Relevant bibliographies by topics / Scott Fitzgerald Great Gatsby

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  2. Dissertations / Theses
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Academic literature on the topic 'Scott Fitzgerald Great Gatsby'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Scott Fitzgerald Great Gatsby"

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Neha, Neha. "Decline of Hero Jay Gatsby in F. Scott. Fitzgerald: The Great Gatsby." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 371–72. http://dx.doi.org/10.15373/2249555x/aug2013/120.

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Šavle, Majda. "Indirect narration : a case study of Conrad's Heart of darkness and Fitzgerald's The Great Gatsby." Acta Neophilologica 40, no. 1-2 (December 15, 2007): 117–27. http://dx.doi.org/10.4312/an.40.1-2.117-127.

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Joseph Conrad's narrative style bas influenced many writers, including F. Scott Fitzgerald. The objective of my study on verbs used in discourse in Conrad's Heart of Darkness and Fitzgerald's The Great Gatsby was to confirm the speculation that besides Conrad's innovative technique of indirect narration there were other techniques (such as careful selection of imagistic detail) Fitzgerald learned from Conrad.
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Duffy, Dennis. "To glow with bright colours : Jimmy Gatz's trip to Oz." Journal of English Studies 3 (May 29, 2002): 64. http://dx.doi.org/10.18172/jes.71.

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L. Frank Baum's The wonderful wizard of Oz (1900) could have furnished F. Scott Fitzgerald with a matrix of imagery and thematic for his The Great Gatsby (1925). The children's classic had sold widely and even been dramatized during Fitzgerald's childhood. Its emphasis on the greenness of the Emerald City foretells the role played by the colour green in Fitzgerald's novel. Baum's relentless optimism offers a foil to the profoundly tragic vision of the novelist; his title figure (also from the American Midwest) resembles Gatsby in his fraudulence. The shallowness of material fulfilment had preoccupied Fitzgerald since "The Diamond as Big as the Ritz" (1921). Gatsby enriched that vision. Could Wizard have furnished him with a network of imagery?
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Neha, Neha. "Materialism And American Dream In F. Scott. Fitzgerald: The Great Gatsby." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 225–26. http://dx.doi.org/10.15373/22778179/aug2013/74.

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Keshmiri, Fahimeh. "The Disillusionment of F. Scott Fitzgerald’s Dreams and Ideals in The Great Gatsby." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1295. http://dx.doi.org/10.17507/tpls.0606.21.

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In F. Scott Fitzgerald’s The Great Gatsby, the American economy ascended, bringing unprecedented levels of affluence to the nation. The chaos of World War I left America in a state of distress, and the generation that fought the war turned to profligate living to recompense. In this novel, Fitzgerald found this new lifestyle seductive and, like Gatsby, he had always idolized the very rich. In this era, unrestrained materialism set the tone of society, which ends to the collapse of all characters and society. This novel represents Fitzgerald’s attempt to confront his conflicting feelings about the Jazz Age. Here we analyze major characters, symbols, themes and plot of this masterpiece as a tragedy, and a social novel. This creative work has been identified as one of the greatest novels of all time with Fitzgerald's incredible use of realism and symbolism. Moreover; there are some elements that make this work a modernistic and existential one. These key elements that made this work a success are obvious in the development of characters, plot, themes and setting throughout the novel. It is a highly symbolic meditation on 1920s America as a whole.
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Susylowati, Eka. "ASPEKTUALITAS DALAM NOVEL THE GREAT GATSBY OLEH F. SCOTT FITZGERALD." PRASASTI: Journal of Linguistics 4, no. 1 (May 11, 2019): 19. http://dx.doi.org/10.20961/prasasti.v4i1.28848.

