Relevant bibliographies by topics / Literature, English. Literature, Romance. Comparative literature

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Literature, English. Literature, Romance. Comparative literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Literature, English. Literature, Romance. Comparative literature"

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Ette, Ottmar. "Literature as Knowledge for Living, Literary Studies as Science for Living." PMLA/Publications of the Modern Language Association of America 125, no. 4 (2010): 977–93. http://dx.doi.org/10.1632/pmla.2010.125.4.977.

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In 2001, the official year of the “life sciences” in germany, ottmar ette began pulling together ideas for what was to become the programmatic essay excerpted and translated here. Ette is known for different things in different places: in Spain and Hispanic America, he is renowned for his work on José Martí, Jorge Semprún, Mario Vargas Llosa, Gabriel García Márquez, and a host of other authors. In the francophone world, he is best known for his writings on Roland Barthes and, more recently, on Amin Maalouf, while his reputation in his native Germany rests on his voluminous work on Alexander von Humboldt and on the new literatures in German. That this polyglot professor of Romance literatures is, at heart and in practice, a comparatist goes almost without saying. He is also, perhaps as inevitably, a literary theorist and a cultural critic, whose work has attracted attention throughout Europe. In his 2004 book ÜberLebenswissen—a title that might be rendered in English both as “Knowledge for Survival” and as “About Life Knowledge”—Ette first began to reclaim for literary studies the dual concepts of Lebenswissen and Lebenswissenschaft, which I have translated provisionally as “knowledge for living” and “science for living” to set them off from the biotechnological discourses of the life sciences. While ÜberLebenswissen focuses on the disciplinary history and practices of the field of Romance literatures, its companion volume from 2005, ZwischenWeltenSchreiben: Literaturen ohne festen Wohnsitz (“Writing between Worlds: Literatures without a Fixed Abode”), extends Ette's inquiry to the global contexts of Shoah, Cuban, and Arab American literatures. Both volumes urge that literary studies “be opened up, made accessible and relevant, to the larger society. Doing so is, simply and plainly, a matter of survival” (ZwischenWeltenSchreiben 270).
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Stanton, Domna C. "From Imperialism to Collaboration: How Do We Get There?" PMLA/Publications of the Modern Language Association of America 117, no. 5 (2002): 1266–71. http://dx.doi.org/10.1632/003081202x61160.

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I want to begin with some anecdotal facts:Item: a first-year seminar on multiethnicity in New York is taught at Barnard College only by the English faculty.Item: a senior seminar on epic and romance in the Middle Ages, announced in the fall 2002 offerings of the University of Michigan's English department, will include works by Chrétien de Troyes and Marie de France, but the only texts to be read in the original language are in Middle English.Item: a comparative literature course on modernism, magical realism, and postmodernism at the University of Michigan for fall 2002 will read texts by Proust, Kafka, Mann, Borges, García Márquez, Tekin, Calvino, and Pamuk in English only
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Silva, Karoline Dos Santos. "Infância, gênero, raça e classe nos romances caribenhos Vasto mar de sargaços e La mulâtresse Solitude / Childhood, Gender, Race and Class in the Caribbean Novels Vasto mar de sargaços and La mulâtresse Solitude." Caligrama: Revista de Estudos Românicos 25, no. 3 (2020): 101. http://dx.doi.org/10.17851/2238-3824.25.3.101-120.

