Entre le 15 Juillet 1921 et le 30 Novembre 1923, Emilio Cecchi publie sur le quotidien «La Tribuna» 111 articles signés d’un pseudonyme: “Il tarlo”. Ces pièces sont incluses dans une rubrique de critique littéraire qui apparaît sous le titre d’ensemble de Libri nuovi e usati. Cecchi présente au lecteur les œuvres les plus variées de nombreux auteurs italiens et étrangers: beaucoup sont entrés fermement dans le canon. Le 2 Mars 1923, c’est “Il Tarlo” à parler pour la première fois en Italie de l’Ulysses de James Joyce. Les courts articles de critique littéraire, démontrent toute l’acuité de l’interprétation de Cecchi: avec un style toujours équilibré et soutenu par une maîtrise critique très consciente, il réalise un fresque très vif de la vie littéraire au lendemain de la Première Guerre Mondiale. Cette thèse est la publication intégrale des Libri nuovi e usati de Cecchi, avec une introduction, des notes explicatives détaillées et un index des noms. / Between 15th July 1921 and 30th November 1923, Emilio Cecchi published in the newspaper «La Tribuna» 111 articles signed with the pseudonym “Il tarlo”: they are the literary review entitled Libri nuovi e usati. Cecchi wrote about a lot of Italian and foreign books, many of whom are now firmly in the canon. Sometimes he recommended, for the first time in Italy, fondamental masterpieces: for example, on 2nd March 1923, he is the first italian critic who wrote about Ulysses by James Joyce. These short critical texts show Cecchi's interpretive acuity: with an always measured tone, he created a vivid survey of the Italian and foreign literary life after the end of the First World War. This thesis is the complete edition of the literary review, preceded by an introduction and accompanied by critical notes and a detailed index of names.

The thesis aims to mesh narrative theory with theory of empathy in a study of two novels by Graham Greene, A Gun for Sale (1936) and Brighton Rock (1938), where the use of narrative building blocks from the crime thriller genre and the empathy that the characters may evoke are analysed. The second aim is to discuss how to implement the rather complex works of Graham Greene in the EFL classroom. The key analytical devices for this essay are narratology and empathy, particularly difficult empathy. Narrative scaffolding helps students to discern recurring themes, character types and functions different in narratives, thus enabling them to transfer reading experiences to other texts as well. This thesis argues that Greene’s A Gun for Sale and Brighton Rock are useable in the EFL classroom, not despite, but because their great complexity, as discussions of difficult empathy in villainous characters and moral dilemmas will help develop fundamental values such as empathy and understanding of others, thus widening students’ understanding of both different kinds of literature and the world in which they live.

Es sei „nicht ohne Pikanterie“, als Deutsche über den polnischen Nationalismus zu schreiben, bemerkt Stephanie Zloch in ihrer Monografie „Polnischer Nationalismus. Politik und Gesellschaft zwischen den beiden Weltkriegen“ (Köln-Weimar-Wien 2010: 5). Die Schweizerin Isabelle Vonlanthen wiederum stellte in einem Radiointerview vom März 2013 fest, ihr würde es leichter fallen zu diesem Thema zu forschen, da sie aus ihrer Außenposition heraus weniger auf historische Empfindlichkeiten achten müsse. In ihrer Studie „Dichten für das Vaterland“ analysiert sie national engagierte Lyrik und Publizistik in Polen zwischen 1926 und 1939. Die als Dissertation an der Philosophischen Fakultät der Universität Freiburg bei Rolf Fieguth angefertigte Arbeit wurde durch ein dreijähriges Stipendium am Institut für Literaturforschung in Warschau gefördert.

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The Challenge: Today a daunting quantity of scholarship relating to Hamlet exists. While databases and electronic catalogues aid research, these directories present a virtual wall of minimal bibliographic data. Sorting through lists still takes eons. Meanwhile, new publications are constantly added to the academic stacks that ever threaten to tumble over. The Solution: A web site that groups together scholarly publications using similar approaches and treating similar subjects will translate the overwhelming into the maneuverable. The online medium will provide accessibility to everyone--student, research assistant, instructor, scholar--and will guarantee the opportunity to update this resource on a regular basis. Scope: Listings will span materials published between 1991and 2001. The bibliography will exclude notes, reviews, abstracts, and treatments of theatre and film performances as well as certain forums (e.g., newsletters, bulletins, electronic journals). Scholarship focusing on the Folio/Quartos debate seems relevant but requires specific and technical specialization and will thus be omitted. Pedagogical studies and comparisons of Hamlet to other literary works will also be excluded. Research: IAC Expanded Academic Index, 1982-1995, IAC Expanded Academic Index, 1996-, and MLA Bibliography databases, as well as Dr. Sara Deats?private bibliography on Hamlet, will be combed for applicable scholarship. Organization: The bibliography will categorize publications by theoretical approach (e.g., feminism, new historicism) and subject focus (e.g., characters, themes). It will arrange individual works alphabetically by author within each subsection, using the MLA format.

