Dissertations / Theses: 'Literature Circles'

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Lulkin, Elyse R. "Literature circles in the multicultural classroom, who's learning what?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62987.pdf.

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Prillaman, Barbara. "Conversations to help make meaning ELLs and literature circles /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 202 p, 2008. http://proquest.umi.com/pqdweb?did=1500060691&sid=33&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Marshall, Jodi Crum. "The Effects of Participation in Literature Circles on Reading Comprehension." Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/50.

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Research supports that comprehension is a vital component of reading and life-long literacy, and there are many instructional approaches for teaching reading comprehension. Literature circles are a popular approach which are widely used but have not yet been studied empirically. The purpose of this study was to determine the effects of participation in literature circles on the reading comprehension of middle school students. More specifically, the study examined whether there was a difference in the reading comprehension scores of students after participating in literature circles versus after participating in directed reading activity, and whether there were interactions of type of instruction and students' overall reading achievement levels. A mixed design using split-plot ANOVA was used to examine the within-subject variable of treatment, and the between-subject variables of class period, assessments (or passages used), and overall reading achievement levels, as well as determine interactions among the variables. Eighty six eighth-grade students (65% male, 35%female) in a suburban public middle school in the southeastern United States participated in the eight-week study. By class period, students were randomly placed in literature circle groups for four weeks and also participated in whole-class directed reading activity for four weeks. Students read one short story each week and comprehension was assessed with corresponding cloze passages. The reading scores indicated there were no significant differences between the two types of instruction. However, results were statistically significant for all interactions (treatment and passages, treatment and class period, and treatment and overall reading achievement). In addition, when the data were analyzed by overall reading ability it can be argued that the findings have practical significance. Evidence suggests that students with low overall reading achievement levels may not respond to literature circles as positively as other students, and that students with high overall reading achievement may respond more favorably. Overall, literature circles appear to have promise as an instructional approach to reading, especially for non-struggling readers. The discussion expands on the limitations of this study as well as focuses on the need for further scientifically-based research on this popular reading approach.

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Wong, Tsz-kwan Liza. "Implementation of literature circles in a school-based assessment class." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203396.

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Bridges, Melissa J. "Virtual Literature Circles| An Exploration of Teacher Strategies for Implementation." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722949.

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This qualitative study explored the strategies that teachers use to implement virtual literature circles in middle and high school classes and university Reading programs. Through questionnaires, interviews, and document analysis, several strategies that support student learning were identified, including guided questions, rubrics with clear expectations, and targeted feedback. Making the process student-centered rather than teacher-centered, using appropriate platforms with small groups, and including a face-to-face component also supported student learning.

Additionally, an examination of teacher perceptions of benefits and challenges of virtual literature circles revealed more advantages than disadvantages. Benefits included improved writing, specificity, and critical thinking; connections to other subject matter; peer interactions; ease of differentiation; technology integration; flexibility; teacher collaboration; engagement; and student-centered practice. Challenges included technology access issues and glitches, student apathy, superficial student responses, and time issues.

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Wong, Tsz-kwan Liza, and 黃芷筠. "Implementation of literature circles in a school-based assessment class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203396.

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Hernandez, Judith Ann. "The reluctant adolescent: Implementing literature circles to enhance intrinsic motivation." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1829.

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Gunness, Cheryl Beth. "Circles of learning : encyclopedias and novels in eighteenth-century Britain /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276532364.

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Anderson, Christina. "Exploring the effect of literature circles on reading comprehension and motivation /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

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Gunn, Meagan. "Women's Circles Broken| The Disruption of Sisterhood in Three Nineteenth-Century Works." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264176.

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Jane Austen’s Pride and Prejudice, Christina Rossetti’s “Goblin Market,” and Louisa May Alcott’s Little Women are three works which focus on communities of women. Since women had such limited opportunities available to them in the nineteenth century, marriage was the most viable option for survival. An interesting connection found, though, among the literature written by women at the time is the way in which women thrive together in communities with each other—up until the men enter the scene. Once the men, or more commonly, one man who is also the future husband, disrupt these women-centered communities, the close bond among women is severed. These three authors envisioned a better option than marriage—a supportive sisterhood—safe, loving, and uninterrupted. How and why did women thrive together in these three fictional nineteenth-century communities? How did they communicate? In what spaces did these communities exist? In what ways did men disrupt these communities, and was it possible for women to regain a similar level of closeness with each other after the disruption of men (i.e. marriage)? This thesis looks at the various viewpoints and treatments each author brought to women’s communities, their importance, formation, and men’s intrusions upon them.

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Smith, Rachel M. "Examination of interactions among eighth-grade language arts students during literature circles /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2549.pdf.

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Young, Chase. "Student Facilitation and Predictors of Engagement in Peer-Led Literature Circle Discussions." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177268/.

