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Description
Many researchers have pointed out that sentence complexity plays an important role in language maturity. Using cohesive devices is a critical method to composing complicated sentences. Several grammatical researchers give cohesive devices different definitions and categories in the perspective of pure linguistics, yet little is known about the Chinese learners' acquisition situations of cohesive devices in the field of Teaching Chinese as a Foreign Language (TCFL). Combined with these definitions and pedagogical theories, the acquisition situations of four grammatical features of cohesive devices and eleven logical relations are discussed in this thesis. This thesis expects that through discovering different features of cohesive devices among different student levels, educators of Chinese will gain a more comprehensive understanding of the acquisition orders and features of conjunctive devices. In this study, I examine the teaching orders of cohesive devices in selected textbooks from first-year Chinese through fourth-year Chinese. Three groups of students were required to complete two essays based on the same topics and prompts. Twenty-eight valid writing samples are examined in total, including ten writing samples from fourth-year students, another ten from third-year students, and eight from second-year students. The results show that there are no obvious differences among the three levels of students in their use of certain grammatical features and logical relations of cohesive devices. Students in these three levels have difficulty understanding how to connect paragraphs together fluently and accurately in their compositions. Pedagogical implications include some suggestions about designing instructional writing assignments in order to give more clearly pedagogical instructions for teaching cohesive devices. In addition, comprehensible directions that explain which logical relations should be taught every academic year are proposed.
ContributorsHan, Jining (Author) / Spring, Madeline K (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2013
Description
Stories concerning Minamoto no Yoshitsune, one of Japan's best known and most tragic heroes, are numerous and varied. From his birth to his death, nearly every episode of Yoshitsune's life has been retold in war tales, histories, and plays. One of the major and most influential retellings of the Yoshitsune legend is found in Gikeiki, a text from the fifteenth century. This study looks at the early period of the legend and specifically focuses on the Kibune episode, when Yoshitsune lived and trained at Kurama Temple. It provides a new translation of the episode as told in Gikeiki and discusses the different portrayals of Yoshitsune within the Gikeiki textual lineage and in previous and subsequent works of literature. The thesis also takes a brief look at the development of Gikeiki texts; it shows the malleability of the Yoshitsune legend and the Gikeiki text and discusses the implications that this malleability has on our understanding of the place of Gikeiki and the legend of Yoshitsune within the medieval Japanese cultural consciousness.
ContributorsMerrill, Edward (Author) / Creamer, John (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Zuo, Yu (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis examines the play Qian Dayin zhichong Xie Tianxiang, written by the Yuan dynasty (1271-1368) playwright Guan Hanqing (c.1225-1302). The first chapter of this paper provides brief background information about northern style Yuan drama (zaju) as well as a plot summary and notes about the analysis and translation. Through a close reading of the play, I hope to illustrate how the play's complicated ending and lack of complete resolution reveals why it has received relatively little attention from scholars who have previously discussed other strong, intelligent female characters in Guan Hanqing's plays. The second chapter of this thesis includes translation of the play that is comprised of a wedge preceding the four acts. Before each act of the play is a critical introduction and analysis of the act to follow. Although many of Guan Hanqing's plays have been translated into English, this play has never been translated.
ContributorsByrnes, Kelli (Author) / West, Stephen H. (Thesis advisor) / Zou, Yu (Committee member) / Ling, Xiaoqiao (Committee member) / Arizona State University (Publisher)
Created2011
Description
Yuan Mei 袁枚 (1716-97) is often thought of as a rebellious figure within the eighteenth-century intellectual and literary landscape. His perceived rejection of nearly all aspects of Confucian values was so extreme that he was even dubbed a "sinner against the teachings of Confucius." This thesis examines six stories within Yuan Mei's Zi buyu 子不語 (What Confucius Did Not Talk About) and, through close reading, shows how Yuan Mei utilizes each foreign group's physical traits and their ability to verbally and/or ethically communicate with the Chinese protagonist, in order to reflect their adherence to Confucian values and acceptance of Chinese imperial authority to arrange them along a spectrum of humanness that reflects the Chinese-foreign distinction. Furthermore, by examining each story in their historical and literary contexts, it is discovered that nearly every foreign group portrayed in Zi buyu is based on historical groups that actually existed on the periphery of the Qing empire, and that the different degrees of foreignness of each subject reflect each historical foreign group's acquiescence to or rebellion against the imperial authority of the Qing empire. Contrary to commonly held opinions, Yuan Mei's negotiation of foreignness demonstrates his own deep subscription to Confucian ethics and adherence to imperial order.
