelykende literêre benaderings ondersoek hierdie studie die literêre struktuur van die alfabetiese akrostiese gedigte in die Psalms. Eerstens word ‘n literêre benadering gebruik om die vorm en inhoud van elke alfabetiese lettervers te ontleed om aan te toon dat die literêre struktuur van die gedigte verskillend is. Die gekose Psalms 9-10, 111 en 112 word uit die Hebreeus vertaal en in vergelyking met die Ou-Nabye-Oosterse tale, veral Akkadiese en Ugarities, bespreek. Tweedens, deur linguistiese benaderings, word die literêre struktuur van elke gedig op beide mikro-en makro vlakke bepaal deur gebruik te maak van die navorser se eie vertalings van hierdie psalms. Verder, word ‘n vergelykende literêre benadering aangewend om die vorms van die Ou-Nabye- Oosterse akrostiese gedigte, in die besonder Akkadies, Egiptiese en Ugaritiese gedigte, met Hebreeuse akrostiese gedigte te vergelyk. Die ontleding toon die ooreenkomste met ander antieke Nabye- Oosterse vorms sowel as die uniekheid van die Hebreeuse alfabetiese akrostiese gedigte. Beide linguistiese en literêre insigte word gebruik om die verhouding tussen die verskillende vorms te bepaal. Die bevindinge dui daarop dat die alfabetiese akrostiese gedigte waarskynlik geskryf is rondom of later as 1000 vC, angesien die antieke Nabye-Oosterse gedigte voor 1000 vC geskryf is. Die unieke 22-reël vorm van die Hebreeuse alfabetiese akrostiese gedigte dui ook aan dat die Hebreeuse denke te onderskei is van wat in ander antieke Nabye-Oosterse tekste gereflekteer word. Gebaseer op hierdie navorsing, word tot ‘n gevolgtrekking gekom, en word voorstelle vir toekomstige navorsing gemaak.

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Abbott, Richard B. "Triumphal accounts in Hebrew and Egyptian : a structural and literary comparison." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555654.

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This thesis considers the literary structure of the triumphal song recorded in Exodus 15 of the Hebrew Bible, commonly known as the Song of the Sea and attributed in the biblical text primarily to Moses and secondarily to Miriam. This literary structure is investigated in relation to triumphal material and other poetry written in Egypt, predominantly in the New Kingdom period. It is argued that cross-cultural literary influences shaped the construction of the Song of the Sea, to the point that the author's familiarity with Egyptian styles and conventions can still be recognised. The exploration begins with a review of both Hebrew and Egyptian poetry, considering some of the typical patterns used in each culture. In particular, the construction of poetic couplets and the relationships between A- and B-lines of these couplets is studied in order to derive some basic principles of composition in common use. The Israel Stele of Merenptah is chosen as a suitable point of comparison, and the large-scale structures of both this work and the Song of the Sea are compared and contrasted to highlight key areas of stylistic overlap. In particular, the use of chiasmus to structure these works, the use of divine or Pharaonic names as structural markers, and the use of complex arrangements of geographical or ethnic names in each text are highlighted. In the later stages of the work, some additional lines of evidence are reviewed which lend support to the idea that Egyptian habits of writing may have been familiar to writers in early Israel, even after the decline of Egypt's territorial ambitions in the Levant. This in turn suggests ways to understand the subsequent incorporation of the Song of the Sea into the larger Exodus narrative, as well as the social location of the author.

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Killorin, Jamesine Marsden. "Learning About Money in the Family Business| Financial Literacy Through the Lens of Strong Structuration Theory." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10252776.

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This case study researched the learning of financial literacy in a five-generation family business. Stones’s (2005) strong structuration methodological framework was used to explore the external structures of context and the internal structures of disposition or habitus and knowledge in the social learning of financial literacy defined as a combination of awareness, knowledge, skills, attitudes, and behaviors. Case study data were collected from two-part life history interviews, historical records, documents, websites, video, and observations. The research participants included 10 members from two generations of the family.