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Resumo: O presente artigo tem como objetivo propor uma análise comparativa entre as personagens principais dos romances La mulâtresse Solitude, de André Schwarz-Bart, e Vasto mar de sargaços, de Jean Rhys. O recorte privilegiado neste artigo será o período da infância das duas personagens principais, levando em consideração as temáticas de gênero, raça e classe com a finalidade de comparar o cotidiano e dificuldades de uma criança negra e escravizada com o de uma criança livre e branca. Nossa análise será desenvolvida utilizando referenciais críticos e teóricos dos campos de estudos culturais, literatura e crítica literária, estudos de gênero, história e sociologia. O artigo busca contribuir para a divulgação de obras caribenhas, promovendo uma análise comparativa entre romances do caribe inglês e do caribe francês.Palavras-chave: infância; caribe; raça; classe; gênero.Abstract: This article proposes a comparative analysis between the main characters from the novels La mulâtresse Solitude, by André Schwarz-Bart and Wide Sargasso Sea, by Jean Rhys. The privileged feature in this article will be the childhood period of the two main characters, taking into account the themes of gender, race and class in order to compare the daily life and difficulties of a black and enslaved child with that of a free and white child. Our analysis will be developed using critical and theoretical references from the fields of cultural studies, literature and literary criticism, gender studies, history and sociology. The article seeks to contribute to the dissemination of Caribbean works by promoting a comparative analysis between English and French Caribbean novels.Keywords: childhood; Caribbean; race; class; gender.
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Grieve, Patricia E. "Conversion in Early Modern Western Mediterranean Accounts of Captivity: Identity, Audience, and Narrative Conventions." Journal of Arabic Literature 47, no. 1-2 (2016): 91–110. http://dx.doi.org/10.1163/1570064x-12341319.

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In the late sixteenth and early seventeenth centuries captivity narratives written by Spanish and English captives abounded. There is a smaller corpus of such texts by Muslim captives in Spain and England, and by some travelers from the Ottoman Empire who observed their fellow Muslims in captivity. A comparative analysis illuminatingly reveals similar usage of narrative conventions, especially of hagiography and pious romances, as well as the theoretical stance of “resistance literature” taken on by many writers. I consider accounts written as truthful, historical texts alongside fictional ones, such as Miguel de Cervantes’ “The Captive’s Tale,” from Don Quixote, Part I. Writers both celebrated monolithic categories such as Protestant, Catholic, Spanish, English, and Muslim, and challenged them for differing ideological reasons. Writers constructed heroic narratives of their own travails and endurance. In the case of English narratives, didacticism plays an important role. In one case, that of John Rawlins, the account reads like Christian theology: to keep in mind, no matter how grim the situation of captivity may be, one’s identity as an Englishman. Raḍwān al-Janawī used his letters about Muslims in captivity in Portuguese-occupied Africa, in which he points out the vigorous efforts of Christian rulers to secure the liberty of their own people, to criticize Muslim rulers who, in his opinion, exerted far too little energy in rescuing their brothers and sisters from captivity. Ultimately, this essay explores the fictionality of truthful narratives and the truth in fictional ones, and the ways in which people from different cultures identified their own identities, especially against those of “the enemy.”
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Van Goethem, Kristel. "Choosing between A+N compounds and lexicalized A+N phrases: The position of French in comparison to Germanic languages." Word Structure 2, no. 2 (2009): 241–53. http://dx.doi.org/10.3366/e1750124509000439.

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It has been demonstrated in the literature on Germanic languages that lexicalized A+N phrases may have the same naming function as A+N compounds ( Jackendoff 1997 , 2002 ; Booij 2002 ; Hüning 2004 , forthcoming a ; Schlücker 2008 ). However, these languages may show particular preferences for either the former or the latter naming strategy, even when both strategies are available. In German A+N compounding is, comparatively speaking, very productive, whereas it is said to be no longer productive in English, which generally uses A+N phrases for the same function (e.g. Festplatte – hard disk). Dutch seems to take an intermediary position: here, both word formation processes are productive; but compared to German, Dutch shows a stronger preference for lexicalized A+N phrases (cf. De Caluwe 1990 ; Booij 2002 ; Hüning forthcoming a ). The central aim of this paper is to situate French on this lexicon-grammar continuum. This, however, requires first of all the formulation of a univocal definition of compounding, since the notion generally receives a less restrictive interpretation in Romance languages than it does in Germanic languages. It will be shown that French has a strong preference for lexicalized A+N phrases: even when both German and Dutch use A+N compounds, French – like English – generally still opts for the syntactic naming strategy (e.g. Schnellzug – sneltrein – fast train – train rapide).
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Repnina, Tatiana V. "Quasi-conditional constructions in Catalan." NSU Vestnik. Series: Linguistics and Intercultural Communication 16, no. 4 (2018): 103–15. http://dx.doi.org/10.25205/1818-7935-2018-16-4-103-115.

