Literary Authority

Throughout the twentieth century, Chinese writers have confronted the problem of creating a new literary tradition that both maintains the culturally unique aspects of a rich heritage and succeeds in promoting a new modernity. In the first book-length treatment of the topic, Wendy Larson examines the contradictory forms of authority at work in the autobiographical texts of modern Chinese writers and scholars and the way these conflicts helped to shape and determine the manner in which writers viewed themselves, their texts, and their work. Larson focuses on the most famous writers associated with the May Fourth Movement, a group most active in the 1920s and 1930s, and their fundamental ambivalence about writing. She analyzes how their writing paradoxically characterized textual labor as passive, negative, and inferior to material labor and the more physical political work of social progress, and she describes the ways they used textual means to devalue literary labor. The impact of China's increasing contact with the West--particularly the ways in which Western notions of "individualism" and "democracy" influenced Chinese ideologies of self and work--is considered. Larson also studies the changes in China's social structure, notably those linked to the abolition in 1905 of the educational exam system, which subsequently broke the link between the mastery of certain texts and the attainment of political power, further denigrating the cultural role of the writer.

This book is the cultural history of an idea which now seems so self-evident as barely to be worth stating: through writing imaginative literature, an author can accrue significant and lasting economic and cultural power. We take for granted, now, that authority dwells in literature and in being its author. This state of affairs was not naturally occurring, but deliberately invented. This book tells the story of that invention. The story's central figures are Alexander Pope and Samuel Johnson. But its narrative begins in the 1680s, with the last gasp of the bond linking literary to political authority. While Jacobite poets celebrated (and mourned) the Stuart dynasty, Whig writers traced the philosophical and aesthetic consequences of the accession of William of Orange. Both groups left behind sets of literary devices ready-made to confer and validate authority. Claude Willan challenges the continued reign of the "Scriblerian" model of the period and shows how that reign was engineered. In so doing he historicizes the relationship between "good" and "bad" writing, and suggests how we might think about literature and beauty had Pope and Johnson not taken literary authority for themselves. What might literature have looked like, and what could we use it like for, he provocatively asks.

In Search of Authority is the most engaging introduction to literary theory available today. This is the third edition of a book that has been widely used to introduce undergraduates to the field of literary theory. Its distinctive quality is the way in which it makes complex literary theories, such as structuralism, deconstruction, and post-modernism, accessible to students by relating these theories to students’ own enjoyment in reading literature. Each theory is illustrated by several applications of the theory to well-known literary works. Based on a reader-response approach to literature, In Search of Authority begins with an up-to-date account of the status of literary theory in the 21st century, including a response to recent debates about the “post-theory” question. It concludes with a discussion of how an understanding of literary theory can lead to the empowerment of the individual reader, and of how the authority of the professor can be gradually transferred to the student. This third edition has been revised and updated throughout. Each chapter ends with several questions to help students check their understanding of the key ideas in the chapter.

Although literary historians have largely neglected them, Sir Walter Scott's Waverley Novels mark a pivotal moment in the formation of the modern literary field, Ina Ferris argues, exemplifying the complex intersections of gender and genre in the evolution of nineteenth-century literary authority. Focusing on the critical reception of Scott's early works, Ferris shows how their extraordinary success propelled the novel from the margins of the culture into the literary hierarchy. Drawing on the insights of poststructuralist, feminist, and Bakhtinian theory, Ferris reconstructs reviewers' debates about fiction at several critical points in Scott's career. His literary authority and innovative power, she maintains, depended on the way in which his historical novels responded to the anxieties about discourse and modernity expressed in the literary reviews. Gender was a central source of anxiety, and the "manliness" of Scott's historical novels was decisive in their legitimation of the novel. It was largely through a problematic allegiance to the "female" genre of romance, however, that the Waverley Novels both recuperated fiction for male reading and helped to redefine for the nineteenth century the writing of history itself. Ferris locates the Waverley Novels in relation to fiction and history by such contemporaries of Scott's as Maria Edgeworth, Lady Morgan, John Galt, James Hogg, Augustin Thierry, and Thomas Babington Macaulay. Students of the novel, feminist critics, and others interested in the relations between history and fiction will want to read The Achievement of Literary Authority.

Outlining the controversies that have surrounded the academic discipline of English Literature since its institutionalization in the late nineteenth century, this important book draws on a range of archival sources. It addresses issues that are central to the identity of academic English - how the subject came into existence, and what makes it a specialist discipline of knowledge - in a manner that illuminates many of the crises that have 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.