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<p><em>This research aims to reveal the form and marker of aspectuality in The Great Gatsby novel written by F. Scott Fitzgerald. The data in this study are written data in the form of words, clauses, and sentences in the novel The Great Gatsby. It was written by F. Scott Fitzgerald consists of three forms of aspectuality namely perfective / completed, progressive, and repetitive / habitual. The aspect that is often used is perfective / completed aspiration. Aspectuality markers used including perfective aspect characterized by past verb or had + past participle verb, while progressive aspect are marked to be + verb ing, and repetitive / habitual are marked with past verb or infinitive forms.</em></p>
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Santos, Jenison Alisson dos, Caio Antônio de Medeiros Nóbrega Nunes Gomes, and Elisa Mariana de Medeiros Nóbrega. "On Booze: a representation of The Roaring Twenties in the great Gatsby." Revista Letras Raras 4, no. 2 (October 31, 2015): 152–64. http://dx.doi.org/10.35572/rlr.v4i2.431.

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Fitzgerald is considered by many to be the spokesperson of the 1920’s post-World War I, offering his readers a distinctive look into the Golden Age of the U.S.A.. This article focuses on F. Scott Fitzgerald’s masterpiece The great Gatsby (2001) and its representation and criticism of the historical context in which author and novel are inserted: the Jazz Age or the Roaring Twenties of the United States of America. For this purpose, our critical framework is based on Bloom’s (2006) and Heise’s (2001) studies on the subject, targeting a pertinent dialogue with Fitzgerald’ s work. As a result of our articulation between the critical framework and the corpus, we were able to recognize how the American author managed to express in his work a keen perception of the social conventions and the morals of the Jazz Age, of both the overt (the parties and the ostentation) and the covert aspects (the emptiness of that society and the unspoken post-war dread) of his time.
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Bahuwa, Ritna. "AN ANALYSIS OF MASLOW’S HIERARCHY OF NEED IN THE GREAT GATSBY NOVEL BY FRANCISS SCOTT FITZGERALD’S." British (Jurnal Bahasa dan Sastra Inggris) 7, no. 2 (November 26, 2019): 110. http://dx.doi.org/10.31314/british.7.2.110-119.2018.

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This research discussed the main character’s need, Jay Gatsby. Namely, psychological needs, safety needs, love, and belonging need, Esteem needs, and actualization need. The objective of this research is to analyze the Abraham Maslow’s hierarchy need described in the Gatsby novel by Francis Scott Key Fitzgerald. This research used a descriptive qualitative method and Abraham Maslow’s theory. The result of this research was found from five types of Abraham Maslow’s need, there were two types that were not fulfilled by Jay Gatsby, namely safety needs, and love and belongingness need so, that actualization needs could not be reached.Keywords: Jay Gatsby, Abraham Maslow’s Hierarchy of Needs
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Edwards, A. S. G. "F. Scott Fitzgerald,The Great Gatsby: "Like an Angry Diamond"." ANQ: A Quarterly Journal of Short Articles, Notes and Reviews 19, no. 2 (March 2006): 54–55. http://dx.doi.org/10.3200/anqq.19.2.54-55.

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Valls Oyarzun, Eduardo. "THE ROTTEN, THE SICK AND THE WELL: GENEALOGÍA CONRADIANA DE LO MORBOSO EN THE GREAT GATSBY." Epos : Revista de filología, no. 34 (November 28, 2019): 311. http://dx.doi.org/10.5944/epos.34.2018.21754.

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El presente artículo plantea un elemento poco tratado en la relación de influencia de Joseph Conrad (1857-1924) sobre The Great Gatsby (1925), de Francis Scott Fitzgerald, a saber: la estructura, el desarrollo y el alcance ideológico de la metáfora de lo morboso como manifestación de la disfuncionalidad implícita en los sistemas sociales que no observan el principio de responsabilidad. El artículo presenta un marco teórico en el que se definen las líneas maestras del concepto de responsabilidad conradiano, que es análogo, como se sostiene en el artículo, al concepto de responsabilidad promovido por Friedrich Nietzsche, y mantiene diferencias cruciales con el concepto de Thomas Carlyle (1795-1881). El referido marco se emplea para indagar en el campo tropológico de la enfermedad y la podredumbre en la novela de Francis Scott Fitzgerald. A modo de conclusión se abordan las diferencias entre responsabilidad social y responsabilidad individual como elemento diferenciador de los principios ideológicos que entran en conflicto en la novela.ABSTRACTThis article examines an element that has rarely been tackled by critics when discussing the influence of Joseph Conrad (1857-1924) on Francis Scott Fitzgerald’s The Great Gatsby (1925), to wit: the structure, development and ideological scope of the idea of the “morbid” as representation of dysfunctional communities that do not observe the principles of responsibility. The article posits a theoretical framework that develops the main features of Conrad’s idea of responsibility, which, in turn, resembles that of Friedrich Nietzsche and deviates notably from that of Thomas Carlyle (1795-1881). The said framework is then deployed in order to delve into the images of sickness and rottenness in Fitzgerald’s novel. As a conclusion, the article examines the difference between two sorts of responsibility: social and individual, for they are the main constituents of the ideological conflicts the novel features.
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Dissertations / Theses on the topic "Scott Fitzgerald Great Gatsby"

