Goal 14 Goal 1 The knowledge and skills that lead to success in college, the ability to usecritical thinking and analysis in all aspects of student life, and preparation for assuming the role of citizen leader working for the common good one credit. Students who transfer to Longwood University with 25 credits or more earned on a college campus are exempted from this goal. Understand and adapt to rhetorical and contextual differences in tasks involving writing, reading, speaking, and listening Engage in academic inquiry using and evaluating a variety of sources, incorporating and documenting source material appropriately, and avoiding plagiarism Develop flexible processes for engaging in academic writing Develop knowledge of conventions for different kinds of texts and demonstrate substantial control of the conventions of Edited American English Reflect on and make judgments about their own texts and writing processes Courses ENGL - Writing and Research 3 credits Goal 3 An understanding of our cultural heritage as revealed in literature, its movements and traditions, through reading, understanding, analyzing, and writing about the major works that have shaped our thinking and provide a record of human experience three credits.
The theory and criticism of literature are, of course, also closely tied to the history of literature. However, the modern sense of "literary theory" only dates to approximately the s when the structuralist linguistics of Ferdinand de Saussure began to strongly influence English language literary criticism.
The New Critics and various European-influenced formalists particularly the Russian Formalists had described some of their more abstract efforts as "theoretical" as well. But it was not until the broad impact of structuralism began to be felt in the English-speaking academic world that "literary theory" was thought of as a unified domain.
In the academic world of the United Kingdom and the United States, literary theory was at its most popular from the late s when its influence was beginning to spread outward from elite universities like Johns HopkinsYaleand Cornell through the s by which time it was taught nearly everywhere in some form.
During this span of time, literary theory was perceived as academically cutting-edge, and most university literature departments sought to teach and study theory and incorporate it into their curricula.
Because of its meteoric rise in popularity and the difficult language of its key texts, theory was also often criticized as faddish or trendy obscurantism and many academic satire novels of the period, such as those by David Lodgefeature theory prominently.
Some scholars, both theoretical and anti-theoretical, refer to the s and s debates on the academic merits of theory as "the theory wars". By the early s, the popularity of "theory" as a subject of interest by itself was declining slightly along with job openings for pure "theorists" even as the texts of literary theory were incorporated into the study of almost all literature.
Bythe controversy over the use of theory in literary studies had quieted down, and discussions on the topic within literary and cultural studies tend now to be considerably milder and less lively. However, some scholars like Mark Bauerlein continue to argue that less capable theorists have abandoned proven methods of epistemologyresulting in persistent lapses in learning, research, and evaluation.
Specific theories are distinguished not only by their methods and conclusions, but even by how they create meaning in a " text ". However, some theorists acknowledge that these texts do not have a singular, fixed meaning which is deemed "correct".
There are many types of literary theory, which take different approaches to texts. Even among those listed below, many scholars combine methods from more than one of these approaches for instance, the deconstructive approach of Paul de Man drew on a long tradition of close reading pioneered by the New Criticsand de Man was trained in the European hermeneutic tradition.
Differences among schools[ edit ] This section possibly contains original research. Please improve it by verifying the claims made and adding inline citations. Statements consisting only of original research should be removed.
May Learn how and when to remove this template message The different interpretive and epistemological perspectives of different schools of theory often arise from, and so give support to, different moral and political commitments.
For instance, the work of the New Critics often contained an implicit moral dimension, and sometimes even a religious one: Eliot or Gerard Manley Hopkins for its degree of honesty in expressing the torment and contradiction of a serious search for belief in the modern world. A critic using Darwinian literary studies might use arguments from the evolutionary psychology of religion.
Such a disagreement cannot be easily resolved, because it is inherent in the radically different terms and goals that is, the theories of the critics. Their theories of reading derive from vastly different intellectual traditions: In the late s, the Canadian literary critic Northrop Frye attempted to establish an approach for reconciling historical criticism and New Criticism while addressing concerns of early reader-response and numerous psychological and social approaches.
His approach, laid out in his Anatomy of Criticismwas explicitly structuralist, relying on the assumption of an intertextual "order of words" and universality of certain structural types.
His approach held sway in English literature programs for several decades but lost favor during the ascendance of post-structuralism. For some theories of literature especially certain kinds of formalismthe distinction between "literary" and other sorts of texts is of paramount importance.
Other schools particularly post-structuralism in its various forms: Mikhail Bakhtin argued that the "utter inadequacy" of literary theory is evident when it is forced to deal with the novel ; while other genres are fairly stabilized, the novel is still developing.
The New Criticism was the first school to disavow the role of the author in interpreting texts, preferring to focus on "the text itself" in a close reading.ENG - Composition II. Prerequisites: ENG or ENG Description: This course is an introduction to writing about benjaminpohle.com course is designed for students to practice close reading and organizing evidence to support their written interpretation and analysis of literary texts.
A writing-intensive course that examines contemporary public issues through a variety of cultural expressions, from fiction, poetry, television and comics, to political discourse, folklore, web-based media, and song lyrics, among other popular genres. Course Summary Increase your understanding of the topics you'll find on the CLEP American Literature exam, including contemporary literature, the Romantic period and literary analysis, with our.
Contemporary Metaphilosophy. What is philosophy? What is philosophy for? How should philosophy be done?
These are metaphilosophical questions, metaphilosophy being the study of the nature of philosophy. Literary theory in a strict sense is the systematic study of the nature of literature and of the methods for analyzing literature.
However, literary scholarship since the 19th century often includes—in addition to, or even instead of literary theory in the strict sense—considerations of intellectual history, moral philosophy, social prophecy, and other interdisciplinary themes which are of.
These are some of the many databases available to you as a member of Middletown Thrall Library: Artemis (now Gale Literary Sources) Searches the following databases (described below): Literature Criticism Online, Literature for Students, Literature Resource Center, and Something about the Author.