“Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed: Summary and Critique

“Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse” by Abdul R. JanMohamed was first published in 1984 in boundary 2, a journal facilitated by Duke University Press.

"Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed: Summary and Critique
Introduction: “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed

“Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse” by Abdul R. JanMohamed was first published in 1984 in boundary 2, a journal facilitated by Duke University Press. In this work, JanMohamed critically examines how minority literature, especially from African and Third World writers, engages in a dialectical opposition to the hegemonic forces of Western humanism. He builds on Chinua Achebe’s insights about African writers’ response to colonialism to discuss the ways minority authors resist cultural erasure and articulate their communities’ struggles within Western-dominated discourses. JanMohamed’s work is foundational in literary theory, particularly in postcolonial and minority studies, as it introduces the concept of “counter-hegemonic discourse”—a means through which minority authors assert cultural independence and critique Western intellectual frameworks. This paper highlights the ambivalence faced by minority writers, who must navigate Western academic institutions that, while often supportive, subtly co-opt and neutralize oppositional voices. JanMohamed’s ideas are significant in literature because they provide a framework for understanding how literature can be a site of resistance against cultural domination, illuminating the power dynamics that shape both the production and reception of minority texts within a globalized and often homogenizing cultural landscape.

Summary of “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed
  • Counter-Hegemonic Discourse and Cultural Resistance
    JanMohamed posits that minority literature inherently functions as a “counter-hegemonic discourse” that resists Western cultural dominance, allowing marginalized voices to critique and redefine cultural narratives (JanMohamed, p. 281).
  • Dialectical Polemic with Western Culture
    He argues that minority writers, including African and Third World authors, are engaged in a “dialectical polemic” with Western ideologies. This interaction reflects the struggle between cultural independence and Western influence (JanMohamed, p. 281).
  • Western Humanism as a Tool of Hegemony
    JanMohamed critiques Western humanism as a mechanism through which “hegemonic control” is imposed, particularly through academic institutions that subtly co-opt minority voices by presenting humanist ideals as universal truths superior to traditional worldviews (JanMohamed, p. 282).
  • Ambivalent Desire for Inclusion and Cultural Independence
    Minority writers experience a tension between the desire to retain cultural uniqueness and the pull to conform to “liberal humanistic culture” to gain inclusion within dominant cultural institutions (JanMohamed, p. 289).
  • Critique of New Humanism and its Role in Exclusion
    JanMohamed discusses the New Humanist movement’s attempt to enforce an “exclusive” tradition that suppresses minority voices, reflecting its project to preserve Western cultural superiority and “moral” centrality (JanMohamed, p. 283).
  • Minority Literature as Politicized and Collective Expression
    He describes minority literature as inherently “politicized” and deeply rooted in the collective consciousness of the oppressed, often reflecting themes of community, resistance, and marginality (JanMohamed, p. 295).
  • Deterritorialization of Dominant Language
    Minority writers often “deterritorialize” the dominant language, using it in innovative ways to challenge and subvert the cultural assumptions embedded within it (JanMohamed, p. 295).
  • Importance of Marginality as a Universal Theme in Minority Literature
    JanMohamed concludes that marginality is a defining characteristic of minority literature. This is most evident in works like Ralph Ellison’s Invisible Man, which embodies the struggles of marginalized individuals seeking identity within a dominant culture (JanMohamed, p. 297).
Literary Terms/Concepts in “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed
Term/ConceptDefinitionExplanation in JanMohamed’s Context
Counter-Hegemonic DiscourseA discourse that actively resists and challenges dominant cultural narratives and power structures.JanMohamed argues that minority literature serves as a counter-hegemonic discourse, pushing back against Western cultural domination (p. 281).
Dialectical PolemicAn oppositional debate or argument that arises from the interaction of contrasting ideas, leading to new understandings.He describes the “dialectical polemic” between minority writers and Western ideologies, creating a dynamic tension between cultural independence and influence (p. 281).
HegemonyA form of cultural or ideological dominance exercised by a powerful group over others, often masked as universal or natural.JanMohamed critiques Western humanism as a hegemonic tool that incorporates minority voices only to maintain cultural control (p. 282).
New HumanismA conservative movement promoting traditional Western humanistic ideals, often dismissive of other cultural values.He critiques New Humanism’s exclusivity and emphasis on preserving Western cultural superiority, which marginalizes minority voices (p. 283).
Cultural MarginalityThe state of existing on the fringes of dominant culture, often leading to unique perspectives and expressions.Marginality is a recurring theme in minority literature, with works like Invisible Man symbolizing the struggle to exist within a dominant culture (p. 297).
DeterritorializationThe process of subverting and repurposing a dominant language or cultural form to express minority perspectives.JanMohamed emphasizes how minority writers “deterritorialize” the dominant language, using it to challenge hegemonic narratives (p. 295).
Collective ConsciousnessA shared sense of identity, purpose, or understanding among members of a particular social or cultural group.He sees minority literature as deeply rooted in the collective consciousness, often expressing shared experiences of oppression and resistance (p. 295).
Ideological IncorporationThe process by which dominant ideologies subtly absorb oppositional voices, neutralizing their critique.Western humanism incorporates minority voices in ways that reinforce its superiority, co-opting their perspectives without addressing underlying issues (p. 282).
SubalternRefers to groups in society marginalized by dominant power structures, often voiceless in mainstream discourse.Minority writers, as subaltern voices, speak against hegemonic structures, representing the struggles of their communities (p. 289).
Manichean AestheticA polarized worldview that separates cultures, ideologies, or values into absolute opposites (good vs. evil, us vs. them).JanMohamed draws on this concept to highlight how minority discourse positions itself in opposition to dominant cultural ideologies (p. 297).
HumanismA philosophical stance emphasizing the value and agency of human beings, often idealized in Western traditions as universal.JanMohamed critiques how Western humanism claims universality while subtly marginalizing non-Western perspectives, framing them as inferior (p. 282).
Hegemonic NeutralizationThe process by which dominant ideologies render oppositional or resistant discourses harmless by assimilating their themes.He warns that if minority literature becomes neutralized, its critical power is diminished as it is co-opted by hegemonic culture (p. 297).
Commodification of CultureThe treatment of cultural values, symbols, or expressions as products for consumption, often losing their original meaning.JanMohamed argues that minority literature risks being commodified within a Western framework that ignores its political and collective significance (p. 288).
Contribution of “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed to Literary Theory/Theories
  • Postcolonial Theory
    • JanMohamed’s work expands the concept of counter-hegemonic discourse by illustrating how minority literature actively resists the imperialistic and hegemonic structures of Western humanism, reinforcing the idea of literature as a tool for cultural resistance (JanMohamed, p. 281).
    • His discussion of dialectical polemic shows how minority writers confront and challenge Western ideological frameworks, embodying a postcolonial struggle between cultural self-definition and imposed Western values (JanMohamed, p. 281).
    • He critiques Western humanism as an ideological mechanism that assimilates and neutralizes minority perspectives, highlighting how hegemony functions in postcolonial settings to control cultural narratives (JanMohamed, p. 282).
  • Cultural Studies
    • JanMohamed’s analysis of hegemonic incorporation underscores how dominant Western ideologies subtly assimilate and neutralize minority voices, aligning with Cultural Studies’ focus on the power dynamics in cultural production (JanMohamed, p. 282).
    • His emphasis on cultural marginality as a source of unique expression and perspective underscores the Cultural Studies approach of valuing the narratives and experiences of marginalized groups (JanMohamed, p. 297).
    • The critique of commodification of minority cultures draws attention to how cultural expressions are consumed and stripped of political meaning in mainstream contexts, a core concern in Cultural Studies (JanMohamed, p. 288).
  • Marxist Theory
    • JanMohamed’s discussion of class and ideological control through Western humanism aligns with Marxist views on cultural hegemony, showing how dominant ideologies control and mediate the perspectives of oppressed groups (JanMohamed, p. 283).
    • His argument that New Humanism excludes minority voices reflects a Marxist analysis of power structures that perpetuate socio-economic and cultural dominance through selective cultural traditions (JanMohamed, p. 283).
    • By examining the economic dimension of cultural production (e.g., limited access to resources for producing culturally authentic content), JanMohamed reveals how material conditions impact the production and distribution of minority literature (JanMohamed, p. 295).
  • Critical Race Theory
    • JanMohamed’s insights into how Western humanism perpetuates racialized exclusion offer a critical race perspective on the cultural and ideological marginalization of minority voices (JanMohamed, p. 289).
    • His concept of cultural resistance within minority literature highlights the role of literature in challenging racist ideologies, aligning with Critical Race Theory’s goal of exposing and dismantling racial oppression in cultural narratives (JanMohamed, p. 297).
    • He discusses how the collective consciousness of marginalized groups is expressed through literature, reinforcing CRT’s emphasis on the value of shared racial and cultural identity as a form of resilience and resistance (JanMohamed, p. 295).
  • Reader-Response Theory
    • JanMohamed’s work suggests that minority literature invites readers to engage with narratives that challenge their preconceptions, aligning with Reader-Response Theory’s view of reading as an active, interpretive process (JanMohamed, p. 289).
    • His emphasis on the oppositional stance in minority texts encourages readers to critically engage with issues of race, identity, and power, thus fostering a more active and questioning readership (JanMohamed, p. 297).
  • New Historicism
    • By situating minority literature within the socio-political context of Western imperialism and racism, JanMohamed’s approach mirrors New Historicism’s emphasis on understanding texts through their historical and cultural circumstances (JanMohamed, p. 295).
    • His exploration of political and social contexts that shape both the creation and reception of minority literature highlights the New Historicist view that literature both reflects and influences the power structures of its time (JanMohamed, p. 282).
  • Postmodernism
    • JanMohamed’s analysis of deterritorialization in minority literature reflects a postmodern interest in subverting traditional forms and meanings, showing how minority writers transform dominant languages to express new ideas (JanMohamed, p. 295).
    • His focus on fragmented and hybrid identities within minority discourse aligns with postmodernism’s critique of fixed, essentialist identities, highlighting how cultural marginalization shapes unique, fluid forms of identity (JanMohamed, p. 297).
Examples of Critiques Through “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed
Literary Work and AuthorCritique Through JanMohamed’s Framework
Things Fall Apart by Chinua AchebeAchebe’s novel embodies a counter-hegemonic discourse by portraying the complexities of Igbo society before and during European colonialism, challenging Western stereotypes about African cultures (p. 281).
Beloved by Toni MorrisonMorrison’s portrayal of Sethe’s trauma and resilience highlights the marginalization and dehumanization African Americans faced. Her story defies hegemonic narratives by centering Black experience (p. 297).
A Grain of Wheat by Ngũgĩ wa Thiong’oThe novel critiques colonial oppression in Kenya and envisions alternative social formations beyond colonial structures, embodying a postcolonial, counter-hegemonic vision that challenges Western norms (p. 295).
Invisible Man by Ralph EllisonEllison’s protagonist grapples with invisibility within a white-dominated society, symbolizing the politics of marginalization. The narrative resists assimilation, affirming identity through visibility (p. 297).
Criticism Against “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed
  • Overemphasis on the Binary of Dominance and Resistance
    Critics argue that JanMohamed’s framework may oversimplify the complexity of minority literature by framing it primarily as oppositional or resistant, potentially limiting the scope of other nuanced interpretations that focus on aesthetic, personal, or psychological dimensions.
  • Limited Flexibility in Defining Minority Literature
    Some scholars suggest that JanMohamed’s approach overly categorizes minority literature as inherently political and counter-hegemonic, which may ignore works that are more introspective or that do not explicitly address cultural or political resistance.
  • Underestimation of Liberal Humanism’s Positive Influence
    JanMohamed’s critique of Western humanism as a hegemonic tool may, according to some critics, overlook the role of liberal humanism in advancing civil rights and supporting minority voices through advocacy and inclusion, albeit imperfectly.
  • Neglect of Intersectionality
    His framework is sometimes viewed as overly focused on race and postcolonialism, potentially sidelining other aspects of identity, such as gender, sexuality, and class, that interact with and complicate the experience of marginalization.
  • Risk of Essentializing Minority Literature
    By defining minority literature through specific characteristics like marginality, collective consciousness, and deterritorialization, JanMohamed’s theory might unintentionally reinforce fixed expectations of how minority literature should engage with dominant culture, limiting diversity within the category.
  • Reliance on Western Philosophical Terms
    JanMohamed’s analysis, while critical of Western hegemony, heavily relies on Western theoretical concepts, such as hegemony and Manichean aesthetics, which may be seen as paradoxical or as perpetuating a dependency on Western intellectual traditions even when critiquing them.
Representative Quotations from “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed with Explanation
QuotationExplanation
“We need to identify and analyze the modes of cultural hegemony as well as the institutions…used in this subjugating process.” (p. 281)JanMohamed highlights the necessity of examining how cultural dominance is enforced through various institutions, emphasizing the importance of recognizing both overt and subtle methods of control in minority literature.
“Minority critics face the enormous task of defining that ambivalent dialectic.” (p. 281)He discusses the complex challenge for minority writers in defining their identity while grappling with a simultaneous attraction to and resistance against dominant Western culture, showing the inner conflict that shapes minority discourse.
“The dominant culture’s ability to recognize itself in its own image and refusal to recognize any alterity.” (p. 289)JanMohamed critiques Western humanism’s tendency to impose its values universally, which marginalizes other cultural expressions and perpetuates a cycle where minority cultures feel compelled to mirror dominant values for validation.
“Humanism, as both theory and institution, mediates hegemonic control.” (p. 281)He argues that humanism operates as a vehicle for hegemonic control by framing Western values as universally superior, subtly conditioning minority writers and scholars to conform to dominant ideologies under the guise of universal humanism.
“The essays…collectively constitute what Raymond Williams calls a ‘formation.'” (p. 295)By invoking Raymond Williams’ concept of “formation,” JanMohamed positions minority literature criticism as a structured, almost uniform response to humanism, critiquing how minority scholars often align with hegemonic structures.
“The urgency of this desire for centrality and control can be measured by a fundamental contradiction.” (p. 285)JanMohamed points out the paradox within humanism: the claim to promote universal values while striving to maintain power, thereby excluding alternative perspectives, a contradiction particularly impactful in minority literature.
“A viable counter-hegemonic discourse must consist of minority literary texts and a criticism that can articulate the challenge of the texts.” (p. 297)He calls for a critical approach that respects minority texts’ oppositional qualities, advocating for criticism that reinforces the texts’ political resistance rather than neutralizing it through assimilation into hegemonic values.
“The three fundamental characteristics of a ‘minor’ literature are…deterritorialization…politicization…and articulation of collective consciousness.” (p. 295)Drawing from Deleuze and Guattari, JanMohamed defines minority literature’s core aspects, which make it counter-hegemonic, emphasizing its subversion of dominant norms and its expression of collective identity and political struggle.
“For Copeland…liberation can be achieved by working through, rather than avoiding, racial antagonism.” (p. 293)JanMohamed interprets The Third Life of Grange Copeland as a narrative that confronts racial issues directly rather than seeking inclusivity in dominant culture, underscoring his argument for minority literature’s focus on marginality.
“The collective experience in minority literature is one of dehumanization and abject marginality.” (p. 296)He asserts that marginalization defines the universal experience within minority literature, noting that such works document struggles that mainstream literature often overlooks, thus challenging hegemonic narratives of humanism and inclusion.
Suggested Readings: “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse by Abdul R. JanMohamed
  1. JanMohamed, Abdul R. “Humanism and Minority Literature: Toward a Definition of Counter-Hegemonic Discourse.” Boundary 2, vol. 12/13, 1984, pp. 281–99. JSTOR, https://doi.org/10.2307/302818. Accessed 12 Nov. 2024.
  2. KRISTELLER, PAUL OSKAR. “HUMANISM.” Minerva, vol. 16, no. 4, 1978, pp. 586–95. JSTOR, http://www.jstor.org/stable/41820353. Accessed 12 Nov. 2024.
  3. Namboodiripad, E. M. S. “Humanism and Class Struggle in Literature.” Social Scientist, vol. 1, no. 5, 1972, pp. 3–13. JSTOR, https://doi.org/10.2307/3516406. Accessed 12 Nov. 2024.
  4. Weitzenfeld, Adam, and Melanie Joy. “An Overview of Anthropocentrism, Humanism, and Speciesism in Critical Animal Theory.” Counterpoints, vol. 448, 2014, pp. 3–27. JSTOR, http://www.jstor.org/stable/42982375. Accessed 12 Nov. 2024.

“Mac Flecknoe” by John Dryden: A Critical Analysis

“Mac Flecknoe” by John Dryden, first appeared in 1682 as part of a collection of Dryden’s satirical works, is primarily a satire targeting the poet Thomas Shadwel.

"Mac Flecknoe" by John Dryden: A Critical Analysis
Introduction: “Mac Flecknoe” by John Dryden

“Mac Flecknoe” by John Dryden, first appeared in 1682 as part of a collection of Dryden’s satirical works, is primarily a satire targeting the poet Thomas Shadwell, whom Dryden saw as lacking literary talent and taste. The poem’s title character, Richard Flecknoe, is a notoriously inept poet who, in the narrative, bequeaths his “throne” of literary mediocrity to Shadwell, thereby symbolizing Shadwell’s perceived shortcomings as a writer. The piece explores themes of incompetence, literary degeneration, and the decline of artistic standards, using elaborate irony and allusions to classical literature to elevate its satire. Its popularity lies in Dryden’s sharp wit, intricate wordplay, and his skillful use of the mock-epic form, which frames Shadwell’s literary mediocrity in an exaggeratedly grand style, making “Mac Flecknoe” a classic example of Restoration satire and a key work in Dryden’s critique of literary and cultural decay.

Text: “Mac Flecknoe” by John Dryden

A Satire upon the True-blue Protestant Poet T.S.

All human things are subject to decay,

And, when Fate summons, monarchs must obey:

This Flecknoe found, who, like Augustus, young

Was call’d to empire, and had govern’d long:

In prose and verse, was own’d, without dispute

Through all the realms of Non-sense, absolute.

This aged prince now flourishing in peace,

And blest with issue of a large increase,

Worn out with business, did at length debate

To settle the succession of the State:

And pond’ring which of all his sons was fit

To reign, and wage immortal war with wit;

Cry’d, ’tis resolv’d; for nature pleads that he

Should only rule, who most resembles me:

Shadwell alone my perfect image bears,

Mature in dullness from his tender years.

Shadwell alone, of all my sons, is he

Who stands confirm’d in full stupidity.

The rest to some faint meaning make pretence,

But Shadwell never deviates into sense.

Some beams of wit on other souls may fall,

Strike through and make a lucid interval;

But Shadwell’s genuine night admits no ray,

His rising fogs prevail upon the day:

Besides his goodly fabric fills the eye,

And seems design’d for thoughtless majesty:

Thoughtless as monarch oaks, that shade the plain,

And, spread in solemn state, supinely reign.

Heywood and Shirley were but types of thee,

Thou last great prophet of tautology:

Even I, a dunce of more renown than they,

Was sent before but to prepare thy way;

And coarsely clad in Norwich drugget came

To teach the nations in thy greater name.

My warbling lute, the lute I whilom strung

When to King John of Portugal I sung,

Was but the prelude to that glorious day,

When thou on silver Thames did’st cut thy way,

With well tim’d oars before the royal barge,

Swell’d with the pride of thy celestial charge;

And big with hymn, commander of an host,

The like was ne’er in Epsom blankets toss’d.

Methinks I see the new Arion sail,

The lute still trembling underneath thy nail.

At thy well sharpen’d thumb from shore to shore

The treble squeaks for fear, the basses roar:

Echoes from Pissing-Alley, Shadwell call,

And Shadwell they resound from Aston Hall.

About thy boat the little fishes throng,

As at the morning toast, that floats along.

Sometimes as prince of thy harmonious band

Thou wield’st thy papers in thy threshing hand.

St. Andre’s feet ne’er kept more equal time,

Not ev’n the feet of thy own Psyche’s rhyme:

Though they in number as in sense excel;

So just, so like tautology they fell,

That, pale with envy, Singleton forswore

The lute and sword which he in triumph bore

And vow’d he ne’er would act Villerius more.

Here stopt the good old sire; and wept for joy

In silent raptures of the hopeful boy.

All arguments, but most his plays, persuade,

That for anointed dullness he was made.

Close to the walls which fair Augusta bind,

(The fair Augusta much to fears inclin’d)

An ancient fabric, rais’d t’inform the sight,

There stood of yore, and Barbican it hight:

A watch tower once; but now, so fate ordains,

Of all the pile an empty name remains.

From its old ruins brothel-houses rise,

Scenes of lewd loves, and of polluted joys.

Where their vast courts, the mother-strumpets keep,

And, undisturb’d by watch, in silence sleep.

Near these a nursery erects its head,

Where queens are form’d, and future heroes bred;

Where unfledg’d actors learn to laugh and cry,

Where infant punks their tender voices try,

And little Maximins the gods defy.

Great Fletcher never treads in buskins here,

Nor greater Jonson dares in socks appear;

But gentle Simkin just reception finds

Amidst this monument of vanish’d minds:

Pure clinches, the suburbian muse affords;

And Panton waging harmless war with words.

Here Flecknoe, as a place to fame well known,

Ambitiously design’d his Shadwell’s throne.

For ancient Decker prophesi’d long since,

That in this pile should reign a mighty prince,

Born for a scourge of wit, and flail of sense:

To whom true dullness should some Psyches owe,

But worlds of Misers from his pen should flow;

Humorists and hypocrites it should produce,

Whole Raymond families, and tribes of Bruce.

Now Empress Fame had publisht the renown,

Of Shadwell’s coronation through the town.

Rous’d by report of fame, the nations meet,

From near Bun-Hill, and distant Watling-street.

No Persian carpets spread th’imperial way,

But scatter’d limbs of mangled poets lay:

From dusty shops neglected authors come,

Martyrs of pies, and reliques of the bum.

Much Heywood, Shirley, Ogleby there lay,

But loads of Shadwell almost chok’d the way.

Bilk’d stationers for yeoman stood prepar’d,

And Herringman was Captain of the Guard.

The hoary prince in majesty appear’d,

High on a throne of his own labours rear’d.

At his right hand our young Ascanius sat

Rome’s other hope, and pillar of the state.

His brows thick fogs, instead of glories, grace,

And lambent dullness play’d around his face.

As Hannibal did to the altars come,

Sworn by his sire a mortal foe to Rome;

So Shadwell swore, nor should his vow be vain,

That he till death true dullness would maintain;

And in his father’s right, and realm’s defence,

Ne’er to have peace with wit, nor truce with sense.