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Viscardi, Roberta Fabbri. "A posição do narrador em The Great Gatsby de F. Scott Fitzgerald." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-14072011-144245/.

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O objetivo desta dissertação é analisar como a contradição presente na narração do romance The Great Gatsby de F. Scott Fitzgerald expõe as tensões sociais e históricas dos Estados Unidos dos anos 1920. Tal contradição, revelada na linguagem e no conteúdo da obra, exige uma leitura atenta do descompasso entre o ponto de vista do narrador memorialista e os valores morais que ele apresenta no início do romance. Exploraremos de que forma o movimento reflexivo da narração de Nick Carraway demonstra a tentativa de construção de entendimento dos fatos por meio da reconstrução das memórias, e como essa reflexão leva o narrador a desvelar a alienação e compreender os meandros da sociedade norte-americana no período pós-Primeira Guerra Mundial.
The aim of this dissertation is the analysis of the contradiction present in the novel The Great Gatsby by F. Scott Fitzgerald and how it exposes the social and historical tensions of the United States of America during the 1920s. Such contradiction, which is revealed in the language and content of the novel, demands a thorough reading of the mismatch between the point of view of the memoirist narrator and the moral values he presents in the beginning of the text. We explore how the reflexive movement of Nick Carraways narration shows his attempt to build understanding of the facts by the reconstruction of his memories, and how this reflection leads the narrator to unveil alienation and understand the intricacies of post-World War I American society.
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Fälth, Sebastian. "Social Class and Status in Fitzgerald's The Great Gatsby." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24020.

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Uppsatsen syftar till att analysera påverkan av social klass och status i F. Scott Fitzgeralds roman The Great Gatsby med Max Webers teori om klass och status som utgångspunkt. Detta sker genom analys av karaktärernas relationer och beteende ur ett perspektiv där klass och status är centralt. Resultatet visar hur klass och status påverkar karaktärernas beslut, relationer och liv. Det leder till ett oundvikligt slut för Jay Gatsbys och Daisy Buchanans kärleksaffär samtidigt som konsekvenserna av karaktärernas handlingar påverkas av deras klasstillhörighet.
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Fonseca, Jassyara Conrado Lira da [UNESP]. "Imagens da diferença: o espaço em The Great Gatsby." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/91510.

