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Journal articles on the topic 'English literature: literary criticism'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Lokteva, Nadejda. "“FAMILY CHRONICLE” IN ENGLISH LITERARY CRITICISM." American Journal Of Philological Sciences 02, no. 06 (June 1, 2022): 1–6. http://dx.doi.org/10.37547/ajps/volume02issue06-01.

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The article explores the meaning of the genre of literature ‘family saga’ in modern American literary criticism. The general meaning of ‘Family saga’ gives us a definition that this genre chronicles represent the way of life and traditions of a family or several related or interconnected families over some time. The article aims to present traditions that are emerging, evolving, and how they are handed on over time. ‘Family saga’ gives us glimpses beyond the daily struggles of life in ways that resonate with our deepest connections to our own families. The article has an analytical and historical approach to the study of these novels. The scientific novelty of the research work lies in the aspects forming family values of American families who lived in the period under review are compared, as every literary family has its secrets and stories that can be difficult and heartrending. The article examines the question posed in world literary studies about the genre of family chronicle, the peculiarities of its principles in general, and individual families in particular. The study reveals a peculiar form of a story about the life of a particular society.

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2

Etherington, Ben, and Jarad Zimbler. "Decolonize Practical Criticism?" English: Journal of the English Association 70, no. 270 (September 1, 2021): 227–36. http://dx.doi.org/10.1093/english/efab017.

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Abstract This article reflects on what it might mean to decolonize practical criticism in the current moment by considering previous responses to the same imperative. It discusses critical and institutional interventions by Ngũgĩ wa Thiong'o, Mervyn Morris, Chidi Amuta, and, more recently, Harry Garuba and Benge Okot. In this way, the article demonstrates that the antidote to colonial paradigms of literary criticism has not been a pedagogy that prioritizes context over text but a critical practice oriented to a work’s formal and technical context of intelligibility. Such a practice demands that readers inhabit the literary constraints and possibilities encountered by postcolonial or otherwise peripheral writers.

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3

Gervais, D. "'English' and Criticism." Cambridge Quarterly 34, no. 3 (January 1, 2005): 243–50. http://dx.doi.org/10.1093/camqtly/bfi027.

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4

Candy B. K. Schille. "The Constitution of Literature: Literacy, Democracy, and Early English Literary Criticism (review)." Restoration: Studies in English Literary Culture, 1660-1700 33, no. 1 (2009): 48–50. http://dx.doi.org/10.1353/rst.0.0030.

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5

Ellis, Markman. "The Constitution of Literature: Literacy, Democracy, and Early English Literary Criticism by Lee Morrissey." Scriblerian and the Kit-Cats 45, no. 2 (2013): 278–79. http://dx.doi.org/10.1353/scb.2013.0002.

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6

Bula, Andrew. "Literary Musings and Critical Mediations: Interview with Rev. Fr Professor Amechi N. Akwanya." Journal of Practical Studies in Education 2, no. 5 (August 6, 2021): 26–31. http://dx.doi.org/10.46809/jpse.v2i5.30.

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Reverend Father Professor Amechi Nicholas Akwanya is one of the towering scholars of literature in Nigeria and elsewhere in the world. For decades, and still counting, Fr. Prof. Akwanya has worked arduously, professing literature by way of teaching, researching, and writing in the Department of English and Literary Studies of the University of Nigeria, Nsukka. To his credit, therefore, this genius of a literature scholar has singularly authored over 70 articles, six critically engaging books, a novel, and three volumes of poetry. His PhD thesis, Structuring and Meaning in the Nigerian Novel, which he completed in 1989, is a staggering 734-page document. Professor Akwanya has also taught many literature courses, namely: European Continental Literature, Studies in Drama, Modern Literary Theory, African Poetry, History of Theatre: Aeschylus to Shakespeare, European Theatre since Ibsen, English Literature Survey: the Beginnings, Semantics, History of the English Language, History of Criticism, Modern Discourse Analysis, Greek and Roman Literatures, Linguistics and the Teaching of Literature, Major Strands in Literary Criticism, Issues in Comparative Literature, Discourse Theory, English Poetry, English Drama, Modern British Literature, Comparative Studies in Poetry, Comparative Studies in Drama, Studies in African Drama, and Philosophy of Literature. A Fellow of Nigerian Academy of Letters, Akwanya’s open access works have been read over 109,478 times around the world. In this wide-ranging interview, he speaks to Andrew Bula, a young lecturer from Baze University, Abuja, shedding light on a variety of issues around which his life revolves.

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Chandler, James. "Devolutionary Criticism: Scotland, America, and Literary ModernityDevolving English Literature. Robert Crawford." Modern Philology 92, no. 2 (November 1994): 211–19. http://dx.doi.org/10.1086/392233.

