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Analysis of Feminism in 'The Yellow Wallpaper' by Charlotte Perkins Gilman

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Feminist Criticism in Literature: Character of Women in Books Essay

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Feminist criticism is a literature trait, which deals with the rights of women, and other issues concerning women. Feminist criticism is a trait that involves analyzing the picture and character of women in books. The trait is also a political campaign, which has an aim of influencing the way people see and take women. This is achievable when a book advocates for the rights of women or the book demonstrates the way a woman is undergoing oppression daily by her male counterpart. When one critically analyses all these issues the result is feminist criticism.

In the short play ‘Trifles’, feminism as a trait is a very important technique. The book shows how the man oppresses the woman figure. The role of the woman is to be led by the man and follow what the man wants. During that period, the word of man is final and whatsoever condition is an objection allowed coming from the woman. This treatment of women by their men counterparts is mean and selfish. The men cease to notice the hard work of women and their dedication to the various roles they carry out. The neighboring farmer, sheriff, and attorney demonstrate the superiority of men.

They criticize the work of Mrs. Wright saying that, it is not up to the expected standards. Considering that a farmer’s wife has a lot of work both in the house and in the farm, they fail to appreciate the work that she whole-heartedly achieves. It is for this reason that man and woman have taken separate sides. All sides are advocating for their rights and looking to justify their biased reasons. This leads to forming of alliances based on gender, an example in ‘Trifles’ the women form an alliance against the men, in which they hide the real truth from the men because they feel sympathy for Mrs. Wright (Cobrin)

The unimportance of women in the play is a critical factor for the women should follow all the things that their men counterparts impose on them. This means that women should follow all the orders even though they do not support the action. In demonstrating the unimportance of women, irony is in use extensively. The heading of the short play trifle means something that is small. It conveys that the woman is miniature creature with not much importance in the world. In the book “Minnie”, before she is in marriage, she is extraordinarily beautiful, and she sings and makes people happy. Then Minnie changes after her marriage to Wright. The process of changing in Winnie symbolically is in the form of an explanation where they use a bird and its cage. The bird describes Minnie and the birdcage signifies marriage, which changes the life of the bird. When Minnie enters into marriage, which is a lifelong commitment, the marriage changes her to another personality. The new personality is sad and hates the husband for changing her joyful personality.

Frequently men dictate for women, in doing this they are trying to show superiority. An example is a sheriff, and the county attorney, when they should be searching for evidence they are busy criticizing the misconduct of Winnie saying that she is not neat. An argument erupts when the men try to involve the women in the conversation looking down on Winnie because the women undoubtedly support her.

The book is an example of a murder case where Winnie’s husband decides that he does not want the family to socialize with the other people of the community. Before Winnie’s marriage, she is remarkably lively, joyful, and sings which makes people happy, but now she is remarkably different she is now Mrs. Wright. The bird is extremely valuable to Winnie because it is the only thing that reminds her of the good times before she is married. Therefore, she feels a lot of annoyance towards her husband when he kills the bird; the reaction is planning a plot to kill her husband. The reason to justify Winnie’s actions is that, Wright has changed her life to the worst for an exceedingly long time, and it is time he pays vividly for everything he has done.

It is during the 1900s period when women are heavily disregarded because they are homemakers. Men do not appreciate the work that women do though it is not an easy role. Despite the importance of the critical role women play in society, men still fail to appreciate them. In the book, the women have highly significant clues on the murder of Mr. Wright. The ignorance of the men hinders them from noticing this. If only they were keen, they would have been able to solve the case due in a very short time. When investigating a case a person needs to view all the possibilities. The investigator should give space for all possibilities that can lead to solving the case no matter the nature of the cause (Christakos)

The character traits of the men in the play are that there are very important, stern but in the real situation, the women portray a better picture. In that, during the investigation period in Mr. Wright’s house, the women are quick to notice issues that can be of help in the investigation towards finding the murderer of Mr. Wright. Some of the things they notice are that the house is very dull and disorganized. They guess that the house being in that situation is that, Mr. Wright has succeeded in changing her real characteristics to a very careless and sad character. The women decide to be loyal to their gender, and they hide the box with the dead bird from the men. At the same time, their stealing the box is an act that is illegal and coldhearted to society.

The character of Mrs. Hale is judgmental since she has not visited her neighbors the Wright’s for a whole year because the climate of the house is dull and cold. She is also human; this is because after the death of Mr. Wright, she feels guilty. After all, she might have done something to prevent this from happening. For example if they were friends with Winnie then maybe she would not be so sad leave alone being lonely, then probably she would be in a better position and the husband would still be alive.

Mrs. Peters is very sympathetic with the situation that they are facing a situation that she is in a relationship with. Mrs. Peters has lost her two-year-old child to stillness. This child was the firstborn, and until now, she has not forgotten the painful experience.

Mrs. Wright is previously known as Winnie before marriage. The marriage has made her a very sad, lonely and bitter woman. The dominating characteristics of the husband are the reasons for her drastic change. The man is the head of the family so; all that they say is a command no matter how unpleasant it is to the counterpart.

Feminism criticism is a critical style that is widely in use in the short play (Salas). The treatment of women by their male counterparts is one of the ways of demonstrating feminist criticism. The other method is where women form alliances that work against women, and in these alliances, the women discuss how men are unfair, mistreated and fail to appreciate the things that they do. The women also justify their actions saying that it’s the only means of survival, keeping in mind that the men counterparts are too dominating for women to bond naturally.

Works Cited

Christakos, George. Integrative Problem-Solving in a Time of Decadence. Newark, Delaware: Springer, 2010.

Cobrin, Pamela. From winning the vote to directing on Broadway: the emergence of women on the New York stage,. Newark, Delaware: University of Delaware Press, 2009.

Salas, Susan. Hispanic Literature Criticism: Guimarães Rosa-Viramontes. Farmington Hills, Michigan: Gale Group, 1999.

