DOCSLIB.ORG

CONVERSATION IMPLICATURES in HARRY POTTER and the DEATHLY HALLOWS PART I and II MOVIE TRANSCRIPTION : a Discourse Analysis with Pragmatics As an Approach a Thesis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CONVERSATION IMPLICATURES in HARRY POTTER and the DEATHLY HALLOWS PART I and II MOVIE TRANSCRIPTION : a Discourse Analysis with Pragmatics As an Approach a Thesis CONVERSATION IMPLICATURES IN HARRY POTTER AND THE DEATHLY HALLOWS PART I AND II MOVIE TRANSCRIPTION : A Discourse Analysis with Pragmatics as an Approach A Thesis Submitted to Adab and Humanities Faculty in Partial Fulfilment of the Requirements for the Degree of Strata One (S1) M. SYAIFUL BAHRI 109026000137 ENGLISH LETTERS DEPARTMENT ADAB AND HUMANITY FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2015 ABSTRACT Muhamad Syaiful Bahri, CONVERSATION IMPLICATURES IN HARRY POTTER AND THE DEATHLY HALLOWS PART I AND II MOVIE TRANSCRIPTION : A Discourse Analysis with Pragmatics as an Approach. A Thesis: English Letters Department, Adab and Humanities Faculty, Syarif Hidayatullah State Islamic University Jakarta, Desember 2014. The objectives of the study are to find out what are the maxim that violated and to find out how are the Implicatures generated in the dialogues. In this research, the writer uses qualitative case study. The writer concerns with Implicature study. These implicatures are used in the dialogues of Harry Potter and The Deathly Hallows Part I and II film. The collects the data of this research uses bibliography technique. Written sources are chosen which describe synchronic language used, and analyzing them based on the theories of Implicature which are proposed by Grice. According to the result of research findings, all of them are Implicatures, because in all data was violated the maxim their utterances: the types of maxim that are violated are all Quantity ( 5 data ) by using of the Grice theory "Cooperative Principle". i ii iii DECLARATION I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgement has been made in text. Jakarta, December 9rd 2014 Muhamad Syaiful Bahri iv ACKNOWLEDGEMENT All praises be to Allah SWT, the Lord of Universe, who amazingly guides the writer in the process of making this Thesis. Peace and blessing be upon the prophet Muhammad SAW, his family, companions and adherents, who had changed the world from the darkness into the lightness. On this occasion, the writer would like to say his greatest and deepest gratitude to his beloved mother: Umi Kulsum Kaepah, who has kept, taught, advised and prayed for his success. The writer also would like to give his greatest gratitude to Drs. Abdul Hamid, M.Ed as his advisor for his time, guidance, suggestion, kindness, and patience in correcting and helping him in finishing his thesis. Furthermore, the writer would like to express his gratitudes to: 1. Prof. DR. Oman Faturrahman, M.Hum, the Dean of Letters and Humanities Faculty, State Islamic University of Syarif Hidayatullah Jakarta. 2. Drs. Saefudin, M.Pd, the Head of English Letters Department and Elve Oktafiyani, M.Hum, the Secretary of English Letters Department. 3. All the lecturers of English Letters Department, who have dedicated to educate and teach the writer as long as his study in State Islamic University Syarif Hidayatullah Jakarta. v 4. The librarians of Syarif Hidayatullah Islamic State University library and Atmajaya library, who help the writer in finding the references. 5. Thanks to My Brother Badri Dudja, Deden Nur Iskandar, Fauzan, Rahmatullah Umar, M. Chairul Anam who always keep my spirit to be graduated from Campus. 6. Student Executive Board of English Letters, “Always Be For Brotherhood.” 7. All friends and relatives that are not mentioned one by one. May Allah SWT always bless and protect them all. Finally, may this thesis will be advantageous for the writer in particular and for the readers in general. The writer realizes that the thesis is still far from being perfect. Therefore, the writer would like to accept critics and suggestion to make it better. rd Jakarta, December 9 2014 The Writer vi TABLE OF CONTENTS ABSTRACT ...................................................................................................... i APPROVEMENT ............................................................................................. ii LEGALIZATION ............................................................................................ iii DECLARATION .............................................................................................. iv ACKNOWLEDGEMENT ................................................................................ v TABLE OF CONTENTS ................................................................................. vii LIST OF TABLES ............................................................................................ ix LIST OF FIGURES .......................................................................................... x CHAPTER I INTRODUCTION ................................................................. 1 A. Background of Study ......................................................... 1 B. Focus of Study .................................................................. 3 C. Research Question ............................................................. 4 D. Objective of the Research ................................................. 4 E. Significant of the Reasearch ............................................. 4 F. Research Methodology ..................................................... 