Literary Criticism

Literary Criticism
Moralistic Criticism
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Plato argues that literature (and art) is capable of corrupting or influencing
people to act or behave in various ways. Sometimes these themes, subject
matter, or the actions of literary characters undermine religion or ethics, he
warns. Aristotle and Horace both believed that literature can instruct as well as
corrupt. So care must be taken when writing or reading. This idea is picked up
later by Samuel Johnson and Matthew Arnold who see literature as a good way
to teach morality and probe philosophical ideas. The underlying principle then is
whether or not the text can be seen as A) moral, and B) practical or useful.
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Judge the value of the literature on its moral lesson or ethical teaching
A. Literature that that is ethically sound and encourages virtue is praised
B. Literature that misguides and/or corrupts is condemned
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Post Modern Moral Criticism asks how the work in question affects the reader.
Moralistic Criticism cont.
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Questions to consider:
1. Is the author and his/her treatment of subject (both character
and theme) mature, sincere, honest, sensitive, or courageous?
How so, and how does knowing this help us approach the text
in a meaningful way?
2. Does the text seek to corrupt or negatively influence the
reader? How so and/or why?
3. What moral lesson or ethical teaching is the author
presenting in the text/or through character, plot, or theme?
4. Does the work in question pose a moral lesson or
philosophical idea?
Using symbols to find theme
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Look for objects that are repeated throughout
a story (nature and animals are common
symbols)
Analyze the characteristics of that object.
Analyze how the object fits into the theme.
Moralistic Analysis Example
As narrator, Esperanza describes the trees that she often looks as the only things around that
understand her:
When I am too sad and too skinny to keep keeping, when I am a tiny thing against
so many bricks, then it is I look at trees.... Four who grew despite concrete. Four
who reach and do not forget to reach. Four whose only reason is to be and be.
Further, she notes how the trees send down roots to grab the earth and hold themselves stable.
Thus, they set an example to Esperanza to establish a foundation for herself in which she will
have roots, and to continue to aspire for her vision of the future in spite of her meager living
conditions and environment. She does not remain in her house like Mamacita, who refuses to
try to learn English, or like Rafaela, whose husband locks her in their apartment all day while he
works. Esperanza, whose name means "hope," understands that the young, vibrant trees do
not belong in this decaying barrio, either.
Like the trees, Esperanza understands that she must grow and reach beyond her meager and
stultifying environment.
http://www.enotes.com/homework-help/what-might-trees-simbolize-four-skinny-trees-3258
Theme Analysis
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Choose one of the following themes (or one of your own)
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Gender/Racial—The effect of gender/racial discrimination on people. •
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Love—Difference between
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idealized and realistic love.
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Fate/Free Will—How much of our life is decided by our birth? Are there things we can
rise above with our choices?
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Morality/Social Class—Is morality linked to social class?
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Beauty—What makes a person beautiful?
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Dreams—Are they just something for naïve children? Can they be achieved?
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Compassion/Forgiveness---Are they for the weak or is there strength in being able to
forgive?
Identify and analyze a symbol from the story
As a group, create a poster that contains a picture of the symbol, an explanation of what it
symbolizes, and an analysis of how it ties in with the theme.
Be ready to present to the class (whoever does not contribute to the poster will present)
Historical and Biographical Criticism
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These two very similar approaches to literature use the life and
times of the author to arrive an interpretation of a text.
Biographical theory is analysis based on the idea that a
person's life influences his or her work. When considering
biographical theory, look at the following aspects of an author's
identity: 1. class 2. race 3. ethnicity 4. sex and/or gender 5.
family history 6. religious and/or political beliefs 7. education
8. nationality.
Historical literary criticism focuses mainly on the subject's
relevance, relationship with, and influence upon the historical
period in which it was written. A historical critic looks at how the
time period influenced the writing of the work as well as how
events in the authors life influenced him or her.
