1. Tuesday January 24 th LEQ: How can one text be interpreted by the reader in multiple ways? LEQ: How can one text be interpreted by the reader in multiple ways? Journal: Think of something you’ve read, heard, or seen outside of class that particularly struck you as worth thinking about, perhaps a billboard, commercial, newspaper article, movie, etc. What did it make you think about? Was it shocking, entertaining, odd, etc? Journal: Think of something you’ve read, heard, or seen outside of class that particularly struck you as worth thinking about, perhaps a billboard, commercial, newspaper article, movie, etc. What did it make you think about? Was it shocking, entertaining, odd, etc?

2. Introduction to Literary Criticism

3. English vs. Other Subjects Math is concrete. Math is concrete. History is verifiable. History is verifiable. Science is testable. Science is testable. English is... English is... the encounter with problems that don’t have agreed upon solutions. never-ending, reasoned argument. debate, discussion, and thousands of viewpoints.

4. Literary Criticism/Theory Literary Criticism: The interpretation / explanation of a text. Literary Criticism: The interpretation / explanation of a text. Literary Theory: The examination of the interpretation / explanation and the ideologies that created them. Literary Theory: The examination of the interpretation / explanation and the ideologies that created them. Understand HOW people arrive at different conclusions. Understand HOW people arrive at different conclusions.

5. Why Study? Changes the way you look at literature. Changes the way you look at literature. No longer is your interpretation the most important thing. No longer is your interpretation the most important thing. What you think is almost irrelevant – we want to analyze WHY you think it. What you think is almost irrelevant – we want to analyze WHY you think it. Look at the reasons for your interpretation and how someone else could be interpret it. Look at the reasons for your interpretation and how someone else could be interpret it.

6. Why Else? After high school, the world will judge you on your ability to think critically. After high school, the world will judge you on your ability to think critically. Literary theory helps develop this ability. Literary theory helps develop this ability. By opening your eyes, you open your mind. By opening your eyes, you open your mind. You don’t even know what you’re looking at until you’ve tried on different lenses. You don’t even know what you’re looking at until you’ve tried on different lenses.

7. Literary Theory No single theory is necessarily correct or true above any other No single theory is necessarily correct or true above any other Critical approaches usually derive from personal discretion or applicability Critical approaches usually derive from personal discretion or applicability Some approaches naturally lend themselves to particular works Some approaches naturally lend themselves to particular works It would be tough to talk about Tim O’Brien’s The Things They Carried without understanding the historical context. It would be tough to talk about Tim O’Brien’s The Things They Carried without understanding the historical context.

8. Basic Techniques Reading “with the grain” Reading “with the grain” Reading “against the grain” Reading “against the grain”

9. Basic Lenses We’ll cover these literary theories: We’ll cover these literary theories: Formalist Formalist Biographical Biographical Cultural Historical Cultural Historical Feminist Feminist Marxist Marxist Psychoanalytic/Freudian Psychoanalytic/Freudian Mythological Mythological There are many more for you to explore. There are many more for you to explore.

10. Formalist Sees the reader as essential to the interpretation of a work. Sees the reader as essential to the interpretation of a work. Each reader is unique, with different educations, experiences, moral values, opinions, tastes, etc. Each reader is unique, with different educations, experiences, moral values, opinions, tastes, etc. Therefore, each reader’s interaction with a work is unique. Therefore, each reader’s interaction with a work is unique. Analyzes the features of the text that shape and guide a reader’s reading. Analyzes the features of the text that shape and guide a reader’s reading. Emphasizes recursive reading—rereading for new interpretations. Emphasizes recursive reading—rereading for new interpretations.

11. Formalist Overly impressionistic and guilty of the affective fallacy (too focused on the emotional effect of the work). Overly impressionistic and guilty of the affective fallacy (too focused on the emotional effect of the work). Not “intellectual.” Not “intellectual.” Now called reception theory. Now called reception theory.

12. Formalist Reception theory is applied to the general reading public rather than an individual reader. Reception theory is applied to the general reading public rather than an individual reader. Each generation has different experiences, values, issues, etc. Each generation has different experiences, values, issues, etc. Each generation will read a work differently. Each generation will read a work differently. art for art's sake," "content = form," and "texts exist in and for themselves." art for art's sake," "content = form," and "texts exist in and for themselves."

13. Biographical Criticism Analyzes an author’s life in regard to their work Analyzes an author’s life in regard to their work Can enhance the understanding of a work Can enhance the understanding of a work Author’s experience SHAPES the creation of the work Author’s experience SHAPES the creation of the work Must be used carefully Must be used carefully

14. Feminist Criticism Grew out of the women’s movement that followed World War II. Grew out of the women’s movement that followed World War II. Analyze the role of gender in works of literature. Analyze the role of gender in works of literature. Recover neglected works by women authors through the ages and creating a canon of women’s writing. Recover neglected works by women authors through the ages and creating a canon of women’s writing. World is saturated with “male-produced” assumptions World is saturated with “male-produced” assumptions Seek to correct imbalance by battling patriarchal attitudes Seek to correct imbalance by battling patriarchal attitudes

15. Marxist Criticism Based on the social and economic theories of Karl Marx and Friedrich Engels. Their beliefs include the following: Based on the social and economic theories of Karl Marx and Friedrich Engels. Their beliefs include the following: Value is based on labor. Value is based on labor. The working class will eventually overthrow the capitalist middle class. The working class will eventually overthrow the capitalist middle class. In the meantime, the middle class exploits the working class. In the meantime, the middle class exploits the working class. Most institutions—religious, legal, educational, and governmental—are corrupted by middle-class capitalists. Most institutions—religious, legal, educational, and governmental—are corrupted by middle-class capitalists.