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8

Le Fanu, M. "Review: The English Prophets: A Critical Defence of English Criticism * Ian Robinson: The English Prophets: A Critical Defence of English Criticism." Cambridge Quarterly 31, no. 3 (September 1, 2002): 268–72. http://dx.doi.org/10.1093/camqtly/31.3.268.

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9

Talvet, Jüri. "Comparative Literature, World Literature and Ethical Literary Criticism. Literature’s “Infra-Other”." Interlitteraria 23, no. 1 (August 5, 2018): 6–18. http://dx.doi.org/10.12697/il.2018.23.1.2.

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Relying on some of the ideas of Yuri M. Lotman on “semiosphere”, the dynamics and dialogue between “centres” and “peripheries”, as well as on my own ideas on cultural symbiosis expounded in my essay books A Call for Cultural Symbiosis. Meditations from U (Toronto, 2005) and Kümme kirja Montaigne’ile. “Ise ja “teine” (Ten Letters to Montaigne. ‘Self ” and ‘Other’, in Estonian: Tartu, 2014; in English, 2018) and inspired by the recent foundation in China of the International Association for Ethical Literary Criticism, I will try to meditate on the interrelation of Comparative Literature, World Literature and Ethical Literary Criticism both in theory and in the practice of teaching and researching literature at universities and high schools. The main purpose is to look at the ways how a “self”-centred practice of literary research and teaching (formalistic as well as sociological approaches, restricting World Literature to the Western mainstream, or just dealing with one’s own national literature, avoiding its comparative contextualization) could be gradually replaced by a symbioticdialogical treatment of literature, capable of providing our activity with a firm and solid ethical dimension, something that would definitely strengthen the position of humanities in the world academia.

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10

Ansari, Alya. "Literature and Totality." Qui Parle 32, no. 1 (June 1, 2023): 137–61. http://dx.doi.org/10.1215/10418385-10427970.

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Abstract This essay foregrounds the hermeneutic purchase of totality in contemporary literary criticism. Responding to the recent proliferation of the “gig work” novel, the essay takes up two interrelated lines of inquiry: How might we rethink the conceptual affordances of “totality” for the ongoing project of the critique of political economy? What would a rethinking of totality’s position in the conceptual architecture of literary criticism offer in the way of new heuristics for the analysis of the novel? Through recourse to G. W. F. Hegel’s Science of Logic and Michael Theunissen, Hans-Friedrich Fulda, and Rolf-Peter Horstmann’s Critical Presentation of Metaphysics: A Discussion of Hegel’s “Logic” (Kritische Darstellung der Metaphysik: Eine Diskussion über Hegels “Logik”), this essay proposes a method of literary analysis that approaches the formal aspects of the novel as defined through the historical-material conditions for the writing of the text. The essay then puts a close reading of Hilary Leichter’s Temporary in conversation with Sarah Brouillette’s account of the decline of the English-language literary novel to suggest how the formal properties of the contemporary gig work novel respond to the general crisis of novel production in the twenty-first century.

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11

Wright, Natalie. "Pedagogic Criticism: Reconfiguring University English Studies." Textual Practice 32, no. 10 (November 8, 2018): 1767–70. http://dx.doi.org/10.1080/0950236x.2018.1543751.

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12

Onega, Susana. "Thinking English Literature and Criticism under the Transmodern Paradigm." CounterText 3, no. 3 (December 2017): 362–76. http://dx.doi.org/10.3366/count.2017.0103.

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Starting from a consideration of the contrasting views on the reading and teaching of English literature held by Ranjan Ghosh and J. Hillis Miller in Thinking Literature across Continents, the essay draws a parallel between Ghosh's Eastern definition of literature through it ‘uselessness’ and that of the Western visionary tradition stemming from Plato and further developed by the Romantic poets as a counter-textual movement against Enlightenment rationalism. From this, it goes on to relate the value of literature to the mimetic function and to argue that, although there is a general impression that we are currently living in a post-literary age, literature is in fact developing a plethora of new forms, genres and modes that proves its intrinsic capacity to adapt to the changing demands of the successive dominant paradigms. It concludes by suggesting that this adaptability of literature is paralleled by a similar evolution and diversification of critical approaches, and that at present there are signs of a worldwide change of sensibility heralding a paradigm shift from postmodernity to transmodernity.

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13

Wakelin, Daniel. "Written in Haste: Practical Letters and Everyday Criticism in the Fifteenth Century." ELH 91, no. 1 (March 2024): 1–27. http://dx.doi.org/10.1353/elh.2024.a922007.