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O romance The Great Gatsby pode ser visto como uma crônica da década de 1920, por contar com diversas marcas desse momento da história norte-americana. Francis Scott Fitzgerald, seu autor, é considerado o porta-voz dessa geração. Uma geração que passava por transformações drásticas na economia e na sociedade, causadas por uma guerra recém-terminada. Para aqueles afetados diretamente pela crise, esse período foi de extrema privação. Para outros, como Jay Gatsby, o protagonista do romance, esse momento histórico possibilitou um acúmulo vertiginoso de riquezas. A composição das personagens e dos cenários que as separam na história é diretamente influenciada por esses efeitos do pós-guerra. Nessa atmosfera, o narrador Nick Carraway, a única personagem que transita por todos os espaços, desenvolve sua história. A proposta deste estudo foi analisar os espaços que o leitor apreende pela narrativa de Nick, divididos em dois grandes grupos: público e privado. Uma vez que a espacialização é fundamental para apreciação da obra, por também refletir as personagens, foram buscadas imagens que apresentassem a estratificação da sociedade e que fossem observáveis na superfície da narrativa ou de maneira mais profunda e simbólica. As análises ressaltaram questões sobre espaço/ambientação, respaldadas em leituras de Bachelard e Osman Lins, bem como guiou-se nos conceitos de carnavalização propostos por Bakhtin para o estudo comparado das personagens Gatsby e Trimalquião
The novel The Great Gatsby can be seen as a chronicle of the 1920s, by narrating on various aspects of this moment in American history. And Francis Scott Fitzgerald, its author, is considered the spokesperson of this generation. A generation that was undergoing drastic transformations in the economy and society, caused by a war recently ended. For those affected directly by the crisis this time was of extreme deprivation. For others, like the protagonist of the novel, this historic moment caused a dizzying accumulation of wealth. The composition of characters and the scenarios that separate them respond to these post war effects. In such atmosphere the narrator, Nick Carraway, the only character who transits for all the spaces, develops his story. This study proposal was the analysis of the spaces the reader grasps by the narrative of Nick, spaces divided into two large groups: public and private. Whereas spatialization is fundamental for appraising the piece, once it reflects the characters, this research has sought for images which present the stratification of society, observable on the surface of the narrative or in a deeper symbolic way. The analyses emphasized the aspects about space/ambiance, assured in readings of Bachelard and Osman Lins and it also was guided by carnavalization concepts proposed by Bakhtin for the comparative studies of Gatsby and Trimalchio characters
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Jensen, Sabina. "Rugged Individualism in F. Scott Fitzgerald's The Great Gatsby." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31275.

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The aim of this essay is to analyze the concept of rugged individualism in F. Scott Fitzgerald's The Great Gatsby. This paper will also examine the American Dream since rugged individualism is related to the American Dream. Marxist criticism problematizes rugged individualism and the American Dream. The title character Jay Gatsby is portrayed as an exemplary rugged individualist. Gatsby shows several traits of rugged individualism and he can be used as a representative for both rugged individualism and the American Dream.
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Haghanipour, Melodi. "The Great Gatsby – novel into movie : A Comparison of F. Scott Fitzgerald’s The Great Gatsby and Baz Luhrmann’s Movie Adaptation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-46260.

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In this essay I will discuss alterations that have been made to the storyline of the novel The Great Gatsby by F. Scott Fitzgerald, when the novel is made into the movie with the same name. The focus of the essay is on  the different types of devices used, such as lighting and color, and extra diegetic devices, that were used in the movie to make it fit into the modern-day society and to make it aesthetically pleasing to the eye. By comparing the novel and the movie the essay reaches the conclusion that the director Baz Luhrmann has stayed true to the original storyline but has made alterations that helps the movie connect to the modern day society.
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Kuxdorf, Stephanie. "Love in a machine age : gender relationships in the novels and short stories of F. Scott Fitzgerald." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59896.

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The primary purpose of this study is to examine the effects of the social and cultural revolution in post-World War One American society on gender relationships in F. Scott Fitzgerald's novels and a selection of his short stories. In his fictional works, Fitzgerald becomes a kind of social and cultural historian, reflecting the fundamental changes that began to occur in the 1920s. There were many factors that contributed to this Jazz-Age revolution in "manners and morals": the emancipation of women, giving rise to the American New Woman; the influence of Freud and his psychoanalytic theories on the already blossoming sexual revolution; and the mechanization and commercialization of all aspects of life in the machine age, drastically altering the way men and women had traditionally thought, behaved, and, communicated with one another.
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Vaca, Vink Sebastian. "Knowledge through Fiction: Characters as Social Metaphors in F. Scott Fitzgerald's The Great Gatsby." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189626.

