Browsing by Subject "Intertextuality"
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Item The aesthetics of sppropriation : Ghalib's Persian Ghazal poetry and its critics(2010-05) Bruce, Gregory Maxwell; Hyder, Syed Akbar; Selby, Martha A.This thesis examines the Persian ghazal poetry of Mirza Ghalib. It does so in the light of the corpus of critical literature in Urdu, Persian, and English that concerns both the poetry of Ghalib as well as the poetry of the so-called “Indian Style” of Persian poetry. Poems by Ghalib and his literary forebears, including Fighani, Naziri, ‘Urfi, Zuhuri, Sa’ib, and Bedil are offered in translation; critical commentary follows each text. The thesis explicates the ways in which each of these authors engaged in an intertextual dialogue, here called javaab-go’ii, or appropriative response-writing, with his forebears, and argues that the dynamics of this intertextual dialogue contribute significantly to the poetry’s aesthetics. These “aesthetics of appropriation” are discussed, analyzed, and evaluated both in the light of Ghalib’s writings on literary influence and Persian poetics, as well as in the light of the aforementioned corpus of critical literature.Item Intertextual journeys : Xenophon’s Anabasis and Apollonius’ Argonautica on the Black Sea littoral(2014-05) Clark, Margaret Kathleen; Beck, DeborahThis paper addresses intertextual similarities of ethnographical and geographical details in Xenophon’s Anabasis and Apollonius of Rhodes’ Argonautica and argues that these intertextualities establish a narrative timeline of Greek civilization on the Black Sea littoral. In both these works, a band of Greek travellers proceeds along the southern coast of the Black Sea, but in different directions and at vastly different narrative times. I argue that Apollonius’ text, written later than Xenophon’s, takes full advantage of these intertextualities in such a way as to retroject evidence about the landscape of the Black Sea littoral. This geographical and ethnographical information prefigures the arrival of Xenophon’s Ten Thousand in the region. By manipulating the differences in narrative time and time of composition, Apollonius sets his Argonauts up as precursors to the Ten Thousand as travellers in the Black Sea and spreaders of Greek civilization there. In Xenophon’s text, the whole Black Sea littoral becomes a liminal space of transition between non-Greek and Greek. As the Ten Thousand travel westward and get closer and closer to home and Greek civilization, they encounter pockets of Greek culture throughout the Black Sea, nestled in between swaths of land inhabited by native tribes of varying and unpredictable levels of civilization. On the other hand, in the Argonautica, Apollonius sets the Argonautic voyage along the southern coast of the Black Sea coast as a direct, linear progression from Greek to non-Greek. As the Argonauts move eastward, the peoples and places they encounter become stranger and less recognizably civilized. This progression of strangeness and foreignness works to build suspense and anticipation of the Argonauts’ arrival at Aietes’ kingdom in Colchis. However, some places have already been visited before by another Greek traveller, Heracles, who appears in both the Argonautica and the Anabasis to mark the primordial progression of Greek civilization in the Black Sea region. The landscape and the peoples who inhabit it have changed in the intervening millennium of narrative time between first Heracles’, then the Argonauts’, and finally the Ten Thousand’s journey, and they show the impact of the visits of all three.Item Intertexuality and multiple text use: three case studies of "at-risk" middle level learners in a summer school context(Texas Tech University, 2003-12) Kallus, Mary KatherineOften, summer school programs for "at-risk" middle school students have centered on rote memorization and skills practice through worksheets or workbooks in the English/language arts (Graves, 1997; Sakari, 1996). These kinds of classroom practices do not lend themselves to being meaningful for "at-risk" learners. In many middle level classrooms, however, students have access to a variety of linguistic and nonlinguistic texts. If students are reading a variety of texts, nevertheless, they often do so m isolation from one another (Short, 1992a). In classrooms where students are given the opportunity to read and experience a variety of texts, and are encouraged to make intertextual connections to their lives and knowledge in- and out-of school, their learning experiences become more relevant and meaningful (i.e., Bean, Bean, & Bean, 1999; Keene & Zunmermann, 1997; Short, 1992a). The opportunity to make connections between texts students read and their lives is an essential component of content acquisition and learning. When learners have opportunities to read and discuss texts together, they bring new understandings to what they are learning. Two questions drove this study: What intertextual connections do three middle level students make through their summer school language arts/reading classroom experiences? and What happens in a language arts/reading summer school classroom where participants are encouraged to use multiple texts for content acquisition and learning? To address these questions, I created three case studies from a middle school summer school English/language arts classroom. Data collected for these case studies included field notes, audiotapes, transcriptions, participant artifacts, and interviews (Seidman, 1998). Data were examined through naturalistic inquiry, using inductive data analysis. I constructed several categories through the process of unitizing and categorizing (Lincoln & Guba, 1985). Fmdings suggest that "at-risk" students, when in a supportive environment, make intertextual connections to the texts they read and their life experiences. Findings also show the use of a variety of texts engage "at-risk" readers in relevant and meaningful ways.Item Perpetual displacement as a creative and critical strategy of inquiry into sites of meaning(Texas Tech University, 2002-05) Bauer, GeorgeDisplacement is a major mode of thematic and formal stmcturing in much of contemporary art, usually present at the