5 1. The Mehod of Research ................................................ 5 2. The Technique of Data Collecting and Data Analysis . 5 3. Instrument of the Reaearch .......................................... 6 4. Unit Analysis ................................................................. 6 CHAPTER II THEORETICAL FRAMEWORK ..................................... 7 A. Discorse Analysis .............................................................. 7 B. Pragmatics .......................................................................... 8 C. Implicatures ....................................................................... 10 1. Definition....... .............................................................. 10 2. Types of Implicature ................................................... 12 a. Coversational Implicature ..................................... 13 1. Definition ....................................................... 13 2. Types of Conversational Implicature ............. 15 3. Properties of Conversational Implicature ...... 17 vii b. Conventional Implicature ....................................... 20 1. Definition ....................................................... 20 2. Properties of Conventional Implicature ......... 20 CHAPTER III RESEARCH FINDINGS ..................................................... 24 A. Data Description ................................................................ 24 B. Data Analysis ..................................................................... 25 CHAPTER IV CONCLUSIONS AND SUGGESTIONS ........................... 33 A. Conclusions ........................................................................ 33 B. Suggestions ........................................................................ 34 BIBLIOGRAPHY ............................................................................................. 35 APPENDIXES ................................................................................................... 37 viii LIST OF TABLES Table 1 : Corpus From Harry Potter and The Deathly Hallows Part I .................................................................................. 25 Table 2 : Corpus From Harry Potter and The Deathly Hallows Part II .................................................................................. 25 ix LIST OF FIGURES Figures 1 : Two distinct kinds of meaning by Grundy ..................................... 18 x CHAPTER I INTRODUCTION A. Background of Study Language is an arbitrary sound symbol used by human being for cooperation, communication and identification of himself.1 It means that language is the tool to communicate as a necessity of a human. Human cannot express what they feel and what they want in mind without language. By language, people describe what is in their mind. And also by language, they transform the information, or called as communication. Humans are continually creating new expressions and novel utterances by manipulating their linguistic resources to describe new objects and situations. This property is described as productivity (or’creaticity’ or ‘open-endedness’) and it is linked to the fact that the potential number of utterances in any human language is infinite.2 And, today in many language researches with linguistic background like phonology, morphology, syntax and so on, the most interested one in doing the research is by studying the language as its function, comunicative function. Because people use language to interact each other. It is called pragmatic: how the 3 the language is used in communication. 1 Harimurti Kridalaksana, “Bahasa dan Linguistik” in Kushartanti, et al., Pesona Bahasa (Jakarta: PT. Gramedia Pustaka Utama, 2005), p.3. 2 George Yule, The Study of Language 3th Edition, (Cambridge University Press. 2006), p. 10. 3 Geoffrey Leech, Principles of Pragmatics. (United State of America: Longman, 1983), p. 1 1 2 Conversation analysis approach is included in pragmatics. Pragmatics is a branch of linguistics which studies about language structure as a communication tool between listener and
Load more

Recommended publications
  • Harry Potter and the Sorcerer's Stone
    NAME: # DATE: Reading Packet: HP Sorcerer’s Stone Harry Potter and The Sorcerer’s Stone J. K. Rowling Study Guide/Quiz Questions - Harry Potter Multiple Choice Format Chapter One 1. What did the reader learn about Mr. and Mrs. Dursley in the book’s first paragraph? a. They were wizards in disguise. b. They were “perfectly normal” people. c. They were really named Potter. d. They were descended from trolls. 2. What did Mr. Dursley do for a living? a. He was a big-time politician. b. He was a fireman. c. He was the director of Grunnings, a firm which made drills. d. He was the supervisor of a plastics manufacturing firm. 3. What big secret did Mr. and Mrs. Dursley want to keep? a. They wanted to keep their son a secret. b. They wanted to keep secret the fact that they were gypsies. c. They wanted to keep their embezzlement from the bank a secret. d. They wanted to keep Mrs. Dursley’s sister a secret. 4. What was the first unusual thing that Mr. Dursley thought he saw as he left for work? a. He thought he saw a huge dog chasing its tail. b. He thought he saw a storm coming up. c. He thought he saw a cat reading a map. d. He thought he saw Harry Potter crossing the street ahead of him. 5. What was unusual about the people Mr. Dursley saw while he waited in a traffic jam? a. They were muttering about Mrs. Dursley. b. The people were strangely dressed in cloaks.