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The purpose of this research was to examine the relation between students' personality traits and the extent of their engagement and facilitation in peer-led literature circle discussions. The research was guided by two questions. To what extent do reading ability, gender, and personality traits predict the quality of verbal engagement in literature circles? and How do highly engaged participants facilitate discussion in the circles? The researcher video-taped 17 fourth-grade students' literature circle discussions for a total of 136.7 minutes collected on two separate occasions across two weeks. To answer the first question student contributions in discussions were quantified into a measure of quality of verbal engagement score (cf. Costa & Kallick, 2000). This quality of verbal engagement score served as the dependent variable in a multiple regression. The seven independent variables were (1) extroversion, (2) agreeableness, (3) conscientiousness, (4) emotional stability, (5) openness, (6) reading ability, and (7) gender. The quantitative analysis in this study revealed that emotional stability was the only significant variable that predicted higher quality of verbal engagement. A post hoc analysis that included group size as an additional variable revealed that groups composed of three members correlated with higher overall quality of verbal engagement. The second question was answered through a qualitative analysis of the following: exploratory talk, elaborative feedback, topic management, confessionals, and accountability. Results of this analysis suggest that highly engaged students frequently enhance the group discussions through facilitation. This study extended the extant research by investigating individual factors that may influence the quality of literature circle discussions as well as suggested a framework for understanding facilitation in peer-led literature circle discussions. Further research is needed to determine the influence of group size and personality on varying grade levels.

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Day, Deanna Lea. ""A taste of teaching": Preservice teachers and children engage in literature circles." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.

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The purpose of this qualitative teacher research study was to explore the characteristics of literature circles with preservice teachers and children. Drawing on Vygotsky's (1978) sociocultural theory and Rosenblatt's (1938) transactional theory, this study focuses on the talk of preservice teachers in literature circles with children and the perceptions of preservice teachers about these literature circles. The study was conducted in a fourth grade classroom and a university children's literature course in the southwestern United States over one academic year. Thirty children and 27-28 preservice teachers participated in three to five literature circles each semester. A total of 47 literature circles were tape recorded, transcribed and analyzed. Other sources of data included a teaching journal, free writes from participants and interviews with some preservice teachers. The methods of analysis included coding, visual markers and constant comparison. These literature circles were investigated through a detailed description of the data. There were certain characteristics to organizing the discussions such as selecting books, developing the discussion strategies, planning the circles, producing free writes and reflecting on the experience. This study focuses on how the talk of preservice teachers in literature circles with children evolved over time. The results indicate that the preservice teachers initiated and facilitated discussion, asked and answered questions, dominated discussion, listened, supported and explored children's talk, and shared personal connections and responses as a reader. In addition, the study explores preservice teachers' perceptions of literature circles with children. Three major themes were found: The preservice teachers learned about children in the literature circles, how to do circles and the value these circles for children. Finally, the findings illustrate how the literature experience with preservice teachers influenced the children. According to the data, the children had significant relationships with young adults, managed the literature circles, considered different perspectives in the discussions, gained confidence in their ability to talk, gained perspectives on college and acquired personal advocates. This study shows the importance of partnerships between universities and elementary schools. The preservice teachers were given opportunities to experience reading, writing, learning and teaching with children. The college students were able to observe children learning and to reflect on these experiences.

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Smith, Rachel Marie. "Examination of Interactions Among Eighth-Grade Language Arts Students During Literature Circles." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1534.

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This study examined the nature of interactions that took place among eighth-graders as they participated in literature circles. The teacher/researcher organized students into literature circles based on the students' novel selection. Students completed a different role assignment each week. The role assignments included word wizard, passage picker, connector, summarizer, and question asker. As the students participated in literature circles, the teacher/researcher tape recorded their conversations and took observational field notes. Analysis of the data four weeks later showed that some students' voices were silenced and students went through the motions of completing and talking about their role assignments with little discussion and inquiry. These findings may be due to the way the role assignments were used and the role of the teacher during literature circles.

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Dooley, Joyce. "The effects of using literature circles on understanding middle school earth science concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/dooley/DooleyJ0811.pdf.

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The use of Literature Circles (LC) in classrooms has been studied extensively as it deals with literacy development. However, there has been little research done using LC with learning science concepts. LC can be used for encouraging the unmotivated students to read to acquire content knowledge. Working with peers promotes accuracy and enjoyment of the subject. When students are expected to prepare to respond to selected readings they pay more attention to the content of their reading selections. LC promotes metacognitive awareness. Students answered survey questions reporting their use of various reading strategies; this awareness helped them build self-monitoring techniques. Building self-monitoring techniques is essential toward learning difficult content. Based on the data, students who are more metacognitively aware of their learning are more successful in class. Using LC, students are better prepared for formative assessments, as well as summative assessments.

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Hamilton, Tina. "An Exploration of the Influences of Literature Circles on Secondary Student Reading Level." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601189.

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Literacy is a national concern in the United States. Many students are graduating from high school across the U.S. lacking the skills needed to be a proficient reader. The lack of college readiness skills in reading causes these students to be placed in remedial classes on the collegiate level. School systems that recognize the high percentage of students entering high school who cannot read at their grade level can implement early interventions and provide professional development opportunities for teachers in order to increase reading achievement. Due to the culture created at the secondary level that held teachers responsible for teaching content, covering the mandated curriculum, and making adequate yearly progress, instructing students while utilizing best practices in reading instruction often was not a practical consideration. The traditional approach to literacy is not enough. It is time for teachers to acknowledge that literacy in middle and high school must be taught across all contents to lay the groundwork for literacy skills that students need to thrive in college. This study explored the effect of implementing Literature Circles in a secondary Communication Arts classroom on reading comprehension. While extensive research on Literature Circles exists, most of it focuses on their use at the elementary and middle school levels, with few studies investigating their implementation at the secondary level. However, the research establishes Literature Circles as a proven practice to assist students in making gains in reading skills. The sample population consisted of five 10th grade classes participating in Literature Circles and one 10th grade class as a control group. By implementing Literature Circles at the secondary level, the results of the data did not support the hypothesis that secondary students reading comprehension increased through participation in Literature Circles. While this study did not prove statistically any significant gains from participation in Literature Circles, observable gains occurred through the higher level of student questioning and students responding with evidence cited from the text. By implementing a classroom infrastructure that supported Literature Circles, students collaborated effectively about a text and used textual support to justify their responses to questions and to derive meaning from the text. The research from this study will add to the current body of knowledge regarding the use of Literature Circles at the secondary level.

