Siga este enlace para ver otros tipos de publicaciones sobre el tema: Wolfgang Iser.
Tesis sobre el tema "Wolfgang Iser"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 26 mejores tesis para su investigación sobre el tema "Wolfgang Iser".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Brassat, Julia Sonja. "Filling the silence an Iserian reading of Ilse Aichinger's work /". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4634.
Texto completoResumen
Thesis (M.A.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains vi, 88 p. : ill. Includes abstract. Includes bibliographical references (p. 85-88).
2
Lorenzen-Peth, Jennifer. "Erzählperspektive und Selbstreflexion in Thomas Manns Erzählungen Sinnkonstitution und Sinndestruktion". Kiel Ludwig, 2007. http://d-nb.info/987353470/04.
Texto completo
3
Swiderski-Ritchie, Martha. "The contents of criticism : Ingardenian theory in the context of literary analysis /". [S.l.] : [s.n.], 1986. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
Texto completo
4
Forslund, Elizabeth Nicole. "Lost or aware? an examination of reading types /". Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/forslund/ForslundE0510.pdf.
Texto completoResumen
Reader response theorists focus on studying how and why readers read, and the effects of these practices on literacy. One aspect of reader response theory that has been largely ignored, however, is the fundamental conflict that exists between two different "types" of reading: reading for pleasure, or ludic reading, which I called "immersion reading," and reading with a critical detachment from the text, or "awareness reading." Theorists such as Louise Rosenblatt and Wolfgang Iser tend to favor one "type" of reading or the other, not acknowledging the fact that both "types" exist and exert a pull on the reader. The conflict that results between the two "types" of reading, I argue, are enforced by educational practices aimed at funneling students towards one type of reading, depending on age and educational level. This educational trend is problematic for two reasons. First, because it limits the perceived appropriateness and thus the scope of literacy education in schools, and second because it actively discourages readers-especially reluctant readers-from seeing literacy as complex, multifaceted and engaging. I argue instead in support of a metacognitive approach to literacy, one that recognizes the conflicts readers encounter and addresses the potential difficulties and successes facing student readers.
5
Urda, Anguita Juan Antonio de. "Representaciones de la violencia en la poesía de la guerra war española". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4852.
Texto completoResumen
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 20, 2007) Vita. Includes bibliographical references.
6
Lorenzen-Peth, Jennifer. "Erzählperspektive und Selbstreflexion in Thomas Manns Erzählungen : Sinnkonstitution und Sinndestruktion /". Kiel : Ludwig, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3064960&prov=M&dok_var=1&dok_ext=htm.
Texto completo
7
Murad, Samira. "\'Le voyage d\'hiver\' de Georges Perec ou a máquina de contar histórias: leitura e potencialidade, leitura como potencialidade". Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-06112007-115044/.
Texto completoResumen
Um dos últimos textos a ser publicado em vida pelo autor, Le Voyage d\'hiver, de Georges Perec, teve um destino diverso no âmbito da crítica literária perecquiana e do OuLiPo. Essa disparidade de tratamento parece estar vinculada ao tipo de análise que o papel do leitor suscitou na crítica até então. O objetivo dessa dissertação é realizar uma análise alternativa deste papel de modo a explicar a diferença apontada. Tentando evitar as aporias que a crítica perecquiana enfrenta na compreensão da obra do autor, esta dissertação traz também a análise de alguns aspectos do manuscrito preparatório de Le Voyage d\'hiver.Le voyage d\'hiver - one of the last texts to be written and published by Georges Perec- has drawn different levels of attention to itself. Not having been frequently analysed by the critics, it has been used by the literary group known as the OuLiPo as a springboard for the production of a series of texts that repeated and expanded the themes dealt in Perec\'s text. This difference of approach seems to be related to the way the role of the reader is viewed by the critics. Therefore, the aim of this dissertation is to propose an alternative approach to the study of the role of the reader in Le Voyage d\'hiver. Moreover, in order to deal with some of the problems that the critics face when studying the work of Georges Perec, this dissertation analyses certain aspects of the Le Voyage d\'hiver manuscript.
