Reading Charlotte and Branwell Brontë's Early Writings As
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What Does Gender Mean in Regendered Characters
What Does Gender Mean in Regendered Characters Author Baker, Lucy Published 2017-12-31 Thesis Type Thesis (PhD Doctorate) School School of Hum, Lang & Soc Sc DOI https://doi.org/10.25904/1912/2211 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/380299 Griffith Research Online https://research-repository.griffith.edu.au WHAT DOES GENDER MEAN IN REGENDERED CHARACTERS Ms Lucy Irene Baker, BA (Hons), MAppSci(Lib&InfoMgmt) School of Humanities, Languages, and Social Science Griffith University Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy 31 December 2017 21 Abstract This thesis examines the ways regendering, or ‘genderswapping’, is performed as an adaptational creative choice for fans and creators. Regendered works, such as the TV series Elementary, illustrate the complexity of representation, and the ongoing imbalanced landscape of media. I develop a more cohesive understanding of the fannish counterpublic and its complex approaches to creativity and gender by grounding the research and data collection in fan studies, gender studies, and literary theory. This thesis uses interviews, surveys, and observations of fannish communities, and close readings of regendered texts and media, to develop two theories of regendered effects. One: the position of regendered work within fannish counterpublics is one centred on the conflicts and tensions between lived experiences and the media landscape, performed through the creative forms that characterise their communities. Fannish experiences of gender and sexuality influence their reception of those works, and how they practice regendering as a creative process. Two: these works then reinforce that counterpublic by correcting the gender imbalance of the initial work, and re-othering the expectations of that work. -
Worldbuilding in Tolkien's Middle-Earth and Beyond
KULT_online. Review Journal for the Study of Culture journals.ub.uni-giessen.de/kult-online (ISSN 1868-2855) Issue 61 (May 2020) Worldbuilding in Tolkien’s Middle-earth and Beyond Dennis Friedrichsen Justus-Liebig-Universität Gießen [email protected] Abstract: The field of worldbuilding in literary studies is experiencing a revitalization and it is therefore unsurprising that interest in Tolkien’s Middle-earth is renewed. Many aspects of Tolkien’s world have been analyzed and discussed, but it remains a relevant topic for both specific questions concerning Tolkien’s world and general questions concerning worldbuilding in literature. Sub-creating Arda , edited by Dimitra Fimi and Thomas Honegger, makes a valuable contribution that expands on both theoretical areas, applies theories of worldbuilding to Middle-earth, and draws interesting parallels to other fictional worlds. Because the field of worldbuilding is incredibly rich, Sub-creating Arda is not exhaustive, but nevertheless makes significant contributions to contemporary academic problematizations of the field and will undoubtedly inspire new arguments and new approaches within the field of worldbuilding. How to cite: Friedrichsen, Dennis: “Worldbuilding in Tolkien’s Middle-earth and Beyond [Review of: Fimi, Dimitra and Thomas Honegger (eds.): Sub-creating Arda. World-building in J.R.R. Tolkien’s Work, Its Precursors, and Its Legacies. Zurich: Walking Tree Publishers, 2019.]“. In: KULT_online 61 (202o). DOI: https://doi.org/10.22029/ko.2020.1034 Creative Commons Attribution 4.0 International KULT_online. Review Journal for the Study of Culture 61 / 2020 journals.ub.uni-giessen.de/kult-online Worldbuilding in Tolkien’s Middle-earth and Beyond Dennis Friedrichsen Justus-Liebig-Universität Gießen Fimi, Dimitra and Thomas Honegger (eds.). -
The Ultimate Guide to Worldbuilding: How to Write Fantasy, Scifi And
writersedit.com The Ultimate Guide To WorldBuilding: How To Write Fantasy, SciFi And RealLife Worlds Worldbuilding is so much more than just a framing device. It’s the very essence of any good fantasy or science fiction story, and the basis of a sense of place in other genres. Good worldbuilding lends an immersive richness to your writing, while also giving readers the information they need to understand characters and plotlines. Table of Contents 1 IMAGINARY WORLDS 1.1 Deciding on a starting point 1.2 Asking questions about your world 1.3 Drawing inspiration from real life 1.4 Where reality and fantasy collide 2 ALTERNATE REALITY 2.1 What if? 2.2 Belief and disbelief 2.3 Past, present or future? 2.4 Know your building blocks 2.5 The end of the world as we know it 3 ACTUAL LOCATIONS 3.1 Pack your bags 3.2 Do your research 3.3 Speak with your senses So, how exactly should writers go about building worlds in their fiction? To find out, we’ll break down the concept of worldbuilding into three main categories: ● Imaginary worlds – the construction of entirely fictional universes, found primarily in fantasy genres. ● Alternate reality – reimaginings of the details of our existing world; popular with writers of science fiction. ● Actual locations – the invocation of a real place in the world, utilised in novels with no elements of the fantastic. Let’s begin by entering the wondrous realm of fantasy fiction. IMAGINARY WORLDS Creating an imaginary world is one of the most complex types of worldbuilding. -
