The New Criticism Drake, Alfred J; Armstrong, Rick; Steiner, Shep
2014, 2014-07-03
eBook
This volume covers a variety of authors and topics related to the New Criticism school of the 1920s-1950s in America. Contributors trace the history of the New Criticism as a movement, consider ...theoretical and practical aspects of various proponents, and assess the record of subsequent engagement with its tenets. The volume will prove valuable for its renewed concentration not only on the New Critics themselves, but also on the way they and their work have been contextualized, criticized, and.
Examining largely unknown revisions of the New Criticisms reading pedagogy, the author argues that these revisions should serve as a model of how the Common Core ELA Standards might be revised to ...reconnect readers to the process of reading.
At present, 'High theory', epitomized by poststructuralism, is in a perceived state of decline in literary studies. This three-part article explores the complex ramifications of the 'after theory' ...debate for biblical studies, a field that, for the most part, still seems to be in a 'before theory' phase. Our intent, however, is not to sell biblical scholars on Theory, finally, before the supply runs out. Our aim, rather, is diagnostic and analytic. We want to look at what has happened, what has foiled to happen, and what might yet happen in biblical studies in relation to Theory, and reflect on what these various appropriations, adaptations and missed encounters reveal about the very different disciplinary spaces occupied by biblical studies and literary studies, and the very different disciplinary histories that have brought each of these spaces into being. Contending that Theory's most important contribution is the self-reflexive and metacritical moves it makes possible, our reflection on Theory's reception in biblical studies is intended to defamiliarise the peculiarities of our own disciplinary space. What follows is the final instalment of this three-part article.
Undergraduate students of English find poetry particularly challenging as it requires a knowledge of rhyming patterns, metre and diction. T.S. Eliot's The Waste Land (1922) is one of the most famous ...poems in the English language. It is also one of the most difficult to analyse. As a foundation text of Modernism, it presents special challenges for students due to the complexity of its language, allusions and images. I introduce two contrasting methods of analysis: contextual, in which I apply historical criticism to the poem, and textual, where I demonstrate the advantages of New Critical close reading. In the course of my analysis of The Waste Land, I provide guidelines for analysis and research. Some of the most important Eliot critics are also mentioned in order to suggest topics for research as well as class discussions.
Abstract
At present, 'high theory', epitomized by poststructuralism, is in a perceived state of decline in literary studies. This three-part article explores the complex ramifications of the 'after ...theory' debate for biblical studies, a field that, for the most part, still seems to be in a 'before theory' phase. Our intent, however, is not to sell biblical scholars on Theory, finally, before the supply runs out. Our aim, rather, is diagnostic and analytic. We want to look at what has happened, what has failed to happen, and what might yet happen in biblical studies in relation to Theory, and reflect on what these various appropriations, adaptations and missed encounters reveal about the very different disciplinary spaces occupied by biblical studies and literary studies, and the very different disciplinary histories that have brought each of these spaces into being. Contending that Theory's most important contribution is the self-reflexive and metacritical moves it makes possible, our reflection on Theory's reception in biblical studies is intended to defamiliarise the peculiarities of our own disciplinary space. What follows is the second instalment of this three-part article.
Since the introduction of the CCSS, many English teachers have responded with both fear and confusion. Decades ago, in response to the New Criticism when it was actually "new" Louise Rosenblatt ...located the meaning of a text not in the autonomous text itself, as Coleman et al. seem to be trying to do but within the transaction between the reader and the text: "the reading of any work of literature is, of necessity, an individual and unique occurrence involving the mind and emotions of some particular reader and a particular text at a particular time under particular circumstances" (Literature as Exploration 132).\n A Modest Counter-Proposal: Literary Pedagogy of Multiple Perspectives It is not merely hubris that prompts me to invite the authors to consider the methodology of multiple perspectives as more than just a footnote (literarily) to their consideration of literature pedagogy.
Abstract
At present, 'high theory', epitomized by poststructuralism, is in a perceived state of decline in literary studies. This three-part article explores the complex ramifications of the 'after ...theory' debate for biblical studies, a field that, for the most part, still seems to be in a 'before theory' phase. Our intent, however, is not to sell biblical scholars on Theory, finally, before the supply runs out. Our aim, rather, is diagnostic and analytic. We want to look at what has happened, what has failed to happen, and what might yet happen in biblical studies in relation to Theory, and reflect on what these various appropriations, adaptations and missed encounters reveal about the very different disciplinary spaces occupied by biblical studies and literary studies, and the very different disciplinary histories that have brought each of these spaces into being. Contending that Theory's most important contribution is the self-reflexive and metacritical moves it makes possible, our reflection on Theory's reception in biblical studies is intended to defamiliarise the peculiarities of our own disciplinary space. What follows is the first installment of this three-part article.
이 글은 신비평이 시 교육에 남긴 과제를 밝히고 그 해법을 모색하는 데 목표를 둔다. 기존 연구들과 달리 신비평을 유동성을 띤 운동으로 보고 전개 과정에서의 쟁점들을 파악했으며, 이를 시 교육 현상에 조회하였다.
먼저 신비평이 견지해 온 유기체적 통일성이라는 화두는 시 교육에서 ‘내용과 형식의 조화’라는 측면에서는 잘 구현되지만 ‘부분과 전체의 ...종합’이라는 측면에서는 그렇지 않다. 또 한편으로는 유기적 종합의 해석 원리를 준용하지 않는 대안적 읽기 모델이 다각도로 모색될 필요도 있다.
신비평은 시를 언어 구조물로 간주하여 분석하는데, 이는 분할과 종합을 통해 시의 세부와 시상 전개 흐름을 용이하게 파악할 수 있게 한다. 그러나 구조에 대한 설명의 권위가 학습자의 주체성을 위축시킬 수 있으며, 이는 신비평에 단초가 있었지만 발현되지 못했던 ‘읽기 과정의 시간성’에 대한 주목을 통해 극복될 가능성이 있다.
신비평은 ‘텍스트의 자율성’ 명제로부터 ‘시적 언어의 환언’이라는 쟁점 또한 파생시켰다. 문학을 인생과 사회에 연계시키는 환언은 일면 교육적 효용이 있으나 시적 형상화의 기획, 시어의 섬세한 결, 정동을 경시하게 된다는 문제도 있다. 특히 세계에 관한 간소한 메시지로 환언되기 쉬운 시를 다룰 때 이 문제는 각별한 주의가 요청된다.
This study aims to identify the scope for improvement in poetry education by examining the issues raised by the New Criticism movement and identifying ways to improve them. Unlike previous studies, this study regarded New Criticism as a fluid movement and focused on identifying the issues that arose during its development.
Firstly, the organic unity concept established by New Criticism is well implemented in our poetry education in terms of “harmony of content and form”, while leaving much to be desired regarding the “synthesis of parts and the whole.” However, from a different perspective, it is also important to acknowledge that there may exist a poetry reading model that does not apply the interpretation principle of “part-to-whole synthesis.”
New Criticism regards poetry as a linguistic structure and makes it the subject of analysis, without addressing this mode of explanation’s detrimental effect on the subjective interpretation of the learner. There is a possibility that this can be overcome, to an extent, by paying attention to the “temporality of the reading process,” which had a clue in the New Criticism but was not manifested.
New Criticism also raised the concern that the “translation of poetic language” from the proposition of “autonomy of text” gave rise to the neglect toward the planning of poetic imagery, the texture of poetic language, and the affect that pervades the reader.
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