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Dissertations / Theses on the topic 'Written literature'

Author: Grafiati

Published: 28 July 2024

Last updated: 30 July 2024

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1

Caufield, Catherine Lynne. "Hermeneutics of written texts, religious discourse in Mexican literature." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ49989.pdf.

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2

Al-Sharief, Sultan M. "Interaction in writing : an analysis of the writer-reader relationship in four corpora of medical written texts." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368632.

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3

Christensen, Matthew Bruce. "Variation in Spoken and Written Mandarin Narrative Discourse." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391786999.

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4

Zhang, Wenyu. "Poems easily written in a hard life." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/7054.

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Poems Easily Written in a Hard Life is an English-language translation of Yun Dongju’s 40 poems. This work of literary translation is proceeded by a translator’s preface which seeks to situate the work in its specific social and linguistic context and to render the translator’s work visible.

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5

Huang, Xincun. "Written in the ruins war and domesticity in Shanghai literature of the 1940s /." online access from Digital dissertation consortium, 1998. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9906138.

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6

Ittzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.

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The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to shed light on the quality of language that learners produce in the two writing contexts, in terms of grammatical and lexical accuracy, sociolinguistic appropriateness and communicative success. For these purposes, the researcher analyzed the language output of 46 subjects at the University of Arizona during the Fall semester of 1996. Learners' language output was examined using statistical analyses (matched t-tests and multiple regression analyses), discourse analysis and the ethnography of writing. The results indicated many differences of the language produced in the two writing contexts. Although there was no difference between them in terms of lexical diversity, learners' language in computer conferencing reflects a higher level of grammatical accuracy, richer lexicon and improved comprehensibility (as rated by native speaker judges). Furthermore, learners had a more positive attitude towards the computer conferencing than towards the group journals. Learners were also found to use the two writing contexts for different communicative purposes (computer conferencing reflected interaction among participants, while group journals were monologues). Finally, learners managed conversations, and prevented or resolved instances of miscommunication, differently in the two conversational contexts. In conclusion, it can be said that the results of this study concur with previous research that supports the beneficial implementation of computer-mediated interaction in foreign language pedagogical contexts (Healy Beauvois, 1995; Kern, 1995; Leppainen and Kalaja, 1995). This dissertation was also able to contribute to our understanding of the level and quality of interlanguage of intermediate German learners, to our knowledge of how writing context and purpose interact, and to our understanding of the process of pidginization in foreign language learning contexts.

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7

Chiu, Man-Yin, and 趙敏言. "Written orders: authority and crisis in colonial and postcolonial narratives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29812902.

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8

Kooy, Mary. "Engagement with literature through writing : examining the ongoing written responses of adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28092.

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This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made: 1. No predictable, sequential pattern of response could be found in student response writings. 2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events 3. The written responses were generally characterized by considerable variation in individual responses. 4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole. Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study: 1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log. 2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content 3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses. Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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9

Weir, Rebecca Jane. "Written war : reportage and the literary, 1861-1866." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609236.

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10

Kidd, Julie Kelly. "The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171318/.

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11

Caldas-Coulthard, Carmen Rosa. "Reported interaction in narrative : a study of speech representation in written discourse." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288815.

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12

Richards, Anne Rhiannon. "Poetry as prophecy - a study of the written work of David Jones." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328021.

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13

Laird, Julie Anne 1965. "Young children's explorations of written language during free choice." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282832.