8
Smith, Sofie. "Läsarens interaktion med texten : en studie av hur läsarens uppfattning av texten påverkar meningsskapandet i absurdistisk dramatik". Thesis, Södertörns högskola, Institutionen för genus, kultur och historia, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16455.
Texto completoResumen
This essay examines how the meaning of an absurd play may be affected by how the reader understands the text. To address this problem I have turned to Wolfgang Isers theory of reception. Primarily I have taken on that the creation of meaning comes about when the reader fills in blanks in the text. I have also used Martin Esslins work on the theater of the absurd. I have mainly studied his research on Harold Pinter. Based on these two theories I have suggested a interpretation model that focuses on the interaction between reader and text. The interpretation model contains how the reader analyses blanks through observing the wandering view alternatively understanding the implied reader. The interpretation model also discusses how the reader can fill in blanks by using the relationship between character and environment, the final junction, turning points and uncertainties. I tested this interpretation model on Harold Pinters play A kind of Alaska. In my ideation of the play I realized it was about the loneliness of ageing and changing. I used these results to evaluate the usefulness of the interpretation model.Denna uppsats undersöker hur läsarens uppfattning av en absurdistisk pjäs påverkar dess betydelse. För att angripa det här problemet har jag dels vänt mig till Wolfgang Isers receptions teori. Jag har främst tagit fasta på hur meningskapande sker när läsaren fyller i luckor i texten. Jag har även vänt mig till Martin Esslins forskning om den absurdistiska teatern. Där har jag främst studerat hans undersökning av Harold Pinters dramatik. Utifrån dess två teoretiska ingångar la jag fram ett förslag till en tolkningsmodell som utgår från läsarens interaktion med texten. Tolkningsmodellen innehåller bland annat hur man kan analysera luckor utifrån läsarens rörliga perspektiv alternativt utifrån en underförstådd läsare. Tolkningsmodellen tar också upp hur läsaren kan fylla i luckor genom att använda sig av karaktärens relation till rummet, knutpunkter, vändpunkter och osäkerheter. Jag har testat tolkningsmodellen på Harold Pinters pjäs A kind of Alaska. I min ideation av pjäsen kom jag fram till att den handlade om ensamheten i åldrande och förändring. Jag använde resultatet av analysen för att utvärdera tolkningsmodellens användbarhet.
9
Fischer, Tom. "Lehrstellen". Thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234873.
Texto completoResumen
Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.
10
Spinelli, Egle Muller. "Solaris e Stalker : aplicação de uma poetica da leitura na area transicional de jogo entre filme-espectador". [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284297.
Texto completoResumen
Orientador: Antonio Fernando da Conceição PassosDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-07-27T11:11:28Z (GMT). No. of bitstreams: 1 Spinelli_EgleMuller_M.pdf: 4491163 bytes, checksum: 7d14046f0ba36c0b5bb9e17044fea9e5 (MD5) Previous issue date: 2000
Resumo: Desde o início do cinema, quando começaram a ser elaboradas as primeiras teorias cinematográficas, já existiam, nas análises fílmicas, pressupostos que tentavam definir a figura do espectador, o que ocasionou o surgimento de um pensamento heterogêneo com relação a sua função como sujeito que assiste a uma manifestação artística. Este trabalho pretende posicionar o espectador cinematográfico como um sujeito que realiza uma poética da leitura acontecendo como um jogo numa área transiciona/localizada entre ele e o filme a que assiste. Para tanto, serão desenvolvidos conceitos com base na teoria winnicottiana, teorias dos jogos e teoria do efeito estético para estabelecer possíveis efeitos de sentido que podem ocorrer na área transicional, a qual coloca o espectador em um estado ativo, construindo e atualizando experiências ao ver o filme. Para a aplicação desta leitura, foram escolhidos dois filmes do cineasta russo Andrei Tarkovski: Solaris e Stalker
Mestrado
Mestre em Multimeios
11
Stoermer, Carolyn E. "Locked Rooms and Interpreting Readers: The Role of Embedded Texts in the Locked-Room Mysteries of Poe, Leroux, and Christie". Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1214591200.