Historical Criticism Example
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Immediately, it becomes clear that, though they may appear happy, the population in Brave
New World is far from independent, and during the early 20th century, many British citizens
were concerned about the security of their own independence. After welfare reforms such
as the old age pensions, passed by Parliament in 1908 (“British History Timeline”), people
began to fear a future where they government slowly took control of its subjects’
lives. They feared that welfare programs would evolve into Huxley’s world where every
aspect of life is manipulated by the hypnopædic lessons received while still a helpless
child; after all, the people in this world remain “so infantile that [they] still feel as if [they]
were in the womb/decanter” (Buchanan 77). While in such a trivial mental state, there is no
room for a desire to rise in the world, there is no room for a desire to master a new trade,
and there is certainly no room for any extracurricular learning. For example, an
independent Delta might seek out advancement from their mundane position in society;
however, a dependent Delta relies only on a constant supply of facile work or an
opportunity to languish in a fantastical soma-induced coma to be happy. They are like
babies, “mewling and puking” (Huxley 144). Though they are incapable of objecting to their
social position, they also are incapable of enjoying the peace which they receive. By
highlighting the Deltas’ inability to reap the rewards of their stupidity, Huxley asserts that
the cost of a noble aspiration for happiness, whether through hypnopædic lessons or
through financial welfare packages, can paradoxically tarnish the happiness it is expected
to create.
http://parkrose.orvsd.org/mod/resource/view.php?id=31012
Feminist/Race Criticism
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Women/non-whites are oppressed by patriarchy economically,
politically, socially, and psychologically; patriarchal ideology is
the primary means by which they are kept so
In every domain where patriarchy reigns, woman/non-whites
are the other: they are marginalized, defined only by her
difference from male/white norms and values
All feminist/race theory activity has as its ultimate goal to
change the world by prompting gender/racial equality
Gender/race issues play a part in every aspect of human
production and experience, including the production and
experience of literature, whether we are consciously aware of
these issues or not.
Feminist/Race Criticism
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How is the relationship between men and women/whites and nonwhites portrayed?
What are the power relationships between men and women/whites
and non-whites?
How are male and female/racial roles defined?
Do characters take on traits from opposite genders/other races? How
so? How does this change others’ reactions to them?
What does the work reveal about the operations (economically,
politically, socially, or psychologically) of white patriarchy?
What does the work imply about the possibilities of resisting white
patriarchy?
What does the history of the work's reception by the public and by the
critics tell us about the operation of white patriarchy?
Feminist/Race Criticism
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How is the relationship between men and women portrayed?
What are the power relationships between men and women (or characters assuming
male/female roles)?
How are male and female roles defined?
What constitutes masculinity and femininity?
How do characters embody these traits?
Do characters take on traits from opposite genders? How so? How does this change
others’ reactions to them?
What does the work reveal about the operations (economically, politically, socially, or
psychologically) of patriarchy?
What does the work imply about the possibilities of sisterhood as a mode of resisting
patriarchy?
What does the work say about women's creativity?
What does the history of the work's reception by the public and by the critics tell us about
the operation of patriarchy?
What role the work play in terms of women's literary history and literary tradition? (Tyson)
Feminist/Race Criticism Example
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There are two main ways to approach Alice. Either critics have seen her as a feminist
hero, a rebel breaking out of the traditional female gender roles, or they are more hesitant
to give Carroll the credit of really breaking any stereotypes. Judith Little and Megan S.
Lloyd are both of the former camp. They argue thatAlice is a “literally ‘underground’ image
of a woman resisting the ‘system’ “ (Little 204). They see Alice’s assertiveness, activity,
and curiosity as distinctively “Un-Victorian” traits which make her not only an important
example of a “subversive” woman, but also, in Lloyd’s view, an ideal role model for our
society. Lloyd writes, “[Alice’s] is a reality where women author their own tales, work out
their own problems, expect the extraordinary, and speak their minds. Faced with
continuing mistreatment and stereotypical expectations, today’s young women do well to
ask themselves, what would Alice do?” (17).
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http://www.carleton.edu/departments/ENGL/Alice/CritFem1.html