    [Show full text]
  • Wands Or Quills? Lessons in Pedagogy from Harry Potter
    Summer/ Fall THE CEA FORUM 2015 Wands or Quills? Lessons in Pedagogy from Harry Potter Melissa C. Johnson Virginia Commonwealth University “The real world, then, becomes somewhat illuminated by these characters who can span both worlds. For example, teachers at Hogwarts can be imaginative and compassionate; they are also flighty, vindictive, dim-witted, indulgent, lazy, frightened and frightening. Students are clever, kind, weak, cruel, snobbish. Lessons are inspiring and tedious—as in the best and worst of real schools” (317). – Roni Natov from “Harry Potter and the Extraordinariness of the Ordinary” When I first began teaching first-year college students in 1994 as a graduate student, I was in my mid-twenties, not much older than my students, and a product of the same popular culture. I frequently made reference to that pop culture and used it for comparison, analysis, and discussion to help my 75 www.cea-web.org Summer/ Fall THE CEA FORUM 2015 students develop their thinking and writing skills. Every year, I grew older and a new class of eighteen- and nineteen-year-olds began their first year at the university or college at which I was teaching. The popular culture of my teens and twenties became a part of the great depth and breadth of events encapsulated in the common student phrase “back in the day,” as the double atrocities of “reality” television and movies based on toys began to capture my students’ interests and as the World Wide Web further atomized those interests. Slowly, but surely, I found myself less skilled and less successful at using pop culture in the classroom as a touchstone or an example.
    [Show full text]
  • The Unsung Hero of Harry Potter: Neville Longbottom
    1 Jaime Feathers The Unsung Hero of Harry Potter: Neville Longbottom The bulk of J.K. Rowling’s magical series chronicles the quests and adventures of the obvious hero of the books, Harry Potter. We wouldn’t expect anything less. It’s also no surprise that the vast majority of the heroism displayed in the story resides firmly within Harry’s grasp. Again, we wouldn’t expect anything less. What we might not expect is that Neville Longbottom, a character who fumbles and bumbles his way through the entire series, is also a hero. Yet that’s exactly what Neville is. Just as Dumbledore says in Sorcerer’s Stone, while speaking of Neville, that “there are all kinds of courage” (306), there are also all kinds of heroism. Neville’s isn’t the obvious, grandiose kind. It is understated and subtle, found hidden within his determination to overcome his blundering nature and his refusal to allow other people’s unfavorable opinions of him to define him. While Harry’s heroism is exciting and entertaining, it’s also larger than life. It is Neville’s heroism that presents itself in an attainable way, giving it the potential to truly resonate within the life of a child. If readers were asked which Harry Potter character they’d most like to emulate, it’s no secret that Neville Longbottom would fall pretty far down on the list. The majority of scenes containing Neville are enough to make anybody cringe. He melts a cauldron in Potions class and blisters himself and his classmates (Sorcerer’s Stone 139).
