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A Practical Introduction to Literary Study,9780130947864
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A Practical Introduction to Literary Study

by ;
Edition:
1st
ISBN13:

9780130947864

ISBN10:
0130947865
Format:
Paperback
Pub. Date:
12/8/2004
Publisher(s):
Longman
List Price: $89.00

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Summary

This brief, practical book addresses how and why people read literature, and then shows different ways of thinking about the literature they are reading┐teaching users to read critically and analytically, to write thoughtful and concise papers of literary analysis, and to perform competent literary research.The book┐s comprehensive coverage offers a detailed description of practical research methods, an understanding of criticism and how to use it in papers, and a complete section on MLA documentation. The main topics address: what is literature and what is critical thinking?; reading critically; understanding literary language; explication and analysis; and secondary sources, research, and critical theory.For those new to literary study.

Table of Contents

Preface vii
PART ONE LITERATURE AND CRITICAL THINKING 1(18)
1 Literature and the Literary Canon
1(5)
2 Challenges to the Canon
6(8)
2.1 Popular Fiction
6(1)
2.2 The Boundaries of Poetry
7(4)
2.3 Television and Film as Drama
11(3)
3 Why Read Literature?
14(5)
3.1 The Habit of Critical Thinking
14(2)
3.2 Critical Thinking and Popular Tastes
16(3)
PART TWO READING CRITICALLY 19(31)
4 The Act of Reading
19(10)
4.1 Text and Subtext
19(3)
4.2 Searching for Clues
22(4)
4.3 Authorial Intention
26(2)
4.4 Tips for the Physical Act of Reading
28(1)
5 Reading Fiction Actively
29(5)
6 Engaging with Poetry
34(10)
6.1 Example: Robert Frost
35(4)
"Desert Places"
35(1)
"The Road Not Taken"
36(3)
6.2 Example: Shakespeare's Sonnets
39(11)
Sonnet 18
39(2)
Sonnet 130
41(3)
7 Experiencing Drama
44(5)
8 Analytical Reading
49(1)
PART THREE UNDERSTANDING LITERARY LANGUAGE 50(50)
9 The Elements of Narrative
50(19)
9.1 Plot
51(2)
9.2 Setting
53(4)
9.3 Character
57(2)
9.4 Dialogue
59(2)
ROBERT BROWNING,
"My Last Duchess"
59(2)
9.5 Theme
61(2)
9.6 Point of View
63(4)
9.7 Tone
67(2)
10 Figurative Language
69(1)
10.1 Tropes
70(3)
10.2 Rhetorical Devices
73(3)
11 Prose Genres
76(1)
11.1 Fiction Genres by Length
76(2)
11.2 Types of Fiction
78(2)
11.3 Nonfiction
80(2)
12 Poetry Forms and Genres
82(1)
12.1 Types of Poems
83(2)
12.2 Prosody and Poetic Diction
85(10)
13 Drama
95(1)
13.1 Dramatic Conventions
95(2)
13.2 Subgenres of Drama
97(3)
PART FOUR EXPLICATION AND ANALYSIS 100(1)
14 From Reading to Writing
100(54)
14.1 "Rules" for Good Writing
101(2)
14.2 Writing as a Process
103(1)
14.3 Topics and Assignments
104(2)
14.4 Asking the Right Question
106(3)
14.5 From Question to Thesis
109(3)
15 Formulating an Argument
112(2)
15.1 Developing Proof and Evidence
114(3)
15.2 Organization and Structure
117(5)
15.3 Introductions and Conclusions
122(2)
15.4 Revising Your Paper
124(6)
16 Citing Primary Texts and Formatting Your Paper
130(1)
16.1 Citing Primary Texts
130(7)
16.2 Formatting Your Paper
137(3)
17 Practical Advice
140(8)
18 Sample Student Essay
148(2)
19 Sample Student Essay
150(4)
PART FIVE SECONDARY SOURCES, RESEARCH, AND CRITICAL THEORY 154(1)
20 Research Methods in the Digital Age
154(104)
20.1 Database Searches
156(2)
20.2 Using the Library
158(4)
20.3 Evaluating Internet Sources: Can You Trust This Web Site?
162(2)
20.4 Quick Tips for Literary Research
164(3)
21 Reading Literary Criticism
167(1)
STANLEY RENNER,
"Moving to the Girl's Side of 'Hills Like White Elephants'"
167(20)
22 Practical Advice for Reading and Evaluating Literary Criticism
187(3)
23 Plagiarism and Academic Honesty
190(3)
24 MLA Documentation Style
193(51)
24.1 Understanding MLA Documentation
194(1)
24.2 Works Cited Entries in MLA Style
195(7)
24.3 Sample Works Cited Page
202(1)
24.4 Sample Student Research Paper
203(4)
25 A Brief Introduction to Critical Theory
207(4)
25.1 New Criticism
211(3)
25.2 Psychoanalytic Criticism
214(6)
25.3 Deconstruction and Poststructuralism
220(6)
25.4 Feminist and Gender Criticism
226(8)
25.5 Cultural Studies and New Historicism
234(7)
25.6 Theory-Based Readings: Approaches to "Araby"
241(3)
26 Reading a Theory-Based Article
244(1)
ELLEN GOLUB,
"Untying Goblin Apron Strings: A Psychoanalytic Reading of 'Goblin Market'"
244(14)
PART SIX READINGS 258(1)
ALICE CHILDRESS,
Florence
258(10)
KATE CHOPIN,
"The Storm"
268(4)
CHARLOTTE PERKINS GILMAN,
"The Yellow Wallpaper"
272(13)
SUSAN GLASPELL,
Trifles
285(10)
ROBERT HAYDEN,
"Those Winter Sundays"
295(1)
ERNEST HEMINGWAY,
"Hills Like White Elephants"
296(4)
LANGSTON HUGHES,
"The Negro Speaks of Rivers"
300(1)
LANGSTON HUGHES,
"Theme for English B"
301(2)
JAMES JOYCE,
"Araby"
303(4)
CHRISTINA ROSSETTI,
"Goblin Market"
307(13)
GARY SOTO,
"Oranges"
320(2)
Glossary 322(12)
Credits 334(1)
Index 335