Through the theoretical lens of Stones’s (2005) strong structuration theory, the study identified meso-level structural features and patterns of interactions across three generations that shaped the five dimensions of financial literacy of agents at the micro level. Bandura’s (1986) social cognitive theory supplemented strong structuration to consider the interactions, generative conceptions, anticipatory capabilities, and self-efficacy of agents- in-situ.

The study concluded that regional or locally implicit norms became family financial norms through patterns of social structuring. Strongly reinforced family norms were salient in financial attitudes and behaviors throughout the life course. Structuring patterns of interaction, including traditional family roles for men and women, were found to influence agents’ general dispositions and generative conceptions of their capabilities. Case evidence suggested that differences in enactive experiences influenced the financial self-efficacy of agents.

Power in position-practice relations was found to reinforce information asymmetries among agents, which can affect financial attitudes and financial decision behaviors. Altruism and agents’ risk dispositions can lead to firm-level inertia and lead to risk exposure for individuals.

The sociological approach of this study demonstrated that to gain an understanding of the applied nature of financial literacy as active agency at the micro level, inquiry focused solely on financial outcomes is insufficient. The research showed that the five dimensions of financial literacy arise in dynamic combinations in the shaping of external and internal structures through social interactions.

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Palmer, David G. "The Markan matrix (a literary-structural analysis of the Gospel of Mark)." Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/1969/.

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This thesis takes account of the basic need, in regard to all study of Mark's Gospel, of an understanding of his outline plan, and his presentational-method. A thorough-going, purely literary-structural analysis is tackled. It is a task that has been waiting to be done in this era of modern biblical criticism. In the Introduction, it is recognised that through the years investigative methodologies have been developed, and that today still more are being added to the list. That fundamental questions remain unanswered, however, is also recognised. On matters of Mark's leading idea, and his theological, literary and compositional abilities, all these methodologies have led so far only to a bewildering increase in contradictory views. An analysis of the text is needed still. The cultural and historical context of the Gospel, therefore is addressed afresh. Underlying issues regarding the functionings of the 'new' literary genre of Gospel are raised. The particular requirements of a plan and presentational method are also explored. Against this backdrop, the primary importance of "Days" in Mark's presentation is introduced, and Mark's "Day" is defined. Literary-structural analysis begins with identifying the signals of primary structure. It develops as Mark's construction method becomes clear. In chapters 2 to 7, the text of the Gospel, as it stands, is examined and analysed fully. The gospel narrative (1.21-16.8) is found to consist of twenty-eight days which are presented in four Series of seven "Days". Each Series represents a Stage in the Mission of Jesus. Contrary to accepted scholarship, the Prologue is defined as the first twenty verses (1.1-20), and a reduced "longer ending" of nine-and-a-half verses (16.9-16,19,20a) is deemed to be representative, in its form and in the majority of its details, of an Epilogue which Mark himself created with the Prologue as a frame to his Gospel.

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Paulander, Johansson Maria. "Kön, klass och känslor i Fröken Julie och Fru Marianne : "Tankar om jämlikhet fick inte finnas!!!"." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62035.

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Denna studie berör intersektionalitet, genus och litteraturreception. Jag ville ta reda på om 2010-talets elever urskiljer och reflekterar kring de köns- och maktstereotyper som finns i svensk 1880-talslitteratur. Undersökning ägde rum i en i åk 9 under tre lektioner. Den var konstruerad som en uppgift i det nationella provet i svenskämnets läsförståelsedel. Texterna som användes var utdrag ur August Strindbergs Fröken Julie och Victoria Benedictssons Fru Marianne. Eleverna som deltog i undersökningen urskiljer de traditionella köns- och maktstrukturerna. Undersökningen visar att flickor och pojkar uttrycker sig olika om de strukturer de urskiljer. Flickorna uttrycker sig mer kritiskt, medan pojkarna är mer accepterande i sitt resonemang.
This study involves intersectionality, gender and literary reception. I wanted to find out if secondary school pupils of the 2010s can descry th gender and power structures in Swedish literature of the 1880s and se how the reason about it. The investigation took place in a ninth grade during three lessons. It was designed to resemble the reading literacy part of the national tests in Swedish. The texts used were excerpts from August Strindberg's Miss Julie and Victoria Benedictsson's Fru Marianne. The pupils who participated in the investigation uncovered the traditional gender and power structures. The investigation shows though that girls and boys express themselves differently about the structures the find. The girls express themselves more critically while the boys are more accepting in their reasoning.