Dragon Magazine #236
The dying game y first PC was a fighter named Random. I had just read “Let’s go!” we cried as one. Roger Zelazny’s Nine Princes in Amber and thought that Mike held up the map for us to see, though Jeff and I weren’t Random was a hipper name than Corwin, even though the lat- allowed to touch it. The first room had maybe ten doors in it. ter was clearly the man. He lasted exactly one encounter. Orcs. One portal looked especially inviting, with multi-colored veils My second PC was a thief named Roulette, which I thought drawn before an archway. I pointed, and the others agreed. was a clever name. Roulette enjoyed a longer career: roughly “Are you sure you want to go there?” asked Mike. one session. Near the end, after suffering through Roulette’s “Yeah. I want a vorpal sword,” I said greedily. determined efforts to search every 10’-square of floor, wall, and “It’s the most dangerous place in the dungeon,” he warned. ceiling in the dungeon, Jeff the DM decided on a whim that the “I’ll wait and see what happens to him,” said Jeff. The coward. wall my thief had just searched was, in fact, coated with contact “C’mon, guys! If we work together, we can make it.” I really poison. I rolled a three to save. wanted a vorpal sword. One by one they demurred, until I Thus ensued my first player-DM argument. There wasn’t declared I’d go by myself and keep all the treasure I found. -
Chronotope in Western Role-Playing Video Games
CHRONOTOPE IN WESTERN ROLE-PLAYING VIDEO GAMES: AN INVESTIGATION OF THE GENERATION OF NARRATIVE MEANING THROUGH ITS DIALOGICAL RELATIONSHIP WITH THE HEROIC EPIC AND FANTASY A thesis submitted for the degree of Doctor of Philosophy by Eduardo Barbosa Lima Department of Social Sciences, Media and Communication Brunel University London December 2016 Chronotope in Western Role-Playing Video Games: An investigation of the generation of narrative meaning through its dialogical relationship with the Heroic Epic and Fantasy Eduardo Barbosa Lima (1234263) Abstract The development of the video game industry and the increasing popularity of the medium as a form of entertainment have led to significant developments in the discipline of game studies and a growing awareness of the cultural significance of video games as cultural artefacts. While much work has been done to understand the narrative aspect of games, there are still theoretical gaps on the understanding of how video games generate their narrative experience and how this experience is shaped by the player and the game as artefact. This interdisciplinary study investigates how meaning is created in Western Role Playing Games (WRPGs) video games by analysing the narrative strategies they employ in relation to those commonly used in Heroic Epic and Fantasy narratives. It adopts the Bakhtinian concepts of chronotope and dialogue as the main theoretical tools to examine the creation and integration of narratives in WRPGs with a special focus on the time-space perspective. Elder Scrolls V: Skyrim and Dragon Age Origins were chosen as representatives of the WRPG video game genre while Beowulf and the tale of Sigurd, as it appears in the Poetic Edda and the Volsung Saga, were chosen as representatives of the Heroic Epic poetic tradition. -
Building Imaginary Worlds (2012) by Mark JP Wolf and Revisiting
Journal of Tolkien Research Volume 4 | Issue 1 Article 10 2017 Building Imaginary Worlds (2012) by Mark J.P. Wolf and Revisiting Imaginary World (2016) edited by Mark J.P. Wolf Andrew Higgins [email protected] Follow this and additional works at: http://scholar.valpo.edu/journaloftolkienresearch Part of the Literature in English, British Isles Commons, Modern Literature Commons, and the Other Film and Media Studies Commons Recommended Citation Higgins, Andrew (2017) "Building Imaginary Worlds (2012) by Mark J.P. Wolf and Revisiting Imaginary World (2016) edited by Mark J.P. Wolf," Journal of Tolkien Research: Vol. 4 : Iss. 1 , Article 10. Available at: http://scholar.valpo.edu/journaloftolkienresearch/vol4/iss1/10 This Book Review is brought to you for free and open access by the Library Services at ValpoScholar. It has been accepted for inclusion in Journal of Tolkien Research by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. Higgins: Building & Revisiting Imaginary Worlds (2012; 2016) by Mark Wolf Building Imaginary Worlds: The Theory and History of Subcreation, by Mark J.P. Wolf. New York: Routledge, 2012. xiv, 394 pp. $52.95 (trade paperback) ISBN 9780415631204. [Also issued in hardcover and kindle formats.] Revisiting Imaginary Worlds: A Subcreation Studies Anthology, edited by Mark J.P. Wolf. New York: Routledge, 2016. xxx, 375 pp. $150.00 (hardcover) ISBN 9781138942059. It is not often that a book comes along that offers a different contextual approach to the study and analysis of texts in their broadest sense. Literary analysis has tended to focus on the authorial narrative of a novel or its extension through narratives for film, radio, television, online and interactive media. -
