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Ryan, Anne Lea. "Speak softly, but carry a big stick Tom Sawyer and Company's quest for linguistic power a sociolinguistic analysis of Mark Twain's The Adventures of Tom Sawyer, Adventures of Huckleberry Finn, and Tom Sawyer Abroad /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Soppelsa, Fernanda Bondam. "Regionalidade e tradução em Aventuras de Tom Sawyer, de Monteiro Lobato." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1075.
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Mark Twain, renomado autor realista e local colorist, é conhecido pelo seu estilo coloquial de escrever. A modalidade oral regional da língua inglesa é representada na fala dos personagens do romance The Adventures of Tom Sawyer (Aventuras de Tom Sawyer). Nesta dissertação, é feita uma análise comparativa entre alguns trechos da obra original de Mark Twain, publicada em 1876, e da tradução feita por Monteiro Lobato, em 1934. A partir dos conceitos de regionalidade apresentados por Arendt (2012) e Stüben (2013), o objetivo desta pesquisa é analisar as especificidades culturais da obra original e verificar de que forma o tradutor, Lobato, as transpõe para o texto da língua-meta, o português brasileiro. Além disso, a partir da análise dos trechos selecionados, são identificadas as técnicas tradutórias utilizadas por Monteiro Lobato, com base nas propostas de Vinay e Dalbernet (1971), Barbosa (1990) e Hurtado Albir (2001). Duas línguas nunca serão suficientemente iguais para serem consideradas representativas de uma mesma realidade cultural, sendo possível analisar se há perdas e ganhos na tradução, como corrobora Bassnett (2005). Nos moldes de Venuti (1995), verifica-se se a tradução é sobretudo domesticadora ou estrangeirizadora.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-11-27T17:11:31Z No. of bitstreams: 1 Dissertacao Fernanda Bondam Soppelsa.pdf: 1404862 bytes, checksum: c9db702a15ee99a35256e0741dba0f7c (MD5)
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Mark Twain was a prominent realistic author and local colorist, known by his colloquial style of writing. He represents the regional oral modality of the English language in the speech of the characters in the novel The Adventures of Tom Sawyer (Aventuras de Tom Sawyer). This master’s thesis aims at comparatively analyzing parts of the original work by Mark Twain, published in 1876, and the translation made by Monteiro Lobato, from 1934. Using the concepts of regionality from Arendt (2012) and Stüben (2013), the objective of this research is to analyze the cultural characteristics of the original novel and verify how the translator, Lobato, transposes the text to the target language, Brazilian Portuguese. In addition, the translational techniques used by Monteiro Lobato are identified, based on the proposals by Vinay and Dalbernet (1971), Barbosa (1990) and Hurtado Albir (2001). Two languages are never enough alike to be considered representative of the same cultural reality, so it is possible to analyze whether there are losses and gains in translation, as confirmed by Bassnett (2005). Following the ideas systematized by Venuti (1995), this work analyzes to what extend the selected translation is a domestication or keeps the cultural elements from the original novel.
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Molander, Christoffer. "Amiable Humor and Dual Address in The Adventures of Tom Sawyer." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144102.
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The humor of Mark Twain has long fascinated his readers. Critics such as Messent (2007), Budd (2005), Gerber (1988) and Camfield (2005) have all analyzed Mark Twain’s humor to reveal nuances and to help further the understanding of what makes Twain’s writing humorous. However, there is a distinct gap in the research so far conducted investigating Twain’s humor in relation to young readers, which this paper will begin to address. Twain’s novel The Adventures of Tom Sawyer (2007) poses a relevant subject for this research as Twain explicitly (in the preface to the novel) professes to write both for children and adults simultaneously. Writing in such a way can be categorized as either “double address” or “dual address”, understanding these terms according to the definitions of Barbara Wall (1991). In this paper I will argue that Mark Twain manages to create “dual address” in Tom Sawyer by using what Greg Camfield (2005) calls “amiable humor” and constructing scenes out of childhood in order to produce delight and nostalgia. By reading closely excerpts of the book and analyzing Twain’s specific use of humor through three prominent theories—superiority theory, relief theory and incongruity— it becomes possible to identify what the implied reader is meant to find humorous, and therefore if Twain manages to establish a “dual address”. An understanding of Twain’s humor from the perspective of both young and adult reader furthers our understanding of the novel by revealing Twain’s implementation of complex “dual address” narration and its implications.
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Barreiro, Idegar Alves [UNESP]. "O narrador e a presença da sátira menipéia em The adventures of Tom Sawyer." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/94122.
