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The first book-length study to address Moore’s significance to the Gothic, this volume is also the first to provide in-depth analyses of his spoken-word performances, poetry and prose, as well as his comics and graphic novels. The essays collected here identify the Gothic tradition as perhaps the most significant cultural context for understanding Moore’s work, providing unique insight into its wider social and political dimensions as well as addressing key theoretical issues in Gothic Studies, Comics Studies and Adaptation Studies. Scholars, students and general readers alike will find fresh insights into Moore’s use of horror and terror, homage and parody, plus allusion and adaptation. The international list of contributors includes leading researchers in the field and the studies presented here enhance the understanding of Moore’s works while at the same time exploring the ways in which these serve to advance a broader appreciation of Gothic aesthetics.

The first book-length study to address Moore's significance to the Gothic, this volume is also the first to provide in-depth analyses of his spoken-word performances, poetry and prose, as well as his comics and graphic novels.

Sourcing and intertextual integration skills are critical to the development of young students’ digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author’s expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author’s competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.

The present paper focuses on some difficulties encountered during the translation of culture-specific items in Zsuzsa Tapodi’s articles Links between the East and the West: Historical Bonds between the Hungarians and the Balkan Peoples and Hungarian Ethnographic Region in Romania, published in the May 2014 issue of Carmina Balcanica. As far as the theoretical framework adopted in this study is concerned, the terminology on translation strategies relies on the taxonomy developed by Aixelá (1996), while the classification of culture-specific items has been influenced by Dimitriu (2002) and Yılmaz-Gümüş (2012). The study provides a definition of the term ‘culture-specific item’, considers the target-readers’ awareness of source-language culture, and presents a number of translation strategies applied to mediate culture-bound information between the source and target cultures.

Wheatley compares the selfserving thirst for glory to this visual phenomenon. [...]she makes her verbal picture of British invasion and racial dominance more permeable while amplifying the resonances of poetic fallenness in her intertextual epic. According to Lewalski, Milton surfaces in diverse works throughout Pope's oeuvre such as his Pastorals, translations of Homer's epics, Essay on Man, and the Dunciad. [...]Rochfort concludes, \"For softer strains we quickly must repair / To Wheatly's song, for Wheatly is the fair\" (59-60). According to Wheatley, Rochfort's poem features \"fair descriptions\" of her native homeland.

[...]the allusion to the Polycrates myth and the Miltonic elements are evidence of another Machadian creational technique, an appropriation of the idea of an Other or Others in order to generate his own creation. Reading under erasure leaves the dynamic unresolved and ideas of dependency or inferiority of one text in relation to the other, in this case Machado de Assis's and Milton's texts, are beside the point. [...]a new possibility is revealed: a relationship of supplementation, the destination of texts. Machado de Assis's direct and indirect references to Milton propose an act of reading that goes beyond a fixed moment; they demand movement, a digression, a disorder of time, in which meaning always differs. [...]the direct Machadian references to Milton as an \"immense poet\" (The hand and the glove) who deserves \"the admiration of men for . . . [the] old English father\" (\"Polycrates's ring\") call into question Machado de Assis's judgment of the English poet as someone who represents a sense of greatness, suggesting a search for readings and possibilities yet to come, a fact that the general public in the nineteenth century Brazil may not have been able to experience. The notion of precedence-the pivot of a rebellion, a motif of envy, discord, and fall-goes through several plays on meaning in the works of Milton and Machado de Assis, from the heavenly order to the very act of creation, be it divine or literary. [...]the traditions of the two writers establish a dialogue, occupying a similar position in literary studies, because their texts transgress temporal limitations, geographical frontiers, and/or authorial control.