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The purpose of this study was to examine my belief that allowing young children time for free choice engagements and play is not only appropriate but necessary for their development of written literacy. This teacher research study took place in my kindergarten classroom. Data was collected during a daily free choice time when students had access to virtually all materials in the classroom and were responsible for their own engagement decisions. The primary data consists of field notes of my observations while students were involved in free choice engagements, a checklist of their engagements, and artifacts of the written literacy that students engaged in. The data analysis led to the development of a description of the types, functions, and contexts for how written language is integrated into the free choice engagements of the kindergarten students in my class. This analysis is from data on all the children in my classroom. Case studies offered a portrayal of three individual students' explorations of written language during free choice. The case studies give background information about each child, then describe the child as a player, and finally the child's literacy knowledge is described. This study has allowed me to become more acutely aware of what was happening during free choice time in my classroom. Throughout this dissertation I have contended that children come to school with a great deal of knowledge about literacy, and teachers need to value the literacy knowledge that children already have. The same must hold true for play. No doubt children have learned to play long before they come to school. It is the teacher's responsibility to close the gap between the two environments. Teachers need to respect each child's literacy strengths and motivations, and continue to offer invitations for engagements in many functional literacy engagements. I am confident that students will engage in written literacy when they are ready and see the engagements as meaningful and functional in their own lives.

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Knox, Marjorie. "Reading music and written text: The process of sight-singing." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289944.

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The purpose of this dissertation is to examine the cues and miscues singers produce while reading musical text with written text. Analysis of the miscues focuses on defining the process and strategies singers use as they sight-sing a piece of music never before seen or heard. The research of Kenneth S. Goodman forms the basis for the procedures and methodology used in data collection and data analysis. Sight-singing data collected from eight singers, including all cues, miscues, asides, and specific notes, was transcribed on a musicscript. This data yielded 923 musical text and written text cues and miscues. Analysis provides the data that evolved into the Sight-Singing Musical Miscue Taxonomy, a tool for evaluating the miscues of singers orally reading music. A Musical Miscue Inventory Coding Form also was developed using the categories and sub-categories of the Sight-Singing Musical Miscue Taxonomy. The results of the eight singers' use of cues and miscues of the Sight-Singing Musical Miscue Taxonomy and the Musical Miscue Inventory Coding Form provides evidence for the parallel but distinct nature of sight-singing as two semiotic systems working in conjunction with each other-musical text and written text. The results also provide the means to establish a relationship between the sociopsycholinguistic transactive model of reading and the sociopsychomusical linguistic transactive model of sight singing. The findings of this research show that sight-singers utilize the same holistic process and strategies as readers do. The cueing systems, the cognitive strategies, and the learning cycles are the same.

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Cohn, Maxwell Harrison. "The Mechanical Aspirations of Written Things in Sterne's Tristram Shandy." Oberlin College Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1400274171.

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16

Gostin, Natalie. "Written in English but not English literature : an analysis of Australian (migrant women's) writing /." Title page and introduction only, 1992. http://web4.library.adelaide.edu.au/theses/09AR/09arg682.pdf.

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Warner, Simon. "Rock and the written word : essays on popular music, literature, language, and cultural history." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550346.

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This thesis gathers work on a number of popular music-related areas but with connecting themes and threads. The relationship of the Beat Generation writers of the 1950s to the popular music culture that followed is explored and the connections that were forged between that gathering of anti-establishment novelist and poets and the counterculture that would take shape in the 1960s are investigated. Chapters reflecting on Beat activity and its association with the rise of rock'n'roll, the emergence of the Beatles and its continuing impression on performers from . the post-Sixties period are included. The impact on the rock underground, in part a legacy of the Beat influence, are further addressed in sections on the Summer of Love of 1967 and the Wood stock Festival. But there is also an over-riding theme that makes links between the power of language and the expressions of popular music's artists and groups. Whether we are reflecting on the influence of literature on music-makers, the power of the lyric, or the very words that are utilised to describe or critique popular music, the role of language is often central. This thesis explores that inter-section from a range of angles.

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18

Juge, George Emory. "Mutable Mirrors: Aesthetic Readings of Jeanette Winterson’s Written on the Body." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28372.

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Anderson, Cheri Louise 1949. "Children's interpretations of illustrations and written language in picture books." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.

