1. LITERARY CRITICISM MR. CHUNG LANGUAGE ARTS VALENCIA H.S. MR. CHUNG LANGUAGE ARTS VALENCIA H.S.

2. AgendaAgenda  TKAM Articles  TKAM Literary Criticism  TKAM Objective Final Preview  TKAM Articles  TKAM Literary Criticism  TKAM Objective Final Preview

3. ObjectiveObjective  Begin understanding of literary criticism  Identify & apply literary theories to TKAM  Prepare for analysis & evaluation of TKAM  Begin understanding of literary criticism  Identify & apply literary theories to TKAM  Prepare for analysis & evaluation of TKAM

4. StandardsStandards Literary Criticism 3.11  Evaluate the aesthetic qualities of style,  including the impact of diction and figurative language on tone, mood, and theme,  using the terminology of literary criticism. (Aesthetic approach) Literary Criticism 3.11  Evaluate the aesthetic qualities of style,  including the impact of diction and figurative language on tone, mood, and theme,  using the terminology of literary criticism. (Aesthetic approach)

5. StandardsStandards Literary Criticism 3.12  Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) Literary Criticism 3.12  Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

6. StandardsStandards Literary Response and Analysis 3.5c.  Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. Literary Response and Analysis 3.5c.  Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

7. KWL:  WHAT I THINK I KNOW…  WHAT I WANT TO KNOW… Literary Criticism

8. TOPIC/CONCEPT/FACT/SKILLTOPIC/CONCEPT/FACT/SKILL  Literary Criticism

9. DEFINITIONDEFINITION  An informed, written analysis & evaluation of a work of literature  Based on a “ literary theory ” [ http://wordnet.princeton.edu/] http://wordnet.princeton.edu/ [Critical Encounters, Deborah Appleman]  An informed, written analysis & evaluation of a work of literature  Based on a “ literary theory ” [ http://wordnet.princeton.edu/] http://wordnet.princeton.edu/ [Critical Encounters, Deborah Appleman]

10. ESSENTIAL CHARACTERISTICS  Literary Theories--a means to understand the various ways people read & connect with texts.  “lenses” through which we can see texts  Usually leads to a whole new perspective  Literary Theories--a means to understand the various ways people read & connect with texts.  “lenses” through which we can see texts  Usually leads to a whole new perspective

11. EXAMPLES [Most Common] Archetypal Criticism  Symbols, motifs, myths, characters, situations Archetypal Criticism  Symbols, motifs, myths, characters, situations

12. EXAMPLES [Most Common] Formalism [New Criticism, Structuralism]  The work itself the focus  No need for context  Aesthetics  Language, interactions of words, figures of speech, & symbols Formalism [New Criticism, Structuralism]  The work itself the focus  No need for context  Aesthetics  Language, interactions of words, figures of speech, & symbols

13. EXAMPLES [Most Common] Historical Criticism  The work a reflection of the author’s (or characters’) life & times  Necessary to know about the author & the political, economical, & sociological context  Can it be universal or contextual? Historical Criticism  The work a reflection of the author’s (or characters’) life & times  Necessary to know about the author & the political, economical, & sociological context  Can it be universal or contextual?

14. EXAMPLES [Most Common] Reader-Response Criticism  Reader’s role in the development of interpretation  Reader creates meaning  Subjectivity? Reader-Response Criticism  Reader’s role in the development of interpretation  Reader creates meaning  Subjectivity?

15. EXAMPLES [Most Common] Mimetic  Real world reality?  Morality, norms, values Intertextual  Comparing the work with other literature  Breadth Mimetic  Real world reality?  Morality, norms, values Intertextual  Comparing the work with other literature  Breadth

16. POLITICAL EXAMPLES [Most Common] Feminist Criticism  Impact of gender on writing & reading  Critique of patriarchal society: cultural & economic “disabilities” Feminist Criticism  Impact of gender on writing & reading  Critique of patriarchal society: cultural & economic “disabilities”

17. POLITICAL EXAMPLES [Most Common] Marxist Criticism  Relationships between the socio-economic classes  Economic & cultural theories of Karl Marx & Friedrich Engels  Focus: power & money in lit Marxist Criticism  Relationships between the socio-economic classes  Economic & cultural theories of Karl Marx & Friedrich Engels  Focus: power & money in lit

18. EXAMPLES [Most Common, Abstract] Deconstruction  Text is focus, but no inherent meaning Deconstruction

19. EXAMPLES [Most Common] Psychological & Psychoanalytic Criticism  Psychological motivations of the characters [or of the author]  Freud, Jung Psychological & Psychoanalytic Criticism  Psychological motivations of the characters [or of the author]  Freud, Jung

20. OVERVIEWOVERVIEW LITERARY WORK REAL WORLD LITERARY CRITICISM OTHER LITERATURE BEYOND THE WORLD AUTHOR’S WORLD AUTHOR’S LIFE AUDIENCE Reader- Response Historical, Biographical Formalist [Structuralism], Deconstruction Mimetic Feminist, Marxist, etc. Intertextual Archetypal Psychological

