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  • 1.
    Adolfsson, Isak
    Örebro University, School of Humanities, Education and Social Sciences.
    Walser och Kafka: ett slags släktskap – Om familjelikheter mellan två författarskap2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Instead of an intertextual approach, this bachelor thesis make use of Wittgenstein’s concept of family resemblance to examine the conceived relation between Robert Walser’s Jakob von Gunten and Franz Kafka’s The metamorphosis. The concept is also constituted of pointing out how the texts coincidently are not bound to each other. The purpose is to immerse the refinement of the literary communion between the two authors. The concept focus contact areas and individual areas of the texts, and these family resemblances are constituted by language games, which is to use the language for a specific function. The family resemblance examined in this thesis is "overreactions". The result shows that overreactions serve different functions at the two authors. Walser uses the language game with the function of demonstrating how man is contingent, while Kafka uses a similar language game but with the function of demonstrating how man has a an unreducible core which can be alienated. Even though the function is individual, a contact area of making a statement of man’s being is made by the use of resembling language games, and this sharpens a family resemblance.

  • 2.
    Adolfsson, Rebecca
    Örebro University, Department of Humanities.
    "de va ju jag som va syndaren va?": En analys av ju i vardagliga samtal2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka användningen av "ju" i vardagliga samtal. Det primära materialet för undersökningen är därför en ljud- och bildinspelning av ett vardagligt samtal mellan tre unga kvinnor. Ur detta samtal analyseras en sekvens där "ju" förekommer med samtalsanalys (CA) som metod. Analysen visar att den främsta funktionen hos "ju" i denna sekvens är att skapa gemenskap och engagemang.

  • 3.
    Adzemovic, Merfin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ovat, Valentina
    Örebro University, School of Humanities, Education and Social Sciences.
    Text- och bildrelationen i svenska läromedel – En undersökning av ett läromedel för årskurs två i olika versioner2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 4.
    Agrell, Christina
    et al.
    Örebro University, Department of Social and Political Sciences.
    Larsson, Sofia
    Örebro University, Department of Social and Political Sciences.
    Edvardsson, Bo
    Örebro University, Department of Social and Political Sciences.
    Beskrivningar av pojkar och flickor i sociala utredningar i LVU-ärenden1997Report (Other academic)
    Abstract [en]

    Differences in descriptions of boys and girls are studied in 26 child protection cases. There are several differences, i.e. boys are described as aggressive and girls as worried. 

  • 5.
    Akfidan, Filis
    Örebro University, School of Humanities, Education and Social Sciences.
    Synen på barndom och uppfostran i skönlitterära barnböcker: - Specifikt, Janne, min vän(1985), Alla vi barn i Bullerbyn(1947) och Mera om oss barn i Bullerbyn(1949)2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 6.
    Aldén, Michelle
    Örebro University, School of Humanities, Education and Social Sciences.
    Carlo Collodis Pinocchio & Disneys Pinocchio : – en komparativ studie2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 7.
    Allard, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Flerspråkighet och teckenspråkiga miljöer2017In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, p. 137-Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Chen Pichler, Deborah
    Gallaudet University, Washington DC, USA .
    Multi-modal visually-oriented translanguaging among Deaf signers2018In: Translation and Translanguaging in Multilingual Contexts, ISSN 2352-1805, Vol. 4, no 3, p. 384-404Article in journal (Refereed)
    Abstract [en]

    Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.