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Children's responses to picture books are documented through this qualitative research involving a case study of three students in an intermediate elementary classroom. The study focuses on multiple ways of knowing through examining students' responses to these books through language and art. Specific research questions within this context are: How is the learning environment constructed to support children's responses to picture books? How do children respond to picture books?, What are the children's responses to the illustrations in picture books? and How do children create their own interpretations of the illustrations and written language in picture books? The theoretical frame for this study is based in semiotic theory and transactional theory as well as reader response research, picture books and response, visual literacy, children's responses to art, literary content analysis of picture books, reviews of picture book illustrations, interviews with illustrators, and illustrators reflecting on their artistic processes. The curriculum design developed of this study integrates children's literature and art. The curriculum cycle was an introduction of a picture book or textset, followed by a literature discussion, studio art experiences, and a reflective interview. The infusion of fine arts into the classroom curriculum more closely resembles the multiple ways children approach learning in the world outside school. The combination of written language and illustration in picture books can provide children with an introduction to literature and literacy. In the study, students were encouraged to read a variety of picture books and respond through literature discussion and art experiences. The findings related to the case study of three students were organized within two main areas: meaning making within a picture book and meaning making within the artwork. The picture book was defined as a unique art form that was central to the lives of students as they developed visual literacy. The students' responses were extremely sophisticated and showed that they were capable of complex understandings of art and literature.

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20

Parkhurst, Joseph Lanius. "The rhetoric of subjectivity: The written self in the autobiographical writings of Hawthorne, Adams and James." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185137.

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The study takes the measure to which "self" and "self-representation" do not coincide in autobiography. Each of the writers in this study--Nathaniel Hawthorne, Henry Adams, and Henry James--writes an autobiography that consciously divides the writing-self from the written-self. Each does this at least in part as a result of his discomfort with the patriarchal culture of nineteenth-century America. Never fitting the normative models of male action in the areas of commerce and politics, each uses his autobiographical writing to construct himself along the model of the "other." This gesture requires presenting the self as a cultural construct, fabricated in a language that is always already alienated from the writing subject. As such, the signifiers of personal and social identity are manipulable in a pervasive rhetoric of subjectivity, a rhetoric supremely adapted to the literary enterprise of autobiography. In "The Custom-House," Hawthorne insists on the separateness of the sign of the self from the signified. This separateness permits the author a dilatory space which keeps him unreadable even while being read, a gesture he reproduces in The Scarlet Letter, which is read as a fictional extention of the same rhetoric of illegibility that he presents in the autobiographical preface. In The Education of Henry Adams, Adams presents a self which figuratively corresponds to a text. The "self" is a palimpsest of all the influences that have been inscribed on it, and the job of the autobiographer is to edit that palimpsest into a self/story. Fashioning a self, therefore, is consubstantial with fashioning a book, and the two activities coincide in the autobiography. Notes of a Son and Brother shows James purporting a complementary relationship between reader and writer, whereby a reader lives in and completes the life of a writer. In the memoir, James's commemorative task as reader of the family's letters allows him to appropriate the historical personages through the acquisition of their writing. In this way, autobiography (both the activity and the product) and the self are no longer supplemental to others but originary and self-realizing.

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Oubre, Katherine Adaire. "The pilgrimage home: Spiritual ecology in nature writing written by contemporary American women." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289121.

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Ecological literary criticism integrates environmental awareness with the study of literature. If we understand where we are, ecocriticism asserts, we will choose to act in accord with the ecological needs of that place. Contemporary American writers Gretel Ehrlich, Terry Tempest Williams, and Linda Hogan model this awareness by examining the multiple stories that characterize a sense of place. Ecological critics utilize many theoretical underpinnings of Romanticism, particularly Phenomenology and Mysticism, which I discuss in the context of Annie Dillard's work. While Dillard fits a traditional Romantic model, writers like Ehrlich, Williams, and Hogan critique Romanticism's failure to recognize cultural, scientific, and ecological stories in order to describe nonhuman nature. Gretel Ehrlich, in Islands, the Universe, Home, explores the relationship between physical geography, geology and geophysics, spirituality, culture, and story to find a sense of home. Ehrlich calls into question her own subjectivity by utilizing the foundational concepts of humanist geography. Terry Tempest Williams integrates ecological and environmental issues, personal and familial concerns, and spiritual elements, examining human influence on the landscape as well as human inability to adapt to natural cycles in the environment. In Refuge, Williams constructs a feminine genealogy connecting women and the land. Linda Hogan critiques the European-American concept of individualism, arguing that it is a primary force in the destruction of the environment and its human inhabitants. In Solar Storms, she revises traditional autobiography as her protagonist Angel Wing learns that her individual story cannot be understood out of the context of her family, tribal community, and the land. The final chapter investigates the use of the memoir within the nature writing tradition by examining the work of feminist memoirist Nancy Mairs, who emphasizes the human body as a dwelling for the spirit. I synthesize the work of Mairs, Dillard, Ehrlich, Williams, and Hogan to develop an erotics of space and place that reflects a multi-epistemological approach to nonhuman nature. As all of my writers would agree, if we see all space as sacred, as "home," then we're less likely to desecrate it.

