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Artículos de revistas sobre el tema "Mrs. Dalloway"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de enero de 2023

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1

Ehrenreich, Barbara y Virginia Woolf. "Mrs. Dalloway". Women's Review of Books 4, n.º 10/11 (julio de 1987): 16. http://dx.doi.org/10.2307/4020112.

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2

Woolf, Virginia. "Mrs. Dalloway". Academic Medicine 85, n.º 3 (marzo de 2010): 496. http://dx.doi.org/10.1097/acm.0b013e3181cd62b9.

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3

Il-Yeong Kim y 조영지. "Mrs. Dalloway’s Ambivalent Desires: Lacanian Femininity in Mrs. Dalloway". Journal of English Language and Literature 59, n.º 2 (junio de 2013): 197–219. http://dx.doi.org/10.15794/jell.2013.59.2.002.

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4

Hoff, Molly. "Woolf's MRS DALLOWAY". Explicator 58, n.º 3 (enero de 2000): 148–50. http://dx.doi.org/10.1080/00144940009595967.

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Young, John. "Woolf's MRS DALLOWAY". Explicator 58, n.º 2 (enero de 2000): 99–101. http://dx.doi.org/10.1080/00144940009597026.

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6

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 59, n.º 1 (enero de 2000): 32–34. http://dx.doi.org/10.1080/00144940009597070.

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7

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 59, n.º 2 (enero de 2001): 95–98. http://dx.doi.org/10.1080/00144940109597097.

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8

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 60, n.º 1 (enero de 2001): 31–33. http://dx.doi.org/10.1080/00144940109597161.

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9

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 60, n.º 4 (2002): 205–7. http://dx.doi.org/10.1080/00144940209597715.

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10

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 61, n.º 1 (enero de 2002): 37–39. http://dx.doi.org/10.1080/00144940209597746.

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11

Harrington, Gary. "Woolf's Mrs. Dalloway". Explicator 56, n.º 3 (enero de 1998): 144–46. http://dx.doi.org/10.1080/00144949809595292.

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12

Blake, Amy. "Woolf's Mrs Dalloway". Explicator 56, n.º 4 (1998): 209–10. http://dx.doi.org/10.1080/00144949809595317.

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13

Hoff, Molly. "Woolf's Mrs Dalloway". Explicator 57, n.º 2 (enero de 1999): 95–98. http://dx.doi.org/10.1080/00144949909596830.

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14

Lackey, Michael. "Woolf's Mrs Dalloway". Explicator 57, n.º 4 (enero de 1999): 225–27. http://dx.doi.org/10.1080/00144949909596882.

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15

Kuhlmann, Deborah. "Woolf’s Mrs. Dalloway". Explicator 43, n.º 2 (diciembre de 1985): 30–32. http://dx.doi.org/10.1080/00144940.1985.11483865.

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16

Rich, Susanna Lippoczy. "Woolf's Mrs. Dalloway". Explicator 47, n.º 2 (enero de 1989): 45–47. http://dx.doi.org/10.1080/00144940.1989.9933906.

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17

Hoff, Molly. "Woolf's Mrs. Dalloway". Explicator 50, n.º 3 (abril de 1992): 161–63. http://dx.doi.org/10.1080/00144940.1992.9937943.

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18

Hoff, Molly. "Woolf's Mrs. Dalloway". Explicator 53, n.º 2 (enero de 1995): 108–11. http://dx.doi.org/10.1080/00144940.1995.9937243.

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19

Hoff, Molly. "Woolf’s Mrs. Dalloway". Explicator 55, n.º 4 (julio de 1997): 215–19. http://dx.doi.org/10.1080/00144940.1997.11484184.

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20

Smoley, Christine. "Mrs Dalloway’s Dialogic Discourse and the Function of the Written Fragment". Transcultural Studies 11, n.º 2 (10 de abril de 2015): 199–215. http://dx.doi.org/10.1163/23751606-01102004.

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The text of Virginia Woolf’s novel Mrs Dalloway is constructed from multiple character ‘voices’ or discourses in such a way that gives the novel a dialogic form. After discussing Mrs Dalloway’s dialogic model of sane and insane discourse and subjectivity—a model which is transposed into the text through the discourses of Clarissa Dalloway and Septimus Smith—by drawing upon Mikhail Bakhtin’s theory of novelistic discourse, this paper demonstrates how the novel makes use of its dialogic form and structure, positing a model of modern subjectivity by demonstrating the paradoxical inhabitation of ‘insanity’ within sanity, and the fundamental role which ‘unreason’ plays as a constituent of reason.

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21

Wood, Alice. "Virginia Woolf, Mrs. Dalloway". Variants, n.º 12-13 (31 de diciembre de 2016): 267–70. http://dx.doi.org/10.4000/variants.401.