    [Show full text]
  • WIZARD QUICK DRAW CHALLENGE Cut out the Words Below, Fold Them up and Put Them in a Hat Or Container
    22 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARD QUICK DRAW CHALLENGE Cut out the words below, fold them up and put them in a hat or container. Divide your guests into teams of two or more. Each turn, one member of the team selects a card and has to draw the item on a flipchart or large piece of paper, for the rest of their team to guess. Award 10 house points for each correct answer guessed. Nimbus Two Sorting Hat Thousand Cat Toad Broomstick Hogwarts Owl Wand Cauldron Express Flying Pumpkin Scar Portrait Motorbike Golden Ghost Rat Dragon Snitch Chocolate Diagon Butterbeer Frog Alley harrypotterbooknight.com #HarryPotterBookNight 25 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARD WORDSEARCH Can you search out these characters from the Harry Potter books in the grid below? Words can read up, down, across, backwards and diagonally. S E V E R U S S N A P E H I F O A L E B E C L R A D R D L V U N E D H O R U E I E D O N D O A D R D D E U I E I A B G E Y L P F M S R M G B R L P E K R U M B E O Y I B O Y E H O I J L M R D M T H K T O N K S A U T U T N E V I L L E L C S D E C R O O K S H A N K S R M A L F O Y C R E P P H E D W I G I N N Y M N CROOKSHANKS HARRY POTTER REMUS DOBBY HERMIONE RON DUDLEY KRUM SEVERUS SNAPE DUMBLEDORE LUNA SIRIUS BLACK FRED MALFOY TOM RIDDLE GINNY NEVILLE TONKS HAGRID PEEVES VOLDEMORT HEDWIG PERCY harrypotterbooknight.com #HarryPotterBookNight 28 More Wizarding Activities YOU MAY PHOTOCOPY THIS SHEET WIZARDING WORD PLAY Anagrams and riddles play a big part in Harry and his friends’ adventures.
    [Show full text]
  • An Investigation of Theory of Mind and Empathy in the Harry Potter Series
    University of Tennessee at Chattanooga UTC Scholar Student Research, Creative Works, and Honors Theses Publications 12-2017 Magically empathetic: an investigation of theory of mind and empathy in the Harry Potter series Lindsey M. Layman University of Tennessee at Chattanooga, [email protected] Follow this and additional works at: https://scholar.utc.edu/honors-theses Part of the Communication Commons Recommended Citation Layman, Lindsey M., "Magically empathetic: an investigation of theory of mind and empathy in the Harry Potter series" (2017). Honors Theses. This Theses is brought to you for free and open access by the Student Research, Creative Works, and Publications at UTC Scholar. It has been accepted for inclusion in Honors Theses by an authorized administrator of UTC Scholar. For more information, please contact [email protected]. Magically Empathetic: An Investigation of Empathy and Theory of Mind in the Harry Potter Series Lindsey Layman Departmental Honors Thesis The University of Tennessee at Chattanooga Communication Department Examination Date: November 22, 2016 Dr. Elizabeth Gailey Dr. Chandler Harriss Associate Professor of Communication Associate Professor of Thesis Director Communication Department Examiner Dr. Michael McCluskey Associate Professor of Communication Department Examiner 4 ABSTRACT Magically Empathetic: An Investigation of Empathy and Theory of Mind through the Character of Harry Potter By Lindsey Layman Research suggests that reading fiction can increase empathy, and a number of studies have found the Harry Potter series to promote pro-social values. One prosocial value that has not been explored directly in relation to the series, however, is empathy. Defined as “the experience of understanding another person’s condition from their perspective,” empathy is the motivation behind many prosocial behaviors and values, making it an important focus of investigation.
