What is Literary criticism?

 It is a challenging thing to learn because it requires a lot of reflective thinking.

 can broaden a reader’s understanding of an author’s work by summarizing, interpreting, and
exploring its value.
 Literary criticism is the practice of studying, evaluating, and interpreting works of literature.
Similar to literary theory, which provides a broader philosophical framework for how to analyze
literature, literary criticism offers readers new ways to understand an author’s work. Examples of
literary theories include new historicism, feminism theory, critical theory, and post-colonial
theory.
 The practice of literary criticism creates space for readers to better understand the beauty and
complexity of the world through literature.
Formalism
-began in Russia in 1916 by two groups Moscow Linguistic society led by Roman Jacobson and Prague
Linguistic Circle led by Victor Shklovsky
- It was popular in the 20th Century and was known as the “New Criticism”
- In the 1950s, it became the most popular critical movement.
Prominent thinkers include:
 Viktor Shklovsky —introduced “defamiliarization”
 Roman Jakobson— formulated the concept of “literariness”
 Boris Tomashevsky—proposed how to analyze a narrative on his essay “Thematics”
 Boris Eichenbaum— defined formalism as an effort to create an “independent science of literature

 It focuses on the text itself

 It uses CLOSE READING
 It ignores the author, reader and social context.
EXPLANATION:
Formalism looks at the form of the text. Formalists doesn’t search inside texts for ideas from the
outside world or about the authors themselves. It focuses on the “literariness” of text.
When we say literariness, it means as being the feature that makes a given work a literary work. It
distinguishes a literary work from ordinary texts by using certain artistic devices such
as metre, rhyme, and other patterns of sound and repetition in a poem for example.

Moreover, the main focus is on the arrangement of language, rather than on the implications of the
words, or on the biographical and historical relevance of the work in question. It ignored the text’s
historical, biographical and cultural context.
Also, it refers how a literary work can be understood only by reference to its intrinsic features,
which are the literary elements and devices such as: Characters, settings, plot, point of view,
conflict, symbolisms, and theme.
Literary devices: Metaphor, simile, irony, etc.
*Discuss or Review each element and device
Advantages of Formalism
1. Objective Analysis: Formalism allows for an objective analysis of a text. It focuses on the text
itself, not the author's intentions, the reader's reactions, or the social context. This can lead to a
more unbiased interpretation.
2. Close Reading: Formalism encourages close reading and detailed analysis of the text. This can
lead to a deeper understanding of the work.
3. Universal Application: Formalist principles can be applied to any text, regardless of its cultural
or historical context. This makes it a versatile tool for literary analysis.

Disadvantages of Formalism
1. Ignores Context: One of the main criticisms of formalism is that it ignores the social, historical,
and cultural context of a text. This can lead to a limited or incomplete understanding of the work.
2. Neglects Author's Intentions and Reader's Response: Formalism does not take into account
the author's intentions or the reader's response. This can result in a narrow interpretation of the
text.
3. Overemphasis on Structure: Formalism's focus on structure and form can sometimes
overshadow the content and themes of the text.

In conclusion, while formalism has its advantages in promoting objective and detailed analysis, it also has
its limitations, particularly in its neglect of context and reader's response. It's important to use it as one of
many tools in literary analysis, rather than the only approach.

STRUCTURALISM-
Structuralism is a way of understanding culture and meaning in the arts by relating the individual piece of
art (a novel, a painting, a symphony) to something larger. In Structuralist theory, the relationship between
cultural phenomena is a web, network, or structure, which exists underneath the way we think and act, and
produce art.

- branch of language study called ‘structural linguistics’

- school of thought that believes everything in the world belongs to a larger structure
: Literary texts are constructs. Meaning does not come from inside the text. Instead, meaning comes
from the relationship of each part of the text with other parts. The individuality and personality of the
author are unimportant. What matters are the deep structures.

- originally developed by a French linguis called Ferdinand de Saussure

Ferdinand de Saussure founded three concepts:
1. Sign- He argued the distinction between langue and parole; there is no menaing attached to
the word
Langue- idealized abstraction of language
Parole- language that is actually used in daily life
-he argued that sign is composed of a signified and signifier
SIGN- is any word you may see in English language
SIGNIFIED- mental concept that a signifier refers to
SIGNFIER- is a marker or word that refers to a specific concept
Example:
2. ARBITRARY RELATIONSHIP BETWEEN SIGNIFIED AND SIGNIFIER- the meaning
of the word is culturally constructed. For instance, your Idea or thought may have a
different mental concept than others; there is no fixed sign
3. BINARY RELATIONSHIP BETWEEN WORDS- because different languages have
different words to refer to signs gain their meaning from their relationship and contrast
with other signs. In other words when we try to define things we start with what they are
not. For instance Ivana Alawi is Famous because she is not insignificant or we say it is cold
because it is not hot. And dog id a dog because it s not a rabbit or cat. We define things by
contrasting to other things.
*Binary oppositions are key to understanding a text.

