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dc.contributor.authorHundley, Melanie Kittrell
dc.date.accessioned2014-03-04T02:45:15Z
dc.date.available2014-03-04T02:45:15Z
dc.date.issued2007-08
dc.identifier.otherhundley_melanie_k_200708_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/hundley_melanie_k_200708_phd
dc.identifier.urihttp://hdl.handle.net/10724/24169
dc.description.abstractNew digital technologies are being invented and refined at a rapid pace making available new tools for writing narrative fiction; these new tools open possibilities, provide opportunities, and create challenges for the authors using them. This study uses poststructuralism, Bakhtinian (1981, 1986) theories, Urban’s (2001) accelerative culture, and Deleuze and Guattari’s (1987) concept of the rhizome to theorize writing narrative fiction in a hypertext medium. The study uses three data sources: library and Internet research, an interview study with authors of hypertext fiction, and a self-study of a novice hypertext writer. The library and Internet research provided a theoretical explanation of the changes that occurred in the move from writing print fiction to writing hypertext fiction. The participants in the author interview study and self study described (1) the importance of the use of visual structures, (2) a shift in how they perceived their final products, (3) a change in how they used traditional story elements, and (4) a resistance to linearity in their hypertext fiction. I examined the data gathered in library and Internet research, interviews, and writing journals looking for common themes, disjunctures, and similar terminology. The data gathered for this study were collected and analyzed in a hypertext that allowed for cross-linking between the library research, field notes, interviews, and writing journals. Both the library research and the participant data depicted multiple ways in which writing fiction changed as the medium changed. Both sources of data described the disruption of the linear text with the use of internal and external linking and branching, non-sequential and multisequential plotlines, resistance to closure, incorporation of image, sound, and movement, as well as explicit reader choice. The results of this study—the writing of narrative fiction does change as it shifts mediums from print to screen—have implications for classroom teaching. This research project produced a different view of writing narrative fiction than is currently present in traditional school classrooms.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectHypertext
dc.subjectDigital Fiction
dc.subjectComputer
dc.subjectWriting
dc.subjectNarrative
dc.subjectStorytelling
dc.subjectBakhtin
dc.subjectDeleuze and Guattari
dc.subjectFoucault
dc.subjectAuthor
dc.subjectPoststructuralism
dc.subjectWriting Process Theory
dc.subjectHypermedia
dc.titleFrom page to screen
dc.title.alternativechanging textual landscapes in a digital world
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLanguage and Literacy Education
dc.description.majorEnglish Education
dc.description.advisorMark Faust
dc.description.committeeMark Faust
dc.description.committeeElizabeth A. St. Pierre
dc.description.committeeJobeth Allen


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