東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching Joyce's 'Ulysses'.

Abel, Jessica Rose.

FindBook

Google Book

Amazon

博客來

Teaching Joyce's 'Ulysses'.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching Joyce's 'Ulysses'./
作者:	Abel, Jessica Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	217 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13418883
ISBN:	9780438783355

Teaching Joyce's 'Ulysses'.
Abel, Jessica Rose.

Teaching Joyce's 'Ulysses'. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 217 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ph.D.)--Cornell University, 2018.

This item must not be sold to any third party vendors.

As a novel that asks how we can live in a world of uncertain values and urgent identity politics, James Joyce's Ulysses could be more relevant than ever, but its textual complexity poses a steep burden to new readers. Teaching Joyce's Ulysses models a new method of teaching Joyce's novel using the theory of fictional possible worlds, which envisions texts as producing fictional universes comprised of the "textual actual world" in which the characters live, and all the possible worlds generated by their perceptions, obligations, memories, desires and dreams. Because contemporary undergraduate readers are already very skilled at parsing fictional universes like those of Harry Potter, Game of Thrones and Breaking Bad, this dissertation plays to readers' strengths by building a character-based methodology for approaching the fictional world of Ulysses that does not depend on reading each line of the novel. The introductory chapter lays out the pillars of this approach, in which I use the theory of fictional possible worlds to update and expand on the tenets of humanistic formalism, which understands texts as a product of human beings, written for humans and about humans. Each subsequent chapter takes as its subject one of the four major characters or presences in the text: Stephen Dedalus, Leopold Bloom, the Narrator-Artist, and Molly Bloom. Using A Portrait of the Artist as a Young Man, the second chapter proposes the use of the former novel and structure for broaching Ulysses' first three chapters and creating an understanding of Stephen Dedalus that will serve for the rest of the novel. The third chapter, on Leopold Bloom, uses "Calypso" to establish characteristics which readers can use to identify Bloom in the complex textual fabric of the novel as a whole and proposes the use of a short story by Yiddish writer Sholem Aleichem to help students understand the nature and stakes of Bloom's Jewish identity. The fourth chapter recommends the framing of the Narrator-Artist as the culmination of a teleological sequence of writer-artist figures in the Joycean canon and models how students can assimilate the novel's extreme textual complexity by understanding it as the self-conscious and capricious invention of the Narrator-Artist who resides above the text. The final chapter, on Molly Bloom, models feminist approaches which take female characters across the Joycean canon into account and uses the novel's critical reception history to make students more aware that we are also reading within a particular moment under the influence of the dominant social systems of our day.

ISBN: 9780438783355Subjects--Topical Terms:

516579
Education.

Teaching Joyce's 'Ulysses'.
LDR:03644nmm a2200337 4500 001 2206017
005 20190909085615.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438783355
035 $a (MiAaPQ)AAI13418883
035 $a (MiAaPQ)cornellgrad:11227
035 $a AAI13418883
040 $a MiAaPQ $c MiAaPQ
100 1 $a Abel, Jessica Rose. $3 3432905
245 1 0 $a Teaching Joyce's 'Ulysses'.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 217 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Schwarz, Daniel R.
502 $a Thesis (Ph.D.)--Cornell University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a As a novel that asks how we can live in a world of uncertain values and urgent identity politics, James Joyce's Ulysses could be more relevant than ever, but its textual complexity poses a steep burden to new readers. Teaching Joyce's Ulysses models a new method of teaching Joyce's novel using the theory of fictional possible worlds, which envisions texts as producing fictional universes comprised of the "textual actual world" in which the characters live, and all the possible worlds generated by their perceptions, obligations, memories, desires and dreams. Because contemporary undergraduate readers are already very skilled at parsing fictional universes like those of Harry Potter, Game of Thrones and Breaking Bad, this dissertation plays to readers' strengths by building a character-based methodology for approaching the fictional world of Ulysses that does not depend on reading each line of the novel. The introductory chapter lays out the pillars of this approach, in which I use the theory of fictional possible worlds to update and expand on the tenets of humanistic formalism, which understands texts as a product of human beings, written for humans and about humans. Each subsequent chapter takes as its subject one of the four major characters or presences in the text: Stephen Dedalus, Leopold Bloom, the Narrator-Artist, and Molly Bloom. Using A Portrait of the Artist as a Young Man, the second chapter proposes the use of the former novel and structure for broaching Ulysses' first three chapters and creating an understanding of Stephen Dedalus that will serve for the rest of the novel. The third chapter, on Leopold Bloom, uses "Calypso" to establish characteristics which readers can use to identify Bloom in the complex textual fabric of the novel as a whole and proposes the use of a short story by Yiddish writer Sholem Aleichem to help students understand the nature and stakes of Bloom's Jewish identity. The fourth chapter recommends the framing of the Narrator-Artist as the culmination of a teleological sequence of writer-artist figures in the Joycean canon and models how students can assimilate the novel's extreme textual complexity by understanding it as the self-conscious and capricious invention of the Narrator-Artist who resides above the text. The final chapter, on Molly Bloom, models feminist approaches which take female characters across the Joycean canon into account and uses the novel's critical reception history to make students more aware that we are also reading within a particular moment under the influence of the dominant social systems of our day.
590 $a School code: 0058.
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a British & Irish literature. $3 3284317
690 $a 0515
690 $a 0530
690 $a 0593
710 2 $a Cornell University. $b English Language & Literature. $3 3286218
773 0 $t Dissertations Abstracts International $g 80-07A.
790 $a 0058
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13418883