Relevant bibliographies by topics / Literary Criticism-English

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  2. Dissertations / Theses
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Academic literature on the topic 'Literary Criticism-English'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Literary Criticism-English"

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Ardolino, Frank, and Brian Vickers. "English Renaissance Literary Criticism." Sixteenth Century Journal 34, no. 1 (April 1, 2003): 251. http://dx.doi.org/10.2307/20061375.

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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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박상만. "Mikhail Bakhtin and English-American Literary Criticism." Studies in English Language & Literature 33, no. 3 (August 2007): 35–54. http://dx.doi.org/10.21559/aellk.2007.33.3.003.

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REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (September 1, 2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.
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Milner, Andrew. "The 'English ' Ideology: Literary Criticism in England and Australia." Thesis Eleven 12, no. 1 (May 1985): 110–29. http://dx.doi.org/10.1177/072551368501200108.

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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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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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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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Dubino, Jeanne. "Literary Criticism Goes Global: Postcolonial Approaches to English Modernism and English Travel Writing." MFS Modern Fiction Studies 48, no. 1 (2002): 216–26. http://dx.doi.org/10.1353/mfs.2002.0005.

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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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Dissertations / Theses on the topic "Literary Criticism-English"

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Seymour, G. S. "History and aesthetics and in the development of English literary criticism." Thesis, University of Essex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381257.

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la, Ruelle Marc De. "The tangible, the local and the know: the ideology of english literary criticism." Doctoral thesis, Universite Libre de Bruxelles, 1993. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212770.

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Zhang, Dandan. "F.R. Leavis and T.S. Eliot : literary criticism, culture and the subject of 'English'." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8408/.

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The purpose of this thesis is to look into the Leavis-Eliot relationship, connecting it with the broader discourse of English Studies as a university subject that developed in the first half of the twentieth century. It surveys all the many writings of Leavis on Eliot, to see how Eliot is formative for the theory and practice of Leavis’s literary criticism in both positive and negative ways. It conducts a detailed investigation of D. H. Lawrence’s significance in relation to Leavis’s changing attitude to Eliot, and examines how profound differences in social, cultural, religious and national thinking strengthened Leavis’s alliance with Lawrence to the detriment of his relationship with Eliot. These differences are presented as dichotomies between nationalism and Europeanism or internationalism, ruralism or organicism and industrialisation or metropolitanism, and relate to the differences between the two men’s views about literary education, the subject of English and the position of the classics in the curriculum. Leavis’s increasingly conflicted feelings towards a figure to whom he owned an enormous critical debt and inspiration, but whose various beliefs and literary affiliations caused him much misgiving, results in a deep sense of division in Leavis himself which he sought to transfer onto Eliot.
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Lu, Lian. "Penelope Fitzgerald's fiction and literary career : form and context." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/1773/.

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The investigation of Fitzgerald's equivocal success, of the decisive change in Britain's recent cultural perspective, involves raising questions around canon-formation, the consolidation of a national identity, strategies of writing, and the politics of reading. I have found it necessary to examine aspects of theme, form, genre and context in Fitzgerald's writing, focusing successively on convention and subversion in her work. This 'doubleness' has generated the two-part structure of the present thesis, the first book-length study of Fitzgerald's work. Part One examines the canonical literariness of Fitzgerald's novels through studying literary conventions and thematic preoccupations. It aims to elucidate Fitzgerald's fiction through the tradition of liberal humanism. The canon of English literature is more than a settled corpus, it involves a set of prescribed criteria which, I argue, is the cornerstone of Fitzgerald's literary success as a novelist, biographer, and literary critic. Contemporary British fiction has undergone a focal sea-change seen in its preoccupation with linguistic experimentation, typographical innovation, and topical engagement with current issues. Fitzgerald's fiction is out of step with current critical paradigms, and thus tends to get caught between the canonical and the contemporary. Part Two explores the impact of postmodern approaches on Fitzgerald's fiction, and examines the ways in which age, race, gender, identity and the nation have impinged on her writing. The scope of this study, therefore, comprises gender, writing, and the culture industry. In view of the scarcity of criticism on Fitzgerald's work, and apart from the more obvious critical concerns regarding authorship and periodisation, this thesis draws on a variety of critical perspectives in order to achieve a historical and contextual understanding of Fitzgerald's fiction and literary career in relation to contemporary British fiction.
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Amrine, William James. "The plenary address: A rhetorical analysis." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3127.

