Western Classical Literary Theory Selections

Author: Yao Naiqiang (Editor)
Publisher:
Publishing Date: 2003-10-01
Features: Western Classical Literary Theory Reader is one of the "Graduate Series Textbooks for English Language and Literature Majors" planned, organized, and published by Shanghai Foreign Language Education Press. It is also a part of the overall design of the course textbook for Western Literary Theory and Criticism. The book covers Western literary theory and criticism before the 20th century, with the second part focusing on contemporary Western literary theory and criticism. According to the plan and division of labor, I was responsible for writing the first part, while Professor Zhu Gang of Nanjing University handled the second part. These two textbooks are sequentially connected in content and chronology, and the principles and formats of writing are kept as consistent as possible. However, due to the different literary theories, schools, and critical methods that emerged in different periods, there are slight variations in the selection methods, content choices, and presentation styles. During the writing process, I frequently exchanged opinions and discussed plans with Professor Zhu. His book Twentieth-Century Western Literary Criticism Theory, published in October 2001, provided me with a precedent and motivated me to accelerate the writing of this book. The title Western Classical Literary Theory Reader might have been more appropriate, as it could also be called Anglo-American Classical Literary Theory Reader, because, in addition to the first four selections from classical philosophers and critics of ancient Greece and Rome, the remaining twelve are by Anglo-American writers. Why did I include the works of Plato, Aristotle, Horace, and Longinus rather than solely Anglo-American literary critics? I believe these masters' works are timeless classics and essential reading for every student of English and American literature, especially graduate students. The ideas they expound can be considered the origins of Western literary theory. What is literature? What is its essence? What functions does it serve? What role do writers play in society? What is their status? And what are "mimetic theory," "definition of tragedy," "theory of the sublime," and other issues debated in the literary world for centuries—all of these originate from these classic works. Of course, over the long term, many profound, insightful, and eloquently written literary theories by outstanding literary masters and critics from other countries have also been proposed, some even more outstanding or profound than those included in this selection. Why not include them all and select the best? The main consideration is that as a course, the teaching time is limited, and the content should not be overly extensive. Additionally, for students of English language and literature, reading articles by Anglo-American literary critics is more familiar in terms of language, background knowledge, and the writers and works involved, which helps to enhance their interest and achieve better results. Students interested in literary theory can explore further from this point. This book is a textbook—or, more accurately, a "sourcebook," as Professor Zhu Gang calls it. I have been teaching Western Literary Theory since 1991. Due to the lack of a suitable textbook for graduate students of English language and literature in China, I had to photocopy and distribute numerous materials every year, as students found it difficult to borrow the original works from the library or purchase them from bookstores. While there are many such textbooks published abroad, some of which are of good quality, they are often lengthy, with hefty volumes of over a million words and high prices. Moreover, this course covers a broad time span, and some works are scattered across multiple books, making it inconvenient for teaching purposes. Currently, the rapid expansion of graduate admissions in China has created a strong demand for textbooks. Therefore, I decided to compile and organize some of the materials I have accumulated over the years, selecting and refining them to meet teaching needs. The book is divided into three main parts:
1. Four classical literary theories from ancient Greece and Rome;
2. Seven important literary theories from 16th to 19th-century Britain;
3. Five literary theories by 19th-century American writers.
The book contains a total of sixteen chapters, each independent and suitable for a semester's worth of teaching content. The division into three parts is considered to accommodate different course settings in various departments. Some institutions may not have a dedicated Western Literary Theory course and can use this material flexibly, such as incorporating the classical theories into a Literature Introduction course or teaching the Anglo-American theories in British or American literature courses or selected readings. I have experimented with using the five American literary theories included here as part of a 19th-Century American Literature course, providing students with a systematic yet concise understanding of 19th-century American literary theory, which has yielded positive results. The British section is also taught in conjunction with British literature history, with similar success. This approach expands the applicability of the textbook, making it versatile. Each unit consists of About the Author, About the Text, The Text, Study Questions, and Further Reading. The author and text summaries are brief, providing only essential background information. These summaries were selected from my lecture notes and accumulated materials, supplemented by newly published domestic and international books, journals, or materials downloaded from the internet during the writing process. The original texts were chosen after comparing different versions, with important articles presented in full without. Cultivating students' critical thinking, innovation, and reading and writing skills is a key objective of graduate teaching. The study questions and recommended readings at the end of each chapter are not only designed to help students review and master the content but also to develop these skills. A Glossary of Literary Critical Terms is also included at the end, comprising approximately 150 terms selected and compiled from various dictionaries and textbooks, serving as a reference for students studying literary theory. The entire book is written in English, as it is intended for graduate and senior undergraduate students of English, who already possess a certain level of English reading proficiency. Additionally, based on my understanding, there are already many Chinese versions, translations, or books with Chinese annotations on Western literary theory in China. Some students may have read such books before taking this course, yet they are less exposed to fully English-written works, resulting in familiarity only with the Chinese names and expressions of certain terms and concepts, rather than their English originals. Although I have been teaching English, including Western Literary Theory, for many years, I always feel that I fall short of my capabilities—truly, "learning is endless," especially when teaching literary theory and criticism, which requires not only strong language skills but also profound literary and cultural literacy. Accurately evaluating a writer or a work is already challenging, but making a complex, abstract, or even obscure literary theory accessible, engaging, and enlightening is even more so. In this book, I have strived to provide objective and fair assessments of the authors and their literary theories, introducing widely accepted perspectives and arguments while leaving ample space for teachers and students to engage in classroom discussions and write essays.