Texto completo
12
Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series". Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.
Texto completoResumen
How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.
13
Spolander, Rebecca. "The Fear of Mrs. Bates : The Use of Psychoanalytical Aspects, Anticipation and Retrospection in Robert Bloch’s Psycho". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70901.
Texto completoResumen
This essay focuses on psychoanalytical notions in Robert Bloch’s novel Psycho. The theoretical framework is based on Sigmund Freud’s theory of psychoanalysis. Slavoj Žižek’s idea that the house serves as a symbol of Freud’s concept of the Super-Ego, Ego and Id is presented and further developed. Moreover, it is exemplified how the idea of repression as a defense mechanism can be traced in the novel. It is then explained that repression is used as a tool for making the reader feel sympathy for Norman Bates. In addition, Wolfgang Iser’s reception theory is used to explain how Bloch uses gaps and pre-intentions in order to create anticipation and retrospection in the reader to produce suspense and horror. The intention is to prove that the attention to the psychological issues is what makes the monster of the novel more sympathetic and recognizable to us as readers. Thus, the result is that we position ourselves closer to the monster, which leaves us wondering if we could, due to our shared psychology, be monsters as well.
14
Marelli, Edith. ""...ett sånt mysterium som man blir lämnad med."". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.
Texto completoResumen
Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.
15
Quenard, Augusto Nemitz. "O leitor enquanto matéria narrativa em Museo de la Novela de la Eterna, de Macedonio Fernández, e em Rayuela, de Julio Cortázar". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/54099.
Texto completoResumen
Este trabalho tem como objetivo estudar a presença da figura do leitor e a teorização do ato da leitura como elementos fundamentais das obras Museo de la Novela de la Eterna, de Macedonio Fernández, e Rayuela, de Julio Cortázar. Com base na teoria da estética do efeito, de Wolfgang Iser, e nas argumentações desenvolvidas por Umberto Eco em Lector in Fabula, tentaremos descrever a forma em que se dá a interação do leitor com os romances mencionados. No percurso do trabalho, estabelecem-se comparações entre as estratégias das obras e entre alguns pontos teóricos discutidos. A conclusão aponta as particularidades das ficções que, ao romper com a tradição literária e, consequentemente, com os hábitos de leitura, devem incorporar as orientações necessárias para que a tentativa do leitor de concretização da obra não se veja frustrada.This thesis aims to study the presence of the figure of the reader and the theorization of the act of reading as central elements in the novels Museo de la Novela de la Eterna, by Macedonio Fernández, and Rayuela, by Julio Cortázar. Based on Wolfgang Iser's theory of the aesthetics of effect and on Umberto Eco's arguments in Lector in Fabula we describe how the reader interacts with these novels. Throughout the thesis we establish comparisons between the novels' strategies and some of the theoretical points discussed. The conclusion points towards the particularities of fictions that, because they break away from the literary tradition and, thus, from reading habits, must incorporate the necessary guidelines so that the reader's attempt of concretization of the work is not frustrated.
Este trabajo tiene como objetivo estudiar la presencia de la figura del lector y la teorización del acto de la lectura como elementos fundamentales da las obras Museo de la Novela de la Eterna, de Macedonio Fernández, y Rayuela, de Julio Cortázar. De acuerdo a la teoría de la estética del efecto, de Wolfgang Iser, y a las argumentaciones presentadas por Umberto Eco en Lector in Fabula, intentaremos describir la forma en que sucede la interacción del lector con los romances mencionados. En el desarrollo del trabajo, se establecen comparaciones entre las estrategias de las obras y entre algunos puntos teóricos discutidos. La conclusión apunta a revelar particularidades de las ficciones que, al romper con la tradición literaria y, consecuentemente, con los hábitos de lectura, deben incorporar las orientaciones necesarias para que el intento del lector de concretización de la obra no resulte frustrado.