The king himself the sacred unction made,

As king by office, and as priest by trade:

In his sinister hand, instead of ball,

He plac’d a mighty mug of potent ale;

Love’s kingdom to his right he did convey,

At once his sceptre and his rule of sway;

Whose righteous lore the prince had practis’d young,

And from whose loins recorded Psyche sprung,

His temples last with poppies were o’er spread,

That nodding seem’d to consecrate his head:

Just at that point of time, if fame not lie,

On his left hand twelve reverend owls did fly.

So Romulus, ’tis sung, by Tiber’s brook,

Presage of sway from twice six vultures took.

Th’admiring throng loud acclamations make,

And omens of his future empire take.

The sire then shook the honours of his head,

And from his brows damps of oblivion shed

Full on the filial dullness: long he stood,

Repelling from his breast the raging god;

At length burst out in this prophetic mood:

Heavens bless my son, from Ireland let him reign

To far Barbadoes on the Western main;

Of his dominion may no end be known,

And greater than his father’s be his throne.

Beyond love’s kingdom let him stretch his pen;

He paus’d, and all the people cry’d Amen.

Then thus, continu’d he, my son advance

Still in new impudence, new ignorance.

Success let other teach, learn thou from me

Pangs without birth, and fruitless industry.

Let Virtuosos in five years be writ;

Yet not one thought accuse thy toil of wit.

Let gentle George in triumph tread the stage,

Make Dorimant betray, and Loveit rage;

Let Cully, Cockwood, Fopling, charm the pit,

And in their folly show the writer’s wit.

Yet still thy fools shall stand in thy defence,

And justify their author’s want of sense.

Let ’em be all by thy own model made

Of dullness, and desire no foreign aid:

That they to future ages may be known,

Not copies drawn, but issue of thy own.

Nay let thy men of wit too be the same,

All full of thee, and differing but in name;

But let no alien Sedley interpose

To lard with wit thy hungry Epsom prose.

And when false flowers of rhetoric thou would’st cull,

Trust Nature, do not labour to be dull;

But write thy best, and top; and in each line,

Sir Formal’s oratory will be thine.

Sir Formal, though unsought, attends thy quill,

And does thy Northern Dedications fill.

Nor let false friends seduce thy mind to fame,

By arrogating Jonson’s hostile name.

Let Father Flecknoe fire thy mind with praise,

And Uncle Ogleby thy envy raise.

Thou art my blood, where Jonson has no part;

What share have we in Nature or in Art?

Where did his wit on learning fix a brand,

And rail at arts he did not understand?

Where made he love in Prince Nicander’s vein,

Or swept the dust in Psyche’s humble strain?

Where sold he bargains, whip-stitch, kiss my arse,

Promis’d a play and dwindled to a farce?

When did his muse from Fletcher scenes purloin,

As thou whole Eth’ridge dost transfuse to thine?

But so transfus’d as oil on waters flow,

His always floats above, thine sinks below.

This is thy province, this thy wondrous way,

New humours to invent for each new play:

This is that boasted bias of thy mind,

By which one way, to dullness, ’tis inclin’d,

Which makes thy writings lean on one side still,

And in all changes that way bends thy will.

Nor let thy mountain belly make pretence

Of likeness; thine’s a tympany of sense.

A tun of man in thy large bulk is writ,

But sure thou ‘rt but a kilderkin of wit.

Like mine thy gentle numbers feebly creep,

Thy Tragic Muse gives smiles, thy Comic sleep.

With whate’er gall thou sett’st thy self to write,

Thy inoffensive satires never bite.

In thy felonious heart, though venom lies,

It does but touch thy Irish pen, and dies.

Thy genius calls thee not to purchase fame

In keen iambics, but mild anagram:

Leave writing plays, and choose for thy command

Some peaceful province in acrostic land.

There thou may’st wings display and altars raise,

And torture one poor word ten thousand ways.

Or if thou would’st thy diff’rent talents suit,

Set thy own songs, and sing them to thy lute.

He said, but his last words were scarcely heard,

For Bruce and Longvil had a trap prepar’d,

And down they sent the yet declaiming bard.

Sinking he left his drugget robe behind,

Born upwards by a subterranean wind.

The mantle fell to the young prophet’s part,

With double portion of his father’s art.

Annotations: “Mac Flecknoe” by John Dryden
PassageAnnotation
“All human things are subject to decay, / And, when Fate summons, monarchs must obey:”Opening lines; Dryden alludes to the inevitability of decline and mortality, setting the scene for Flecknoe’s “succession” to Shadwell.
“This Flecknoe found, who, like Augustus, young / Was call’d to empire, and had govern’d long:”Flecknoe is mockingly compared to Emperor Augustus, suggesting his rule over the “realm of Nonsense” as one of misguided talent.
“Shadwell alone my perfect image bears, / Mature in dullness from his tender years.”Dryden sarcastically praises Shadwell, implying he has excelled in “dullness” since youth, unlike others who occasionally achieve wit.
“Some beams of wit on other souls may fall, / Strike through and make a lucid interval;”Dryden notes that others may have brief flashes of intelligence, but Shadwell remains perpetually and proudly dull.
“Besides his goodly fabric fills the eye, / And seems design’d for thoughtless majesty:”Shadwell’s physical appearance is grand, suited to a “majestic” role devoid of thought or wit.
“Thoughtless as monarch oaks, that shade the plain, / And, spread in solemn state, supinely reign.”Shadwell is compared to an oak tree, grand in appearance but inert and unthinking, reinforcing his portrayal as an unworthy leader.
“Heywood and Shirley were but types of thee, / Thou last great prophet of tautology:”Dryden mockingly names Shadwell as the “prophet of tautology,” implying his writing is redundant and devoid of meaning, unlike Heywood and Shirley who are lesser examples.
“Echoes from Pissing-Alley, Shadwell call, / And Shadwell they resound from Aston Hall.”Dryden references Pissing-Alley, a lowly area, to emphasize the wide reach of Shadwell’s lack of literary merit.
“Sometimes as prince of thy harmonious band / Thou wield’st thy papers in thy threshing hand.”Shadwell’s poetry is mocked as “threshing,” an agricultural metaphor suggesting crude, unrefined work.
“Here Flecknoe, as a place to fame well known, / Ambitiously design’d his Shadwell’s throne.”Flecknoe decides on a notorious, decaying location for Shadwell’s “coronation,” further underscoring the futility and lack of grandeur in Shadwell’s inheritance.
“An ancient fabric, rais’d t’inform the sight, / There stood of yore, and Barbican it hight:”Dryden references the Barbican, an old, decayed building symbolizing the ruinous legacy Shadwell is inheriting.
“Of all the pile an empty name remains. / From its old ruins brothel-houses rise,”Dryden uses the decayed building of Barbican as a metaphor for Shadwell’s literary inheritance – something once meaningful now in ruin and used for lowly purposes.
“Much Heywood, Shirley, Ogleby there lay, / But loads of Shadwell almost chok’d the way.”The path to Shadwell’s coronation is strewn with the works of lesser poets, including Heywood and Shirley, indicating the lowly position of these writers.
“Shadwell swore, nor should his vow be vain, / That he till death true dullness would maintain;”Shadwell takes a satirical oath to maintain “true dullness,” emphasizing Dryden’s contempt for Shadwell’s commitment to mediocrity.
“In his sinister hand, instead of ball, / He plac’d a mighty mug of potent ale;”The regal symbols are mocked; instead of a scepter, Shadwell holds ale, further undercutting his supposed “coronation.”
“Beyond love’s kingdom let him stretch his pen; / He paus’d, and all the people cry’d Amen.”Flecknoe’s wish for Shadwell’s “rule” to extend as far as possible is ironic, as it implies spreading his mediocrity further.
“Pangs without birth, and fruitless industry. / Let Virtuosos in five years be writ;”Dryden mocks Shadwell’s unproductive efforts, suggesting he works hard but produces nothing of value or originality.
“Success let other teach, learn thou from me / Pangs without birth, and fruitless industry.”Dryden satirically encourages Shadwell to embrace failure and unproductive effort rather than strive for literary success.
“Let gentle George in triumph tread the stage, / Make Dorimant betray, and Loveit rage;”Characters from popular plays of the time are mentioned, perhaps implying Shadwell’s characters will never achieve similar fame.
“Nor let thy mountain belly make pretence / Of likeness; thine’s a tympany of sense.”Dryden mocks Shadwell’s physical appearance and suggests his “bulk” is not matched by substance in wit or sense.
“Thy Tragic Muse gives smiles, thy Comic sleep.”Dryden criticizes Shadwell’s lack of skill in both tragedy and comedy, implying his works fail to evoke the intended emotional responses.
“Leave writing plays, and choose for thy command / Some peaceful province in acrostic land.”Dryden sarcastically advises Shadwell to abandon playwriting for simpler, non-dramatic forms like acrostics, suited to his limited abilities.
“Set thy own songs, and sing them to thy lute.”Another mock suggestion; Dryden implies Shadwell should focus on minor art forms, suggesting his talent isn’t suited to larger, respected genres.
“Sinking he left his drugget robe behind, / Born upwards by a subterranean wind.”In the final lines, Dryden completes Shadwell’s “coronation” into the realm of dullness, with a supernatural, yet ironic, elevation.
Literary And Poetic Devices: “Mac Flecknoe” by John Dryden
DeviceExampleExplanation
Alliteration” And, when Fate summons, monarchs must obey”Repetition of consonant sounds (e.g., monarchs and must) to create rhythm and emphasize phrases.
Allusion“like Augustus, young / Was call’d to empire”Reference to Emperor Augustus, ironically comparing Flecknoe’s rule of “nonsense” to the grandeur of Augustus.
Apostrophe“Heavens bless my son”Direct address to an absent or abstract entity (the heavens) to invoke blessings, often in a mock-serious tone.
Bathos“A tun of man in thy large bulk is writ, / But sure thou ‘rt but a kilderkin of wit.”A sudden drop from the serious or lofty to the trivial or ridiculous, enhancing the satire.
Classical Reference“Methinks I see the new Arion sail”Reference to the Greek poet and musician Arion, ironically associating Shadwell’s poetry with classical heroism.
Double Entendre“mighty mug of potent ale”Suggests both Shadwell’s dullness and his fondness for ale, mocking his lack of sophistication.
Extended Metaphor“Throne of Non-sense”The poem sustains the metaphor of monarchy, with Shadwell as the inheritor of Flecknoe’s “throne” of mediocrity.
Heroic Couplet“All human things are subject to decay, / And, when Fate summons, monarchs must obey:”Two rhymed lines of iambic pentameter used throughout the poem to provide a formal structure, which contrasts with the satirical tone.
Hyperbole“Of his dominion may no end be known”Exaggeration to emphasize Shadwell’s rule over dullness, mocking his ambition to rule over a “kingdom” of mediocrity.
Imagery“Echoes from Pissing-Alley, Shadwell call”Vivid imagery that conveys the lowliness of Shadwell’s influence, adding to the satirical effect.
Irony“Thou last great prophet of tautology”Dryden ironically calls Shadwell a “great prophet,” though he actually mocks his redundancy and lack of creativity.
Metaphor“mountain belly”Shadwell’s large physique is used as a metaphor for his bloated and unoriginal literary output.
Mock-Epic“As Hannibal did to the altars come, / Sworn by his sire a mortal foe to Rome”The mock-epic style elevates trivial subjects (Shadwell’s dullness) with heroic language, highlighting the satire.
Parody“Nor greater Jonson dares in socks appear”Dryden parodies Shadwell’s imitation of great dramatists like Jonson to highlight Shadwell’s inferior talent.
Personification“lambent dullness play’d around his face”Dullness is personified as if it has a tangible presence around Shadwell, reinforcing his mediocrity.
Sarcasm“Gentle George in triumph tread the stage”Dryden uses sarcasm by calling Shadwell “gentle,” when he actually intends to ridicule his incompetence.
Simile“Thoughtless as monarch oaks, that shade the plain”Comparison using “as” to highlight Shadwell’s immobility and lack of purpose, like a tree.
Symbolism“mighty mug of potent ale”The mug symbolizes Shadwell’s coarse tastes and lack of refinement, mocking his fitness as a “monarch.”
Synecdoche“Let gentle George in triumph tread the stage”The “stage” represents Shadwell’s entire career, reducing his efforts to a single setting of mockery.
Tautology“Thou last great prophet of tautology”Intentional use of redundant phrases to mock Shadwell’s repetitive and uncreative writing style.
Themes: “Mac Flecknoe” by John Dryden
  1. The Decline of Literary Standards: One of the primary themes in “Mac Flecknoe” is the degeneration of literary quality, particularly as represented by the character of Shadwell. Dryden portrays Shadwell as the epitome of dullness and mediocrity, symbolizing the decline in taste and talent in contemporary literature. The passage, “Shadwell alone my perfect image bears, / Mature in dullness from his tender years,” emphasizes Shadwell’s unvarying lack of wit, suggesting that he has consistently embodied literary failure. This theme reflects Dryden’s criticism of a cultural environment that, in his view, promotes uninspired and derivative work.
  2. Mock Heroism and Parody: Dryden employs the style and structure of epic poetry, traditionally used to exalt heroes, to mock and parody Shadwell’s literary ineptitude. Through this mock-heroic form, Dryden uses grandiose language and epic conventions to elevate the trivial subject of Shadwell’s coronation as the “king of dullness.” For instance, “Methinks I see the new Arion sail,” references the classical figure Arion but applies it ironically to Shadwell, whose artistic talent is nonexistent. This parody serves to ridicule Shadwell and satirize the misuse of epic forms for unworthy subjects.
  3. Inheritance and Succession of Dullness: The poem centers on the idea of Shadwell as the natural successor to Flecknoe’s “throne” of dullness, representing a satirical take on the theme of succession. The lines “This aged prince now flourishing in peace, / And blest with issue of a large increase,” suggest that Flecknoe’s lineage is one of literary ineptitude, and Shadwell is deemed the “worthy” heir. Dryden uses this theme to mock the notion of inherited genius, implying instead that Shadwell has inherited only his father’s incompetence and lack of creativity, making him a fitting ruler of a kingdom where mediocrity is the standard.
  4. The Futility of Ambition in the Absence of Talent: Another key theme is the mockery of ambition unaccompanied by genuine skill. Dryden satirizes Shadwell’s aspirations to literary fame and success, underscoring the futility of ambition without the talent to back it up. In the poem, Flecknoe advises Shadwell, “Learn thou from me / Pangs without birth, and fruitless industry,” portraying Shadwell’s literary efforts as fundamentally unproductive. This theme highlights Dryden’s disdain for writers who pursue literary renown without the requisite ability, emphasizing that ambition alone cannot create art or lasting value.
Literary Theories and “Mac Flecknoe” by John Dryden
Literary TheoryExplanationApplication in “Mac Flecknoe”
New HistoricismThis theory examines literature in the context of the historical and cultural circumstances of its creation, exploring how texts reflect or respond to their time.“Mac Flecknoe” reflects Restoration England’s literary culture and its decline, as Dryden critiques the era’s literary standards. The line “Shadwell alone my perfect image bears” alludes to how Dryden perceived the cultural shift towards mediocrity and derivative works, positioning Shadwell as emblematic of this decline.
Satire and Parody TheorySatire as a literary device involves ridiculing subjects, often using exaggeration or irony, to criticize individuals or social norms. Parody specifically imitates genres or styles for comedic effect.Dryden employs both satire and parody to mock Thomas Shadwell, presenting him as the “king of dullness.” By ironically crowning Shadwell in a mock-heroic tone—”High on a throne of his own labours rear’d”—Dryden parodies epic traditions to criticize Shadwell’s perceived lack of talent.
Biographical CriticismThis theory connects an author’s personal experiences, relationships, and social context with their literary work, highlighting how these factors shape a text’s themes and tone.Dryden’s personal rivalry with Shadwell shapes “Mac Flecknoe”‘s tone and content. His disdain for Shadwell’s style is evident in lines like “The rest to some faint meaning make pretence, / But Shadwell never deviates into sense,” which directly attacks Shadwell’s intellectual capabilities, revealing Dryden’s personal animosity.
Critical Questions about “Mac Flecknoe” by John Dryden
  • How does Dryden use the mock-heroic form to enhance his satire in “Mac Flecknoe”?
  • Dryden’s use of the mock-heroic form amplifies his satire by juxtaposing epic conventions with a trivial subject—Shadwell’s incompetence. Traditionally, the heroic form is reserved for grand narratives about noble characters, but Dryden subverts this to elevate Shadwell’s mediocrity to epic proportions, creating a comedic effect. In lines like “Methinks I see the new Arion sail,” Dryden compares Shadwell to the mythical Arion, a revered poet and musician, to highlight Shadwell’s lack of comparable talent. This contrast between form and subject underscores the absurdity of Shadwell’s pretensions and highlights Dryden’s disdain for his literary rival, ultimately making Shadwell’s lack of skill appear even more glaring.
  • What role does the theme of succession play in Dryden’s critique of Shadwell’s literary abilities?
  • Succession, a key theme in “Mac Flecknoe,” is used to critique Shadwell by casting him as the rightful heir to a kingdom of “nonsense.” Dryden frames Flecknoe’s abdication as a parody of royal succession, but instead of bequeathing a legacy of greatness, Flecknoe bestows his “throne” of dullness on Shadwell. When Flecknoe declares, “Shadwell alone my perfect image bears,” he cynically praises Shadwell for embodying all the qualities of mediocrity. By presenting Shadwell as a successor, Dryden mocks his literary legacy, implying that Shadwell’s “inheritance” will only further the decline of literary quality, perpetuating a lineage of untalented writers.
  • How does Dryden use imagery to convey his disdain for Shadwell’s work?
  • Dryden’s disdain for Shadwell is palpable through his use of unflattering imagery that reduces Shadwell’s literary achievements to absurd and crude comparisons. In lines like “Echoes from Pissing-Alley, Shadwell call,” Dryden conjures a lowly image of Shadwell’s work as something emanating from a sordid, derelict alley. By placing Shadwell in such ignoble surroundings, Dryden emphasizes the vulgarity and lack of refinement in Shadwell’s literary output. Additionally, the image of Shadwell’s “mighty mug of potent ale” during his coronation ridicules any notion of grandeur, associating Shadwell with coarseness and a lack of intellectual sophistication. This imagery not only mocks Shadwell but also critiques the literary culture Dryden believed Shadwell represented.
  • In what ways does Dryden’s personal rivalry with Shadwell shape the tone and content of “Mac Flecknoe”?
  • The tone and content of “Mac Flecknoe” are heavily influenced by Dryden’s personal animosity toward Shadwell, transforming the poem into a pointed attack rather than a detached critique. Dryden’s language is laced with scorn, as he continually demeans Shadwell’s intelligence and literary skills, calling him the “last great prophet of tautology.” Such phrases suggest that Dryden viewed Shadwell’s work not only as devoid of wit but as an offense to true artistry. This personal rivalry adds a layer of intensity to the satire, as Dryden doesn’t merely dismiss Shadwell’s work; he actively seeks to degrade his reputation. This personal vendetta sharpens the poem’s tone, making it a passionate, if scornful, critique rather than an impartial observation.
Literary Works Similar to “Mac Flecknoe” by John Dryden
  1. “The Dunciad” by Alexander Pope – Similar to Mac Flecknoe, this satirical poem mocks mediocrity and poor taste in literature, targeting those Pope deemed culturally degenerate.
  2. “Absalom and Achitophel” by John Dryden – Another of Dryden’s satires, it uses biblical allegory to critique political figures, employing the same mock-heroic style seen in Mac Flecknoe.
  3. “Hudibras” by Samuel Butler – This satirical poem critiques hypocrisy and pretension in society, using humor and exaggerated characters similar to Dryden’s approach to ridiculing Shadwell.
  4. “The Rolliad” (Anonymous) – A satire on British politics and literature, this poem, like Mac Flecknoe, uses parody and ridicule to expose what the authors saw as cultural and intellectual decline.
  5. “Don Juan” by Lord Byron – Though more narrative, Byron’s poem shares Mac Flecknoe‘s satirical tone and mock-heroic style to critique societal norms and the pretensions of individuals.
Representative Quotations of “Mac Flecknoe” by John Dryden
QuotationContextTheoretical Perspective
“All human things are subject to decay, / And, when Fate summons, monarchs must obey:”Opening lines, setting a somber, universal truth in a mock-heroic tone as a prelude to Flecknoe’s abdication.Satire Theory – Highlights the inevitability of decay to mock Shadwell’s mediocrity by elevating it to an “epic” level of decline.
“Shadwell alone my perfect image bears, / Mature in dullness from his tender years.”Flecknoe names Shadwell as his successor, sarcastically praising his lack of wit and intellectual growth.Biographical Criticism – Reflects Dryden’s personal disdain for Shadwell’s literary style, targeting him directly.
“Some beams of wit on other souls may fall, / Strike through and make a lucid interval;”Dryden contrasts Shadwell with other poets, implying Shadwell lacks even momentary inspiration.New Historicism – Dryden critiques contemporary literary culture by implying that even the lowest writers occasionally achieve some wit.
“But Shadwell never deviates into sense.”Dryden’s pointed insult at Shadwell’s unchanging dullness and inability to produce meaningful work.Satire and Parody Theory – Exemplifies Dryden’s direct ridicule through exaggerated insult, enhancing the satirical tone.
“Besides his goodly fabric fills the eye, / And seems design’d for thoughtless majesty:”Describes Shadwell’s physical appearance as suited to a king, mockingly associating grandeur with shallowness.New Criticism – Uses irony to subvert the traditional association of majesty with wisdom, implying Shadwell’s superficiality.
“Thou last great prophet of tautology:”Dryden mocks Shadwell’s redundant writing style, calling him a prophet of unnecessary repetition.Formalism – Highlights Shadwell’s lack of creativity by focusing on his repetitive structure and content.
“Echoes from Pissing-Alley, Shadwell call, / And Shadwell they resound from Aston Hall.”Dryden’s use of lowly imagery to depict the widespread influence of Shadwell’s “dullness” in society.Cultural Criticism – Dryden criticizes the spread of poor taste, symbolized by Shadwell, across different social strata.
“The hoary prince in majesty appear’d, / High on a throne of his own labours rear’d.”Flecknoe seated on his “throne,” made from his body of work, elevates Shadwell’s mediocrity with irony.Mock-Epic Theory – Uses the epic throne imagery to ridicule Shadwell’s literary incompetence as if it were majestic.
“Methinks I see the new Arion sail, / The lute still trembling underneath thy nail.”Ironically compares Shadwell to Arion, a mythological figure of poetic excellence, for comedic effect.Intertextuality – Draws from mythological references to satirically juxtapose Shadwell with a great poet, underscoring his flaws.
“Pangs without birth, and fruitless industry.”Flecknoe’s advice to Shadwell to pursue pointless endeavors, reinforcing his ineptitude.Psychoanalytic Criticism – Represents Shadwell’s creative impotence, suggesting an inability to achieve meaningful expression.
Suggested Readings: “Mac Flecknoe” by John Dryden
  1. West, Michael. “Some Neglected Continental Analogues for Dryden’s Mac Flecknoe.” Studies in English Literature, 1500-1900, vol. 13, no. 3, 1973, pp. 437–49. JSTOR, https://doi.org/10.2307/449998. Accessed 9 Nov. 2024.
  2. Wilkinson, John. “A Note on Language in Dryden’s ‘Mac Flecknoe.'” Restoration: Studies in English Literary Culture, 1660-1700, vol. 4, no. 1, 1980, pp. 9–10. JSTOR, http://www.jstor.org/stable/43292457. Accessed 9 Nov. 2024.
  3. Dearing, Vinton A. “Dryden’s ‘Mac Flecknoe’: The Case for Authorial Revision.” Studies in Bibliography, vol. 7, 1955, pp. 85–102. JSTOR, http://www.jstor.org/stable/40372123. Accessed 9 Nov. 2024.
  4. Castrop, Helmut. “Dryden and Flecknoe: A Link.” The Review of English Studies, vol. 23, no. 92, 1972, pp. 455–58. JSTOR, http://www.jstor.org/stable/514093. Accessed 9 Nov. 2024.
  5. Pritchard, William H. “Dryden Rules.” The Hudson Review, vol. 58, no. 4, 2006, pp. 541–67. JSTOR, http://www.jstor.org/stable/20464480. Accessed 9 Nov. 2024.
  6. McKeithan, D. M. “The Occasion of Macflecknoe.” PMLA, vol. 47, no. 3, 1932, pp. 766–71. JSTOR, https://doi.org/10.2307/457952. Accessed 9 Nov. 2024.