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Nossa pesquisa busca verificar a presença da sátira menipéia na obra The Adventures of Tom Sawyer de Mark Twain e discutir a atuação do narrador na mesma. É uma obra aparentemente elaborada para jovens, mas também tece críticas às normas pré-estabelecidas e abarca fantasia e humor inserindo-se nas características abordadas por Bakhtin. As raízes da sátira menipéia estão embasadas na carnavalização, a qual abriga um sentido ambivalente e se traduz em ritos cômicos e festejos populares de caráter não oficial. Com o filósofo Menipo de Gadara, século III a.C., a sátira menipéia adquire a forma clássica, mas foi com Marcus Terentius Varro ou Varrão (116-27 a.C.), filósofo romano, autor de Saturae Menipeae que utilizou o termo pela primeira vez. Fundamentamos nossa pesquisa em Bakhtin, o qual discorre sobre a carnavalização e aponta as características da menipéia. O humor e a sátira de Mark Twain resultam de seu intimo modo de pensar, imaginação e senso crítico os quais remetem à sua vivência e à cor local contabilizando um estilo claro, mas, profundo. O pensamento crítico do escritor pode ser notado desde as primeiras obras, exteriorizando-o no seu momento antiimperialista. Enfocamos alguns aspectos da sátira, da carnavalização literária e nos dedicamos ao estudo de As Aventuras de Tom Sawyer sob o viés da sátira menipéia.
Our research deals with the menipeaen satire in the work The Adventures of Tom Sawyer by Mark Twain and discusses the narrator's performance in it. It is a work apparently elaborated for young readers, but it also criticizes the pre-established norms, and it embraces fantasy and humor with bases on the characteristics pointed out by Bakhtin. The roots of the menipeaen satire are based on the carnival, which shelters an ambivalent sense and it turns out to be comic rites and popular feasts of unofficial character. With the philosopher Menipo of Gadara, century III B.C., the menipeaen satire acquires the classic form, but it was with Marcus Terentius Varro (116-27 B.C.), roman philosopher, author of Saturae Menipeae that the term was used for the first time. We have based our research on Bakhtin , who talks about the carnival process and points out the characteristics of the menipeaen satire. Twain's humor and satire come from his deep way of thinking, imagination and critical sense; which convey to his experience and to local color computing a clear but deep style. The writer's critical thinking can be noticed from his first works, and it can be evidenced in his anti-imperialist moment. We have focused some aspects of the satire, of the literary carnival, and we have developed a study of The Adventures of Tom Sawyer under the point of view of menipeaen satire.
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Barreiro, Idegar Alves. "O narrador e a presença da sátira menipéia em "The adventures of Tom Sawyer" /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/94122.
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Orientador: Cleide Antonia RapucciBanca: Heloisa Helou Doca
Banca: Sérgio Augusto Zanoto
Resumo: Nossa pesquisa busca verificar a presença da sátira menipéia na obra The Adventures of Tom Sawyer de Mark Twain e discutir a atuação do narrador na mesma. É uma obra aparentemente elaborada para jovens, mas também tece críticas às normas pré-estabelecidas e abarca fantasia e humor inserindo-se nas características abordadas por Bakhtin. As raízes da sátira menipéia estão embasadas na carnavalização, a qual abriga um sentido ambivalente e se traduz em ritos cômicos e festejos populares de caráter não oficial. Com o filósofo Menipo de Gadara, século III a.C., a sátira menipéia adquire a forma clássica, mas foi com Marcus Terentius Varro ou Varrão (116-27 a.C.), filósofo romano, autor de Saturae Menipeae que utilizou o termo pela primeira vez. Fundamentamos nossa pesquisa em Bakhtin, o qual discorre sobre a carnavalização e aponta as características da menipéia. O humor e a sátira de Mark Twain resultam de seu intimo modo de pensar, imaginação e senso crítico os quais remetem à sua vivência e à cor local contabilizando um estilo claro, mas, profundo. O pensamento crítico do escritor pode ser notado desde as primeiras obras, exteriorizando-o no seu momento antiimperialista. Enfocamos alguns aspectos da sátira, da carnavalização literária e nos dedicamos ao estudo de As Aventuras de Tom Sawyer sob o viés da sátira menipéia.
