viewing texts through new lenses literary criticism
TRANSCRIPT
VIEWING TEXTS THROUGH NEW LENSES
Literary Criticism
Key Vocabulary
IdeologyBinaryLiterary TheoryLiterary Criticism
9 types: Reader Response, Gender, Biographical, Historical, Marxist (Social Power), Formalist, Postcolonial (Race), Archetypal, Psychological
POV/Point of View
Ideology
An “ideology” is a world view, or way of thinking, that a person takes from the world around them. It is nearly always unconscious, but
everyone has one It includes a persons biases, or prejudices It can work to keep things the way they are
and preserve the power of a particular group Think of the South during slavery, or during
the Civil Rights movement of the 60s– nobody wanted change because they were used to things and did not know what would result from it.
It is often good to challenge or question them, and sometimes to actively resist them.
http://www.cheaptoys.co.uk/ideology-the-war-of-ideas-board-game/
Ideology board game, featuring warring political ideologies
Putting on New Lenses
Every person’s ideology colors the way they perceive the world around them, and determines what things they will consider important How you grew up and what
you believe will affect what stands out to you
Literary criticism is about putting on a new set of lenses in order to see things differently This means that some
things that might ordinarily seem important will disappear, and new things will stand outhttp://sales.buysmrt.com/s/
feelin+groovy+glasses
Binaries
A binary is a group of two things that are considered to be opposites. Generally, we ignore any middle ground in a binary, but often the two ends are defined by one another.
Powe
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LightStraightMaleWhiteRich
DarkGayFemaleBlackPoor
What are other examples of binaries?
Literary Theory
Literary theorists and critics usually work through one or two ideologies, or lenses, at a time. Sometimes these are
naturally there for a particular critic A female critic might look
for how a text treats women,
A person who grew up in poverty might seek out references to social power
http://www.ehow.com/how_2071684_use-marxist-literary-criticism.html
Changing Your POV
Sometimes critics purposely change lenses (often switching sides of a binary) A white person could look for
references to racial inequality A man may look for how a
text treats womenStudents do this all the time,
but usually without realizing it! It is often teacher-directed.
We look for elements of a genre, or evidence of an author’s beliefs– all lenses!
Image Title: Students in class, Pitzer CollegeDescription/Notes: A view of students in a class at Pitzer College as seen through the eye glasses of the professor.http://www.flickr.com/photos/53970289@N06/5097239229/
Types of Criticism
It’s common for a whole branch of criticism to spring up in support of a “power down” group Gender criticism, Social
Power criticism, Postcolonial criticism (which looks at race, too)
Each one represents a different way of looking at a text Each reveals something
different from the others
http://joshflom.wordpress.com/2011/02/14/the-world-through-anothers-lens/
Apologies in advance…
The following slides provide an overview of nine common types of literary criticism.
There are many more than nine types, of course, but these are meant as an introduction. Nonetheless, the following slides are densely packed with information. Don’t worry! I’d like you to know the names, but there’s
no need to memorize every single piece of info from these slides.
This slideshow will be on my website for you to view at a later date, so write the name of each slide with a very brief definition– there’s no need for more.
Structure of Lit.Crit. Slides
Assumptions These are the basic ideas
a critic needs to have in mind in order to look through this lens.
Together, these ideas define the type of criticism
May or may not be the critic’s own personal beliefs about a work. Often these are not a
person’s natural beliefs, but rather they are adopted for a time, such as when looking at a particular work.
Strategies These are ways to use
the lens to view a text May include questions
you should ask yourself as you read
Reader Response Criticism
***Most common in schools!Assumptions
An author’s intentions aren’t available to readers– all you have is the text
Readers make their own personal meaning from a text, unique to them.
Responding to a text is a process, and descriptions of that process are valuable Reading journals, etc. How do you read? What
goes on in your mind when you read a text? Do you create images? Imagine things as video? Hear the character’s voices?
Strategies Read in slow motion,
describing the response of an informed reader at various points
Describe your own, personal response to the text
React to the text as a whole, embracing the subjective, unique, personal response it brings out in you.
