For Part 1 of this ten post series, in which I discuss genre criticism, click here. for Part 2 on culture war critiques left and right, click here, for part 3 on artifact criticism, click here, for part 4 on derivative dismissal, click here, for part 5 on why there are four layers of meaning, click here, for part 6 on using traditional tools to interpret modern best sellers, click here, or just scroll down the home page.
A friend wrote me to report that this series of posts has reached at least the eccentric periphery of the Twilight fandom blogosphere. If Twi-hard sites are anything like Harry Potter fandom weblogs, I suspect that news of HogPro’s arrival there is very much a mixed blessing. [Update: It turns out this fan site is a “spoof” or satirical fan meeting place of some kind.] Regular readers of HogwartsProfessor.com know that as a rule I do not visit fan sites or live journals because they are demeaning to author, book, and discussion participants as often as not and I am not equal to the challenge of such conversations. Some of my best friends, though, have joined the conversation here after following a link from just such sites. A hearty HogPro “Welcome,” then, to any serious Twilight readers falling into this discussion midstream! Please make yourself at home; your comments and corrections are much appreciated.
Today in the seventh post of this series, we enter the third and last part of our look at the similarities in the critical reception that the first books by Joanne Rowling and Stephenie Meyer received. The first part, posts one to four, reviewed the mistaken approaches critics have made to both the Twilight and Harry Potter series. The second part, posts five to six, discussed iconological or Platonic literary criticism and the appropriateness of using a four tiered approach in books most readers only appreciate at a surface level. In the third part, posts seven to ten, we will explore just what the critics missed at each level: the surface, moral, allegorical, and anagogical.
We’ll start, of course, at the surface. [Read more…]
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