Abstract: Our research deals with the menipeaen satire in the work The Adventures of Tom Sawyer by Mark Twain and discusses the narrator's performance in it. It is a work apparently elaborated for young readers, but it also criticizes the pre-established norms, and it embraces fantasy and humor with bases on the characteristics pointed out by Bakhtin. The roots of the menipeaen satire are based on the carnival, which shelters an ambivalent sense and it turns out to be comic rites and popular feasts of unofficial character. With the philosopher Menipo of Gadara, century III B.C., the menipeaen satire acquires the classic form, but it was with Marcus Terentius Varro (116-27 B.C.), roman philosopher, author of Saturae Menipeae that the term was used for the first time. We have based our research on Bakhtin , who talks about the carnival process and points out the characteristics of the menipeaen satire. Twain's humor and satire come from his deep way of thinking, imagination and critical sense; which convey to his experience and to local color computing a clear but deep style. The writer's critical thinking can be noticed from his first works, and it can be evidenced in his anti-imperialist moment. We have focused some aspects of the satire, of the literary carnival, and we have developed a study of The Adventures of Tom Sawyer under the point of view of menipeaen satire.
Mestre
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Crippen, Larry L. (Larry Lee). "Huck, Tom, and No. 44: the Tripartite Twain." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278563/.
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In this study, I show that three major areas of Mark Twain's personality—conscience, ego, and nonconformist instincts—are represented, in part, respectively by three of his literary creations: Huckleberry Finn, Tom Sawyer, and No. 44. The origins of Twain's personality which possibly gave rise to his troubled conscience, need for attention, and rebellious spirit are examined. Also, Huck as Twain's social and personal conscience is explored, and similarities between Twain's and Tom's complex egos are demonstrated. No. 44 is featured as symbolic of Twain's iconoclastic, misanthropic, and solipsistic instincts, and the influence of Twain's later personal misfortunes on his creation of No. 44 is explored. In conclusion, I demonstrate the importance of Twain's creative escape and mediating ego in the coping of his personality with reality.
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Craig, Ian S. "Children's classics translated from English under Franco : the censorship of the William books and the Adventures of Tom Sawyer." Thesis, Queen Mary, University of London, 1997. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1711.
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The thesis documents the censorship histories of Mark Twain's The Adventures of Tom Sawyer and Richmal Crompton's William books under Franco, and analyses these censorship histories in terms of the changing character of the regime. Previously unconsulted primary sources are used, such as censors' reports and translation proofs held in the Archivo General de la Administración del Estado at Alcalá de Henares. The censors' reports demonstrate that children's literature and translated literature were treated as special cases by the regime, and that censorship was particularly harsh in both areas. These findings demonstrate the crucial importance of attitudes to childhood and foreignness in the Francoist ideological scheme. The censorship histories of Tom Sawyer and the William books reveal some surprising facts. The William books began to be persecuted by the censors in late 1942, precisely the moment when the regime was seeking a rapprochement with the Allied powers as the course of the War turned in the latter's favour. This prohibition cannot be understood without exploring the factors which differentiate children's literature from adult literature in the context of Francoism. The books' peculiarly English character also had a vital bearing on how they were censored. The history of Tom Sawyer in Spain demonstrates the effect of literary status on censorship practice. Early in the regime, the censors generally considered Tom Sawyer to be a work for adults. From the mid-1950s, however, children's literature was inscribed as a special category in censorship legislation, and the censors began to view editions of the work as specifically intended for children. Tom Sawyer thus encountered censorship problems in the later years of the regime, supposedly more liberal than the earlier period. Again, these problems would be inexplicable without examining the evolution of the publishing industry and Francoist attitudes to literature and the child. The thesis also provides a detailed analysis of the type of suppressions imposed on the books studied, under the following headings: religion; love, sexuality and gender; authority and politics, nation and race; crime, terror and violence.
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Bowman, Lindell Jenny. ""Bad boys" - företeelsen i fyra amerikanska och engelska romaner." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9135.
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Romanerna som ligger till grund för uppsatsens analys är Thomas Bailey Aldrich The story of a bad boy, Mark Twains Tom Sawyers och Huckleberry Finn samt Richmal Cromptons Just William. Syftet med uppsatsen är att undersöka de litterära gestalter som tar sig skepnad i företeelsen "bad boys" och de frågor som ställs i uppsatsen är: Hur och varför uppkom företeelsen "bad boys"? Hur växte genren "bad boys" fram? Vad karaktäriserar "bad boys" företeelsen? Uppsatsens narratologiska utgångspunkter bygger bland annat på Mieke Bals teori om fabelns och de textanalytiska begrepp som Maria Nikolajeva redogör för: tid och plats, författarens och läsarens föreställning av författaren, samtid och tidsperspektiv. Uppsatsen tar även stöd i R.W. Connell, John Stephens och Kenneth B. Kidds teorier. Uppsatsen visar att "bad boys"-genren har sitt ursprung under en period då bilden av mannen var under förändring och romaner för pojkar blev allt mer robusta."Bad boys" – genren karaktäriseras av driftiga pojkgestalter som delvis formar sin identitet i pojkgänget. "Bad-boys"- genren är även en konsekvens av de ändrade förhållandena för unga pojkar i USA. Dessa pojkar sågs ofta som små vandaler och det är dessa som återspeglas i "bad-boys" genren.
