Thesis (M.A.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 78-81).

Hamburg, Universiẗat, Diss., 2006.

No description available.

There is no abstract available for this thesis.

Thesis (M.S.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [153]-155).

This study explores the nature and extent of Sherwood Anderson's influence upon William Faulkner. It demonstrates, through the use of the comparative method, that Anderson's influence is a major and continuous one. The early New Orlean Sketches strongly echo and, at times, imitate Anderson's work. Faulkner's first novel, Soldiers' Pay, was not only written at Anderson's suggestion but also published through his influence. In Mosquitoes, Faulkner closely modeled his main character after Anderson. Anderson helped Faulkner to organize some of the "folk" material in that novel. Faulkner's early use of negro characters to embody a kind of sane, healthy alternative to the world of the whites may well have been encouraged by Anderson's example. Furthermore, Anderson played an important role, at a crucial period In Faulkner's development, in directing him to the fictional use of the Yoknapatawpha material. He led Faulkner to realize that universality in art could grow out of regional material. Faulkner's sense of community and his exploration of the individual's search for community so closely resemble Anderson's as to suggest some indebtedness. Faulkner's dramatization of the effects of the destruction of that community by the forces of modern commerce and industry is rendered in terms similar to Anderson's. Also, Faulkner's creation of an idyllic, rural world in contrast to the mechanistic, urban world resembles that in Anderson's stories of horses and men. And Faulkner uses Anderson's idea that the world of horses is a totally male world elsewhere in his fiction. There is a strong resemblance, finally, in Faulkner's and Anderson's concept of the grotesque: for both, it concerns truth and its consequences in the individual's Isolation and behaviour. In fact, it is argued that Anderson's "theory of the grotesque" provides a rationale for the larger structure of some of Faulkner's most important work. For these reasons, it is concluded that Anderson was an important force in shaping the form and content of Faulkner's art. / Arts, Faculty of / English, Department of / Graduate

Thesis (M.A.)--Mississippi State University. Department of English. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Baylor University, 2006. / Includes bibliographical references (p. 341-348).

This thesis is divided into two main parts. The first, comprising the three initial chapters, looks, in chapter one, at the specifically German origins of the Bildungsroman, its distinctive features, and the difficulties surrounding its transplantation into the literary contexts of other countries. Particular attention is paid to the ethical dimension of the genre, i.e. to the relation between the individual self and the exterior world, and how it affects individual formation. The focus then shifts to American literature, and the term 'narrative of initiation' is recommended as a credible alternative to 'Bildungsroman'. Allowing for similarities between them, it is none the less strongly suggested that the Bildungsroman of German origin and the American narrative of initiation should be seen as being intrinsically different, principally because of the different cultural backgrounds that shaped them. Several features of the theme of initiation are postulated as decisive factors in the discrepancies between the initiatory narrative and the Bildungsroman. Analysis of six texts - three of each literary tradition - follows, to provide support for the theoretical discussion of the terms introduced in chapter one. Three Bildungsromane are considered in the second chapter, namely Goethe's Wilhelm Meisters Lehrjahre, Stifter's Der Nachsommer and Keller's Der grune Heinrich, and three narratives of initiation in chapter three: Twain's The Adventures of Huckleberry Finn, Crane's The Red Badge of Courage and Anderson's Winesburg, Ohio. Their relevance to the tradition of German and American fiction as a whole and as precursors of Mann's Der Zauberberg and Hemingway's The Nick Adams Stories is considered. A direct comparison between Mann's and Hemingway's texts constitutes the second part of this thesis, wholly contained in chapter four. In addition to a comprehensive critical reading of both narratives, the contemporaneity of Der Zauberberg and The Nick Adams Stories is taken into account, and consequently special consideration is given to the texts' close relation with the cultural and historical realities of the early twentieth century, particularly the impact of the First World War. With the assistance of Jung's theories, an increased awareness of death and of the dark side of the psyche - though dealt with differently in both texts - is put forward as a significant factor in the deviation of Der Zauberberg and The Nick Adams Stories from the traditions of the Bildungsroman and of the narrative of initiation. This departure leads to a re-appraisal of the relation between the protagonists and their society, and to a new ethical attitude that presupposes different, more modem conceptions of what Bildung and initiation represent in the context of the early twentieth century. How and why they changed and if they survived as literary notions are questions this thesis attempts to answer.