Why literary periods mattered : historical contrast and the prestige of English studies /
In the mid-nineteenth century, the study of English literature began to be divided into courses that surveyed discrete "periods." Since that time, scholars' definitions of literature and their rationales for teaching it have changed radically. But the periodized structure of the curri...
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| Corporate Authors: | , |
| Format: | Book |
| Language: | English |
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Stanford, CA :
Stanford University Press,
[2020]
Stanford, California : 2013 |
| Subjects: |
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| 100 | 1 | |a Underwood, Ted, |e author |4 http://id.loc.gov/vocabulary/relators/aut | |
| 100 | 1 | |a Underwood, Ted, |e author | |
| 245 | 1 | 0 | |a Why literary periods mattered : |b historical contrast and the prestige of English studies / |c Ted Underwood |
| 264 | 1 | |a Stanford, CA : |b Stanford University Press, |c [2020] | |
| 264 | 1 | |a Stanford, California : |b Stanford University Press, |c 2013 | |
| 264 | 4 | |c ©2013 | |
| 300 | |a 1 online resource (216 pages) | ||
| 300 | |a 1 online resource (viii, 199 pages) : |b illustrations | ||
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| 500 | |a Description based on print version record | ||
| 504 | |a Includes bibliographical references (pages 177-194) and index | ||
| 504 | |a Includes bibliographical references and index | ||
| 505 | 0 | |a Introduction : historical contrast and the prestige of literary culture -- Historical unconsciousness in the novel, 1790-1819 -- The invention of historical perspective -- The invention of the period survey course -- The disciplinary rationale for periodization, and a forgotten challenge to it (1886-1949) -- Stories of parallel lives and the status anxieties of historicism in the 1990s -- Digital humanities and the future of literary history | |
| 505 | 0 | 0 | |t Frontmatter -- |t Contents -- |t Acknowledgments -- |t Introduction: Historical Contrast and the Prestige of Literary Culture -- |t 1. Historical Unconsciousness in the Novel, 1790-1819 -- |t 2. The Invention of Historical Perspective -- |t 3. The Invention of the Period Survey Course -- |t 4. The Disciplinary Rationale for Periodization, and a Forgotten Challenge to It (1886-1949) -- |t 5. Stories of Parallel Lives and the Status Anxieties of Historicism in the 1990s -- |t 6. Digital Humanities and the Future of Literary History -- |t Notes -- |t Index |
| 506 | |a Restricted for use by site license | ||
| 520 | |a In the mid-nineteenth century, the study of English literature began to be divided into courses that surveyed discrete "periods." Since that time, scholars' definitions of literature and their rationales for teaching it have changed radically. But the periodized structure of the curriculum has remained oddly unshaken, as if the exercise of contrasting one literary period with another has an importance that transcends the content of any individual course. Why Literary Periods Mattered explains how historical contrast became central to literary study, and why it remained institutionally central in spite of critical controversy about literature itself. Organizing literary history around contrast rather than causal continuity helped literature departments separate themselves from departments of history. But critics' long reliance on a rhetoric of contrasted movements and fateful turns has produced important blind spots in the discipline. In the twenty-first century, Underwood argues, literary study may need digital technology in particular to develop new methods of reasoning about gradual, continuous change | ||
| 520 | |a "In the mid-nineteenth century, the study of English literature began to be divided into courses that surveyed discrete ""periods."" Since that time, scholars' definitions of literature and their rationales for teaching it have changed radically. But the periodized structure of the curriculum has remained oddly unshaken, as if the exercise of contrasting one literary period with another has an importance that transcends the content of any individual course. Why Literary Periods Mattered explains how historical contrast became central to literary study, and why it remained institutionally central in spite of critical controversy about literature itself. Organizing literary history around contrast rather than causal continuity helped literature departments separate themselves from departments of history. But critics' long reliance on a rhetoric of contrasted movements and fateful turns has produced important blind spots in the discipline. In the twenty-first century, Underwood argues, literary study may need digital technology in particular to develop new methods of reasoning about gradual continuous change."--Provided by publisher | ||
| 533 | |a Electronic reproduction |b Palo Alto, Calif. |n Available via World Wide Web. | ||
| 538 | |a Mode of access: Internet via World Wide Web | ||
| 546 | |a In English | ||
| 588 | |a Description based on print version record | ||
| 588 | 0 | |a Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Nov 2020) | |
| 588 | 0 | |a Print version record | |
| 650 | 0 | |a English literature |x History and criticism |x Theory, etc | |
| 650 | 0 | |a English literature |x Periodization | |
| 650 | 0 | |a English literature |x Study and teaching |x History | |
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| 650 | 7 | |a English literature |x History and criticism |2 cct | |
| 650 | 7 | |a English literature |x Periodization |2 cct | |
| 650 | 7 | |a English literature |x Periodization |2 fast | |
| 650 | 7 | |a English literature |x Study and teaching |2 cct | |
| 650 | 7 | |a English literature |x Study and teaching |2 fast | |
| 650 | 7 | |a English literature |x Theory, etc |2 fast | |
| 650 | 7 | |a History |2 fast | |
| 650 | 7 | |a LITERARY CRITICISM |x European |x English, Irish, Scottish, Welsh |2 bisacsh | |
| 650 | 7 | |a LITERARY CRITICISM |x European |x English, Irish, Scottish, Welsh. |2 bisacsh | |
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