More than 450 succinct entries from A to Z help readers make sense of the interdisciplinary knowledge of cultural criticism that includes film, psychoanalytic, deconstructive, poststructuralist, and postmodernist theory as well as philosophy, media studies, linguistics.

Seminar paper from the year 2005 in the subject American Studies - Literature, Coastal Georgia Community College, Brunswick, Georgia, USA (Coastal Georgia Community College, Brunswick, Georgia, USA), language: English, abstract: Reader-response criticism is a modern way of analyzing and interpreting literature with emphasis on the reader and not on the author or the text. As defined in The Columbia Dictionary of Modern Literary and Cultural Criticism, reader-response criticism shifts “critical attention from the inherent, objective characteristics of the text to the engagement of the reader with the text and the production of textual meaning by the reader.” One of the most influential readerresponse critics, Louise Rosenblatt, informs the reader that previous, historical forms of literary criticism primarily focused either on literature as a reflector of reality or “the relationship between the poet and his work.” Rosenblatt explains that critics perceived the reader as a passive recipient, outshone by the author and the text; the reader became invisible. Since the 1960s, as stated in The Columbia Dictionary of Modern Literary and Cultural Criticism, the school of reader-response criticism has formed, and, as Peter Rabinowitz, professor and chair of Competitive Literature at Hamilton College, illustrates, “became recognized as a distinct critical movement [...], when it found a particularly congenial political climate in the growing anti-authoritarianism within the academy.” Then, most notably in the United States, the civil rights movement started, leading citizens to plead freedom, individuality, and nonconformity.

Seminar paper from the year 2005 in the subject American Studies - Literature, Coastal Georgia Community College, Brunswick, Georgia, USA (Coastal Georgia Community College, Brunswick, Georgia, USA), 6 entries in the bibliography, language: English, abstract: Reader-response criticism is a modern way of analyzing and interpreting literature with emphasis on the reader and not on the author or the text. As defined in The Columbia Dictionary of Modern Literary and Cultural Criticism, reader-response criticism shifts "critical attention from the inherent, objective characteristics of the text to the engagement of the reader with the text and the production of textual meaning by the reader." One of the most influential readerresponse critics, Louise Rosenblatt, informs the reader that previous, historical forms of literary criticism primarily focused either on literature as a reflector of reality or "the relationship between the poet and his work." Rosenblatt explains that critics perceived the reader as a passive recipient, outshone by the author and the text; the reader became invisible. Since the 1960s, as stated in The Columbia Dictionary of Modern Literary and Cultural Criticism, the school of reader-response criticism has formed, and, as Peter Rabinowitz, professor and chair of Competitive Literature at Hamilton College, illustrates, "became recognized as a distinct critical movement [...], when it found a particularly congenial political climate in the growing anti-authoritarianism within the academy." Then, most notably in the United States, the civil rights movement started, leading citizens to plead freedom, individuality, and nonconformity.

Covers 1,200 authors from 1870 to the present; general articles on each of the literatures, including Catalan, Icelandic, Flemish, and Turkish; and recent intellectual and cultural trends.

With more than 1800 critical entries on the writers and literatures of 33 languages, this work presents the entire range of modern European writing -- from the symbolist and modernist works rooted in the last decades of the nineteenth century; through the avant-garde and existentialist movement to Barthes, Blanchot, Breton, and continental thought pertinent today.

This volume opens the series of papers presented at the Vienna Congress of AILC/ICLA 2016, beginning with eight keynotes. Thirty-four further papers are dedicated to the central theme of the conference: the linguistic side of world literature, under different focal points. The volume further contains five roundtables, the papers of a workshop of the UNESCO memory of the worlds programme, a presentation of the avldigital.de platform, as well as several bibliographically enriched overviews of the special lexicography of comparative literature, up to date versions of the ICLA publications, and an example of multiple translations of a famous modern classic.