What are the main concepts of Structuralism literary theory?

Structuralism is about looking for the underlying structure in a literary text. It's an approach which comes
from linguistics and semiology.
What is an example of Structuralism literary theory?
Structuralism looks for patterns. One important pattern is known as binary oppositions. These are opposites,
like light/dark, male/female, and good/evil.
What is the main idea of Structuralism literary theory?
The main idea of Structuralism is that art has a unifying structure.

Who is the father of Structuralism literary theory?

Ferdinand de Saussure

STRENGTH
One of the primary strengths of structuralism lies in its ability to deconstruct complex texts and reveal
hidden meanings. By focusing on the underlying structures of a literary work, structuralism helps to
reveal patterns and connections that may have otherwise gone unnoticed. This approach allows readers to
uncover deeper layers of meaning and understand the complexity of a text in a more objective manner.
By focusing on the text itself, structuralism avoids the pitfalls of authorial intention or societal influence,
ensuring a more rigorous and unbiased analysis.
https://www.classace.io/answers/write-an-essay-about-strengths-and-weaknesses-of-structuralism-as-a-
literary-theory
WEAKNESSES

Example: Psalm 23 of King James

Psychoanalytic criticism:
 Psychoanalytic critics believe that an author’s unconscious thoughts are expressed through their
work.
 It is a literary approach where critics see the text as if it were a kind of dream.
 Psychoanalytic criticism is any form of criticism that draws on psychoanalysis, the practice
of analyzing the role of unconscious psychological drives and impulses in shaping human
behavior or artistic production
 Psychoanalytic criticism adopts the methods of “reading” employed by Freud and later theorists
to interpret texts.
 It argues that literary texts, like dreams, express the secret unconscious desires and
anxieties of the author, that a literary work is a manifestation of the author’s own neuroses.
 The author’s own childhood traumas, family life, sexual conflicts, fixations, and such will be
traceable within the behavior of the characters in the literary work.
 all such characters are projections of the author’s psyche

Psychoanalytic criticism adopts the methods of "reading" employed by Freud and later
theorists to interpret texts.
 argues that literary texts, like dreams, express the secret unconscious desires and
anxieties of the author, that a literary work is a manifestation of the author's own
neuroses.
 The author's own childhood traumas, family life, sexual conflicts, fixations, and such
will be traceable within the behavior of the characters in the literary work.
 all such characters are projections of the author's psyche.
Common Symbolisms

1. Sharp Objects: Items like swords, knives, and pens often symbolize male power and
aggression. They represent the phallus and can signify dominance or sexual potency.
 2. Tall Structures: Obelisks and towers can symbolize the erect penis, representing strength
and authority. Examples include the Washington Monument and various ancient
monuments

3. Animals: Certain animals, like bulls or stallions, can embody phallic symbolism due to their
associations with virility and power

4. The Human Body – A House

- body is seen as a home for the mind and spirit. Just like a house protects its inhabitants,
the body protects our thoughts and feelings.

5. Parents – “Exalted Personages” (Emperor/Empress or King/Queen)

- Parents are viewed as powerful figures, much like royalty. They hold authority and
influence over our lives, shaping our experiences and values.

6. Children – Little Animals or Vermin

- can be symbolized as small creatures, representing innocence and vulnerability. This imagery
conveys how children are often seen as needing
7. Round Objects: Items like bowls, flowers, and circles symbolize femininity and fertility,
representing the womb and nurturing aspects of femininity

7. Caves and Enclosed Spaces: These can represent the female body, particularly the womb,
suggesting themes of creation and protection 1

8. Water: Often associated with femininity, water symbolizes life and fertility, reflecting the
nurturing qualities of women

Example: Alice in Wonderland by Lewis Caroll

Symbols:
1. Rabbit Hole – penetration
2. Hall of Doors- act of sex
3. Curtain- child’s clothing
4. The Queen of Hearts- repressed desires and fear of losing control
Advantages

1. Deep Insight into Characters and Authors:

o Psychoanalytic criticism offers a profound understanding of characters' motivations,
behaviors, and emotional states by analyzing unconscious desires, fears, and conflicts. It
also provides insight into the author’s psyche, exploring how personal experiences and
subconscious drives influence their work.