“Love After Love” by Derek Walcott: A Critical Analysis

“Love After Love” by Derek Walcott, first appeared in his 1976 poetry collection Sea Grapes, is widely celebrated for its powerful themes of self-discovery and self-reconciliation, offering readers a contemplative journey towards self-love.

"Love After Love" by Derek Walcott: A Critical Analysis
Introduction: “Love After Love” by Derek Walcott

“Love After Love” by Derek Walcott, first appeared in his 1976 poetry collection Sea Grapes, is widely celebrated for its powerful themes of self-discovery and self-reconciliation, offering readers a contemplative journey towards self-love. In simple yet profound language, Walcott encourages the reader to embrace and rediscover their own identity, especially after times of hardship or loss. The poem’s popularity lies in its universal message of healing and self-acceptance, resonating with audiences who find solace in its gentle invitation to “feast on your life.” Walcott’s words remind readers of the importance of self-compassion and the joy in reuniting with the “stranger” within, a message that has continued to impact readers across generations.

Text: “Love After Love” by Derek Walcott

The time will come
when, with elation
you will greet yourself arriving
at your own door, in your own mirror
and each will smile at the other’s welcome,

and say, sit here. Eat.
You will love again the stranger who was your self.
Give wine. Give bread. Give back your heart
to itself, to the stranger who has loved you

all your life, whom you ignored
for another, who knows you by heart.
Take down the love letters from the bookshelf,

the photographs, the desperate notes,
peel your own image from the mirror.
Sit. Feast on your life.

Annotations: “Love After Love” by Derek Walcott
LineAnnotation
The time will comeThe line suggests a future moment of personal significance, foreshadowing a period of healing, self-recognition, or inner awakening.
when, with elation“Elation” implies intense joy or relief, indicating that this encounter with oneself will be uplifting and transformative.
you will greet yourself arrivingThis line evokes the image of meeting oneself as a stranger or friend, symbolizing the journey to self-recognition and self-acceptance.
at your own door, in your own mirrorThe imagery of “door” and “mirror” suggests an intimate, personal space where one encounters their true self, free from others’ influences.
and each will smile at the other’s welcome,There’s a sense of mutual acceptance and harmony as one reconciles with their own identity, marking a moment of self-approval.
and say, sit here. Eat.This invitation to “sit” and “eat” symbolizes self-care and nurturing, urging the reader to honor their own needs and desires.
You will love again the stranger who was your self.This powerful line reflects on the concept of self-alienation, suggesting that one will rediscover affection for the part of themselves they had forgotten.
Give wine. Give bread.“Wine” and “bread” are symbols of sustenance and celebration, representing a ritual of communion and nourishment, often used in spiritual or self-reflective contexts.
Give back your heartThe line calls for an emotional reclaiming, encouraging the reader to reconnect with their own heart and passions, without external influences.
to itself, to the stranger who has loved youThis part personifies the “stranger” within as a caring presence, reminding the reader that their true self has always been present and supportive.
all your life, whom you ignoredWalcott addresses self-neglect, the way one may prioritize others over their own needs and identity, leading to a loss of self.
for another, who knows you by heart.The “stranger” represents the inner self that truly understands and loves the individual deeply, despite being overlooked.
Take down the love letters from the bookshelf,This line suggests revisiting past memories or expressions of love, urging one to reconnect with their history and emotions stored away.
the photographs, the desperate notes,By mentioning “photographs” and “desperate notes,” Walcott references tangible memories, which hold pieces of one’s identity and experiences.
peel your own image from the mirror.This metaphor represents shedding external layers or perceptions to reveal the authentic self beneath, an act of self-liberation.
Sit. Feast on your life.The final line is an invitation to celebrate oneself fully, to appreciate one’s life experiences, and to find contentment within.
Literary And Poetic Devices: “Love After Love” by Derek Walcott
DeviceExampleExplanation
Alliteration“will welcome,” “say, sit,” “love letters”Repeated consonant sounds create a rhythmic quality, emphasizing certain phrases and lending a soothing tone to the poem.
Anaphora“Give wine. Give bread. Give back your heart”The repetition of “Give” at the start of lines emphasizes generosity toward oneself, underscoring the idea of self-nurturing and acceptance.
Apostrophe“You will love again the stranger who was your self.”Directly addressing the reader as “you” creates intimacy, making the poem’s message feel personal and encouraging self-reflection.
Assonance“stranger” and “was your”The repeated vowel sound “a” in “stranger” and “was your” creates a gentle flow, enhancing the contemplative tone of the poem.
Caesura“sit here. Eat.”The period creates a pause mid-line, which emphasizes the invitation to “sit” and “eat,” reinforcing the importance of slowing down to care for oneself.
Consonance“at your own door, in your own mirror”The repeated “r” sound in “your,” “door,” and “mirror” ties the phrases together, creating a rhythmic unity that reinforces the idea of self-reflection.
Enjambment“The time will come / when, with elation”The line break without punctuation leads smoothly into the next line, which mirrors the continuous flow of self-discovery and reconnection described in the poem.
Epiphany“You will love again the stranger who was your self.”The line captures a moment of realization, where the speaker understands the importance of self-love, marking a revelation or epiphany for the reader.
Imagery“take down the love letters from the bookshelf”Creates a vivid visual image that evokes memories and nostalgia, encouraging the reader to reflect on their past relationships with themselves.
Irony“the stranger who was your self”The use of “stranger” to describe oneself is ironic, suggesting that while one should know themselves best, they have become unfamiliar with their own identity.
Metaphor“peel your own image from the mirror”“Peel” implies removing layers to uncover the true self, suggesting that self-identity is hidden beneath external facades or societal expectations.
MotifFood and drink references: “wine,” “bread,” “feast”These symbols of nourishment and communion create a motif of self-care and celebration, emphasizing the importance of cherishing oneself.
Paradox“the stranger who was your self”Describing oneself as both “stranger” and “self” is paradoxical, highlighting the disconnection one can feel from their inner identity and the need for reconciliation.
Personification“the stranger who has loved you”The inner self is personified as a caring, loving entity that has been present throughout, underscoring the enduring nature of self-love even when neglected.
Repetition“Give wine. Give bread. Give back your heart.”Repetition of “Give” emphasizes generosity and ritual, suggesting that self-love is an act of kindness that requires deliberate action and repeated effort.
Simile“you will greet yourself arriving / at your own door”While not a direct simile, the poem evokes a feeling akin to greeting someone else, suggesting that self-reconnection is like meeting an old friend.
Symbolism“wine,” “bread,” “mirror,” “love letters”Each item symbolizes different aspects of self-identity (wine and bread as sustenance, mirror as reflection, love letters as memories), enhancing the poem’s meaning.
ToneGentle and reflectiveThe tone is calm and nurturing, encouraging the reader to approach self-reflection with compassion and patience, which aligns with the theme of self-love.
ThemeSelf-love and reconciliationThe poem’s overarching theme is the importance of self-love, guiding readers to reconnect with and embrace their own identities after a period of self-neglect.
Visual Imagery“Sit. Feast on your life.”Conjures an image of celebration and abundance, encouraging the reader to indulge in the richness of their own life experiences and achievements.
Themes: “Love After Love” by Derek Walcott
  1. Self-Reconciliation and Acceptance: A central theme of “Love After Love” is the journey of reconciling with oneself and embracing self-acceptance. Walcott encourages the reader to “greet yourself arriving / at your own door, in your own mirror,” an image that suggests meeting oneself as if for the first time. This idea of returning to one’s true identity after periods of self-neglect is at the heart of the poem, highlighting the importance of self-compassion and reconciliation. By calling on readers to “peel your own image from the mirror,” Walcott suggests that self-acceptance requires shedding superficial layers to connect deeply with the authentic self within.
  2. Rediscovery of Self-Love: Walcott’s poem emphasizes the rediscovery of self-love, especially after losing oneself in relationships or the expectations of others. The line “You will love again the stranger who was your self” speaks to the idea of self-love being rediscovered after a time of alienation from one’s true identity. Walcott paints self-love as a nurturing, almost celebratory process, urging readers to “Give wine. Give bread.” Through these images of nourishment, he suggests that self-love is essential sustenance, a kind of spiritual food that one must learn to give themselves.
  3. Healing and Inner Peace: The poem suggests that true healing lies in reconnecting with oneself and attaining inner peace. Phrases like “you will greet yourself” and “each will smile at the other’s welcome” evoke a peaceful reunion, implying that finding inner peace is not only possible but necessary. This healing process is not just about forgiveness but a joyful reunion with one’s true self. Walcott’s gentle invitation to “Sit. Feast on your life” at the poem’s conclusion reinforces the idea that healing involves embracing and celebrating one’s life experiences, no matter how difficult.
  4. Letting Go of Past Attachments: “Love After Love” also touches on the theme of releasing the past and moving forward with self-awareness. The lines “Take down the love letters from the bookshelf, / the photographs, the desperate notes” encourage the reader to let go of past memories and attachments that may be holding them back from fully embracing themselves. By advising readers to “peel your own image from the mirror,” Walcott suggests a metaphorical shedding of the past, allowing one’s true self to emerge unburdened by previous relationships or regrets. This release from the past enables a new beginning, rooted in a clearer understanding of self.
Literary Theories and “Love After Love” by Derek Walcott
Literary TheoryApplication to “Love After Love”References from the Poem
Psychoanalytic TheoryThis theory, particularly Jungian concepts of self and individuation, is relevant as the poem emphasizes self-reconciliation and meeting one’s inner “stranger.” The journey to reclaim the “stranger who was your self” aligns with Jung’s idea of the shadow self, where aspects of one’s identity that have been repressed or neglected are reintegrated into consciousness.“You will love again the stranger who was your self” and “Give back your heart to itself, to the stranger who has loved you” suggest reconnecting with a forgotten or repressed self, highlighting a psychoanalytic exploration of the subconscious.
Existentialist TheoryExistentialism’s focus on authenticity, self-identity, and the search for personal meaning is echoed in the poem’s emphasis on self-reliance and acceptance. Walcott’s message encourages embracing one’s own life as a meaningful, self-defined existence, urging readers to live genuinely rather than seeking fulfillment from external sources.“Sit. Feast on your life” represents an existential call to embrace one’s experiences fully and find meaning within oneself, rather than through external attachments or others’ expectations.
Postcolonial TheoryThrough a postcolonial lens, the poem’s message of rediscovering and celebrating one’s identity can be interpreted as a reclamation of self, often necessary in postcolonial contexts where identity has been shaped or suppressed by colonial influences. Walcott’s Jamaican heritage and his broader works often explore identity and selfhood in relation to cultural recovery, which resonates in this poem.“Take down the love letters from the bookshelf” and “peel your own image from the mirror” suggest shedding past influences or imposed identities, symbolizing a return to a truer, possibly decolonized self.
Critical Questions about “Love After Love” by Derek Walcott
  • How does the poem challenge conventional ideas of self-worth and self-love?
  • “Love After Love” redefines self-love as an inward journey rather than something dependent on others’ validation. Instead of seeking love externally, Walcott encourages readers to embrace self-compassion, urging them to “give back your heart / to itself, to the stranger who has loved you.” This line suggests that self-worth is inherent, rooted in recognizing and valuing oneself despite past tendencies to “ignore” the self in favor of others. By framing self-love as something to “feast on,” Walcott implies that true fulfillment is internal, a radical challenge to traditional views that associate worth with external relationships or societal approval.
  • What role does memory play in the process of self-recovery presented in the poem?
  • Memory is depicted as both a foundation for identity and something that must be selectively let go in the journey toward self-recovery. Walcott writes, “Take down the love letters from the bookshelf, / the photographs, the desperate notes,” symbolizing memories that once defined the self or attached it to others. This invitation to revisit and then set aside memories suggests that while the past shapes us, it should not constrain our present identity. By acknowledging these past “desperate notes” and letting them go, the reader is encouraged to reclaim their life independently, free from the hold of past attachments.
  • In what way does the poem’s structure enhance its message about self-reflection and self-discovery?
  • The poem’s free verse structure and use of enjambment create a fluid, contemplative rhythm that mirrors the ongoing nature of self-reflection and discovery. Lines such as “The time will come / when, with elation / you will greet yourself arriving” flow smoothly into one another, symbolizing the continuous journey of self-acceptance. This lack of rigid structure reflects the personal and unstructured nature of self-discovery, highlighting that healing and self-love are processes without strict boundaries or linear paths. The pauses in the poem, such as “sit here. Eat,” serve as moments of introspection, encouraging the reader to pause and reflect on their own journey.
  • How does the poem explore the theme of identity and its connection to solitude?
  • The poem presents solitude not as isolation but as an essential condition for reconnecting with one’s identity. The imagery of “greet yourself arriving / at your own door, in your own mirror” reflects an encounter with oneself that requires solitude, a step away from external distractions or dependencies. Walcott’s lines “Sit. Feast on your life” suggest that one’s identity and fulfillment are to be discovered individually, within the space of one’s own experience. In exploring identity through solitude, Walcott implies that true understanding and acceptance of oneself come from within, not from relationships or society, presenting solitude as a form of self-respect and self-awareness.
Literary Works Similar to “Love After Love” by Derek Walcott
  1. “Wild Geese” by Mary Oliver – This poem, like Walcott’s, encourages self-compassion and emphasizes the importance of accepting one’s imperfections and living authentically.
  2. “The Journey” by Mary Oliver – Oliver’s poem mirrors Walcott’s theme of self-discovery and courage, as it explores the need to break away from others’ expectations and reclaim one’s own life.
  3. “Phenomenal Woman” by Maya Angelou – Angelou’s work celebrates self-love and inner beauty, resonating with Walcott’s emphasis on valuing oneself without external validation.
  4. “Invictus” by William Ernest Henley – Henley’s poem, like Walcott’s, focuses on inner strength and resilience, inspiring readers to overcome adversity and embrace their own power.
  5. “I Am Not Yours” by Sara Teasdale – Teasdale’s poem reflects themes of independence and self-possession, resonating with Walcott’s focus on reclaiming one’s heart and identity from external attachments.
Representative Quotations
QuotationContextTheoretical Perspective
“The time will come”Opening line that introduces the promise of future self-reconciliation.Existentialism – Emphasizes a crucial moment of self-discovery and the inevitability of personal growth.
“you will greet yourself arriving”Suggests a transformative encounter with one’s own self, an act of self-recognition.Psychoanalytic Theory – Symbolizes a confrontation with the inner self, akin to Jung’s concept of individuation.
“at your own door, in your own mirror”Implies that this self-encounter takes place in an intimate space, both physical and metaphorical.Phenomenology – The “door” and “mirror” are symbols of self-perception and self-experience.
“and each will smile at the other’s welcome”Depicts mutual acceptance and peace between one’s external and inner self.Humanistic Theory – Suggests self-acceptance as a path toward personal fulfillment and wholeness.
“You will love again the stranger who was your self.”Reflects on rediscovering the inner self, once lost or ignored.Psychoanalytic Theory – The “stranger” represents the shadow self, a concept rooted in Jungian psychology.
“Give wine. Give bread.”An invitation to nurture oneself with spiritual and emotional sustenance.Symbolism – Uses bread and wine as symbols of self-nourishment, similar to spiritual rituals of communion.
“Give back your heart to itself”Suggests reclaiming one’s love and attention, often given to others, back for oneself.Existentialism – Emphasizes autonomy and self-possession, central to existentialist views of self-identity.
“Take down the love letters from the bookshelf”Calls to revisit memories or attachments that shaped identity, before letting them go.Psychoanalytic Theory – Reflects the process of unpacking repressed emotions and past attachments.
“peel your own image from the mirror.”Implies removing layers of external influence to reveal the authentic self.Postcolonial Theory – Suggests shedding imposed identities or perceptions created by external expectations.
“Sit. Feast on your life.”The poem’s closing line, urging readers to fully embrace and celebrate their own life experiences.Humanistic Theory – Celebrates self-actualization, encouraging fulfillment and appreciation of one’s own life.
Suggested Readings: “Love After Love” by Derek Walcott
  1. Balakian, Peter. “The Poetry of Derek Walcott.” Poetry, vol. 148, no. 3, 1986, pp. 169–77. JSTOR, http://www.jstor.org/stable/20600767. Accessed 9 Nov. 2024.
  2. Mitchell, Michael. Journal of Indentureship and Its Legacies, vol. 1, no. 1, 2021, pp. 188–95. JSTOR, https://www.jstor.org/stable/10.13169/jofstudindentleg.1.1.0188. Accessed 9 Nov. 2024.
  3. MASON, DAVID. “The Fame of Derek Walcott.” The Hudson Review, vol. 67, no. 3, 2014, pp. 505–13. JSTOR, http://www.jstor.org/stable/43488922. Accessed 9 Nov. 2024.
  4. Mayer, Pamela S. “Introduction.” Journal of Aesthetic Education, vol. 30, no. 4, 1996, pp. 1–4. JSTOR, http://www.jstor.org/stable/3333176. Accessed 9 Nov. 2024.

“What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken: Summary and Critique

“What Is Literariness? Three Components of Literary Reading” by David S. Miall and Don Kuiken first appeared in the 1999 issue of Discourse Processes, published by Lawrence Erlbaum Associates, and later made available online by Routledge in November 2009.

"What Is Literariness? Three Components of Literary Reading" by David S. Miall & Don Kuiken: Summary and Critique
Introduction: “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken

“What Is Literariness? Three Components of Literary Reading” by David S. Miall and Don Kuiken first appeared in the 1999 issue of Discourse Processes, published by Lawrence Erlbaum Associates, and later made available online by Routledge in November 2009. This foundational article challenges prevailing views in literary theory by arguing that literariness—qualities making a text distinctly “literary”—cannot simply be reduced to general discourse processing or postmodern interpretations that dissolve literary distinctiveness. Instead, Miall and Kuiken propose a three-part model of literary reading, which includes stylistic or narrative foregrounding, the defamiliarizing effect on readers, and a subsequent transformation of personal meanings. This framework underscores that literary texts elicit unique cognitive and affective responses, distinguishing them from non-literary texts. By emphasizing the psychological shifts prompted by literature, this model not only contributes to theoretical discussions of what makes a text “literary” but also asserts the transformative power of literature on readers’ perspectives. The work has significant implications in literary studies and empirical psychology, highlighting the intricate interactions between text and reader that shape literary experiences beyond conventional interpretative paradigms.