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CHAN, Wing Yi Monica. "A stylistic approach to the God of Small Things written by Arundhati Roy." Digital Commons @ Lingnan University, 2007. https://commons.ln.edu.hk/eng_etd/2.

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This thesis presents a creative-analytical hybrid production in relation to the stylistic distinctiveness in The God of Small Things, the debut novel of Arundhati Roy. Roy’s text drew the world’s gaze after winning the Booker Prize in 1997. Many studies have been written on diverse aspects of the book, and much has been said regarding the writer’s style. However, those studies rarely focus on the minutiae of Roy’s writing and this thesis provides a greater degree of detailed analysis. The objective is to achieve a deeper understanding of the relationship between style and literary aesthetics in The God of Small Things by studying the stylistic patterns behind Roy’s resonating poetic prose. The stylistic study is carried out adopting two approaches: the corpus-based approach (Part A) and the empirical-creative approach (Part B). The first section provides a stylistic analysis concentrating on the most significant stylistic features of the novel. The study is based on the list of style markers rendered by Leech and Short, Style in Fiction (1981) and elaborated according to the following key aspects that were extracted from the repertoire using my intuitive observation of the novel. These chosen style markers taken together represent key aspects of Roy’s style: (1) Lexis—Roy’s very frequent and particular utilization of adjectives; (2) Grammar—the high concentration of minor sentences and the listing of noun phrases in the text; (3) Figures of Speech— repetition and neologism. The second section presents a self-written pastiche which aims at imitating Roy’s style in literary prose and adapting its approach to a Chinese context. The creative process serves as an experiment on taking pastiche writing as an “experiential” approach to stylistics. In addition, since the resemblance of the pastiche to Roy’s style should not be the only value of the piece, some key themes in the original text are also reproduced. The analysis in Part A illustrates patterns of Roy’s stylistic choices. On the use of adjectives, Roy tends to arrange adjectival elements in sequence, construct a fixed “like” sentence structure, and adopt combining word forms and affective adjectives. On minor sentences, Roy chooses to separate adverbial phrases, sentence fragments starting with “like”, “as though”, and clauses beginning with “that”, “which”, “and”, “but”, “or”. As for repetitions, there is repeated use of set phrases, sentence patterns and recurrent appearance of certain lines and images. Lastly, on neologisms, Roy’s patterns of creating new words include hyphenation, direct merging, and prefix/suffix building. The pastiche is entitled Hong Kong Locust Stand I. By juxtaposing with the original, it is found that many stylistic features in The God of Small Things, are present in the pastiche, though with variation. While stylistic elements cannot totally be independent from the theme, the atmosphere, character and plot of the pastiche also demonstrate qualities representing those in Roy’s novel. The pastiche presents an innovative and respectful way to come to terms with Roy’s style through selective imitation and creative adaptation. In conclusion, it is hoped that this study opens the way for further hybrid studies of style that incorporate both analytical and creative approaches.

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Contreras, Maria Stella Martinez. "Cross-linguistic comparison of social interaction in promotional texts written in English and Spanish." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250207.

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Mona, Godfrey Vulindlela. "Ideology, hegemony, and Xhosa written poetry, 1948-1990." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002172.

