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gr 12 english
| Term | Definition |
|---|---|
| Formalist theory | Focus on literary elements (plot, character, setting, etc) Outside context is not as important Emphasis on tension in conflict and ambiguity of interpretation |
| Critiques of formalist theory | Focusing on the best meaning ignores the complexity of the text Its objectivity ignores the moral, social, and political implications of the work Doesn’t work with abstract text |
| annotation | to trace your reading. setting purpose, asking questions, connecting, summarizing, inferring |
| Archetypal theory | identifies archetypal and mythic patterns and discusses how they function Connections to universal human experiences. |
| Reader response theory | Readers' reaction is vital in interpreting the text's meaning. There is no final meaning. The reader’s role is to make meaning |
| Types of Myths | Cosmological - why are we here Societal - the proper way to live Identity - what makes one cultural group different from another Eschatological - doomsday |
| The Wise old man | symbol of power and wisdom |
| The Mentor | provides motivation, insights, training, etc |
| The Hero | embodies key traits valued by its generation |
| The Earth Mother | a nature Goddess |
| The Shadow | unknown traits of a character that can be constructive or destructive |
| Anima | feminine aspects of the male psyche |
| Animus | masculine aspects of the female psyche |
| The Self | unity of personality |
| The Persona | socially acceptable mask self we wear to adapt to the outer world. |
| The Trickster | breaks the rules of the gods or nature, sometimes maliciously but usually with positive effects. Funny and foolish |
| The Shapeshifter | wears a mask and misleads the hero by hiding his/her intentions and loyalties |
| The Herald | Carrier of the power of destiny |
| The Child | purity and future |
| The Maiden | purity and naivete young virgin woman |
| The Animal | humanity's relationship and connection to the animal world. Loyal and innocent |
| Monomyth | myths from around the world all share a fundamental structure he calls the “hero’s cycle" |
| Joseph Campbell | writer best known for his work in comparative mythology and comparative religion. |
| Colonialism | A country takes control over a country in an exploitative way. Calls native people savages in need of rehabilitation. Moral duty of the colonizer to help. They aren't able to manage themselves. God given duty to bring their religion to those people |
| Imperialism | Extending a country's power and influence through diplomacy(international relations). Drives colonialism |
| Impact of colonialism | total or partial erosion of colonized culture like language, faith, and traditions. Rejection of everything western. Ranking and stereotyping countries. Achieve upper class status by being western. Othering |
| Marxist | "don't let the man keep you down". the only importance in a piece of literature lays in how it supports or attacks the socioeconomic structure. slave-master relationship |
| Capitalism | economic and political system where a country's trade and industry are controlled by private owners for profit, rather than by state |
| bourgeoisie | upper class. ideologies are shaped by them |
| proletariat | working class. work to survive |
| Archetype | a universal symbol, theme, or character representing a common human experience or idea |
| Jung's three parts of the psyche | Ego: Thoughts, feelings, perceptions. Active thoughts and experiences. Personal Unconscious: Experiences, memories, and info. individual and unique thoughts and feelings. Collective Unconscious: Universal experiences, symbols, and memories |
| Freud's state of the human mind | Conscious mind: thoughts and perceptions we‘re aware of. Preconscious mind: memories and thoughts that can be easily brought into consciousness. Unconscious mind: thoughts and memories that are not immediately accessible and may influence behavior |
| Importance of the unconscious to both Freud and Psychoanalytic Theory? | The author’s works express their secret desires and anxieties. It’s a manifestation of the author's own neuroses |
| Freud's human instincts | Instincts are our uncontrollable desires. We get pleasure from following our instincts. The core is sex and aggression |
| Freud's unconscious mind | Superego - societal and parental standards of ethics and morality. Sense of right and wrong Ego - the negotiator/balance between the Id and Superego. Our conscious self Id - the storehouse of desires and instinct (sexuality) |
| Oedipus complex | a child’s unconscious feelings or desire for the parent of the opposite sex. Jealousy and anger towards the parent of the same sex. |
| Electra complex | a 3-6 yr old girl becoming subconsciously sexually attached to her father and increasingly hostile toward her mother |
| Psychoanalytical theory | focus on the author's subconscious desires |
| Feminist theory | Women and men should be equal politically, economically, and socially. The impact of history and gender on reading and writing Patriarchy - literature was made by men, for men |
| Marxism | Societal conflicts arise from the unequal distribution of wealth and power |
| Black marxism | Unique experiences of poc. Racial and economic oppressions reinforce each other |
| Post-Colonial theory | Impact of colonialism on societies and cultures. Analyze historical context, power dynamics, cultural perspectives |
| Assumptions of post colonialism | Cultural relativism - all cultures are equal and should be studied neutrally Contradicting feelings about authority Alienation/Detachment Resurrecting culture |
| Anti-Oppressive Framework | seeks to challenge and dismantle systemic oppression, emphasizing equity and justice |
| Race and culture | Major groupings based on physical characteristics and/or shared ancestry. Shared beliefs, values, traditions, and ways of life |
| Critical Race Theory's connection to literature | Examines representation of races, power structures and historical context. Emphasizes social justice and intersectionality |
| Components of power | Control over allocating resources, influence / persuade and other people’s time. |
| What does Frye set out to do in his lecture | Explore the role of metaphor in thought and language |
| What is the analogy Frye uses in his essay and what is he trying to explain | A child learning to read and a critic interpreting literature. The process of developing a metaphorical framework to understand literature is like a child learning language skills. |
| Practical sense | Utilitarian communication. Nouns, verbs. Efficiently conveys information. |
| Social Participation | Interaction and connection. Pronouns, greetings. Fosters social bonds |
| Imagination | Creative expression. Adjectives, metaphors. Explores ideas and emotions |
| Frye's intersection between art and science | Scientific discoveries often require creative insight, and art may be inspired by scientific principles. |
| How is your imagination both limited and limitless | Limited by the person. Limitless in its endless creativity |
| How does frye define a metaphor | a way of seeing something in terms of something else |
| What is the motive for metaphor | to enhance our understanding of a subject by seeing it in terms of something else, fostering creative and imaginative thinking |
| The quote | Frye suggests literature creates a human world beyond literal reality, shaped by immediate experiences. This underscores literature's power to convey deeper human truths. |
Created by:
jolly_n4
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