The Medieval Portrayals of Women in Literary Works
Gender Roles in 'Mr. Green' by Robert Olen Butler
Critical Analysis of the Plays: The Three Sisters and Happy Days
White Noise by Don Delillo Literature Analysis
Use of Language in Susan Glaspell’s 'Trifles'
Trifles and The Story of an Hour Comparison
“The Blue Castle” by Lucy Maud Montgomery: Social Construction and Gender Stereotypes
The Depth of Chekhov’s Vision in “The Lady With the Dog”
“The Wrongs of Woman” by Mary Wollstonecraft
Culture and Identity as Depicted in Kay's “Trumpet”
Chicago (A-D)
Chicago (N-B)

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The new feminist criticism : essays on women, literature, and theory

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46 Practicing Gender Criticism

Now that you’ve learned about feminist, postfeminist and queer theory, practiced these methods of analysis with “January, 1795” and “The Eyepatch,” and reviewed some examples, you will complete a theoretical response to a text using one of these three gender criticisms as your approach. You will read three different texts below. Choose one text and respond to the questions in a short essay (500-750 words).

I have included questions to guide your reading. You may choose to respond to some or all of these questions; however, your response should be written as a short essay, and you will need to come up with a thesis statement about your chosen text. Post your short essay as a response to the Gender Criticism Theoretical Response discussion board. I have included the theoretical response assignment instructions at the end of this chapter.

Checklist for Practicing Feminist, Postfeminist, and Queer Theory Criticism

All three approaches are concerned with representations of gender and sexuality in texts. Here’s a checklist that may help you. You do not need to address every item on this list.

Choose a Theoretical Approach: Identify whether you will use feminist, postfeminist, or queer theory in your analysis.
Character Analysis: Examine the characters/speakers in the text, looking for stereotypes based on sex or gender and considering how these stereotypes interact with the discourse of the time when the texts were written. For postfeminist and queer theory, also consider binary oppositions and privileged meanings.
Author’s Background: Think about how the author’s sex or gender identity has influenced the work. Because these three critical approaches are intersectional, you may also want to consider race, socioeconomic status, or other identities.
Symbolism and Imagery: Analyze symbols and imagery, exploring how they may represent gender or sexuality and reinforce or undercut stereotypes (e.g., phoenix, eagles, and doves in “The Canonization”).
Themes and Motifs: Identify recurring themes and motifs in the text. Explore how these elements reflect the experiences of women or queer people.

1. Shall I Compare Thee to a Summer’s Day? by William Shakespeare

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date; Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; And every fair from fair sometime declines, By chance or nature’s changing course untrimm’d; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st; Nor shall death brag thou wander’st in his shade, When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee.

“Shall I Compare Thee to a Summer’s Day?” by William Shakespeare is in the public domain.

What is the gender and sexuality of the speaker? What is gender and sexuality of the person being addressed in the poem? Can you find evidence to support your answer in the text itself?
What cultural assumptions or constructions did you bring to your answer to question one? How does considering alternative possibilities open up our reading of the poem?
If the beloved is a woman, what stereotypes does the poem’s symbolism reinforce about aging and beauty?
What does the speaker value in a romantic partner? How do these values compare with your contemporary values?

2. Excerpt from Middlemarch by George Eliot

Dorothea’s native strength of will was no longer all converted into resolute submission. She had a great yearning to be at Lowick, and was simply determined to go, not feeling bound to tell all her reasons. But every one around her disapproved. Sir James was much pained, and offered that they should all migrate to Cheltenham for a few months with the sacred ark, otherwise called a cradle: at that period a man could hardly know what to propose if Cheltenham were rejected. The Dowager Lady Chettam, just returned from a visit to her daughter in town, wished, at least, that Mrs. Vigo should be written to, and invited to accept the office of companion to Mrs. Casaubon: it was not credible that Dorothea as a young widow would think of living alone in the house at Lowick. Mrs. Vigo had been reader and secretary to royal personages, and in point of knowledge and sentiments even Dorothea could have nothing to object to her. Mrs. Cadwallader said, privately, “You will certainly go mad in that house alone, my dear. You will see visions. We have all got to exert ourselves a little to keep sane, and call things by the same names as other people call them by. To be sure, for younger sons and women who have no money, it is a sort of provision to go mad: they are taken care of then. But you must not run into that. I dare say you are a little bored here with our good dowager; but think what a bore you might become yourself to your fellow-creatures if you were always playing tragedy queen and taking things sublimely. Sitting alone in that library at Lowick you may fancy yourself ruling the weather; you must get a few people round you who wouldn’t believe you if you told them. That is a good lowering medicine.” “I never called everything by the same name that all the people about me did,” said Dorothea, stoutly. “But I suppose you have found out your mistake, my dear,” said Mrs. Cadwallader, “and that is a proof of sanity.” Dorothea was aware of the sting, but it did not hurt her. “No,” she said, “I still think that the greater part of the world is mistaken about many things. Surely one may be sane and yet think so, since the greater part of the world has often had to come round from its opinion.” Mrs. Cadwallader said no more on that point to Dorothea, but to her husband she remarked, “It will be well for her to marry again as soon as it is proper, if one could get her among the right people. Of course the Chettams would not wish it. But I see clearly a husband is the best thing to keep her in order. If we were not so poor I would invite Lord Triton. He will be marquis some day, and there is no denying that she would make a good marchioness: she looks handsomer than ever in her mourning.” “My dear Elinor, do let the poor woman alone. Such contrivances are of no use,” said the easy Rector. “No use? How are matches made, except by bringing men and women together? And it is a shame that her uncle should have run away and shut up the Grange just now. There ought to be plenty of eligible matches invited to Freshitt and the Grange. Lord Triton is precisely the man: full of plans for making the people happy in a soft-headed sort of way. That would just suit Mrs. Casaubon.” “Let Mrs. Casaubon choose for herself, Elinor.” “That is the nonsense you wise men talk! How can she choose if she has no variety to choose from? A woman’s choice usually means taking the only man she can get. Mark my words, Humphrey. If her friends don’t exert themselves, there will be a worse business than the Casaubon business yet.” “For heaven’s sake don’t touch on that topic, Elinor! It is a very sore point with Sir James. He would be deeply offended if you entered on it to him unnecessarily.” “I have never entered on it,” said Mrs Cadwallader, opening her hands. “Celia told me all about the will at the beginning, without any asking of mine.” “Yes, yes; but they want the thing hushed up, and I understand that the young fellow is going out of the neighborhood.” Mrs. Cadwallader said nothing, but gave her husband three significant nods, with a very sarcastic expression in her dark eyes. Dorothea quietly persisted in spite of remonstrance and persuasion. So by the end of June the shutters were all opened at Lowick Manor, and the morning gazed calmly into the library, shining on the rows of note-books as it shines on the weary waste planted with huge stones, the mute memorial of a forgotten faith; and the evening laden with roses entered silently into the blue-green boudoir where Dorothea chose oftenest to sit. At first she walked into every room, questioning the eighteen months of her married life, and carrying on her thoughts as if they were a speech to be heard by her husband. Then, she lingered in the library and could not be at rest till she had carefully ranged all the note-books as she imagined that he would wish to see them, in orderly sequence. The pity which had been the restraining compelling motive in her life with him still clung about his image, even while she remonstrated with him in indignant thought and told him that he was unjust. One little act of hers may perhaps be smiled at as superstitious. The Synoptical Tabulation for the use of Mrs. Casaubon, she carefully enclosed and sealed, writing within the envelope, “I could not use it. Do you not see now that I could not submit my soul to yours, by working hopelessly at what I have no belief in—Dorothea?” Then she deposited the paper in her own desk. That silent colloquy was perhaps only the more earnest because underneath and through it all there was always the deep longing which had really determined her to come to Lowick. The longing was to see Will Ladislaw. She did not know any good that could come of their meeting: she was helpless; her hands had been tied from making up to him for any unfairness in his lot. But her soul thirsted to see him. How could it be otherwise? If a princess in the days of enchantment had seen a four-footed creature from among those which live in herds come to her once and again with a human gaze which rested upon her with choice and beseeching, what would she think of in her journeying, what would she look for when the herds passed her? Surely for the gaze which had found her, and which she would know again. Life would be no better than candle-light tinsel and daylight rubbish if our spirits were not touched by what has been, to issues of longing and constancy. It was true that Dorothea wanted to know the Farebrothers better, and especially to talk to the new rector, but also true that remembering what Lydgate had told her about Will Ladislaw and little Miss Noble, she counted on Will’s coming to Lowick to see the Farebrother family. The very first Sunday, before she entered the church, she saw him as she had seen him the last time she was there, alone in the clergyman’s pew; but when she entered his figure was gone.