16
Johansson, Marie. "C.G. Jung och Leo Perdue om Jobs bok : En jämförande receptionsstudie". Thesis, Uppsala universitet, Teologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421130.
Texto completoResumen
This study in Old Testament exegesis is focused on two interpretations of three central passages in the book of Job, by C.G. Jung in Answer to Job (1952) and Leo Perdue in Wisdom in Revolt – Metaphorical Theology in the Book of Job (1991). The study examines the questions addressed to the book of Job by Jung and Perdue respectively, and the expectations that are imbedded in their readings. The concepts of "horizon of expectation" and "gaps" from Reception theory are central to the interpretation. More particularly, the study examines the interpretations by Jung and Perdue of two passages in the book of Job where there is a verbal confrontation between Job and God, and the very last sequence of the book, the epilogue. These scenes also represent what W. Iser calls "gaps" (Leerstellen) in the narration, ambiguous passages, designed to activate the reader’s participation in the interpretation of a text. In the study, the horizon of expectations of Jung and Perdue respectively, is outlined and compared. The results show that, while the theologian Perdue is interested in the psychological aspects of Job’s process in relation to God, Jung, the psychologist, paradoxically is focused on the theological question of God’s character and being. The study’s point of outlook is that in each interpretation of a text, the reader’s horizon of expectation is embedded. When it comes to Bible commentary, layers of historical contexts and theological tradition shape the interpretative work. Nevertheless, each reader also confronts the text anew while reading, within the frames of his own experiences and expectations.
17
Chemello, Maurício. "O efeito como fim: guias da composição". Pontifícia Universidade Católica do Rio Grande do Sul, 2008. http://hdl.handle.net/10923/4226.
Texto completoResumen
Made available in DSpace on 2013-08-07T19:02:36Z (GMT). No. of bitstreams: 1
000398247-Texto+Completo-0.pdf: 556446 bytes, checksum: f8a8cb9aa35858ee18d047f536ca82b1 (MD5)
Previous issue date: 2008This dissertation examines the assumption that there is an expectation of the author to cause an effect on the reader. It presents it as part of the process of short story´s composition and like the principally element responsible for the qualification of the literary text. The work is organized into three areas: 1) short story aspects; 2) effect aspects; 3) fusion: the short story and the effect. It identifies short story's characteristics and the way theoretical texts analize the effect as its constituent element. The following texts were used as reference: Julio Cortázar, Ricardo Piglia, Aristoteles and Edgar Allan Poe, in addition with the theory of the effect of Wolfgang Iser
A presente dissertação analisa o pressuposto de que há uma expectativa do autor em provocar um efeito no leitor. Apresenta-o como parte do processo de composição do conto e elemento responsável pela qualificação do texto literário. O estudo divide-se em três eixos: 1) aspectos do conto; 2) aspectos do efeito; 3) fusão: o conto e o efeito. Identifica características do conto e o modo como os textos teóricos analisam o efeito como seu elemento constitutivo. Foram utilizados os estudos de Julio Cortázar, Ricardo Piglia, Aristóteles e Edgar Allan Poe, além da teoria do efeito, de Wolfgang Iser.
18
Jansson, Jenny. "Genom Uppsala domkyrkostad : Hur narrativ struktur i den virtuella applikationen Visir Uplandia främjar skapandet av föreställningsvärldar". Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352238.