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This interdisciplinary study locates Xhosa written poetry (1948-1990) within the framework of the socio-politico-economic scenario in South Africa. It sets out to examine the impact of the above stated factors on literature, by supporting the hypothesis that Xhosa written poetry of the Apartheid epoch is a terrain of the struggle for hegemony between the dominant ideology and the alternative ideologies.

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25

Marchant, Jennifer Esther Robertson Susina Jan. "Beauty and the beast the relationships between female protagonists and animals in children's and adolescent novels written by women /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106758.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Jan C. Susina (chair), C. Anita Tarr, Cynthia A. Huff. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.

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Young, Cheryl Ann. "A study of the personal literature written in the Eastern Cape in the nineteenth century." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1002274.

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The evidence of these diaries, all written in the nineteenth century, reveals the heterogeneous nature of early settler society in the Eastern Cape. Generalizations can only be of the most tenuous kind in such a small sample; but women tend to dwell on the domestic, the men on their public lives, the most reticent about their private lives are the soldiers. There is one diary which can be described as personal; the diarists did not regard their diaries as appropriate repositories of their personal triumphs and failures. The perceptions formed in Britain about the land and people of Africa are not drastically modified upon arrival unless the diarist experiences a prolongued contact with either.

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Stearns, Katherine. "Analysis of stance and understanding in sixth graders' written responses to literature in different instructional settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ52666.pdf.

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PACHECO, PATRICIA DA SILVA. "THE TEACHING OF READING AND WRITING AND THE LITERATURE: DIALOGISM AND AESTHETICS IN WRITTEN LANGUAGE ACQUISITION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4146@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Este trabalho tem por objetivo estabelecer uma relação entre linguagem e literatura em situações de aquisição da língua escrita, nos primeiros anos do Ensino Fundamental. Concebendo a linguagem, e mais especificamente a literatura, como elemento vivo e histórico fundamental na formação do sujeito, passo a questionar as formas e concepções de ensino da língua materna tendo em vista a existência de um ser leitor desde os anos iniciais da alfabetização. Que concepções de linguagem norteiam seus usos no Ensino Fundamental, de acordo com tais concepções, que práticas se fazem da literatura nesse processo? Para confrontar estas duas questões, foi indispensável a inserção no campo de pesquisa em duas escolas da Rede Municipal do Rio de Janeiro (uma de Educação Infantil, outra de Ensino Fundamental) entre os meses de agosto e de dezembro de 2002.
This work aims at establishing a relationship between language and literature in situations of written language acquisition, in the first years of primary education. Conceiving language, and more specifically literature, as a living and historical element fundamental to the formation of the subject, I start questioning the ways and concepts of native language teaching, in view of the existence of a reading being since the initial years of the teaching of reading and writing. Which language concepts guide its teaching in primary school and, according to such concepts, which use is made of literature in this process? For the purpose of confronting these two questions, it was dispensable to select as field of research two schools of the Municipal Teaching System of Rio de Janeiro (a nursery school and a Junior school) from August to December 2002.

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McConnell, Mary Beth Petrasik. "The Ray Bradbury Theater : a case study of the adaptation process from the written artifact to the cinematic text /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784368896017.

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Stead, Katrina M. "From cowlike commitment, good Lord deliver us : narrative strategies in 20th-century English-Canadian fiction written by women." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284313.

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Main, Sarah. ""Enacting the Story of Her Life": The Written Legacies and Enduring Mis/Perceptions of Zelda Fitzgerald." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564749555581709.

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Crossland, R. Bert (Rodney Bert). "A Content Analysis of Children's Historical Fiction Written about World War II." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279151/.

