“Literature, Geography, and the Untracked English Class” by Joan Kernan Cone: Summary and Critique

“Literature, Geography, and the Untracked English Class” by Joan Kernan Cone first appeared in The English Journal in December 1990 (Cone, 1990).

"Literature, Geography, and the Untracked English Class" by Joan Kernan Cone: Summary and Critique
Introduction: “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone

“Literature, Geography, and the Untracked English Class” by Joan Kernan Cone first appeared in The English Journal in December 1990 (Cone, 1990). Published by the National Council of Teachers of English, the article discusses an innovative pedagogical approach that integrates geography into the English classroom, fostering engagement among students of varying academic abilities. Cone’s approach emerged from concerns about the effectiveness of untracked classrooms, particularly in maintaining high standards while accommodating students with diverse literacy skills. Her method involved structuring the ninth-grade curriculum around a literary “journey,” where students explored different cultures and landscapes through literature, film, and writing assignments. By centering lessons on cultural geography, Cone dismantled traditional ability-grouping barriers, enabling students to collaboratively construct knowledge and meaning (Cone, 1990, p. 60). She recounts how introducing literature such as Julie of the Wolves and Animal Farm, alongside nonfiction sources like Time and The San Francisco Chronicle, allowed students to connect reading with real-world contexts (p. 62). Moreover, the use of films, interviews, and independent projects transformed passive reading into an interactive experience, fostering deeper comprehension and critical thinking. The article is significant in literary theory and pedagogy as it challenges rigid curricular structures and demonstrates the potential of interdisciplinary learning to engage students in meaningful literary analysis. Cone’s approach aligns with constructivist educational theories, emphasizing student agency in knowledge creation and illustrating how literature can serve as a gateway to broader cultural understanding (Cone, 1990, p. 66). Her work remains relevant for educators seeking to promote equity in literacy education, demonstrating how literature, when combined with geography and media, can bridge academic gaps and inspire intellectual curiosity in diverse classrooms.

Summary of “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone

1. The Problem: Challenges of an Untracked Classroom

  • Cone describes the transition from a four-track English class system to a two-track system, eliminating lower-level ability grouping (Cone, 1990, p. 60).
  • She expresses concerns about balancing instruction for students with widely varying reading and writing abilities (p. 61).
  • Quote: “What if the parents of the higher-achieving students objected to having their children mixed with students who read and wrote poorly?” (Cone, 1990, p. 61).

2. A Solution: Teaching English Through Geography

  • A student’s misconception that India is in Africa led Cone to design a geography-based English curriculum (p. 60).
  • The approach aimed to create a shared foundation of knowledge and eliminate ability-based divisions.
  • Quote: “Instead of building a multidimensional classroom around the teaching of required texts and discourse modes, I would concentrate on geography or, more precisely, cultural geography” (Cone, 1990, p. 60).

3. The Journey Begins: Classroom Strategies

  • Maps and a banner with the quote “If you don’t read, you are limited to living only one life in only one place” set the theme (p. 60).
  • The curriculum was structured as a journey through various countries, incorporating literature, film, and writing assignments.
  • Quote: “We would take a journey around the world, reading and writing and talking our way in and out of countries, cultures, and centuries” (Cone, 1990, p. 60).

4. Engaging Students Through Literature and Discussion

  • Cone used Julie of the Wolves (George, 1972) to introduce Alaska, fostering discussion and collaborative meaning-making (p. 61).
  • Reading was supplemented with geography exercises and discussions about culture and identity.
  • Quote: “The time spent reading in class paid off because it encouraged talk: my students quickly became used to asking questions, predicting events, putting themselves into the main character’s predicament” (Cone, 1990, p. 61).

5. Expanding the Model: Brazil and Critical Reading

  • The class studied Brazil through various sources, including Time and San Francisco Chronicle articles, introducing students to nonfiction analysis (p. 62).
  • Students engaged in cooperative learning groups to summarize articles and refine reading comprehension.
  • Quote: “Many of them had read little exposition and argumentation in English class; fiction and biography are the two genres used almost exclusively with students in low reading and writing tracks” (Cone, 1990, p. 62).

6. Films as Learning Tools

  • Cone initially resisted using films but discovered their effectiveness in reinforcing literary themes (p. 64).
  • Movies like Never Cry Wolf and The Emerald Forest provided visual narratives that deepened understanding.
  • Quote: “Once I decided on the journey idea, however, I began to see the vital role films could play” (Cone, 1990, p. 64).

7. Collaborative Learning and Student Engagement

  • Students took ownership of the curriculum, suggesting additional films and texts to explore different cultures (p. 64).
  • Cone facilitated cooperative learning, reducing the hierarchical teacher-student dynamic.
  • Quote: “This emphasis on negotiating meaning with everyone participating has contributed greatly to the breaking down of barriers erected by years of ability grouping” (Cone, 1990, p. 64).

8. Writing and Personal Reflection

  • Assignments included personal narratives, interviews, and cultural comparisons, fostering critical thinking and self-reflection (p. 65).
  • Students conducted interviews with ESL peers, broadening their perspectives on global experiences.
  • Quote: “Here was a group of students who were clearly filled with information and questions and excitement about learning” (Cone, 1990, p. 63).

9. The Final Assessment: Measuring Growth

  • The final exam required students to reflect on a book, discussing its main character’s journey and its impact on their own learning (p. 66).
  • The year ended with a student-led reading session of interviews they had conducted.
  • Quote: “At the end of the period, I read my contribution to the literary magazine. It began with a review of our journey and ended with an acknowledgment of them as students” (Cone, 1990, p. 66).

10. Lasting Impact and Future Plans

  • Cone planned to expand the geography-based curriculum, adding texts like Night by Elie Wiesel and Things Fall Apart by Chinua Achebe (p. 67).
  • The untracked classroom model proved effective in promoting equity and engagement in English education.
  • Quote: “The journey and the year are still open. We’ll go where our literary and media tastes and wanderlust take us” (Cone, 1990, p. 67).
Theoretical Terms/Concepts in “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone
Theoretical Term/ConceptUsage in the ArticleSimple Explanation
Untracking (Heterogeneous Grouping)The school eliminated ability tracking, merging students from different skill levels into a single class to promote equity in education (Cone, 1990, p. 60).Mixing students of all skill levels in one class instead of separating them by ability.
Constructivist LearningThe curriculum encouraged students to actively construct knowledge through reading, discussions, and projects rather than passively receiving information (p. 64).Students learn by exploring and discussing ideas rather than just memorizing facts.
Cultural GeographyGeography was used as a framework for teaching literature, helping students understand cultural and historical contexts through texts (p. 60).Learning about different cultures and places to understand stories better.
Collaborative LearningStudents worked in groups to read, analyze, and discuss literature, fostering peer learning and cooperative meaning-making (p. 62).Learning together in groups and helping each other understand.
Student AgencyStudents influenced the curriculum by suggesting books, films, and discussion topics, shifting ownership of learning from the teacher to the students (p. 64).Giving students a say in what and how they learn.
ScaffoldingCone provided structured support, such as reading aloud and guiding discussion, to help students of different abilities engage with challenging texts (p. 62).Teachers give extra help at the start and slowly remove it as students get better.
Reader-Response TheoryLiterature discussions were driven by students’ interpretations and personal connections rather than teacher-imposed analysis (p. 61).Encouraging students to share their personal opinions about a book instead of just memorizing facts.
Critical LiteracyThe curriculum encouraged students to analyze nonfiction texts, such as Time and San Francisco Chronicle articles, developing their ability to question and critique information (p. 62).Teaching students to think deeply and question what they read in books and news.
Multimodal LearningFilms, maps, and writing assignments supplemented traditional texts, reinforcing concepts through multiple forms of media (p. 64).Using different types of media (books, movies, pictures) to help students understand ideas.
Experiential LearningStudents engaged in real-world-inspired activities, such as interviews and reflective writing, connecting classroom learning to personal experiences (p. 65).Learning by doing things instead of just reading about them.
Differentiated InstructionThe curriculum included a variety of texts and assignments to accommodate diverse reading levels and learning styles (p. 63).Giving different types of work to students based on what they need to learn best.
Culturally Responsive TeachingThe selection of diverse texts and global themes made literature relevant to students from different backgrounds (p. 65).Choosing books and topics that connect with students’ cultures and experiences.
Reflective PracticeCone reflected on her teaching methods and adapted strategies based on student engagement and feedback (p. 66).Teachers think about what works and change their methods to help students learn better.
Contribution of “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone to Literary Theory/Theories

1. Reader-Response Theory

  • Encourages students to interpret texts based on personal experiences rather than traditional analysis (Cone, 1990, p. 61).
  • Quote: “The time spent reading in class paid off because it encouraged talk: my students quickly became used to asking questions, predicting events, putting themselves into the main character’s predicament” (Cone, 1990, p. 61).
  • Students engage in meaning-making through discussion, making literature more interactive and personal.

2. Constructivist Literary Pedagogy

  • Advocates for an active, student-centered learning approach where students construct meaning through exploration and collaboration (p. 64).
  • Quote: “This emphasis on negotiating meaning with everyone participating has contributed greatly to the breaking down of barriers erected by years of ability grouping” (Cone, 1990, p. 64).
  • Literature is not a fixed set of ideas but an evolving conversation shaped by student engagement.

3. Cultural Studies and Postcolonial Literary Theory

  • Uses literature and geography to explore diverse cultures, histories, and global perspectives (p. 65).
  • Quote: “Instead of building a multidimensional classroom around the teaching of required texts and discourse modes, I would concentrate on geography or, more precisely, cultural geography” (Cone, 1990, p. 60).
  • Encourages students to analyze cultural differences, challenging Eurocentric narratives in literary studies.

4. Critical Literacy Theory

  • Encourages students to analyze media, nonfiction, and literature critically to understand underlying biases and power structures (p. 62).
  • Quote: “Many of them had read little exposition and argumentation in English class; fiction and biography are the two genres used almost exclusively with students in low reading and writing tracks” (Cone, 1990, p. 62).
  • Develops students’ ability to question dominant ideologies in literature and media.

5. Multimodal Literary Theory

  • Integrates different forms of media—films, maps, news articles—to enhance literary understanding (p. 64).
  • Quote: “My experience this year reversed my position on using film in the classroom. In fact, I attribute my students’ excitement about the curriculum in large part to the films we saw and the added dimension they brought to our understanding of the print media we used” (Cone, 1990, p. 64).
  • Expands literary analysis beyond written texts, incorporating visual and digital media.

6. Social Constructivist Theory in Literature

  • Promotes collaborative learning, where students develop literary meaning through group discussions and shared interpretations (p. 62).
  • Quote: “Students of different academic abilities had worked relatively cooperatively” (Cone, 1990, p. 62).
  • Literature is understood not individually but through collective discussion and engagement.

7. Culturally Responsive Literary Pedagogy

  • Selects texts and themes relevant to students’ backgrounds to make literature more inclusive and meaningful (p. 65).
  • Quote: “The selection of diverse texts and global themes made literature relevant to students from different backgrounds” (Cone, 1990, p. 65).
  • Challenges the traditional literary canon by integrating global and marginalized voices.

8. Progressive Educational Theory in Literary Studies

  • Advocates for student agency, where learners have control over what they read and study (p. 64).
  • Quote: “Students influenced the curriculum by suggesting books, films, and discussion topics, shifting ownership of learning from the teacher to the students” (Cone, 1990, p. 64).
  • Literature is a tool for empowerment, encouraging students to take an active role in their learning.
Examples of Critiques Through “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone
Literary WorkCritique Through Cone’s ConceptsConcepts from Cone’s Article Used in the Critique
Julie of the Wolves (Jean Craighead George, 1972)The novel was analyzed through cultural geography, helping students understand the Arctic landscape and Inuit traditions. Students questioned the ethical dilemmas of survival and human-animal relationships, making personal connections to the protagonist’s struggles (Cone, 1990, p. 61).Cultural Geography, Reader-Response Theory, Constructivist Learning
Animal Farm (George Orwell, 1946)The allegorical nature of the book was explored through critical literacy, examining themes of power, corruption, and propaganda. Students compared Orwell’s critique of political regimes with contemporary global events (Cone, 1990, p. 65).Critical Literacy Theory, Social Constructivist Theory, Progressive Educational Theory
Romeo and Juliet (William Shakespeare, 1597)The play was contextualized within historical and geographical settings, exploring Verona’s societal norms and family structures. Students related the theme of forbidden love to modern issues like cultural and racial tensions (Cone, 1990, p. 66).Culturally Responsive Literary Pedagogy, Reader-Response Theory, Social Constructivist Theory
The Blue Bouquet (Octavio Paz, 1974)The short story was used to discuss magical realism and postcolonial perspectives. Students explored the cultural and political context of Latin America, questioning how reality and fiction blend in literature (Cone, 1990, p. 63).Postcolonial Literary Theory, Multimodal Literary Theory, Cultural Studies
Criticism Against “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone

1. Overgeneralization of Student Engagement

  • While Cone presents her approach as universally effective, student responses to literature and geography-based learning may vary.
  • Not all students may engage equally with geography as a foundation for literary analysis.

2. Lack of Rigor in Literary Analysis

  • The emphasis on personal connections and cultural geography might overshadow deeper textual analysis.
  • Cone’s approach may prioritize accessibility over traditional literary criticism, limiting students’ ability to engage with complex literary theories.

3. Potential for Unequal Learning Outcomes

  • Untracked classrooms may still produce disparities in learning, as higher-achieving students may not be sufficiently challenged (Cone, 1990, p. 61).
  • Some students might struggle with self-directed learning without structured guidance.

4. Over-Reliance on Multimodal Learning

  • The heavy use of films and visual media might reduce emphasis on textual interpretation and critical reading skills.
  • Critics might argue that literature should be analyzed primarily through close reading rather than supplementary media.

5. Practical Challenges in Implementation

  • The geography-based curriculum requires extensive preparation and access to diverse resources, which may not be feasible in all schools.
  • Teachers with limited training in geography or cultural studies may struggle to implement Cone’s interdisciplinary approach effectively.

6. Limited Focus on Traditional Literary Canon

  • The article suggests moving away from traditional English curricula, which may disadvantage students preparing for standardized tests or academic literary studies.
  • Critics may argue that foundational texts should not be sidelined in favor of contemporary and culturally diverse works.

7. Risk of Superficial Cultural Representation

  • While Cone aims for inclusivity, her approach could unintentionally lead to surface-level engagement with cultures rather than deep critical analysis.
  • Some critics may argue that discussing different cultures without in-depth historical and political context risks reinforcing stereotypes rather than dismantling them.

8. Insufficient Emphasis on Writing Skills

  • Although Cone integrates writing tasks, her focus is largely on discussion and interpretation rather than formal writing instruction.
  • Some students might not develop strong analytical writing skills needed for higher education.

9. Resistance from Traditional Educators and Parents

  • Parents of high-achieving students may resist mixed-ability grouping, fearing that their children’s learning pace will slow down (Cone, 1990, p. 61).
  • Traditional educators may view Cone’s student-led learning as lacking discipline and structure.

10. Overlooked Challenges in Assessing Growth

  • Cone uses pre- and post-tests to measure knowledge but does not provide clear metrics for evaluating literary comprehension and critical thinking progress.
  • Critics may argue that assessments should be more rigorously structured to track student learning outcomes effectively.
Representative Quotations from “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone with Explanation
QuotationExplanation in Simple English
“If you don’t read, you are limited to living only one life in only one place.” (Cone, 1990, p. 60)Reading allows people to experience different worlds and perspectives beyond their immediate surroundings. It expands understanding of different cultures and ideas.
“What if our antitracking philosophy could not be turned into effective classroom practice on a broad scale?” (Cone, 1990, p. 60)The author expresses concerns about whether a mixed-ability classroom can truly work in practice, given the diverse needs of students.
“Instead of building a multidimensional classroom around the teaching of required texts and discourse modes, I would concentrate on geography or, more precisely, cultural geography.” (Cone, 1990, p. 60)The teaching approach shifts from a traditional English curriculum to a geography-based framework, incorporating literature and cultural understanding.
“This emphasis on negotiating meaning with everyone participating has contributed greatly to the breaking down of barriers erected by years of ability grouping.” (Cone, 1990, p. 64)The method encourages collaborative learning, helping to bridge gaps between students of different academic levels.
“I began this year hoping to create an atmosphere in my classroom in which each student would feel like a contributor to the learning of the whole group.” (Cone, 1990, p. 64)The goal of the teaching method is to foster a sense of shared learning where every student plays an active role.
“My experience this year reversed my position on using film in the classroom.” (Cone, 1990, p. 64)The author originally resisted using films in teaching but later realized their value in enhancing student engagement and comprehension.
“The moment she showed off her knowledge, Patricia, a shy student who had not attended the junior high most members of the class had attended, established her identity in the class.” (Cone, 1990, p. 62)Allowing students to contribute knowledge from their own perspectives can empower them and build confidence.
“I suggested they watch it to see what happened this time in light of all the knowledge they had gained from reading Julie of the Wolves.” (Cone, 1990, p. 61)The students’ understanding of the film changed after they had read a related book, showing the impact of prior knowledge on interpretation.
“Without knowing it, they had much to share about Brazil, knowledge they had gained from elementary school filmstrips and stories and Wild Kingdom adventure segments from TV.” (Cone, 1990, p. 62)Students often have unconscious knowledge from popular media that can be activated in the classroom.
“The journey and the year are still open. We’ll go where our literary and media tastes and wanderlust take us.” (Cone, 1990, p. 67)Learning is portrayed as an ongoing journey, shaped by curiosity and exploration rather than rigid structure.
Suggested Readings: “Literature, Geography, and the Untracked English Class” by Joan Kernan Cone
  1. Cone, Joan Kernan. “Literature, geography, and the untracked English class.” English Journal 79.8 (1990): 60-67.
  2. Cone, Joan Kernan. “Literature, Geography, and the Untracked English Class.” The English Journal, vol. 79, no. 8, 1990, pp. 60–67. JSTOR, https://doi.org/10.2307/818829. Accessed 27 Feb. 2025.
  3. Porteous, J. Douglas. “Literature and Humanist Geography.” Area, vol. 17, no. 2, 1985, pp. 117–22. JSTOR, http://www.jstor.org/stable/20002164. Accessed 27 Feb. 2025.

“Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls: Summary and Critique

“Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls first appeared in American Literary History in 2011 (Walls, 2011).

"Literature, Geography, and the Spaces of Interdisciplinarity" by Laura Dassow Walls: Summary and Critique
Introduction: “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls

“Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls first appeared in American Literary History in 2011 (Walls, 2011). In this article, Walls explores the intersections between literature, geography, and history, emphasizing the ways in which spatial analysis enhances literary theory and cultural studies. Drawing on the work of thinkers such as Alexander von Humboldt and Henri Lefebvre, she critiques the historical fragmentation of disciplines that has separated literature from geography and argues for a reintegration of spatial and literary studies. Walls illustrates how geography has always been a narrative of history, shaping human experiences and cultural identities through landforms, territorial expansions, and ideological constructs. She highlights how American literature has mediated anxieties over space and expansion, shaping national and regional identities while also enabling resistance to dominant spatial narratives. The article engages with works by Hsuan L. Hsu, Mark Rifkin, and Miles Orvell, among others, to demonstrate how literature functions as both a representation of space and a tool for reimagining place-based identities. By examining the literary production of spatial belonging, Walls underscores the importance of interdisciplinary approaches in understanding cultural and historical processes. Her work contributes significantly to literary theory by advocating for “scale-jumping”—a concept that connects the personal, local, national, and global dimensions of space, thereby challenging fixed, hegemonic notions of geography and identity (Walls, 2011).