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Walston, Shelly Hayes Judith. "Literature circles in the high school setting an inquiry from comprehension to synthesis /." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t071.pdf.

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Thesis (M.Ed.)--Wichita State University, College of Curriculum and Instruction.
"May 2006." Title from PDF title page (viewed on October 29, 2006). Thesis adviser: Judith Hayes. Includes bibliographic references (leaves 85-89).

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Smiles, Tracy. "Student Engagement Within Peer-led Literature Circles: Exploring the Thought Styles of Adolescents." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1203%5F1%5Fm.pdf&type=application/pdf.

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Suffel, Brent D. "Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.

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Castrodad, Rodriguez Patricia M. "Young Puerto Rican Children's Exploration of Racial Discourses Within the Figured World of Literature Circles." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195418.

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This study examines the racial discourses of six and seven year old Puerto Rican children participating in small group literature circles over one academic year. The main research question is "How do Puerto Rican young children in a multiage classroom construct race through dialogue within the figured worlds of literature circles?"This study is based on teacher research qualitative research design, using methods and techniques from ethnography and case study research. This study describes the dialogue of 20 Puerto Rican children, during 4 literature circles. These were chosen as case studies to examine in depth student's racial ideological explorations. Data gathering methods included field notes from participant observation, audiotapes, videotapes, and transcripts.A detailed description and analysis of children's responses to literature, this study documents how young Puerto Rican children's ambiguity and inconsistent usages and meanings of racial terminologies to signify their worlds. Through emerging ideological discourses such as colorblindness and esentializing discourses, young children explore discomfort instead of neutral, inclusive and unifying racial constructions, along with racial harmony that celebrates goodwill and benevolence. Literature circles as figured worlds informed by Rosenblatt's reader-response theory and Holland, Lachicotte, Skinner and Cain (2003) social practice theory of identity, are proposed to be a space were racial identities form and reform, facilitating variable forms of racial talk.The findings of this research illustrate the importance of teacher research as one form of qualitative research to illustrate the complexity of children's racial talk aimed toward educational racial understandings and change. The importance of racial discourses in young children's racial explorations to signify their worlds.

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Frédette, Julie. ""Rare Poems Ask Rare Friends" : Literary Circles and Cultural Capital : The Case of Montreal's Jubilate Circle." Thèse, Université de Sherbrooke, 2014. http://savoirs.usherbrooke.ca/handle/11143/94.