  • 9.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Roos, Carin
    Karlstad universitet, Karlstad.
    Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning: en systematisk litteraturstudie2016Book (Other academic)
  • 10.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wedin, Åsa
    Högskolan Dalarna, Falun.
    Skrift i teckenspråkiga skolmiljöer2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Åsa Wedin och Christina Hedman, Lund: Studentlitteratur AB, 2013, 1, p. 209-231Chapter in book (Other (popular science, discussion, etc.))
  • 11.
    Allegrini, Paola
    Örebro University, Department of Humanities.
    Kunskapssyn i hemkunskapsläroböcker: Hur den grafiska utformningen och tilltal och omtal speglar förändringar i ämnet mellan 1978 och 2006.2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Almer, Desirée
    Örebro University, School of Humanities, Education and Social Sciences.
    Galna män av kvinnliga genier: –En studie av gotiska genrekonventioner i Aurora Ljungstedts Hin Ondes Hus och Lucie Lagerbielkes En Sällsam Upplefvelse2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Primärkällorna utgörs av de två skönlitterära verken Hin Ondes Hus (1853) av Aurora

    Ljungstedts och En Sällsam Upplefvelse (1913) av Lucie Lagerbielke. De båda verken har en

    anknytning till några av gotikens centralfigurer och förhåller sig på olika sätt till gotikens

    genrekonventioner. Undersökningen syftar till att utreda vilken funktion verkens författare har

    låtit det explicita inflytandet av den gotiska strömningen fylla och hur förhållningssättet till

    gotiklitteraturens klassiska genrekonventioner kommer till uttryck.

    Metoden är komparativ där gotiska motiv urskiljs och redogörs för. Den teoretiska

    utgångspunkten är en genrediskussion utifrån Yvonne Leffler respektive Mattias Fyhrs

    definitioner av gotik och vilka komponenter som krävs i ett verk för att bestämma

    genretillhörighet.

    Analysens resultat visar att författarna låtit inflytandet av den gotiska strömningen fylla olika

    typer av funktioner. Där Ljungstedt följt de klassiska genrekonventionerna i större

    utsträckning och låtit verket syfta till att frambringa den njutbara rysningen. Lagerbielke å

    andra sidan har ett annat ändamål och budskap med sitt verk, men följer också i stor

    utsträckning de klassiska gotiska genrekonventionerna.

  • 13.
    Altenberg, Bengt
    et al.
    Lunds universitet, Lund, Sweden.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    The use of adverbial connectors in advanced Swedish learners' written English1998In: Learner English on computer / [ed] Sylviane Granger, Harlow: Longman, 1998, p. 80-93Chapter in book (Other academic)
  • 14.
    Alvarez, Angela
    Örebro University, Department of Humanities.
    En roman, två publiceringar, ett mångtal redigeringar: en komparativ studie mellan 2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Andersen Dhyr, Kasper
    Örebro University, School of Humanities, Education and Social Sciences.
    Cultural Awareness and Democratic values in Swedish EFL Coursebooks.: A study of the promotion of cultural awareness and democratic values.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this essay is to analyze how two different coursebooks, Pioneer 2 andContext 2, present non-white/non-western culture and contribute in promoting both cultural awareness and democratic values at English 6 of Swedish upper secondary school. To be able to do such an analysis a broad theoretical background on cultural awareness and democratic values is given. The essay will demonstrate that the textbooks of the study have different approaches to cultural awareness and that textbooks used in language teaching can be different while still attaining the overall purpose of the Swedish curricula. The first book presents a lighter and less detailed view on culture, but with more varied sections using authentic texts, comparisons between cultures and static cultural outlook. The second book uses fewer examples but goes more in depth with each example using authentic texts, intercultural comparisons, and focused sections, leading to a better understanding of culture as dynamic.