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Ugol, Stephanie Pierson. "Developing literacy in young adolescents| Teacher beliefs and structures that shape learning." Thesis, Manhattanville College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722888.

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The dimensions of literacy development are deep and complex, marked by developmental stages, adult perceptions, and the varying needs of learners. Today’s young adolescents benefit from literacy instruction that provides engaging and relevant instructional methods for authentic purposes and audiences beyond the academic assignment. This case study investigated authentic adolescent literacy within a suburban middle school learning environment. It explains how teacher mindset beliefs, literacy program models, professional learning, and the structures within a middle school influence the implementation of an authentic literacy program. This case study employed the concept of intellectual authenticity using the standards of authentic work as described by Newmann (1991) to consider the existence of authentic work within English language arts classrooms that were implementing a student-centered, process model approach for reading and writing instruction. It considered the existence of pillars of practice that support adult learning (Drago-Severson, 2004, 2009) to understand what adult learning structures supported literacy program implementation. Using data obtained from semi-structured interviews, observations, and an analysis of artifacts, this qualitative case study explored the connection between educator beliefs, literacy program models, adult learning supports, and structural variables of a middle school environment to inform a better understanding of the development of authentic literacy in young adolescents.

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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.

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Carter, Yolanda Gallardo. "Rhetorical structures of Spanish dominant third-grade student writers emerging into English literacy /." Search for this dissertation online, 2006. http://www.lib.umi.com/cr/ksu/main.

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Zhang, Miao, and 张苗. "Hong Kong investors' experience with structured financial products: financial literacy, learning, and socialnetworks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4492169X.

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Ayob, Sameera. "Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60959.

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In this study, the experiences of six-year-old preschool learners in a structured movement educational assessment activity are explored. This qualitative study focused on the role of structured movement educational assessment activities in preschool learners, and assessed the way in which movement as a medium in a structured movement educational assessment activity supports learners understanding of numeracy and literacy concepts. A case study design was utilised to gather information about the experiences of the preschool learners during the activities, as well as the class teacher who facilitated the sessions. Data was collected by means of semi-structured interview, non-participant observations, a research journal, observation sheets, reflection notes, document analysis (worksheets of learners) and visual data (photographs). Thematic data analysis was applied to the gathered data, and various themes and sub-themes were identified. These were confirmed by the participants before the completion of the study. The study adhered to the norms, values and principles of qualitative research, which entailed dealing professionally with aspects related to the different modalities of data. Further principles, namely that of informed consent, confidentiality, protection from harm, trustworthiness and anonymity, privacy and empowerment, caring and fairness were also adhered to (McMillan, & Schumacher, 2010). This study found that the value of structured movement educational assessment activities strongly create positive outcomes associated with preschool learners in terms of their social and cognitive development. Furthermore, when preschool learners are physically involved in movement activities, they engage in tasks of listening, seeing, and doing, and practical application of concepts of numeracy and literacy. The finding further suggests that the value of assessing the preschool learners qualitatively during practical activities seemed favourable, as underlying conceptual knowledge of numeracy and literacy difficulties, as well as poor motor skill acquisition, were identified during the structured movement activities.
Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
Unrestricted

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Rusinko, Judith E. "A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1334697736.

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Aouad, Julie. "The component structure of pre-literacy skills : further evidence for the simple view of reading and an exploration of links to parent literacy practices." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116003.

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The Simple View of Reading (SVR; Gough & Tunmer, 1986) provides a conceptual framework for describing the processes involved when readers comprehend text and strong evidence for the SVR comes from factor analytic studies showing dissociation between decoding and comprehension skills. The aim of the present study was to investigate if pre-decoding and comprehension components exist in Canadian English-speaking pre-readers (n = 36) with the use of Principal Components Analysis and to create a parent literacy questionnaire that contains parent literacy practices that may predict children's pre-decoding and comprehension skills. All children were administered a battery of pre-reading measures and parents completed a literacy survey. Principal Components Analysis demonstrated that listening comprehension and pre-decoding measures loaded as distinct components. The findings provide support for the SVR framework. No clear patterns were identified between parent literacy practices and children's pre-reading skills. Further work is needed with a larger and more representative sample.