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Abstract : The field of literature taken as a sociological phenomenon has enlightened and deepened our knowledge and appreciation of several national literatures, and the works of Pierre Bourdieu and Georg Simmel in this field are now considered ground-breaking. In Québec, the Groupe de recherche sur l’édition littéraire au Québec (now operating under the name « Groupe de recherche sur l’étude du livre au Québec ») has been particularly active in studying the sociological conditions that make literature possible in this Canadian province. Parallel to this, the Équipe de recherche interuniversitaire en littérature anglo-québécoise (ÉRILAQ) has gathered researchers interested in the “contact zone,” to borrow an expression from Catherine Leclerc and Sherry Simon, that is Anglo-Quebec literature. This dissertation will combine these two interests in order to study in greater depth the discourse and works of the poets of the Jubilate Circle, a network of poets writing in English in Québec at the turn of the twenty-first century. It will not only seek to prove the existence of a literary circle, it will attempt to showcase how the circle itself has contributed to advancing its members’ literary careers. In keeping with Pierre Bourdieu’s theories of cultural, symbolic and social capital, this dissertation will present, from the outset, a prosopographical sketch of the four poets that make up the Jubilate Circle, and examine the conditions in which they met, bonded as a group (of friends and of colleagues) and came to found the Jubilate Circle. Following this, the instances in which capital of all kinds (symbolic, cultural and social) were exchanged by the four poets will be examined through a close reading of correspondence, dedications, book jacket blurbs and even of the poetry itself. In an attempt to identify the homogeneous in the cacophony of discourse, to paraphrase Marc Angenot, the Jubilate Poets’ discourse on Canadian poetry, enunciated in interviews, essays, book reviews and in the press will then be examined. This will provide a better understanding of the position they hold, or wish to hold, within the field of Canadian poetry and indeed within its canon, existing or future. Finally, an analysis of the poetry they have produced will serve to underscore those aspects of their discourse that are deemed particularly relevant and will highlight areas in which some contradictions may be observed. As a whole, this dissertation will shed some light on the production of poetry, of its criticism and of its publication not only as a literary phenomenon, but also as a profoundly social one. // Résumé : L’étude du champ littéraire en tant que phénomène social a su éclairer et approfondir notre appréciation de plusieurs littératures nationales, et les travaux de Pierre Bourdieu et de Georg Simmel à cet égard sont aujourd’hui considérés fondateurs. Au Québec, le Groupe de recherche sur l’édition littéraire au Québec (aujourd’hui connu sous le nom « Groupe de recherche sur l’étude du livre au Québec ») a jeté les assises dans l’étude des conditions sociologiques qui rendent le phénomène littéraire possible dans cette province canadienne. Parallèlement, l’Équipe de recherche interuniversitaire en littérature anglo-québécoise (ÉRILAQ) réunit des chercheurs qui s’intéressent à cette “zone de contacte”, pour reprendre l’expression de Catherine Leclerc et de Sherry Simon, qu’est la littérature anglo-québécoise. Cette thèse combinera effectivement ces deux champs de recherche afin d’étudier de manière plus approfondie le discours et les œuvres des poètes du “Jubilate Circle”, un réseau de poètes publiant en anglais au Québec au tournant du vingt-et-unième siècle. Elle cherchera non seulement à prouver l’existence d’un cercle littéraire, mais tentera également de démontrer par quels moyens ce même cercle a pu contribuer à l’avancement des carrières littéraires de ses membres. Suivant les théories sur le capital culturel, symbolique et social énoncées par Pierre Bourdieu, cette thèse brossera, dans un premier temps, le profil prosopographique de chacun des acteurs du Jubilate Circle et se penchera sur les conditions qui ont favorisé leur rencontre, le bourgeonnement d’une amitié et d’une collaboration littéraire à long terme et la création du cercle littéraire. En second lieu, les instances dans lesquelles des échanges de capital ont lieu seront scrutées grâce à une lecture détaillée de la correspondance, des dédicaces, des textes de quatrième de couverture et même de la poésie elle-même. Dans le but de faire ressortir l’homogène que recèle la cacophonie du discours, pour paraphraser Marc Angenot, le discours tenu par les poètes du Jubilate Circle au sujet de la poésie canadienne contemporaine, énoncé lors d’entretiens, dans des essais littéraires, des comptes rendus et dans les quotidiens de ce pays sera examiné. Une telle étude permettra de faire la lumière sur leur posture et sur la position qu’ils occupent, ou souhaitent occuper, dans le champ de la poésie canadienne, voire dans son canon littéraire, présent ou futur. Enfin, une analyse de la poésie produite par ces quatre poètes sera l’occasion de souligner et d’illustrer certains aspects particulièrement significatifs de leur discours et révélera quelques instances dans lesquelles certaines contradictions peuvent être observées. Dans son ensemble, cette thèse vise à jeter un nouvel éclairage sur la production d’une poésie, de sa critique et de ses instances de publication non seulement en tant que phénomène littéraire, mais bien en tant que phénomène profondément social.

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Wisniewski, Jaime. "How are selected content and skills addressed in state literacy standards spontaneoulsy [sic] manifested within literature circles." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174931788.

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Lentsner, Diana. "Playing with circles : a musico-poetic study of György Kurtág's Scenes from a novel, op. 19 (1979-1982)." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1234462385.

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Wisniewski, Jaime L. "HOW ARE SELECTED CONTENT AND SKILLS ADDRESSED IN STATE LITERACY STANDARDS SPONTANEOULSY MANIFESTED WITHIN LITERATURE CIRCLES." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174931788.

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Bedee, Sarah E. "The Impact of Literature Circles on Reading Motivation and Comprehension for Students in a Second Grade Classroom." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269222677.

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Sörman, Oskar. "Kära barn : En undersökning av kärleken i barnlitteratur." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3442.

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Syftet med arbetet är att se hur kärlek skildras i barnlitteratur, för att ha det som utgångspunkt för diskussion om kärlek i skolan.

Jag valde att studera litteratur som definierar barnlitteraturen och beskriver dess historia. Den tidigare forskning som jag hittat inom det valda området, har jag varit i form av faktaböcker för barn. I litteraturgenomgången tar jag även upp olika metoder för boksamtal, där alla får möjligheten att våga uttrycka sig. För själva undersökningen valde jag att analysera barnböcker utifrån kriterierna att de skulle passa till elever i skolår fyra till sex och vara moderna så att eleverna lättare kan relatera till dem. Böckerna handlar huvudsakligen om kärlek men jag avgränsade mig ifrån sexuellt innehåll.

Resultatet visar på att barnlitteraturen är användbar i boksamtal om kärlek. Det är viktigt att se hur kärleken skildras i böckerna för att kunna lyfta fram olika sidor av den i samtalen. Ur flickor och pojkars perspektiv, lycklig och olycklig kärlek, olika skeden som till exempel bli ihop, vara ihop och göra slut. Det är alltid viktigt som lärare att vara medveten om vad det är för litteratur som eleverna läser för att få bra diskussionsunderlag.

The purpose of the study was to see how love is depicted in children’s literature, to have it as a basis for discussion about love in school.

I chose to study literature, which defines children’s literature and describes it’s history. The previous research in the subject, was only available in form of factual books for children. I also discussed different methods of book talks, which gives everyone the oportunity to express themselves. For the study itself, I chose to analyze children’s books based on criteria that would fit the students in grades four to six and to be modern, so that students can relate to them. The books are mainly about love, but not about sexual relationship.

My results show that children’s literature is useful in book circles about love. However, it is good to see how love is depicted in the books in order to highlight different aspects of love. The girls and boys' perspective, good and bad love, get back together, be together and brake up. It is always important that the teacher is aware of what kind of literature the students read to get a good discussion.

