Literature

context: Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).

context: Definitions of literature have varied over time; it is a "culturally relative definition". In Western Europe prior to the eighteenth century, literature as a term indicated all books and writing. A more restricted sense of the term emerged during the Romantic period, in which it began to demarcate "imaginative" literature. Contemporary debates over what constitutes literature can be seen as returning to the older, more inclusive notion of what constitutes literature. Cultural studies, for instance, takes as its subject of analysis both popular and minority genres, in addition to canonical works.

context: The value judgement definition of literature considers it to exclusively include writing that possesses high quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition. This is the definition used in the Encyclopædia Britannica Eleventh Edition (1910–11) when it classifies literature as "the best expression of the best thought reduced to writing." However, this has the result that there is no objective definition of what constitutes "literature"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.

context: The formalist definition is that the history of "literature" foregrounds poetic effects; it is the "literariness" or "poeticity" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., "scientific literature"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because "ordinary language" is an unstable category, differing according to social categories and across history.

context: Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is "any kind of subject consisting of Rythm or Verses". Possibly as a result of Aristotle's influence (his Poetics), "poetry" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.

context: Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.

context: Greek drama exemplifies the earliest form of drama of which we have substantial knowledge. Tragedy, as a dramatic genre, developed as a performance associated with religious and civic festivals, typically enacting or developing upon well-known historical or mythological themes. Tragedies generally presented very serious themes. With the advent of newer technologies, scripts written for non-stage media have been added to this form. War of the Worlds (radio) in 1938 saw the advent of literature written for radio broadcast, and many works of Drama have been adapted for film or television. Conversely, television, film, and radio literature have been adapted to printed or electronic media.

context: “The roots of all our modern academic fields can be found within the pages of literature.”  Literature in all its forms can be seen as written records, whether the literature itself be factual or fictional, it is still quite possible to decipher facts through things like characters’ actions and words or the authors’ style of writing and the intent behind the words. The plot is for more than just entertainment purposes; within it lies information about economics, psychology, science, religions, politics, cultures, and social depth. Studying and analyzing literature becomes very important in terms of learning about our history. Through the study of past literature we are able to learn about how society has evolved and about the societal norms during each of the different periods all throughout history. This can even help us to understand references made in more modern literature because authors often make references to Greek mythology and other old religious texts or historical moments. Not only is there literature written on each of the aforementioned topics themselves, and how they have evolved throughout history (like a book about the history of economics or a book about evolution and science, for example) but we can also learn about these things in fictional works. Authors often include historical moments in their works, like when Lord Byron talks about the Spanish and the French in ‘‘Childe Harold’s Pilgrimage: Canto I’’ and expresses his opinions through his character Childe Harold. Through literature we are able to continuously uncover new information about history. It is easy to see how all academic fields have roots in literature. Information became easier to pass down from generation to generation once we began to write it down. Eventually everything was written down, from things like home remedies and cures for illness, or how to build shelter to traditions and religious practices. From there people were able to study literature, improve on ideas, further our knowledge, and academic fields such as the medical field or trades could be started. In much the same way as the literature that we study today continue to be updated as we continue to evolve and learn more and more.

context: As a more urban culture developed, academies provided a means of transmission for speculative and philosophical literature in early civilizations, resulting in the prevalence of literature in Ancient China, Ancient India, Persia and Ancient Greece and Rome. Many works of earlier periods, even in narrative form, had a covert moral or didactic purpose, such as the Sanskrit Panchatantra or the Metamorphoses of Ovid. Drama and satire also developed as urban culture provided a larger public audience, and later readership, for literary production. Lyric poetry (as opposed to epic poetry) was often the speciality of courts and aristocratic circles, particularly in East Asia where songs were collected by the Chinese aristocracy as poems, the most notable being the Shijing or Book of Songs. Over a long period, the poetry of popular pre-literate balladry and song interpenetrated and eventually influenced poetry in the literary medium.

context: In ancient China, early literature was primarily focused on philosophy, historiography, military science, agriculture, and poetry. China, the origin of modern paper making and woodblock printing, produced one of the world's first print cultures. Much of Chinese literature originates with the Hundred Schools of Thought period that occurred during the Eastern Zhou Dynasty (769-269 BCE). The most important of these include the Classics of Confucianism, of Daoism, of Mohism, of Legalism, as well as works of military science (e.g. Sun Tzu's The Art of War) and Chinese history (e.g. Sima Qian's Records of the Grand Historian). Ancient Chinese literature had a heavy emphasis on historiography, with often very detailed court records. An exemplary piece of narrative history of ancient China was the Zuo Zhuan, which was compiled no later than 389 BCE, and attributed to the blind 5th century BCE historian Zuo Qiuming.

context: In ancient India, literature originated from stories that were originally orally transmitted. Early genres included drama, fables, sutras and epic poetry. Sanskrit literature begins with the Vedas, dating back to 1500–1000 BCE, and continues with the Sanskrit Epics of Iron Age India. The Vedas are among the oldest sacred texts. The Samhitas (vedic collections) date to roughly 1500–1000 BCE, and the "circum-Vedic" texts, as well as the redaction of the Samhitas, date to c. 1000-500 BCE, resulting in a Vedic period, spanning the mid 2nd to mid 1st millennium BCE, or the Late Bronze Age and the Iron Age. The period between approximately the 6th to 1st centuries BC saw the composition and redaction of the two most influential Indian epics, the Mahabharata and the Ramayana, with subsequent redaction progressing down to the 4th century AD.