21. VARIATIONSVARIATIONS TKAM 2007 To Kill A Mockingbird OTHER LITERATURE BEYOND THE WORLD 1930-1960Alabama Harper Lee PIB/H CONNECTIONS HISTORICAL;TLA… HistorianHistorian SociologistSociologist GeographerGeographer AESTHETIC; TLA Linguist Connector MAD DOG Feminine Voice; Power Structure TKAM FILM A Separate Peace; Of Mice and Men Hero; Scapegoat

22. VARIATIONSVARIATIONS  ATTICUS FINCH & THE MAD DOG  HOLLYWOOD & RACE  LEE’S TRAGIC VISION  SECRET COURTS OF MEN’S HEARTS  FEMALE VOICE…NARRATIVE STRATS  ATTICUS FINCH & THE MAD DOG  HOLLYWOOD & RACE  LEE’S TRAGIC VISION  SECRET COURTS OF MEN’S HEARTS  FEMALE VOICE…NARRATIVE STRATS

23. REVIEWREVIEW  informed, written analysis & evaluation of a work of literature  literary theory as a lens  informed, written analysis & evaluation of a work of literature  literary theory as a lens

24. APPLICATION/SUMMARYAPPLICATION/SUMMARY TAKE HOME ESSAY  3-5 pages, word- processed  MLA style  Due: FRIDAY, Nov. 9 TAKE HOME ESSAY  3-5 pages, word- processed  MLA style  Due: FRIDAY, Nov. 9

25. APPLICATION/SUMMARYAPPLICATION/SUMMARY TOPIC [open]  Approach… TOPIC [open]  Approach…

26. APPLICATIONAPPLICATION ATTICUS FINCH & THE MAD DOG  TOPICS:  SYMBOLISM  ARCHETYPES  PSYCHOLOGICAL ATTICUS FINCH & THE MAD DOG  TOPICS:  SYMBOLISM  ARCHETYPES  PSYCHOLOGICAL

27. APPLICATIONAPPLICATION HOLLYWOOD & RACE  TOPICS  COMPARE/CONTRAST  INTERTEXTUAL  A SEPARATE PEACE  SOUTHERN AUTHORS SHORT STORIES  MIMETIC HOLLYWOOD & RACE  TOPICS  COMPARE/CONTRAST  INTERTEXTUAL  A SEPARATE PEACE  SOUTHERN AUTHORS SHORT STORIES  MIMETIC

28. APPLICATIONAPPLICATION LEE’S TRAGIC VISION  TOPICS  HISTORICAL  PSYCHOLOGICAL  AESTHETICAL LEE’S TRAGIC VISION  TOPICS  HISTORICAL  PSYCHOLOGICAL  AESTHETICAL

29. APPLICATIONAPPLICATION SECRET COURTS OF MEN’S HEARTS  TOPICS  POWER STRUCTURE [MARXIST]  MORES [MORALS], VALUES  SOCIAL CODES SECRET COURTS OF MEN’S HEARTS  TOPICS  POWER STRUCTURE [MARXIST]  MORES [MORALS], VALUES  SOCIAL CODES

30. APPLICATIONAPPLICATION FEMALE VOICE…NARRATIVE STRATS  TOPICS  AESTHETICAL APPROACH  INTERTEXTUAL: COMPARE/CONTRAST FILM TO TEXT  FEMINIST FEMALE VOICE…NARRATIVE STRATS  TOPICS  AESTHETICAL APPROACH  INTERTEXTUAL: COMPARE/CONTRAST FILM TO TEXT  FEMINIST

31. WORKS CITED Bloom, Harold, ed. Modern Critical Interpretations: Harper Lee’s To Kill a Mockingbird. Philadelphia, PA: Chelsea House Publisher, 1999.

32. WORKS CITED Appleman, Deborah. Critical Encounters in High School English. New York: Teachers College Press, 2000. WordNet: A Lexical Database for the English Language. 2006. Cognitive Science Laboratory at Princeton University. 01 Nov 2007. http://wordnet.princeton.edu/. http://wordnet.princeton.edu/ Burris, Skylar. Literary Criticism: An Overview of Approaches. 2005. University of Texas at Brownsville. 01 Nov 2007. http://www.literatureclassics.com/ancientpaths/liccrit.html. http://www.literatureclassics.com/ancientpaths/liccrit.html Appleman, Deborah. Critical Encounters in High School English. New York: Teachers College Press, 2000. WordNet: A Lexical Database for the English Language. 2006. Cognitive Science Laboratory at Princeton University. 01 Nov 2007. http://wordnet.princeton.edu/. http://wordnet.princeton.edu/ Burris, Skylar. Literary Criticism: An Overview of Approaches. 2005. University of Texas at Brownsville. 01 Nov 2007. http://www.literatureclassics.com/ancientpaths/liccrit.html. http://www.literatureclassics.com/ancientpaths/liccrit.html