Languages & Literatures 2011 | 1 | - Peter Lang

10 English Language and Literatures · Anglistik · Langue et littératures anglaises
Lorie Watkins Fulton
William Faulkner,
Gavin Stevens, and
the Cavalier Tradition
New York, Bern, Berlin, Bruxelles,
Frankfurt am Main, Oxford, Wien, 2011 .
XII, 120 pp .
Modern American Literature: New Approaches .
Vol . 58
General Editor: Yoshinobu Hakutani
hb . ISBN 978-1-4331-1155-6
CHF 64 .– / € D 44 .10 / € A 45 .30 / € 41 .20 /
£ 37 .10 / US-$ 63 .95
M
any readers imagine Gavin Stevens
as the character most similar to
William Faulkner in all of his apocryphal
Yoknapatawpha, and while Stevens was once
considered the most reliable Faulknerian
spokesperson, ample scholarship has demonstrated
that he functions as far more than
merely the author’s mouthpiece . In William
Faulkner, Gavin Stevens, and the Cavalier Tradition,
Lorie Watkins Fulton defines Stevens’s
role and examines the scope of his influence .
Fulton proposes that Faulkner uses similarities
between himself and Stevens to voice,
at a fictional remove, concerns about people
of his own class and even of his own ancestry
. Ultimately, she suggests that Stevens’s
manipulations of the law, his misunderstanding
of human beings, and his rhetorically
high-minded pursuit of «not so much truth
as of justice, or of justice as he sees it» remove
him ideologically only a degree or two away
from the most terrifying dictators of the
twentieth century .
loRie watKinS Fulton received her PhD
from the University of Southern Mississippi
and is Assistant Professor of English at William
Carey University . She has published several
essays about William Faulkner and is a former
William Faulkner Society Faulkner and Yoknapatawpha
Conference student fellow .
A
€ D includes VAT – valid for Germany · € A includes VAT – valid for Austria
t the end of compulsory schooling, a
quarter of European adolescents do not
meet the minimal standards in reading literacy
required for life-long learning and a satisfactory
private and professional life (cf . the
PISA-surveys) . Funded by the European Commission
(2006-2009), the ADORE Project
«Teaching Struggling Adolescent Readers – A
Comparative Study of Good Practice in European
Countries» involved researchers and
practitioners from the following 11 European
countries: Austria, Belgium, Estonia, Finland,
Germany, Hungary, Italy, Norway, Poland, Romania,
Switzerland . During a 2-year-investigation
period, transnational teams observed
extraordinary examples of classroom instruction
in all respective countries and identified
key elements of good practice concerning
reading instruction on different levels: classroom
practice, schools, communities and national
educational systems . The ADORE-book
intends to be a guide for decision-makers and
practitioners who want to improve the reading
instruction for struggling adolescent readers .
ContentS: Christine Garbe/Karl Holle/
Swantje Weinhold/Alexa Meyer-Hamme/
Anika Barton: Characteristics of Adolescent
Struggling Readers • Christine Garbe/Karl
Holle/Alexa Meyer-Hamme/Swantje Weinhold:
The ADORE Project • Christine Garbe/Martin
Gross/Karl Holle/Swantje Weinhold: Key Elements
of Good Practice • Dorothee Gaile: Key
Element No . 1: Designing a Supportive Teacher-
Student and Student-Student Interaction •
Karl Holle: Key Element No . 2: Applying Diagnostic
Forms of Assessment • Patricia Schillings:
Key Element No . 3: Involving Students
in Planning the Learning Process • Sari
Sulkunen/Inga Arffman: Key Element No . 4:
Choosing Engaging Reading Materials • Patricia
Schillings/Catherine Gabelica: Key Element
No . 5: Involving Students in Texts • János Stek-
Christine Garbe / Karl Holle / Swantje Weinhold (eds .)
ADORE – Teaching Struggling Adolescent
Readers in European Countries
Key Elements of Good Practice
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2010 .
XX, 283 pp ., num . tables and graphs
pb . ISBN 978-3-631-59044-7
CHF 36 .– / € D 24 .80 / € A 25 .50 / € 23 .20 / £ 20 .90 / US-$ 35 .95
lács: Key Element No . 6: Teaching Cognitive
and Meta-Cognitive Reading Strategies • Gerd
Kruse/Thomas Sommer: Key Element No . 7:
Creating an Inspiring Reading Environment
• Raluca Stefania Pelin: Key Element No . 8:
Teacher Participation and Support by Principals
• Alexa Meyer-Hamme/Swantje Weinhold:
Key Element No . 9: Multi-Professional
Support • Dobrosław Bilski/Beata Szczepańska:
Key Element No . 10: Community Support •
Ragnar Gees Solheim: Key Element No . 11: Legal
and Financial Resources • Christine Garbe:
Key Element No . 12: Reading Research and
Knowledge Transfer • Dorothee Gaile: Key Element
No . 13: Teacher Training and Professional
Development • Thomas Sommer/Gerd Kruse:
Key Element No . 14: Media Literacy and Information-Communication-Technology
(ICT) •
Christine Garbe: Key Element No . 15: Quality
Monitoring and Evaluation • Christine Garbe:
Key Element No . 16: National Educational Values
and Curricula • Christine Garbe/Karl Holle/
Swantje Weinhold: Conclusions and Comments
• Donna E . Alvermann: An External Perspective
on the ADORE Project .
ChRiStine gaRBe , Ph .D ., Professor of German
Language and Literature, focussing on
Literature Instruction and Reading Research,
has been teaching at the Leuphana University
of Lueneburg from 1996 to 2010 . Since
2010 she is at the University of Cologne .
KaRl holle , Ph .D ., is Senior University
Lecturer of German Language and Literature,
focussing on Language Instruction and Reading
Research at the Leuphana University of
Lueneburg .
SwantJe weinhold , Ph .D ., is Professor
of German Language and Literature, focussing
on Language Instruction, Research on
Language Acquisition, Writing, and Text
Production at the Leuphana University of
Lueneburg .
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