Excerpt from Middlemarch by George Eliot is in the public domain.

You may need to do a little research to answer these questions.

George Eliot is the pseudonym used by the English author Mary Anne Evans. Why do you think she wrote under a male pseudonym? Does knowing that the author is actually a woman change how you read or interpret the text?
The dedication page to Middlemarch reads “To my dear Husband, George Henry Lewes, in this nineteenth year of our blessed union.” What does this dedication reveal about gender and sexuality in 19th century Victorian England? How does this text complement that information?
What gender stereotypes do you see in the text? How are these gender stereotypes subverted?
How does the role of gender and sexuality in this text compare with Mary Robinson’s poem “January, 1795”?

3. Insomnia and the Seven Steps to Grace

At dawn the panther of the heavens peers over the edge of the world. She hears the stars gossip with the sun, sees the moon washing her lean darkness with water electrified by prayers. All over the world there are those who can’t sleep, those who never awaken. My granddaughter sleeps on the breast of her mother with milk on her mouth. A fly contemplates the sweetness of lactose. Her father is wrapped in the blanket of nightmares. For safety he approaches the red hills near Thoreau. They recognize him and sing for him. Her mother has business in the house of chaos. She is a prophet dis- guised as a young mother who is looking for a job. She appears at the door of my dreams and we put the house back together. Panther watches as human and animal souls are lifted to the heavens by rain clouds to partake of songs of beautiful thunder. Others are led by deer and antelope in the wistful hours to the vil- lages of their ancestors. There they eat cornmeal cooked with berries that stain their lips with purple while the tree of life flickers in the sun. It’s October, though the season before dawn is always winter. On the city streets of this desert town lit by chemical yellow travelers search for home. Some have been drinking and intimate with strangers. Others are escapees from the night shift, sip lukewarm coffee, shift gears to the other side of darkness. One woman stops at a red light, turns over a worn tape to the last chorus of a whispery blues. She has decided to live another day. The stars take notice, as do the half-asleep flowers, prickly pear and chinaberry tree who drink exhaust into their roots, into the earth. She guns the light to home where her children are asleep and may never know she ever left. That their fate took a turn in the land of nightmares toward the sun may be untouchable knowledge. It is a sweet sound. The panther relative yawns and puts her head between her paws. She dreams of the house of panthers and the seven steps to grace.

What are the roles of mothers and fathers in the poem? How do these roles conform to or disrupt stereotypes?
The author of this poem, former U.S. Poet Laureate Joy Harjo, is a member of the Muscogee (Creek) Nation. What intersections among gender and culture do you see in this poem?
The panther is a a power mythological creature in Cree mythology. In this poem, what is the panther’s gender? Why is this significant to our understanding of the poem?

Theoretical Response Assignment Instructions

Instructions.

15 points: theoretical response
10 points: online discussion (5 points per response) OR class attendance.

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Literary Theory and Criticism

Home › Elaine Showalter as a Feminist Critic

Elaine Showalter as a Feminist Critic

By NASRULLAH MAMBROL on September 24, 2016 • ( 7 )

Elaine Showalter is an influential American critic famous for her conceptualization of gynocriticism, which is a woman-centric approach to literary analysis, Her A Literature of their Own discusses the -female literary tradition which she analyses as an evolution through three phases. She observes that literary “subcultures” (black, Jewish, Anglo-Indian) tend to pass through these stages: 1) Imitation of the modes of the dominant tradition and internalization of the artistic and social values. 2) Protest against these standards and values and a call for autonomy, 3) Self discovery — turning inward free from’ some of the dependency of opposition, a search for identity.

Viewing the women’s literary tradition in terms of these phases, Showalter calls the first phase as “feminine” spanning from 1840 – 1880 (a phase of imitation, when women writers like George Eliot wrote with male pseudonyms); the second phase as the feminist phase (1880-1920, the phase of protest) when women won voting rights; the third phase as the female phase (1920- till around 1960) when women’s writing entered a new phase of self-awareness.