context: In ancient Greece, the epics of Homer, who wrote the Iliad and the Odyssey, and Hesiod, who wrote Works and Days and Theogony, are some of the earliest, and most influential, of Ancient Greek literature. Classical Greek genres included philosophy, poetry, historiography, comedies and dramas. Plato and Aristotle authored philosophical texts that are the foundation of Western philosophy, Sappho and Pindar were influential lyric poets, and Herodotus and Thucydides were early Greek historians. Although drama was popular in Ancient Greece, of the hundreds of tragedies written and performed during the classical age, only a limited number of plays by three authors still exist: Aeschylus, Sophocles, and Euripides. The plays of Aristophanes provide the only real examples of a genre of comic drama known as Old Comedy, the earliest form of Greek Comedy, and are in fact used to define the genre.

context: Roman histories and biographies anticipated the extensive mediaeval literature of lives of saints and miraculous chronicles, but the most characteristic form of the Middle Ages was the romance, an adventurous and sometimes magical narrative with strong popular appeal. Controversial, religious, political and instructional literature proliferated during the Renaissance as a result of the invention of printing, while the mediaeval romance developed into a more character-based and psychological form of narrative, the novel, of which early and important examples are the Chinese Monkey and the German Faust books.

context: In the Age of Reason philosophical tracts and speculations on history and human nature integrated literature with social and political developments. The inevitable reaction was the explosion of Romanticism in the later 18th century which reclaimed the imaginative and fantastical bias of old romances and folk-literature and asserted the primacy of individual experience and emotion. But as the 19th-century went on, European fiction evolved towards realism and naturalism, the meticulous documentation of real life and social trends. Much of the output of naturalism was implicitly polemical, and influenced social and political change, but 20th century fiction and drama moved back towards the subjective, emphasising unconscious motivations and social and environmental pressures on the individual. Writers such as Proust, Eliot, Joyce, Kafka and Pirandello exemplify the trend of documenting internal rather than external realities.

context: Genre fiction also showed it could question reality in its 20th century forms, in spite of its fixed formulas, through the enquiries of the skeptical detective and the alternative realities of science fiction. The separation of "mainstream" and "genre" forms (including journalism) continued to blur during the period up to our own times. William Burroughs, in his early works, and Hunter S. Thompson expanded documentary reporting into strong subjective statements after the second World War, and post-modern critics have disparaged the idea of objective realism in general.

context: As advances and specialization have made new scientific research inaccessible to most audiences, the "literary" nature of science writing has become less pronounced over the last two centuries. Now, science appears mostly in journals. Scientific works of Aristotle, Copernicus, and Newton still exhibit great value, but since the science in them has largely become outdated, they no longer serve for scientific instruction. Yet, they remain too technical to sit well in most programmes of literary study. Outside of "history of science" programmes, students rarely read such works.

context: Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history—Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche—have become as canonical as any writers. Some recent philosophy works are argued to merit the title "literature", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.

context: Literature allows readers to access intimate emotional aspects of a person’s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in ‘‘The English Journal’’ explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of “wonder”.

context: Hogan also explains that the temporal and emotional amount which a person devotes to understanding a character’s situation in literature allows literature to be considered “ecological[ly] valid in the study of emotion”. This can be understood in the sense that literature unites a large community by provoking universal emotions. It also allows readers to access cultural aspects that they are not exposed to thus provoking new emotional experiences. Authors choose literary device according to what psychological emotion he or she is attempting to describe, thus certain literary devices are more emotionally effective than others.

context: Maslow’s ‘‘Third Force Psychology Theory’’ even allows literary analysts to critically understand how characters reflect the culture and the history in which they are contextualized. It also allows analysts to understand the author’s intended message and to understand the author’s psychology. The theory suggests that human beings possess a nature within them that demonstrates their true “self” and it suggests that the fulfillment of this nature is the reason for living. It also suggests that neurological development hinders actualizing the nature because a person becomes estranged from his or her true self. Therefore, literary devices reflect a characters’s and an author’s natural self. In his ‘‘Third Force Psychology and the Study of Literature’’, Paris argues “D.H Lawrence’s “pristine unconscious” is a metaphor for the real self”. Thus Literature is a reputable tool that allows readers to develop and apply critical reasoning to the nature of emotions.

context: A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction, as can a great deal of journalism, such as literary journalism. However, these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result, the writing in these fields often lacks a literary quality, although it often(and in its better moments)has that quality. Major "literary" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.

context: Law offers more ambiguity. Some writings of Plato and Aristotle, the law tables of Hammurabi of Babylon, or even the early parts of the Bible could be seen as legal literature. Roman civil law as codified in the Corpus Juris Civilis during the reign of Justinian I of the Byzantine Empire has a reputation as significant literature. The founding documents of many countries, including Constitutions and Law Codes, can count as literature; however, most legal writings rarely exhibit much literary merit, as they tend to be rather Written by Samuel Dean.

context: A literary technique or literary device can be used by authors in order to enhance the written framework of a piece of literature, and produce specific effects. Literary techniques encompass a wide range of approaches to crafting a work: whether a work is narrated in first-person or from another perspective, whether to use a traditional linear narrative or a nonlinear narrative, or the choice of literary genre, are all examples of literary technique. They may indicate to a reader that there is a familiar structure and presentation to a work, such as a conventional murder-mystery novel; or, the author may choose to experiment with their technique to surprise the reader.