    [Show full text]
  • Child Empowerment in Jk Rowling's Harry Potter and the Sorcerer's Stone
    i CHILD EMPOWERMENT IN J. K. ROWLING’S HARRY POTTER AND THE SORCERER'S STONE A THESIS Presented as a Partial Fulfillment of the Requirements for the Attainment of the Sarjana Sastra Degree in English Literature Written By: Sinta Yuliani Alviningrum NIM 11211141026 ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM FACULTY OF LANGUAGES AND ARTS YOGYAKARTA STATE UNIVERSITY 2015 ii iii iv PERNYATAAN Yang bertanda tangan di bawah ini, saya: Nama : Sinta Yuliani Alviningrum NIM : 11211141026 Prog. Studi : Bahasa dan Sastra Inggris Fakutas : Bahasa dan Seni Judul Skripsi : Child Empowerment in J. K. Rowling’s Harry Potter and the Sorcerer's Stone Menyatakan bahwa karya ilmiah ini adalah hasil pekerjaan saya sendiri. Sepanjang pengetahuan saya, karya ilmiah ini tidak memuat materi yang ditulis orang lain kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang lazim. Apabila terbukti bahwa pernyataan ini tidak benar, maka sepenuhnya itu menjadi tanggung jawab saya. Yogyakarta, 16 September 2015 Penulis, Sinta Yuliani Alviningrum v MOTTO We have to know the books and the child to match them in terms of the complicated individuality of both. Margaret Meek Whatever makes the past, the distant or the future, predominate over the present, advances us in the dignity of thinking beings. Dr. Johnson I cover my hair not my brain. Anonymous vi DEDICATIONS This thesis is dedicated to: Mamak Sugiyah and Bapak Wasito My brother, Danu Pradipta Ramadhani My partner, Agus Eka Saputra Those who care about children’s future, and Those who want to fight for children’s literature in our beloved country, Indonesia vii ACKNOWLEDGEMENTS Alhamdulillahirobbil ‘alamin.
    [Show full text]
  • The Contradictory Communities of Wizard Rock
    Identity, Rhetoric and Behavior: The Contradictory Communities of Wizard Rock by Kelli Rohlman, B.M. A Thesis In MUSICOLOGY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of MASTER OF MUSIC Approved Dr. Christopher J. Smith Chair Professor Angela Mariani Dr. Thomas Cimarusti Ralph Ferguson Dean of the Graduate School December, 2010 Copyright 2010, Kelli Rohlman Texas Tech University, Kelli Rohlman, December 2010 ACKNOWLEDGMENTS In the December 2003 issue of O Magazine, American critic and writer Bell Hooks said “Life-transforming ideas have always come to me through books.” The Harry Potter book series is one that many would claim has changed their lives in one way or another, and I am no exception. I would first like to thank, with the utmost respect and admiration, author J.K. Rowling for her literature that has inspired such a flourishing, creative, and beautiful community of fans. I would then like to register my complete gratitude to each of my informants; without their cooperation, generosity, and eagerness to share their incredible talents and expertise, this thesis would not have been possible. I would like to thank the hundreds of “wizards” that I have met or communicated with along my journey for their undying enthusiasm. I would also like to thank, specifically, Dinah Russell of the Wizrocklopedia.com for her assistance in general community support for my research. Thank you to Melissa Anelli of The Leaky Cauldron website and Pottercast for her accessibility and for answering all of my questions about Harry, A History on multiple occasions.