Showalter points out that although women writers since the beginning have shared a “covert solidarity” with other women writers and their female audience; there was no expressive communality or self-awareness before the 1840s. Even during the feminine phase, women writers did not see their writing as an expression of their female experiences.Yet the repressive circumstances gave rise to innovative and covert ways to express their inner life, and thus we have the mad woman locked in the attic, the crippled artist and the murderous wife. Despite the restrictions, the novel from Jane Austen to George Eliot talked about the daily lives and values of women within a family and community.

In the feminist phase which denotes political involvement, women writers questioned the stereotypes and challenged the restrictions of women’s language, denounced the ethic of self-sacrifice and used their fictional dramatization of oppression to bring about social and political changes. They embodied a “declaration of independence” in the female tradition and stood up to the male establishment in an outspoken manner. Challenging the monopoly of the male press, many feminist journals came into being, and some like Virginia Woolf, controlled their own press.

The female phase was marked by courageous self-exploration and a return to more realistic modes of expression. Post 1960 writers like Doris Lessing , Muriel Spark, Iris Murdoch and Margaret Drabble undertook an authentic anger and sexuality as sources of creative power, while reasserting their continuity with women writers of the past.

Showalter also posited that feminist criticism falls into two categories: woman as reader (Feminist Critique) and woman as writer (Gynocriticism). In the first category, women are consumers of a male-produced literature and this aspect of feminist criticism is concerned with the stereotypical representations of women, fissures in male-oriented literary theory and how patriarchy manipulated the female audiences. Gynocriticism attempts to construct a female framework for the analysis of women’s literature and focus on female subjectivity, female language and female literary career.

23 Texts to Introduce Feminist Criticism in High School ELA

Reading Instruction

When I introduce literary criticism to my students, feminist criticism is one of the first lenses we use.

In part, we encounter feminist criticism early on because students know the word “feminist” or “feminism” without always know what those terms mean. Unfortunately, some of my students often have negative attitudes toward “feminist” and “feminism.” Introducing feminist criticism helps students unpack those terms and better understand what it means to be a feminist.

Additionally, at the high school level, feminist criticism is fairly straightforward. When applying feminist criticism, we are basically looking at how a text treats its womxn characters. In other words, we’re asking the same three questions over and over:

First, how does the text treat womxn characters?
Similarly, what does the treatment of womxn characters reveal about the text, its author, or its historical context?
Finally, does the treatment of womxn characters support or undermine the author’s purpose for writing? Why or why not?

Keep reading to check out 23 texts that help students answer these questions!

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Using Mythology to Introduce Feminist Criticism

Anytime I introduce a new critical lens , I like to start with a familiar text. Since literary criticism requires students to evaluate a text from a new angle, it’s helpful to begin with a low-stress text.

By the time students come to me, they have usually read The Odyssey , so that’s oftentimes a good place for us to begin applying literary criticism.

Firstly, I often begin with “Siren Song” by Margaret Atwood. For one, students usually remember Odysseus’ encounter with the sirens. (Even if they don’t, we can quickly re-read the scene here .) As we’re reading or recalling this scene, we can discuss how many of the womxn characters in The Odyssey are vilified, including Circe and Calypso . Then, to take our feminist criticism further, we can read “Siren Song” and evaluate how Atwood’s version of events is different from Homer’s original. To extend this lesson, teachers can do the same thing with the song “Calypso” by Suzanne Vega.

Penelope As a Focal Point for Feminist Criticism

Similarly, there are a variety of poems that reimagine Penelope’s role in The Odyssey . While students may not always remember Penelope, we can quickly remember her by reading Penelope , Penelope’s Suitors , and Penelope’s Test . Once students are more familiar with Penelope’s story, we can use feminist criticism to evaluate the source. Then, we can dive into some more modern reinterpretations of Penelope’s story.

First, “Penelope” by Dorothy Parker is a short glimpse into Penelope’s days. This is a great place to begin applying literary criticism, especially since the poem’s first person provides key contrast to the original text. Read it here .
Similarly, “Penelope to Ulysses” by Meredith Schwartz also uses the first person. The epistolary nature of this poem adds another layer of complexity. (Plus, teachers can build on this poem by having students write their own letters to Ulysses.) Read it here .
Finally, “An Ancient Gesture” by Edna St. Vincent Millay is my favorite of these three poems because it modernizes Penelope’s struggle. Rather than focusing on Penelope, this poem focuses on how her story continues to be re-lived by other womxn today. This poem provides a good opportunity to connect the text to modern times. Read it here .

Grab all three of my resources for teaching these poems in The Odyssey Synthesis Bundle !

Helen as a Focal Point for Feminist Criticism

Like Penelope, Helen is a well-known figure in mythology. Unlike Penelope, fewer of my students are familiar with Helen, so using her as a focal point for feminist criticism is a way to begin leveling up.

Firstly, “Helen of Troy” by Ella Wheeler Wilcox has a clear sonnet structure that students understand. For this reason, students can spend more time focused on a feminist reading of the poem. Read it here .
Additionally, “Helen” by Nikita Gill is a student favorite! My students are often familiar with Gill’s work from social media, and her book Great Goddesses: Life Lessons from Myths and Monsters is always checked out from the classroom library. The question at the end of this poem makes it a great candidate for feminist criticism!
Finally, “Helen” by H.D. is the most challenging of these texts because it is the most ambiguous . Once students have a grip on the poem, they can turn readily to feminist criticism, but they have to nail the poem’s meaning first. Read it here .

Teaching resources and lesson plans for all three of these poems are included in my 11-12 Synthesizing Allusion Across Media Bundle , which helps students synthesize across media by focusing on one central allusion.

Poetry to Teach Feminist Criticism

Beyond mythology, poetry is a good way to introduce feminist criticism. The brevity of poetry makes it an ideal medium for applying new skills and concepts. Here are some of my favorite poems for using feminist criticism:

Firstly, “The Latin Deli: An Ars Poetica” by Judith Ortiz Cofer is a good poem to begin with. While this is a longer poem, the language is fairly straightforward, so students can spend less time paraphrasing and more time applying feminist criticism. Read it here .

