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Exotic Subversions in Nineteenth-century French Fiction
by Jennifer YeeIn the course of the nineteenth century France built up a colonial empire second only to Britain's. The literary tradition in which it dealt with its colonial 'Other' is frequently understood in terms of Edward Said's description of Orientalism as both a Western projection and a 'will to govern' over the Orient. There is, however, a body of works that eludes such a simple categorisation, offering glimpses of colonial resistance, of a critique of imperialist hegemony, or of a blurring of the boundaries between the Self and the Other. Some of the ways in which the imperialist enterprise is subverted in the metropolitan literature of this period are examined in this volume through detailed case studies of key works by Chateaubriand, Hugo, Flaubert and Segalen.
Exile and Nomadism in French and Hispanic Women's Writing
by Kate AverisWomen in exile disrupt assumptions about exile, belonging, home and identity. For many women exiles, home represents less a place of belonging and more a point of departure, and exile becomes a creative site of becoming, rather than an unsettling state of errancy. Exile may be a propitious circumstance for women to renegotiate identities far from the strictures of home, appropriating a new freedom in mobility. Through a feminist politics of place, displacement and subjectivity, this comparative study analyses the novels of key contemporary Francophone and Latin American writers Nancy Huston, Linda Le, Malika Mokeddem, Cristina Peri Rossi, Laura Restrepo, and Cristina Siscar to identify a new nomadic subjectivity in the lives and works of transnational women today.
Exile and Nomadism in French and Hispanic Women's Writing
by Kate AverisWomen in exile disrupt assumptions about exile, belonging, home and identity. For many women exiles, home represents less a place of belonging and more a point of departure, and exile becomes a creative site of becoming, rather than an unsettling state of errancy. Exile may be a propitious circumstance for women to renegotiate identities far from the strictures of home, appropriating a new freedom in mobility. Through a feminist politics of place, displacement and subjectivity, this comparative study analyses the novels of key contemporary Francophone and Latin American writers Nancy Huston, Linda Le, Malika Mokeddem, Cristina Peri Rossi, Laura Restrepo, and Cristina Siscar to identify a new nomadic subjectivity in the lives and works of transnational women today.
English-Only Instruction and Immigrant Students in Secondary Schools: A Critical Examination
by Lee GundersonThis book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies:*provide multiple views of the students’ lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families;*explore the students’ views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students’ views of their identities as they work, study, and socialize in a new environment; and*examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
English-Only Instruction and Immigrant Students in Secondary Schools: A Critical Examination
by Lee GundersonThis book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies:*provide multiple views of the students’ lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families;*explore the students’ views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students’ views of their identities as they work, study, and socialize in a new environment; and*examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
Echo's Voice: The Theatres of Sarraute, Duras, Cixous and Renaude
by Mary NoonanHelene Cixous (1937-), distinguished not least as a playwright herself, told Le Monde in 1977 that she no longer went to the theatre: it presented women only as reflections of men, used for their visual effect. The theatre she wanted would stress the auditory, giving voice to ways of being that had previously been silenced. She was by no means alone in this. Cixous's plays, along with those of Nathalie Sarraute (1900-99), Marguerite Duras (1914-96), and Noelle Renaude (1949-), among others, have proved potent in drawing participants into a dynamic 'space of the voice'. If, as psychoanalysis suggests, voice represents a transitional condition between body and language, such plays may draw their audiences in to understandings previously never spoken. In this ground-breaking study, Noonan explores the rich possibilities of this new audio-vocal form of theatre, and what it can reveal of the auditory self.
Echo's Voice: The Theatres of Sarraute, Duras, Cixous and Renaude
by Mary NoonanHelene Cixous (1937-), distinguished not least as a playwright herself, told Le Monde in 1977 that she no longer went to the theatre: it presented women only as reflections of men, used for their visual effect. The theatre she wanted would stress the auditory, giving voice to ways of being that had previously been silenced. She was by no means alone in this. Cixous's plays, along with those of Nathalie Sarraute (1900-99), Marguerite Duras (1914-96), and Noelle Renaude (1949-), among others, have proved potent in drawing participants into a dynamic 'space of the voice'. If, as psychoanalysis suggests, voice represents a transitional condition between body and language, such plays may draw their audiences in to understandings previously never spoken. In this ground-breaking study, Noonan explores the rich possibilities of this new audio-vocal form of theatre, and what it can reveal of the auditory self.