Summary of “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken
  • Challenge to Conventional Literary Theory
    • The article questions traditional views, particularly those of postmodern theory and cognitive psychology, that do not recognize unique processes in literary reading. Miall and Kuiken argue that literature contains distinct features not found in other texts, countering perspectives that view all texts as processed similarly (Miall & Kuiken, 1999). They propose that “literariness” is rooted in unique responses provoked by reading literature, rather than being reducible to general discourse functions (Miall & Kuiken, 1999).
  • Three Components of Literariness
    • Miall and Kuiken propose three critical components in literary reading: foregrounding of stylistic elements, defamiliarization in readers’ experience, and personal transformation in response to the text. Foregrounding involves stylistic and narrative elements that deviate from regular language use and capture attention. These features create a sense of “defamiliarization,” where familiar perceptions are altered, prompting readers to reflect and reshape their understanding. Finally, this process can lead to transformative personal insights (Miall & Kuiken, 1999).
  • Empirical Basis for the Model
    • Through empirical studies, Miall and Kuiken demonstrate the effect of foregrounding on reading time and emotional response. For example, passages high in stylistic distinctiveness, such as metaphors and archaic language, are read more slowly and provoke stronger emotional responses, supporting the presence of literariness as a measurable phenomenon (Miall & Kuiken, 1994b).
  • Foregrounding and Defamiliarization
    • The first component, foregrounding, involves linguistic and narrative structures that disrupt ordinary expectations, leading to defamiliarization, a state where conventional meanings are questioned. This effect allows literature to reveal new perspectives or feelings in readers. For instance, a metaphor or unique descriptive language can make readers re-evaluate ordinary scenes, fostering a deeper engagement with the text (Miall & Kuiken, 1999).
  • Personal Transformation Through Literary Reading
    • The third component emphasizes how literary reading can lead to profound personal insights. As readers encounter and process defamiliarizing elements, they often experience a transformation in their worldview or emotions, distinguishing literary reading from other forms. This process of insight is influenced by individual psychological factors and is central to the experience of literariness (Miall & Kuiken, 1994a).
  • Impact on Literary Theory and Critique
    • This model has implications for literary criticism by suggesting that readers’ personal and affective responses play a crucial role in understanding literature. The authors challenge views that see literary value as entirely subjective, instead showing that certain text features reliably provoke responses across different readers (Smith, 1988).
  • Contrasts with Other Theories of Reading
    • The authors contrast their approach with cognitive and discourse processing theories, which typically overlook the unique cognitive and emotional engagement prompted by literature. They argue that literariness involves more than the construction of situation models, as typically studied in narrative comprehension, positing instead that literature evokes deeper psychological transformations (Zwaan, Magliano, & Graesser, 1995).
Literary Terms/Concepts in “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken
Term/ConceptDefinitionExplanation in Context
LiterarinessThe quality or distinctive characteristic that makes a text literary.Miall and Kuiken define literariness as a unique mode of reading characterized by foregrounding, defamiliarization, and transformation.
ForegroundingUse of stylistic and narrative features that deviate from ordinary language or norms, drawing readers’ attention.Foregrounding in literary texts includes distinctive metaphors, archaic words, and unusual syntax that make readers pause and reflect on meaning.
DefamiliarizationThe effect of making familiar concepts appear strange or new, encouraging deeper reflection.Readers encounter unexpected phrasing or imagery that disrupts habitual perceptions, creating a sense of newness and prompting reinterpretation.
Personal TransformationThe change in readers’ personal feelings, perspectives, or self-conceptions after engaging with a text.Through engagement with literary features, readers may experience shifts in their worldview or understanding of themselves.
Situation ModelA mental representation of the events, characters, and setting in a narrative, typically used in discourse processing theory.The authors contrast this with literary reading, arguing that situation models do not account for the unique interpretive transformations in literary texts.
Affective ResponseEmotional reactions triggered by reading, often linked to specific text features like foregrounding.Empirical studies cited by the authors show that affective responses, such as feeling “struck” by text, are core to the experience of literariness.
Interpretive CommunityConcept by Stanley Fish referring to groups of readers who share norms for interpreting texts.Miall and Kuiken address how interpretive communities influence readings but emphasize individual transformations in literary engagement.
Free Indirect DiscourseA narrative technique that allows readers to access a character’s internal thoughts and feelings without direct narration.Free indirect discourse is cited as one of many devices that can enhance foregrounding, adding depth to readers’ emotional engagement.
Schema RefreshmentA reconfiguration or update of mental frameworks (schemas) as new information is processed, especially through literary defamiliarization.The authors argue that literariness involves refreshing schemas by challenging preconceived ideas through stylistic disruptions.
Empirical Study of LiteratureA research approach involving systematic observation and analysis of readers’ responses to literary texts.Miall and Kuiken base their argument on empirical studies, measuring reader responses to literary elements such as foregrounding and defamiliarization.
Enactive ReadingA mode of reading where the reader actively “lives through” the experience of the characters or scenes in the text.The concept describes how some readers experience the text viscerally, connecting personal memories or emotions to the narrative.
Psychobiological InheritanceThe natural, innate human capacity for emotion and self-perception that influences literary response.The authors propose that literariness draws on basic human tendencies for emotional engagement and self-reflection.
Contribution of “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken to Literary Theory/Theories
  • Challenging Cognitive Psychology’s Discourse Processing Theory
    • Miall and Kuiken argue that cognitive theories of discourse processing, which often subsume literary understanding into general reading processes, fail to account for the unique, affective responses characteristic of literary reading. By proposing that literary texts evoke distinct emotional and cognitive engagement, they challenge the “situation model” approach, which emphasizes cognitive coherence over emotional response (Miall & Kuiken, 1999, p. 122).
  • Expansion of Russian Formalism and Defamiliarization
    • Building on Russian Formalism, particularly Viktor Shklovsky’s concept of “defamiliarization,” Miall and Kuiken empirically validate the idea that literature disrupts ordinary perceptions and prompts readers to re-evaluate familiar ideas. Their research provides empirical evidence for defamiliarization as an essential element of literariness, showing how stylistic foregrounding unsettles readers’ conventional understanding (Miall & Kuiken, 1999, p. 123).
  • Foregrounding as a Unique Feature of Literariness in Stylistics
    • The authors build on stylistic theories, including those by Leech and Short, by defining foregrounding as a stylistic marker that provokes readers’ attention and enhances affective engagement. This contribution establishes foregrounding not just as a stylistic element but as a key feature that distinguishes literary texts from other forms (Miall & Kuiken, 1999, p. 124).
  • New Insights into Reader-Response Theory
    • Miall and Kuiken’s work extends reader-response theory by detailing how readers’ personal transformation through literature results from specific text features, such as foregrounding and defamiliarization. Unlike traditional reader-response approaches, which often emphasize subjective interpretation alone, they empirically investigate how text-induced psychological responses facilitate individual transformation (Miall & Kuiken, 1999, p. 125).
  • Redefining the Role of Feeling in Hermeneutics and Literary Understanding
    • By highlighting the role of affective response, Miall and Kuiken’s model emphasizes the interpretive importance of emotions in reading, diverging from hermeneutic theories that prioritize intellectual engagement. Their research suggests that feeling, as a vehicle for personal transformation, is crucial in reading, aligning literary interpretation with psychological insight (Miall & Kuiken, 1999, p. 130).
  • Critique of Postmodern Relativism in Literary Value
    • Miall and Kuiken critique postmodern theorists like Barbara Herrnstein Smith, who argue that literary value is culturally relative and imposed by social authorities. By providing evidence of consistent reader responses to foregrounding and defamiliarization across cultural contexts, they contend that literariness has inherent features that evoke universal patterns of response, thereby resisting purely relativistic views (Miall & Kuiken, 1999, p. 126).
  • Empirical Validation of the Aesthetic Experience in Literary Theory
    • This article offers an empirical framework for studying the aesthetics of reading, positing that literariness involves measurable changes in readers’ affective and cognitive states. The findings suggest that the aesthetic experience in reading is characterized by a distinctive mode of engagement, contributing to theories of literary aesthetics by providing a model grounded in empirical data (Miall & Kuiken, 1999, p. 136).
  • Advancing the Concept of Schema Refreshment in Cognitive Literary Studies
    • The authors introduce “schema refreshment,” a term for how defamiliarization in literature can update readers’ cognitive frameworks or schemas. This concept advances cognitive literary studies by illustrating how literary reading prompts an adaptive re-evaluation of conventional perceptions, driven by the distinct features of literariness (Miall & Kuiken, 1999, p. 135).
Examples of Critiques Through “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken
Literary WorkCritique Through Miall & Kuiken’s ModelExplanation
Samuel Taylor Coleridge’s “The Nightingale”Foregrounding and Defamiliarization in Time PerceptionThe poem’s metaphorical language, such as “sunken day” and “no relique,” disrupts typical perceptions of time, creating a “nothing time” where ordinary concepts dissolve. Readers experience a heightened engagement as they search for meaning in the altered imagery, a key aspect of defamiliarization (Miall & Kuiken, 1999, p. 123).
Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”Foregrounded Themes of Guilt and FateReaders encounter stylistic and narrative foregrounding, such as the repeated references to “fiend” and the image of the Mariner haunted by guilt. This defamiliarization prompts readers to personally reflect on themes of fate and inevitability, transforming conventional notions of guilt and consequence into profound, personal insights (Miall & Kuiken, 1999, p. 135).
Elizabeth Bowen’s “The Demon Lover”Foregrounding and Temporal DisruptionBowen’s use of stylistic foregrounding, such as repetitive sounds and metaphor in phrases like “stopped dead,” creates a sense of unease and suspension of time. This defamiliarization challenges readers’ standard temporal understanding, evoking fear and uncertainty—emotions that contribute to the story’s impact and exemplify Miall & Kuiken’s model (Miall & Kuiken, 1999, p. 129).
Sean O’Faolain’s “The Trout”Personal Transformation Through Enactive ReadingThe narrative foregrounds sensory descriptions of the trout’s environment, prompting readers to live through the character Julia’s experience. Through defamiliarized imagery, readers engage in an enactive reading process, transforming their perspective on themes of life and freedom, illustrating Miall and Kuiken’s component of reader transformation (Miall & Kuiken, 1999, p. 131).
Criticism Against “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken
  • Overemphasis on Empirical Evidence
    • Critics may argue that Miall and Kuiken’s reliance on empirical studies to measure affective responses limits the scope of literary theory, reducing complex interpretive experiences to quantifiable data. This empirical focus may overlook the nuances and subjective nature of individual literary interpretations.
  • Neglect of Cultural and Social Contexts
    • By emphasizing universal affective responses, Miall and Kuiken’s model may fail to account for how cultural, historical, and social contexts shape readers’ interpretations and emotional responses, which could challenge their claim of consistent patterns across readers.
  • Incompatibility with Postmodern Theory
    • Postmodern critics could argue that Miall and Kuiken’s notion of inherent literariness contradicts theories that view literary value as culturally constructed and fluid. Their model implies an essential quality of literariness, which postmodernists like Barbara Herrnstein Smith would see as problematic.
  • Simplification of Literary Aesthetics
    • The model’s focus on foregrounding, defamiliarization, and personal transformation may be seen as oversimplifying literary aesthetics, potentially ignoring other aspects of literary art, such as symbolic complexity, intertextuality, and irony, which also contribute to literariness.
  • Limited Engagement with Reader Diversity
    • While Miall and Kuiken emphasize personal transformation, critics could contend that they inadequately address the diversity of readers’ backgrounds, interests, and reading purposes, which can result in different levels of engagement and interpretation beyond the proposed model.
  • Potential Reduction of Literature to Psychological Processes
    • Some critics might argue that by focusing on affective and cognitive processes, Miall and Kuiken risk reducing literature to psychological phenomena, which may ignore the intrinsic aesthetic and artistic value of the text itself.
Representative Quotations from “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken with Explanation
QuotationExplanation
“Literariness is constituted when stylistic or narrative variations defamiliarize conventionally understood referents and prompt reinterpretive transformations of a conventional feeling or concept.” (p. 123)This statement defines Miall and Kuiken’s concept of literariness, emphasizing how literature disrupts conventional ideas through stylistic features, leading to a rethinking of familiar concepts.
“Foregrounding occurs when linguistic elements or features deviate from the norms of everyday language.” (p. 124)Here, the authors explain foregrounding, a central feature of literariness, where linguistic deviations attract attention and prompt deeper engagement with the text.
“Defamiliarization unsettles readers’ habitual perceptions, making the familiar seem strange and thought-provoking.” (p. 123)Miall and Kuiken argue that defamiliarization in literature challenges readers’ usual perspectives, encouraging them to reconsider what they know or assume.
“The process of change initiated by literary texts is a distinctive form of psychological transformation.” (p. 125)The authors propose that engaging with literature results in psychological transformation, a unique and defining feature of literariness.
“The experience of feeling ‘struck’ by a literary phrase or image indicates that foregrounding is at work.” (p. 127)This quote highlights how readers’ emotional reactions, like feeling “struck,” are responses to foregrounded elements in the text, pointing to a key effect of literariness.
“Personal transformation occurs when readers reinterpret and modify conventional feelings or concepts.” (p. 130)Miall and Kuiken describe how reading literature leads to personal transformation, where readers’ understanding and emotions shift as they engage with the text.
“Literary response…plays a critical role in alerting us to alternative perspectives on ourselves and our social and natural environments.” (p. 126)The authors assert that literary reading enhances self-awareness and broadens perspectives on social and environmental contexts, demonstrating literature’s impact beyond individual experience.
“The model of literary reading we propose resists reduction to general discourse processing theories.” (p. 122)Miall and Kuiken challenge general theories of discourse processing, arguing that literary reading involves unique processes that cannot be fully explained by standard cognitive models.
“Foregrounding may be evident within molar narrative structures, through devices that provide shifts in point of view.” (p. 124)This statement extends foregrounding to narrative structures, showing how shifts in point of view and other narrative techniques also contribute to the experience of literariness.
“Empirical studies indicate that feeling is the primary vehicle for the search for meaning in response to literary texts.” (p. 134)Miall and Kuiken emphasize the role of emotion in literary interpretation, arguing that feelings drive readers’ engagement with and understanding of the text, a foundation for their empirical approach to studying literariness.
Suggested Readings: “What Is Literariness? Three Components of Literary Reading” by David S. Miall & Don Kuiken
  1. Miall, David S., and Don Kuiken. “What is literariness? Three components of literary reading.” Discourse processes 28.2 (1999): 121-138.
  2. Alexandrov, Vladimir E. “Literature, Literariness, and the Brain.” Comparative Literature, vol. 59, no. 2, 2007, pp. 97–118. JSTOR, http://www.jstor.org/stable/40279363. Accessed 9 Nov. 2024.
  3. Zamora, Margarita. “Historicity and Literariness: Problems in the Literary Criticism of Spanish American Colonial Texts.” MLN, vol. 102, no. 2, 1987, pp. 334–46. JSTOR, https://doi.org/10.2307/2905693. Accessed 9 Nov. 2024.
  4. Ramchand, Kenneth. “West Indian Literary History: Literariness, Orality and Periodization.” Callaloo, no. 34, 1988, pp. 95–110. JSTOR, https://doi.org/10.2307/2931112. Accessed 9 Nov. 2024.
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“Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman: Summary and Critique

“Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom,” by Barbara Frey Waxman, first appeared in College English in March 2008.

"Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom" by Barbara Frey Waxman: Summary and Critique
Introduction: “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman

“Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom,” by Barbara Frey Waxman, first appeared in College English in March 2008, published by the National Council of Teachers of English. In this article, Waxman explores the appeal of food memoirs as literary texts that reveal personal histories, cultural identities, and communal values, often drawing on food as a metaphor for love, identity, and nostalgia. She argues that food memoirs are more than narratives filled with recipes and culinary descriptions; they represent profound reflections on family traditions, cross-cultural experiences, and the processes of self-discovery and identity formation. Waxman asserts that these memoirs offer readers, especially students, valuable insights into diverse cultures, historical traditions, and the universality of food as a social bond. By studying food memoirs, students can develop empathy and emotional intelligence, as well as deepen their understanding of literary techniques, such as metaphor and narrative voice. Waxman champions the inclusion of food memoirs in literature classrooms for their rich narrative styles, emotional depth, and their potential to broaden students’ perspectives on multiculturalism, personal growth, and the enduring human connection to food.

Summary of “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman
  • Defining Food Memoirs and Their Appeal
    Food memoirs offer narratives where food memories reveal the growth and development of the writer. These memoirs often feature emotionally rich stories interwoven with vivid descriptions of food, creating a deep resonance with readers. Waxman argues that food memoirs are distinct from other food writing because they often begin with childhood memories or flashbacks, providing insights into family, culture, and identity. She describes how these texts blend culinary and cultural elements that give readers insight into the writers’ lives and perspectives, making them highly engaging and educational in a classroom setting (Waxman 365).
  • Autobiographical and Ethnographic Qualities
    Food memoirs not only reflect personal experiences but often serve as a form of “auto-ethnography,” where the author explains their cultural background through the lens of food. This characteristic enables readers to learn about different traditions and customs from an insider’s perspective, fulfilling a dual role of personal narrative and cultural education. Waxman references Paul John Eakin’s theory that memoirists adopt an “ethnographic posture” toward their own past, sharing these customs and stories with a broader audience (Waxman 366).
  • Food as a Link in Diaspora Narratives
    The memoirs Waxman examines often focus on the experience of living in the diaspora, where food becomes a medium for preserving cultural identity and memory. These narratives, such as those by Diana Abu-Jaber and Shoba Narayan, highlight the emotional struggle of immigrants attempting to recreate their native dishes with American ingredients. This struggle reflects both their connection to their heritage and the adaptation required to live in a new culture. Waxman argues that these memoirs offer valuable insights into the complexities of cultural adaptation and identity formation (Waxman 369-370).
  • The Food Memoir as Multicultural Literature
    Food memoirs also serve as powerful multicultural texts, providing insight into how food traditions bridge cultural divides. For example, through detailed descriptions of traditional ceremonies and festive meals, authors like Leslie Li and Elizabeth Ehrlich invite readers into Chinese and Jewish cultural practices, respectively. This process helps demystify foreign customs and fosters empathy and understanding, reinforcing the role of food memoirs as vehicles for cultural education (Waxman 367).
  • Psychological Insights and Family Dynamics
    Waxman discusses how food memoirs provide an intimate view of family relationships and psychological dynamics within different cultural contexts. She cites Madhur Jaffrey’s memoir, which portrays both idyllic and painful memories within her extended family. These personal stories offer readers a window into the emotional and sometimes challenging aspects of family life across cultures, highlighting universal themes such as love, loss, and resilience (Waxman 371).
  • Mentoring and Self-Reinvention Through Food
    Many food memoirs highlight the role of mentors in the author’s culinary and personal growth, symbolizing a “second family” and guiding them toward self-reinvention. For instance, in Ruth Reichl’s “Tender at the Bone,” culinary mentors help her find independence and purpose, even as she distances herself from a difficult family background. These mentors often encourage the authors to overcome personal struggles and cultivate a fulfilling career in the food world, symbolizing the transformative power of food and mentorship (Waxman 376-377).
  • Eroticism and the Sensuality of Food
    Waxman notes the erotic elements present in many food memoirs, which link the physical pleasure of eating with broader themes of desire and connection. In Reichl’s memoir, the sensuality of food is portrayed vividly, mirroring her personal relationships and romantic experiences. This erotic aspect appeals to readers on a primal level, adding another layer of intimacy to the food memoir genre and contributing to its popularity and allure (Waxman 378).
  • Life Lessons in Moral and Emotional Intelligence
    Food memoirs convey life lessons that cultivate readers’ moral and emotional intelligence. Waxman suggests that by reading about other families’ challenges and dynamics, students can better understand and reflect upon their own relationships and values. The emotional depth and ethical dilemmas presented in these narratives foster empathy and encourage readers to appreciate the complexity of human connections and cultural identities (Waxman 380).
  • Justification for Food Memoirs in the Classroom
    Waxman argues that food memoirs are valuable teaching tools, enriching literature classrooms by introducing students to diverse cultural perspectives, promoting introspection, and fostering emotional growth. The genre’s familiar subject matter—food—makes it approachable and engaging for students. By analyzing these memoirs, students can learn about narrative structure, cultural symbolism, and identity formation, making food memoirs a unique and effective addition to literature curricula (Waxman 381-382).
Literary Terms/Concepts in “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman
Literary Term/ConceptDescriptionApplication in Food Memoirs
Auto-EthnographyA form of self-reflection and writing that explores the writer’s personal experiences and connects them to broader cultural, political, and social meanings and understandings.Food memoirists use their personal food stories to reveal and explain cultural practices to readers. For instance, Diana Abu-Jaber and Shoba Narayan provide insights into cultural customs and traditional foods, helping readers understand the immigrant experience and cultural heritage through food. (Waxman 366-367)
DiasporaThe dispersion of people from their original homeland and the cultural identity and nostalgia associated with it.Food memoirs frequently discuss the role of food in preserving cultural identity for those in the diaspora. For example, memoirs by authors like Diana Abu-Jaber and Leslie Li reveal how food helps them connect with their heritage and navigate their dual cultural identity. (Waxman 369-370)
BildungsromanA literary genre focusing on the psychological and moral growth of the protagonist from youth to adulthood.Waxman suggests that food memoirs often resemble a culinary bildungsroman, tracing the author’s journey toward maturity and professional identity in the food world, as seen in Ruth Reichl’s “Tender at the Bone,” which chronicles her growth as a food writer. (Waxman 365)
Sensory ImageryDescriptive language that appeals to the senses, helping readers to visualize, smell, taste, hear, and feel scenes vividly.Food memoirists use vivid sensory details to evoke strong responses in readers, often connecting food with memories and emotions. For instance, Ruth Reichl describes her first taste of brie as a sensual experience, using imagery that engages readers’ senses. (Waxman 378)
Metaphor and SymbolismUsing one thing to represent or symbolize another, often to convey deeper meanings or associations.Waxman notes how food becomes a metaphor for love, family bonds, and emotional needs in memoirs. For instance, M. F. K. Fisher links the satisfaction of hunger with the satisfaction of love, showing food as a symbol for human connection and warmth. (Waxman 373)
MentorshipA recurring theme in narratives where characters provide guidance, support, and life lessons, often leading to the protagonist’s growth.Mentors in food memoirs guide authors through personal and professional growth. In Ruth Reichl’s memoir, mentors teach her about food and life, helping her gain independence and emotional resilience. This theme underscores the idea of food professionals as a “second family.” (Waxman 377)
TransculturalismThe blending and merging of cultures, often resulting from global interaction and exchange.Waxman highlights how food memoirs explore the unifying power of food across cultural boundaries, such as Leslie Li’s description of Chinese New Year foods. This cultural blending makes food memoirs an effective tool for teaching multicultural literature. (Waxman 367)
Eroticism and SensualityThe use of language to convey sensual pleasure or erotic attraction, often in connection with food.Food memoirs often portray food experiences as sensual or erotic, linking physical taste to emotional or romantic desire. Waxman mentions Isabel Allende’s use of food’s seductive powers in “Aphrodite,” adding another layer of engagement for readers. (Waxman 378)
Emotional and Moral IntelligenceThe development of empathy, self-awareness, and understanding of ethical values, often encouraged by literature that explores family dynamics and personal relationships.Through stories of dysfunctional family relationships and personal growth, food memoirs encourage readers to reflect on moral and emotional values. Waxman asserts that Madhur Jaffrey’s memoirs, which depict complex family dynamics, help readers build empathy and moral understanding. (Waxman 380)
NostalgiaA sentimental longing or wistful affection for the past, often idealized or remembered through specific experiences, symbols, or cultural practices.Waxman describes how food memoirs convey a sense of nostalgia, as authors remember early food experiences tied to family and culture. Nigel Slater’s “Toast,” for example, recalls the taste and smell of foods from his childhood, which convey a deep sense of longing and identity. (Waxman 375)
Contribution of “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman to Literary Theory/Theories
  1. Autobiographical Theory and Auto-Ethnography
    Waxman’s analysis highlights the role of auto-ethnography in food memoirs, where memoirists serve as “insiders” offering personal yet culturally informative narratives. Waxman aligns with Paul John Eakin’s view that memoirists often function as auto-ethnographers who interpret their childhood communities for readers. She emphasizes that food memoirists explore their personal identities and family traditions through food, functioning as “cultural interpreters” who explain their cultural customs to outsiders (Waxman 366). This extension of autobiographical theory sees memoir as not only self-revelatory but as inherently cultural and didactic, linking individual memory to collective cultural identity.
  2. Memory Theory
    The article connects memory theory with food memoirs, particularly the constructed nature of memory in autobiographical writing. Waxman incorporates Eakin’s insights that “memory constructs the materials from the past,” and memoirists “refashion” these memories in their narratives (Waxman 366). In food memoirs, sensory experiences—especially taste and smell—are instrumental in accessing memories, a concept Waxman supports with Jean-Anthelme Brillat-Savarin’s notion of “taste memories” and James Beard’s reflections on memory’s physical connection to food (Waxman 364). This contribution deepens memory theory by emphasizing the unique sensory and emotional access food offers to autobiographical memory.
  3. Cultural Anthropology
    Waxman’s work contributes to cultural anthropology by positioning food memoirs as key texts for examining cultural practices. Citing anthropologists’ views that cooking and eating mark social boundaries and reinforce group identities, she demonstrates how food memoirists like Shoba Narayan and Leslie Li convey cultural belonging and values through culinary rituals. Waxman aligns with Robin Fox’s idea that food helps define social boundaries (Waxman 367) while simultaneously expanding readers’ understanding of various cultural practices. This approach establishes food memoirs as significant texts in studying identity formation, assimilation, and the cultural significance of culinary practices in literary analysis.
  4. Diaspora and Transcultural Theory
    Waxman positions food memoirs as crucial to diaspora and transcultural theory, suggesting that food serves as a “contact zone” where diasporic individuals negotiate their identities between “here” and “there” (Waxman 369). Memoirs by authors like Diana Abu-Jaber depict this “Janus-faced” existence, using food to connect with their heritage while adapting to American culture. Waxman’s discussion of the symbolic role of food as a link to cultural roots emphasizes the diasporic individual’s negotiation of identity and belonging, contributing to transcultural theory by showing how food acts as a mediator of cultural memory and assimilation.
  5. Feminist Theory
    Waxman’s exploration of the feminist implications in food memoirs examines how these texts empower women by celebrating their culinary expertise and personal agency. She highlights the work of M.F.K. Fisher and Ruth Reichl, who gain self-identity and autonomy through food and cooking, transforming traditional domestic roles into forms of personal expression and professional identity (Waxman 365). By acknowledging women’s narratives in a traditionally domestic sphere, Waxman emphasizes the feminist potential of food memoirs in literary studies, where cooking becomes a form of self-discovery and empowerment, thus extending feminist literary theory’s analysis of domestic narratives.
  6. Reader-Response Theory and Sensory Engagement
    Waxman’s article contributes to reader-response theory by noting the intense sensory engagement food memoirs evoke, which activates readers’ “jouissance” as described by Roland Barthes. She observes that readers often feel hunger or cravings while reading these vivid descriptions (Waxman 379). This emotional and physical response to food memoirs exemplifies how texts can engage readers in bodily, affective ways, expanding reader-response theory to include multisensory reader experiences that blur the line between reading and tasting.
  7. Narrative Theory and Structure of the Memoir
    Waxman discusses the structure of food memoirs as similar to the bildungsroman or growth narrative, contributing to narrative theory by identifying the genre’s progression through childhood experiences with food, the influence of mentors, and the eventual formation of identity and professional role (Waxman 365). This developmental structure is unique to food memoirs, as it combines personal growth with sensory and cultural education, enriching narrative theory’s understanding of memoir as a medium that intertwines the personal and cultural through sensory and emotional experiences.
Examples of Critiques Through “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman
Literary WorkAuthorCritique Through Waxman’s ThemesRelevant Theme/Concept
The Language of BaklavaDiana Abu-JaberWaxman discusses how Abu-Jaber’s memoir uses food as a way to navigate and portray Jordanian-American identity. In recounting her father’s attempts to recreate traditional Jordanian foods in the U.S., Waxman interprets food as a “Janus-faced” symbol, connecting the Jordanian diaspora’s experiences of “here” and “there.”Diaspora and Transcultural Theory
The Gastronomical MeM.F.K. FisherFisher’s memoir explores the connection between food, emotional nourishment, and personal growth. Waxman highlights Fisher’s portrayal of sensual experiences with food as symbolic of her journey into adulthood, where food hunger reflects the broader hunger for love, acceptance, and self-expression.Autobiographical Theory & Feminist Theory
Monsoon DiaryShoba NarayanWaxman analyzes how Narayan uses food memories to depict Indian cultural traditions. Descriptions of ceremonies like “choru-unnal” (a child’s first solid meal) function as cultural bridges, allowing non-Indian readers to engage with unfamiliar customs and deepen cross-cultural empathy.Cultural Anthropology & Auto-Ethnography
Tender at the BoneRuth ReichlReichl’s memoir is used by Waxman to illustrate the development of identity and autonomy through food. Waxman emphasizes the role of Reichl’s mentors in teaching her the skills and emotional resilience to become a food professional, overcoming family dysfunction to create a “new home” in the culinary world.Feminist Theory & Mentoring/Self-Reinvention
Criticism Against “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman
  • Overemphasis on Cultural and Ethnic Nostalgia: Waxman’s focus on food as a way to preserve cultural heritage and identity may be viewed as overly nostalgic, potentially oversimplifying the complexities of cultural identity in favor of idealized representations.
  • Limited Scope of Literary Analysis: The article primarily examines food memoirs through autobiographical and cultural lenses, potentially neglecting other literary theories and analytical approaches, such as psychoanalytic or postmodern perspectives, that could add depth to the analysis.
  • Potentially Narrow View of the Memoir Genre: By focusing on the thematic elements of food and cultural identity, Waxman may overlook how food memoirs intersect with broader themes common in other memoirs, such as trauma, gender identity, or socioeconomic factors.
  • Risk of Cultural Stereotyping: The portrayal of food as inherently representative of cultural identity could inadvertently reinforce stereotypes, suggesting that specific foods or culinary practices uniformly define a culture, which may not reflect individual or contemporary cultural diversity.
  • Assumed Accessibility for the Classroom: Waxman advocates for the inclusion of food memoirs in literature classrooms, but critics might argue that these works are less academically rigorous or challenging than traditional literary texts, potentially limiting critical engagement and interpretative depth.
  • Simplification of Diaspora Experience: Waxman’s interpretation of food as a bridge between “here” and “there” for diasporic communities might simplify the complexities of diaspora, overlooking the varied and sometimes contradictory experiences of those navigating multiple cultural identities.
Representative Quotations from “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman with Explanation
QuotationExplanation
1. “Food memoirists intuitively grasp these important links among smells, tastes, strong emotions, and keen memories.”Waxman emphasizes the sensory power of food memoirs, which invoke emotions and memories through detailed sensory descriptions, providing readers with visceral experiences that make the past come alive. This helps explain why food memoirs are both appealing and nostalgic for readers.
2. “Food is clearly a link among generations of immigrants and exiles; those who cook and write about food are ‘culture-tenders.'”Here, Waxman connects food memoirs to cultural preservation. By cooking and sharing stories, authors protect and pass down cultural traditions, making food memoirs a powerful genre for exploring identity, heritage, and intergenerational bonds.
3. “Memoirists often ‘adopt an ethnographic posture’ toward their childhood food culture.”This quote highlights the role of food memoirists as cultural translators, introducing readers to cultural traditions through a personal lens. This ethnographic approach allows readers to understand not only specific foods but the social and familial practices tied to them.
4. “Culinary memoirs generally trace the memoirists’ passage from youth to a maturity in which they have discovered a passion for food.”Waxman observes that food memoirs often follow a growth arc similar to a bildungsroman. The narrative is typically a journey of personal discovery and maturity, where food symbolizes both personal and professional fulfillment.
5. “Many of these authors in telling their life stories give readers a little psychology on how to interact with others—even across cultures—and how to get to know themselves.”Waxman emphasizes that food memoirs are more than personal stories; they offer psychological and social insights. By narrating their experiences with food, authors share life lessons about relationships, self-discovery, and empathy, fostering connections between readers and different cultures.
6. “Food memoirs […] can be both unifying and divisive: they draw boundaries between ‘us’ and ‘them’ and define notions of ‘here’ and ‘there.'”This quotation speaks to the complexity of food as both a unifier and divider. Waxman acknowledges that while food can bridge cultures, it can also reinforce cultural boundaries, giving food memoirs the ability to explore issues of belonging, identity, and diaspora.
7. “The therapeutic value of writing a cross-cultural food memoir…appeals to American readers who may be the sons and daughters or grandchildren of immigrants.”Waxman suggests that food memoirs can offer healing, particularly for those experiencing cultural dislocation or loss. This therapeutic angle makes these memoirs resonant for readers exploring their heritage and cultural identity.
8. “Writing about food hunger is really writing about love, and the hunger for it.”Drawing a parallel between food and emotional nourishment, Waxman demonstrates that food memoirs often go beyond culinary appreciation, delving into universal human experiences like love, connection, and intimacy.
9. “Food memoirs […] often represent food as a Janus-faced signifier, pointing to the ‘here’ of diasporic life and the ‘there’ of a home they cannot really go back to.”Waxman identifies the dual nature of food for diasporic individuals. Food serves as both a connection to the past and an adaptation to the present, allowing memoirists to explore complex feelings of nostalgia, identity, and assimilation.
10. “Food memoirs cultivate readers’ moral and emotional intelligence.”Waxman argues that by confronting themes of family, ethics, and emotional conflict, food memoirs encourage readers to reflect on their values and cultivate empathy, making them valuable educational tools in the literature classroom.
Suggested Readings: “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom” by Barbara Frey Waxman
  1. Waxman, Barbara Frey. “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom.” College English, vol. 70, no. 4, 2008, pp. 363–83. JSTOR, http://www.jstor.org/stable/25472276. Accessed 11 Nov. 2024.
  2. “Front Matter.” College English, vol. 70, no. 4, 2008. JSTOR, http://www.jstor.org/stable/25472273. Accessed 11 Nov. 2024.
  3. Avakian, Arlene. “Cooking Up Lives: Feminist Food Memoirs.” Feminist Studies, vol. 40, no. 2, 2014, pp. 277–303. JSTOR, http://www.jstor.org/stable/10.15767/feministstudies.40.2.277. Accessed 11 Nov. 2024.
  4. Cognard-Black, Jennifer, and Melissa A. Goldthwaite. “Books That Cook: Teaching Food and Food Literature in the English Classroom.” College English, vol. 70, no. 4, 2008, pp. 421–36. JSTOR, http://www.jstor.org/stable/25472279. Accessed 11 Nov. 2024.