Secondly, “What I Carried” by Maggie Smith is another great poem for introducing feminist criticism. In this shorter poem, students have to grapple with feminist criticism in the context of motherhood. Another great Smith poem is “You Could Never Take a Car to Greenland.” Read them both in Good Bones , one of my favorite poetry collections.

Similarly, the one word in “One-Word Poem” by David R. Slavitt pairs nicely with either of Maggie Smith’s poems. This offers readers another perspective on motherhood, which is complicated by Slavitt writing the poem without every being a mother. Read it here .

As students become more comfortable with feminist criticism, they’re ready for more challenging poems. To my mind, that means poetry that’s complicated by sarcasm, understatement, and irony. Two great poems for this next level are “I Sit and Sew” by Alice Moore Dunbar-Nelson and “I, being born a woman and distressed” by Edna St. Vincent Millay. The first time we read these poems, my students almost always giggle a little. In other words, these are engaging poems for students.

Grab four of these poems in the Feminist Criticism Bundle !

Short Stories for Teaching Feminist Criticism

As students continue to develop their skills with feminist criticism, we move on to longer works. Short stories are great tools for literary criticism because they often lend themselves to more than one critical lens. Check out some of my favorite short stories for feminist criticism:

Firstly, “A White Heron” by Sarah Orne Jewett is an English classroom staple. When my students are newer to literary criticism, I often choose this text because the plot is fairly simple, but the text lends itself to several critical lenses, including Marxist and feminist criticism. Read it here .
Similarly, “The Yellow Wall-Paper” by Charlotte Perkins Gilman is a popular text for American literature. Since this text is a little longer and more complex than “A White Heron,” it’s a great level up for students. When teachers couple this short story with the essay “Why I Wrote ‘The Yellow Wall-paper’?” , students have the chance to practice biographical and feminist criticism. Read the short story here .
In contrast to the sympathetic protagonists in Jewett and Perkins Gilman’s work, the protagonist of “Editha” by William Dean Howells is not sympathetic. As such, this short story provides a greater challenge to students as they read and annotate. Additionally, this is the first short story recommendation that doesn’t come from a womxn author, which will complicate students’ classroom conversation. Read it here .

Increased Complexity for Criticism

Additionally, the protagonist in “Girl” by Jamaica Kincaid is sympathetic while the speaker is not. While this story is short, its structure is more complex. Like “What I Carried,” this story also introduces the relationship between mother and daughter. Overall, this text requires a nuanced approach to feminist criticism. Read it here .
Next, “Berenice” by Edgar Allan Poe is named after the woman character, but she’s not the speaker nor is she given much agency. As with Howells’ story, the feminist criticism here is complicated by Poe’s writing. Furthermore, the horrifying nature of this text makes it a hard read in some ways. Check it out here .
Finally, my favorite short story on this list is “A New England Nun” by Mary E. Freeman. This is such a great read for several types of literary criticism, including Marxist, deconstructionist , and feminist criticism. Overall, the end of this short story makes it a must-read. Check it out here .

To help you bring all of these short stories into your classroom, I’ve put together a 9-12 Short Stories bundle that will save you time and money!

Longer Works for Teaching Feminist Criticism

As students become more adept at literary criticism, they can begin evaluating longer and more complex works.

Oftentimes when teachers think of longer works, we think of novels. While I do have some novel recommendations, dramas are also an amazing tool for literary criticism. Because drama is performed, it really lends itself to the kind of dialogue in which literary criticism thrives. Check out these three dramas for incorporating feminist criticism:

Firstly, many English teachers first think of Lady Macbeth when considering womxn in drama. Indeed, Macbeth by William Shakespeare is a great opportunity for feminist criticism.
Similarly, Julius Caesar is another Shakespearean drama ripe for literary criticism! The fact that there are so few womxn characters in this text provides students with a great sense of focus.
If Shakespeare is not the dramatist for you, The Crucible by Arthur Miller is a good play for applying literary criticism. The treatment of Elizabeth Proctor and Abigail Williams makes for strong discussion.

Beyond classroom dramas, novels are always a good place to apply literary criticism. In this case, my two recommendations are diametrically different.

Firstly, The Great Gatsby by F. Scott Fitzgerald features womxn characters who are not empowered. When the womxn characters in the text do have agency, it’s always coupled with wealth and privilege. Reading this novel alongside Fitzgerald’s short story “Winter Dreams” also provides a rich conversation about how Fitzgerald treats womxn characters.
On the other hand, Pride and Prejudice by Jane Austen features womxn characters with varied levels of privilege and agency. The diverse motivations of the womxn characters also factors into classroom conversations about feminist criticism.

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Feminist Literary Criticism

Feminism Definition

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B.A., English and Print Journalism, University of Southern California

Feminist literary criticism (also known as feminist criticism) is the literary analysis that arises from the viewpoint of feminism , feminist theory , and/or feminist politics.

Critical Methodology

A feminist literary critic resists traditional assumptions while reading a text. In addition to challenging assumptions that were thought to be universal, feminist literary criticism actively supports including women's knowledge in literature and valuing women's experiences. The two main features of feminist literary criticism include:

Identifying with female characters: By examining the way female characters are defined, critics challenge the male-centered outlook of authors. Feminist literary criticism suggests that women in literature have been historically presented as objects seen from a male perspective.
Reevaluating literature and the world in which literature is read: By revisiting the classic literature, the critic can question whether society has predominantly valued male authors and their literary works because it has valued males more than females.

Embodying or Undercutting Stereotypes

Feminist literary criticism recognizes that literature both reflects and shapes stereotypes and other cultural assumptions. Thus, feminist literary criticism examines how works of literature embody patriarchal attitudes or undercut them, sometimes both happening within the same work.

Feminist theory and various forms of feminist critique began long before the formal naming of the school of literary criticism. In so-called first-wave feminism, the "Woman's Bible," written in the late 19th century by Elizabeth Cady Stanton , is an example of a work of criticism firmly in this school, looking beyond the more obvious male-centered outlook and interpretation.