2. Exploration of Themes and Symbols:

o This approach delves into the symbolic meanings of literary elements, such as dreams,
fantasies, and repressed desires, offering rich interpretations of themes related to identity,
sexuality, power, and family dynamics.\

Disadvantages

1. Speculative and Subjective:

o The interpretations can be highly speculative and subjective, as they often rely on the
critic’s ability to infer unconscious motives, which may not be explicitly supported by the
text.

2. Potential for Misinterpretation:

o Applying psychoanalytic concepts to a text can sometimes lead to forced or inappropriate
interpretations, especially if the critic is not well-versed in psychoanalytic theory or the
text’s broader literary and cultural context.

Reader-response criticism: Reader-response criticism is rooted in the belief that a reader's reaction to or
interpretation of a text is as valuable a source of critical study as the text itself.
 Focuses on the individual reaction and interpretation of a text.
-
Advantages
-Authenticity: Provides a genuine and heartfelt connection to the text, reflecting the reader’s true
emotional responses.
- Accessibility: Makes literary analysis more relatable and approachable for those not familiar with
formal literary criticism.

Disadvantages:
- Lack of Analytical Depth: May not delve deeply into the text’s formal qualities or broader themes.
- Overemphasis on Subjectivity: Can lead to interpretations that are highly individual and may not
consider alternative readings or textual evidence.
Reader-Response Criticism
 offers a more systematic approach, analyzing how meaning is created through the reader’s
interaction with the text and recognizing the role of various interpretive strategies. It provides a
broader theoretical framework and can accommodate a range of interpretations, though it may be
more complex and less focused on individual emotional responses.
In essence, while both approaches emphasize the reader’s role in creating meaning, Personal-Reaction
Criticism tends to be more focused on individual emotional experiences, whereas Reader-Response
Criticism provides a more structured analysis of the interpretive process.
focuses on how readers are
actively engaged in the creation of meaning
in a text
focuses on how readers are
actively engaged in the creation of meaning
in a text
focuses on how readers are
actively engaged in the creation of meaning
in a text
focuses on how readers are
actively engaged in the creation of meaning
in a text

PROPONENTS
Louise Rosenblatt (1904-2005)
Louise Rosenblatt is a highly influential critic who saw reading as a transaction between reader and
text, where both are equally important.
Rosenblatt is one of the Reader Response critics that thinks there are acceptable and less-
acceptable interpretations of texts - not all are valid.
To Rosenblatt, the text acts as a stimulus to the reader that invites them to find personal
interpretations; and as a blueprint that disciplines the reader's interpretation so that it doesn't
stray too far from the contents of the text.

Stanley E. Fish (1938)

The context in which readers read texts is important to Stanley E. Fish. Fish is interested in the
impact that the interpretive community to which a reader belongs influences the meanings they
garner from a text. A second key focus of Fish is how readers experience texts as they progress
through them, from beginning to end.

Norman Holland (1927-2017)

Norman Holland focuses on how readers' 'identity themes' impact their readings of texts. He
believes that readers' life experiences and psychologies (the impact of childhood, unresolved issues,
etc.) affect how they read.
If a reader has a good or bad relationship with their parents, this is likely to influence how they
read parental figures in a text.
This is what is known as a psychoanalytic approach to Reader Response Criticism.
Like other Reader Response critics, Holland disagrees with the idea of objective meanings, arguing
that readers may have similar interpretations insofar as they share similar identity themes.

David Bleich (1940- Present)

David Bleich puts forward a radical reader response theory, known as Subjective Reader Response
Criticism. Bleich argued that reader responses are the text. There is no text beyond the meanings
that the readers come up with. This in turn means that when critics analyse texts, what they are
analysing are the readers' responses (which constitute the text).

Reader-Response Criticism encompasses a variety of approaches, each focusing on different aspects of

the reader's interaction with the text. Here are some of the main types:

1. Transactional Reader-Response Theory:

 Key Proponent: Louise Rosenblatt.

 Focus: This approach views reading as a transactional process between the reader and the text,
where both influence the creation of meaning.
 Theory: Meaning emerges from the interaction between the reader's background, experiences,
and the text's content and structure. The reader's stance can be either aesthetic (focusing on the
emotional and personal response) or efferent (focusing on extracting information or facts).