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Abstract: The phrase written in haste is a conventional ending of English letters in the fifteenth century. The formula does reflect the speed of practical uses of literacy. It also, however, is a critical term by which people evaluate their letters against aspirations to write better. The aspiration might concern style, but in haste and the related closing phrase no more also concern the content, extent and frequency of letters. Such phrases engage in a process of criticism which both invites literary critics now to read practical texts slowly and expands the criteria that such criticism might use.

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14

Foley, Barbara. "On the Andrew J. Kappel Prize Essay." Twentieth Century Literature 69, no. 3 (September 1, 2023): 241–43. http://dx.doi.org/10.1215/0041462x-10814787.

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The winner of this year’s prize is Conrad Steel’s “Standard Forms: Modernism, Market Research, and ‘Howl.’” The judge is Barbara Foley, Emerita Distinguished Professor of English at Rutgers University-Newark. Foley’s chief scholarly and political interests are in the fields of African American literature, US literary radicalism, and Marxist literary criticism. Her most recent book is Marxist Literary Criticism Today (2019). She is past president of the Radical Caucus of the Modern Language Association and currently serves on the editorial board and manuscript collective of Science & Society.

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15

Shubhangi M. Hiwarkhedka and Dr. Anshu Sharma. "Patriarchal Dominance in English Literature." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 04 (April 30, 2024): 1228–31. http://dx.doi.org/10.47392/irjaem.2024.0165.

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Patriarchal dominance has been a prevalent theme in English literature throughout its history. Many literary works reflect and critique the societal norms and power structures that have historically favored men over women. Patriarchal norms prescribe rigid gender roles and expectations for men and women, reinforcing stereotypes and inequalities. Women are often relegated to traditional roles as caregivers, homemakers, and subordinate members of the family, while men are expected to be the primary breadwinners and decision-makers. These gender roles perpetuate unequal power dynamics and limit women's autonomy and agency. Prominent examples include Shakespeare's plays, where gender roles and power imbalances are often central to the plot, and classic novels like Jane Austen's "Pride and Prejudice," which explores women's limited options in a patriarchal society. Over time, literature has evolved to challenge and subvert these patriarchal norms, with authors like Virginia Woolf and Charlotte Perkins Gilman addressing issues of gender inequality and women's autonomy. Feminist literature and criticism have also played a significant role in analyzing and deconstructing patriarchal themes in English literature. Patriarchal dominance, characterized by the historical and societal power imbalance that favors men over women, has been a recurring theme in English literature throughout the ages. This theme reflects and critiques the prevailing gender norms, roles, and inequalities that have persisted within different periods and cultures of English-speaking societies. From early literary works to contemporary literature, patriarchal dominance remains a complex and enduring subject of exploration.

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16

Priydarshi, Ashok Kumar. "John Keats as a Critic: A New Approach." Journal of Advanced Research in English and Education 06, no. 04 (December 8, 2021): 5–6. http://dx.doi.org/10.24321/2456.4370.202107.

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Romantic literary criticism in English literature is basically associated with and dominated by the writings of William Wordsworth in his ‘Preface to Lyrical Ballads’ (1800) and Coleridge in his ‘Biographia Literaria’. Apart from them, PB Shelly, Hazlitt, De Quincy and John Keats also contributed to the development of criticism in the Romantic period.

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17

Priydarshi, Ashok Kumar. "John Keats as a Critic: A New Approach." Journal of Advanced Research in English and Education 06, no. 04 (December 8, 2021): 5–6. http://dx.doi.org/10.24321/2456.4370.202107.

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Romantic literary criticism in English literature is basically associated with and dominated by the writings of William Wordsworth in his ‘Preface to Lyrical Ballads’ (1800) and Coleridge in his ‘Biographia Literaria’. Apart from them, PB Shelly, Hazlitt, De Quincy and John Keats also contributed to the development of criticism in the Romantic period.

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18

Fargnoli, Joseph R., and Rene Wellek. "A History of Modern Criticism: 1750-1950. Vol. 5: English Criticism, 1900-1950." Journal of the Midwest Modern Language Association 20, no. 1 (1987): 118. http://dx.doi.org/10.2307/1315004.

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19

Bula, Andrew. "Literature and Literary Criticism: An Interview with Rev. Fr. Professor Amechi N. Akwanya." Journal of Practical Studies in Education 3, no. 6 (September 20, 2022): 1–6. http://dx.doi.org/10.46809/jpse.v3i6.55.

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This is the last of a three-part interview series with the eminent Reverend Father Professor Amechi Nicholas Akwanya of the University of Nigeria, Nsukka, the second having been published in an earlier volume and issue of this same journal, and the first in The Criterion: An International Journal in English Vol. II, Issue-III, June, 2020. The uniqueness of this exchange is that it is a tribute interview, honouring the literary guru in the year of his retirement from an academic career laden with a beehive of activities. In this sequence of conversations with Andrew Bula, a young lecturer working the job of teaching English and Literature in the Centre for Foundation and Interdisciplinary Studies (CFIS) at Baze University, Abuja, Nigeria, Professor Akwanya offers uncommon and differing insights into the field of literary studies, something for which he is widely known for many decades.