  • 16.
    Anderssom, Mattias
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Brcic, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Att främja läsintresse och läsförmåga: – En litteraturstudie om pedagogens arbete kring läsning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 17.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    A Literary Study of Judges and the Books of Samuel2019Other (Refereed)
  • 18.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    A narratologist's critical reflections on synchronic studies of the Bible: a response to Gregory T.K. Wong2007In: Scandinavian Journal of the Old Testament, ISSN 0901-8328, E-ISSN 1502-7244, Vol. 21, no 2, p. 261-274Article in journal (Refereed)
  • 19.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Anežka Kuzmičová: Mental Imagery in the Experience of Literary Narrative. Views from Embodied Cognition2013In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 3-4, p. 187-189Article, book review (Refereed)
  • 20.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Att göra konst av historien: Selma Lagerlöf och Jerusalem2014In: Berättande - Liv - Mening: Fakta & fiktion, biografi, narrativ metod / [ed] Greger Andersson, Christina Carlsson Wetterberg, Carina Lidström, Sten Wistrand, Örebro: Örebro universitetsbibliotek , 2014, p. 159-178Chapter in book (Other academic)
  • 21.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Domarboken och dess berättelser2001In: Libris stora handbok till Bibeln / [ed] Huvudredaktörer: Pat och David Alexander ; svensk redaktör: Sune Fahlgren, Örebro: Libris , 2001Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Gamla testamentets fascinerande och utmanande berättelser2018In: Ordet är dig mycket nära: Tolkningar av Gamla testamentet / [ed] James Starr och Birger Olsson, Skellefteå: Artos & Norma bokförlag, 2018, p. 109-121Chapter in book (Other academic)
  • 23.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Is there a narrative method of text analysis and interpretation?2012In: Disputable core concepts of narrative theory / [ed] Göran Rossholm, Christer Johansson, Bern: Peter Lang Publishing Group, 2012, p. 279-305Chapter in book (Other academic)
  • 24.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Louise Brix Jacobsen, Stefan Kjerkegaard, Rikke Andersen Kraglund, Henrik Skov Nielsen, Camilla Möhring Reestorf & Carsten Stage Fiktionalitet. Fredriksberg: Samfundslitteraturen, 2013, 168s. Perh Krogh Hansen, Henrik Skov Nielsen & Stefan Kjerkegaard (red.) "Fiktion of Fortaeling", K?K (Kultur og Klasse), nr. 115, 2013, 183 s.2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 2, p. 117-120Article, book review (Other academic)
  • 25.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Metanarrative remarks in the fairy tales of Hans Christian Andersen2005In: When we get to the end ...: towards a narratology of the fairy tales of Hans Christian Andersen / [ed] Per Krogh Hansen, Marianne Wolff Lundholt, Odense: University Press of Southern Denmark , 2005, p. 155-202Chapter in book (Other academic)
  • 26.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Narrating Selves and the Literary in the Bible2019In: Partial Answers, ISSN 1565-3668, E-ISSN 1936-9247, Vol. 17, no 1, p. 87-105Article in journal (Refereed)
    Abstract [en]

    This article discusses how features in a narrative generate an understanding of its purpose and how this understanding affects our attitude when reading and interpreting a text. It focusses on biblical texts that aspire to be historical but still contain elements that are generally thought to belong to the realm of fiction, as well as on texts with an assumed argumentative purpose and traits that create a sense of literary art. The four texts are Jesus's parable of the Good Samaritan, the book of Nehemiah, autobiographical sections in Paul, and third-person narratives in the books of Samuel. The article suggests that our understanding of the frame determines the function and meaning of the forms; yet it also argues that the presence of certain forms might challenge conventional assumptions about the frame, that is, the purpose of some narratives.

  • 27.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Om ren och oren föda2018In: Aiolos, ISSN 1400-7770, no 62-63, p. 41-46Article in journal (Other academic)
  • 28.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Postclassical narratology vs. poetics: David Herman's "hypothetical focalization" as a test case2013In: Semiosphere of narratology: a dialogue of languages and cultures : an international volume of scientific articles / [ed] Ludmila Tatare och José Angel García Landa, Balashov: Nikolayev , 2013, p. 7-24Chapter in book (Refereed)
    Abstract [en]