Excerpts

As English professors with large teaching loads at small colleges, we have had the opportunity to teach a considerable number of literature courses at every level of college education, from first-year introductory courses through graduate seminars. Although many of our sophomore students may have been exposed to the rudiments of literary study as first-year students, it has become apparent to us that a good many students seem to have difficulty retaining what they have learned about critical reading, analytical writing, and research and documentation methods into their second-year literature surveys. We have also begun encountering transfer students from schools that do not require literature and composition courses for first-year students. Such students have upon occasion been thrust into college-level literature courses where they are expected to read critically and analytically, to write thoughtful and concise papers of literary analysis, and to perform competent literary research. These expectations are difficult enough to meet for sophomores who have had the benefit of first-year instruction in literature but exceedingly difficult to meet for students like the transfers we noted or students who have exempted their first-year class through placement exams. At the same time, like many other professors, we have become somewhat dissatisfied with many standard first-year literary texts. Although some of the pedagogical apparatus included in such texts is very fine, often the anthology of included works doesn''t live up to the sections on writing. Similarly, several excellent anthologies seem to contain very little in the way of useful pedagogy. A text containing very good notes on critical theory, for example, may contain nothing on Modern Language Association (MLA) documentation. Finding supplemental texts that let us teach literature from a variety of anthologies and primary sources while at the same time not sacrificing any of the pedagogy proved quite difficult. We have also had problems in finding texts that were suitable for students who were still learning to read critically and to write analytically or who needed to be refreshed on the fundamental rules of literary research before being asked to make use of theory in a paper. Our goal in this book, then, is to provide a practical guide for students entering literary study This text is intended as a supplementary text for survey of literature courses and is written and designed to be useful and accessible for the undergraduate student. We have particularly focused on sophomores and on first-year students who are taking courses that use literature anthologies or other texts without pedagogical apparatus. A Practical Introduction to Literary Studybegins by focusing on critical reading and the literary canon and introduces students to the tools, terms, and methods they need for discussing literature. It also contains chapters on practical research methods, on understanding criticism and using it in papers, and on MLA documentation. We have also included a brief overview of critical theory that should prove useful in courses designed for introducing new upper-division students to the English major. We have used boldfaceto indicate important literary terms throughout the text that are defined in the glossary at the back of the book. Although A Practical Introduction to Literary Studydoes include a small number of readings to help illustrate various points throughout the text, this book is not intended to function as an anthology or to replace any of the excellent anthologies instructors use in their classes. Instead, we have for the most part chosen short, commonly taught or relatively straightforward texts in order to facilitate classroom instruction. The readings have been kept to a minimum because the text is intended to be supplemental to other literature texts; we realize that instructors may often wish to choose alternative works to teach the lesson at hand. Some readings are incorporated into the chapter for the convenience of the instructor and students; others are contained in Part Six of the book. Above all else, this book is intended to be understandable and useful to the beginning student as well as to the more advanced student. We have included Thinking Exercises throughout the book that instructors may assign if they wish; these exercises are tailored to provoke further thought in students who are learning how exciting and stimulating literary studies can truly be.


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