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In terms of structure, style, content and intended audience, Genre Analysis 58, this thesis presents a rhetorical analysis of the plenary address as a genre. Four examples of the opening plenary were analyzed because they represent the opening plenary lecture-keynote speech type, the most common presented at conferences: Mina Shaughnessy and the teaching of writing, Keynote address, Literacy after the revolution and The uneasy partnership between grammar and writing instruction.
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Nyambi, Oliver. "Nation in crisis : alternative literary representations of Zimbabwe Post-2000." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85652.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The last decade in Zimbabwe was characterised by an unprecedented economic and political crisis. As the crisis threatened to destabilise the political status quo, it prompted in governmental circles the perceived 'need‘ for political containment. The ensuing attempts to regulate the expressive sphere, censor alternative historiographies of the crisis and promote monolithic and self-serving perceptions of the crisis presented a real danger of the distortion of information about the situation. Representing the crisis therefore occupies a contested and discursive space in debates about the Zimbabwean crisis. It is important to explore the nature of cultural interventions in the urgent process of re-inscribing the crisis and extending what is known about Zimbabwe‘s so-called 'lost decade‘. The study analyses literary responses to state-imposed restrictions on information about the state of Zimbabwean society during the post-2000 economic and political crisis which reached the public sphere, with particular reference to creative literature by Zimbabwean authors published during the period 2000 to 2010. The primary concern of this thesis is to examine the efficacy of post-2000 Zimbabwean literature as constituting a significant archive of the present and also as sites for the articulation of dissenting views – alternative perspectives assessing, questioning and challenging the state‘s grand narrative of the crisis. Like most African literatures, Zimbabwean literature relates (directly and indirectly) to definite historical forces and processes underpinning the social, cultural and political production of space. The study mainly invokes Maria Pia Lara‘s theory about the ―moral texture‖ and disclosive nature of narratives by marginalised groups in order to explore the various ways through which such narratives revise hegemonically distorted representations of themselves and construct more inclusive discourses about the crisis. A key finding in this study is that through particular modes of representation, most of the literary works put a spotlight on some of the major talking points in the political and socio-economic debate about the post-2000 Zimbabwean crisis, while at the same time extending the contours of the debate beyond what is agreeable to the powerful. This potential in literary works to deconstruct and transform dominant elitist narratives of the crisis and offering instead, alternative and more representative narratives of the excluded groups‘ experiences, is made possible by their affective appeal. This affective dimension stems from the intimate and experiential nature of the narratives of these affected groups. However, another important finding in this study has been the advent of a distinct canon of hegemonic texts which covertly (and sometimes overtly) legitimate the state narrative of the crisis. The thesis ends with a suggestion that future scholarly enquiries look set to focus more closely on the contribution of creative literature to discourses on democratisation in contemporary Zimbabwe.
AFRIKAANSE OPSOMMING: Die afgelope dekade in Zimbabwe is gekenmerk deur ‗n ongekende ekonomiese en politiese krisis. Terwyl die krisis gedreig het om die politieke status quo omver te werp, het dit die ‗noodsaak‘ van politieke insluiting aangedui. Die daaropvolgende pogings om die ruimte vir openbaarmaking te reguleer, alternatiewe optekenings van gebeure te sensureer en ook om monolitiese, self-bevredigende waarnemings van die krisis te bevorder, het 'n wesenlike gevaar van distorsie van inligting i.v.m. die krisis meegebring. Voorstellings van die krisis vind sigself dus in 'n gekontesteerde en diskursiewe ruimte in debatte aangaande die Zimbabwiese krisis. Dit is gevolglik belangrik om die aard van kulturele intervensies in die dringende proses om die krisis te hervertolk te ondersoek asook om kennis van Zimbabwe se sogenaamde 'verlore dekade‘ uit te brei. Die studie analiseer literêre reaksies op staats-geïniseerde inkortings van inligting aangaande die sosiale toestand in Zimbabwe gedurende die post-2000 ekonomiese en politiese krisis wat sulke informasie uit die openbare sfeer weerhou het, met spesifieke verwysing na skeppende literatuur deur Zimbabwiese skrywers wat tussen 2000 en 2010 gepubliseer is. Die belangrikste doelwit van hierdie tesis is om die doeltreffendheid van post-2000 Zimbabwiese letterkunde as konstituering van 'n alternatiewe Zimbabwiese 'argief van die huidige‘ en ook as ruimte vir die artikulering van teenstemme – alternatiewe perspektiewe wat die staat se 'groot narratief‘ aangaande die krisis bevraagteken – te ondersoek. Soos met die meeste ander Afrika-letterkundes is daar in hierdie literatuur 'n verband (direk en/of indirek) met herkenbare historiese kragte en prosesse wat die sosiale, kulturele en politiese ruimtes tot stand bring. Die studie maak in die ondersoek veral gebruik van Maria Pia Lara se teorie aangaande die 'morele tekstuur‘ en openbaringsvermoë van narratiewe aangaande gemarginaliseerde groepe ten einde die verskillende maniere waarop sulke narratiewe hegemoniese distorsies in 'offisiële‘ voorstellings van hulself 'oorskryf‘ om meer inklusiewe diskoerse van die krisis daar te stel, na te vors. 'n Kernbevinding van die studie is dat, d.m.v. van spesifieke tipe voorstellings, die meeste van die letterkundige werke wat hier ondersoek word, 'n soeklig plaas op verskeie van die belangrikste kwessies in die politieke en sosio-ekonomiese debatte oor die Zimbabwiese krisis, terwyl dit terselfdertyd die kontoere van die debat uitbrei verby die grense van wat vir die maghebbers gemaklik is. Die potensieel van letterkundige werke om oorheersende, elitistiese narratiewe oor die krisis te dekonstrueer en te omvorm, word moontlik gemaak deur hul affektiewe potensiaal. Hierdie affektiewe dimensie word ontketen deur die intieme en ervaringsgewortelde geaardheid van die narratiewe van die geaffekteerde groepe. Nietemin is 'n ander belangrike bevinding van hierdie studie dat daar 'n onderskeibare kanon van hegemoniese tekste bestaan wat op verskuilde (en soms ook openlike) maniere die staatsnarratief anngaande die krisis legitimeer. Die tesis sluit af met die voorstel dat toekomstige vakkundige studies meer spesifiek sou kon fokus op die bydrae van kreatiewe skryfwerk tot die demokratisering van kontemporêre Zimbabwe.
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Brown, Luke. "Tension between artistic and commercial impulses in literary writers' engagement with plot." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5158/.