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20

Wu, Yue. "Samuel Johnson’s Literary Criticism in the Light of Preface to Shakespeare." International Journal of Linguistics, Literature and Translation 5, no. 11 (November 26, 2022): 178–83. http://dx.doi.org/10.32996/ijllt.2022.5.11.19.

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Preface to Shakespeare has long been considered a classic document of English literary criticism. In it, Johnson sets forth his editorial principles and provides an appreciative analysis of the merits and defects of the work of the great Elizabethan dramatist—Shakespeare. The present paper mainly discusses Johnson’s literary theories proposed in Preface to Shakespeare which can be concluded as follows: First, Johnson’s famous theory of “general nature,” in which he emphasizes the importance of the universality of literary works. Second, the importance of morality and didacticism in literature. Third, Johnson’s opposition to confirming “three unities” dogmatically, especially the unity of time and the unity of place. Except for the discussion of Johnson’s theories, the present paper also summarizes the features and the limitations of Johnson’s criticism. Through the analysis of Johnson’s views on literature in Preface to Shakespeare, the present paper provides a general overview of Samuel Johnson’s literary criticism.

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21

Yeager, S. M. "Review: Middle English Literature: A Guide to Criticism." Notes and Queries 52, no. 3 (September 1, 2005): 390–91. http://dx.doi.org/10.1093/notesj/gji368.

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22

Hill, Christopher. "Review: Lines of Authority: Politics and English Literary Criticism, 1649–1689." Literature & History 5, no. 2 (September 1996): 79–80. http://dx.doi.org/10.1177/030619739600500211.

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23

Besbes, Khaled. "Theory-Inspired Rather than Theory-Based Criticism: Towards a Semeiocritical Method for the Interpretation of Literature." Studia Anglica Posnaniensia 54, no. 1 (March 1, 2019): 21–41. http://dx.doi.org/10.2478/stap-2019-0002.

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AbstractThe present article is written almost a decade and a half after the reticent announcement of the death of literary theory by a number of scholars around the world. But during all these years, the humanities have not managed to drive Theory out of the seminar rooms of English departments, nor have the anti-theory proponents managed to remove it from the syllabi of English studies or even from the shelves of specialized libraries. After all these years, English studies academicians find themselves still doing Theory: holding conferences on how to conduct literary studies, organizing debates on how to launch new approaches that could possibly replace critical theories, and encouraging research into less-theorized methods of literary interpretation that could respond to the ineluctable need for a method in studying literature. For good or ill, whether we admit it or not, the echoes of literary theories continue to linger behind the scenes of all debates about literature and literary studies. The question is therefore not how to bring those echoes to silence, but rather how to find a way out of the post-theory deadlock by proposing what I have chosen to name the semeiocritical method as a theory-inspired, rather than theory-based approach to literature. The present article seeks to answer two questions: (1) how can we benefit from the lessons of literary theory without systematically doing theory or being methodically loyal to theories? and (2) how can we maximize the effects of literary interpretation in such a way as to cover as many aspects as possible of the signifying processes in the literary text while maintaining interpretive consistency?

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24

Mulyoso, Mulyoso. "Semiotic of Symbolic Mode in Interpreting Mythology in English Poetry." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (August 29, 2015): 63. http://dx.doi.org/10.15639/teflinjournal.v10i1/63-74.

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This paper is primarily based on the assumption that we need theories of literature in order to interpret the literary texts and explain literature as a unique form of communication. The so -- far traditional efforts of treating literary study as an intuitive analysis has contributed to the harsh criticism on the study of literature as merely ' the reading and understanding of literature'. Literature teaching has given too much emphasis on the enjoying and understanding of a literary piece, that is to say that merely by understanding the meaning of the language of a text, its cultural references, one is said to be in a position to respond critically to that text thus there is no need for interpretation beyond that. Therefore, this paper is an attempt to interpret a literary text (mythology in English poetry) beyond its literal level by the use of semiotics of symbolic mode approach which allows the intratextual and intratextual analysis.

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25

Heinzkill, Richard. "References in Scholarly English and American Literary Journals Thirty Years Later: A Citation Study." College & Research Libraries 68, no. 2 (March 1, 2007): 141–54. http://dx.doi.org/10.5860/crl.68.2.141.