Dostoevsky and the Epileptic Mode of Being
by Paul FungFor Fyodor Dostoevsky (1821-81), who lived with epileptic seizures for more than thirty years, illness is an ineradicable part of existence. Epilepsy in his writings denotes both a set of physical symptoms and a state of survival in which the protagonists incessantly try to articulate, theorize, or master what is ungraspable in their everyday experience. Their attempts to deal with what they cannot control or comprehend results in disappointment, or what Dostoevsky called a mystical terror. Dostoevsky's heroes are unable fully to understand this state, and their existence becomes 'epileptic' in so far as self-knowledge and self-coincidence are never achieved. Fung explores new critical pathways by reexamining five of Dostoevsky's post-Siberian novels. Drawing on insights from writers including Benjamin, Blanchot, Freud, Lacan and Nietzsche, the book takes epilepsy as a trope for discussing the unspeakable moments in the texts, and is intended for students and scholars who are interested in the subject of modernity, critique of the visual, and dialogues between philosophy and literature. Paul Fung is Assistant Professor in English at Hang Seng Management College, Hong Kong.
Dostoevsky and the Epileptic Mode of Being
by Paul FungFor Fyodor Dostoevsky (1821-81), who lived with epileptic seizures for more than thirty years, illness is an ineradicable part of existence. Epilepsy in his writings denotes both a set of physical symptoms and a state of survival in which the protagonists incessantly try to articulate, theorize, or master what is ungraspable in their everyday experience. Their attempts to deal with what they cannot control or comprehend results in disappointment, or what Dostoevsky called a mystical terror. Dostoevsky's heroes are unable fully to understand this state, and their existence becomes 'epileptic' in so far as self-knowledge and self-coincidence are never achieved. Fung explores new critical pathways by reexamining five of Dostoevsky's post-Siberian novels. Drawing on insights from writers including Benjamin, Blanchot, Freud, Lacan and Nietzsche, the book takes epilepsy as a trope for discussing the unspeakable moments in the texts, and is intended for students and scholars who are interested in the subject of modernity, critique of the visual, and dialogues between philosophy and literature. Paul Fung is Assistant Professor in English at Hang Seng Management College, Hong Kong.
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth
by Diane August Timothy ShanahanThis volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel—a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education—was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy. Funding for the project was provided to the Center for Applied Linguistics and SRI International by the U.S. Department of Education’s Institute of Education Sciences and the Office of English Language Acquisition, with additional funding from the National Institute of Child Health and Human Development provided through the U.S. Department of Education. The authors review the state of knowledge on the development of literacy in language-minority children and youth, organized around five specific themes:*Development of Literacy in Second-Language Learners;*Cross-linguistic Relationships in Second-Language Learners;*Sociocultural Contexts and Literacy Development*Educating Language-Minority Students: Instruction and Professional Development; and*Student Assessment Each part begins with a synthesis chapter that spells out the research questions for the chapters in that part, provides background information, describes the methodology used, summarizes the empirical findings reported, addresses methodological issues, and makes recommendations for future research. The following chapters provide more detail on the individual studies reviewed for specific research questions. The volume includes two opening chapters, “Introduction and Methodology” and “Demographic Overview”; a closing chapter that summarizes the report, identifies cross-cutting themes, and makes recommendations for future research; and a CD-ROM providing a searchable database of research references. The audiences for this volume include researchers interested in the development of literacy in language-minority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students.
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth
by Diane August Timothy ShanahanThis volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel—a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education—was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy. Funding for the project was provided to the Center for Applied Linguistics and SRI International by the U.S. Department of Education’s Institute of Education Sciences and the Office of English Language Acquisition, with additional funding from the National Institute of Child Health and Human Development provided through the U.S. Department of Education. The authors review the state of knowledge on the development of literacy in language-minority children and youth, organized around five specific themes:*Development of Literacy in Second-Language Learners;*Cross-linguistic Relationships in Second-Language Learners;*Sociocultural Contexts and Literacy Development*Educating Language-Minority Students: Instruction and Professional Development; and*Student Assessment Each part begins with a synthesis chapter that spells out the research questions for the chapters in that part, provides background information, describes the methodology used, summarizes the empirical findings reported, addresses methodological issues, and makes recommendations for future research. The following chapters provide more detail on the individual studies reviewed for specific research questions. The volume includes two opening chapters, “Introduction and Methodology” and “Demographic Overview”; a closing chapter that summarizes the report, identifies cross-cutting themes, and makes recommendations for future research; and a CD-ROM providing a searchable database of research references. The audiences for this volume include researchers interested in the development of literacy in language-minority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students.