Texto completoResumen
Denna uppsats undersöker strukturer i Visir Uplandias "Uppsala domkyrkostad" för att synliggöra vilka förutsättningar för skapandet av en föreställningsvärld som den virtuella applikationen förser användaren med. Med föreställningsvärldar menas den värld av förståelse som en person besitter vid en given tidpunkt. Visir Uplandia har studerats i fyra steg utifrån Malcolm Colliers metod för bildanalys. I den första fasen studeras innehållet som en helhet med syfte att skapa en förståelse för materialets uppbyggnad. Under den andra fasen kategoriseras innehållet utifrån dess narrativa funktion, för att i den tredje och fjärde fasen skapa en tydlig helhetsstruktur utifrån applikationens funktion som Augmented History och virtuellt medium. Materialet i "Uppsala domkyrkostad" kategoriseras utifrån olika funktioner av bild- och bildtexter, för att sedan kopplas till den övergripande narrationen som antingen textluckor eller startpunkter i relation till användaren. Yu-Lien Chang med flera har själva skapat en platsbunden AR-applikation som de sedan utvärderade utifrån användarens interaktion. De kom fram till att användare av AR-applikationer tenderar att fokusera mer på den virtuella världen och den virtuella upplevelsen än den fysiska plats som applikationen är bunden till. I relation till denna undersökning kan vi säga att Visir Uplandia, till skillnad från Changs AR-applikation, uppmuntrar användaren till att involvera den fysiska världen i skapandet av en föreställningsvärld som annars i huvudsak utgår från en virtuell miljö. Analysen av Visir Uplandia visade att applikationen redan i startmenyn hjälper användaren att skapa och kliva in i en föreställningsvärld genom att i korta drag förklara applikationens innehåll och funktion. Den virtuella miljön "Uppsala domkyrkostad" är vidare indelad i tre interaktiva fält: Orienteringsläget, Uppdrag och Loggbok. Dessa fält guidar användaren genom den virtuella miljön med informativa och styrande inslag som kopplar samman den fysiska och den virtuella världen. Det sker på ett sätt som dels stärker den narrativa strukturen och dels minskar risken för att textluckor ska uppstå. I slutändan är det upp till den enskilde användaren att nyttja de främjande inslag som Visir Uplandia erbjuder för att skapa innehållsrika föreställningsvärldar.
19
NEGRI, MARTINO. "Lo spazio della pagina, la mente del lettore: per una didattica della letteratura nella scuola primaria". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14819.
Texto completoResumen
Campo di questa ricerca è l’esperienza della lettura; suo argomento specifico, l’influsso esercitato sull’immaginazione del lettore dagli elementi paratestuali presenti in qualsiasi tipo di libro, e particolarmente significativi nei libri illustrati che sono oggetto dell’esperienza quotidiana dei bambini nella Scuola Primaria.
Il lavoro di ricerca è stato condotto in una duplice direzione: per un verso, ha implicato una riflessione di natura teorica sul ruolo giocato dal lettore nel compimento dell’opera letteraria; per l’altro, si è avvalso di una ricognizione sul campo, effettuata attraverso la somministrazione di un questionario a risposte aperte, volta a indagare l’immaginario dei bambini in merito all’esperienza della lettura nel suo complesso e, in particolare, al senso attribuito al rapporto tra parole e immagini nello spazio della pagina. Punti di riferimento teorici del lavoro compiuto sono state principalmente le diverse teorie della letteratura novecentesche – con un’attenzione specifica al pensiero di Maurice Blanchot e all’estetica della ricezione, nella duplice declinazione della Rezeptionsästhetik (H.R. Jauss, W. Iser) e della Reader-Response Theory (S. Fish) – nonché le riflessioni sulla complessa testualità che caratterizza i libri illustrati per l’infanzia condotte da Roberta Cardarello.