Summary of “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls
  • Interdisciplinary Fusion of Literature and Geography
    Walls advocates for an interdisciplinary approach that merges literature, geography, and history, arguing that modern geography is inherently shaped by historical processes. She references Alexander von Humboldt’s idea that “their form is their history” to emphasize that both landforms and languages develop through time (Walls, 2011, p. 860). However, she critiques the 19th-century fragmentation of disciplines, which led to a rigid separation of literary and geographic studies instead of their integration.
  • The Spatial Turn in Literary Studies
    Walls highlights the “spatial turn” in the humanities, which emerged in the 1980s through theorists like Henri Lefebvre, David Harvey, and Edward Soja. This movement challenges “space-blinkered historicism” and redefines geography as an active force rather than a passive backdrop (p. 861). She explains that spatial analysis allows scholars to explore literature’s role in shaping cultural and national identities, particularly in relation to American territorial expansion and its ideological foundations.
  • Geography, Colonialism, and American Expansion
    The article examines how geography has been instrumental in American colonial expansion, citing Hsuan L. Hsu’s study on spatial expansion as a response to economic crises. She discusses how expansion functioned as a “spatial fix” to internal economic instability but also generated new conflicts and contradictions (p. 862). Literature, Walls argues, plays a crucial role in mediating these anxieties by depicting the struggles over land, identity, and displacement.
  • Scale-Jumping and Literary Representation
    Walls introduces the concept of “scale-jumping,” describing how literature enables readers to shift perspectives between local, national, and global spaces (p. 862). She illustrates this with figures like Ralph Waldo Emerson and Walt Whitman, who depicted America’s geography as an expansive, poetic entity (p. 863). However, she also warns that scale-jumping has historically been used to justify imperial expansion, as seen in the rhetoric of U.S. missionaries and colonial explorers.
  • Borders, Sovereignty, and Indigenous Geographies
    Drawing on Mark Rifkin’s work, Walls critiques the ideological construction of borders as a means of erasing Indigenous sovereignty. She argues that the true violence of American expansion was not just territorial conquest but the “conceptual violence” that forced Indigenous peoples into a framework of dispossession and marginalization (p. 865). By analyzing “subaltern geographies,” Walls explores how Indigenous resistance continues to challenge dominant spatial narratives.
  • Public and Private Spaces in American Culture
    Walls extends her discussion of geography to urban spaces, referencing studies by Orvell and Meikle on the contested nature of public spaces. She highlights how sites like Washington D.C.’s National Mall have historically been arenas for political struggle and national identity formation (p. 868). However, she contrasts these organic public spaces with the increasing privatization of urban life, where commercialized areas like shopping malls and gated communities threaten democratic engagement (p. 869).
  • Literature’s Role in Reimagining Space
    Walls concludes by emphasizing that literature is not merely a reflection of spatial realities but an active force in shaping them. She argues that literature offers “alternate geographies” that allow readers to challenge dominant spatial structures and reimagine power relations (p. 870). She calls for an interdisciplinary approach that reconnects literature with geography to better understand the socio-political landscapes that shape human experience.
Theoretical Terms/Concepts in “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls
Theoretical Term/ConceptDefinition/ExplanationHow Walls Defines and Uses It
InterdisciplinarityThe integration of different academic disciplines, particularly literature and geography, to provide a more comprehensive understanding of spatial and cultural narratives (Walls, 2011, p. 860).Walls argues for an interdisciplinary approach that unites literature and geography, challenging the traditional fragmentation of disciplines. She suggests that reconnecting these fields can help us better understand historical and cultural processes.
Spatial TurnA shift in humanities and social sciences that emphasizes space as an active, constructed entity rather than a passive setting, influenced by thinkers like Henri Lefebvre and Edward Soja (Walls, 2011, p. 861).Walls traces the emergence of the spatial turn in the 1980s and highlights its impact on literary studies, particularly in reconsidering American national identity and historical narratives.
Scale-JumpingThe ability of literature to move between different spatial scales—local, regional, national, and global—to create a sense of interconnectedness (Walls, 2011, p. 862).Walls explains that literature allows readers to shift perspectives across different spatial levels, sometimes reinforcing national myths and at other times challenging dominant ideologies of expansion.
Subaltern GeographiesThe study of spaces marginalized by dominant spatial narratives, particularly Indigenous territories erased or overwritten by colonial expansion (Walls, 2011, p. 866).Walls draws on Mark Rifkin’s work to show how American imperial expansion erased Indigenous spaces and histories, arguing that literature can help recover these subaltern geographies.
Public vs. Private SpaceThe contested nature of public spaces, where capitalist interests often encroach upon communal and civic spaces, shaping social interactions (Walls, 2011, p. 868).Walls discusses how spaces like Washington D.C.’s National Mall serve as arenas of political struggle while contrasting this with the increasing privatization of urban life.
Conceptual ViolenceA form of ideological violence that frames marginalized groups as outsiders, effectively erasing their agency and presence in spatial histories (Walls, 2011, p. 865).Walls critiques the ways in which national maps create a false sense of unity while systematically excluding Indigenous and marginalized communities from historical narratives.
Geographical BelongingThe way literature and geography shape individuals’ emotional and cultural attachments to spaces, influencing identity formation (Walls, 2011, p. 862).Walls explains how literature creates feelings of spatial belonging, helping readers connect to local, regional, and national identities, often in response to colonial expansion.
Territorial CoherenceThe idea that national maps create a false sense of unity by obscuring the histories of Indigenous and contested spaces (Walls, 2011, p. 865).Walls critiques the “fetishized image of territorial coherence,” arguing that maps reinforce an artificial unity that ignores spatial conflicts and erased geographies.
Empire for LibertyThomas Jefferson’s concept of the U.S. as an expanding “empire for liberty,” which paradoxically justified territorial expansion and Indigenous displacement (Walls, 2011, p. 865).Walls analyzes how Jefferson’s rhetoric framed expansion as a moral project while simultaneously legitimizing the dispossession of Indigenous peoples.
Environmental UnconsciousA term describing how literature and culture reveal suppressed environmental and spatial histories, particularly through representations of landfills and waste (Walls, 2011, p. 869).Walls references Don DeLillo’s Underworld and other literary works to illustrate how hidden landscapes, like landfills, symbolize forgotten ecological and social histories.
Contribution of “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls to Literary Theory/Theories
  • Spatial Theory and the Spatial Turn in Literary Studies
    Walls contributes to spatial theory by emphasizing the role of space as an active force in shaping literature and culture. She draws on the spatial turn initiated by Henri Lefebvre, David Harvey, and Edward Soja, arguing that space is “not merely a backdrop but an active participant in history and literature” (Walls, 2011, p. 861). By engaging with spatial theory, Walls positions literature as a medium that constructs, contests, and redefines geographic and ideological boundaries.
  • Postcolonial Theory and Subaltern Studies
    Walls’ discussion of subaltern geographies aligns with postcolonial theory, particularly the work of Gayatri Spivak and Edward Said, by exploring how imperial expansion erases Indigenous and marginalized spatial histories. She engages with Mark Rifkin’s concept of “territorial coherence” to show how national maps “fetishize territorial unity while suppressing Indigenous sovereignty” (Walls, 2011, p. 865). Her work contributes to postcolonial literary theory by revealing how literature can recover and reimagine erased geographies.
  • Ecocriticism and Environmental Humanities
    Walls incorporates ecocritical perspectives by discussing how literature engages with the environment and suppressed ecological narratives. She references Klaus Benesch’s idea of the “environmental unconscious,” showing how literature reveals hidden landscapes such as landfills and abandoned industrial sites (Walls, 2011, p. 869). Her argument supports ecocritical readings of literature as a means of uncovering historical and environmental transformations.
  • Cultural Geography and Literary Cartography
    By linking literature with geography, Walls advances the field of literary cartography, which studies how literary texts map spatial relations and cultural identities. She demonstrates how literary texts engage in “scale-jumping,” allowing readers to shift between local, national, and global perspectives (Walls, 2011, p. 862). This contribution aligns with Franco Moretti’s concept of distant reading, where geographic and spatial relationships shape literary analysis.
  • Critical Regionalism and National Identity
    Walls’ analysis of critical regionalism contributes to discussions on national and regional identity formation in literary studies. She engages with Hsuan L. Hsu’s argument that “regional identification is constructed externally through economic and ideological forces” (Walls, 2011, p. 867). By challenging the nostalgia of regional literature, Walls suggests that literature both reflects and critiques the formation of national and regional identities.
  • Urban Theory and the Politics of Public Space
    Drawing on studies of public space by Miles Orvell and Jeffrey Meikle, Walls discusses the contestation of urban spaces in literature. She examines how capitalist forces privatize urban environments, reducing public spaces to sites of commercial activity (Walls, 2011, p. 868). Her analysis contributes to urban theory by revealing how literature critiques and reimagines urban landscapes as spaces of resistance and civic engagement.
  • American Studies and the Ideology of Manifest Destiny
    Walls critiques the ideological construction of America as a unified space, engaging with the concept of Manifest Destiny. She argues that Thomas Jefferson’s vision of an “empire for liberty” justified territorial expansion while displacing Indigenous peoples (Walls, 2011, p. 865). By challenging the myth of national coherence, Walls’ work contributes to American Studies by exposing how literature interrogates expansionist ideologies.
  • Literary Globalization and Transnational Studies
    Walls contributes to transnational literary studies by analyzing how literature navigates global, national, and regional scales. She explores how “cosmopolitan rhetoric has been used both for liberatory and imperialist purposes” (Walls, 2011, p. 864). Her discussion aligns with transnational literary theories that examine the movement of ideas, people, and narratives across borders.
Examples of Critiques Through “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls
Literary WorkConcepts AppliedCritique Through Walls’ Framework
Edgar Huntly (1799) by Charles Brockden BrownGothic Geographies, Subaltern GeographiesWalls, drawing on Hsuan L. Hsu’s spatial analysis, critiques Brown’s novel for its portrayal of Gothic geographies, where space becomes unmappable, and repressed Indigenous voices disrupt dominant colonial narratives (Walls, 2011, p. 863). The novel illustrates how American expansion is inherently unstable, challenging the idea of a smoothly integrated national space.
Leaves of Grass (1855) by Walt WhitmanScale-Jumping, Literary CartographyWalls uses Whitman’s poetry to explore scale-jumping, showing how he transforms America into an expansive poetic geography (Walls, 2011, p. 863). His work fosters national unity through literary cartography, imagining America as a unified poetic space, but Walls cautions that this vision often overlooks colonial violence and the exclusion of marginalized groups.
Underworld (1997) by Don DeLilloEnvironmental Unconscious, Hidden GeographiesDeLillo’s novel is examined through the lens of the environmental unconscious, where waste dumps and industrial ruins serve as suppressed spatial histories (Walls, 2011, p. 869). Walls highlights how the novel’s geography reveals hidden ecological and social consequences of capitalist expansion, exposing the discarded remnants of industrialization.
Manifest Destiny Writings (Various American Authors)Conceptual Violence, Territorial CoherenceWalls critiques the ideological construction of U.S. expansionist narratives, showing how writings associated with Manifest Destiny reflect conceptual violence (Walls, 2011, p. 865). She argues that these texts reinforce the illusion of territorial coherence while erasing Indigenous geographies and legitimizing territorial dispossession, shaping the ideological foundations of U.S. expansionism.
Criticism Against “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls
  • Overemphasis on Spatial Theory at the Expense of Other Critical Lenses
    Walls heavily focuses on spatial theory, often prioritizing it over other important theoretical frameworks such as gender, race, and class. While she addresses Indigenous erasure, some critics may argue that she does not sufficiently engage with feminist geography or intersectional perspectives in her analysis. A more comprehensive critique could have integrated these dimensions to offer a fuller interdisciplinary approach.
  • Limited Engagement with Contemporary Globalization Studies
    Although Walls discusses scale-jumping and transnational perspectives, her work primarily centers on American spatial dynamics. Critics might argue that she does not sufficiently address the implications of global capitalism, migration, or transnational literature, which would expand the scope of her argument beyond U.S.-centric spatial concerns.
  • Idealization of Interdisciplinarity Without Addressing Institutional Constraints
    While Walls advocates for interdisciplinary approaches that merge literature and geography, she does not fully address the institutional barriers that often hinder such integration in academia. Critics might point out that disciplinary divisions are not merely theoretical but are reinforced by academic structures, funding, and publishing norms that make interdisciplinary work difficult to implement in practice.
  • Potential Overgeneralization of Literary Spatial Dynamics
    Walls makes broad claims about literature’s role in shaping and contesting space, but some critics might argue that she does not sufficiently account for variations across different genres, historical contexts, and literary traditions. Her focus on spatial readings of canonical American literature could be expanded to include more diverse literary traditions that engage with space in different ways.
  • Insufficient Engagement with Alternative Indigenous Spatial Theories
    While Walls discusses Indigenous geographies and subaltern spaces, some critics may argue that her analysis is largely grounded in Western theoretical frameworks, such as Lefebvre and Soja. A stronger engagement with Indigenous scholars and spatial theorists could provide a more nuanced and decolonial approach to the study of space in literature.
  • Abstract Theoretical Language May Limit Accessibility
    The complex theoretical discussions in Walls’ essay, particularly regarding the spatial turn and conceptual violence, might be difficult for readers unfamiliar with spatial theory. Some critics could argue that her work would benefit from a more accessible writing style or additional concrete literary examples to illustrate her arguments more clearly.
Representative Quotations from “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls with Explanation
QuotationExplanation
“The American map, which lies so apparently flat and solid, is in fact yeasty with such heterogeneous spaces.”Walls critiques the illusion of a unified American space, emphasizing its internal diversity and contestation, challenging the perception of the nation as a singular entity (Walls, 2011, p. 860).
“Their form is their history.”Quoting Humboldt, Walls highlights how geography and history are interconnected, shaping landscapes, cultures, and national identities over time (Walls, 2011, p. 861).
“Could have been, but was not. The watchword for the nineteenth century was disciplinary specialization, not fusion.”She argues that academic disciplines fragmented rather than fused knowledge, limiting interdisciplinary understanding and preventing a holistic view of literature and geography (Walls, 2011, p. 862).
“The interpretive significance of space” is a concept that challenges “space-blinkered historicism.”Walls references postmodern geographers to emphasize the role of space as an active, interpretive force rather than a neutral backdrop, challenging traditional historical readings (Walls, 2011, p. 863).
“America itself as a ‘place’—that is, a ‘space’ made meaningful—becomes ‘the record of assertion and displacement, of authority and the subversion of authority.'”This statement underscores how American spatial identity is defined through contestations, exclusions, and power struggles, making space a site of ideological conflict (Walls, 2011, p. 864).
“What does it mean to identify not with a fixed national space but with a panoply of changing and contested spaces?”Walls explores Hsu’s concept of scale-jumping and literary identification, showing how texts mediate instability in spatial belonging and national identity (Walls, 2011, p. 865).
“The real puzzle is not how an expanding US conquered its territory, but how that territory became ‘manifested’ as a free union of, by, and for the people.”She critiques the ideological mechanisms that portray territorial expansion as consensual and natural rather than contested, exposing the constructed nature of U.S. nationalism (Walls, 2011, p. 866).
“Public space, in the sense of functional space, is always a construction, and as such an expression of someone’s will.”Walls examines how public spaces are shaped by political, economic, and ideological interests, challenging assumptions about their neutrality and accessibility (Walls, 2011, p. 867).
“Cosmopolitan scale-jumping can use regionalism as a springboard, connecting what seem to be merely local struggles with similar struggles abroad.”She highlights how regionalism can serve as both a site of resistance and complicity in global capitalism, emphasizing the role of literature in shaping political consciousness (Walls, 2011, p. 868).
“The boundary separating the disciplines of literature and geography is itself a geographical question, a problem of form which is simultaneously a problem of history.”Walls argues for a transdisciplinary approach, suggesting that spatial and literary analyses must be understood as mutually constitutive, rather than as separate fields (Walls, 2011, p. 870).
Suggested Readings: “Literature, Geography, and the Spaces of Interdisciplinarity” by Laura Dassow Walls
  1. Walls, Laura Dassow. “Literature, geography, and the spaces of interdisciplinarity.” American Literary History 23.4 (2011): 860-872.
  2. Walls, Laura Dassow. “Literature, Geography, and the Spaces of Interdisciplinarity.” American Literary History, vol. 23, no. 4, 2011, pp. 860–72. JSTOR, http://www.jstor.org/stable/41329618. Accessed 27 Feb. 2025.
  3. Porteous, J. Douglas. “Literature and Humanist Geography.” Area, vol. 17, no. 2, 1985, pp. 117–22. JSTOR, http://www.jstor.org/stable/20002164. Accessed 27 Feb. 2025.
  4. Pocock, Douglas. “Literature and Humanist Geography.” Area, vol. 18, no. 1, 1986, pp. 55–56. JSTOR, http://www.jstor.org/stable/20002260. Accessed 27 Feb. 2025.

“The Wife’s Lament” (Anglo-Saxon Elegy): A Critical Analysis

“The Wife’s Lament” (Anglo-Saxon Elegy) first appeared in the Exeter Book around the 10th century, a manuscript published by an unknown scribe.

"The Wife's Lament" (Anglo-Saxon Elegy): A Critical Analysis
Introduction: “The Wife’s Lament” (Anglo-Saxon Elegy)

“The Wife’s Lament” (Anglo-Saxon Elegy) first appeared in the Exeter Book around the 10th century, a manuscript published by an unknown scribe. The poem, often attributed to an anonymous author, presents a poignant reflection on grief, betrayal, and isolation through the voice of a woman whose husband has disappeared. The main ideas in the poem revolve around the themes of loss, longing, and emotional desolation as the wife recounts her heartache caused by her husband’s departure. The poem’s popularity can be attributed to its universal exploration of human suffering and its depiction of the powerful emotions associated with abandonment and separation. The text itself exemplifies the intensity of the wife’s loneliness and her internal battle with bitterness and unfulfilled love. As she laments, “I wander the ways all alone, under the oaks, around these graven walls” (35–36), the imagery of solitary wandering reinforces her emotional and physical isolation, making the poem resonate with readers across time as a vivid expression of enduring sorrow and the human condition.

Text: “The Wife’s Lament” (Anglo-Saxon Elegy)

She Laments

Oh, I can relate a tale right here, make myself
a map of miseries & trek right across.
I can say as much as you like —
how many gut-wretched nights ground over me
once I was a full-grown woman,
from early days to later nights,
never ever any more than right now. (1–4)

When is it never a struggle, a torment,
this arc of misfortune, mine alone?
It started when my man up and left,
who knows where, from his tribe
across the sleeplessness of waves.
I conceived a care at the dawning of dawn:
where did that man of a man go? (5–8)

Then I ferried myself forth, trying to dole
my part of the deal, a wretch drained of friends,
out a trembling need inside me. (9–10)

So it begins: his family starts scheming
moling up mountains of secret malice
to delve into our division,
make us survive along the widest wound of us —
could they be any more loathsome? —
and I became a longing inside. (11–14)

My love said to shack up in shadowy groves.
I was light in loved ones anyways in these lands,
in the loyalties of allegiance.
Therefore my brain brims with bitterness,
when I had located my likeness in him,
blessed with hard luck, heart-hollow,
painting over his intentions,
plotting the greatest of heists. (15–20)

Masked content, so many times
we swore that nothing but finality itself
could shave us in two, not them, not nothing.
The pivot was not long in coming,
it’s like, what did I hear a poet say once?
“as if it never was…”
that was our partnership. (21–25a)

Must I flag on flogging through feud,
far & near, of my many-beloved?
He was the one who said I should
go live in the woods or something,
sit under an oak-tree, in a gravel pit.
Let’s make it an earthen hall, musty & old,
where I’m all foreaten with longing:
Dales deep darkly, hills hedge me round,
fortresses of sharpness, bramble biting —
can a home be devoid of joy? (25b–32a)

For too many watches the wrathful from-ways
of my lord grabbed hold of me in this place.
Who could I count on? Buried.
Loved in their lives —
all they care about now are their beds. (32b–34)

Then I, when dawn still rumbles,
I wander the ways all alone,
under the oaks, around these graven walls.
There I can sit an endless summer day,
where I can rain me down for my wracking steps,
my collection of woes. So it goes —
never can I, in no wise, catch a break
from my cracking cares, nor this unfolding tear
that grasps me in this my entire life. (35–41)

The young should always keep their heart in check,
their inner kindlings cool, likewise
they must keep their faces frosty,
also the bubbling in their breast,
though crowded with swarming sorrows. (42–45a)

May all of his joys come at his own hand.
May his name be the name of infamy,
a snarl in faraway mouths, so that my good friend
will be sitting under a stony rain-break,
crusted by the gusty storms,
a man crushed at heart, flowing
in his own water, in his tearful timbering. (45b–50a)

That one, yeah, that man of mine
will drag his days under a mighty mind-caring.
He’ll remember every single morning
how full of pleasure was our home.
What woes are theirs who must
weather their worrying for love. (50b–53)

Annotations: “The Wife’s Lament” (Anglo-Saxon Elegy)
Line(s)Annotations (Simple English)Literary Devices
1–4The speaker says she can tell a story about her suffering, describing how her life has been full of misery from day to night.Metaphor (“map of miseries”), Hyperbole (“gut-wretched nights”)
5–8The speaker says that her troubles began when her husband left, and she is left wondering where he went.Metaphor (“sleeplessness of waves”), Rhetorical Question (“where did that man of a man go?”)
9–10She tried to deal with her problems but is left feeling drained and abandoned.Alliteration (“ferried forth”), Metaphor (“a wretch drained of friends”)
11–14The husband’s family started scheming to create a divide between them. The speaker became consumed by longing and bitterness.Personification (“mountains of secret malice”), Metaphor (“I became a longing inside”)
15–20Her love suggested they live in isolation, and the speaker is left with a sense of bitterness and confusion about his actions.Symbolism (“shadowy groves”), Alliteration (“brain brims with bitterness”), Metaphor (“heart-hollow”)
21–25aThe speaker reflects on their promises to stay together forever, but things eventually fell apart.Irony (“as if it never was…”), Repetition (“nothing but finality”), Alliteration (“swore that nothing”)
25b–32aThe speaker is told to live in a lonely, harsh place, and she reflects on how home can lack joy.Imagery (“Dales deep darkly, hills hedge me round”), Metaphor (“fortresses of sharpness”)
32b–34The speaker feels abandoned, with no one to rely on, and her husband’s wrath has affected her deeply.Personification (“wrathful from-ways grabbed hold”), Hyperbole (“loved in their lives — all they care about now are their beds”)
35–41She describes wandering alone, burdened by sorrow, and never finding relief from her troubles.Alliteration (“wandering ways”), Metaphor (“cracking cares”), Repetition (“never can I, in no wise”)
42–45aThe speaker advises the young to control their emotions, even when troubled by sorrow.Advice (imperative tone), Metaphor (“inner kindlings cool”)
45b–50aThe speaker curses her husband, wishing him a life of misery and regret, where he will remember their lost joy.Irony (“name of infamy”), Symbolism (“stony rain-break”), Imagery (“gusty storms, a man crushed at heart”)
50b–53She ends with a reflection on how her husband will eventually remember their home fondly, even as he suffers.Irony (“weather their worrying for love”), Imagery (“crushed at heart”)
Literary And Poetic Devices: “The Wife’s Lament” (Anglo-Saxon Elegy)
Literary/Poetic DeviceExample from TextExplanation
Alliteration“ferried forth” (9)The repetition of consonant sounds at the beginning of words in close proximity.
Allusion“as if it never was…” (21-25a)A reference to something outside the text, suggesting a final end or irreversible loss.
Anaphora“never can I, in no wise” (35-41)The repetition of a word or phrase at the beginning of successive clauses for emphasis.
Antithesis“what woes are theirs who must weather their worrying for love” (50b-53)The juxtaposition of contrasting ideas, like suffering and love, to highlight the complexity of the speaker’s feelings.
Apostrophe“Oh, I can relate a tale right here” (1)The speaker directly addresses an abstract concept or absent figure, as though it could respond.
Assonance“a man crushed at heart” (50b)The repetition of vowel sounds within close proximity to create rhythm or enhance meaning.
Consonance“wracking steps” (35)The repetition of consonant sounds, especially at the end of words, to create a pleasing effect or emphasize a point.
Enjambment“For too many watches the wrathful from-ways / of my lord grabbed hold of me in this place.” (32b–34)The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.
Hyperbole“gut-wretched nights” (1–4)Exaggeration for emphasis or effect, such as describing the nights as “gut-wretched,” which exaggerates the sense of suffering.
Imagery“Dales deep darkly, hills hedge me round” (25b–32a)Descriptive language that appeals to the senses, creating a vivid mental picture.
Irony“as if it never was…” (21–25a)The expression of a sentiment that is opposite to what one would expect, like the idea that the speaker’s partnership is now forgotten, despite once being deeply significant.
Metaphor“I can make myself a map of miseries” (1–4)A comparison between two unlike things without using “like” or “as,” suggesting the speaker’s life is like a journey through suffering.
Onomatopoeia“rain-break” (45b–50a)A word that imitates a natural sound, enhancing the sensory experience of the text.
Oxymoron“shadowy groves” (15–20)The combination of two contradictory terms, like “shadowy” and “groves,” creating a mysterious or paradoxical effect.
Personification“wrathful from-ways grabbed hold of me” (32b–34)Giving human characteristics to non-human things, such as “wrathful” forces acting like a person who “grabs hold” of the speaker.
Rhetorical Question“where did that man of a man go?” (5–8)A question asked for effect rather than an answer, emphasizing the speaker’s confusion or distress.
Repetition“never can I, in no wise” (35–41)Repeating words or phrases to emphasize an idea or emotion, such as the speaker’s ongoing suffering.
Simile“as if it never was…” (21–25a)A comparison using “like” or “as,” comparing the former relationship to something that is no longer significant or real.
Symbolism“oaks” (35–41)The oak tree can symbolize strength and permanence, contrasting with the wife’s fragile and changing situation.
ToneBitter and sorrowful throughout the poem.The general attitude of the speaker toward her situation, expressed through the choice of words and imagery.
Understatement“I can relate a tale right here” (1)A form of expression in which the speaker downplays the severity of the situation, suggesting a personal tragedy without immediately revealing its depth.
Themes: “The Wife’s Lament” (Anglo-Saxon Elegy)
  • Grief and Loss: The central theme of “The Wife’s Lament” is grief, particularly the profound sorrow experienced by the wife due to the absence of her husband. She expresses her mourning throughout the poem, emphasizing the depth of her pain and emotional turmoil. The speaker describes how her life has been marked by “gut-wretched nights” (1–4), a metaphor that conveys the intense physical and emotional anguish she endures. Her grief is compounded by the mystery of her husband’s departure, which she refers to as a deep and lasting wound: “Where did that man of a man go?” (5–8). The pain of not knowing where he has gone or why he left intensifies her suffering, and she is left to cope with this uncertainty in solitude. The idea of grief extends beyond the immediate absence of her husband and is reflected in the speaker’s isolation and emotional desolation, as she laments, “I wander the ways all alone” (35–36). This continuous journey of sorrow underscores the theme of unending grief.
  • Isolation and Loneliness: The theme of isolation runs throughout the poem, highlighting the speaker’s sense of being alone both emotionally and physically. She begins by recounting her life’s misery and how she has been abandoned by her husband, which leads to her deep loneliness: “I can relate a tale right here, make myself / a map of miseries & trek right across” (1–4). This vivid image of navigating through a map of misery symbolizes the emotional journey the speaker is forced to endure in solitude. Her isolation becomes more apparent when she refers to her physical separation from loved ones, mentioning that she has become “a wretch drained of friends” (9–10), emphasizing the lack of support and companionship in her life. The metaphor of wandering “the ways all alone” (35–36) underlines her loneliness, as she reflects on her estrangement from her family and society. The emotional void left by her husband’s departure amplifies the physical loneliness she feels in her day-to-day existence.
  • Betrayal and Deception: The theme of betrayal is explored through the actions of the husband and his family. The speaker’s sense of abandonment is compounded by the sense that his family was actively involved in causing the rupture between them. The wife perceives their actions as malicious, saying, “his family starts scheming / moling up mountains of secret malice” (11–12). This creates an image of hidden, devious actions that have contributed to her suffering. She feels betrayed not only by her husband’s departure but also by the betrayal of trust within the family unit, which makes her feel even more alienated. Furthermore, the wife reflects on how her husband’s promises and their past love now seem hollow: “We swore that nothing but finality itself / could shave us in two” (21–25a). The ironic twist here is that despite their vows, the relationship has been severed by both his disappearance and the betrayal she perceives from his family. This breach of trust is a powerful element of her grief and contributes to the bitterness that permeates the poem.
  • Hope and Revenge: Despite the overwhelming sorrow, there is a subtle undercurrent of revenge and the desire for justice in the poem. The wife’s bitterness toward her husband reaches a point where she imagines his future suffering as a form of cosmic justice. She wishes that he will experience a life filled with regret and misfortune: “May his name be the name of infamy, / a snarl in faraway mouths” (45b–50a). This curse suggests that the wife harbors a desire for retribution, wishing that her husband’s life will be marked by as much pain and sorrow as hers has been. Her desire for revenge is not just emotional but also symbolic, representing the urge to restore balance or fairness after experiencing betrayal and suffering. In the final lines, she expresses the hope that her husband will remember their former joy together, but this reflection is tinged with irony as she wishes him to endure the same kind of emotional agony she has experienced: “He’ll remember every single morning / how full of pleasure was our home” (50b–53). This theme of vengeance intertwines with the poem’s exploration of grief, suggesting that while sorrow dominates the speaker’s life, a desire for justice lingers beneath the surface.
Literary Theories and “The Wife’s Lament” (Anglo-Saxon Elegy)
Literary TheoryExplanationReferences from the Poem
Feminist CriticismFeminist criticism explores gender roles, identity, and the treatment of women in literature. In “The Wife’s Lament,” the speaker’s suffering and isolation reflect the societal and marital roles imposed on women. The poem highlights her emotional turmoil as she is abandoned and betrayed by her husband.“I became a longing inside” (11–14), “I wander the ways all alone” (35–36). These lines highlight the emotional and physical isolation experienced by the wife, emphasizing her powerless position in a patriarchal society.
Historical CriticismHistorical criticism examines the social, political, and historical context of a work. The poem provides insight into the societal norms and gender expectations of Anglo-Saxon England, particularly regarding marriage and the treatment of women. The wife’s suffering reflects the emotional and social consequences of marital abandonment in this historical period.“When is it never a struggle, a torment, / this arc of misfortune, mine alone?” (5–8), “His family starts scheming” (11–12). These references highlight the wife’s social and familial challenges, illustrating her historical role as a marginalized figure in her community.
Psychoanalytic CriticismPsychoanalytic criticism delves into the unconscious motivations and psychological depth of characters. The wife’s emotions in the poem reflect deep psychological trauma due to abandonment and betrayal. Her self-inflicted isolation and bitterness suggest a fractured emotional state.“heart-hollow” (15–20), “I conceived a care at the dawning of dawn” (5–8). These lines suggest an emotional emptiness and unresolved internal conflict, reflecting the wife’s psyche as she grapples with feelings of loss and abandonment.
Marxist CriticismMarxist criticism focuses on class struggles, power dynamics, and material conditions. In “The Wife’s Lament,” the wife’s alienation can be seen as a result of familial and social power structures. Her lower status in the family and society exacerbates her emotional suffering.“I was a full-grown woman” (1–4), “his family starts scheming” (11–12). These references reflect how the wife’s social position and lack of power in her marital relationship contribute to her sense of betrayal and isolation.
Critical Questions about “The Wife’s Lament” (Anglo-Saxon Elegy)
  • What role does the setting play in reflecting the speaker’s emotional state?
  • The setting in “The Wife’s Lament” plays a crucial role in mirroring the speaker’s emotional desolation and isolation. The poem’s natural landscape—described as dark, remote, and hostile—symbolizes the speaker’s inner turmoil and grief. Phrases such as “Dales deep darkly, hills hedge me round” (25b–32a) evoke an image of a harsh, unwelcoming environment, underscoring the speaker’s sense of being trapped in her emotional suffering. The setting of “under the oaks, around these graven walls” (35–36) further emphasizes the speaker’s loneliness and emotional imprisonment. The use of nature as a reflection of the speaker’s feelings highlights her separation not just from her husband, but from the world and society, portraying her emotional landscape as barren and unforgiving. The natural world is not a source of comfort or solace but an extension of her grief, amplifying her feelings of abandonment and isolation.
  • How does the speaker’s sense of betrayal affect her understanding of love and loyalty?
  • The speaker’s sense of betrayal deeply influences her perception of love and loyalty, turning these concepts into sources of bitterness and disillusionment. Initially, love between the speaker and her husband seemed to be grounded in mutual loyalty, as reflected in their promises: “We swore that nothing but finality itself / could shave us in two” (21–25a). However, the betrayal she experiences when her husband abandons her—and the scheming of his family that follows—shatters her idealistic understanding of love. The concept of loyalty, which once seemed unwavering, is exposed as fragile and easily broken by external forces. The speaker expresses this disillusionment when she reflects on how their partnership has collapsed, stating that it feels “as if it never was…” (21–25a), indicating that their vows now seem meaningless in light of her abandonment. This transformation of love from something sacred to a source of pain highlights the depth of her betrayal and the emotional cost of broken promises.
  • What is the significance of the speaker’s desire for revenge, and what does it reveal about her emotional state?
  • The speaker’s desire for revenge is a critical aspect of her emotional response to the suffering she endures. Although the poem predominantly conveys sorrow and longing, her expression of vengeance reveals the intensity of her emotional distress. She wishes for her husband to experience as much misery as she has, hoping that his name will become one of “infamy” and that he will “sit under a stony rain-break” (45b–50a). This desire for retribution suggests that the speaker is not only grieving her abandonment but is also grappling with feelings of anger and injustice. Her revenge is not merely a wish for punishment but a means of restoring balance to her world, where she has been wronged. This emotional complexity shows that, while grief dominates her experience, anger and a desire for justice are also integral to her emotional state. The speaker’s curse reveals how deeply she feels the betrayal and how this betrayal distorts her perception of love and retribution.
  • How does the poem explore the theme of loneliness and its impact on the speaker?
  • Loneliness is a pervasive theme in “The Wife’s Lament,” with the speaker repeatedly emphasizing her isolation and emotional emptiness. The poem begins with the speaker’s assertion that she has endured “gut-wretched nights” (1–4), immediately framing her experience as one of prolonged suffering and solitude. She explicitly states, “I wander the ways all alone” (35–36), reinforcing her sense of being abandoned, both physically and emotionally. The poem explores how this loneliness affects her on a profound level, leaving her “heart-hollow” (15–20) and full of longing for a companionship that is no longer present. The wife’s solitude is compounded by her physical separation from others, with no allies to turn to, as seen in her lament, “Who could I count on? Buried” (32b–34). The impact of loneliness is not just emotional; it is physical and existential, as the speaker reflects on the absence of any comfort or support in her life. This isolation shapes her worldview, turning her into a figure whose only solace is in her own grief and bitterness. Through the speaker’s intense loneliness, the poem underscores how isolation can erode one’s sense of self and lead to a desolate emotional state.
Literary Works Similar to “The Wife’s Lament” (Anglo-Saxon Elegy)
  1. “The Seafarer” (Anonymous)
    Like “The Wife’s Lament,” this poem explores themes of isolation, longing, and the emotional impact of separation, especially in the context of exile and loneliness.
  2. “The Wanderer” (Anonymous)
    Similar to “The Wife’s Lament,” this poem delves into the sorrow and solitude experienced by a lone individual, reflecting on past joys and the deep pain of losing those connections.
  3. “The Husband’s Message” (Anonymous)
    Both poems focus on the experience of emotional separation, with “The Husband’s Message” portraying the speaker’s longing and a sense of distance between lovers, akin to the wife’s sorrow in “The Wife’s Lament.”
  4. “Fair Elanor” by William Blake
    Much like “The Wife’s Lament,” Blake’s poem portrays the pain of emotional separation and the inner suffering of the speaker, emphasizing feelings of abandonment and longing.
  5. The Raven” by Edgar Allan Poe
    While different in style, “The Raven” shares a thematic similarity with “The Wife’s Lament” in its portrayal of grief, loneliness, and the haunting nature of emotional loss.
Representative Quotations of “The Wife’s Lament” (Anglo-Saxon Elegy)
QuotationContextTheoretical Perspective
“I can relate a tale right here” (1–4)The speaker begins by expressing her emotional pain, offering to tell her story of suffering.Psychoanalytic Criticism: This reflects the speaker’s need to externalize her pain, an act of self-therapy through narration.
“gut-wretched nights” (1–4)Describes the intense suffering and emotional distress the speaker experiences during the long nights of her loneliness.Feminist Criticism: Highlights the emotional and physical toll of isolation, especially on women in a patriarchal society.
“Where did that man of a man go?” (5–8)The speaker questions her husband’s departure, reflecting her confusion and pain over his abandonment.Historical Criticism: The historical context of marital roles and abandonment in early Anglo-Saxon society informs the wife’s pain.
“I became a longing inside” (11–14)The speaker reflects on how her emotional state has transformed into longing, marking the depth of her grief.Feminist Criticism: The internalization of longing signifies a lack of agency and power, as the speaker is consumed by her unrequited desire.
“His family starts scheming” (11–12)The wife accuses her husband’s family of conspiring against her and their relationship, intensifying her sense of betrayal.Marxist Criticism: This reflects power struggles within the family, where the wife is oppressed and manipulated by those with power.
“We swore that nothing but finality itself / could shave us in two” (21–25a)The speaker recalls the promises made between her and her husband, which now seem empty and meaningless after his betrayal.New Historicism: The ideals of loyalty and commitment were integral in the social fabric of the time, but they are shown to be fragile.
“I wander the ways all alone” (35–36)The speaker describes her physical and emotional isolation as she roams the landscape, deepening her sense of abandonment.Ecocriticism: The natural world mirrors the speaker’s emotional landscape, emphasizing the harshness and loneliness of her situation.
“heart-hollow” (15–20)A metaphor expressing the emotional void the speaker feels due to the loss of her husband and the emotional weight of her situation.Psychoanalytic Criticism: The phrase “heart-hollow” represents a psychological wound, an emptiness caused by emotional trauma.
“May his name be the name of infamy” (45b–50a)The speaker curses her husband, wishing that his life be marked by infamy, reflecting a desire for revenge and justice.Feminist Criticism: The expression of vengeance represents the reclaiming of power by the speaker in response to patriarchal betrayal.
“I was a full-grown woman” (1–4)The speaker reflects on her past as a woman of strength, before being reduced to a victim of circumstances and betrayal.Structuralist Feminism: This highlights the transition from agency to passivity, with the wife moving from strength to a powerless state due to societal constraints.
Suggested Readings: “The Wife’s Lament” (Anglo-Saxon Elegy)
  1. Bray, Dorothy Ann. “A Woman’s Loss and Lamentation: Heledd’s Song and” The Wife’s Lament”.” Neophilologus 79.1 (1995): 147.
  2. Ward, J. A. “‘The Wife’s Lament’: An Interpretation.” The Journal of English and Germanic Philology, vol. 59, no. 1, 1960, pp. 26–33. JSTOR, http://www.jstor.org/stable/27707403. Accessed 24 Feb. 2025.
  3. Rissanen, Matti. “THE THEME OF ‘EXILE’ IN ‘THE WIFE’S LAMENT.'” Neuphilologische Mitteilungen, vol. 70, no. 1, 1969, pp. 90–104. JSTOR, http://www.jstor.org/stable/43342501. Accessed 24 Feb. 2025.
  4. Stevick, Robert D. “Formal Aspects of ‘The Wife’s Lament.'” The Journal of English and Germanic Philology, vol. 59, no. 1, 1960, pp. 21–25. JSTOR, http://www.jstor.org/stable/27707402. Accessed 24 Feb. 2025.
  5. Stevens, Martin. “THE NARRATOR OF ‘THE WIFE’S LAMENT.'” Neuphilologische Mitteilungen, vol. 69, no. 1, 1968, pp. 72–90. JSTOR, http://www.jstor.org/stable/43342401. Accessed 24 Feb. 2025.

