1.7.1: What Is Literary Theory and Why Should I Care?

• 1.7.1.1: Literary Snapshot- Alice’s Adventures in Wonderland

  This page discusses the final chapter of "Alice’s Adventures in Wonderland," where Alice witnesses the absurd trial of the Knave of Hearts. The nonsensical poem read by the White Rabbit mirrors students' difficulties in understanding literature. It highlights the textbook's aim to equip students with "literary theories" to better analyze texts and foster deeper engagement with literature.

• 1.7.1.2: What Is Literary Theory?

  This page explores the differences between theories in natural sciences and literature. In sciences, theories focus on problem-solving, while in literature, they guide interpretation through descriptive models addressing literature's definition and context. Various literary theories prioritize different aspects, resulting in diverse interpretations of texts. The book introduces key literary theories using sample student papers to illustrate their practical application in literary analysis.

  • 1.7.1.2.1: What is Literary Criticism?
  • 1.7.1.2.2: Literary Terms - A Guide
  • 1.7.1.2.3: A Short History of the Early American Novel

• 1.7.1.3: Why Study Literary Theory?

  Gerald Graff's "Disliking Books at an Early Age" details his initial disconnection with literature, transformed by engaging debates on "Adventures of Huckleberry Finn." He highlights the importance of critical discussions, demonstrating that literature conveys shared human experiences. Graff encourages students to interact with texts through literary theories, providing a toolkit for deeper interpretation and participation in literary discourse.

• 1.7.1.4: What Is the Writing Process?

  This page emphasizes that good writing is a process that demands time, attention, and revision. Key aspects include prewriting, researching, outlining, drafting, and seeking feedback. Acclaimed novelist Salman Rushdie highlights that writing entails concentration and exploration. The writing process is non-linear, and it encourages engagement with peers for feedback while recognizing individual writing approaches.

• 1.7.1.5: Why Commit to the Writing Process?

  This page emphasizes the importance of commitment to the writing process for unconfident writers, highlighting that practice is crucial for skill development. It explains that writing is a learnable skill, not just a talent, and that increased writing in college helps build comfort with conventions. The process promotes gradual improvement, reducing perfection pressure, and enhances valuable argumentation skills applicable in various professions.

• 1.7.1.6: What Is Academic Argument?

  This page highlights the difference between common perceptions of arguments and their academic interpretation in literary scholarship. It describes academic arguments as constructive discussions supported by evidence, using Shakespeare’s "Sonnet 130" as an example of respectful disagreement. It underscores the importance of academic argumentation skills for classwork, guided by the Toulmin method and influenced by Rogerian principles.

• 1.7.1.7: Introducing an Academic Argument

  This page presents Monica's analysis of Washington Irving's "The Legend of Sleepy Hollow," challenging conventional ghost story interpretations by emphasizing the rivalry between Ichabod Crane and Brom Van Brunt as an allegory for the tensions between young America and Great Britain. Monica's historicized reading highlights the story's context in early American society, aiming to deepen readers' understanding and invite them to reconsider their interpretations.

• 1.7.1.8: Student Writer at Work- Monica Platten’s “‘The Legend of Sleepy Hollow’- An Allegory for a Young America”

  This page analyzes Washington Irving's "The Legend of Sleepy Hollow" as an allegory for the rivalry between the emerging American identity and British influence, embodied by characters Ichabod Crane and Brom Bones. Ichabod represents ambition and naivety, while Brom reflects strength and dominance.

• 1.7.1.9: Understanding the Body of Monica’s Argument

  This page analyzes "Sleepy Hollow" as an allegory for young America's challenges, using character and setting representations related to America and Great Britain. Monica supports her claims with textual evidence and engages with counterclaims, enhancing her argument's credibility.

• 1.7.1.10: Conclusion to the Introduction

  This page emphasizes the importance of considering readers' questions and fostering collaborative discourse in academic writing. It suggests using differing viewpoints to enhance personal arguments with evidence rather than viewing disagreements as conflicts. Acknowledging the multiplicity of literary interpretations and engaging with various theories can lead to more persuasive arguments and active participation in scholarly conversations.

• 1.7.1.11: Writing about Readers - Applying Reader-Response Theory

  This page outlines learning objectives centered on reader response theory, highlighting the reader's experience with literature. Key goals include applying reader-response methodology, engaging in peer review, and drafting a paper. It features literary snapshots, an overview of strategies, student paper examples, and assessments, aiming to enhance comprehension and application of reader-response concepts in literary analysis.

  • 1.7.1.11.1: Literary Snapshot- Alice’s Adventures in Wonderland
  • 1.7.1.11.2: Reader-Response Theory- An Overview
  • 1.7.1.11.3: Focus on Reader-Response Strategies
  • 1.7.1.11.4: Reader Response- A Process Approach
  • 1.7.1.11.5: Student Writer at Work- Amy Ferdinandt’s Reader Response to James Thurber’s “The Secret Life of Walter Mitty”
  • 1.7.1.11.6: Student Sample Paper- Hannah Schmitt’s “The Death of Intellectualism in Grahame-Smith and Austen’s Pride and Prejudice and Zombies”
  • 1.7.1.11.7: Student Sample Paper- Erin Huebner Gloege’s “Identity Themes in Dickinson- Four Students Reading”
  • 1.7.1.11.8: End-of-Chapter Assessment
  • 1.7.1.11.9: Suggestions for Further Reading

Thumbnail: Old book bindings at the Merton College library. (CC BY-SA 3.0; Tom Murphy VII)