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22

Shin, John. "Negative Dialectics in Mrs Dalloway". English Studies 102, n.º 5 (4 de julio de 2021): 552–62. http://dx.doi.org/10.1080/0013838x.2021.1943893.

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23

Barnett, Claudia. "Mrs. Dalloway and Performance Theory". English Language Notes 40, n.º 2 (1 de diciembre de 2002): 57–68. http://dx.doi.org/10.1215/00138282-40.2.57.

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24

Bulson, Eric. "Mrs. Dalloway here, there, everywhere". English Language Notes 52, n.º 1 (1 de marzo de 2014): 133–44. http://dx.doi.org/10.1215/00138282-52.1.133.

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25

Searls, Damion. "The timing of Mrs. Dalloway". Women's Studies 28, n.º 4 (enero de 1999): 361–66. http://dx.doi.org/10.1080/00497878.1999.9979268.

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26

Conley, Tim. "Mrs Dalloway 's Italian Lust". Notes and Queries 50, n.º 3 (1 de septiembre de 2003): 328–29. http://dx.doi.org/10.1093/nq/500328.

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27

김희선. "Mrs. Brown's The Hours: Michael Cunningham's Represented Mrs. Dalloway". English & American Cultural Studies 13, n.º 1 (abril de 2013): 29–57. http://dx.doi.org/10.15839/eacs.13.1.201304.29.

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28

Hoff, Molly. "The Midday Topos in Mrs. Dalloway". Twentieth Century Literature 36, n.º 4 (1990): 449. http://dx.doi.org/10.2307/441795.

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29

Kim, Sung Ryol. "Mrs. Dalloway on a Feminist Scale". NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE 67 (31 de agosto de 2017): 263–79. http://dx.doi.org/10.21087/nsell.2017.08.67.263.

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30

Monte, S. "Ancients and Moderns in Mrs. Dalloway". Modern Language Quarterly 61, n.º 4 (1 de diciembre de 2000): 587–616. http://dx.doi.org/10.1215/00267929-61-4-587.

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31

Howard, D. L. "MRS DALLOWAY: VIRGINIA WOOLF'S REDEMPTIVE CYCLE". Literature and Theology 12, n.º 2 (1 de junio de 1998): 149–58. http://dx.doi.org/10.1093/litthe/12.2.149.

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32

SCHRÖDER, LEENA KORE. "Mrs Dalloway and the Female Vagrant". Essays in Criticism XLV, n.º 4 (1995): 324–46. http://dx.doi.org/10.1093/eic/xlv.4.324.

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33

Wang, Jin y Xiaoyu Xie. "Traumatic Narrative in Virginia Woolf’s Novel Mrs. Dalloway". English Language and Literature Studies 7, n.º 1 (20 de enero de 2017): 18. http://dx.doi.org/10.5539/ells.v7n1p18.

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Virginia Woolf was one of the greatest literary artists in the 20th century, pioneering the contemporary English literature with the stream-of-consciousness technique. Mrs. Dalloway is her representative work that centers on the internal description of the characters while presenting social conditions of the postwar Britain. This paper examines traumatic narratives of the two protagonists, Clarissa Dalloway and Septimus Warren Smith, and explores implications of the war as the primordial cause of the spiritual crisis.

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34

Abu-Fares, Ashraf. "Temporality in Great Expectations and Mrs. Dalloway: A Comparative Study". International Journal of Arts and Humanities Studies 1, n.º 1 (23 de octubre de 2021): 08–13. http://dx.doi.org/10.32996/ijahs.2021.1.1.2.

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The purpose of this paper is to discuss temporality in Charles Dickens’s novel Great Expectations and Virginia Woolf’s Mrs. Dalloway. Temporality is an integral element in a literary text that greatly reflects the style an author adopts to represent the narrative framework and thematic concerns. However, there is a distinction in how traditional novelists and modern novelists deal with temporality. The events in Great Expectations are presented in a chronological order built on cause and effect. On the other hand, the narrative in Mrs. Dalloway is presented using the “stream of consciousness”; in the thoughts and feelings of the characters. Nonetheless, in Great Expectations, chronological order offers the plot unity and comprehension. It is also crucial in developing the theme of formation and development of the protagonist. In contrast, in Mrs. Dalloway, the experience of temporality is offered and shared by most characters. The reader is required to examine this experience to form a perception of the narrative structure and the themes of the novel. Therefore, this paper makes a comparative analysis between Great Expectations and Mrs. Dalloway to highlight the distinction between how traditional novels and modern novels deal with temporality to present the narrative and embody their authors’ concerns.