intersections of creation and critique. The concept of displacement was introduced by Freud and used in Derrida's deconstmction. This dissertation theorizes the contemporary expanded register of displacement beyond its use in deconstmction. It suggests how displacement can overcome its roots in binary logic, and become perpetual, by flmctioning as a deferral, which creates nonbinary alterities. The study shows how perpetual displacement enables rhizomatic nonhierarchical coimections, and supports a way to nonbinary, nonhierarchical postplacements. Based on the analysis of the art works of seven artists the study proposes a dynamic model of perpetual displacement as a critical and creative strategy. Perpetual displacement is defined as a strategy that works against the notions of an essential, static, timeless, and naturalized stmcturing of an independent reality as something, which can be discovered. It rests on a presupposition that there is no place outside of discourse and for that reason all the products of discourse are suspicious and should be subjected to perpetual displacement critique. Postmodern thought is no longer binary, and what we must leam to conceive is difference without opposition. Perpetual displacement enables us to enter "between space" created by the basic premise of art criticism that there is always more to the intentional object than what is present. In order to understand presence, we have to displace perpetually experience from defining presence, to keep open the borders of what can be imagined. In art, perpetual displacement strategy by keeping the presence in perpetual crisis, and by forcing its failure, enables an artist to make inroads for the transcendence of the real. Perpetual displacement can be thought of as context itself thus displacing futile pursuit of metaphysics of origin. Perpetual displacement is a nonhierarchical betweenness, which builds working connections between hermeneutics and deconstmction, between discursive and physical realms, between transcendental philosophy and lived experiences of phenomenology. It is a strategy empowering artist and critic to challenge the limits of our understanding, and to expand the limits of what can be imagined.Item Science and intertext : methodological change and continuity in Hellenistic science(2011-08) Berrey, Marquis S., 1981; Dean-Jones, Lesley; Netz, Reviel; Riggsby, Andrew; White, Steve; Hankinson, Robert J.This dissertation investigates the appropriation of material from one scientific field into another in the early Hellenistic period, 300-150 BCE. Appropriation from one science into another led to the emergence of new concepts in a community of scientists. Herophilus of Chalcedon’s appropriation of musical rhythms led to the emergence of the pulse as a materio-semiotic object for Rationalist physicians. Archimedes of Syracuse’s appropriation of mechanical concepts of weighing led to the emergence of the mechanical method as a scientific way of seeing for practicing mathematicians. But objects and concepts emerging from cross-scientific appropriation had ideological consequences for scientific methodology within individual scientific communities. Archimedes prioritized a formal Euclidean proof over that offered by the mechanical method because of the standards of proof demanded by the community of practicing mathematicians. The sect of Empiricist physicians rejected Rationalist medicine and promoted the individual doctor’s role and authority as a medical caregiver. The dissertation’s sum tells a story of increasing but limited strategies of naturalization within the sciences of the early Hellenistic period.Item Storytelling and truthtelling: discursive practices of news-storytelling in Truman Capote, Norman Mailer, and John Hersey(Texas A&M University, 2006-08-16) Park, JungsikFocusing on new-journalistic nonfiction novels by Truman Capote, Norman Mailer, and John Hersey, this dissertation conceptualizes the discursive practices of news-storytelling as a necessary matrix of storytelling and truthtelling activities. Despite the dominant postmodern emphasis on storytelling over truthtelling in such disciplines as literature, historiography, journalism, and legal studies, storytelling-in-the-discipline is also constrained by a set of assumptions and practices about what constitutes professional storytelling. Since news-stories report on events in a public arena where numerous competing stories abound, they are highly aware of other neighboring stories and so relate, compete, and negotiate with other stories to make their stories not merely repetitive but argumentative and re-tellable. As a socially regulated and conditioned discourse, news-storytelling in its enterprise is predicated upon different sets of discursive authorities, material conditions, and audience expectations, where various facts and interpretations are argued, tested, and judged. Chapter I briefly surveys the ways in which news-stories?? claim to referentiality is problematized and even stigmatized by the postmodern ethos of storytelling. Chapter II then explores the discursive dynamics of newsstories, which arise from the paradoxical status of being simultaneously news and a story. Particularly, this chapter highlights the discursive practice of ??source marking?? and ??counter-storytelling?? through which news-storytellers foreground their reliability as able researchers, analysts, and contenders. Chapter III discusses the issue of (inter-) textuality in the vectors of storyteller and the world, and examines how news-storytellers draw on, blend into, and counter competing and neighboring stories to situate their own stories in the web of intertextuality and to reinforce the competency, honesty, and quality of their news-stories. Chapter IV is a historical examination of a ??transcript?? mode, a particular discursive practice of news-storytellers, through which they try to uphold the empirical status of their news-stories. Chapter V concludes the dissertation by arguing that news-stories provide a clarifying vantage point from which to understand the transactions of historical discourse, where newsstorytelling replaces (story) knowledge with argument, poetics with rhetoric, and a story with a discourse.