Titlebook: Defining Literary Criticism; Scholarship, Authori Carol Atherton Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2

小溪

https://doi.org/10.1007/978-1-4471-3396-4referred model of criticism rested on qualities that were somehow indefinable, and as a result, they did little to make criticism teachable: while they helped to sustain a sense of the importance of literary criticism in the face of challenges from the mass market, they did little to support its emergence as an academic discipline.

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Histories of English: The Critical Backgroundd temporary’.. However, while there is general agreement on the importance of unpicking the subject’s complex past, it is clear that this process has itself met with problems, not the least of which is the difficulty of writing a neutral history.

摇摆

Obligatory

Methods and Institutions: Eliot, Richards and Leavisreferred model of criticism rested on qualities that were somehow indefinable, and as a result, they did little to make criticism teachable: while they helped to sustain a sense of the importance of literary criticism in the face of challenges from the mass market, they did little to support its emergence as an academic discipline.

Brittle

Introduction culture […] to enrich your teaching despite the unavoidably narrow straitjacket of the examination system’, particularly at a time of mounting uncertainty about the growth of an ‘exam culture’ in British schools: according to the Prince, such a culture could lead to the creation of ‘an entire generation of culturally disinherited young people’.

眨眼

ve affected the development of modern English studies. Atherton also addresses contemporary arguments about the teaching of literary criticism, including an examination of the reforms to A-Level literature.978-1-349-52393-1978-0-230-50107-2

微粒

Introductionall in Devon. Organised by the Prince of Wales, the conference included speeches by the poet Andrew Motion, the historian Simon Schama and 14 other writers and academics. The weekend was intended by the Prince to provide an opportunity for ‘all of you teachers of English and history who do value our

FRAUD

insipid

English in the Universitiesnglish’. Offering on the one hand an overarching vision of the ‘social mission’ of English studies, and on the other an abstraction extrapolated from other disciplines, they are attractive in their simplicity: their accounts of the subject’s development are neat, persuasive and easy to grasp. Nevert

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