Desire in Dante and the Middle Ages
by Manuele GragnolatiThis volume takes Dante's rich and multifaceted discourse of desire, from the Vita Nova to the Commedia, as a point of departure in investigating medieval concepts of desire in all their multiplicity, fragmentation and interrelation. As well as offering several original contributions on this fundamental aspect of Dante's work, it seeks to situate the Florentine more effectively within the broader spectrum of medieval culture and to establish greater intellectual exchange between Dante scholars and those from other disciplines. The volume is also notable for its openness to diverse critical and methodological approaches. In considering the extent to which modern theoretical paradigms can be used to shed light upon the Middle Ages, it will interest those engaged with questions of critical theory as well as medieval culture.
Desire in Dante and the Middle Ages
by Manuele GragnolatiThis volume takes Dante's rich and multifaceted discourse of desire, from the Vita Nova to the Commedia, as a point of departure in investigating medieval concepts of desire in all their multiplicity, fragmentation and interrelation. As well as offering several original contributions on this fundamental aspect of Dante's work, it seeks to situate the Florentine more effectively within the broader spectrum of medieval culture and to establish greater intellectual exchange between Dante scholars and those from other disciplines. The volume is also notable for its openness to diverse critical and methodological approaches. In considering the extent to which modern theoretical paradigms can be used to shed light upon the Middle Ages, it will interest those engaged with questions of critical theory as well as medieval culture.
Defective Inspectors: Crime-fiction Pastiche In Late Twentieth-century French Literature
by Simon KempCrime fiction is a popular target for literary pastiche in France. From the nouveau roman and the Oulipo group to the current avant-garde, writers have seized on the genre to exploit it for their own ends, toying with its traditional plots and characters, and exploring its preoccupations with perception, reason and truth. In the first full-length study of the phenomenon, Simon Kemp's investigation centres on four major writers of the twentieth century, Alain Robbe-Grillet (b. 1922), Michel Butor (b. 1926), Georges Perec (193682) and Jean Echenoz (b. 1947). Out of their varied encounters with the genre, from deconstruction of the classic detective story to homage to the roman noir, Kemp elucidates the complex relationship between the pasticheur and his target, which demands an entirely new assessment of pastiche as a literary form.
Defective Inspectors: Crime-fiction Pastiche in Late Twentieth-century French Literature
by Simon KempCrime fiction is a popular target for literary pastiche in France. From the nouveau roman and the Oulipo group to the current avant-garde, writers have seized on the genre to exploit it for their own ends, toying with its traditional plots and characters, and exploring its preoccupations with perception, reason and truth. In the first full-length study of the phenomenon, Simon Kemp's investigation centres on four major writers of the twentieth century, Alain Robbe-Grillet (b. 1922), Michel Butor (b. 1926), Georges Perec (193682) and Jean Echenoz (b. 1947). Out of their varied encounters with the genre, from deconstruction of the classic detective story to homage to the roman noir, Kemp elucidates the complex relationship between the pasticheur and his target, which demands an entirely new assessment of pastiche as a literary form.
Dada as Text, Thought and Theory
by Stephen ForcerThe Dada movement, revered as perhaps the purest form of cultural subversion and provocation in 20th-century Europe, has been a victim of the readiness with which cultural historians have swallowed its own propaganda. Based on extensive close analysis of French-language Dada work in its original form, and offering English translations throughout, this major reappraisal looks at a broad range of media and topics - including poetry, film, philosophy, and quantum physics - in order to get beyond Dada's typecasting as avant-garde anti-hero. Work by women writers and other marginalized figures combines with that of canonical Dadaists to present Dada in a radically new set of guises: poetic and textually subtle; intellectually and philosophically meaningful; peaceable and quasi-Buddhist; and, perhaps most uncomfortably of all, conformist and reactionary.
Dada as Text, Thought and Theory
by Stephen ForcerThe Dada movement, revered as perhaps the purest form of cultural subversion and provocation in 20th-century Europe, has been a victim of the readiness with which cultural historians have swallowed its own propaganda. Based on extensive close analysis of French-language Dada work in its original form, and offering English translations throughout, this major reappraisal looks at a broad range of media and topics - including poetry, film, philosophy, and quantum physics - in order to get beyond Dada's typecasting as avant-garde anti-hero. Work by women writers and other marginalized figures combines with that of canonical Dadaists to present Dada in a radically new set of guises: poetic and textually subtle; intellectually and philosophically meaningful; peaceable and quasi-Buddhist; and, perhaps most uncomfortably of all, conformist and reactionary.