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Jenn, Ronald. "La traduction de la rhétorique enfantine chez Mark Twain." Bordeaux 3, 2003. http://www.theses.fr/2004BOR30018.
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Cette étude vise à analyser la traduction de la rhétorique enfantine dans les romans Tom Sawyer et Huckleberry Finn de Mark Twain. L'approche est à la fois descriptive et prescriptive. Elle s'appuie sur la recherche dans divers domaines : études en traduction, histoire du livre et de l'édition, narratologie, linguistique appliquée à la traduction, stylistique, ainsi que sur plus d'un siècle de critique twainienne. Il s'agit d'une approche systémique du champ qui considère les liens que les différentes versions entretiennent avec l'original, mais également les unes avec les autres. Suivant les préceptes d'Antoine Berman, les traducteurs sont appréhendés selon leur 'position', leur 'projet' et leur 'horizon', des notions qui incluent l'ensemble des paramètres historiques, linguistiques, littéraires et culturels qui façonnent leur penser et leur traduire. Un certain nombre d'éléments paratextuels sont analysés afin d'évaluer les versions en terme de lectorat, un aspect important dans le contexte d'œuvres largement perçues comme appartenant à la littérature pour enfants. Les différentes maisons d'édition et les traducteurs sont également définis en terme d'engagement politique le cas échéant. La rhétorique enfantine est un 'sociolecte littéraire' et est une des nombreuses voix qui intègrent la polyphonie de ces romans américains dans leur version originale. Il apparaît que cet aspect a été négligé, aussi bien dans le discours critique que par les traducteurs. La rhétorique enfantine est définie comme reposant sur différents types de discours et un nombre limité de figures : la litote, la comparaison et l'hyperboleThis study aims to analyse the translation of child rhetoric in Twain's novels Tom Sawyer and Huckleberry Finn. The approach is both descriptive and prescriptive. It is based on findings in the fields of translation studies, the history of book publishing, narratology, linguistics as applied to translation, stylistics, as well as over a century of critical discourse on Twain. The approach of the field is systemic, the different versions being analysed in relation to the original but also in relation to one another. Following Berman's precepts, the translators have been taken into account according to their 'position', 'project' and 'horizon'?these notions that encompass the historical, linguistic, literary and cultural elements that influence the translators' way of thinking and translating. A number of paratextual elements are analysed in order to assess the versions according to their readership. This aspect is crucial in the context of novels which have largely been considered as children's literature. The different publishing houses and translators are also defined in terms of political engagement or lack thereof. Child rhetoric is a 'literary sociolect' and one of the many voices which make up these American novels in their original version. It appears that this aspect has been overlooked by critics as well as by French translators. Child rhetoric has been defined as relying on several different types of discourse and a limited number of figures of speech: litotes (or any way of achieving understatement), simile and hyperbole (or any way of achieving overstatement)
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Sawez-Nauroz, Sahar [Verfasser], and Dean [Akademischer Betreuer] Bogoevski. "Vergleich der 8. Edition der TNM Klassifikation für Ösophaguskarzinome gegenüber der TNM Klassifikation der Magenkarzinome bei Karzinomen des gastroösophagealen Überganges / Sahar Sawez-Nauroz ; Betreuer: Dean Bogoevski." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1208002996/34.
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Sawez-Nauroz, Sahar Verfasser], and Dean [Akademischer Betreuer] [Bogoevski. "Vergleich der 8. Edition der TNM Klassifikation für Ösophaguskarzinome gegenüber der TNM Klassifikation der Magenkarzinome bei Karzinomen des gastroösophagealen Überganges / Sahar Sawez-Nauroz ; Betreuer: Dean Bogoevski." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://nbn-resolving.de/urn:nbn:de:gbv:18-103389.
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Wang, Ti, and 王迪. "Friendship in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5q663r.