2. Affective Stylistics:

 Key Proponent: Stanley Fish.

 Focus: This approach analyzes how the structure of a text affects the reader's experience moment
by moment.
 Theory: The text is seen as a series of events that guide the reader’s response. Fish argues that
meaning is not in the text itself but in the reader’s interpretive activities. The text's impact is
measured by how it leads the reader through a series of emotional and cognitive responses.

3. Subjective Reader-Response Theory:

 Key Proponent: David Bleich.

 Focus: Emphasizes the reader’s personal and psychological response to the text, often using
reader's interpretations to explore their identities.
  Theory: Meaning is constructed through the reader’s subjective response, which is shaped by
their psychological state, background, and personal experiences. This approach often involves
interpreting readers' written responses to understand how they relate to the text.

4. Psychological Reader-Response Theory:

 Key Proponent: Norman Holland.

 Focus: Explores the relationship between the reader’s psychological makeup and their
interpretation of the text.
 Theory: Holland’s approach suggests that readers project their own psychological needs, desires,
and defenses onto the text, using it as a means to explore their unconscious mind. This theory
often draws on psychoanalytic concepts to explain how readers’ personal identities influence their
reading.

5. Social Reader-Response Theory (Interpretive Communities):

 Key Proponent: Stanley Fish.

 Focus: Examines how readers’ interpretations are shaped by the communities they belong to,
such as social, cultural, or academic groups.
 Theory: Fish argues that readers are part of interpretive communities that share particular
strategies for interpreting texts. These communities influence how a text is understood,
suggesting that meaning is not purely individual but socially constructed.

6. Reception Theory:

 Key Proponent: Hans Robert Jauss.

 Focus: This approach studies the historical and cultural reception of a text, looking at how it has
been interpreted over time by different audiences.
 Theory: Reception theory emphasizes the changing nature of a text’s meaning as it is read by
different audiences in different historical contexts. It considers how readers' expectations, cultural
norms, and historical conditions influence the interpretation of a text.

7 .Implied Reader (Wolfgang Iser):

Introduces the concept of an “implied reader,” suggesting that texts contain structures that invite
specific responses.

Advantages

1. Personal Engagement: It emphasizes the reader's personal interaction with the text, allowing for
a richer, more individualized understanding of the work. This approach can reveal unique insights
based on the reader's experiences and perspectives.
2. Flexibility: Reader-response criticism accommodates diverse interpretations, acknowledging that
different readers can derive varied meanings from the same text. This flexibility can highlight the
text's multifaceted nature.
3. Empowerment: It empowers readers by validating their subjective experiences and responses.
This can make literary analysis more accessible and inclusive, as it doesn’t rely solely on a single,
"correct" interpretation.
Disadvantages

1. Subjectivity: The heavy emphasis on individual responses can lead to highly subjective
interpretations that might lack grounding in the text itself. This can make it challenging to reach a
consensus on the text’s meaning.
2. Overemphasis on Reader: By focusing primarily on the reader’s experience, this approach
might neglect the text’s inherent qualities and how they influence interpretation. This can
sometimes lead to interpretations that are more about the reader than the text.
3. Variability: Since interpretations can vary widely, it may be difficult to establish a coherent
critical framework or to compare different readings systematically.

QUESTIONS:

1. How does the text affect you personally?

- What emotions or thoughts does the text provoke in you?

- Do you find yourself connecting with specific characters, themes, or events?

2. ?What is your initial reaction to the text?

- How do you feel about the text on your first reading? Does your reaction change upon subsequent
readings?

3. What personal experiences or background knowledge influence your interpretation?

- How do your own experiences, values, or cultural background shape your understanding of the text?

4. How do different elements of the text (e.g., language, structure, tone) influence your reading?

- How do the text’s style, narrative techniques, or language choices impact your interpretation and
emotional response?

5. How does your interpretation of the text compare with others’ interpretations?

- Have you discussed the text with others? How do your interpretations align with or differ from theirs?

6. What role do you think the reader plays in creating meaning?

- How do you see your role in interpreting the text? What part do you believe the text itself plays in
shaping meaning?

7. How does the context in which you are reading the text influence your understanding?

- Does your current life situation, mood, or environment affect how you read and interpret the text?
8. How does the text challenge or reinforce your existing beliefs or assumptions?

- Does the text prompt you to reconsider or affirm your personal beliefs or views? How so?

