Subject: Literary Theory and Criticism

Semester/School Year: First Semester/2017- 2018

Chapter/Title: Chapter Two: What is Literature and
Does it Matter?
Author: Jonathan Culler

In Chapter two of Jonathan Cullers Literary Theory the

author explores the definition of literature itself in order to
further acquaint the reader with that concept. For something
that is discussed as often as literature it is interesting to
think that the definition of the word itself is not so easily
pinned down. Literature is not only the written word, says
Culler, but it possesses a certain quality which makes it unique
and worthy of attention.

He poses the analogous question "What is a weed?" and goes

on to answer it in a similar manner. Like literature, there
doesn't seem to be a specific quality of "weedness" which will
allow us to discriminate between weeds and plants or flowers. In
this example, he is embodying his own later discussion of
metaphor as "a way of knowing," of seeing "something as
something else" (72) uses the technique of exemplification to
good effect, making the point that such a seemingly ontological
question is similar to "What is a weed?" Here he demonstrates
what Derrida, in Deconstruction and Pragmatism has termed is a
feature of deconstruction in that it is always "a question of
reconsidering the protocols and the contexts of argumentation,
the questions of competence, the language of discussion" (78).
For Culler, what differentiates a weed from a plant is a series
of choices made by people who have certain measures of power in
gardening circles. What might have been a valued plant in the
sixteenth century has become a pest in the twentieth. Culler
then extrapolates this notion into the genre of literature in a
manner which questions essentialist criteria in that both are
defined by elements of choice as opposed to essential qualities.

In addition, many qualities of literature can be applied to

outside subjects with relative ease. So why then is literature
so difficult to define? Culler believes that history has shaped
the definition in such a way that it applies to more forms of
writing than just narrative and nonfiction, rather any piece of
writing with a structure (or purposeful lack thereof) and an
innate ability to be analyzed could be considered a literary
work. Also, in this modern age historical definitions might not
apply. Culler reasons that literature may have some qualities
that differentiate it from an autobiography or song for
instance.

What are those qualities? That is more difficult to

discern, as many of them are universal, as stated previously.
Literary Conventions are certainly a quality that sets
literature apart from other forms of writing. Culler reasons
that how you write a work is just as important as the content.
The nature of literature is also important, because of their
unique structure and function many types of poetry are instantly
recognizable; this makes them literature. But neither that nor
the integration of language cover the entirety of the question,
literature also creates a fictional world in which the reader
is privy to complex narrative woven using different
techniques. Literature can also be aesthetically pleasing;
people often debate about the beauty of the written word.

Finally, one of the most interesting qualities of

literature is its ability to build on itself. Newer works
reference older ones and scores of authors put references to
works like the Odyssey and classical readings into their work.
For the last portion of the chapter, Culler discusses the
functions of literature and the paradox it creates. Many argue
that it encourages civility and education, as well as solitary
study. However, it also encourages new avenues of thought which
can lead to action. Literature is a paradox because it
encourages regulated creativity, but it is that same regulation
which allows authors to grow beyond the scope of convention and
into their creative own. Culler ends the chapter by reminding
the reader that scholars examine the nature of literature to
better hone the tools of their trade, and know the medium with
which they do their work. Questioning literature helps readers
better understand the nature of creativity and their own ability
to express themselves.

Literature is essential to the development of critical

thinking. When a person engages with a piece of literature,
he/she must step into the shoes of someone else and evaluate the
decisions made and the actions taken by that character. When we
teach literature, we teach students to hypothesize by making
predictions, and we teach them to synthesize different pieces of
information in a way that makes sense. With literature, people
learn to understand and make analogies, thereby developing their
ability to compare and contrast ideas as well as to evaluate
those comparisons and contrasts.
 It also provides the opportunity for people to understand
human relationships as well as historical events in a way that
is more personal and accessible. A person is hooked when he/she
says, This character is just like X in my life. When an
individual can identify with a character and with a story, then
a reader is created, and that reader will go on to read anything
else they encounter in the world. Therefore, literature allows
us not only to develop our vocabulary and our reading
comprehension skills but our consciousness as a member of a
larger community. It gives us access to different perspectives,
especially on controversial issues.