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碩士國立臺東大學
兒童文學研究所
102
Mark Twain, a prominent American writer of the nineteenth century, usually had his works set against his contemporary American societal background. Mark Twain’s works are full of childlike playfulness, adventure, eagerness, liveliness, humor as well as satire and mocking on the old culture. Mark Twain can be regarded as the author that represents America. The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn are two of the most popular novels among Mark Twain’s works which depict his own childhood in Hannibal, a small Southern town in America. The two famous young protagonists in the novels are Tom and Huck respectively, and the stories develop through the interactions and games among the protagonists and their companions. This thesis targets on the two novels to research friendship from the perspective of psychological development, as well as from the historical angle in the context of the American South around the time of the Civil War in the nineteenth century. This thesis investigates the categories and development of friendship, together with companionship and partnership, with an aim to cultivate a better awareness of friendship among children. In addition, by investigating the racial and social class presented in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, we hope to understand Mark Twain’s reproduction of American society and its influence and shaping of friendship among children in the works. The thesis divides into five chapters. Chapter One introduces the research background and motivation, research questions and purposes, research methods, scope, limitations, as well as research–related theoretical references. Chapter contains three sections, tackling Mark Twain’s life and works, the American society at that time, and definitions of friendship and partnership. Chapter Three explores the types of friendship in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Chapter Four deals with how friendship develops and what friendship encounters in The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Chapter Five concludes with findings and suggestions.
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Lee, Sy-Ruey, and 李思叡. "A Freudian and Jungian Reading of Mark Twain's The Adventures of Tom Sawyer." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/96419715459950481844.
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碩士國立成功大學
外國語文學系碩博士班
93
The legendary American novel The Adventures of Tom Sawyer has long been popular among not only adolescents but also adults. However, most critics categorize the novel as merely a children's book or at most, an autobiographical novel about Mark Twain's childhood. However, this does not explain why such a juvenile novel as this can enjoy such wide popularity regardless of time in which it was written and the age of the reader. The aim of my thesis, therefore, is to attempt to help answer this question by employing both Freudian and especially Jungian theory to analyze Twain's second most successful novel. In so doing I hope to cast light on the reasons behind the popularity of this famous novel. In Chapter One I introduce some of the basic biographical facts about Mark Twain as well as an overview of well established criticism on the novel. In Chapter Two, I will introduce the archetypal theory of Jung and apply it to the novel. In doing so, it will also be necessary to talk about the difference between Jung's theory and Freud's theory. Chapter Three includes the analysis of Tom Sawyer in terms of both Freudian and Jungian approaches. In the concluding chapter, I will establish that The Adventures of Tom Sawyer is more than a comic romance of a young boy in the pre-civil war South. Its true significance lies in the fact that it is an archetypal journey that also explains the journey of the soul and this explains why this book has touched the hearts of so many people and will continue to as long as man can read.
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Chang, Chun-Kai, and 張竣凱. "Adventures of Huckleberry Finn as Sequel to The Adventures of Tom Sawyer: A Narratological Approach." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44010463865894642024.
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碩士國立中正大學
外國語文研究所
100
This thesis aims to widen interpretive perspectives on Adventures of Huckleberry Finn by exploring narratolgically the novel’s narrative strategies. Instead of debating the novel’s controversial ending and racial issues, it attempts to analyze the narrative strategies and effects with which Twain made Huck Finn one of the world’s greatest literary works. Chapter one contrasts the style of Huck Finn with that of its predecessor, The Adventures of Tom Sawyer. Narratological distinctions such as first and third-person narration, voice and point of view, and authorial values distinguished successfully or not in fiction, are helpful criteria to explore and contrast Tom Sawyer and Huck Finn in depth. Twain’s shift from Tom Sawyer’s third to Huck Finn’s first person point of view is analyzed as a shrewd choice by which Twain made the sequel a much better book than its predecessor. Chapter two examines narrative strategies and effects that animate Huck’s first-person narration in Huck Finn. It deals with Twain’s lifelike record of Huck’s colloquial voice in written form through which the Southwestern vernacular of an outcast adolescent is captured. It also explores Twain’s other strategies by which events and the central character’s inner complexities are portrayed mimetically. Most importantly, chapter two deals with Twain’s merging of past and present into a consonantly realistic first-person narrative so that what happens to Huck is relived verisimilarly from his past unenlightened perspective, deepening the irony in the novel. Twain’s technical mastery in Huck Finn is attributed in this chapter to his tenaciously shrewd handling of Huck’s first-person perspective and voice. With the advantages of Huck’s first-person unenlightened perspective and colloquial voice, Huck Finn proceeds more realistically, exquisitely and ironically than Tom Sawyer. Twain’s narrative strategy is indeed why Huck Finn is reputed so highly. A narratological perspective enables us to understand the uncanny greatness and deep implications embedded intricately in Huck Finn as well as how the controversies about the novel’s ending and racial issues could possibly be resolved.