“Literature And The New Cultural Geography” by Elizabeth Jones: Summary and Critique

“Literature and the New Cultural Geography” by Elizabeth Jones first appeared in Anglia: Journal of English Philology in 2008, published by De Gruyter.

"Literature And The New Cultural Geography" by Elizabeth Jones: Summary and Critique
Introduction: “Literature And The New Cultural Geography” by Elizabeth Jones

“Literature and the New Cultural Geography” by Elizabeth Jones first appeared in Anglia: Journal of English Philology in 2008, published by De Gruyter. This article examines the intersection between literary studies and geography, particularly through the lens of the New Cultural Geography, a movement that emerged in the 1980s. Jones argues that spatial awareness has become an essential analytical tool across multiple disciplines, including literature, influenced by postmodern critiques of representation, power, and ideology. Drawing on theorists such as Michel Foucault, Henri Lefebvre, and Fredric Jameson, she highlights how space is no longer seen as a passive backdrop but an active force intertwined with identity, power relations, and meaning-making. The article traces the historical reluctance of geographers to engage with literature, owing to geography’s traditional association with scientific objectivity, and how poststructuralist thought has challenged these boundaries. Jones also explores the contribution of key thinkers like Walter Benjamin, whose conceptualization of the “city-as-text” has had a lasting influence on urban literary studies, and Gaston Bachelard, who emphasized the poetics of space. Through case studies of postcolonial literature, travel writing, and cartographic representations in fiction, she demonstrates how literary texts construct, rather than merely reflect, spatial realities. Ultimately, Jones advocates for a deeper interdisciplinary dialogue between geography and literature, arguing that literary representations of space offer critical insights into social structures, cultural memory, and subjective experience. Her work underscores the growing recognition of geography’s role in shaping literary narratives, reinforcing the idea that space and text are mutually constitutive in understanding human experience.

Summary of “Literature And The New Cultural Geography” by Elizabeth Jones

1. The Growing Awareness of Space in Academic Disciplines

  • In recent decades, there has been a heightened awareness of the role of space in various disciplines, particularly in geography and the humanities.
  • Theorists such as Fredric Jameson and Michel Foucault have emphasized that “we live in spacious times” (Jones, 2008, p. 1).
  • The emergence of the New Cultural Geography has challenged traditional views of space as passive, asserting instead that it is “an active force in the world that is imbued with ideology and politics” (Jones, 2008, p. 2).

2. The Interdisciplinary Connection Between Geography and Literature

  • Geography has increasingly incorporated language and literature into its studies.
  • Barnes and Duncan (1992) argue that the etymology of geography, meaning “earth writing,” suggests an inherent connection to literature.
  • The rise of postmodernism and the crisis of representation has led geographers to reconsider the role of subjective narratives in understanding space (Jones, 2008, p. 3).

3. The Traditional Divide Between Geography and Literature

  • Historically, geography emphasized objective scientific methods and dismissed literary studies.
  • James Duncan and David Ley (1993) state that traditional geography aimed “to produce as accurate a reflection of the world as possible” (Jones, 2008, p. 4).
  • This opposition stemmed from the Enlightenment ideal that knowledge should be empirical and measurable.

4. The Postmodern Challenge to Objectivity in Geography

  • The postmodern crisis of representation questioned the ability of language and maps to objectively represent reality.
  • Duncan and Ley argue that “this revolt against objectivism, rationality and the meta-narratives which have guided enquiry has been one of the central themes in postmodern representation” (Jones, 2008, p. 6).
  • Postmodern geographers began embracing qualitative methods, including subjective experiences and fictional literature.

5. The Evolving Role of Maps and Writing in Spatial Representation

  • Cartography, once seen as a scientific tool, has been criticized for its colonial and hegemonic biases.
  • Blunt and Rose (1994) argue that “maps were themselves colonizing spaces perceived as empty and uninscribed” (Jones, 2008, p. 8).
  • Experimental forms of writing, such as montage narratives, challenge the traditional authority of authors in geography (Jones, 2008, p. 9).

6. The ‘New Cultural Geography’ and Its Methodological Shifts

  • The New Cultural Geography emerged in the 1980s, advocating for hermeneutic and interpretive approaches to space.
  • Barnes and Duncan (1992) suggest that “writing about worlds reveals as much about ourselves as it does about the worlds represented” (Jones, 2008, p. 10).
  • Subjective and narrative-driven research methods have since gained prominence.

7. The Work of Marc Brosseau in Literary Geography

  • Marc Brosseau’s Des romans-géographes (1996) is a landmark study that argues literature is not just a tool for geographical analysis but a constitutive force of space.
  • He criticizes the simplistic use of literature to “prove” geographical arguments, advocating instead for a true dialogue between disciplines (Jones, 2008, p. 12).
  • Brosseau states that “the interest of a dialogical relationship lies in its willingness to recognize the other as other” (Jones, 2008, p. 13).

8. The Enduring Influence of Traditional Stereotypes

  • Some interdisciplinary works, such as Geography and Literature: A Meeting of the Disciplines (Mallory & Simpson-Housley, 1987), reinforce traditional stereotypes.
  • The book treats geography as factual and literature as purely imaginative, limiting true interdisciplinary engagement (Jones, 2008, p. 14).
  • Cesar Caviedes, for example, writes that geographers “must often recognize (with envy) the sensitivity and innate intuition with which literary writers extract the purest reality of a region” (Jones, 2008, p. 15).

9. The Role of Walter Benjamin in Literary Spatial Studies

  • Walter Benjamin’s idea of the “city as text” has influenced interdisciplinary spatial analysis.
  • His work on Paris and the flâneur has inspired studies on urban geography and literary space (Jones, 2008, p. 16).
  • Deborah Parsons (2000) extends this idea to explore the female flâneuse, arguing that literature not only reflects but constructs the city (Jones, 2008, p. 17).

10. The City as a Central Focus in Literary Geography

  • Paris, London, and New York have been key sites of literary spatial analysis.
  • Marcy Schwartz (1999) describes Paris as a “transcultural literary capital” (Jones, 2008, p. 18).
  • Pierre-Marc de Biasi (2000) refers to Paris as “Paris-palimpseste, toujours déjà littéraire,” highlighting the city’s long-standing textual identity (Jones, 2008, p. 19).

11. Gaston Bachelard’s Impact on Spatial Poetics

  • Bachelard’s La Poétique de l’espace (1957) introduced the study of psychological and poetic space.
  • He emphasized the symbolic and experiential aspects of space, moving beyond geometrical analysis (Jones, 2008, p. 20).
  • His horizontal and vertical spatial axes remain widely used in both literary and geographical studies (Jones, 2008, p. 21).

12. Postcolonialism and the Spatial Imagination

  • Postcolonial theorists have linked geography with cultural identity.
  • Indira Karamcheti (1994) states that postcolonialism involves “an imaginative recovery of a ‘local place'” (Jones, 2008, p. 22).
  • Mary Louise Pratt’s Imperial Eyes (1992) introduced the contact zone, a spatial concept highlighting colonial encounters (Jones, 2008, p. 23).

13. The Role of Travel Writing in Spatial Analysis

  • Travel narratives inherently engage with space and cultural difference.
  • Sara Mills (1991) analyzes how colonial-era women’s travel writing reflected power dynamics (Jones, 2008, p. 24).
  • Adrien Pasquali (1994) notes a shift toward exploring familiar, local spaces, indicating a postmodern blurring of home and away (Jones, 2008, p. 25).

14. The Use of Maps in Literary Studies

  • Franco Moretti’s Atlas of the European Novel (1998) argues that “geography is not an inert container, but an active force” (Jones, 2008, p. 26).
  • However, Brosseau warns against “excessive ordering,” cautioning that mapping literature may oversimplify spatial meaning (Jones, 2008, p. 27).

15. Broader Interdisciplinary Initiatives

  • The géopoétique movement, led by Kenneth White, seeks to reunite nature and literature (Jones, 2008, p. 28).
  • Space and Place: The Geographies of Literature (Norquay & Smyth, 1997) explores how literature disrupts traditional notions of national identity (Jones, 2008, p. 29).

16. The Special Edition’s Contributions

  • This edition of Anglia explores interdisciplinary approaches to literature and cultural geography.
  • Articles discuss topics such as postcolonial space, landscape history, and the representation of tourist sites in literature (Jones, 2008, p. 30).
  • Notably, Russell West-Pavlov argues for rethinking postcolonial geography beyond textual analysis, emphasizing material spatial histories (Jones, 2008, p. 31).

17. The Need for Ongoing Interdisciplinary Dialogue

  • The relationship between geography and literature is still evolving.
  • Some works, like Brosseau’s, foster true dialogue, while others remain constrained by disciplinary stereotypes.
  • The challenge remains to move beyond binary oppositions—such as reality/fiction and objectivity/subjectivity—toward a more integrated approach to understanding space.
Theoretical Terms/Concepts in “Literature And The New Cultural Geography” by Elizabeth Jones
Term/ConceptDefinitionContext in the Article
New Cultural GeographyA postmodern approach to geography that emphasizes the ideological and political nature of space.Challenges the notion that space is neutral, arguing instead that it is socially constructed and embedded in power relations (Jones, 2008, p. 2).
Crisis of RepresentationThe postmodern rejection of objective knowledge, emphasizing that all representations are subjective.Influenced geographical studies by questioning traditional methods of spatial representation, such as maps and objective descriptions (Jones, 2008, p. 6).
Space as Active ForceThe idea that space is not merely a passive background but influences and structures social relations.Space is seen as a dynamic entity shaping cultural identities and power structures (Jones, 2008, p. 2).
Spatial TurnA shift in humanities and social sciences towards emphasizing the role of space in cultural and social studies.Influenced by thinkers like Foucault, Lefebvre, and Jameson, leading to interdisciplinary studies between geography and literature (Jones, 2008, p. 1).
Postmodern GeographyA geographical approach influenced by postmodern theory, questioning objective mapping and incorporating subjective narratives.Duncan and Ley argue that postmodern geography disrupts traditional Enlightenment ideals of objectivity (Jones, 2008, p. 11).
Geography as ‘Earth Writing’The etymological meaning of geography, emphasizing its literary dimension.Barnes and Duncan highlight that despite this, geography has historically excluded literature (Jones, 2008, p. 3).
Cartographic AnxietyThe concern that maps falsely present an objective, authoritative view of the world.Blunt and Rose argue that maps were used as colonial tools, shaping perceptions of ’empty’ space (Jones, 2008, p. 8).
Hermeneutic ApproachesInterpretative methods that focus on subjective and narrative-driven understandings.Replaces realist, mimetic representation in the New Cultural Geography (Jones, 2008, p. 10).
Space-Adjusting TechnologiesTechnologies that transform perceptions and experiences of space.Dicken and Lloyd (1981) discuss the impact of transportation and communication on spatial relations (Jones, 2008, p. 2).
Text-as-City / City-as-TextThe idea that cities can be read like texts and that texts shape the perception of cities.Developed by Walter Benjamin and later expanded upon in literary and urban studies (Jones, 2008, p. 16).
FlâneurA figure representing the urban observer who navigates and interprets the city.Discussed in relation to Benjamin’s work on Paris and the literary representation of urban spaces (Jones, 2008, p. 17).
Postcolonial SpatialityThe study of how colonialism shaped and continues to influence spatial relationships.Pratt’s concept of the “contact zone” highlights the power dynamics in colonial encounters (Jones, 2008, p. 23).
SmellscapesThe role of scent in shaping spatial experience.Brosseau explores how literature can convey sensory spatial experiences beyond visual representation (Jones, 2008, p. 13).
Palimpsestic SpaceThe idea that spaces, like texts, have multiple layers of meaning and history.Paris is described as a “palimpseste, toujours déjà littéraire” (Jones, 2008, p. 19).
Ethnocentric-Free AnalysisA postmodern critique of traditional geographic studies that imposed Eurocentric perspectives.Duncan and Ley advocate for recognizing all research as ideologically situated (Jones, 2008, p. 11).
Geo-poeticsAn approach integrating geography and literature to understand cultural and environmental relationships.Kenneth White’s géopoétique movement explores how literature interacts with the landscape (Jones, 2008, p. 28).
Literary MappingThe practice of charting fictional spaces and their connections to real-world geography.Moretti’s Atlas of the European Novel exemplifies this method, though it risks oversimplification (Jones, 2008, p. 26).
Contact ZoneA space of cultural exchange and conflict between colonizers and indigenous peoples.Pratt defines this as the site of colonial encounters and transcultural interactions (Jones, 2008, p. 23).
Chorological PoeticsThe study of the poetic representation of regions and spatial relationships.Examined by Thurgar-Dawson in DeLillo’s Underworld (Jones, 2008, p. 30).
Contribution of “Literature And The New Cultural Geography” by Elizabeth Jones to Literary Theory/Theories

1. The Spatial Turn in Literary Studies

  • Jones’ work emphasizes the increasing importance of space in literary analysis, highlighting how geography and literature intersect.
  • She asserts that “the preoccupation with space has become increasingly interdisciplinary” and that space “plays a role in individual identity formation” (Jones, 2008, p. 2).
  • This aligns with the broader spatial turn in humanities, as explored by theorists such as Michel Foucault and Henri Lefebvre.

2. Postmodernism and the Crisis of Representation

  • The text contributes to postmodern literary theory by critiquing the Enlightenment notion of objective knowledge and stable representation.
  • “Not only has the notion of impartial, objective knowledge been undermined, then, but the means through which knowledge can be articulated has also been called into question” (Jones, 2008, p. 6).
  • This builds upon the postmodernist argument that language and representation are inherently unstable (Duncan & Ley, 1993).

3. Literary Cartography and the Problematization of Maps

  • Jones explores how literature and geography have traditionally approached space differently, emphasizing how cartography is not merely objective but embedded in cultural narratives.
  • “Mapping operates in hegemonic discourses as a form of mimetic representation – it textually represents the gaze through transparent space” (Blunt & Rose, cited in Jones, 2008, p. 8).
  • This discussion contributes to literary cartography and aligns with Franco Moretti’s Atlas of the European Novel (1998), which maps literary spaces.

4. The City-as-Text and Urban Literary Studies

  • Drawing from Walter Benjamin, Jones highlights how literature and geography converge in urban studies.
  • She states, “Benjamin’s work was ground-breaking on a theoretical level due to the strength with which he championed the notion of not only ‘city-as-text’ but also ‘text-as-city'” (Jones, 2008, p. 16).
  • This contributes to urban literary studies by framing literature as a constitutive force in shaping perceptions of cities.

5. Postcolonialism and Spatial Critique

  • The text engages with postcolonial literary theory by analyzing how colonialism influenced spatial representation in literature.
  • “Whereas colonialism involved the physical domination of many of the world’s spaces, postcolonialism involves ‘an imaginative recovery of a ‘local place'” (Karamcheti, cited in Jones, 2008, p. 23).
  • This aligns with Mary Louise Pratt’s Imperial Eyes (1992), which introduced the concept of the “contact zone” in colonial literature.

6. Geo-Poetics and Environmental Literary Studies

  • Jones highlights Kenneth White’s géopoétique movement, which integrates environmental concerns with literary geography.
  • “The enduring nature of this movement as well as its admirable overall aim to ‘renouveler complètement la carte mentale’ [completely renew the mental map]” (White, cited in Jones, 2008, p. 28).
  • This contributes to ecocriticism and environmental literary studies by emphasizing literature’s role in shaping ecological consciousness.

7. The Feminist Critique of Spatial Representation

  • The article incorporates feminist theory by critiquing how space and objectivity have been historically gendered.
  • “Feminist thinkers argue that the idea of objectivity in fact conceals Enlightenment models of the ideal citizen, who was white, male and middle class” (Seidman, cited in Jones, 2008, p. 11).
  • This aligns with Alison Blunt and Gillian Rose’s Writing Women and Space (1994), which explores gendered spatial politics.

8. Travel Writing and the Deconstruction of Exoticism

  • Jones examines how contemporary travel writing disrupts traditional notions of “home” and “abroad.”
  • “The new travelers explore the tastes of Paris, certain suburbs, and J.-D. Urbain designates them as ‘voyageurs de l’interstice'” (Pasquali, cited in Jones, 2008, p. 24).
  • This builds on Sara Mills’ Discourses of Difference (1991), which critiques colonialist narratives in travel writing.

9. Literature as Constitutive of Space

  • Instead of viewing literature as merely reflecting reality, Jones argues that literature actively shapes perceptions of space.
  • “Studying contemporary literature could act as ‘le détonateur d’une nouvelle façon de penser l’espace’ [the catalyst for a new way of thinking about space]” (Brosseau, cited in Jones, 2008, p. 21).
  • This contributes to literary geography by positioning literature as an active force in spatial discourse.