Queste due fasi di natura esplorativa e preliminare hanno consentito di immaginare, progettare e realizzare una terza fase della ricerca, intesa a sfruttare operativamente l’idea di un’inevitabile attività produttiva del lettore innescata dal processo della lettura. L’immaginazione creativa del lettore è così diventata il fulcro di una proposta didattica (condotta in due delle classi coinvolte nella fase esplorativa) che la valorizzasse attraverso pratiche di scrittura capaci di alimentare la curiosità dei bambini rispetto all’esperienza letteraria nella sua multiforme varietà. Cuore del progetto è stata pertanto una esperienza della letteratura avvenuta nel segno di una riflessione che fosse poietica e dunque costruttrice: fondata sulla centralità dell’intelligenza interpretativa di ciascuno e sulla sperimentazione diretta delle possibilità comunicative del linguaggio verbale quanto iconico, nonché delle forme possibili generate dal loro incontro nello spazio della pagina, campo infinito di occasioni speculative, prima ancora che espressive.
20
Chemello, Maur?cio. "O efeito como fim : guias da composi??o". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2008. http://tede2.pucrs.br/tede2/handle/tede/1869.
Texto completoResumen
Made available in DSpace on 2015-04-14T13:37:37Z (GMT). No. of bitstreams: 1
398247.pdf: 556446 bytes, checksum: f8a8cb9aa35858ee18d047f536ca82b1 (MD5)
Previous issue date: 2008-01-02A presente disserta??o analisa o pressuposto de que h? uma expectativa do autor em provocar um efeito no leitor. Apresenta-o como parte do processo de composi??o do conto e elemento respons?vel pela qualifica??o do texto liter?rio. O estudo divide-se em tr?s eixos: 1) aspectos do conto; 2) aspectos do efeito; 3) fus?o: o conto e o efeito. Identifica caracter?sticas do conto e o modo como os textos te?ricos analisam o efeito como seu elemento constitutivo. Foram utilizados os estudos de Julio Cort?zar, Ricardo Piglia, Arist?teles e Edgar Allan Poe, al?m da teoria do efeito, de Wolfgang Iser.
21
Saravaya, Gloria. "L'expression de l'oralite dans l'ecriture de la negritude". Paris 3, 1987. http://www.theses.fr/1987PA030145.
Texto completoResumen
L'ensemble de la production africaine d'expression francaise n'a pas encore beneficie d'une hermeneutique, l'obstacle majeur etant le concept de l'africanite. L'ideologie de la negritude, par la recherche d'une conception historique reflete une interpretation con -forme aux normes du systeme litteraire francais. Afin de restituer l'authenticite du fait litteraire de la negritude, cette production a ete envisagee comme le resultat de la confrontation de deux systemes (oral, ecrit). La structure communicationnelle se definit dans l'interaction texte-lecteur en termes d' effet et de reception du signe ecrit. De senghor a cesaire, le phe nomene de la negritude inaugure l'avenement de la parole dans le systeme litteraire francais. L'element voix represente l'evolution litteraire; le processus de production du texte est le resultat d'une ecriture-lecture. Deux horizons d'attente delimitent l'evolution historique : a) effet implique : l'entre-deux guerres est une periode de contes tation litteraire (j. Paulhan), riche en decouvertes sur le langage (m. Jousse) et caracterisee par une ouverture aux langues primitives. Le contexte formule les questions auxquelles les premiers ecrits de la negritude apportent une reponse. Cette periode de mutation historique est aussi une mutation linguistique et sociale. F. Ponge est le recepteur ideal du phenomene propre a la parole. B) reception actualisee : la periode de 1956-1960 voit naitre l'ideologie de la negritude. La difference antillaise est l'objet d'une revendication en termes de production - non reception. L'ecart differentiel assume dans le roman (e. Glissant) une fonc- tion de regulation de l'histoire. La structure totalisante (oralite, ecriture) inaugure le passage vers une esthetique de la recep- tion et la litterature francaise est ainsi orientee vers une histoire collective et plurielleHermeneutics of the francophone african literary production as such remains to be worked out, the concept of africanity being the major obstacle. Besides, the ideology of negritude vehicles a vision which reproduces the parameters of the french literary system. In order to restore the authenticity of the literary phenomenon, this production has been considered as the result of the confrontation