Interpretation and Bridging Gaps In his approach to Reader-Response criticism, Wolfgang Iser stands between subjectivity and objectivity. For him, literary texts do not have one final meaning; nor are they open to as many meanings as there are readers. Iser’s two major books, The Implied Reader (1974) and The Act of Reading (1978), have continued to be sold and reprinted; he has also published an abundance of more recent articles. Iser distinguishes literary texts from non-literary ones
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Joseph Campbell’s 17-stage monomyth acts as the guide to literary works and films, influencing pop culture such as song lyrics and award-winning movies. The stages serve as a basis for a journey the hero or heroine encounters with a successful, world-gaining achievement. The path includes archetypes including the deceiving temptress, the nurturing goddess, and the mortal or immortal mentor. However, Campbell’s beneficial ending does not follow through in every plot. For example, George Orwell’s Nineteen
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Age and Immortality are common contradictory themes of human nature--as a person gets older, their wish to live forever only grows deeper; they become desperate as they find a way, any way, to be able to defeat death and live generations into the future. Age is inevitable, and immortality is unachievable. It is for this reason that everyone rejects their old age and are eager to embrace the ideas of life past death. Many people chase power in pursuit of immortality, but many people do not realize
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I am silver and exact. I have no preconceptions. While "Sylvia" might sound a little bit like silver, we're pretty sure from this first-person declaration that Plath isn't the speaker in this poem. Instead, we have to think back to the title: what is silver and exact? Well, a mirror! We know mirrors don't talk – but that just makes us more curious about what this mirror is going to say. We know from looking at them that mirrors are silver and give an exact reflection of what is in front of
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|[pic] |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | |
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100 Best First Lines from famous Novels 1. Call me Ishmael. —Herman Melville, Moby-Dick (1851) 2. It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife. —Jane Austen, Pride and Prejudice (1813) 3. A screaming comes across the sky. —Thomas Pynchon, Gravity's Rainbow (1973) 4. Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover
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B.A. (HONOURS) ENGLISH (Three Year Full Time Programme) COURSE CONTENTS (Effective from the Academic Year 2011-2012 onwards) DEPARTMENT OF ENGLISH UNIVERSITY OF DELHI DELHI - 110007 0 Course: B.A. (Hons.) English Semester I Paper 1: English Literature 4(i) Paper 2: Twentieth Century Indian Writing(i) Paper 3: Concurrent – Qualifying Language Paper 4: English Literature 4(ii) Semester II Paper 5: Twentieth Century Indian Writing(ii) Paper 6: English Literature 1(i) Paper 7: Concurrent – Credit
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A Journey Through Darkness IT IS A SPARKLING DAY IN MID-JUNE, the sun out in full force, the sky a limpid blue. I am lying on my back on the grass, listening to the intermittent chirping of nearby birds; my eyes are closed, the better to savor the warmth on my face. As I soak up the rays I think about summers past, the squawking of seagulls on the beach and walking along the water with my daughter, picking out enticing seashells, arguing over their various merits. My mind floats away into a space
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BS (4 Years) for Affiliated Colleges Course Contents for Subjects with Code: ENG This document only contains details of courses having code ENG. Center for Undergraduate Studies, University of the Punjab 1 BS (4 Years) for Affiliated Colleges Code ENG‐101 Year 1 Subject Title Introduction to Literature‐I (History of English Literature‐I) Discipline English Cr. Hrs 3 Semester I Aims: One of the objectives of this course
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SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based
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