Titlebook: Narrative Strategies in Television Series; Gaby Allrath,Marion Gymnich (Coordinator) Book 2005 Palgrave Macmillan, a division of Macmillan

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高興一回

含鐵

nonplus

‘This is not happening’: The Multi-layered Ontology of ears before the beginning of the series’ action in 1992. The ramifications of this ‘mytharc’ not only shape those episodes explicitly dealing with it, but also reach into many stand-alone ‘monster-of-the-week’ episodes, giving . its ‘elliptical yet serial narrative structure’ (McLean 1998: 6).

語言學(xué)

Serial Gossip: Gossip as Theme and Narrative Strategy in ning how the show is presented. Particularly the way the comedy series uses showing and telling — for example asides and voice-over narration — in presenting its stories is based on principles typical of gossip. . can thus be said to be not just based on gossip and to be about gossip, but one can al

盡管

Ellen ,: Breaking the Heteronormative Narrative Contracttial of gender and sexual confusion, thereby affirming a heteronormative value system. To illustrate this, I will focus on a TV series that was accompanied by an enormous tabloid frenzy and public outcry, first and foremost in its country of origin, the United States.

商業(yè)上

Gaby Allrath,Marion Gymnich,Carola Surkampisciplinary research, this chapter considers the extent to which a selection of contemporary texts for young people gives an imaginative form to the spatial practices of school that research documents. By drawing together two modes of knowing—the ‘real’ and the imaginary—this chapter shows how each

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貧困

Elisabeth Birk,Hanne Birkllbeing in a wide range of educational settings from early years to secondary school.?.Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and s

LAPSE

Marion Gymnichl monitoring (i.e., supervision and control but also open communication with children regarding school activities), parental academic aspirations, and parental self-efficacy in school-related performance, have on fostering adolescents’ academic achievement and school adjustment. Future directions ar