The English Handbook: A Guide to Literary Studies
by William Whitla (York University, Toronto, Canada)Format: eBook
Pub. Date: 2009-12-01
Publisher(s): Wiley-Blackwell
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Summary
The English Handbook: A Guide to Literary Studies is a comprehensive textbook, providing essential practical and analytical reading and writing skills for literature students at all levels. With advice and information on fundamental methods of literary analysis and research, Whitla equips students with the knowledge and tools essential for advanced literary study. Includes traditional close reading strategies integrated with newer critical theory, ranging from gender and genre to post-structuralism and post-colonialism; with examples from Beowulf to Atwood, folk ballads to Fugard, and Christopher Marlowe to Conrad's Marlow Draws on a wide range of resources, from print to contemporary electronic media Supplies a companion website with chapter summaries, charts, examples, web links, and suggestions for further study
Table of Contents
| Preface | |
| The Study of Literature | |
| "English" and "Literature": The Subject in Question | |
| Great Books and Trash: The Canon Wars | |
| What about Experience, Value, Quality, and Beauty? | |
| How Dead is the Author? From Work to Text: Intention and Authority | |
| Literary History, Periods, and Movements: Some Uses and Dangers | |
| Criticism, Interpretation, and Analysis: Thinking About What You Read | |
| Interdisciplinarity and Intertextuality-What is Outside the Field? | |
| Reading English: From Opening a Book to Critical Analysis | |
| How to Read. Reading for Keeps: Primary and Secondary Texts | |
| Skimming and Overview | |
| Outlines and Summaries | |
| Critical Reading as a Prelude to Discussion | |
| Synthesis and Connections with Lectures, Notes | |
| Five Methods of Reading | |
| Literal Level: Reading for Content | |
| Formal Level: Reading for Content and Form | |
| Expository Level: Reading for Content, Form, and Meaning | |
| Comparative Level: Reading for Associations and | |
| Implications | |
| Analytical Level: Reading for Contexts | |
| What to Look For | |
| Identifying the Markers in a Text | |
| Typographical Markers, Key Phrases, Definitions | |
| Time, Place, Agency | |
| Repetition and Variation | |
| Description, Dialogue, and Argument | |
| Content and Form | |
| From Themes to Structure and Meaning: Frames for Close Reading | |
| How is a Work Put Together? | |
| How to Annotate Your Text | |
| Critical Practice | |
| Linguistics and Literary Study. Theoretical and Applied Linguistics: What They Study | |
| Philology, Grammars, and Words | |
| Communication: From Text to Reader | |
| Denotation and Connotation: The Uses and Abuses of Dictionaries | |
| Stylistics | |
| Language in Place-The Contexts of Language | |
| Forms and Effects of Language | |
| Levels, Registers, and Dialects | |
| How Writers Put Words Together: Grammar, Punctuation, and | |
| Meaning | |
| Literary Stylistics | |
| Formalist Analysis | |
| How We Got to Formalism: History and Critique | |
| Can We Locate the Text Itself? Form and Content, Theme and Details | |
| Representation and Structure | |
| Advantages and Disadvantages of Close Reading | |
| Connecting Formalist Analysis to Material Conditions of Writing and Ideology | |
| Genres | |
| What Kind of Thing is That? The Analysis of Genres | |
| The Social Construction of Genres | |
| Literary Genres and Readers | |
| Expectations | |
| The Relationships of Genres | |
| Rhetoric and Persuasion: From Aristotle to Now | |
| The Elements of Rhetoric | |
| Rhetoric and Literary Theory | |
| Figures of Speech: What are Tropes and Schemes? | |
| Some Uses of Rhetoric in Literary Analysis | |
| Reading the Signs: Semiotics for Students of Literature | |
| The System of Language (Langue) and a Speakers Words (Parole) | |
| Signifiers and Signifieds | |
| Across Time (Diachrony) and At the Same Time (Synchrony) | |
| Sign Classes and Systems | |
| From One Meaning to Many: Constructing and Deconstructing the Text | |
| Is Anything Outside the Text? | |
| Opposites in Power Relations | |
| Reading for the Gaps and Silences | |
| Inversion, Displacement, and Deferral of Meaning | |
| The Politics of Reading: Gender, Class, and Ethnicity | |
| Gender Matters. Feminist and Masculinist Interventions | |
| Gay and Lesbian Studies | |
| Reading the Body | |
| Being Class Conscious | |
| Materialist Interventions | |
| What is Class? | |
| Reading Signs of Class | |
| Ethnic Difference: Reading in a Post-Colonial Context | |
| Imperial Fall-out | |
| National Identities and Cultural Heritages | |
| On the Margins: Hybridity and Plurality | |
| Poetry and Poetics | |
| Introducing Poetry | |
| Prosody: An Introduction to Scansion and Versification | |
| Forming Readers | |
| Responses: Poetic Genres and Stanzaic Forms | |
| Poetic Rhetoric and Mediating Signs: Images, Metaphors, Symbols, and Irony | |
| Stylistic and Aesthetic Terms | |
| Prose Fiction | |
| Introducing Prose Fiction: Plot, Setting, and Character | |
| Narrative Genres: Novel, Novella, and Short Story | |
| Character Types and Functions | |
| Narratology | |
| Drama | |
| Introducing Drama: Stage, Actor, Audience, and Speech | |
| Drama Genres | |
| Drama and Theatre: Play Text and Performance | |
| Library Research and Scholarly Method | |
| Old and New Methods | |
| The Web: Its Benefits, Temptations, and Problems | |
| How to Find What You Need, and How To Evaluate It | |
| Library Resources: Printed and Electronic | |
| Acknowledging Your Sources to Avoid Plagiarism: Notes and Bibliographies | |
| The Analytical Essay and Other Assignments | |
| Kinds of Assignments: Their Objectives and Audience | |
| Kinds of Arguments: Induction and Deduction | |
| Organizing Your Assignment: Thesis Statement, Outline, and Computer Drafts | |
| Building Paragraphs and Arguments | |
| Integrating Quotations | |
| Revising for Content, Argument, and Style | |
| Submitting the Final Copy. Bibliography | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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