WORLDS and THEIR POTENTIAL an Intertextual Approach to Worldbuilding
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Trepo - Institutional Repository of Tampere University Pinja Paju WORLDS AND THEIR POTENTIAL An Intertextual Approach to Worldbuilding Faculty of Information Technology and Communication Sciences Master’s Thesis October 2019 TIIVISTELMÄ Pinja Paju: Worlds and Their Potential: An Intertextual Approach to Worldbuilding Master’s Thesis Tampere University Master’s Programme in Languages October 2019 Tämä tutkielma käsittelee mielikuvituksellisten maailmojen (imaginative worlds) rakentamista näkökulmanaan intertekstuaalisuus ja erityisesti, kuinka intertekstuaaliset maailmaa rakentavat viittaukset vaikuttavat narratiiviin. Tutkielma pohjautuu maailmojen rakentamisen eri teorioihin ja yhdistelee niitä vastaamaan erityisesti fantasiapöytäroolipelien tarpeita kuitenkin niin, että tutkielmassa esiteltyä teoriaa voi hyödyntää erilaisten maailmojen analysoinnissa. Teoriaosuuden keskiössä on intertekstuaalinen referointi ja referoijat, eli kuinka maailmaa rakentavia elementtejä yhdistellään erinäisten intertekstuaalisten viittausten tekijöiden (kirjoittaja, lukija, kriitikko) toimesta. Nämä maailmaa rakentavat elementit, jotka voivat olla metatekstuaalisia, aika-avaruudellisia sijainteja, erinäisiä henkilöhahmoja tai narratiivia rakentavia, muodostavat jatkumon maailman ja sen ympäröivän narratiivin välille. Näin tutkielmassa muodostettu uusi teoria pyrkii vastaamaan yhteen mielestäni tärkeimpään maailmojen rakentamisen tämän hetkisistä kysymyksistä: miten -
Copyrighted Material
1 Experimentation and the Early Writings Christine Alexander Juvenilia, or youthful writings, are by their nature experimental. They represent a creative intervention whereby a novice explores habits of thought and behavior, ideas about society and personal space, and modes of literary expression. It is a truism to say that youth is a time of exploration and testing. Any child psychologist will tell you that the teenage years in particular are a time of trial and error, a time when limits are tested in order to push boundaries and gain new adult freedoms. Juvenilia embody this same journey toward so‐called maturity, involving the imitation and examination of the adult world. And because early writing is generally a private occupation, practiced without fear of parental interfer- ence or the constraints of literary censorship, the young writer is free to interrogate current political, social, and personal discourses. As writing that embraces this creative and intel- lectual freedom, Charlotte Brontë’s juvenilia are a valuable source for investigating the literary experimentation of an emerging author seeking to establish a writing self. This chapter will examine the ways that Charlotte Brontë used her authorial role to engage with the world around her and to test her agency in life and literature. The first focus will be on the importance of a self‐contained, paracosmic, or imaginary world for facilitating experiment and engagement with political, social, and historical events. The second will be on the way Brontë experimented with print culture and narrative to con- struct a self‐reflexive, dialectic method that allowed her to interrogate both the “real” world and her paracosmicCOPYRIGHTED world. -
Extending Arda: Mapping Beyond the Lord of the Rings and Silmarillion
Journal of Tolkien Research Volume 11 Issue 1 Article 8 2020 Extending Arda: Mapping beyond the Lord of the Rings and Silmarillion Stentor Danielson Slippery Rock University of Pennsylvania, [email protected] Follow this and additional works at: https://scholar.valpo.edu/journaloftolkienresearch Part of the Human Geography Commons, Literature in English, British Isles Commons, and the Physical and Environmental Geography Commons Recommended Citation Danielson, Stentor (2020) "Extending Arda: Mapping beyond the Lord of the Rings and Silmarillion," Journal of Tolkien Research: Vol. 11 : Iss. 1 , Article 8. Available at: https://scholar.valpo.edu/journaloftolkienresearch/vol11/iss1/8 This Peer-Reviewed Article is brought to you for free and open access by ValpoScholar. It has been accepted for inclusion in Journal of Tolkien Research by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. Danielson: Extending Arda Extending Arda: Mapping beyond the Lord of the Rings and Silmarillion J.R.R. Tolkien is famous for creating an entire world (known as Arda), but his writings about it leave much of its territory sketched in only the vaguest terms. This has not prevented fans from wondering what lies beyond the edges of our canonical knowledge. In both fiction and cartography, they have sought to flesh out the geography of Arda. In doing so, they have revealed much about the ideas they have about both our primary world and the secondary world of the legendarium. Examination of such maps provides a window into the process of sub-creation: the remixing of elements the sub-creator sees in those worlds (Wolf 2019). -
