The main purposes of this paper (study) are to examine the intertextuality of some 'original'rnand 'distinct' canons of Bildungsroman novel features with particular reference to two selectedrnEnglish modern novels, specifically, Charles Dickens's David Copperfield: /i-om Victorian agern(19'h centwy), and James Joyce's A Portrait of the Artist as a Young Man: from Modernismrn(20'h century), have been considered the corpuses of the study in which attempts are made torninvestigate whether there exists a continuityiconvergence and/or discontinuity/divergence of thernfeatures of Bildungsroman novel. To this effect, these features in the novels have been treatedrncomparatively to the theoretical models of such form of writing embedded in the prototypes ofrnthe genre: the literary tradition of Bildungsroman novel (autographicalform).rnThis thesis consists of five chapters. The introductOlY chapter includes: The statement of thernproblem, objectives of the study, method of the study, scope of the study, and significance of thernstudy. The comparative approach, which is used in literature, intrinsic literaty elements textualrnanalysis, is used as a method of the study.rnThe second chapter, deals with a review of related literature. It provides a brief review of thernhistorical and theoretical context in which the features of Bildungsroman novel writing IitercllYrntradition has established itselfrnChapter three traces the authors' literaty biography in briefrnThe fourth chapter is entirely devoted to the detailed analysis of the two novels. It is done byrnidentifying five major Bildungsromanfeatures in the light of the prototypes used as theoreticalrnmodels. Accordingly, among the many criteria of the Bildungsroman novel form of writings:rnfeatures that typifY such form of writings; character development; structure; truthfulness andrnaccountability; satire, parody and humor, and language as discourse are discussed thoroughly.rnAs a result, most of the features of the Bildungsroman novel are, by and large, found to berninherited in the novels, regardless of the literary tenets that governed each literary movement,rnand the period (time) to which each novel belong. This in turn may strengthen the considerationrnof the respective novels under critical analysis as heirs of the sixteenth century and earlyrnseventeenth century Western European Bi/dungsroman novel writing tradition. Similarly, thernstudy also reveals which Bildungsroman novel features do show the continuation ofrn--intertextuality- links: in the novels under criticaLanaiysis, there exist both continuity andrndiscontinuity of some of the basic tenets ofsuch(orm o(writings.rnChapter five provides conclusions and suggestions in order to regain the hightoned literaryrnmerits that the features of Bildungsroman novel writing offers, and thereby, to enlighten thernstudy of such novel-writing tradition 's evolution.