This diploma thesis is examining hidden presence of a French author Romain Gary in the works of Émile Ajar. Only after Gary's death the public learned, that Émile Ajar was in fact Gary's pseudonym, although he has publicly denied this connection throughout his life. Because of this unrevealed mystification, Gary was given Goncourt prize twice, despite the fact that each author is only allowed to receive it once. Gary claims in his testament, that an observant reader of his work should immediately discover the connection. Can we agree with him, even if literary critics failed to find out? This work investigates various literary practices used by authors to hide their identity. The "lives" of both authors are presented. Gary did not only create Émile Ajar's life story, he also persuaded his nephew to pose as Ajar in public. The stories are followed by a comparative analysis of eight novels: four published under Gary's name and four under the pseudonym. Comparing the selected works from diverse aspects, we try to answer the principal question: Was it possible to prove that Émile Ajar was Gary's creation during his very lifetime?

1 Abstract Long overlooked, the poetry of Edward Thomas (1878-1917) has enjoyed wide recognition in the past few decades. The same cannot be said of Thomas's criticism. Though he worked as a literary journalist for almost a decade and a half, critics have mainly focused on the final years of his life when, after the outset of the First World War, he voluntarily enlisted in the Artist's Rifles and began writing poetry. He died in France, at the Battle of Arras. Since his youth, Thomas suffered from depression, possibly made worse by the demands of his profession (some years he reviewed over a hundred books). In contrast, the last stretch of his life seems to have been more fulfilling. Not only did military training prove beneficial for his mental health, but - encouraged by a number of his friends, including Robert Frost and W. H. Hudson - he metamorphosed from overworked hack-writer (as some still refer to him) to outstanding poet. As most of his criticism precedes his poetry, scholars usually look at Thomas's reviews, anthologies, and literary studies to better understand his 144 poems. While it is important to explore the links between his poetry and rest of his work, Thomas's criticism is strong and extensive enough to be considered independently of the poetry. His books and articles may illuminate his...

A study of the interrelationship of E.M. Fosters ideas as presented in his five novels, his two volumes of collected essays, and his treatise on the novel.

This thesis discusses the contrasting publication and reception histories of Charlotte Bronte’s Jane Eyre (1847) and Emily Bronte’s Wuthering Heights (1847) and the complex role of Victorian gender norms in shaping those histories. In addition, the thesis examines the interplay between the Brontes’ works and their dialogues with Victorian gender norms and expectations of women on the creation of modern intertextual interpretations such as the Twilight (2005) and Fifty Shades of Grey (2011) novel series. The publication histories of Jane Eyre and Wuthering Heights can be best understood in relation to the social context provided by the gender norms and pressures that governed (or sought to govern) women’s behavior during the nineteenth century. Emily and Charlotte’s novels both opposed these gendered social norms to varying degrees but received widely different receptions during their lifetimes. Emily’s text was relatively negatively received and Charlotte attained literary success. An analysis and discussion of the interplay between their publication histories, the social norms and pressures that shaped those histories, and contemporary responses to the main female and male characters in their novels, Catherine Earnshaw, Heathcliff, Edgar Linton, Jane Eyre, and Mr. Rochester, can shed light on their opposing receptions. In addition, this thesis explores how a gendered analysis of the effect of Victorian social norms and pressures on these texts and their receptions illuminates how modern appropriations by popular series novels Twilight and Fifty Shades of Grey interpret anew the gender tropes the Brontes explored in their narratives. The characters in these novels, this thesis argues, follow a comparably gendered pattern of behavior in comparison to their literary predecessors. This thesis reads the female and male characters created by E.L. James and Stephenie Meyer for the ways they echo both the characterizations in the Bronte novels and the social and gendered pressures to which they conform. The connected characterization highlights female self-consciousness, morality and sexual innocence, and a desire for wealthy dominant male partners with sexual and emotional dysfunction. Finally, it is important to place this discussion within the wider cultural narrative that includes contemporary cultural engagement with these ‘popular’ interpretations of the Brontes’ work as a piece that fits into the larger archive of women’s culture.

This essay aims to examine the applicability and relevance of subjective reader response in relation to second language (L2) motivation within literature education in the classroom of English as a Foreign Language (EFL). With support from previous research within the field of reader response theory (RRT), this essay argues that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education Thus, this essay answers the following questions: 1) Does subjective reader response contribute to creating motivation among students in EFL (literature) teaching, and if so, how can this theory be implemented? 2) Does subjective reader response support students’ construction of what Zoltán Dörnyei refers to as “Ideal L2 self”? 3) What are the main benefits of using a reader response approach? The results support the hypothesis that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education. Additionally, the study shows that the self-explorative nature of subjective reader response enables students to construct their “Ideal L2 self”.