    In this article I discuss David Herman’s thesis about «hypothetical focalization» (HF), as it is presented in Story Logic: Problems and Possibilities of Narrative [1], in relation to different theories about reader interpretations (taken in a very basic sense) of narrative fiction. I will simplify the theoretical options to two approaches: the first is based on the assumption that fictional narrative is a secondary variant of factual narrative with the simple modifier “as if”. Accordingly, it is assumed that a fictional narrator informs a narratee about persons and events in a fictional world using linguistic means that work according to common grammatical rules. The alternative, advocated by theoreticians such as Käte Hamburger [2], Lars-Åke Skalin [3; 4] and Richard Walsh [5][1], is a “separatist” approach, which assumes that fiction is a particular “context” or “language-game”. According to this paradigm an author (or narrator) does not inform about objects but rather stipulates motifs that will have an aesthetic impact on readers. Such an approach can be described as pragmatic and it must, when used analytically, go from effects to poetics (in the sense of theory) since it cannot be assumed that certain forms have the same function or generate the same effects in different contexts.

    An important argument for the latter opinion is that the former theoretical variant will, if applied to literary texts, generate “disquieting” interpretations that do not fit in well with the intuition of readers[2]. This implies, according to the critics, that readers interpret fictional narratives from the perspective of another poetics — in the sense of an internalized rule-system[3] — than the one assumed by the theoreticians advocating the former model. The putative counter-argument that theoreticians like Gérard Genette in his analysis of Marcel Proust [7] have come up with what are taken to be good readings is met by the answer that these theoreticians did not read the literature in accordance with their own “method” [8].  

    [1]I do not associate what is called unnatural narratology with this theoretical approach since their very use of the concept “unnatural” implies that they assume the traditional approach [cf. 6].  

    [2] “Disquieting interpretations” is used to denote interpretations that seem to be at odds with basic intuitions concerning the language game and sense of certain texts.

    [3] When speaking about reading in this article, I do not refer to a professional reader but to the ability to read as a reader equipped with poetics — that is, a more or less conciously internalized theory of how to make sense of narrative fiction. I thus use the terms poetics to denote this “internalized theory,” or understanding of the rules and constraints of narrative fiction.

  • 29.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Recension av Christer Johansson, Mimetiskt syskonskap : en representationsteoretisk undersökning av relationen fiktionsprosa-fiktionsfilm2008In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 129, p. 385-390Article, book review (Other academic)
  • 30.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Recension av: Sjöberg, Mikael: Wrestling with textual violence : the Jephthah narrative in antiquity and modernity2007In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 128, p. 265-271Article, book review (Other academic)
  • 31.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Stories about Humans in a Complicated World: The Narratives of the Hebrew Bible2019In: God and Humans in the Hebrew Bible and Beyond: A Festschrift for Lennart Boström on his 67th Birthday / [ed] David Willgren, Sheffield: Sheffield Phoenix Press, 2019, p. 51-71Chapter in book (Refereed)
  • 32.
    Andersson, Greger
    Örebro University, Department of Humanities.
    The book and its narratives: a critical examination of some synchronic studies of the book of Judges2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During recent decades, there has been a trend among biblical scholars towards applying methods borrowed from literary studies to the familiar texts of the Old and New Testaments. A major reason for this reorientation is the search for a meaningful and interpretable text; hence, it can be seen as a protest against the historical-critical school and its ambition to reconstruct an authentic text by means of a diachronic analysis. Synchronic scholars argue for a new understanding of the biblical text, claiming that the object of interpretation is the text in its present form, regarded as a literary production. Consequently, they can study texts that are commonly considered to be patchworks or conglomerations as meaningful literary works regardless of their pre-history or authorship. In this thesis I do not focus on studies that concern individual narratives or poems but on those that apply a synchronic approach to large units of texts such as books or collections of books. My example is the book of Judges, and the fundamental issue is whether the synchronists’ description of its structure and of the relationship between the individual narratives and the larger text is sustainable. Through analyses of the book’s introduction and the stories about Ehud, Deborah, Jephthah and Samson, I argue that the scholars under consideration are often compelled to form interpretations that are in conflict with a “natural” or “intuitive” reading. I hence claim that they are not reading these stories in accordance with the conventions that are generally applied to narratives. The arguments in which they refer to implicit devices, allusions and the structure of the larger text are assessed as unconvincing.