of two systems (written, oral). On the basis of elements such as impact and reception of the written sign, we tried to identify the communicationnel structure underlying the text-reader interaction. From senghor to cesaire the phenomenon of negritude represents the advent of the spoken word in the french literary system. Literary evolution is thus enriched by the voice element, and the process of text production remains linked with the writing-reading dialectics. Historical evolution has been demarcated by two "horizons d'attente" : a) implied effect : the period between the two world wars was a period of literary protest (j. Paulhan), rich in insights into the nature of the language (m. Jousse) and characterized by ethnological approach. The context itself gave rise to questions to which the first negritude writings were a reply. This period of historical upheaval coincided with that of linguistic and social transformation. F. Ponge is the receiver of this context which he expresses in a literary form. B) updated reception : the period (1956-1960) saw the rise of the ideology of negritude. The caribean difference becomes the focal point of protest. The differential gap as witnessed in the new genre (novel) is invested in the works of glissant with a new regulatory function. This approach has allowed as to arrive at a general theory wherein the global structure leads to an aesthetic of reception
22
Freiberger, Daniela [Verfasser] y Wolfgang [Akademischer Betreuer] Locher. "Die Assistenzärzte am Städtischen Krankenhaus Links der Isar bzw. am Klinikum der Medizinischen Fakultät der Universität München im 19.Jahrhundert / Daniela Freiberger ; Betreuer: Wolfgang Locher". München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1184793956/34.
Texto completo
23
Choi, Eun-Nyoung [Verfasser], Bernd [Akademischer Betreuer] Witte y Volkmar [Akademischer Betreuer] Hansen. "Die modifizierte Theorie der literarischen Unbestimmtheit. Eine vergleichende Untersuchung von Wolfgang Isers Wirkungsästhetik und Bertolt Brechts episch-dialektischem Theater am Beispiel der epischen Oper Aufstieg und Fall der Stadt Mahagonny / Eun-Nyoung Choi. Gutachter: Bernd Witte ; Volkmar Hansen". Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2013. http://d-nb.info/1045345571/34.
Texto completo
24
Matthews, Benjamin James. "Wolfgang Iser and literary anthropology". Thesis, 2010. http://hdl.handle.net/1959.13/807568.
Texto completoResumen
Research Doctorate - Doctor of Philosophy (PhD)This dissertation argues that the literary anthropology of Wolfgang Iser allows us to resituate literary studies in response to the challenges of the “cultural turn” and the decline of literary studies. These include questions about what defines a literary text, and whether literature should be bracketed off from the remainder of culture. Iser’s definition for literature focuses upon the materiality of culture, by defining the text in language rather than as a concrete object, and as a unique medium we use to meet a basic need. Iser argues that the “open ended” nature of literature reflects the dynamic human, and favours a definition of the human that points towards the performative quality of representation, in terms of the metaphor of “plasticity”. However, he gives no account of the emergence of this vertical dimension in language. As a corrective measure, an argument is presented for the adoption of the originary hypothesis articulated by Eric Gans to underpin his generative anthropology. Here we follow Richard van Oort, who, in pursuing the argument for an anthropological perspective on the project of cultural interpretation conducted in the humanities, suggests the necessity for a grounding interpretation of our common origin in language. This originary hypothesis indicates that culture, language, and thereby, the human are coterminous. They each begin in a single scene, and a minimal fiction can be offered to describe this scene and provide a basic structure we can discover in each subsequent scene of human culture. The final phase of this dissertation examines the proposition that Iser’s anthropology exhibits a generative perspective on literature. The outcome suggests that the supplement of an originary hypothesis brings stability to his work in articulating categories such as fictionalizing, the imaginary, play, staging, and emergence, which undergird an important new way to approach literary studies.
