Digitum Colección:
http://hdl.handle.net/10201/87182
2024-03-29T10:47:25ZAmbivalent texts, the borderline, and the sense of nonsense in Lewis Carroll's "Jabberwocky".
http://hdl.handle.net/10201/87193
Título: Ambivalent texts, the borderline, and the sense of nonsense in Lewis Carroll's "Jabberwocky".
Autor/es principal/es: Templeton, Michael
Resumen: Taking Carroll‘s ―Jabberwocky‖ as emblematic of a text historically enjoyed by both children and adults, this article
seeks to place the text in what Kristeva defines as the borderline between language and subjectivity to theorize a
realm in which ambivale
nt texts emerge as such. The fact that children‘s literature remains largely trapped in the
literary
–
didactic split in which these texts are understood as either learning materials and primers for literacy, or as
examples of poetic or historical modernist
discourse. This article situates Carroll‘s text in the theories of language,
subjectivity, and clinical discourse toward a more complex reading of a children‘s poem, one that finds a point of
intersection between the adult and the child reader.2019-01-01T00:00:00Z'Oh, there are so many things I want to write': becoming an author: Doris Lessing and the Whitehorn letters from 1944 to 1949.
http://hdl.handle.net/10201/87210
Título: 'Oh, there are so many things I want to write': becoming an author: Doris Lessing and the Whitehorn letters from 1944 to 1949.
Autor/es principal/es: García Navarro, Carmen
Resumen: This paper explores the narrative process identified in the Whitehorn Letters, written by Doris Lessing from
1944 to 1949, as historical documents that form a single, coherent whole. Their significance is assessed by
means of an epistemological reflection that sheds light on the path by which the young Lessing established her
identity as an author (Bieder, 1993). In the letter-writing process, Lessing declares her aim to become a writer.
The letters also characterise the writer as a historical subject, and describe the relationship between this
historical subject and the individual who writes the correspondence. Since the letters formulate a coherent
discourse about Lessing‘s authorial identity, I investigate whether using a model for reading them may be
beneficial. I believe that additional nuances could be detected in her narratives by revisiting Lessing and
examining, in the centenary of her birth, some hitherto unknown parts of her writings, as these letters represent.2019-01-01T00:00:00Z"Meet our group!": addressing mulitple audiences on the websites of Spanish research groups.
http://hdl.handle.net/10201/87207
Título: "Meet our group!": addressing mulitple audiences on the websites of Spanish research groups.
Autor/es principal/es: Luzón, María José
Resumen: Websites offer research groups a powerful tool for self-promotion and dissemination of their research to a
diversified audience. The aim of this study is to explore how research groups affiliated to a research institution
in a non-Anglophone country compose their websites to achieve visibility and impact and reach multiple
audiences. Content analysis of the websites and semi-structured interviews were used to examine the
language(s) in which the websites are written and their content. The study shows that through these websites
research groups address simultaneously the international disciplinary community and various local audiences
and that these audiences shape the choice of language and content. Findings from this study provide insights
into new communication and representation practices engaged in by research groups to meet disciplinary goals,
requirements for funding, and society’s demands.2019-01-01T00:00:00ZCollaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students.
http://hdl.handle.net/10201/87187
Título: Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students.
Autor/es principal/es: Querol Julián, Mercedes; Fortanet Gómez, Inmaculada
Resumen: The last teaching
-
learning stage in the education system is the doctoral programmes, which turn graduate
students into researchers. This evolution involves writing a dissertation, but also being able to discuss research.
However, training on spoken genres
has not received much attention, and the interest has been mainly on
monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)
that follows the paper presentation, which is particularly challenging for no
vice researchers. We present a
learner
-
led pedagogy for the teaching
-
learning of this genre that fosters thinking
-
based learning and multimodal
awareness. It was implemented in a course of academic discourse for doctoral students
in order to prove its
effe
ctiveness. We propose a process of active and collaborative deconstruction and construction of DSs to
identify verbal and non
-
verbal resources and their interpersonal functions, so that novel researchers reflect on
and integrate them in their repertoire.2019-01-01T00:00:00Z