16. Marxist Criticism Apply these economic and social theories to literature by analyzing: Apply these economic and social theories to literature by analyzing: Ideologies that support the elite and place the working class at a disadvantage Ideologies that support the elite and place the working class at a disadvantage Class conflict Class conflict Marxism strongly influenced fiction, particularly American fiction, in the 1930s. Marxism strongly influenced fiction, particularly American fiction, in the 1930s.

17. Marxist Criticism Literary work cannot be separated from the social context in which it was created. Literary work cannot be separated from the social context in which it was created. Social status of author Social status of author Social content of a work (values presented) Social content of a work (values presented) Role of audience in shaping literature Role of audience in shaping literature Examines one of these two aspects: Examines one of these two aspects: Conditions of production, such as schools, magazines, publishers, and fashions. Conditions of production, such as schools, magazines, publishers, and fashions. Applicability of a given work—fiction especially—in studying the dynamics of a given society. Applicability of a given work—fiction especially—in studying the dynamics of a given society.

18. Cultural Historical View literature as part of history, and as an expression of forces on history. View literature as part of history, and as an expression of forces on history. Compares literary analysis to a dynamic circle: Compares literary analysis to a dynamic circle: The work tells us something about the surrounding ideology (slavery, rights of women, etc.) The work tells us something about the surrounding ideology (slavery, rights of women, etc.) Study of the ideology tells us something about the work. Study of the ideology tells us something about the work.

19. Cultural Historical Takes two forms: Takes two forms: Analysis of the work in the context in which it was created Analysis of the work in the context in which it was created Analysis of the work in the context in which it was critically evaluated. Analysis of the work in the context in which it was critically evaluated. Literature does not exist outside time and place and cannot be interpreted without reference to the era in which it was written. Literature does not exist outside time and place and cannot be interpreted without reference to the era in which it was written.

20. Psychoanalytic Analyzes literature to reveal insights about the way the human mind works. Analyzes literature to reveal insights about the way the human mind works. Based on the work of Sigmund Freud and his disciples. Based on the work of Sigmund Freud and his disciples. Works well as a method of analyzing characters’ actions and motivations, the artist’s motivations, and/or the effect of the reading on the reader. Works well as a method of analyzing characters’ actions and motivations, the artist’s motivations, and/or the effect of the reading on the reader.

21. Basic Freudian Concepts All actions are influenced by the unconscious. All actions are influenced by the unconscious. Human beings must repress many of their desires to live peacefully with others. Human beings must repress many of their desires to live peacefully with others. Repressed desires often surface in the unconscious, motivating actions. Repressed desires often surface in the unconscious, motivating actions.

22. Basic Freudian Concepts The mind has three major areas of activity: The mind has three major areas of activity: Id: Area in the unconscious that works for gratification through the pleasure principle Id: Area in the unconscious that works for gratification through the pleasure principle Superego: An internal censor bringing social pressures to bear on the id. Superego: An internal censor bringing social pressures to bear on the id. Ego: Area in the consciousness that mediates among demands of social pressure, the id, and the superego. Ego: Area in the consciousness that mediates among demands of social pressure, the id, and the superego.

23. Mythological Criticism Analyzes what in a work evokes a similar response in people, regardless of culture Analyzes what in a work evokes a similar response in people, regardless of culture Concerned with enduring patterns and how they are reflected in literature Concerned with enduring patterns and how they are reflected in literature THE ARCHETYPE THE ARCHETYPE A symbol, character, situation, or image that evokes a deep universal response A symbol, character, situation, or image that evokes a deep universal response “collective unconscious” “collective unconscious” Set of primal memories common to the human race (existing below conscious mind) Set of primal memories common to the human race (existing below conscious mind) Archetypal images (like sun, moon, fire, night, blood) trigger the “c.u.” Archetypal images (like sun, moon, fire, night, blood) trigger the “c.u.”

24. Sample Archetypes Common Themes: Stories of quest and initiation Stories of quest and initiation Descents into the underworld Descents into the underworld Ascents into heaven Ascents into heaven Search for father/mother Search for father/mother Fall from innocence Fall from innocence Characters: Scapegoat Scapegoat Hero/Villain Hero/Villain Outcast Outcast Temptress Temptress Mother/Father Mother/Father Mentor Mentor

25. Sample Student Analyses http://www.teachingliterature.org/teachinglitera ture/chapter10/Chapter10Deblinks.pdf http://www.teachingliterature.org/teachinglitera ture/chapter10/Chapter10Deblinks.pdf http://www.teachingliterature.org/teachinglitera ture/chapter10/Chapter10Deblinks.pdf http://www.teachingliterature.org/teachinglitera ture/chapter10/Chapter10Deblinks.pdf