ContributorsCampos, Miles (Author) / Ling, Xiaoqiao (Thesis advisor) / Oh, Young Kyun (Committee member) / West, Stephen H. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Li He (790-816), an outstanding poet full of literary talent in
classical Chinese poem history, his poignant words, incredible literary construction, nether artistic conception and nuanced peculiar poem style owned him the reputation of “ghostly, demonic genius” 鬼才. Scholars demonstrated that his ghostly and demonic style has much to do with the special imagery and allusion in his poetry. However, this kind of ghostly appeal of literature exactly have much to do with the large quantity of sensory vocabulary that the poet is expert in using in his poems, which evokes resonance from the readers/audiences. Li He fuses visual, auditory, olfactory, gustatory and tactile sensation in his poems, building up his special writing style, evoking and creating a sensorial space for readers. The thesis concentrates on analyzing the sensory vocabulary in Li He’s poetry, sonic depiction in particular, which are rarely discussed before, based on which making further conclusion about the artistic conception and the special style of Li He’s poetry.
classical Chinese poem history, his poignant words, incredible literary construction, nether artistic conception and nuanced peculiar poem style owned him the reputation of “ghostly, demonic genius” 鬼才. Scholars demonstrated that his ghostly and demonic style has much to do with the special imagery and allusion in his poetry. However, this kind of ghostly appeal of literature exactly have much to do with the large quantity of sensory vocabulary that the poet is expert in using in his poems, which evokes resonance from the readers/audiences. Li He fuses visual, auditory, olfactory, gustatory and tactile sensation in his poems, building up his special writing style, evoking and creating a sensorial space for readers. The thesis concentrates on analyzing the sensory vocabulary in Li He’s poetry, sonic depiction in particular, which are rarely discussed before, based on which making further conclusion about the artistic conception and the special style of Li He’s poetry.
ContributorsWen, Yu (Author) / West, Stephen H. (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Oh, Young Kyun (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation uncovers the contemporary impressions of Song cities represented in Song narratives and their accounts of the interplay between people and urban environments. It links these narratives to urban and societal changes in Hangzhou 杭州 (Lin’an 臨安) during the Song dynasty, cross-referencing both literary creations and historical accounts through a close reading of the surviving corpus of Song narratives, in order to shed light on the cultural landscape and social milieu of Hangzhou. By identifying, reconstructing, and interpreting urban changes throughout the “pre-modernization” transition as well as their embodiments in the narratives, the dissertation links changes to the physical world with the development of Song narratives. In revealing the emerging connection between historical and literary spaces, the dissertation concludes that the transitions of Song cities and urban culture drove these narrative writings during the Song dynasty. Meanwhile, the ideologies and urban culture reflected in these accounts could only have emerged alongside the appearance of a consumption society in Hangzhou. Aiming to expand our understanding of the literary value of Song narratives, the dissertation therefore also considers historical references and concurrent writings in other genres. By elucidating the social, spatial, and historical meanings embedded in a variety of Song narrative accounts, this study details how the Song literary narrative corpus interprets the urban landscapes of the period’s capital city through the private experiences of Song authors. Using a transdisciplinary methodology, it situates the texts within the cultural milieu of Song society and further reveals the connections of these narratives to the transformative process of urbanization in Song society.
ContributorsHan, Ye (Author) / West, Stephen H. (Committee member) / Bokenkamp, Stephen R (Committee member) / Ling, Xiaoqiao (Committee member) / Arizona State University (Publisher)
Created2017
Description
This dissertation focuses on the corpus of Zang Maoxun’s literary creations in The Collection from the Fubao Hall and investigates his involvement in the cultural activities of the Jinling Poetry Society. Unearthing how Zang and this Society, as self and community, played an instrumental role in creating and sustaining a network of dramatists and drama critics in the Jiangnan region, a careful review of his poems and prose shows the extent to which text preparation, commentary, and printing were at the center of his communications with his social circle. Moreover, this dissertation unpacks Zang’s contribution to the promotion of dramatic texts through a thorough examination of his ardent editorial work in revising Tang Xianzu’s The Four Dream Plays from the Jade Tea Hall, the epitome of the southern musical drama. By using Zang’s 1618 Diaochong guan edition of his adaptations as a focal point, this dissertation compares it with three late Ming editions of Tang’s plays printed in the dual colors of red-and-black ink. In light of their innovative editorial designs, and the varying evaluations formed in their pages about Zang’s editorial work, this dissertation reveals the importance of Zang’s adaptations in the history of The Four Dream Plays’ textual transmission, as well as the interplay between the tradition of drama criticism and the new technology of multicolor printing and consequent innovation in editorial principles.