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Heidenescher, Joseph D. ""Listen to my tale": Shelley's Literate Monster." University of Toledo Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1450430867.

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Hirschler, Konrad. "Narrating the past : social contexts and literary structures of Arabic historical writing in the seventh/thirteenth century." Thesis, SOAS, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407355.

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Schuck, Eric. "Literary chronotopes as social structures of power in "The Brothers Karamazov" and "Del amor y otros demonios"." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1456680.

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Christensen, Jamie Lynn. "Enhancing Students' Science Content Knowledge Through Text Structure Awareness." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2564.pdf.

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Garet, Catherine Annie France. "Le grand voyage." AUT University, 2009. http://hdl.handle.net/10292/903.

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For most writers who deal with displacement, rewriting themselves, articulating and communicating their sense of estrangment is their lifetime work. For displacement forces one to leave behind the familiar and embrace the unknown. In this process of deconstruction, the concepts of home, belonging and identity are renegotiated and questioned constantly. Le Grand Voyage – the working title for the draft of a novel that is presented in conjunction with this exegesis – is a fictional work that is produced out of the implications of displacement, which inscribes itself in a series of explorations I started in 2001, cumulating with two video works Frammento in 2003 and Footnotes in 2004. Le Grand Voyage investigates further the concept of home by questioning the home/mother relationship. The exegesis aims to contextualise the making of Le Grand Voyage by using another woman’s narrative as the main point of reference: Linda Olsson’s Let Me Sing You Gentle Songs (2005). Olsson’s work – like mine – is conceived out of the effects of displacement, and the literary form and structure display symptoms that are characteristics to narratives of displacement. By putting the home/mother/daughter in context, the narrative displays home as a patriarchal construct showing how the idealisation of home/place is predicated on a gendering of home, whereby, as McDermott notes, ‘home is constructed as a maternal, static and past, to which the (male) subjects longs to return’ (2003: 265). The narrative’s point of view is that of daughters but also that of mothers as daughters, and enables not only a feminist discussion of the notion of home but also of motherhood. Therefore, the theoretical approach for this work has encompassed feminists’ writings that have particularly focused their research on space, place and gender. In challenging the dominant form of gender constructions and relations, the first and second wave feminism have empowered many women to leave home in order to shape their own version of identity. I believe it is within the perspective of displacement, of being out of place, that many women continue to find the necessary distance to contest a particular reading of woman and home that still prevails in academic literature and fiction. Thus, an important part of this exegesis concentrates on the critic of home. I want to argue in a feminist way that our ideas of home and belonging still reflect gendered assumptions and are therefore contestable. That displacement as a catalyst for loss, emotional grief and mourning becomes an enabling way for women to rethink home in terms of what was at play rather than in place and to do the ‘memory work’ that feminists ask women to do: to remember in order not to forget because ‘forgetting is a major obstacle to change’ (Greene, 1991: 298). Their attacks on the feminisation of place have opened up for me possibilities to think of home outside the parameters of sameness. They have also enabled me to understand the paradoxical position a displaced person is faced with: if displacement is favored and privileged why then do longings for home still persist for some? – a fact that is well illustrated in the actual resurgence of the preoccupation to belong. The gain in displacement also involves the fact that distance forces one to look at the longing and nostalgia for what they really conceal. In the case of a woman and, motherless daughters, distance, as this exegesis demonstrates, enables the writer to unveil the longings as subversive and fraudulent, tricking women into thinking there was nothing better than the past: home sweet home, the safe, bounded nest where women could be women: could be the mother. With the ‘memory work’ they both learn to think away from the parameters of sameness and the past, outside the nostalgic stances of singularity, safety, boundaries and internalised histories, therefore outside of the maternal, the home/mother relationship. ‘What is home?’ is a difficult question to negotiate for a woman. The exegesis and the first draft of the novel show what is at stake when one asks the question and the responsibility of women when writing about home.

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Dissertations / Theses on the topic 'Literary structure'

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