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The purpose of this study was to investigate the evolution of children's historical fiction dealing with World War II in order to describe the changes that have occurred over the past 50 years. Two questions were asked in the study: (1) Has the characterization of protagonists portrayed in historical fiction about World War H evolved since 1943? and (2) Have the accounts of the events of World War H portrayed in historical fiction evolved since 1943? Content analysis was used as the method of collecting data. The sample consisted of 86 novels written from 1943 to 1993. Upon completing the reading and coding, the researcher discussed the categories and questions posed. As part of analysis, the discussion of the novels in each period was accompanied with an overview of trends in children's literature and events affecting society. The analysis led to the following conclusions: 1. Authors were impacted by changes in the social and political climate, as evidenced by the changes in the gender of the protagonists, an increase of violence, and the inclusion of women. 2. Novels written during the 1980s and 1990s were written with a stronger American perspective. 3. At the time that an increase of violence was seen in American society, descriptions of World War II events and protagonists' actions became more violent and more graphic. 4. Though the bombings of Hiroshima and Nagasaki ended the war with Japan, an inadequacy still exists in the number of novels that provide readers with details related to the atomic bombs. Though much of World War II was fought in the Pacific Rim, a deficiency remains in the number of novels set in Pacific Rim countries. Recommendations for further research include performing a study that examines other genres, analyzing the changes observed in the portrayal of protagonists. A study could be conducted to analyze the author's ethnicity and relationship to the war and determine if differences exist.

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Galbreath, Lynn K. "Rethinking space and time : Pueblo oral tradition and the written word in Leslie Marmon Silko's Ceremony /." View online, 1994. http://repository.eiu.edu/theses/docs/32211998776736.pdf.

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Steyn, Stephanus Johannes. "The nature of the subject in the South African novel written in the State of Emergency between 1985 and 1990." Thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/25873.

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Indyke, Amy W. "Saint Catherine of Siena permutations of the blood metaphor in written text and painted image /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/993.

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Karasawa, Sachie. "Relevance theory and redundancy phenomena in second language learners' written English discourse: An interlanguage pragmatics perspective." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280519.

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The purpose of this study was to contribute to a better understanding of nonnative English speaking students' interlanguage pragmatics in written discourse. It examined whether the types of redundancy found in second language (L2) learners' written English discourse may be explained by a lack of pragmatic knowledge, and used the theoretical framework of Sperber and Wilson's (1986) Relevance Theory. The particular type of pragmatic knowledge examined was the appropriate use of contextual information assumed to be manifest between the writer (i.e. the student) and the reader (i.e. the instructor). The subjects were 40 nonnative (NNS) and 34 native (NS) English speaking college students enrolled in freshman composition courses. They wrote essays on two topics that were selected carefully to manipulate the degrees of mutually manifest contextual information. The introduction section of each essay was submitted to an initial quantitative analysis. The results indicated that: (1) The mean length of the NNS essays was greater than that of the NS essays on both topics, and the difference on topic one reached a statistically significant level (p < 0.05), (2) The difference between the mean length of the NS essays on topics one and two was statistically significant (topic one

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Petersson, Helena. "Subject-Verb Agreement in ESL texts : A corpus-based study of Swedish ESL students' written production." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37331.

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Applebaum, Noga. "Control Shift : Interfaces of Technology and Children's Literature through the Dimension of Science Fiction Written For Young People." Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515290.

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Weston, Lynda Hobson. "The evolution of a literature study in a fourth grade across four modes : oral, written, artistic, and dramatic /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767626101072.

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Mona, Godfrey Vulindlela. "A century of IsiXhosa written poetry and the ideological contest in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017892.

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The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular

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Beriker, Emma A. "Joan Didion's Iconic Nonfiction: Mass Media Distortion of the Written Form." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/847.

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This thesis explores Joan Didion’s concern of mass media’s infiltration on the processing and communication of her personal reality and memory. Didion herself communicates an anxiety of the infiltration of mass media into her individual communication of her unique, indescribable experience. Yet, she too is unable to escape this and instead, is forced to make this an act of adaptation, not separation. Mass media pervades Didion’s own mind, taking over her processing of experience and memory through the modes of photography and film. With these forms of mass media, Didion seeks a purity of personal expression through the form of writing. Ultimately, this proves to be just as problematic and is unable to escape the influence of mass media’s depersonalized representations of individual human experience.