During the period of second-wave feminism, academic circles increasingly challenged the male literary canon. Feminist literary criticism has since intertwined with postmodernism and increasingly complex questions of gender and societal roles.

Tools of the Feminist Literary Critic

Feminist literary criticism may bring in tools from other critical disciplines, such as historical analysis, psychology, linguistics, sociological analysis, and economic analysis. Feminist criticism may also look at intersectionality , looking at how factors including race, sexuality, physical ability, and class are also involved.

Feminist literary criticism may use any of the following methods:

Deconstructing the way that female characters are described in novels, stories, plays, biographies, and histories, especially if the author is male
Deconstructing how one's own gender influences how one reads and interprets a text, and which characters and how the reader identifies depending on the reader's gender
Deconstructing how female autobiographers and biographers of women treat their subjects, and how biographers treat women who are secondary to the main subject
Describing relationships between the literary text and ideas about power, sexuality, and gender
Critique of patriarchal or woman-marginalizing language, such as a "universal" use of the masculine pronouns "he" and "him"
Noticing and unpacking differences in how men and women write: a style, for instance, where women use more reflexive language and men use more direct language (example: "she let herself in" versus "he opened the door")
Reclaiming women writers who are little known or have been marginalized or undervalued is sometimes referred to as expanding or criticizing the canon—the usual list of "important" authors and works. Examples include raising the contributions of early playwright Aphra Behn and showing how she was treated differently than male writers from her own time forward, and the retrieval of Zora Neale Hurston 's writing by Alice Walker .
Reclaiming the "female voice" as a valuable contribution to literature, even if formerly marginalized or ignored
Analyzing multiple works in a genre as an overview of a feminist approach to that genre: for example, science fiction or detective fiction
Analyzing multiple works by a single author (often female)
Examining how relationships between men and women and those assuming male and female roles are depicted in the text, including power relations
Examining the text to find ways in which patriarchy is resisted or could have been resisted

Feminist literary criticism is distinguished from gynocriticism because feminist literary criticism may also analyze and deconstruct the literary works of men.

Gynocriticism

Gynocriticism, or gynocritics, refers to the literary study of women as writers. It is a critical practice of exploring and recording female creativity. Gynocriticism attempts to understand women’s writing as a fundamental part of female reality. Some critics now use “gynocriticism” to refer to the practice and “gynocritics” to refer to the practitioners.

American literary critic Elaine Showalter coined the term "gynocritics" in her 1979 essay “Towards a Feminist Poetics.” Unlike feminist literary criticism, which might analyze works by male authors from a feminist perspective, gynocriticism wanted to establish a literary tradition of women without incorporating male authors. Showalter felt that feminist criticism still worked within male assumptions, while gynocriticism would begin a new phase of women’s self-discovery.

Resources and Further Reading

Alcott, Louisa May. The Feminist Alcott: Stories of a Woman's Power . Edited by Madeleine B. Stern, Northeastern University, 1996.
Barr, Marleen S. Lost in Space: Probing Feminist Science Fiction and Beyond . University of North Carolina, 1993.
Bolin, Alice. Dead Girls: Essays on Surviving an American Obsession . William Morrow, 2018.
Burke, Sally. American Feminist Playwrights: A Critical History . Twayne, 1996.
Carlin, Deborah. Cather, Canon, and the Politics of Reading . University of Massachusetts, 1992.
Castillo, Debra A. Talking Back: Toward a Latin American Feminist Literary Criticism . Cornell University, 1992.
Chocano, Carina. You Play the Girl . Mariner, 2017.
Gilbert, Sandra M., and Susan Gubar, editors. Feminist Literary Theory and Criticism: A Norton Reader . Norton, 2007.
Gilbert, Sandra M., and Susan Gubar, editors. Shakespeare's Sisters: Feminist Essays on Women Poets . Indiana University, 1993.
Lauret, Maria. Liberating Literature: Feminist Fiction in America . Routledge, 1994.
Lavigne, Carlen. Cyberpunk Women, Feminism and Science Fiction: A Critical Study . McFarland, 2013.
Lorde, Audre. Sister Outsider: Essays and Speeches . Penguin, 2020.
Perreault, Jeanne. Writing Selves: Contemporary Feminist Autography . University of Minnesota, 1995.
Plain, Gill, and Susan Sellers, editors. A History of Feminist Literary Criticism . Cambridge University, 2012.
Smith, Sidonie, and Julia Watson, editors. De/Colonizing the Subject: The Politics of Gender in Women's Autobiography . University of Minnesota, 1992.

This article was edited and with significant additions by Jone Johnson Lewis

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Feminist literary criticism - Free Essay Samples And Topic Ideas

Feminist literary criticism is an approach to literature that seeks to explore and challenge the representation of gender and gendered relations in literary works. Essays on feminist literary criticism might delve into analyses of gender representation in specific texts, the history and evolution of feminist literary theory, or the impact of feminist criticism on literary studies and wider cultural discourses. They might also explore intersectional approaches within feminist literary criticism that consider race, class, sexuality, and other axes of identity. A substantial compilation of free essay instances related to Feminist Literary Criticism you can find in Papersowl database. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Feminist Criticism on Chopin’s the Story of an Hour

Kate Chopin was a daring woman, who took her writing to a new level. Breaking many conventional social behaviors, she wrote openly about women’s emotions towards their relationships with men, children and sexuality. Kate has written several different pieces expressing her opinion. However, in one of her narratives, The Story of An Hour, she projects her feminist beliefs on marriage and the emotions it entails through the main character, Mrs. Mallard. In the beginning of the story, Mrs. Mallard […]

How Alice Walker Created Womanism

The Color Purple is a novel that traces the suffering of black women from gender, racial domination in patriarchy society. This novel demonstrates the universally prevalent multiple injustices towards women: sexual violence and violation, sexism, political, economic and social domination. Male keeps women oppressed denying equal power. So, females have been prevented from enjoying their basic rights and are totally excluded from the social, political and economic life. The present study attempts to investigate how the color purple of Alice […]

Memory and Past – the Giver

"Lois Lowry’s novel entitled The Giver, takes place against the background of very different times in which it alters from past, present, and future. Nonetheless, it speaks to the concern: the vital need of people to be aware of their interdependence, not only with each other but with the world and its environment where everything is the same – there is no music, no color, no pain. In the eye of a Marxist, The Giver explains the essential and true […]