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This study examines 20,802 citations in 555 journal articles devoted to criticism of English and American literature published in 2003. Books are cited far more often (75.8%) than journal articles (19.8%). Over half of the monographs cited (55.4%) are less than twenty years old. In general, journal articles published within the past twenty years are the most frequently cited. Literary scholars use a diversity of monographs which fall outside of the core classifications for literature; over 40% are outside. This study is compared to other citation studies of English and American literature. It concludes with observations on the use of the Web, browsing by literary researchers, and English as an interdisciplinary field.

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26

Side, J. "The Influence of Wordsworth's Empiricist Aesthetic on Seamus Heaney's Criticism and Poetry." English 59, no. 225 (May 19, 2010): 128–53. http://dx.doi.org/10.1093/english/efq012.

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27

John, Joseph, and John Oliver Perry. "Absent Authority: Issues in Contemporary Indian English Criticism." World Literature Today 67, no. 4 (1993): 894. http://dx.doi.org/10.2307/40149808.

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28

Wielander, E. "РЕЦЕНЗІЯ НА МОНОГРАФІЮ М. ЗУЄНКО «МІФ У ЛІТЕРАТУРІ АНГЛІЙСЬКОГО БАРОКО»." Наукові записки Харківського національного педагогічного університету ім. Г. С. Сковороди "Літературознавство" 2, no. 96 (2020): 166. http://dx.doi.org/10.34142/2312-1076.2020.2.96.10.

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The monograph “Myth in the Literature of English Baroque” by Dr Maryna Zuienko addresses important questions related to key mythopoetic paradigms in a range of lyrical, epic and dramatic literature written during the English Baroque, with a focus on works by writers such as John Milton, Francis Beaumont, George Herbert and John Bunyan. As such, it constitutes a valuable addition to the fi eld of literary criticism in Ukraine.

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29

Punter, David, and Bernard Bergonzi. "Exploding English: Criticism, Theory, Culture." Modern Language Review 87, no. 1 (January 1992): 157. http://dx.doi.org/10.2307/3732334.

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30

Zabel, Blaž. "Hutcheson Macaulay Posnett, World Literature, and the Colonial Comparisons." Journal of World Literature 4, no. 3 (August 8, 2019): 330–49. http://dx.doi.org/10.1163/24056480-00403003.

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Abstract This article discusses the work of the early Irish comparatists Hutcheson Macaulay Posnett, who in 1886 published the first monograph in English in comparative literature. By bringing into discussion Posnett’s lesser-known journalistic publications on politics, the essay argues that his comparative project was importantly determined by the contemporary challenges of British imperial politics and by his own position in the British Empire. The article investigates several aspects of Posnett’s work in the context of British colonialism: his understanding of literature and literary criticism, his perception of the English and French systems of national literature, and his understanding of world literature and classical literature. Recognising the imperial and colonial context of Comparative Literature additionally highlights the development of literary comparisons, which have marked subsequent discussions in the discipline.

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31

Martin, Wallace, and William E. Cain. "The Crisis in Criticism: Theory, Literature, and Reform in English Studies." Comparative Literature 38, no. 4 (1986): 360. http://dx.doi.org/10.2307/1770396.

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32

Huisman, Rosemary. "The discipline of English Literature from the perspective of SFL register." Language, Context and Text 1, no. 1 (February 4, 2019): 102–20. http://dx.doi.org/10.1075/langct.00005.hui.

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AbstractThe paper first traces the history and elaboration of the tertiary discipline English Literature through the 19th and 20th centuries to the present day, with special focus on the axiology, the values, given to the discipline and with a brief account of literary criticism and literary theory. It then refers to the work on registerial cartography in systemic functional linguistics (SFL) and explores the register of the contemporary discipline in first-order field of activity and second-order field of experience, with examples from the language of webpages and exam papers of Australian universities. It continues with a brief overview of the author’s own work using SFL in the study ofthe poeticandthe narrativein English poetry and prose fiction of different historical periods and concludes with a caveat on the central disciplinary process, that of interpretation.

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33

Gu, Qiushi. "Trauma, Haunting, and Representation: Rereading and the Translation Examination of Kokoro." Journal of Language Teaching and Research 15, no. 1 (December 31, 2023): 263–70. http://dx.doi.org/10.17507/jltr.1501.29.

