Foreword |
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vii | (3) |
To the Reader |
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x | |
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1 Defining Criticism, Theory, and Literature |
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1 | (15) |
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Eavesdropping on a Literature Classroom |
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1 | (2) |
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Can a Text Have More than One Interpretation? |
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3 | (1) |
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How to Become a Literary Critic |
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3 | (1) |
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What Is Literary Criticism? |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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The Reading Process and Literary Theory |
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7 | (2) |
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9 | (2) |
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Literary Theory and the Definition of Literature |
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11 | (1) |
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The Function of Literature and Literary Theory |
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12 | (2) |
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Beginning the Formal Study of Literary Theory |
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14 | (1) |
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14 | (2) |
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2 A Historical Survey of Literary Criticism |
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16 | (20) |
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16 | (2) |
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18 | (3) |
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21 | (1) |
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Longinus (First Century A.D.) |
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22 | (1) |
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Dante Alighieri (1265-1321) |
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22 | (1) |
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Sir Philip Sidney (1554-86) |
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23 | (1) |
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24 | (1) |
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Alexander Pope (1688-1744) |
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25 | (1) |
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William Wordsworth (1770-1850) |
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26 | (2) |
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Hippolyte Adolphe Taine (1828-93) |
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28 | (2) |
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30 | (1) |
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31 | (2) |
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Modern Literary Criticism |
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33 | (1) |
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34 | (2) |
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36 | (26) |
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36 | (2) |
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38 | (3) |
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41 | (3) |
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44 | (2) |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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STUDENT ESSAY: Dale Schuurman, "Keats's `To Autumn': Verses of Praise for a Malicious Season?" |
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48 | (4) |
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PROFESSIONAL ESSAY: Keats's Sylvan Historian: History Without Footnotes |
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52 | (10) |
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4 Reader-Response Criticism |
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62 | (25) |
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62 | (2) |
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64 | (3) |
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67 | (2) |
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69 | (6) |
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75 | (1) |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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STUDENT ESSAY: Jen Richardson, "The Masks that Separate: A Paradox of Knowing in Glaspell's Trifles" |
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77 | (3) |
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PROFESSIONAL ESSAY: Norman Holland, Hamlet-My Greatest Creation |
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80 | (7) |
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87 | (27) |
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87 | (1) |
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88 | (6) |
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94 | (1) |
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95 | (5) |
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100 | (1) |
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100 | (1) |
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101 | (1) |
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STUDENT ESSAY: Julie Claypool, "A Structuralist Look at Glaspell's Trifles" |
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101 | (3) |
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PROFESSIONAL ESSAY: Robert Scholes, "Decoding Papa: `A Very Short Story' As Work and Text" |
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104 | (10) |
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114 | (33) |
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Structuralism and Poststructuralism: Two Views of the World |
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114 | (1) |
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115 | (2) |
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Poststructuralism or Postmodernism |
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117 | (3) |
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120 | (3) |
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123 | (3) |
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126 | (6) |
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132 | (1) |
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132 | (1) |
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133 | (1) |
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133 | (1) |
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134 | (1) |
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STUDENT ESSAY: Jennifer Richardson, "Banquet of Contradiction" |
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135 | (3) |
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PROFESSIONAL ESSAY: J. Hillis Miller, "On Edge: The Crossways of Contemporary Criticism" |
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138 | (9) |
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7 Psychoanalytic Criticism |
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147 | (31) |
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147 | (2) |
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149 | (13) |
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162 | (1) |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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STUDENT ESSAY: David Johnson, "A Psychoanalytic Approach to Poe's `The City in the Sea'" |
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164 | (4) |
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PROFESSIONAL ESSAY: E. Pearlman, "David Copperfield Dreams of Drowning" |
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168 | (10) |
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178 | (32) |
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178 | (2) |
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180 | (8) |
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188 | (2) |
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190 | (1) |
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191 | (1) |
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191 | (1) |
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192 | (1) |
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192 | (1) |
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STUDENT ESSAY: Kara Roggie, "A Feminist Critique of Margaret Atwood's `Spelling'" |
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193 | (2) |
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PROFESSIONAL ESSAY: Elizabeth Meese, "Orality and Textuality in Zora Neale Hurston's Their Eyes Were Watching God" |
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195 | (15) |
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210 | (26) |
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210 | (1) |
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211 | (7) |
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218 | (2) |
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220 | (1) |
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221 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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STUDENT ESSAY: Juanita Wolfe, "Baking Bread for the Bourgeoisie" |
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223 | (3) |
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PROFESSIONAL ESSAY: Lionel Trilling, "Huckleberry Finn" |
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226 | (10) |
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10 Cultural Poetics or New Historicism |
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236 | (27) |
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236 | (1) |
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236 | (1) |
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237 | (1) |
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238 | (1) |
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238 | (3) |
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241 | (4) |
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245 | (2) |
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247 | (1) |
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247 | (1) |
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248 | (1) |
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248 | (1) |
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STUDENT ESSAY: Krista Adlhock, "Hawthorne's Understanding of History in `The Maypole of Merry Mount'" |
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249 | (3) |
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PROFESSIONAL ESSAY: Arthur F. Kinney, "Is Literary History Still Possible?" |
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252 | (11) |
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263 | (15) |
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263 | (2) |
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Postcolonialism: The Empire Writes Back |
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265 | (3) |
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Postcolonialism and African-American Criticism |
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268 | (2) |
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Gender Studies: New Directions in Feminism |
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270 | (1) |
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271 | (1) |
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271 | (1) |
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272 | (1) |
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PROFESSIONAL ESSAY: Peter Hulme, "Columbus and the Cannibals" |
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272 | (6) |
An Overview of the Schools of Literary Criticism |
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278 | (1) |
References |
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279 | (20) |
Bibliography |
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299 | (2) |
Credits |
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301 | (2) |
Index |
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303 | |