    I argue that that these scholars make two common theoretical mistakes. Firstly, they do not consider the specific restrictions that apply to “the literary point of view”. Secondly, they disregard the fact that narratives are autonomous and hence resistant to reworking. If several independent narratives are put together, they are not thereby transformed into a larger single narrative even though they may contain common patterns and motifs. Hence, the individual story represents the primary level of meaning and discrete elements are understood as motifs within a

    literary construction. The stories of the book of Judges are therefore texts within a text. This explains why the book lacks a coherent ideology or morality. The tensions and ambiguities in the book cannot be resolved by classifying it as a literary production and studying it synchronically: on the contrary, doing this confirms and explains the difficulties in the book – that is, the inconsistent character of both the book and its narratives and the bizarre events that are recounted therein – and its polyphonic character.

  • 33.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    The charge against classical and post-classical narratologies' "epistemic" approach to literary fiction2016In: Narrative theory, literature, and new media: narrative minds and virtual worlds / [ed] Mari Hatavara, Matti Hyvärinen, Maria Mäkelä, Frans Mäyrä, New York: Routledge, 2016, p. 50-66Chapter in book (Refereed)
  • 34.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Theology on the borderline of narrative: two sermons as test cases2009In: Borderliners: searching the boundaries of narrativity and narratology / [ed] Per Krogh Hansen, Köpenhamn: Forlaget Medusa, 2009, p. 197-218Chapter in book (Other academic)
  • 35.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Untamable texts: literary studies and narrative theory in the books of Samuel2009Book (Other academic)
  • 36.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Vad håller ihop en karaktär?2003In: Ordet och köttet: om teorin kring litterära karaktärer / [ed] Lars-Åke Skalin, Örebro: Universitetsbiblioteket, Örebro , 2003, p. 15-31Chapter in book (Other academic)
  • 37.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    What fish swallowed Jonah?2005In: Fact and fiction in narrative: an interdisciplinary approach / [ed] Lars-Åke Skalin, Örebro: University Library, Örebro Universitet , 2005, p. 115-139Chapter in book (Other academic)
  • 38.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Är Gamla testamentets berättare otillförlitliga?2003In: Berättaren: en gäckande röst i texten / [ed] Lars-Åke Skalin, Örebro: Universitetsbiblioteket, Örebro , 2003, p. 123-144Chapter in book (Other academic)
  • 39.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bengtsson, Claes
    Bibelintro: en guide till Gamla och Nya testamentet2003Book (Other (popular science, discussion, etc.))
  • 40.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Boström, Lennart
    Eriksson, Lars Olov
    Viberg, Åke
    Profeterna: en guide till Gamla testamentets profetiska böcker2003Book (Other (popular science, discussion, etc.))
  • 41.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Boström, Lennart
    Eriksson, LarsOlov
    Viberg, Åke
    Berättarna: en guide till Gamla testamentets historiska böcker2006Book (Other (popular science, discussion, etc.))
  • 42.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Boström, Lennart
    Eriksson, LarsOlov
    Viberg, Åke
    Poeterna: en guide till Gamla testamentets poetiska böcker2004Book (Other (popular science, discussion, etc.))
  • 43.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Carlsson Wetterberg, ChristinaÖrebro University, School of Humanities, Education and Social Sciences.Lidström, CarinaÖrebro University, School of Humanities, Education and Social Sciences.Wistrand, StenÖrebro University, School of Humanities, Education and Social Sciences.
    Berättande - Liv - Mening: Fakta & fiktion, biografi, narrativ metod2014Collection (editor) (Other academic)
  • 44.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Klingberg, Per
    Örebro University, School of Humanities, Education and Social Sciences.
    Sandberg, Tommy
    Örebro University, School of Humanities, Education and Social Sciences.
    Introduction: Sameness and Difference in Narratology2019In: Frontiers of Narrative Studies, ISSN 2509-4882, Vol. 5, no 1, p. 11-16Article in journal (Other academic)
  • 45.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Klingberg, PerÖrebro University, School of Humanities, Education and Social Sciences.Sandberg, TommyÖrebro University, School of Humanities, Education and Social Sciences.
    Sameness and Difference in Narratology2019Collection (editor) (Refereed)
  • 46.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Sandberg, Tommy
    Örebro University, School of Humanities, Education and Social Sciences.
    A Reply to Mari Hatavara and Matti Hyvärinen2019In: Narrative (Columbus, Ohio), ISSN 1063-3685, E-ISSN 1538-974X, Vol. 27, no 3, p. 378-381Article in journal (Refereed)
  • 47.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Sandberg, Tommy
    Örebro University, School of Humanities, Education and Social Sciences.
    Sameness versus Difference in Narratology: Two Approaches to Narrative Fiction2018In: Narrative (Columbus, Ohio), ISSN 1063-3685, E-ISSN 1538-974X, Vol. 26, no 3, p. 241-261Article in journal (Refereed)
    Abstract [en]