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The Japanese novel, Kokoro (1914), offers a profound insight into early 20th-century Japanese society encompassing history, politics, and literature. Although this novel has been extensively explored in literary and translation studies, the convergence remains underexplored. This study advocates integrating literary criticism with translation practice for a more faithful representation of narratives. Applying trauma/PTSD studies theory, it meticulously analyzes Kokoro, particularly examining the English and Chinese renditions of the pivotal term “談判 (danpan; negotiation)”. The methodology involves constructing a trilingual database, incorporating the Japanese source text and seven translations in English and Chinese. By scrutinizing specific passages, the study delves into trauma-related responses and behaviors, revealing their impact on long-lasting changes in personality and relationships. Emphasis is placed on the translation of key terms, preserving cultural and linguistic nuances. This innovative approach advances both literary criticism and translation theory, emphasizing psychological elements for a nuanced portrayal of characters’ states of mind. The study underscores the significance of trauma narratives in comprehending personal and historical traumas, asserting that translators of trauma literature must blend theoretical knowledge with social responsibility. They serve as “secondary witnesses,” entrusted with accurately transmitting traumatic stories between languages, fostering empathy, and preventing the repetition of tragedies in history. This approach provides an innovative interpretation of Kokoro and its translations, bridging the realms of literary criticism and translation studies.

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34

Fawareh, Abdalaziz Jomah Al, Nusaibah J. Dakamsih, and Ahmad Mohd Alkouri. "Ecocriticism in Modern English Literature." Theory and Practice in Language Studies 13, no. 3 (March 2, 2023): 783–88. http://dx.doi.org/10.17507/tpls.1303.28.

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Ecocriticism these days is indeed a relatively new revisionist and reformist trend that has dominated the ecological point of view in recent English literature worldwide. The ecological perspective constructed under Eco-criticism delineates the nature-human alliance in both detrimental and constructive ways. The present research paper tries to inspect some post-1900 modern English literature from an Ecocritical perspective. The literature reviewed in the present study incorporates the analysis of some well-known authorship whichever is eminently written to gain insights from the ecological frame of reference. Analyzing some notable works culminates in the conclusion that the trend of Ecocriticism progresses from ‘nature- a mystic substance ‘and ‘nature’s interconnectedness to action ‘importance of maintaining nature, ‘eco-consciousness and eco-literacy about environmental issues, and finally calls to action.

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35

Burt, Sean. "Alicia Suskin Ostriker’s Feminist Poetics: Reading Biblical Poetry as Countertheology." Prooftexts 40, no. 1 (2023): 227–47. http://dx.doi.org/10.2979/ptx.2023.a899254.

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Abstract: Alicia Suskin Ostriker is the author of a wide range of literary and critical works, including several books of poetry and criticism of English-language poetry. This article argues that Ostriker’s work as a poet and literary scholar informs her engagement with biblical literature, particularly biblical poetry. In her formative work on twentieth-century English-language women’s poetry, she articulates how women’s poetry voices embodied identities and creates spaces of intimacy that can break down ideologically constructed barriers. Her creative, poetic biblical criticism mutually informs her interest in the ability of women’s poetry to transform and revise male-dominated mythologies. For Ostriker, the poetry of the Bible provides a resource located within Jewish tradition that can transform it from the inside. As a reader and creative inheritor of the literary heritage of the Bible who is carefully attuned to its literary power, Ostriker’s work reading and revisioning the Bible creates a feminist countertheology grounded in the aesthetic, material possibilities of poetic language.

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36

Teranishi, Masayuki, Aiko Saito, Kiyo Sakamoto, and Masako Nasu. "The role of stylistics in Japan: A pedagogical perspective." Language and Literature: International Journal of Stylistics 21, no. 2 (May 2012): 226–44. http://dx.doi.org/10.1177/0963947012444034.

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This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

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Savyna, A. "METACRITICISM AS A LITERARY PROBLEM." Вісник Житомирського державного університету імені Івана Франка. Філологічні науки, no. 2(95) (December 17, 2021): 91–101. http://dx.doi.org/10.35433/philology.2(95).2021.91-101.

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The latest decades are associated with an active rethinking of the existing literary and philosophical achievements, which are reflected significantly in changes and refinements in contemporary literary terminology. Along with the already known concepts such as "literature", "postmodernism", "criticism", the concepts "metafiction", "metamodernism" and "metacriticism" exist and become popular. At the same time, one may notice that the widely used now prefix meta- lays claim to a greater depth and coverage of higher horizons. If criticism marks the analysis, comprehension, and interpretation of literary works, then metacriticism focuses on literary-critical, historical-literary, and methodological researches, thus showing "criticism of criticism". The article deals with a complex analysis of the concept of "metacriticism". On the one hand, both aesthetic and philosophical approaches to the understanding of the notion of criticism are taken into account – starting from the antique times to Karl Popper’s critical-rationalistic approach. On the other hand, it is found that metacriticism as a phenomenon dates back to the end of the XVIII century when the works of two famous German philosophers Johann Georg Hamann’s "Metacritique on Purism of Reason" and Johan Gottfried Herder’s "Metacriticism of Critique of Pure Reason" were published as a debate on Immanuel Kant’s ideas. Based on the available data, it is found that metacriticism is a rather convenient multilevel term that may qualitatively contain various interpretations, including the criticism of criticism, metascience concerning criticism, criticism of the highest level, short form of the term "metaphysical critique" as a critique of "metaphysical realism". At the same time, while taking into account the current trends of the digital age, metacriticism becomes a product of digital technology - popular platforms for writing reviews, making discussions, and even creating a virtual library, such as site Metacritic, the English-language portal Goodreads and its Russian equivalent Livelib. The article itself does not exhaust the problem of metacriticism as a multidimensional phenomenon, but it provides opportunities for further and deeper studies of the outlined issues, in particular within the context of theoretical and literary discourse.