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This article aims to single out quasi-conditional constructions in Catalan and describe their main types. The author proceeds from the hypothesis that Catalan quasi-conditional constructions must show considerable similarity with quasi-conditional constructions in Russian, English, French, and other languages. The number of the constructions addressed is about 1 000 examples from Catalan texts by native Catalan authors and about 2 000 examples from Catalan texts by non-Catalan authors, selected by total sampling. The paper shows that quasi-conditional constructions, although formally similar to conditional constructions, differ on certain points from them. Their protasis does not express hypothetical condition, apodosis doesn’t imply consequence, the condition-consequence meaning is often missing from them altogether. In contrast to conditional constructions, transformation of quasi-conditionals ones into formally narrative constructions doesn’t change their meaning. Quasi-conditional constructions can be split into five major groups: presumptive constructions, constructions with protasis in the function of parenthesis, conditional-evaluative constructions, conditional-causal constructions, and logical conclusion constructions. The observables selected as criteria for this classification include: Construction meaning (comparative, existential, evaluative, causative constructions etc.); Changeability of the main dependent clause order; Use of markers. Both my analysis and literature on conditional constructions in other languages confirm that the structure of Catalan quasi-conditional constructions is similar to their counterparts in other languages. The findings can be used for teaching purposes as well as for research in Catalan, other Romance languages, or in typology/syntax.
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Saussy, Haun. "Comparative Literature?" Publications of the Modern Language Association of America 118, no. 2 (2003): 336–41. http://dx.doi.org/10.1632/003081203x67730.

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What is comparative literature? Not a theory or a methodology, certainly (which raises the question of why this article should appear in a series so entitled), though theories and methodologies aplenty occur as part of its typical business. Is there, or can there be, an object of knowledge identifiable as “comparative literature”?When I began hearing about comparative literature in the middle 1970s, there was a fairly straightforward means of distinguishing comparative literature on the university campuses where it was done. The English department pursued knowledge of language and literature in one language; the foreign language departments pursued similar studies in two languages (typically English, assumed to be most students' native language, plus the foreign tongue); and comparative literature committees, programs, or departments carried out literary analysis in at least three languages at once.
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Delany, Sheila. "English 380: Literature in Translation: Medieval Jewish Literature; Studies in medieval culture." Florilegium 20, no. 1 (2003): 201–5. http://dx.doi.org/10.3138/flor.20.047.

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Jewish culture has a continuous existence of nearly three millennia. This course isolates a small portion of it to read, in translation, work composed during the Middle Ages by authors from several countries and in several genres: parable and fantasy, lyric and lament, polemic, marriage manual, romance. Some of our material has not been translated into English before and is not yet available in print. We are fortunate to have brand-new pre-print copies of Meir of Norwich and especially of the famous Yiddish romance the Bovo-buch (in the course-pack)—an early modern version of a widely-read (non-Jewish) medieval text. Primary texts will be supplemented by scholarly books on which each student will offer a short class presentation.
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Jary, Sheena. "Stanivukovic, Goran, ed. Timely Voices: Romance Writing in English Literature." Renaissance and Reformation 41, no. 4 (2018): 278. http://dx.doi.org/10.7202/1061956ar.

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Bray, Dorothy. "Medieval Literature at McGill." Florilegium 20, no. 1 (2003): 114–15. http://dx.doi.org/10.3138/flor.20.033.