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Liao, Chia-ling, and 廖嘉玲. "Searching for Moral Maturity: Cognitive Moral Development in Mark Twain’s Tom Sawyer and Huckleberry Finn." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/15798163055115405805.
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碩士淡江大學
西洋語文研究所
90
The Adventures of Tom Sawyer and Adventures of Huckleberry Finn are two Mark Twain’s remarkable novels that have attracted widespread attention in modern American Literature. In Twain’s acute portraiture, his prominent characters Tom Sawyer and Huck Finn manifest the cognitive moral development in the process of social interaction. The main issue of this thesis is to focus on the process of adolescents’ cognitive moral development. The thesis begins with a critical review of the two characters and Lawrence Kohlberg and Carl Gilligan’s theory of moral development. In Chapter Two, the exploration centers upon the environmental influence on Tom Sawyer’s cognition formation and moral reasoning. In Chapter three I shall dwell upon Huck’s initial conflict of cognition moral reasoning: Pap’s self-interest philosophy versus the widow’s ethics of care. In Chapter four will be examined the relationship between Huck and Jim. For Huck, Jim is the catalyst for moral growth. It’s Jim’s friendship and humanity that make Huck understand love and compassion, thus breaking apart from the perverted social code. In the last Chapter, I conclude the ethical contrast between Tom Sawyer and Huck Finn. Hopefully through my research, this thesis can somehow contribute to the understanding of the process of adolescents’ moral development not only in Tom and Huck in particular, but also in other literary works in general.
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Hu, Jia-Ling, and 胡佳伶. "A Study of Reader’s Response to the Chinese Translation of The Adventures of Tom Sawyer for Children." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82239485201377732976.
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碩士長榮大學
翻譯學系(所)
100
Current children’s literature is mostly translated into Chinese by adaptation, and only a few studies have addressed this topic. This thesis aims to explore children’s acceptance of the strategies adopted in translating The Adventures of Tom Sawyer for children by Su Lin. This study employs Skopos Theory and reading theories (esp. Rosenblatt’s reader-response theory) as its theoretical framework and has identified “translation fidelity” and “translation with lively and diversified features” as guiding principles for translating a literary work for children. Methodologically by administering a questionnaire, this study has gained some feedback from 515 fifth and sixth graders from Tainan City. According to the research results, most of the children agree that the content of the adapted translation of The Adventures of Tom Sawyer is semantically similar to the original. However, most of them think the parts translated by using amplification method are semantically different from those of the original. The result also shows that most children can fill in the meaning gap of the deleted parts in the translation for understanding the whole story. This research suggests that translators have to be careful about using omission and adaptation method, while it confirms application of rhetorical devices–Chinese onomatopoeia, dialogues, reiteratives, metaphors, hyperbole, personification and Chinese four-character proverbs – demonstrates the lively and diversified style of the translation.
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Ko, Elton Liang-yuan, and 柯量元. "Tom VS. Huck: Son of Civilization VS. Son of Mother Nature-- A Ch'an Reading of The Adventures of Tom Sawyer and Adventures of Huckleberry Finn." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/36276951205751505109.
Full textAbstract:
碩士淡江大學
西洋語文研究所
81
This thesis employs Ch'an to interpret Mark Twain's The Adventures of Tom Sawyer and Adventures of Huckleberry Finn to highlight the problems attachment is sure to lead one to, and the manifestation of Buddha-nature and karuna as one detaches himself from the laws of civilization. The thesis is divided into five chapters. CHAPTER ZERO introduces existing scholarship, the approach used in the thesis, and some problems about the framework of the thesis. CHAPTER ONE deals with Ch'an notions to serve as a basis for later interpretation. CHAPTER TWO sees Tom Sawyer as a representative of people attaching themselves too much to the laws of civilization. CHAPTER THREE offers the acts of Huckleberry Finn to justify the natural overflow of his Buddha-nature and karuna as he keeps detaching himself from the laws of civilization. CHAPTER THE LAST views Tom and Huck in a parallel way to see the opposite results attachment and detachment are to bring about.
