Thesis--Lund. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 181-183) and index.

Thesis--Lund. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 181-183) and index.

New Criticism has had a profound impact on Arabic critical thought since the early 1950s. The reasons behind this vary from one critic to another. Some have employed New Criticism to analyse the poetic movement of Shi r al-taf īla, and its new poetic features that required innovative critical tools. Other critics’ use of New Criticism was based on their familiarity with English literary thought and schools of criticism. While some Arab critics, such as Iḥsān Abbās, Izz al-Dīn Ismā īl and Ilyās Khūrī, partially employed New Criticism, others, such as Rashād Rushdī and his students, confined themselves exclusively to New Criticism, viewing it as the only appropriate approach to literature. Members of Majallat Shi r employed many New Critical ideas, deeming them to be the modern concept of poetry. Through an in-depth reading of the articles in Shi r, and a comparative approach based on thorough study of New Critical writings, this thesis demonstrates that the majority of the critical ideas and concepts which appeared in Shi r were based on New Criticism. Additionally, the thesis illustrates that many of Shi r’s critics, particularly Yūsuf al-Khāl who dominated the magazine, showed a great deal of fascination with the New Critics, Eliot in particular. The Shi r critics’ use of New Criticism appeared to be, particularly on the theoretical level, an imitation to such an extent that one cannot find any new critical ideas in al-Khāl’s works. Additionally, the New Critics’ concepts were predominantly theoretical and largely unsupported by examples from Arabic poetry, with the exception of Jabrā’s and Khālida Sa īd’s works. In this way, Shi r critics’ contention that modern Arabic literary thought should be creative while seeking to evade the imitation of classical literary and critical accounts was fallacious as they merely replaced one form of imitation with another. Furthermore, Shi r critics called for many ideas without providing literary justifications or examples. One instance pertains to their encouragement of the use of colloquial Arabic instead of the standardised form. Furthermore, other critical problems, such as issues involving poetic ambiguity and language, were tackled insufficiently. For these reasons, this thesis characterises the relationship of Shi r critics to the New Critics as not only one of fascination and imitation, but also as a parental paradigm similar to a father-child relationship. Initially, I sought to find in Shi r new critical concepts and developments resulting from the use of New Criticism and simultaneously based on modern Arabic literature. However, much to my dismay, I discovered that the magazine’s critical project based itself, to a great extent, on the New Critical concepts without questioning or challenging them. This behaviour appears analogous to children’s imitation of their parents as an ideal form of behaviour.

Diss.--Frankfurt am Main--Johann Wolfgang Goethe-Universität, 1991.

M.A. (English) / This dissertation begins by examining the central tenets of Russian Formalism and American New Criticism. Although it is a term coined by the Russian Formalists, both these schools of thought, in their own ways, are concerned with literariness – that is, that which distinguishes the literary work from other forms of writing. This study traces the ways in which these two critical movements account for the specifically literary language that they claim characterises literary works. Based on the principles derived from these two schools I analyse aspects of Virginia Woolf’s Mrs Dalloway and demonstrate that defamiliarization is at work on various levels of this novel. Thereafter, I examine criticism pertaining to Woolf and illustrate that there are numerous illuminating parallels that can be drawn between recent critics’ studies on Woolf and the principles of the formalists. In particular, I attempt to show that the principle of estranged form continues to inform our critical thought about Woolf’s works. I focus primarily on the arguments posited in two critical studies: Edward Bishop’s Virginia Woolf (1991) and Oddvar Holmesland’s Form as Compensation for Life: Fictive Patterns in Virginia Woolf’s Novels (1998). These studies were selected because they centre on questions of language and form and, as such, coincide in a number of interesting ways with the tenets of formalism.

Ao longo do século XX, houve um aumento significativo da importação de teorias anglo-americanas na crítica literária brasileira, nem sempre correspondendo a uma demanda interna. Uma das consequências desse processo foi o afastamento progressivo entre parte da pesquisa acadêmica e os recursos teóricos e metodológicos utilizados para o ensino da literatura na educação básica. Este trabalho trata de um momento importante desse fenômeno: a importação do New Criticism feita por Afrânio Coutinho. O objetivo é demonstrar como este caso pode ser interpretado como a primeira fase de um processo de abstração teórica que hoje está naturalizado no estudo da literatura nas universidades brasileiras. / Throughout the twentieth century, there was a significant increase in the import of Anglo-American theories in Brazilian literary criticism, not always corresponding to a domestic demand. One consequence of this process was the gradual withdrawal from part of academic research and the theoretical and methodological resources used for teaching literature in elementary education. This work deals with an important moment of this phenomenon: the import of the New Criticism made by Afrânio Coutinho. The goal is to demonstrate how this case can be interpreted as the first step in a process of theoretical abstraction that is now naturalized in the study of literature in Brazilian universities.