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The Department of English at McGill University has recently lost two of its medievalists, one to early retirement and one to another institution (a decision made largely for personal reasons), and for several years has had no specialist in medieval drama. The Department now has only two full-time medievalists, with the result that its offerings in medieval literature have fallen off somewhat. A few years ago, the Department also made the effort to change all its courses to 3-credits. The 6-credit introductory course in Old English thereby fell away, as did student interest. However, we have managed to keep an Old English course going at the upper level, and a new, 300-level, 3-credit Introduction to Old English is being offered next year, in the hopes of being able to offer both the introductory course in Old English and the upper-level course as a follow-up. The Department over the past few years has maintained its offerings in Chaucer, as well as in other medieval topics (gender, religion, folklore, Arthurian tradition, and literary theory); this year we were able to put on Chaucer at both the undergraduate and graduate level, an Old English undergraduate course, and two upper-level undergraduate courses in Middle English literature (on allegory and on romance). We have approval to advertise for a position in Late Medieval/Early Renaissance, which we hope we will be able to fill next year. The Department now has a very strong Renaissance studies component (especially in Shakespeare), and we are hoping to boost our medieval offerings by creating a bridge with the Renaissance.
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Dissertations / Theses on the topic "Literature, English. Literature, Romance. Comparative literature"

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Kaplin, David. "The best policy : lying and national identity in Victorian and French novels /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3202897.

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Curran, Robert. "Myth, Modernism and Mentorship| Examining Francois Fenelon's Influence on James Joyce's "Ulysses"." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172610.

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<p> The purpose of this thesis will be to examine closely James Joyce&rsquo;s <i>Ulysses</i> with respect to Fran&ccedil;ois F&eacute;nelon&rsquo;s <i> The Adventures of Telemachus</i>. Joyce considered <i>The Adventures of Telemachus</i> to be a source of inspiration for Ulysses, but little scholarship considers this. Joyce&rsquo;s fixation on the role of teachers and mentor figures in Stephen&rsquo;s growth and development, serving alternately as cautionary figures, models or adversaries, owes much to F&eacute;nelon&rsquo;s framework for the growth of Telemachus. Close reading of both Joyce&rsquo;s and F&eacute;nelon&rsquo;s work will illuminate the significance of education and mentorship in Joyce&rsquo;s construction of Stephen Dedalus. Leopold Bloom and Stephen&rsquo;s relationship in Joyce&rsquo;s <i>Ulysses</i> closely mirrors that of Mentor and Telemachus as seen in F&eacute;nelon&rsquo;s <i> The Adventures of Telemachus</i>. Through these numerous parallels, we will see that mentorship serves as a better model for Bloom and Stephen&rsquo;s relationship in Ulysses than the more critically prevalent father-son model </p>
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Guglietta-Possamai, Daniela. "The twists and turns of a timeless puppet: Violence and the translation and adaptation of Carlo Collodi's "Le avventure di Pinocchio"." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27783.

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This thesis explores two English translations of Carlo Collodi's Le avventure di Pinocchio (1883), one by British translator M. A. Murray in 1891 and the other by American translator Walter S. Cramp in 1904. It also examines Walt Disney's adaptation of Pinocchio (1940) for the screen, and in the process studies how the different English target cultures and systems have motivated and influenced translators' and adaptors' decisions and how, therefore, translations and adaptations are necessarily products of their environment. My approach is to focus specifically on moments of violence in Collodi's text, and use them as particularly 'hot' text situations from which to study the English translations. These translations are placed into and then analysed in regard to their respective reconstructed socio-cultural, literary and translation contexts. The norms governing the British and American translators' and American adaptor's respective versions provide some insight into the translators' and adaptor's approach to violence in children's literature and help identify possible reasons for the differences between the source and the target texts, and also between the different translations. Skopostheorie, Descriptive Translation Studies, polysystem theory and norm theory all play a role in the analyses.
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Swarnakar, Sudha. "The fallen woman in twentieth-century English and Brazilian novels : a comparative analysis of D.H. Lawrence and Jorge Amado." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/4261/.