    In this article we examine the critical proposition that common versions of narratology do not provide an accurate description of narrative fiction and analyze why this critique has mostly been disregarded by narratology. The theoreticians we refer to-Sylvie Patron, Richard Walsh, and Lars-Ake Skalin-do not accept the notion that narrative fiction should be understood in terms of non-fictional narratives. We label their position a "difference approach" in contrast to a putative "sameness approach." We find their "difference" arguments convincing and therefore ask why they have had no apparent effect on narratology. As we discuss misreadings that the criticized approach to narrative fiction could be expected to generate and arguments that refute the existence of such misreadings, as well as suggested readings of narrative fiction by Liesbeth Korthals Altes, James Phelan, David Herman, and Gerard Genette, we make the claim, referring to Phelan's rhetorical narratology, that sameness narratology is often presented as a theory but in fact used and defended as a method or toolbox. Our suggestion is that it would be better to rework the theory of narrative fiction commonly adopted by narratologists so that the theoretical assertions become congruent with the analytical practice and with the intuitions about narrative fiction that the analytical practice implies. We thus support the difference approach.

  • 48.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Att imponera med en hälleflundra2005In: Retorikmagasinet: magasin för retorik och praktisk kommunikation, ISSN 1403-9052, no 26, p. 8-11Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Interaktionella signaler i TV:s nyhetsredovisning1999In: Svenskans beskrivning 24. Förhandlingar vid Tjugofjärde sammankomsten för svenskans beskrivning, Linköping, 22-23 oktober 1999 / [ed] Linda Jönsson, Viveca Adelswärd, Ann Cederberg, Per A. Pettersson och Caroline Kelly, Linköping, 1999, p. 5-15Conference paper (Other academic)
    Abstract [en]

    A good news anchor knows how to act naturally in front of the camera. A person who gives the impression of authority and trustworthiness. A person who not only reads the news; but rather reports the news events. It is also important that the news anchors presentation is neutral as part of an unbiased news service. As a voice machine; the prime mission of the news anchor is to reproduce the news without showing their own personal opinions. The language should be to the point; correct; but most of all vivid. A good news anchor has the ability to make a boring news event feel important and meaningful.

    The driving force of a vivid language is to increase the viewers comprehension of the news. From an interactional point of view; the use of vivid language by the news anchor shows an increasing awareness of the presence of the audience and a willingness to engage the viewers. The use of prosodic and non-verbal means of communication can also have other functions; such as influencing the audience when interpreting news events. How does the news anchor put forward a sad versus a funny news-item? Is there a difference in the presentation of a news-item concerning economy and a news-item concerning cultural happenings? Do all news anchors use the same stereotypical signals and/or are there individual differences?

    This article is a minor part of my dissertation on interaction in television news.

  • 50.
    Andersson, Helen
    Örebro University, Department of Humanities.
    Pauser och kriser: en studie av pausering i Olof Palmes tal till nationen med anledning av oljekrisen2004Report (Other academic)
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