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35

K, Sivaranjani y Rajarajan S. "VIRGINIA WOOLF’S GREEN VISTAS IN “MRS. DALLOWAY”". Kongunadu Research Journal 4, n.º 1 (30 de junio de 2017): 32–35. http://dx.doi.org/10.26524/krj172.

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God created women in the incarnation of himself how flowers are soft and tender women’s attitude also springy and gentle. In every bud beautiful flowers hiding themselves like in every woman their powerful attitude towards nature are camouflaged, their potentiality will prim out automatically in a needy situationand they shine beautifully like full bloomed flowers in their looming. Women are like grey, white moths in the earlier phase without maturity, they may act childishly. But through their full prime of life and progress, they turned into the spectacular multihued butterfly and they burnish glowing in their society and family life. That’s the attitude of Clarissa,who behaved has a moth in early stage, thenmatured as a full blown fantabulous butterfly by giving the party. The novel “Mrs. Dalloway” starts and ends on the same day by narrating how human beings are close with nature and how they preserve and conserve ourenvironment..

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36

Chen, Lyanna. "Seeing Mrs. Dalloway in Me and You". Questions: Philosophy for Young People 22 (2022): 22. http://dx.doi.org/10.5840/questions20222214.

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37

Huglo, Marie-Pascale y Éric Méchoulan. "Mrs Dalloway ou le discours comme mobile". Littérature 88, n.º 4 (1992): 3–14. http://dx.doi.org/10.3406/litt.1992.1552.

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38

Edmondson. "Narrativizing Characters in Mrs. Dalloway". Journal of Modern Literature 36, n.º 1 (2012): 17. http://dx.doi.org/10.2979/jmodelite.36.1.17.

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39

Hoff, Molly. "The Pseudo-Homeric World of Mrs. Dalloway". Twentieth Century Literature 45, n.º 2 (1999): 186. http://dx.doi.org/10.2307/441830.

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40

Graham, Elyse y Pericles Lewis. "Private Religion, Public Mourning, and Mrs. Dalloway". Modern Philology 111, n.º 1 (agosto de 2013): 88–106. http://dx.doi.org/10.1086/671562.

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41

Russell, R. R. "Radical Empathy in Virginia Woolf's Mrs. Dalloway". Genre 48, n.º 3 (1 de enero de 2015): 341–81. http://dx.doi.org/10.1215/00166928-3160484.

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42

Bishop, Edward. "Writing, Speech, and Silence in Mrs. Dalloway". ESC: English Studies in Canada 12, n.º 4 (1986): 397–423. http://dx.doi.org/10.1353/esc.1986.0040.

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43

Guo, Hua. "Isolation and Communication A Stylistic Analysis of Thought Presentation in Mrs. Dalloway". Advances in Language and Literary Studies 8, n.º 1 (1 de febrero de 2017): 167. http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.167.

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Mrs. Dalloway by Virginia Woolf is well-acclaimed for its almost non-intrusive portrayal of characters’ state of mind. Many studies approach it from biographical, socio-historical, philosophical, and other non-linguistic perspectives, and most linguistic investigations deal with illustrative examples of a single linguistic device in this novel. Few are concerned with the presence of particular linguistic patterns that explain how the intricate flow of thought is successfully depicted. This paper offers a detailed elaboration on the criteria for categorizing thought presentation in Leech& Short’s model and distinguishes cases of ambiguity. A case study of Mrs. Dalloway’s flower purchase scene illustrates how different types of thought presentation along with different reporting clauses are used to convey the variation in the character’s mental state and the negotiation between her inner voice and the outside world.

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44

Da Silva, Carlos Augusto Viana. "ORLANDO E MRS. DALLOWAY E A RECONFIGURAÇÃO DA NARRATIVA DE VIRGINIA WOOLF NA TELA". Pontos de Interrogação — Revista de Crítica Cultural 7, n.º 1 (29 de agosto de 2017): 91. http://dx.doi.org/10.30620/p.i..v7i1.3932.

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Este artigo tem como principal objetivo analisar algumas marcas de reconfiguração das narrativas dos romances Mrs. Dalloway (1925) e Orlando (1928), de Virginia Woolf, em suas adaptações para o cinema. Considerando princípios teóricos sobre o romance moderno e a narrativa cinematográfica (BORDWELL, 1985; AUERBACH, 1998), descreveremos procedimentos tradutórios no processo de representação dos universos literários desses romances para as telas, bem como traços particulares de criação por parte das diretoras na construção das narrativas cinematográficas Mrs. Dalloway (1997), por Marleen Gorris, e Orlando (1992), por Sally Potter.

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45

Albalawi, Mohammed. "The Manifestations of Woolf’s Life Experiences in Mrs. Dalloway". Advances in Language and Literary Studies 13, n.º 1 (28 de febrero de 2022): 16. http://dx.doi.org/10.7575/aiac.alls.v.13n.1.p.16.