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This thesis offers a thematic comparison of the ways in which fallen women are depicted by two writers: D. H. Lawrence (1885-1930) and Jorge Amado (1912- ). The comparison highlights the contrasts and similarities between two cultures and how they are reflected in literature. The focus of the thesis is on an examination of unconventional female characters and it illuminates more generally the ways in which literary creativity is shaped by the interaction between writers and their social milieus. The theme of the fallen woman provokes discussion of changing patterns of sexuality in two different societies, in two different periods of their historical development. It also involves the question of the social, political and cultural background of both England and Brazil, where these images of the fallen women were fabricated. The thesis argues that both Lawrence and Amado share tremendous sympathy for these women. The thesis is divided into eight chapters. Chapters Two through Six are divided into two parts. The analysis in Part One involves a number of Lawrence's novels: The White Peacock, Sons and Lovers, The Lost Girl, Aaron's Rod, Mr. Noon, `Sun', and three versions of Lady Chatterley's Lover. Part Two looks at the fallen woman in Amado's writing from 1934 to 1977, and the discussion focuses on Jubiabä, Terras do sem fim, Gabriela, cravo e canela, Dona Flor e seus dois maridos, Tereza Batista cansada de guerra and Tieta do Agreste. Female desire and its fulfilment in an unconventional way has been a central question in all these novels. Without a moral judgement, both Lawrence and Amado depict the female characters who are triumphant lovers, redeemed from the sense of sin or guilt by their passion. The depiction of these women highlights the class and gender differences. Both writers show how patriarchy plays a dominant role in keeping female sexuality under control in both English and Brazilian societies.
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Murray, Patricia. "Shared solitude : re-integration of a fractured psyche : a comparative study of the works of Gabriel Garcia Márquez and Wilson Harris." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/109065/.

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This thesis provides an analysis of the works of Gabriel García Márquez and Wilson Harris in the cross-cultural context of the Americas, emphasizing the importance of myth as well as history in their attempts to explore the hybridity of post-colonial identity. García Márquez' phrase “la soledad compartida" is interpreted as the process of a spiritual Journey in which both writers articulate the quest to reintegrate the fractured American psyche. Historical and political contexts are provided to focus the nature of fragmentation, and insights from the new physics to re-iterate the presence of the 'real world' which continues to inform both writers in their experiments with linguistic and literary conventions. Realism is seen as insufficient for defining the reality of the Americas and a framework of magical realism is offered as a more appropriate context in which to approach both writers. My methodology is cross-cultural and interdisciplinary, referring to a variety of Latin American and Caribbean writers, and drawing on history, myth, psychology, and physics, as well as debates about post-colonialism and postmodernism, to support my argument that Harris and García Márquez present a vision of the world in which there is creative hope for the future.
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Bouagada, Habib. "Orientalism in translation: The one thousand and one nights in 18th century France and 19th century England." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26857.

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The objective of this study is to show how translation contributes to the "Orientalist" project and to the past and present knowledge of the Orient as it has been shaped by different disciplines such as anthropology, history and literature. In order to demonstrate this, I have decided to compare the Arabic text Alf Leyla wa Leyla (The One Thousand and One Nights) with the French translation by Antoine Galland (1704-1706) and the English translation by Sir Richard Burton (1885). According to Edward Said, the Orientalist project or Orientalism is mainly a French and British cultural enterprise that has produced a wide-ranging wealth of knowledge about an Orient that has been represented as an undifferenciated entity with despotism, splendour, cruelty, or even sensuality being its main attributes. I have chosen these translations because they come from places with a long Orientalist tradition. In 18th century France, the age of the Belles infideles, Galland is a man of the Enlightenment who appears to be a precursor of Orientalism as embodied in Montesquieu's Lettres persanes and Votaire's zadig. A century later, Burton's The Arabian Nights, backed by a deep knowledge of Islam, is published. Burton is an official in the service of the British Empire---an empire that takes pride in having the highest number of Muslim subjects. The evolution of Alf Leyla wa Leyla and its translations is followed by an analysis of the shifts applied to the representations of Oriental elements found in it (social and religious practices). These shifts as well as the annotations that refer to Arabo-Islamic culture are related to Galland and Burton's intellectual development and to the socio-historical context of their respective translations.
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Huyssen, Carmen. "Translating nature: A corpus-based study." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26378.