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CHEN, FA-JIE, and 陳法杰. "An Analysis on the Translation Strategies Employed in Three Chinese Versions of Mark Twain’s The Adventures of Tom Sawyer." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k82vx9.
Full textAbstract:
碩士東吳大學
英文學系
106
Compared with studies on translations of adult literature, studies on the translation of children’s literature has been marginalized for lacking theoretical guidance and receiving deficient attention. Translation should be a purposeful intercultural communication process; the translation of children’s literature should have a clear purpose for guidance. The Skopos Theory proposed by Hans J. Vermeer offers a solid perspective and theoretical guidance for the translators who are in the translation process of children’s literature. The Adventures of Tom Sawyer is a representative novel by the American novelist Mark Twain, and also one of the most popular works of children’s literature throughout the world. There are more than 70 Chinese versions of The Adventures of Tom Sawyer. This thesis compares Zhang You-song’s (張友松), Cheng Shi’s (成時), and Zhu Jian-xun (朱建迅) and Zheng Kang’s (鄭康) versions to prove that different translation strategies are determined by different translation purposes. The thesis is a comparative study on the three Chinese versions of The Adventures of Tom Sawyer from the perspective of Skopos Theory, focusing on the guidelines of the Skopos Theory in the translation process of the three Chinese versions of The Adventures of Tom Sawyer. It also provides an analysis of the three Chinese versions from both the linguistic level as revealed in phonetic, lexical and syntactic aspects and the cultural level as seen in the proverbs, idioms. and culture-loaded words. This thesis considers the guiding role of the Skopos Theory in the practice of translation process, especially in Children’s Literature.
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Yu-ning, Hu, and 胡幼寧. "THE EFFECTS OF ORIGINAL TEXT VS SIMPLIFIED TEXT THE ADVENTURES OF TOM SAWYER ON READING ATTITUDES AND READING COMPRESHENSION OF EFL SENIOR HIGH STUDENTS." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/52558520204372849574.
Full textAbstract:
碩士國立高雄師範大學
英語學系
91
This study aims to investigate the effects of different versions on reading comprehension and literature learning. Owing to the fact that adolescent literature is adopted and adapted in the high school English textbooks, literature reading and appreciation are viewed as significant parts of the senior high English program. And selecting suitable literature material for students’ reading proficiency and communicative competence is one of concerns. In this study, discussion and suggestions of senior high EFL literature instruction in Taiwan will be made.The main findings are summarized as follows: 1. In the students’ attitudes and responses after reading the Adventures of Tom Sawyer, the students in the experimental group would think more deeply or critically on some inspiring ideas of important issues in the text. Some students of high English proficiency agreed that simplified materials hinder the learning of new words and writing skills. Lexical simplification may reduce the beauty and the power of words. Syntactic simplification will damage the style and taste of the literature work. 2. According to the two-tailed t-test on evaluating the students’ learning achievements, although the scores of the reading comprehension test after the teaching activities in the experimental group is lower than that in the control group, it shows that t-value does not reach the level of significant difference between them. That is, the results of reading comprehension of two groups are not significantly different. 3. Most students are afraid to take a chance to read the original texts, partly because it takes time to read the original texts, which are too long and have complicated sentences. Besides, jargon and idioms in the text are difficult parts to crack because they do not have ample source to access to Western literature and proper guidance. 4. Generalization of the students’ attitudes toward and responses toward reading Western adolescent literature is that the students agree reading literature works will enhance their English proficiency and the value of aesthetic stance. To some degree, the language and writing style of adolescent literature works are meant to suit the age of the young. It is worthwhile for students to have a try on reading original texts in Western adolescent literature. The subjects of the study are 103 second-year senior high school students. Based on their scores of the entrance examination sorted out from the result of the monthly examination, all students are two homogeneous groups. The experimental group read the original version of the Adventures of Tom Sawyer and the control group read the simplified version of the same text. All students are assessed on their reading comprehension through protocols and multiple-choice questions. Then they answer a questionnaire on their attitudes and responses toward the original version and the simplified version. Besides, there is another questionnaire on the Western adolescent literature reading to be answered. Based on the research findings, there are some suggestions for EFL teachers in Taiwan in Western adolescent literature teaching: 1. Help students read original literature works actively. Teachers provide them with reading guidance or reading activities to elicit their confidence and interests. Gradually, build up students’ confidence in independent reading. 2. Modify students reading skills to adapt themselves to different reading materials and 3. Choose proper adolescent literature books for students. The first priority in selecting literature books is to meet the student’s interest and needs. 4. Combine the theory into practice. Language learning is never a bondage to the grammar rules and linguistic theories. Theory and practice may be complementary roles in English classrooms.