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Jack, Rosemary. "The power and pleasure of women's laughter : an exploration of the use of humour in contemporary fiction written by women." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249815.

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McIntyre, James Stuart. "Written into the landscape : Latin epic and the landmarks of literary reception /." St Andrews, 2008. http://hdl.handle.net/10023/543.

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Beltran-Aponte, MariaTeresa. "Hearing with the Eyes: Voice in Written and Visual Discourses and the Ghost of a Contemporary Warrior." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275423339.

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First, Cynthia Gargan. "The effects of sentence combining on the written expression skills of students with serious emotional disturbances." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2604.

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The purpose of this empirical study was to examine the effects of sentence combining on paragraphs written by students diagnosed as having serious emotional disturbances by the State of California. Sentence combining is one writing process technique frequently found in mainstream education, but not in typical special education writing curricula. The study examined the effects of sentence combining during three experimental conditions: (1) a baseline condition comprised of examiner-determined writing samples elicited by subjects prior to the intervention; (2) a treatment condition which consisted of the sentence combining intervention itself; (3) a follow-up condition implemented two weeks after each subject had completed the treatment. Each subject was also pretested and posttested on a formal standardized measure. The design of this study was a within subject analysis employing a multiple baseline across subjects design. The sample of this study consisted of three male adolescents, residing in a 24 hour residential facility with an educational component. Each subject was required to compose a daily, examiner-determined writing sample which was scored by one of two previously trained raters. An eight element, examiner made rubric, consisting of specific writing skills served as the dependent measure. Findings varied among the three subjects. Subject A's standardized posttest results did not appear to be effected by the treatment. However, results on the eight element writing rubric supported two postulates of the writing process: (1) grammatical rules of punctuation and capitalization improve as one becomes more fluent in writing, (2) one becomes more fluent in writing if one writes frequently. Having been exposed to only special education writing curriculum for the majority of his school years, Subject B's results indicated that the treatment design significantly impacted his written expression skills as measured by both the standardized testing instrument and the informal testing instrument. Subject C did not show significant gains in his standardized posttest results. However, he did show remarkable growth on the informal evaluative measure. The results of this study lend themselves to three implications for teaching writing to this particular population: (1) adopt regular education's core curricular teaching techniques; (2) write daily; and (3) conduct further studies that merge quantitative and qualitative research methods.

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Company, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.

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This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this feedback methodology. Results showed that there was not a significant difference in writing accuracy between these two groups of students. However, both groups improved their writing accuracy over time. This study also provided a list of the most frequent writing errors made by 28 students in an advanced Spanish class. The results show that the most frequent linguistic errors for learners of Spanish are accent marks, prepositions, gender and number, punctuation, and word choice.

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Sanderson, David Harold. "Towards a theory of reception for written literature with reference to printed works of Anne Hébert and other authors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28151.pdf.

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Vick, Beverly Johns. "Elementary students' oral and written discourse within integrated language arts and mathematics block that has a focus on literature /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823329.

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Kidd, David Michael. ""History Written with Lightning": Religion, White Supremacy, and the Rise and Fall of Thomas Dixon, Jr." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539623616.