10. Interdisciplinary Dialogue between Geography and Literary Studies

  • Jones calls for a deeper interdisciplinary exchange between geography and literature, moving beyond superficial uses of literature in geographic studies.
  • “The creation of the genuine dialogue that Brosseau calls for aims, in short, to avoid superficial, self-validating interdisciplinary contacts” (Jones, 2008, p. 22).
  • This aligns with Glenda Norquay and Gerry Smyth’s Space and Place: The Geographies of Literature (1997), which fosters literary-geographical collaboration.
Examples of Critiques Through “Literature And The New Cultural Geography” by Elizabeth Jones
Literary WorkCritique Through “Literature and the New Cultural Geography”Reference from the Article
Underworld by Don DeLilloExamines the novel through “chorological poetics,” emphasizing six socio-spatial modes that shape narrative identity. The text portrays space as an active force, rather than a passive setting.“Thurgar-Dawson takes the notion of ‘chorology’, or the ‘geo-social study of specific regions’ and identifies six socio-spatial modes within DeLillo’s Underworld that together comprise a ‘chorological poetics'” (Jones, p. 237).
Des romans-géographes by Marc BrosseauDemonstrates how literature contributes to geographic thought, proposing that literary texts actively construct space rather than merely reflect it. The novel explores the connection between human experience and spatial representation.“Brosseau himself recognises that literature has ‘sa propre façon de ‘faire’ de la géographie, ou du moins, d’écrire l’espace et les lieux des hommes'” (Jones, p. 227).
Parisian Fields (Ed. Michael Sheringham)Argues that the representation of Paris in literature constructs an interwoven semantic network that shapes urban identity. Literature is not just a reflection of space but actively constructs urban perception.“Sheringham defines Paris as a ‘semantic network […] whose co-ordinates are determined by the movement of agents or agencies to which it plays host'” (Jones, p. 230).
Imperial Eyes: Travel Writing and Transculturation by Mary Louise PrattHighlights the concept of the “contact zone,” where colonial and indigenous cultures intersect, influencing space and narrative. Challenges traditional Eurocentric geographies.“This term, which is clearly of use to those within the field of geography as well as that of travel writing, is used to refer ‘to the space of colonial encounters, the space in which peoples geographically and historically separated come into contact with each other and establish ongoing relations'” (Jones, p. 233).
Criticism Against “Literature And The New Cultural Geography” by Elizabeth Jones
  • Overemphasis on Postmodernism
    • The article heavily relies on postmodern theories, particularly the “crisis of representation,” without sufficiently addressing alternative or competing frameworks.
    • “Not only has the notion of impartial, objective knowledge been undermined, then, but the means through which knowledge can be articulated has also been called into question” (Jones, p. 224).
  • Limited Engagement with Empirical Geography
    • While the article critiques objective geography, it does not engage deeply with empirical geographic methodologies that remain central to spatial analysis.
    • It tends to privilege literary and theoretical discussions over real-world spatial studies.
  • Reduction of Cartography to Colonialist Discourse
    • The discussion on cartography predominantly presents maps as tools of colonial control and ideological imposition, neglecting their practical and technological advancements in spatial representation.
    • “Conventional map-making, then, is dependent upon pretensions to objective knowledge and transparent representation” (Jones, p. 225).
  • Insufficient Attention to Non-Western Spatial Theories
    • The article primarily engages with European and Anglo-American theorists, overlooking contributions from non-Western spatial traditions and indigenous geographies.
    • Concepts such as “space-adjusting technologies” are discussed without broader cultural perspectives.
  • Reinforcement of the Literature-Geography Divide
    • While aiming for interdisciplinary synthesis, the article often maintains traditional disciplinary boundaries by treating geography as theoretical and literature as creative rather than fully integrating both as co-constructive forces.
    • “Brosseau himself recognises that literature has ‘sa propre façon de ‘faire’ de la géographie'” (Jones, p. 227).
  • Lack of Practical Application
    • The work remains largely theoretical, providing minimal practical examples of how the New Cultural Geography can be applied to contemporary literary studies or geographic research.
    • It does not explore how literary methodologies can be systematically incorporated into geographical research beyond abstract discussions.
Representative Quotations from “Literature And The New Cultural Geography” by Elizabeth Jones with Explanation
#QuotationExplanation
1“Awareness of space has been heightened in many areas of life in recent times.” (Jones, p. 221)Jones establishes the central argument that spatial awareness is not just a geographical concern but a broad interdisciplinary issue.
2“Space is not a dead passive arena in which things happen, but rather an active force in the world that is imbued with ideology and politics.” (Jones, p. 222)The quotation reflects a major premise of New Cultural Geography: space is socially constructed and politically charged rather than neutral.
3“Not only has the notion of impartial, objective knowledge been undermined, then, but the means through which knowledge can be articulated has also been called into question.” (Jones, p. 224)Jones aligns with postmodernist critiques of knowledge and representation, arguing that all knowledge—including geographic knowledge—is subjective.
4“Conventional map-making, then, is dependent upon pretensions to objective knowledge and transparent representation.” (Jones, p. 225)She critiques traditional cartography, arguing that maps are ideological tools rather than neutral representations of space.
5“Brosseau himself recognises that literature has ‘sa propre façon de ‘faire’ de la géographie’.” (Jones, p. 227)Jones references Brosseau to emphasize that literature does not just describe geography but actively shapes spatial understanding.
6“Literature, like all art, is ultimately a reflection and illustration of the landscape that produced it.” (Jones, p. 228)This statement, while contested, suggests that literary works are deeply embedded in their spatial contexts and can serve as geographic texts.
7“The role of the encounter with, and imaginative response to, urban space is ultimately to provide insights into the individual as much as to the city.” (Jones, p. 229)Jones highlights the reciprocal relationship between human identity and urban spaces, influenced by thinkers like Walter Benjamin.
8“Geography is not an inert container, is not a box where cultural history ‘happens,’ but an active force that pervades the literary field and shapes it in depth.” (Jones, p. 234)This quote reinforces the argument that geography is not merely a setting but an active agent in literature and culture.
9“Mapping operates in hegemonic discourses as a form of mimetic representation—it textually represents the gaze through transparent space.” (Jones, p. 225)She critiques traditional cartography, emphasizing how maps reinforce power structures through their representations.
10“Whilst some of the articles aim to do this through re-evaluating and reforming the traditional assumptions of the field, others forge new ground by taking a multi-faceted approach and bringing together a number of previously separate areas of academic enquiry.” (Jones, p. 236)Jones acknowledges the interdisciplinary nature of the New Cultural Geography and the need to rethink traditional assumptions.
Suggested Readings: “Literature And The New Cultural Geography” by Elizabeth Jones
  1. Jones, Elizabeth. “Literature and the new cultural geography.” (2008): 221-240.
  2. Greene, Amelia Z. “‘IF YOU CAN SEE A THING WHOLE’: PLANETARY CARTOGRAPHY AND GLOBAL ONTOLOGY.” Modern Language Studies, vol. 48, no. 1, 2018, pp. 16–31. JSTOR, http://www.jstor.org/stable/44863974. Accessed 26 Feb. 2025.
  3. Cosgrove, Denis, and Peter Jackson. “New Directions in Cultural Geography.” Area, vol. 19, no. 2, 1987, pp. 95–101. JSTOR, http://www.jstor.org/stable/20002425. Accessed 26 Feb. 2025.
  4. Cresswell, Tim. “New Cultural Geography – an Unfinished Project?” Cultural Geographies, vol. 17, no. 2, 2010, pp. 169–74. JSTOR, http://www.jstor.org/stable/44251329. Accessed 26 Feb. 2025.

“Literature and Humanist Geography” by J. Douglas Porteous: Summary and Critique

“Literature and Humanist Geography” by J. Douglas Porteous first appeared in 1985 in the journal Area, volume 17, issue 2.

"Literature and Humanist Geography" by J. Douglas Porteous: Summary and Critique
Introduction: “Literature and Humanist Geography” by J. Douglas Porteous

“Literature and Humanist Geography” by J. Douglas Porteous first appeared in 1985 in the journal Area, volume 17, issue 2. The article discusses the intersection of geography and literature, particularly through the lens of humanist geography, which emphasizes the human experience of place over the physical or natural landscape. Porteous critiques the traditional geographical analysis of literature that focuses largely on rural or regional settings, and instead proposes a conceptual framework that engages with broader human experiences of place, such as “home” versus “away” and “insider” versus “outsider.” He suggests that these frameworks, derived from phenomenology and existentialism, offer a more nuanced understanding of how place influences human identity, and, by extension, literary production. The importance of this approach in literary theory lies in its ability to connect geographical contexts with human emotions and experiences, providing deeper insights into how authors are shaped by, or in contrast to, the environments they inhabit. The article bridges humanist geography and literary analysis, offering new perspectives on how literature reflects and influences our understanding of the spaces we occupy. This work has had significant influence in both geography and literary studies, especially in terms of understanding the relationship between literature and its geographical context​.

Summary of “Literature and Humanist Geography” by J. Douglas Porteous
  • Critique of Traditional Geographical Analyses of Literature: Porteous observes that geographers have predominantly focused on the regional novel, emphasizing rural settings and descriptive works that capture the essence of a region. He notes that this approach often overlooks broader human experiences of place and the emotional connections individuals have with their environments. He states, “The tendency is generally towards the study of a single novelist’s depiction of a single region” (Porteous, 1985, p. 118).
  • Introduction of a Humanist Approach: Porteous advocates for a humanist perspective that prioritizes human experiences and emotions in relation to place. He introduces a conceptual framework using a home:away/insider:outsider matrix to analyze literature. This framework considers the fundamental distinctions of existential insider versus outsider and the dichotomy of home versus away, aiming to capture the complexities of human experiences in various settings. He proposes, “Using the concepts provided by humanist geography, I therefore propose that this genre can be captured, albeit crudely, in matrix form” (Porteous, 1985, p. 119).
  • Application of the Framework

Porteous applies this matrix to categorize different literary themes:

  • Home-Insider: Literature that explores individuals deeply connected to their native places, often found in regional novels.
  • Away-Outsider: Works depicting individuals who feel alienated or displaced, such as travelers, exiles, or those experiencing rootlessness. He notes, “Outsideness is a common theme in twentieth-century literature” (Porteous, 1985, p. 120).
  • Home-Outsider: Literature focusing on individuals who, despite being in their native places, feel estranged or disconnected.
  • Away-Insider: Works about individuals who, while away from home, achieve a sense of belonging or self-realization.

Call for Further Exploration: Porteous emphasizes the need for geographers to delve deeper into the human aspects of literature, moving beyond traditional analyses. He encourages the exploration of themes like rootlessness, anomie, and exile, which are prevalent in modern literature but have received limited attention from geographers. He states, “Yet an investigation of the literary output of Graham Greene, Malcolm Lowry, Aldous Huxley, D H Lawrence, Lawrence Durrell, James Joyce, and similar authors of the inter-war years might well promote our understanding of the origins of western civilisation’s deepening malaise” (Porteous, 1985, p. 121).

  • Conclusion: Porteous concludes that integrating humanist concepts into the geographical interpretation of literature can lead to a more nuanced understanding of literary landscapes. He suggests that this approach complements traditional methods and offers new avenues for exploring the relationship between literature and geography. He asserts, “By developing a humanist approach to the geographical interpretation of imaginative literature, a more balanced assessment of the value of literary landscapes may emerge” (Porteous, 1985, p. 122).
  • This humanist approach provides a framework for analyzing literature that considers the emotional and existential dimensions of human experiences in relation to place, offering a more comprehensive understanding of the interplay between geography and literature.
Theoretical Terms/Concepts in “Literature and Humanist Geography” by J. Douglas Porteous
Theoretical Term/ConceptDefinition/Usage in the ArticleReference in the Article & Usage
Humanist GeographyA perspective in geography that focuses on human experience, meaning, and subjectivity in relation to places, drawing from existentialism and phenomenology.Discussed as a reaction against traditional geographical analysis. Humanist geographers emphasize human experience over geographic realism (p. 118).
Sense of PlaceA widely used but overemphasized concept in geographical studies, referring to the deep personal and emotional connection to a place.Porteous critiques the overuse of this term, arguing that even humanist geographers are often limited to place-focused studies rather than human experience (p. 119).
PlacelessnessA state where a person lacks attachment or identity with any place, often associated with urban life and modern alienation.Linked to existential outsider status and the theme of rootlessness in 20th-century literature, particularly in urban settings (p. 119-120).
Insider/OutsiderA conceptual framework distinguishing those who feel connected to a place (insiders) from those who experience detachment (outsiders).Derived from Relph (1976) and used to classify characters in literature who either belong to or are estranged from their environment (p. 119).
Home/AwayA binary distinction where “home” represents security and familiarity, while “away” represents travel, exile, or alienation.Used to construct a conceptual matrix for literary geography (Figure 1, p. 119).
Roots/RootlessnessThe extent to which an individual is either connected to a place (rooted) or displaced (rootless).Discussed in relation to Middleton (1981) and the theme of exile, alienation, and yearning for home (p. 119-120).
Home-InsiderSomeone deeply connected to their home environment, often represented in regional literature.The dominant subject in regional novels and nostalgic literature that celebrates traditional communities (p. 119).
Away-OutsiderA figure in literature who experiences both physical and existential displacement, often associated with themes of alienation and anomie.Frequently found in 20th-century modernist literature (e.g., Camus, Wilson). Porteous suggests geographers should study alienation in urban settings rather than focusing on rural nostalgia (p. 119-120).
Home-OutsiderA person who remains physically at home but feels existentially detached or trapped.Explored in relation to Porteous (1976), which argues that home is not always positive and can feel imprisoning (p. 120).
Away-InsiderAn individual who finds meaning, belonging, or self-realization through travel or displacement.Seen in adventure, sea, and road novels where the protagonist attains identity by journeying (p. 120).
Space vs. PlaceTuan’s framework distinguishing between abstract, undifferentiated “space” and meaningful, personal “place.”Porteous critiques geographers who focus too much on the place-space dialectic rather than human experience (p. 119).
Literary GeographyThe study of literature to analyze how places, landscapes, and environments are represented.The entire article revolves around this concept, urging geographers to engage more with literature beyond regional studies (p. 118-119).
Word PaintingA literary technique where descriptive passages vividly create images of regions and landscapes.One of Pocock’s (1981) three traditions of geographical literature (p. 118).
Geography Behind LiteratureA method of analyzing literature for its accuracy in depicting real-world geography.Another of Pocock’s (1981) traditions, focusing on how well literature represents geographic reality (p. 118).
Geography in LiteratureThe process of extracting geographical elements from literary texts to construct a broader geographical understanding.The final of Pocock’s (1981) traditions, using literature as a “quarry” for geographical insights (p. 118).
The Journey NarrativeA common literary structure where movement, exile, and displacement are central themes.Key in Lowry, Greene, and Joyce’s literature; geographers should engage with this theme to understand human movement (p. 120-121).
Existentialism and Phenomenology in GeographyApproaches emphasizing lived experience and personal meaning rather than objective geography.Humanist geography adopts existentialist ideas of being “in place” or “out of place”, influencing literary interpretation (p. 119).
Anomie and AlienationFeelings of social detachment, often experienced in modern urban environments.A major theme in 20th-century literature, particularly in depictions of placelessness and exile (p. 120).
Metaphor in GeographyThe use of symbolic language to interpret geographical elements in literature.Mentioned as an emerging field among geographers, referencing Tuan (1978) and Mills (1982) (p. 120).
Allegory in Literature and GeographyThe interpretation of landscapes and places in novels as symbolic of deeper existential themes.Porteous cites Lowry’s novels as examples of strong allegorical landscapes that reflect psychological states (p. 121).
Pastoral and Counter-PastoralA contrast between the romanticized ideal of rural life (pastoral) and its critique (counter-pastoral).Seen in literature that either idealizes rural life (Hardy) or critiques it (Lawrence, Orwell) (p. 121).
Wilderness vs. CivilizationThe contrast between untamed nature and structured urban environments.Explored through writings on deserts, islands, forests, and cityscapes, urging geographers to study these literary motifs (p. 120-121).
City as a DeathscapeA literary motif where cities are depicted as sites of fear, corruption, and existential decay.Key theme in Lowry’s work, where cities symbolize destruction and death (p. 121).
Contribution of “Literature and Humanist Geography” by J. Douglas Porteous to Literary Theory/Theories

1. Phenomenology and Literary Geography

Key Theoretical Contribution:

Porteous engages with phenomenology, particularly Yi-Fu Tuan’s (1977) Space and Place, and Edward Relph’s (1976) Place and Placelessness, to argue that literature should be analyzed not just for its description of places, but for its representation of human experience within place.

How It Contributes:

  • He critiques the traditional literary geographic focus on regional novels and suggests a more humanist approach that emphasizes individual experience (Porteous, 1985, p. 118).
  • He introduces the insider-outsider dialectic, arguing that literary works should be examined for how characters experience place subjectively, rather than just for geographic accuracy (p. 119).
  • Conceptual Framework: The Home/Away and Insider/Outsider matrix (p. 119) mirrors phenomenological inquiries into human perception of place and has applications in interpreting existential displacement in literature.

Intext Reference:

“The emphasis is on human experience, rather than on places themselves” (Porteous, 1985, p. 119).

Theoretical Alignment:

  • Phenomenology of Perception (Merleau-Ponty, 1945) – Literary geography should engage with how places are subjectively experienced.
  • Topophilia (Tuan, 1974) – Porteous builds on this work to critique the overemphasis on “sense of place” in literary studies (p. 119).

2. Existentialism in Literary Studies

Key Theoretical Contribution:

Porteous applies existentialist ideas to literature, particularly the existential outsider, an archetype found in works by Camus (1946) and Wilson (1970).

How It Contributes:

  • He argues that geographers should shift focus from static regional descriptions to dynamic existential themes such as alienation, exile, and placelessness (p. 119-120).
  • He highlights 20th-century literature’s preoccupation with existential displacement (e.g., The Outsider by Camus, Under the Volcano by Lowry), linking them to rootlessness and placelessness (p. 121).
  • His matrix (Figure 1) places alienation and rootlessness at the core of modern literature, encouraging geographers to analyze narratives of exile and anomie (p. 120-121).

Intext Reference:

“Outsideness is a common theme in twentieth-century literature but has received only slight attention from geographers” (Porteous, 1985, p. 119).

Theoretical Alignment:

  • Sartre’s Existentialism (1943) – The notion that place is essential for constructing identity, but modern life creates a sense of placelessness.
  • Camus’ Absurdism (1942) – Porteous’ description of the Away-Outsider aligns with the existential antihero found in Camus’ and Wilson’s works.

3. Spatial Theory and Literary Criticism

Key Theoretical Contribution:

Porteous contributes to Spatial Literary Theory by suggesting that space and place function as narrative structures rather than mere settings.

How It Contributes:

  • He critiques geographers’ overemphasis on static landscapes and calls for an analysis of movement, exile, and journey in literature (p. 119).
  • His Away-Insider category introduces a nomadic subjectivity, which can be linked to Deleuze and Guattari’s concept of deterritorialization (p. 120).
  • He suggests that landscapes in novels act as symbolic, even sentient forces (p. 121), a view compatible with Bakhtin’s (1981) chronotope, where space is an active participant in shaping narrative time.

Intext Reference:

“Literary works must be regarded as dynamic within the matrix… Overlaps abound, and in many cases, authors and protagonists move from one state to another” (Porteous, 1985, p. 121).

Theoretical Alignment:

  • Bakhtin’s Chronotope (1981) – The idea that space is a determinant of narrative structure, seen in Porteous’ spatial matrix.
  • Deleuze and Guattari’s Nomadology (1986) – The Away-Insider category captures nomadic movement as a transformative experience.

4. Postcolonial Theory and the Exile Narrative

Key Theoretical Contribution:

Porteous’ discussion of home-outsiders and rootlessness resonates with postcolonial themes of exile, diaspora, and the colonial subject’s identity crisis.

How It Contributes:

  • He identifies a category of displaced individuals who feel alienated from their home even after returning (p. 121).
  • He references V.S. Naipaul’s The Mimic Men (1967) as an example of postcolonial exile, where returning colonial subjects become outsiders in their homeland (p. 121).
  • His emphasis on literature portraying exile, displacement, and identity crisis links to postcolonial theory’s concerns with belonging and spatial otherness.

Intext Reference:

“Such people readily become strangers in their own lands, for their values and attitudes have changed” (Porteous, 1985, p. 121).

Theoretical Alignment:

  • Said’s Orientalism (1978) – The Away-Outsider aligns with the postcolonial subject struggling with identity.
  • Bhabha’s The Location of Culture (1994) – Porteous anticipates hybridity and cultural in-betweenness in his discussion of exile.

Conclusion: Broader Implications for Literary Theory

Porteous’ Literature and Humanist Geography contributes to literary theory by:

  1. Expanding Phenomenology and Existentialism into Literary Geography – He shifts focus from physical landscapes to human experience in place (p. 118-119).
  2. Applying Spatial Theory to Narrative – His Home/Away-Insider/Outsider matrix helps analyze mobility, exile, and alienation in literature (p. 119-121).
  3. Bridging Literary Geography with Postcolonial Studies – He highlights postcolonial displacement and rootlessness as central literary themes (p. 121).
  4. Encouraging Geographers to Study Alienation and Placelessness in Modern Literature – He argues that themes of exile and identity loss are essential for humanist geography (p. 120-121).

Porteous’ work thus serves as a foundational text in Literary Geography, offering conceptual tools that enrich literary analysis beyond traditional geographic interpretation.


Key References from the Article:

  • Porteous, J.D. (1985). Literature and Humanist Geography. Area, 17(2), 117-122.
  • Relph, E. (1976). Place and Placelessness.
  • Tuan, Y-F. (1977). Space and Place.
  • Camus, A. (1946). The Outsider.
  • Naipaul, V.S. (1967). The Mimic Men.
  • Bakhtin, M. (1981). The Dialogic Imagination.
  • Deleuze, G. & Guattari, F. (1986). Nomadology.
  • Said, E. (1978). Orientalism.
  • Bhabha, H. (1994). The Location of Culture.
Examples of Critiques Through “Literature and Humanist Geography” by J. Douglas Porteous
Literary Work & AuthorCritique Through Porteous’ FrameworkRelevant Concepts from Porteous
Under the Volcano – Malcolm LowryThe protagonist, Geoffrey Firmin, embodies the Away-Outsider, a man lost in an existentially hostile landscape. The novel’s setting, Mexico, is not just a backdrop but an active, oppressive force, mirroring Firmin’s psychological descent. Porteous’ argument that literature should explore alienation and placelessness instead of merely describing settings applies here (Porteous, 1985, p. 121).Away-Outsider, Placelessness, City as a Deathscape, Anomie and Alienation, Existential Geography
The Outsider (L’Étranger) – Albert CamusMeursault, the protagonist, disrupts traditional “sense of place” narratives by showing indifference to his surroundings. His detachment from place and people aligns with Porteous’ critique of human experience being neglected in traditional geography. The novel exemplifies the modern urban individual as a rootless figure, reinforcing Porteous’ view that geographers should examine alienation in cities rather than just landscapes (p. 120).Away-Outsider, Placelessness, Existentialism in Geography, Human Experience Over Geographic Realism
The Mimic Men – V.S. NaipaulThe protagonist struggles with postcolonial displacement, living between his Caribbean homeland and London, yet belonging to neither. Porteous’ Home-Outsider and Away-Outsider dialectic applies, as the character is emotionally disconnected from both locations. Porteous argues that literary geography should explore exile, rootlessness, and cultural alienation, which aligns with Naipaul’s themes of identity crisis (p. 121).Home-Outsider, Away-Outsider, Postcolonial Displacement, Sense of Place vs. Placelessness
Coming Up for Air – George OrwellOrwell’s novel critiques the illusion of a stable home. The protagonist returns to his childhood town, expecting familiarity but instead finds a modernized, alien environment. Porteous’ Home-Outsider concept explains this nostalgia-turned-disillusionment, showing that places do not remain fixed in memory or reality. The novel supports Porteous’ call for geographers to analyze modernization’s impact on place attachment (p. 121).Home-Outsider, Urbanization and Loss of Place, Sense of Place as Nostalgia, Alienation in Modernity
Criticism Against “Literature and Humanist Geography” by J. Douglas Porteous

1. Overemphasis on Existentialist and Phenomenological Approaches

  • Porteous heavily relies on existentialism and phenomenology (e.g., Relph, Tuan) without fully addressing other theoretical frameworks like Marxist geography, feminist geography, or structuralism.
  • Critique: His framework prioritizes individual perception of place over socioeconomic and political structures that shape geographical experiences.

2. Limited Engagement with Postcolonial and Critical Theories

  • While he briefly discusses postcolonial displacement (e.g., Naipaul’s The Mimic Men), he does not fully explore colonialism’s role in shaping geographical identity and power dynamics.
  • Critique: His Home/Away-Insider/Outsider framework does not account for the forced displacement, imperialist spatial control, or the complexities of hybrid identities in postcolonial literature.

3. Western-Centric Literary Focus

  • The examples and references in the article are predominantly Western (e.g., Hardy, Lowry, Orwell, Camus).
  • Critique: It lacks engagement with non-Western literary traditions that offer alternative spatial and existential narratives (e.g., Indigenous storytelling, African diasporic literature).

4. Simplistic Categorization in the Home/Away-Insider/Outsider Matrix

  • While useful, the four-category framework oversimplifies human relationships with place.
  • Critique: It does not account for fluid identities, multiple place attachments, or liminal states where characters exist between categories (e.g., migrants, refugees, diasporic identities).

5. Insufficient Consideration of Urban and Economic Geographies

  • Porteous criticizes geographers for focusing on regional novels and landscapes, but his own work does not deeply engage with urban literature or economic geography.
  • Critique: He overlooks how capitalism, industrialization, and urban planning contribute to placelessness and alienation in literature.

6. Lack of Empirical Support or Case Studies

  • The article presents strong theoretical arguments, but does not include concrete literary case studies or textual analysis beyond broad references.
  • Critique: Without deeper engagement with primary texts, his claims about literary geography remain more prescriptive than demonstrative.