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Ulbrich, Ashley J. "The impact of literature circles on the comprehension and motivation to read of sixth-grade students in a middle school reading classroom." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6845.

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Comprehension is a vital requirement for every student as he or she progresses through school, and a student's motivation to read can directly affect comprehension skills. Many strategies are used to increase reading comprehension across grade levels. At a suburban middle school in the Midwest, 67 students in three sixth-grade reading classes participated in a study to determine if the use of literature circles would increase reading comprehension as well as student motivation to read. Students were taught how to operate and participate in literature circle discussions with various readings. They were then divided into groups, and each group was given a different novel to read and discuss within literature circles. Comprehension was assessed by studying student journal response entries while motivation was assessed by comparing survey results. Using the aforementioned assessments, a slight gain in comprehension was recorded, but results varied for the use of literature circles affecting motivation to read. Keywords: comprehension, reading, motivation, middle school
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Chodat, Robert. "Games of circles : dialogic irony in Carlyle's Sartor resartus, Melville's Moby Dick, and Thoreau's Walden." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23713.

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This thesis examines the connections between three frequently associated nineteenth-century texts, Carlyle's Sartor Resartus, Melville's Moby Dick, and Thoreau's Walden. It begins by reviewing the contexts normally offered for them, and then proposes an alternative one, "dialogic irony," that is based upon the complementary theoretical models of Friedrich Schlegel and Mikhail Bakhtin. After this conceptual background is outlined, the various modes of dialogic irony presented in the three works are discussed. That of Walden arises out of a close analogy between self and text: both are a series of inner voices juxtaposed with and often contradicting one another. Sartor complicates this relatively unobstructed form of selfhood through the inclusion of the Editor, whose unitary voice represents a challenge to the kind of selfhood sanctioned by Walden. Moby Dick also challenges dialogic irony, but its forms of opposition are more penetrating and various: while in Carlyle's text dialogic irony is ultimately affirmed through the figure of Teufelsdrockh, Ishmael is left stranded and displaced by the multitude of voices in his text. Melville's work therefore provides an excellent way to review and critique some of the prevailing assumptions about dialogue in contemporary criticism, a task sketched in the conclusion.

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Dorr, Christina H. "A descriptive study of intermediate grade students' extended transaction with the picturebooks of author/illustrator Patricia Polacco." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101158426.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 167 p.; also includes graphics. Includes bibliographical references (p. 146-152).

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

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Liu, Yiching Christine. "Investigating the relationship between online reading groups and reading difficulties among upper-level CFL learners." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6793.

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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the components help? Seven Fourth-Year Chinese learners at a university in the United States participated in this study and attended the ORG meetings throughout a semester to discuss five assigned readings. Qualitative research methods were used to collect and analyze the data. The data sources of this study included pre- and post-ORG questionnaires, pre- and post-meeting comprehension checks, pre- and post-meeting self-reports, recordings of the online reading group meetings, and semi-structured interviews. The findings showed a complicated and interactive relationship of the six components in Bernhardt’s model when it came to reading difficulties among upper-level CFL learners. Even though the participants identified word recognition as one of their top reading difficulties when reading in Chinese, the findings showed that extra-text driven components, especially intratextual perceptions and prior knowledge, played an important role in determining the participants’ reading comprehension. Being able to constantly monitor what they learned from each paragraph and which prior knowledge they applied to the reading was found to be a key to improving their reading comprehension. The findings also found reflexivity in dialogic collaboration, especially when the ORG meetings created opportunities for the participants to improve their reading comprehension via peer-to-peer interaction. The patterns of peer-mediated learning included giving corrective feedback, negotiating meaning, learning from listening, strategy coaching, and using English strategically. Whereas the instructor as a facilitator was regarded important to provide timely feedback and facilitate the discussion, the findings suggested that a peer-led group discussion was possible for upper-level CFL learners once they built up their confidence in offering help to their peers. Even though the component of the role assignment seemed to be beneficial for the participants to cope with their reading difficulties in the ORG meetings, the participants did not perceive each role equally helpful nor easy due to various reasons. The study concluded with a discussion of the implications for CFL education, teacher education programs and future research.

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O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.

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For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.

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SOUSA, Maria Ribeiro de. "Os textos cordelísticos no 9° ano de ensino fundamental II: perspectivas de aplicabilidades didático-pedagógicas dos círculos de leitura." Universidade Federal de Campina Grande, 2017. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/183.