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This thesis explores whether plot and story damage a literary writer’s attempt to describe ‘reality’. It is in two parts: a critical analysis followed by a complete novel. The first third of the thesis is an essay which, after distinguishing between story and plot, responds to writer critics who see plot as damaging to a writer’s attempt to describe ‘the real’. This section looks at fiction by Jane Austen, Henry James, Jeffrey Eugenides, Julian Barnes, Tom McCarthy and Zadie Smith, against a critical background of James Wood, Roland Barthes, David Shields and others including Viktor Shklovsky and Iris Murdoch. It then examines my own novel which makes up the second part of the thesis and looks at whether my advocacy of plot has compromised my literary ambitions, and to what extent my advocacy of plot prioritises the commercial over the artistic. The discussion is set against the extra context of my eight years working as a commissioning editor of literary fiction. It is also set against the process of being edited by a publisher who brought to bear commercial imperatives as well as artistic ones on the redrafting process. The second part of the thesis is the novel, My Biggest Lie, due for publication in April 2014.
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Jackson, Simon John. "The literary and musical activities of the Herbert family." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/283892.

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Goldie, David W. S. "John Middleton Murry and T.S. Eliot : tradition versus the individual in English literary criticism, 1919-1928." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314917.

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Nash, Andrew. "Kailyard, Scottish literary criticism, and the fiction of J.M. Barrie." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/15199.