Classroom Interactions as Cross-Cultural Encounters: Native Speakers in EFL Lessons (ESL & Applied Linguistics Professional Series)
by Jasmine C. Luk Angel M. LinClassroom Interactions as Cross-Cultural Encounters is about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, the authors examine the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities as teachers, learners, and language users, with different pedagogic, institutional, social, and political implications. A range of issues in applied linguistics is addressed, including linguistic imperialism, post-colonial theories, micropolitics of classroom interaction, language and identity, and bilingual classroom practices. Intended to help TESOL professionals of different cultural backgrounds, working in different sociocultural contexts, to critically understand how non-assimilationist, dialogic intercultultural communication with students can be achieved and built on for mutual cultural and linguistic enrichment and empowerment, this book:*emphasizes the sociocultural meanings and micropolitics of classroom interactions that reveal the complex realities of power and identity negotiations in cross-cultural interactions in ELT (English Language Teaching) classroom contexts;*revisits and reconstitutes the notion of native-speakerness and repositions the roles of native and non-native English teachers in the TESOL profession in the contexts of decolonization and globalization; *highlights the need to mobilize intercultural communicative resources for global communication;*addresses two major concerns of EFL (English as a Foreign Language) classroom researchers and teachers: student resistance and learning motivation; and*examines and analyzes the changing ideologies (both explicit and implicit) of teachers and students about English learning in the context of a post-colonial society, and how these ideologies are being enacted, reproduced, but also sometimes contested in EFL classroom interactions. Each chapter includes Questions for Reflection and Discussion to promote critical thinking and understanding of the issues discussed. Tuning-In discussion questions are provided in the three chapters on classroom data analysis to activate readers interpretive schemas before they examine the actual classroom episodes. The data are from an ethnographic study in post-colonial Hong Kong secondary schools involving four native English-speaker teachers and two bilingual Cantonese-English speaking teachers engaged in intercultural classroom dialogues with their Cantonese Hong Kong students. The rich, naturally occurring classroom data and in-depth analyses provide useful pedagogical materials for courses in EFL teacher education programs on classroom discourse analysis from sociocultural perspectives.
Classroom Interactions as Cross-Cultural Encounters: Native Speakers in EFL Lessons (ESL & Applied Linguistics Professional Series)
by Jasmine C. Luk Angel M. LinClassroom Interactions as Cross-Cultural Encounters is about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, the authors examine the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities as teachers, learners, and language users, with different pedagogic, institutional, social, and political implications. A range of issues in applied linguistics is addressed, including linguistic imperialism, post-colonial theories, micropolitics of classroom interaction, language and identity, and bilingual classroom practices. Intended to help TESOL professionals of different cultural backgrounds, working in different sociocultural contexts, to critically understand how non-assimilationist, dialogic intercultultural communication with students can be achieved and built on for mutual cultural and linguistic enrichment and empowerment, this book:*emphasizes the sociocultural meanings and micropolitics of classroom interactions that reveal the complex realities of power and identity negotiations in cross-cultural interactions in ELT (English Language Teaching) classroom contexts;*revisits and reconstitutes the notion of native-speakerness and repositions the roles of native and non-native English teachers in the TESOL profession in the contexts of decolonization and globalization; *highlights the need to mobilize intercultural communicative resources for global communication;*addresses two major concerns of EFL (English as a Foreign Language) classroom researchers and teachers: student resistance and learning motivation; and*examines and analyzes the changing ideologies (both explicit and implicit) of teachers and students about English learning in the context of a post-colonial society, and how these ideologies are being enacted, reproduced, but also sometimes contested in EFL classroom interactions. Each chapter includes Questions for Reflection and Discussion to promote critical thinking and understanding of the issues discussed. Tuning-In discussion questions are provided in the three chapters on classroom data analysis to activate readers interpretive schemas before they examine the actual classroom episodes. The data are from an ethnographic study in post-colonial Hong Kong secondary schools involving four native English-speaker teachers and two bilingual Cantonese-English speaking teachers engaged in intercultural classroom dialogues with their Cantonese Hong Kong students. The rich, naturally occurring classroom data and in-depth analyses provide useful pedagogical materials for courses in EFL teacher education programs on classroom discourse analysis from sociocultural perspectives.
