Matching Items (33)
Description
Screenplays and novels are similar in that they both tell a story. However, the two are not the same. Screenplays and novels have a significantly different function and purpose from one another. With that being said, this thesis conducts a register analysis to discover the prominent linguistic differences in each register. Overall, this study finds that novels and screenplays do in fact have linguistic features that differ from one another. The linguistic features distinctive to a screenplay are: shorter sentences, more non-standard sentences, and more nouns. Longer sentences, independent clause coordination constituents, phrasal constituents, and reduced predicate adjective phrases are the linguistic features present in the novel.
ContributorsLuna, Elaina (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Created2022
Description
The study aims to explore negation in Mehri and provide a historical and theoretical account for the types of negation in Mehri. I begin with a diachronic analysis by adopting the grammaticalization theory and providing several examples illustrating how this process— grammaticalization —is taking place in Mehri. I also discuss the negative existential cycle suggested by Croft (1991) and I find Mehri language to be in Stage B > C. In addition, I propose an account of the negative copula in Mehri after I show examples for the reanalysis of a pronoun as a copula because of the grammaticalization process. I demonstrate how this pronoun ends in the head position of predicate phrase (PredP) and raises to attach to the negative l- /al and forms the negative copula. Regarding the theoretical account, I follow Laka (1994), Van Gelderen, (2011) and argue that a negative particle in bi-partite negative clauses was weakened and changed to Polarity Phrase (PolP). In other words, I assume that the preverbal negative (if any) is in the Tense Phrase (TP) layer, changed to a polarity phrase with a u-negative feature in need of checking by the new negative la, projected above TP. I also provide a morphological account by assuming that the preverbal negative particles are clitics that are picked by the subject or verb movement. This agrees with Chomsky (2001) and Boeckx and Stjepanović (2001) who find that head movement involves morphological components. To account for negation and negative polarity items (NPIs), I argue that NPIs such as nowah ‘never’ and ʃaagtaʕ ‘never’ merge with the negative element la to check the negative feature. Finally, I propose an account of negation associated with coordinates clauses, following van Gelderen (2006) who states “the speaker will only use —e.g., coordinates— for structures where a phrase is necessary” (P.6), similarly, Iassume that grammaticalization is not active in Mehri negative coordinates clauses because they are phrases. For this reason, I suggest a feature named W feature in the coordinate phrase that needs checking by the negative al-/l to form one unit with the following element.
ContributorsAlzahrani, Muneer Ali S (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Peterson, Tyler (Committee member) / Arizona State University (Publisher)
Created2022
Description
Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students’ educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students’ self-efficacy. To investigate students’ archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer’s General Self-Efficacy Scale (SGSES), were applied. To investigate students’ perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students’ self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students’ academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. Keywords: Shadow, Self-Knowledge, Archetypes, Self-efficacy, Transformative Education.
ContributorsAlqadi, Mona (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2022