To Walk Invisible: the Brontë Sisters
Our Brother’s Keepers: On Writing and Caretaking in the Brontë Household: Review of To Walk Invisible: The Brontë Sisters Shannon Scott (University of St. Thomas, Minnesota, USA) To Walk Invisible: The Brontë Sisters Writer & Director, Sally Wainwright BBC Wales, 2016 (TV film) Universal Pictures 2017 (DVD) ***** In Sally Wainwright’s To Walk Invisible, a two-part series aired on BBC and PBS in 2016, there are no rasping coughs concealed under handkerchiefs, no flashbacks to Cowen Bridge School, no grief over the loss of a sister; instead, there is baking bread, invigorating walks on the moor, and, most importantly, writing. Wainwright dramatises three prolific years in the lives of Charlotte, Emily, and Anne Brontë when they composed their first joint volume of poetry and their first sole-authored novels: The Professor, rejected and abandoned for Jane Eyre (1847), Wuthering Heights (1847), and Agnes Grey (1847), respectively. The young women are shown writing in the parlour surrounded by tidy yet threadbare furniture, at the kitchen table covered in turnips and teacups, composing out loud on the way to town for more paper, or while resting in the flowering heather. For Charlotte, played with a combination of reserve and deep emotion by Finn Atkins, to “walk invisible” refers to their choice to publish under the pseudonyms Currer, Ellis, and Acton Bell, but in Wainwright’s production, it also refers to invisibility in the home, as the sisters quietly take care of their aging and nearly-blind father, Reverend Patrick Brontë (Jonathan Price), and deal with the alcoholism and deteriorating mental illness of their brother, Branwell (Adam Nogaitis). -
World Building
TRANSMEDIA Boni (ed.) Transmedia, Fans, Industries Fans, Transmedia, World Building World Edited by Marta Boni World Building Transmedia, Fans, Industries World Building Transmedia: Participatory Culture and Media Convergence The book series Transmedia: Participatory Culture and Media Convergence provides a platform for cutting-edge research in the field of media studies, with a strong focus on the impact of digitization, globalization, and fan culture. The series is dedicated to publishing the highest-quality monographs (and exceptional edited collections) on the developing social, cultural, and economic practices surrounding media convergence and audience participation. The term ‘media convergence’ relates to the complex ways in which the production, distribution, and consumption of contemporary media are affected by digitization, while ‘participatory culture’ refers to the changing relationship between media producers and their audiences. Interdisciplinary by its very definition, the series will provide a publishing platform for international scholars doing new and critical research in relevant fields. While the main focus will be on contemporary media culture, the series is also open to research that focuses on the historical forebears of digital convergence culture, including histories of fandom, cross- and transmedia franchises, reception studies and audience ethnographies, and critical approaches to the culture industry and commodity culture. Series editors Dan Hassler-Forest, Utrecht University, the Netherlands Matt Hills, University -
Worldbuilding Questions
Worldbuilding Questions Questions About How the World Looks • Is your world one concentrated area, or dispersed across different environments? • What part of the world will the story take place in? • What aspects of the physical terrain affect the story? • How is the weather? Is it temperate or severe? What are its seasons? • How does the landscape look? • What are its borders? • What languages are spoken? • What natural resources are there? • What are the cultures present and what are their cultural practices? Questions About the Characters or Inhabitants • Are the inhabitants human, alien, magical beings, or hybrids? • How many are there? • Have they always lived there? If not, how did they come to live there? • Do they have a class system? If yes, how is it defined? • Do they have gender or race? • How do the characters relate to one another? • Who are their friends and enemies? • What occupation do they have? Questions About the History of Your World • What is the ruling system in place? • Who has ruled the world throughout history? • What major events have influenced this world's development? • How have the leaders impacted the government—and consequently, life—in the world? • Did anything historical happen recently? • How did the country or settlement reach where it is now? • Are there religious or political events in history that have an impact on your plot? • Have there been any major environmental catastrophe, such as plagues, tsunamis, or famine? How have these events affected the land and the inhabitants? • Has the country