Chicago of the Balkans: Budapest in Hungarian Literature 1900-1939
by Gwen JonesAt the point of its creation in 1873, Budapest was intended to be a pleasant rallying point of orderliness, high culture and elevated social principles: the jewel in the national crown. From the turn of the century to World War II, however, the Hungarian capital was described, variously, as: Judapest, the sinful city, not in Hungary, and the Chicago of the Balkans. This is the first English-language study of competing metropolitan narratives in Hungarian literature that spans both the liberal late Habsburg and post-liberal, 'Christian-national' eras, at the same time as the 'Jewish Question' became increasingly inseparable from representations of the city. Works by writers from a wide variety of backgrounds are discussed, from Jewish satirists to icons of the radical Right, representatives of conservative national schools, and modernist, avant-garde and 'peasantist' authors. Gwen Jones is Hon. Research Associate at the Department of Hebrew and Jewish Studies, University College London.
Chicago of the Balkans: Budapest in Hungarian Literature 1900-1939
by Gwen JonesAt the point of its creation in 1873, Budapest was intended to be a pleasant rallying point of orderliness, high culture and elevated social principles: the jewel in the national crown. From the turn of the century to World War II, however, the Hungarian capital was described, variously, as: Judapest, the sinful city, not in Hungary, and the Chicago of the Balkans. This is the first English-language study of competing metropolitan narratives in Hungarian literature that spans both the liberal late Habsburg and post-liberal, 'Christian-national' eras, at the same time as the 'Jewish Question' became increasingly inseparable from representations of the city. Works by writers from a wide variety of backgrounds are discussed, from Jewish satirists to icons of the radical Right, representatives of conservative national schools, and modernist, avant-garde and 'peasantist' authors. Gwen Jones is Hon. Research Associate at the Department of Hebrew and Jewish Studies, University College London.
Caravaggio in Film and Literature: Popular Culture's Appropriation of a Baroque Genius
by Laura RoratoAlthough fictional responses to Caravaggio date back to the painter's lifetime (1571-1610), it was during the second half of the twentieth century that interest in him took off outside the world of art history. In this new monograph, the first book-length study of Caravaggio's recent impact, Rorato provides a panoramic overview of his appropriation by popular culture. The extent of the Caravaggio myth, and its self-perpetuating nature, are brought out by a series of case studies involving authors and directors from numerous countries (Italy, Great Britain, America, Canada, France and Norway) and literary and filmic texts from a number of genres - from straightforward tellings of his life to crime fiction, homoerotic film and postcolonial literature.
Caravaggio in Film and Literature: Popular Culture's Appropriation of a Baroque Genius
by Laura RoratoAlthough fictional responses to Caravaggio date back to the painter's lifetime (1571-1610), it was during the second half of the twentieth century that interest in him took off outside the world of art history. In this new monograph, the first book-length study of Caravaggio's recent impact, Rorato provides a panoramic overview of his appropriation by popular culture. The extent of the Caravaggio myth, and its self-perpetuating nature, are brought out by a series of case studies involving authors and directors from numerous countries (Italy, Great Britain, America, Canada, France and Norway) and literary and filmic texts from a number of genres - from straightforward tellings of his life to crime fiction, homoerotic film and postcolonial literature.
Byron, Shelley and Goethe's Faust: An Epic Connection
by Ben HewittThe first part of Goethe's dramatic poem Faust (1808), one of the great works of German literature, grabbed the attention of Byron and Percy Shelley in the 1810s, engaging them in a shared fascination that was to exert an important influence over their writings. In this comparative study, Ben Hewitt explores the links between Faust and Byron's and Shelley's works, connecting Goethe and the two English Romantic poets in terms of their differing, intricately related experiments with epic. In so doing, Hewitt enters the three writers into a literary and philosophical dialogue concerning 'epic' and 'tragic' perspectives on human knowledge and potential - perspectives crucial to the very structure and significance of Goethe's masterpiece - and illuminates hitherto unacknowledged affinities between these key figures in Romantic literature, and between British and German Romanticisms.
Byron, Shelley and Goethe's Faust: An Epic Connection
by Ben HewittThe first part of Goethe's dramatic poem Faust (1808), one of the great works of German literature, grabbed the attention of Byron and Percy Shelley in the 1810s, engaging them in a shared fascination that was to exert an important influence over their writings. In this comparative study, Ben Hewitt explores the links between Faust and Byron's and Shelley's works, connecting Goethe and the two English Romantic poets in terms of their differing, intricately related experiments with epic. In so doing, Hewitt enters the three writers into a literary and philosophical dialogue concerning 'epic' and 'tragic' perspectives on human knowledge and potential - perspectives crucial to the very structure and significance of Goethe's masterpiece - and illuminates hitherto unacknowledged affinities between these key figures in Romantic literature, and between British and German Romanticisms.