25
Fischer, Tom. "Lehrstellen: Ein rezeptionsästhetischer Ansatz zur Interpretation der Fabeln Lessings". Thesis, 2017. https://tud.qucosa.de/id/qucosa%3A30931.
Texto completoResumen
Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.
26
Πούλιου, Παναγιώτα. "Η αλληλεπίδραση κειμένου-αναγνώστη στα εφηβικά μυθιστορήματα του Βασίλη Παπαθεοδώρου υπό το πρίσμα της θεωρίας της αισθητικής ανταπόκρισης του W. Iser". Thesis, 2014. http://hdl.handle.net/10889/8168.
Texto completoResumen
Η παρούσα διπλωματική εργασία επικεντρώνει το ενδιαφέρον της στη μελέτη του φαινομένου της αλληλεπίδρασης μεταξύ κειμένου-αναγνώστη υπό το φως της θεωρίας της Αισθητικής Ανταπόκρισης του Wolfgang Iser. Στο πλαίσιο της εργασίας καταβάλλεται μια προσπάθεια ανάδειξης των θεωρητικών αρχών του Iser, προκειμένου να προβληθεί η δυναμική τους και να ελεγχθεί ο βαθμός αλληλεπίδρασης μεταξύ κειμένου και αναγνώστη στα εφηβικά μυθιστορήματα του Βασίλη Παπαθεοδώρου που επιλέχθηκαν για την εφαρμογή της θεωρίας της Αισθητικής Ανταπόκρισης. Η εργασία χωρίζεται σε δύο μέρη. Στο πρώτο μέρος εκτίθεται η προβληματική της έρευνας, οι στόχοι, οι περιορισμοί του υλικού της μελέτης, η μέθοδος που ακολουθείται και οι επιρροές που δέχτηκε ο Iser για τη διαμόρφωση του θεωρητικού του μοντέλου. Στη συνέχεια παρουσιάζεται διεξοδικά η θεωρία της Αισθητικής Ανταπόκρισης του Iser, με έμφαση στους άξονες που τη διαρθρώνουν – δηλαδή: υπονοούμενος αναγνώστης, λογοτεχνικό ρεπερτόριο, λογοτεχνικές στρατηγικές – αλλά και στην έννοια της διάδρασης που συνιστά τον πυρήνα της. Στο δεύτερο μέρος της εργασίας παρουσιάζονται τα ευρήματα από την εφαρμογή της θεωρίας στα επιλεγμένα μυθιστορήματα και εξετάζεται, σύμφωνα με τους άξονες της θεωρίας του Iser, η επικοινωνία κειμένου-
αναγνώστη κατά τη διάρκεια της λογοτεχνικής διαδικασίας. Στο τέλος της παρούσας διπλωματικής εργασίας συνοψίζονται τα συμπεράσματα από την εφαρμογή του θεωρητικού μοντέλου του Iser.The present thesis focuses on the study of the phenomenon of 'interaction' between the text and the reader in the light of Wolfgang Iser's Theory of Aesthetic Response. An effort has been made to showcase the theoretical principles of Iser in order to highlight its dynamics, and examine the degree of 'interaction' between the text and the reader in the teenage novels of Vasilis Papatheodorou, which have been selected to apply the Theory of Aesthetic Response. The thesis consists of two parts; The first part analyzes research problems, objectives, limitations of the study, the used methodology and the influence that Iser had in order to form his theoretical model. Then Iser's Theory of Aesthetic Response is thoroughly presented focusing on its structuring axes such as the 'implied reader', 'literary repertoire', and 'literary strategies', as well as the 'interaction' which constitutes its core. In the second part of the thesis, the findings of the application of the Theory in the selected novels are presented, and the communication which develops between the text and the reader during the reading process is examined according to the main axes of Iser's Theory. Finally, the conclusions that are obtained from the study are stated in the last chapter.