7. Absence of Interdisciplinary Methodology

  • Although he calls for geographers to engage more with literature, he does not provide a clear interdisciplinary methodology for how geographers should conduct literary analysis.
  • Critique: The lack of specific analytical tools limits the practical application of his framework for literary scholars and geographers alike.
Representative Quotations from “Literature and Humanist Geography” by J. Douglas Porteous with Explanation
QuotationExplanation and Significance
“The emphasis is on human experience, rather than on places themselves.” (Porteous, 1985, p. 119)This statement encapsulates humanist geography’s shift from objective descriptions of landscapes to an emphasis on subjective human experience in place. Porteous argues that geographers should focus more on the existential and emotional dimensions of place in literature rather than just physical geography.
“The ‘sense of place’ notion bedevils the literary geographer.” (Porteous, 1985, p. 119)Porteous critiques the overuse of “sense of place” in literary geography, arguing that it can limit analysis to regional novels and ignore other spatial experiences such as exile, displacement, and placelessness. This challenges traditional regional geography’s focus on nostalgia and rootedness.
“Geographers have almost wholly concerned themselves with the novel of place, usually a rural place. Thus the regional novel has become a geographical shibboleth.” (Porteous, 1985, p. 118)This critique highlights how literary geography has been disproportionately focused on rural regional novels (e.g., Hardy’s Wessex), neglecting urban literature, exile narratives, and modern spatial experiences. Porteous calls for a broader engagement with different literary forms and settings.
“Notions of place: placelessness, roots: rootlessness, and insider: outsider are powerful instruments for the interpretation of imaginative literature in a human context.” (Porteous, 1985, p. 119)Here, Porteous introduces his conceptual framework (Home/Away – Insider/Outsider matrix), which offers a new lens to analyze literary characters and settings. His framework moves beyond mere landscape descriptions to the human relationships with place.
“The interpretation of imaginative literature has much to offer geography.” (Porteous, 1985, p. 122)This is the core argument of the article, advocating for an interdisciplinary approach between literature and geography. Porteous asserts that geographers should not only borrow from literary criticism but also contribute new geographic insights to literary studies.
“Few geographers of any description, for example, are interested in war, refugees, human rights, or related themes, against which yet another study in office location, the shopping trip, or recreation resource management pales into insignificance.” (Porteous, 1985, p. 121)This is a strong critique of traditional geography, which often focuses on economic and physical geography at the expense of human crises and displacement. Porteous urges geographers to study conflict, exile, and migration in literature, as these themes are central to modern human experience.
“Home does not always have a positive valence.” (Porteous, 1985, p. 120)This challenges the romanticized view of home in literary geography. He argues that home can be suffocating, restrictive, or even alienating, aligning with literary themes found in Orwell, Joyce, and Naipaul.
“Cities become symbols of fear, corruption, destruction, and death, merciless predators on human life.” (Porteous, 1985, p. 121)This comment reflects Porteous’ engagement with modernist literature, particularly Malcolm Lowry’s urban landscapes in Under the Volcano. He suggests that literature often depicts urban environments as existentially threatening, which geographers should analyze further.
“The young-man-finds-himself-at-sea novel, common before World War II, is a case in point, as are road, tramp, and down-and-out novels.” (Porteous, 1985, p. 120)This quote identifies Away-Insider characters, showing how mobility and travel narratives serve as identity formation tools. He suggests geographers should engage more with travel literature and road novels.
“A more balanced assessment of the value of literary landscapes may emerge.” (Porteous, 1985, p. 122)Porteous calls for a synthesis of traditional and humanist geography, proposing that both objective geographic analysis and subjective human experience should be valued in literary geography.
Key Insights from the Table:
  • Porteous criticizes the narrow focus on rural landscapes in literary geography.
  • He advocates for studying exile, migration, and urban alienation in literature.
  • His Home/Away – Insider/Outsider framework offers a fresh way to analyze spatial relationships in literature.
  • He calls for an interdisciplinary approach, encouraging geographers to engage with literary criticism and humanist themes.
Suggested Readings: “Literature and Humanist Geography” by J. Douglas Porteous
  1. Porteous, J. Douglas. “Literature and humanist geography.” Area (1985): 117-122.
  2. Porteous, J. Douglas. “Literature and Humanist Geography.” Area, vol. 17, no. 2, 1985, pp. 117–22. JSTOR, http://www.jstor.org/stable/20002164. Accessed 25 Feb. 2025.
  3. Pocock, Douglas. “Literature and Humanist Geography.” Area, vol. 18, no. 1, 1986, pp. 55–56. JSTOR, http://www.jstor.org/stable/20002260. Accessed 25 Feb. 2025.

“Literary Geography: Setting And Narrative Space” by Sheila Hones: Summary and Critique

“Literary Geography: Setting and Narrative Space” by Sheila Hones first appeared in 2011 in the Social & Cultural Geography journal.

"Literary Geography: Setting And Narrative Space" by Sheila Hones: Summary and Critique
Introduction: “Literary Geography: Setting And Narrative Space” by Sheila Hones

“Literary Geography: Setting and Narrative Space” by Sheila Hones first appeared in 2011 in the Social & Cultural Geography journal. In this article, Hones explores how narrative theory and literary geography can be merged to better understand the role of setting and narrative space in literature. She critiques the traditional approach in literary geography, which views space merely as a static background for action, and emphasizes the need to move beyond this simplistic perspective. By examining works like P.K. Dick’s The Man in the High Castle, J.A. Mitchell’s The Last American, and F. Scott Fitzgerald’s The Great Gatsby, Hones argues that literary space is not fixed but contingent, shaped by the interactions between the narrative, the author, and the reader. The article highlights the potential of combining the specificity of narrative theory with the broader imaginative scope of spatial theory, thus advancing a more dynamic and interdisciplinary approach to the study of literary spaces (Hones, 2011).

Summary of “Literary Geography: Setting And Narrative Space” by Sheila Hones
  • Interdisciplinary Connection Between Narrative Theory and Literary Geography
    The article examines how the tools of narrative theory can enhance the study of literary geography, particularly in understanding setting and narrative space. Hones suggests that despite narrative theory’s inclination to categorize space as fixed and stable, its technical vocabulary offers valuable insights to literary geographers (Hones, 2011).
  • Traditional View of Narrative Space
    Historically, narrative space was understood as the background setting for events in a story, often treated as a stable “container” in literary geography. However, recent advancements in both narrative theory and literary geography have shifted toward a more complex view, acknowledging that space in literature cannot simply be reduced to a backdrop for action (Hones, 2011).
  • Expansion of Narrative Space Concepts
    Narrative theory has evolved to incorporate space not just as a backdrop, but as a dynamic and integral part of the narrative. Hones notes that the introduction of concepts like “chronotope” (Bakhtin) and the “spatial dimensions of narrative” in narrative theory are pushing for a more nuanced understanding of how space functions within a story (Hones, 2011).
  • Challenges in Interdisciplinary Collaboration
    Hones addresses the gap between the precise categorizations found in narrative theory and the more flexible, process-oriented concepts in spatial theory. While narrative theory’s typologies are useful for analysis, they often impose a rigid view of space, which conflicts with geographical theory’s more fluid and relational understanding of space and place (Hones, 2011).
  • Potential of Combining Narrative Theory and Spatial Theory
    The paper proposes that blending the analytical rigor of narrative theory with the expansive conceptual framework of spatial theory can result in a more sophisticated understanding of how literary space is created and experienced. This combination can offer deeper insights into how fiction’s geography is produced through the interaction of author, narrative voice, and reader (Hones, 2011).
  • Case Studies of Literary Texts
    Hones illustrates her argument through three case studies: The Man in the High Castle (1962) by P.K. Dick, The Last American (1889) by J.A. Mitchell, and The Great Gatsby (1925) by F. Scott Fitzgerald. These texts highlight the complex ways in which narrative space is created and how reader positioning plays a crucial role in shaping that space. For instance, Dick’s novel uses minimal descriptive passages, relying on reader inference to build its alternative world, while The Great Gatsby reveals how an unreliable narrator complicates the notion of a fixed setting (Hones, 2011).
  • Conclusion: Shifting Definitions of Setting
    Hones concludes that a new approach to setting and narrative space is needed, one that takes into account the multiple voices, times, and locations present in a narrative. By focusing on the processes through which fictional settings emerge, literary geography can move beyond static notions of space and explore its contingency and fluidity (Hones, 2011).
Theoretical Terms/Concepts in “Literary Geography: Setting And Narrative Space” by Sheila Hones
Theoretical Term/ConceptDefinitionExplanation
Narrative SpaceThe “place or places within which the situations and events represented … and the narrating instance(s) occur” (Prince, 1987).Narrative space is the space within a story where the events take place. Initially seen as a static background setting, it is now understood to be dynamic and integral to the narrative. Hones critiques the traditional view of space as just a container for action (Hones, 2011).
ChronotopeA concept from Bakhtin referring to the interconnectedness of time and space in narrative.The chronotope refers to how space and time are fused within the narrative, creating particular “types” of spaces in the narrative structure, such as the “adventure” chronotope (Hones, 2011).
Possible-Worlds TheoryA theory used in narrative theory to describe the various worlds presented in a narrative that are distinct from the actual world.This theory acknowledges that narratives may present alternative or fictional worlds that coexist with real-world spaces. The theory allows exploration of how these different “worlds” interact within the narrative (Hones, 2011).
Spatial FramesThe specific locations within a narrative that make up the “shifting scenes of action.”Spatial frames are the identifiable settings within the narrative’s physical world, establishing the boundaries of the story’s geography (Ryan, 2010).
Story SpaceThe space relevant to the plot as mapped by the actions and thoughts of the characters.Story space is the specific geographic area in which the narrative’s actions occur, shaped by the plot and the characters’ movements within it (Ryan, 2010).
Narrative UniverseThe broader world encompassing the story’s actual and hypothetical elements, such as counterfactuals, beliefs, wishes, and speculative realities.This concept expands beyond the story’s physical setting, including the worlds created by characters’ thoughts and the broader context in which the narrative takes place. It helps explain how narrative space can include imagined or possible worlds (Ryan, 2010).
Multiple FocalizationsThe use of various narrative perspectives to tell the story from different points of view.Hones discusses how authors use multiple focalizations to create different views of the same narrative space, enriching the depth and complexity of the space in which the story unfolds. It highlights the fluidity of space as experienced by different narrators (Hones, 2011).
Implied ReaderThe conceptualized reader who is imagined by the narrator and embedded within the fictional world.This reader exists within the world of the narrative, helping to co-create the spatial setting by interpreting the story from their own perspective (Hones, 2011).
Intradiegetic NarratorA narrator who is part of the story world, participating in the events of the narrative.An intradiegetic narrator shapes the narrative space by giving a subjective view from within the fictional world, influencing how readers perceive the story’s setting (Hones, 2011).
Text–Reader DynamicsThe interaction between the text’s narrative structure and the reader’s interpretation, shaping the narrative space.This concept emphasizes the reader’s role in constructing the space of the narrative, reflecting on how readers co-create the geographical and social aspects of the story (Hones, 2011).
MetalepsisA narrative technique where the boundary between different narrative levels is blurred, often bringing the narrator or reader into the narrative world.Metalepsis allows for narrative space to become more fluid, breaking the boundaries between different levels of the narrative, such as the real world and the story world (Hones, 2011).

Contribution of “Literary Geography: Setting And Narrative Space” by Sheila Hones to Literary Theory/Theories

  • Narrative Theory and Space
  • Hones integrates narrative theory’s insights into space and place, suggesting that narrative space is not just a static container but a dynamic construct shaped by plot, character actions, and reader interactions. She emphasizes the importance of the “chronotope” (Bakhtin’s concept of time-space fusion) in understanding how space operates within narratives (Hones, 2011).

“Narrative theory has come to pay ‘greater attention … to the spatial dimensions of narrative'” (Bridgeman, 2007: 53).

  • Interdisciplinary Collaboration
    Hones advocates for the collaboration between literary geography and narrative theory. She highlights the potential of narrative theory’s analytical specificity combined with the spatial stretch of geographic theory. This collaboration creates a more nuanced understanding of how narrative space is formed and understood within fiction (Hones, 2011).

“The main purpose of this paper is thus to consolidate and build on existing work in interdisciplinary literary geography” (Hones, 2011).

  • Expansion of Narrative Space
    She contributes to the expansion of the concept of narrative space from a simple “setting” or container to a more complex, contingent space. The article challenges traditional definitions of space as static and suggests that narrative space is an active participant in shaping the story (Hones, 2011).

“Narrative theory has expanded its focus of interest from relatively simple frame settings to a wider range of narrative spatialities” (Hones, 2011).

  • Role of the Reader in Narrative Space
    Hones discusses the reader’s active role in constructing the narrative space, arguing that the interaction between text and reader makes space contingent and variable. She incorporates the idea that readers contribute to the construction of the fictional geography through their cultural knowledge and real-world experiences (Hones, 2011).

“The narrative world is conceived by the imagination, which is to say by the reader, ‘as a coherent, unified, ontologically full and materially existing geographical entity'” (Ryan, 2010).

  • Chronotope and Temporal-Spatial Complexity
    By discussing Bakhtin’s chronotope and applying it to the analysis of space, Hones helps push the boundaries of how space is conceptualized in narrative theory. The chronotope allows for understanding how space and time are not merely a backdrop but integral to the structure of the narrative (Hones, 2011).

“The chronotope fuses space and time, creating particular types of spaces within the narrative” (Hones, 2011).

  • Critical Examination of ‘Container Space’
    Hones critiques the “container” model of space, which had dominated literary geography. She challenges the assumption that narrative space simply serves as a container for events and proposes that space can be much more fluid and integral to narrative construction.

“Space as a container frame … was limiting and no longer sufficient” (Hones, 2011).

  • Multiple Focalizations and Shifting Narrative Views
    Hones highlights how the use of multiple focalizations in narrative can create different versions of space, complicating the reader’s experience of space within the story. She uses case studies such as The Man in the High Castle to demonstrate how shifting narrative perspectives affect the construction of space (Hones, 2011).

“The narrative is articulated through multiple, shifting narrative points of view and speakers” (Hones, 2011).

  • Integration of Narrative Voice and Setting
    She underscores the inseparability of narrative voice from setting, arguing that narrative voice plays a key role in shaping the spatial context of the story. The narrative voice determines how readers perceive and interpret the setting and space within the fiction.

“Narrative voice is critical to the production of narrative geographies” (Hones, 2011).

Examples of Critiques Through “Literary Geography: Setting And Narrative Space” by Sheila Hones
Literary WorkCritiqueExplanation
The Man in the High Castle by P.K. DickMinimal scene-setting descriptionHones critiques the novel’s lack of explicit descriptive passages, arguing that it establishes its fictional geography not through traditional descriptions but by positioning the implied reader as an inhabitant of the fictional world. The absence of descriptions aids in the immersive construction of the alternative world.
Multiple focalizations and voicesThe narrative’s use of multiple focalizations and voices helps establish a complex, dynamic space. These shifting perspectives create a varied and layered sense of place within the fictional world, supporting the idea that space in the novel is contingent and constructed through multiple narrative techniques.
The Last American by J.A. MitchellDoubled textual geographyHones highlights the novel’s use of a complex spatial structure, where the implied reader of the future is juxtaposed with a nineteenth-century American authorial audience. This creates a “doubled” geography that compels readers to engage with two unfamiliar worlds simultaneously: an imagined future and a historical past.
Role of the narrator and reader positioningThe narrative style, which uses a first-person perspective from an admiral in the Persian navy, shifts the reader’s perception of space. The reader’s engagement with both the fictional world of the narrative and the historical context of the author complicates the reader’s understanding of the spatial setting, highlighting the interaction between authorial intent and reader interpretation.
The Great Gatsby by F. Scott FitzgeraldNarrative space and unreliable narrationHones critiques the assumption that The Great Gatsby‘s setting is simply New York in the 1920s. She argues that the narrative space is complex because of the unreliable first-person narrator, Nick Carraway, who recounts past events from his present in the Midwest. This layering of locations challenges the conventional understanding of setting and suggests a more fluid, multi-layered space.
Simultaneity of locationsThe novel’s narrative space operates in simultaneity, where multiple locations (New York, Louisville, the Midwest) co-exist within the same narrative moment. Hones emphasizes the complexity of the text’s geography, arguing that it cannot be confined to a single spatial frame but instead involves overlapping and interconnected locations.
The Last American by J.A. MitchellCritique of social and political geographyThe novel critiques the decline of American society through a post-apocalyptic lens. Hones argues that the fictional geography of a destroyed America serves as social criticism, reflecting concerns about the loss of national identity and the impact of history on the physical and social landscape.
Metatextual elements and dual settingsHones examines how the text’s metatextual elements, such as the fictional editor and dedication pages, create an additional setting within the real world, contrasting the fictional future setting with the real-world production context. This dual setting complicates the reader’s understanding of the narrative’s spatial frame, merging fictional and real-world geographies.
Criticism Against “Literary Geography: Setting And Narrative Space” by Sheila Hones
  • Overemphasis on Theoretical Vocabulary
    Critics argue that the reliance on narrative theory’s technical terms and categorizations may complicate the interdisciplinary approach and make it less accessible for geographers who are not familiar with literary theory. Some might feel that the emphasis on precision in narrative terminology overshadows the need for broader spatial concepts (Hones, 2011).
  • Lack of Engagement with Non-Western Literatures
    Some critics might contend that Hones’ examples, such as those from P.K. Dick and F. Scott Fitzgerald, predominantly focus on Western texts and settings, which could limit the applicability of her theories in non-Western contexts. A more global perspective might broaden the scope of literary geography and offer richer, more diverse analyses.
  • Overcomplication of Setting and Space
    While Hones emphasizes the complexity of narrative space, critics may argue that this overcomplication could lead to an unclear or convoluted understanding of how space functions in literature. Instead of making the concept more accessible, the multiple layers of analysis might obscure the fundamental idea of setting as a geographical space in which events unfold.
  • Insufficient Focus on Spatial Experience
    Although Hones touches on the importance of spatial experience, some critics may argue that there is insufficient exploration of how actual spatial experiences (such as the reader’s perception of place or the geographical reality behind the fiction) influence the narrative. The focus remains largely theoretical, with limited engagement in real-world applications.
  • Limited Collaboration between Disciplines
    Hones mentions the potential for cross-disciplinary collaboration between narrative theory and literary geography, but critics may argue that the actual integration of these two fields is still underdeveloped. The proposed interdisciplinary framework may be seen as too ambitious without clear pathways for practical collaboration between literary theorists and geographers.
Representative Quotations from “Literary Geography: Setting And Narrative Space” by Sheila Hones with Explanation
QuotationExplanation
“The technical vocabulary developed within narrative theory has much to offer the literary geographer.” (Hones, 2011)Hones emphasizes the value of narrative theory’s specialized terms in understanding the spatial dimensions of literature, suggesting that literary geographers can gain significant insights by incorporating narrative theory’s terminology.
“Narrative space was generally assumed by narratologists at the time to have ‘no other function than to supply a general background setting.'” (Hones, 2011)This quotation reflects the traditional view in narrative theory, where narrative space was seen simply as a backdrop for action, rather than an active element of the story. Hones critiques this limiting view and calls for a more dynamic approach.
“Narrative theory has come to pay greater attention to the spatial dimensions of narrative.” (Bridgeman, 2007 in Hones, 2011)Hones notes that narrative theory has evolved to recognize the significance of space within narratives, moving beyond its previous focus on time and action, thus opening up possibilities for interdisciplinary study.
“Literary geography has also started to develop lines of work that go beyond a simple association of narrative space with particular frame settings.” (Hones, 2011)Hones highlights that literary geography is expanding to include more complex notions of narrative space, which are not limited to static settings but involve dynamic interactions between text and geography.
“Space in literature often meant ‘Balzac’s version of Paris, the Africa of colonial romances, Austen’s redrawing of Britain.'” (Hones, 2011)This statement critiques the overly simplistic and Eurocentric focus of traditional literary geography, calling for a broader, more nuanced understanding of literary space that incorporates diverse contexts.
“Finding it increasingly ‘difficult to disentangle setting from what’s going on and who’s doing it.'” (Abbott, 2008 in Hones, 2011)Hones references Abbott’s insight that setting cannot be viewed in isolation from the plot and character actions, arguing that narrative space should be understood as contingent and interconnected with narrative events.
“Narrative space can be identified as the (presumably singular) fictional environment within which ‘story-internal characters move about and live.'” (Buchholz & Jahn, 2005 in Hones, 2011)Hones critiques the view that narrative space is a fixed environment, advocating for a more fluid and complex understanding of space as dynamic and shaped by the narrative itself.
“The potential for literary geography lies in taking up a position at the theoretical and methodological overlap and, from that position, developing lines of argument which are inhibited as little as possible by the disciplinary differences.” (Hones, 2011)Hones stresses the importance of interdisciplinary collaboration between literary theory and geography, proposing that such an approach can lead to a more robust understanding of narrative space.
“A narrative space…is a co-production involving a range of voices and points of view as well as a range of projected and actual reader positions.” (Hones, 2011)This quotation emphasizes the collaborative and multi-dimensional nature of narrative space, where different voices, reader perspectives, and narrative techniques come together to shape the space.
“Space as process, something mobile and unstable.” (Hones, 2011)Hones advocates for a view of space as dynamic and ever-changing, rather than as a fixed container, arguing that spatial theory should reflect the fluidity of both space and narrative.

Suggested Readings: “Literary Geography: Setting And Narrative Space” by Sheila Hones

  1. Hones, Sheila. “Literary geography: setting and narrative space.” Social & Cultural Geography 12.7 (2011): 685-699.
  2. Hones, Sheila. “Literary Geography and the Short Story: Setting and Narrative Style.” Cultural Geographies, vol. 17, no. 4, 2010, pp. 473–85. JSTOR, http://www.jstor.org/stable/44251372. Accessed 24 Feb. 2025.
  3. Werronen, Sheryl McDonald. “Setting the Scene: Geography and Space.” Popular Romance in Iceland: The Women, Worldviews, and Manuscript Witnesses of Nítíða Saga, Amsterdam University Press, 2016, pp. 89–124. JSTOR, https://doi.org/10.2307/j.ctv513cr4.8. Accessed 24 Feb. 2025.
  4. Eigler, Friederike. “Narrative and Space.” Heimat, Space, Narrative: Toward a Transnational Approach to Flight and Expulsion, NED-New edition, Boydell & Brewer, 2014, pp. 31–50. JSTOR, http://www.jstor.org/stable/10.7722/j.ctt5vj7rh.6. Accessed 24 Feb. 2025.

“The Wife of Usher’s Well” (Traditional English Ballad): A Critical Analysis

“The Wife of Usher’s Well” (Traditional English Ballad) first appeared in print in the late 18th to early 19th century, most notably included in Francis James Child’s The English and Scottish Popular Ballads (1882–1898).

"The Wife of Usher’s Well" (Traditional English Ballad): A Critical Analysis
Introduction: “The Wife of Usher’s Well” (Traditional English Ballad)

“The Wife of Usher’s Well” (Traditional English Ballad) first appeared in print in the late 18th to early 19th century, most notably included in Francis James Child’s The English and Scottish Popular Ballads (1882–1898). The ballad tells the haunting story of a grieving mother who, upon hearing of the death of her three sons, wishes them back from the dead. Her wish is granted, but they return not as living men but as spirits, bound by the laws of the afterlife. The poem is deeply rooted in themes of grief, the supernatural, and the unbreakable bonds between a mother and her children. The spectral return of the sons, wearing hats made of birch that “grew at the gates o’ Paradise,” signifies their otherworldly nature, emphasizing the eerie and tragic beauty of the tale. The ballad’s popularity endures due to its evocative language, supernatural elements, and emotional depth, encapsulated in lines such as: “The cock doth craw, the day doth daw, / The channerin’ worm doth chide; / Gin we be miss’d out o’ our place, / A sair pain we maun bide.” These lines reflect the sorrowful inevitability of fate—the dead cannot remain among the living, no matter the depth of a mother’s love.

Text: “The Wife of Usher’s Well” (Traditional English Ballad)

There lived a wife at Usher’s Well,
And a wealthy wife was she;
She had three stout and stalwart sons,
And sent them oer the sea.

They hadna been a week from her,
A week but barely ane,
Whan word came to the carline wife
That her three sons were gane.

They hadna been a week from her,
A week but barely three,
Whan word came to the carlin wife
That her sons she’d never see.

‘I wish the wind may never cease,
Nor fashes in the flood,
Till my three sons come hame to me,
In earthly flesh and blood.’

It fell about the Martinmas,
When nights are lang and mirk.
The carline wife’s three sons came hame,
And their hats were o’ the birk.

It neither grew in syke nor ditch,
Nor yet in ony sheugh;
But at the gates o’ Paradise,
That birk grew fair eneugh.

‘Blow up the fire, my maidens,
Bring water from the well;
For a’ my house shall feast this night,
Since my three sons are well.’

And she has made to them a bed,
She’s made it large and wide;
And she’s ta’en her mantle her about,
Sat down at the bed-side.

Up then crew the red, red cock,
And up and crew the gray
The eldest to the youngest said,
‘Tis time we were away.’

The cock he hadna craw’d but once,
And clapp’d his wings at a’,
When the youngest to the eldest said,
‘Brother, we must awa’.

‘The cock doth craw, the day doth daw,
The channerin’ worm doth chide;
Gin we be miss’d out o’ our place,
A sair pain we maun bide.’

‘Lie still, lie still but a little wee while,
Lie still but if we may;
Gin my mother should miss us when she wakes,
She’ll go mad ere it be day.’

‘Fare ye weel, my mother dear!
Fareweel to barn and byre!
And fare ye weel, the bonny lass
That kindles my mother’s fire!’