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Jenkins, E. R. "English South African children’s literature and the environment." Literator 25, no. 3 (July 31, 2004): 107–24. http://dx.doi.org/10.4102/lit.v25i3.266.

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Historical studies of nature conservation and literary criticism of fiction concerned with the natural environment provide some pointers for the study of South African children’s literature in English. This kind of literature, in turn, has a contribution to make to studies of South African social history and literature. There are English-language stories, poems and picture books for children which reflect human interaction with nature in South Africa since early in the nineteenth century: from hunting, through domestication of the wilds, the development of scientific agriculture, and the changing roles of nature reserves, to modern ecological concern for the entire environment. Until late in the twentieth century the literature usually endorsed the assumption held by whites that they had exclusive ownership of the land and wildlife. In recent years English-language children’s writers and translators of indigenous folktales for children have begun to explore traditional beliefs about and practices in conservation.

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Halmi, Nicholas. "The Nostalgic Imagination: History in English Criticism." Common Knowledge 27, no. 2 (May 1, 2021): 318–20. http://dx.doi.org/10.1215/0961754x-8906285.

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Arngart, O. "A contribution to middle English textual criticism." English Studies 69, no. 5 (October 1988): 369–71. http://dx.doi.org/10.1080/00138388808598591.

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Harper, David A. "The First Annotator of Paradise Lost and the Makings of English Literary Criticism." SEL Studies in English Literature 1500-1900 59, no. 3 (2019): 507–30. http://dx.doi.org/10.1353/sel.2019.0023.

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Ramachandran, C. N. "C. D. Narasimhaiah and the formulation of 'Indian Sensibility'." Dialogue: A Journal Devoted to Literary Appreciation 17, no. 1-2 (November 28, 2020): 21–28. http://dx.doi.org/10.30949/dajdtla.v17i1-2.2.

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Prof. C. D. Narasimhaiah personifies as it were intense passion for literature and liberal humanism in world view. Born to a poor family in a small town in south India (Karnataka), he had to struggle for education throughout. But owing to his strong resolve and self-confidence, he rose to great heights in the academic world. He went to Cambridge and got his Master’s degree under the tutelage of the renowned critic F. R. Leavis, and after returning to Mysore, he headed the English Department in Mysore University. He was a very influential teacher and critic, and after his retirement he established a unique ‘cultural centre’ called Dhvanyaloka. He was almost a ‘reference point’ for English Studies in India. This paper attempts to understand CDN as a teacher of English and as a literary critic. The paper has two parts: the first part describes in detail his modernisation of the English department which entailed a total revision of syllabus with a special focus on the then ‘modern writers’ such as Hopkins, Eliot, Auden, and Lawrence, and Leavis (in criticism); introduction of new fields of study as American Literature, Australian Literature, and Commonwealth Literature; and text-centred analysis in criticism. The second part of the paper considers CDN’s distrust of Theory in literary criticism and goes on to analyse his strong conviction of ‘Indian Sensibility’ and ‘Indianness’ in both critical and creative exercises, and relates such issues to the ‘pressure of cultural identity’ in the colonial world . The paper concludes that CDN was a Liberal Humanist to whom Literature was not a playground meant to play games but a profound Ashrama where one learnt the values of life and societal systems.

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Yellen, Elizabeth, and Munir Sendich. "English Counter Russian: Essays on Criticism of Literary Translation in America." Slavic and East European Journal 44, no. 3 (2000): 490. http://dx.doi.org/10.2307/309604.

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Gailea, Ginanjar. "BOOK REVIEW. HOW TO READ LITERATURE BY TERRY EAGLETON REVIEW-THE MACRO ASPECTS OF LITERARY CRITICISM." Jurnal Humaniora 27, no. 1 (June 8, 2015): 137. http://dx.doi.org/10.22146/jh.v27i1.22447.

