The document discusses psychoanalytic literary criticism. It explains that psychoanalytic criticism sees literature as expressing unconscious desires through symbols and imagery, similar to dreams. Freud believed literature could be interpreted like dreams to understand unconscious meanings. Later critics like Jacques Lacan developed structuralist psychoanalytic theories based on how language and signifiers shape human desire and identity. The document provides examples of how psychoanalytic criticism might analyze works by interpreting symbols and themes related to psychoanalytic concepts like the Oedipus complex. It aims to teach students about key figures, ideas, terms, and methods in the psychoanalytic approach to literary criticism.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Class (5) Items
Quick Info
Main ideas
Key Terms and Concepts
Sample Analysis
Representative Readings
3. Part (5)
Objectives By the end of this part, you will be able to:
1. Explain the distinctive features of the psychoanalytical
approaches.
2. Realize the importance of the psychoanalytical approaches.
3. Name the main critics in the psychoanalytical approaches.
4. Describe the main ideas of the psychoanalytical approaches.
5. Define the main concepts and terms used in the
psychoanalytical approaches.
6. Compare some different aspects of the psychoanalytical
approaches.
7. Analyze some representative writings of the psychoanalytical
approaches.
8. Analyze sample analysis of the psychoanalytical approaches.
4. 1. Answer the following questions:
1. Who are the main critics of psychoanalytical Criticism?
2. What are the main ideas of Freudian Criticism?
3. What are the main ideas of Lacanian Criticism ?
2. Write about the following terms/concepts:-
1. Unconsciousness
2. Oedipus Complex
3. Ego/ID
3. Explain a sample analysis of:
1. Freudian Criticism
2. Lacanian Criticism
4. Write about the following critical works:
5. Comment on the following passages from:
1. “The Interpretation of Dreams” by
2. “The Instance of the Letter In the Unconscious, or Reason since
Freud” by
Part (5) Questions
8. Sigmund Freud:
The Unconscious
• Sigmund Freud's book, The Interpretation of Dreams (1900),
described a discovery that would become the centerpiece of a
new discipline called psychoanalysis.
• His discovery was that the human mind contains a dimension
that is only partially accessible to consciousness and then only
through indirect means such as dreams or neurotic symptoms.
• The "unconscious is a repository of repressed desires, feelings,
memories, and instinctual drives.
• For Freud, our mental lives derive largely from biological drives.
10. Jacques Lacan
• Neo-Freudianism enjoyed great popularity in France in the 1960s and 1970s and continues to be
a viable school of literary criticism.
• In the 1950s and 1960s, Lacan developed a structuralist theory of psychoanalytical based on
the linguistic theory of Saussure.
• Against object relations theory, Lacan argues that the ego is constructed through imaginary
percepts and narcissistic fantasies, and it remains blind to its determination by the drives, the
unconscious, and its placement and construction in/by language.
• Before language assigns us an "I," we possess no sense of self.
• It is language that gives us identity (while simultaneously taking it away in the sense of
something pregiven or internal).
• Lacanian criticism shifts attention to language and sees it and the unconscious as almost
identical.
• Human desire is carried by signifiers which stand in for a lack that can never be filled in.
• It is in the signifiers then, in language itself, that the unconscious, what of the unconscious one
can know, resides.
12. Literary Theory:
Psychoanalytic
Criticism
Watch the video from the beginning till the (01.47) minute, to find the answer for these questions
1. What is the relationship between dreams and literature to Freud and Lacan? How was Carl Jung
different?
2. What is the object of Psychoanalytic literary Criticism?
3. What are the levels of psychoanalysis in literature?
13. Psychoanalytic Literary Criticism
• Psychoanalytic literary criticism begins with Freud himself, whose "The Uncanny," in part
a reading of Hoffman's horror story "The Sandman," can be said to inaugurate the critical
genre.
• Freud notices that literary texts are like dreams; they embody or express unconscious
material in the form of complex displacements and condensations.
• The same rule that he prescribes for dream interpretation also applies to literature: it is
not a direct translation of the unconscious into symbols that "stand for" unconscious
meanings. Rather, literature displaces unconscious desires, drives, and motives into
imagery that might bear no resemblance to its origin but that nonetheless permits it to
achieve release or expression.
• Literature, as fiction, might even be said to demonstrate these very processes of
representation-through-indirection at work.
16. Oedipus Complex
Freud believed that all children experience an “Oedipus
Complex” as a rite of passage to adult gender identity. All male
children experience an early attachment to the mother. Similarly,
the female child experiences an early attachment to the the father.
19. Freud reading of
"The Sandman"
• In "The Uncanny," Freud presented a reading of Hoffman's
horror story "The Sandman," can be said to inaugurate the
critical genre.
• For Freud fear of castration takes the form not of a literal
image, but of a metaphoric substitute that displaces the
protagonist's anxiety onto a fear of losing his eyes, a fear that
is available for interpretation only because language displays
the latent connection.
20. Nathaniel
Hawthorne's fiction
• All of Nathaniel Hawthorne's fiction, for
example, might be read in this light as
embodying the Oedipal conflict between a son
and a threatening father.
• (as between Reverend Dimmesdale and
Chillingsworth in The Scarlet Letter).
21. Hemingway’s
A Farewell to Arms
• In Hemingway's novel A Farewell to Arms, Arms is about
both bodily "arms" and military "arms".
• The hero wishes to escape from the military into the arms of
his love Catherine, but he is obliged to say farewell to her
arms in the end.
• The novel maps out the trajectory of development as Lacan
describes it: the male child must learn to renounce the
imaginary moment of fulfilled desire with the mother in
order to accept separation and to enter the Symbolic Order.
26. 1. Answer the following questions:
1. Who are the main critics of psychoanalytical Criticism?
2. What are the main ideas of Freudian Criticism?
3. What are the main ideas of Lacanian Criticism ?
2. Write about the following terms/concepts:-
1. Unconsciousness
2. Oedipus Complex
3. Ego/ID
3. Explain a sample analysis of:
1. Freudian Criticism
2. Lacanian Criticism
4. Write about the following critical works:
5. Comment on the following passages from:
1. “The Interpretation of Dreams” by
2. “The Instance of the Letter In the Unconscious, or Reason since
Freud” by
Part (5) Questions