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Baptist minister and author of novels, plays, sermons, and essays, Thomas Dixon, Jr. today remains most known as the storyteller behind the 1915 D. W. Griffith Film The Birth of a Nation. I argue that Thomas Dixon crafted a white supremacist rhetoric and narrative of modern whiteness indebted to the structures of Fundamentalist Christianity. With varying degrees of success, later writers struggled with the legacy the Dixonian cultural narrative bequeathed them.;Fundamentalist theology offered a whole host of tropes, metaphors, and arguments to its users. In short, Fundamentalism presented a rhetorical stance that was, in the hands of an ambitious and designing opportunist like Dixon, capable of being adapted for other purposes. Dixon structured his narrative of whiteness like a religion and drew the blueprints for that architecture from the Fundamentalist theology that he and his brother A. C. Dixon promulgated. That Fundamentalist mindset included consequential interpretations of the apocalypse that divided theological positions between premillennial and postmillennial points of view. Drawing on rhetorical analysis from Kenneth Burke, I analyze the ways Thomas Dixon crafted a blueprint for a revived Klan trained for constant surveillance of eschatological signs as a way to intervene and avoid the racial apocalypse he prophesied. Fundamentalist rhetoric and imagery provided Dixon tropes, arguments, and stirring icons that he could assimilate and incorporate into his vision of whiteness. This morality play for Dixon had some form of a threatening black man who menaced a pure white woman and called forth a white paladin of vengeance to be her savior. This savior then grouped all the men in the community in a white supremacist cult that would forestall the racial apocalypse Dixon worried would arrive. This study traces Dixon's creations, strategies, and eventual failure at dressing his white supremacy in religious robes.;Far more than being a study of one author, this project ranges beyond Dixon himself to his impact on a surprisingly wide range of twentieth-century cultural texts and artifacts, including film. From the immediate response from writers like Charles Chesnutt, Kelly Miller, Sutton Griggs, and W. E. B. Du Bois to the epic engagements of William Faulkner and Margaret Mitchell, Dixon's legacy has involved several writers in its wake. Ultimately the rise and fall of Thomas Dixon's version of white supremacy offers a view of America's racial and sexual obsessions and the rhetoric bestowed by white Protestantism through which to articulate and structure those obsessions into narratives and social formations designed to consolidate and preserve whiteness. Any view of the Dixonian narrative that treats it as a freakish aberration ignores the centrality and popularity that it enjoyed at its height, and such a view would risk misunderstanding the forces that shaped such a damaging vision, one that inspired the second Ku Klux Klan and codified the symbol of the burning cross. Religion and racism run throughout the cultural and literary history of the United States, but they were never so infamously mingled and menacingly deployed than in the writings of Thomas Dixon.

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Naidu, Sam. "Transcribing tales, creating cultural identities an analysis of selected written english texts of Xhosa folktales." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002229.

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This thesis maps a marriage of postcolonial theory and folklore studies. The progeny of this marriage is an analytic tool which can suitably and effectively tackle the subject of written folktale texts, whether they be part of a nineteenth century colonialist discourse, or a twenty-first century nationalist discourse. First, GM Theal's collection of folktale texts, Kaffir Folklore (1882), is analysed as part of his specific colonialist discourse. Theal formulated for himself, and for the Xhosa peoples, identities which consolidated the colonialisms he supported. I argue that these folktale texts, although a part of Theal's colonialist discourse, are hybrid, containing the voices of both coloniser and colonised. Second, the position of contemporary written folktales in a neo-colonialist and >new nationalist discourse=, is examined. The optimistic belief of scholars and authors, that folktales are a means of bridging cultural gaps, is questioned. Finally, it is shown that authors of folktale texts can synthesise diverse literary traditions in a hybrid artform. This synthesis, to some extent, embodies the >new nationalist= aim of a unified national cultural identity in South Africa. The central value of recognising the role of folktale texts in colonialist and nationalist discourses lies in the awareness that this type of literary activity in South Africa is a cross-cultural practice. The confluence of voices which constitutes these folktale texts, reveals that our stories are intertwined. In the past, the discourses of colonialism and apartheid controlled the formation of the diverse and hierarchised cultural identities of South Africa. But this is not to say that alternative stories of self-fashioning and cultural self-determination did not exist. In the folktale texts of writers such as Mhlope, Jordan, and even in Theal's colonial collection, different mediums, literary heritages and styles converge to create narratives which speak of cross-cultural interaction and the empowerment of the black voice. In post-apartheid South Africa, there is even greater opportunity to reshape stories, to recreate selves, and to redefine intercultural relations. This thesis has outlined how some of those stories, which use folktale texts as their central trope, are constructed and commodified. Not only do these reinvented folktale texts embody the heterogeneous cultural influences of South Africa, they also have the potential to promote, first, the understanding of cultural differences, and second, the acceptance of the notion of cultural hybridity in our society.

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