Gender Criticism
Assumptions The text isn’t objective:
The reader’s gender and attitudes toward gender influence how it is read.
Men and women haven’t been equally able to produce written work in the past.
Men and women are different: they write and read differently. These differences should be valued.
Strategies Consider the gender of
the author or characters: what role does gender play?
Look for sexual stereotypes—are they upheld or undermined? How are men and women’s places in society reflected or distorted?
Look at the effects of POWER drawn from gender in the plot or in the form of the writing.
Biographical Criticism
Assumptions Authors write what they
care about and know well. The events of their lives are reflected in their works
The context for a work includes information about the author’s life Historical events at the time Information available/ social
norms at the time The context can give
insight into themes, references, social movements, and the creation of characters.
Strategies Research the author’s
life and relate that information to the text
Research the author’s time (books published at the time, historical events, way of life, etc.)
Historical Criticism
Assumptions A work must be
considered in its historical context
Historical = social, political, economic, cultural and intellectual climate of the time
Information about the time an author wrote, the time the work is set, and how people at those times saw the world is very important.
Strategies Research the historical
events of the time in which the author wrote
Consider historical events of the setting if it is different from the author’s time
View the text as part of a bigger story--a context of historical movements--and examine how it contributes to and reflects aspects of human history
Marxist/Social Power Criticism
Assumptions Karl Marx said that
economic factors (money/ poverty) influence the way people think
Groups who owned / controlled major industries could use the rest of the population Through conditions of
employment, forcing their values onto others.
Applies social and economic ideas to texts
Strategies Explore how groups of
people are portrayed. Evaluate level of social
realism (is it realistic?) and how society is portrayed
Consider how the text is itself a commodity that reproduces certain beliefs and practices. What is its effect on society?
Look at power drawn from social or economic class
Formalist Criticism
Assumptions Only the text matters,
not the author’s intention or the reader’s response.
Looks at form and convention Does it look like a poem,
or like prose? Is it in paragraphs? Chapters? Does the author use “correct” grammar?
A work should be treated as a self-sufficient object
Strategies Read CLOSELY.
Assume everything is carefully planned to contribute to the work’s unity Figures of speech, POV,
word choice, recurring ideas, everything
Look at how the various elements of a text work to unify it, or make it a whole, smooth, flowing work of literature.
Postcolonial Criticism
Assumptions Colonialism is a powerful
force that shapes the political futures of countries, and identities of colonized and colonizing peoples
It relies on “Othering” the colonized They are seen as
dramatically different from the colonizers and are defined by that difference
Texts from these cultures often distort the realities of the colonized, no matter whose POV
Strategies Search the text for
references to colonization or colonized people How are the colonized and
colonizers portrayed? How is colonization portrayed?
What images of “Others” are present? What processes of “Othering” are portrayed?
How are cultural conflicts between colonizers and colonized dealt with?
Archetypal Criticism
Assumptions Meaning isn’t made just
on the page, and a work can’t be treated as an independent thing
Humans have a “collective unconscious,” seen in common dreams and myths shared by many cultures. Some ideas are hard-wired.
These recurring myths, symbols, and character types appear and reappear in literature throughout history
Strategies Consider the genre
(comedy, romance, tragedy, etc.) How does this affect the
meaning of the work? Look for story patterns
and symbols: black hats, springtime, evil stepmothers, etc. Compare with other texts.
Consider what you associate with these symbols and what they mean to you.
Psychological Criticism
Assumptions Creative writing
represents repressed wishes or fears, just like dreams do.
Everyone’s personal past is unique, but there are repeating patterns for most people. Both have lasting effects
We can make educated guesses about what the author has repressed or transformed We can figure out the
underlying meanings
Strategies Try to apply a
developmental concept to the work, author, characters Oedipus complex, anal
retentiveness, castration anxiety, gender confusion, etc.
Connect the work to psychologically important events in the author’s or character’s life.
Think about how repressed ideas might be expressed through symbols and images