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In contemporary nature writing, beauty can indeed be said to be "in the eye of the beholder". English-Canadian and French authors of such texts often perceive and describe their natural surroundings in very individual, though culturally shared, ways. English-Canadian and French authors have developed quite different approaches to nature writing, and this difference becomes clearly apparent through a contrastive analysis of two corpora: nature writing intended for English-Canadian readers and similar texts addressed to French readers. Through the juxtaposition of these texts, the cultural topoi of each linguistic set are drawn out. In an environment where forces of globalization are bringing more languages and cultures into contact, an analysis of this type sets forth the "culturemes" that practising translators need to be aware of and respond to. A sample text that takes the findings into account illustrates this.
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Reed, Kristin. "The rhetoric of grief Seamus Heaney, Joseph Brodsky, Yves Bonnefoy, and the modern elegy /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386713.

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Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4669. Adviser: David Hertz.
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Munoz, Victoria Marie. "A Tempestuous Romance: Chivalry, Literature, and Anglo-Spanish Politics, 1578-1624." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1479905568694913.

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Worth, Brenda Itzel Liliana. "'Exile-and-return' in medieval vernacular texts of England and Spain 1170-1250." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:a736407a-4f69-46f2-98bb-992b1fb669eb.

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The motif of 'exile-and-return' is found in works from a wide range of periods and linguistic traditions. The standard narrative pattern depicts the return of wrongfully exiled heroes or peoples to their former abode or their establishment of a superior home, which signals a restoration of order. The appeal of the pattern lies in its association with undue loss, rightful recovery and the universal vindication of the protagonist. Though by no means confined to any one period or region, the particular narrative pattern of the exile-and-return motif is prevalent in vernacular texts of England and Spain around 1170–1250. This is the subject of the thesis. The following research engages with scholarship on Anglo-Norman romances and their characteristic use of exile-and-return that sets them apart from continental French romances, by highlighting the widespread employment of this narrative pattern in Spanish poetic works during the same period. The prevalence of the pattern in both literatures is linked to analogous interaction with continental French works, the relationship between the texts and their political contexts, and a common responses to wider ecclesiastical reforms. A broader aim is to draw attention to further, unacknowledged similarities between contemporary texts from these different linguistic traditions, as failure to take into account the wider, multilingual literary contexts of this period leads to incomplete arguments. The methodology is grounded in close reading of four main texts selected for their exemplarity, with some consideration of the historical context and contemporary intertexts: the Romance of Horn, the Cantar de mio Cid, Gui de Warewic and the Poema de Fernán González. A range of intertexts are considered alongside in order to elucidate the particular concerns and distinctive use of exile-and-return in the main works.
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Books on the topic "Literature, English. Literature, Romance. Comparative literature"

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Insular romance: Politics, faith, and culture in Anglo-Norman and Middle English literature. University of California Press, 1986.

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Frédéric, Regard, Sessa Jacqueline, and Soubeyroux Jacques, eds. Partir, revenir: Actes du colloque des 24, 25 et 26 septembre 1998. Publications de l'université de Saint-Etienne, 1999.

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Ben Jonson and Cervantes: Tilting against chivalric romances. Maruzen, 2000.

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The villanelle: The evolution of a poetic form. University of Idaho Press, 1987.

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Oergel, Maike. The return of King Arthur and the Nibelungen: National myth in nineteenth-century English and German literature. Walter de Gruyter, 1998.

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Techniken der Schlussgebung im Roman: Eine Untersuchung englisch- und deutschsprachiger Romane. P. Lang, 1985.

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Putter, Ad. Sir Gawain and the Green Knight and French Arthurian romance. Clarendon Press, 1995.