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Feminism in the Scarlet Letter and Goblin Market: Exploring Female Sexuality

Contextual Background of Desire in 19th-Century Literature Both The Scarlett Letter (1850), a gothic romance by Nathaniel Hawthorne, and Goblin Market (1862), a narrative poem by Christina Rossetti, explore the ideas of female desire and sexuality, which would have been a very controversial topic in the mid-19th century due to the religious nature of society at the time. Similarly, both texts feature the dangers of unbridled sexuality and desire through the temptation and consequence the female protagonists face in the […]

The Manic Pixie Dream Girl Trope: an Examination of its Impact and Critique

The term "Manic Pixie Dream Girl" (MPDG) describes a character type that keeps popping up in movies and books. These gals are all about being quirky and bringing spontaneity into the life of a brooding dude who's usually the main character. Coined by film critic Nathan Rabin in 2007, the MPDG thing has sparked both praise and criticism for how it shows female characters. While they might seem charming and full of life, these characters often end up being more […]

Insights into Feminist Language Analysis

Language serves as more than just a medium of communication; it embodies power dynamics, cultural norms, and social hierarchies. Within feminist discourse, language is a central battleground where the struggle for gender equality is waged. Feminist approaches to textual analysis delve deep into the politics of language, aiming to uncover the subtle ways in which language shapes and perpetuates gender inequalities. At the heart of feminist textual analysis lies the recognition that language is not neutral. Rather, it is laden […]

Feminist Rewritings: Challenging Male-Centric Narratives in Literature

Literature has long been dominated by male perspectives, with female characters often relegated to secondary roles or portrayed through a narrow lens. However, in recent years, feminist writers have been reclaiming narratives, subverting traditional tropes, and offering fresh perspectives that challenge the patriarchal status quo. Through the lens of feminist theory, these writers interrogate and deconstruct male-centric narratives, highlighting the complexities of gender, power, and agency. One of the key strategies employed by feminist writers is the practice of rewriting […]

Feminist Mythology: Deconstructing and Reimagining Classic Myths through a Gendered Lens.

In the rich tapestry of human storytelling, myths have long woven the fabric of cultural narratives. However, beneath the surface of these timeless tales lies a pervasive undercurrent of gender bias, often relegating female characters to stereotypical roles. This essay embarks on an exploration of feminist mythology, an intriguing lens through which we deconstruct and reimagine classic myths, fostering a deeper understanding of the dynamics between myth and gender. Classic myths, ranging from Greek and Roman to Norse and beyond, […]

Feminist Insights into Classic Literature: a Provocative Exploration

Within the realm of literary analysis lies a transformative lens that has the power to illuminate the shadows of classic texts: feminism. This critical perspective, ever dynamic and potent, challenges traditional readings by unearthing the buried narratives of female characters and questioning the power structures entrenched within the pages of revered works. Feminist literary criticism dismantles the notion of women as passive ornaments within narratives, urging readers to perceive them as agents of change and defiance against patriarchal norms. Consider […]

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How to Write an Essay About Feminist Literary Criticism

Understanding feminist literary criticism.

Before writing an essay about feminist literary criticism, it's essential to understand what this critical approach entails. Feminist literary criticism analyzes literature and literary criticism based on the feminist theory, focusing on how literature reflects or distorts the experiences, status, and roles of women. This approach also explores how literary works contribute to or challenge gender inequalities. Begin your essay by defining feminist literary criticism and its historical development. Discuss the variety of forms it has taken over time, from exploring women's writing as a separate literary tradition to examining gender politics and representation in literature. Understanding the key theorists in the field, such as Simone de Beauvoir, Virginia Woolf, and Elaine Showalter, can provide a solid foundation for your analysis.

Developing a Thesis Statement

A strong essay on feminist literary criticism should be centered around a clear, concise thesis statement. This statement should present a specific viewpoint or argument about feminist literary criticism. For instance, you might examine the role of feminist literary criticism in reshaping the literary canon, analyze how it has changed the interpretation of a particular text, or argue for its relevance in contemporary literary studies. Your thesis will guide the direction of your essay and provide a structured approach to your analysis.

Gathering Textual Evidence

To support your thesis, gather evidence from a range of sources, including feminist literary texts, critical essays, and theoretical works. This might include specific examples of feminist critiques of literary works, discussions of the portrayal of female characters in literature, or analyses of gender dynamics in different literary genres. Use this evidence to support your thesis and build a persuasive argument. Be sure to consider different feminist perspectives and methodologies in your analysis.

Analyzing Key Themes in Feminist Literary Criticism

Dedicate a section of your essay to analyzing key themes and concepts in feminist literary criticism. Discuss issues such as the representation of women in literature, the intersection of gender with other identities like race and class, and the role of language in perpetuating gender stereotypes. Explore how feminist critics have challenged traditional literary criticism and offered new insights and interpretations of texts.

Concluding the Essay

Conclude your essay by summarizing the main points of your discussion and restating your thesis in light of the evidence provided. Your conclusion should tie together your analysis and emphasize the significance of feminist literary criticism in understanding literature and its social implications. You might also want to suggest areas for future research or discuss the potential impact of feminist literary criticism on literary studies and broader cultural discourses.

Reviewing and Refining Your Essay

After completing your essay, review and refine it for clarity and coherence. Ensure that your arguments are well-structured and supported by evidence. Check for grammatical accuracy and ensure that your essay flows logically from one point to the next. Consider seeking feedback from peers, educators, or experts in feminist literary criticism to further improve your essay. A well-written essay on feminist literary criticism will not only demonstrate your understanding of the approach but also your ability to engage critically with literary theory and analysis.

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> A History of Feminist Literary Criticism
> The feminist criticism of Virginia Woolf

Book contents

Frontmatter
Acknowledgements
Notes on contributors
Introduction
PART I PIONEERS AND PROTOFEMINISM
Introduction to Part I
1 Medieval feminist criticism
2 Feminist criticism in the Renaissance and seventeenth century
3 Mary Wollstonecraft and her legacy
4 The feminist criticism of Virginia Woolf
5 Simone de Beauvoir and the demystification of woman
PART II CREATING A FEMINIST LITERARY CRITICISM
PART III POSTSTRUCTURALISM AND BEYOND
Postscript: flaming feminism?