Annotations: “The Wife of Usher’s Well” (Traditional English Ballad)
Original LineSimple English MeaningLiterary, Poetic, & Rhetorical Devices
There lived a wife at Usher’s Well,There was a woman who lived at Usher’s Well.Setting (Usher’s Well, a place of mystery)
And a wealthy wife was she;She was a wealthy woman.Repetition (wealthy wife emphasizes her status)
She had three stout and stalwart sons,She had three strong and brave sons.Alliteration (“stout and stalwart”)
And sent them o’er the sea.She sent them across the sea.Symbolism (sea represents the unknown or fate)
They hadna been a week from her,They had been gone for only a week.Anaphora (repetition of “They hadna been…”)
A week but barely ane,Just one week had passed.Dialect (ane = one, adds regional tone)
Whan word came to the carline wifeThen the old woman heard the news.Foreshadowing (bad news approaching)
That her three sons were gane.That her three sons were dead.Euphemism (“gane” = gone/dead)
They hadna been a week from her,They had been gone only a week.Parallelism (repeated phrase builds rhythm)
A week but barely three,Just barely three weeks had passed.Suspense (increases tension)
Whan word came to the carlin wifeThen she got the terrible news.Repetition (emphasizing the grief)
That her sons she’d never see.That she would never see her sons again.Irony (later, she sees them as ghosts)
‘I wish the wind may never cease,She wished that the wind would never stop.Hyperbole (dramatic intensity)
Nor fashes in the flood,Or that the floods would never stop flowing.Symbolism (floods represent overwhelming grief)
Till my three sons come hame to me,Until her three sons come home.Supernatural (wishing them back from the dead)
In earthly flesh and blood.’Alive in their human bodies.Irony (they do return, but as spirits)
It fell about the Martinmas,It happened around Martinmas (late autumn).Foreshadowing (Martinmas is linked to spirits and the afterlife)
When nights are lang and mirk.When the nights are long and dark.Imagery (dark, eerie setting)
The carline wife’s three sons came hame,Her three sons returned home.Supernatural (ghostly return)
And their hats were o’ the birk.Their hats were made of birch branches.Symbolism (birch represents a connection to the afterlife)
It neither grew in syke nor ditch,The birch did not grow in a ditch or trench.Contrast (earthly vs. heavenly origins)
Nor yet in ony sheugh;Nor in any stream.Personification (the birch “grows beautifully”)
But at the gates o’ Paradise,But at the gates of Heaven.Alliteration (“gates o’ Paradise”)
That birk grew fair eneugh.That birch grew beautifully there.Symbolism (ties to the supernatural world)
‘Blow up the fire, my maidens,She told her servants to make a fire.Imperative (commanding tone)
Bring water from the well;And to bring water from the well.Imagery (ritual-like domestic setting)
For a’ my house shall feast this night,Because she wanted a feast that night.Irony (celebrating with dead sons)
Since my three sons are well.’Since her three sons had returned.Dramatic irony (we know they are not truly alive)
And she has made to them a bed,She made a large bed for them.Parallelism (ritualistic preparation)
She’s made it large and wide;A very big and comfortable bed.Imagery (sense of comfort and belonging)
And she’s ta’en her mantle her about,She wrapped herself in a mantle.Symbolism (protectiveness, warmth)
Sat down at the bed-side.And sat beside them.Foreshadowing (she will lose them again)
Up then crew the red, red cock,Then the red rooster crowed.Repetition (“red, red cock” emphasizes the moment)
And up and crew the grayAnd the gray rooster also crowed.Symbolism (rooster signifies departure)
The eldest to the youngest said,The oldest son told the youngest,Dialogue (gives the dead a voice)
‘Tis time we were away.’‘It’s time for us to leave.’Supernatural (spirits must leave at dawn)
The cock he hadna craw’d but once,The rooster had only crowed once,Foreshadowing (sign that time is running out)
And clapp’d his wings at a’,And flapped his wings,Alliteration (“cock clapped”)
When the youngest to the eldest said,When the youngest told the oldest,Contrast (young vs. old, past vs. present)
‘Brother, we must awa’.‘Brother, we must go.’Symbolism (return to the afterlife)
‘The cock doth craw, the day doth daw,‘The rooster crows, and the day is dawning,Metaphor (dawn represents the transition between life and death)
The channerin’ worm doth chide;And the spirits of the dead are calling us.Personification (“worm chiding”)
Gin we be miss’d out o’ our place,If we are missing from our place,Foreshadowing (spirits must not linger)
A sair pain we maun bide.’We will suffer great punishment.’Supernatural (rules of the afterlife)
‘Lie still, lie still but a little wee while,‘Stay a little while longer,Repetition (plea for delay)
Lie still but if we may;If only for a short time.Dramatic irony (they cannot stay)
Gin my mother should miss us when she wakes,If our mother wakes and sees us gone,Contrast (dream vs. reality)
She’ll go mad ere it be day.’She will lose her mind.Foreshadowing (mother’s heartbreak)
‘Fare ye weel, my mother dear!‘Goodbye, dear mother!Farewell motif (common in ballads)
Fareweel to barn and byre!Goodbye to our farm and fields!Imagery (home and past life)
And fare ye weel, the bonny lassGoodbye to the beautiful girl,Contrast (love left behind)
That kindles my mother’s fire!’Who lights my mother’s fire!’Symbolism (life going on without them)
Literary And Poetic Devices: “The Wife of Usher’s Well” (Traditional English Ballad)
Literary/Poetic DeviceExample from the BalladExplanation
Alliteration“stout and stalwart sons”Repetition of consonant sounds at the beginning of words to create rhythm and musicality.
Anaphora“They hadna been a week from her, / A week but barely ane”The repetition of the same phrase at the beginning of multiple lines for emphasis.
Contrast“It neither grew in syke nor ditch, / Nor yet in ony sheugh”A contrast between earthly and heavenly elements, or life and death.
Dramatic IronyThe mother believes her sons are alive, but the audience knows they are spirits.When the audience knows something the characters do not, increasing tension.
Euphemism“That her three sons were gane” (gane = dead)A mild or indirect word is used to soften a harsh reality.
Farewell Motif“Fare ye weel, my mother dear!”A recurring farewell theme, emphasizing parting and loss.
Foreshadowing“Up then crew the red, red cock”Hints about future events, as the rooster signals the spirits must leave.
Hyperbole“I wish the wind may never cease, / Nor fashes in the flood”Extreme exaggeration to emphasize deep grief and longing.
Imagery“When nights are lang and mirk”Descriptive language that appeals to the senses, creating a dark, eerie atmosphere.
Imperative“Blow up the fire, my maidens, / Bring water from the well”A direct command given by a character.
IronyShe wishes her sons to return, but they do so as ghosts.A contrast between expectation and reality.
Metaphor“The cock doth craw, the day doth daw”A comparison without “like” or “as”; daybreak symbolizes the transition between life and death.
Parallelism“They hadna been a week from her, / A week but barely ane”Repeating similar sentence structures for rhythm and emphasis.
Personification“The channerin’ worm doth chide”Giving human qualities to non-human things (the worm is “chiding”).
Repetition“Lie still, lie still but a little wee while”Repeating words or phrases for emphasis.
RhymeInternal rhymes throughout the ballad.A consistent pattern of sounds enhances the musicality of the poem.
SettingThe mysterious Usher’s Well and its surroundings.The environment and location influence the story’s mood and supernatural elements.
Supernatural ElementsThe sons returning as spirits, unable to stay in the living world.Ghosts and supernatural occurrences play a major role in the plot.
Symbolism“That birk grew fair eneugh” (birch represents the afterlife)Objects or elements represent deeper meanings.
ToneMournful, tragic, and eerie tone reflecting grief and loss.The overall mood conveyed by the poem.
Themes: “The Wife of Usher’s Well” (Traditional English Ballad)

1. Grief and Mourning: The central theme of “The Wife of Usher’s Well” is the overwhelming grief of a mother who has lost her three sons. Her sorrow is so deep that she refuses to accept their deaths, wishing them back in “earthly flesh and blood.” Her inability to move on reflects the deep emotional suffering of a parent mourning a child. The poem highlights how grief can be all-consuming, as seen in the mother’s desperate plea:

“I wish the wind may never cease,
Nor fashes in the flood,
Till my three sons come hame to me,
In earthly flesh and blood.”

This illustrates that her sorrow is so immense that she wishes nature itself to remain unsettled until her sons return. However, her wish is granted in a way she did not expect, reinforcing the idea that grief distorts reality and can even invite supernatural consequences.

2. The Supernatural and the Afterlife: The poem is steeped in supernatural elements, with the mother’s sons returning from the dead. Their ghostly nature is subtly revealed when they arrive wearing birch hats, described as:

“It neither grew in syke nor ditch,
Nor yet in ony sheugh;
But at the gates o’ Paradise,
That birk grew fair eneugh.”

This suggests that the birch came from the afterlife, symbolizing their connection to the other world. The eerie and sorrowful tone is further enhanced by the idea that they can only stay for a short time. Their departure is inevitable, following the natural law of the afterlife:

“The cock doth craw, the day doth daw,
The channerin’ worm doth chide;
Gin we be miss’d out o’ our place,
A sair pain we maun bide.”

The rooster crowing signifies the transition between night and day, symbolizing the boundary between life and death. This theme reflects traditional folklore beliefs in spirits and the inability of the dead to remain among the living.

3. Fate and the Inevitability of Death: Death in “The Wife of Usher’s Well” is portrayed as final and inescapable, no matter how much the mother wishes to reverse it. The poem suggests that the natural order cannot be changed, and any attempt to do so comes with consequences. The sons themselves understand this better than their mother, as they acknowledge that they cannot stay and must return to the afterlife:

“Brother, we must awa’.”

Their reluctance to remain emphasizes the idea that death is an unchangeable fate, and interfering with it only brings pain. The fact that they return not as living men but as spirits reinforces the tragic reality that death is permanent, and no human wish can truly undo it. The poem serves as a reflection on mortality, showing how those who remain behind struggle to accept the loss of loved ones.

4. Love and Loss: At its heart, the poem explores the deep love between a mother and her children, as well as the sorrow that follows their loss. The mother’s love is evident in her desperate desire to have her sons return, but it is also her love that makes it painful when they must leave again. In their farewell, the sons express their love and longing for what they left behind:

“Fare ye weel, my mother dear!
Fareweel to barn and byre!
And fare ye weel, the bonny lass
That kindles my mother’s fire!”

This farewell is poignant because it acknowledges not only the love of their mother but also the other bonds they had in life, such as home and romantic love. However, love does not override the laws of life and death, and their departure is inevitable. The poem ultimately conveys the message that while love is powerful, it does not grant immortality. The pain of loss is a part of love, and those left behind must find a way to live with it.


Literary Theories and “The Wife of Usher’s Well” (Traditional English Ballad)
Literary TheoryApplication to “The Wife of Usher’s Well”Reference from the Poem
Feminist CriticismThe ballad portrays a woman who is both powerful (wealthy and head of her household) yet powerless in the face of fate. Her grief over her sons reveals the deep emotional dependency placed on male heirs in a patriarchal society.“There lived a wife at Usher’s Well, / And a wealthy wife was she; / She had three stout and stalwart sons, / And sent them o’er the sea.”
Psychoanalytic CriticismThe mother’s inability to accept her sons’ deaths reflects denial and repression. Her wish to bring them back can be seen as an unconscious refusal to process grief, leading to a supernatural hallucination or symbolic dream.“I wish the wind may never cease, / Nor fashes in the flood, / Till my three sons come hame to me, / In earthly flesh and blood.”
Marxist CriticismThe poem subtly reflects class tensions; the woman is wealthy but still powerless against fate. The idea that no wealth can bring back the dead suggests an inherent critique of materialism and social hierarchies.“The carline wife’s three sons came hame, / And their hats were o’ the birk.” (Despite her wealth, she cannot prevent their fate.)
Structuralist CriticismThe structure of the ballad relies on binary oppositions: life vs. death, mother vs. sons, reality vs. supernatural. The repetition and parallelism reinforce the idea of fate and cyclical storytelling in folk traditions.“The cock doth craw, the day doth daw, / The channerin’ worm doth chide; / Gin we be miss’d out o’ our place, / A sair pain we maun bide.” (Clear structural contrast between night and day, life and death.)
Critical Questions about “The Wife of Usher’s Well” (Traditional English Ballad)

1. How does the ballad depict the theme of grief, and what does it suggest about the mother’s response to loss?

The ballad portrays grief as an all-consuming force that disrupts the natural order. The mother’s response to loss is one of deep denial—rather than accepting her sons’ deaths, she invokes supernatural forces in her desperate wish to bring them back:

“I wish the wind may never cease, / Nor fashes in the flood, / Till my three sons come hame to me, / In earthly flesh and blood.”

This wish reflects her inability to cope with reality, highlighting the psychological weight of grief. Her longing is so intense that it seemingly bends the laws of nature, allowing her sons to return, though not in the way she had hoped. However, the ballad ultimately suggests that grief cannot defy fate; the dead cannot remain with the living. The sons acknowledge this as they prepare to leave again, emphasizing that death is irreversible, and clinging to the past only prolongs suffering. The ballad thus presents grief as a force that can drive people to extremes, yet ultimately, the living must let go.


2. What role do supernatural elements play in the ballad, and how do they contribute to its meaning?

The supernatural is central to “The Wife of Usher’s Well,” creating an eerie and tragic atmosphere. The mother’s grief is so powerful that it seems to summon her dead sons back, yet their return is unnatural—they are not truly alive. Their spectral nature is subtly revealed in the imagery of their hats:

“It neither grew in syke nor ditch, / Nor yet in ony sheugh; / But at the gates o’ Paradise, / That birk grew fair eneugh.”

The reference to the birch growing at the gates of Paradise confirms that the sons have not returned as living men, but as spirits. The supernatural serves as both a fulfillment of the mother’s wish and a cruel irony—the sons return, but not as she intended. Furthermore, the ballad adheres to folklore traditions where the dead cannot stay among the living. The rooster crowing at dawn signals their inevitable departure:

“The cock doth craw, the day doth daw, / The channerin’ worm doth chide; / Gin we be miss’d out o’ our place, / A sair pain we maun bide.”

The supernatural elements reinforce the poem’s message about fate and the natural cycle of life and death. No amount of longing or supernatural intervention can alter the ultimate order of the world.


3. What is the significance of the farewell scene, and how does it reflect the ballad’s broader themes?

The farewell scene is deeply poignant, as the sons must leave their mother once again, reinforcing the theme of loss and the inevitability of death. Their departure is neither sudden nor violent but follows an inescapable rule of the afterlife. The sons themselves express sorrow, recognizing that they cannot stay and that their absence will cause their mother more grief:

“Lie still, lie still but a little wee while, / Lie still but if we may; / Gin my mother should miss us when she wakes, / She’ll go mad ere it be day.”

This moment underscores the tragedy of the ballad—not only is the mother suffering, but the sons, too, understand the pain their departure will bring. Their farewell also acknowledges the different aspects of their lost lives, including the love and warmth they once knew:

“Fare ye weel, my mother dear! / Fareweel to barn and byre! / And fare ye weel, the bonny lass / That kindles my mother’s fire!”

The mention of home and romantic love highlights how much they have lost in death. This scene encapsulates the broader themes of love, grief, and the passage of time. Though the mother summoned them back, they cannot remain, reinforcing the idea that while love endures, it cannot overcome the laws of life and death.


4. How does the ballad use nature and imagery to enhance its themes?

Nature plays a symbolic role throughout the ballad, mirroring the mother’s grief and reinforcing the supernatural elements. The mother’s wish that the wind never cease and the floods continue reflects her desire to suspend time and prevent her loss from becoming permanent:

“I wish the wind may never cease, / Nor fashes in the flood.”

This imagery suggests that she wants the world itself to remain in turmoil until her sons return. However, the natural cycle inevitably resumes—just as the rooster’s crow marks the coming of dawn, signaling that the sons must leave. The birch tree imagery further connects nature with the supernatural:

“It neither grew in syke nor ditch, / Nor yet in ony sheugh; / But at the gates o’ Paradise.”

The fact that the birch did not grow in any earthly place but at the gates of Heaven reinforces the idea that the sons belong to the afterlife. Nature, in this ballad, becomes a reflection of human emotions and cosmic order—while grief can momentarily disrupt it, the natural balance always returns, reminding the living that they must move forward.


Literary Works Similar to “The Wife of Usher’s Well” (Traditional English Ballad)
  1. The Unquiet Grave” (Traditional English Ballad) – This poem, like “The Wife of Usher’s Well,” explores a grieving loved one’s longing for the return of the dead, with supernatural elements as the ghost warns the living that excessive mourning disturbs the peace of the dead.
  2. Edward, Edward” (Traditional Scottish Ballad) – Similar to “The Wife of Usher’s Well,” this ballad features dramatic storytelling and tragic themes, depicting a son’s confession to his mother and the devastating consequences, emphasizing fate and sorrow within a family.
  3. Annabel Lee” by Edgar Allan Poe – Like “The Wife of Usher’s Well,” this poem explores undying grief and the supernatural, as the speaker mourns his lost love and believes their souls remain connected beyond death.
  4. The Rime of the Ancient Mariner” by Samuel Taylor Coleridge – This poem resembles “The Wife of Usher’s Well” in its use of supernatural forces and themes of guilt and fate, both showing that disturbing the natural order leads to inevitable consequences.
  5. La Belle Dame sans Merci” by John Keats – Like “The Wife of Usher’s Well,” this poem blurs the line between life and death, using haunting imagery and supernatural elements to explore love, loss, and fate.
Representative Quotations of “The Wife of Usher’s Well” (Traditional English Ballad)

QuotationContextTheoretical Perspective
“There lived a wife at Usher’s Well, / And a wealthy wife was she; / She had three stout and stalwart sons, / And sent them o’er the sea.”Introduces the mother as wealthy and powerful, yet vulnerable to fate, as she sends her sons away, unknowingly sealing their tragic fate.Feminist Criticism – Highlights the mother’s role as both powerful and powerless within a patriarchal system, relying on male heirs for stability.
“They hadna been a week from her, / A week but barely ane, / Whan word came to the carline wife / That her three sons were gane.”The first instance of loss and grief, as the mother learns of her sons’ deaths, setting up the theme of mourning and sorrow.Psychoanalytic Criticism – The mother’s grief manifests as a supernatural wish fulfillment, showing a refusal to process reality and loss.
“I wish the wind may never cease, / Nor fashes in the flood, / Till my three sons come hame to me, / In earthly flesh and blood.”The mother’s desperate wish to bring back her sons, showing her inability to accept their deaths and her willingness to disrupt the natural order.Structuralist Criticism – The repetition and parallel structure reinforce the cyclical nature of fate and the theme of unnatural disturbance.
“It fell about the Martinmas, / When nights are lang and mirk. / The carline wife’s three sons came hame, / And their hats were o’ the birk.”The sons return as ghosts, with Martinmas marking the seasonal shift towards winter, reinforcing the supernatural and folkloric elements.Folkloric Analysis – The supernatural return aligns with traditional ghost lore, where spirits visit the living before departing permanently.
“It neither grew in syke nor ditch, / Nor yet in ony sheugh; / But at the gates o’ Paradise, / That birk grew fair eneugh.”The birch symbolism confirms their otherworldly nature, as their hats come from Paradise, showing that they are not truly alive.Symbolism – The birch tree represents the transition between life and death, reinforcing the supernatural and religious themes.
“Blow up the fire, my maidens, / Bring water from the well; / For a’ my house shall feast this night, / Since my three sons are well.”The mother believes her sons are physically alive and celebrates their return, demonstrating her denial and the tragic irony of the situation.Irony and Tragedy – Dramatic irony as the audience knows the sons are ghosts, while the mother believes them to be alive.
“Up then crew the red, red cock, / And up and crew the gray / The eldest to the youngest said, / ‘Tis time we were away.”The rooster’s crow signals the inevitable return of the sons to the afterlife, emphasizing the theme of fate and the passage of time.Fate and the Supernatural – The rooster, a common folklore symbol, signals the boundary between night and day, life and death.
“The cock doth craw, the day doth daw, / The channerin’ worm doth chide; / Gin we be miss’d out o’ our place, / A sair pain we maun bide.”The sons acknowledge the laws of the supernatural, stating that if they remain, they will suffer, reinforcing the inevitability of death.Metaphysical Themes – The boundary between worlds is strict, suggesting an unchangeable cosmic order that must be obeyed.
“Lie still, lie still but a little wee while, / Lie still but if we may; / Gin my mother should miss us when she wakes, / She’ll go mad ere it be day.”The youngest son expresses concern for their mother’s fragile state, showing that grief affects not only the living but also the spirits of the dead.Psychological Perspective – The youngest son fears his mother’s psychological breakdown, emphasizing the lasting impact of grief.
“Fare ye weel, my mother dear! / Fareweel to barn and byre! / And fare ye weel, the bonny lass / That kindles my mother’s fire!”The final farewell encapsulates themes of love, loss, and separation, as the sons bid goodbye to their mother, home, and past lives.Existentialist Perspective – The final goodbye highlights human mortality and the necessity of moving forward despite inevitable loss.

Suggested Readings: “The Wife of Usher’s Well” (Traditional English Ballad)
  1. Bowen, Edwin W. “The Old English Ballad.” The Sewanee Review, vol. 9, no. 3, 1901, pp. 286–95. JSTOR, http://www.jstor.org/stable/27530422. Accessed 21 Feb. 2025.
  2. BRONSON, BERTRAND HARRIS. “The Wife of Usher’s Well.” The Traditional Tunes of the Child Ballads, Volume 2, Princeton University Press, 1962, pp. 246–66. JSTOR, http://www.jstor.org/stable/j.ctt183pr9s.28. Accessed 21 Feb. 2025.
  3. Bailey, J. O. “What Happens in ‘The Fall of the House of Usher’?” American Literature, vol. 35, no. 4, 1964, pp. 445–66. JSTOR, https://doi.org/10.2307/2923583. Accessed 21 Feb. 2025.

“The Twa Sisters” (also known as “The Cruel Sister”): A Critical Analysis

“The Twa Sisters” (also known as “The Cruel Sister”) first appeared in The Bishopric Garland in 1792 and has been passed down through generations as part of the oral tradition of folk ballads.

"The Twa Sisters" (also known as "The Cruel Sister"): A Critical Analysis
Introduction: “The Twa Sisters” (also known as “The Cruel Sister”)

“The Twa Sisters” (also known as “The Cruel Sister”) first appeared in The Bishopric Garland in 1792 and has been passed down through generations as part of the oral tradition of folk ballads. This haunting tale of sibling rivalry and betrayal is centered around a tragic story where an elder sister pushes her younger sister into a mill-dam, resulting in her drowning. The miller then makes a violin from the drowned sister’s body, using her bones, fingers, and other body parts to create different parts of the instrument, which ultimately plays a melody that reveals the dark truth of her death. The poem’s appeal lies in its dramatic narrative, vivid imagery, and eerie atmosphere. The eerie transformation of the sister’s remains into an instrument of music carries a disturbing yet compelling allure. Its popularity as a textbook folk ballad arises from its tragic yet simple structure, and its ability to captivate with both its moral undercurrent and its blend of mythic and musical elements, as shown in the verse: “What did he doe with her brest-bone? / He made him a violl to play thereupon.” This chilling story, with its supernatural overtones, continues to resonate with audiences as an example of folk artistry intertwined with dark themes.

Text: “The Twa Sisters” (also known as “The Cruel Sister”)

1 THERE were two sisters, they went playing,
With a hie downe done a downe-a
To see their father’s ships come sayling in.
With a hy downe downe a downe-a

2 And when they came unto the sea-brym,
The elder did push the younger in.

3 ‘O sister, O sister, take me by the gowne,
And drawe me up upon the dry ground.’

4 ‘O sister, O sister, that may not bee,
Till salt and oatmeale grow both of a tree.’

5 Somtymes she sanke, somtymes she swam,
Until she came unto the mill-dam.

6 The miller runne hastily downe the cliffe,
And up lie betook her withouten her life.

7 What did he doe with her brest-bone?
He made him a violl to play thereupon.

8 What did lie doe with her fingers so small?
He made him peggs to his violl withall.

9 What did he doe with her nose-ridge?
Unto his violl he made him a bridge.

10 What did he doe with her veynes so blew?
He made him strings to his violl thereto.

11 What did he doe with her eyes so bright?
Upon his violl he played at first sight.

12 What did he doe with her tongue so rough?
Unto the violl it spake enough.

13 What did lie doe with her two shinnes?
Unto the violl they danc’d Moll Syms.

14 Then bespake the treble string,
‘O yonder is my father the king.’

15 Then bespake the second string,
‘O yonder sitts my mother the queen.’

16 And then bespake the strings all three,
‘O yonder is my sister that drowned mee.’

17 ‘Now pay the miller for his payne,
And let him bee gone in the divel’s name.’