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Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2017-12-15T17:44:06Z No. of bitstreams: 1 MARIA RIBEIRO DE SOUSA-DISSERTAÇÃO-PROFLETRAS-2017.pdf: 1034668 bytes, checksum: 1cf8dccd0683f4c3a9cd45ca30d8b518 (MD5)
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Capes
A leitura é o meio mais importante para aquisição de saberes. É o instrumento base para todo o sistema educativo, por isso é essencial à atividade pedagógica. Para tanto, faz-se necessário que entendamos o contexto no qual nossos alunos estão inseridos para que possamos auxiliá- los em relação a uma leitura que transcenda o superficial, numa perspectiva histórico-crítica, contextualizada. Nessa direção, o presente estudo pretende evidenciar a relevância da literatura de cordel enquanto instrumento de leitura desenovelador de múltiplos sentidos. Os dizeres, as histórias as marcas da cultura popular, de modo especial, veiculadas pelo texto cordelístico, são matéria-prima para o ensino de Língua Portuguesa no ensino fundamental. Assim, a pesquisa aqui apresentada visa, sobretudo, propor abordagens teórico-metodológicas da literatura de cordel nas aulas de Língua Portuguesa do Ensino Fundamental II através da adoção do gênero Cordel, a partir do desenvolvimento de círculos de leitura, conforme delineados por Cosson (2014), a fim de se empreender ressignificações didático-pedagógicas do uso dessa produção artística, na sala de aula. Faz-se necessário, portanto, destacar através do presente estudo, autores que percebem a riqueza desta literatura, tida como popular, uma vez que esse gênero poético se encontra praticamente ausente do espaço das salas de aula. Assim, aqui se assume como base teórica, os postulados da Análise de Discurso Francesa, da Pedagogia da Leitura, das diretrizes teóricas e oficiais para o ensino de língua portuguesa e de suas respectivas literaturas e os estudos da cultura popular que tratam, especialmente, da literatura de cordel. Conclui-se pela presente pesquisa, que o trabalho com a poesia de Cordel, um dos elementos mais fortes da cultura nordestina, ganha especial atenção, visto que esse gênero poético proporciona ressignificações acerca da exterioridade da linguagem, da língua em seus contextos de produção.
The reading is the half more important for acquisition of knowledges. It is the basic instrument for all the educational system, therefore it is essential to the pedagogical activity. For so much, it does necessary that understand the context in which our students are inserted so that we can help them in relation the one reading that go in addition to the superficial, in a historical perspective-critical, contextualised. In this direction, the present study pretends to show the importance of the literature of string while instrument of fiscal reading of multiple senses. You say them, the histories the marks of the culture folk, of special way, transmitted by the text of string, are matter-prime for the education of Portuguese Tongue in the fundamental education. Like this, the here presented investigation objective, especially, propose theoretical boardings-methodological of the literature of string in the classes of Portuguese Tongue of the Fundamental Education II through the adoption of the gender String, from the development of circles of reading, satisfied delineated by Cosson (2014), to end to undertake new didactic senses-pedagogical of the use of this artistic production, in the room of class. It does necessary, therefore, stand out through the present study, authors that perceive the wealth of this literature, had like folk, once that this poetic gender finds practically absent of the space of the rooms of class. Like this, here it assumes like theoretical base, the postulates of the Analysis of French Speech, of the Pedagogy of the Reading, of the theoretical and official guidelines for the education of Portuguese tongue and of his respective literatures and the studies of the culture folk that treat, especially, of the literature of string. It concludes by the present investigation, that the work with the poetry of String, one of the strongest elements of the northeastern culture, wins special attention, seen that this poetic gender provides new meanings about the exteriority of the language, of the tongue in his contexts of production.

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Rivera, Yvette. "Analyzing Young Readers' Empathetic Responses to a Mexican American Historical Narrative." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6637.

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Empathy and cultural understanding of groups that are marginalized due to religious, ethnic or sexual background is essential for peace in schools, neighborhoods, and society at large. Literacy classrooms can be a safe environment in which students can develop their own understandings and empathies. Although worthwhile, much of the research lacks details of student reactions to the people and cultures read about in historical narratives, as well as a focus on pedagogical practices that could give students a deep understanding of the culture. This study analyzed the empathetic responses of 13 sixth grade students to themes presented in a Mexican American narrative text, The Circuit. The purpose of this study was to understand the nature of student empathy and how empathetic responses reflect a rich historical and visual context. Key data sources of this interpretive study included large group discussions, small group discussions, written journal responses, and interviews. The results of this study indicated that students' empathetic responses are varied and complex and seem to reflect familiarity with topics in the text and personal background. Minimizing the cognitive demand of cultural content seemed to be a key pedagogical factor in helping students reach deeper levels of empathy. Suggestions are given for educators looking to teach empathy through cultural texts. Possible areas of research are recommended.

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36

Sampson, Julia E. "'The Circle of the Candle' : a study of the figure of the circle in the work of H.D." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244408.

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Newbon, Peter Jonathan. "Representations of childhood in the Wordsworth circle." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610729.

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Costa, Fabiola Nogueira. "Estratégias de ensino-aprendizagem de ciências no Ensino Fundamental I para o início da alfabetização e letramento científico e atuação na ZDP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06022017-113329/.