4 - The feminist criticism of Virginia Woolf

Published online by Cambridge University Press: 05 June 2012

FEMINIST LITERARY CRITICISM BEFORE WOOLF AND IN WOOLF'S ERA

Virginia Woolf is rightly considered the founder of modern feminist literary criticism. Prior to her landmark contributions to the field, in particular her feminist manifesto of literary criticism, A Room of One's Own (1929), very few works register in historical accounts of its genesis. Catherine Belsey and Jane Moore, in their account of ‘The Story So Far’, point to Esther Sowernam and Bathsua Makin, in the seventeenth century, who identified the presence of powerful female deities and muses in classical literature, and to Mary Wollstonecraft at the end of the eighteenth century, who argued against the infantilising effects on women of sentimental novels, and who also ‘contributed to a feminist anthology of sorts called The Female Reader ’ (Belsey and Moore, 1997: 1). As in many received accounts of feminist literary history, anxious to press on to the heady modern period of its flourishing, Belsey and Moore list no one else between Wollstonecraft and Woolf, no one at all alongside Woolf, and no one after Woolf until Simone de Beauvoir (1997: 1). Glenda Norquay's Voices and Votes: A Literary Anthology of the Women's Suffrage Campaign (1995) redresses the critically neglected area of early feminist literature, introducing novels, short stories and poems of the suffrage era (until 1930), an era that spans much of the period of Woolf's formative literary career and closes as A Room of One's Own makes its first impact.

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The feminist criticism of Virginia Woolf
By Jane Goldman , University of Glasgow
Edited by Gill Plain , University of St Andrews, Scotland , Susan Sellers , University of St Andrews, Scotland
Book: A History of Feminist Literary Criticism
Online publication: 05 June 2012
Chapter DOI: https://doi.org/10.1017/CBO9781139167314.006

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Feminist theory.

Pelagia Goulimari Pelagia Goulimari Department of English, University of Oxford
https://doi.org/10.1093/acrefore/9780190201098.013.976
Published online: 19 November 2020

Feminist theory in the 21st century is an enormously diverse field. Mapping its genealogy of multiple intersecting traditions offers a toolkit for 21st-century feminist literary criticism, indeed for literary criticism tout court. Feminist phenomenologists (Simone de Beauvoir, Iris Marion Young, Toril Moi, Miranda Fricker, Pamela Sue Anderson, Sara Ahmed, Alia Al-Saji) have contributed concepts and analyses of situation, lived experience, embodiment, and orientation. African American feminists (Toni Morrison, Audre Lorde, Alice Walker, Hortense J. Spillers, Saidiya V. Hartman) have theorized race, intersectionality, and heterogeneity, particularly differences among women and among black women. Postcolonial feminists (Assia Djebar, Gayatri Chakravorty Spivak, Chandra Talpade Mohanty, Florence Stratton, Saba Mahmood, Jasbir K. Puar) have focused on the subaltern, specificity, and agency. Queer and transgender feminists (Judith Butler, Jack Halberstam, Susan Stryker) have theorized performativity, resignification, continuous transition, and self-identification. Questions of representation have been central to all traditions of feminist theory.

continuous transition
heterogeneity
intersectionality
lived experience
performativity
resignification
self-identification
the subaltern

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A modern tradition of literary commentary and polemic devoted to the defence of women's writing or of fictional female characters against the condescensions of a predominantly male literary establishment.

The beginnings of this movement are to be found in the journalism of R. West from about 1910. More influential as founding documents are the essays of V. Woolf, notably A Room of One's Own (1929) and Three Guineas (1938), and S. de Beauvoir's Le Deuxième Sexe (1949, translated as The Second Sex, 1953). In its developed form, the tradition was reborn amid the cultural ferment of the post‐1968 period, especially in the United States. The misogynist or belittling attitudes of male critics and novelists were subjected to ironic scrutiny in Mary Ellmann's Thinking About Women (1968) and to iconoclastic rage in Kate Millett's Sexual Politics (1970), the latter work berating D. H. Lawrence and Mailer in particular. Many feminist academics continued the investigation into stereotyped representations of female characters, for example in S. Cornillon (ed.), Images of Women in Fiction (1972).

Concentration upon the offences of male writers tended to give way in the later 1970s to woman‐centred literary histories seeking to trace an autonomous tradition of women's literature and to redeem neglected female authors. Influential examples of such work in America were Ellen Moers, Literary Women (1976), Elaine Showalter, A Literature of Their Own (1977), and Sandra M. Gilbert and Susan Gubar, The Madwoman in the Attic (1979). By the beginning of the 1980s, feminist criticism was becoming more self‐critical and internally differentiated: the mainstream of American feminist criticism eschewed ‘male’ literary theory and saw its purpose as the affirmation of distinctly female ‘experience’ as reflected in writing; but black‐feminist and lesbian‐feminist critics objected that their own experiences were being overlooked. Meanwhile the value of ‘experience’ as a clue to women's writing was doubted by feminists allied to Marxist criticism, psychoanalytic criticism, and post‐structuralism, especially but not exclusively in Britain and France. One such school, led by the French writers Julia Kristeva, Hélène Cixous, and Luce Irigaray, sought to define an écriture féminine (for which ‘feminine writing’ would be a misleading translation) on the basis of a psychological ‘politics’ of language itself: if language belongs not to women but to masculine social order, the distinctive female literary strategy will be to subvert it with bodily, even orgasmic, pulsations. British feminist criticism, although drawing upon both American and French approaches, has usually been more historical and sociological.

Feminist criticism has thus become a varied field of debate rather than an agreed position. Its substantial achievements are seen in the re‐admission of temporarily forgotten women authors to the literary canon, in modern reprints and newly commissioned studies by feminist publishing houses such as Virago (1977) and the Women's Press (1978), in anthologies and academic courses.

From: feminist criticism in The Concise Oxford Companion to English Literature »

Subjects: Literature