    [Show full text]
  • 6 Harry Potter Fanfiction
    Univerzita Hradec Králové Pedagogická fakulta Katedra anglického jazyka a literatury Vývoj vedlejších postav ságy Harryho Pottera ve fanfiction Development of Minor Characters from Harry Potter Saga in Fanfiction Diplomová práce Autor: Bc. Anna Fólová Studijní program: N7504 Učitelství pro střední školy Studijní obor: Učitelství pro střední školy – hudební výchova, Učitelství pro 2. stupeň ZŠ – anglický jazyk a literatura Vedoucí práce: Mgr. Jan Suk, Ph.D. Hradec Králové 2019 Prohlášení Prohlašuji, že jsem tuto bakalářskou práci vypracovala samostatně a uvedla jsem všechny použité prameny a literaturu. V Hradci Králové dne 1.4.2019 Anotace FÓLOVÁ, Anna. Vývoj vedlejších postav ságy Harryho Pottera ve fanfiction. Hradec Králové: Pedagogická fakulta Univerzity Hradec Králové, 2019. 63 s. Diplomová práce. Tato práce představuje fanfikci a fanouškovskou tvorbu obecně. Uvádí její historický vývoj, reakce spisovatelů děl, podle kterých fanfikce vzniká a problémy s legální stránkou fanfikce. Popisuje fandom Harryho Pottera a jeho specifika, fandom také porovnává s fandomy ostatních děl převážně fantasy a science-fiction literatury. V praktické části potom analyzuje dvojici vybraných postav a jejich vývoj, které popisuje nejprve z pohledu původního díla, poté z pohledu fanfikce a posléze vývoj porovnává a shrnuje. Klíčová slova: Harry Potter, Fanfiction, Fandom, Vedlejší postavy. Annotation FÓLOVÁ, Anna. Development of Minor Characters from Harry Potter Saga in Fanfiction. Hradec Králové: Pedagogical Faculty, University of Hradec Králové, 2019, 63 pp. Diploma dissertation. This thesis presents fanfiction and fanwork in general. It introduces its historical development, reaction of the original work authors´ and legal issues of fanfiction. This thesis describes fandom of Harry Potter and its particularities, compares it with other fandoms, mostly fantasy and science fiction works.
    [Show full text]
  • How You Dewin'!
    How You Dewin’! Magical News and Muggle Views from the Sumner Library Sumner Library Rossall School A Magical February 2017 Issue 16 Celebration Library Information On this magical day, Year Librarian 7 and 8 took a trip to Platform 9 and 3/4 to take part in a very special Harry Potter Day. We entered Mrs. Simmons cautiously, through a suspicious looking wall, which we Dumbledore’s Army needs you! Here are a few were able to walk right through! spells you’ll need to know to thwart your enemies! We walked into a Harry Potter wonderland, and were greeted by some very important professors. The Expelliarmus-the Disarming Charm Contact your librarian room was filled with excitement as we were sorted one by one into our Harry Potter houses. I was sorted Stupefy-renders victims unconscious [email protected] into Dumbledore’s Army, and everyone was very enthusiastic in taking part in the extreme Harry Potter 01253774297 quiz. Levicorpus-suspend your victim in mid air by the ankle Reading the questions was Professor Simmons, and they were all rather hard! The winners were Reducto-splits objects into pieces or fine dust Follow the library on Twitter Ravenclaw, and they were given a special prize of a and Facebook Harry Potter book. Expecto Patronum-produces a Patronus that Now it was time for the raffle. As we walked in, we @rossalllibrary were given a raffle ticket and a number was pulled acts as a shield out of the cauldron. The prize was a Golden Snitch Sumner Library, Rossall School key ring and a pack of Bertie Bott's Every Flavoured www.pottermore.com Jelly Beans.
    [Show full text]
  • “Harry – Yer a Wizard” Exploring J
    Wissenschaftliche Beiträge aus dem Tectum Verlag Reihe Anglistik Wissenschaftliche Beiträge aus dem Tectum Verlag Reihe Anglistik Band 6 Marion Gymnich | Hanne Birk | Denise Burkhard (Eds.) “Harry – yer a wizard” Exploring J. K. Rowling’s Harry Potter Universe Tectum Verlag Marion Gymnich, Hanne Birk and Denise Burkhard (Eds.) “Harry – yer a wizard” Exploring J. K. Rowling’s Harry Potter Universe Wissenschaftliche Beiträge aus demT ectum Verlag, Reihe: Anglistik; Bd. 6 © Tectum Verlag – ein Verlag in der Nomos Verlagsgesellschaft, Baden-Baden 2017 ISBN: 978-3-8288-6751-2 (Dieser Titel ist zugleich als gedrucktes Werk unter der ISBN 978-3-8288-4035-5 und als ePub unter der ISBN 978-3-8288-6752-9 im Tectum Verlag erschienen.) ISSN: 1861-6859 Umschlaggestaltung: Tectum Verlag, unter Verwendung zweier Fotografien von Schleiereule Merlin und Janna Weinsch, aufgenommen in der Falknerei Pierre Schmidt (Erftstadt/Gymnicher Mühle) | © Denise Burkhard Informationen zum Verlagsprogramm finden Sie unter www.tectum-verlag.de Bibliografische Informationen der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Angaben sind im Internet über http://dnb.ddb.de abrufbar. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available online at http://dnb.ddb.de. Contents Hanne Birk, Denise Burkhard and Marion Gymnich ‘Happy Birthday, Harry!’: Celebrating the Success of the Harry Potter Phenomenon ........ 7 Marion Gymnich and Klaus Scheunemann The ‘Harry Potter Phenomenon’: Forms of World Building in the Novels, the Translations, the Film Series and the Fandom ................................................................. 11 Part I: The Harry Potter Series and its Sources Laura Hartmann The Black Dog and the Boggart: Fantastic Beasts in Joanne K.