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Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. The novel continues to enthuse scholars across the globe, and there are myriad studies through which readers can gain a finer understanding of it. This paper attempts to show how Woolf implants in Mrs. Dalloway a plentiful range of experiences from her life. It argues that in order to have an ample understanding of a character’s state of mind or behavior, emphasis should be placed not only on the text but also on the role of the writer’s personal experiences in its formation. This paper discusses, more specifically, how Woolf’s own experiences are linked to Septimus’s, and showcases that Woolf’s life is a major influence on the story of Septimus.

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46

Bonfim, Isa Rocha y Janine Marinho Dagnoni. "O DESENVOLVIMENTO MORAL DE MRS. DALLOWAY À LUZ DA TEORIA DE CAROL GILLIGAN". Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 14 (1 de noviembre de 2022): 81–103. http://dx.doi.org/10.36311/1984-1655.2022.v14.esp.p81-103.

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Mrs. Dalloway é uma das obras mais conhecidas da escritora britânica Virginia Woolf. O livro foi escrito em 1920 e publicado em 1925, tendo como personagem principal Clarissa Dalloway, uma mulher conhecida por oferecer festas, para a elite da sociedade de Londres, do séc. XX. O presente estudo pretende discutir sobre o desenvolvimento moral da personagem Mrs. Dalloway, à luz da teoria de Carol Gilligan (1982), no livro Uma Voz Diferente. Nesta obra, a autora afirma que existe um conflito entre o eu e o outro, a partir do qual é constituído o problema moral decisivo para as mulheres, que suscita um dilema, cuja solução exige a conciliação entre feminilidade e idade adulta. No processo de construção do trabalho, foram realizadas pesquisas bibliográficas, baseadas em autores (as) que auxiliaram com a análise literária da obra, que teve foco na personagem principal Clarissa Dalloway. Dentre esses (as) autores (as), encontra-se Oliveira (1979), analisando a obra tecnicamente e pontuando os conteúdos mais relevantes dela. Ademais, cita-se Woolf (1929), retratando a mulher na ficção, no século XX. O resultado da pesquisa enfatiza o conflito interno vivenciado pela personagem principal, que foi causado por influências sociais e a fizeram questionar sua existência.

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47

Danbee Moon. "Ghosts, Bodies, and Memory in Mrs. Dalloway: Clarissa Dalloway’s Performance of Invisible Femininity". Feminist Studies in English Literature 20, n.º 3 (diciembre de 2012): 247–69. http://dx.doi.org/10.15796/fsel.2012.20.3.009.

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48

Nash, Katherine Saunders y Emma Carlson. "Mid-Pandemic Pedagogy: A Candid Dialogue between Student and Literature Professor". Literature 2, n.º 2 (1 de abril de 2022): 62–76. http://dx.doi.org/10.3390/literature2020006.

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In this article, an English professor and a sophomore-level English major explicate the singular difficulties of teaching and learning Virginia Woolf’s novel Mrs Dalloway mid-pandemic. These difficulties arise despite the fact that Mrs Dalloway would seem an ideal novel for our historical moment in the US. Woolf offers her readers searing insights into pandemic casualties, trauma, ruinous disillusionment with political systems, and radical isolation in a fragmented society. Working together, professor and student identify potent reasons why teaching and learning from this novel can be so difficult. We unpack a serious yet widely misunderstood gap between students’ and educators’ perspectives: a gap widened since 2020 by a combination of remote learning and social media consumption. We then recommend intellectual and pedagogical strategies that illuminate Woolf in ways not required before the pandemic, while also bridging perceptual gaps in the classroom between professors and students. Studying and interpreting Mrs Dalloway, a novel invested in illuminating myriad perspectives on PTSD, pandemic casualties, and political ruination, is difficult yet uniquely vital in this historical moment—though not for the reasons this professor expected.

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49

Mishra, Vagisha y Dr Anoop Kumar Tiwari. "The Gerascophobic Treatment of Clarissa Dalloway in Virginia Woolf’s Mrs Dalloway: A Semantic Analysis". International Journal of English Literature and Social Sciences 3, n.º 3 (2018): 327–29. http://dx.doi.org/10.22161/ijels.3.3.5.

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50

Gelinski, Rosana de Fatima. "MRS. DALLOWAY NO CINEMA: O FLUXO DE CONSCIÊNCIA". Publicatio UEPG: Ciencias Humanas, Ciencias Sociais Aplicadas, Linguistica, Letras e Artes 18, n.º 2 (20 de diciembre de 2010): 121–33. http://dx.doi.org/10.5212/publicatiohum.v.18i2.0003.

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