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Fisher, Rodney W. Heinrich von Veldeke Eneas: A comparison with the Roman d'Eneas, and a translation into English. P. Lang, 1992.

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Guinevere, a medieval puzzle: Images of Arthur's queen in the medieval literature of England and France. Winter, 2005.

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Oergel, Maike. The return of King Arthur and the Nibelungen: The significance of national myth in nineteenth-century English and German literature. University of East Anglia, 1994.

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Book chapters on the topic "Literature, English. Literature, Romance. Comparative literature"

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Radulescu, Raluca. "Liminality and Gender in Middle English Arthurian Romance." In Medieval English Literature. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46960-1_3.

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Knight, Stephen. "Untraditional Medieval Literature: Romance, Fabliau, Robin Hood and ‘King and Subject’ Ballad." In Medieval English Literature. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46960-1_5.

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Robinson, Benedict S. "Unfinished Romance." In Islam and Early Modern English Literature. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607439_4.

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Moore, Helen. "Romance." In A Companion to English Renaissance Literature and Culture. Blackwell Publishers Ltd, 2007. http://dx.doi.org/10.1002/9780470998731.ch29.

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Moore, Helen. "Romance." In A New Companion to English Renaissance Literature and Culture. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319019.ch57.

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Hahn, Thomas, and Dana M. Symons. "Middle English Romance." In A Companion to Medieval English Literature and Culture c.1350-c.1500. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996355.ch21.

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Witt-Jauch, Martina. "Miscellany or Masterpiece? – Defining the Discipline of Comparative Literature Through Its Anthologies." In The Institution of English Literature. V&R unipress, 2016. http://dx.doi.org/10.14220/9783737006293.69.

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Biswas, Santanu. "Comparative Literature as an Academic Discipline in India." In English Studies in India. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1525-1_6.

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Zabus, Chantal. "4.5.1. Postmodernism in African Literature in English." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/chlel.xi.59zab.

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Singh, Avadhesh Kumar. "Comparative Literature in India in the Twenty-first Century." In The English Paradigm in India. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5332-0_2.

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Conference papers on the topic "Literature, English. Literature, Romance. Comparative literature"

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Ma, Xiaowei, and Zhengbing Liu. "A Comparative Study of Chinese and English Taboos." In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.457.

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Zhu, Tongfei, and Zhengbing Liu. "A Comparative Study of Cultural Differences Between English and Chinese—A Case Study of Chinese and English Greetings." In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.533.

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Guanyu, Jia. "A Comparative Study of Chinese and English News Headlines with the Same Topic in the Perspective of Intertextuality." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.28.

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Xie, Siyu, and Zhengbing Liu. "A Comparative Study of Chinese and English Expressions of Thanks and Their Responses." In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.476.

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Eryücel, Ertuğrul. "A Comparative Analysis on Policy Making in Western Countries and Turkey in the Context of Eugenics." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01847.

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The word eugenics was coined in 1883 by the English scientist Francis Galton, who took the word from a Greek root meaning “good in birth” or “noble in heredity”. Eugenics aimed to assist states in implementing negative or positive policies which would improve the quality of the national breed. The intensive applications of eugenic policies coincide between two World Wars. İn the decades between 1905 and 1945, eugenics politics implemented in more than thirty countries. &#x0D; The method of this study is based on a literature survey on the sources of the eugenic subject. The sources of the data are documents such as books, articles, journals, theses, projects, research reports about the politics and legal regulations of the countries on the family, population, sport, health and body. This study comparatively examines eugenic policy-making in Turkey and in Western countries: Britain, United States, France, Germany (1905-1945). &#x0D; This study aims to discuss the relation of eugenic politics in countries with nation building process, ethnic nationalism, and racism. This is a basic claim that the eugenic practices in Turkey contain more positive measures and that there is no racial-ethnic content of eugenics in Turkey.&#x0D; &#x0D;
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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.
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