9. What themes or messages resonate with you most strongly, and why?

- Are there specific themes, symbols, or messages in the text that you find particularly compelling or
significant?

10. How might different readers, with different backgrounds or experiences, interpret this text differently?

- How might various cultural, social, or personal perspectives lead to different readings of the same
text?

11. Does your emotional or intellectual response to the text change based on different contexts or
experiences?

- Have your interpretations or reactions evolved over time or in different situations?

12. What does your reading reveal about your own identity or worldview?

- How does your interaction with the text reflect aspects of your identity, such as your values, interests,
or cultural background?

Reading Readiness: The Top 5 Skills

Did you know that there are five skills your child should master before you begin formal reading
instruction? Because these reading readiness skills are so important, we call them The Big Five Skills.
Although much of your child’s learning comes naturally as he plays and experiences life, there are some
skills, like reading, that must eventually be taught. That may feel a little scary, but if you’ve taught your
child how to pick up his toys or put on his socks, you can teach your child to read, too!
In this post, you’ll learn about the skills for reading readiness, and you’ll discover more than twenty fun
ways you can help your preschooler or kindergartner develop in these areas. Let’s dig in!
5 Critical Skills for Reading Readiness
Print Awareness
Print awareness is the understanding that the print on a page represents words that have meaning and are
related to spoken language.
To develop this skill:
Help your child learn how to hold a book correctly.
As you read books together, emphasize the fact that you’re reading from front to back and from left to
right. Let your child turn the pages.
As your child helps you in the kitchen, point out the names on the food boxes and cans and the
ingredients as you read your recipe.
Point out and read road signs and store signs as you travel in the car.
Letter Knowledge
Letter knowledge enables a child to recognize the letters of the alphabet and to know the names and
sounds of each.
To develop this skill:
Sing the alphabet song together. Practice starting at different letters.
Use activities that help children recognize both uppercase and lowercase letters.
Begin to encourage an association between letter names and the sounds they make.
Explore the alphabet with refrigerator magnets.
Create the alphabet with building blocks or form letters with playdough.
Phonological Awareness
It’s a big term, but it’s really quite basic. Phonological awareness is the ability to hear and identify the
various sounds in spoken words.
To develop this skill:
Read lots of nursery rhymes and rhyming picture books together. Encourage your child to anticipate
rhyme as you read together.
Play clapping and rhyming games like Miss Mary Mack and Pat-a-Cake.
Sing silly songs by changing the first sound in some of the words. For example, sing, “Bingle bells,
bingle bells, bingle all the bay,” or “If you’re chappy and you chow it, chap your chands.”
Play games that encourage children to identify words that begin with a specific letter sound. For example,
say, “I spy with my little eye a color that starts with /r/.”
Listening Comprehension
Listening comprehension is the ability to understand the meaning of words heard and to relate to them in
some way. A child with good listening comprehension has a wide vocabulary and a growing
understanding of the world around him.

To develop this skill:

Read aloud to your children daily. Read books that are in line with your child’s interests so he begins to
realize that there is a benefit to learning to read.
Encourage even young children to interact with books.
Attend story time at the library.
Let your child see you enjoying books.
Make read-aloud time an enjoyable shared time. Here are some picture book lists to get you started.
Motivation to Read
Motivation to read is a child’s eagerness and willingness to read.

To encourage your child:

Read both fiction and nonfiction books to your child.
As you read, ask open-ended questions. For example, ask “What do you think is going to happen when
we turn the page?” or “Why did the boy go outside?”
Use everyday life experiences to build your child’s vocabulary.
Encourage imaginative play and storytelling.
Determine if Your Child Is Ready to Read
Have you been working to help your child develop these important pre-reading skills? If so, it’s very
possible that your child is ready to begin formal reading instruction. But if you’re not sure whether your
child is ready, complete this checklist to measure your child’s reading readiness:
One Final Note
I’m a strong believer in letting kids be kids and not pushing academics too early. But I also know from
extensive experience that most kids don’t develop reading readiness skills on their own. The All About
Reading Pre-reading program strikes a good balance. In about 15 minutes per day (depending on your
child’s attention span and abilities), this easy-to-use curriculum helps children develop all five of the Big
Five Skills. The program includes crafts, rhyming and word games, alphabet charts, and lots of playful
activities. And if you’ve never met Ziggy, you’re in for a treat!
The majority of a young child’s day should be filled with play, real-life activities, and physical
exploration. Add in just a touch of daily intentional instruction in these five reading readiness areas, and
your child will have a huge advantage when it comes time to read.