“Love After Love” by Derek Walcott: A Critical Analysis

“Love After Love” by Derek Walcott, first appeared in his 1976 poetry collection Sea Grapes, is widely celebrated for its powerful themes of self-discovery and self-reconciliation.

"Love After Love" by Derek Walcott: A Critical Analysis

Introduction: “Love After Love” by Derek Walcott

“Love After Love” by Derek Walcott, first appeared in his 1976 poetry collection Sea Grapes, is widely celebrated for its powerful themes of self-discovery and self-reconciliation, offering readers a contemplative journey towards self-love. In simple yet profound language, Walcott encourages the reader to embrace and rediscover their own identity, especially after times of hardship or loss. The poem’s popularity lies in its universal message of healing and self-acceptance, resonating with audiences who find solace in its gentle invitation to “feast on your life.” Walcott’s words remind readers of the importance of self-compassion and the joy in reuniting with the “stranger” within, a message that has continued to impact readers across generations.

Text: “Love After Love” by Derek Walcott

The time will come
when, with elation
you will greet yourself arriving
at your own door, in your own mirror
and each will smile at the other’s welcome,

and say, sit here. Eat.
You will love again the stranger who was your self.
Give wine. Give bread. Give back your heart
to itself, to the stranger who has loved you

all your life, whom you ignored
for another, who knows you by heart.
Take down the love letters from the bookshelf,

the photographs, the desperate notes,
peel your own image from the mirror.
Sit. Feast on your life.

Annotations: “Love After Love” by Derek Walcott
LineAnnotation
The time will comeThe line suggests a future moment of personal significance, foreshadowing a period of healing, self-recognition, or inner awakening.
when, with elation“Elation” implies intense joy or relief, indicating that this encounter with oneself will be uplifting and transformative.
you will greet yourself arrivingThis line evokes the image of meeting oneself as a stranger or friend, symbolizing the journey to self-recognition and self-acceptance.
at your own door, in your own mirrorThe imagery of “door” and “mirror” suggests an intimate, personal space where one encounters their true self, free from others’ influences.
and each will smile at the other’s welcome,There’s a sense of mutual acceptance and harmony as one reconciles with their own identity, marking a moment of self-approval.
and say, sit here. Eat.This invitation to “sit” and “eat” symbolizes self-care and nurturing, urging the reader to honor their own needs and desires.
You will love again the stranger who was your self.This powerful line reflects on the concept of self-alienation, suggesting that one will rediscover affection for the part of themselves they had forgotten.
Give wine. Give bread.“Wine” and “bread” are symbols of sustenance and celebration, representing a ritual of communion and nourishment, often used in spiritual or self-reflective contexts.
Give back your heartThe line calls for an emotional reclaiming, encouraging the reader to reconnect with their own heart and passions, without external influences.
to itself, to the stranger who has loved youThis part personifies the “stranger” within as a caring presence, reminding the reader that their true self has always been present and supportive.
all your life, whom you ignoredWalcott addresses self-neglect, the way one may prioritize others over their own needs and identity, leading to a loss of self.
for another, who knows you by heart.The “stranger” represents the inner self that truly understands and loves the individual deeply, despite being overlooked.
Take down the love letters from the bookshelf,This line suggests revisiting past memories or expressions of love, urging one to reconnect with their history and emotions stored away.
the photographs, the desperate notes,By mentioning “photographs” and “desperate notes,” Walcott references tangible memories, which hold pieces of one’s identity and experiences.
peel your own image from the mirror.This metaphor represents shedding external layers or perceptions to reveal the authentic self beneath, an act of self-liberation.
Sit. Feast on your life.The final line is an invitation to celebrate oneself fully, to appreciate one’s life experiences, and to find contentment within.
Literary And Poetic Devices: “Love After Love” by Derek Walcott
DeviceExampleExplanation
Alliteration“will welcome,” “say, sit,” “love letters”Repeated consonant sounds create a rhythmic quality, emphasizing certain phrases and lending a soothing tone to the poem.
Anaphora“Give wine. Give bread. Give back your heart”The repetition of “Give” at the start of lines emphasizes generosity toward oneself, underscoring the idea of self-nurturing and acceptance.
Apostrophe“You will love again the stranger who was your self.”Directly addressing the reader as “you” creates intimacy, making the poem’s message feel personal and encouraging self-reflection.
Assonance“stranger” and “was your”The repeated vowel sound “a” in “stranger” and “was your” creates a gentle flow, enhancing the contemplative tone of the poem.
Caesura“sit here. Eat.”The period creates a pause mid-line, which emphasizes the invitation to “sit” and “eat,” reinforcing the importance of slowing down to care for oneself.
Consonance“at your own door, in your own mirror”The repeated “r” sound in “your,” “door,” and “mirror” ties the phrases together, creating a rhythmic unity that reinforces the idea of self-reflection.
Enjambment“The time will come / when, with elation”The line break without punctuation leads smoothly into the next line, which mirrors the continuous flow of self-discovery and reconnection described in the poem.
Epiphany“You will love again the stranger who was your self.”The line captures a moment of realization, where the speaker understands the importance of self-love, marking a revelation or epiphany for the reader.
Imagery“take down the love letters from the bookshelf”Creates a vivid visual image that evokes memories and nostalgia, encouraging the reader to reflect on their past relationships with themselves.
Irony“the stranger who was your self”The use of “stranger” to describe oneself is ironic, suggesting that while one should know themselves best, they have become unfamiliar with their own identity.
Metaphor“peel your own image from the mirror”“Peel” implies removing layers to uncover the true self, suggesting that self-identity is hidden beneath external facades or societal expectations.
MotifFood and drink references: “wine,” “bread,” “feast”These symbols of nourishment and communion create a motif of self-care and celebration, emphasizing the importance of cherishing oneself.
Paradox“the stranger who was your self”Describing oneself as both “stranger” and “self” is paradoxical, highlighting the disconnection one can feel from their inner identity and the need for reconciliation.
Personification“the stranger who has loved you”The inner self is personified as a caring, loving entity that has been present throughout, underscoring the enduring nature of self-love even when neglected.
Repetition“Give wine. Give bread. Give back your heart.”Repetition of “Give” emphasizes generosity and ritual, suggesting that self-love is an act of kindness that requires deliberate action and repeated effort.
Simile“you will greet yourself arriving / at your own door”While not a direct simile, the poem evokes a feeling akin to greeting someone else, suggesting that self-reconnection is like meeting an old friend.
Symbolism“wine,” “bread,” “mirror,” “love letters”Each item symbolizes different aspects of self-identity (wine and bread as sustenance, mirror as reflection, love letters as memories), enhancing the poem’s meaning.
ToneGentle and reflectiveThe tone is calm and nurturing, encouraging the reader to approach self-reflection with compassion and patience, which aligns with the theme of self-love.
ThemeSelf-love and reconciliationThe poem’s overarching theme is the importance of self-love, guiding readers to reconnect with and embrace their own identities after a period of self-neglect.
Visual Imagery“Sit. Feast on your life.”Conjures an image of celebration and abundance, encouraging the reader to indulge in the richness of their own life experiences and achievements.
Themes: “Love After Love” by Derek Walcott
  1. Self-Reconciliation and Acceptance: A central theme of “Love After Love” is the journey of reconciling with oneself and embracing self-acceptance. Walcott encourages the reader to “greet yourself arriving / at your own door, in your own mirror,” an image that suggests meeting oneself as if for the first time. This idea of returning to one’s true identity after periods of self-neglect is at the heart of the poem, highlighting the importance of self-compassion and reconciliation. By calling on readers to “peel your own image from the mirror,” Walcott suggests that self-acceptance requires shedding superficial layers to connect deeply with the authentic self within.
  2. Rediscovery of Self-Love: Walcott’s poem emphasizes the rediscovery of self-love, especially after losing oneself in relationships or the expectations of others. The line “You will love again the stranger who was your self” speaks to the idea of self-love being rediscovered after a time of alienation from one’s true identity. Walcott paints self-love as a nurturing, almost celebratory process, urging readers to “Give wine. Give bread.” Through these images of nourishment, he suggests that self-love is essential sustenance, a kind of spiritual food that one must learn to give themselves.
  3. Healing and Inner Peace: The poem suggests that true healing lies in reconnecting with oneself and attaining inner peace. Phrases like “you will greet yourself” and “each will smile at the other’s welcome” evoke a peaceful reunion, implying that finding inner peace is not only possible but necessary. This healing process is not just about forgiveness but a joyful reunion with one’s true self. Walcott’s gentle invitation to “Sit. Feast on your life” at the poem’s conclusion reinforces the idea that healing involves embracing and celebrating one’s life experiences, no matter how difficult.
  4. Letting Go of Past Attachments: “Love After Love” also touches on the theme of releasing the past and moving forward with self-awareness. The lines “Take down the love letters from the bookshelf, / the photographs, the desperate notes” encourage the reader to let go of past memories and attachments that may be holding them back from fully embracing themselves. By advising readers to “peel your own image from the mirror,” Walcott suggests a metaphorical shedding of the past, allowing one’s true self to emerge unburdened by previous relationships or regrets. This release from the past enables a new beginning, rooted in a clearer understanding of self.
Literary Theories and “Love After Love” by Derek Walcott
Literary TheoryApplication to “Love After Love”References from the Poem
Psychoanalytic TheoryThis theory, particularly Jungian concepts of self and individuation, is relevant as the poem emphasizes self-reconciliation and meeting one’s inner “stranger.” The journey to reclaim the “stranger who was your self” aligns with Jung’s idea of the shadow self, where aspects of one’s identity that have been repressed or neglected are reintegrated into consciousness.“You will love again the stranger who was your self” and “Give back your heart to itself, to the stranger who has loved you” suggest reconnecting with a forgotten or repressed self, highlighting a psychoanalytic exploration of the subconscious.
Existentialist TheoryExistentialism’s focus on authenticity, self-identity, and the search for personal meaning is echoed in the poem’s emphasis on self-reliance and acceptance. Walcott’s message encourages embracing one’s own life as a meaningful, self-defined existence, urging readers to live genuinely rather than seeking fulfillment from external sources.“Sit. Feast on your life” represents an existential call to embrace one’s experiences fully and find meaning within oneself, rather than through external attachments or others’ expectations.
Postcolonial TheoryThrough a postcolonial lens, the poem’s message of rediscovering and celebrating one’s identity can be interpreted as a reclamation of self, often necessary in postcolonial contexts where identity has been shaped or suppressed by colonial influences. Walcott’s Jamaican heritage and his broader works often explore identity and selfhood in relation to cultural recovery, which resonates in this poem.“Take down the love letters from the bookshelf” and “peel your own image from the mirror” suggest shedding past influences or imposed identities, symbolizing a return to a truer, possibly decolonized self.
Critical Questions about “Love After Love” by Derek Walcott
  • How does the poem challenge conventional ideas of self-worth and self-love?
  • “Love After Love” redefines self-love as an inward journey rather than something dependent on others’ validation. Instead of seeking love externally, Walcott encourages readers to embrace self-compassion, urging them to “give back your heart / to itself, to the stranger who has loved you.” This line suggests that self-worth is inherent, rooted in recognizing and valuing oneself despite past tendencies to “ignore” the self in favor of others. By framing self-love as something to “feast on,” Walcott implies that true fulfillment is internal, a radical challenge to traditional views that associate worth with external relationships or societal approval.
  • What role does memory play in the process of self-recovery presented in the poem?
  • Memory is depicted as both a foundation for identity and something that must be selectively let go in the journey toward self-recovery. Walcott writes, “Take down the love letters from the bookshelf, / the photographs, the desperate notes,” symbolizing memories that once defined the self or attached it to others. This invitation to revisit and then set aside memories suggests that while the past shapes us, it should not constrain our present identity. By acknowledging these past “desperate notes” and letting them go, the reader is encouraged to reclaim their life independently, free from the hold of past attachments.
  • In what way does the poem’s structure enhance its message about self-reflection and self-discovery?
  • The poem’s free verse structure and use of enjambment create a fluid, contemplative rhythm that mirrors the ongoing nature of self-reflection and discovery. Lines such as “The time will come / when, with elation / you will greet yourself arriving” flow smoothly into one another, symbolizing the continuous journey of self-acceptance. This lack of rigid structure reflects the personal and unstructured nature of self-discovery, highlighting that healing and self-love are processes without strict boundaries or linear paths. The pauses in the poem, such as “sit here. Eat,” serve as moments of introspection, encouraging the reader to pause and reflect on their own journey.
  • How does the poem explore the theme of identity and its connection to solitude?
  • The poem presents solitude not as isolation but as an essential condition for reconnecting with one’s identity. The imagery of “greet yourself arriving / at your own door, in your own mirror” reflects an encounter with oneself that requires solitude, a step away from external distractions or dependencies. Walcott’s lines “Sit. Feast on your life” suggest that one’s identity and fulfillment are to be discovered individually, within the space of one’s own experience. In exploring identity through solitude, Walcott implies that true understanding and acceptance of oneself come from within, not from relationships or society, presenting solitude as a form of self-respect and self-awareness.
Literary Works Similar to “Love After Love” by Derek Walcott
  1. “Wild Geese” by Mary Oliver – This poem, like Walcott’s, encourages self-compassion and emphasizes the importance of accepting one’s imperfections and living authentically.
  2. “The Journey” by Mary Oliver – Oliver’s poem mirrors Walcott’s theme of self-discovery and courage, as it explores the need to break away from others’ expectations and reclaim one’s own life.
  3. Phenomenal Woman” by Maya Angelou – Angelou’s work celebrates self-love and inner beauty, resonating with Walcott’s emphasis on valuing oneself without external validation.
  4. Invictus” by William Ernest Henley – Henley’s poem, like Walcott’s, focuses on inner strength and resilience, inspiring readers to overcome adversity and embrace their own power.
  5. I Am Not Yours” by Sara Teasdale – Teasdale’s poem reflects themes of independence and self-possession, resonating with Walcott’s focus on reclaiming one’s heart and identity from external attachments.
Representative Quotations of “Love After Love” by Derek Walcott
QuotationContextTheoretical Perspective
“The time will come”Opening line that introduces the promise of future self-reconciliation.Existentialism – Emphasizes a crucial moment of self-discovery and the inevitability of personal growth.
“you will greet yourself arriving”Suggests a transformative encounter with one’s own self, an act of self-recognition.Psychoanalytic Theory – Symbolizes a confrontation with the inner self, akin to Jung’s concept of individuation.
“at your own door, in your own mirror”Implies that this self-encounter takes place in an intimate space, both physical and metaphorical.Phenomenology – The “door” and “mirror” are symbols of self-perception and self-experience.
“and each will smile at the other’s welcome”Depicts mutual acceptance and peace between one’s external and inner self.Humanistic Theory – Suggests self-acceptance as a path toward personal fulfillment and wholeness.
“You will love again the stranger who was your self.”Reflects on rediscovering the inner self, once lost or ignored.Psychoanalytic Theory – The “stranger” represents the shadow self, a concept rooted in Jungian psychology.
“Give wine. Give bread.”An invitation to nurture oneself with spiritual and emotional sustenance.Symbolism – Uses bread and wine as symbols of self-nourishment, similar to spiritual rituals of communion.
“Give back your heart to itself”Suggests reclaiming one’s love and attention, often given to others, back for oneself.Existentialism – Emphasizes autonomy and self-possession, central to existentialist views of self-identity.
“Take down the love letters from the bookshelf”Calls to revisit memories or attachments that shaped identity, before letting them go.Psychoanalytic Theory – Reflects the process of unpacking repressed emotions and past attachments.
“peel your own image from the mirror.”Implies removing layers of external influence to reveal the authentic self.Postcolonial Theory – Suggests shedding imposed identities or perceptions created by external expectations.
“Sit. Feast on your life.”The poem’s closing line, urging readers to fully embrace and celebrate their own life experiences.Humanistic Theory – Celebrates self-actualization, encouraging fulfillment and appreciation of one’s own life.
Suggested Readings: “Love After Love” by Derek Walcott
  1. Balakian, Peter. “The Poetry of Derek Walcott.” Poetry, vol. 148, no. 3, 1986, pp. 169–77. JSTOR, http://www.jstor.org/stable/20600767. Accessed 9 Nov. 2024.
  2. Mitchell, Michael. Journal of Indentureship and Its Legacies, vol. 1, no. 1, 2021, pp. 188–95. JSTOR, https://www.jstor.org/stable/10.13169/jofstudindentleg.1.1.0188. Accessed 9 Nov. 2024.
  3. MASON, DAVID. “The Fame of Derek Walcott.” The Hudson Review, vol. 67, no. 3, 2014, pp. 505–13. JSTOR, http://www.jstor.org/stable/43488922. Accessed 9 Nov. 2024.
  4. Mayer, Pamela S. “Introduction.” Journal of Aesthetic Education, vol. 30, no. 4, 1996, pp. 1–4. JSTOR, http://www.jstor.org/stable/3333176. Accessed 9 Nov. 2024.