ContributorsZhang, Rachel Junlei (Author) / West, Stephen (Thesis advisor) / Oh, Young (Committee member) / Ling, Xiaoqiao (Committee member) / Arizona State University (Publisher)
Created2019
Description
During the 1970's to 90's, scholars in the fields of Jewish Studies, anthropology and sociology (notably, Hellen Epstein, Larry Langer and Yosef Yerushalmi), developed the idea of generational trauma theory, when analyzing the trauma inflicted upon European Jewish populations during the Holocaust. Epstein argues that trauma is passed down from generation to generation, while Langer argues that the second generation interprets the trauma in their own way. Other important terms in trauma theory include liturgical time, sites of memory, historical trauma and the historical trauma response. Scholars who analyze American Indian communities, like Yellow Horse Brave Heart and Durran/Durran, readily took up this theory, applying it to the Native American experience. One area where this theory has been applied to is the Native American Boarding School experience. The purpose of this paper is to analyze the efficacy of applying the post-Holocaust trauma theory to the Native American boarding school experience. In order to determine the effectiveness of the boarding schools, one must analyze the boarding school experience, beginning at the philosophical underpinnings of the boarding school, and then discussing the impacts that the boarding schools had on the students and finally, the impact that this had on the second generation. However, this approach has a number of flaws, such as the differences between native communities and post-Holocaust, American, Jewish communities, as discussed in the Philosophy of American Indian Studies. The length of the boarding schools was also longer than the length of the Holocaust. The fact that Native Americans faced repeated trauma, in a way that post-Holocaust American Jews did not. The trauma also changed for both native peoples and post-Holocaust Jews, making it difficult for there to be a single response to trauma. The philosophical bases of the Holocaust and boarding schools were also different. The post-Holocaust generational trauma approach also has a number of applications to native peoples. This includes the psychological aspect of trauma. The use of terminology by native scholars. Native peoples also developed concepts like sites of memory and liturgical time. Finally, both the post-Holocaust Jewas and Native Americans have used trauma for political ends. The conclusion is that post-Holocaust generational trauma theory has some applications to native peoples, but the application is limited. A scholar must take into careful consideration the native peoples who they are working with.
ContributorsMongeau, Michael Philip (Author) / Benkert, Volker (Thesis director) / Riding In, James (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / American Indian Studies Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Sigmund Freud's psychoanalytic theory proposes that the personality has three components, the id, superego, and ego. The id is concerned with pleasure and gain, the reason it is often identified as a human's animalistic side. Additionally, the id does not consider social rules as closely and is the uncensored portion of the personality. The superego is the id's opposite; the superego considers social expectations and pressures immensely, is more self-critical and moralizing. The ego mediates the id and superego, and is understood as the realistic expression of personality which considers both the "animal" and human. A Fractured Whole: A Collection of Short Stories, explores Freud's construction of human personality in both form and content. Within the collection are three sections, each with a different pair of characters. Within each section, the same scene is written in the three "modes" of the id, superego, and ego, as three separate stories. The fifteen stories comprising this collection address the substance of daily life: sexuality, body image, competition, among other topics, to consider how a single person can balance the desires for personal pleasure and to satisfy social expectations. Writing the same scene in three "modes" allows for the observation of how the characters attitudes and actions alter under the influence of different parts of their personalities.
ContributorsOtte, Aneka (Author) / Sturges, Robert (Thesis director) / Bryant, Jason (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Since Dylan Roof, a white supremacist, shot and killed nine members of a black church in Charleston on June 17, 2015, Confederate symbols have stood at the center of much controversy across the United States. Although the Confederate battle flag remains the most obvious example, the debate took a particular form in Tennessee, centering on the image of General Nathan Bedford Forrest. Born in 1822 to a poor family, he left school early to work. Although his work in the slave trade made him a millionaire, his later participation in the massacre of over 300 black soldiers at Fort Pillow in 1864 during the Civil War and association with the Ku Klux Klan cemented his reputation as a violent racist. Yet, many white Tennesseans praised him as a hero and memorialized him. This thesis examines Nathan Bedford Forrest State Park in Benton County and Forrest Park, now Health Sciences Park, in Memphis to examine what characteristics denote a controversial memorial. Specifically, I focus on the physical form, the location, and the demographics of the area, investigating how these components work together to give rise to controversy or acceptance of the memorial's image. Physical representations greatly impact the ideas associated with the memorial while racial demographics affect whether or not Forrest's representation as a hero speaks true to modern interpretations and opinions.
ContributorsFish, Caroline Rose (Author) / Longley, Rodney (Thesis director) / Suk, Mina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05