Annotations: “The Twa Sisters” (also known as “The Cruel Sister”)
LineTextSimple English ExplanationLiterary Device
1THERE were two sisters, they went playing,Two sisters were playing together.Connotations (“two sisters”)
2With a hie downe done a downe-aThis is part of the chorus, a rhythmic refrain.Repetition (chorus)
3To see their father’s ships come sayling in.They went to watch their father’s ships coming in.Imagery (visual image of ships)
4With a hy downe downe a downe-aAnother part of the chorus, creating a rhythmic pattern.Repetition (chorus)
5And when they came unto the sea-brym,They arrived at the edge of the sea.Imagery (the sea’s edge)
6The elder did push the younger in.The older sister pushed the younger one into the sea.Action/Conflict (betrayal)
7‘O sister, O sister, take me by the gowne,The younger sister begs her older sister for help.Dialogue (begging for help)
8And drawe me up upon the dry ground.’She asks to be pulled out onto dry land.Imagery (dry ground)
9‘O sister, O sister, that may not bee,The elder sister responds that it cannot happen.Denial/Rejection
10Till salt and oatmeale grow both of a tree.’She says it’s impossible, just like salt and oatmeal growing on trees.Hyperbole (impossibility)
11Somtymes she sanke, somtymes she swam,The younger sister sinks and swims in the water.Imagery (movement in water)
12Until she came unto the mill-dam.She eventually reaches the mill-dam.Imagery (location of the mill-dam)
13The miller runne hastily downe the cliffe,The miller runs quickly down the hill.Action (miller’s urgency)
14And up lie betook her withouten her life.He picks her up, but she is already dead.Irony (miller unable to save her)
15What did he doe with her brest-bone?The miller wonders what to do with her bones.Question (beginning of the disturbing transformation)
16He made him a violl to play thereupon.He makes a violin from her breastbone.Metaphor (transforming a body part into an instrument)
17What did he doe with her fingers so small?He questions what to do with her fingers.Question (continues disturbing transformation)
18He made him peggs to his violl withall.He makes pegs for the violin from her fingers.Imagery (gruesome transformation)
19What did he doe with her nose-ridge?He wonders what to do with her nose.Question (continuation of transformation)
20Unto his violl he made him a bridge.He makes a bridge for the violin from her nose.Symbolism (nose as bridge)
21What did he doe with her veynes so blew?He questions what to do with her veins.Question (body parts used for violin)
22He made him strings to his violl thereto.He makes strings for the violin from her veins.Symbolism (strings as veins)
23What did he doe with her eyes so bright?He wonders what to do with her bright eyes.Question (body parts used for violin)
24Upon his violl he played at first sight.He plays the violin using her eyes.Imagery (playing the violin with eyes)
25What did he doe with her tongue so rough?He wonders what to do with her tongue.Question (disturbing transformation)
26Unto the violl it spake enough.Her tongue speaks through the violin.Personification (giving voice to the violin)
27What did lie doe with her two shinnes?He questions what to do with her shins.Question (disturbing transformation)
28Unto the violl they danc’d Moll Syms.He uses her shins to make the violin dance.Allusion (Moll Syms, a popular tune)
29Then bespake the treble string,The treble string of the violin speaks.Personification (violin string speaking)
30‘O yonder is my father the king.’The treble string mentions the father, the king.Symbolism (father figure as king)
31Then bespake the second string,The second string speaks.Personification (violin string speaking)
32‘O yonder sitts my mother the queen.’The second string mentions the mother, the queen.Symbolism (mother figure as queen)
33And then bespake the strings all three,All three strings speak together.Personification (all strings speak)
34‘O yonder is my sister that drowned mee.’The strings reveal the drowned sister.Irony (the violin speaks the truth)
35‘Now pay the miller for his payne,The strings suggest paying the miller.Dialogue (violin speaking)
36And let him bee gone in the divel’s name.’They suggest sending the miller away.Symbolism (miller’s payment in devil’s name)
Literary And Poetic Devices: “The Twa Sisters” (also known as “The Cruel Sister”)
DeviceExampleExplanationReference from Poem
Allusion“Unto the violl they danc’d Moll Syms.”A reference to the folk tune “Moll Syms,” implying dance or music.Line 28
Antithesis“O sister, O sister, that may not bee”The contrast between the plea and the refusal creates tension and highlights the betrayal.Line 9
Characterization“The elder did push the younger in”The actions of the elder sister characterize her as cruel and malicious.Line 6
Dialogue“O sister, O sister, take me by the gowne”The direct speech between the two sisters adds drama and emotional appeal to the poem.Lines 3-4
Diction“She made him a violl to play thereupon”The use of old-fashioned language (“violl” instead of “violin”) gives the poem an archaic, folk-like tone.Line 7
Hyperbole“Till salt and oatmeale grow both of a tree.”Exaggeration of the impossibility of the situation emphasizes the cruelty of the elder sister.Line 9
Imagery“Somtymes she sanke, somtymes she swam”Visual and physical imagery of the younger sister struggling in the water helps paint a vivid picture.Line 11
Irony“What did he doe with her brest-bone? / He made him a violl to play thereupon.”The miller transforms the dead sister’s body into a musical instrument, creating ironic beauty from death.Lines 7-8
Metaphor“He made him a violl to play thereupon”The breastbone is metaphorically transformed into a violin, symbolizing both death and art.Line 7
Onomatopoeia“With a hie downe done a downe-a”The repeated “downe-a” mimics the sound and rhythm of the song.Line 2
Personification“The miller runne hastily downe the cliffe”The miller’s haste is humanized, suggesting urgency in his actions.Line 13
Repetition“With a hy downe downe a downe-a”The repeated refrain reinforces the song’s rhythm and the sorrowful tone of the poem.Line 4
Rhyme“And drawe me up upon the dry ground” / “O sister, O sister, that may not bee”The rhyme in the poem creates a melodic, song-like structure.Lines 3-4
Simile“Till salt and oatmeale grow both of a tree”A simile is used to emphasize the absurdity of the elder sister’s refusal to help.Line 9
Symbolism“He made him strings to his violl thereto”The strings of the violin symbolize the life force of the drowned sister, now transformed into music.Line 22
Tone“What did he doe with her two shinnes?”The tone is dark and grim as the poem describes the transformation of a human body into a violin.Line 27
Tragic Irony“O yonder is my sister that drowned mee”The violin strings speak the truth of the elder sister’s crime, creating tragic irony.Line 34
Visual Imagery“What did he doe with her nose-ridge? / Unto his violl he made him a bridge.”The vivid imagery of the nose being made into a bridge paints a disturbing picture of the body’s transformation.Lines 19-20
Voice“Unto the violl it spake enough”The violin speaks, representing a supernatural voice that reveals the truth.Line 26
Themes: “The Twa Sisters” (also known as “The Cruel Sister”)
  • Betrayal and Sibling Rivalry: The central theme of betrayal in “The Twa Sisters” is expressed through the actions of the elder sister, who cruelly pushes the younger sister into the sea. This act of jealousy or malice results in the younger sister’s drowning and symbolizes the destructive consequences of sibling rivalry. The elder sister’s refusal to help her drowning sibling is highlighted when the younger one pleads, “O sister, O sister, take me by the gowne, / And drawe me up upon the dry ground” (Lines 3-4), yet the elder sister coldly replies, “O sister, O sister, that may not bee, / Till salt and oatmeale grow both of a tree” (Lines 9-10), reinforcing her heartless indifference. The elder sister’s actions show the theme of betrayal within a family, as she allows her sibling to perish in the water, setting the stage for the poem’s tragic unfolding.
  • Death and Transformation: The theme of death and the eerie transformation of the deceased body is a significant element of the poem. After the younger sister’s tragic death, her body is repurposed by the miller, who turns her remains into a violin, each body part contributing to an instrument of music. The miller “made him a violl to play thereupon” from her breastbone (Line 7), and uses her “fingers so small” to make “peggs to his violl” (Line 8), continuing the disturbing process of turning a lifeless body into something both beautiful and grotesque. The theme of transformation is emphasized as the body of the dead sister, through the miller’s crafting, becomes a vessel for music. This transformation turns death into a macabre form of artistic expression, showcasing a chilling juxtaposition of life and death through the creation of the violin.
  • Revenge and Justice: The theme of revenge is prevalent in the poem, particularly in the way the truth of the elder sister’s actions is revealed after her death. The violin, crafted from the younger sister’s remains, becomes an instrument of justice, speaking the truth of the elder sister’s crime. The strings of the violin speak, with one saying, “O yonder is my sister that drowned mee” (Line 34), highlighting the younger sister’s spirit seeking revenge from beyond the grave. The instrument is no longer just an object of music; it becomes a voice for the wronged, accusing the elder sister of her deadly betrayal. The appearance of justice in this form, through the revelation of the truth, transforms the poem into a narrative about the inevitability of retribution. The supernatural element of the violin speaking provides a sense of cosmic justice, where the wrongdoer is exposed, even if the system of earthly justice fails.
  • Nature and the Supernatural: The poem intertwines elements of nature and the supernatural, using them to underscore the dark events that unfold. The sea, a powerful natural force, is the setting for the initial act of betrayal, where the elder sister pushes the younger into the water. The description of the younger sister’s struggles in the water, “Somtymes she sanke, somtymes she swam” (Line 11), evokes the power of nature as both a physical and metaphorical force. Furthermore, the supernatural aspect of the poem comes into play when the violin itself becomes an instrument of revelation. The violin’s ability to speak and reveal the truth of the drowning connects the natural world (through the violin’s construction from human remains) to the supernatural (the voice of the deceased speaking through the violin). This fusion of nature and the supernatural highlights the mysterious and dark forces at play, guiding the poem’s eerie atmosphere and enhancing its themes of death, justice, and retribution.
Literary Theories and “The Twa Sisters” (also known as “The Cruel Sister”)
Literary TheoryExplanationReferences from the Poem
Feminist TheoryThis theory explores the roles of women and the dynamics of power, gender, and oppression. In “The Twa Sisters,” the elder sister’s betrayal of the younger sister highlights a relationship filled with jealousy, rivalry, and dominance. The poem can be interpreted as a commentary on the complex and often destructive nature of female relationships, where societal and familial expectations of women may contribute to violent conflict.The elder sister’s act of pushing the younger sister into the sea is an act of power and control: “And when they came unto the sea-brym, / The elder did push the younger in” (Lines 5-6). The older sister’s cruelty in the face of her sibling’s pleas for help also reveals a deep-seated gendered power imbalance.
Psychoanalytic TheoryPsychoanalytic theory can be applied to examine the unconscious desires, fears, and emotional conflicts that are embodied in the poem. The elder sister’s violent action can be seen as a manifestation of repressed jealousy or a desire to rid herself of competition. The creation of the violin from the sister’s remains symbolizes the reworking of trauma and death into a form of expression or repression.The elder sister’s actions can be seen as an unconscious manifestation of envy or a desire for self-preservation: “O sister, O sister, take me by the gowne, / And drawe me up upon the dry ground” (Lines 3-4), which represents the younger sister’s plea for life that is rejected out of spite or unconscious desire to eliminate a perceived threat.
Marxist TheoryA Marxist interpretation would focus on the themes of social class and power dynamics. The poem presents the miller as an important figure who manipulates the deceased body for his own gain, creating an instrument of music from the sister’s remains. The miller’s actions can be interpreted as a metaphor for the commodification of the working class or those without power, turning human life into something exploitable for profit.The miller transforms the dead sister’s body into a violin, suggesting the exploitation of labor or lives for personal gain: “What did he doe with her brest-bone? / He made him a violl to play thereupon” (Lines 7-8). This transformation can be seen as a critique of commodification and exploitation.
New HistoricismNew Historicism focuses on understanding texts in the context of the historical and cultural environment in which they were created. “The Twa Sisters” reflects medieval or early modern beliefs in the supernatural and the moral consequences of actions. The poem explores themes of justice, guilt, and the afterlife, reflecting the cultural anxieties of its time regarding retribution and the fate of the soul.The use of supernatural elements, such as the speaking violin that reveals the truth of the elder sister’s crime, aligns with historical beliefs in divine or supernatural justice: “O yonder is my sister that drowned mee” (Line 34). The supernatural voice of the violin can be interpreted as a reflection of the cultural importance placed on retribution and moral accountability during the time the poem was written.
Critical Questions about “The Twa Sisters” (also known as “The Cruel Sister”)
  • What does the miller’s transformation of the younger sister’s body into a violin symbolize in “The Twa Sisters”?
  • The miller’s transformation of the younger sister’s body into a violin is a powerful symbol that conveys themes of exploitation and the commodification of human life. In “The Twa Sisters,” the miller takes the remains of the drowned sister and uses her body to create an instrument of music. This disturbing transformation can be interpreted as a commentary on how death and suffering are often repurposed for the benefit of others. The act of crafting a violin from her bones, fingers, and veins reflects a process of turning human remains into something aesthetically valuable, yet grotesque. For example, the miller “made him a violl to play thereupon” from her breastbone (Line 7) and “made him peggs to his violl withall” from her fingers (Line 8). This conversion of the body into an instrument is a stark commentary on the exploitation of the dead for artistic or economic gain, suggesting that in both life and death, people are often valued only for what they can provide for others, rather than for their inherent worth.
  • What role does the supernatural play in “The Twa Sisters”?
  • The supernatural plays a significant role in “The Twa Sisters,” particularly through the speaking violin. The violin, crafted from the deceased sister’s remains, becomes a vessel for revealing the truth of her death and the elder sister’s betrayal. The strings of the violin, which represent parts of the drowned sister’s body, seem to possess a supernatural ability to speak and convey the wrong that has been done. One of the strings says, “O yonder is my sister that drowned mee” (Line 34), giving voice to the silent, voiceless victim. This supernatural element suggests that justice is inevitable, even if it cannot be achieved through earthly means. The poem implies that the wrongs committed in life, especially within the family, will be revealed and accounted for, whether through the physical world or through supernatural means. The voice of the violin, speaking the truth of the younger sister’s death, serves as a powerful reminder that even in death, the victim’s voice can be heard and justice can prevail.
  • How does “The Twa Sisters” portray the theme of sibling rivalry?
  • Sibling rivalry is a central theme in “The Twa Sisters,” with the elder sister’s jealousy and cruelty leading to the younger sister’s tragic death. The poem begins with the two sisters playing together, yet it quickly becomes clear that a destructive rivalry exists between them. The elder sister’s jealousy is made manifest when she pushes her younger sibling into the sea, despite the younger one’s pleas for help. The younger sister cries out, “O sister, O sister, take me by the gowne, / And drawe me up upon the dry ground” (Lines 3-4), but the elder sister cruelly rejects her, saying it cannot be done until “salt and oatmeale grow both of a tree” (Lines 9-10). This refusal not only highlights the elder sister’s malice but also her desire to rid herself of what she perceives as competition. The rivalry culminates in an irreversible act of violence, emphasizing the destructive potential of jealousy and competition between siblings. The poem portrays sibling rivalry as a force that can, in extreme cases, lead to betrayal, death, and irreversible loss.
  • What does the final revelation in “The Twa Sisters” suggest about the inevitability of justice?
  • The final revelation in “The Twa Sisters,” when the violin speaks the truth of the younger sister’s death, suggests that justice, though delayed, is inevitable. The violin strings, which are made from the sister’s veins, fingers, and other body parts, act as the instrument through which the truth is revealed. One of the strings says, “O yonder is my sister that drowned mee” (Line 34), and the rest of the strings join in to confirm the crime. This supernatural unveiling of the elder sister’s guilt suggests that, even if justice is not immediately achieved in life, the truth will eventually come to light. The poem uses the speaking violin as a metaphor for the inescapability of retribution—no wrong can go unpunished, and even in death, the victim’s voice can force the wrongdoer to be held accountable. The final lines, “Now pay the miller for his payne, / And let him bee gone in the divel’s name” (Lines 35-36), further indicate that the miller, who played a role in the transformation of the sister’s body, is also implicated in the wrongdoing. The poem suggests that justice is not only an earthly concern but something that transcends the physical realm, offering a cosmic resolution to the tragedy.
Literary Works Similar to “The Twa Sisters” (also known as “The Cruel Sister”)
  1. “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge
    Similarity: Both poems feature supernatural elements, including the presence of guilt and retribution, as well as the theme of nature’s power over human actions.
  2. “The Wife of Usher’s Well” (Traditional Ballad)
    Similarity: Like “The Twa Sisters,” this ballad revolves around family tragedy and the eerie involvement of supernatural forces, with spirits returning to reveal the truth.
  3. “La Belle Dame sans Merci” by John Keats
    Similarity: Both poems deal with themes of betrayal and death, where the consequences of unrequited love or jealousy result in the destruction of a victim.
  4. The Ballad of Sir Patrick Spens” (Traditional Ballad)
    Similarity: Similar to “The Twa Sisters,” this ballad portrays a tragic fate brought on by human actions, exploring themes of death, betrayal, and the destructive consequences of fate.
  5. Tam Lin” (Traditional Scottish Ballad)
    Similarity: Like “The Twa Sisters,” this poem involves supernatural elements and explores the theme of sacrifice and the mysterious powers of nature, often linked to love and betrayal.

Representative Quotations of “The Twa Sisters” (also known as “The Cruel Sister”)

QuotationContextTheoretical Perspective
“And when they came unto the sea-brym, / The elder did push the younger in.” (Lines 5-6)The elder sister pushes the younger into the sea, marking the beginning of the tragic betrayal.Feminist Theory: This highlights sibling rivalry and the destructive consequences of jealousy between women.
“O sister, O sister, take me by the gowne, / And drawe me up upon the dry ground.” (Lines 3-4)The younger sister pleads for help as she struggles in the water, demonstrating her vulnerability.Psychoanalytic Theory: The younger sister’s desperation may represent unconscious desires for survival or protection.
“O sister, O sister, that may not bee, / Till salt and oatmeale grow both of a tree.” (Lines 9-10)The elder sister rejects her sibling’s plea for help, using a hyperbolic and cruel excuse.Marxist Theory: This reflects the theme of power dynamics and exploitation, where the elder sister asserts dominance.
“What did he doe with her brest-bone? / He made him a violl to play thereupon.” (Lines 7-8)The miller transforms the younger sister’s body into a violin, symbolizing the exploitation of human life.New Historicism: The transformation of the body into a musical instrument reflects historical practices of using human labor.
“Somtymes she sanke, somtymes she swam, / Until she came unto the mill-dam.” (Line 11)The younger sister struggles in the water, symbolizing the battle between life and death.Imagery: Vivid depiction of nature’s power and the inner conflict of the drowning sister.
“Now pay the miller for his payne, / And let him bee gone in the divel’s name.” (Lines 35-36)The violin strings demand justice for the miller’s role in exploiting the younger sister’s body.Feminist Theory: This suggests the miller’s complicity in the exploitation and victimization of women.
“What did he doe with her eyes so bright? / Upon his violl he played at first sight.” (Lines 21-22)The miller uses the younger sister’s eyes to play the violin, emphasizing the violation of her body.Psychoanalytic Theory: The transformation of the eyes into an instrument symbolizes the perverse reworking of trauma.
“What did he doe with her fingers so small? / He made him peggs to his violl withall.” (Lines 8-9)The miller continues his gruesome repurposing of the sister’s remains to make a functional violin.Marxist Theory: The commodification of the dead body into a violin reflects how the working class or marginalized are exploited.
“O yonder is my sister that drowned mee.” (Line 34)The violin strings speak the truth, revealing the elder sister’s guilt and betrayal after the drowning.New Historicism: The supernatural justice mirrors the moral and spiritual values of the time, where guilt is revealed posthumously.
“He made him strings to his violl thereto.” (Line 22)The miller uses the younger sister’s veins to create the strings of the violin, symbolizing the connection to life.Feminist Theory: This final transformation emphasizes the exploitation of the female body for male gain, rendering it a tool for his music.
Suggested Readings: “The Twa Sisters” (also known as “The Cruel Sister”)
  1. Niles, John Jacob, et al. “The Twa Sisters (Child No. 10).” The Ballad Book of John Jacob Niles, University Press of Kentucky, 2000, pp. 47–54. JSTOR, http://www.jstor.org/stable/j.ctt130jnj1.12. Accessed 23 Feb. 2025.
  2. Taylor, Archer. “The English, Scottish, and American Versions of the ‘Twa Sisters.'” The Journal of American Folklore, vol. 42, no. 165, 1929, pp. 238–46. JSTOR, https://doi.org/10.2307/535038. Accessed 23 Feb. 2025.
  3. Parker, Harbison. “‘The Twa Sisters’. Going Which Way?” The Journal of American Folklore, vol. 64, no. 254, 1951, pp. 347–60. JSTOR, https://doi.org/10.2307/537003. Accessed 23 Feb. 2025.
  4. Philipose, Lily. “The Twa Sisters: A Santal Folktale Variant of the Ballad.” Folklore, vol. 101, no. 2, 1990, pp. 169–77. JSTOR, http://www.jstor.org/stable/1260320. Accessed 23 Feb. 2025.

“Literary Geography: Joyce, Woolf And The City” by Jeri Johnson: Summary and Critique

“Literary Geography: Joyce, Woolf and the City” by Jeri Johnson first appeared in 2000 in the journal City: Analysis of Urban Trends, Culture, Theory, Policy, Action (Vol. 4, No. 2, pp. 199-214).

"Literary Geography: Joyce, Woolf And The City" by Jeri Johnson: Summary and Critique
Introduction: “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson

Literary Geography: Joyce, Woolf and the City” by Jeri Johnson first appeared in 2000 in the journal City: Analysis of Urban Trends, Culture, Theory, Policy, Action (Vol. 4, No. 2, pp. 199-214). The article explores how urban spaces in literature are represented as both real and imagined through the works of James Joyce and Virginia Woolf. Johnson examines the tension between representing cities as physical, material realities and as imaginative, symbolic spaces, drawing on the theories of urban thinkers like Simmel and Benjamin. The article argues that while both Joyce and Woolf engaged with cities like Dublin and London in materially grounded ways, they also imbued them with symbolic meanings, offering “utopian openings” for social cohesion and change. By analyzing Joyce’s insistence on the faithful geographical representation of Dublin in Ulysses and Woolf’s transformation of London into a dynamic, metaphorical space, Johnson emphasizes the dual role cities play in literature as both tangible and symbolic constructs. This contribution is important to literary theory as it bridges the gap between literary representations of urban space and the social, cultural, and historical forces that shape them, offering a nuanced view of how cities influence and reflect the mental and emotional lives of their inhabitants.

Summary of “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson
  • Introduction to the Concept of Literary Cities
    In this article, Jeri Johnson explores the contrasting roles of urban spaces in literature, particularly in the works of James Joyce and Virginia Woolf. She discusses whether cities in literature are “imaginary spaces” or reflections of material realities. Joyce’s approach to Dublin in Ulysses is grounded in the city’s material geography, whereas Woolf’s depictions of London, particularly in The Years, navigate between visionary and factual representations (Johnson, 2000, p. 199). Joyce’s city is so meticulously described that it could be “reconstructed” from his text, while Woolf’s view evolves from seeing cities as “phantom” spaces to fully integrated historical and political landscapes (Johnson, 2000, p. 199).
  • The Dual Nature of Cities in Literature
    Johnson identifies two opposing views of cities in literary geography: cities as “imaginative constructions” and cities as accurate representations of the material world. While many critics have historically supported the former, seeing urban spaces as symbolic, Joyce presents Dublin as a city that must be understood in its exact geographical context. Johnson contrasts Joyce’s vision with that of Woolf, who initially resisted turning cities into tangible, historical places but later embraced the material history of London in her writing (Johnson, 2000, p. 200). This tension between representation and imagination is central to the study of literary geography.
  • Franco Moretti and J. Hillis Miller’s Views on Literary Space
    Johnson references the work of literary critics Franco Moretti and J. Hillis Miller, who argue that space in literature is not about geographical location but about the relationships and social dynamics that unfold over time. Moretti, for example, suggests that the city in the novel functions as a backdrop to social relations rather than as a place in itself (Johnson, 2000, p. 201). Miller further expands this by discussing the city as a “figurative mapping” that represents the dynamic relationships among characters rather than the physical space itself.
  • Raymond Williams and the Metropolis in Ulysses
    Raymond Williams’ Marxist interpretation of Ulysses is also discussed, where he asserts that the city in Joyce’s novel is largely an internalized experience, shaped by the character’s consciousness rather than the physical reality of Dublin (Johnson, 2000, p. 202). Johnson agrees with Williams in some respects but also highlights Joyce’s insistence on accuracy in his representation of Dublin’s geography, suggesting that Joyce’s treatment of the city allows for a deeper engagement with the material history of the urban space.
  • Woolf’s Changing Attitudes Toward the City
    Johnson traces the evolution of Virginia Woolf’s attitude toward cities, noting her shift from a rejection of the tangible city to a full embrace of London’s material and political dimensions in The Years (Johnson, 2000, p. 207). Woolf, who once viewed cities as “phantom” spaces, later acknowledged that understanding the city’s historical and political contexts was essential to understanding individual lives and social structures. The article explores how Woolf integrates the urban landscape with the private lives of her characters, especially through the lens of political change, gender roles, and social class.
  • Conclusion: Cities as Both Material and Symbolic
    Johnson concludes that both Joyce and Woolf view cities as essential to understanding their characters’ lives, but they approach this representation differently. Joyce insists on the materiality of Dublin, making it a site for historical and political critique, while Woolf uses the city to reflect personal and social transformation. Both writers, however, depict cities as spaces that are both “insistently themselves and persistently something other,” allowing for both material reality and symbolic meaning in their literary geography (Johnson, 2000, p. 214).

Theoretical Terms/Concepts in “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson

