LEADER 03750nam 2200661 a 450 001 9910957140403321 005 20200520144314.0 010 $a9786612162299 010 $a9789027297952 010 $a9027297959 010 $a9789027225825 010 $a9027225826 010 $a9781282162297 010 $a1282162292 024 7 $a10.1075/z.108 035 $a(CKB)1000000000521853 035 $a(SSID)ssj0000422924 035 $a(PQKBManifestationID)11270401 035 $a(PQKBTitleCode)TC0000422924 035 $a(PQKBWorkID)10432827 035 $a(PQKB)10910791 035 $a(MiAaPQ)EBC622826 035 $a(DE-B1597)720233 035 $a(DE-B1597)9789027297952 035 $a(EXLCZ)991000000000521853 100 $a20010628d2001 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMediating criticism $eliterary education humanized /$fRoger D. Sell 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub. Co.$dc2001 215 $a1 online resource (441 pages) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9781588111043 311 08$a1588111040 311 08$a9789027225832 311 08$a9027225834 320 $aIncludes bibliographical references (p. [403]-[424]) and index. 327 $aMediating Criticism -- Title page -- LCC data -- To Tia with love -- Acknowledgements -- Contents -- Introduction -- Part I: Empathizing -- Summary -- Chapter 1: William Gerhardie's Chekhovianism -- Chapter 2: Andrew Young's poetic secretion -- Part II: Recognizing achievement -- Summary -- Chapter 3: The impoliteness of the Waste land -- Chapter 4: Henry Vaughan's unexpectedness -- Chapter 5: Decorum versus indecorum in Dombey and Son -- Chapter 6: Robert Frost 's hiding and altering -- Part III: Responding to hopefulness -- Summary -- Chapter 7: Robert Frost and childhood -- Chapter 8: The pains and pleasures of David Copperfield -- Chapter 9: Fielding's reluctant naturalism -- Epilogue: Mediating critics and common [sic] readers [sic] -- Notes -- Bibliography -- Index. 330 $aIn the twentieth century, literature was under threat. Not only was there the challenge of new forms of oral and visual culture. Even literary education and literary criticism could sometimes actually distance novels, poems and plays from their potential audience. This is the trend which Roger D. Sell now seeks to reverse. Arguing that literature can still be a significant and democratic channel of human interactivity, he sees the most helpful role of teachers and critics as one of mediation. Through their own example they can encourage readers to empathize with otherness, to recognize the historical achievement of significant acts of writing, and to respond to literary authors' own faith in communication itself. By way of illustration, he offers major re-assessments of five canonical figures (Vaughan, Fielding, Dickens, T.S. Eliot, and Frost), and of two fascinating twentieth-century writers who were somewhat misunderstood (the novelist William Gerhardie and the poet Andrew Young). 606 $aEnglish literature$xHistory and criticism 606 $aAmerican poetry$y20th century$xHistory and criticism 606 $aLiterature$xStudy and teaching 615 0$aEnglish literature$xHistory and criticism. 615 0$aAmerican poetry$xHistory and criticism. 615 0$aLiterature$xStudy and teaching. 676 $a820.9/00071 700 $aSell$b Roger D$0454878 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957140403321 996 $aMediating criticism$94344571 997 $aUNINA