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A presente pesquisa, de abordagem qualitativa, propôs-se a investigar estratégias voltadas a alunos do Ensino Fundamental I para promover o início da alfabetização e letramento científico, a serem desenvolvidos ao longo da Educação Básica. Para isso, partiu das seguintes questões: Como trabalhar de forma a levar o aluno à aprendizagem de ciências naturais e desenvolvimento de habilidades fundamentais à formação do indivíduo alfabetizado e letrado cientificamente, como previsto nos Parâmetros Curriculares Nacionais (PCN)? Que tipo de texto seria mais interessante para a prática pedagógica com vistas a essa aprendizagem? Trabalhando com alunos do 3º ano do Ensino Fundamental, ciclo I, de uma escola pública da Rede Municipal de Ensino de Guaratinguetá-SP, a pesquisa utilizou rodas de leitura como metodologia de ensino-aprendizagem de conteúdos de Ciências Naturais. Elegendo como suporte os textos de divulgação científica da revista Ciência Hoje das Crianças - CHC, a pesquisa desenvolveu as etapas de aplicação das atividades das rodas de leitura, avaliadas através da observação e análise das interações verbais e atividades complementares de representação verbal, icônica e cênica do conhecimento, além de sessão de jogos. Os resultados revelam o papel central do parceiro mais capaz atuando na ZDP durante as interações, contribuindo favoravelmente para a introdução do aluno no universo da ciência como um saber escolar, iniciando o seu processo de alfabetização e letramento científico e desenvolvendo melhor compreensão e interesse pelos conteúdos das Ciências Naturais. Diante disso, abriram-se perspectivas para a elaboração de uma heurística que o professor poderá levar em consideração se tiver como objetivo uma atuação eficiente na ZDP e a iniciação do aluno nos processos de alfabetização e letramento científico.
The present research, with qualitative approach, aimed to examine strategies focused on Elementary School students to promote the beginning of early and scientific literacies, both to be developed along Basic Education. To that end, it was based on the following questions: How to work in a way that takes the student to the learning of natural sciences and the development of abilities that are fundamental to the formation of the early and scientific literate individual, as fixed by the National Curriculum Parameters (NCP)? What kind of text would be more interesting to the pedagogical practice with focus on that learning? Working with students from the 3rd grade of the Elementary School, cycle I, of a public school of the Municipal Education System of Guaratinguetá-SP, the research used literature circles as a methodology for teaching and learning Natural Sciences contents. Electing scientific divulgation texts of the magazine Ciência Hoje das Crianças - CHC as support, the research developed the stages of application of the literature circles activities, evaluated through the observation and analysis of the oral interactions and complementary activities of oral, iconic and scenic representation of the knowledge, besides game sessions. The results reveal the main role of the more capable partner acting in the ZPD during the interactions, contributing favorably to the introduction of the student into the universe of science as a school knowledge, initiating his early and scientific literacies process and developing better comprehension and interest in the Natural Science contents. As a result, many perspectives were open up to the elaboration of a heuristic that the teacher will be able to take into account if he has an effective operation in the ZPD and the student initiation in the early and scientific literacies processes as goals.

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39

Mazzeo, Tilar Jenon. "Producing the Romantic 'literary' : travel literature, plagiarism, and the Italian Shelley/Byron circle /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9412.

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Pite, Ralph. "Dante's influence on Coleridge and Keats : the circle of our vision." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306530.

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Schellenberg, Elizabeth A. "Failed plots: Authority and the social circle in eighteenth-century fiction." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7729.

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Theoreticians of the early novel have canonized as realistic those fictions that portray the desirous individual in sustained tension with his or her social environment. Such fictions bring irreconcilable and subversive voices into conflict, and privilege a strongly linear, teleological plot. This critical focus has contributed to the dismissal of a substantial body of eighteenth-century British fiction which adopts alternative structures in order to express different ideological alignments. In particular, a study of pairs of works by authors who may in the first case be relative unknowns, but in the second have become more established and authoritative writers seeking to meet audience expectations while balancing or competing an oeuvre, reveals divergent responses to a climate of philosophical uncertainty, social flux, and changing notions of authorship. The later work of each pair--Samuel Richardson's sequel to Pamela, his Sir Charles Grandison following upon Clarissa, Henry Fielding's Amelia after Tom Jones, and Sarah Fielding's sequel, Volume the Last, to her Adventures of David Simple--reflects its context of successful author, established audience, and preceding text by reinscribing the isolated protagonist within a stable social circle modelled on the intimate conversational group. Thus these works share a use of the circle as formal image at several levels of structure, ranging from metaphors of clockworks and gravitational systems, to "conversation-pieces" as the fundamental units of plot, to an overall impulse towards consensus and cyclical stasis that replaces the momentum supplied by conflict in their predecessor texts. Two examples taken from pre-novelistic genres--William Congreve's The Double-Dealer as a comedy self-consciously in search of a new form that will adequately embody the emerging ideal of conversational relations, and John Bunyan's sequel to The Pilgrim's Progress as a feminized, communal, and static rewriting of the individual's struggle to win salvation in a hostile world--suggest the preoccupations informing the conservative fictions studied in the thesis. (Abstract shortened by UMI.)

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Skipper, Jason E. "The Origins of a Circle." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1077306765.

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Smith-, Muhammad Michelle L. "Unbroken circle: death as a form of empowerment and resistance in selected works of Africana Literature." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/dissertations/3128.

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This research proposes a re-examination of the concept of death and the way it is utilized within selected contemporary African-American works of fictional literature. These texts present death and its use as a tool of empowerment as a paradigm beyond its traditional treatments in literature-particularly Africana-centered literature. Through the harnessing and manipulation of death, the characters featured in this work are recognized as those who encapsulate and re-invent circumstances that are otherwise disempowering and dysfunctional. Through death, these women re-propose their negative realities by using death as a manipulative for vengeance and to gain the ultimate freedom from oppression. In both Beloved and Kindred death is an escape mechanism through which the protagonists return to life as they would have it lived, and are re-born to re-engage life anew.

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Dryden, Jonathan Norton 1962. "Ixion's wheel: Masculinity and the figure of the circle in the novels of Charles Dickens." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282341.