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This thesis argues that the term Kailyard is not a body of literature or cultural discourse, but a critical concept which has helped to construct controlling parameters for the discussion of literature and culture in Scotland. By offering an in-depth reading of the fiction of J.M. Barrie - the writer who is most usually and misleadingly associated with the term - and by tracing the writing career of Ian Maclaren, I argue for the need to reject the term and the critical assumptions it breeds. The introduction maps the various ways Kailyard has been employed in literary and cultural debates and shows how it promotes a critical approach to Scottish culture which focuses on the way individual writers, texts and images represent Scotland. Chapter 1 considers why this critical concern arose by showing how images of national identity and national literary distinctiveness were validated as the meaning of Scotland throughout the nineteenth century. Chapters 2-5 seek to overturn various assumptions bred by the term Kailyard. Chapter 2 discusses the early fiction of J.M. Barrie in the context of late nineteenth-century regionalism, showing how his work does not aim to depict social reality but is deliberately artificial in design. Chapter 3 discusses late Victorian debates over realism in fiction and shows how Barrie and Maclaren appealed to the reading public because of their treatment of established Victorian ideas of sympathy and the sentimental. Chapter 4 discusses Barrie's four longer novels - the works most constrained by the Kailyard term - and chapter 5 reconsiders the relationship between Maclaren's work and debates over popular culture. Chapter 6 analyses the use of the term Kailyard in twentieth-century Scottish cultural criticism. Discussing the criticism of Hugh MacDiarmid, the writing of literary histories and studies of Scottish film, history and politics, I argue for the need to reject the Kailyard term as a critical concept in the discussion of Scottish culture.
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Books on the topic "Literary Criticism-English"

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Brian, Vickers, ed. English Renaissance literary criticism. Oxford: Clarendon Press, 1999.

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Morrissey, Lee. The constitution of literature: Literacy, democracy, and early English literary criticism. Stanford, Calif: Stanford University Press, 2008.

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Morrissey, Lee. The constitution of literature: Literacy, democracy, and early English literary criticism. Stanford, Calif: Stanford University Press, 2008.

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The literary critics: A study of English descriptive criticism. London: Hogarth Press, 1986.

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Wordsworth, William. Wordsworth's literary criticism. Bristol: Bristol Classics Press, 1988.

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Emerson, Ralph Waldo. Emerson's literary criticism. Lincoln: University of Nebraska Press, 1995.

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Weiner, Alan R. Literary criticism index. 2nd ed. Metuchen, N.J: Scarecrow Press, 1994.

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Peter, Griffith. Literary theory and English teaching. Milton Keynes: Open University Press, 1987.

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Ataman, Martins L. Literary expressions. Benin City: Justice-Jeco, 1999.

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Holstein, Michael E. Beginning literary criticism. Malabar, Fla: Krieger Pub. Co., 1987.

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Book chapters on the topic "Literary Criticism-English"

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Prickett, Stephen. "An Ache in the Missing Limb: Biblical Origins of English Literary Criticism." In Intersections in Christianity and Critical Theory, 33–45. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230294684_4.

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Lake, William Michael, and Viviana Cortes. "Lexical bundles as reflections of disciplinary norms in Spanish and English literary criticism, history, and psychology research." In Studies in Corpus Linguistics, 184–203. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.95.08lak.

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Atherton, Carol. "English in the Universities." In Defining Literary Criticism, 25–56. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501072_3.

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Atherton, Carol. "Revising English: Theory and Practice." In Defining Literary Criticism, 153–79. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501072_7.

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Atherton, Carol. "Histories of English: The Critical Background." In Defining Literary Criticism, 11–24. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501072_2.

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Peck, John, and Martin Coyle. "English, American and post-colonial literature: a brief survey." In Literary Terms and Criticism, 1–11. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13155-6_1.

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Shattock, Joanne, Joanne Wilkes, Katherine Newey, and Valerie Sanders. "English Journalism." In Literary and Cultural Criticism from the Nineteenth Century, 169–79. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199915-37.

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Day, Gary. "English Renaissance Criticism." In Literary Criticism, 111–53. Edinburgh University Press, 2008. http://dx.doi.org/10.3366/edinburgh/9780748615636.003.0004.

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"3. English Renaissance Criticism." In Literary Criticism, 111–55. Edinburgh University Press, 2008. http://dx.doi.org/10.1515/9780748628520-006.

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Atkins, J. W. H. "Later Theorizing: Bacon, Chapman, Bolton, Jonson, Reynolds, and Alexander." In English Literary Criticism, 262–90. Routledge, 2021. http://dx.doi.org/10.4324/9781003166474-9.

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