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| Preface | |
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| To the Student: An Introduction to Theory into Practice | |
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| The Relationship Of Reading And Writing | |
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| Reading and Writing in College | |
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| Engaging the Text | |
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| Adding Marginal Notations | |
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| Keeping a Reading Log | |
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| Using Heuristics | |
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| Shaping a Response | |
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| Determining a Purpose and Understanding Forms of Response | |
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| Answering Essay Questions | |
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| Writing Research Papers | |
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| Knowing Your Audience | |
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| Choosing a Voice | |
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| Helping the Process | |
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| Collaboration | |
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| Reference Materials | |
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| Summing up | |
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| Suggested Reading | |
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| Familiar Approaches | |
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| Conventional Ways of Reading Literature | |
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| A Social Perspective | |
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| The Effects of Genre | |
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| Conventional Ways of Writing about Literature | |
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| Explication | |
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| Analysis | |
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| Comparison and ContraSt. Study of a Single Author's Works | |
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| Summing up | |
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| Suggested Reading and Resources | |
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| Model Student Analyses | |
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| "Between Gloom and Splendor: A Historical Analysis of Hawthorne's 'Young Goodman Brown,'" | |
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| Formalism | |
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| Historical Background | |
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| Russian Formalism | |
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| Reading as a FormaliSt. Form | |
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| Diction | |
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| Unity | |
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| What Doesn't Appear in Formalist Criticism | |
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| Paraphrase | |
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| Intention | |
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| Biography | |
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| Affect | |
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| Writing a Formalist Analysis | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "Robinson's 'Richard Cory': A Formalistic Interpretation," | |
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| Psychological Criticism | |
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| Historical Background | |
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| Practicing Psychological Criticism | |
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| Freudian Principles | |
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| The Unconscious | |
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| The Tripartite Psyche | |
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| The Significance of Sexuality | |
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| The Importance of Dreams | |
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| Symbols | |
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| Creativity | |
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| Summing up | |
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| Carl Jung and Mythological Criticism | |
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| Characters | |
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| Images | |
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| Situations | |
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| Northrop Frye and Mythological Criticism | |
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| Jacques Lacan: An Update on Freud | |
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| Character Analysis | |
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| Antirealism | |
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| Jouissance | |
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| Writing Psychological Criticism | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analyses | |
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| "'Thou Hast They Music Too': Loss as Art in John Keats' 'To Autumn'" | |
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| "Power and Desire in Ernest Gaines' 'The Sky is Gray'" | |
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| Marxist Criticism | |
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| Historical Background | |
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| Reading from a Marxist Perspective | |
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| Economic Power | |
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| Materialism versus Spirituality | |
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| Class Conflict | |
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| Art, Literature, and Ideologies | |
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| Writing a Marxist Analysis | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "Silence, Violence, and Southern Agrarian Class Conflict in William Faulkner's 'Barn Burning'" | |
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| Feminist Criticism | |
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| Historical Background | |
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| Feminism | |
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| Queer Theory | |
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| Reading as a FeminiSt. Studies of Difference | |
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| Studies of Power | |
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| Studies of the Female Experience | |
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| Writing Feminist Criticism | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "The Road from Mother: A Daughter's Struggle" | |
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| Reader-Response Criticism | |
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| Historical Background | |
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| Making a Reader's Response | |
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| Getting Started | |
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| Interacting with the Text | |
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| The Text Acts on the Reader | |
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| The Reader Acts on the Text | |
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| The Transactional Model | |
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| Writing a Reader-Response Analysis | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "Discovering the Way the World Works: A Reader-Response Analysis of James Joyce's 'Araby'" | |
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| Deconstruction | |
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| Historical Background | |
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| Practicing Deconstruction | |
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| Making a Deconstructive Analysis | |
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| Writing a Deconstructive Analysis | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "The Blame Game" by Katherine Meister | |
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| Cultural Studies: New Historicism | |
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| An Overview of Cultural Studies | |
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| Assumptions, Principles, and Goals of New Historicism | |
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| Traditional Historicism | |
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| New Historicism | |
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| New Literary Historicism | |
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| Historical Background | |
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| Reading as a New HistoriciSt. The World of the Author and the Text | |
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| Discourses in the Text | |
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| Intentions and Reception | |
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| Writing a New Historicist Literary Analysis | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "The Economics of Paranoia in Nadine Gordimer's 'Once Upon a Time'" | |
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| More Cultural Studies: Postcolonialism And Multiculturalism | |
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| Postcolonialism | |
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| Historical Background | |
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| Basic Assumptions | |
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| Reading as a PostcolonialiSt. Presentation of Colonialism | |
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| Treatment of Characters | |
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| Validity of the Narrative | |
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| Expressions of Nativism (Nationalism) | |
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| Recurring Subjects and Themes | |
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| Context | |
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| Minor Characters | |
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| Political Statement and Innuendo | |
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| Similarities | |
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| American Multiculturalism | |
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| African American Literature | |
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| Reading as a MulticulturaliSt. Narrative Forms | |
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| Diction | |
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| Style | |
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| Writing a Cultural Studies Analysis | |
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| Suggested Reading | |
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| Model Student Analyses | |
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| "Victims Already: Violence and Threat in Nadine Gordimer's 'Once upon a Time'" | |
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| "Langston Hughes and the Dream of America" | |
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| Ecocriticism | |
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| What Is It? | |
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| Historical Background | |
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| Getting Started as an Ecocritic | |
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| Selecting a Text | |
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| Choosing an Approach | |
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| Questioning the Representation of Nature | |
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| Looking at Nature Writing | |
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| Examining Ecocritical Issues and Questions | |
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| Writing Ecocriticism | |
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| Prewriting | |
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| Drafting and Revising | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Suggested Reading | |
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| Model Student Analysis | |
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| "The Function of Nature in John Keats' 'To Autumn'" | |
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| Literary Selections | |
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| Letters of Abigail and John Adams | |
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| Jill Ker Conway excerpt from The Road from Coorain | |
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| William Faulkner "Barn Burning" | |
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| Robert Frost "Stopping by Woods on a Snowy Evening" | |
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| Ernest J. Gaines "The Sky Is Gray" | |
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| Nadine Gordimer "Once upon a Time" | |
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| Nathaniel Hawthorne "Young Goodman Brown" | |
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| Langston Hughes "I, Too" | |
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| Langston Hughes "Theme for English B" | |
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| Zora Neale Hurston excerpt from The Eatonville Anthology | |
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| James Joyce "Araby" | |
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| John Keats "To Autumn" | |
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| Guy de Maupassant "The Diamond Necklace" | |
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| Edgar Allan Poe "The Masque of the Red Death" | |
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| Edwin Arlington Robinson "Richard Cory" | |
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| Information At A Glance | |
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| Glossary | |
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| Index | |