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Notes on the function of criticism
An essay on criticism
Modernity theory
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Modernism and New Criticism
The ways in which we define the importance of texts is constantly changing. We can look back and see critical theories used, such as Historical Criticism, Reader-Response Criticism and Psychoanalytic Criticism. Each of these theories offers a different way to interpret a text. However, when looking back over the texts of a specific era, shouldn’t the type of criticism we used for a book be based on that time period?
Defining the Modernist Era of literature seems almost impossible, since the definition of modernism often seems to constitute anything from being “new and common” to “new and uncommon” (Barzun). This term seems to be able to stretch from the 1500’s to present; but for the sake of this essay the Modernist Era in question is that from the early twentieth century (circa 1910-1940’s). Out of, and during, this era the critical theory named New Criticism came into play. Although, nowadays, the use of New Criticism is unpopular, it is essential to use when defining the Modernist Era.
Even though New Criticism isn’t used anymore, many of its basic constructs are. For example, the idea of close reading and using textual evidence (as will be done in this essay) are characteristics that were important to New Criticism. Now it is practically impossible to be in an English class, be it high school or college, and not have to use these skills when talking about a text. New Criticism basically theorized that the text itself was the most important aspect of writing; therefore, to understand the meaning of a piece of literature one must look to, and in, the text, rather than trying to define it by outside components, such as those used in Historical and Biographical Criti...
... middle of paper ...
...120). The text itself is one we can always count on and find meaning in, since it always there, unchanging.
Work Cited
Barzun, Jacques. “The Artist as Prophet and Jester”. The American Scholar. 69.1 (Winter 2000): 15-33.
Bressler, Charles E. Literary Criticism. New Jersey: Pearson Education Inc., 2003.
Eliot, TS. “The Waste Land”. The Norton Anthology of Modern and Contemporary Poetry. Ed. Jahan Ramazani. New York: Norton, 2003. 472-487.
Eliot, TS. “Tradition and the Individual Talent”. The Sacred Wood. London: Methune, 1920. http://www.bartleby.com/200/sw4.html
Faulkner, William. Light in August. New York: Vintage Books, 1932.
Thody, Philip. Twentieth-Century Literature: Critical Issues and Themes. New York: St. Martin’s Press, 1996.
Tyson, Lois. Critical Theory Today. New York: Garland Publishing Inc., 1999. 117-152.
Rpt. in Twentieth-Century Literary Criticism. Ed. Linda Pavlovski. Vol.
...Chrie, D., (ed.), Nineteenth Century Literature Criticism. Detroit, MI: Gale Research Company, 1986. Vo. 13, pp. 53-111.
Throughout the year we have read many different novels from many different time periods. We have read from the following five time periods Colonial, Revolutionary, Romanticism, Realism, and Modernism. All five of these time periods express the way of life in many different ways. By that I mean that throughout every time period the thought of life is very much so different. Each time period gives you a different perspective on life and also how much different we live now in comparison to any of these time periods with the exception of post modernism. Post modernism is the current way way of writing. These time periods range from 1607-current. We have read and learned the ways of writing from 400 years in the matter of nine months. We truly need more time to truly understand all of these ways of writing.
Eliot, T.S. The wasteland. In The Heath Anthology of American Literature, Volume II. Edited by Paul Lauter et al. Lexington, MA: D.C. Heath and Company, 1991: 1447-1463.
In his essay “Disliking Books,” he examines the standard that many teachers hold. The author believes that the view of other teachers is that “leaving me alone with literary texts themselves, uncontaminated by the interpretations and theories of professional critics would enable me to get on the closest possible terms with those texts” (Graff 26). Teachers, as Graff believes, leave their students with only their own interpretations and perspectives on a text. This does not encourage learning or critical thinking, but hinders students’ abilities to improve and develop ideas their own. Without guidance, students cannot delve deeper into the subjects in which they are learning. Alternatively, in his “Other Voices, Other Rooms,” Graff reveals isolation in perspective of teachers through his own experience with teachers holding opposing viewpoints and theorizes “teachers in modern periods need nonmodernists (and vice versa) in order to make their subjects intelligible to their students” Graff 340). Hence, without elaborating on a subject from all possible viewpoints, a student will have a limited understanding of what it is and how to apply it in their life. Each student will take a different standpoint on what is said, and if they disagree, it will slip through their
Eliot, T.S. The Waste Land and Other Poems, New York, London, Harcourt Brace Jovanovich Publishers, 1988
"Neoclassicism." A Guide to the Study of Literature: A Companion Text for Core Studies. Comp. English Department Brooklyn College. 6th ed. Landmarks of Literature. Brooklyn College. Web. 9 Dec. 2013. .
New Criticism attracts many readers to its methodologies by enticing them with clearly laid out steps to follow in order to criticize any work of literature. It dismisses the use of all outside sources, asserting that the only way to truly analyze a poem efficiently is to focus purely on the words in the poem. For this interpretation I followed all the steps necessary in order to properly analyze the poem. I came to a consensus on both the tension, and the resolving of it.
Century Literature Criticism. Ed. Jay Parini. Vol. 14. Detroit: Gale Research, 1987. Literature Resource Center. Web. 24 Jan. 2012.
The notion of the author has often been disputed when it comes to critical literary studies. The argument centers around one basic question: Should the author be considered when looking at a text? There are numerous reasons given as to why the author is important or why the ...
In the time after World War One a new way of thinking became prominent. This new idea is what we call Modernism. After the war it was realized that many people had suffered absolute horrors, ones that they never could have imagined, or ever forget. The violence and pain witnessed by so many left them psychologically shell-shocked, and filled with disillusionment. These psychological effects would soon alter the world for years to come, and lead many to a loss in faith and questioning of everything they once believed true.
Bressler, Charles E. Literary Criticism: An Introduction to Theory and Practice. 5th ed. New York: Longman, 2011. Print.
Postmodern literary criticism asserts that art, author, and audience can only be approached through a series of mediating contexts. "Novels, poems, and plays are neither timeless nor transcendent" (Jehlen 264). Even questions of canon must be considered within a such contexts. "Literature is not only a question of what we read but of who reads and who writes, and in what social circumstances...The canon itself is an historical event; it belongs to the history of the school" (Guillory 238,44).
Parker, Robert Dale. Critical Theory: A Reader for Literary and Cultural Studies. New York: Oxford University Press, 2012 . Print.
Historical Criticism is criticism that “considers how military, social, cultural, economic, scientific, intellectual, literary, and every other kind of history helps us to understand the author and the work” (Lynn 142). Simply stated, unlike the previously discussed criticisms, Historical Criticism connects a work to certain times or places, revealing its historical influences. Therefore, the reader is required to perform research in order to learn more about the author’s life, the author’s time period and culture, and the way of reasoning during that time. Accordingly, with a critical eye, the reader should relate the information back to the work which will provide the reader with a richer understanding of the reading as well as with author’s message to the reader (Lynn 29-31). Beyond “close reading”, the reader must research what establishes the foundation of the work. Although, below the foundation of a work there lies an even richer understanding of the