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Yen, Chia-yu, and 嚴嘉瑜. "THE APPLICATION OF THE READER RESPONSE APPROACH IN EFL LITERATURE INSTRUCTION IN A JUNIOR HIGH SCHOOL: THE TEACHING OF THE SIMPLIFIED VERSION OF THE ADVENTURES OF TOM SAWYER." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/63803351273081733372.
Full textAbstract:
碩士國立高雄師範大學
英語學系
94
The study investigates the effects of the application of the Reader Response Approach (RRA) in EFL literature instruction in a junior high school. The novel, the simplified version of The Adventures of Tom Sawyer, is utilized as a demonstration. The junior high school EFL students’ reading interests in English literature, their opinions and responses to RRA tasks, activities, and relevant teaching materials, their responses to the classroom interaction, and the students’ responses and performance to the practice of the four language skills (listening, speaking, reading, writing) in the RRA class are explored and analyzed. Moreover, the high-achieving (H-A) students’ and low-achieving (L-A) students’ responses to English literature reading, response tasks, and the application of the RRA in EFL literature instruction in a junior high school are also examined. In the study, the subjects are eighty second-year students in two classes in Changhua Yung Ming Junior High School. Based on the students’English literature reading experiences and a questionnaire on students’opinions of their first-year English learning experiences, the researcher designed the literary syllabus of The Adventures of Tom Sawyer. During the literature instruction, the researcher also designed tasks and activities based on the RRA mode for students to promote their reading proficiency. In the study, students’ performance of the four language skills, the participation in classroom activities, the interactions with the teacher and the peers were the focus of observation and recorded by the researcher. Meanwhile, students’ reader response journals and their assigned works provided valuable information for the researcher about students’ improvement and reactions to RRA activities. In addition, a questionnaire was utilized to explore the subjects’ opinions and attitudes to literature reading and the literature instruction in the RRA mode. The results of the study were analyzed quantitatively and qualitatively, and the main findings of the study are presented as follows: 1. The Adventures of Tom Sawyer served as an appropriate reading material for the junior high school EFL students and the students had a positive attitude toward the English young adult literature. 2. The application of the syllabus of The Adventures of Tom Sawyer in the RRA mode and the literature instruction benefits junior high school EFL students’ English reading interests. 3. The subjects H-A students and L-A students had the same favorite RRA activities and different favorite RRA activities. They both liked Group Discussion and Role-play. The difference between these two groups is that doing pre-reading questions & post- reading questions is H-A students’ favorite, but L-A students liked word-puzzle most. L-A students preferred to have easy, interesting, and simple activities, like Word- puzzle, without doing analytical and critical thinking. H-A students loved activities, like doing pre-reading questions & post-questions, which would help them to do critical thinking and to clarify and refine their construction of the meanings of the book. 4. Students liked the active interaction and atmosphere in the RRA class. Many students, including passive learners, were promoted to join the activities and reached the teacher’s requirements in the class by the cheerful and energetic group discussion, competition, and cooperation. The vivacious interaction and atmosphere in the RRA mode increased junior high school EFL students’ learning motivation, interests, and learning efficiency. 5. The students’ four language skills and performance were improved in the study. In order to provide EFL junior high school English teachers with an alternative way to teach English literature, some pedagogical implications are made as follows: 1. Young adult literature is appropriate reading material for junior high school EFL students. 2. The junior high school EFL teachers can use the reader response approach as a different teaching method in accordance with individual students’ needs. 3. The group discussion is a very useful tool in teaching literature to EFL junior high students. 4. Besides the traditional paper-and-pencil tests, junior high school EFL teachers should use multiple assessments to diagnose students’ performances.
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MACKOVÁ, Vanda. "Charles Dickens and Mark Twain, the English and American Perspective on Child Heroes Portrayal." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252587.
Full textAbstract:
This diploma thesis deals with the portrayal of child heroes in English and American literature, in works of Charles Dickens and Mark Twain. The chosen novels are Oliver Twist, David Copperfield, The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. These novels are analysed in the themes of child labour and poverty, racism, religion, the view of the world by children in contrast to the adult perspective, upbringing and education. The last chapter deals with the humour of both novelists. Thus the emphasis is put on the social aspect of the literary output of Dickens and Twain. The main aim of the thesis is to depict these child heroes and their acting in the literature of the 19th century, and to reflect the life experience of both authors.