Browsing by Subject "Semiotics"

Now showing 1 - 3 of 3
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    Intermediate grade readers making meaning with a graphic novel: a case study
    (2014-07) Rogers, Aimee
    The graphic novel format is gaining in popularity and acceptance. However, little is known about how readers make meaning with a graphic novel. This qualitative study investigated how intermediate grade (6th to 8th) readers made meaning with a graphic novel. Reader response theories, semiotics and research on reading strategies formed the study's theoretical framework. Two male and two female participants completed a think-aloud protocol as they read one graphic novel. Data were also collected from a retrospective think-aloud, text specific questions, and an interview. Findings indicated that participants used information from both visual and textual modalities to make meaning. They also employed a variety of reading strategies with both modalities in their reading. Additionally, participants applied their knowledge of graphic novel conventions and general story knowledge, including genre and literary conventions, to make meaning with the graphic novel.
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    Reading for the minor: methodological considerations in the work of Paul Beatty, Erika Lopez, and Beau Sia
    (2012-10) Hoagland, George Q.
    This project attempts to identify and mitigate one problem that arises when comparatists neglect to consider their own methodological situations in relation to the texts they compare. The comparative literature research presented here emphasizes comparison as an interpretive process that must begin with a thorough critique of the comparatist's own reading circumstances; that is, it suggests how comparison should explicate the affinities between reader and text before it emphasizes affinities between texts. The explication process outlined here is termed "reading for the minor," and this project examines selections from three contemporary authors, Paul Beatty, Erika Lopez, and Beau Sia, to show how the concept of minority is integral to both the production and reception of texts in comparison. Understood as an entangled reading process that exposes negotiation as a key method for subjective formation, reading for the minor analyzes the role of authority in interpretive strategies while it promotes the political reality of plural interpretations. These interpretations derive from networked readings and readers, and point to a reading social that situates hermeneutic practices within a hegemonic domain. Investigating limitations imposed by literary categories including genre, representation, and history, this project posits work by the three aforementioned authors as examples of minor literary production as well as examples of work that invite minor readings. The works' multiple minor configurations point to this entangled reading process that binds readers to their texts and sets the process of comparison in motion.
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    Un-semiotic space: symbolism, perception, and space
    (2014-12) Revak, David Paul
    To challenge the notion of symbolism and to develop an architecture that ignores these preconceptions of space and create space void of semiotics, or un-semiotic space. Essentially, an architecture that can no longer be conceived through normalized means, a space that embodies the purest relationship between subject and space. The outcome of such a direction is to allow the subject to realize and draw attention to how he or she actually engages space. The subject of such environments cannot help but question their placement in space and how they come to some sort of rationalization.