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This dissertation investigates through a close reading of four novels--The Pickwick Papers, David Copperfield, A Tale of Two Cities, and Great Expectations--the way in which masculinity and authorial subjectivity in Dickens's novels are bound to the figure of the circle, an image which functions both as a figure for an ideal narcissistic unity and as a sign of the individual's subjection to the metaphoric and metonymic movement of language within the symbolic order; what Jacques Lacan has identified as "symbolic necessity." I demonstrate this double function of the circle by showing how orality in Dickens's work belongs to a chain of images that include pretty lips, rings, necklaces, fur ringed boots, as well as the grinding wheels and gears of the legal system. As Dickens's career progresses, the novels become more and more haunted by the sense that the magic circle of personal fantasy is inhabited by the violent, whirling motion of the law and language. My argument culminates in readings of A Tale of Two Cities and Great Expectations which show how male masochism in Dickens's novels is not so much a negation of paternal power and privilege as it is a consequence of the latter's introjection within the subject as fantasy, a fantasy in which the subject is fastened, as in Pip's fever dream, to "a vast engine, clashing and whirling over a gulf."

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Zeino, Arwa, and Aiat Tabiei. "The benefits of using world literature for globalizing English in the ESL classroom." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39591.

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Although the focus on English as a global language is apparent in the Swedish curriculum today, many educators do not take advantage of world literature and non-native English authors in their ESL classrooms. With the help of empirical research, we investigate the benefits of using such literature for gaining global awareness. Furthermore, we analyze the activities and teaching approaches used in the empirical studies. Through this essay, we summarize the empirical research used for this essay and synthesize the results to find out what implications were found. It shows that using non-native fiction helps students to learn and explore different cultures, which also expands their global view. Apart from this, teaching methods such as discussions, literature circles, presentations, blogging and collaborative learning deepened students' global view and cultural awareness. The teaching methods that were used while working with world literature showed that students were conscious of their own learning and developed this ability by working in a social environment. This paper concludes with describing the limitations of writing the study, and presents a future research project that involves the field of world literature.

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Clarke, Lane W. "Conversations Beyond the Text: The Influence of Gender and Social Class and Gender on Literature Circle Dimensions." Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1129557657.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Advisor: Deborah Hicks. Title from electronic thesis title page (viewed Apr. 22, 2009). Includes abstract. Keywords: Literacy; Gender; Social Class; Classroom Discussion. Includes bibliographical references.

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Roy, Malini. "Shape-shifters : Romantic-era representations of the child in the Wollstonecraft-Godwin family circle." Thesis, University of Oxford, 2008. http://ora.ouls.ox.ac.uk/objects/uuid:59d59e07-eb4d-46b3-a7c972cd12102b2d.

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Hawley, Judith Victoria. "Laurence Sterne and the circle of sciences : a study of Tristram Shandy and its relation to encyclopedias." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306761.

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Shepherd, Valerie. "The circle of William Barnes's poetry : a discussion of the language and themes of his dialect poetry." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/11128.

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Barnes saw his dialect art as a means of teaching and preserving particularly for the stability of his local audience -- conservative and traditional values. Nevertheless, the poems deal rather more than has been generally realised with the challenges of the nineteenth century. Part One of this study discusses Barnes's chosen themes in relation to his contemporary audiences, both in Blackmore and beyond, and also argues that there is a warmth and energy in his perceptions which communicates vital images of rural life that can allow his work to transcend its contemporary social and political context. Part Two explains, through descriptive linguistic techniques, Barnes's practical application of his language theories and the appeal of dialect to Victorian readers. It is demonstrated that his desire to achieve a 'pure' language, together with his conviction that the circle of local speech forms are an integral part (and a signal) of local personality, may lead to artistic limitations. But it is explained that these beliefs, in freeing Barnes from the conventions of standard poetic diction, can also allow a rich individuality. There are, however, affinities (which may be appropriate in work designed to 'belong' to its rural personae) between his poems and elements of the folk tradition. Yet the blending of these with highly intricate verse patterns is handled with a skill that is able to incorporate natural speech rhythms. The dissertation develops a judgement that Barnes's aesthetics were based upon his appreciation of a harmonious 'fitness' which he believed to be God-given and identifiable in what he took to be nature and society's inevitable mixture of light and shade. Consequently the themes and structures of his dialect poetry reflect a desire for compromise, stability, and optimism in the circle of local life. The result is poetry rather too limited in its perceptions and language to be of major significance. But the value of Barnes's work lies in its demonstration of dialect's artistic potential, in its formal skill, and in the warmth and vitality of its imagery.

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Leister, Lori, and University of Lethbridge Faculty of Arts and Science. "Closing the circle: A novel with critical commentary." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1998, 1998. http://hdl.handle.net/10133/355.

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There are two parts to this thesis: a novel, Closing the Circle, and a critical commentary on the process of writing a novel from beginning to end. The novel tells the story of Natasha, a young, late twentieth century woman who searches for her "roots." It begins in southern Alberta and she eventually travels to Eastern Europe where she uncovers the voices in her dreams and from the past. It deals with the metaphysical question of a collective unconscious that houses past symbols pertinent to her search as well as the question as to the validity of dreams and memory in human life. The critical commentary addresses issues involved in writing a fiction vis a vis structure and other literary devices. It also addresses questions that come with taking personal familial historical events and writing them into "story."
28 cm.

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Dissertations / Theses on the topic 'Literature Circles'

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