“London” by William Blake: A Critical Analysis

“London” by William Blake first appeared in 1794 in his collection Songs of Experience, a companion piece to his earlier Songs of Innocence.

"London" by William Blake: A Critical Analysis
Introduction: “London” by William Blake

“London” by William Blake first appeared in 1794 in his collection Songs of Experience, a companion piece to his earlier Songs of Innocence. The poem presents a haunting portrait of the city, exploring themes of poverty, oppression, and the bleak conditions faced by London’s citizens under a rigid, industrializing society. Blake’s vivid imagery and powerful language illustrate the “mind-forged manacles” that bind individuals, symbolizing the psychological and social restraints imposed by authority and tradition. The poem’s enduring popularity stems from its evocative depiction of urban despair and its critique of social injustice, which continues to resonate with readers as a timeless commentary on institutional oppression and human suffering.

Text: “London” by William Blake

I wander thro’ each charter’d street,

Near where the charter’d Thames does flow. 

And mark in every face I meet

Marks of weakness, marks of woe.

In every cry of every Man,

In every Infants cry of fear,

In every voice: in every ban,

The mind-forg’d manacles I hear 

How the Chimney-sweepers cry

Every blackning Church appalls, 

And the hapless Soldiers sigh

Runs in blood down Palace walls 

But most thro’ midnight streets I hear

How the youthful Harlots curse

Blasts the new-born Infants tear 

And blights with plagues the Marriage hearse 

Annotations: “London” by William Blake
LineAnnotation
“I wander thro’ each charter’d street,”The speaker, possibly Blake himself, walks aimlessly through the city. “Charter’d” refers to the restriction of public spaces and rivers, symbolizing the control exerted by authorities on both people and natural resources.
“Near where the charter’d Thames does flow.”The Thames, like the streets, is described as “charter’d,” suggesting even the natural world is constrained and exploited by economic and political powers. The river is a metaphor for the loss of freedom.
“And mark in every face I meet”The word “mark” serves a dual meaning—observing and as a symbol of scars or signs of suffering. This line highlights the uniform distress visible on the faces of the people in London.
“Marks of weakness, marks of woe.”The faces bear “marks” of both physical weakness and emotional suffering, indicating the pervasive impact of societal oppression and hardship on individuals.
“In every cry of every Man,”Blake emphasizes universality by repeating “every,” indicating that despair affects all social classes and ages. The cries represent collective anguish, heard throughout the city.
“In every Infants cry of fear,”Even infants, who should symbolize innocence and hope, are afflicted by fear, signifying a city where suffering begins from birth. The fear is emblematic of societal neglect and pervasive anxiety.
“In every voice: in every ban,”The cries and restrictions (“ban”) symbolize the repressive atmosphere. A “ban” can mean both a prohibition and a curse, suggesting how laws and edicts contribute to the people’s suffering.
“The mind-forg’d manacles I hear”Blake refers to the “manacles” as being “mind-forg’d,” implying that mental oppression and psychological restrictions are self-imposed or ingrained by societal indoctrination, not just physical restraints.
“How the Chimney-sweepers cry”Chimney-sweepers were often young boys forced into dangerous labor. Their cries highlight the exploitation of children, and their suffering contrasts with the purity that churches claim to uphold.
“Every blackning Church appalls,”The image of the “blackning Church” suggests corruption and hypocrisy within religious institutions, which fail to protect society’s vulnerable and contribute to the city’s moral decay.
“And the hapless Soldiers sigh”Soldiers are portrayed as “hapless,” reflecting their lack of agency and their victimization by the ruling powers. Their plight is a result of war and the exploitation of the poor for political gain.
“Runs in blood down Palace walls”This metaphor suggests the hidden violence and suffering caused by the monarchy and government, symbolized by “Palace walls.” The “blood” represents the sacrifices of the common people for the benefit of the elite.
“But most thro’ midnight streets I hear”The nighttime setting adds a sense of isolation and secrecy, heightening the sense of despair. Midnight evokes an image of hidden, darker aspects of society becoming more evident.
“How the youthful Harlots curse”The “youthful Harlots” are young women driven to prostitution, a result of poverty and lack of opportunity. Their “curse” reflects both their despair and society’s moral decline.
“Blasts the new-born Infants tear”The “curse” of the harlots affects innocent infants, suggesting that suffering is passed down and that the innocence of the next generation is corrupted from birth.
“And blights with plagues the Marriage hearse”This line links marriage with death (“Marriage hearse”), symbolizing the decay of sacred institutions and the corruption of love by societal ills, such as disease, poverty, and moral decay.
Literary And Poetic Devices: “London” by William Blake
Literary DeviceExampleExplanation
Anaphora“In every cry of every Man, / In every Infants cry”The repetition of “In every” at the beginning of consecutive lines highlights the widespread suffering across all ages and classes.
Assonance“Thro’ each charter’d street”The repetition of the “e” sound creates a smooth, rhythmic flow, mimicking the monotonous wandering through the controlled streets.
Imagery“blackning Church appalls”Visual imagery that portrays the Church as dark and hypocritical, morally corrupt and failing to protect the vulnerable.
Metaphor“The mind-forg’d manacles”“Manacles” (shackles) represent psychological or societal restrictions imposed on individuals, highlighting the lack of true freedom.
Symbolism“Thames”The river Thames symbolizes the natural world controlled and exploited by economic and political power.
Repetition“cry” and “every”Repetition of these words underscores the pervasive nature of sorrow and oppression in the city.
Irony“blackning Church”The Church, expected to be a source of purity, is described as “blackning,” which ironically suggests corruption instead of sanctity.
Personification“the youthful Harlots curse”The harlot’s curse is personified as something that can “blast” and “blight,” giving it power over others’ lives and future generations.
Oxymoron“Marriage hearse”Combines the ideas of marriage and death, suggesting that even marriage is tainted with decay and destruction.
Juxtaposition“Chimney-sweepers cry / Every blackning Church”Places innocent child laborers and the corrupted Church side by side, emphasizing the Church’s moral failure to protect them.
Hyperbole“Runs in blood down Palace walls”An exaggerated image that suggests the monarchy’s power is stained by the blood of those who suffer due to its decisions.
Visual Imagery“Marks of weakness, marks of woe”Creates a visual image of despair etched onto every person’s face, enhancing the bleakness of the setting.
Consonance“Chimney-sweepers cry”The repetition of the “c” sound emphasizes the harshness of the chimney-sweepers’ cries, underscoring the grim reality of their lives.
End-stopped Line“And blights with plagues the Marriage hearse.”The line ends with a period, emphasizing the grim finality and hopelessness surrounding marriage in the city.
Paradox“Marriage hearse”Suggests an illogical union of marriage (new life) with death (hearse), indicating the corruption of love and purity in a decaying society.
ToneSomber and accusatory throughoutThe dark, critical tone reflects Blake’s condemnation of the institutions that perpetuate suffering and poverty.
Enjambment“In every voice: in every ban, / The mind-forg’d manacles I hear”The line flows without punctuation, conveying the ongoing, unbroken nature of societal restrictions.
Metonymy“Palace walls”Represents the monarchy or ruling class, suggesting that they are complicit in the suffering symbolized by the “blood” on the walls.
MoodGloomy, oppressiveThe mood reflects the hopelessness and despair experienced by the city’s inhabitants due to systemic oppression and poverty.
Themes: “London” by William Blake
  1. Oppression and Control: Blake highlights the pervasive control exerted by institutions over the lives of individuals in London. The word “charter’d” in lines like “charter’d street” and “charter’d Thames” suggests a city where even natural elements are regulated and constrained, reflecting the overwhelming oppression faced by the populace. This control extends beyond physical spaces to people’s minds, as Blake speaks of “mind-forg’d manacles,” symbolizing psychological restraint and societal limitations imposed by those in power.
  2. Suffering and Despair: The poem vividly captures the anguish of London’s citizens, whose faces bear “marks of weakness, marks of woe.” Blake’s repetition of “In every” emphasizes that this suffering is all-encompassing, affecting “every Man” and even “Infants,” who cry in fear. This collective suffering reflects the grim reality of the city, where misery permeates all aspects of life, irrespective of age or class.
  3. Corruption and Hypocrisy: Blake criticizes the institutions of religion and government, which he portrays as corrupt and morally bankrupt. The phrase “blackning Church” juxtaposes the Church’s role as a beacon of purity with the stain of hypocrisy, as it fails to alleviate the suffering of the chimney-sweepers and the impoverished. Similarly, the image of blood running “down Palace walls” implicates the monarchy in the oppression and exploitation of the common people, suggesting a disconnect between the ruling class and those they govern.
  4. Decay of Social Morality: Blake presents a city where moral values have eroded, affecting even fundamental institutions like marriage. The phrase “Marriage hearse” combines the concepts of matrimony and death, indicating that love and union have been tainted by disease, poverty, and social degradation. The presence of “youthful Harlots” cursing and the “new-born Infants” crying imply that innocence is corrupted from birth, and societal decay has seeped into the fabric of family and community life.
Literary Theories and “London” by William Blake
Literary TheoryApplication to “London”References from the Poem
Marxist CriticismThis theory examines class struggle, societal oppression, and the influence of economic structures. Blake’s portrayal of the suffering masses and critique of institutions aligns with Marxist views on the exploitation of the working class by those in power.Lines such as “In every cry of every Man, / In every Infants cry of fear” reveal class-based suffering. The “Palace walls” and “blackning Church” suggest that the ruling class and religious institutions perpetuate inequality and oppression.
Psychoanalytic TheoryPsychoanalytic theory explores psychological repression and subconscious influences. Blake’s reference to “mind-forg’d manacles” suggests an internalized oppression where individuals are mentally shackled by societal expectations and limitations, a concept aligned with Freud’s ideas on repression.The phrase “mind-forg’d manacles” indicates self-imposed or psychologically internalized constraints, shaped by society and leading to a kind of mental imprisonment.
New HistoricismNew Historicism interprets texts within the historical and cultural context of the time, examining power dynamics. Blake’s “London” is deeply reflective of the social injustices and authoritarian control of 18th-century London, criticizing the historical realities of poverty, labor exploitation, and institutional hypocrisy.References to “charter’d street” and “charter’d Thames” reflect the socio-political control over London during Blake’s time. The mention of “Chimney-sweepers” and “Soldiers” connects to real occupations where exploitation was rampant in the 18th century.
Critical Questions about “London” by William Blake
  • How does Blake use the setting of London to critique societal structures?
  • Blake’s choice of London as the setting serves as a microcosm for the corrupt and oppressive societal structures he critiques. By describing “charter’d streets” and even a “charter’d Thames,” he illustrates how natural elements and public spaces are controlled by the wealthy elite, symbolizing the broader socio-political control over individual lives. The confinement of even a river reflects the loss of freedom and autonomy among London’s people, indicating a society where personal liberties are subjugated to authority and capitalism.
  • What is the significance of “mind-forg’d manacles” in the poem?
  • The “mind-forg’d manacles” represent the psychological restraints that society imposes on individuals, shackling them mentally as well as physically. These “manacles” suggest that oppression is not only external but also internalized, as the people of London have been conditioned to accept their suffering. The phrase reveals Blake’s insight into how societal control affects not just behavior but also the mindset of individuals, leading them to accept limitations imposed by the institutions around them.
  • How does Blake portray the role of institutions in the suffering of London’s citizens?
  • Blake critiques institutions such as the Church and the monarchy as enablers of societal suffering. He describes the “blackning Church” as appalling, an image that implies religious institutions have become morally corrupt, failing to protect society’s vulnerable. Similarly, the reference to blood “run[ning] down Palace walls” implicates the monarchy in the misery experienced by ordinary citizens, as the elite maintain power at the expense of the oppressed. These images reveal Blake’s condemnation of institutions that perpetuate inequality and disregard human suffering.
  • What role does innocence and corruption play in the poem?
  • Innocence and corruption are central themes, with Blake suggesting that even the youngest and most innocent members of society, like infants, are tainted by the city’s oppressive environment. The cries of “Infants” and the “youthful Harlots curse” demonstrate how innocence is corrupted from birth, and how the cycle of despair and moral decay is unbroken. The “Marriage hearse” combines the purity of marriage with the finality of death, suggesting that love and union are doomed in a city where corruption prevails. This merging of innocence with decay paints a bleak picture of London as a place where purity is inevitably stained.
Literary Works Similar to “London” by William Blake
  • “The Cry of the Children” by Elizabeth Barrett Browning: Similarity: Both poems explore the suffering of the oppressed, particularly children, in a rapidly industrializing society.
  • “The Chimney Sweeper” (from Songs of Innocence and Songs of Experience) by William Blake: Similarity: Like “London,” these poems critique societal neglect and exploitation, focusing on the harsh lives of child laborers.
  • “Dover Beach” by Matthew Arnold: Similarity: Both reflect a bleak perspective on society, highlighting the loss of faith and moral degradation in the modern world.
  • “The Waste Land” by T.S. Eliot: Similarity: Eliot’s poem, like Blake’s, portrays a city in decay, symbolizing societal corruption and spiritual desolation.
  • “Composed upon Westminster Bridge” by William Wordsworth: Similarity: While more optimistic, this poem also captures the essence of London, offering a contrasting view of the city’s beauty amidst industrialization.
Representative Quotations of “London” by William Blake
QuotationContextTheoretical Perspective
“I wander thro’ each charter’d street”The speaker begins his journey through the streets of London, observing the city’s systematic confinement and regulation.Marxist Criticism: Highlights economic control and restriction of public spaces by the elite, symbolizing societal oppression.
“Near where the charter’d Thames does flow”Even natural elements like the Thames are under restrictive control, symbolizing how nature itself is affected by human exploitation.Eco-Criticism: Suggests the loss of nature’s freedom, emphasizing how industrialization invades natural landscapes.
“And mark in every face I meet / Marks of weakness, marks of woe”The speaker observes the expressions of suffering on every face, reflecting a collective experience of hardship.New Historicism: Represents the historical realities of poverty and suffering in 18th-century London.
“In every cry of every Man”Blake emphasizes the universality of suffering, with cries that transcend individual experience to reflect society’s collective anguish.Psychoanalytic Theory: Suggests shared psychological trauma as a result of oppressive societal structures.
“In every Infants cry of fear”Even infants are not exempt from the pervasive atmosphere of fear and despair in London.Child Studies: Examines how societal neglect and poverty impact children from birth, depriving them of innocence and safety.
“The mind-forg’d manacles I hear”The metaphor of “mind-forg’d manacles” represents psychological restraints imposed by societal norms and expectations.Psychoanalytic Theory: Reflects how oppression becomes internalized, creating mental limitations and self-imposed constraints.
“How the Chimney-sweepers cry”Young chimney sweepers, often exploited child laborers, cry out as they suffer from dangerous and inhumane working conditions.Marxist Criticism: Depicts the exploitation of the working class, particularly children, by capitalist forces.
“Every blackning Church appalls”Blake criticizes the Church, which has become metaphorically “blackened” by its failure to protect the vulnerable and uphold morality.Religious Criticism: Challenges the Church’s hypocrisy and moral decay, questioning its role in a corrupt society.
“Runs in blood down Palace walls”The image of blood on palace walls symbolizes the monarchy’s complicity in the suffering and sacrifice of the common people.Political Criticism: Implies the ruling class is responsible for the bloodshed and misery of its citizens.
“And blights with plagues the Marriage hearse”The juxtaposition of marriage and death suggests the corruption of sacred institutions and the inevitable decay of love in a morally tainted society.Feminist Criticism: Questions how societal constraints affect personal relationships, particularly marriage, in oppressive contexts.
Suggested Readings: “London” by William Blake
  1. Miner, Paul. “Blake’s London: Times & Spaces.” Studies in Romanticism, vol. 41, no. 2, 2002, pp. 279–316. JSTOR, https://doi.org/10.2307/25601560. Accessed 9 Nov. 2024.
  2. Miner, Paul. “WILLIAM BLAKE’S CREATIVE SCRIPTURE.” Literature and Theology, vol. 27, no. 1, 2013, pp. 32–47. JSTOR, http://www.jstor.org/stable/23927441. Accessed 9 Nov. 2024.
  3. Griffin, Paul F. “MISINTERPRETING THE CITY IN BLAKE’S ‘LONDON.’” CEA Critic, vol. 48/49, 1986, pp. 114–107. JSTOR, http://www.jstor.org/stable/44378189. Accessed 9 Nov. 2024.
  4. PUNTER, DAVID. “Blake and the Shapes of London.” Criticism, vol. 23, no. 1, 1981, pp. 1–23. JSTOR, http://www.jstor.org/stable/23105010. Accessed 9 Nov. 2024.

“The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken: Summary and Critique

“The form of reading: Empirical Studies of Literariness” by David S. Miall and Don Kuiken first appeared in 1998 in the journal Poetics (Volume 25, pages 327–341).

"The form of reading: Empirical studies of literariness" by David S. Miall and DonKuiken: Summary and Critique
Introduction: “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken

“The form of reading: Empirical Studies of Literariness” by David S. Miall and Don Kuiken first appeared in 1998 in the journal Poetics (Volume 25, pages 327–341). This study is seminal in challenging poststructuralist dismissals of formalist approaches to literature, which prioritize the text’s formal elements in influencing reader response. Miall and Kuiken argue against the poststructuralist view that perceives reader engagement with form as a socially constructed behavior, proposing instead that empirical research supports a psychological and cognitive basis for responses to literary features, such as style, structure, and linguistic “foregrounding.” Their research shows that, contrary to poststructuralist claims, readers often respond to these formal features naturally, regardless of external conventions or institutional training. This study is significant because it reinvigorates formalism within literary theory, suggesting that readers’ reactions to specific formal aspects of literature are not solely learned but are rooted in universal cognitive and psychobiological processes. The findings underscore the importance of formal structures in shaping literary experience, proposing that these structures play a central role in how literature functions to evoke feelings, inspire reflection, and cultivate deeper human understanding, reinforcing the unique cultural value of literary works.