    [Show full text]
  • Professor Dumbledore's Advice for Law Deans, 39 U
    UIC School of Law UIC Law Open Access Repository UIC Law Open Access Faculty Scholarship 2008 Professor Dumbledore's Advice for Law Deans, 39 U. Tol. L. Rev. 269 (2008) Darby Dickerson John Marshall Law School Follow this and additional works at: https://repository.law.uic.edu/facpubs Part of the Legal Education Commons, and the Legal Profession Commons Recommended Citation Darby Dickerson, Professor Dumbledore's Advice for Law Deans, 39 U. Tol. L. Rev. 269 (2008) https://repository.law.uic.edu/facpubs/640 This Article is brought to you for free and open access by UIC Law Open Access Repository. It has been accepted for inclusion in UIC Law Open Access Faculty Scholarship by an authorized administrator of UIC Law Open Access Repository. For more information, please contact [email protected]. PROFESSOR DUMBLEDORE'S ADVICE FOR LAW DEANS Darby Dickerson* INTRODUCTION LBUS Percival Wulfric Brian Dumbledore.' Adorned with a long silver beard, midnight blue robes, and half-moon glasses,2 Dumbledore * Vice President and Dean, Stetson University College of Law. I would like to thank my research assistant, Casey Stoutamire, for her work on this piece, and my colleague, Professor Brooke Bowman, for her editing assistance. Also, as the author of the ALWD Citation Manual, I want to thank the University of Toledo Law Review editors for keeping my citations in that format and for allowing me to dispense with some traditional citation niceties, such as the "supra n. _, at " construction for books in the Harry Potter series and the strict use of id., so that readers can more easily locate the sources cited.
    [Show full text]
  • OWL (Medium), and NEWT (Hard)
    There are exams for 3 difficulty levels: First Year (easy), OWL (medium), and NEWT (hard). You will start on the First Year exam and can proceed to the next test when you are finished. When you have answered all questions on the First Year Exam, turn the exam in. You can then move on to the OWL exam. When you have answered all questions on the OWL exam, you can move on to the NEWT exam. You must answer each question to take the next exam. (The answers do not have to be correct.) You will be scored based on the highest level you complete. First Year Exam (for people who are generally acquainted with the books. 1 point each): 1. Who is the ghost of Gryffindor house? Nearly Headless Nick / Sir Nicholas de Mimsy-Porpington 2. What monster lives in the Chamber of Secrets? a. Dragon b. Basilisk c. Dementor d. Chimera 3. How did the monster in the Chamber of Secrets get around the castle without being seen? Pipes 4. Who is in the portrait that guards the entrance to the Gryffindor common room? The Fat Lady 5. What is a hippogriff? A magical beast that is a cross between an eagle and a horse. 6. What is Harry Potter’s Patronus? a. Stag b. Lion c. Grey wolf d. Snake 7. What is Lord Voldemort’s real name? Tom (Marvolo) Riddle 8. Who created the Sorcerer’s Stone? a. Nicholas Flamel b. Albus Dumbledore c. Lord Voldemort d. Severus Snape 9. What train station does the Hogwarts Express leave from? a.
    [Show full text]