Theoretical Term/ConceptExplanationReference
Imaginary SpacesRefers to the idea of cities in literature as constructed, fictional representations rather than accurate depictions of physical locations.“Cities as found in literature are imaginative constructions” (Johnson, 2000, p. 199).
Material RealitiesThe notion that cities in literature aim to represent actual, tangible places with a material and historical foundation.“Cities in literature represent at least themselves” (Johnson, 2000, p. 199).
Literary GeographyThe study of how geographical locations and urban spaces are represented in literature, including both symbolic and material representations.“Literary geography…is concerned with the intersection of literature and the spatial arrangement of urban places” (Johnson, 2000, p. 199).
Urban Space as Narrative PropThe idea that the urban environment in literary works is a backdrop to narrative events, playing a secondary role to the social relationships and character dynamics.“The city as a physical place…becomes the mere backdrop to the city as a network of developing social relationships” (Johnson, 2000, p. 201).
Space and TemporalityThe concept that spatial elements in literature, particularly cities, function through narrative time, linking the physical space to the progression of the plot.“The urban novel…seeks to resolve the spatial in terms of the sequential” (Johnson, 2000, p. 201).
FlâneurA concept from modernist urban theory describing a detached observer or stroller who experiences the city without fully engaging with its inhabitants.“Joyce’s own flâneur, Leopold Bloom, in Ulysses, is alienated, but not because he lives in a metropolis” (Johnson, 2000, p. 202).
The Metropolis and Mental LifeA theory from Georg Simmel discussing how urban life affects the mental state of individuals, making them more detached or alienated.“The significance of ‘the city’ lies in the effect it has on the mental life” (Johnson, 2000, p. 202).
Material History of CitiesThe idea that cities are not just fictional or symbolic, but are deeply tied to historical, political, and social contexts that influence characters’ lives.“Cities were both ‘insistently themselves and persistently something other’” (Johnson, 2000, p. 214).
Political GeographyA concept that examines the political significance embedded in geographical locations, specifically in how urban settings relate to broader political issues.“Woolf’s works are loaded with political geography” (Johnson, 2000, p. 207).
Utopian SpaceA theoretical term referring to spaces in literature that offer idealized versions of society, often providing moments of escape or social cohesion.“The possibility of charitable action as a stimulus to social cohesion” (Johnson, 2000, p. 202).
Contribution of “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson to Literary Theory/Theories
  • Contribution to Literary Geography Theory
    The article contributes significantly to the development of literary geography, examining how cities in literature represent both the material reality of their physical locations and the imaginative constructs of writers. It suggests that cities in literature are not mere backdrops but are deeply intertwined with the characters’ lives, reflecting social, historical, and political contexts.
    • “Literary geography…is concerned with the intersection of literature and the spatial arrangement of urban places” (Johnson, 2000, p. 199).
  • Contribution to Modernist Literary Criticism
    Johnson’s analysis highlights how modernist writers like Joyce and Woolf navigate the tension between representing cities as both real and imaginative spaces. This intersection challenges traditional ideas of spatial representation and encourages a deeper look into the complexities of urban experiences in modernist texts.
    • “Cities were both ‘insistently themselves and persistently something other’” (Johnson, 2000, p. 214).
  • Contribution to Urban Space and Temporality Theory
    The article reinforces the argument that space in literature, particularly in urban settings, operates through temporality. By using cities as a framework for narrative events, both Joyce and Woolf employ urban spaces to advance the plot, while simultaneously imbuing them with social and political meaning.
    • “The urban novel…seeks to resolve the spatial in terms of the sequential” (Johnson, 2000, p. 201).
  • Contribution to Flâneur and Alienation Theory
    Drawing on the concept of the flâneur, Johnson explores how Joyce’s Ulysses depicts Leopold Bloom as a modernist figure who experiences alienation in Dublin, despite the city’s detailed representation. The flâneur becomes a lens for understanding the psychological effects of modern urban life, especially the sense of detachment that comes with it.
    • “Joyce’s own flâneur, Leopold Bloom, in Ulysses, is alienated, but not because he lives in a metropolis” (Johnson, 2000, p. 202).
  • Contribution to Simmel’s Theory of the Metropolis and Mental Life
    Johnson builds on Simmel’s ideas by demonstrating how Joyce and Woolf’s works reflect the alienating effects of urban life on individuals. In particular, the psychological consequences of living in dense, busy cities are portrayed through the inner experiences of their characters, who navigate a world filled with “stimuli” and “anonymity.”
    • “The significance of ‘the city’ lies in the effect it has on the mental life” (Johnson, 2000, p. 202).
  • Contribution to Political Geography in Literature
    The article highlights the intersection of urban geography and political history in literature. Both Joyce and Woolf use the cities of Dublin and London as representations of historical and political forces, exploring how the material city shapes social dynamics and personal lives.
    • “Cities were both ‘insistently themselves and persistently something other,’ including utopian openings towards ‘the possibility of charitable action as a stimulus to social cohesion’” (Johnson, 2000, p. 202).
Examples of Critiques Through “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson
Literary WorkCritiqueExplanation
James Joyce’s UlyssesUlysses and the Representation of DublinJoyce’s Ulysses is praised for its precise geographical representation of Dublin. Johnson notes that Joyce’s insistence on accurately portraying Dublin leads to a blending of real and imaginary spaces, showcasing the city’s historical and social layers.
Alienation in the CityThe city in Ulysses is not just a backdrop but a space that influences characters. Joyce presents Dublin as both a place of belonging and alienation, with characters like Leopold Bloom experiencing a sense of detachment from the urban landscape.
Virginia Woolf’s The YearsUrban Landscape and Mental LifeWoolf’s The Years integrates London’s material and social history, exploring how the city’s spaces affect the characters’ psychological states. The narrative shows characters moving between public and private spheres, illustrating how these spaces shape their mental lives.
Public and Private Worlds in the CityWoolf emphasizes the interaction between public and private spheres in London. Through characters like Rose Pargiter, Woolf critiques how urban life’s “facts” are interwoven with the personal histories and struggles of individuals, making the city an active force in shaping lives.
James Joyce’s DublinersHistorical and Political CritiqueIn Dubliners, Joyce reflects on the social and political history of Dublin. In stories like “Two Gallants,” the city is not only a setting but also a critique of Ireland’s political situation, with characters moving through spaces that carry historical weight.
Representation of Social BetrayalThe critique of social betrayal in Dubliners is connected to the geography of Dublin. The physical streets and buildings mirror the themes of exploitation and betrayal in Irish society, especially under British influence.
Virginia Woolf’s Night and DayLondon as an Urban SpaceIn Night and Day, Woolf presents London as a complex urban space where the characters’ identities are shaped by the city’s landscape. Woolf uses the city to illustrate broader social dynamics and tensions between personal aspirations and societal constraints.
Material Reality vs. Visionary ImaginationWoolf’s portrayal of London in Night and Day is both grounded in material reality and filtered through the characters’ subjective perceptions. The city’s external space is described in ways that challenge its tangible reality, invoking a more visionary understanding of urban life.
Criticism Against “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson
  • Overemphasis on Material Geography
    Johnson’s focus on the material and geographical accuracy in Joyce’s Ulysses and Woolf’s The Years might be seen as neglecting the more abstract or symbolic uses of the city in these works. Critics may argue that the material reality of the city is only one aspect of its significance in literature, and that Johnson’s critique places too much weight on this perspective.
  • Neglect of Psychological and Symbolic Dimensions
    While Johnson engages with how the city shapes characters’ mental lives, some critics might argue that the article does not delve deeply enough into the symbolic or psychological meanings of the city in these works. For instance, Joyce’s Dublin and Woolf’s London are rich with symbolic resonance, which is not fully explored in the critique.
  • Over-simplification of City Representations
    Johnson’s framework of contrasting ‘cities in literature represent something other than themselves’ versus ‘cities in literature represent at least themselves’ could be criticized for being too simplistic. The complexity of literary depictions of cities might resist such binary categories, as urban spaces often blur these boundaries in nuanced ways.
  • Limited Focus on Gender and Social Structures
    While Woolf’s works are acknowledged for their interaction with urban space, the criticism might fall short of adequately engaging with the ways in which gender and class affect the urban experience. Both Woolf and Joyce portray cities as shaped by social hierarchies, and a more in-depth analysis of these dimensions could strengthen the critique.
  • Historical Context Overlooked
    Johnson’s focus on the literary geography of the cities could be critiqued for not sufficiently engaging with the broader historical contexts that shape these cities. While Joyce’s Dublin and Woolf’s London are discussed as material realities, their historical evolution, including political upheavals, urbanization, and social change, might not be fully addressed in relation to the literary works.
  • Excessive Focus on Urbanism
    Johnson’s critique predominantly emphasizes the role of the city in shaping the narratives and characters in both authors’ works. Critics could argue that this approach overlooks the rural or suburban aspects of their writings, potentially disregarding the broader geographical scope within which these works unfold.
  • Possible Lack of Engagement with Postcolonial Perspectives
    Since both Joyce and Woolf wrote in contexts heavily shaped by colonialism, a critique might argue that Johnson does not sufficiently engage with the postcolonial implications of their urban portrayals. Joyce’s Dublin and Woolf’s London could be critiqued from a postcolonial perspective, especially considering Ireland’s history with British imperialism and the imperial undertones in London during Woolf’s era.
Representative Quotations from “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson with Explanation
QuotationExplanation
“A writer’s country is a territory within his own brain; and we run the risk of disillusionment if we try to turn such phantom cities into tangible brick and mortar…” (Woolf)This quote highlights Virginia Woolf’s idea that the city in literature is a product of the writer’s imagination, suggesting that literary cities are more symbolic than literal representations of actual places.
“I want to give a picture of Dublin so complete that if the city one day suddenly disappeared from the earth it could be reconstructed out of my book” (Joyce)Joyce’s ambition for his representation of Dublin in Ulysses is to make it so precise and detailed that it could be rebuilt from the text, positioning his work as both a literary and a geographical map of the city.
“The city as a physical place—and therefore as a support to descriptions and classifications—becomes the mere backdrop to the city as a network of developing social relationships…” (Moretti)This quote from Franco Moretti connects urban space to the narrative’s social dynamics, where the city serves more as a site for evolving human interactions than a mere physical environment.
“A novel is a figurative mapping. The story traces out diachronically the movement of the characters…as the crisscross of relationships gradually creates an imaginary space” (Miller)J. Hillis Miller’s view reinforces the idea that literary cities are abstract, evolving constructs shaped by the characters’ interactions rather than static, physical settings.
“The substantial reality, the living variety of the city, is in the walker’s mind…The history is not in this city but in the loss of a city, the loss of relationships.” (Williams)Raymond Williams argues that the city’s material reality is secondary to its representation as a mental and emotional experience, particularly focusing on the psychological impacts of urban life.
“In a way that Williams never imagines, he is right about Joyce’s Ulysses even as he ignores Joyce’s faithfulness to the materiality of Dublin.” (Johnson)Johnson critiques Williams by acknowledging the tension between Joyce’s attention to Dublin’s material reality and the abstract, mental representation of the city in Ulysses, suggesting both dimensions exist in parallel in Joyce’s work.
“Woolf insisted on representing the city of London as both a material place and a mental one, which constantly interacts with the characters’ perceptions and emotions.”This quote from Johnson emphasizes Woolf’s dual approach, where the city’s materiality is tied to her characters’ subjective experiences, blending the physical with the emotional.
“The city was a place that shaped the mental lives of those who lived there, but for Woolf, it also held the possibility for charitable action as a stimulus to social cohesion.” (Johnson)Johnson suggests that for Woolf, London serves not only as a site of psychological alienation but also as a place where positive social change can emerge, offering a utopian view of urban space.
“The metaphorical city is always a reflection of the mental states and internal struggles of the characters.”Johnson argues that cities in literature often reflect internal, psychological processes, aligning with literary theories that link external environments to characters’ internal states.
“London itself perpetually attracts, stimulates, gives me a play & a poem, without any trouble, save that of moving my legs through the streets.” (Woolf)This quote demonstrates Woolf’s personal connection to London, suggesting that the city provides both inspiration and movement, reflecting her view of the city as a source of constant stimulation and creativity.
Suggested Readings: “Literary Geography: Joyce, Woolf And The City” by Jeri Johnson
  1. Johnson, Jeri. “Literary geography: Joyce, Woolf and the city.” City 4.2 (2000): 199-214.
  2. Neverow, Vara S. “VIRGINIA WOOLF AND CITY AESTHETICS.” The Edinburgh Companion to Virginia Woolf and the Arts, edited by MAGGIE HUMM, Edinburgh University Press, 2010, pp. 88–103. JSTOR, http://www.jstor.org/stable/10.3366/j.ctt1g0b0wh.10. Accessed 24 Feb. 2025.
  3. Lilienfeld, Jane. “Introduction: Virginia Woolf and Literary History.” Woolf Studies Annual, vol. 9, 2003, pp. 85–115. JSTOR, http://www.jstor.org/stable/24906540. Accessed 24 Feb. 2025.
  4. Gillespie, Diane F. “Maps of Her Own: Virginia Woolf In and Beyond the Archives.” Woolf Studies Annual, vol. 25, 2019, pp. 97–136. JSTOR, https://www.jstor.org/stable/26932503. Accessed 24 Feb. 2025.

“Literary Geography And The Writer’s Country” by Ian M. Matley: Summary and Critique

“Literary Geography And The Writer’s Country” by Ian M. Matley first appeared in 1987 in the Scottish Geographical Magazine (vol. 103, no. 3, pp. 122-131).

"Literary Geography And The Writer's Country" by Ian M. Matley: Summary and Critique
Introduction: “Literary Geography And The Writer’s Country” by Ian M. Matley

“Literary Geography And The Writer’s Country” by Ian M. Matley first appeared in 1987 in the Scottish Geographical Magazine (vol. 103, no. 3, pp. 122-131). The article explores the relationship between literature and geography, particularly examining how environments influence writers. Matley traces the development of literary geography, from early deterministic approaches to more nuanced studies, highlighting the concept of a “writer’s country” as the place that significantly impacts an author’s works. The article underscores the importance of not just physical landscapes but also social and cultural environments in shaping literary expression. The study is critical for understanding the broader impacts of geography on narrative form and content, especially in relation to British writers such as Thomas Hardy and Walter Scott.

Summary of “Literary Geography And The Writer’s Country” by Ian M. Matley

Introduction to Literary Geography

  • Ian M. Matley discusses the emergence of literary geography and the concept of a writer’s country, a region or environment closely linked to a writer’s life and work.
  • Literary geographers explore how physical landscapes and social environments influence writers’ thoughts and writings, with an emphasis on childhood experiences shaping a writer’s work.
    • As Matley asserts, “the influence of early environments was stressed” as crucial in shaping literary output (Matley, 1987, p. 123).

Archibald Geikie’s Environmentalism

  • Geikie, a geologist, was one of the earliest to apply environmental ideas to literature, arguing that physical landscapes significantly shape human development.
    • Geikie posits, “man is in large measure the creature of his environment; that his material progress and mental development have been guided and modified by the natural conditions in which he has been placed” (Geikie, 1905, p. 3).
  • He believed that geographical regions, like Scotland’s harsh terrain, influenced the people and writers from these areas, imparting traits such as endurance and self-reliance.

William Sharp and Literary Geography

  • William Sharp is credited with pioneering literary geography with his work on the influence of landscapes on writers such as Robert Louis Stevenson and Thomas Carlyle.
    • Sharp argued, “The colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66).
  • He contended that a writer’s early environment, even if not directly represented in their work, plays a vital role in shaping their imagination and literary themes.

Edward Thomas and Refined Views on the Writer’s Country

  • Edward Thomas refined the idea of a writer’s country, associating it with the region where a writer spent their formative years.
    • Thomas claims, “If a man spends his first twenty years in and about his birthplace, that is his country” (Thomas, 1928, p. 203).
  • His approach linked regional identity to writers like Hardy and Brontë, where landscapes from their youth had a profound effect on their works.

Modern Contributions: Drabble and O’Brien

  • Margaret Drabble expanded the concept of literary geography to include not only the natural environment but also cultural and social aspects, acknowledging that early landscapes may not always have a deterministic influence.
    • Drabble remarks, “every writer’s work is a record both of himself and of the age in which he lives, as well as of the particular places he describes” (Drabble, 1976, p. 7).
  • Eoin O’Brien’s analysis of Samuel Beckett’s connection to Ireland, despite his later move to France, exemplifies how a writer’s native landscapes can still influence their work, even when they abandon them physically.

Critique of the Writer’s Country Concept

  • Matley critiques the deterministic approach to the writer’s country, pointing out that not all writers feel a strong attachment to their birthplace.
    • He provides the example of Raymond Chandler, whose writing about Los Angeles was far removed from his Midwestern roots, illustrating that a writer’s country need not be tied to their birthplace or childhood environment.

Conclusion: Literary Geography and Modern Understanding

  • Over time, the concept of a writer’s country has evolved, with later scholars acknowledging a broader, more complex set of influences on a writer’s work, including urban environments and social contexts.
    • As Matley concludes, “the concept of literary geography attains its fullest meaning…involves a totality of influences, physical, cultural, social, and economic” (Matley, 1987, p. 131).
Theoretical Terms/Concepts in “Literary Geography And The Writer’s Country” by Ian M. Matley
Term/ConceptDescriptionReference
Literary GeographyA field of study that examines the relationship between geography (physical and social environments) and literature. It explores how landscapes shape writers’ works.“Literary geography… includes the concept of a writer’s ‘country'” (Matley, 1987, p. 123)
Writer’s CountryA place or region most strongly associated with a writer’s life and works. It often refers to the environment that shaped the writer’s thoughts, particularly during their formative years.“The writer’s ‘country’ as the region, place, or city most closely identifiable with the writer’s life and works” (Matley, 1987, p. 123)
Environmental InfluenceThe theory that a writer’s surroundings, both natural and social, deeply impact their literary output. This includes influences from childhood environments.“The influence of early environments was stressed” (Matley, 1987, p. 123)
Physical GeographyThe study of landscapes and the natural environment’s influence on literature, particularly focusing on how scenery shapes writers’ themes.Geikie’s view: “Man is in large measure the creature of his environment” (Geikie, 1905, p. 3)
Cultural GeographyA perspective that extends beyond physical landscapes to include the impact of social, urban, and cultural environments on literary works.Drabble emphasizes “the strong connection between writers and their native landscapes” (Drabble, 1976, p. 7)
Determinism in LiteratureThe belief that a writer’s work is significantly shaped by their early physical environment, implying that certain characteristics or themes in literature are influenced by geography.Geikie’s idea of “environmentalist beliefs” and their impact on writers (Matley, 1987, p. 124)
Place-SpecificityThe concept that literature becomes more grounded and specific in relation to a writer’s birthplace and the landscapes that shaped them.Pocock states that “the indelible bond is established with the place of earliest activities” (Pocock, 1981, p. 339)
Totality of InfluencesA modern refinement of literary geography that incorporates the full spectrum of influences on a writer, including physical, cultural, social, and economic factors.“A totality of influences, physical, cultural, social, and economic” (Matley, 1987, p. 131)
The Role of ChildhoodThe idea that the landscapes and environments experienced in early life play a significant role in the later work of a writer.“The colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66)
Urban Environment in LiteratureThe exploration of how cities and urban landscapes influence writers, especially in modern literary geography, moving beyond rural landscapes.Drabble explores “the role of the urban environment as a formative force” (Drabble, 1979, p. 235)
Contribution of “Literary Geography And The Writer’s Country” by Ian M. Matley to Literary Theory/Theories

1. Contribution to Environmental Determinism in Literary Theory

  • Matley explores the role of the physical environment in shaping a writer’s work, emphasizing the impact of landscapes and early environments on the writer’s thoughts and writing. This aligns with the theory of environmental determinism, which suggests that human behavior and literary output are heavily influenced by environmental factors.
  • Reference: “The influence of early environments was stressed” (Matley, 1987, p. 123).

2. Contribution to Geocriticism

  • The article contributes to the development of Geocriticism, a literary theory that examines how geographical space is represented and influences the construction of narratives. Matley’s study of literary geography, particularly the concept of a writer’s country, highlights how writers’ works are linked to specific landscapes and regions.
  • Reference: “The concept of a writer’s ‘country’ as the region, place, or city most closely identifiable with the writer’s life and works” (Matley, 1987, p. 123).

3. Contribution to New Historicism

  • By linking the writer’s environment to their literary output, Matley touches on New Historicism, which looks at the ways in which historical, social, and geographical contexts influence literature. The concept of a writer’s country involves an analysis of how place and historical context influence literary production, a core concern of New Historicism.
  • Reference: “A totality of influences, physical, cultural, social, and economic, which a person absorbs by living in a particular place at a particular time” (Matley, 1987, p. 131).

4. Contribution to Ecocriticism

  • Matley’s focus on how natural environments impact literature contributes to Ecocriticism, which studies the relationship between literature and the environment. The article’s exploration of the physical landscape as a determining factor in writers’ works, especially the way rural and urban environments shape their writing, aligns with ecocritical approaches.
  • Reference: “The influence of the natural environment of a region as a major influence on a writer and his work” (Matley, 1987, p. 123).

5. Contribution to Spatial Literary Studies

  • The article’s examination of Spatial Literary Studies is evident in its analysis of the spatial and geographical contexts of writers’ works. Matley focuses on the concept of a “writer’s country” as a space that encompasses not just the geographical area but also its social, cultural, and emotional significance in the writer’s life and work.
  • Reference: “Literary geography and the concept of the writer’s country was of particular interest to British literary historians and critics” (Matley, 1987, p. 123).

6. Contribution to Memory Studies in Literature

  • Matley discusses how a writer’s attachment to their childhood landscapes impacts their work, contributing to Memory Studies in literary theory. This aspect highlights how memories of place and environment are essential to the creation of narrative and identity in literature.
  • Reference: “The landscapes of childhood… the colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66).

7. Contribution to Theories of Regionalism

  • The article contributes to the theory of Regionalism, which explores how specific geographic regions influence literary works. Matley reviews various writers, emphasizing how their connections to particular places or regions influenced the themes and settings of their works.
  • Reference: “Sharp thought that a knowledge of the landscapes and environment of an author’s birthplace and early home was important in understanding his or her works” (Sharp, 1912, p. 66).
Examples of Critiques Through “Literary Geography And The Writer’s Country” by Ian M. Matley
Literary WorkCritique through Literary GeographyKey ConceptReference
“Wuthering Heights” by Emily BrontëThe novel reflects the influence of the Yorkshire moors on the characters, especially Heathcliff and Catherine. The bleak and rugged landscape of the moors is integral to the story’s atmosphere.Writer’s Country: The landscape of youth shapes the emotional and psychological characteristics of characters.“Emily fits into the moorland… she is part of it… the moorland was a necessity for her” (Thomas, 1928, p. 271)
“The Return of the Native” by Thomas HardyHardy’s depiction of Egdon Heath, with its harsh and unforgiving landscape, mirrors the emotional struggles of his characters. The regional setting influences the themes of fate and isolation.Regionalism: The specific environment of Egdon Heath shapes both the plot and the characters’ experiences.“The placid scenery of the eastern lowlands of England had exerted a strong influence on the works of Cowper” (Geikie, 1905, p. 3)
“The Adventures of Sherlock Holmes” by Arthur Conan DoyleThe urban landscapes of London play a crucial role in the story, influencing Holmes’ investigative methods and the atmosphere of mystery. The city itself becomes a character in the narrative.Urban Environment: The city as a formative space that shapes character behavior and narrative themes.“Sharp tried to show the influence of urban environment on Thackeray’s development… the urban background… was equally important” (Sharp, 1912, p. 143)
“Dracula” by Bram StokerThe novel’s landscapes—ranging from the Gothic castle in Transylvania to Victorian London—reflect the cultural and psychological tension between the Old World and the New.Cultural Geography: The contrast between rural Transylvanian landscapes and urban London reflects cultural and social tensions.“The landscapes of childhood… the colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66)
Criticism Against “Literary Geography And The Writer’s Country” by Ian M. Matley

1. Overemphasis on Environmental Determinism

  • Matley’s focus on the environmental impact on writers may oversimplify the complexity of literary production, reducing it to a deterministic view where geography and environment are seen as the primary forces shaping a writer’s work.
  • Critics may argue that this theory undermines other influences, such as personal experiences, psychological factors, or broader social and historical contexts.

Reference: “The influence of early environments was stressed” (Matley, 1987, p. 123).

2. Neglect of the Writer’s Agency and Creativity

  • Matley’s theory might underplay the writer’s agency, creativity, and conscious choices when it comes to narrative construction. This critique suggests that writers are active creators rather than passive products of their environments.
  • Some may argue that writers intentionally choose settings and landscapes that serve their artistic or thematic goals, rather than being unconsciously influenced by them.

Reference: “Sharp thought that the early environment of a writer is the most important influence in his use of nature as a background for the human drama” (Sharp, 1912, p. 66).

3. Insufficient Consideration of Non-Geographical Influences

  • Critics might argue that Matley’s approach fails to adequately address other significant influences on literature, such as cultural, political, or philosophical contexts, which play a critical role in shaping a writer’s worldview and literary style.
  • The theory could be seen as narrowing the scope of literary analysis to geography, overlooking factors like ideology, historical moment, and literary traditions.

Reference: “Literary geography and the concept of the writer’s country was of particular interest to British literary historians and critics” (Matley, 1987, p. 123).

4. Limited Application to Non-Regional Writers

  • The theory may be criticized for being particularly relevant to regional novelists but less applicable to writers whose works are less tied to specific geographical locations or who deliberately transcend their environmental roots.
  • Writers like James Joyce, Franz Kafka, or William Faulkner, whose works deal with universal themes or abstract environments, might challenge the relevance of the “writer’s country” concept.

Reference: “The landscapes of childhood… the colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66).

5. Romanticizing the Connection Between Writer and Landscape

  • The emphasis on childhood environments and their supposed unbreakable bond with the writer’s work can be seen as overly nostalgic and romantic. Critics may argue that this view idealizes the connection between a writer and their childhood environment, ignoring the possibility that writers might deliberately distance themselves from these roots.
  • Some may suggest that this approach neglects the evolving and complex nature of literary identity.

Reference: “The influence of the natural environment of a region as a major influence on a writer and his work” (Matley, 1987, p. 123).

6. Limited Engagement with Modern Theoretical Frameworks

  • Matley’s exploration of literary geography could be criticized for not engaging sufficiently with contemporary theoretical frameworks in literary studies, such as postmodernism, feminist theory, or postcolonial theory, which could offer richer, more nuanced analyses of geography in literature.
  • The approach might appear somewhat outdated in light of newer literary theories that stress the multiplicity of influences on writers beyond geographic determinism.

Reference: “A totality of influences, physical, cultural, social, and economic, which a person absorbs by living in a particular place at a particular time” (Matley, 1987, p. 131).

7. Over-Simplification of Geographical Influence

  • Matley’s framework may oversimplify the relationship between geography and literature, assuming a direct causal link between environment and writer’s work. Critics may argue that this is an oversimplification, as the interaction between a writer and their environment is more complex and mediated by individual perception, personal experiences, and intellectual engagement.
Representative Quotations from “Literary Geography And The Writer’s Country” by Ian M. Matley with Explanation
QuotationExplanation
“The influence of early environments was stressed” (Matley, 1987, p. 123).This highlights the emphasis on how childhood environments shape a writer’s thoughts and later works, suggesting a direct connection between place and literary output.
“The concept of a writer’s ‘country’ as the region, place, or city most closely identifiable with the writer’s life and works” (Matley, 1987, p. 123).This defines the key concept of a “writer’s country,” emphasizing the relationship between a writer’s works and the geographical location that influenced their life and work.
“Man is in large measure the creature of his environment; that his material progress and mental development have been guided and modified by the natural conditions in which he has been placed” (Geikie, 1905, p. 3).Geikie’s belief in environmental determinism is quoted here, supporting the idea that a writer’s environment shapes their intellectual and creative outputs.
“Literary geography… includes the concept of a writer’s ‘country'” (Matley, 1987, p. 123).This reinforces the idea that literary geography is not just about the geographical settings in a writer’s works but about the deep connection between the writer and their environment.
“The colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66).Sharp’s view that childhood experiences, particularly visual impressions of landscapes, influence the themes and style of an author’s later works.
“The instinct of a reader knows the difference between what is merely depicted, however beautifully, and what is thought into the very fibre of the thing created” (Sharp, 1912, p. 69).Sharp stresses that a writer’s intimate knowledge of their environment comes through in their work, making the depiction more authentic and emotionally resonant.
“He writes of them as an admiring and even enthusiastic spectator, but not as one into whose very soul the power of the mountains had entered” (Geikie, 1905, p. 123).Geikie’s analysis of how Walter Scott’s depiction of the Scottish Highlands was shaped by admiration rather than personal, emotional connection, highlighting the distance between environment and emotional influence.
“The landscapes of childhood… the colours seen in childhood are those with which in maturity whatever is enduring is depicted” (Sharp, 1912, p. 66).A reiteration of Sharp’s view that childhood landscapes leave a lasting imprint on a writer’s imagination, shaping the enduring themes they express in their later works.
“A totality of influences, physical, cultural, social, and economic, which a person absorbs by living in a particular place at a particular time” (Matley, 1987, p. 131).This suggests a modern, holistic understanding of literary geography, where a writer’s work is shaped not just by physical geography but by a broader range of influences.
“The influence of the natural environment of a region as a major influence on a writer and his work” (Matley, 1987, p. 123).Matley reiterates the traditional view that natural landscapes, such as the countryside, deeply shape a writer’s perspective and literary production.
Suggested Readings: “Literary Geography And The Writer’s Country” by Ian M. Matley
  1. Matley, Ian M. “Literary geography and the writer’s country.” Scottish Geographical Magazine 103.3 (1987): 122-131.
  2. Blair, Sara. “Cultural Geography and the Place of the Literary.” American Literary History, vol. 10, no. 3, 1998, pp. 544–67. JSTOR, http://www.jstor.org/stable/490111. Accessed 24 Feb. 2025.
  3. Horowitz, Helen Lefkowitz. “The Writer’s Path: J. B. Jackson and Cultural Geography as a Literary Genre.” SiteLINES: A Journal of Place, vol. 11, no. 1, 2015, pp. 3–7. JSTOR, http://www.jstor.org/stable/24889498. Accessed 24 Feb. 2025.
  4. Hart, Deborah. “A Literary Geography of Soweto.” GeoJournal, vol. 12, no. 2, 1986, pp. 191–95. JSTOR, http://www.jstor.org/stable/41143617. Accessed 24 Feb. 2025.