Summary of “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken
  • Challenge to Poststructuralism:
    Miall and Kuiken critique the poststructuralist dismissal of formalism in literature, arguing that the neglect of formal textual elements—such as style and structure—fails to recognize their intrinsic role in reader responses. Contrary to the claim that reader focus on form is purely socially constructed, the authors assert that formal features of texts invoke responses grounded in psychobiological and cognitive processes (Miall & Kuiken, 1998, p. 329).
  • Foregrounding in Literary Texts:
    Foregrounding, defined as the use of distinctive language forms (phonetic, grammatical, semantic), emerges as a primary element that influences literary response. Empirical studies reviewed by Miall and Kuiken suggest that these features naturally attract attention and evoke emotional engagement, challenging the view that “literariness” is merely an institutional construct (Mukarovsky, 1964/1932; Van Peer, 1986; Miall & Kuiken, 1994a).
  • Empirical Evidence Supporting Formalism:
    Through analyses of Hoffstaedter (1987) and Hanauer (1996), Miall and Kuiken provide empirical support for formalism. Hoffstaedter’s study showed that poetic qualities were consistently recognized regardless of context, contradicting the conventionalist position. Similarly, Hanauer’s work demonstrated that novice and experienced readers alike recognized poetic elements, supporting the notion that responses are not solely due to educational conditioning (Hoffstaedter, 1987; Hanauer, 1996; Miall & Kuiken, 1998, pp. 332-336).
  • Defamiliarization and Cognitive Engagement:
    The study of foregrounding revealed that “defamiliarization” or making the familiar strange heightens reader engagement by prompting deeper cognitive processing and emotional responses. This mechanism is particularly potent in passages with pronounced foregrounding, fostering a search for new interpretative contexts, and highlights literature’s unique capacity to evoke adaptive responses to the environment (Shklovsky, 1965; Miall & Kuiken, 1995).
  • Natural Basis for Literary Responses:
    Miall and Kuiken propose that literary reading is driven by innate psychobiological and cognitive processes rather than solely by social conditioning. Their studies suggest that the recognition of foregrounded features and subsequent emotional responses are “natural” responses not restricted to trained or institutionally conditioned readers (Miall & Kuiken, 1998, p. 340).
  • The Formalist Contract:
    They introduce the concept of the “Formalist Contract,” wherein readers commit to engage with the text as a coherent whole and explore its communicative intent. This framework contrasts with poststructuralist notions that focus on deconstructing texts as dispersed cultural artifacts, reaffirming the role of literary reading in fostering empathy and reflective understanding (Barthes, 1977; Miall & Kuiken, 1998, pp. 339-341).
  • Implications for Literary Studies:
    Miall and Kuiken argue that re-embracing formalist elements in literary studies would bridge the gap between academic discourse and the general reader’s experiential engagement with literature. They advocate for an “ecologically valid approach” that respects literature’s longstanding role in cultural and psychological development (Miall & Kuiken, 1998, p. 340).
Literary Terms/Concepts in “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken
Literary Term/ConceptDefinition/ExplanationRelevance in Miall & Kuiken’s Study
FormalismA critical approach focusing on the inherent formal features of a text (e.g., structure, style) rather than its social or historical context.Miall and Kuiken argue that formal features play a significant role in shaping reader response, countering poststructuralist views that dismiss formalism as purely socially constructed.
ForegroundingThe use of distinctive language features (e.g., unusual syntax, figurative language) that make certain parts of a text stand out, drawing readers’ attention.Foregrounding is central to their argument; it is posited as a trigger for cognitive and emotional engagement, encouraging readers to interpret texts more deeply.
LiterarinessQualities that distinguish literary texts from non-literary ones, often associated with aesthetic or formal features that elicit a unique reader response.The study suggests that literariness is perceived through inherent textual qualities (e.g., foregrounding) rather than being solely an institutional construct.
DefamiliarizationA technique where familiar objects or concepts are presented in a new way, creating a sense of estrangement or freshness in perception.Following Shklovsky, Miall and Kuiken discuss defamiliarization as a key effect of literary texts that prompts readers to re-evaluate and engage with content more deeply.
Aesthetic ConventionA set of socially constructed norms that guide how readers interpret texts as “literary” or “aesthetic.”The authors critique this concept, suggesting that literariness arises from intrinsic features of the text rather than purely from convention or reader expectations.
Psychobiological ResponseA reaction based on psychological and biological mechanisms, such as emotional engagement and cognitive processing.Miall and Kuiken argue that responses to formal features are rooted in psychobiological processes, challenging the notion that all responses are shaped by social constructs.
Empirical StudyA research approach based on observation and experimentation to test hypotheses, often involving data collection.The authors emphasize the need for empirical studies in literary theory, presenting data that support the significance of formal features in reader response.
Interpretive CommunityA term from Stanley Fish that suggests readers interpret texts based on shared cultural or institutional norms.Miall and Kuiken dispute this, arguing that readers’ responses to formal features can be consistent across different educational backgrounds, suggesting a more universal basis for literary experience.
Schema CreationA cognitive process where readers develop new frameworks or structures of understanding while reading.They argue that literary texts prompt schema creation through foregrounding, enabling readers to explore new interpretive paths.
Formalist ContractThe implicit agreement between reader and text, wherein the reader approaches the text as a unified, coherent entity with meaning.The concept of a Formalist Contract frames literary reading as an engagement in which readers explore formal structures, contributing to a richer interpretive experience.
PoststructuralismA critical approach that deconstructs the idea of stable meaning, suggesting that meaning is fluid and shaped by cultural context.Miall and Kuiken contrast their findings with poststructuralist views, proposing that certain text features have inherent qualities that guide interpretation independent of cultural constructs.
Textual AutonomyThe belief that a text has its own inherent meaning, independent of reader interpretation or external context.The authors argue for a form of textual autonomy, suggesting that formal elements elicit consistent responses that transcend individual or cultural biases.
Contribution of “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken to Literary Theory/Theories
  1. Challenge to Poststructuralism
    Miall and Kuiken argue against the poststructuralist claim that literary meaning is fluid, shaped primarily by social constructs, and void of inherent textual structure. By empirically demonstrating that readers respond to foregrounded elements regardless of context, they suggest that certain formal features have universal appeal and function beyond cultural interpretation (Miall & Kuiken, 1998, p. 329). This counters the poststructuralist focus on intertextuality and the “infinite deferment of meaning,” as noted by theorists like Barthes and Derrida, by emphasizing text-driven responses (Barthes, 1977).
  2. Empirical Formalism
    The authors contribute to formalism by grounding it in empirical research, particularly through the study of “foregrounding” and “defamiliarization.” They revisit classic formalist ideas (e.g., Shklovsky’s defamiliarization) to show that these techniques effectively evoke reader engagement and emotional response, thereby validating formalist claims through data. Their work suggests that literariness is based on universal cognitive and psychobiological reactions to form, rather than on social or institutional conventions alone (Miall & Kuiken, 1998, p. 338; Shklovsky, 1965).
  3. Foregrounding Theory
    By focusing on foregrounding, Miall and Kuiken reinforce the concept that literary texts utilize unique language features that command attention and shape interpretation. Foregrounding, through techniques like distinctive syntax or phonetic choices, makes familiar experiences “strange,” prompting readers to engage in deeper cognitive processing (Miall & Kuiken, 1998, p. 337). Their empirical data demonstrates that foregrounding influences readers consistently, supporting its role as a fundamental aspect of literariness and challenging theories that view literary interpretation as wholly context-dependent.
  4. Cognitive Poetics
    The study makes a significant contribution to cognitive poetics by proposing that literary responses are based on innate cognitive mechanisms. Miall and Kuiken argue that readers process foregrounded features intuitively, engaging in schema creation and defamiliarization, processes that are “natural” and universal rather than solely learned. They align with cognitive theorists like Reuven Tsur, who also views literary reading as a cognitive experience that goes beyond social constructs, suggesting that empirical approaches can explain the interpretive processes activated by formal features (Tsur, 1983).
  5. Interpretive Community and Reader-Response Theory
    The authors question Fish’s notion of interpretive communities, which asserts that literary meaning is determined by shared cultural conventions. By demonstrating that readers of diverse backgrounds respond similarly to foregrounded elements, they challenge the idea that interpretation is purely socially constructed. Their findings suggest a more universal basis for reader response, which contrasts with theories in reader-response criticism that emphasize interpretive variability based on social or cultural factors (Miall & Kuiken, 1998, p. 331; Fish, 1980).
  6. Ecological Validity in Literary Studies
    Miall and Kuiken’s approach to understanding reader responses to literary texts through empirical research addresses a gap in literary theory for ecologically valid methods. They argue that studying actual readers’ reactions, rather than relying solely on theoretical models, provides a more accurate understanding of the function of literature in culture and individual psychology. This approach supports the development of literary theory that is grounded in empirical data, offering a model for integrating psychological and cognitive insights into the study of literature (Miall & Kuiken, 1998, p. 340).
Examples of Critiques Through “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken
Literary WorkCritique FocusApplication of Miall & Kuiken’s Concepts
“To the Lighthouse” by Virginia WoolfForegrounding and DefamiliarizationWoolf’s fragmented narrative and syntax foreground language, slowing reading and inviting introspection. According to Miall and Kuiken, this foregrounding prompts defamiliarization, which deepens emotional engagement, allowing readers to access the consciousness of characters.
“The Love Song of J. Alfred Prufrock” by T.S. EliotCognitive Processing and Schema CreationEliot’s imagery and stream-of-consciousness defamiliarize modern alienation, requiring readers to create new interpretive schemas. Miall and Kuiken’s ideas on foregrounding and schema creation explain how Eliot’s unconventional language evokes disorientation and introspection.
“Beloved” by Toni MorrisonEmpathy and DefamiliarizationMorrison’s poetic language and fragmented narrative structure foreground trauma, creating a defamiliarizing effect. Miall and Kuiken’s theories suggest that this disruption forces readers to confront historical trauma, fostering empathy and an emotional response.
“The Metamorphosis” by Franz KafkaDefamiliarization and ForegroundingKafka’s surreal premise—Gregor’s transformation—immediately defamiliarizes the character’s life, creating emotional and cognitive distance. Miall and Kuiken’s emphasis on defamiliarization shows how Kafka’s foregrounded absurdity prompts readers to re-evaluate themes of alienation and humanity.
Criticism Against “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken
  • Over-reliance on Empirical Methods
    Critics may argue that Miall and Kuiken’s reliance on empirical studies to understand literary response risks oversimplifying complex, subjective experiences of reading, which cannot be fully captured by quantitative data.
  • Neglect of Cultural and Historical Context
    By focusing on universal psychobiological responses, the study potentially downplays the influence of cultural, historical, and social contexts that shape how different readers engage with and interpret texts.
  • Limitations in Generalizing Reader Response
    The authors’ findings may not be universally applicable, as individual reader responses can vary widely based on personal background, education, and emotional state, challenging the notion of a “natural” response to foregrounded text features.
  • Underestimation of Interpretive Community Theory
    Miall and Kuiken’s challenge to Stanley Fish’s interpretive community theory could be seen as limited, as they may overlook how deeply shared cultural norms influence literary interpretation, especially within educational settings.
  • Ambiguity in Defining Literariness
    While the study attempts to define literariness through foregrounding and reader response, critics may find this approach reductive, arguing that literariness encompasses a broader range of elements, including thematic and symbolic depth, which are not fully addressed.
  • Reduction of Literature to Cognitive Processes
    The emphasis on psychobiological and cognitive processes risks reducing literature’s value to a set of predictable reader responses, potentially undermining literature’s artistic and imaginative dimensions that resist empirical measurement.
  • Limited Scope of Foregrounding as a Literary Device
    Miall and Kuiken’s focus on foregrounding as central to literariness may be seen as narrow, as literary texts often rely on various elements—such as narrative structure, genre conventions, and thematic complexity—that are not solely dependent on foregrounded language.
  • Challenge to Poststructuralism without Sufficient Nuance
    Their critique of poststructuralist perspectives may be viewed as one-dimensional, as they dismiss the fluid and interpretative nature of meaning emphasized by poststructuralist theorists, potentially overlooking valuable insights on intertextuality and the variability of meaning.
Representative Quotations from “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken with Explanation
QuotationExplanation
“The assumption that formal features in literary texts typically shape response… has been rejected by poststructuralist critics.”This sets up the core argument of the paper, contrasting the authors’ belief in the power of formal features to shape literary experience with poststructuralist views, which minimize formal features in favor of sociocultural conventions.
“We argue that such views are misleading and ultimately self-defeating…”The authors critique the poststructuralist focus on theory over readers’ actual experiences with texts, proposing that this disconnect undermines literature’s cultural relevance. They advocate returning focus to formal aspects of texts that directly engage readers.
“Foregrounding, defamiliarization, and affect: Response to literary stories.”Here, Miall and Kuiken discuss key concepts they believe are central to literary experience: foregrounding (highlighting textual features), defamiliarization (making the familiar seem new), and affect (emotional response). They argue that these elements together create the distinct impact of literature.
“The encounter with foregrounded features plays a formative role in the interpretive effort of a reader.”The authors emphasize that foregrounded text (e.g., vivid language, poetic devices) catalyzes readers’ interpretive processes, encouraging a deeper, more engaged reading experience that is distinct to literary texts.
“Readers… experience a text as literary depending on their linguistic competence, not on literary training.”This suggests that the ability to recognize literary qualities is a general linguistic skill rather than an acquired academic one, challenging the idea that only trained readers can fully appreciate literariness.
“Our empirical studies suggest that all readers, regardless of experience, respond to foregrounding.”Through studies comparing different groups, the authors found that all readers, trained or not, react to foregrounding, underscoring that certain textual qualities evoke universal reactions that are intrinsic to the text itself.
“Literariness… resides in foregrounded textual features.”This reiterates the authors’ main argument that literary quality, or “literariness,” is a tangible property of the text, made manifest through stylistic and figurative features that distinguish it from non-literary text.
“Foregrounding initiates interpretive activity in the reader… arousing feeling, then uncertainty, which the reader must resolve.”The authors propose a two-step process of literary engagement: foregrounded language first stirs emotions, then prompts readers to actively interpret the text to resolve any ambiguity, making reading an interactive process.
“The more poetic the text, the more judgments of it are independent of literary experience.”In line with their empirical focus, the authors show that texts high in literary features are widely recognized as “poetic” regardless of a reader’s background, suggesting that literary qualities have an inherent, recognizable value.
“Literary reading is… more plausible than the view that has been emerging from the advocates of poststructuralist literary theory.”Miall and Kuiken defend their formalist approach, advocating for the view that empirical study of reading can offer a more practical, accessible understanding of literature than poststructuralist theories, which often separate texts from readers’ actual experiences.
Suggested Readings: “The form of reading: Empirical studies of literariness” by David S. Miall and DonKuiken
  1. Miall, David S., and Don Kuiken. “The form of reading: Empirical studies of literariness.” Poetics 25.6 (1998): 327-341.
  2. Alexandrov, Vladimir E. “Literature, Literariness, and the Brain.” Comparative Literature, vol. 59, no. 2, 2007, pp. 97–118. JSTOR, http://www.jstor.org/stable/40279363. Accessed 10 Nov. 2024.
  3. Hartman, Geoffrey H. “On Traumatic Knowledge and Literary Studies.” New Literary History, vol. 26, no. 3, 1995, pp. 537–63. JSTOR, http://www.jstor.org/stable/20057300. Accessed 10 Nov. 2024.
  4. Zamora, Margarita. “Historicity and Literariness: Problems in the Literary Criticism of Spanish American Colonial Texts.” MLN, vol. 102, no. 2, 1987, pp. 334–46. JSTOR, https://doi.org/10.2307/2905693. Accessed 10 Nov. 2024.

“Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson: Summary and Critique

“Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson first appeared in the Journal of Reading, Vol. 17, No. 2, in November 1973, published by Wiley on behalf of the International Reading Association.

"Teaching Literary Devices and the Reading of Literature" by Richard F. Thompson: Summary and Critique
Introduction: “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson

“Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson first appeared in the Journal of Reading, Vol. 17, No. 2, in November 1973, published by Wiley on behalf of the International Reading Association. In this seminal article, Thompson argues for the importance of explicit instruction in literary devices—such as plot, character, theme, figurative language, and tone—as essential tools for enhancing students’ interpretive skills in literature. His study, conducted with ninth-grade students, compared traditional theme-based discussions to an experimental method incorporating targeted explanations and practice exercises on literary devices. Thompson’s findings suggest that while instructional methods alone may not significantly impact interpretive abilities, a skilled teacher can make a marked difference in student outcomes. This work emphasizes the potential of structured literary device instruction to deepen students’ engagement with texts, advocating for a balanced approach that combines thematic discussion with analytical skills in literary education.

Summary of “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson
  • Purpose of the Study: Richard F. Thompson’s article explores the hypothesis that teaching literary devices directly enhances students’ ability to interpret literature. This stems from prior research indicating that authors often embed specific literary devices, expecting readers to understand them for full comprehension (Thompson, 1973, p. 113).
  • Methodology of Instructional Comparison: The study compared two instructional approaches: a traditional, theme-centered method and an experimental approach that incorporated explicit teaching of literary devices like plot, character, theme, figurative language, and tone. Thompson selected these devices based on their fundamental role in understanding fiction, as emphasized by literary critics and educators such as Brooks and Warren (1947) and Danziger and Johnson (1961) (Thompson, 1973, p. 114).
  • Sample and Testing: The experiment involved ninth-grade students from varying achievement levels. Their interpretive skills were evaluated using the Iowa Tests of Educational Development (ITED), chosen for its reliability and established use in literature comprehension studies (Thompson, 1973, p. 115).
  • Instructional Treatments and Exercises: For experimental instruction, Thompson implemented discussions, written exercises, and detailed explanations on interpreting specific devices. This method encouraged students to delve into plot events, character motivations, underlying figurative meanings, and overall tone (Thompson, 1973, p. 115).
  • Analysis and Findings: Using an ANOVA analysis, Thompson discovered no statistically significant difference in interpretive skills between students who received experimental instruction and those in the control group. Rather, the effectiveness was notably linked to the teacher’s instructional quality, suggesting that skilled teaching, rather than method, may be more critical for literature interpretation improvement (Thompson, 1973, p. 116).
  • Implications and Conclusions: Thompson’s study indicates that while literary devices are essential for deeper understanding, the role of a highly skilled teacher can substantially influence student outcomes. This challenges the notion that instructional methods alone can markedly enhance literary interpretation skills, underscoring the importance of teaching quality in literature education (Thompson, 1973, p. 117).
Literary Terms/Concepts in “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson
Literary Term/ConceptDefinitionRole in Thompson’s Study
PlotThe sequence of events in a story that form the main structure.Analyzed as a fundamental device for understanding narratives; students practiced identifying main events to interpret literature better (Thompson, 1973, p. 115).
CharacterThe individuals in a narrative, whose traits, motivations, and development contribute to the story.Studied as a key device; students examined character traits and motivations to enhance comprehension of literary themes (Thompson, 1973, p. 115).
ThemeThe underlying message or central idea conveyed by the author.Emphasized in both instructional methods; students discussed themes to connect literature to their own experiences (Thompson, 1973, p. 115).
Figurative LanguageNon-literal language, such as metaphor, simile, and symbolism, used to create deeper meaning.Taught in the experimental method to help students interpret underlying meanings beyond literal text (Thompson, 1973, p. 115).
ToneThe author’s attitude or emotional quality expressed in the writing.Considered essential for interpretation; students learned to discern tone as part of their analysis of literary passages (Thompson, 1973, p. 115).
InterpretationThe process of deriving meaning, mood, or effect from a text based on its literary elements.The primary skill measured; defined as determining the author’s implied meanings, ideas, and moods within a text (Thompson, 1973, p. 114).
Literary DeviceTechniques used by writers to enhance storytelling, such as symbolism, imagery, and irony.Central to the hypothesis that teaching these devices improves interpretative skills (Thompson, 1973, p. 113).
Instructional MethodologyTeaching strategies used to facilitate literary comprehension, including thematic and device-based approaches.Compared traditional thematic instruction with device-based methods to assess the impact on student interpretation (Thompson, 1973, p. 113-114).
Experiment DesignThe structure of the study, including pretests, posttests, and control/experimental groups.Involved a factorial design to control for variables, emphasizing the importance of consistent methodology in educational research (Thompson, 1973, p. 116).
Analysis of Variance (ANOVA)A statistical method used to determine if there are significant differences between groups.Applied to test the effectiveness of instructional methods, showing no significant difference in outcomes between methods (Thompson, 1973, p. 116).
Contribution of “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson to Literary Theory/Theories
  1. Reader-Response Theory: Thompson’s study emphasizes that literary devices are crucial for readers to make meaningful interpretations of texts. In line with reader-response theory, which posits that readers actively construct meaning from their interactions with a text, Thompson argues that teaching literary devices such as plot, character, and tone enables students to engage more deeply with literature by guiding them in decoding an author’s intent and themes (Thompson, 1973, p. 113-115). By training students to recognize these devices, Thompson contributes to the reader-response theory by advocating a structured method to empower readers as active participants in the meaning-making process.
  2. Formalist Literary Theory: Rooted in formalism, Thompson’s emphasis on literary devices as fundamental to understanding fiction reflects the formalist view that a text’s structure, language, and elements form the basis of its meaning. Formalists like Brooks and Warren (referenced by Thompson) argue that analyzing these components is essential for a comprehensive interpretation (Brooks and Warren, 1947; Thompson, 1973, p. 114). Thompson’s research reinforces this perspective by hypothesizing that literary devices provide the framework through which students can systematically interpret a text’s underlying meanings, thus aligning with formalist principles that prioritize intrinsic textual elements over external context.
  3. Educational Theory in Literature: Thompson’s study advances educational theories on literature instruction by empirically testing how instructional methods impact students’ interpretative skills. His findings—that a teacher’s skill may outweigh the specific method in enhancing comprehension—add nuance to the debate on educational approaches in literature. He questions the effectiveness of method-centered teaching and instead highlights the importance of teacher quality, suggesting that pedagogy must balance method with teacher expertise (Thompson, 1973, p. 117). This insight resonates with constructivist education theories, which emphasize that skilled educators guide students to build knowledge actively rather than passively receiving information.
Examples of Critiques Through “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson
Literary WorkLiterary DeviceExample of Critique Using Thompson’s Approach
“The Great Gatsby” by F. Scott FitzgeraldTheme, ToneThrough the lens of theme and tone, students explore the disillusionment and decay underlying the American Dream in the Jazz Age. By focusing on Fitzgerald’s critical tone and recurring theme of lost idealism, students interpret how the author critiques materialism and the moral decline of society (Thompson, 1973, p. 115).
“To Kill a Mockingbird” by Harper LeeCharacter, Figurative LanguageUsing character and figurative language, students analyze Atticus Finch’s moral integrity and Scout’s coming-of-age journey. By examining Lee’s nuanced language in describing racial tensions and justice, students gain a deeper understanding of the characters’ motivations and the broader social issues they reflect (Thompson, 1973, p. 115).
“The Catcher in the Rye” by J.D. SalingerPlot, ToneApplying plot and tone, students interpret Holden Caulfield’s journey as an exploration of adolescence and alienation. Through discussions on Salinger’s melancholic tone and Holden’s erratic experiences, students grasp the thematic emphasis on personal identity and societal disillusionment (Thompson, 1973, p. 115).
“Pride and Prejudice” by Jane AustenCharacter, ThemeUsing character analysis and theme, students explore Elizabeth Bennet’s evolving perception of Darcy and the theme of social class. This approach highlights Austen’s critique of class and gender expectations, as students evaluate character motivations and transformations as central to the social commentary (Thompson, 1973, p. 115).
Criticism Against “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson
  • Limited Impact of Literary Device Instruction: Thompson’s study concludes that instruction in literary devices does not significantly improve students’ interpretive skills compared to traditional methods. Critics may argue that this finding undermines the article’s premise that teaching literary devices enhances comprehension, suggesting a need to reconsider the value of device-based instruction in isolation (Thompson, 1973, p. 117).
  • Teacher Effectiveness Overshadowing Methodology: The study reveals that teacher quality had a more substantial effect on student interpretation than the specific instructional method. This finding could lead to criticism that the study’s focus on instructional methods is less relevant if teacher proficiency plays a more significant role in learning outcomes, possibly limiting the article’s contributions to pedagogical theory (Thompson, 1973, p. 116-117).
  • Small Sample Size and Generalizability: With only four ninth-grade classes from a single junior high school, the sample size may be too small to generalize findings to broader educational settings. Critics may argue that the study’s conclusions are limited and may not apply to diverse educational contexts or age groups, reducing its impact in the field of educational research (Thompson, 1973, p. 114-115).
  • Lack of Consideration for Socio-Cultural Context: Thompson’s focus on formal literary devices overlooks the socio-cultural dimensions of literature. Critics might argue that this approach neglects how students’ backgrounds and identities can influence their interpretation, and that incorporating socio-cultural analysis could provide a more holistic educational approach to literature (Thompson, 1973, p. 113-115).
  • Reliance on Standardized Testing for Interpretation Assessment: The study uses the Iowa Tests of Educational Development (ITED) to measure students’ interpretive skills, which could be critiqued for failing to capture the depth and nuance of literary interpretation. Standardized tests may not fully assess students’ abilities to engage with complex themes or ideas, potentially limiting the study’s conclusions on interpretive skill development (Thompson, 1973, p. 115).
Representative Quotations from “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson with Explanation
QuotationExplanation
“It was hypothesized that students would learn to interpret literature better if they had explanations and practice in interpreting literary devices.” (p. 113)Thompson sets the foundation of his study, suggesting that teaching literary devices explicitly would enhance students’ ability to interpret texts more deeply and accurately.
“Authors use literary devices and expect their readers to be familiar with the devices if they are to understand what they are reading.” (p. 113)This underscores Thompson’s belief in the inherent connection between literary devices and understanding, highlighting that authors assume a level of reader familiarity with these devices to convey complex ideas.
“Interpreting literature in this study meant determining the meanings, ideas, moods, or effects an author has expressed or implied within a particular piece of literature.” (p. 114)Thompson clarifies what he means by “interpretation,” framing it as a comprehensive engagement with a text’s meaning, tone, and authorial intent, which serves as the study’s metric for success in teaching literary devices.
“The experimental instruction involved explanation and written practice exercises in interpreting the literary devices of plot, character, theme, figurative language, and tone.” (p. 115)Here, Thompson outlines the experimental approach, which incorporated hands-on practice with specific literary devices, reinforcing the idea that structured exercises help students engage with texts more analytically.
“The practice periods for these exercises were short, about twenty minutes. And ample time was allowed to check the students’ responses to the exercises and to discuss any problems they encountered.” (p. 115)This shows Thompson’s consideration of both instructional design and student support, as he ensures students have adequate time for feedback and clarification, which is critical in skill development.
“Neither instructional method was strong enough to dominate the other in the statistical test of their main effects or their effects on the three levels.” (p. 116)Thompson reflects on the findings, acknowledging that neither the experimental nor the control method led to significantly better results, suggesting that the method alone may not be the defining factor in interpretive skill development.
“A superior teacher had more effect on improving students’ ability to interpret literature than either of the two instructional methods.” (p. 117)Thompson reveals a key insight from his study: that teacher effectiveness plays a larger role in student success than the specific instructional method, suggesting the importance of skilled teaching in literature education.
“Consequently, the addition of explanations and written practice in interpreting literary devices to class discussions of themes… has no significant effect on ninth grade students’ ability to interpret literature.” (p. 117)This conclusion challenges the initial hypothesis, indicating that explicit teaching of literary devices may not significantly enhance students’ interpretive skills, thereby questioning the utility of device-focused instruction in isolation.
“The relative differences existing among the classes and levels after the experiment could be accounted for by differences prior to the experiment.” (p. 117)Thompson points to pre-existing differences in student ability as a factor in interpretive skill variance, suggesting that individual learning abilities may influence interpretative outcomes more than instructional strategies alone.
“The skills were reviewed according to a schedule that allowed for increased intervals between the initial instruction in the use of a device and review practices.” (p. 115)This highlights Thompson’s structured approach to skill retention, suggesting a spaced repetition model, which is a pedagogically effective strategy for ensuring long-term retention of analytical skills in literature.
Suggested Readings: “Teaching Literary Devices and the Reading of Literature” by Richard F. Thompson
  1. Thompson, Richard F. “Teaching Literary Devices and the Reading of Literature.” Journal of Reading, vol. 17, no. 2, 1973, pp. 113–18. JSTOR, http://www.jstor.org/stable/40016540. Accessed 8 Nov. 2024.
  2. Kovalcik, Beth, and Janine L. Certo. “The Poetry Café Is Open! Teaching Literary Devices of Sound in Poetry Writing.” The Reading Teacher, vol. 61, no. 1, 2007, pp. 89–93. JSTOR, http://www.jstor.org/stable/20204555. Accessed 8 Nov. 2024.
  3. Dallacqua, Ashley K. “Exploring Literary Devices in Graphic Novels.” Language Arts, vol. 89, no. 6, 2012, pp. 365–78. JSTOR, http://www.jstor.org/stable/41804360. Accessed 8 Nov. 2024.
  4. Lenters, Kimberly, and Kimberley Grant. “Feedback Loops: Assembling Student Editors, Stories, and Devices for Multimodal Peer Feedback.” Language Arts, vol. 93, no. 3, 2016, pp. 185–99. JSTOR, http://www.jstor.org/stable/24577565. Accessed 8 Nov. 2024.