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While it is common to relate to fictional characters, there is a common view that this is all that fiction can provide us with and that we cannot learn from fiction. There are arguments to support this claim, such as the no-evidence argument and the fiction-distortion argument. They claim that due to the nature of the production of fiction and fictional characters, we cannot learn from them. However, fictional characters can be used as a springboard to teach students about many different topics, such as historical periods, different cultures and attitudes. To do this, one should look at the characters as social metaphors. Characters as social metaphors work as labels to teach us about different social types that we can use to understand our friends and enemies. This effect is called the fiction-to-world relation by Noël Carroll and will be used in this essay to analyze different characters from The Great Gatsby and see what they can teach us about the 1920s in the U.S. The Great Gatsby works as a good base novel for this type of analysis because it was produced in the same era it depicts. Furthermore, this essay will fill a gap in research done relating to The Great Gatsby by using this type of text or character analysis and relating it to how it can be used in Swedish Upper secondary school in an effective way to reach the aims for English 7 set forth by Skolverket. As the text and specifically characters were subjected to the analysis, it became clear that one could see traits and trends that would give students insight into the 1920s. Furthermore, this newly acquired knowledge could be used as a springboard for further research for students to find out more about the attitudes, social class struggles and society in general during the roaring 20s.
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Hamri, Rachid El. "Étude stylistique des quatre romans de Francis Scott Fitzgerald." Paris 10, 1994. http://www.theses.fr/1994PA100162.

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Le but de cette thèse est d'étudier le style de Francis Scott Fitzgerald à travers ses quatre principaux romans. La première partie - intitulée "langue" - concerne la rhétorique, c'est-à-dire l'expression d'une "conscience littéraire" qui se dévoile à travers les jeux de l'écriture. De nombreuses oppositions peuvent être établies entre les langages poétique et ironique ; le point de vue interne et externe. Cette analyse sert à décrire une éthique sociale propre à l'Amérique des années vingt et trente, admirablement exprimée dans the Great Gatsby. La seconde partie, consacrée a la "structure", met l'accent sur le rôle et le traitement du temps, comme instrument de structuration du récit. L'analyse de l'intrigue permet une plus grande concentration sur la psychologie des personnages. Le dernier chapitre, consacre à l'organisation de l'œuvre, traite des relations entre l7artiste et son univers fictionnel. Ainsi, de l'étude de la cohérence, se dégage le problème de la création artistique
The aim of this research is to present a stylistic study of Francis Scott Fitzgerald’s four novels. The first part attempts to demonstrate - in various ways - how language, point of view and pragmatics illustrate the social and cultural aspects of American life during the nineteen twenties and thirties. The most striking part of this study is the rhetoric function of language, through which the author examines his own consciousness. Thus, the dialectic that oppose s poetics and irony, internal and external point of view, is Fitzgerald’s way of expressing the gap that obtains between reality and fiction. Such themes, based mainly on the confrontation of the nostalgic pas with the dreary present, are beautifully and fully expressed in the Great Gatsby. The second part deals with "structure". Here, the main focus lays on the function and treatment of time, considered as a n instrument to give shape to the narrative. The plot allows the reader to concentrate on the psychology of the characters. The last chapter, coherence, shows the way Fitzgerald creates his world, with his art, expressed both in small and larger units
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Kalpakidis, Charalabos. "Metaphors, Myths, and Archetypes: Equal Paradigmatic Functions in Human Cognition?" Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3284/.