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Terry Eagleton, the author of How to Read Literature, is a well-known British literary theorist, critic and public intellectual. He is a professor of English Literature at Lancaster University. Among his publications, Literary Theory: An Introduction (1983) is still the best one till nowadays. In How to Read Literature, Eagleton attempts to deal with the challenge of literary criticism at present. It is because students of literature often percept a literary work as what it says. The aspect of ‘literariness’ which is a work’s aesthetic form is not taken into account. A literary work, then, is a mere of writing that shares information to the readers as though a newspaper, text book or manual of computer does. Whereas, focusing on literary forms and directing our sensitivity to language (these are items mostly discussed in this book) can uncover a theoretical and political question of text (ix). What is meant by literary forms are all elements building a body of work such as “tone, mood, pace, genre, syntax, grammar, texture, rhythm, narrative structure, punctuation and ambiguity (2).”

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Kisieliūtė, Ingrida. "Literature and Economics. Another Way to Read the Text." Respectus Philologicus 28, no. 33 (October 25, 2015): 31–40. http://dx.doi.org/10.15388/respectus.2015.28.33.3.

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At the end of the 20th century, the study of literature was supplemented by such new methods as biopoetics, geopoetics, new historicism, etc. The New Economic Criticism, a new approach to the literary text, was found in the United States in the late 20th century. The present article discusses the main aspects of the aforementioned area of the study of literature and as well presents the possible approaches to literary texts from the economic perspective. The New Economic Criticism does not aim to become a method or tendency; thus, it givesthe freedom for a researcher to choose the perspective on the relationship between the literature and economics. The above-mentioned kind of analysis may be found in the English-speaking countries; whereas, the Russian literature has still remained unconsidered; however, Russian scholars are attempting to look at their fiction through the eyes of an economist. In Lithuania, the kind of research has not been found yet. Therefore, the article suggests one of the possible economic approaches, i.e., the analysis of the financial practices of the protagonist of The Gambler by F. Dostoyevsky.

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Thompson, John, and Tim William Machan. "Textual Criticism and Middle English Texts." Modern Language Review 91, no. 4 (October 1996): 954. http://dx.doi.org/10.2307/3733529.

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Yoo, Hyun-Joo. "Analysis of Trends in Research on Children’s and Young Adult Literature/Literature Education." Korean Society for Teaching English Literature 26, no. 2 (August 30, 2022): 87–123. http://dx.doi.org/10.19068/jtel.2022.26.2.04.

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Since the Korean Society for Teaching English Literature (KSTEL) was founded in 1992, it has grown into an academic organization representing English literature-related research and education in Korea through various active academic activities, including biannual academic conferences and the publication of the Journal of Teaching English Literature (JTEL) three times a year. JTEL is a vital source of information on children’s and young adult literature and literature education by featuring analyses of poetry, fiction, drama, film, and non-fictional materials and providing ideas for teaching children’s and young adult literature in the classroom. To celebrate KSTEL’s 30th anniversary, this paper reviews and draws the trajectory of the kinds of writers, literary works, and research topics that scholars have been interested in. In this paper, I comprehensively examine and analyze the changes in goals, methodology, topics, themes, perspectives, and contents of research papers related to children’s and young adult literature criticism and literature education over the past three decades. I also make some suggestions regarding the journal’s direction for the future based on personal opinions and beliefs.

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Stych (book author), Franklin Samuel, and Ian Martin (review author). "Boccaccio in English. A Bibliography of Editions, Adaptations and Criticism." Quaderni d'italianistica 16, no. 2 (October 1, 1995): 330. http://dx.doi.org/10.33137/q.i..v16i2.10369.

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King, Bruce, and Feroza F. Jussawalla. "Family Quarrels: Towards a Criticism of Indian Writing in English." World Literature Today 60, no. 4 (1986): 687. http://dx.doi.org/10.2307/40142970.

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Grosman, Meta. "Can Literature Teaching Be Functional for Students?" ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 141–56. http://dx.doi.org/10.4312/elope.1.1-2.141-156.

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The essay discusses the dilemmas of literature teaching as first raised by student unrest towards the late 1960s because of the inefficiency and lack of interest of the established forms of literary studies and literature teaching of the time, and the later resolutions of these dilemmas towards the end of the century. The process of long-term experimental examination of the existing alienating forms of studies and teaching started when the criticism of students came to be supported by some of the most distinguished professors of literature. The second section centres on some more successful efforts to surpass such inefficient old forms of literature teaching with the major shift from teaching data about literature to the discoursal analysis of texts and to promoting students’ competence of critical understanding of literary texts and the functioning of language. The third part deals with trends in literature teaching within the framework of English literature as anticipated by the new Slovene curricula for English as a foreign language and the preparation of teachers for it. It emphasises the importance of the intercultural dimension of teaching according to the new curricula and the rich possibilities for the understanding of intercultural contacts in the process of reading literature in English.

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