“Decolonizing the Literature Classroom” by John K. Noyes: Summary and Critique

“Decolonizing the Literature Classroom” by John K. Noyes first appeared in the Cambridge Journal of Postcolonial Literary Inquiry in September 2020.

"Decolonizing the Literature Classroom" by John K. Noyes: Summary and Critique
Introduction: “Decolonizing the Literature Classroom” by John K. Noyes

“Decolonizing the Literature Classroom” by John K. Noyes first appeared in the Cambridge Journal of Postcolonial Literary Inquiry in September 2020. This article offers a reflective and critical examination of teaching literature in settings historically marked by colonial legacies, specifically South Africa and Canada. Noyes discusses “decolonizing” as creating a conceptual “outside” that provides context and meaning to the classroom’s “inside,” thus challenging the boundaries of traditional academic settings. His reflections emphasize the pervasive influence of neocolonial and neoliberal structures within universities, shaping both curricula and student demographics. Through the lens of critical theory, including insights from thinkers like Ngũgĩ wa Thiong’o, Theodor Adorno, and Frantz Fanon, Noyes argues that the classroom must acknowledge and actively counter the remnants of imperialism embedded in its structure, content, and teaching methods. He advocates for “critical literacy” as a means to engage students with the broader social forces that influence what is taught and how it is understood, a process he sees as crucial to resisting the commodification of knowledge in neoliberal institutions. The article is significant for literary theory and pedagogy as it challenges educators to consider how institutional and societal structures influence education, and calls for a more inclusive, critically engaged approach to literature that dismantles historical inequalities and empowers all students to interrogate the assumptions underlying their education.

Summary of “Decolonizing the Literature Classroom” by John K. Noyes
  • Defining Decolonization in the Classroom: John K. Noyes emphasizes that decolonizing the literature classroom involves constructing an “outside” that influences and gives meaning to the internal learning environment. His approach challenges traditional boundaries and seeks to address neocolonial dynamics within educational settings, particularly as he reflects on his teaching experiences in South Africa and Canada (Noyes, 2020, p. 266).
  • Imperialism versus Colonialism: Noyes argues for the use of “imperialism” and “neo-imperialism” rather than “colonialism” and “neocolonialism,” asserting these terms are historically accurate and conceptually precise. He contends that the term decolonization often fails to encompass the broader structures of imperial dominance affecting education (Noyes, 2020, p. 267).
  • Critical Literacy as a Pedagogical Tool: Noyes advocates for “critical literacy” in literature education, where students learn to interpret cultural products in relation to the social and political forces shaping them. This concept draws on the work of theorists like Raymond Williams and E.P. Thompson and enables students to engage with literature through a critical lens that questions established authority (Noyes, 2020, p. 268).
  • Intersection of Education and Neoliberalism: The article addresses the impact of neoliberalism in higher education, suggesting that the commodification of knowledge poses a threat to academic freedom and critical thought. Noyes argues that the neoliberal model restricts intellectual autonomy by favoring economically driven goals over critical engagement (Noyes, 2020, p. 269).
  • Influence of Frankfurt School Critical Theory: Drawing from the Frankfurt School, particularly Theodor Adorno’s Negative Dialectics, Noyes underscores the value of critical theory in exposing the limitations imposed by late capitalism on educational practices. This theory supports a pedagogy that resists superficial “critical thinking” in favor of deeper, context-based critique (Noyes, 2020, p. 268).
  • Historical and Institutional Constraints: Noyes explores the South African university system under apartheid and post-apartheid conditions, noting how racial inequities shaped classroom dynamics and limited Black students’ access to education. He describes the residual institutional imbalances as a significant barrier to decolonizing the classroom (Noyes, 2020, p. 270).
  • Resistance through Education: Noyes highlights movements like #RhodesMustFall and #FeesMustFall in South African universities, which advocate for accessible and decolonized education. These movements reflect students’ dual desire to deconstruct colonial legacies while achieving equal educational access for all, regardless of socioeconomic status (Noyes, 2020, p. 273).
  • Non-Instrumentalist Learning: Noyes argues for non-instrumentalist education that values critical inquiry over vocational training. He warns that instrumentalizing learning for economic productivity undermines the true purpose of higher education, which should prioritize critical and reflective thinking over economic utility (Noyes, 2020, p. 271).
Literary Terms/Concepts in “Decolonizing the Literature Classroom” by John K. Noyes
Term/ConceptDescriptionReference
DecolonizationIn the context of literature education, decolonization involves challenging colonial and neocolonial frameworks within the classroom, creating an “outside” influence that shapes and provides meaning to the educational “inside.” Noyes seeks to counter imperial legacies embedded in curricula and pedagogy.Noyes, 2020, p. 266
Imperialism/Neo-ImperialismNoyes prefers the terms “imperialism” and “neo-imperialism” over “colonialism” and “neocolonialism,” arguing that these terms better capture the lasting impact of imperial power structures on educational institutions and cultural studies.Noyes, 2020, p. 267
Critical LiteracyA pedagogical approach focused on interpreting cultural texts in light of the social and political forces that shape them. Drawing from theorists like Raymond Williams, this concept encourages students to engage with literature critically rather than passively absorbing established narratives.Noyes, 2020, p. 268
Kantian CritiqueRefers to the Kantian idea of “putting reason on trial,” distinguishing between autonomous reasoning and reasoning dictated by authority. Noyes applies this concept to the classroom, encouraging students to question and contest dominant narratives.Noyes, 2020, p. 268
Neoliberal UniversityThe framework within which universities are increasingly influenced by market-driven priorities. Noyes argues that neoliberalism commodifies education, reducing it to an economic product rather than a space for critical and intellectual development.Noyes, 2020, p. 269
Frankfurt School Critical TheoryA theoretical framework that critiques capitalism’s impact on social structures and cultural production. Noyes draws on Adorno’s Negative Dialectics to advocate for a critique that addresses the broader political and economic forces shaping education.Noyes, 2020, p. 268
Immanent CritiqueA method of critical analysis that examines a text or concept from within its own structure, exposing its contradictions. Noyes uses this approach to critique literature, teaching students to analyze works within their historical and social contexts.Noyes, 2020, p. 270
Instrumentalism in EducationRefers to the view of education primarily as a means to economic ends. Noyes critiques this perspective, advocating instead for a non-instrumentalist approach that values critical inquiry and intellectual growth over vocational utility.Noyes, 2020, p. 271
Humanist Idea of WholenessThe notion of a cohesive, universal human experience, which is challenged by critical and postcolonial perspectives. In the African context, thinkers like Fanon and Biko critique this concept, advocating for recognition of diverse and fragmented realities.Noyes, 2020, p. 269
Political Context of InterpretationThe understanding that interpretation is inherently shaped by the social and political environment. Noyes emphasizes that critique in the literature classroom must include recognizing these influences on both content and pedagogy.Noyes, 2020, p. 271
Contribution of “Decolonizing the Literature Classroom” by John K. Noyes to Literary Theory/Theories

1. Postcolonial Theory

  • Contribution: Noyes’s reflections align with postcolonial theory by emphasizing the need to dismantle colonial and neocolonial influences in education. He discusses how the classroom can become a space to challenge colonial legacies by drawing on both imported and indigenous critical traditions, which destabilize dominant narratives in literature and culture (Noyes, 2020, p. 267).
  • Reference: Noyes advocates for the recognition of imperialism’s lasting impact on the curriculum, suggesting that imported literature must be taught alongside a critical understanding of its cultural and historical implications. He draws on thinkers like Ngũgĩ wa Thiong’o and Frantz Fanon to demonstrate how postcolonial ideas can shape an alternative, decolonized educational model (Noyes, 2020, p. 269).

2. Critical Theory (Frankfurt School)

  • Contribution: Drawing from Adorno’s Negative Dialectics, Noyes uses Frankfurt School critical theory to critique the commodification of knowledge in the neoliberal university. He suggests that literature education should go beyond “critical thinking” to embrace a deeper “critical literacy” that recognizes the capitalist structures limiting educational spaces (Noyes, 2020, p. 268).
  • Reference: He adopts Adorno’s view of critique as a means to address the broader capitalist logic governing cultural and educational structures. This critical approach enables students to examine not only the text but also the sociopolitical and economic forces influencing it (Noyes, 2020, p. 268).

3. Educational Theory (Critical Pedagogy)

  • Contribution: Noyes’s work contributes to educational theory, particularly critical pedagogy, by redefining the classroom as a space where students confront and question power structures. He posits that teaching is incomplete if it ignores the institutional and societal limits within which it operates, advocating for an educational approach that encourages resistance to authority and traditional norms (Noyes, 2020, p. 269).
  • Reference: His concept of “critical literacy” as opposed to mere “critical thinking” is rooted in the idea that education should engage students in challenging dominant ideologies, making literature classrooms spaces for political and social engagement (Noyes, 2020, p. 268).

4. Neocolonial Theory and Theory of Neoliberalism

  • Contribution: Noyes’s reflections address the influence of neoliberalism on higher education, critiquing its impact on academic freedom and the commodification of learning. He argues that neoliberal agendas in universities reinforce neo-imperial dynamics, thus stifling the critical examination of colonial legacies in literature (Noyes, 2020, p. 269).
  • Reference: By highlighting the economic constraints that shape educational practices, Noyes connects neoliberalism to the persistence of imperial structures in academia, noting how divestment movements are attempting to counteract these links in Canadian universities (Noyes, 2020, p. 267).

5. Humanist Theory and Critique of Wholeness

  • Contribution: Noyes challenges the humanist idea of a cohesive and universal human experience, which often underpins literature education. He critiques this idea, particularly within the African context, where theorists like Fanon and Biko argue for recognizing fragmented realities shaped by racial and colonial histories (Noyes, 2020, p. 269).
  • Reference: In this context, Noyes aligns with African humanist critiques that view the humanist ideal of “wholeness” as incompatible with the fragmented lives of those affected by colonial and apartheid histories. This perspective opens literature education to include diverse cultural experiences rather than universalizing Eurocentric narratives (Noyes, 2020, p. 270).

6. Kantian Epistemology and Critique of Authority

  • Contribution: Noyes’s notion of “putting reason on trial,” drawn from Kantian critique, aligns with epistemological approaches that encourage skepticism toward authority. In the classroom, this approach allows students to question prescribed knowledge, embracing multiple, contesting perspectives rather than passively receiving information (Noyes, 2020, p. 268).
  • Reference: By invoking Kant’s ideas on autonomy and reason, Noyes encourages a classroom environment where knowledge is produced through dialogue and critical engagement, which he considers crucial for a truly decolonized literature curriculum (Noyes, 2020, p. 269).
Examples of Critiques Through “Decolonizing the Literature Classroom” by John K. Noyes
Literary Work & AuthorCritique Approach through “Decolonizing the Literature Classroom”Reference to Noyes’s Concepts
Woyzeck by Georg BüchnerCritiqued as a reflection on class oppression and psychological fragmentation. Büchner’s indecision about the story’s coherence mirrors fragmented social realities in unjust societies, making it a powerful text to explore themes of societal and systemic injustice.Emphasizes immanent critique and critical engagement with texts’ structure to expose societal inequalities (Noyes, 2020, p. 270).
The Wretched of the Earth by Frantz FanonAnalyzed for its postcolonial critique of colonial violence and psychological oppression. In line with Noyes’s approach, this work can be studied to understand the mental impact of colonization and the struggle for decolonization.Aligns with postcolonial theory and critiques of neocolonial legacies that impact identity and resistance (Noyes, 2020, p. 269).
The Engagement in Santo Domingo by Heinrich von KleistExplored through race deconstruction and its portrayal of racial dynamics. In a decolonized classroom, students critically examine race as a social construct, questioning stereotypes and exploring broader racial inequalities.Supports critical literacy and the critique of race-based narratives, inviting examination of race as a social and political construct (Noyes, 2020, p. 270).
Decolonizing the Mind by Ngũgĩ wa Thiong’oStudied as an articulation of the cultural and linguistic impacts of colonialism, examining how language enforces imperial power structures and alienates individuals from their culture.Reinforces critical pedagogy by addressing how language shapes power dynamics in colonial and postcolonial contexts (Noyes, 2020, p. 269).
Criticism Against “Decolonizing the Literature Classroom” by John K. Noyes
  • Abstract Approach Lacks Practical Implementation: While Noyes provides a theoretical foundation for decolonizing the classroom, critics may argue that his approach lacks specific, practical strategies for educators to apply within varied classroom settings.
  • Ambiguity Around “Outside” and “Inside” Framework: The idea of creating an “outside” to give meaning to the “inside” of the classroom might be seen as overly abstract, leaving educators without clear guidance on how to define and integrate these concepts effectively in practice.
  • Overemphasis on Western Critical Theory: Although Noyes advocates for decolonizing literature education, his reliance on Western critical theories, such as those of Adorno and the Frankfurt School, may seem contradictory, potentially limiting his perspective on indigenous and non-Western approaches to pedagogy.
  • Critique of Neoliberalism Lacks Depth on Institutional Constraints: While Noyes criticizes neoliberal forces within universities, he may not fully address the practical constraints educators face within these institutions, potentially making his critique feel detached from the realities of academic settings where resources and autonomy are limited.
  • Risk of Excluding Canonical Literature: The emphasis on destabilizing traditional canons and focusing on indigenous and postcolonial texts may lead to concerns that canonical Western texts will be marginalized, which some educators and students may view as an essential part of a balanced literary education.
  • Insufficient Exploration of Non-Western Educational Philosophies: Noyes could be criticized for not adequately incorporating or exploring educational frameworks and philosophies from diverse, non-Western traditions, which would strengthen his argument for a decolonized approach to literature education.
Representative Quotations from “Decolonizing the Literature Classroom” by John K. Noyes with Explanation
QuotationExplanation
“What does it mean to decolonize the literature classroom?”Noyes opens by questioning the definition of decolonization in a classroom context. This frames the discussion, prompting readers to consider how decolonization might apply to education and what it entails in practical terms.
“I prefer to speak of imperialism and neo-imperialism, rather than colonialism and neocolonialism.”Noyes emphasizes the lasting influence of imperialism as a systemic force, suggesting that the term is conceptually stronger than colonialism. This distinction sets a foundation for understanding his view on the power structures within educational institutions and the terminology he believes better reflects their influence.
“The literature classroom… is best seen as a place where students acquire skills in advanced critical literacy.”Noyes argues for a curriculum focused on “critical literacy,” where students learn to interpret literature within broader social contexts, not merely absorbing content but engaging analytically with the world around them. This aligns with his goal of producing students who question and understand societal structures.
“Ideally, knowledge in the classroom is not a finished product handed out in acts of authority.”Here, Noyes advocates for a classroom where knowledge is not simply dispensed by the instructor but actively constructed by students through questioning and critique, challenging authoritative structures within education.
“Teachers in neoliberal universities have a responsibility to resist the building of walls designed to keep students out of the classroom.”Noyes criticizes neoliberalism’s impact on education, which he views as prioritizing economic outcomes over accessibility and intellectual freedom. He calls on educators to counteract these trends, ensuring that education remains inclusive and resistant to financialization.
“Critical theory defines the outside of the classroom in order to produce meaning for its inside.”Noyes applies critical theory’s notion of the “outside” to the classroom, suggesting that bringing external social and political contexts into education enriches the learning experience and allows students to see the classroom as connected to wider societal issues.
“One of the tools I find useful in negotiating this chasm is critical theory of the Frankfurt School.”Noyes draws on Frankfurt School critical theory, particularly Adorno’s ideas, to critique late capitalism’s role in academia. He uses this theoretical framework to question how education can exist within capitalist structures while resisting the pressures of commodification.
“Ngũgĩ was right that the institutional imbalance in the teaching of indigenous versus imported languages and literatures is a relic of imperialism.”By referencing Ngũgĩ wa Thiong’o, Noyes critiques the unequal representation of indigenous literature in education, arguing that prioritizing European literature reflects and sustains imperialist structures. He advocates for a curriculum that includes both imported and indigenous traditions.
“The project of de-imperializing the literature classroom is muddied by… complicity and critique.”Noyes describes the inherent tension for educators who both operate within and seek to challenge institutional structures. This ambivalence between complicity with and critique of imperialist frameworks highlights the complexities educators face when attempting to decolonize their curricula.
“Students in South Africa wanted both [universalist and particularist education], and I believe they were right to want both.”Noyes reflects on the dual goals of the #RhodesMustFall and #FeesMustFall movements, supporting the idea that students should have access to education that is both inclusive and acknowledges specific historical and cultural contexts. He advocates for an approach that recognizes both the universal right to education and the unique needs of historically marginalized groups.
Suggested Readings: “Decolonizing the Literature Classroom” by John K. Noyes
  1. Noyes, John K. “Decolonizing the literature classroom.” Cambridge Journal of Postcolonial Literary Inquiry 7.3 (2020): 266-273.
  2. TWOHIG, ERIN. “Decolonizing the Classroom.” Contesting the Classroom: Reimagining Education in Moroccan and Algerian Literatures, Liverpool University Press, 2019, pp. 47–70. JSTOR, https://doi.org/10.2307/j.ctvs32t59.7. Accessed 10 Nov. 2024.
  3. Parker, Kendra R. “Introduction: Decolonizing the University: A Battle for the African Mind.” CLA Journal, vol. 60, no. 2, 2016, pp. 164–71. JSTOR, http://www.jstor.org/stable/26355914. Accessed 10 Nov. 2024.
  4. Afolabi, Olugbemiga Samuel. “Globalisation, Decoloniality and the Question of Knowledge Production in Africa: A Critical Discourse.” Journal of Higher Education in Africa / Revue de l’enseignement Supérieur En Afrique, vol. 18, no. 1, 2020, pp. 93–110. JSTOR, https://www.jstor.org/stable/48618319. Accessed 10 Nov. 2024.