Ao longo do século XX, houve um aumento significativo da importação de teorias anglo-americanas na crítica literária brasileira, nem sempre correspondendo a uma demanda interna. Uma das consequências desse processo foi o afastamento progressivo entre parte da pesquisa acadêmica e os recursos teóricos e metodológicos utilizados para o ensino da literatura na educação básica. Este trabalho trata de um momento importante desse fenômeno: a importação do New Criticism feita por Afrânio Coutinho. O objetivo é demonstrar como este caso pode ser interpretado como a primeira fase de um processo de abstração teórica que hoje está naturalizado no estudo da literatura nas universidades brasileiras. / Throughout the twentieth century, there was a significant increase in the import of Anglo-American theories in Brazilian literary criticism, not always corresponding to a domestic demand. One consequence of this process was the gradual withdrawal from part of academic research and the theoretical and methodological resources used for teaching literature in elementary education. This work deals with an important moment of this phenomenon: the import of the New Criticism made by Afrânio Coutinho. The goal is to demonstrate how this case can be interpreted as the first step in a process of theoretical abstraction that is now naturalized in the study of literature in Brazilian universities.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravitch’s The Death and Life of the Great American School System (2010), and questionnaires completed by Tennessee teachers, this study tracks New Criticism’s influence from the college classroom to the high school classroom. Presenting English teachers the history behind what and how they teach will equip them to explain their methodology to students.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T14:25:45Z No. of bitstreams: 1 mirianbartels.pdf: 4004567 bytes, checksum: 2ab29faa5a26d58cd3e55dcbea4f5805 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:08:49Z (GMT) No. of bitstreams: 1 mirianbartels.pdf: 4004567 bytes, checksum: 2ab29faa5a26d58cd3e55dcbea4f5805 (MD5) / Made available in DSpace on 2018-04-03T19:08:49Z (GMT). No. of bitstreams: 1 mirianbartels.pdf: 4004567 bytes, checksum: 2ab29faa5a26d58cd3e55dcbea4f5805 (MD5) Previous issue date: 2012-12-17 / PROQUALI (UFJF) / Numa e a ninfa, obra do escritor pré-modernista Afonso Henriques de Lima Barreto, foi publicada em 1915, tendo como alicerces o conto homônimo “Numa e a ninfa” e Aventuras do Dr. Bogóloff, publicados em 1911 e 1912, respectivamente. Esta dissertação foi desenvolvida sob distintos olhares, que, entretanto, inter-relacionam-se: o primeiro olhar, fundamento desta pesquisa, volta-se para a teoria da transtextualidade de Gérard Genette: Numa e a ninfa, o romance, é hipertexto, enquanto os demais “Numa e a ninfa”, o conto, e Aventuras do Dr. Bogóloff, a crônica, são hipotextos. Tanto os textos de partida quanto o texto de chegada permitiram o aproveitamento do contexto sociopolítico do início da República, que tem o caráter de denúncia no palco da exibição literária. Um outro olhar, não menos importante, contemplou a teoria da Nova Crítica, que avalia os elementos da narrativa, confirmando a importância de se pesquisar um texto literário sob a ótica da sua estrutura. Ambas as análises são complementares e expõem a escritura genuína de Lima Barreto nos primórdios do século XX. / Numa e a ninfa, a novel from the pre-modernist writer Afonso Henriques de Lima Barreto, was published in 1915, and its basis was the namesake short story “Numa e a ninfa” and Aventuras do Dr. Bogóloff, published in 1911 and 1912, respectively. This thesis was developed under different views that, however, interrelate with each other: the first view, this research’s basis, is related to the transtextuality theory by Gérard Genette: Numa e a ninfa, the novel, is a hypertext, and the others “Numa e a ninfa”, the short story, and Aventuras do Dr. Bogóloff, the chronicle, are both hypotexts. Both the source texts and the target text allowed the use of the social-political context in the beginning of the Republic, which has the nature of complaint in the stage of the literary display. Another view, not the least, has beheld the New Criticism theory, which evaluates the narrative factors, confirming the importance of researching a literary text beneath the perspective of its structure. Both analysis are additional and show Lima Barreto's genuine writing in the beginning of the twentieth century.