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The overview of contributions to metaphor theory in Chapters 1 and 2, examined in reference to recent scholarship, suggests that the current theory of metaphor derives from long-standing traditions that regard metaphor as a crucial process of cognition. This overview calls to attention the necessity of a closer inspection of previous theories of metaphor. Chapter 3 takes initial steps in synthesizing views of domains of inquiry into cognitive processes of the human mind. It draws from cognitive models developed in linguistics and anthropology, taking into account hypotheses put forth by psychologists like Jung. It sets the stage for an analysis that intends to further understanding of how the East-West dichotomy guides, influences, and expresses cognitive processes. Although linguist George Lakoff denies the existence of a connection between metaphors, myths, and archetypes, Chapter 3 illustrates the possibility of a relationship among these phenomena. By synthesizing theoretical approaches, Chapter 3 initiates the development of a model suitable for the analysis of the East-West dichotomy as exercised in Chapter 4. As purely emergent from bodily experience, however, neither the concept of the East nor the concept of the West can be understood completely. There exist cultural experiences that may, depending on historical and social context, override bodily experience inclined to favor the East over the West because of the respective connotations of place of birth of the sun and place of death of the sun. This kind of overriding cultural meaning is based on the “typical, frequently recurring and widely shared interpretations of some object, abstract entity, or event evoked in people as a result of similar experiences. To call these meanings ‘cultural meanings' is to imply that a different interpretation is evoked in people with different characteristic experiences. As such, various interpretations of the East-West image-schema exist simultaneously in mutually exclusive or competing forms, as the analysis of Gatsby and the reversal of the values of East and West in the context of colonizing and counter-colonizing attitudes suggests.
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Mori, Shinichiro. "The Business of Creating Illusion" : The Great Gatsby and F. Scott Fitzgerald's Art of Fiction." 京都大学 (Kyoto University), 2004. http://hdl.handle.net/2433/148250.

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Books on the topic "Scott Fitzgerald Great Gatsby"

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The great Gatsby, F. Scott Fitzgerald. Deddington: Philip Allan Updates, 2010.

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Birmingham Public Libraries. Language and Literature Department. F. Scott Fitzgerald: 'The great Gatsby'. Birmingham: BPL, 1987.

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F. Scott Fitzgerald, The great Gatsby. London: Penguin, 1988.

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Lehan, Richard Daniel. The great Gatsby: The limits of wonder. Boston: Twayne Publishers, 1990.

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Lehan, Richard Daniel. The great Gatsby: The limits of wonder. New York: Twayne Publishers, 1995.

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Fitzgerald, F. Scott. Da heng xiao zhuan: The great gatsby / F. Scott Fitzgerald. Taibei Shi: Hao du chu ban you xian gong si, 2012.

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Tredell, Nicolas. F. Scott Fitzgerald: The Great Gatsby / Tender is the Night. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4.

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Fitzgerald, F. Scott (Francis Scott), 1896-1940, ed. F. Scott Fitzgerald's The great Gatsby. New York, NY: Dramatists Play Service Inc., 2013.

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Dillard, Mary. F. Scott Fitzgerald's The great Gatsby. Piscataway, N.J: Research & Education Association, 2000.

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Harold, Bloom. F. Scott Fitzgerald's The great Gatsby. New York: Bloom's Literary Criticism, 2010.

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Book chapters on the topic "Scott Fitzgerald Great Gatsby"

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Hook, Andrew. "Writing The Great Gatsby." In F. Scott Fitzgerald, 46–79. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403919267_4.

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Chambers, John B. "The Great Gatsby." In The Novels of F. Scott Fitzgerald, 91–126. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20071-9_4.

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Glenday, Michael K. "Inside the Hyena Cage: The Great Gatsby (1925)." In F. Scott Fitzgerald, 53–77. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-34512-6_4.

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Prigozy, Ruth. "F. Scott Fitzgerald: The Great Gatsby." In A Companion to Modernist Literature and Culture, 342–49. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch38.

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Thies, Henning. "Fitzgerald, F. Scott: The Great Gatsby." In Kindlers Literatur Lexikon (KLL), 1–3. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_5292-1.

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Tredell, Nicolas. "F. Scott Fitzgerald: Life and Works." In F. Scott Fitzgerald: The Great Gatsby / Tender is the Night, 167–82. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4_8.

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Tredell, Nicolas. "Introduction." In F. Scott Fitzgerald: The Great Gatsby / Tender is the Night, 1–2. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4_1.

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Tredell, Nicolas. "A Sample of Critical Views." In F. Scott Fitzgerald: The Great Gatsby / Tender is the Night, 195–208. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4_10.

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9

Tredell, Nicolas. "Beginnings." In F. Scott Fitzgerald: The Great Gatsby / Tender is the Night, 5–28. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4_2.

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Tredell, Nicolas. "Society." In F. Scott Fitzgerald: The Great Gatsby / Tender is the Night, 29–58. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34673-4_3.

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